SPRINGFIELD COLLEGE LESSON PLAN Template

PHED 237
NAME: Quinn McKenna
TIME: 8:55-2:30
FACILITIES: Soule Road Gymnasium

DATE TAUGHT: 4/13-4/17

CLASS SIZE: 25
LESSON #: 1

SCHOOL: Soule Road

GRADE LEVEL: 4 th-5th

EQUIPMENT NEEDS (#): DVD player, TV, Grade 4 DVD, Grade 5 DVD, Three Rs of bullying poster, 25 note cards, bowl, 25 pencils
LESSON FOCUS: Conflict Resolution: Recognizing, reporting, refusing Bullying

UNIT: Conflict Resolution: Bullying

STUDENT PERFORMANCE OBJECTIVES: By the end of this lesson, the students should be able to:
(C)- Identify that bullying behavior is different than conflict while discussing different scenarios about bullying during activity time. (S5.E3.5)(MA CF
5.2)
(C)- Identify the various types of bullying behaviors along with ways to appropriately address and react to such undesirable actions during
various activity segments of the lesson (S5.E3.5)(MA CF 5.2)
(A)- Work respectfully and cooperatively with their fellow class mates while learning about the three Rs of bullying during class time. (S4.E4.5)(MA CF
5.3)
(B)- Demonstrate through role play scenarios acceptable ways to respond appropriately to bullying behaviors when asked to do so by the teacher.
(S5.E3.5)( (MA CF 5.3)
TEACHER PERFORMANCE GOALS: During the lesson the teacher will:
1. Use his teacher positioning to make sure that all students are effectively participating in activity during the lesson.
2. Desist any misbehavior so that students are on task and not distracted by other students during activity time
3. Make sure each student gets a fair and even chance to learn about bullying through showing the Second Step program during activity time.

REFERENCES:
Second Step. Bullying and Prevention Unit- Lesson 1 Grade 4: Recognize, Report, And Refuse. 2014 Committee for Children. Pg. 24-31
Second Step. Bullying and Prevention Unit- Lesson 1 Grade 5: Recognize, Report, And Refuse. 2014 Committee for Children. Pg. 24-31
National Standards & Grade-Level Outcomes for K-12 Physical Education- Shape America (2014).
Massachusetts Comprehensive Health Curriculum Framework. October, 1999. http://www.doe.mass.edu/frameworks/health/1999/1099.pdf. Pg. 18-24

TIME

SEQUENCE OF LESSON
Introduction- Comments to begin this unit of instruction will be
provided by Mrs. Laing (cooperating teacher)

10
Activity 1 for 4th &5th Grade- The Three Rs of Bullying
minutes In this first activity the students are going to do an activity
where they practice recognizing, reporting and refusing
bullying.
Activities:
1. Read Aloud Scenarios: The teacher will read aloud TWO
conflict-laden scenarios to the student from the second
step bullying prevention packet. After reading each
scenario students will interact actively standing up or
remaining seated identifying whether the verbalized
scenario contains unacceptable bully-like behaviors The
students will hear each one, and then will stand up at the
end if they think it is or is not bullying. The first scenario
will be a conflict that does not contain bullying behaviors
while the second scenario will contain bullying behaviors.
The differences between the two scenarios will be
discussed in a teacher-led discussion.
Content Talking Points
Conflict- Individuals might be angry with each other, but
the source of the anger wasnt on purpose. Its not
repeated, its not one sided.
Bullying- these behaviors happen every day, An individual
is not doing anything back and has not been able to make
it stop.
After learning facts about recognizing bullying, the
students will then continue working on practicing and
mastering reporting and refusing bullying behaviors. The
students will be randomly divided into partners and will
practice using their own words to report bullying
assertively. One partner will be the adult, while the other
partner will be the one who reports. Once they both have
gone, they will switch positions (When the students are
role-playing, make sure the student reporting is facing the
person they are reporting to, keep their head up and
shoulders back and use respectful words and a strong
respectful voice).
3 Rs of Bullying: (list these here)

ORGANIZATION

REFLECTION

T
SS
SS

SS SS SS SS
SS

SS

SS
SS

SS

Recognize
Report
Refuse

8-10
minutes 2. Role Play: the paired students will practice refusing bullying
behaviors with their partners practicing the various types of
appropriate refusal behaviors introduced in the first activity. In
the role plays the students will practice using respectful words
to assertively refuse bullying. One partner pretends to be the
person who did the bullying while the other partner refuses it.
After each gets a chance at each role, the students will switch
places (Students will not actually act out bullying, it had already
happened just acting out the refusing)
Teacher Demonstration- Mr. McKenna and Mrs. Laing will act
out both the reporting and the refusing for the students to see
how it is to be done.

T
SS
SS

SS SS SS SS
SS
SS
SS SS SS
SS
SS

Teacher positioning - Mr. McKenna will walk around and coach

the students as they practice the three Rs of bullying.
Teacher-led Discussion: after every few minutes, the teacher
will call upon students to perform and showcase their scenario
in front of the class.
8-10
minutes 3. Fact in a Hat: In this activity the students are going to
engage in an activity where they get to discover a little bit more
about each other. On the small note card that they will be
given, they will self reflect and then write down a fact they dont
think many people know about themselves but that they want
people to know. Examples include: a favorite sport, hobby,
type of food, vacation spot or special talent. The fact could
also reveal something very unique such as the ability to juggle,
impersonate famous peoples voices, met a famous person in
the past, etc. The students must make sure not to put their
name on the piece of paper however.
Fishbowl technique: All of the facts will be put into a bowl and
then will be picked out randomly one by one by the students. A
fact will be drawn, and 4 students will be picked to guess who
wrote down that fact. If one of them guesses it right, they get
to pick out the next fact from the bowl. If no one guesses it
right, the person who wrote the fact will reveal themselves, and
then they get to draw the next fact.

S
S
S
S
S
S

T
S S
S S
S S
S S
S S
S S

S
S
S
S
S
S

Student Demonstration- Four students will model selecting the

fact from the bowl, guessing who wrote the fact down, and redrawing a new fact from the bowl.
Teacher positioning- Mr. McKenna will walk around while the
students are putting down facts onto the notecards. When the
facts are being drawn he will be at the front of the class holding
the bowl.
Activity 2 for 5th Grade- Similarities Challenge
The students will be divided into assigned squads for this
activity. Cooperative learning groups: the students will have
two minutes to talk with their group members and find one or
more facts that they all have in common. The only rule is that
the similarities must not be school-related (cant say were all
in the same class, we all attend the same school).
If a group finishes early, the teacher will encourage them to
dig deeper and find more similarities. When the time is up,
the students in each group will stand up and share with other
members in the class the similarities that they discovered
during the cooperative learning exchange. After they have
identified the similarities, other students in the class who share
that similarity will raise their hand.
Check for understanding before beginning the group talk:
Teacher: Can you similarities be school related?
Student: No they must be facts out of school
Teacher: Can you find just one or more than one similarity?
Student: We should try to find as many as we can
Teacher positioning- While the students are talking in the
cooperative learning groups, the teacher will walk around and
listen to them, giving them feedback about the similarities they
come up with while encouraging the learners to dig deeper
and possibly offer additional examples to get them thinking.
Closure- Closing comments and content assessment will be
executed by Mrs. Laing (cooperating teacher)