Liberal Studies Preparation: LS 4001

Lesson name: Stand Tall, Molly Lou Melon: Personal Differences & Bullying

Name: Haley Mattei

Grade level for this lesson: 2nd Grade
I. Standards
a) Academic​ ​Content​ ​Standards​.
1. CCSS.ELA-LITERACY.RL.2.3​: Describe how characters in a story
respond to major events and challenges.
2. CCSS.ELA-LITERACY.RF.2.4.A​: Read grade-level text with purpose
and understanding.

II. ​Prior​ ​Learning

This will be an intro into a bullying / personal differences unit. But, the students will most likely
know what this topic is. By second grade the students should develop understanding of character
analysis (per common core). They will be familiar with being able to describe characters as well
as compare and contrast. What they are being introduced to should be familiar to most of them.
Majority of the students will be able to read fluently and be able to understand what they are
reading about.

III. ​Capstone Project Integration

My capstone project examined how teachers can integrate flexible seating into their classrooms.
My observations showed me that ELA is an excellent time to implement flexible seating.
Reading is an especially great time to encourage students to feel comfortable and have a choice
on where they sit.

IV. ​Unit​ ​of​ ​Study​.

Theme: Encourage Others, Kindness/Unkindness, Self-Esteem, Confidence.
This will be an entire unit on bullying and personal differences.

1. Academic​ ​Learning​ ​Outcomes​.

“​By the end of 2nd grade, students​: will read and understand grade-level-appropriate material.
They draw upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing information from several
sources). During discussion, students listen critically and respond appropriately to oral
communication. They speak in a manner that guides the listener to understand important ideas by
using proper phrasing, pitch, and modulation.” (cde.ca.gov)

V. ​Implementation​.

A) ​Introduction​ ​to​ ​the​ ​lesson

The lesson will begin with a discussion. ​TTW ​start a conversation, talk will center around
personal differences. Asking questions such as “Has anyone ever tried to make you feel bad? By
teasing or making fun of something that you have or the way you look?” This may be hard for
some students to open up about, so TTW talk about some of her own experiences as a child with
examples. The book ​Stand Tall, Molly Lou Melon ​by Patty Lovell will then be read.

B) ​Sequence​ ​of​ ​Activities

1. TTW ​start a conversation, talk will center around personal differences. Asking questions
such as “has anyone ever tried to make you feel bad? By teasing or making fun of
something that you have or the way you look?”
2. TSW (hopefully) recall experiences and a few will share. ​(Critical Thinking)
3. TTW share a few of her own experiences to show the students that they are not alone.
4. TTW read the​ ​book titled ​Stand Tall Molly Lou Melon.
5. TTW write the word “Encouragement” on the whiteboard.
6. TTW ask the students “ What does the word ENCOURAGEMENT mean? Why should
you encourage someone? Do you like to be encouraged? How do you feel when someone
encourages you?” (Encouragement: praise to keep trying, to motivate to not stop. When
students encourage others, they provide positive feedback that recognizes strengths and
promotes effort. ) ​(Critical Thinking)
7. If the same students are answering the questions TTW encourage others to contribute to
the discussion. (​Communication)
8. TTW then ask the students: “Who was Molly’s encourager in the story? How did she
encourage her?” (Her Grandmother. Go back through story and help students to recall
specific text examples.) ​(Critical Thinking)
9. TSW show their understanding of the book and talk about Molly Lou’s personal
attributes: Short – “Walk as proudly as you can” Discuss meaning of this: the world will
look up to you. Buck teeth – “Smile big and the world will smile right alongside you”
Odd Voice – “Sing out clear and strong and the world will cry tears of joy” Fumble
Fingered – “Believe in yourself and the world will believe in you too”
10. TTW then discuss how Molly Lou ​responded to major events and challenges and
overcame them because of her encouragement!
 11. TTW tell the students they will be working in their small groups (table groups), to
Brainstorm a list of ENCOURAGING words/phrases that can be used in your
classroom.They will each keep their own list and they will have 10 minutes to make their
lists. ​(Creativity) / (Collaboration)
12. As students are working in their groups TTW be walking around to hear the discussion
and make sure the students have a good understanding of the book.
13. TTW tell a few of the students who don’t frequently participate that she will be calling on
them when they are done making lists. This will give them time to prepare and be ready
to share.
14. TTW ask some students to share what their groups wrote down on their lists. (will call on
pre selected students as well as volunteers) ​(Communication)
15. This second part of the lesson will be done on the next day.
16. TTW ask the students to take out their lists of encouraging words/phrases from yesterday.
17. TTW ask the students to get in their project groups (groups of 2).
18. TTW tell the students that they will be working together to create beautiful posters that
contain words or phrases of encouragement to decorate their classroom. ​(Collaboration)
19. TTW tell the students they have 30-40 minutes to design and create their posters.
(Creativity)
20. TTW pass out 1 piece of poster paper to each group and tell them to get started.

C) ​Closure.
I will close this lesson by having some students share their posters. We will touch on Molly
Lou’s story again to remind the students how she was encouraged by her Grandma. We will talk
about how Molly “Stood Tall” because of all her encouragement and remind the students that
they all can be encouragers too.

VI.​ Grouping Strategies

Table Groups: ​The table groups are put together as learning cycle groups; meaning Students
with similar learning needs are brought together for a short time. This helps the students feel like
they are not alone. This also helps the teacher focus on certain students without having to go
from group to group.
Project Groups: ​The students are placed in separate groups for their project / educational game.
These groups are cooperative groups. Cooperative groups require students with diverse ability
and characteristics to work together and learn from one another to accomplish assigned learning
goals or tasks.

VII. Differentiation
ELLs: ​Throughout my lesson I will model for students and show them what they are expected
to do or produce. This is especially important for new skills or activities, such as producing a
poster. I will do the modeling by explaining and demonstrating the learning actions, sharing my
thinking processes aloud, and showing good teacher and student work samples. Throughout my
lesson I will speak slowly and clearly, and provide students with enough time to formulate their
responses, whether in speaking or in writing. It is very important for me to remember that my
ELL students are thinking and forming responses in two languages. I will check in with all
students after giving instructions making sure they have understood.
Students with Special Needs: ​Throughout my lesson I will model for students and show them
what they are expected to do or produce. This is especially important for new skills or activities,
such as producing a poster. I will do the modeling by explaining and demonstrating the learning
actions, sharing my thinking processes aloud, and showing good teacher and student work
samples. I have one student with Autism and 2 students that have ADHD. I will be using flexible
seating as a differentiation that will hopefully give the students a safe space where they feel
comfortable enough to learn.

VIII. ​Assessment.

This is just the first lesson / introduction of the personal differences & bullying unit. The teacher
will monitor discussion making sure students were able to understand what they read. The
teacher will also watch how the students are performing during class time. The students should
be able to recognize that Molly Lou was encouraged and overcame a challenging situation
because of it. The goal is for the students to realize they can be encouragers too! Although the
artwork on the poster is a “fun” part of the project, the teacher should be sure that the students
can create artwork that is meaningful and has purpose to the makers. The assessment will be
formative and will help students identify their strengths and weaknesses and target areas that
need work. The students will not be graded on what they do, the lesson will be used to monitor
student learning.

VIII. ​Materials.

1. The book: ​Stand Tall, Molly Lou Melon ​by Patty Lovell
2. White board
3. Dry erase markers
4. Poster paper for each group
5. Pencils and Drawing materials