Lesson Plan Template

Name Jacklynn Sanchez Title: Bullying Readers Theater

Grade: 3rd

1. NEW MEXICO ACADEMIC CONTENT STANDARD(S):

CCSS.ELA-LITERACY.SL.3.6
Speak in complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
CCSS.ELA-LITERACY.SL.3.1.B
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a time about the topics and texts under
discussion)

2. OBJECTIVE(S):
Objective(s) What Students will learn I Can . . . statement
Students can identify Students will learn how to I can know when someone is
identify bullying and what being a bully and how I can
bullying and use the they can do to stop it. stop it.
four helpful actions to
stop it.

3. ESSENTIAL QUESTIONS:
What are the characteristics of a bully?

4. LESSON SUMMARY:
Students will watch a video and use a readers theater to act out and solve a scenario where
bullying is taking place.

5. RESOURCES:

Paper

pencil

https://www.youtube.com/watch?v=eeqQCyQOCPg
6. LESSON COMPONENTS:

a. INTRODUCTION/ READINESS
Ask students bullying related questions

What does bullying mean?

Can you think of a time when you have been bullied?

Can you think of a time that you have been a bully?

b. DIRECT INSTRUCTION
Play the video https://www.youtube.com/watch?v=eeqQCyQOCPg for students

Create an anchor chart with the information from the video

Define:

Bully

Target

Bystander

Upstander

Ask students to refer back to the video to help create the anchor chart

c. GUIDED PRACTICE (WE DO)

1. Divide class into small groups of 4-5 students.

2. Assign a script recorder for each group. This person is responsible for writing

the script.

3. Allow each group to decide a setting for their bullying scene. This should be

realistic, though it could also be out of the box (i.e. a social media website).

4. Each member of the group is a character in the script. There should be at least

one person for each of the four roles discussed: bully, target, bystander,

upstander.
5. Each character needs a minimum of three lines of conversation/interaction

during the play.

a bullying incident, an upstander moment, and a summary of how things turned

out in the future. Remind students that the end goal is a school where everybody

feels safe and good about themselves.

6. Allow groups time to write a script and prepare to present their Readers

Theatre Play to the class.

d. INDEPENDENT PRACTICE
Have groups come to the front of the room to present their play

Have the students in the audience take notes of the actions of the bully, target, bystander

and upstander

e. CLOSURE
After each play is performed, have the audience discuss how they knew the
incident was bullying.
Then, discuss how of each of the characters might have felt during the bullying,
during the upstander moment, and after the event passed.

f. ASSESSMENT
Students participation/responses
Walkthrough/ check in

g. ADAPTATIONS FOR ENGLISH LEARNERS AND STUDENTS

WITH SPECIAL NEEDS
-Students may need to be paired with a certain partner that they cooperate well with
-Allow students who need to work in a smaller group (less than 4 or 5) to work individually
or with a partner
-Some students are not comfortable being in front of the class give options to present from
desk, present to a smaller group, or if necessary present at another time (encourage all
students to present their play to the class)
-Provide graphic organizers for students who have trouble copying from the board (anchor
chart)