IUE School of Education DIRECT/EXPLICIT INSTRUCTION LESSON PLAN FORMAT

Name: Lainey Losekamp

Lesson Title: Bullying Awareness
Grade:

Type of Lesson:
(highlight/circle)

Introductory
Practice/Review
Mastery

Date of lesson: 11/1/2014

Lesson # 1
Content Area/Topic: Language Arts-Bullying Awareness
School: Indiana University East Elementary
Multicultural Goals: 4 Combating Racism, Prejudice, and Discrimination.
Reducing racism, prejudice, and discrimination, mean is revising
negative attitudes and behaviors that are based upon misconceptions
about the inferiority of races and cultures different from ones own.
Emphasis is on clearing up myths and stereotypes associated with
different races and ethnic groups. Basic human similarities are stressed.
The goal is to develop antiracist behavior based upon awareness of
historical and contemporary evidence of individual, institutional, and
cultural racism in ones society and elsewhere in the world.

Learning Objective(s): Students will be able to identify

the theme of the story, A Bad Case of Stripes.

Assessment Tool(s): Performance observation on their

participation in the classroom and understanding by
reading their reflective journals.
Assessment Criteria (Mastery Level):
Checklist on their with journals 30% accuracy since it is
an introduction.

Academic Standard(s): 3.3.4. Analysis of Grade-Level-Appropriate Literary Text: Determine the theme or author's
message in fiction and nonfiction text.

Differentiation: For lower level students, write the theme, problem, and solution on the board. (content).
For higher level students, have them create a story on their own that is about bullying. (product).

Accommodations: Provide a higher-level ability student to work with a lower level student on writing the reflection in
their journal.
Multiple Intelligence(s): Visual spatial intelligence is used when students are looking at the pictures in the book and
the sentences on the board in the classroom. Bodily-kinesthetic intelligence is used when students act the
hypothetical bullying situations they wrote. They are also using their fine motor skills when writing. Naturalistic
intelligence is used when students make the list of favorite foods at the beginning of the lesson. Verbal-linguistic
intelligence is used when students are speaking, writing, and reading about the story.

Background Knowledge/Prerequisite Skills: Students are well aware of the rules in literacy response groups and are
accustomed to writing reflections in their journals.
Materials:
A Bad Case of Stripes by David Shannon
(Scholastic, 2004),
Chart paper and markers
Large index cards
Lima beans
Student reflection journals

Technologies Implemented: Computers in a computer lab

with Internet access.

Anticipatory Set: Ask students what their favorite food is and record their thoughts on chart paper. Explain to the class
the main character in the book you are about to read favorite food is lima beans. Pass out lima bean throughout the
classroom. Ask students if they know what a lima bean is? Do they like lima beans? Have you ever tried lima beans?

Would you try lima beans? After the short questionnaire, proceed to read the book aloud to the class.

Procedures: Teacher will introduce the lesson by, Today class we are going to read aloud the story called, A Bad
Case of Stripes and be able to identify the theme in the story. You will also be able to identify the problem in the story
and think about different ways to solve the problem. Lets get started!
1. Read aloud the story, A Bad Case of Stripes
2. After reading the story, ask students questions about the story through class discussion.
3. Questions to ask:
4. Why do you think Camilla Cream was afraid to have people find out that she liked lima beans? Was she right?
5. What could Camilla's teacher have done to help Camilla deal with the students who were making fun of her?
6. What could Camilla's teacher have done to help the students accept Camilla?
7. Do you think the students in the story were bullying Camilla? Why or why not?
8. After discussion, have students write a reflection about the story.
9. Assign students to work in groups of four to discuss their personal reflection about the story.
10. Once the students have been assigned to their groups. On the board, write two questions for students to
discuss about in their groups and to keep students on task.
11. What is this author trying to say to the reader?
12. What is the lesson from A Bad Case of Stripes?
13. Have students discuss amongst themselves about what they personally wrote in their reflection.
14. Day 2-On a different day, have students visit a computer lab.
15. In the computer lab, have students visit http://www.stopbullying.gov.
16. This website contains games on bullying prevention.

Closure: After visiting the computer lab, have students come back to class to work together in their previous groups
Pass out index cards to each group. Ask students in each group to write about a possible bullying situation students
might encounter on the front of the index card. On the back of the index card, students need to figure out a solution to
the bullying problem stated before. Have students share and act out the bullying situation in front of the class. The
class then comes up with possible solutions to solve the bullying problem.

Works Cited
Cranston, Lisa. (2014). A Bad Case of Bullying: Using Literature Response Groups. International Reading AssociationNational Council of Teachers of English.
http://www.readwritethink.org/classroom-resources/lesson-plans/case-bullying-using-literature-377.html?tab=4#tabs