Lesson Plan : A Bad Case of Bullying
Teacher Name: | Wade |
Grade: | Grade 2 |
Subject: | Literature Activities |
Topic: | Using Literature Response Groups With Students |
Content: | This lesson provides an opportunity for students to reflect upon and personally relate to a teacher read-aloud of a narrative story. Acceptable behaviors and ways to prevent bullying in the classroom and school are also discussed. |
Goals: | Literature response groups will allow students to explore issues of common interest and relate what they have read to their own lives. Social interactions invite readers to extend their thinking and prolong their involvement with the text. Students mya write their reposnese to literature and then discuss their ideas with the group which often leads to further clarification. |
Objectives: | Apply a side range of strategies to comprehend and interpret a text read aloud by the teacher Pasticipate in literature response groups, curing wich they share their ideas and views about the story, gain new insights from their peers, and collaborate to clarify meaning Make personal connections to a story by writing and telling about a time when they experienced a similar situation or emotion as one of the characters |
Materials: | A Bad Case of Stripes by David Shannon Chart paper and markers Lima beans Post-it-notes Student reflection journals |
Introduction: | Ask students to orally brainstorm some of their favorite foods. Record their ideas on chart paper. |
Development: | Explain that in the story we are about to read, the main character's favorite food is lima beans. Ask: Have you ever tried lima beans? Did you like them? If you haven't tried them, would you like to? |
Practice: | Read aloud the book A Bad Case of Stripes. During preselected points during the reading, stop and use think-aloud questions to provide an opportunity to model the thought processes used by proficient readers by demonstrating how to question, predict, and connect the text to prior knowledge. |
Accommodations: | Students who have difficulty writing in their journals will receive the support of the teacher or a peer. |
Checking For Understanding: | The teacher will observe students while in their literature discussion groups and use a simple "Thumbs-up/thumbs-down" response. For example, "thumbs up" if they were listening carefully to others in their group. |
Closure: | Pairs of students will create hypothetical problems that someone their age might face in school or in the community, and present possible solutions. |
Evaluation: | Were students able to apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate the text? |
Teacher Reflections: | Were students able to think of possible solutions to Camilla's problem? Did students have an idea about the moral of the story? Could students describe a situation in which they experienced a similar emotion or situation as one of the characters in the story? |
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