Carlos Velez

School of Education
The College of New Jersey
Grade 2 Anti-Bullying Lesson

Lesson Essential Question(s)

What makes a good friend? How can you include others?

Standards
6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present, to
violation of fundamental rights (e.g., fairness, civil rights, human rights).

Learning Objectives and Assessments:

Students will be able to apply the character trait of fairness by selecting appropriate
answers to scenarios given via worksheet of how to be a good friend and support their responses
with reasoning.

Materials
 Book  Whiteboard
 Pencils  Worksheets

Pre-lesson assignments and/or prior knowledge

The students have already been exposed to the rules or guidelines of the “Week of
Respect” and “School Violence Awareness Week.” Students have learned from these two weeks
in October about some of the ways to respect others and to avoid conflicts that may result in
violence. They may also have been exposed to the idea of being an up stander and may have
personal experiences with being excluded.

Lesson Beginning
The students will read and listen to the essential question of the lesson. They will take the
time to think of their own responses and then be called to go to the carpet to discuss. After some
discussion and inout the students will then move onto an activity. Students will be sitting at their
spots on the carpet. We will ask students various questions and if they can relate, they can raise
their hand. The purpose of this activity is for students to learn that they are often not alone in
how they feel and many of their classmates struggle with similar things as they do.
Questions:
1. Raise your hand if you have a pet.
2. Raise your hand if you live in Trenton.
3. Raise your hand if you have ever been picked last for a sport team
4. Raise your hand if you’ve ever left someone else out of a group
5. Raise your hand if there ever was a time when you didn’t have someone to play with
6. Raise your hand if you have ever felt invisible
We will then point out to students that these feelings have affected everyone at one time or
another. Students will be allowed to share some personal experiences.
Instructional Plan:
Assessments/Activity
Book: Invisible Boy by Trudy Ludwig
After the read aloud, we will facilitate a whole class discussion focusing on these questions:
1. “What are some things you can say to someone to help them feel included?”
2. “What are some things you can say if you're feeling left out?”
Students will volunteer to share ways to be inclusive of other students in the classroom/school
and ways to participate or not feel left out in school.
At individual desks, students will be given one of two worksheets we created so kids
can’t copy each other. Each worksheet with have four scenarios with multiple choice answers of
how the situation should be handled. Some of the question will directly relate to the read aloud
book and ask how the kids in Brian’s class could have been better friends and more inclusive.
Each student will circle the answer they think is the best solution and there will be space for
them to describe their answer. As a class we will then be able to go over both worksheets A and
B, asking for volunteers to explain their answers.

Differentiation
Lesson Handout/ Activity:
 We will first model the activity by using a teacher model and how students should do the
worksheet.
 For ELL students who are not comfortable writing, we will have them only required to
circle the answers and not be required to write their explanations. ELL’s will be
encouraged to explain their answers/ selections verbally as teachers circulate the
classroom.
 For students who are more advanced, we will ask that they explain all of their selections
with sentences.
 For students who finish quickly, they will be asked to draw a picture of one of the
scenarios on the back of the worksheet.

Questions
 What do you think the title means? Is he actually invisible?
 Page 1 - What do you notice about the illustration on this page?
o Why do you think the illustrator choose to make him black and white?
 Page 7 - How do we think Brian feels here? Why would the other kids exclude
them? Did they mean to exclude him?
 Page - Why do you think Brian wrote this letter to Justin?
 Think aloud – From Black and white Brian to Colorful Brian
 Why do you think the author wrote this story?

Classroom Management
 Grouping: Any activities will be at the students pre-assigned table clusters
  Distributing materials: While one teacher is reading, the other can place the handout on
the student’s desks, making sure students sitting next to each other get different
worksheets
 Behavior problems: Make sure students are sitting next to people they can work well
with, before reading, remind students the reasons for reading so that they stay engaged
and pay attention.
 Explain before the read aloud, if students are not paying attention, they will be warned
that their name will be placed on the sad list and/ or they will be sent to their desks for
very disruptive behavior

Transitions
1. Students will be called over to the carpet by each table cluster. Students will be asked to
sit at their spots on the carpet.
2. Once the read aloud is over, we will tell each student to go back to their seats by cluster
so there isn’t too much commotion in the room.
3. When students have finished the handout, we will split the class up into two groups.
Carlos will take students with worksheet A to the carpet and Linda will have the students
with worksheet B at their desks and we will go over the answers.

Closure
For the closure of the lesson, we will do an exit slip. We will ask that students reflect on
the lesson and to write a sentence about something they learned and liked from today’s lesson.
They will have a of couple minutes to write it on the back of their worksheet and hand it in to the
homework bin.

Resources:
https://theresponsivecounselor.blogspot.com/2016/10/the-invisible-boy-lesson-plan.html?m=0

Robbins HIB Month: we should include some of these rules and guidelines in our lesson
http://www.trenton.k12.nj.us/CounselorsCorner.aspx
Name: ________________________________________ Date: _________________

1. It’s recess and everyone is ready to play soccer. You get picked, but
then you realize Brian didn’t get picked and is now sitting by himself.
What would you do?
a. Play soccer and have a good time.
b. Decide to invite Brian to play on your team.
c. Tell an adult.
d. Do nothing.

I would ________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. Laura and Cooper are playing together during indoor recess. Laura
chooses all the games they play. Cooper wants to play with the trains,
but Laura says no! How can you help?

a. Take the trains away from both of them.

b. Tell Laura to stop being mean.
c. Play with the trains with Cooper without Laura.
d. Talk to both of them and help them find a new they both want to
play.

I would _________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________
Name: ___________________________________ Date: ____________________

1. Carlos always sits alone at the lunch table. All of your classmates sit
at the other table together. What do you do?
a. Let him sit alone like always.
b. Go sit with Carlos and ask him how his day is.
c. Tell everyone that Carlos is sitting alone.
d. Ask Carlos to join your table.

I would _________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. Maria’s pet has died, and she arrives at school feeling very sad. She
cries all day long. Alex and Andre make fun of her. Soon, all the kids
are calling her a crybaby. What do you do?
a. Join the other kids and call Maria a crybaby.
b. Do nothing.
c. Tell Maria to get over it.
d. Tell the other students to stop making fun of her.

I would _________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________
Class Model:

You are playing Monopoly and your classmate Sam asks to join. You are

halfway through the game, so your friend says “No! You can’t play!”

What can you do?

a. Agree with your friend and say, “No you can’t play with us.”

b. Invite them later so they can play next time.

c. Invite them to watch you play.

d. Tell them to go play something else.

_____________________________________________________

_____________________________________________________