Lesson Plan Educ 4414

Title: Bullying-Say One Good Thing Activity Subject Literacy Time: Fall Strand: JK-SK

Lesson Description The students will engage in an activity that allows them to see the effect of positive words (15 minutes)

Ontario Curricular Overall Expectations 1. demonstrate a beginning understanding of the diversity in individuals, families, schools, and the wider community. Ontario Curricular Specific Expectations 1.1 act and talk with peers and adults by expressing and accepting positive messages (e.g., use an appropriate tone of voice and gestures, give compliments, give and accept constructive criticism) 1.2 demonstrate the ability to take turns in activities and discussions (e.g., engage in play activities with others, listen to peers and adults) Lesson Goals (clearly identify what students are expected to know and be able to do, in language that students can readily understand )
The students will demonstrate an understanding of the word bully and the effects of words and actions that are associated with bullying

Success Criteria (teachers will identify

the criteria they will use to assess students learning , as well as what evidence of learning students will provide to demonstrate their knowledge and skills

Can students respond orally with answers to define term (bully)? Do they show through activity centre learning that they have connected with the activity of crumpled paper? Assessment Assessment Mode: oral/ performance/ written Assessment Strategy: visual /observation, jot notes, anecdotal Assessment Tool: ( please attach) Materials Squares of white paper, unfolded Lesson Format What Teachers Do/Say What Students do: Motivational Hook/engagement /introduction (Minds on) Students sit on carpet in a circle Crumple paper, step on it, punch it, etc. Distribute paper Instruct to not rip or tear paper No explanation as to the point Instruct students to crumple, step on, punch, etc. During /working on it/action ( Hands Instruct students to smooth paper out as best they can while not ripping the paper and say Sorry to paper What have you done to the paper? Why did you do that to the paper? Can you put the paper back the way it on) Smooth paper out Say sorry to paperkey! Responses to line of questioning

was? Did the paper do anything to you? After: Consolidation ( Reflect and Connect) What does the word bully mean? Responses to Q&A then on to Have you ever heard of the word bully? activity centre time What is a bully? What makes someone a bully? Have you ever been bullied? How would you feel ifyou were called a bad name? had a toy taken away from you? What should you do if you see someone being bullied? Statement: When you have an argument on the playground or at an activity centre, remember what your words and actions can do, and sometimes (just like the paper) you cant correct them You can forgive each other by saying sorry, but sometimes those little hurts are left behind and no matter what you do, you cant really take them back.
Extension Activities/Next Steps

Read the book One by Kathryn Otoshi during second time slot (Read Aloud)
Special Education Notes: Include support people eg S.E.R.T. Educational Assistant Support Needed Differentiated Instruction considerations/accommodations/ assessment -same Cross Curricular Links: Oral, reading, Writing, Media, Social Studies, Science, Math, Visual Arts, Drama, Music, PE&H, (circle) Lesson Reflection: Teacher: My delivery was smooth and calm and I was complimented many times by both the AT and the ECE. My AT took notes as I delivered and in our brief discussion afterward there were many positive statements. I must be aware of delivering open-ended questions to the students, but apart from one question that was a little too guided, it was an overall great lesson, and a great first experience. I had to refer to my notes throughout the plan but the fact that I was well prepared to deliver, meant only that if I got a little stuck, a quick glance could get me back on track. I feel vastly more confident about the upcoming days and I have prepared well in advance of the times so I can only wait for the inevitable. My lessons are pretty well mapped out up until Friday and I feel great about the upcoming week based on todays performance. Lesson: The lesson itself was well done and I felt that engagement of the students was a key point. I felt the flow was good and the students responded well to my direction and queries. So far, the AT has been very positive about my presence in the classroom and I feel that we are blending well for the benefit of the students. The follow up to the lesson was a read aloud entitled One which went over really well. The students were well behaved and they listened attentively to the reading and followed along to the direction

when prompted (counting and identifying colours). They also understood the concept of bullying as it was expressed in the text and with my inflection and intonation. Overall, the combination of the two really complimented each other and as one of the keys to JK-SK instruction is not necessarily rote instruction but certainly review, the idea is sinking in more and more with each talk.