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Samantha Szewczyk and Madeline Smith Thursday, October 5, 2017

Bear Tavern Elementary School Time: 1:30 pm

First Grade
Mrs. Weidman
Spookleys Positive Pumpkin Patch

Lesson Topic: The teacher will read the book Spookley, the Square Pumpkin with the
students and then they will create their own unique pumpkins that say how they can be a
good friend.
Essential Question: What is bullying? How can we take action against bullying? How
can we be a good friend to our classmates?
6.3.4.D.1- Identify actions that are unfair or discriminatory, such as bullying, and propose
solutions to address such actions.
Learning Objectives and Assessment:

Learning Objectives Assessments

Students will be able to recognize The teacher will ask questions during a read aloud.
bullying behavior.

Students will be able to identify The teacher will allow students to come up with ways
strategies that can help prevent that can stop bullying

Students will create their own unique The students completed pumpkins will be their
pumpkins. assessment

Students will be able to write one The teacher will observe the students as they write
way they can be a better friend this their speech bubbles that says how they will be a better
year. friend.
Spookley, the Square Pumpkin by Joe Troiano
Speech bubbles
Square, rectangle, and triangle tracers
Prior Knowledge: The students have previously discussed how to be good friends and
read multiple anti-bullying books in the classroom.
Hook: The teacher will show students the cover of the book and explain that Spookley is
going to come visit their classroom next week to watch over them for the month of
October. The teacher will ask what they think the book may be about. Why is the
pumpkin square? What do you think will happen?
Instructional Plan:
1. The teacher will hold up the book and read the title and author.
2. The teacher will read and as she reads she will stop and ask questions for the
students to answer.
3. At the end of the book, the teacher will ask the students what they learned. The
teacher will discuss bullying and being a good friend.
4. The teacher and students will come up with examples of being a good friend.
5. The other teacher will then take over and explain all the directions for the activity.
The students will make their own pumpkin using whichever shape and colored
paper they choose. The students will then write an example of being a good friend
on a speech bubble to pair with their pumpkin.
6. The teacher will have students repeat the directions back.
7. The teacher will have students pick their colored paper and then return to their
seats one table at a time.
8. The teachers will walk around and observe as the students complete their own
unique pumpkins.
9. The teacher will have the students share their pumpkins speech bubble on how to
be a good friend.
10. The class will display their positive pumpkins out in the hallway for the rest of the
school to see.
Differentiation: The teacher will allow students the opportunity to answer any questions
by allowing wait time. The teachers will have provided tracers for students who do not
want to freehand their pumpkins.
Questions: How do you think Spookley felt when he was teased by the other
pumpkins? How do you think it would feel if you were teased by someone? How do you
think Spookley felt by the end of the story? What are some things that you can do if you
are being teased or bullied? What are some things that you can do if you see someone
else being teased or bullied? What are some things that you can do to show kindness and
tolerance towards others? How does it feel when others are nice to you? What is
different about Spookley? What happens in the pumpkin patch at the end of the book?
What else is special about Spookley besides his shape? (e.g., Spookley is brave,
Spookley is kind, etc.) What makes you special? What is one thing that you like about
yourself that makes you unique? Has there ever been a time when you used something
that makes you different to help you solve a problem or achieve something? If you were a
pumpkin in Spookleys pumpkin patch, what shape would you be?
Classroom Management: The teacher will follow protocol that has already been
established in the classroom. The teacher that is not reading will give nonverbal cues if
necessary to redirect students attention.
Transitions: Students will be called to the carpet by table numbers. Students will be
called back to their seats by table numbers. One student from each table will retrieve any
necessary materials (scissors, glue sticks, etc.) to ease transitions.
Closure: Students will share what they wrote and will place their pumpkins on the back
table. The class pumpkins will be placed on a bulletin board for the class to see.