Marissa Santiago

Dr. Conte, ACB

October 29, 2015
Makefield Elementary School
Mrs. Genzel, Kindergarten
Anti-bullying: How to Solve Problems with Others
1

Title or Topic of the lesson and Grade Level

Title: How To Solve Problems with Others
Grade Level: Kindergarten

Lesson Guiding Question(s): Write an overarching question that draws on unit question and
best frames the understanding you want your students to develop in this lesson.
How does it feel to have your feelings hurt?
-Do we like feeling sad or angry?
-How can we avoid those feelings in the classroom?
-How can we properly solve problems with others?

Standards: Identify the appropriate standards that you will assess in this lesson.
-6.3.4.D.1: Identify actions that are unfair or discriminatory, such as bullying, and propose
solutions to address such actions.

A. Learning Goals (Behavioral Objectives) and Assessments: Write a sentence for each
of your desired learning outcomes. These must be written in observable terms and able to be
assessed. They must correlate to the NJCCC Standards addressed above.
B. Assessments: Describe the assessments you will use to measure student progress towards
or success in attaining the learning objectives. You may include homework assignments. .

Learning Objectives
Students will be able to understand that having
their feelings hurt is not a pleasant sensation.

Students will be able to apply reliable problem

solving techniques to real world situations.

Assessments
Students will fill out and draw facial
expressions on what it looks like to have their
feelings hurt. From this, students will be able to
derive those looks of hurt with being sad and
upset on the inside.
Students will watch a skit that could benefit
from better problem solving techniques.
Students will discuss more viable options to the
class and teacher on how to resolve
argumentative issues.

Materials: List materials/resources you and the students will need to teach/learn this lesson.
-Worksheets where students draw faces that have had their feelings hurt
-Building blocks or some kind of toy teachers can use for the skit

-Kindergarten Social Studies module including a song on how to solve problems and a chart
with the condensed list
6

Pre-lesson assignments and/or prior knowledge: Describe the prior knowledge that you
believe your students bring to the lesson. This may include relevant background knowledge,
possible misconceptions, or prior lesson content. Consider student readiness.
-Students will have already learned how to properly behave in the classroom as the students
came up with their own classroom rules in the beginning of the school year.
-Students will also already know what it looks like when people are sad. This is why the
drawing activity is taking place to remind of them of what looks like and to get them thinking
what it feels like to be sad or angry.
-More than likely these students have felt those negative emotions in the past and have had
problems with others (classmate, friend, sibling, etc.) that needed viable problem solving
skills.

Lesson Beginning: Describe the activity you plan to use to focus the learners in this lesson.
How will you engage and motivate them? This activity may serve as an informal assessment
(examples include brainstorming, writing prompts, etc.)
-The students will first connect their self with having their feelings hurt. This does not
necessarily have to be connected to solving problems with others, just understanding it is not
a pleasant way to feel or to make others feel. There will be a teacher guided discussion
talking about times in the students lives where there feelings were hurt.

Instructional Plan: Break down the activities by giving a detailed description of what you
and the children are going to do in each part of the lesson. Consider how you will engage
students in the learning activities. The following elements also need to be considered.
-After the brief introduction of discussing negative feelings, the students will be asked to
draw a sad, upset, angry, frustrated face having to do with hurt feelings. This will be able to
test that the students understand the inside feelings and the outside image.
Students will be given a worksheet where they circle whether they are happy or sad. The
students will also draw a picture of they feel when they have their feelings hurt.
-It is vital to address that we do not want to feel that way and how we should always be nice
and kind to our friends.
-A chart will be shown and read to the students about proper problem solving etiquette. This
chart is a four step problem solving technique that the students can use to address problems
with their classmates. These steps include understand the problem, devise a a plan, carry out
the plan, and look back.
-To put the students understanding to the test, the teachers will then perform a short skit
where Person A is building with blocks and Person B wants to join. Person A is hesitant but
ultimately shares with Person B. As Person B is building, she purposely takes one of Person
As blocks that is in the tower but is unaware that it will make the building collapse. Person A
and B get into an argument, calling each other names, not being friendly, and both end up
crying.
-When the scene is over, the teachers come together to ask the class to think about what went
wrong and how it could be resolved. What would be a better way to solve problems?
-A few ideas will be shared by the students and the teachers will quickly reenact a positive

scene.
-As a closing, as song about proper problem solving etiquette will be played.
o Differentiation: Explain how you are going to make this lesson work for the range
of students you have in your class. Describe the different ways that you will
provide input and differentiate instruction so as to give students access to the
content. Identify extra work that you will give to early finishers.
o Questions: List key open-ended questions you are going to pose in each activity.
Consider Blooms Taxonomy as you write your questions.
-How do you feel when your feelings are hurt?
-Have you ever had your feelings hurt?
-What did you do to make yourself feel better after you felt that way?
-Can you see yourself using proper problem solving skills in the classroom with
your friends?
- How can you use the problem solving skills in the classroom?
o Instructional Management: Consider strategies such as grouping, distributing
materials, and/or identify potential behavioral problems.
-Students will start the activity at their desks where we will discuss feelings and
work on the drawing. This can be passed out by one teacher while the other
speaks.
o Transitions: Describe how you will transition and make connections between
activities.
-Since the activity will start at the tables and end at the rug, a way of getting
students to their second location can be characterized by, If you drew a mad face
you can go to the rugif you drew a sad face you can now move to the rug. That
way the teacher can make sure the students know the difference between those
two sensations as well.
-To show when the skit is beginning and ending, the teachers will clap so the
students can determine what belongs in skit and what does not.
-The song and video will be presented as a reward for the students deep thinking
and empathy towards the important character building lesson.
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Closure: Describe how you will bring your lesson to a meaningful closure that summarizes
the lesson and provides you with information on what your students have learned and need to
learn in the future.
-Before the song is played, this will be brought back to the students first few days of school
where Mrs. Genzel introduced, It bugs me whenI wish you would that way it can be
brought to the attention of the students that they were learning problem solving strategies all
along and how this lesson was another way to go about it.
-The song will then be played.