Lesson Crumpled Paper Activity o5g

Lesson Plan –Educ 4414 Title: Bullying-Crumpled Paper Activity

Subject Literacy

Time: Fall

Strand: JK-SK

Lesson Description The students will engage in an activity that allows them to see the effect of positive words (15 minutes)

Ontario Curricular Overall Expectations 1. demonstrate a beginning understanding of the diversity in individuals, families, schools, and the wider community. Ontario Curricular Specific Expectations 1.1 act and talk with peers and adults by expressing and accepting positive messages (e.g., use an appropriate tone of voice and gestures, give compliments, give and accept constructive criticism) 1.2 demonstrate the ability to take turns in activities and discussions (e.g., engage in play activities with others, listen to peers and adults) Lesson Goals (clearly identify what students are expected to know and be able to do, in language that students can readily understand ) The students will demonstrate an understanding of the word bully and the effects of words and actions that are associated with bullying

Success Criteria (teachers will identify

the criteria they will use to assess student’s learning , as well as what evidence of learning students will provide to demonstrate their knowledge and skills

Can students respond orally with answers to define term (bully)? Do they show through activity centre learning that they have connected with the activity of crumpled paper? Assessment Assessment Mode: oral/ performance/ written Assessment Strategy: visual /observation, jot notes, anecdotal Assessment Tool: ( please attach) Materials Squares of white paper, unfolded Lesson Format What Teachers Do/Say What Students do: Motivational Hook/engagement /introduction (Minds on) Students sit on carpet in a circle Crumple paper, step on it, punch it, etc. Distribute paper Instruct to not rip or tear paper No explanation as to the point Instruct students to crumple, step on, punch, etc. During /working on it/action ( Hands Instruct students to smooth paper out as best they can while not ripping the paper and say “Sorry” to paper What have you done to the paper? Why did you do that to the paper? Can you put the paper back the way it

on) Smooth paper out Say “sorry” to paper—key! Responses to line of questioning

was? Did the paper do anything to you? After: Consolidation ( Reflect and Connect) What does the word bully mean? Responses to Q&A then on to Have you ever heard of the word bully? activity centre time What is a bully? What makes someone a bully? Have you ever been bullied? How would you feel if…you were called a bad name? …had a toy taken away from you? What should you do if you see someone being bullied? Statement: When you have an argument on the playground or at an activity centre, what your words and actions can do, and sometimes (just like the paper) you can’t correct them You can forgive each other by saying sorry, but sometimes those little hurts are left behind and no matter what you do, you can’t really take them back. Extension Activities/Next Steps

Read the book “One” by Kathryn Otoshi during second time slot (Read Aloud) Special Education Notes: Include people eg S.E.R.T. Educational Assistant Needed Differentiated Instruction considerations/accommodations/ assessment -same Cross Curricular Links: Oral, reading, Writing, Media, Social Studies, Science, Math, Visual Arts, Drama, Music, PE&H, (circle) Lesson Reflection: Teacher: Lesson: