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Tiffany Fields
Objectives:
Outcome:
Students will have answers to the following questions:
Describe bullying?
In your own words, what is the difference between teasing between friends and
bullying?
Do you know of an instance where bullying was present?
What are the warning signs of bullying?
What solutions would you suggest for stopping bullying?
What do you think about bullying?
Materials/Supplies
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst.Jsdkjs
Tiffany Fields
Poster board
Markers
Pencils
Focus:
Have the students sit down for a story time. Ask the students to close their eyes and think
about a time when someone made you or someone close to you repeatedly feel hurt,
isolated, or sad.
Check your understanding by the students to place the face that corresponds with the
feels in front of his/herself
Then read Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith
Viorst.Jsdkjs.
Take breaks during the story to check for understand through questioning.
Possible questions:
Have you seen any times in the story were the character felt sad?
Why the sad emotions?
What happened?
Instructional Delivery
Tiffany Fields
Guided Practice
Now that the students have an understanding of what bullying is and how feelings play a
part in it. Have the students to stand up, walk around to music, freeze when the music
stops, then pair up with someone close to him/her. Allow the groups to choose from a
group of books that have elements that play into bullying. Tell the students they are going
to summarize the books, providing 3 bullying occurrence/factors that play into bullying,
the clues that help them identify that occurrence/factor as bullying, and an anti-bullying
rule they created for each occurrence/factor.
Book List:
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst.
A Bad Case of Stripes by David Shannon
The Brand New Kid by Katie Couric
Dont Be a Bully Billy: A Cautionary Tale by Phil Roxbee Cox
How to Lose All of Your Friends by Nancy Carlson
Judy Moody by Megan McDonald
King of the Playground by Phyllis Reynolds Naylor
Stop Picking on Me: a First Look at Bullying by Pat Thomas
We Can Work It Out: Conflict Resolution for Children by Barbara Polland
Being Bullied by Kate Petty & Charlotte Firmin
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Checking for understanding: As the teacher reread sections of the story, ask 2-3 questions
from the outcome questions.
Occurrence/factor
Ex. Alexander wakes up one
Clues
His mood
Rule
Breathe and find something
good about the day.
Team Practice
Have the groups create an Anti-bullying classroom rule for each occurrence/factor.
Checking for understanding: Have the students repeat the instructions to table group then
close 2 representatives from 2 different table groups to share instructions.
Closure
Extension:
Have the students to rewrite the stories of their books including the rules they created.
The students may read or act out their rewritten stories.
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Assessment/Evaluation
Each student will complete the attached worksheet as a reflection and turn it in as a
grade.
Modifications
The power point would be printed out for any child with a disability and
would be chosen to come up and be the helper for the lesson.
Individual check for understanding would be used for any disabled
student throughout the lesson.
Learning Styles
Visual (model, worksheet, power point), auditory (power point & book),
& kinesthetic (acting out the story)
Resources:
http://theodysseyonline.com/hampton-university/can-bullying-be-stopped/381674
http://www.freedominstitute.org/bullying-and-what-you-can-do-about-it/
http://www.elkriver.k12.mn.us/parents.cfm?subpage=39408
Tiffany Fields
Name: ________________________________________
Date: _____________
Instructions: Answer the following questions based on your reflection of the lesson. Utilize your
group bully book and the poster board to help answer the questions.
What do you think Bullying is?
What is bullying?
Based on the information you have gathered, what is bullying to you and how can you help
people not be bullied?
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Tiffany Fields
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