Detailed Lesson Preparation Guide

Elementary Education
Name: Audrey Moore

Title: Kindness Goes a Long Way

Grade: 3rd Grade

Concept/Topic: Anti-bullying

Time Needed: 20-30 minutes

Note: A detailed lesson plan is specific enough for another teacher

to read and teach effectively. There should not be any question
regarding what to do or how to do it.

Backward Design Approach: Where are you going with your

students?
Identify Desired Results/Learning Outcome/Essential Question:
What relevant goals will this lesson address? What new understandings will the
students have as a result of this lesson? These goals must me measurable and
connect to your planned assessment. Consider the Big Ideas in which you will be
helping students develop an understanding.
What questions will foster inquiry, understanding, and transfer of learning?
Students will be able to answer this question or questions as a result of this lesson.

Objectives/Learning Outcomes:
1. Students will discuss ways that the characters engage in bullying/are bullied in the text,
and how it affects them.
2. Students will list ways that bullying can be prevented in their school.
3. Students will make a visual model of how unkind words leave an impact on people, and
be able to talk about how the model represents that you can always apologize, but words
still leave an impact, so you need to think before you speak.

Ensuring Lesson supports district and state goals

NCSCOS Standards:
List both State and/or National standards addressed (You must include the new
Essential Standards for Science & The Common Core for Math)

State Standards:
1. RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events

2. RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring

explicitly to the text as the basis for answers.
Assessment Plan:
How will you know if the objectives/desired results have been met? What will you
see and/or hear that is evidence of student understanding? How will you know that
students really understand the identified Big Ideas?
a. I will know if students are able to discuss how characters actions affect other
characters or events in the story if they are able to talk about how Maya is
affected by Chloe choosing to exclude her, and also how Chloes actions start to
change once she sees how she has hurt Maya.
b. I will consider it successful if the class is able to engage in discussion about both
the effects of bullying in the story, as well as bullying in their own school. I will
analyze the responses that are generated for our class list of How to prevent
bullying, and assess whether or not students have an understanding of kind and
accepting behavior.
c. If students are able to answer questions about the story by referring explicitly to
parts of the text, I will say that the students have met that standard.

Meeting the student where they are:

Prior Knowledge/Connections:
What can target students be expected to know and/or understand about the
concept/topic? How does this lesson connect with other things that students may
have learning or experienced? How will you help students to make the connections
between what they already know and what they will be learning in this lesson?
a. I expect that every student in the class will have experienced bullying or
being treated unkindly at some point in their life, so I think that they will be able to
connect with the text in this way. Even if they have not experienced these things,
the illustrations and the words in this book convey the unkind acts of the characters

Lesson Introduction/Hook:
How will you focus, excite, engage, and/or elicit knowledge as you introduce this
lesson? Think of ways you can appeal to student interest and cause students to be
excited about what they will be learning about.
-I can have students take 2 minutes to decorate a paper person as themselves, and include
something they like about themselves on it.

Before I begin reading, I will preview the cover of the book, and ask the students what they
think it might be about, based on the title and the picture on the front. After letting students
suggest ideas, I will assure them that they are all great predictions and that we will read on to
find out. I will make sure to tell students that even though the book is called Each Kindness,
there will be some times when things that arent kind happen to a character. I will tell them that
the paper person they are holding represents a character named Maya from the book. Each
time they hear something unkind happen to Maya, they need to crinkle up the paper a little bit,
or make a small tear in it.

Heart of the Lesson/Learning Plans

Differentiation/Same-ation:
How does my ONE lesson ensure engagement for all students? What is it about the
presentation and content of the lesson that makes it accessible to all students?
This should be integral to the lesson and not simply last minute additions or
different work for separate groups. All students should be engaged and a goal of
mastery should be in place for all.

1. This entire lesson will be completed with the students sitting on the carpet
near me. Not only will this seating arrangement increase the sense of
classroom community, but it will also help students who have a hard time
focusing to be near the teacher and other students who are paying attention.
2. For students who need a hands-on experience to learn best, having the
paper person to hold onto during the story will help. Since they can only rip
the paper when they hear a detail of a character being mean, students are
more likely to be engaged and paying attention so that they dont miss a
detail.
3. Some students thrive from talking through their thoughts and reactions, so I
have included time for a class discussion about the book at the conclusion of
the story. I will also be including student ideas on chart paper. For students
that arent comfortable sharing out ideas in a large group, they can
participate by silently following along with the paper person activity, listening
intently to their other classmates discussion, and also participating in a turn
and talk at the conclusion of the story. Turn and talks are a chance for
students to let out their initial ideas in an informal setting.

Lesson Development:
Provide a detailed description of how the lesson will progress. What will you do as
the teacher? This should be a detailed step by step account of how a lesson
unfolds from beginning to end.

Learning Activity/Assessment:

1. I will begin this lesson by reading the book, Each Kindness, by Jacqueline Woodson.
This book is about an elementary aged girl named Chloe who excludes a new girl in
school, Maya, from playing with her, just because she dresses and acts different. After
the teacher talks to the class about kindness one day, Chloe decides she needs to start
being nice to Maya. However, the next day at school, Chloe discovers that Maya wont
be coming to school anymore. Chloe learns that kindness, friendship, and inclusion
should always be shown. This book reveals the effects of bullying in an impactful way,
and it can segway into great discussion on what ways kids can be hurtful, and also ways
kids can stop/prevent bullying.

2. As I am reading the story, students will create a visual model of how unkind words can
leave an impact on people. To do this, I will pre-cut a paper outline of a person for each
student (Material link below). I will hand out these people before the lesson begins, and
tell the students to hold them still as I begin the story. (If it appears there will be plenty of
time, I can have students take 2 minutes to decorate their person as themselves, and
include something they like about themselves on them.
 3. Before I begin reading, I will preview the cover of the book, and ask the students what
they think it might be about, based on the title and the picture on the front. After letting
students suggest ideas, I will assure them that they are all great predictions and that we
will read on to find out. I will make sure to tell students that even though the book is
called Each Kindness, there will be some times when things that arent kind happen to
a character. I will tell them that the paper person they are holding represents a
character named Maya from the book. Each time they hear something unkind happen to
Maya, they need to crinkle up the paper a little bit, or make a small tear in it.

4. As I read the book, I will pause at several pre-marked places to ask students specific
questions about the text. (Stopping points listed below in Specific questioning Section).

5. As I read the book, I will notice when students are making crinkles/tears to their paper,
and I will ask them periodically why they chose to rip it at that point. I will also ask them
what all the rips are doing to the person (hurting them, making them fall apart, not look
like themselves, etc.)

6. Once the story is over, I will have students do a turn and talk to let out their initial ideas
and reactions to the story before we engage in a whole group discussion.

7. I will then point out how even though Maya didnt come back to school, Chloe still had
tried to make it better and probably wanted to apologize. I will tell the students that we
will try to apologize to our people and make them better by smoothing them out, or
putting pieces back together. The students will see that they can try their best to make
their person look brand new, but it wont look exactly the same again. I will relate this to
how Chloes words hurt Maya, and left an impression on her, and it will not be easy to
make it right.

8. We will then discuss how it is important to always think before you speak because words
you say can leave an impact on someone.

9. After students have a chance to think about this and make any additional comments, we
can make a class list of ways that they can be kind in the classroom, and in their school.

Specific Questioning:
Student questioning should be planned ahead of time. Think about your students
and their needs. Plan questions that will challenge all students.
Questions before reading:
1. What do you think this book will be about, based on the cover and the
title?
2. What are some things that you drew on your people that you are proud
of about yourself?
Questions during the reading:
a. Pg.4: What are the students noticing about the new girl? Does Maya look
nervous or brave? How do you know?
b. Pg. 6: Why are the kids treating Maya this way?
c. Pg.14: How would you feel if all that you were trying to do was make friends,
but no one wanted to play with you?
d. Pg.20: What does the teacher mean when she says, Each little thing we do
goes out, like a ripple, into the world?
e. Pg. 22: Why do you think Chloe is not wanting to put her stone into the
bowl?
f. Pg. 25: Why do you think Maya left? How is Chloe feeling now?
Questions after reading:
g. Can you make any connections with this story?
h. I noticed that on each page, the girls seem to be whispering about Maya.
Why would they whisper, and not say their thoughts out loud?
i. How can we make sure everyone feels included in our school?
j. What do you notice about what happened to our paper people during the
story?
k. When we tried to fix our people, what did you notice?

New Vocabulary:
List and define all new vocabulary that students will need to understand in order to
have optimal success with desired learning results. How will you use this vocabulary
in the context of the lesson?
1. Ragged, pg. 4: Torn, loose, old, worn out.
a. Students knowing this word will help them to be able to better picture
the type of clothing that Maya is wearing, and help them understand
how the other students are viewing her.
2. Thawed, pg. 15: to melt or soften, to become less cold.
a. Just as the snow thaws more on each page in the story, it seems that
Chloes hateful attitude is thawing, or disappearing as the story goes
on. If I point out this word to students during the reading of this story,
they are more likely to notice Chloes change of heart at the end.
3. Ripple, pg. 19: tiny waves or a series of waves. To move or flow in small
waves
a. In order for students to fully understand the teachers demonstration
of kindness in this story, they need to know the definition of ripple to
be set up for full success.

Source of definitions: https://www.wordsmyth.net

Concluding the Lesson/Closure/Debriefing:

How will you wrap things up and tie together the ideas presented? How will you
help students make meaning from their experiences?

a. Once the story is over, I will point out how even though Maya didnt come back to school, Chloe
still had tried to make it better and probably wanted to apologize. I will tell the students that we will
try to apologize to our people and make them better by smoothing them out, or putting pieces
back together. The students will see that they can try their best to make their person look brand
new, but it wont look exactly the same again. I will relate this to how Chloes words hurt Maya, and
 left an impression on her, and it will not be easy to make it right. We will discuss how it is important
to always think before you speak because words you say can leave an impact on someone.

b. In schools today, there is sadly a high prevalence of bullying, and schools are always looking for
programs to implement that will help deal with bullying behavior, and educate students on how to
actively prevent it instead of being bystanders. The discussion that follows the reading of this book
will help students to think more deeply about the culture of bullying that may exist in their school
or the world around them.

c. We will also make a class chart of way that students can be kind in the classroom, and in their
school. This will give students an opportunity to consider how to treat others kindly each day.

Materials/Resources:
List everything that is needed to deliver the lesson. Cite any materials that you
used in crafting the lesson. Be specific and review this as you rehearse.
a. Paper people cutouts (one per student)
a.
Link to resource: http://www.clipartkid.com/images/403/is-a-paper-doll-challenge-your-
challenge-is-to-make-a-flat-doll-b06MSC-clipart.jpg
b. Sticky notes
c. Picture Book: Each Kindness, by Jacqueline Woodson.
d. Chart paper and markers

Teaching Behavior Focus:

What is the goal for my teaching behavior and/or actions? See TBF List for
suggestions.
a. My focus is to provide clear directions, provide ample student response opportunities, and
making sure that when I do ask questions, I am leaving proper wait time for students to answer
questions (3+ seconds.) I chose these things because if students dont receive clear directions,
they will not be prepared to do their best work. Additionally, I want students not only to have time
to respond, but also enough wait time to respond so that students who take longer to formulate
an answer will have a chance to participate.

Follow-Up Activities/Parent Involvement

Lesson extensions discussed here. What will student do to utilize this new
information? How can you involve parents in the process of lesson extension in the
home?

a. Students can decide to do something new and kind at home that

week and come back to school to report on it. I could take 5-10
minutes the next morning at school to have students place stones in
a bowl of water as they say their kind act, and show the ripple
demonstration like the teacher in the book. If they told their families
about it at home, they could report on kind acts from family
members too.

b. I could put all of my students names in a hat, and have them each
draw one. Students would then get a small piece of paper and write
a compliment, and one thing they like about the students name they
 drew. Once all students are done, they can give their papers to the
student they wrote it about. Since the names are randomized, it may
force a student to think of ways they appreciate a student that they
dont normally talk to in class.

c. Since the topic of bullying is very serious, students could take the
class list that they brainstormed during the lesson, and hang it in the
classroom to remind them to be kind.