Lesson Plan Template

School Counselor: Amanda Szaraz

Dates: September 7th, January 11th
Activity: Anti-Bullying
Grade(s): 4th & 5th graders

School Counseling Program Goal(s) addressed:

Students will discuss the definition of bullying and create posters that explain how to recognize and
respond to it. Students will be able to define bullying, list key characteristics of bullying, and list
appropriate response to bullying.

ASCA Student Standards or ASCA Mindsets & Behaviors standards addressed:

M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and
physical well-being
B-LS 6. Set high standards of quality
B-SMS 8. Demonstrate the ability to balance school, home and community activities
B-SS 3. Create positive and supportive relationships with other students

Learning Objective(s): (If using the ASCA Mindsets & Behaviors, objectives should align with
competencies that can be found here.)

1. Students will effectively be able to identify bullying and properly address it

2. Students will be able to advocate for their peers and themselves, whether this is appropriately
reacting on their own, or involving an adult if further steps need to be taken

Materials:
Chalkboard or whiteboard
Chalk or marker
Poster paper (one per group)
Markers
Procedure:
1. Explain to students that bullying has three characteristics and in the case of a suspect bullying act, all
three characteristics must be present.
2. Write on the board: POWER, INTENT, and REPITITION. Explain these are the three characteristics of
bullying conduct. The person bullying has more power (physically, socially, etc.) than his or her target.
The bully intends to harm his or her target. The conduct is repeated, or there is the threat that it will be
repeated.
3. Give students an example of bullying.
4. Ask students for suggestions of how to respond to this scenario. Discuss the suggestions of how to
respond to this scenario. Discuss the suggestions and decide as a group which ones are the best options.
5. Present a second bullying example.
6. Ask students how they would respond to this scenario as the target or a bystander. Discuss the
suggestions and decide as a group which ones are the best options.
7. List the best options for responding to bullying on the board and discuss with the group.

Process Data:

All 4th and 5th graders that responded as not understanding what bullying is will participate in a
workshop addressing the concept of bullying once per the start of the semester during their homeroom
class.

Perception Data:

At the end of this workshop, students will have a better understanding of bullying and how to deal with
it. A pre and post-test will be given to students to assess their knowledge prior to the workshop and
skills gained after the workshop.

Outcome Data:

The percentage of 4th and 5th grade students telling a teacher or another adult when observing bullying
in the school will increase from 67.3% to 95%, a 41% increase.

Follow Up:
Students will show a clear understanding of what bullying is and what it looks like. The incidences
reported as bullying will be in fact accurate cases of bullying. The number of cases reported will decease
as only actually accounts of bullying will be reported. The school counselor will give feedback to
students when reporting instances of bullying.