TCNJ Lesson Plan

Anti-Bullying

Student Name: Kelly Smith and Sara Lesnik

Grade Level: 3rd

School Name: Hopewell Elementary

Host Teachers Name: Ms. Devereaux

Guiding and/or Essential Questions:

What are ways to prevent bullying from happening?
What strategies can be used to handle bullying situations?
How does bullying affect a persons thinking?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content) Students have heard of bullying and had a few
lessons on it in past grades. They have touched upon bullying but have not gone in-depth on this
topic. They have not learned strategies on how to handle bullying and what they can do to
prevent it
Standards: CRP1. : Act as a responsible and contributing citizen and employee.
Learning Objectives and Assessments:
Learning Objectives

Assessment

Students will explain strategies on how to

handle bullying.

The teachers will assess student responses

during a whole group discussion.

Students will create scenarios on what they

believe bullying is to them.

The teachers will assess with having students

share their scenarios with the class.

Materials/Resources: (List materials, include any online or book references and resources)

Teacher made worksheet (19 Pieces)

Pencils
Smart board
Poster paper
An example of a bullying scenario that Ms. Smith and Ms. Lesnik came up with to show to
students
Plan for set-up/distribution/cleanup of materials:

The teacher will have all of the worksheets they need set out on the table. The poster will be
made in advance set aside until needed. When needed, the teacher will pass out the worksheets to
the students. Students will hand in their worksheets at the end of class.

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Step by Step Plan:

Lesson beginning: Ms. Lesnik will start by writing the word bullying on the board. Ms. Lesnik
will instruct the students to think about the word and what it means to them. I know some of
you may have seen this word before. I want you to think about what you think this word means
to yourself. You can jot some ideas down on the sheet of paper I gave you and then we are going
to share our ideas and come up with a definition. The students will write down some of their
ideas on a worksheet and then the students will share their work.
After the students have discussed what bullying is and the class came up with a definition they
will think of different ways that students can react if bullying is happening to them or someone
else. Ms. Smith will go over each type of strategy that the students can use when they see
someone getting bullied or when someone is bullying them. Ms. Smith will say, What do you
do when you see someone getting bullied? What are strategies you can use when there is a
bully?. Ms. Smith will then give the students specific strategies they could use to deal with
bullies. The students will gather their thoughts, and turn and talk to their partner to discuss some
of the strategies and what they think they mean.
Next, Ms. Smith will model the activity that the students will complete by reading a scenario.
She will explain to the students that they will be creating their own scenarios of someone being
bullied. She will explain to the students that they should be thinking and working on their own
scenarios. She will then send the students back to their desk to finish their activity.
While the students are working on their scenarios the teachers will walk around the room to
make sure that all students are working and are not struggling to come up with ideas. She will
also remind the students of how much time they have left to finish the activity.
Ms. Lesnik will instruct the students to switch their paper with the student that is sitting across
from them. She will explain to the students that they will read each others scenarios and then
think of a strategy they would use to deal with the bully. The students will have time to work on
their strategy.
Closure: After the students have had time to complete their activity they would be called back to
the carpet. Ms. Lesnik will ask the students for volunteers to read their scenarios and then their
partner would explain the strategy they used to deal with the bully and why they used that
strategy. The students will hand in their worksheets to the teachers after come students in the
class shared their ideas.
Key Questions:

Can anyone tell us what bullying is?

Does anyone know of any ideas or strategies that could prevent bullying?
What are some ways we can handle bullying situations?
What does bullying mean to you?

Logistics:
Timing: Given 50-60 Minutes
Lesson beginning: 5 minutes
Instruction on strategies: 10 minutes
Writing scenarios: 20 minutes
Writing which strategy to use: 5 minutes
Closure: 10 minutes
Transitions: Students will begin on the rug to go review what bullying is and the different
strategies a person could use when they see bullying occur. The teacher will dismiss each group
back to their desks for the activity. When all students have completed the activity the students
will return to the carpet to share their work.
Classroom Management: Students may become distracted while the class is reviewing what
bullying is and the different strategies to implement when they see bullying happening. In order
to keep students interested the teacher will ask the students questions about the definitions of
each definition. Students may also talk to their neighbors while they are working . The teacher
will stress that the activity is an individual activity in the directions.
Differentiation
Students will create their own scenarios of bullying and they will be encouraged keep their work
to themselves so that their scenarios are unique. F, O, and, S may have trouble coming up with
scenarios to write about. Students who have trouble coming up with scenarios will have the
opportunity to work with a teacher or they will be given a list of scenario ideas that they will be
able to pick from and expand on.