Handling A Bully - 2

Foundational

Teachers

Goal: In social situations, the student will address bullying behavior using a learned strategy in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.

Objectives:
1. Identify situations in which bullying behavior is displayed.
2. Create a list of strategies and responses to use when experiencing bullying behavior.
3. Respond to someone using bullying behaviors/language with a learned strategy.

Definitions of Key Terms: Bullying occurs when you make someone feel bad about themselves on purpose or you try to force someone to do what you want them to do.

Questions to lead discussion:

  • Have you ever bullied someone?
  • Have you seen someone else experience bullying?
  • Is calling a person bad names bullying?
  • Is it okay to say bad things to someone if you don’t hurt them physically?
  • What happens if you witness bullying and you do nothing?

Discuss with students what bullying means. Review the discussion point questions above or create your own.

Possible activities to review the discussion points or use your own:

Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.

  • T (Think): Teacher begins by asking a specific question using the discussion topics.
  • P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
  • S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.

SEL Categories Activity:

  • Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
  • Once time is up, ask each student to share a word or thought from their list.
  • Other students must cross that word or thought off their list.
  • Continue the process until all words or thoughts have been listed.

Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.

  • Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
  • Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
  • Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.

Activity 1: Circumstances

Ask students to think of situations they or their peers have experienced bullying behavior. As a group, make a list of circumstances when bullying can occur.

Materials Needed:
  • Chart paper or interactive board

One example: When you wear different clothing than others in your class.

Record ideas generated on chart paper or the board.

Next, ask students to review the list of ideas and think of ways or strategies that they can use if they are in that situation. Record those strategies or phrases on the chart paper or board.

Save the list for later activities.

Activity 2: Yes or No

Review the list of ideas generated in Activity 1. Ask students to work in small groups or in pairs on Student Activity Sheet A. As a bonus, if they determine an item on the sheet is a situation of bullying, ask them to write a strategy or phrase that they could use in that situation.

Materials Needed:
  • Student Activity Sheet A - 1 per group/pair
  • Pencil for each student

Discuss the answers when all groups or pairs have finished. If there were any new strategies suggested, add those to the list from Activity 1.

Student Activity Sheet A

Directions: Answer yes or no if you think the following examples are situations of bullying. BONUS: write a strategy you can use in the situation if it is bullying.

1. Sue asks Jen to go to the movies. Sue says “Not today, maybe another day.”

2. Jack kicks David under the table and says, “Give me your homework.”

3. Alex writes mean comments about Beth on his computer everyday. He encourages others to do the same.

4. Shay doesn’t want to hang out with Jen anymore because she gets in trouble in school when they are together.

Activity 3: Create A Comic

Review the key points from the previous activities. Be sure to review the list of strategies that can be used in a situation of bullying.

Ask students to complete Student Activity Sheet B.

Materials Needed:
  • Student Activity Sheet B - 1 per student
  • Pencil for each student

When students have completed the activity sheet, ask them to share their comic. If time allows, you may also ask pairs of students to role play selected comics.

Student Activity Sheet B

Directions: Draw or write about a character that has to deal with a bully. The character should be bullied in the first box. The character should use strategies to overcome the bully in the second box. Share and explain how your character responded to being bullied.

Lesson Extension: Listening Comprehension and Grammar Review

Explain that a script is a form of writing; a dialogue between characters in a movie, play, or broadcast. Students should listen carefully as the teacher plays the example scripts from the immersive reader. Replay the script if needed. Allow students time to answer the questions on Student Activity Sheet C.

Materials Needed:
  • Student Activity Sheet C - 1 per student
  • Pencil for each student
  • Student Activity Sheet D - 1 per student
  • Red and purple colored pencil or crayon

After students have finished, discuss the listening comprehension questions together.

After completing the listening comprehension portion of this activity, provide students a copy of Student Activity Sheet D. Point out to students the features of script text that indicate which character is talking. Remind students that this is a dialogue between characters.

Ask students time to complete Student Activity Sheet D.

Display the script using the immersive reader and highlight the nouns in the script. Students should self check their work to determine if they correctly named two nouns. Repeat the process for verbs and contractions.

If time allows students may partner together and role play the script.

Example script of demonstrating how to deal with bullying appropriately:
Chris: Hey, Tori bring your new bike to the playground so we can ride together.
Tori: No, you’re too slow and you can’t do tricks. I am going riding with Ken today.
Chris: Tori you are really hurting my feelings. What did I ever do to you? That is fine then! I will ride bikes with someone else.
Tori: Wait, I am sorry. I shouldn’t have said that. I wanted to ride with Ken but I just acted badly by talking to you like that.
Chris: I don’t understand why we all just can’t ride together.
Tori: You are right Chris I’m sorry. See you at the playground!

Read Aloud Recommendations: Completing a read aloud with students is a great way for them to see and learn social skills as well as incorporating reading skills. Below are some books that could be used to reinforce the concept. Read and discuss as appropriate for level and as time allows throughout the lesson.

  • Enemy Pie, Derek Munson
  • Simon's Hook; A Story About Teases and Put-down, Karen Gedig Burnett
  • Spaghetti in a Hot Dog Bun: Having the Courage To Be Who You Are, Maria Dismondy
  • Stand Tall, Molly Lou Melon, Patty Lovell
  • Stick and Stone, Beth Ferry
  • The Juice Box Bully: Empowering Kids to Stand Up for Others, Bob Sornson
  • The Recess Queen, Alexis O'Neill

Student Activity Sheet C

Directions: Think about the script read/played for the class and complete the questions below.

1. Who are the characters in this script?

2. Where does Chris ask Tori to go?

3. Who did Tori want to ride with?

4. How did Tori make Chris feel?

5. How do you feel when someone says unkind words to you?

Student Activity Sheet D

Directions: In the scripts below, circle in purple two nouns that name a person and one noun that names a place. Circle in red two verbs. Underline the contractions.

Remember:

A noun names a person, place, thing, or idea.

A verb names describe an action, state, or occurrence.

A contraction is a word made from shortening or combining two words.

Example script of demonstrating how to deal with bullying appropriately:
Chris: Hey, Tori bring your new bike to the playground so we can ride together.
Tori: No, you’re too slow and you can’t do tricks. I am going riding with Ken today.
Chris: Tori you are really hurting my feelings. What did I ever do to you? That is fine then! I will ride bikes with someone else.
Tori: Wait, I am sorry. I shouldn’t have said that. I wanted to ride with Ken but I just acted badly by talking to you like that.
Chris: I don’t understand why we all just can’t ride together.
Tori: You are right Chris I’m sorry. See you at the playground!

Application Activity

Review and discuss example scripts from the lesson extension.

In small groups, have the students create scripts demonstrating how to handle bullying appropriately. Use the script sheet to create students' scripts.

Materials Needed:
  • Script sheet for each group
  • Pencil for each student

Have students record their scripts using SiLAS software. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.

Ideas for modifying this activity based on your students’ needs:

  • create a script as a class
  • pair or group students so that skill levels are varied and assign each a role or task that uses their skill
  • create the script by recording the dialogue with a phone or other recording device

Topic Checkout

Review the key points from the discussions and previous activities with students. Ask students to complete the Student Topic Checkout.

Discuss their answers when all students have finished.

Materials Needed:
  • Student Topic Checkout - 1 per student
  • Pencil for each student

Student Topic Checkout

Direction: Complete the following questions.

1. Can you bully someone on the computer?

2. Is bullying ever acceptable? Why or why not?

3. Should you ask an adult for help if you are being bullied or see bullying occur?

4. Share an experience when you were bullied yourself or you observed someone else being bullied. How did you respond? Is there a strategy you could have used?