SIOP Lesson Plan Template (Modified)

Date: 11/18/16
Grade/Class/Subject: 3rd grade
Unit/Theme: Anti-bias Lesson
Lesson Topic: Bullying
State Standards:
Grade level: 3rd Grade
Content Area: Reading, Writing, and Communicating
Standard: 1. Oral Expression and Listening
2. Successful group activities need the cooperation of everyone
c. Ask and answer questions about information from a speaker, offering appropriate
elaboration and detail. (CCSS: SL 3.3)
K-12 Anchor Standards and Domains:
Action:
Students will speak up with courage and respect when they or someone else has
been hurt or wronged by bias.
Grade level outcome:
I know some ways to interfere if someone is being hurtful or unfair, and will do my
part to show respect even if I disagree with someones words or behavior.
WIDA Standards:
English Language Development Standard:
English language learners communicate for Social and Instructional purposes
within the school setting
Content Objective:
During the bullying mystery activity, students will be able to ask and answer
questions that are providing enough detail and elaboration to come to an
agreement as a class and solve the mystery.
After solving the bullying mysteries, students will know how to speak up for
themselves and someone else when they have been bullied based on biases.
Language Objective:
Students will orally advocate for the victim in a bullying scenario.
Key Vocabulary:
Bully: Someone who threatens or try to scare someone with words or actions.
Bystander: A person who witnesses an act or an event without participating.
Ally: A person who is on your side or helps you in a situation.
Target/victim: A person picked on or bullied by others.
Sympathy: Feeling bad for someone else.

Empathy: Putting yourself in someone elses shoes.

(Definitions from Quizlet.)
Supplementary Materials: poem, organizer, poster with new vocabulary for
them.
Higher Order Questions:
What does sympathy look for?
How can you prevent bullying in your classroom and school?
Time:

Lesson Sequence / Activities

Motivation:
What is bullying? What do they remember from Mr. Rob?
(Building background, links to experience, links to learning)
Presentation:
Go over key vocabulary chart and hang it up in the class.
Read No Bully Poem use doc cam.
(Language and content objectives, key vocabulary, comprehensible
input, strategies, interaction, feedback)
Practice and Application:
Read off example.
Hand out papers to students (as their group comes up)
Have students read off their character and what happened
Guide discussion for students (give them time to talk in small groups
then speak to the class)
Ask questions:
What advice would you give to the bystanders?
What would you say to the bully?
How would you comfort the victim?
(Check for understanding are they discussing strategies they can use
to be an advocate in the situations?)
(Check for process - are they talking with each other to see who the
bully/victim/bystanders are?)
(Meaningful activities, interaction, strategies, practice and application,
feedback)
Review and Assessment:
Ask: What is bullying?
Crumbled paper activity: Crumble up a piece of paper, through it on the
ground, stomp on it. Now, pick it up, uncrumble it, say sorry, and try to
fix it. This is what happens when you bully someone. All these scars
are left and they wont go away no matter how hard you try. This is why
we need to be kind to others and speak up when we see bullying.
(Stole from a pinterest post.)
Exit ticket: How can you prevent bullying or help someone who has
been bullied?

- Encourage students to use the new vocabulary they learned.

Differentiation write sentence frames on the board for guidance. (I
can prevent bullying by ___________. I can help someone who has been
bullied by __________. )
(Review objectives and vocabulary, variety of formative
assessments/checks for understanding)
Extension: Create a wordle with the responses students gave in exit
ticket by pulling key ideas and post it in the classroom as a reminder.
SIOP Features
Preparation
X
X
X
X

Adaptation of content
Links to background
Links to past learning
Strategies incorporated

Integration of Processes
X
X
X
X

Reading
Writing
Speaking
Listening

Scaffolding
X
X
X
X

Modeling
Guided practice
Independent practice
Comprehensible Input

Application
X
X
X
X

Hands-on
Meaningful
Linked to objectives
Promotes engagement

Group Options
X Whole class
X Small groups
_ Partners
X Independent

Assessment
X
X
X
X

Individual
Group
Written
Oral

Reflections: