Teacher Education Lesson 4

Teacher Education Lesson 4

Teacher Candidate: Kaylee Jo Fowler Date and Time of Lesson: 9/ 29/16 @ 10:15 School: Pinecrest Subject/Grade Level: Bullying, 1st grade

Description of Lesson: The students will learn about bullying, and how bullying can be harmful to people. They will learn about bullying through several different activities, with one being “Crumpled Charlie.” With “Crumpled Charlie” the students will be able to see the actual damages that a bully can have on someone, and they will be able to see how those scares never heal for many people. They also will learn about bullying by a class read aloud called “Chester Raccoon and the Big Bad Bully” and writing about the story for the final assessment.

Lesson Title or Essential Question: Title- The bullying badger

Essential Question- What is a bully, and how can someone stop a bully from bullying other people?

Curriculum Standards Addressed:

SC Curriculum Standard(s): Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content

SC Academic Indicator(s): 2.1 Explore print and multimedia sources to write informative/explanatory texts that name a topic, supply facts about the topic, and provide a sense of closure.

EEDA/SSCA/ARTS: Bullying

Instructional Objective(s) Criteria: / Assessment(s) of the Objectives:
By the end of the lesson on bullying students should be able to write four complete sentences explaining what a bully is and how a bully can be changed with 90% accuracy. /

Before: Each student will write one sentence describing what a bully is. They will be graded with a rubric on a scale of 0-2 with up to 6 points.
During: Each student will draw a picture of him/her, and write three ways they can be nice to each other. They will be graded with a rubric on a scale of 0-2 with up to 6 points.
After: The students will write two sentences of how the badger was a bully, and two sentences of how he stopped being a bully. This will be graded with a rubric on a scale of 0-2 with up to 12 points.

Materials/Resources: The students will need a pencil, paper (one lined and one solid white), Ipads with Seesaw on them, and crayons. The teacher will need Charlie already drawn on chart paper, the book “Chester Raccoon and the Big Bad Bull,” a pen, Smart board, computer, easel to hang Charlie on, and the rubrics to grade each assessment.

Prerequisites (Prior Knowledge):

Social-Students will have the prior knowledge of having a class discussion about a book that was read during the read aloud time. They will know how to properly ask for permission to talk, and how to talk one at a time so that everyone can hear who is talking.
Cognitive-The students will have the prior knowledge of taking what they have read from a book and breaking it down to write a few sentences about it, and to write about what they learned from the book.
Physical-The students will have the prior knowledge of knowing when to get up when called by either their table color or their color they sit on when they are on the carpet. They know not to get up and move unless their color is called, and when their color is called to walk quietly to where they need to be.
Emotional-The students will have the prior knowledge of knowing that they might not can spell every word correctly in their sentence, but if they try and sound it out that they will succeed in making good grades on their assignments.

Procedures: / Accommodations and Differentiation

The students will start at their desk.
While they are sitting at their desk, I will ask them “What is a bully?”
I will allow several people to answer that question, and then I will tell them “today we are talking about bullies, and how people can stop a bully.”
“Does anyone know of any way to stop a bully form being mean?”
I will let a couple of students that did not answer the first question answer this one.
Next, I will tell their table helpers to pass out the Ipads
Once, the students have an Ipad I will have them open up Seesaw, and open a blank document in which they can write on.
Once they have the blank document open I will tell them to "write one sentence describing what a bully is.”
Once a student is done writing their sentence they will turn their sentence in to Mrs. McManus’ teacher’s Seesaw.
Once everyone has their sentences done and turned in I will call each table group to the carpet.
At the carpet I will pull up all the students sentences that they turned in, and as a class we will look through a couple of the sentences and talk about them.

For this part of my lesson my teacher did not want me to have any accommodations, because she wants to see where the students are at with their sentence writing skills.
The early finishers will write another sentence to describe a bully, and they will be allowed to submit multiple sentences. They will continue to write different sentences about bullies until the whole class is done with the assignment, or until the five minutes is up.
Slower finishers will have five minutes to write out one complete sentence. When the five minutes is up they will have to turn in whatever they are at, so that the teacher can see where they are in their level of writing.

This part of the lesson is geared more towards linguistic learners. It is geared more towards linguistic learners because the students are writing about what they think of when they think of a bully. They are being able to put on paper what is in their head, and there is a pretty heavy chunk of students in the class that learn better when they write out what they are learning about.
This part of the lesson is also geared more towards the intrapersonal learners. Each student is working on his or her own to complete a full sentence about a bully. This will help the students who work best by themselves then in a group.

Once the sentences have been talked about I will turn the easel around so the students can see Charlie. (He is already drawn on the chart paper before the lesson is started).
Once the students see Charlie I will explain to them that this is Charlie, and Charlie is going to show everyone how bullies can permanently hurt someone.
The students will stand up when their row is called and one by one come up to Charlie, and say something mean to him.
After they say something mean to Charlie they will crumble him up.
Each person will get a chance to do this.
After each person says something mean to him and crumbles him up, I will explain to the students that they were a bully to Charlie, and see what happened to him. He was destroyed by all the mean words everyone said to him.
Next, The students will stand up when called and come up to Charlie again, but this time saying nice words to him
As the students say nice words to Charlie they will start to unfold him, and smoothen him out the best they can.
After the last person has gone I will explain, that “Charlie looks better then he did when mean words were said to him. However, Charlie does not look nice and neat like he did at the very beginning of the lesson.”
“Even though people said nice words to Charlie, Charlie will always be scarred and some of his wounds will never be healed.”
I will use this to teach the students how being a bully just one time can affect a person, and their wounds might not ever heal properly.
“So instead of being mean to people, we need to always be nice to people so that we do not break them down, but instead build them up and help them from getting any scares.”
After this discussion about being nice to people I will have the table helps hand out plan white sheets of paper to each person.
While the table helpers are helping pass out the paper I will call students back to their desk by their row color on the carpet.
Once back at their desk they will draw a picture of him/her self and then write three nice words about themself on the paper.

For this part of the lesson the teacher will be up front facilitating the lesson and the speed of the lesson of “Crumpled Charlie”, so that the ESOL and slower learners can keep up with what I am saying.
One accommodation will be made for the student who is very slow. That student will be told different directions about the during- assessment. He will be told to first write down his four kind words, and to then draw the picture of himself. He is given these directions so that by the time everyone else is done with their picture and words he will at least have his words on his paper, and can later go back and add his picture.
For the quicker learners they will be allowed to color their whole page when they are done writing their kind words. They will be told that they need to stay inside the lines and not to scribble, because more then half of the class still likes to scribble when they color.

This part of the lesson with “Crumpled Charlie,” and drawing yourself is geared towards the spatial learners. This is because many pictures are being used to describe a bully, or to describe someone that does nice things. This will help the large percentage of the class understand bullying better, because they are spatial learners and learn best from pictures.
This part of the lesson is also geared towards both interpersonal and intrapersonal learning styles. The activity “Crumbled Charlie” is a class activity, and the whole class is working on it together so that part of the activity is geared towards the interpersonal learners. However, the drawing of the picture with the kind words around it is an individual activity, which makes it pleasing to the intrapersonal learners.

After each student has finished their self-portrait, and wrote three kind things about him/her self I will have them come back to the carpet by table color.
Once they all sit down and are quite I will read to them “Chester Raccoon and the Big Bad Bully.”
As I am reading I will stop at a couple of places and ask the students “who the bully is in the book?”
“How is the badger being a bully?”
“What does the animals do to stop the bully?”
After they have answered all those questions and I finished reading the book, they will all go back to their seats when their table is called.
Once at their seats they will get a blank piece of notebook paper. On the blank piece of notebook paper they will first put their name on it.
After they have put their name on it they will write two sentences of how the badger was being a bully, and two sentences of how he changed and stopped being a bully.
Once everyone is done with their sentences the papers will be collected and graded.

For ESOL learners all five of them will be pulled aside, before they begin to write their sentences and the teacher will help explain the key parts of the story to them in simpler language. The ESOL learners know a good bit of English but need things broken down for them after it is read, and that is what will happen for this lesson like many of the other lessons in the class.
For early finishers they will be asked to turn their paper over and write two more sentences about how the badger was a bully, and what made him change from being a bully to being a friend.
For slower finishers they will have to finish their sentences during their free station of reading workshop. This is the normal routine of the classroom to finish assignments at the free station before the students can color or do brain teasers.

This part of the lesson is geared towards the students who learn best from having books read to them, and then they discuss what was being read. These linguistic learners succeed when they hear a book and then discuss it as a class, and then write about it on their own. A vast majority of the class does very well with learning new information this way, and that is why this was chosen as the final assessment in this lesson.
This part of the lesson is also split up between activities that are geared more towards interpersonal and intrapersonal learning styles. Even though these two learning styles are totally different this final activity covers both of these learning styles. It covers interpersonal learning by having a class read aloud, and class discussion about the book at the end. It also covers Intrapersonal learners when the students go back to their desk and work by themselves on their four complete sentences about a badger that was a bully in the story.

References:

Gould, K. (2016). Bullying education resources. PBS newshour extra. Retrieved from

Penn, A. (2008). Chester Raccoon and the Big Bad Bully. New York, NY: Scholastic Inc.

Safe Schools Climate Act, Lander University Seminar PowerPoint

Revised 8.17.16