“Bully Blockers Club” Lesson Plan (Grades 2-5)
Materials Needed: The Bully Blockers Club from Teresa Bateman, Bully Free handout, Box of
pencils
Lesson:
Today we will be talking about bullying. What is bullying? Students will share a bunch of mean
behaviors. Introduce the concept to the children that these mean behaviors are only bullying IF
they meet these three criteria: The behavior is repetitive, there is intent to harm and there is an
imbalance of power.
Read the book “Bully Blockers”. Discuss all the strategies that they use in the book to handle
the bully. All our good strategies, but in this case, did not work.
Pencil demonstration. Ask one student to come up and break a pencil (which he can easily do).
Then ask the same student to break a handful of pencils (which is impossible). What does this
exercise signify? Sticking with friends! When we still together, we have more power than the
bully and we are stronger. So this is an excellent strategy for handling bullying. And what is our
number 1 strategy for bullying? Report to an adult! ANYTIME there is bullying, you need to
report to an adult because that is a big problem!
Gossip and Rumors
Grade level: 4-5
ASCA Standards:
PS: A1:6 Distinguish between appropriate and inappropriate behavior
PS: A1:7 Recognize personal boundaries, rights and privacy needs
PS: A1:8 understand the need for self-control and how to practice it
PS: B1:1 Use a decision making and problem solving model
PS: B1:2 Understand consequences of decisions and choices
Materials:
Trouble Talk by Trudy Ludwig
Rumor/Gossip cards (8)
True/Good/Useful handout
Kindness handout
Explain to students that we will first play a game. During this game, 8 students will be given a “story”
card. The remaining students have the task of going to each of these students and finding out their stories.
After all students have had a chance to find out all the stories, have students try to recall the stories and
write them on the board. You will find that like the game of telephone, there will be mistakes in the
stories and names. Have students with the cards point out errors on the board.
Ask students what are some other words for these stories: Rumors and Gossip. Have students share
definitions of rumors and gossip. Looking back on our game, and our recall of the stories, what do you
notice might happen with rumors and gossip (the stories get changed).
Rumors and gossip are issues that I deal with often as a counselor. How do you think rumors/gossip
create problems here at school? (Feelings are hurt, trust issues, reputations, etc).
Today I will be teaching you how to use good judgment when deciding if you should tell something you
hear. Distribute good/true/useful handout. Whenever you find out information about another person,
these are the three questions you should ask yourself before you tell the story to someone else. You have
to be able to answer YES to ALL THREE questions before its okay to spread the story.
1. Is it true? Before you spread any information, you should be 100% sure that it is true... 2. Is it good?
With the examples on the board, were most of these stories “good” news? No. What would be an
example of something about someone that would be good news? (Won a championship, new baby
brother, etc).
3. Is it useful? What do you think “useful” means? (Information you can use or need). With our
examples on the board, were any of these useful information that we needed to know? (No)
Let me give you an example from another student of a story that you could spread on. Let’s say that they
are building a new park down the street. We will say that this story is true. Let’s ask ourselves the other
two questions: Is that good news? Yes, we would love to have a new park! Is it useful information?
Yes! We could go play there, meet up with friends, etc. So this is a story that we would spread on.
Let’s try another example. The story is that Tony’s clothes smell bad. Let’s go through the three
questions. Is it true? Yeah, maybe you smelled him. Is that good information? No, he would never want
people talking about that. Is it useful/do we need to know that information? No, we have no use for that
information.
Now we are going to read a book about rumors and gossip. When stories come up in the book, we will
ask ourselves these three questions to decide if they should be spread on.
Read book and stop periodically to ask the three questions.
Next, I am going to put you into groups of 2. Together I would like for you guys to come up with three
ways that we could stop trouble talk at MCES. Give time to work in groups and then write ideas on the
board. Encourage the students to use these ideas to stop rumors at our school.
Leave students with final thoughts about Kindness. Kindness handout.
Rumors Cards
Stacy saw John at the Jake couldn’t catch a
mall and he was
football if his life
picking his nose.
depended on it. I
don’t want him on
my team!
Did you see what
Steve talks about
Jessie is wearing
planets all the time
today? Her sister
and pretends he is in
wore the same outfit space at recess. He is
on Monday.
so weird!
Have you seen how Paul was called to the
Joe walks? He looks office. I heard it was
so weird!
because he cheated
on a math test
Sara told Jane not to Katie told Sally that
be friends with
her parents are
Rosemary because
getting a divorce.
she smells bad.
Before you tell something to someone, ask
yourself:
Is It True?
Is It Something Good?
Is it Useful Information?
Before you tell something to someone, ask
yourself:
Is It True?
Is It Something Good?
Is it Useful Information?
Kindness sometimes means
NOT doing something.
Not making a comment.
Not noticing a flaw.
Not assuming the worst about someone.
-Heather McMillan
“Those Shoes” Lesson Plan
Activity: Putting Yourself in Their Shoes
Grade(s): Third
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
PS:A2.2 Respect alternative points of view.
PS:A1.9 Demonstrate cooperative behavior in groups.
Learning Objective(s):
1. Students will learn what “empathy” means.
2. Students will learn how to put themselves in other shoes after listening to the book, “Those Shoes.”
3. Students will work in groups and discuss understanding other people’s perspectives.
4. Students will learn how to use empathy in their classrooms.
Materials:

Three Shoeboxes with discussion questions inside.

The book, “Those Shoes.”
Procedure:
1. The counselor will teach students what empathy is and write a definition on the board.
2. They will discuss what it means to put yourself in someone else’s shoes.
3. The counselor will read the class the book, “Those Shoes.”
4. Each group of students will get a shoebox with discussion questions inside. The students will be
putting themselves in one of the characters shoes.
5. The counselor and class will come up with ways to use empathy in their classroom.
Plan for Evaluation: How will each of the following be collected?
Process Data: The counselor will keep attendance of who was present for the lesson.
Perception Data: A pre and post questionnaire will be given to the students.
This is Jeremy’s shoe box. Let’s put ourselves in Jeremy’s shoes.
He really wanted a pair of the black high-top shoes. How do you think he is feeling when he asks
his grandma for a pair of them, but gets boots instead?
Jeremy goes to the guidance counselor because his shoes fell apart. The counselor gives him a
pair of shoes that has an animal cartoon on them. When he gets back to the classroom, everyone
laughs at his shoes except for Antonio. How would you feel if this happened to you?
Jeremy gives his shoes to Antonio because they do not fit him. He smiles when he sees how
happy Antonio is when he is wearing the shoes. How is Jeremy feeling? How do you know he is
feeling that way?
This is grandma’s shoe box. Let’s put ourselves in grandma’s shoes.
Grandma tells Jeremy that “there is no room for ‘want’ around here, only ‘need’” when he asks
about getting the shoes. What do you think she means by this?
When Grandma takes Jeremy to the store to buy the shoes, the shoes end up costing more money
than she wants to spend. Grandma knows that Jeremy wants the shoes really bad, but she cannot
buy them for him. How would you feel if you were Grandma?
After Jeremy gets the shoes that are too small from the thrift shop, he puts his black boots that
Grandma got him in the closet. He does not seem to want to wear the boots she bought him. She
frowns and gives Jeremy a hug while he is upset that the shoes are too small. How do you think
grandma is feeling right now? How would you feel if you bought someone something and they
did not want it?
This is Antonio’s shoe box. Let’s put ourselves in Antonio’s shoes.
When Jeremy walks in with the cartoon shoes on, Antonio did not laugh. He had a frown on his
face while the other kids were laughing at Jeremy. How do you think Antonio was feeling?
Antonio’s shoes were falling apart while he and Jeremy are playing basketball. He goes over to
Jeremy’s and is admiring the black high tops. He has a big smile on while he is holding them.
How would you feel if you were Antonio? How would you respond to Antonio?
Jeremy gives Antonio the black high tops at the end of the story. He is smiling really big while
wearing the shoes. How would you feel if you were Antonio? Have you ever given a friend a
gift? How did that make them feel? How did it make you feel?
:
Bullying and Compassion SIOP Lesson Plan
Topic: Bullying and Compassion
Class: Fourth and fifth grade
Date: October 2014
Content Objectives: (Stated in Student Friendly
Language):
Students will compare and contrast the perspective of a
victim and a bully.
Language Objectives: (Stated in Student Friendly
Language):
Key Vocabulary:
Materials (including Supplementary and Adapted):
 Bully
 Victim
 Character traits
ASCA Standard Objectives:
As a group, students will collaborate to complete a Venn
Diagram comparing and contrasting the bully and victim’s
character traits in the stories. In addition to this, students will
discuss as a group questions that help them compare and
contrast different perspectives.


“Tough!” and “Weird!” books by Erin Frankel
Venn Diagram handout
Homework:

PS:A2.2 Respect alternative points of view
On-going practice of comparing and contrasting point
of views in a story.
PS:B1.5- Demonstrate when, where and how to seek help
for solving problems and making decisions sources.
PS:C1.6- Identify resource people in the school and
community, and know how to seek their help.
SIOP Features/Reflection
Preparation
Scaffolding
_yes__ Adaptation of Content
_yes__ Modeling
Grouping
Options
_yes_ Links to Background
_yes__ Guided practice
_yes__ Whole Class
_yes__ Small
Groups
_yes__ Links to Past Learning
_yes__ Independent Practice
__yes_ Partners
_yes__ Strategies Incorporated
_yes__ Comprehensible Input
_yes__ Independent
Integration of Processes
Application
Assessment
_yes__ Reading
_yes__ Hands-on
_yes__ Individual
_yes__ Writing
_yes__ Meaningful
_yes__ Speaking
_yes__ Linked to objectives
_yes__ Written
_yes__ Listening
_yes__ Promotes engagement
_yes__ Oral
___ Group
Lesson Sequence
Warm up: Call on students to see if they can identify the theme for the month of October (Bullying Prevention
month).
Anticipatory Set (Building Background): As a group, we will complete a KWL chart based on bullying. During this
time, review types of situations that require adult support and ask students to identify those support systems.
Lesson Focus (Teacher Modeling): As a whole class we will discuss the three criteria in a situation that would
qualify it as bullying (1. Intent to harm 2. Imbalance of power 3. Occurs more than once). We will also discuss the
various types of bullying, such as physical, emotional, verbal, and cyberbullying. I may also ask students to share
examples of bullying they may have heard or previously experienced.
Guided Practice (Constantly checking for understanding): For the group activity, I will explain to the students that
they will split into two groups to read their assigned text. I will also discuss the responsibility of the four roles for
the group activity (readers, notetakers, time keepers, and presenters). For example, I would demonstrate how the
readers should hold the book and speak in a loud voice to engage every student in the group. Although each student
is responsible for the information, the notetakers will take key points from the story that will assist their group with
the assignment. Time keepers are responsible for ensuring their group is on task, managing the group’s time, and
leading the discussion questions. The presenters will work with the group to complete the Venn Diagram and decide
the key points they would like to share to the entire class.
Independent Practice (Meaningful activities, interaction, strategies, practice): Once the students have completed
reading the story aloud, they will discuss the essential questions and discuss the compare and contrast character
traits. While the students are working in groups, I will circulate to each group to help guide the discussion questions
and ensure the students are on-task. If the students are unclear about their assigned roles or need assistance assigning
roles to their group members, I will continue check in with the groups to ensure they know the expectations.
Review/Assessment: Each group’s presenters will share the key points of the Venn Diagram and the character traits
that they noticed with similar and different from the various perspectives. We will also review strategies of how to
handling bullying (i.e. standing up for yourself, asking them to stop, walking away, ignoring their actions, etc.). As a
group, we will complete the L portion of the KWL chart to see what the students have learned.
“Weird!” series: Compare and contrast
Luisa
Discussion Questions


How do you think the main character is feeling throughout
the story?
How was the main character able to overcome their personal
obstacle?
Weird!
 What were some strategies that Luisa used when she was
being bullied to try and solve the problem on her own?
 What happened in the story when Luisa stopped worrying
about Sam and her actions?
Tough!
 Make predictions about why you think Sam was mean to
Luisa.
 What happens in the story when Sam starts to be kind
to others?
Budgeting Lesson Plan
School Counselor: Sarah Black
Activity: Career-Budgeting
Date: October 31st, 2014
Grade(s): 4th and 5th grade
ASCA Student Standards (Domain/Standard/Competencies):
Academic Standard C: Students will understand the relationship of academics to the world of
work and to life at home and in the community.
A:C1 Relate School to Life Experiences
A:C1.3 Understand the relationship between learning and work.
Career Standard A: Students will acquire the skills to investigate the world of work in relation
to knowledge of self and to make informed career decisions. C:A1- Develop Career Awareness
C:C1- Acquire Knowledge to Achieve Career Goals
Career:A1.7- Understand the importance of planning.
Career:C1.1- Understand the relationship between educational achievement and career success.
NC Guidance Essential Standards and Objectives:

Early Emergent/Emergent and Progressing CR.3- Understand the relationship
among personal and academic decisions, career expectations, and future life
decisions.
o EEE.CR.3.1- Understand the relationship between educational achievement and
career success.
o P.CR.3.1- Describe the effect of work on lifestyle.
SIOP Content and Language Learning Objective(s):
Students will work collaboratively in partners to discuss and write a budget for various wants
and needs according to their provided salary. They will also explain how the level of education
influenced their salary. At the conclusion of the lesson, students will take turns sharing and
listening to others’ experiences and epiphanies during the activity. _________________
Materials: Budget handout, spending categories PowerPoint, and job/salary cards.
Procedure:
1. In a quick pre assessment, ask students to conduct a blind vote (i.e. heads down and
thumb up/down or written slip) for the following questions:
a. True or False: The level of education you receive will influence your career
success.
b. True or False: A higher level of education will most likely help you to earn more
money in a career.
c. True or False: If you work hard in school, you are more likely to be successful in
your future career.
d. True or False: The better your school attendance, the better chance you have of
being successful in school and your career.
2. For an icebreaker, ask students to order the names of jobs from highest to lowest level of
education required. (Jobs and salaries are already in order from lowest to highest so write
the jobs in random order). Write salaries separately and ask students to match the salaries
to each job.
McDonald’s Cashier- $17,000
Teacher- $41,110
713
Lawyer- $113, 240
College Professor with Ph.D- $108,749
Plumber - $33,000
Physical Therapist- $74,
Veterinarian- $79,000
3. Show image and discuss how education affects average pay.
4.
Pass out budget sheets and envelope with starting pay. Have students go through each category of life and
choose what they will spend for transportation, housing, entertainment, food, gas and electricity, phone,
and cable.
Rent- Choose 1**
 Mansion
House
 $10,000/month
$2500/month
Transportation -Choose 1**
Apartment
$1000/month
 Sports car
Reliable car
Bus
 $650/month
$350/month
$100/month
Gas and Electricity
Food- choose 1**
Groceries only -- $400/month
 Gas
Electricity
Groceries with Friday nights out -- $300/month
 $200/month
$150/month
Eat out every meal-- $600/month
5.
6.
Allow students to answer discussion questions about their jobs and pay in partners:
a. What surprised you about this activity?
b. What things could you cut from your budget?
c. What are you unable to cut from your budget?
d. Can you brainstorm ways to save on some of the services you need?
e. Would pay affect the career choices you make?
Complete post assessment on a written slip or blind vote with the same questions from the pre assessment
to measure growth.
Process Data: 206 fourth and fifth grade students.
Perception Data: Formal pre and post assessment.
Outcome Data: Increase in attendance and achievement.
Follow Up: In a subsequent classroom lesson, the counselor can discuss school work habits and how habits
developed in childhood are linked to future work and career success.
Lifestyle Sheet
Starting Salary________- Taxes 4030.36 = Net Pay_____________
Needs:
Amount/Month
1)_______________
_________________
2)_______________
_________________
3)_______________
_________________
4)_______________
_________________
5)_______________
_________________
6)_______________
_________________
Total: _________________
Net Pay_______________ - Needs _______________ =_______
Wants:
1)_______________
_________________
2)_______________
_________________
3)_______________
_________________
4)_______________
_________________
5)_______________
_________________
6)_______________
________________
Total: _________________
Do you have enough money to pay for your wants? Yes
No
Questions to Discuss:
o
o
o
o
o
What surprised you about this activity?
What things could you cut from your budget?
What are you unable to cut from your budget?
Can you brainstorm ways to save on some of the services you need?
Would pay affect the career choices you make?
My Favorite Classroom Guidance Books by Topic
(Assigned grade levels are just my opinions) 
Kindness









Ordinary Mary’s Extraordinary Deed by Emily Pearson (Kindness) Grades
k-5
Kindness is Cooler, Mrs. Ruler by Margery Cuyler (Kindness) Grades k-3
If Everybody Did by Jo Ann Stover (Kindness, Responsibility) Grades 2-5
Our Friendship Rules by Peggy Moss and Dee Dee Tardif (Kindness)
Grades 1-5
Chicken Soup for Little Souls: The Never Forgotten Doll by Jack
Canfield and Mark Victor Hansen (Kindess) Grades 1-5\
Chicken Soup for Little Souls: The Goodness Gorillas by Jack Canfield
and Mark Victor Hansen (Kindness) Grades 1-3
Peace Week in Miss Fox’s Class by Eileen Spinelli (Kindness) Grades 1-3
Each Kindness by Jacqueline Woodson Grades 3-5
Have you Filled a Bucket Today? By Carol McCloud Grades K-3
Perseverance




Amber on the Mountain by Tony Johnston (Perseverance) Grades 3-5
Brave Irene by William Steig (Courage, Perseverance) Grades 1-5
Wilma Unlimited by Kathleen Krull Grades 3-5
One of Those Days by Amy Krouse Rosenthal (Perseverance) Grades 1-5
Self-Control






When I Feel Angry by Cornelia Maude Spelman (Self-Control) Grades k-1
Lilly’s Purple Plastic Purse by Kevin Henkes (Self-Control) Grades 1-2
My Mouth is a Volcano by Julia Cook (Self-Control) Grades k-6
It’s Hard to Be a Verb by Julia Cook (Self-Control) Grades k-5
Soda Pop Head by Julia Cook Grades K-3
Howard B. Wigglebottom Learns to Listen by Howard Binkow
Respect

Angel Child, Dragon Child by Michele Maria Surat (Respecting
differences) Grades 2-5





A Bad Case of Stripes by David Shannon (Respecting Differences, Being
Yourself) Grades 1-5
Stand Tall, Molly Lou Melon by Patty Lovell (Courage, Respecting
Differences, Being Yourself) Grades 1-6
Me I Am! By Jack Prelutsky (Respecting Differences, Being Yourself)
The Legend of Spookley the Square Pumpkin (Respecting Differences,
Being Yourself) Grades k-1
Miss Nelson Is Missing by James Marshall (Respect) Grades k-5
Responsibility





Sorry by Trudy Ludwig (Taking Responsibility, Decision-Making) Grades
1-5
Responsible Rascal Grades K-2
What if Everyone Did That? By Ellen Javernick Grades k-2
The 7 Habits of Happy Kids by Sean Covey
Pigsty by Mark Teague Grades K-3
Courage





The Kissing Hand by Audrey Penn (Courage, Starting School) great for
kindergarten!
The Story of Ferdinand by Munro Leaf Grades 1-4
The Story of Ruby Bridges by Robert Coles Grades 3-5
You Never Heard of Willie Mays? By Jonah Winter and Terry Widener
Grades 4-5
Spaghetti in a Hotdog Bun by Maria Dismondy
Honesty




Edward Fudwupper Fibbed Big by Berkeley Breathed (Honesty) Grades 25
The Empty Pot by Demi (Honesty) Grades 1-5
Ricky Sticky Fingers by Julia Cook
Ruthie’s Not so Teeny Tiny Lie by Laura Rankin Grades K-2
Empathy



Those Shoes by Maribeth Boelts Grades 2-5
How Do I Stand in Your Shoes? By Susan DeBell Grades k-4
Trouper by Meg Kearney Grades 2-5
Career



LMNO Peas by Keith Baker Grades k-1
Me Jane by Patrick McDonnell Grades 2-3
Worm Gets a Job by Kathy Caple
Bullying








The Bully Blockers Club by Teresa Bateman Grades 2-4
Weird, Tough and Dare (Three books) by Erin Frankel Grades 3-5
Just Kidding by Trudy Ludwig Grades 3-5
One by Kathryn Otoshi Grades k-5
Howard B. Wigglebottom Learns about Bullies Grades K-2
Bullies Never Win by Margery Cuyler Grades K-2
The Juice Box Bully by Bob Sornson and Maria Dismondy Grades 1-3
Miranda Peabody and the Magnificent Friendship March by Susan DeBell
Grades K-4
Gossip and Rumors


Trouble Talk by Trudy Ludwig Grades 3-5
The Rumor by Anushka Ravishankar
Friendship


Our Friendship Rules by Peggy Moss and Dee Dee Tardif Grades 1-3
How to Lose all your Friends by Nancy Carlson Grades K-1
Disabilities


Susan Laughs by Jeanne Willis Grades k-2
Leah’s Voice by Lori Demoria Grades k-3
Self-Talk




Pete the Cat I love my white shoes by Eric Litwin Grades k-3
Pete the Cat and his Magic Sunglasses by Eric Litwin Grades K-3
Don’t be Afraid to Drop! By Julia Cook Grades 1-3
Unique Monique by Maria Rousaki Grades 1-3
Stranger Safety

Not Everyone is Nice by Frederick Alimonti and Ann Tedesco Grades k-1
Tattling



Tattlin’ Madeline by Carol Cummings Grades k-1
A Bad Case of the Tattle by Julia Cook Grades 1-3
Don’t Squeal Unless it’s a Big Deal by Jeanie Franz Ransom
Ten Minutes with Guidance
-At first faculty meeting of year have teachers brainstorm a list of student disabilities or concerns that
they may want to learn more about.
-Provide a “Ten Minutes with Guidance” segment at faculty meetings once a month of share information
on a specific disability or concern from the list.
-Provide written information about different disabilities or concerns throughout the year.
Social Emotional Skills Assessment
Regulating Physical Responses
Take What You Need
Body Cues Activity
De-stress Kit in Classroom
Fluidity apps/Breathe2Relax
Tool Cards for Visual Reinforcement
Managing the Negative thoughts
Garbage Vs. Recycled thoughts
Internal Compass
Runway Model
IMOVIE