Detailed Lesson Preparation Guide

Elementary Education
Name: Sara Bowen and Alex Atchison
Title: Life, Liberty, and the Pursuit to End Bullying
Grade: 4th Grade
Concept/Topic: How Bullying Infringes Upon Our Rights as Citizens
Time Needed: 65 minutes

Backward Design Approach: Where are you going with your students?

Identify Desired Results/Learning Outcome/Essential Question:

Desired Results
- Students are familiar with various sections of the NC Constitution.
- Students understand the difference between rights and responsibilities.
- Students understand how being bullied denies individuals with rights that are
stated in the NC Constitution.
- Students know that bullying is a serious issue.
- Students understand the effects of bullying on individuals.
- Students take action to eliminate bullying in their school.
Learning Outcomes:
- I can give examples of rights from the NC Constitution.
- I can give examples of responsibilities from the NC Constitution.
- I can explain the difference between rights and responsibilities.
Essential Questions:
- How does bullying infringe on the rights we have as citizens?
- What responsibility can I take to reduce bullying in my school?

Ensuring Lesson supports district and state goals

NCSCOS Standards:
4.C&G.2.2 Give examples of rights and responsibilities of citizens according to North Carolina
Constitution.
4.C&G.2.3 Differentiate between rights and responsibilities reflected in the North Carolina
Constitution.

Assessment Plan:
Students will participate in various forms of formative assessment throughout this lesson.
Students will be participating in discussion, completing frayer models, analyzing the NC
Declaration of Rights, and making posters. Throughout these activities teachers should see
students developing an understanding of rights and responsibilities, referencing specific
sections of the NC Declaration of Rights, relating the rights and responsibilities of the NC
Constitution to bullying, and stating examples of how to stop bullying throughout the school.

Meeting the student where they are:

Prior Knowledge/Connections:
In third grade, students study how citizens participate in their community. Specifically, how
citizens contribute to the well-being of a community. Students also have an understanding of
rights and responsibilities within their school. Students recite the falcon pledge every morning
and they have classroom rules that they follow. Students may have experience with what a
constitution is, and may even know some of the rights they have as citizens. Before introducing
the nc constitution activity, students will be questioned about their knowledge of what a
constitution is. Throughout the activity, students will make connections between their classroom
rules and the rights and responsibilities stated in the nc constitution.

Lesson Introduction/Hook:
- Have the students watch Kid Presidents Pep Talk for the World
https://www.youtube.com/watch?
v=u1zNHoYmhUI&index=11&list=PLzvRx_johoA_BCQMZHg2AwrJ7c5292JKS
- Participate in discussion that introduces rights and responsibilities

Heart of the Lesson/Learning Plans

Differentiation/Same-ation:
Throughout the lesson students will will be given time to develop ideas before being asked to
share. Students will have time to think independently, then with a small group, and lastly with
the whole class. Students will also have the opportunity to express their ideas through words,
drawings, or symbols. Text will be read aloud to the whole class and repeated if needed.
Directions will be posted during activities for students to refer to throughout the lesson.

Lesson Development:
A.) Lesson Introduction/Hook (10 Minutes)
Show students video: Kid Presidents Pep Talk for the World
Lead discussion about important point in the video
Quotes
We were all born to make a difference it's easy
to get overwhelmed but that's why we have each other
People who treat people like they are people,
those are my kind of people
Together we are better, together we are brighter,
together we are gooder
Associated Discussion Questions
What are some of the global goals kid president
mentions in the video?
Kid president says, Be somebody who makes
everybody feel like a somebody. What does this mean? How can we do
this at Forestville Road? (celebrate differences, speak nicely, work with
different people)

B.) NC Declaration of Rights Activity (30 Minutes)

 Preparation: Post all four selected sections of the NC Declaration of Rights on
poster board for students to write and draw on throughout the group activity. Copy frayer
model for students to complete
Declaration of Rights Text Selections:
Section 1. The equality and rights of persons. We
hold it to be self-evident that all persons are created equal; that they are endowed
by their Creator with certain inalienable rights; that among these are life, liberty,
the enjoyment of the fruits of their own labor, and the pursuit of happiness.
Section 2. Sovereignty of the people. All political
power is vested in and derived from the people; all government of right
originates from the people, is founded upon their will only, and is instituted
solely for the good of the whole.
Section 14. Freedom of speech and press. Freedom of
speech and of the press are two of the great bulwarks of liberty and therefore
shall never be restrained, but every person shall be held responsible for their
abuse.
Section 15. Education. The people have a right to the
privilege of education, and it is the duty of the State to guard and maintain that
right.
Introduction to NC Constitution: (5 Minutes)
Discussion Questions:
What is a constitution?
How is the Falcon pledge and your classroom rules
similar to the NC Constitution?
Defining Rights vs. Responsibilities (10 Minutes)
As a class complete a frayer model for each of these vocabulary
words.
Provide students with a two frayer models on a handout
Give students the definition of the words and an example
Have students draw and picture and think of a non-example
Exploring the NC Declaration of Rights (10 Minutes)
Provide students with poster board with the selected sections of
the Declaration of Rights printed on the paper
Students will work with their table groups to brainstorm questions
and different reactions to the selected sections of the NC Constitutions
Declaration of Rights.
State expectations for this activity.
All students should participate in writing on the
poster
Communicate ideas together
Be respectful of your group members
Read aloud each of the sections printed on the poster board
Teachers will walk around and listen, discuss, and answer
questions.
Discuss how bullying denies rights that we are given in the North Carolina
Constitution (5 Minutes)
C.) Toothpaste Words (10 Minutes)
 Place a paper plate and tube of toothpaste at the front of the classroom on a
stool.
Student volunteers will squeeze a tube of toothpaste into the plate.
After all the toothpaste is out of the tube, have more volunteers try to put the
toothpaste back into the tube with a toothpick.
Explain to students that the toothpaste represents hurtful words and actions.
Saying mean things about someone, excluding someone from a
group, making fun of someone, pushing, gossip, kicking, threats, posting false
information about someone, name calling
Explain that the mess the toothpaste makes is similar to how a person feels that
has been bullied. You cant take back your actions and words.
D.) Closure: Class Action Plan (15 Minutes)
Students will work with their table groups to create posters to take a stand
against bullying.

Specific Questioning:
Why are people who are considered different sometimes treated poorly by other
people?
How am I similar to and different from the people around me?
How can I be an activist and help others accept people who are different?

New Vocabulary:
List and define all new vocabulary that students will need to understand in order to have optimal
success with desired learning results. How will you use this vocabulary in the context of the
lesson?
Rights- a freedom that is protected
Responsibility- a duty or something that you should do
Sovereignty- state of having power or authority; an independent state or political
unit
Inalienable- not capable of being taken away or denied
Endow - to provide with permanently
Bulwarks- protector / protection

Concluding the Lesson/Closure/Debriefing:

At the end of the lesson students will have the opportunity to think about the things we
discussed throughout the lesson. Students will work in table group to bring together their ideas
and create a poster to bring awareness to the issue of bullying in their school. This activity will
give students the opportunity to reflect on what they learned, as well as take action in solving an
issue that is personal to them.

Materials/Resources:
Poster board with typed quotations from selected articles of the NC Declaration
of Rights
Section 1. The equality and rights of persons. We hold it to be self-
evident that all persons are created equal; that they are endowed by their Creator with
 certain inalienable rights; that among these are life, liberty, the enjoyment of the fruits of
their own labor, and the pursuit of happiness.
Section 2. Sovereignty of the people. All political power is vested in
and derived from the people; all government of right originates from the people, is
founded upon their will only, and is instituted solely for the good of the whole.
Section 14. Freedom of speech and press. Freedom of speech and of
the press are two of the great bulwarks of liberty and therefore shall never be restrained,
but every person shall be held responsible for their abuse.
Section 15. Education. The people have a right to the privilege of
education, and it is the duty of the State to guard and maintain that right.
Toothpaste
Paper Plate
Toothpick
Construction Paper
Markers
Frayer Model Handout

Teaching Behavior Focus:

Building Classroom Climate: Teachers provide response opportunities, paraphrase students
verbal content, offer congruent nonverbal communication, demonstrate withitness when
problems arise, and use positive reinforcements.

Follow-Up Activities/Parent Involvement

Students will be encouraged to use what they learned about bullying to make a change in their
school. Students will be encouraged to stand up for peers who are being bullied, ask people
who are hurting others to stop, report bullying to an adult, and spend time with people who they
normal do not talk to.

Parents can get involved by having conversations with students about cyber-bullying. Send
home a letter discussion what students learned in class. Ask parents to talk to their children
about how their rights and responsibilities are the same when they are online.
Frayer Model