Abstinence of Hurt: Lesson Plan (Curriculum Project) Grade Level: Grade 3 Title: Bonded Academic Language Key Terms:

: Hurt physically, emotionally, mentally, socially harming another person Bullying intentionally inflicting harm on another person Promise a declaration that something will or will not be done Prevention to keep from occurring Awareness bringing knowledge to yourself and others Safe Zone a place where you feel comfortable to be yourself and unafraid of making mistakes Respect esteem for or a sense of worth or excellence of a person Differentiations: In this activity, the classroom aid will scribe for the student with visual impairments but they will still express their own thoughts and ideas. When it comes to the art aspect of the activity, the student will paint with assistance when needed. For the students with ADD/ADHD, they will be allowed to take breaks when needed and the teacher will also check in with them to make sure they are staying on-task. The teacher will observe the class during the individual component of the activity and will give assistance when needed, especially for low-level learners. A word bank/work wall will be provided for all students. If some of the gifted students complete their task early they will have the option to publish their work through an private online classroom blog. Plan and Engage: Description of suggested learners: Our class had 25 students, 15 boys and 10 girls ranging from low-level learners to gifted students. Our class also includes 2 students with ADD/ADHD as well as 1 student that is visually impaired (the classroom does have a one aid to assist in the students needs). This lesson includes whole group and individual components where students will have the opportunity to work together as well as alone. Core Standards: 3.W.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. 6PR: Collaborate with others to create a work of art that addresses an interdisciplinary theme. Student Performance Objectives: 1. The students will write opinion pieces on topics or texts, supporting a point of view with reasons by successfully completing a journal entry that discusses their viewpoints on bullying. 2. The students will collaborate with others to create a work of art that addresses an interdisciplinary theme by successfully constructing a class chain of creative promises to stand against bullying. Date: May 02, 2013 Time: 40 Minutes

Materials, Resources, and Technology: Markers Teacher Paper Watercolor Paints Paint Brushes Paper Writing Utensils Journals Scissors Stapler with Staples Computers Opening: Hi Class! Who can tell me what we have been talking about all week? Thats right, the theme of this week is bullying. If you see bullying, what would you do? (Write ideas on the board while students give examples) Who can tell me what they think a promise is? (Write ideas on the board) Well today we will be writing our own promises against bullying. Instructional Strategies: Teacher Modeling: To show students how to create their own promise, the teacher will create their promise in front of the class. The teacher will think out loud a situation that he/she could use to show an example of a promise. I promised my friend that we would go to a baseball game together. I forgot our plans and he got really upset with me and I feel really bad. The teacher will brainstorm out loud while writing their promise and he/she will emphasize the importance of what a promise is. Guided Practice: As a class we will brainstorm ideas of what we want to include in our class promise against bullying. The class will collaborate as a whole group while the teacher writes their ideas on teacher paper. The class will then vote on their top three choices and once completed, the promise will hang in the front of the classroom. Students will be encouraged to create their own individualized promises against bullying. Independent Practice: The students will now go off to create their own promise against bullying while the teacher reminds them to think more specifically instead of the broad promise the class created together. After the students create their promise, they will check with the teacher before moving onto the watercolor portion of the activity. When everyone has completed their promise, the class will come together to share their ideas. Once the promises are dry, the students will staple their promises together in a classroom chain with teacher supervision. Class Discussion: How does your promise help support our classroom? Why did you choose this specific promise? Can you give some examples of how you plan to keep your promise? How can you share with others about your promise? Please comment on another classmates promise. Closing: Class, who can sum up our day? Thats great. What did we learn about promises? How does what we learned today connect with what we have learned throughout this week? I encourage you to take what weve learned this week and today and apply it other situations outside of this classroom.

Assess: Assessment Plant: Students will be asked to journal about a time they felt they were bullied and given what theyve learned this week what they would do in order to prevent it from happening again. If students desire, they will be encouraged to publish their journal entry onto the private online classroom blog.