2013-2014 UMU Lesson Plan Template

Name: Halie Tonn and Megan Lallo Date: 2/25/14 Grade Level: 5th Class Period: MCH 205 Subject: Bullying Lesson # & Title: Bullying Big Idea/Lesson Focus: Different types of Bullying Essential Question: What can we do to create a safe classroom community Context for Learning: It is a traditional one teacher classroom. A total of 26 students (14 girls and 12 boys.) 25 Caucasian and 1 African American. No ELLs . Three students have IEPs for speech and delayed reading/ learning disability. Function of the Lesson (check all that apply): Introduce New Skill or Content Practice Review Remediation/Reteaching

Content Standards: This lessons outcome addresses the Association of Middle Level Educators commitment to lessons, programs, and policies that call for creating an inviting, supportive, and safe environment for students. Students will also engage in active learning, and take part in activities that foster health, wellness, and safety. Learning Objectives: Academic Language (or A.L. Demands, A.L. Objectives): Cyber bullying, physical bullying, verbal bullying, social bullying Instructional Materials and Support: Computer with wifi or internet connection Whiteboard and dry erase markers Worksheet- What should be the response? Role playing handouts for each of the four groups Prior Knowledge: Relationships with their peers Use of social media Assessments: Pre-Assessment for the unit: Use this information to design your lessons: Brainstorming of different types of bullying. Assessment(s) during the lesson: Only assess what was taught: Worksheet- What should be the response? Assessment(s) at the end of the lesson: Clear up misconceptions: Students will go up to the board and write a positive word/thought to take place of the negative word on the board. Post-Assessment for the unit: Assess all that was taught in the unit: Class discussion of the different types of bullying. Strategies & Learning Tasks Introduction: Youtube Video dealing with bullying Presentation/Explicit Instruction: 1. Watch the youtube video as an attention getter. 2. Brainstorm the different types of bullying. 3. Define what bullying actually means and help clear up any misconceptions.

4. Have students go up to the board and write a name that they have been called before. Each student writes one name. 5. Break students up in to the four groups for role playing. 6. Each group performs the role and the other students create solutions. 7. Class discussion on how to prevent the situation and solve the issues that appeared. 8. Students will fill out the worksheet What should be the response? 9. Come together as a class and discuss ways to create a safe and conducive classroom community. 10. Students will go back up to the board and erase the negative word that they wrote and replace that with a positive thought/word. Structured Practice/Exploration: Break students up in to four role playing groups. Each group has a different type of bullying which are: Cyber, Physical, Verbal, and Social. Each group performs their own role play while the other students in the classroom watch and create solutions to prevent the specific type of bullying. Guided Practice/Specific Feedback : After each group performs, the class will discuss what happened and ways to solve the issues that appeared with the assistance of the teacher. Independent Practice/Application: They will fill out the worksheet What should be the Response? Closure: Come together as a class to discuss positive ways to create a safe and conducive classroom community. The students will go back to the board and erase the negative name that they were called. They will replace it with a positive name or topic. Differentiation, Individualized Instruction, and Assessment: Explore the different types of bullying by discussing the students personal experiences. Present the lesson in different languages for ELL students Research and Theory: Freudian theory for the range of human behavior.

Here is the Planning Commentary for the Advisory Lesson Plan for MCH 205 re: edTPA
1. Respond to the Content Focus for your Advisory Lesson. Be sure the summary is thorough! Content Focus Summarize the central focus for the content you will teach in this learning segment. Explain how this focus allows your students to ask and answer significant and challenging questions about their world and to make relevant, interdisciplinary connections. 2. Respond to bolded and italicized PROMPTS in the next two sectionsonce again BE THOROUGH! So be sure to answer prompts a) and d) from Knowledge of Student to Inform Teaching and prompts a), b), d). and f) from Supporting Young Adolescent Learning in the Discipline. Knowledge of Students to Inform Teaching
For each of the categories listed below (ad), describe what you know about your students prior learning and experiences with respect to the central focus of the learning segment. What do they know, what can they do, and what are they learning to do? Consider the variety of learners in your class who may require different strategies/support.

a. b.
c.

Academic development (e.g., prior knowledge, prerequisite skills, ways of thinking in the subject areas, developmental levels, special educational needs)
Academic language development (e.g., students abilities to understand and produce the oral or written language associated with the central focus and standards/objectives within the learning segment) Family/community/cultural assets (e.g., relevant lived experiences, cultural expectations, and student interests)

d.

Young adolescent development, including cognitive, physical, and social and emotional dimensions

Supporting Young Adolescent Learning in the Discipline

Respond to prompts af below to explain how your plans support your students learning of history/social studies related to the central focus of the learning segment. As needed, refer to the instructional materials you have included to support your explanations. Cite research and theory, including concepts addressing young adolescent learning, to support your explanations. a. Explain how your understand ing of your students prior learning, experiences, and development guided your choice

b. c.
d. e.

or adaptation of learning tasks and materials for students to use facts, concepts, interpretations, and analyses to make and explain claims/arguments about a significant historical event, topic/theme, or social studies phenomenon. How are the plans for instruction sequenced in the learning segment to build connections between students prior learning and experiences and new knowledge?
Explain how you will help students understand the interdisciplinary or integrative connections that build on the central focus of the learning segment. Explain how, throughout the learning segment, you will help students make connections between and among facts, concepts, interpretations, and claims/arguments regarding your content area. Describe how you will engage students in analyzing and interpreting primary and secondary sources as evidence to support their claims/arguments about a historical event, topic/theme, or social studies phenomenon.

f.

Describe any instructional strategies planned to support young adolescents with specific learning needs. This will vary based on what you know about your students but may include students with individualized education programs (IEPs), English language learners, or gifted students needing greater support or challenge .

(This two sections are not required for the Advisory Lesson assignment; however, I do want you to be familiar with both sections for edTPA.) Supporting Student Understanding and Use of Academic Language a. Identify the key academic language demand and explain why it is integral to the central focus for the segment and appropriate to
students academic language development. Consider language functions and language forms, essential vocabulary, symbols, and/or phrases for the concepts and skills being taught, and instructional language necessary for students to understand or produce oral and/or written language within learning tasks and activities. Explain how planned instructional supports will assist students to understand academic language related to the key language demand to express and develop their content learning. Describe how planned supports vary for students at different levels of academic language development.

b.

Monitoring Student Learning a. Explain how the informal and formal assessments were selected and/or designed to provide evidence you will use to monitor
student progress toward the standards/objectives. Consider how the assessments will provide evid ence of students understanding of facts, concepts, interpretations, and analyses to make and explain claims/arguments about a significant historical event or social studies phenomenon. Describe any modifications or accommodations to the planned assessment tools or procedures that allow young adolescents with specific needs to demonstrate their learning.

b.