Lesson Planning Template Teacher: Robinson

Lesson Overview
Subject: Advisory Grade 7 Unit: Social Awareness & Responsible Date: 10/11/19
decision making
Lesson: Bullying Prevention and Upstander
Subject Standard: List the learning standard for the unit addressed by today’s lesson.
Social Responsibility
Learning Objective: As a result of class today, students will be able to… I Can Statements:
Identify various ways to demonstrate respect and empathy I can demonstrate empathy and respect.
I can analyze appropriate responses to bullying behavior in order to
develop a plan to decrease bullying behavior in and out of school.
Connection: (How does this lesson connect to yesterday’s lesson?)
This is our first lesson on social responsibility and students will be exposed to multiple themes throughout the course of the school year.

Formative assessment process:

How will students demonstrate learning of the objective?
 Collaborative Work- Students will progressively struggle through new content during the collaborative work portion of class, though
be reassured with the help of the teacher, their peers, and definitions in their interactive notebooks.
 Exit Ticket—Students will demonstrate mastery on their Exit Ticket by receiving a 75% or higher.
How will teacher provide feedback to students?
 Verbal feedback will be given to students while the teacher will be urgently monitoring the classroom to foster an environment of
discussion around social topics.
 Written Feedback will be given to students during collaborative work and small group—if needed.
 Exit Ticket will be given back to students on the following day with written feedback.
What action will students take on that feedback?
 The verbal feedback will help students to understand the verbal expectations and prompt students to continue to work both verbally
and academically on their demonstration of understanding—anchor charts.
 In collaborative groups, students will utilize teacher, their peers, and their interactive notebooks in order to assist in solidifying or
clarifying their understanding, and probe students to retry in order to help their group meet the assignment objective.
 Students may retake the Exit Ticket for mastery should they not receive 75% or better.
Summative assessment: How will students be expected to demonstrate mastery of the learning objective?
Students will complete an Exit Ticket at the end of class and should achieve an 75% or higher to show mastery of the skill.

Differentiation
Student Background:
PD 1: This class is composed of 20 students
PD 2: This class is composed of 15 students—4 504 Plans
PD 4A: This class is composed of 18 students—Level 1 ELL students
PD 4B: This class is composed of 30 students
 How will you scaffold instruction for students that are stuck or don’t
have the pre-requisite skills?
Students use multiple methods of representation to analyze ways in
which we can decrease bullying around the school. Students will be
given highlighters and extra time to accommodate the needs
mandated by the 504 reports. For my ELL learners, there will be a
bilingual support in the room to translate some portions of the
lesson. Students will be able to write in their native language for the
activities.
Materials: Powerpoint, Anchor Charts, Internet Connection, Exit Ticket Print Outs
What will the Teacher(s) be
Doing?
(How will the teacher present
Time Part of Lesson
information and monitor
students? How will co-
teachers/paras etc. be utilized?)
15 Warm-up/Drill Review objective
minutes
Hook Launch the hook
Connect to Personal
Bullying Story
Teacher will build
students’ interest by
relating the objective to
their life experiences or
the experiences that
they have heard from
others.
25 Define BCPS definition
Direct/Guided Instruction
minutes of bullying
Collaborative
How will you further learning for students that are ready to advance
beyond the standard?
Students who demonstrate their understanding beyond the standard
will have options. They MUST choose one of the following:
• Assist others completing work on new learning
• Create another social responsibility piece
Plan
What will the Students be Doing?
(What activity will students be completing?
Questions and Formative Assessment
Include detailed description and strategies
(What questions will the teacher pose to enhance learning? How will
such as Notice & Note, Peer Assessment/
students’ learning be formatively assessed?)
Self-Assessment etc., as well as any
Technology Integration)
Students will internalize the Discuss how it is your social responsibility to
objective and unpack the goals demonstrate respect and empathy towards others
of the lesson plan. always.
Students will watch a video of Discuss:
the latest bullying from current  How do you know that this is bullying?
news (Fox 45) and discuss  In what ways do you play a part in being a
reflections from the video. bully?
 How can we stop bullying and help those who
Students will discuss ways that feel powerless?
they can make tangible artifacts
to demonstrate their
understanding of their social
awareness.
During this lesson, the teacher Discuss bullying and the forms we see it in school
will rely heavily on self-reports and in the community.
and reflections of students
throughout the lesson. How do
you play a role in responsible
decision making? In addition,
the lesson will allow for one’s
diverse perspective to be heard
and valued. Like Roach (2015) Collect examples of different types of bullying:
20 Work suggests, it is important to
minutes acknowledge and share one’s
diverse perspective with others
and we will seek the numerous
ways to help students develop a
deeper understanding of others’
unique perspectives (Davis,
2013) as well.
15 Explore Teacher will project the Students will use sticky notes to
minutes questions students write feedback to students’
answered as students representations. Feedback
engage in a learning should be concise and explicit
walk to understand for students to reference and
students’ take on the they should outline connections
discussion. made: I agree, I disagree
because, I am feeling, etc.
-How can you tell if someone is being bullied or is
the target of mean behavior?
-What do/can you do to help someone who is the
target of mean behavior?
-At what point does conflict between students
become bullying?
-Do you think society encourages or rewards
bullying behavior?
-What do you do to help prevent bullying or any sort
of mean behavior?
Discuss the ways in which you connect to the
artifact and discuss if you have been a victim of
bullying at some point, or an offender.
How do you seek to prevent both sides?

Students will be very engaged

and interested because this
activity is directly related to
students’ personal experiences
in the school and outside
community (Roach, 2015).

5 Video Present concepts of Briefly discuss bystander vs. Bystander Effect: Science of Empathy Video
minutes bystander vs. upstander upstander with your table
partners. https://www.youtube.com/watch?v=Wy6eUTLzcU4
Show students a
bystander effect video
which they will watch
and complete an exit
ticket at the end.
 20 Exit Ticket Project and hand out Summarize and ask questions
minutes bystander vs. upstander
scenarios exit ticket for
students to reflect and
scale themselves. Have
students write in their
actions next to the
scenario and identify
their level of
“readiness” next to the
scenario. (5-I am ready
to take a stand; 1-I need
more coaching on
taking a stand). Then,
have students complete
the “Identity
Conference Agreement”
to take a stance on
Bullying and “Make it
Right.”
AVID Integration: ☒ Writing ☒ Inquiry ☒ Collaboration ☒ Organization ☒ Reading

References

Davis, M. (2013, August 29). Preparing for cultural diversity: Resources for teachers [Blog post]. Retrieved from https://www.edutopia.org/blog/preparing-

cultural-diversity-resources- teachers

Roach, C. (2015, October 27). Celebrating your school's cultural diversity [Blog post]. Retrieved from https://www.edutopia.org/blog/celebrating-your-

schools-cultural-diversity-clare- roach