Michelle Kearsley and Katie Crowley

Date of Lesson: February 22, 2018

Ms. Bagley (Edgewood Elementary School)

TCNJ - School of Education - Lesson Plan

1.Title: Anti-Bullying Lesson Plan, Grade 3
2. Lesson Essential Question:
-What makes us different?
-What makes us the same?
-What characteristics make our class special?
-How can we embrace our differences?
3. Standard:
CCSS.ELA-LITERACY.SL.3.2: Determine the main ideas and supporting details of a text read
aloud or information presented in diverse media and formats, including visually, quantitatively, and
orally.
New Jersey Social Studies Standard: 6.1.4.D.18: Explain how an individual’s beliefs, values, and
traditions may reflect more than one culture.
Pennsylvania Social Studies Standard: 5.1.3.C.
Define the principles and ideals shaping local government.
● Liberty/freedom
● Democracy
● Justice
● Equality
4.
A. Learning Objectives: Students will be able to actively listen to a speaker, asking and
answering questions about a text read orally.
B. Assessments: The teacher will read aloud A Bad Case of Stripes by David Shannon. After, the
teacher will ask students questions about the content and context of the book, to which the students will
have to provide both verbal and non-verbal responses (IE: thumbs up/down).
Learning Objectives Assessments

Students will be able to actively listen to a _speaker, The teacher will read aloud A Bad Case of Stripes by
asking and answering questions about a text read David Shannon. After, the teacher will ask students
orally. questions about the content and context of the book, to
which the students will have to provide both verbal and
non-verbal responses (IE: thumbs up/down).

Students will be able to describe what they embrace The students will write a sentence on their lima bean
about themselves. explaining what they embrace about themselves.
5. Materials:
-Teacher: text A Bad Case of Stripes by David Shannon, marker/board, brainstorming student
worksheet, stripes of colored paper for bulletin board display, lima bean outlines for each student
-Students: writing utensil
6. Pre-lesson assignments and/or prior knowledge: Students will have participated in Ms. Kearsley’s
“All About Me” lesson which asks the students what makes them different. Students will know things
that make them special.
7. Lesson Beginning: The teacher will call the students, by their table groups, to the carpet. The teacher
will ask the question: “What makes you different from the person sitting next to you?” “From the people
in this class?” “From people in this town?” “From the people in the world?” The teacher will ask the
question: “What makes you the same to all those people?”
8. Instructional Plan: Time needed approximately 35-40 minutes
What I will be doing: What the students will be Materials I need to Approx.
doing: have ready: Time:

The teacher will call the students, Students will await None 2 min
by their table groups, to the instructions and quietly walk
carpet. over to the carpet.

The teacher will ask the question:
“What makes you different from
the person sitting next to you?”
“From the people in this class?”
“From people in this town?”
“From the people in the world?”
Students will answer None. 2 min
questions orally on the
carpet, showing non-verbal
cues if they agree.

The teacher will ask the question: Students will answer the None. 2 min
“What makes you the same to all questions orally on the
those people?” carpet, showing non-verbal
cues if they agree.

The teacher will read the book A Students will quietly listen to The book- A Bad 5 min
Bad Case of Stripes by David the teacher read the book. Case of Stripes by
Shannon outloud to the class. David Shannon.

The teacher will ask questions Students will answer the None. 2 min
about the book: “Why did questions orally on the
Camilla stop eating lima beans?” carpet, showing non-verbal
“How did Camilla get better?” cues if they agree.

The teacher will introduce the
word “EMBRACE” writing it on
the board and defining it. Saying
that Camilla embraced her
differences and that is how she
got better and that everyone
should embrace their differences.
Students will show non- Marker (either dry 2 min
verbal cues if they erase or regular) and
understand the meaning of board.
the word or ask questions to
clarify.
The teacher will call the students Students will quietly walk None. 2 min
to their seats. back to their seats.

The teacher will pass out the Students will quietly listen to Brainstorming 1 min
brainstorming sheet and explain the teacher’s instructions. worksheet.
how the students should fill it
out.

The teacher will walk around the Students will independently None. 5 min
classroom checking for student complete the brainstorming
understanding, and aiding any worksheet.
students who are struggling to
complete the handout.

The teacher will explain that the Students will listen to the None. 1 min
students will be choosing their teacher and then choose their
favorite sentence and putting it favorite sentence.
on a lima bean.

The teacher will pass out a lima Students will write their Lima bean outline 7 min
bean to each student and tell them sentence on their lima bean. Colored pencils
to begin writing their sentence. If they have extra time they
can begin decorating their
lima bean.

The teacher will ask the students Students will share their lima None. 2 min
to share their lima beans with a bean with a partner.
partner after they finish it.

The teacher collect the lima Students will pass their lima Decorated Bulletin 5 min
beans and put them on a beans to the teacher. Board.
decorated bulletin board.

a. Differentiation: For students who finish early, they will decorate their lima beans with colored
pencils. For students who are struggling, the teacher can give them prompts to help aid their
thinking, such as: “What traditions do you celebrate?”, “Are there any special types of food you
enjoy?”, “Are there any special activities that you enjoy doing?”, etc. For students who struggle
with writing or are ELL students, they can draw the three differences they embrace on the student
worksheet and verbally explain each to the teacher, and draw on their lima bean their selected
difference.
b. Questions: “What makes you different from the person sitting next to you?” “From the people in
this class?” “From people in this town?” “From the people in the world?” “What makes you the
same to all those people?” “Why did Camilla stop eating lima beans?” “How did Camilla get
better?”
 c. Classroom Management: The teacher will call the students to and from the carpet by table
grouping to make it more orderly transition from the carpet to the desks. The teacher will pass out
the worksheets and lima beans to the groups and let them distribute the papers among themselves.
d. Transitions: The teacher will call the students to the rug by table groups. The teacher will call
the students back to their seats by their table groups.
9. Closure: The teacher will ask the students to share their lima beans with a partner after they finish it.
The teacher will be listening to the students and evaluating their sentence. The goal is for the students to
recognize something about them that they “embrace”. Students will pass their lima beans to the teacher.

Name:__________________ Date:___________________
BRAINSTORM
 Write 3 sentences about differences that you EMBRACE!
1._________________________________________________________
___________________________________________________

2._________________________________________________________
____________________________________________________

3._________________________________________________________
____________________________________________________

Name:__________________ Date:___________________
BRAINSTORM
Write 3 sentences about differences that you EMBRACE!
1._________________________________________________________
____________________________________________________

2._________________________________________________________
____________________________________________________
3._________________________________________________________
___________________________________________________
Katie Crowley
Dr. Burroughs
SOM 203
May 1, 2018
Anti-Bullying Reflection

On February 22, 2018 Michelle and I taught an anti-bullying lesson to our class of
25 third grade students. Our lesson centered around the text, A Bad Case of Stripes by
David Shannon. We wanted the students to see how, it they embraced their differences,
they would be happier and more accepting of themselves and others. In the story, the
main character Camilia is starting school and is worried about how people would see
her and whether or not people would like her. This is a very real fear that many students
have when coming to school and wanting to fit in. Camila thought that the other
students wouldn’t like her because she ate lima beans, so she refused to eat them. The
next day she woke up with a ‘bad case of stripes’. Camila then goes on to meeting with
doctors/specialists/experts to try and figure out what is wrong with her. What cures her
stripes is, eating lima beans and accepting herself for who she is.

1. Why did you choose the materials and instructional strategies for this lesson?

2. Did you reach your goal(s) for the lesson and how do you know?

3. Would you make any changes to the lesson?

4. What did you learn by teaching this lesson?

Camili