Detailed Lesson Preparation Guide

Elementary Education

Name: Ashley Rhodes

Title: The Juice Box Bully

Grade: 2nd

Concept/Topic: Authors Purpose; Applying Lesson in Classroom (Making a Classroom

Promise)

Time Needed: 45 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.

Essential Question:
What are the authors purpose in writing this book (The Juice Box Bully: Empowering Kids to
Stand up for Others by Bob Sornson and Maria Dismondy)? How can we apply this message in
our classroom? (What can we do to make our classroom a better place?)

Learning Outcomes:
Students will identify the authors purpose.
Students will collaborate with peers to make a classroom promise.
Students will identify one way they can individually make the classroom a better place.
Students will practice writing in complete sentences.

NCSCOS Standards:
Reading Literature 2.2: Recount stories, including fables and folktales from diverse cultures,
and determine their central message, lesson, or moral.
Reading Information 2.6: Identify the main purpose of a text, including what the author wants
to answer, explain, or describe.
Speaking & Listening 2.1: Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger groups.
 a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a time about the topics and texts under
discussion).
b. Build on others talk in conversations by linking their comments to the remarks of
others.
c. Ask for clarification and further explanation as needed about the topics and texts under
discussion.
Speaking & Listening 2.6: Produce complete sentences when appropriate to task and situation
in order to provide requested detail or clarification.

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?

Through an informal assessment, I will observe student discussion with one another
(during the turn and talk). Were they able to describe the authors purpose in writing the
story? Were they able to explain the moral of the story?
While building the Classroom Promise, I will observe how well students are able to tell
me their point they want to add in a complete sentence.
o Students are expected to listen to others respectfully.
In the final part of the lesson, students will be writing how they will individually make
the classroom a better place. This is the most formal assessment I will be doing. I will
check to see if they wrote in complete sentences and are on target with a response. While
there is no right answer, there are wrong answers and responses should be relevant to
what this lesson is about. If they payed attention, they will have no problem with this!

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?

I assume that most students have had at least one experience with bullying- whether they
have been the bully, the bullied, or someone who witnesses the bullying (a bystander).
All students have experienced classroom rules, but we are going to make a more
inviting, less formal set of rules- a classroom promise!
Students have participated in read-alouds before.
Students have been practicing writing in complete sentences.
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.

To engage students and elicit their prior knowledge, I will call out statements about
bullying/behaviors and require them to choose a yes side or no side depending on if
they believe it is bullying or not. One half of the room will be the yes side and the other
will be the no side.
Read the statement and allow students to make/go to their choice. Be sure to tell students
that they should decide individually and not just go to one side because their friend is on
one side or just because the majority of the class is on one side.
Example Statements:
o Sally teases Mason because he wears glasses.
o Jennifer helps Courtney with her math problem.
o Matthew purposely leaves out Dylan on the playground because he doesnt want
Dylan to play with them.
o Carly spreads rumors about Ann because Ann stole her eraser.
o Sarah let Amanda borrow her pencil because Amanda didnt have one.
o Alex kicked Madison on the playground because he lost the soccer game.
o Molly told on Lindsey because Lindsey was playing games on the IPad instead of
listening to reading.
o Josh watched as John hit Ella. Josh did not do anything about it.
Introduce bystander! (A bystander is someone who sees or knows about
bullying.)
Dont encourage bullying even if youre not the person actually
being the bully.
Tell a trusted adult.
Stand up for what is right.
Make it clear to your friends that you will not be involved in
bullying.
We can be a hurtful bystander or a helpful bystander!

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.
 Throughout the lesson, I encourage student-to- student discourse. This allows less
confident students or shy students to have a voice; sharing with one or two other students
is much less intimidating than sharing with the entire class.
Bullying is a world-wide phenomenon that can be experienced by anyone and can affect
anyone regardless of their race, gender, socioeconomic status, etc. Therefore, this lesson
is relevant to all students.
Initially, through the hook activity, students will be able to use their own judgment in
making a personal decision about if they believe the behavior is bullying or now. It will
be oral, so children will not have to read anything on their own.
During the read aloud, all students will have the opportunity to listen and look at pictures
to help scaffold their understanding if they do not know certain vocabulary in the book.
While creating the Class Promise, each group of 3 will have the opportunity to share a
point to add to the Promise. This will allow students to have their voice heard and feel
important in contributing to something for the entire class. Students will be able to share
their own cultural values and have them represented in front of the class.

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. Hook Activity (Described above)

2. Teacher reads aloud The Juice Box Bully: Empowering Kids to Stand Up for Others by
Bob Sornson and Maria Dismondy
a. Suggested Stopping Points
i. Cover: What do you think this book is going to be about? While listening,
try to think about what the authors purpose may be.
ii. Pg. 4: How do you think Pete is feeling right now?
iii. Pg.6: Teacher wonders aloud. Hmmmm I wonder why Pete is being so
mean to his classmates.
iv. Pg. 10: What do you think the promise is?
v. Pg. 11: Bring bystander back up; we talked about it in the hook activity!
vi. End: What is the authors purpose? Why did they write the book?
3. Discuss the authors purpose in writing the book (turn and talk) then discuss as a class.
(The authors purpose is to show children how to stand up for others and the importance
of doing what is right).
a. This is a standard! As the teacher, you should monitor student conversation. Are
they able to identify the moral of the story?
4. Read the Classroom Promise from the book (very last page).
5. Explain what we as a class are going to do. We are going to make a classroom promise
like the class did in the book (This could focus on anti-bullying, or could be a general
classroom promise. For my lesson, I am wanting to create a general classroom promise,
 which will include anti-bullying as long as other general classroom expectations such as
following directions the first time given).
6. Students get into groups of 3. Instruct them to decide on one point they would like to
share with the class that can be added to the Classroom Promise. Below are possible
examples of what the students may say or what you as the teacher may want to add. Write
EXACTLY what students say (word for word if possible). This gives them ownership
and they will be more excited/more likely to follow the promise! If students are off feel
free to guide them to what you as the teacher want to include in the classroom promise.
Tell students to be specific and to respond in complete sentences (we are working on
complete sentences!)
a. We will use kind words to our friends and teachers.
b. We will not be bullies.
c. We will help others when they need it.
d. We will follow directions the first time given.
e. We will do what is right when no one is watching.
f. We will not be bystanders.
g. We will not talk while other people are talking.
h. We will stand up for what is right.
i. Etc.
7. Each student should have the opportunity to sign the Class Promise (this can be done
during the assessment). Explain that by signing, they are agreeing (or promising) to
follow the Classroom Promise.
8. Final Assessment:
a. Ask How can you help make the classroom a better place for everyone?
(Remind students that they should be writing in complete sentences).
b. Students write these responses in their Reading Response Journal or on the given
worksheet.
9. Call students back to the carpet. Give them the opportunity to share what they wrote.
10. Review the Class Promise one more time!

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

What is bullying?
LOOK AT STOPPING POINTS IN BOOK
What do you think their classroom promise was? (#4 above)
Why do you think the authors wrote this book?
How can we use this lesson in our own classroom?
How can you help make the classroom a better place?
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: Bullying is unwanted, aggressive behavior among school aged children that
involves a real or perceived power imbalance. The behavior is repeated, or has the
potential to be repeated, over time. Both kids who are bullied and who bully others may
have serious, lasting problems (StopBullying.gov) Bully behaviors can be verbal, social
or physical.
o Verbal: saying or writing mean things
o Social: involves hurting someones reputation or relationships
o Physical: involves hurting a persons body or possessions
o Cyber: bullying done over social media
Bystander: A bystander is someone who sees or knows about bullying or other forms of
violence that is happening to someone else; they can either be part of the problem (hurtful
bystander) or part of the solution (helpful bystander). It's easy to ignore incidents of
bullying, or walk away thinking "at least its not me" (Erasebullying.ca)

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?

Students will have the opportunity to share what they wrote in their journal about how
they will make the classroom a better place for everyone!
Call students to carpet.
Students who wish can share their responses in front of the class.
Before the first student comes up to share, remember to go over expectations. For
example, say Remember our class promise. We need to be kind and respectful while
students come up and share.

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.

Book: The Juice Box Bully: Empowering Kids to Stand Up for Others by Bob Sornson
and Maria Dismondy
Chart Paper (to make promise on)
Markers
Teaching Behavior Focus:
What is the goal for my teaching behavior and/or actions? See TBF List for suggestions.

Building Classroom Climate: Im going to focus on allowing students to respond and

make their remarks feel welcome and important. Another aspect of this is demonstrating
with-it-ness when problems arise. Its sometimes hard for me to go off-script and this
is something I need to work on! As always, this lesson will probably not go exactly as
planned, and I will have to adapt as necessary and demonstrate with-it-ness.

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?

Continuously remind students of the promise they made! This IS NOT over when the
lesson itself ends. Students should be expected to follow through with all that we talk
about and be active in making the class a better environment for everybody. Make the
students feel individually important and that they can make a difference!
 How will you make this
classroom a better place?
Name _______________

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