Tattling box lesson plan
Subject:
Social Studies
Objective:
Predict consequences that may result from responsible and irresponsible actions. Using these situations, given by the teacher, the students will be able to determine when to report a situation or if they are just tattling.
Visuals:
1. A Bad Case of Tattle Tongue by Julia Cook
2. Tattle game
3. Tattle Box & Tickets
4. Tattle/Reporting signs
Social Studies
Objective:
Predict consequences that may result from responsible and irresponsible actions. Using these situations, given by the teacher, the students will be able to determine when to report a situation or if they are just tattling.
Visuals:
1. A Bad Case of Tattle Tongue by Julia Cook
2. Tattle game
3. Tattle Box & Tickets
4. Tattle/Reporting signs
Procedures:
Focus and Review:
Hold up the tattling sign and ask students to raise their hand quietly and tell me what they think tattling is. Hold up the reporting sign and ask students what is reporting? Explain and ask students if they have ever had a difficult time.
Statement of Objective:
Today we will be discussing the difference between tattling and reporting and learning how to report a behavior or a tattle.
Teacher Input:
1. It is really important to know the difference between tattling and reporting especially if it is a situation where
someone’s feelings could get hurt, or they are actually physically hurt (i.e. fell down).
2. First read the book A Bad Case of Tattle Tongue by Julia Cook.
3. After reading the book, explain to students about the Double D’s to learn a little more about reporting. Double D’s:
Dangerous (Property will be damaged) or Destructive (A person is going to be hurt). If the behavior is either, it’s ok
to tell an adult. Have the students give examples of dangerous or destructive behaviors that would be associated
with reporting a situation.
4. With tattling the golden rule is “Don’t Squeal Unless It’s A Big Deal”. Ask students what they think that means
and to give an example or two of tattling. Also ask the students if they think there are consequences to tattling or
reporting.
Guided Practice:
Explain to the students that in a few minutes they will be divided into two teams. The teacher is going to read a situation, then quietly the students will have to determine if it is a tattle or a report and go to the correct side of the room (they will be labeled tattling and reporting.) Model an example for the class.
Situations:
• Tommy is changing all of the letters on the chalk board to spell out inappropriate words. (Reporting)
• Danny stayed home from school today, and he was not even sick. (Tattling)
• Kaylee won’t play with me. (Tattling)
• Charlie is talking about beating Mike up after school. (Reporting)
• Glen is throwing rocks. (Reporting)
• Noah didn’t finish his work. (Tattling)
• Ashley is throwing leaves. (Tattling)
• Briana won’t stop playing with her hair. (Tattling)
• Joey ran out into the street. (Reporting)
• Billy was teasing Amy and now she’s outside crying. (Reporting)
• Randy has a knife. (Reporting)
• Molly says I’m not her friend anymore. (Tattling)
• Tony brought a magnet to the computer lab. (Reporting)
After the game has been completed, the students will sit in a circle around the carpet square so the tattle box can be explained. The tattle box is placed in a section in the room so they can put all their tattles on a tattle ticket and placed in a box.
Independent Practice:
The students will independently decide what they think is a tattle or report during the tattle game. Warnings will be given to students if they talk to someone during the lesson when choosing a side of the room.
Closure:
Once the students have understood the tattle box and tickets, it will be shown where it will be placed and the rules of when they can put the tickets in the box will be explained. The students will be asked give an example or two of tattling and reporting to see if they understood the concepts of the lesson.
- Who can tell me the difference between tattling and reporting?
- What is the rule about tattling?
- What is the Double D’s rule?
- Name one tattling/reporting situation.
Focus and Review:
Hold up the tattling sign and ask students to raise their hand quietly and tell me what they think tattling is. Hold up the reporting sign and ask students what is reporting? Explain and ask students if they have ever had a difficult time.
Statement of Objective:
Today we will be discussing the difference between tattling and reporting and learning how to report a behavior or a tattle.
Teacher Input:
1. It is really important to know the difference between tattling and reporting especially if it is a situation where
someone’s feelings could get hurt, or they are actually physically hurt (i.e. fell down).
2. First read the book A Bad Case of Tattle Tongue by Julia Cook.
3. After reading the book, explain to students about the Double D’s to learn a little more about reporting. Double D’s:
Dangerous (Property will be damaged) or Destructive (A person is going to be hurt). If the behavior is either, it’s ok
to tell an adult. Have the students give examples of dangerous or destructive behaviors that would be associated
with reporting a situation.
4. With tattling the golden rule is “Don’t Squeal Unless It’s A Big Deal”. Ask students what they think that means
and to give an example or two of tattling. Also ask the students if they think there are consequences to tattling or
reporting.
Guided Practice:
Explain to the students that in a few minutes they will be divided into two teams. The teacher is going to read a situation, then quietly the students will have to determine if it is a tattle or a report and go to the correct side of the room (they will be labeled tattling and reporting.) Model an example for the class.
Situations:
• Tommy is changing all of the letters on the chalk board to spell out inappropriate words. (Reporting)
• Danny stayed home from school today, and he was not even sick. (Tattling)
• Kaylee won’t play with me. (Tattling)
• Charlie is talking about beating Mike up after school. (Reporting)
• Glen is throwing rocks. (Reporting)
• Noah didn’t finish his work. (Tattling)
• Ashley is throwing leaves. (Tattling)
• Briana won’t stop playing with her hair. (Tattling)
• Joey ran out into the street. (Reporting)
• Billy was teasing Amy and now she’s outside crying. (Reporting)
• Randy has a knife. (Reporting)
• Molly says I’m not her friend anymore. (Tattling)
• Tony brought a magnet to the computer lab. (Reporting)
After the game has been completed, the students will sit in a circle around the carpet square so the tattle box can be explained. The tattle box is placed in a section in the room so they can put all their tattles on a tattle ticket and placed in a box.
Independent Practice:
The students will independently decide what they think is a tattle or report during the tattle game. Warnings will be given to students if they talk to someone during the lesson when choosing a side of the room.
Closure:
Once the students have understood the tattle box and tickets, it will be shown where it will be placed and the rules of when they can put the tickets in the box will be explained. The students will be asked give an example or two of tattling and reporting to see if they understood the concepts of the lesson.
- Who can tell me the difference between tattling and reporting?
- What is the rule about tattling?
- What is the Double D’s rule?
- Name one tattling/reporting situation.