Week 1, Day 1 – “What is Bullying?

1. Objectives/Essential Question: SWBAT give an example of what bullying looks like and
sounds like with 100% accuracy.
2. Standards:
a. 10.2.3.D – Identify the steps in a decision-making process.
b. 10.3.3.A – Recognize safe/unsafe practices in the home, school, and community.
c. 10.3.3.C – Recognize conflict situations and identify strategies to avoid or resolve.
d. 10.4.3.F – Recognize positive and negative interactions of small group activities.
e. 1.6.3.A – Listen to others.
3. Materials and Equipment:
a. Computer
b. Videos
c. Spider Map
d. Read Aloud Book
e. Ticket Out The Door
4. Procedures:
a. Introduction
i. Introduce unit
b. Anticipatory Set/Activating Strategy
i. Talk about essential questions for the unit
1. If you are being bullied, what can do you?
2. What do you do when you are being teased?
3. What are feelings you may experience when you are being teased?
4. Why should we not bully?
5. How can we control ourselves when we get upset?
c. Motivation
i. PACER Videos - http://www.pacer.org/bullying/bpaw/bullyvids.asp
1. “What is Bullying?”
2. “Be a Kid Against Bullying?”
d. Sequence of Lesson
i. “What is Bullying?” Spider Map
1. What does it look like?
2. What does it sound like?
3. You would see it..
4. It feels like..
ii. Read Aloud and Reflect
1. Chester’s Way by Kevin Henkes
2. Reflection Worksheet
e. Closure/Summarizing Strategy
i. Review Spider Map
f. Assessment/Evaluation
i. Ticket Out the Door
1. “Give an example of what bullying looks like and sounds like.”
5. Assignments: None
6. Special Considerations:
a. Early Finishers: Read a book on bullying
b. Remediation: Explore PACER Bullying Kids site online
c. Enrichment: Explore PACER Bullying Kids site online
d. Special Accommodations: If Ss act out, the teacher should reinforce behavior bucks
management plan. Ss that have a hard time hearing should sit in the front of the
group.
 Week 1, Day 2 – “Bullying vs. Teasing”

1. Objectives/Essential Question: SWBAT describe one difference between bullying and

teasing as determined by an assessment.
2. Standards:
a. 10.2.3.D – Identify the steps in a decision-making process.
b. 10.3.3.A – Recognize safe/unsafe practices in the home, school, and community.
c. 10.3.3.C – Recognize conflict situations and identify strategies to avoid or resolve.
d. 10.4.3.F – Recognize positive and negative interactions of small group activities.
e. 1.6.3.A – Listen to others.
3. Materials and Equipment:
a. Brainstorm Poster
b. Skill Step Poster for Responding to Teasing
c. T-Chart Paper
d. Situation Cards for Responding to Teasing
e. Ticket Out The Door
4. Procedures:
a. Introduction
a. Review from yesterday
b. Look at charts and posters from yesterday
b. Anticipatory Set/Activating Strategy
a. Ask the students, “If you are being bullied, what can you do?”
c. Motivation
a. Have the students brainstorm for a few minutes.
d. Sequence of Lesson
a. Go over skill steps for responding to teasing.
b. Bullying vs. Teasing T-Chart
i. Describe bullying as repeated teasing, imbalance of power, or intent to
do harm
c. Situation Cards
i. Have students decide whether the situation cards are teasing or
bullying situations and share.
e. Closure/Summarizing Strategy
a. Ask the students “What they learned today?”
f. Assessment/Evaluation
a. Ticket Out The Door
i. “Name one difference between bullying and teasing.”
5. Assignments: None
6. Special Considerations:
g. Early Finishers: Read a book on bullying
h. Remediation: Explore PACER Bullying Kids site online
i. Enrichment: Explore PACER Bullying Kids site online
j. Special Accommodations: If students act out, the teacher should reinforce the
behavior bucks management plan. Students that have a hard time hearing should
sit in the front of the group and by the teacher.
 Week 1, Day 3 – “What to do when..”

1. Objectives/Essential Question: SWBAT describe an appropriate reaction as described in

class to a teasing situation with 100% accuracy measured by a ticket out the door.
2. Standards:
a. 10.2.3.D – Identify the steps in a decision-making process.
b. 10.3.3.A – Recognize safe/unsafe practices in the home, school, and community.
c. 10.3.3.C – Recognize conflict situations and identify strategies to avoid or resolve.
d. 10.4.3.F – Recognize positive and negative interactions of small group activities.
e. 1.6.3.A – Listen to others.
3. Materials and Equipment:
a. Teasing Questions
b. Feelings Poster
c. Ticket Out The Door
4. Procedures:
a. Introduction
a. Share today’s topic
b. Anticipatory Set/Activating Strategy
a. Review yesterday’s topic – Responding to Teasing
c. Motivation
a. Teasing Questions – Carousal Activity – Have posters up around the room
with the following questions on them. Ask the students to get into pairs and
have them circulate around the room answering the questions.
i. What do people tease others about?
ii. Why do you think people tease?
iii. How does it feel to be teased?
iv. When does teasing become bullying?
d. Sequence of Lesson
a. Class Discussion
i. Share Carousal Activity posters
ii. On what feelings you might feel when you are being teased
iii. What choices you can make when you are being teased
1. Ignoring
2. Saying how you feel
3. Giving a reason for the person to stop
4. Give the teaser a compliment
5. Take the teasing as a joke and go along with it
6. Talk to an adult about how to handle it
e. Closure/Summarizing Strategy
a. Students share their top 3 reactions of choices they would make after they
have been teased
f. Assessment/Evaluation
a. Ticket Out The Door
i. “What is an appropriate reaction to the following situation? A boy
jumps off the slide at recess. You know it is not allowed, so you make
the right choice and say no. He teases you by calling you a baby.”
5. Assignments: None
6. Special Considerations:
g. Early Finishers: Read a book on bullying
h. Remediation: Explore PACER Bullying Kids site online
i. Enrichment: Explore PACER Bullying Kids site online
j. Special Accommodations: If students act out, the teacher should reinforce the
behavior bucks management plan. Students that have a hard time hearing should
sit in the front of the group and by the teacher.
 Week 1, Day 4 – “All About Feelings”

1. Objectives/Essential Question: SWBAT define a feeling they experience when they

experience when they are being bullied with 100% accuracy.
2. Standards:
a. 10.2.3.D – Identify the steps in a decision-making process.
b. 10.3.3.A – Recognize safe/unsafe practices in the home, school, and community.
c. 10.3.3.C – Recognize conflict situations and identify strategies to avoid or resolve.
d. 10.4.3.F – Recognize positive and negative interactions of small group activities.
e. 1.6.3.A – Listen to others.
3. Materials and Equipment:
f. Magazines
g. Scissors
h. Posters
i. Word Wall Cards
j. Ticket out the Door
4. Procedures:
k. Introduction
a. Go over today’s activity
l. Anticipatory Set/Activating Strategy
a. Ask the student’s if they have ever done a scavenger hunt.
m. Motivation
a. Pull out the magazines
b. Show them a pre-made example
n. Sequence of Lesson
a. Feelings Word Wall – Go over the feelings cards and talk about some feelings
that people feel when they are being teased or bullied.
b. Scavenger Hunt – Have the students search through the magazines to find
facial expressions that show different feelings. Have the students label the
feeling.
o. Closure/Summarizing Strategy
a. Share Posters
p. Assessment/Evaluation
a. Quick Question
i. Choose one feeling from the Feelings Word Wall and use it in a
sentence.
5. Assignments: None
6. Special Considerations:
q. Early Finishers: Read a book on bullying
r. Remediation: Explore PACER Bullying Kids site online
s. Enrichment: Explore PACER Bullying Kids site online
t. Special Accommodations: If students act out, the teacher should reinforce the
behavior bucks management plan. Students that have a hard time hearing should
sit in the front of the group and by the teacher.
 Week 1, Day 5 – “Writing Workshop”

1. Objectives/Essential Question: SWBAT write a four-paragraph story using their graphic

organizers and going through the writing process with no more than four grammatical
errors in the final product.
2. Standards:
a. 1.3.3.A – Write narrative pieces.
b. 10.2.3.D – Identify the steps in a decision-making process.
c. 10.3.3.A – Recognize safe/unsafe practices in the home, school, and community.
d. 10.3.3.C – Recognize conflict situations and identify strategies to avoid or resolve.
e. 10.4.3.F – Recognize positive and negative interactions of small group activities.
f. 1.6.3.A – Listen to others.
3. Materials and Equipment:
a. Teacher example
b. Story Pages
c. Graphic Organizer
4. Procedures:
a. Introduction
a. Share today’s activities
b. Anticipatory Set/Activating Strategy
a. Describe what writing workshop will be today.
b. It will be writing a narrative with a setting, characters, problem, and solution.
c. Motivation
a. Show teachers example
d. Sequence of Lesson
a. Model using the Graphic Organizer
b. Students begin writing their stories
e. Closure/Summarizing Strategy
a. Answer any questions about writing workshop.
f. Assessment/Evaluation
a. Finished writing products will serve as an assessment.
5. Assignments: None
6. Special Considerations:
g. Early Finishers: Read a book on bullying
h. Remediation: Explore PACER Bullying Kids site online
i. Enrichment: Explore PACER Bullying Kids site online
j. Special Accommodations: If students act out, the teacher should reinforce the
behavior bucks management plan. Students that have a hard time hearing should
sit in the front of the group and by the teacher.