KU Lesson Plan Format Template

I. Objectives and Standards

A. Standard(s): ​5.1.4.A Examine school rules and consequences

B. Performance Objectives
● The student will accurately describe what it means to tattle and how it
differs from reporting

II. Instructional Materials

A. Teacher:
● Don’t Squeal Unless It’s a Big Deal ​by Jeanie Franz Ransom

B. Student
● Scenario Cards

III. Subject Matter Explanation

A. Prior Knowledge
● Some conflict resolution skills

B. New Knowledge
● The difference between when you should tell an adult about the
situation and when it is considered tattling.

IV. Implementation
A. Introduction
“Good morning everyone, today we are going to be talking about something I like to call
tattling. Raise your hand if you ever been in a situation where you decided
that you needed to tell on someone to either the teacher or another adult about
something that happened to either you or a friend? (wait for raised hands)
Alright, now think back to that situation, were you telling on the person
because you just wanted them to get in trouble? (thumbs up for yes, down for
 no) Did you need the adult’s help, or do you think you probably could have
handled the situation by yourself? (Thumbs up if you think you could have
handled it yourself, down if not) Alright, now if you had your thumbs up for
either of these questions then I would consider that tattling. Now of course
there are situations that might require you to tell a teacher or another adult.
What kinds of situations do you think might fit in this category? Turn and talk
a partner and then we will see what you come up with, (Give time to discuss,
then get responses) Right! If you feel that you are in danger or are hurt and
you think that what happened was done on purpose, then you should tell
someone, either a teacher or another adult.

B. Development
“To give you a better idea on the difference, I have a quick story and then we are going to
do an activity. This story is called Don’t Squeal Unless It’s a Big Deal by
Jeanie Franz Ransom and it is about a class full of tattle tales, listen closely to
the different problems that occur and think about what you would do if they
happened to you. (Read story, stop at marked pages to point out tattling
situations)
After story: “Alright, do you see now how sometimes it isn’t always necessary to tell the
teacher about a problem, that sometimes, like they said in the book, they are
kid-sized problems, which means you can work them out between yourselves
by simply nicely explaining what is upsetting you to the other person.

“Okay, now for our activity, I have split you into five groups which I will tell you in a
second. But first, let me explain what you will do. So, I have on these a few
scenarios. Each group is going to receive and then as a group you will find
somewhere in the room where you can discuss with each other a few things
about the scenario, One, would you consider it tattling? If so, why? And if you
were in a situation like it, how would you handle it? Does everyone
understand what we are going to do? (Thumbs up/down) Group students and
handout cards. Instruct students to find spot in the room as their group is
called and after card is given. Read scenarios as you assign them to each
group. As students discuss in groups, walk around the room and listen to their
conversations, help when needed.

C. Closure
Have each group share their thoughts

D. Accommodations
● Student groups will be integrated with all different skill levels.

Assessment of Students
E. Formative
I will be assessing them using a checklist during the read aloud
(√)- Gave adequate answers to the questions being asked
 (-) – Did not give adequate answers to the question being asked
I will be assessing them using a checklist during their discussions
(√)- Accurately identified whether a situation was tattling or not
(-)- Did not accurately identify whether a situation was tattling or not
F. Summative- none

V. Reflective Response
A. Report of Students’ Performance in Terms of Stated Objectives

B. Personal Reflection
1. Was my pacing appropriate?
 2. Was I enthusiastic enough?

3. What would I do differently if I taught this lesson again?

VII. Resources

Ransom, J. F. (2006). Don't Squeal Unless It's a Big Deal: A Tale of Tattletales.
Washington D.C: Magination Press.