Group Health Lesson

Grade Level: Third Grade

Standard 4: Students will demonstrate the ability to use interpersonal
communication skills to enhance health and avoid or reduce health risks.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events
Objectives:
Given the lesson provided, students will verbally describe the roles that
facilitate and prevent bullying with no errors.
Given the lesson provided, students will express positive solutions that could
possibly prevent bullying in the classroom with reasonable success.
Given the lesson provided, students will be able to write a paragraph
explaining what they could do when they encounter a bully situation.
Materials:
Video
Paper
Pencil
Computer and projector
Lesson Breakdown:
Introduction of the video telling students to pay attention to what they
believe it is portraying.
Play video of bully situation, up until the savior comes in.
Lead discussion and ask students questions about what they saw in the video
Have multiple students share their thoughts
We are going to watch the video again and think about how your
opinion changes
When video is over, explain the different roles in the video
What types of people did you see in this video?
Bully
Victim

 Savior
Bystander
How did the different characters in the story contribute to the
sequence of events?
How could you help out the victim if you saw them get bullied?
Introduction of the assessment
Students will be given an opportunity to talk with their group about
strategies that could be used in their classroom to combat bullying.
Then, as an assessment, students will be asked to independently write
one paragraph explaining how you could personally help a bullying
situation
Each teacher will share one thing to do if you are being bullied.
Assessment:
Independently write one paragraph explaining how they could help if they
saw a bullying situation happen.
Graded on their portrayed understanding of what a bully is and does, and how
a bystander can get involved.
Students will be given the rubric listed below to organize their thoughts.
Differentiation:
Students that need additional support:
1. Teacher will monitor group conversations and ask additional questions to
prompt thought.
2. Students will be given additional wait time in questions.
Students that need an additional challenge:
1. If students finish early, students will be asked how we can implement these
strategies in the classroom. What would be the first step?
2. Students will be challenged to develop their writing more.
ELL students:
1. If students need language support, they will be grouped with another student
that speaks their mother tongue.
2. Students will provided a translation dictionary to support their use of
language.

Content

Detailed and
fully describes
how to handle
a situation
with bullying
full
understanding
of the roles
portrayed

Grammar/Mechanic
s

Creativity

Majority of the
details
covered and
shows good
understanding
of the situation
Good
understanding
of the roles
portrayed

Some of the
details and
descriptions
are missing in
how to handle
a situation
with bullying

Little to no
details covered
and lacks
description on
how to handle a
situation with
bullying

Fair

Understanding
of the roles
portrayed needs
improvement

understanding

of the roles
portrayed

Few to no
grammatical
errors

Some
grammatical
errors

Frequent
grammatical
errors

Well
organized

Good
organization

Fair
organization

Unique,
original
thoughts

Good, original
thoughts

Somewhat
original
thoughts

Plenty of
novel
vocabulary

Good amount
of novel
vocabulary

Numerous
grammatical
errors making it
difficult to read
Lacks
organization

Lacks originality
No novel
vocabulary

Fair amount
of novel
vocabulary

Students will understand the difference between good, fair, etc. based off of
in class discussion
Students will receive an average grade based off of achievement of
performance spans achievement levels