TCNJ Lesson Plan

Anti-Bullying
Student Name: Danielle Hutchinson and Jackie Pabon School Name: Hopewell Elementary
Grade Level: Kindergarten

Host Teachers Name: Ms. Bradshaw

Guiding and/or Essential Questions:

How can you be a good friend?
What are some characteristics of a good friend?
How can you treat others the way you want to be treated?
Pre-lesson Assignments and/or Student Prior Knowledge
Students take part once a week in a Social Skills special that teach them about being a
good friend, sharing, and being fair. Teachers implement T.H.I.N.K, T is it true? H is it helpful, I
is it inspiring?, N is it necessary?, and K is it kind? before Students are given daily expectations
on how to be a good friend in the classroom. They have learned about respecting each other and
good manners in the classroom.
Standards:
CCSS.ELA-LITERACY.W.K.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which
they tell a reader the topic or the name of the book they are writing about and state an opinion or
preference about the topic or book (e.g., My favorite book is...).
CCSS.ELA-LITERACY.W.K.8
With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.

CRP1. Act as a responsible and contributing citizen and employee

CRP4. Communicate clearly and effectively and with reason.
Learning Objectives and Assessments:
Learning Objectives

Assessment

The students will orally describe the

characteristics of being a good friend by
articulating the traits listed in Do Unto Otters.

Students will recall the traits described in the

text when asked to list them during the creation
of the class anchor chart. Teacher will assess for
mention of playing fair, good manners,
kindness, etc.

The students will accurately model or respond

to characteristics of being a good friend during
role-play situations.

Students will act in or interpret the role play as

it occurs. Teacher will assess for application of
the traits mentioned on the class anchor chart
and appropriate action or interpretation.

The students will vividly draw and write about

the characteristics of being a good friend when
asked to complete the worksheet.

Students will complete the worksheet. Teacher

will assess for application of the traits
mentioned on the class anchor chart, including
the mention of playing fair, good manners,
kindness, etc.

Materials/Resources:
Do Unto Otters by Laurie Keller
Golden Rule pre made anchor chart
Otter, Rabbit, and Owl puppet- if time allows for their creation
20 copies of blank differentiated worksheet
Container containing all childrens names
Plan for set-up/distribution/cleanup of materials:

Worksheets will be distributed to students when they return to their tables.

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Lesson Procedure:
Lesson beginning:
The lesson will begin with the students seated in a circle on the rug. Jackie will begin by talking
about T.H.I.N.K. A mini review of what they learned in social skills class. Ask them to recall
what T.H.I.N.K stands for.
Jackie will state: Boys and girls, do you remember what THINK stands for? Let's start with T,
Who can tell me? Can someone give me an example? (Structure with be continued for HINK)
Danielle will begin the lesson with a read-aloud of Do Unto Otters. Before beginning, students
will be reminded to show respect to the speaker. As the text is read, students will be asked to
listen for qualities that make a good friend.
After the read-aloud, Jackie will ask the students if they noticed any important qualities of
friendship in the text. As the students respond, Jackie will reveal their answers on the pre-made
answer chart. Answers may include, but are not limited to: Be kind, have manners, and play
fair.
After the chart has been discussed, Danielle will announce that we are going to make a pretend
movie about how to be a good friend. Danielle will explain that, for the role play, a few students


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will be asked to be the actors and the rest of the class will be directors. Danielle will state that
not everyone will get to be an actor, but to make it fair, the actors names will be chosen from a
hat. (In actuality, the students will be pre-chosen.) She will remind students to be respectful if
they are not called. Danielle will explain that each role play will begin with the actors being
chosen and their roles explained. One teacher will yell Action when the role play begins. She
will yell, Cut! when she wants the actors to freeze. When the actors are frozen, the directors
will be given a chance to modify the role-play so that the actors are following the qualities of
being a good friend. Students will be asked to refer to the anchor chart throughout. The role play
will go as follows:
Role Play #1: Danielle and Saxon, Play fair.
Saxons name will be drawn from the hat so that he will be the actor for this scene. A basket of
farm animal toys will be placed in the center of the rug. Jackie will state, Okay actors, you both
want to play with the cow toy. When I say action, show the camera how you would act if you
were being a bad friend. Jackie will stress that the actors should not act out aggressive actions,
but they can be stated verbally. Jackie will yell, action. She will hold up her hands to act like a
camera.
Danielle will respectfully act as a bad friend to Saxon, and vise versa. This may include, but is
not limited to: Danielle taking the toy from Saxon without asking, Saxon grabbing it back, and
both actors getting upset.
Once the actors have created a conflicting scenario, Jackie will yell, Cut! and will pause her
camera. Jackie will ask the directors to suggest what the actors could do differently in this
situation to be a good friend. She will remind them to look at the anchor chart as a reference.
Student responses might include, but are not limited to, They should take turns, they should
share, they should be good sports, and they should work as a team. To resume the scenario,
Jackie will yell, Action!. She will start the camera again. Danielle and Saxon will finish the
role play.
Role Play #2: Jackie and Mila, Have manners
Jackie and Danielle will switch roles for the second role play. Jackie will be an actor, and
Danielle will state action and cut at the appropriate times. Milas name will be drawn from
the that so that she will be the actor for this scene.
Jackie will say to Mila Give me the toy. Mila should respond with a No that's not the way you
ask!. Danielle will yell, Cut! and will pause her camera.
Then Jackie will ask the rest of the class(directors) how we could use manners to ask for the toy.
The class will come up with ideas and then Mila and Jackie will role play it appropriately.
Situation should include words: please, thank you, and you're welcome. To resume the scenario,
Danielle will yell, Action!. She will start the camera again.
After the completion of the role plays, Jackie will ask the students questions to reflect back on
the experience. The questions may include, but are not limited to, How do you think ___ felt
when ___? How did you feel when you saw ___?
After this discussion, students will be directed back to their seats to complete the worksheet.
Using the document camera, a completed model of the worksheet will be shown to the students.
The prompt will be to write and draw an experience when they were a good friend or someone
was a good friend to them.
Lessing ending:
Long closure:
Selected students will share their writing and the class will give comments and questions

ii. Then we will have a discussion about what we learned. Why do you think it is important for us
to learn to be a good friend?
Short closure:
i. Selected students will share their writing and the class will give comments and ask questions.
Key Questions:

What choices can we make to be a good friend?

How can this problem be solved using what we learned about being a good friend?
What can be said about this role play? (the wrong way to be a friend)
Can we recall what T.H.I.N.K stands for?
Why is it important for us to learn to be a good friend? (Closing)

Logistics:
Timing: 25 minutes
Introduction/Read Aloud - ~10 minutes
Role Playing- ~7 minutes
Writing Piece- ~7 minutes
Closing ~1 min
Transitions:
Students will remain on the rug for the duration of the read aloud and the role playing.
Then the students will transition by rows to their seats to do their writing piece. Then a couple
students will share, then we will close.
Classroom Management:
When the students are on the rug they will need attention grabbers so that they remain on
task, we can use 1,2,3, eyes on me or a clapping model. In order to make sure they are actively
engaged so students like Peter, Nathan, and Preston are not constantly moving and interrupting,
these students will be called upon to answer questions.
Differentiation
Differentiation will occur primarily in our seating arrangements on the carpet. We will
have the students sit in boy-girl order so that we can avoid disruptive friend groups sitting
together. At that point if it does not work we will have certain students that are disruptive move
closer to us so that they only require a touch to know that they are being disruptive. As well, we
will differentiate the writing portion of our lesson, differentiated worksheets will be given based
on the level of handwriting skills.