Carlos Velez

School of Education
The College of New Jersey
Grade 2 Anti-Bullying Lesson

Lesson Essential Question(s)

What makes a good friend? How can you include others?

Standards
6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present, to
violation of fundamental rights (e.g., fairness, civil rights, human rights).

Learning Objectives and Assessments:

1. Students will be able to apply the character trait of fairness by selecting appropriate
answers to scenarios given via worksheet of how to be a good friend and support their
responses with reasoning.

Materials
● Book ● Whiteboard
● Pencils ● Worksheets

Pre-lesson assignments and/or prior knowledge

The students have already been exposed to the rules or guidelines of the “Week of
Respect” and “School Violence Awareness Week.” Students have learned from these two weeks
in October about some of the ways to respect others and to avoid conflicts that may result in
violence. They may also have been exposed to the idea of being an upstander and may have
personal experiences with being excluded.

Lesson Beginning
We will begin the lesson with a raise your hand activity. Students will be sitting at their
spots on the carpet. We will ask students various questions and if they can relate, they can raise
their hand. The purpose of this activity is for students to learn that they are often not alone in
how they feel and many of their classmates struggle with similar things as they do.
Questions:
1. Raise your hand if you have a pet.
2. Raise your hand if you live in Trenton.
3. Raise your hand if you have ever been picked last for a sport team
4. Raise your hand if you’ve ever left someone else out of a group
 5. Raise your hand if there ever was a time when you didn’t have someone to play with
6. Raise your hand if you have ever felt invisible
We will then point out to students that these feelings have affected everyone at one time or
another.

Instructional Plan:
Assessments/Activity
Book: Invisible Boy by Trudy Ludwig
After the read aloud, we will facilitate a whole class discussion focusing on these questions:
1. “What are some things you can say to someone to help them feel included?”
2. “What are some things you can say if you're feeling left out?”
Students will volunteer to share ways to be inclusive of other students in the classroom/school
and ways to participate or not feel left out in school.
At individual desks, students will be given one of two worksheets we created so kids
can’t copy each other. Each worksheet with have four scenarios with multiple choice answers of
how the situation should be handled. Some of the question will directly relate to the read aloud
book and ask how the kids in Brian’s class could have been better friends and more inclusive.
Each student will circle the answer they think is the best solution and there will be space for
them to describe their answer. As a class we will then be able to go over both worksheets A and
B, asking for volunteers to explain their answers.

Differentiation
Lesson Handout/ Activity:
● We will first model the activity by using a teacher model and how students should do the
worksheet.
● For ELL students who are not comfortable writing, we will have them only required to
circle the answers and not be required to write their explanations. ELL’s will be
encouraged to explain their answers/ selections verbally as teacher’s circulate the
classroom.
● For students who are more advanced, we will ask that they explain all of their selections
with sentences.
● For students who finish quickly, they will be asked to draw a picture of one of the
scenarios on the back of the worksheet.

Questions
● What do you think the title means? Is he actually invisible?
● Page 1 - What do you notice about the illustration on this page?
○ Why do you think the illustrator choose to make him black and white?
 ● Page 7 - How do we think Brian feels here? Why would the other kids exclude them?
Did they mean to exclude him?
● Page - Why do you think Brian wrote this letter to Justin?
● Think aloud - Black and white Brian to Colourful Brian
● Why do you think the author wrote this story?

Classroom Management
● Grouping: Any activities will be at the students pre-assigned table clusters
● Distributing materials: While one teacher is reading, the other can place the handout on
the student’s desks, making sure students sitting next to each other get different
worksheets
● Behavior problems: Make sure students are sitting next to people they can work well
with, before reading, remind students the reasons for reading so that they stay engaged
and pay attention.
● Explain before the read aloud, if students are not paying attention, they will be warned
that their name will be placed on the sad list and/ or they will be sent to their desks for
very disruptive behavior

Transitions
1. Students will be called over to the carpet by each table cluster. Students will be asked to
sit at their spots on the carpet.
2. Once the read-aloud is over, we will tell each student to go back to their seats by cluster
so there isn’t too much commotion in the room.
3. When students have finished the handout, we will split the class up into two groups.
Carlos will take students with worksheet A to the carpet and Linda will have the students
with worksheet B at their desks and we will go over the answers.

Closure
For the closure of the lesson, we will do an exit slip. We will ask that students reflect on
the lesson and to write a sentence about something they learned and liked from today’s lesson.
They will have a of couple minutes to write it on the back of their worksheet and hand it in to the
homework bin.

Resources:
https://theresponsivecounselor.blogspot.com/2016/10/the-invisible-boy-lesson-plan.html?m=0

Robbins HIB Month: we should include some of these rules and guidelines in our lesson
http://www.trenton.k12.nj.us/CounselorsCorner.aspx
Name: ________________________________________ Date: _________________

1. It’s recess and every one is ready to play soccer. You get picked, but
then you realize Brian didn’t get picked and is now sitting by himself.
What would you do?
a) Play soccer and have a good time.
b) Decide to invite Brian to play on your team.
c) Tell an adult.
d) Do nothing.

I would ________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. Laura and Cooper are playing together during indoor recess. Laura
chooses all the games they play. Cooper wants to play with the trains,
but Laura says no! How can you help?

a) Take the trains away from both of them.

b) Tell Laura to stop being mean.
c) Play with the trains with Cooper without Laura.
d) Talk to both of them and help them find a new they both want to
play.

I would _________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________
Name: ___________________________________ Date: ____________________

1. Carlos always sits alone at the lunch table. All of your classmates sit
at the other table together. What do you do?
a) Let him sit alone like always.
b) Go sit with Carlos and ask him how his day is.
c) Tell everyone that Carlos is sitting alone.
d) Ask Carlos to join your table.

I would _________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. Maria’s pet has died and she arrives at school feeling very sad. She
cries all day long. Alex and Andre make fun of her. Soon, all the kids
are calling her a crybaby. What do you do?
a) Join the other kids and call Maria a crybaby.
b) Do nothing.
c) Tell Maria to get over it.
d) Tell the other students to stop making fun of her.

I would _________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Class Model:
You are playing Monopoly and your classmate Sam asks to join. Your

halfway through the game so your friend says “No! You can’t play!”

What can you do?

a) Agree with your friend and say, “No you can’t play with us.”

b) Explain you are halfway through the game so they can play next

time.

c) Invite them to watch you play.

d) Tell them to go play something else.

_____________________________________________________

_____________________________________________________
Carlos Velez

Observation 1 Reflection

12 March 2018

If I could sum up the lesson in a few words, I would say the lesson was a roller coaster.
The beginning was interesting and interactive with students, but it lost its edge and purpose
toward the end. Just as a roller coaster has the most exciting twist and turns and then slows down
once it loses all its speed.

The purpose and focus of the lesson was on being inclusive and learning how we should
all be good friends with one another. Inclusiveness was the main focal point and it seemed to be
evident in the students responses and answers to the multiple choice, but it seemed like the
students were saying answers to get them right, not because they truly understand why it is
important. Students seemed to know the answers, but providing the sentence for explanation or
reasoning was mostly missing or lacking from the students responses. This may be due to the
level of difficulty of understanding the worksheet, as many of the students were unable to
comprehend the scenarios, but I feel as if the student need more reflection on the importance of
including everyone and the negatives of excluding peers.

Ms. Jones read-aloud was very interactive and many of the students were engaged and
interested in the reading. She highlighted many important points using questioning and
connected the text to the illustration for the students to comprehend the story. The students
seemed very receptive to read-alouds and having opportunities to share their personal
connections to the story. Although, our scenario activity using the worksheet is what may have
lost many of the students interest. Next time, for any of my future lessons, I will do my best to
avoid my activity heavily on a worksheet. These seem to dull the students interest and many of
the students don’t pay mind to worksheets. Instead I would take out the worksheet completely
and have the students instead work in groups. Each group would rotate among the four stations
in the classroom and discuss the scenario. Once read aloud by a student, the students may write
on the poster board on the station and write a solution they decide as a group. The students will
talk and possibly debate what is the best solution. Afterward, the students will write what they
thought was the best answer and rotate around till they write one for every scenario. Each group
will have a selected marker color to distinguish between them. Then, at the end of the rotations,
we would come together as a class to discuss each scenario and discuss the answers. This would
be a better alternative to splitting up the students in half and discussing with each half separately,
as Ms. Jones and I attempted to do.

Another prominent issue in this lesson was classroom management. Students were losing
focus and interest, causing students to misbehave or engage in other activities. Ms. Jones and I
were constantly using attention getters and it seemed to have been overused. It may have been a
better idea instead to wait for the student to refocus and use more positive reinforcement for
students who were paying attention and listening. The happy/sad list was working, once I put a
students name on the sad list the class seemed to listen, but the control always seemed short
lived. It may better serve the students to review the classroom behavior/expectations. This may
serve as a better guide and help remind the students the purpose of coming into class. Ms. Jones
and I have discussed possibly creating a rules/behavior chart for the class as we have noticed
many behavior issues. Personally, I would need to work on being more firm with redirecting
students and showing that I have the position of power in the classroom that needs to be
respected by all students. My teacher face and tone will also need to be worked on to ensure
compliance with all the students.

Overall the first lesson contained some up, but also many downs. These are all factors I
need to work on to improve myself as a teacher. After looking back, I have somewhat improved
on some of the things from my All About Me lesson, but have a long way to go before mastering
the skills it takes to be a teacher. Classroom management being one of the greatest obstacles to
overcome, I hope to be able to master it by the time I reach full time.