Detailed Lesson Preparation Guide

Elementary Education
Name: Hannah Smith

Title: Re-envisioning Reading with a Culturally Relevant Focus on Bullying

Grade: 4th

Concept/Topic: Reading, Bullying (Evidence-based argumentation; Tough

Questions, Compare/Contrast; Analyze how and why individuals, events, or
ideas develop and interact over the course of a text.

Time Needed: 60 Minutes

Note: A detailed lesson plan is specific enough for another

teacher to read and teach effectively. There should not be any
question regarding what to do or how to do it.

Backward Design Approach: Where are you going with your

students?
Identify Desired Results/Learning Outcome/Essential Question:
What relevant goals will this lesson address? What new understandings will
the students have as a result of this lesson? These goals must me
measurable and connect to your planned assessment. Consider the Big
Ideas in which you will be helping students develop an understanding.
What questions will foster inquiry, understanding, and transfer of learning?
Students will be able to answer this question or questions as a result of this
lesson.

I can argue how and why individuals, events, or ideas develop and
interact throughout the text.

I can identify tough questions in a text where a character asks herself

a very difficult question and ask myself, what does this question make me
wonder about?

I can compare and contrast two texts that share a similar topic or theme.

Ensuring Lesson supports district and state goals

NCSCOS Standards:
List both State and/or National standards addressed (You must include the
new Essential Standards for Science & The Common Core for Math)

CCSS.ELA-LITERACY.CCRA.R.3: Analyze how and why individuals, events, or

ideas develop and interact over the course of a text.
CCSS.ELA-LITERACY.CCRA.R.9: Analyze how two or more texts address similar
themes or topics in order to build knowledge of to compare the approaches
the authors take.

Signpost: Tough Questions- When a character asks herself a very difficult

question, STOP and ask yourself, What does this question make me wonder
about?

Assessment Plan:
How will you know if the objectives/desired results have been met? What
will you see and/or hear that is evidence of student understanding? How will
you know that students really understand the identified Big Ideas?

I will know if the objectives/desired results have been met through the way
the students answer the questions and make use of evidence-based
argumentation. For the learning outcomes of analyze how and why
individuals, events, or ideas develop and interact over the course of a text,
as well as looking at tough questions presented by characters in the text
that make us as readers wonder about certain things, I will know by the way
they participate and the answers they provide during the GRR model. When
the students are participating in the WE DO portion, I will have them raise
their hand and point out when a tough question is being mentioned in the
text as well as have them discuss first with a partner and then with the
whole class how and why they think certain things are happening in the text.
I will be looking for them to provide evidence from the text. When comparing
and contrasting the two books, I will be making a chart on the board and
looking for students to accurately give examples of ways the texts are similar
and ways they differ. When looking to see if the overall practice of evidence
based argumentation is being used, I am going to walk around and listen to
the different small groups as they argue what they should do with their given
bullying situation. I will be looking for them to include reasoning from what
they learned about bullying in the text as well as their ability to kindly
critique the reasoning of others when sharing ideas with the whole class.

Meeting the student where they are:

Prior Knowledge/Connections:
What can target students be expected to know and/or understand about the
concept/topic? How does this lesson connect with other things that students
may have learning or experienced? How will you help students to make the
connections between what they already know and what they will be learning
in this lesson?

Coming into this lesson, students can be expected to already have a basis of
how to compare and contrast texts, determine the storyline, and refer
explicitly to the text with details to answer a question, as these are a part of
third grade ELA standards. Additionally, the students may be aware of the
term bullying or witnessed it before, which is going to be the theme around
the two texts read. The students will be building upon this knowledge
throughout the lesson. When comparing the two texts, it is important to
review with students what it means to compare and look for similarities
between two texts in terms of the topic of theme as well as what it means to
contrast the texts by looking for differences. As where students may know
how to summarize the text or name key details, as the teacher you need to
help guide them to analyze how and why certain events, individuals, or ideas
develop throughout the text. Students may wonder things as they are
reading, which can help you point out to them that there are questions
characters may ask themselves that are challenging that they might have to
ponder over. Furthermore, when discussing bullying it is important to be very
sensitive to students and their lived experiences; however, at the same time
clearly identify what it is and how to help prevent it from happening.

Lesson Introduction/Hook:
How will you focus, excite, engage, and/or elicit knowledge as you introduce
this lesson? Think of ways you can appeal to student interest and cause
students to be excited about what they will be learning about.

Since this reading lesson is focused around the issue of bullying, a way to get
students hooked in or engaged is to first ask them is they have ever heard of
the term bullying. Having students describe what they think bullying is, what
it means to be a bully, and to have them share experiences can help them
dive in and get comfortable with the subject and each other. It is important
and critical to remind students to be respectful of each others contributions.
After they share about experiences they may have had or heard of, they can
come up with ways they think they can go against bullying. This exercise is
meant to help them start thinking about the issue of bullying in a way that
they can make connections to it since it is the topic/themes of the texts used
to teach the lesson. (Developing Cultural Competence and Critical
Consciousness)

Heart of the Lesson/Learning Plans

Differentiation/Same-ation:
How does my ONE lesson ensure engagement for all students? What is it
about the presentation and content of the lesson that makes it accessible to
all students? This should be integral to the lesson and not simply last
minute additions or different work for separate groups. All students should
be engaged and a goal of mastery should be in place for all.

This one lesson ensures engagement for all students mostly because of the
overarching practice that it is being tied to: evidence based argumentation.
Through having students analyze how and why certain individuals, events,
and ideas develop, as well as looking at the tough questions presented by
characters in the text, students are able to contribute their own ideas. Since
this lesson is following the Gradual Release of Responsibility (GRR) model,
students are able to be scaffolded through the lesson and first see the
learning outcomes modeled for them, done together, and then in
groups/independently. Additionally, since students are arguing their
viewpoint with evidence from the texts, they may each have different ideas
and perspectives, which is what makes the lesson more impactful. It is
important to make sure to reread pages in case students need it as well as
define any words that may be unknown. Furthermore, allow plenty of wait
time for students to gather their thoughts so that they can argue their ideas
with evidence from the text. Students will also get the opportunity to unpack
bullying scenarios and decide what they would do in that particular situation.
Since the students will be working in small groups, they can bounce ideas off
each other and support each other in coming to a consensus. (Developing
Academic Rigor: High Expectations for All Students)

Lesson Development:
Provide a detailed description of how the lesson will progress. What will you
do as the teacher? This should be a detailed step by step account of
how a lesson unfolds from beginning to end.

1. Introduce students to the topic of bullying. Facilitate a discussion

asking students to describe what they think bullying is, what it means
to be a bully, and to have them share experiences. (Develop Cultural
Competence/Critical Consciousness)
2. Read aloud the learning objectives for the lesson: I can argue how
and why individuals, events, or ideas develop and interact throughout
the text. I can identify tough questions in a text where a
character asks herself a very difficult question and ask myself, what
does this question make me wonder about? I can compare and
contrast two texts that share a similar topic or theme.
3. Tell the students that in order to reach those learning goals, you are
going to read aloud two texts: Enemy Pie and Spaghetti in a Hot Dog
Bun by first modeling I DO, and then them doing it with you WE
DO. Also let them know that at the end of reading and discussing the
two texts, they are going to be comparing and contrasting them.
4. Start with the text Enemy Pie. Tell students that you are going to model
how to analyze how and why certain events happen and point out
tough questions that the main character is faced with and describe
what it makes you wonder about.
5. Read the text aloud to student with expression. Make sure to stop
along the way and model your thinking aloud about the learning goals.
Ex. Tough Question- What sorts of things go in enemy pie? How can a
pie be the fastest way to get rid of enemies? Ex. How and Why events
 happen- Why do you think his dad made him play and be nice to his
enemy Jeremy Ross before giving him enemy pie?
6. After you read the text, ask students if they want to add anything or if
they have any questions about how you modeled. Then, tell the
students that you are going to read aloud Spaghetti in a Hot Dog Bun,
and this time they are going to be helping you identify tough
questions and analyze how and why certain events happen or
individuals act throughout the story. Since the title of the book is a little
interesting, have students make predications about what they think the
text is going to be about, knowing that it has a theme/topic around
bullying.
7. Read the text aloud with expression. Have students raise their hands to
stop you to signal that they have heard a tough question being asked
by a character in the text. Once identified, have them explain what it
makes them wonder about. Continue reading and occasionally have
them argue with evidence from the text why they think certain things
are happening. Ex. Tough Question- Oh no, why did it have to be me?
Ex. How and why events happen- Why do you think Lucy decided to
help Ralph on the monkey bars?
8. After you finish reading the text, ask students if they want to elaborate
on how and why events happen, if they had any connections to the
text, their favorite part, or anything else they want to share.
9. Next, tell students that together we are going to compare and contrast
the two texts. Ask students to remind you what it means to compare
and contrast something. On the white board, make a T chart with each
book title on either side for the differences and a similarities section
below it. Have students raise their hands and provide examples of how
the texts were similar and how they were different. Make sure they are
including connections to the learning outcomes when coming up with
examples.
10. After, tell students for the YOU ALL DO portion of the lesson,
they are going to be split up into small groups and given a bullying
scenario. They are to as a group read the scenario and determine what
they would do. Tell them that they are continuing to practice engaging
in evidence-based argumentation during this section. This means that
they need to pull evidence from one or both of the texts to back up
their reasoning.
11. Each group will share out by reading their scenario to the class,
stating what they would do, and arguing with evidence why they think
this is a good way to approach the situation. Have the other students
kindly provide feedback and share whether they agree with their
decision or if they would have done something differently and why
(using evidence). (Developing Cultural Competence/Critical
Consciousness)
12. Have the students share ways to prevent bullying and argue how
and why they think it would work. Finally, have each student sign a
 class agreement on a large piece of chart paper that they will be an
up-stander to bullying.

Specific Questioning:
Student questioning should be planned ahead of time. Think about your
students and their needs. Plan questions that will challenge all students.

-How would you define bullying?

-What does bullying mean to you?
-What are some ways you can be an up-stander to bullying?
-Do you have any first-hand experiences with bullying?
-Using evidence from the texts about bullying, argue what you would do in
your given bullying scenario.
-What does this tough question presented by the character make you
wonder about?
-Why do you think the character is acting in this particular way?

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?

-Bullying: when a person hurts, frightens, controls or embarrasses you on

purpose, over and over again.
-Compare: to say that something is similar to something else.
-Contrast: to compare to show how things are different.
-Argue: to give reasons for or against something; to say or write things in
order to change someones opinion about what is true, what should be done,
etc.

Concluding the Lesson/Closure/Debriefing:

How will you wrap things up and tie together the ideas presented? How will
you help students make meaning from their experiences?

To wrap up the lesson, have the students share how and why individuals and
events that were developed throughout each of the two texts helped them
understand bullying more. Allow time for the students to share and argue
how they can help prevent bullying. Have each student sign a class
agreement that they will be an up-stander to bullying. By allowing students
to apply and make meaning of tough questions presented in the text and
looking at why certain things occur, they can see how they may also be
presented with tough questions in life and how to deal with them. Especially
when working through the bullying scenarios, students are challenged to
argue what they would do in the scenario using evidence from the text that
they learned about bullying or how to approach it. (Developing Cultural
Competence, Academic Rigor, and Critical Consciousness)
Materials/Resources:
List everything that is needed to deliver the lesson. Cite any materials that
you used in crafting the lesson. Be specific and review this as you rehearse.

-Enemy Pie by Derek Munson

-Spaghetti in a Hot Dog Bun by Maria Dismondy
-White Board
-Student Notebooks
-Bullying Scenarios (https://freespiritpublishingblog.com/2015/11/03/10-
scenarios-to-get-kids-talking-about-bullying/)

Teaching Behavior Focus:

What is the goal for my teaching behavior and/or actions? See TBF List for
suggestions.

My teaching behavior focuses are that the classroom management is positive

and appropriate as well as having an appropriate wait time for students
throughout the lesson. I first chose to focus on the classroom management
being positive and appropriate because of the sensitivity of the subject of
bullying as well as engaging in the practice of evidence-based argumentation
when analyzing how and why certain things happen in the text. It is
important for the students to be respectful of each others ideas and
experiences and to be positive and encouraging during discussions so that
the classroom is a safe space for all students. Additionally, when students
are arguing their viewpoint with evidence or critiquing the reasoning of
another student, it is crucial that they do so kindly and respectfully. The
second behavior focus I chose was wait time. This is something I am
constantly working on as a future teacher. I am learning that different
students process information in varying amounts of time; therefore, it is
important when having discussions to wait a little longer than I normally
would (at least 10 seconds) to make sure that all students have the
opportunity to think and process what they want to say before I start calling
on students. I believe by focusing on wait time, it will help strengthen
students input into the discussion as well as give all students an equitable
chance at sharing their ideas instead of just calling on the students that raise
their hands the fastest.

Follow-Up Activities/Parent Involvement

 Lesson extensions discussed here. What will student do to utilize this
new information? How can you involve parents in the process of lesson
extension in the home?

Students will be able to use the skills of analyzing why and how things
happen in the texts as well as identifying tough questions in future texts
they read. If the students are looking at multiple texts around the same topic
they will be able to compare and contrast the texts. In relation to bullying,
students will be able to extend their knowledge through a social justice
action plan that can be implemented in the classroom, and even the school.
This plan would start with the students watching a video from students
perspectives about bullying and how to be an up stander to it by leaving a
positive footprint for others to see. In the video clip, the students actually
paint footprints on the concrete entrance to the school; however, an
alternative could be to provide construction paper footprints for students to
write on. Each student would get a pair of footprints to write positive
messages on to combat bullying and with permission; they can be taped on a
tile hallway in the school. To cause a greater effect, you could get in contact
with the principal to announce the footprints are there to stop and see, as
well as have students tell their peers about them and how they can also
become up-standers to bullying. Sending a letter home to them explaining
the activity students participated in and asking them to continue the
conversation about bullying with their child can also involve parents.

References

Dismondy, Maria. (2008). Spaghetti in a Hot Dog Bun. U.S: Cardinal Rule

Press.
Free Spirit Publishing. (2015, November 3). 10 Scenarios to Get Kids Talking

About Bullying. Retrieved from

https://freespiritpublishingblog.com/2015/11/03/10-scenarios-to-get-

kids-talking-about-bullying/.

Munson, Derek. (2000). Enemy Pie. San Francisco, CA: Chronicle Books LLC.