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
2 Lesson Guiding Question(s):
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?
3 Standards:
-6.3.4.D.1: Identify actions that are unfair or discriminatory, such as bullying, and
propose solutions to address such actions.
4 A. Learning Goals (Behavioral Objectives) and Assessments:
B. Assessments:
Learning Objectives
Assessments
Students will be able to understand that
Students will fill out and draw facial
having their feelings hurt is not a pleasant
expressions on what it looks like to have
sensation.
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 be able to apply reliable
Students will watch a skit that could benefit
problem solving techniques to real world
from better problem solving techniques.
situations.
Students will discuss more viable options
to the class and teacher on how to resolve
argumentative issues.
5 Materials
-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:
-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.
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7 Lesson Beginning
-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.
8 Instructional Plan:
-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 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:
-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.
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o Transitions:
-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.
9 Closure:
-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.