Lesson Plan : Tattling vs Telling
Teacher Name: | waterloo |
Grade: | Grade 1 |
Subject: | Other |
Topic: | This lesson uses a script and categorization activity to help students understand when they should legitimately ask an adult for help. |
Content: | Tattling: reporting to an adult to get someone in trouble or reporting when no one is in danger and rules are not being broken Asking for help: reporting to an adult to get help for someone |
Goals: | Students understand when they should legitimately ask an adult for help. |
Objectives: | 1. Students will review what the school and classroom safety rules are 2. Students will learn what is tattling and how is it different from asking for help. 3. Students will learn when they need to ask an adult for help and when they should not ask an adult for help, because it would be tattling. |
Materials: | � Puppet, doll, or other prop � Prepared sentence strips (see lesson script) � Chart labeled �tattling� and �asking for help� |
Introduction: | 1. The counselor says, "Have you ever heard someone say, 'Don�t tattle'? Well, today we are going to talk about the difference between tattling and asking an adult for help. But first, we need to remember the school and classroom safety rules. What can you tell me about the rules at school that help to keep students safe?" 2. Brainstorm and chart or discuss and review school and classroom rules. |
Development: | Explain to the children that when you ask an adult for help and you are doing it to help yourself or someone else who is in danger then you really are wanting to help. If you or your friend are being hurt or having their feelings hurt and you ask for help then you really are wanting to help. The goal of asking for help is to keep yourself or someone else safe. Behavior that breaks the safety rules can create a dangerous or scary situation. That is why it is so important to tell an adult if you see this happening. But, when students tell an adult because they want to get someone in trouble, and not because they want to keep someone safe, then they are tattling. When students tattle, they are just trying to get someone in trouble. |
Practice: | Say to the students "Let�s see if you know the difference. These are the kind of things that students sometimes a teacher or other adults. I will read a sentence strip and you tell me if it should go on the �tattling� chart or on the �asking for help� chart." Read the following statements from the prepared sentence strips. You may wish to have a puppet, doll, or other prop say these things aloud. Teacher, Won is giving me silly looks. � Allison pushed me and knocked me down; now my knee is bleeding. � I�m afraid of Peter. He says really mean things to me on the way home from school every day. And yesterday he threw a rock at me. � I heard a grade four boy saying that there would be fight after school out back. � Ann didn�t finish her spelling, but she went to the puzzle centre. � Kevin keeps on stomping hard on my toes when we line up. � Jim keeps singing my name in a song. � Teacher, I saw Lee take book club order money from Michiko�s backpack and hide it in his own backpack. � Paula has two erasers. �Teacher, Won is giving me silly looks. � Allison pushed me and knocked me down; now my knee is bleeding. � I�m afraid of Peter. He says really mean things to me on the way home from school every day. And yesterday he threw a rock at me. � I heard a grade four boy saying that there would be fight after school out back. � Ann didn�t finish her spelling, but she went to the puzzle centre. � Kevin keeps on stomping hard on my toes when we line up. � Jim keeps singing my name in a song. � Teacher, I saw Lee take book club order money from Michiko�s backpack and hide it in his own backpack. � Paula has two erasers. Sort the sentence strips into the two categories. Ask the students for more examples. Point out that sometimes a child needs help to make something stop if they have already tried themselves and the person still bothers them. |
Accommodations: | |
Checking For Understanding: | After the discussion, divide the class into two groups. Ask one group to make up statements that would be tattling. Ask the other group to make up statements that would be asking for help. Look for evidence that students can differentiate between the two categories. |
Closure: | |
Evaluation: | |
Teacher Reflections: |
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