Indiana Wesleyan University

Elementary Education Lesson Plan

Reading, Writing, and Oral Language

Super Manny Stands Up! By Kelly DiPuchhio

Problem Confronted: Bullying and Overcoming Fear
Bailey Count

Readiness:
I. Goals/Objectives/Standard(s)
A. Goal(s)--Students will be able to identify main idea within individual literary pieces by
identifying key literary elements.
B. Objective(s)—The students will state how the character in Super Manny Stands Up! By
Kelly DiPuchhio influenced the plot and how his actions in the story can be related to
authentic situations at school and home.
C. Standard(s)-- 1.RL.2.1 Ask and answer questions about main idea and key details in a
text.

II. Materials
 The book, Super Manny Stands Up! by Kelly DiPucchio and illustrated by Stephanie
Graegin
 Markers
 White printer paper
 Twine/string
 Clothespins
 White poster board
 Superhero reflection assessment page

III. Anticipatory Set

 I will have a printed out a picture of my two favorite superheroes, Captain America and
my mom. I will talk about how some superheroes look different than the ones we see in
the movies, because my mom does super things that are just a little different from
Captain America. I will pose the rhetorical questions, “In what ways can someone like
my mom be a superhero to someone else on a normal day?”

IV. Purpose Statement: “I am going to read to you the story Super Manny Stands Up! by Kelly
DiPucchio. I want you to observe the main character and see how his actions affected
the other characters within the story.”

PLAN FOR INSTRUCTION

Use major concepts, principles, theories, and research to construct learning opportunities that
support students’ development, acquisition of knowledge, and motivation.
  Foundational Theory: Reader-response criticism is a school of literary theory that
focuses on the reader (or “audience) and their experience of a literary work, in contrast
to other schools and theories that focus attention primarily on the author or the content
and form of the work.
 Adaptations to Diverse Students—
During whole group discussion, discuss personal experiences that students may have
had with bullying. The actions that the children will take in the response time will
give opportunity for every level to engage at their appropriate developmental level.
Struggling learners will also have support with the read aloud and extra time when
working independently to process what was discussed during whole group.
 Lesson Presentation (Input/Output)
 I will have students transition to the floor rug, so they can all see the illustrations of
the book.
 I will introduce the name of the story and read aloud the story, incorporating
multiple voices for different characters and effectively using facial expressions and
tone to connect the actions to specific characters.
 I will model appropriate reading strategies and expression.

V. Check for Understanding: During whole group discussion after finishing the book, I will
start by allowing time for students’ natural response. Then I will use targeted
questioning to guide students to the objective of identifying how the main character
effected the plot and how that relates to us. I will ask questions such as:
 “How did you like the story?”
 “What did you like about it?”
 “What didn’t you like about it?”
 “What do you think the problem in the story is?”
 “How did the main character effect the ending of the story?”
 “What is the one important thing you take away from this story?”

VI. Review Learning Outcomes/Closure – “The main character decided to stand up against
a bully for his classmate. As a result, all the other classmates saw that they too could be
brave like a superhero and stand up to bullies who are being mean. It is possible to be
kind and help people every day at school. If all of us were to stand up for our peers
when they were being bullied about something, whether that be how they look or act, we
could make school an even happier and safe place. What kind of superhero actions can
we do every day while we are at school or home?

PLAN FOR ASSESSMENT

While everyone is still seated for whole group discussion, the students will brainstorm ways they can
be a superhero at school. These will be written on a white poster board that will be put on the wall
in the classroom, and all the students will sign the bottom as a pledge to do these things every day
for themselves and their classmates. Each child will then go to their desk and be given an assessment
page where there is space to draw themselves in their own superhero outfit that relates to how
Manny did in Super Manny Stands Up! On the paper, they will also answer the essential questions of,
“How did Super Manny effect the end of the story? And How are you going to fight against bullying
at school?” When they are all finished, we will hang them across the ceiling on a piece of string.
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Could each student identify the actions of the main character in Super Manny Stands Up! and
how that affected the outcome of the story?
8. Did each student present an idea on the classroom “Superhero Pledge” and relate it back to
the main character’s actions?