Brittany Angiolini & Megan Sytsma

Lesson Plan Format

School of Education
The College of New Jersey

1. Title or Topic of the Lesson and Grade Level

The Sneetches
Anti-bullying lesson
Kindergarten

2. Lesson Essential Question(s): Write an overarching question that best frames the understanding you
want your students to develop.
- How do we treat others equally?
- How can we respect all our similarities and differences?
- What makes us special?
3. Standards:

Standard -
AL.1.K.A1 Explore and ask questions to seek meaningful information about a
growing range of topics, ideas, and tasks.
Standard -
AL.1.K.C1 Engage in elaborate, interactive play sequences that include acting out
roles and negotiating play themes.
Standard -
AL.3.K.A1 Use music, art, and/or stories to express ideas, thoughts, and feelings.

4. Learning Objectives

Learning Objectives Assessments

Students will be able to identify similarities and Students and teachers will lead a classroom
differences throughout the class. discussion on similarities and differences. They
will create a chart of things observed in their
classroom.

Students will be able to identify injustices and Students will engage in a role playing activity
learn how to promote equality. and classroom discussion on promoting fairness
and equality.

Students will be able to express what makes Students will complete a writing activity and a
them special craft about what makes them special.
 5. Materials:
The Sneetches by Dr. Seuss
10 Star Cut-outs (for role playing)
Construction paper
Shirt Cutouts
Star or no star writing sheet
Similarities and Differences Chart Paper
Scissors
Glue Sticks
Pencils
Large Sneetch Cut-outs

6. Pre-lesson assignments and/or prior knowledge:

Students are able to comprehend what is being read to them.
Students use their judgement to decipher between right and wrong.
Students will be able to recognize differences and similarities between two things

7. Lesson Beginning:
12:00- 12:05: Begin by starting a conversation with the class discussing ways in which they might have
felt left out. (Example: not being able to sit next to someone you wanted to sit with at lunch; not being
able to play with someone on the playground.) We will ask for students to raise their hands and share their
experiences and how those experiences made them feel. Next, we will introduce the book The Sneetches.
We will ask students to make a prediction about what they think might happen in the book. Then, we will
offer the class something to focus on throughout the story. We will ask students to pay close attention to
how the plain-bellied and star-bellied sneetches feel at the beginning of the story versus how they feel at
the end of the story.

8. Instructional Plan:
12:05- 12:15 First, we will read the book with students, asking questions and having them make
predictions throughout the book.
12:15-12:20 Next, we will have students return to their seats. We will assign half the class to role play as
star-bellied sneetches and half the class at plain-bellied sneetches. We will explain to students that the
star-bellied sneetches get special privileges. (dance on the reading rug, talk to each other, get up and walk
around) The plain-bellied sneetches are only permitted to sit quietly in their seats.
12:20-12:30 We will have a class discussion on how each side felt during the role play. We will ask the
class why some Sneetches were given special privileges and others werent. Then, we will bring out a
chart of similarities and differences in B-6. As a class, we will complete the chart and discuss what makes
us different and the same. We will have students stand up if they identify with the statement we give (ex.
Stand up if you are in Ms. Berkowitzs class; Stand up if you wear shoes to school; Stand up if you like to
play on the playground). We will point out to students that we are much more the same than we are
different and that no one person is better than the next.
Similarities and differences
(s) Stand up if you are in Kindergarten
(d) Stand up if you are a girl
(s) Stand up if you are in Ms. Berkowitzs class
(d) Stand up if you love math
(s) Stand up if you like to play outside
 (s) Stand up if you are 5 or 6 years old
(d) Stand up if you have brown hair
(s) Stand up if you wear shoes to school
(s) Stand up if you always try your best to be kind
12:30-12:45 We will introduce the crafts. Students will gather their materials and we will go step-by-step
explaining the craft and putting it together. Before cutting or gluing, students will complete the writing
portion of the activity and then work on putting it all together.
Differentiation:
For students who finish their craft/writing early, they can color/decorate their own unique sneetch.
For students who need extra assistance, we will make it a point to repeat key points from our lesson.
We can prompt students with ideas for their writing activity. We can also assist them with their spelling.
We will make sure to go step-by-step during the craft so that all students know what to do.

Questions:
On carpet discussion:
- Has anyone ever wanted to sit with someone at lunch and couldnt?
- Has anyone ever wanted to play with someone on the playground but wasnt able to?
- How did you feel when that happened?
- By thinking about what we just asked and looking at the front cover of the book, what do you predict with
happen in the story?
Role playing activity:
- How did you feel if you got the special privileges?
- How did you feel sitting down and not getting to do anything?
- Why do you think some people got special privileges when others didnt? Did you think that was fair?

Similarities/Differences Activity:
- Looking around the classroom, what are some things that we all have in common?
- What are some things you notice that make us different?
- Are there more similarities or differences?
- Why do you think we have similarities and differences?

After students complete the writing activity, we will ask for student volunteers to share.

Classroom Management:
- Students will be asked to quietly come to the carpet and make a good choice when sitting next to
friends.
- When retrieving materials, tables will be called over one-by-one based on who is listening and
paying attention to instructions.
- We will offer incentives to students who are displaying good behaviors, such as paw points.
- For students who are being disruptive, we will make eye contact with them and if they continue
to disrupt we will move closer to them and ultimately say something, if necessary.
Transitions:
- We will always give students explicit instructions before moving on to the next activity.
- We will dismiss students from the reading rug in an orderly fashion.
- Students will stay at their at their tables unless otherwise instructed by the teachers to retrieve materials or
throw away scraps of paper.
 9. Closure:
- After students finish their writing craft, we will ask for volunteers to share what they wrote about why
they like themselves.
- Then after the students share, we will have them turn and talk to a partner about what they learned in
the lesson today focusing in on how to treat others.
- We will ask for volunteers to share with the class what they learned.
- We will wrap up the lesson by highlighting the key points from today and then turn it back over to Ms.
Berkowitz.

We will be recreating this worksheet as our own

and have students complete it. This is an idea of
what we will be doing.
We will be
doing a version
of a large Sneetch
to hang outside
with the moral
of the story
book quote
and a display
of the
students work
from the writing
activity.