Social Studies Lesson Plan

1. Civic Responsibility/Anti-Bullying Lesson (The Ugly Duckling) and 2nd

Grade
2. Lesson Guiding Question(s):
a.) What is bullying?
b.) How does bullying make you feel?
c.) What can you do to prevent bullying?
Standards:
NCSS Themes: X Civic Ideas and Practices, IV Individual Development and
Identity
NJ Social Studies Standards: 6.3.4.D1 Identify actions that are unfair or
discriminatory, such as bullying, and propose solutions to address such actions.
Common Core Literacy Standards Key Ideas and Details: CCSS.ELALITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
3. A. Learning Goals (Behavioral Objectives) and Assessments:
B. Assessments:
Learning Objectives
SWBAT identify what bullying is
and give examples.
SWBAT explain how bullying
makes someone feel.

SWBAT describe ways they can

prevent bullying.

Assessments
Students will explain to each
other as a class what bullying is
and describe how the duckling
was bullied.
Students will pretend to be the
ugly duckling in a writing activity
and explain how they would feel
when being bullied. I will collect
them and read them for
assessment knowledge.
Students will pretend to be an
animal from the story and
describe how they could have
prevented the duckling from
being bullied in the second
writing activity. I will collect
them and read them for
assessment knowledge.

4. Materials:
The book The Ugly Duckling
If I was The Ugly Duckling worksheet
How can I prevent bullying worksheet
Easel/markers

5. Intro-Pre-lesson assignments and/or prior knowledge (3-5 min):

To introduce the lesson I will gather all of the students on the carpet. I will
write the word bullying on the easel. I will ask students if they know what
that word means. We will brainstorm definitions and words that relate to
bullying together as a class. Students may give me examples of bullying or
times when they have witnessed bullying. By doing this, I will grasp an
understanding of the students prior knowledge of bullying.
6. Input-Lesson Beginning (10-15 min):
After brainstorming about the word bullying and students understanding what
bullying means, I will introduce to them the book, The Ugly Duckling. I will read
the book out loud to the class while students are still on the carpet. During the
reading of the book I will pause and ask students about the bullying taking
place. We will talk about how the duckling might be feeling and how the other
animals could have treated him differently.
7. Application- Instructional Plan (20 min):
(3-5 minutes-introduction)
1.)The students will gather on the carpet facing me and the easel. I will write
the word bullying on the easel and ask the students what bullying means.
They can give me a definition, feelings and words that remind them of
bullying.
(10-15 minutes-input)
2.)After we have defined the word bullying and described it, we will transition
into reading the book, The Ugly Duckling.
3.) I will tell students while we are reading the book that I would like them to
make connections between the words on the easel and the book.
4.) As I read the book I will stop and pause on certain pages to ask questions
such as:
1. What is bullying?
2. How does bullying make people feel?
3. How do you think the duckling feels?
4. How could the animals treat the duckling differently?
(20 minutes-application)
5.) After finishing the book, I will show the two activity worksheets that the
students will be doing. The first worksheet will say, How do you think you
would feel if you were the duckling? I will tell to them they need to pretend

that they are the duckling and write how they would feel. I would like three to
five sentences from each student.
6.) I will then show the other worksheet with the question, What could the
animals do to prevent the duckling from feeling this way? I will tell them that
they should pretend that they were one of the other animals in the book and
they need to explain what they would have done to stop the duck from being
bullied. I will explain if they finish early that they may draw a picture of the
duckling or a scene from the book. Again I will explain that I would like three
to five sentences. I will ask if students have any questions prior to beginning
the activity.
7.) The students will be handed both worksheets on the carpet. Following this, I
will send them back to their desks to begin working on the activities.
8) I will circulate around the classroom while they are independently working
to see their progress, provide positive feedback and encouragement, as well as
answer any questions.
9.) When students are finishing up, I will ask if any of them who would like to
share either one of their worksheets with the class.
10.) While the students are sharing, the class and I will provide positive
feedback to that
student.
11.) Once they are done sharing, I will collect all of the worksheets so that I
can read
them and provide feedback. I also want to read their work to
better assess what they
learned during this lesson.
o Differentiation:
I will circulate the room during their independent activity and provide
positive feedback and answer any questions that the students may
have. I will tell the students to write how the duckling was feeling. For
the students who finish early, they will have the time to draw the
duckling and other images from the story to depict their writing. For
students who are struggling with this assignment or that require extra
help, I will instruct them to only write three sentences rather than
five.
o Questions:
During the activity on the carpet I will ask the students:
1. What is bullying?
2. How does bullying make people feel?
3. How do you think the duckling feels?
4. How could the animals treat the duckling differently?
During the independent activity at their desks, I will ask the students
to answer:
1. How do you think you would feel during the book if you were the
duckling?
2. What could the animals do to prevent the duckling from feeling this
way?

o Instructional Management:
During the bullying introduction and the reading of the book I will
have the students silently raise their hands when they want to answer
a question and will only call on students who are following directions. I
will warn students once for any inappropriate behavior and if it
continues, have a conversation with the student at the end of the
lesson about how that student can change his/her behavior.
I will circulate the room during their independent activity. I will
instruct students on how I want them to answer the questions in the
activity beforehand, so they know the expectations. The students will
be given the worksheets while on the carpet as they are getting ready
to go back to their desks.
o Transitions:
I will start the lesson off by asking students what the word bullying
means. Following this, we will move directly into the book, The Ugly
Duckling, that deals with bullying. Throughout the book, I will ask
questions and have the students answer. Once that is done, I will
explain to the students how we will be doing two writing activities
that relate to the book. The students will be handed the worksheet
while on the carpet as they are headed back to their desks.
8. Wrap-up- Closure (5 min):
After the students complete their two writing activities, I will ask the students if
any of them would like to share with the class. We will share a few and both
myself and provide positive feedback. Then I will collect the worksheets and
read through all of them. Based on what they share with the class and in their
writing activities I will be able to see if they understood the lesson.