Anti-Bullying Unit

4th Grade
Alice Beal Elementary School
Springfield, MA
September 26th-October 25th
Linnea Borjestedt

Unit Outcomes, State Standards & Assessment Template

Grade Level 4
Unit Outcomes

Reference
MA
CF
Standards
by number

Assessments

SWBAT identify what bullying is and

how it affects other people.

MA CF
5.1

SWBAT identify what empathy is and

how to use it to show understanding
for others.

MA CF
5.1

SWBAT analyze emotional

management.

MA CF
5.6

SWBAT understand the difference

between a bystander and an
upstander.

MA CF
5.2

SWBAT know how to report bullying.

MA CF
5.5

SWBAT make a difference in their

community.

MA CF
5.2

Students will fill out their

homework sheet with all of
the information that they
know about bullying. They
will define what bullying is
to them.
Students will discuss what
empathy is and how it can
be used with a partner
during a turn and talk.
Students will find solutions
to a variety of scenarios.
Students will fill out a sheet
on how they can let their
anger out in positive ways.
Students will discuss the
book Trouble Talk in small
groups. Create antibullying sentences during
activity and share them
with the group.
The students will
unscramble words to reveal
names of people that they
can trust at the school.
Students will take a pledge
to be an upstander in their
community and help to
make a difference.

*SWBAT= Students will be able to

Block Plan/Sequencing of Lessons

Day 1

Day 2

Day 3

Focus/Outcomes/Essential
Qs:

Focus/Outcomes/Essential
Qs :

Focus/Outcomes/Essential
Qs :

SWBAT identify what

bullying is. SWBAT identify
what empathy is and how
to use it.

SWBAT understand what

emotional management is
and what a bystander is.

SWBAT demonstrate how

to problem solve and
report bullying.

Supplies/Materials/Technol
ogy
Smart board
Words to build
sentences
Hula hoops

Supplies/Materials/Technol
ogy
Smart board
Bullying form
Worksheet for
homework

Learning activities
including
pedagogical strategies :

Learning activities
including
pedagogical strategies:

Supplies/Materials/Technolo
gy:
Homework Sheets
Smart board

Learning activities including

pedagogical strategies :

Types of bullying
chart
Empathy
brainstorming flow
chart on smart board
Bulling scenarios

Assessment(s):
The students will be given a
homework assignment that
will be graded as a test.
The students will be asked:
Why do you think its
important for us to

Brainstorm ways to
handle and manage
emotions
Define the
difference between
a bystander and an
upstander
Anti-Bullying
sentence builder

Assessment(s):
The students will be given
a word search with
different words to know
about emotional
management and a
bystander.

Who am I activityName Game

Reporting
brainstorm
Reporting worksheet

Assessment(s):
The students will be given
a sheet. They will
unscramble the words to
reveal adults in the school
that they can trust an
report to.

see the world

Day 4 through the other
persons eyes?
Focus/Outcomes/Essential
What happens when
Qs:
we dont take the
time to consider
SWBAT someone
make a difference
in
elses
their community.
feelings or point of
view?

Supplies/Materials/Technolo
gy:
Posters

Learning activities including

pedagogical strategies :

Walk to school
Pledge to make a
difference in your
community
Be an upstander

Assessment(s):
The students will walk to
school and sign a pledge to
make a difference in their
community.

Grading Policy
Effort (70%)- Student comes to class prepared everyday in school
uniform. The student actively participates in every activity. The
student follows all directions and responds to the teacher signals.
Skill (10%)- Student shows the ability to perform daily tasks/activities.
Students show improvement throughout the unit.
Knowledge (20%)- Student correctly completes written/oral
assessments of the basics of anti-bullying.
5- Outstanding: Student comes to class prepared with proper attire
and follows all class rules and expectations. Student excels in all three
domains or shows major improvement throughout the unit. Student
respects the teacher, classmates, and all equipment.
4- Good: Student comes prepared to class 90% of the time and follows
class rules and expectations. Student respects all other students, the
teacher, and equipment. Student shows significant improvement
throughout the unit or excels in all three domains.
3- Average: Student comes prepared to class 80% of the time.
Students behavior is inconsistent but shows effort most of the time.
The student shows some improvement or performs in all three
domains.
2- Below Average: Student does not come to class prepared on a
consistent basis. Student is disruptive and does not show full effort
throughout the unit. Student shows little improvement and does not
perform in all three domains.

1- No Participation: Student is unprepared multiple times during the

unit and does not unprepared student evaluation.

Daily Observation
Students are scored daily on a scale of 1-5.
5- Outstanding: Student comes prepared to class and follows all rules
and expectations. The student always responds to teachers signals
and actively participates in each lesson.
4- Good: Student comes prepared for class and follows all rules and
expectations. The student responds to teachers signals most of the
time and participates in most activities.
3- Average: Student comes to class prepared. Student does not
consistently follow class rules and expectations. The student responds
to teachers signals most of the time and participates in most
activities.
2- Below Average: Student comes to class prepared and does not
follow class rules and expectations for most of the lesson. The student
does not respond to teachers signals and has to be reminded
frequently of them. The student participates in some of the activities.
1- Unsatisfactory: Student comes to class prepared but does not
follow class rules. The student has to be sat out frequently. The
student participates in some of the activities.
0- No Participation: The student is unprepared for class and does not
fill out the unprepared student evaluation.

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Linnea Borjestedt

DATE: 10/4/2016

TIME: 40 mins

SCHOOL: Alice Beal Elementary

LESSON#: 1

FACILITIES: Gymnasium

CLASS SIZE: 25

GRADE: 3-5

UNIT/THEME: Running/Tag Games

GENERIC LEVEL: Pre-Control

EQUIPMENT:

2.) Colored Pencils

1.) Smart board

3.) Invitations

FOCUS OF LESSON: International Walk to School Day

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National

Standard(s)/Grade Level Outcomes; Task #s where content is

taught; Task # where objective is assessed:
By the end of the lesson, students should be able to:
(B) Describe one way that you could be an upstander in your community when asked during the
closure of the lesson (Health Standard 5) (MA CF 2.6)
(C) Identify 5 reasons why it is important to walk to school (Health Standard 2) (MA CF 2.6)
(A) Follow all rules and expectations throughout the entire lesson without reminders (Health
Standard 5) (MA CF 2.7)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Explain all rules and expectations so that all students understand what is being asked of them.
2. Check for student understanding throughout the lesson.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the
students in this class?
The teacher will have to make sure that students all understand the date and time of the event.
This is just the information day and the students are responsible for reminding their parents of the
event. Make sure students know the importance of walking to school for themselves as well as
the environment.
REFERENCES :

http://www.shapeamerica.org/standards/health/

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON

1 min

Students will enter the gymnasium and line up on the green line.

3 mins

Introduction: The teacher will welcome the students to class.

The objective of learning what International Walk to School Day
is will be posted on the whiteboard and read/described to the
class. The teacher will also take attendance.

10 mins

Warm Up (Mighty Milers): The students will start the class

with mighty milers. They will start on the green line and when
the music starts they can begin to walk two laps around the
gymnasium. Once the students have walked two laps they can
start to jog. The students will jog for the duration of two songs.
Once the songs are over the music will be turned off and the
students will freeze.

11 mins

Transition: On the teachers go signal the students will walk

over to the smart board. The teacher will move students based
on their shirt color (light blue, white, dark blue).

23 mins

Brainstorm: The students will work with the teacher to

brainstorm why we walk to school. The teacher will also go over
what the word international means to show the importance of the
day. Some of the reasons we walk to school are:
Exercise/for your health
Helps the environment/less pollution
Use less gas and save more money
Socialize with friends

24 mins
34 mins

35 mins

ORGANIZATION

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Transition: The teacher will move students based on their shirt

color to the lunch tables set up in the center of the gymnasium.
Posters: The students will work in groups to design posters
using the information gone over during the brainstorm. They
will create the posters so that they can hold them up to show
during the walk to school.
Extensions:
(Easier) Students can draw only pictures
(Harder) Use vocab words that were used during the
brainstorm for the posters.
Transition: On the teachers go signal the students will
transition back to the black square and take a seat. The teacher

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will move students based on their shirt color (light blue, white,
dark blue).
38 mins

39 mins

40 mins

Closure:
Assessments:
Affective: The teacher will be assessing students behavior
throughout the lesson. At the end of the lesson the teacher will
ask students how they thought they behaved during the lesson.
Cognitive: Identify the reasons why we walk to school.
Behavioral: Explain how you could change your schedule at
home to be able to walk to school.
-Why is it important to be an upstander? How can you be an
upstander in your community?

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Transition: On the teachers go signal the students will

transition to the water fountain. The teacher will move students
based on their shirt color (light blue, white, dark blue).
Drink/Line Up: The students will be able to get a quick drink at
the end of the lesson before lining up on the green line. When
lining up students should be facing forward and silent.

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Pledge for International Walk to School Day

International Walk to School Day

I pledge to be an upstander in my community. I will not bully anyone

at school or at home. I know to use my words and never put my hands
on anyone else. If I see bullying happening I will always tell an adult.

Results of Assessment
During the course of the four-day bullying unit I used a variety of
assessments. I carried these assessments our for the fourth grade
students. My primary assessment was homework given out to the
students. The assessments I used were written homework, word
searches, unscramble words, and taking a pledge to not bully. I could
not compare each student to each other so I had to use a variety of
assessments to meet the needs of all of my learners. I was able to see
how my students grew and learned throughout the course of the unit. I
tried to focus on all three domains behavioral, cognitive, and affective.
I had students complete a word search during the unit. This
helped my students because it gave them an enjoyable way to look for
key words. There were many key words that students should have
found such as upstander and bystander. This should also have
prompted students to remember what each word meant when filling
out the worksheet. For a future lesson I could have my students pick
out three of the key words and use them in a sentence as well as the
word search. This would have helped me check for student
understanding of the key words.
I chose to give a written homework as my measure of student
learning. Students were assessed during the intro of the lesson to see
what they knew about bullying. Many students knew the basics of
what bullying was. No one in the class raised their hand to answer
what empathy was. The students were asked two questions:
Why do you think its important for us to see the world through
the other persons eyes?
What happens when we dont take the time to consider someone
elses feelings or point of view?
They had to use the information that they learned in class in order to
answer the questions. During the lesson I went over what bullying
was, what empathy was, and how to use empathy in their life. The
students were told that this homework assignment was going to be
graded as a test and was due the next day. They were also told that
they needed to use three to four sentences for each answer.
The results of the assessment shocked me. There were a few
students who brought back their work on time and were completed
using three to four sentences. Out of the 20 students in room 10, 14
were completed and well done, three were handed in on time but
lacked effort, and three were not handed in. In room 10 70% of
students had a high measure of learning, 15% had a medium measure
of learning, and 15% had a low measure of learning. Out of the 22
students in room 6, seven were completed using three to four
sentences, five were handed in on time but lacked effort, and ten were
not handed in. In room 6, 32% of students had a high measure of

student learning, 23% had a medium measure of student learning, and

45% had a low measure of student learning.
An example of one of my students answer was, Because it is
nice for them. This was a poor answer but was completed on time.
An example of a thorough answer was, It is important to see the world
through the other persons eyes because you can see how they feel. If
someone is feeling sad you could try to make them feel better. If we
do not take time to see how someone else feels you could hurt their
feelings and make them feel bad.
I was very disappointed in some of my students for not even
trying to complete their work. Looking back at the assessment I could
have given it at the end of the class instead of having them bring it
home. This would have showed me a much greater improvement over
my students. I found that homework was not always returned even if it
was late. Many students do not seem to care about their grade and
simply do not want to do homework. I need to encourage my students
that their grades do matter and they need to always try their best.
If I teach this unit again I would give a summative assessment
instead of a homework assignment. I could not see student learning
when there was no homework brought in for me to assess. This unit
was a state mandated unit but for my own class after this placement I
would use a summative assessment that is taken in class to look for
student learning.

Room 10

Low; 15%

High
Medium

Medium; 15%

Low
High; 70%

Room 6

High; 32%
Low; 45%

High
Medium
Low

Medium; 23%

References
Anti-Bullying Curriculum, Springfield Public Schools
Graham, G., Holt-Hale, S A., & Parker, M. (2013). Children moving: A
reflective approach to teaching physical education (9th ed.). New
York, New York: McCraw Hill.
Joint Committee on National Health Education Standards. (2007).
National Health Education Standards, Second Edition: Achieving
Excellence. Washington, D.C.: The American Cancer Society.
Ludwig, T., & Prevost, M. (2008). Trouble talk. Berkeley: Tricycle Press.
Massachusetts comprehensive health curriculum framework. (1999).
Malden, MA: Commonwealth of Massachusetts, Dept. of
Education.

Self Reflection Notes

I enjoyed teaching this unit. I felt as though it was a very
important unit to teach. We have already had some incidents of
bullying at the school and I hope that these lessons will be an eye
opener for students. I thought that the outcomes of the unit were
achievable and developmentally appropriate. Most of the students
met the outcomes.
The teaching strategy used was mostly a direct style. The
students were sitting for a long period of time during this unit so we
incorporated mighty milers to the beginning of each lesson. This
helped to keep students seated for the remainder of the lesson. If I
were to teach this unit again I would have had a more interactive
approach and had student up and demonstrating certain aspects being
taught. I also would have changed some of the activities. I enjoyed
reading to the students but I have found that many students connect
better with a video than with a book. The book worked well but I think
that it did not hit all the points I wanted. I also understand that this is
a mandated unit but they are trying to alter it. I am suggesting
different aspects to them that I would change in order to make this unit
better. I would also have my students share experiences or knowledge
with one another this way they all get a chance to share their ideas
instead of just the students I call on.