Alicia Govannicci Lesson Plan Subject/Topic: Read Aloud Grade: 1st Standards: 1.RL.

1- Ask and answer questions about key details in a text. 1.RL.7- Use illustrations and details in a story to describe its characters, setting, or events. Objective: Students will be able to tell characteristics of a bully and someone who stands up to a bully. Procedure: Call students to the rug by table number Introduce the book Henry and the Bully by Nancy Carlson and show the students the cover Ask the students if they know anything about bullying or have witnessed or been a part bullying Ask students to try and make connections from parts of the story to themselves and events in their lives while I read Begin reading the story aloud Stop on page 9 and ask the students how they think Henry is feeling and have them respond by raising their hands and answering Continue reading

Stop at page 11 and ask the students if what Henry did by telling the teacher was a good idea and what else could he have done, and have them respond by raising their hands and answering

Continue reading Stop at page 17 and ask students why they think Sam might be bullying Henry and have them respond by raising their hands and answering

Continue Reading Stop at page 27 and ask if they have ever dreamed they were someone different just like Henry dreamed he was a superhero, and have them respond by raising their hands and answering

Continue reading At the end of the story ask if they think Henry will continue to be bullied by Sam or if he solved his own problem, and have them respond by raising their hands and answering

Also ask students what any of the connections were that they made with the story

Send them back to their seats by their table number Explain to the students that they will each be making a T chart. On one side of the T chart they will write characteristics of a bully and on the other side they will write characteristics of someone who stands up to a bully

Have them take out a pencil and piece of paper

Tell them they will be able to talk amongst their table members to share their thoughts and help each other

After they are finished each student will share with the class one characteristic from each side and I will add it to our large class T chart to be hung in the classroom

Assessment: Create a T chart with one side listing characteristics of a bully and the other side listing characteristics of someone who gets bullied. Differentiation: The groups that the students are in at their tables are grouped according to academic ability. Each group has four or five students in it. One group includes above average students, another includes below average students, and the other two tables include average students. For the T chart, if a student struggles prompt them by writing a few characteristics on the board and have them decide which column they should be placed in. Management Issues/Transition: Send students to and from the rug by table number, have them work and talk amongst their groups so that they dont have to move again.