Name: Madison Bradshaw and Bridgette Bryson

Title:

Grade: 5th

Concept/Topic: Bullying

Time Needed: 30 minutes

Backward Design Approach: Where are you going with your students?
Identify Desired Results/Learning Outcome/Essential Question:
Essential Question: How can bullying affect someones life? What can be done to prevent bullying?

Learning Outcomes:
Students can define bullying and the different types of bullying.
Students can identify steps to stop bullying.
Students can express verbally and in writing how bullying affects them and their peers.
Students can identify the power of kindness in their classroom.

Ensuring Lesson supports district and state goals

NCSCOS Standards:
CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and
relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

CCSS.ELA-LITERACY.SL.5.1.C

Pose and respond to specific questions by making comments that contribute to the discussion and
elaborate on the remarks of others.

CCSS.ELA-LITERACY.SL.5.1.D

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from
the discussions.

CCSS.ELA-LITERACY.W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.

Assessment Plan:
Students will discuss that bullying is never appropriate, and what to do if they encounter or witness
bullying. Students will explore how bullying makes them and others feel, and better relate to their peers.
Students will demonstrate the power of kindness, through the compliment sheets. Students will describe
steps to stop bullying and what bullying is in their letters.

Meeting the student where they are:

Prior Knowledge/Connections:
Students will need to know some examples of bullying. The lesson will connect with students lived lives
because,, as statistics show, all students will have witnessed someone being bullied or have been bullied
in their lifetime by the fifth grade. 70.4% of young people have reported seeing bullying in their schools.
https://www.stopbullying.gov/media/facts/index.html#listing

Lesson Introduction/Hook:
We will use the What I wish my teacher knew and What I wish my classmates knew prompts
to engage the students in the lesson and to have them think about the battles and worries that
other students may have. Teachers will share examples of their sentences to the class.
Students will be asked if they would like to share any of their responses as well.

Heart of the Lesson/Learning Plans

Differentiation/Same-ation:
This activity ensures engagement for all students because they will be be drawing themselves on a piece
of paper along with words or other pictures of things they enjoy, are passionate about, etc. Engaging in a
whole group discussion, using specific talk moves, will ensure that all students will gain some
understanding of the topic. The activities themselves will demonstrate how bullying can make someone
feel as well as the power of kind words.

Lesson Development:
Students will be prompted at the beginning of the lesson that we will be discussing and interacting with
a sensitive topic. Students must be aware of this, and be respectful of their classmates. Students need to
know that they are not being pressured to share anything that they do not feel comfortable sharing.
After discussing this, we will start with the hook/engagement.

1. 5 minutes. I wish my teacher knew I wish my classmates knew Teachers share out their
responses and have a discussion with students about how they never know what the person
next to them is going through, and that it is important to be kind. With this in mind students will
next do the crumpled paper activity.
2. 17 minutes. To resemble the feelings of someone getting bullied, we will do the crumbled paper
activity. Each student will receive a piece of construction paper and writing/drawing materials.
a. 5 minutes. First students will draw themselves on a piece of paper. As they are
drawing, we will be telling the students scenarios or things to think about when
portraying themselves in their picture. Things we can say: Think about how you
feel when you are happy, think about what your favorite song is, think about your
favorite place, your favorite food, your friends, your family, someone who means
alot to you, something that you love to do, something that you love to learn about
or talk about. Think about your culture or where you are from, and what your
 values are. Have students draw a picture of themselves and write what they love
about themselves around it/in the background.
b. 2 minutes. After students draw themselves, have students pass their paper to the
right. This person will crumple up their paper and throw it on the floor. They will
stomp, mess up the paper, but not tear it. Have this student then pick up the
paper and try to get it back to normal, students will even apologize to the paper,
and return to the original owner.
c. 10 minutes. . Once students have their original paper returned, explain to
students that this is what happens when bullying occurs. Bullying someone,
verbally or physically, is like crumpling that person up. Once this happens, even if
you say sorry, your words or actions can never be taken back.
d. Engage students in a discussion about the implications of bullying, and how it
affects their classmates, classroom environment, and themselves. Prompt
students to think of ways that we could put an end to bullying. We want to get into
a discussion about how bullying wont stop overnight but little by little we can end
it. Discuss types of bullying and steps to stop bullying.
i. Stand up for people who are bullied. Bullies often want an audience and
approval. Let bullies know that you do not think being mean is cool.
ii. Take an anti-bullying pledge. Print out our pledge to stand up against
bullying. Share it with your friends, and let people know what you believe.
And share our anti-bullying image on Facebook too.
iii. Take action. See if you can start an anti-bullying club or prevention program
at your school.
iv. Talk to other kids. Try to learn more about where bullying happens at your
school. Talk about what might help. See if you and some friends can go
together to talk to an adult at school.
v. Talk to your teachers or principal. Let adults at school know that you care
about this topic. Ask the school to host an assembly on bullying. Ask for an
anonymous survey to learn how many kids are being bullied.
vi. Talk to your parents or guardians. Your parents or guardians can ask your
school to focus more on bullying. We have information for adults on the
bullying page in our section for parents and caregivers.
vii. Speak (and write) up! Write a blog, school newspaper article, or tweets to
tackle bullying.
viii. Get creative. How about starting a poster-making or rap-writing contest?
Check out more cool ideas, plus tools for having a group discussion on
bullying.
ix. https://www.girlshealth.gov/bullying/school/
3. 10 minutes. To resemble the power of kind words, we will do the compliment party
activity. Give the students another piece of construction paper and a pencil.
a. Students will now write their name in the middle of the second sheet of paper.
Have students pass their papers to the right in 20 second intervals, and each
student must write a compliment on the paper in front of them about the person
whose name is in the middle. Students do not need to sign their compliments.
 b. Once the paper is back to the original owner, have students discuss how this
made them feel and how this was much different than the first activity.
c. 5 minutes. Discuss how kind words and actions, even something as simple as a
smile, can make someone feel good. Ask student questions to make them think
critically about why we should be kind, even to people we dont necessarily talk
to.
4. Students will write a letter to a friend, Dear friend, to make them more aware about what
bullying is and steps to stop bullying. Collect responses.

Specific Questioning:
Would anyone like to share their thoughts on bullying?
How does bullying make you feel?
How does bullying someone make you feel?
How does being bullied make you feel?
What does kindness look like to you?
How can we be more kind to our classmates?
Is bullying only physical or verbal?
Are there different types of bullying?

New Vocabulary:
Bullying: unwanted aggressive behavior; observed or perceived power imbalance; and repetition of
behaviors or high likelihood of repetition. There are many different modes and types of bullying. The
current definition acknowledges two modes and four types by which youth can be bullied or can bully
others. The two modes of bullying include direct (e.g., bullying that occurs in the presence of a targeted
youth) and indirect (e.g., bullying not directly communicated to a targeted youth such as spreading
rumors). In addition to these two modes, the four types of bullying include broad categories of physical,
verbal, relational (e.g., efforts to harm the reputation or relationships of the targeted youth), and
damage to property.
https://www.stopbullying.gov/media/facts/index.html

Cyberbullying: bullying that happens on the internet via social media outlets

Concluding the Lesson/Closure/Debriefing:

Students will write a letter to a friend to describe bullying and steps to prevent and stop it. Students will
discuss the implications of bullying and the power of kindness.

Materials/Resources:
2 sheets of paper
Pencils, colored pencils, markers, crayons
Lined paper

Teaching Behavior Focus:

Madison: Focus will be on wait time and relevant questioning.
Bridgette: Focus will be on questioning and responding.

Follow-Up Activities/Parent Involvement

Students will be more aware of the effects of bullying and the steps they can take to stop
bullying around them. Students will be encouraged to share their new information with anyone
at home.