Family Resource Center, Inc. Primary Prevention Education ... · Family Resource Center, Inc. Primary Prevention Education Curriculum 4 Younger Pre-K: Session #2 Identifying Feelings

Family Resource Center, Inc. Primary Prevention Education Curriculum

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Younger Pre-K: Session #1 Dealing With Anger: Helping Hands

Objective: After playing a game practicing non-hurtful ways to use your hands, each child will demonstrate something helpful he or she can do with his or her hands. Rationale: Primary prevention, like sound developmental teaching practices, requires not just teaching about unwanted behaviors like hitting or kicking, but also redirecting children to more positive behaviors. Thus, this lesson does not simply teach children hurtful things not to do with their hands, but also the helpful things that they can do. Supplies Needed: Puppet with hands of some sort, Curriculum CD Introduction: The teacher will introduce himself or herself as a teacher from the Family Resource Center. Then, he or she will explain that the Family Resource Center helps people who have been hurt by other people. We also try to keep people from getting hurt by teaching children how to have helping hands. Ask the children, “How many of you have helping hands?” Then say, “Show me those hands. Those hands look like helping hands to me. Let’s play a game using those helping hands.” Opening Activity: Introduce the children to the puppet. Then, have the puppet demonstrate some examples of what can be done with helping hands. Here are some examples:

• waving hello/goodbye • shaking hands • giving a pat on the back • giving a hug • cleaning up toys • giving a high five

Then, let the puppet show them how to play the following game. Using the chant below, each child will demonstrate something helpful she or he can do with her or his hands. Have the children sit in a circle and direct the children to clap and chant the following: Helping hands, helping hands ______________’s got helping hands (child’s name)

Show us what your hands can do: (child who was named shows the group something helpful he or she can do with his or her hands) Continue the chant until each child has a chance to play. If the group is larger than 5 or 6, let students go in pairs (or even 3’s), so that the activity is short enough for the children’s attention spans. If the group is very large, you may choose to let half of the children take a turn at the beginning of the lesson and half of the children take a turn at the end of the lesson.


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Transitional Activity: At the end, have the group say the chant one more time and insert “Everyone” instead of particular child’s name. Then, instruct children to do the following things with their “Helping Hands”:

• Give a friend a high-five. • Clap 4 times. • Wave hello. • Pretend they are patting a cat or a dog. • Pretend to hold a baby. • Put a finger to their lips to say “shhhhh”, the baby’s sleeping.

(This is a good one to quiet the children down.)

Guided Practice Activity: Fingerplay Demonstrate by saying the poem and getting the children to do the motions indicated in parenthesis. Then, have the children say it with you. Ten little fingers on two helping hands (hold up hands and wiggle fingers) Hurting other people is not in our plans (hold up a finger and shake head no) Helping hands reach around to give Mom a hug (hug self) They also hold my blanket and I feel so snug (pretend to hold blanket) I use helping hands when I’m with my dog or cat I help give them a treat and I give a gentle pat (pretend to pet dog or cat) I use helping hands when I play with girls and boys Helping hands never throw, they always share the toys (hold out hands) My hands can even help when a baby is asleep (pretend to cradle a baby) I put my finger on my lips and I don’t make a peep (hold finger to lips) Ten little fingers on two helping hands (hold up hands and wiggle fingers) Hurting other people is not in our plans (hold up a finger and shake head no) Transitional Activity: Song (to the tune of Pop Goes the Weasel) Teach the children the following song, which will be reviewed each week. You can use the CD if you wish. Motions are indicated in parenthesis. Here are the words: All around the classroom I go (hold 1 hand out flat and place 2 fingers from the other hand upright, like a person walking) My hands are always busy. (wiggle fingers) I never use my hands to hit. (hold up finger and shake head no)

(clap) Hands are for helping. (hold out both hands)


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Repeat several times so that the children have a chance to learn the words. For extra fun, sing the song faster each time. Closure Activity: Have the children sit or stand in a circle again and do the “Helping Hands” chant. This time, don’t use any of the children’s individual names in the chant, just say “everyone’s got helping hands”. Then, go around the circle and have each child show something they can do with helping hands.


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Younger Pre-K: Session #2 Identifying Feelings

Objective: Students will identify a variety of feelings and practice expressing them in non-verbal ways. Rationale: Developing good communication skills is a part of building healthy relationships. Young children often struggle to use words and appropriate actions to express their emotions because emotions are abstract rather than concrete. The activities in this lesson will help children identify concrete, but non verbal expressions of feelings. Supplies Needed: Feelings Puppet, Curriculum CD Review Activity: Ask the children if they remember what the Family Resource Center does (helps people who’ve been hurt by others). Ask them if they remember what you talked about last time. (helping hands) Then, review the Helping Hands song with them: All around the classroom I go (hold 1 hand out flat and place 2 fingers from the other hand upright, like a person walking) My hands are always busy. (wiggle fingers) I never use my hands to hit. (hold up finger and shake head no)


Introductory Activity: Ask the children the following questions:

1. Who knows what feelings are? 2. Can you name some feelings?

Explain that happy, sad mad and scared are some words that tell us how people are feeling. It’s important to learn feeling words so that we can let others know how we feel. Guided Practice Activity: Non-Verbal Communication of Feelings Explain that there are 2 ways of letting people know how you are feeling. One way is by using words, and another way is by using your body. We’re going to practice using our body. Introduce the feelings puppet. Explain that he/she (you decide) has different faces to show different feelings. You’re going to show the different faces and let the children guess how the puppet is feeling. First show the puppet’s mad face. Ask the children to guess what feeling this face goes with. Once they have guessed, ask them to show you what their mad faces look like. Then, change


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the puppet’s face to another feeling, have the children guess it and then make their own face to go with the feeling. Continue until all the faces have been shown to the children. Closure Activity: Ask the children to follow the directions in each statement. If you feel happy, stand up and smile really big. If you feel mad, show a mad face. If you feel silly, make a silly noise (teacher can demonstrate one). If you feel sad, look at the ground. If you feel grouchy, roar like a lion. If you feel afraid, make your teeth chatter. If you feel safe, hug yourself.


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Younger Pre-K: Session #3 Expressing Feelings

Objective: Students will name a variety of feelings and practice expressing them in verbal ways.

Rationale: Developing good communication skills is a part of building healthy relationships. Young children often struggle to use words and appropriate actions to express their emotions because emotions are abstract rather than concrete. The activities in this lesson will help children practice using both verbal and non-verbal methods of communicating feelings.

Supplies Needed: Feelings Puppet, Curriculum CD

Review Activity: Ask the children if they remember what the Family Resource Center does (helps people who’ve been hurt by others). Ask them if they remember the things we’ve talked about previously. When they say “helping hands” (and remind them if they don’t), review the Helping Hands song with them: All around the classroom I go (hold 1 hand out flat and place 2 fingers from the other hand upright, like a person walking) My hands are always busy. (wiggle fingers) I never use my hands to hit. (hold up finger and shake head no)


When they say feelings (and remind them if they don’t), ask the children to play the following game with you. You say a feeling, and they must make a face to go with that feeling. Ask the children to make the following faces: mad, sad, happy and scared. Introductory Activity: Explain that today we will be talking more about using words to let others know how we feel. Then, teach the children the following song to practice expressing feelings. (The motions are in parenthesis and the song is on the CD.) “The Happy’s on the Bus”

The happy’s on the bus go up and down, (squat and stand) Up and down, up and down, (squat and stand) The happy’s on the bus go up and down, (squat and stand) All through the town. The mad’s on the bus say, “I am mad!” (hands on hips) “I am mad!”, “I am mad!” (hands on hips) The mad’s on the bus say, “I am mad!” (hands on hips) All through the town.


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The sad’s on the bus say, “boo, hoo, hoo”, (rub eyes like crying) “Boo, hoo, hoo”, “Boo, hoo, hoo”, (rub eyes like crying) The sad’s on the bus say, “boo, hoo, hoo”, (rub eyes like crying) All through the town. The scared’s on the bus say, “That’s a big dog!” (chatter teeth and point) “That’s a big dog!”, “That’s a big dog!” (chatter teeth and point) The scared’s on the bus say, “That’s a big dog!” (chatter teeth and point) All through the town. The happy’s on the bus go up and down, (squat and stand) Up and down, up and down, (squat and stand) The happy’s on the bus go up and down, (squat and stand) All through the town. Guided Practice Activity: Using Words to Express Feelings

Show the children the feelings puppet again. Ask them if they remember the puppet’s different faces. Then, show them the faces one at a time again. As you show them each face, ask them to guess the feeling it shows. Explain that the puppet will use words to talk about the feeling that goes with his/her face. Here is what the puppet says and asks with each face: Sad Face: I feel sad when someone hits me and calls me names. Does that make you feel sad boys and girls?

Mad Face: It makes me mad when it’s raining and I can’t play outside! Does that make you feel mad boys and girls? Tell me something that makes you feel mad.

Scared Face: It makes me scared when it thunders. Does that make you feel scared girls and boys?

Silly Face: I feel silly when someone tickles me. Does that make you feel silly boys and girls?

Happy Face: I feel happy when my Dad gives me a hug. What makes you feel happy boys and girls? Note: To encourage the children to verbalize their feelings, you might let them take turns walking up and telling the puppet what makes them feel mad, happy, etc. Closure Activity: Teach the following song (inserting the correct day of the week) with the children. (The children can echo you and it will be easier for them to learn.) It goes to the tune of “Are You Sleeping?” At the end of the song, ask each child to tell you how they feel today. Today is ___________________, Today is ___________________ (day of the week) (day of the week)

How do you feel? How do you feel?

Today is ___________________, Today is ___________________ (day of the week) (day of the week)

How do you feel? How do you feel? Raise your hand and tell me, Raise your hand and tell me, How do you feel? How do you feel?


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Younger Pre-K: Session #4

Accepting Differences

Objective: The children will identify ways in which people are the same and different. Rationale: Learning to accept differences helps to alleviate prejudice and aids in building healthy conflict resolution skills. Young pre-schoolers are just learning the concepts of “same” and “different”. The differences and similarities they can grasp most easily are concrete differences, and even these will require lots of prompting and explanation. Therefore, most of the examples in this lesson are based on obvious visual differences. Supplies Needed: 2 volunteers from the class, Curriculum CD Review Activity: Ask the children if they remember what the Family Resource Center does (helps people who’ve been hurt by others). Ask them if they remember the things we’ve talked about previously. When they say “helping hands” (and remind them if they don’t), review the Helping Hands song with them: All around the classroom I go (hold 1 hand out flat and place 2 fingers from the other hand upright, like a person walking) My hands are always busy. (wiggle fingers) I never use my hands to hit. (hold up finger and shake head no)


When they say feelings (and remind them if they don’t), ask the children to play the following game with you. You say a feeling, and they must make a face to go with that feeling. Ask the children to make the following faces: mad, sad, happy and scared. Introductory Activity: Explain that today you will be talking about “the same” and “different”. Ask for 2 volunteers from the class to stand up in front of everyone. Make sure the 2 children chosen have some obvious physical differences. Explain that there are lots of ways that people are the same. Name a few of their obvious similarities. Then, ask the children to names some way that the two children are different. (You will probably need to help the children identify things like hair color, gender, how tall someone is, etc.) Then, ask, “Can we be friends with someone who is different from us?” Explain that even if someone is different than we are, it doesn’t mean that we should make fun of them or that they can’t be our friend.


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Guided Practice Activity: The Same and Different Game This game is played by having children in different categories stand up. Call out the following categories and have the children stand up if it describes them:

• Stand up if you’re a boy. • Stand up if you’re a girl. • Stand up if you have long hair. • Stand up if you have short hair. • Stand if you’re wearing blue. • Stand up if you’re wearing red. • Stand up if you’re wearing black.

(You can add more categories if you wish, but keep the game short and the categories simple.) Help the children know when to stand up. After the children in each category stand, explain to the children that this makes all the children standing “the same” as each other, and all the children sitting “different” from them. Closure Activity: “I Can Be Friends With You” Teach the children the following song to the tune of “Here We Go Loop de Loo”. The motions are indicated in parenthesis. Have children begin by standing in a circle. I can be friends with you (point to someone else) You can be friends with me (point to self) All of my friends you see (point to eyes) Are different as different can be (hold hands out to side with palms up) Some of my friends are short (squat down) Some of my friends are tall (stand on tiptoes) All of my friends you see (point to eyes) Are different as different can be (hold hands out to side with palms up) Some of my friends are boys (point to a boy) Some of my friends are girls (point to a girl) All of my friends you see (point to eyes) Are different as different can be (hold hands out to side with palms up) Some of my friends wear red (point to someone wearing red) Some of my friends wear blue (point to someone wearing blue) All of my friends you see (point to eyes) Are different as different can be (hold hands out to side with palms up) I can be friends with you (point to someone else) You can be friends with me (point to self) All of my friends you see (point to eyes) Are different as different can be (hold hands out to side with palms up)


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Younger Pre-K: Session 5 Recap Session

Objective: Students will participate in activities that allow them to practice the following skills: using their hands in positive ways, identifying their own feelings and recognizing concrete differences. Rationale: Reviewing material covered increases the dosage, or number of times participants are exposed to the material. Reviewing increases the likelihood that the information will move from the short-term memory to the long-term memory. Repetition aids young children in the learning process and repetitive songs, games and stories are often fun ways to review and reinforce prior learning. Supplies Needed: Girl puppet, helping hands booklet for each child, star stickers, washable ink pads, wet wipes, Curriculum CD Introductory Activity: Ask the children if they can remember some of the things you have learned in previous sessions. You may wish to sing one of the songs or do a fingerplay from a previous session in order to review. Review Activity: Helping Hands Booklets Show the children a blank booklet and explain what to do on each page. Cover Page: This book belongs to ___________. (Have teachers help put names on the books.) Helping Hands Page: Review things children can do to help with their hands. Then, have children color their hands. (This page should have “I have helping hands” printed on it.) I Feel 0 Page: Review the different kinds of feelings. Ask the children to draw a face in the circle that shows how they feel. Explain what a happy, mad, sad and silly face would look like. I Am Special Page: Ask the children if they can remember some ways that people can be different. (skin color, hair color, we can be girls or boys, short or tall, etc.) Then, explain that one way everyone is different is our fingerprints. Every single person in the world has different fingerprints. Help each child use a stamp pad to put his or her fingerprints on the last page of the booklet. Help them use wipes to clean their hands. After you explain the booklet, dismiss the children to their seats and ask teachers to help you and the children complete the booklets. Closure Activity: Gather the children and sing the “Helping Hands” song one last time.


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Younger Pre-K: Session 6 Feelings: Helping Words, Hurting Words

Objective: Students will differentiate between ways that use words to help and hurt. As students learn songs and participate in an art activity, they will identify ways to use helping words instead of hurting words. Rationale: Building on the concept of “helping hands” addressed in session one, this session seeks to extend the idea of teaching positive physical behaviors to teaching positive verbal behaviors as well. Primary prevention, like sound developmental teaching practices, requires not just teaching about unwanted behaviors like yelling or name-calling, but also redirecting children to more positive behaviors. Thus, this lesson does not simply teach children not to say hurtful things, but also to say helpful things in helpful ways. Supplies Needed: Warm fuzzy, cold prickly, colored cotton balls, glue, copies of warm fuzzy outline, Curriculum CD Introductory Activity: Review the “Helping Hands” song from session one. (To the tune of Pop Goes the Weasel) All around the classroom I go (hold 1 hand out flat and place 2 fingers from the other hand upright, like a person walking) My hands are always busy. (wiggle fingers) I never use my hands to hit. (hold up finger and shake head no)


Then, teach them a new verse: All around the house I go (point all around the room) My mouth is always busy (point to lips) I never use my words to hurt (shake index finger and shake head no) (clap) Words are for kindness (hold hands out to sides) For extra fun, sing the song faster each time. Then, explain that words are also something we should use to help each other. Some words can hurt others and some words can help. Show the children the “warm fuzzy” stuffed animal. Tell


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them we call this a warm fuzzy because that's how we feel on the inside when someone uses helping words. Then, show them the cold prickly. (Have the cold prickly already assembled: a styrofoam cup with an angry face drawn on it and toothpicks sticking out all over the cup. Explain that a cold prickly shows us how we feel on the inside when someone uses hurting words. Let the children all touch the end of the toothpicks to feel how sharp they are. Give the children the following examples and ask them if they think they are cold pricklies or warm fuzzies. Explain the correct answers as you go. * saying please when you ask for something * yelling at someone * saying “I love you” * calling someone a mean name * telling someone they are a good friend * saying “thank you” when someone helps you

Guided Practice Activity: Make Warm Fuzzies

Give each child a glue stick, some cotton balls and a paper with the outline of a warm fuzzy on it. Let them draw eyes, a nose and a mouth on the warm fuzzy and then glue cotton balls on its body. The following sentence should be at the bottom of the “warm fuzzy” page, “My favorite helping word is ___________.” Have the teachers go around and ask each child to name a helping word and write it in the blank. Closure Activity: Sing the “Helping Hands” song again, adding the new verse.

(To the tune of Pop Goes the Weasel- motions in parenthesis)

Verse One: All around the classroom I go (hold 1 hand out flat and place 2 fingers from the other hand upright, like a person walking)

My hands are always busy. (wiggle fingers)

I never use my hands to hit. (hold up finger and shake head no)


Verse two: All around the house I go (point all around the room)

My mouth is always busy (point to lips)

I never use my words to hurt (shake index finger and shake head no)

(clap) Words are for kindness (hold hands out to sides) **** For extra fun, sing the song faster each time.


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Younger Pre-K: Session 7 Feelings: Dealing With Anger

Objective: Students will identify and practice positive ways of dealing with being angry. Rationale: This lesson builds on the lesson about feelings, focusing specifically on anger. Young children often struggle to use words and appropriate actions to express their emotions because emotions are abstract rather than concrete. Temper tantrums are especially common for the young 3 year old. The activities in this lesson will help children practice concrete ways to express anger appropriately. Younger children will need both practice and maturity before they can be reasonably expected to use these methods with regularity, however, it is important to begin rehearsing them now. Supplies Needed: 5 frogs finger puppet glove, chart of ways to express anger, small frog die cut, Curriculum CD Review Activity: Ask children if they remember where you're from and what you do there. (Family Resource Center, We help people who've been hurt by others.) Then, show the children the warm fuzzy and cold prickly from the last session and see if they remember what they're called. Then, ask the children, “How do you feel inside when you're angry?”, “Do you feel like the cold prickly or the warm fuzzy?” (cold prickly) Introductory Activity: Explain that today you will be talking about how to deal with being angry and teach the children the following song: (To the tune of “The Farmer and the Dell”) I’m angry and I’m mad I’m angry and I’m mad I don’t want to hurt anyone So I do this instead…. Sing the song through. offer an example of something healthy children can do when they're angry, and then have children act it out. Repeat the song until you've given several of the examples below: • take a nap • take a deep breath • count to three • sing a song • draw a picture Transitional Activity: Ask the children to follow your directions. If you can take a nap when you’re angry, pretend you lying on your pillow. If you can take a deep breath when you’re angry, take a big breath. If you can count to ten backwards when you’re angry, count with me. If you can sing a song when you’re angry, sing with me. (You may want to sing the Farmer and the Dell or Helping Hands song here).


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Guided Practice Activity: Use a glove puppet with five frogs to do this puppet show fingerplay. Let children join in as they learn the words. (You may wish to do it a few times.) 5 little frogs were croaking along 1 frog said, “I’m mad at my Mom!” She wanted to yell And her face turned red But that little frog went to bed instead. (remove frog from glove) 4 little frogs were croaking along 1 frog said, “I’m so mad at my Mom!” He wanted to yell And his face turned red But that little frog sang a song instead. (remove frog from glove) 3 little frogs were croaking along 1 frog said, “I’m so mad at my Mom!” she wanted to yell And her face turned red But that little frog counted backwards instead. (remove frog from glove) 2 little frogs were croaking along 1 frog said, “I’m so mad at my Mom!” she wanted to yell And her face turned red But that little frog took a breath instead. (remove frog from glove) 1 little frog was croaking along 1 frog said, “I’m so mad at my Mom!” He wanted to yell And his face turned red But that little frog swam away instead. (remove frog from glove) Closure Activity: Use the song to review positive ways of dealing with anger. (To the tune of “The Farmer and the Dell”) I’m angry and I’m mad I’m angry and I’m mad I don’t want to hurt anyone So I do this instead…. This time, sing the song through and then give 2-3 children a chance to say something they do when they’re angry. Then repeat the song until several children have a chance to say something they do when they’re angry that doesn’t hurt others. Redirect children who give a suggestion that involves hurting others.


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Pre-K: Session 8 Feelings: When I Am Worried/Scared

Objective: Students will name something that makes them feel worried and afraid. Students will observe and talk about positive ways of dealing with being worried or scared by participating in a finger play and watching a puppet show. Rationale: This lesson continues to explore challenging feelings, focusing specifically on worry. Worry or anxiety is something young children often experience, but words like worry or anxiety are not generally a part of pre-school vocabulary. Therefore, this lesson uses words like afraid or scared to get at the emotion of worry, but the examples are more clearly about worried fear than fear in general. Learning to deal appropriately with worry and anxiety helps young children build coping skills and resiliency. By using words to talk about what makes them worried or afraid, students will practice important skills for coping with anxiety and developing resiliency. Supplies Needed: Girl Puppet, Finger Puppet, 5 Bugs, Worry Wart, Curriculum CD Review/Introductory Activity: Review the first verse of this song about anger: (To the tune of “The Farmer and the Dell”) I’m angry and I’m mad I’m angry and I’m mad But I don’t want to hurt anyone So I do this instead…. Review ways to deal with anger with the children. Explain that today you will be talking about how to deal with being worried and afraid. Explain that one of the things that can help us when we are worried or scared is to use our words to tell someone what worries us. Then, teach the children a second verse: I’m worried and I’m scared I’m worried and I’m scared But I don’t have to stay that way So I will use my words…. Ask children if the following things make them feel scared: • thunderstorms • having a new teacher at school • sleeping with all the lights off • when someone yells at you • a big mean dog • a scary movie


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Guided Practice Activity: Use a glove puppet with five worry warts to do this fingerplay. Let children join in as they learn the words. Young 3's may not yet be very verbal. Just because they don't say the words with you does not mean they're not “getting it”. Many 3's are quiet at school, but then verbalize what they've learned once they are home. 5 little bugs were playing at school A Worry Wart said, “What if no one plays with you?” The little bug worried And the little cried But that little bug played with friends outside. (remove a bug from glove) 4 little bugs were playing at school A Worry Wart said “What if someone picks on you?” The little bug worried And the little bug cried But that little bug talked to the teacher outside (remove a bug from glove) 3 little bugs were playing at school A Worry Wart said “What if you forget the rules?” The little bug worried And the little bug cried But that little bug followed the rules outside (remove a bug from glove) 2 little bugs were playing at school A Worry Wart said ”What if Mom misses you?” The little bug worried And the little bug cried But that little bug drew her a picture outside (remove a bug from glove) 1 little bug was playing at school A Worry Wart said ”I don’t want to play with you” The little bug worried And the little bug cried But that little bug played with someone else outside. (remove frog from glove) Closure: Sing the following song again and let each child say something that makes him or her afraid. I’m worried and I’m scared I’m worried and I’m scared But I don’t have to stay that way So I can use my words….


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Younger Pre-K: Session 9

Happy and Sad

Objective: Students will practice using words to talk about things that make them sad and happy. Rationale: This lesson continues to explore challenging feelings, focusing specifically on sadness. Learning to deal appropriately with difficult emotions helps young children build coping skills and resiliency. By using words to talk about what makes them sad and happy, students will practice important skills for coping with sadness and developing resiliency. Supplies Needed: Feelings Puppet, Curriculum CD Review/Introductory Activity: Ask the students if they remember the feelings the song they sang last time talked about. (worried, scared, angry) Then, review the following song with them. (To the tune of “The Farmer and the Dell”) I’m angry and I’m mad I’m angry and I’m mad But I don’t want to hurt anyone So I do this instead…. Review ways to deal with anger with the children. I’m worried and I’m scared I’m worried and I’m scared But I don’t have to stay that way So I will use my words…. Ask the children to name things that make them feel scared. Then, explain that today you will be talking about two new feelings: being sad and happy. Then, teach the children the following song: Verse 1 If you’re happy and you know it clap your hands- clap, clap (x3) If you’re happy and you know it then your face will surely show it If you’re happy and you know it clap your hands- clap, clap Verse 2 If you’re sad and you know it use your words (x3) If you’re sad and you know it then your face will surely show it If you’re sad and you know it use your words Verse 3 If you’re sad and you know it you can cry (x3) If you’re sad and you know it then your face will surely show it If you’re sad and you know it you can cry


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Verses 4-however many you would like to add If you’re sad and you know it _____________ (insert some of the things that the children say make them happy, like riding a bike, swimming, playing in my room, etc. Add motions as appropriate.) Explain to the children that one of the things that can help us when we are sad is to do something that makes us happy. End the song by singing verse 1 again. Transitional Activity: Ask the children to follow your directions. If you can talk to someone when you’re sad, point to your mouth. If you can cry when you’re sad, point to your eyes. If you like to get a hug when you’re sad, hug yourself. If you like to take a nap when you’re sad, pretend you’re sleeping. If you like to play outside when you’re sad, pretend you’re running outside. If you like to draw a picture when you’re sad, pretend to draw. Guided Practice Activity: Use Jeremy, the feelings puppet. He has different faces that show different feelings. This activity requires the sad face and the happy face. Show everyone Jeremy with his sad face on. Have Jeremy tell the children he is sad because he was drawing a picture and someone made fun of his coloring. Then, ask Jeremy if there's anything he can do to feel better when he's sad. Have Jeremy say he doesn't know. Then, ask the children to help him think of some things. Here are some suggestions: talk about it with a teacher, tell the child who made fun of him that it made him feel sad, color another picture, sit next to a different child, etc. Then, have Jeremy promise to try some of those things and ask him to put on his happy face for the group. Closure: Use the song to review ways the children can deal with sadness. This time see if the children will name the different things you can do when you're sad as you sing the verses. Verse 1 If you’re happy and you know it clap your hands- clap, clap (x3) If you’re happy and you know it then your face will surely show it If you’re happy and you know it clap your hands- clap, clap Verse 2 If you’re sad and you know it use your words (x3) If you’re sad and you know it then your face will surely show it If you’re sad and you know it use your words Verse 3 If you’re sad and you know it you can cry (x3) If you’re sad and you know it then your face will surely show it If you’re sad and you know it you can cry Verses 4-however many you would like to add If you’re sad and you know it _____________ (insert some of the things that the children say make them happy, like riding a bike, swimming, playing in my room, etc. Add motions as appropriate.)


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Younger Pre-K: Session 10 Recap

Objective: Students will review appropriate ways of expressing and dealing with emotions by reviewing previously learned songs and fingerplays and participating in a feeling hike. Rationale: Reviewing material covered increases the dosage, or number of times participants are exposed to the material. Reviewing increases the likelihood that the information will move from the short-term memory to the long-term memory. Young children enjoy repetitive stories and games. Repetition aids young children in the learning process and repetitive songs, games and stories are often fun ways to review and reinforces prior learning. Supplies Needed: Fingerplay Glove, 5 Frogs, 5 Bugs, Worry Wart, Curriculum CD Introductory Review Activity: Explain that today we’re going to go over some of the things we have learned about feelings. Review the following song with the children: (To the tune of “The Wheels on the Bus”) “The Happy’s on the Bus”

The happy’s on the bus go up and down, (squat and stand) Up and down, up and down, (squat and stand) The happy’s on the bus go up and down, (squat and stand) All through the town. The mad’s on the bus say, “I am mad!” (hands on hips) “I am mad!”, “I am mad!” (hands on hips) The mad’s on the bus say, “I am mad!” (hands on hips) All through the town. The sad’s on the bus say, “boo, hoo, hoo”, (rub eyes like crying) “Boo, hoo, hoo”, “Boo, hoo, hoo”, (rub eyes like crying) The sad’s on the bus say, “boo, hoo, hoo”, (rub eyes like crying) All through the town. The scared’s on the bus say, “That’s a big dog!” (chatter teeth and point) “That’s a big dog!”, “That’s a big dog!” (chatter teeth and point) The scared’s on the bus say, “That’s a big dog!” (chatter teeth and point) All through the town. The happy’s on the bus go up and down, (squat and stand) Up and down, up and down, (squat and stand) The happy’s on the bus go up and down, (squat and stand) All through the town.


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Review Activity: Go on a Feeling Hike This activity works like the rhyme “Going on a Bear Hunt”. The children and the teacher tap their legs like they’re walking while the teacher says phrases that the children echo. Motions are indicated in parenthesis. (NOTE: Children echo each line after the teacher.)

Going on a Feeling Hike. Coming to some hurting words We can’t say them. We don’t want to hear them. Have to run past them. (tap legs quickly, then slow down)

Coming to some helping words. Can’t go around them. Can’t go under them. Guess we’ll have to say them. (say please, thank you, I love you, etc.)

Coming to an angry mountain We can’t hit it We can’t kick it Guess we’ll have to calm down (take a deep breath, count to 5)

Coming to a happy forest Can’t go over it Can’t go around it Have to skip through it (pat legs quickly like skipping)

Coming to a sad valley We can’t shove in it We can’t tease in it Guess we’ll have to cry a minute (make crying sounds)

Coming to a worry rock We can’t kick it We can’t yell at it Guess we’ll have to talk about it (point to mouth) Coming to a silly tree Can’t go over it Can’t go under it Oh no! It’s going to tickle us! Run! (Laugh and pat legs quickly like you’re running)

Stop echoing at this point and just narrate as the kids do motions quickly to get away from the silly tree.

Oh it’s the Worry Rock, we have to talk to somebody (point to mouth) And now we’re in the Sad Valley, so we need to sit and cry (crying noises) We’re coming to the Happy Forest, can everyone skip (pat legs) And now it’s the Angry Mountain, can everyone take a deep breath? (breathe)

And here’s those helping words, should we take those? (say yes and pretend to grab them) And here are the hurting words, are we gonna take those? (say no and run quickly) (Sigh) I think we’re safe. Did the silly tree get anyone? THE END


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Closure: Sing the following song to the tune of “Are You Sleeping?” Today is ________. (insert the day of the week) Today is ________. (insert day of the week) How do you feel? How do you feel? Today is ________. (insert day of the week) Today is ________. (insert day of the week) How do you feel? How do you feel? Raise you hand and tell me, raise you hand and tell me, How do you feel? How do you feel? Let each child tell you how he or she feels today. For preschool children, qualitative measures are much more effective evaluation tools than quantitative measures. Here are some questions to ask in order to qualitatively assess the effectiveness of the preschool program. Classroom teachers and FRC teachers can fill this out.

1. How well did children seem to remember the songs and fingerplays taught from lesson to lesson? 1 2 3 4 5 not at all somewhat very well 2. How well did children seem to remember the concepts taught from lesson to lesson? 1 2 3 4 5 not at all somewhat very well 3. Did the students seem to be able to generate independent responses to questions during review of the material? 1 2 3 4 5 some students half the students most students 4. Did students or teachers review the concepts learned outside of the program time? (For example, asking to sing the songs, brining up topics, doing fingerplays, etc.) If so, provide examples. 5. Rate the level of students' participation in the activities. 1 2 3 4 5 no participation total participation


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Tips For Working With Preschoolers

1. Preschoolers have short attentions spans. A good estimate is that the attention span lasts one minute for every year old a child is. Therefore, activities should be kept short.

2. Preschoolers learn by repetition. Just because you told them something 3 minutes ago doesn't mean they remember it later. That means activities and concepts need to be reviewed and practiced many times and on many occasions before they are fully learned.

3. Preschoolers also learn by what you model for them. If you want them to do something, even something simple, demonstrate it. Demonstrate how to sit quietly, how to clap to a song, how to draw a face on a paper, how to make a circle. Everything needs to be modeled.

4. Preschoolers are concrete thinkers. Abstract concepts need to be explained in concrete terms with the understanding that young children will BEGIN to grasp the concept now and more fully understand as they grow up.

5. Preschoolers learn through active play. You cannot lecture a group of preschoolers and expect them to internalize what you're saying. They must be physically involved in the learning process.

6. Preschoolers are egocentric. This does not mean that they should be allowed to hurt others, however, it is normal for a young child not to understand the concept of empathy yet.

7. Preschoolers do not have the developed rational thinking for planning ahead and problem solving. They need adults to help them do these things. That's why repetition of concepts is so crucial at this age.

8. Young children, like most adults and adolescents, learn more effectively from positive reinforcement rather than negative prohibitions. We can't just tell children to omit negative behaviors. We must also teach acceptable positive behaviors.


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Ideas to Get And Keep Young Children's Attention

• Use “I messages” to describe how you want to see the children behave. For example, “I need to see everyone sitting quietly.” or “I want to see everyone keeping their hands to themselves.”

• Praise children who are paying attention in order to encourage others in the group to pay attention. For example, “I like the way Sarah is sitting quietly and waiting her turn.”

• Keep activities short and reasonable for the age of children you're working with.

• Follow activities that require children to sit quietly (even for a couple of minutes) with an active game, song or fingerplay. Alternating between quiet and active times can help children pay attention.

• If children must take turns, tell them that you can only choose the person to go next if they are sitting quietly and paying attention.

• Get children to follow you direction: If you're listening, touch your nose. If you're listening, clap your hands. If you're listening, wiggle your fingers. (Make up as many as you need to get the group's attention.) • Use the following poems:

“One, two three” (students hold up fingers with you as you count) “Everybody look at me” (point to both eyes)

“Open them, shut them” (open and shut hands) “Give a little clap” (clap) “Open them, shut them” (open and shut hands) “Fold them in your lap” (folds hands in lap)


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Older Pre-K/Kindergarten: Session #1 Dealing With Anger: Helping Hands

Objective: After practicing non-hurtful ways to use your hands, each child will demonstrate something helpful he or she can do with his or her hands. Rationale: Primary prevention, like sound developmental teaching practices, requires not just teaching about unwanted behaviors like hitting or kicking, but also redirecting children to more positive behaviors. Thus, this lesson does not simply teach children hurtful things not to do with their hands, but also the helpful things that they can do. Supplies Needed: newsprint or large paper, marker, crayons or washable ink and wet wipes Introductory Activity: The teacher will introduce himself or herself as a teacher from the Family Resource Center. Then, he or she will explain that the Family Resource Center helps people who have been hurt by other people. We also try to keep people from getting hurt by teaching children how to have helping hands. Ask the children, “How many of you have helping hands?” Then say, “Show me those hands. Those hands look like helping hands to me. Let’s play a game using those helping hands.” Have the children sit in a circle and direct the children to clap and chant the following: Helping hands, helping hands ______________’s got helping hands (child’s name)

Show us what your hands can do:

(child who was named shows the group something helpful he or she can do with his or her hands) Continue the chant until each child has a chance to play. If the group is larger than 10, let students go in pairs, so that the activity is short enough for the children’s attention spans. If the group is very large, let some children take a turn at the end of the lesson.

Transitional Activity: Song (to the tune of Pop Goes the Weasel) Teach the children the following song, which will be reviewed each week. You can use the CD if you wish. Motions are indicated in parenthesis. Here are the words: All around the classroom I go (hold 1 hand out flat and place 2 fingers from the other hand upright, like a person walking) My hands are always busy. (wiggle fingers) I never use my hands to hit. (hold up finger and shake head no)



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Repeat several times so that the children have a chance to learn the words. For extra fun, sing the song faster each time. Guided Practice Activity: Helping Hands Mural Get out a large piece of newsprint and either crayons or washable ink and wet wipes. Write the phrase, “We have helping hands on the top of the paper. Then, help each child either stamp their hand on the paper or trace around it with crayon. Then, have the teacher help you write each child's name near their hand and a way they can use their “helping hands”. Closure Activity: Have the children sit or stand in a circle again and do the “Helping Hands” chant. This time, instead of saying each child's name, just say, “everyone's got helping hands,” and go around the room and have each child quickly demonstrate something.


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Older Pre-K/Kindergarten: Session #2 Identifying Feelings

Objective: Students will name a variety of feelings and practice expressing them in both verbal and non-verbal ways. Rationale: Developing good communication skills is a part of building healthy relationships. Young children often struggle to use words and appropriate actions to express their emotions because emotions are abstract rather than concrete. The activities in this lesson will help children identify concrete and appropriate expression of feelings. Supplies Needed: Feelings puppet, Curriculum CD Review Activity: Ask the children if they remember what the Family Resource Center does (helps people who’ve been hurt by others). Ask them if they remember what you talked about last time. (helping hands) Then, review the Helping Hands song with them: All around the classroom I go (hold 1 hand out flat and place 2 fingers from the other hand upright, like a person walking) My hands are always busy. (wiggle fingers) I never use my hands to hit. (hold up finger and shake head no)


For extra fun, sing it several times and let the children get faster each time. Introductory Activity: Ask the children the following questions:

3. Who knows what feelings are? 4. Can you name some feelings?

See if the group can name any feelings. Then, help the group think of some more to make sure you’ve covered the basics: happy, sad, scared, mad, excited, or worried. Explain that it’s important to learn to figure out how we are feeling so that we can let others know how we feel. Guided Practice Activity #1: Identifying Feelings Show the feelings puppet to the group and explain that he (or she) has different faces that show different feelings. One way to tell how someone is feeling is to look at their face. We're going to look at the puppet's different faces and see if you can guess how he feels. Then, show them the puppet's faces one by one and see if they can guess the feeling that matches each face.


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Guided Practice Activity #2: Non-Verbal Communication of Feelings Tell the students that you are going to say different feelings, and when you say them, you want them to use their body to show that feeling. Do this by asking the following questions:

• How do you look when you are sad? What does a sad face look like? What do sad arms look like?

• What do you look like when you’re excited? What does an excited face look like? • What do you look like when you’re afraid? Do you stand up or sit down? What does a

scared face look like? • What do you look like when you’re mad? Can you show me a mad face? What do you

look like when you are mad? Guided Practice Activity #3: Verbal Communication of Feelings Teach the children the following song to the tune of “The Wheels on the Bus” to offer examples of verbalizing feelings.

“The Happy’s on the Bus”

The happy’s on the bus go up and down, (squat and stand) Up and down, up and down, (squat and stand) The happy’s on the bus go up and down, (squat and stand) All through the town. The mad’s on the bus say, “I am mad!” (hands on hips) “I am mad!”, “I am mad!” (hands on hips) The mad’s on the bus say, “I am mad!” (hands on hips) All through the town. The sad’s on the bus say, “boo, hoo, hoo”, (rub eyes like crying) “Boo, hoo, hoo”, “Boo, hoo, hoo”, (rub eyes like crying) The sad’s on the bus say, “boo, hoo, hoo”, (rub eyes like crying) All through the town. The scared’s on the bus say, “That’s a big dog!” (chatter teeth and point) “That’s a big dog!”, “That’s a big dog!” (chatter teeth and point) The scared’s on the bus say, “That’s a big dog!” (chatter teeth and point) All through the town. The sillies on the bus say (make silly noise with finger on lips) (make silly noise with finger on lips), (make silly noise with finger on lips) The sillies on the bus say (make silly noise with finger on lips) All through the town. The happy’s on the bus go up and down, (squat and stand) Up and down, up and down, (squat and stand) The happy’s on the bus go up and down, (squat and stand) All through the town.


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Transitional Activity: Ask the children to follow the directions in each statement. If you feel happy, stand up and smile really big. If you feel mad, show a mad face. If you feel silly, make a silly noise (teacher can demonstrate one). If you feel sad, look at the ground. If you feel worried, walk around in a circle. If you feel grouchy, roar like a lion. If you feel afraid, make your teeth chatter. If you feel safe, hug yourself. Closure Activity: Sing the following song (inserting the correct day of the week) with the children. It goes to the tune of “Are You Sleeping?” At the end of the song, ask each child to tell you how he or she feels. Today is ___________________, Today is ___________________ (day of the week) (day of the week)

How do you feel? How do you feel? Today is ___________________, Today is ___________________ (day of the week) (day of the week)

How do you feel? How do you feel? Raise your hand and tell me, Raise your hand and tell me, How do you feel? How do you feel?


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Older Pre-K/Kindergarten: Session #3 I Am Unique and Valuable

Objective: Children will celebrate the value of themselves and others by stating something they like about themselves as well as listening to others do the same. Rationale: Self-esteem is not a concept that can be taught in a thirty minute lesson, yet it is something we begin communicating (or not communicating) to children at a very early age. The purpose of this lesson is make celebrating self-value socially acceptable as a means of promoting self esteem. Supplies Needed: Curriculum CD Review Activity: Ask the children if they remember what the Family Resource Center does (helps people who’ve been hurt by others). Ask them if they remember some of the things you've talked about before. When they say “helping hands,” review the Helping Hands song with them: All around the classroom I go (hold 1 hand out flat and place 2 fingers from the other hand upright, like a person walking) My hands are always busy. (wiggle fingers) I never use my hands to hit. (hold up finger and shake head no)


For extra fun, sing it several times and let the children get faster each time. When they say “feelings”, ask the children to play a game where they make a face to go with the feeling you name. Go through the following feelings: mad, happy, sad, scared, and silly. Introductory Activity: Ask students the following questions:

• Tell me what you're favorite toy is. • Will you let anyone else play with it? • What if someone wanted to throw it around and break it? Would that be okay with you?

Explain that we want others to be careful with things that are important to us. That means they are valuable. Valuable means something is important and special. Ask the children if they can think of something more important and special than their favorite toy. Then, explain that people are very important and special, so we have to be very careful with how we treat each other.


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Transitional Activity: Teach the children the following song: “Everyone is Valuable” (to the tune of “London Bridge)

Everyone is valuable, valuable, valuable Everyone is valuable I am too. (point to self) Everyone is valuable, valuable, valuable Everyone is valuable You are too. (point to others) Guided Practice Activity: Explain to the children that because EVERYONE is important and special, everyone can have something they like about themselves. It might be your name, something you're good at, the way you fix your hair or that you're a good friend. Go around the room and let students say something they like about themselves. NOTE: The important thing here is not necessarily what children say, but that you give them permission to like themselves and to verbalize that. Closure Activity: Teach the children the final verse to the “Everyone is valuable” song. Then, play London Bridge, while singing the last verse. Two children make a bridge by holding hands together while the group marches under their hands. When you get to the word “I” in the verse, both parts of the bridge bring down their hands to catch the person underneath. That person must say something they like about themselves to fill in the blank. If time and attention permits, continue playing until everyone has a chance to get caught under the bridge. To save time, let the bridge capture more the one child at a time. Everyone is valuable, valuable, valuable, Everyone is valuable, I ______________ (say something you like about yourself here)


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Older Pre-K/Kindergarten: Session #4 Accepting Differences

Objective: The children will identify ways in which people are the same and different. Rationale: Learning to accept differences helps to alleviate prejudice and aids in building healthy conflict resolution skills. Older pre-schoolers may have a little exposure to the concepts of “same” and “different”, but it can still be confusing to them. The differences and similarities they can grasp most easily are concrete differences, and even these will require lots of prompting and explanation. Therefore, most of the examples in this lesson are based on obvious visual differences. Supplies Needed: 2 volunteers from the class, Curriculum CD Review Activity: Ask the children if they remember what the Family Resource Center does (helps people who’ve been hurt by others). Ask them if they remember the things we’ve talked about previously. When they say “helping hands” (and remind them if they don’t), review the Helping Hands song with them: All around the classroom I go (hold 1 hand out flat and place 2 fingers from the other hand upright, like a person walking) My hands are always busy. (wiggle fingers) I never use my hands to hit. (hold up finger and shake head no)


To review feelings, ask the children to play the following game with you. You say a feeling, and they must make a face to go with that feeling. Ask the children to make the following faces: mad, sad, happy and scared. To review the concept from the previous lesson, ask the students to sing the first two verses of “Everyone is Valuable”. Everyone is valuable, valuable, valuable Everyone is valuable I am too. (point to self) Everyone is valuable, valuable, valuable Everyone is valuable You are too. (point to others)


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Then ask the students if they remember what “valuable” means. (important and special) Introductory Activity: Explain that today you will be talking about “the same” and “different”. Ask for 2 volunteers from the class to stand up in front of everyone. Make sure the 2 children chosen have some obvious physical differences. Explain that there are lots of ways that people are the same. Name a few of their obvious similarities. Then, ask the children to names some way that the two children are different. (You will probably need to help the children identify things like hair color, gender, how tall someone is, etc.) Then, ask, “Can we be friends with someone who is different from us?” Explain that even if someone is different than we are, it doesn’t mean that we should make fun of them or that they can’t be our friend. Everyone is valuable, whether we are the same or different. Guided Practice Activity #1: The Same and Different Game This game is played by having children in different categories stand up. Call out the following categories and have the children stand up if it describes them:

• Stand up if you’re a boy. • Stand up if you’re a girl. • Stand up if you have long hair. • Stand up if you have short hair. • Stand if you’re wearing blue. • Stand up if you’re wearing red. • Stand up if you’re wearing black.

(You can add more categories if you wish, but keep the game short and the categories simple.) Help the children know when to stand up. After the children in each category stand, explain to the children that this makes all the children standing “the same” as each other, and all the children sitting “different” from them. Guided Practice Activity #2: Fingerplay: Say the following rhyme as you do the motions indicated. I see the robin (point to eyes) And the robin sees me (make a beak with thumb and index finger) We are different as can be The robin eats worms (wiggle index finger) And lives in a nest (point up) Eating pizza is what I like best (rub stomach) The robin flies around (flap arms) When she wants to play I use my legs to run all day (run in place) But I like the robin (point to self) And the robin likes me (make a beak again) Even if we’re different as can be


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Closure Activity: “I Can Be Friends With You” Teach the children the following song to the tune of “Here We Go Loop de Loo”. The motions are indicated in parenthesis. Have children begin by standing in a circle. I can be friends with you (point to someone else) You can be friends with me (point to self) All of my friends you see (point to eyes) Are different as different can be (hold hands out to side with palms up) Some of my friends are short (squat down) Some of my friends are tall (stand on tiptoes) All of my friends you see (point to eyes) Are different as different can be (hold hands out to side with palms up) Some of my friends are boys (point to a boy) Some of my friends are girls (point to a girl) All of my friends you see (point to eyes) Are different as different can be (hold hands out to side with palms up) Some of my friends wear red (point to someone wearing red) Some of my friends wear blue (point to someone wearing blue) All of my friends you see (point to eyes) Are different as different can be (hold hands out to side with palms up) I can be friends with you (point to someone else) You can be friends with me (point to self) All of my friends you see (point to eyes) Are different as different can be (hold hands out to side with palms up)


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Older Pre-K/Kindergarten: Session 5 Recap Session

Objective: Students will participate in four activities that allow them to practice the following skills: using their hands in positive ways, identifying their own feelings, affirming self and recognizing concrete differences.

Rationale: Reviewing material covered increases the dosage, or number of times participants are exposed to the material. Reviewing increases the likelihood that the information will move from the short-term memory to the long-term memory. Repetition aids young children in the learning process and repetitive songs, games and stories are often fun ways to review and reinforce prior learning.

Supplies Needed: Helping hands booklet for each child, star stickers, washable ink pads, wet wipes

Introductory Activity: Ask the children if they can remember some of the things you have learned in previous sessions. You may wish to sing one of the songs or do a fingerplay from a previous session in order to review.

Review Activity: Helping Hands Booklets

Show the children a blank booklet and explain what to do on each page.

Helping Hands Page: Have the children color their hands and write their names on their hands of they know how (or a teacher can help). Encourage them to draw something they can do with their helping hands.

I Feel 0 Page: Review the different kinds of feelings. Ask the children to draw a face in the circle that shows how they feel. Explain what a happy, mad, sad and silly face would look like.

I Am Vauable: Let the children put stickers on this page that affirm them. (I am special, I'm great, etc.)

I Am Special Page: Ask the children if they can remember some ways that people can be different. (skin color, hair color, we can be girls or boys, short or tall, etc.) Then, explain that one way everyone is different is our fingerprints. Every single person in the world has different fingerprints. Help each child use a stamp pad to put his or her fingerprints on the last page of the booklet. Help them use wipes to clean their hands.

After you explain the booklet, dismiss the children to their seats and ask teachers to help you and the children complete the booklets.

Closure Activity: Sing the “Helping Hands” song one more time to reivew.

All around the classroom I go (hold 1 hand out flat and place 2 fingers from the other hand upright, like a person walking)

My hands are always busy. (wiggle fingers)

I never use my hands to hit. (hold up finger and shake head no)



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Older Pre-K/Kindergarten: Session 6 Feelings: Helping Words, Hurting Words

Objective: Students will differentiate between ways that words are used to help and ways that use words to hurt. As students watch a puppet show, they will identify ways to use helping words instead of hurting words. Rationale: Building on the concept of “helping hands” addressed in session one, this session seeks to extend the idea of teaching positive physical behaviors to teaching positive verbal behaviors as well. Primary prevention, like sound developmental teaching practices, requires not just teaching about unwanted behaviors like yelling or name-calling, but also redirecting children to more positive behaviors. Thus, this lesson does not simply teach children not to say hurtful things, but also to say helpful things in helpful ways. Supplies Needed: Warm fuzzy, cold prickly, colored cotton balls, glue, copies of warm fuzzy outline, Curriculum CD Introductory Activity: Ask the students if they remember when you talked about helping hands. Review the “Helping Hands” song from session one. (To the tune of Pop Goes the Weasel) All around the classroom I go (hold 1 hand out flat and place 2 fingers from the other hand upright, like a person walking) My hands are always busy. (wiggle fingers) I never use my hands to hit. (hold up finger and shake head no)

(clap) Hands are for helping.

(hold out both hands) Then, teach them a second verse: I around the playground I go (march) My feet are always busy (continue marching) I never use my feet to hurt (shake head no and shake index finger) (clap) Feet are for walking (hold hands out to sides)


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Explain that words are also something we use to help and teach them the last verse: All around the house I go (point all around the room) My mouth is always busy (point to lips) I never use my words to hurt (shake index finger and shake head no) (clap) Words are for kindness (hold hands out to sides) For extra fun, sing the song faster each time. Guided Practice Activity #1: Some words can hurt others and some words can help. Give the children the following examples and ask them if they think they are helping words or hurting words. Make note of responses and explain the correct answers as you go. * saying please when you ask for something * yelling at someone * saying “I love you” * calling someone a mean name * telling someone they are a good friend * saying “thank you” when someone helps you Guided Practice Activity #2: Warm Fuzzies and Cold Pricklies Show the children the cold prickly (the styrofoam cup with the angry face and toothpicks sticking out of it). Explain that it's called a cold prickly because that's how you feel on the inside whenever someone uses hurting words- and the cold prickly has used lots of hurting words. Let the children touch the toothpicks to see how prickly they feel. Then, explain that the only way to get rid of cold pricklies is with warm fuzzies. Warm fuzzies are helping words. We call them warm fuzzies because that's what helping words make us feel like on the inside. Tell the children that they need to help turn this cold prickly in to a warm fuzzy. Ask them to name some helping words. Each time a child says some helping words, remove one or two toothpicks and let him or her glue a cotton ball onto the cup. Continue until all the toothpicks are gone and the cup has several cotton balls on it. Then, turn the cup around and draw a happy face on the other side to turn it into a warm fuzzy. Closure Activity: Make Warm Fuzzies Give each child a glue stick, some cotton balls and a paper with the outline of a warm fuzzy on it. Let them draw eyes, a nose and a mouth on the warm fuzzy and then glue cotton balls on its body. The following sentence should be at the bottom of the “warm fuzzy” page, “My favorite helping word is ___________.” Have the teachers go around and ask each child to name a helping word and write it in the blank.


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Older Pre-K/Kindergarten: Session 7 Feelings: Dealing With Anger

Objective: Students will identify positive ways of dealing with being angry. Rationale: This lesson builds on the lesson about feelings, focusing specifically on anger. Young children often struggle to use words and appropriate actions to express their emotions because emotions are abstract rather than concrete. The activities in this lesson will help children identify concrete ways to express anger appropriately. Supplies Needed: 5 frogs finger puppet glove, chart of ways to express anger, small frog die cut for each child, Curriculum CD Review Activity: Ask children if they remember where you're from and what you do there. (Family Resource Center, We help people who've been hurt by others.) Then, show the children the warm fuzzy and cold prickly from the last session and see if they remember what they're called. Then, ask the children, “How do you feel inside when you're angry?”, “Do you feel like the cold prickly or the warm fuzzy?” (cold prickly) Introductory Activity: Explain that today you will be talking about how to deal with being angry and feeling cold and prickly inside. Teach the children the following song: (To the tune of “The Farmer and the Dell”) I’m angry and I’m mad I’m angry and I’m mad I don’t want to hurt anyone So I do this instead…. Sing the song through and then give 2-3 children a chance to say something they do when they’re angry. Then repeat the song until everyone has a chance to say something they do when they’re angry that doesn’t hurt others. Redirect children who give a suggestion that involves hurting others. Transitional Activity: Ask the children to follow your directions. If you can take a nap when you’re angry, pretend you lying on your pillow. If you can take a deep breath when you’re angry, take a big breath. If you can count to ten backwards when you’re angry, count with me. If you can sing a song when you’re angry, sing with me. (You may want to sing the Farmer and the Dell or Helping Hands song here).


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Guided Practice Activity #1: Use a glove puppet with five frogs to do this puppet show fingerplay. Let children join in as they learn the words. (You may wish to do it a few times.) 5 little frogs were croaking along 1 frog said, “I’m mad at my Mom!” She wanted to yell And her face turned red But that little frog went to bed instead. (remove frog from glove) 4 little frogs were croaking along 1 frog said, “I’m so mad at my Mom!” He wanted to yell And his face turned red But that little frog sang a song instead. (remove frog from glove) 3 little frogs were croaking along 1 frog said, “I’m so mad at my Mom!” she wanted to yell And her face turned red But that little frog counted backwards instead. (remove frog from glove) 2 little frogs were croaking along 1 frog said, “I’m so mad at my Mom!” she wanted to yell And her face turned red But that little frog took a breath instead. (remove frog from glove)

1 little frog was croaking along 1 frog said, “I’m so mad at my Mom!” He wanted to yell And his face turned red But that little frog swam away instead. (remove frog from glove) Guided Practice Activity #2: Tape up a chart with 6 boxes. 1 box should be blank and the other 5 should have pictures that depict the following: taking a nap, taking a deep breath, counting to ten, singing, and being alone. Give each child a die cut of a frog. If time allows, let each child decorate his or her frog. Let the children name something he or she can do when they are angry and tape their frog in the box that matches. The blank box is for appropriate answers that are not in other boxes. Closure: Use the song to review positive ways of dealing with anger. (To the tune of “The Farmer and the Dell”) I’m angry and I’m mad I’m angry and I’m mad I don’t want to hurt anyone So I do this instead….

Sing the song through and then give 2-3 children a chance to say something they do when they’re angry. Then repeat the song until everyone has a chance to say something they do when they’re angry that doesn’t hurt others. Redirect children who give a suggestion that involves hurting others.


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Older Pre-K/Kindergarten: Session 8 Feelings: When I Am Worried/Afraid

Objective: Students will name something that makes them feel worried or afraid. Students will observe and talk about positive ways of dealing with being worried by participating in a finger play and watching a puppet show. Rationale: This lesson continues to explore challenging feelings, focusing specifically on worry. Worry or anxiety is something young children often experience, but words like worry or anxiety are not generally a part of pre-school vocabulary. Therefore, this lesson uses words like afraid or scared to get at the emotion of worry, but the examples are more clearly about worried fear than fear in general. Learning to deal appropriately with worry and anxiety helps young children build coping skills and resiliency. By using words to talk about what makes them worried or afraid, students will practice important skills for coping with anxiety and developing resiliency. Supplies Needed: Finger Puppet, 5 Bugs, Worry Wart, Curriculum CD Review Activity: Review the first verse of this song about anger: (To the tune of “The Farmer and the Dell”) I’m angry and I’m mad I’m angry and I’m mad But I don’t want to hurt anyone So I do this instead…. Let children name ways to deal with anger. Introductory Activity: Explain that today you will be talking about how to deal with being worried and afraid. Explain that one of the things that can help us when we are worried or scared is to use our words to tell someone what worries us. Ask children if the following things make them feel scared: • thunderstorms • having a new teacher at school • sleeping with all the lights off • when someone yells at you • a big mean dog • a scary movie Then, teach the children a second verse to the earlier song: I’m worried and I’m scared I’m worried and I’m scared But I don’t have to stay that way So I will use my words…. Then, ask each child to name something that makes him or her afraid.


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Guided Practice Activity: Use a glove puppet with five worry warts to do this fingerplay. Let children join in as they learn the words. 5 little bugs were playing at school A Worry Wart said, “What if no one plays with you?” The little bug worried And the little cried But that little bug played with friends outside. (remove a bug from glove) 4 little bugs were playing at school A Worry Wart said “What if someone picks on you?” The little bug worried And the little bug cried But that little bug talked to the teacher outside (remove a bug from glove) 3 little bugs were playing at school A Worry Wart said “What if you forget the rules?” The little bug worried And the little bug cried But that little bug followed the rules outside (remove a bug from glove) 2 little bugs were playing at school A Worry Wart said ”What if Mom misses you?” The little bug worried And the little bug cried But that little bug drew her a picture outside (remove a bug from glove) 1 little bug was playing at school A Worry Wart said ”I don’t want to play with you” The little bug worried And the little bug cried But that little bug played with someone else outside. (remove frog from glove) Closure: Sing the following song again and let each child say something that makes him or her afraid. I’m worried and I’m scared I’m worried and I’m scared But I don’t have to stay that way So I can use my words….


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Older Pre-K/Kindergarten: Session 9 Happy and Sad

Objective: Students will practice using words to talk about things that make them sad and happy. Rationale: This lesson continues to explore challenging feelings, focusing specifically on sadness. Learning to deal appropriately with difficult emotions helps young children build coping skills and resiliency. By using words to talk about what makes them sad and happy, students will practice important skills for coping with sadness and developing resiliency. Supplies Needed: Feelings Puppet, Curriculum CD, “Things That Make Me Happy/Sad” handouts, crayons Review Activity: Review the different feeling you've discussed by doing some of the following songs and/or fingerplays: (You won't have time for all of them, so chose one or two.) “The Happy's On the Bus” “I'm Angry and I'm Mad” “The Angry Frogs” “The Worried Bugs” Introductory Activity: Explain that today you will be talking about two new feelings: being sad and happy. Then, teach the children the following song: Verse 1 If you’re happy and you know it clap your hands- clap, clap (x3) If you’re happy and you know it then your face will surely show it If you’re happy and you know it clap your hands- clap, clap Verse 2 If you’re sad and you know it use your words (x3) If you’re sad and you know it then your face will surely show it If you’re sad and you know it use your words Verse 3 If you’re sad and you know it you can cry (x3) If you’re sad and you know it then your face will surely show it If you’re sad and you know it you can cry Verses 4-however many you would like to add If you’re sad and you know it _____________ (insert some of the things that the children say make them happy, like riding a bike, swimming, playing in my room, etc. Add motions as appropriate.) Explain to the children that one of the things that can help us when we are sad is to do something that makes us happy. End the song by singing verse 1 again.


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Transitional Activity: Ask the children to follow your directions. If you can talk to someone when you’re sad, point to your mouth. If you can cry when you’re sad, point to your eyes. If you like to get a hug when you’re sad, hug yourself. If you like to take a nap when you’re sad, pretend you’re sleeping. If you like to play outside when you’re sad, pretend you’re running outside. If you like to draw a picture when you’re sad, pretend to draw. Guided Practice Activity: Give each child a sheet of paper with “Things That Make Me Happy...” on one side and “Things That Make Me Sad...” on the other. Ask them to draw a sad face on one side of the plate and a happy face on the other. Then, ask them to a picture of something that makes them happy next to the happy face and something that makes them sad next to the sad face. Closure: Go around the room and have the children tell you about their happy and sad pictures.


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Pre-K/Kindergarten: Session 10 Recap

Objective: Students will review appropriate ways of expressing and dealing with emotions by reviewing previously learned songs and fingerplays and participating in a feeling hike. Rationale: Reviewing material covered increases the dosage, or number of times participants are exposed to the material. Reviewing increases the likelihood that the information will move from the short-term memory to the long-term memory. Young children enjoy repetitive stories and games. Repetition aids young children in the learning process and repetitive songs, games and stories are often fun ways to review and reinforce prior learning. Supplies Needed: Fingerplay Glove, 5 Frogs, 5 Bugs, Worry Wart, Curriculum CD Introductory Activity: Explain that today we’re going to go over some of the things we have learned about feelings. Review feelings by singing “The Happy's on the Bus” song.

“The Happy's on the Bus” (To the tune of “The Wheels on the Bus”) Verse 1: The happy’s on the bus go up and down (squat up and down) Up and down (squat up and down) Up and down (squat up and down) The happy’s on the bus go up and down (squat up and down) All through the town Verse 2: The sad’s on the bus say boo, hoo, hoo Verse 3: The worried’s on the bus say “That’s a big dog!” (point) Verse 4: The silly’s on the bus say (make silly noises with your mouth) Verse 5: The mad’s on the bus say “I am Mad!” (hands on hips) Verse 6: The happy’s on the bus go up and down (squat up and down) Review Activity #1: Sing a couple of songs or do a fingerplay from a previous lesson. Choose from the list below: “Helping Hands” “I'm Angry and I'm Mad” “Angry Frogs” “Worried Bugs” “If You're Happy/Sad and You Know It” Review Activity #2: Go on a Feeling Hike This activity works like the rhyme “Going on a Bear Hunt”. The children and the teacher tap their legs like they’re walking while the teacher says phrases that the children echo. Motions are indicated in parenthesis. (NOTE: Children echo each line after the teacher.)


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Going on a Feeling Hike. Coming to some hurting words We can’t say them. We don’t want to hear them. Have to run past them. (tap legs quickly, then slow down) Coming to some helping words. Can’t go around them. Can’t go under them. Guess we’ll have to say them. (say please, thank you, I love you, etc.) Coming to an angry mountain We can’t hit it We can’t kick it Guess we’ll have to calm down (take a deep breath, count to 5) Coming to a happy forest Can’t go over it Can’t go around it Have to skip through it (pat legs quickly like skipping) Coming to a sad valley We can’t shove in it We can’t tease in it Guess we’ll have to cry a minute (make crying sounds) Coming to a worry rock We can’t kick it We can’t yell at it Guess we’ll have to talk about it (point to mouth) Coming to a silly tree Can’t go over it Can’t go under it Oh no! It’s going to tickle us! Run! (Laugh and pat legs quickly like you’re running) Stop echoing at this point and just narrate as the kids do motions quickly to get away from the silly tree. Oh it’s the Worry Rock, we have to talk to somebody (point to mouth) And now we’re in the Sad Valley, so we need to sit and cry (crying noises) We’re coming to the Happy Forest, can everyone skip (pat legs) And now it’s the Angry Mountain, can everyone take a deep breath? (breathe) And here’s those helping words, should we take those? (say yes and pretend to grab them) And here are the hurting words, are we gonna take those? (say no and run quickly) (Sigh) I think we’re safe. Did the silly tree get anyone? THE END


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Closure Activity: Sing the following song to the tune of “Are You Sleeping?” Today is ________. (insert the day of the week) Today is ________. How do you feel? How do you feel? Today is ________. Today is ________ How do you feel? How do you feel? Raise you hand and tell me, raise you hand and tell me, How do you feel? How do you feel? Let each child tell you how he or she feels. For preschool children, qualitative measures are much more effective evaluation tools than quantitative measures. Here are some questions to ask in order to qualitatively assess the effectiveness of the preschool program. Classroom teachers and FRC teachers can fill this out.

1. How well did children seem to remember the songs and fingerplays taught from lesson to lesson? 1 2 3 4 5 not at all somewhat very well 2. How well did children seem to remember the concepts taught from lesson to lesson? 1 2 3 4 5 not at all somewhat very well 3. Did the students seem to be able to generate independent responses to questions during review of the material? 1 2 3 4 5 some students half the students most students 4. Did students or teachers review the concepts learned outside of the program time? (For example, asking to sing the songs, brining up topics, doing fingerplays, etc.) If so, provide examples. 5. Rate the level of students' participation in the activities. 1 2 3 4 5 no participation total participation


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Tips For Working With Preschoolers

4. Preschoolers have short attentions spans. A good estimate is that the attention span lasts one minute for every year old a child is. Therefore, activities should be kept short.

5. Preschoolers learn by repetition. Just because you told them something 3 minutes ago doesn't mean they remember it later. That means activities and concepts need to be reviewed and practiced many times and on many occasions before they are fully learned.

6. Preschoolers also learn by what you model for them. If you want them to do something, even something simple, demonstrate it. Demonstrate how to sit quietly, how to clap to a song, how to draw a face on a paper, how to make a circle. Everything needs to be modeled.

7. Preschoolers are concrete thinkers. Abstract concepts need to be explained in concrete terms with the understanding that young children will BEGIN to grasp the concept now and more fully understand as they grow up.

8. Preschoolers learn through active play. You cannot lecture a group of preschoolers and expect them to internalize what you're saying. They must be physically involved in the learning process.

9. Preschoolers are egocentric. This does not mean that they should be allowed to hurt others, however, it is normal for a young child not to understand the concept of empathy yet.

10. Preschoolers do not have the developed rational thinking for planning ahead and problem solving. They need adults to help them do these things. That's why repetition of concepts is so crucial at this age.

11. Young children, like most adults and adolescents, learn more effectively from positive reinforcement rather than negative prohibitions. We can't just tell children to omit negative behaviors. We must also teach acceptable positive behaviors.


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Ideas to Get And Keep Young Children's Attention

• Use “I messages” to describe how you want to see the children behave. For example, “I need to see everyone sitting quietly.” or “I want to see everyone keeping their hands to themselves.”

• Praise children who are paying attention in order to encourage others in the group to pay attention. For example, “I like the way Sarah is sitting quietly and waiting her turn.”

• Keep activities short and reasonable for the age of children you're working with.

• Follow activities that require children to sit quietly (even for a couple of minutes) with an active game, song or fingerplay. Alternating between quiet and active times can help children pay attention.

• If children must take turns, tell them that you can only choose the person to go next if they are sitting quietly and paying attention.

• Get children to follow you direction: If you're listening, touch your nose. If you're listening, clap your hands. If you're listening, wiggle your fingers. (Make up as many as you need to get the group's attention.) • Use the following poems:

“One, two three” (students hold up fingers with you as you count) “Everybody look at me” (point to both eyes)

“Open them, shut them” (open and shut hands) “Give a little clap” (clap) “Open them, shut them” (open and shut hands) “Fold them in your lap” (folds hands in lap)


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First Grade: Session #1 Get Along Gang: Self-Esteem

Objectives: After listening to a book about a boy who makes a list of things he likes about his cat, students will generate a list of things they like about themselves. Rationale: Treating oneself and others with respect is a key concept in building healthy relationships. Learning to respect and value oneself while valuing and respecting others leads to assertive communication in relationships, making equitable power the norm. Relationships where one person is valued and the other is not can lead to abuse. Making respect for self and others a priority to practice in early relationships helps to build the skills necessary for healthy relationships throughout life. Standards of Learning1:

1.4 The student will demonstrate healthy mental and emotional development. Key concepts/skills include: 1.4b: adaptation to change 1.4d: the difference between positive and negative emotions

1.5 The student will identify the health care providers and agencies

that influence personal health. Key concepts/skills include: 1.5a: the role of community health care professionals 1.5b: the purpose of community health agencies 1.6 The student will demonstrate responsible personal and social behaviors in the

school and community. Key concepts/skills include: 1.6b: respect for others 1.6c: adherence to school rules

Supplies Needed: The Tenth Good Thing About Barney2 book, “Things I Like About Me” booklet, Get Along Gang Rule Poster Introduction: Introduce yourself as a teacher from the Family Resource Center. Explain that Family Resource Center is an organization that helps people who have been abused, or hurt by another person on purpose. Some of the ways people can be hurt are: hitting, name calling, pinching, etc. What do you think a person should do if someone is hurting him or her? (Find an adult you can trust and talk to him or her about it.) Family Resource Center also tries to help students learn to treat everyone in ways that help us get along so that we all feel safe. Explain that our second grade program is called the “Get Along Gang”3. Each week we will be learning about a new “Get Along Gang” rule. Have a blank or lined poster and write the following rule on it for this week: Members of the Get Along Gang like ourselves. Activity One: Read the children the story, The Tenth Good Thing About Barney4, and then ask them the following questions:

1 http://www.doe.virginia.gov/testing/sol/standards_docs/health/index.shtml 2 Viorst, Judith. The Tenth Good Thing About Barney. Aladdin Paperbacks, 1986. 3 www.getalonggang.com


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1. What were some of the things that the boy liked about Barney? 2. How do you think he felt when his cat died? 3. How do you think it made him feel to make a list of things he liked about his cat? 4. How would it make you feel if someone made a list of things they liked about you? Activity Two: What I Like About Myself Explain to the students that it’s okay to say things that we like about ourselves. Liking ourselves means knowing that we should be treated with respect, but also that we show respect for others. Give each student a “What I Like About Myself” booklet and let them create a list of at least 5 things they like about themselves. Those who finish early may wish to illustrate a cover. Before they start, offer students some examples of things they might list, like “I’m good at sports”, “I love to dance”, or “I’m a good big sister.” This will help students start to think of things they like about themselves. Closure Activity: As students finish their booklets, go around the classroom and let each student share something they like about themselves from their list. Then, review today’s rule: Members of The Get Along Gang like ourselves.

4 Viorst, Judith. The Tenth Good Thing About Barney. Aladdin Paperbacks, 1986.


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First Grade: Session #2 Get Along Gang: Identifying My Feelings

Objective: Students will name a variety of feelings and practice expressing them verbally and non-verbally. Students will identify specific causes for both positive and negative feelings in themselves and others. Rationale: Developing good communication skills is a part of building healthy relationships. Children often struggle to use words and appropriate actions to express their emotions because emotions are abstract rather than concrete. The activities in this lesson will help children identify concrete and appropriate expression of feelings. Standards of Learning5:

1.4: The student will demonstrate healthy mental and emotional development. Key concepts/skills include: 1.4c: expression of ideas and thoughts to create positive relationships 1.4d: the differences between positive and negative emotions 1.5: The student will identify the health care providers and agencies that influence personal health. Key concepts/skills include: 1.5a: the role of community health care professionals 1.5b: the purpose of community health care agencies

Supplies Needed: craft sticks (4/child), Feeling Faces Coloring Sheet for each child, a hat, a wig, sunglasses, Get Along Gang Rules Poster Introduction: Review with the class what Family Resource Center does (we help people who’ve been hurt by others), and the Get Along Gang rule we learned last week: Members of The Get Along Gang like ourselves. After someone read the first rule, have someone else read the second: Members of the Get Along Gang tell other people about our feelings. Let’s see how many different feelings we can name. See how many different feelings the class can name. Then, add more from the following list: mad, sad, angry, tired, bored, confused, afraid, embarrassed, happy, excited, grouchy, silly, etc. Activity #1: Feeling Faces: Non-Verbal Expression Give each child a piece of paper with four blank faces on it. Have them draw a happy face, a mad face, a sad face and a silly face, so that each blank face represents a different emotion. The teacher can demonstrate this by instructing the children to draw one face at a time and drawing the appropriate face on a poster board for the class to see. Then, have the children cut the four faces using the dotted lines and glue a craft stick on each one.

5 http://www.doe.virginia.gov/testing/sol/standards_docs/health/index.shtml


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Read the following statements and ask the children to hold up the face that shows how they would feel if……. It’s your birthday today. Your sister or brother broke your favorite toy. Someone tells a funny joke. You fell down and cut your arm. You’re watching your favorite TV show. Your mom takes you to eat ice cream. Someone makes fun of your shirt. A friend invites you to spend the night at his or her house. You get an “A” on a spelling test. You dress up in a costume. Activity #2: Identifying Feelings Practice Have the children sit in a circle. Show the children the following items and tell them each item’s name: the Mad Hatter (a hat), the Happy Hair (a wig), and the Goofy Glasses (silly glasses). Put the items in a back and let the children take turns choosing an item from the bag, holding it, and saying something that makes them experience that feeling. For example, if a child draws the Mad Hatter from the bag, the child should put on the hat and say, “I feel mad when __________…..” or if a child draws the wig, “I feel happy when…….”, etc. The teacher should model this with several of the props before letting the children take turns saying what makes them feel mad, happy or silly. Closure: Review today’s rule with the class from the printed poster board or newsprint. Members of the Get Along Gang tell other people about our feelings.


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First Grade: Session #3

Get Along Gang: Anger and Getting Along6 Objective: The students will identify healthy and unhealthy ways to express anger. Rationale: Primary prevention, like sound developmental teaching practices, requires not just teaching about unwanted behaviors like hitting or kicking, but also redirecting children to more positive behaviors. Thus, this lesson identifies both healthy and unhealthy ways to express anger, so that they don’t just know what choices not to make, but also what choices are helpful. Standards of Learning7:

1.4: The student will demonstrate healthy mental and emotional development. Key concepts/skills include: 1.4a: cooperation with others 1.4c: expression of ideas and thoughts to create positive relationships 1.4d: the differences between positive and negative emotions 1.5: The student will identify the health care providers and agencies that influence personal health. Key concepts/skills include: 1.5a: the role of community health care professionals 1.5b: the purpose of community health care agencies

1.6: The student will demonstrate responsible personal and social behaviors in the school and community. Key concepts/skills include: 1.6a: respect for others 1.6c: adherence to school rules 1.6d: acceptance of responsibility

Supplies Needed: ABC’s of Anger Booklet, Andrew’s Angry Words8, Get Along Gang Rules Poster Introduction: Review with the class what Family Resource Center does (we help people who’ve been hurt by others), and the Get Along Gang rules we have learned so far: Members of The Get Along Gang like ourselves. Members of the Get Along Gang tell other people about our feelings. Then, let someone read this week’s rule: Members of the Get Along Gang can get mad without hurting others. Remind the students that the Family Resource Center is a place that helps people who have been hurt by others. A lot of times people hurt other people when they are mad. This is a bad choice. Today we’re going to talk about some good choices we can make when we’re angry. Read the following statements and ask the children if they are good choices or bad choices to make when they are angry. Ask the children to raise their hands so that you can document the responses.

6 This lesson was adapted from RPE Curriculum by Project Horizon. 7 http://www.doe.virginia.gov/testing/sol/standards_docs/health/index.shtml 8 Lachner, Dorothea. Andrew’s Angry Words. North-South Books, Inc., 1995.


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• Someone cuts in front of you at the water fountain and you tell a teacher. • Someone takes away your toy and you call them a name. • Someone hits you and you hit them back. • Someone scribbles on your picture and you ask them not to do that again.

Activity #1: Talk about anger. What makes us angry? What are some things that people do when they get angry? Explain that there are good (healthy) and bad (unhealthy) choices you can make when you’re angry. Some healthy choices would be: talking about what is bothering you, walking away, taking a deep breath, counting to ten, etc. Some bad choices would be things that hurt other people, like hitting, kicking and name-calling. It’s not okay to throw a fit just because we don’t get our way. We have to treat others like we want to be treated, even when we’re angry. Activity #2: Read Andrew’s Angry Words9. Discussion: Talk about what made Andrew angry. Has anyone ever felt like Andrew did? Emphasize that it is okay to be angry, but it is not ok to make a choice that hurts someone when we’re angry. Activity #3: The ABC’s of Anger Ask the students, “What happens to your body when you get angry?” Some examples are: your heart starts to beat fast, you might cry, talk louder or yell, your face turns red. The ABC’s of Anger tell some things children can do when they feel these things start to happen to their bodies. Teach the children the following motions that go with the ABC's of Anger. Aware: Become aware that you're getting angry. (point to your head) Explain to the students that being aware means know what you feel like physically when you get mad. Do you get hot? Does your heart beat fast? Do you want to cry? What does it feel like to be angry? Back Off: Get yourself away from the situation if you can. (push hands out in front of you) This doesn't mean ordering others to back off, it means that you need to get away from the situation. Go play somewhere else. Calm Down: Think of something you can do to calm yourself. (take a loud, long deep breath) Read a book, cry, talk to someone, take a deep breath, scream into a pillow, but DO NOT hurt yourself or someone else Decide and Do: Once your calm, you can make a good choice about what to do about with your anger. (Hold up pointer finger) Go over the ABC's several times until students have the words and motions down. Then, pass out an ABC book to each child and help them do the activities on each page.

9 Lachner, Dorothea. Andrew’s Angry Words. North-South Books, Inc., 1995.


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Aware: Become aware that you’re getting angry. Have the children draw a picture of what they think anger looks like. It might be a volcano or a balloon popping or a really loud thunderstorm. As children draw, walk around the room and look at the different pictures. Back Off: Walk away, ignore the person, etc. Ask the students to find a friend to help them trace around their foot (with shoes on) on a piece of construction paper. Each student should cut out their foot and write or draw a picture of places they can go when they are angry. Glue the foot cut out on the “Back Off” page. Calm Down: Read a book, draw a picture, do something you like to do How else can you calm down? Have the children stand up and take really deep breaths and then let the air out slowly. Do this a few times. Explain the importance of breathing when you get angry. It slows down your heartbeat and gives you a chance to slow down and think before you make a choice. Turn to the “When I Get Angry I Can……” page. Have the children draw something they can do to calm down when they’re mad. Decide and Do: make a choice of how to handle the problem and do it. Emphasize that everyone has the right to make their own choices. It is important to understand that you have to take responsibility for those choices. It is important to make friends with people who make good choices when they’re angry, because everyone gets angry sometimes. The way a person acts when he or she is angry shows how he or she will treat you. Turn to the “Decide and Do” page. Ask the children to circle the pictures that show a child making a good choice and put an X on the pictures where children are making a bad choice. Closure: Review today’s rule with the class from the printed poster board or newsprint. Members of the Get Along Gang can get made without hurting others.


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First Grade: Session #4 Get Along Gang:

Getting Along and Differences10 Objective: Students will discuss difference-based bullying and identify positive ways to prevent it and respond to it. Rationale: Learning to accept differences helps to alleviate prejudice and aids in building healthy conflict resolution skills. Because third graders are beginning to think abstractly, this lesson focuses on differences that are more concrete, but teaches about the more abstract concept of prejudice and difference-based bullying. Standards of Learning11:

1.4: The student will demonstrate healthy mental and emotional development. Key concepts/skills include: 1.4b: adaptation to change 1.4c: expression of ideas and thoughts to create positive relationships 1.5: The student will identify the health care providers and agencies that influence personal health. Key concepts/skills include: 1.5a: the role of community health care professionals 1.5b: the purpose of community health care agencies

1.6: The student will demonstrate responsible personal and social behaviors in the school and community. Key concepts/skills include: 1.6a: cooperative behavior

1.6b: respect for others 1.6c: adherence to school rules

Supplies Needed: The Sneetches and Other Stories12, sneetch coloring sheet for each student, Get Along Gang Rules Poster Introduction: Review with the class what Family Resource Center does (we help people who’ve been hurt by others), and the Get Along Gang rules we have learned so far: Members of The Get Along Gang like ourselves. Members of the Get Along Gang tell other people about our feelings. Members of the Get Along Gang can get mad without hurting others. Then, let someone read this week’s rule: Members of the Get Along Gang get along with others who are different. Activity #1: Today we’re going to talk about how people are different from each other. We will also learn why it is important that we accept that we are different from each other. We all have some things about us that are the same as other people, and some things that are different. We’re going to play a game to see what some of them are. Call out different categories and ask the students to stand up if they fit into the category.

10 This lesson was adapted from RPE Curriculum by Project Horizon. 11 http://www.doe.virginia.gov/testing/sol/standards_docs/health/index.shtml 12 Suess, Dr. The Sneetches and Other Stories. Random House, 1961.


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Are 6 years old Are 7 years old Like chocolate ice cream Wear glasses Have curly hair Have a pet Have no pets Have a younger brother Have a younger sister Point out that some of us are the same in a lot of ways and we are all different in ways, too. Should we be mean to someone who is different than us? Should someone be mean to you or hurt you because you’re different? Activity #2: Read The Sneetches13. Then, ask the following questions:

• What was this story about? • How did the plain bellied sneetches feel before they got stars on their bellies? • What did the plain bellied sneetches want? • Why do you think that the star bellied sneetches thought they were better than the

plain belled sneetches? Explain that we learn a lot of different things from other people. Sometimes we like something just because our friends like it. So, how do we know if we like something or not if we don’t try it? It is okay to try a new food or talk to someone new and not like it. We don’t all like the same things- that’s what makes us different. But if we don’t like someone, it is important not to pick on them or make fun of them. What can you do if you see someone being mean to someone else because they’re different? Activity #3: Art Bellies Dismiss the children to their seats and give each child a coloring sheet with a plain-bellied sneetch on it. Then, explain that one of the ways we can show our differences is in art. Let the children color their sneetch any way they want, and decorate its belly. They could put their favorite food on its belly, make a design, draw their pet, anything that they want. Walk around as the children are coloring and comment on how many different ways the students are decorating their sneetches. Activity #4: Read the story Too Many Daves from The Sneetches and Other Stories story book. Then ask the following questions:

1. What things were the same about the people in the story? 2. What things were different about the people in the story? 3. What was the problem with all the children being named Dave? 4. Is it good to be different and special?

Closure: Review today’s rule with the class from the printed poster board or newsprint. Members of the Get Along Gang get along with others who are different.

13 Suess, Dr. The Sneetches and Other Stories. Random House, 1961.


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First Grade: Session #5 Get Along Gang: Recap

Objective: Students will review previously covered material by acting out the concepts learned in previous lessons.

Rationale: Reviewing material covered increases the dosage, or number of times participants are exposed to the material. Reviewing increases the likelihood that the information will move from the short-term memory to the long-term memory. Repetition aids in the learning process and helps reinforce prior learning.

Introduction: Review with the class what Family Resource Center does (we help people who’ve been hurt by others), and the Get Along Gang rules we’ve learned in previous lessons:

Members of The Get Along Gang like ourselves. Members of the Get Along Gang tell other people about our feelings. Members of the Get Along Gang can get mad without hurting others. Members of the Get Along Gang get along with others who are different.

Standards of Learning14:

1.4: The student will demonstrate healthy mental and emotional development. Key concepts/skills include: 1.4A: cooperation with others 1.4b: adaptation to change 1.4c: expression of ideas and thoughts to create positive relationships 1.4d: the differences between positive and negative emotions 1.5: The student will identify the health care providers and agencies that influence personal health. Key concepts/skills include: 1.5a: the role of community health care professionals 1.5b: the purpose of community health care agencies

1.6: The student will demonstrate responsible personal and social behaviors in the school and community. Key concepts/skills include: 1.6a: cooperative behavior

1.6b: respect for others 1.6c: adherence to school rules 1.6d: acceptance of responsibility

Supplies Needed: Get Along Gang Guidelines Poster Review Activity #1: Divide the students into 4 groups and give each group one of the “Get Along Game” Rules. Give them a few minutes to discuss them and create a plan to act them out in front of the group. Review Activity #2: Let student groups take turns acting out the “Get Along Gang” Rules Closure: Have students create a “Get Along Gang” Guidelines poster. Give each child an opportunity to say how he or she would like to be treated by and write the responses on the guidelines poster. Leave the poster for the classroom to display.

14 http://www.doe.virginia.gov/testing/sol/standards_docs/health/index.shtml


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Qualitative Assessment Get Along Gang: 1st Grade

1. How well did children seem to remember the rules from lesson to lesson? 1 2 3 4 5 not at all somewhat very well 2. How well did children seem to remember the concepts taught from lesson to lesson? 1 2 3 4 5 not at all somewhat very well 3. Did the students seem to be able to generate independent responses to questions during review of the material? 1 2 3 4 5 some students half the students most students 4. Did students or teachers review the concepts learned outside of the program time? If so, provide examples. 5. Rate the level of students' participation in the activities. 1 2 3 4 5 no participation total participation 6. Did the students' final posters demonstrate an understanding of the topics presented? Provide anecdotal evidence here:


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Get Along Gang Pre-Test (Circle the answer)

1. Is it okay to say things that you like about yourself? Yes No

2. Can you always tell how someone is feeling just be looking at them?

Yes No

3. Is it okay to get mad? Yes No 4. Is it okay to hurt someone because you’re mad? Yes No

• Is it bullying to tease someone because they are different? Yes No

Get Along Gang Post-Test (Circle the answer)

3. Is it okay to say things that you like about yourself? Yes No

4. Can you always tell how someone is feeling just be looking at them?

Yes No

3. Is it okay to get mad? Yes No 4. Is it okay to hurt someone because you’re mad? Yes No 5. Is it bullying to tease someone because they are different? Yes No


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Second Grade: Session #1 Respect Detectives: Recognizing Respect

Objectives: After students listen to the story of The Paper Bag Princess15, they will practice distinguishing between respectful and disrespectful behavior in relationships. Students will also make paper bag puppets to give them a chance to independently practice identifying respectful behaviors by creating puppet shows where the characters respect one another. Today’s Clue: Respect Detectives know respect means treating others the way we like to be treated. Rationale: Respect is a crucial part of building healthy relationships. In order to have a fruitful discussion about respect, young children must first understand what it means. Respect is an abstract concept, and young children are concrete thinkers. Therefore the best way to help young children understand what respect means is to provide them with concrete examples of both respectful and disrespectful behavior. Standards of Learning (Second Grade): 2.3: The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: 2.3e: self-image related to personal success Supplies Needed: The Paper Bag Princess by Robert Munsch, CLUE #1, Small Paper bags, Glue, crayons, craft gems, copies of prince/princess faces for each child Introduction: Introduce yourself as a teacher from the Family Resource Center and then administer the Pre-Test. After the pre-test is finished, explain that the Family Resource Center is an organization that helps people who have been abused, or hurt by another person on purpose. Some of the ways people can be hurt are: hitting, name calling, pinching, etc. What do you think a person should do if someone is hurting him or her? (Find an adult you can trust and talk to him or her about it.) Family Resource Center also tries to help children learn to treat everyone if ways that make us all feel safe. In first and second grade, we call our program Respect Detectives, because showing respect makes everyone feel safe. Detectives are people who look for clues to find out things. Each time we have our program, we will let one detective read a clue at the beginning, to help us find out what we will be learning that day. Have a child come forward and read CLUE #1: Respect Detectives know respect means treating others the way we like to be treated. Have the students say the words of the clue together as a class. Then, have the students respond the following questions: “How do you like other people to treat you when….”:

1. You go to a friend’s house and you both want to play a different game… 2. You are with a friend and someone makes fun of your clothes….. 3. It’s your first day at a new school… 4. It’s your birthday….. 5. Your team doesn’t win the soccer game….. 15 Munsch, Robert. The Paper Bag Princess. Annick Press Ltd., 1980.


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Activity One: Introduce the students to the story, The Paper Bag Princess.3 Tell them this will be their first chance to be “Respect Detectives”. As they listen to the story, ask them to watch and see if the characters show respect for each other and for themselves. Activity Two: Respectful or Disrespectful? Get three small paper bags and place them on a desk or table in front of the class. One should have a large happy face with the word “respect” on it. Another should have a large sad face with the word “disrespect” on it. The other should be blank, but it should contain several strips of paper with the following statements written on them:

1. The dragon kidnapped the prince. 2. The princess tried to save the prince. 3. The prince said the princess looked ugly. 4. The princess loved the prince. 5. The dragon breathed fire on the princess. 6. The prince thought he was better than the princess. 7. The princess decided not to marry the prince. 8. The princess liked herself even though she only had a bag to wear. 9. The dragon stepped aside so the princess could find the prince. 10. The prince did not say thank you to the princess for rescuing him.

Have different students come up and draw a slip of paper out of the bag. Have them read the statement and then have the class decide together if it describes respectful or disrespectful behavior. Then, place the slip of paper in the corresponding bag. Activity Three: Paper Bag Princes/Princesses

Give each child a paper bag to make a paper bag puppet. Students can choose to make a prince or a princess.

Have children place the paper bag with the folded side up (the part that is the bottom of the bag when opened). Give the children copies of the prince and princess faces to color, cut out and glue onto the bottom of the bag. (It’s easiest to do this with the bag still folded.) Then, let the children use craft gems to decorate their prince and princess puppets.

Tell the students they can use their puppets to think of a different ending to the Paper Bag Princess, where the prince and princess show respect for each other. Let the children know that if they would like to create a puppet show/story about a prince and a princes who show respect for each other, they will have 2-3 minutes to perform their show on the last day of the “Respect Detectives” program. Encourage them to work with others in the class. Closure: Ask the “Respect Detectives” if they remember what today’s clue was and say it together as a class. Respect Detectives know that respect means treating others the way we like to be treated.


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Second Grade: Session #2 Respect Detectives: Respecting Others, Respecting

Ourselves

Objectives: After participating in a guided discussion about respecting themselves and others, students will name one thing they respect about themselves. Then, the class will generate a list of ways to treat themselves and others with respect. Today’s Clue: Respect Detectives show respect for ourselves and others. Rationale: Treating oneself and others with respect is a key concept in building healthy relationships. Learning to respect and value oneself while valuing and respecting others leads to assertive communication in relationships, making equitable power the norm. Relationships where one person is valued and the other is not can lead to abuse. Making respect for self and others a priority to practice in early relationships helps to build the skills necessary for healthy relationships throughout life. Standards of Learning (Second Grade): 2.3: The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: 2.3e: self-image related to personal success Supplies Needed: Stephanie’s Ponytail16 by Robert Munsch, a paper with today’s clue on it, a wig, Ryan Respects17 by Virginia L. Kroll and Paige Billin-Frye Introduction: Explain that the Family Resource Center is an organization that helps people who have been abused, or hurt by another person on purpose. Some of the ways people can be hurt are: hitting, name calling, pinching, etc. We also try to help children learn to treat everyone if ways that make us feel safe. Ask the students if they remember what we call our program (Respect Detectives). Then ask if they remember the clue from last time. Respect Detectives know that respect means treating others the way we like to be treated. Have a child come forward and read CLUE #2: Respect Detectives show respect for ourselves and others. Ask students to repeat the words of the clue together as a class. Then, ask the students to respond to the following questions: 1. What does the word respect mean? 2. What does it mean to treat others with respect? 3. What does it mean to respect ourselves? Activity One: Read the story, Ryan Respects, and have the students answer the following questions:

• Has anyone ever had their feelings hurt because someone teased them? • How does it feel to be teased after you ask someone to stop? • Does teasing show respect for yourself or others?

16 Munsch, Robert. Stephanie’s Ponytail. Annick Press Ltd., 1996. 17 Kroll, Virginia. Ryan Respects. 1988.


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Activity Two: Explain that the next story is about a girl who got teased also. Read the story, Stephanie’s Ponytail by Robert Munsch.3 Then, lead the students in a discussion about the book, using the questions below. Alternatively, these questions can be addressed as you read the story with the students. Discussion Questions:

• Did the students in the story treat Stephanie with respect? Why or why not? (point out that every time she had a different ponytail they said it was VERY UGLY, which was disrespectful.)

• Did Stephanie treat herself with respect? (Point out that every time the other kids made fun of her, Stephanie said, “It’s my ponytail, and I like it!“) 18

• How would it make you feel if someone treated you the way the other kids treated Stephanie? What would you do?

• Pretend you were a kid at Stephanie’s school and you didn’t want to make fun of her, even though the other kids were. What could you do instead?

• Why do you think all the other kids tried to copy Stephanie? (Talk about being afraid to be different because someone might make fun of us.)

• Can we respect others and ourselves, even if we are different from each other? Activity Two: “It’s My Ponytail, and I Like It!” Ask the students to think about something they like and/or respect about themselves. It might be that they are a good listener or friend, being good at sports or spelling, the way they decorate their room or fix their hair, or being able to tell a funny joke. Give them several examples to help them think about it. Then, show them a wig with a ponytail on it. For smaller classes, you can have students sit in a circle for this activity. For larger classes, students will take turns from their desks. Give each student an opportunity to wear the ponytail wig any way they want to: with the ponytail in the back, in the front, on top or even inside out so they look bald. After they put on the ponytail wig, students should say at least one thing they like or respect about themselves. If a student has trouble, ask the teacher or other classmates to help him or her think of something. NOTE: An alternative to having the children share a wig would be to give each student a rubber band and some yarn to make his/her own ponytail or hairstyle of choice. Closure Activity: Ask the students to respond to the following questions and write their responses on a chalkboard or poster board for the class to see. 1. Does any of our “Respect Detectives” remember today’s clue? Can we say it together? 2. How can we treat other people with respect? 3. How can we treat ourselves with respect?

18 Dr. Suess. The Sneetches and Other Stories: Random House, 1961.


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Second Grade: Session #3 Respect Detectives: Resolving Conflicts With Respect

Objectives: After listening to a story where characters deal disrespectfully with conflict, students will act out ways to respectfully deal with that conflict. Today’s Clue: Respect Detectives show respect even when we argue. Rationale: Solving conflicts respectfully is a key concept in building healthy relationships. A large part of exercising respect when conflicts arise lies in respecting others’ limitations even when we disagree with or do not fully understand those limits. This lesson offers a chance for young children practice this skill by using creative and critical thinking skills. Standards of Learning (Second Grade): 2.2: The student will explain that personal health decisions and health habits influence health and wellness throughout life. Key concepts/skills include: 2.2e: the use of nonviolent strategies to resolve conflicts 2.5: The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Key concepts/skills include; 2.5a: the impact of verbal and nonverbal aggressive behaviors Supplies Needed: The Sneetches and Other Stories19 by Dr. Suess, CLUE #3, Raspberries! An American Tale of Cooperation20 by Mary Newell DePalma (published by Teaching Tolerance, teachingtolerance.org may have free copies available)*** Introduction: Explain that the Family Resource Center is an organization that helps people who have been abused, or hurt by another person on purpose. Some of the ways people can be hurt are: hitting, name calling, pinching, etc. We also try to help people learn to treat each other in ways that make everyone feel safe. Then, ask if any of the “Respect Detectives” remember the clues they learned about how to treat others so far and say them together as a class. CLUE #1: Respect Detectives know respect means treating others the way we like to be treated. CLUE #2: Respect Detectives show respect for ourselves and others. Then, have a student read today’s clue and then let the class say it together as well. CLUE #3: Respect Detectives show respect even when we argue. Explain that today you will be talking about what to do if we argue with someone. Ask the students if they’ve ever had an argument with someone to make sure they understand what the word “argue” means. Then, read a list of ideas for dealing with an argument, and the students must decide if the ideas are helpful or not helpful. Read the ideas from the list, and write the helpful ideas on a dry erase or chalk board. 1. Listening to the other person 2. Yelling at the other person 3. Name calling 19 Suess, Dr. The Sneetches and Other Stories. Random House, 1961. 20 DePalma, Mary Newell. Raspberries! An American Tale of Cooperation. Teaching Tolerance.


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4. Taking turns talking 5. Cooperating with each other 6. Always getting your way Activity One: Read the story, The Zax from The Sneetches and Other Stories.21 Then, ask the students the following questions: Discussion Questions: 1. Do you think the Zaxes were REALLY listening to each other or just trying to see who could yell the loudest? 2. Were the Zaxes trying to work together at all? 3. Do you think the Zaxes will ever solve their problem? Why or why not? Activity Two: Problem Solving Practice Have the class help solve the Zaxes’ problem. Ask 2 students to come to the front of the class and pretend to be the Zaxes and have them face each other. Remind the students that both Zaxes must continue moving the way they are facing and cannot move from side to side to go around each other. Then, ask the class to help think of ways they can move past each other without going around each other. You may have to offer one suggestion to get the group thinking “outside the box”. Here are some examples:

1. One Zax could crouch down and the other Zax could jump over him or her. 2. Zaxes could turn sideways without moving to the left or right and “slide” by each other. 3. One Zax could crawl under the other Zax if he or she stood on a chair. 4. One Zax could climb over another Zax if you had a step ladder. 5. One Zax could step over the other Zax if he or she took a giant step.

As the class thinks of an example, have the 2 students pretending to be the Zaxes act it out for the group. Let students take turns pretending to be the Zaxes and act out several different examples to show the students that there are many ways to solve the problem if you stop yelling at each other and start working together. Also, with each new idea, remind the students that each Zax set a limit for what he or she was willing to do- they could not budge to the left or to the right. Ask the students if each solution respects those limits. Activity Three: Read Raspberries: A Tale of American Cooperation22 to the children. Then ask the following discussion questions:

• What did the bird in the story want to get? (the raspberries) • Could she get them by herself? (no) • How did she solve her problem? (by cooperating with others) • How did the bird show respect for her friends? (everyone got raspberries)

Closure Activity: Ask the students to respond to the following questions: 1. Do any of our “Respect Detectives” remember what today’s clue was about? Can we say it together? 2. What did the Zaxes do when they were arguing that was not respectful? 3. What could the Zaxes have done when they were arguing to respect each other and solve their problem?

21 Suess, Dr. The Sneetches and Other Stories. Random House, 1961. 22 DePalma, Mary Newell. Raspberries! An American Tale of Cooperation. Teaching Tolerance.


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Second Grade: Session #4 Respect Detectives: Respect and Differences

Objectives: Students will identify similarities and differences between themselves and their classmates. Students will participate in a discussion about respect, differences, bullying and helping others feel safe. Today’s Clue: Respect Detectives show respect for those who are different from them. Rationale: Learning to accept differences helps to alleviate prejudice and aids in building healthy conflict resolution skills. Because young children are concrete thinkers, this lesson focuses mainly on differences that are more concrete rather than abstract. Standards of Learning (Second Grade): 2.3: The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: 2.3e: self-image related to personal success Supplies Needed: A Bad Case of the Stripes23, Find Someone Papers, CLUE #4 Introduction: Explain that the Family Resource Center is an organization that helps people who have been abused, or hurt by another person on purpose. Some of the ways people can be hurt are: hitting, name calling, pinching, etc. We also try to help people learn to treat each other in ways that make everyone feel safe. Then, ask if any of the “Respect Detectives” remember the clue they learned about how to treat others last time and say it together as a class. CLUE #1: Respect Detectives know respect means treating others the way we like to be treated. CLUE #2: Respect Detectives show respect for ourselves and others. CLUE #3: Respect Detectives show respect even when we argue. Then, have a student read today’s clue and then let the class say it together as well. CLUE #4: Respect Detectives show respect for those who are different from them. Activity One: Standing Alone? Tell the students you’re going to play a game called “Standing Alone”. The way the game works is that you will call out directions to stand if the sentence describes you. It’s called standing alone because you may have to stand up by yourself. Here are the directions:

1. Stand up if you like lima beans. 2. Stand up if you have more than 3 brothers and sisters. 3. Stand up if you’re wearing orange. 4. Stand up if you don’t like ice cream. 5. Stand up if you love to eat broccoli. 6. Stand up if you’ve ever worn a wig. 7. Stand up if you’ve ever forgotten your lunch. 8. Stand up if you’re scared of the dark. 9. Stand up if you eat ketchup on your eggs. 10. Stand up if you don’t like getting shots at the doctor.

23 Shannon, David. A Bad Case of the Stripes. Scholastic, 1998.


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Then, ask students the following questions: 1. Did you look around to see who else was standing up before you decided to stand up? Why or why not? 2. Was it harder to stand up if not very many people were standing? Explain that one of the reasons it’s sometimes hard to say we are different is because sometimes people tease, make fun of or hurt people just because they’re different. This is called bullying, and it makes everyone feel not safe. Respect Detectives show respect for others who are different because respecting differences helps everyone to feel and be safer. Activity Two: Introduce the story, A Bad Case of the Stripes24 by explaining that the main character, Camilla Cream is afraid of being different. Then, read the story and ask the students the following questions:

1. Why do you think Camilla Cream was afraid to say that she liked lima beans? 2. What happened to make her feel like it was okay to say that she liked lima beans?

Activity Three: Find Someone Give each student a “Find Someone” paper with 4-6 squares on it with the following written in each of the squares: 1. whose name starts with a different letter than yours 2. who has a different favorite color than you 3. who is taller or shorter than you 4. who has a different color shirt than you 5. who has a different color hair than you * 6. who has bigger or smaller feet than you Instruct the students to get up out of their seats and “find someone” in each of the categories and have that person write his or her name on the square. Have them sit when they have filled in all four squares. (If you are pressed for time, make the activity a race and end it when the first person is finished and sits down. Closure Activity: Ask the students to respond to the following questions: 1. Do any of our “Respect Detectives” remember what today’s clue was about? Can we say it together? 2. Why is showing respect for others who are different from us important? NOTE: Remind students that next time they will have a chance to do puppet shows with the prince and princess puppets they made. They should show a different ending to the story where the prince and princess show respect for each other. Remind them it must be short.

24 Shannon, David. A Bad Case of the Stripes. Scholastic, 1998.


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Respect Detectives: Respect Recap

Objectives: Students will evaluate levels of respectful and disrespectful behavior by creating a “Respect Report Card” for each of the characters in the stories covered in previous lessons. Students will also offer examples of respectful behavior by participating in puppet shows that demonstrate a respectful ending to the story of The Paper Bag Princess25. Rationale: Reviewing material covered increases the dosage, or number of times participants are exposed to the material. Reviewing increases the likelihood that the information will move from the short-term memory to the long-term memory. In addition to review, this lesson helps students to take previous materials and think about it in new ways, assimilating the information in new circumstances to bring about higher levels of learning. Standards of Learning (Second Grade): 2.2 The student will explain that personal health decisions and health habits influence health and wellness throughout life. Key concepts include: 2.2e: the use of nonviolent strategies to resolve conflicts 2.3 The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: 2.3e self-image related to personal success 2.5 The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Key concepts/skills include: 2.5a: the impact of verbal and nonverbal aggressive behaviors Supplies Needed: Respect Report Card copies for each student, prince and princess puppets Introduction: Explain that the Family Resource Center is an organization that helps people who have been abused, or hurt by another person on purpose. Some of the ways people can be hurt are: hitting, name calling, pinching, etc. We also try to help people learn to treat each other in ways that make everyone feel safe. Then, ask the “Respect Detectives” to recite the clues they have learned about how to treat others last time and say them together as a class. CLUE #1: Respect Detectives know respect means treating others the way we like to be treated. CLUE #2: Respect Detectives show respect for ourselves and others. CLUE #3: Respect Detectives show respect even when we argue. CLUE #4: Respect Detectives show respect for those who are different from them. Activity One: Respect Report Cards Give each student a copy of the “Respect Report Card”. The report card should have two columns. One column should have the names of the characters from previous stories written in them. The other column, should be blank. Characters on the report card are as follows: the Prince, Princess, Dragon, Stephanie, Stephanie’s classmates, the Zaxes, and Camilla Cream. Tell the students that for each character they should think about how they showed respect for themselves and others, and give them a grade on how respectful their behavior was in the story. Each student can decide on their own grade, however, discuss each character with the group. Students’ tendency will be to give each character an “A” or an “F”, but help them think through each character’s actions, both respectful and disrespectful. For older students, include “Suggestions for improvement” section on the back of the report card where they can write advice to the characters on how to get a better grade next time. 1 Munsch, Robert. The Paper Bag Princess. Annick Press Ltd., 1980.


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Activity Two: Respect Puppet Shows Bring a sample prince and princess paper bag puppet in case the children forget theirs. (They probably will.) You can use a couple of desks and a cloth to create a puppet stage that the children can kneel behind with the puppets. Then, let pairs of students act out different endings to the story of The Paper Bag Princess26, where the prince and princess show respect for each other. If none of the students have thought of a different ending in advance, come up with 2-3 different endings as a class, and ask for volunteers to act them out. Closure Activity: Review the four different “Respect Detectives” Clues. Administer the post-test and distribute qualitative feedback evaluations to the appropriate school personnel.

26 Munsch, Robert. The Paper Bag Princess. Annick Press Ltd., 1980.


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Respect Detectives Pre-Test

Directions: Ask these questions of the

class and record their responses on this

sheet.

1. Name some ways that we show respect for others: 2. Name some ways of being disrespectful:

Respect Detectives Post-Test

Directions: Ask these questions of the

class and record their responses on this

sheet.

1. Name some ways that we show respect for others: 2. Name some ways of being disrespectful:

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Third Grade: Session #1 Safe Spaces: Identifying and Respecting Others’ Feelings

Objective: The students will practice identifying others’ feelings and discuss what it means to respect others’ feelings. Safety Sign: In safe spaces, everyone’s feelings are respected. Rationale: Developing empathy and good communication skills is a part of building healthy relationships. At this age, children are beginning to be able to perceive others’ emotions. This skill is very important in their development of empathy. This lesson doesn’t seek to master the skill of empathy, but rather to practice grasping how others feel. Standards of Learning: 3.1: The student will explain that health habits impact personal growth and development. Key concepts/skills include: d: positive interaction with family, peers, and other individuals Supplies Needed: Just Kidding27 by Trudy Ludwig, Safety Sign #1 Introduction: Introduce yourself and explain that the Family Resource Center is a place that helps people who have been abused, or hurt by other people on purpose. Some examples of abuse are: hitting, kicking and name calling. This is disrespectful of others’ feelings. Today we’re going to talk about ways that we can show respect for others’ feelings. Our program in 3rd Grade is called “Safe Spaces”, and each week we will have a different safety sign to remind us what we are learning about. Let a volunteer read Safety Sign #1: “In safe spaces, everyone’s feelings are respected.” Activity #1: Feelings Charades Let the children take turns acting out the following feelings while the class tries to guess what they are: Angry Nervous Scared Excited Tired Happy Silly Sad Then, ask the students if it was hard to guess some of the feelings. Explain that sometimes a person can feel more than one emotion at the same time. Ask if they think it would be easier to figure out how they were feeling if they could talk. Emphasize that it’s sometime tricky to figure out how someone’s feeling, so it’s really important to listen to them. Activity #2: Read Just Kidding28 by Trudy Ludwig.

27 Ludwig, Tracy. Just Kidding. Tricycle Press, 2003.

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Ask the children if they think Vince was really just kidding D.J. If not, why do you think he used those words? How do you think D.J. felt being teased by Vince? How do you know how he felt? Do you think Vince was bullying D.J.? What the difference in a teasing that’s fun and teasing that hurts someone? (Emphasize here that the difference is how the person being teased feels about it.) What would you do if you thought someone was being bullied? Activity #3: What did you say? Explain that sometimes feelings are not just about what you say, but how you say it. Get 2 children to volunteer to read each sentence with the emotion indicated next to it. Then, ask the students to guess the feeling you were trying to get across. After each statement is read with 2 different emotions, ask the questions that follow them about respecting feelings.

Student #1: The neighbors got a new dog! (excited) Student #2: The neighbors got a new dog. (nervous/afraid)

- Which person’s feelings would it respect if you brought the dog to play with him/her? Student #1: We’re having macaroni and cheese again. (happy)

Student #2: We’re having macaroni and cheese again. (mad/grossed out) - Which person’s feeling would it respect if you ate all the macaroni and cheese and

didn’t share with them? Student #1: Tina took my picture and put it on her computer! (excited) Student #2: Tina took my picture and put it on her computer. (sad/upset)

- Which person’s feelings would it respect if you erased Tina’s picture from the computer?

Student #1: It’s time to go outside. (tired) Student #2: It’s time to go outside. (happy)

- Which person’s feelings would it respect if you said, “it’s okay, we don’t have to go outside right now.”

Student #1: It’s raining outside. (excited) Student #2: It’s raining outside. (scared)

- Which person’s feelings would it respect to say, “Let’s go play in the rain!” Explain that the way you say things is sometimes just as important for knowing how someone feels and what the person says. That’s why it’s important to listen carefully- that way we can respect others’ feelings. Closure: Ask the students if they remember what today’s safety sign said. Then, say it together as a class. In safe spaces, everyone’s feelings are respected.

28 Ludwig, Tracy. Just Kidding. Tricycle Press, 2003.

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Third Grade: Session #2 Safe Spaces: Respecting Boundaries

Objective: Students will define what the word boundary means and identify some of their own boundaries. Safety Sign: In safe spaces, people respect each others' limits. Rationale: Setting healthy boundaries and communicating and respecting limits are all major components of healthy relationships. This lesson will introduce students to these concepts, with the anticipation of more in-depth coverage in Middle and High School. Standards of Learning:

5. Knowledge and Skills: The student will explain that health habits impact personal growth and development. Key skills include: 3.1d: positive interaction with family, peers and other individuals

Supplies: “Rules for My Room” handouts, boundaries cards for each child, Safety Signs #1-2 Introduction: Introduce yourself and tell the students that you are from the Family Resource Center. Ask the students if they remember what Family Resource Center does. (help people who have been abused). Then ask them if they remember what “abuse” means. (Abuse is when someone hurts another person on purpose, usually over and over again). Identify different ways that someone can be abusive (hitting someone, name calling, etc.) We also get to talk to students. Today we’re going to talk about something called boundaries. Ask the students if the following statements show respect for boundaries or not.

• A friend asks you to let him copy from your paper, even though he knows you don't like to cheat.

• A friend borrows a toy without asking. • A friend invites you to come over to her house this evening. You tell her that you are

going out of town with you Dad tonight. She says she'll ask you again another time. • You're spending the night with a friend and you want to put on your pajamas. You tell

your friend that want to change clothes in private. Your friend shows you where the bathroom is.

• The person who sits next to you wants to see the grade you got on a spelling test. You don't want him to know. When you get up to sharpen your pencil, he looks at your paper.

Review Activity: Review the safety sign from last week: In safe spaces, everyone’s feelings are respected. Then show the class today's safety sign: In safe spaces, people respect each others' limits. Activity #1: Define the word “boundary” (a limit). We all have boundaries. Boundaries can be something we can touch, see or hear. This means that we all have limits about where we want and don’t want people to touch us, how we want people to treat our things, or what we want people to say to us, or what we want to hear. If someone goes past our boundaries, they pass

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the place that makes us feel comfortable. We all have the right to decide what our boundaries are. We should all respect each other’s boundaries. Activity #2: Defining boundaries Explain that our personal boundaries are kind of like rules we set for ourselves. Ask if the students have rules for how they want people to act in their bedroom. Get some examples, like: knock before you come in, don't play with my toys without asking, etc. Then, give each child a sheet of paper that says, “Boundaries for my room”, and let them write several “rules” or ways they would like friends to treat their room. Activity #3: Give each student a set of four cards with the following phrases written on them: a good friend, a family member, a child in your neighborhood you don’t know very well and no one. Explain that we can have different boundaries with different people depending on how well we know them and how comfortable we feel around them. You will read a list of behaviors, and after you read each item, the students will hold up a card that shows who can cross that boundary with them. They can hold up more than one card if they want to. Emphasize that there are no right or wrong answers, and sometimes people set different boundaries, and that’s okay. Looking at my grade on a test Borrowing my clothes Reading my journal Working with me on homework Teasing Playing ball with you at recess Getting something from my bookbag Giving me a compliment Giving me a hug Calling me a name Taking a bath Take up the cards and remind the students that everyone has the right to tell others what their boundaries are, and that good friends always respect each other’s boundaries. Closure: Ask students to read today’s safety sign together: In safe spaces, people respect each others' limits.

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Third Grade: Session #3 Safe Spaces: Cooperation

Objectives: Students will define the word “cooperation” and identify traits associated with it. Safety Sign: In safe spaces, people cooperate with each other. Rationale: This lesson teaches children to share ideas to work together. One-sided decision-making, lack of two-way communication and not valuing the ideas of others is often a characteristic unhealthy or abusive relationships. Therefore, learning and practicing cooperation skills helps children learn to build healthy relationships. Standards of Learning:

• Knowledge and Skills: The student will use decision-making skills to promote personal

health and well-being. 3.2b: the process for resolving conflicts peacefully

• Information Access and Use: The student will demonstrate the ability to use health information to improve personal health. Key skills include: 3.4a: the use of health services and agencies to gain information

Supplies Needed: , Sablank paper or poster board for class book, 2-3 binding ring clips, 15-20 large grocery sacks, hula hoops or carpet squares, Safety Signs #1-3 Introduction: Remind the students that the Family Resource Center is an organization that helps people who have been abused, or hurt by another person on purpose. Some of the ways people can be hurt are: hitting, name calling, pinching, etc. What do you think a person should do if someone is hurting him or her? (Find an adult you can trust and talk to him or her about it.) Family Resource Center also tries to help students learn to treat everyone if ways that make us all feel safe. Does anyone remember what we talked about last week in our “Safe Spaces” class? Show the students the safety signs from the last 2 sessions and have them read aloud together: In safe spaces, everyone’s feelings are respected. In safe spaces, people respect each others' limits. Then, have a student get out the safety sign for today and read it together: Safety Sign: In safe spaces, people cooperate with each other.

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Activity #1: Define cooperation. Ask the students what they think cooperation means. Take a few answers, then make sure they cover these concepts: Cooperation Means… Listening well to others Sharing what you have with others Taking turns Encouraging others Showing appreciation Making sure that no one is left out Doing your share of the work Working it out for everyone when you disagree Making sure that everyone feels needed Activity #2: Play “Cross the Bridge” Give children several large grocery sacks (hula hoops or carpet squares can also be used). Have children work together to try and make it across the room without stepping on the floor (they may step only on the sacks). Give them time to figure out that the solution is to lay down the sacks and have people standing in all but the first one. Then they pick up and pass along the first (empty) sack, put it in front, and repeat this procedure until they reach the end of the room. Activity #3: Cooperation Books Have the class work together to make a cooperation book. Each group will get a small poster board and some markers. Then, give each group one of the characteristics of cooperation listed below to illustrate. Each person in the group should participate in deciding on what to draw and in making the page. At least one person in the group will need to tell the larger group about their illustration. Listening well to others Sharing what you have with others Taking turns Encouraging others Showing appreciation Making sure that no one is left out Doing your share of the work Working it out for everyone when you disagree Making sure that everyone feels needed If a group finishes early, let that group work on a cover poster. When students are finished, let each group show their poster and tell about their pictures. Punch a hole in the top of each page in about the same place so that you can stick a binding ring through the hole to put the posters together to make a large book. Give the book to the teacher so that he or she can read it with the students on other occasions. Closure: Review the day’s safety sign and have students read it together: In safe spaces, people cooperate with each other.

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Third Grade: Session #4 Safe Spaces: Everyone is Valuable

Objectives: Students will discuss difference-based bullying and identify positive ways to prevent it and respond to it. Safety Sign: In safe spaces, everyone is valuable and we treat them that way. Rationale: Valuing self and others helps promote empathy and respect, two key components of healthy relationships. Standards of Learning: 1. Knowledge and Skills: The student will explain that health habits impact personal growth and development. Key skills include: 1d: positive interaction with family, peers and other individuals 2. Information and Its Use: The student will demonstrate the ability to use health information to improve personal health. Key concepts include: 3.4a: the use of health services and agencies to gain information Supplies Needed: poster boards, tape, dollar bill, shoe box, I Can’t Funeral speaking parts, blank paper, Safety Signs #1-4 Introduction: Remind the students that the Family Resource Center is an organization that helps people who have been abused, or hurt by another person on purpose. Some of the ways people can be hurt are: hitting, name calling, pinching, etc. What do you think a person should do if someone is hurting him or her? (Find an adult you can trust and talk to him or her about it.) Family Resource Center also tries to help students learn to treat everyone in ways that make us all feel safe. Does anyone remember what we talked about before in our “Safe Spaces” class? Ask for four volunteers to be safety patrol members and read the following safety signs: #1: In safe spaces, everyone’s feelings are respected. #2: In safe spaces, people respect each others' limits. #3: In safe spaces, people cooperation with each other. #4: In safe spaces, everyone is valuable and we treat them that way. Activity: Play Even If…. Having healthy self-esteem means that you know you are valuable no matter what. Show the students a dollar bill and ask them the following questions: 1. Is this dollar bill valuable? yes 2. What if I fold it in half? Is it still valuable? yes 3. What if wad it up? Is it still valuable? yes 4. What if someone spits on it? Is it still valuable? yes 5. What if I tore it half? Would it still be valuable? Yes, it could still be taped together and used. 6. What is something that is valuable to you? (offer suggestions of special toys, video games or keepsakes that are not replaceable) 7. How do we treat things that are valuable?

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Explain that the dollar is valuable even if all these things happen. People are much more valuable than money, and we are also valuable no matter what happens to us. Others are also valuable and must be treated with respect. Sometimes things happen that make us feel bad and can make it hard to believe we are valuable. When those things happen, we have to think of things we can do to remind ourselves that we are valuable. We’re going to play a thinking game called “Even If”. Read the following “even if” statements. After each statement, ask several students to finish the sentence with, “I can still ______.” and come up with a hopeful outcome. Some examples are listed after the first statement. Even if I don’t do well on a test…. I can still have a chance to do better on the next test. I can still study harder. I can still ask the teacher if I can do extra credit. I can still believe in myself. Even if my friend is angry with me…. Even if I had a fight with my family… Even if I lost at a game…. Even if I don’t get to eat what I want for dinner… Even if I have to do homework instead of playing with my friends…. Even if I’m grounded…. Even if I didn’t get invited to a party… Even if someone calls me a name… Even if I don’t get chosen for the team… Even if I have to move to a new school… Activity #2: I Can’t Funeral29 Explain that knowing we are valuable helps us try new things, especially things that seem like they might be hard for us. It’s not easy to try something new, especially if we don’t know if it’s something we can do. How many of you have ever said “I can’t do that!” Most of us have, because we aren’t born knowing how to do everything we know now. But if we kept saying “I Can’t”, we would never learn to do anything new. Today, we’re going to have a funeral for our “I Can’t’s”. Pass out a piece of paper to everyone and ask the students to think about things that they can’t do, that they hope to be able to do someday. Give them a few minutes to write some of these things down on their papers. They do not have to put their names on them. Each student should fold their paper up and put it in a shoe box in the front of the room. After each student has had a chance to put their paper in the box, let the students participate in the saying of the final words over the “I Can’t’s”. Ask several students to read and give them a slip of paper with their words. Student #1: Class, we gathered here today to honor the memory of 'I Can't.' Student #2: While “I Can’t” was with us here on earth, he touched the lives of everyone. Student #3: We have provided 'I Can't' with a final resting place. Student #4: I Can’t’s brothers and sisters, 'I Can', 'I Will', and 'I'm Going to Right Away' are still with us.

29 http://www.wow4u.com/icant/index.html

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Student #5: They are not as well known as their famous relative and are not as strong and powerful yet. Student #6: Maybe some day, with your help, they will make an even bigger mark on the world. Student #7: May 'I Can't' rest in peace and may everyone here pick up their lives and move forward in his absence. If the teacher would like to have the box to bury with his or her classroom, let him or her have it. Otherwise, take it with you and let the students know that you will find a final resting place for it. (keep it confidential) Closure Activity: Ask the safety patrol volunteer to come forward again and remind the students of today’s safety sign: In safe spaces, everyone is valuable and we treat them that way.

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Third Grade: Session #5 Safe Spaces: Recap

Objectives: Students will review the previous lessons by working together to create “safety signs” that summarize the previous lessons. Rationale: Reviewing material covered increases the dosage, or number of times participants are exposed to the material. Reviewing increases the likelihood that the information will move from the short-term memory to the long-term memory. Standards of Learning: 1. Knowledge and Skills: The student will explain that health habits impact personal growth and development. Key skills include: 1d: positive interaction with family, peers and other individuals 2. Information and Its Use: The student will demonstrate the ability to use health information to improve personal health. Key concepts include: 3.4a: the use of health services and agencies to gain information Supplies Needed: Safety Signs #1-4, 4 boxes of makers and 4 poster boards of large pieces of blank newsprint Introduction: Remind the students that the Family Resource Center is an organization that helps people who have been abused, or hurt by another person on purpose. Some of the ways people can be hurt are: hitting, name calling, pinching, etc. What do you think a person should do if someone is hurting him or her? (Find an adult you can trust and talk to him or her about it.) Family Resource Center also tries to help students learn to treat everyone in ways that make us all feel safe. Does anyone remember what we talked about before in our “Safe Spaces” class? Ask for four volunteers to be safety patrol members and read the following safety signs: #1: In safe spaces, everyone’s feelings are respected. #2: In safe spaces, people respect each others' boundaries. #3: In safe spaces, people cooperate with each other. #4: In safe spaces, everyone is valuable and we treat them that way. Recap Activity: Safety Signs Divide the students into 4 groups and give each group a safety sign with a different lesson focus written on it, and a corresponding situation or “story” to act out. Each group will get to be a part of Safety Patrol today, acting out a situation and helping it end in a “safe space”. Basically, the students act out what is written, and make up and ending that demonstrates the rule for safe spaces. Group #1: In safe spaces, everyone’s feelings are respected. The Story: Cari is having a birthday and lots of the guests want to watch a movie that’s a little bit scary. Two of Cari’s friends say they don’t like scary movies at all, but 3 of the friends love to watch them. Group #2: In safe spaces, people respect each others' boundaries. The Story: Jordan is playing at Lee’s house and sees a shirt that would be fun to borrow. Jordan wants to borrow the shirt, but is afraid Lee will say no.

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Group #3: In safe spaces, people cooperate with each other. The Story: Jo and Cori share a bedroom and their parents have decided to let them decorate it. Jo wants to decorate it blue, and Cori wants green. They also want different kinds of pictures up in it. How can they cooperate? Group #4: In safe spaces, everyone is valuable and we treat them that way. The Story: Dani and Andi are playing ball and get into an argument about the score. Closure Activity: Let each group act out their “Safe Spaces” story.

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SAFETY SIGN #1: In safe

spaces, everyone’s feelings are respected.

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spaces, people respect each

others' boundaries.

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spaces, people cooperate with

each other.

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spaces, everyone is

valuable and we treat them that

way.

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Qualitative Assessment Safe Spaces: 3rd Grade

1. How well did children seem to remember the safety signs from lesson to lesson? 1 2 3 4 5 not at all somewhat very well 2. How well did children seem to remember the concepts taught from lesson to lesson? 1 2 3 4 5 not at all somewhat very well 3. Did the students seem to be able to generate independent responses to questions during review of the material? 1 2 3 4 5 some students half the students most students 4. Did students or teachers review the concepts learned outside of the program time? If so, provide examples. 5. Rate the level of students' participation in the activities. 1 2 3 4 5 no participation total participation 6. Did the students demonstrate an understanding of the topics covered on other occasions after the lessons were given? If so, cite some examples here:

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Safe Spaces Pre-Test

• Does the word “boundaries” mean limits? Yes No

• Do people become less valuable if others are mean to them? Yes No

• Does listening to others show respect for their feelings? Yes No • Does cooperation mean that one person does all the work? Yes

No • Does cooperation mean you always get your way? Yes No

Safe Spaces Pre-Test

• Does the word “boundaries” mean limits? Yes

No

• Do people become less valuable if others are mean to them? Yes No

• Does listening to others show respect for their feelings? Yes No

• Does cooperation mean that one person does all the work? Yes No

• Does cooperation mean you always get your way? Yes No

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Fourth Grade: Session #1 Difference Makers: Healthy Communication

Objectives: By participating in an activity that poses challenges to traditional methods of communication, students will demonstrate and discover the value of these key concepts in healthy communication: eye contact, listening, checking for understanding, restating things in different ways, verbal and non-verbal methods. Lesson Focus: Difference Makers take the time to listen and communicate well with others. Rationale: Effective communication is a skill that helps in the creation of healthy relationships at all ages. Healthy communication allows boundaries to be stated and understood. Healthy communication also assists in non-abusive resolution of conflicts and in building relationships where both people have a voice in decision-making. Standards of Learning (Fourth Grade): • Knowledge and Skills: The student will develop the skills necessary for coping with difficult relationships. Key

concepts/skills include: 4.2c: the development of coping skills

• Information Access and Use: The student will access and use health resources to improve personal and family health. Key concepts/skills include: 4.5a: the use of health care agencies, printed materials, broadcast media, Internet and audiovisual materials

• Community Health and Wellness: The student will evaluate his or her role in solving community health problems. Key concepts/skills include: 4.6a: personal responsibility for exhibiting healthy practices within the school and community setting

4. Community Health and Wellness: The student will understand the importance of communicating with family about personal and community health issues. Key concepts/skills include: 4.7a: identification of obstacles and solution to communication 4.7b: assistance from a trusted adult when in unsafe or uncomfortable situations. Supplies Needed: bandanna, graham crackers, small container of peanut butter, plastic knife, wet wipes, napkins, paper bags (1 for every pair of students), plastic bug (1/pair of students), McDonald’s bag Introduction: Introduce yourself as a teacher from the Family Resource Center and then administer the pre-test. After the pre-test is finished, explain that the Family Resource Center is an organization that helps people who have been abused, or hurt by another person on purpose. Some of the ways people can be hurt are: hitting, name calling, pinching, etc. What do you think a person should do if someone is hurting him or her? (Find an adult you can trust and talk to him or her about it.) Family Resource Center also tries to help students learn to treat everyone if ways that make us all feel safe. In fourth and fifth grade, we call our program Difference Makers, because we learn about how we can make a difference by helping everyone feel safe. Today we’re going to be learning about how to make a difference by communicating well.

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Activity One: Peanut Butter Directions Get out a box of graham crackers, a plastic knife, and a small container of peanut butter. Explain that you will need a volunteer from the class who is good at communicating directions. That volunteer will need to tell you exactly how to make a peanut butter/graham cracker sandwich. They must give the directions to you while they are blindfolded, and you cannot talk to them. Then, blindfold the volunteer, and follow his or her directions in making the sandwich. Follow them exactly. If there is room for misinterpreting the directions, do so. If the student is totally precise, mess up the directions a little anyway. (This will help prove the point of the activity.) When they are done giving directions, remove the blindfold and ask the class the following questions: 1. What did the volunteer do to communicate well?

2. What would have made this activity easier?

Discuss the role all of these elements play in good communication:

1. being able to have eye contact or see each other 2. being able to use words and gestures 3. being able to check for understanding 4. both people having a turn to talk and listen to each other Then, repeat the activity with another volunteer. This time, allow the volunteer to complete the task without the blindfold and allow both people to talk to each other. Afterwards, note the differences in the communication and the finished product.

Activity Two: What is it? This activity will allow students to practice communicating with each other. Ask students to get into pairs and give each pair a paper bag with a plastic bug inside. One person in each pair will be allowed to look inside the paper bag. That person must help the other person discover what object is inside the bag. They cannot tell the other student exactly what the object is, however they can answer questions about what’s inside. When you say go, students can begin talking with each other about what’s inside the bag. Give them about 1- 1 ½ minutes to ask and answer questions. Ask the students to remember the things they learned about good communication from the previous activity. When the time is up, ask the student who has not peeked inside the bag to make a guess to identify the object. Then, let them open the bags and reveal what’s inside. Ask how many students were able to guess what was inside. Take up the bags and bugs. Closure: Explain that for each lesson, you will have an object that helps the students remember the main points of the lesson. Show them today’s object, a McDonald’s sack. Then, explain that the reason today’s object is a bag from McDonald’s is because when cashiers take your order in a drive-thru, they use several good communication skills. They are as follows:

1. They ask you what you want, and then listen to your order. (The skill here is listening.) 2. They repeat your order in case they misunderstood you or if you wanted to change/add to your order. (The skill here is repeating what you thought someone said to check that you understood them correctly.)

3. You have a chance to say if your order is correct. (The skill here is correcting any misunderstandings.) 4. They ask you if that will be all. (The skill here is making sure someone is through talking before you change the subject.) Then, ask a student to read the lesson focus, which should be printed on the bag: Lesson Focus: Difference Makers take the time to listen and communicate well with others.

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Fourth Grade: Session #2 Difference Makers: Resolving Conflicts

Objectives: Students will define boundaries as the limits that others have. Students will practice solving problems while respecting others’ limits by participating in a group activity where everyone’s limits must be respected. Lesson Focus: Difference Makers respect others’ limits when they resolve conflicts. Rationale: resolving conflicts respectfully is a key concept in building healthy relationships. A large part of exercising respect when conflicts arise lies in respecting others’ limitations even when we disagree with or do not fully understand those limits. This lesson offers a chance for students to practice this skill by working with others to use creative and critical thinking skills.

Standards of Learning (Fourth Grade): 1. Knowledge and Skills: The student will develop the skills necessary for coping with difficult relationships. Key concepts/skills include:

4.2c: the development of coping skills 4.2d: recognition of harmful or abusive relationships

2. Information Access and Use: The student will access and use health resources to improve personal and family health. Key concepts/skills include:

4.5a: the use of health care agencies, printed materials, broadcast media, Internet and audiovisual materials 3. Community Health and Wellness: The student will evaluate his or her role in solving community health

problems. Key concepts/skills include: 4.6a: personal responsibility for exhibiting healthy practices within the school and community setting

4. Community Health and Wellness: The student will understand the importance of communicating with family about personal and community health issues. Key concepts/skills include: 4.7a: identification of obstacles and solutions to communication 4.7b: assistance from a trusted adult when in unsafe or uncomfortable situations Supplies Needed: McDonald’s bag, roll of duct tape, sheets of paper with “limits” written on them (1/child), large drawing paper (5/class); 5 boxes of crayons Introduction: Remind the students that the Family Resource Center is an organization that helps people who have been abused, or hurt by another person on purpose. Some of the ways people can be hurt are: hitting, name calling, pinching, etc. What do you think a person should do if someone is hurting him or her? (Find an adult you can trust and talk to him or her about it.) Family Resource Center also tries to help students learn to treat everyone if ways that make us all feel safe. Does anyone remember what we talked about last week in our “Difference Makers” class? Show the students the McDonald’s bag from last session and have them read the lesson focus: Difference Makers take the time to listen and communicate well with others. Explain that today’s lesson will be about resolving conflicts and respecting limits. Show the students today’s object, a roll of duct tape. Ask the students if they have ever created a boundary with tape for their space in their bedroom and asked their brother or sister not to cross it. Explain that this is an example of creating limits to help resolve a problem or conflict. The tape is supposed to help solve the problem, but it only works if both people respect the limits it creates. Then, ask a volunteer to unroll the tape and read the following phrase (which will be written on it): Difference Makers respect others’ limits when they resolve conflicts.

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Activity One: Boundaries Ask the students what they think a definition of a boundary is. Explain that a boundary is a limit. Then, provide students with some examples: * Boundaries can be physical, like state or county lines. Physical boundaries can also be about who you feel okay with hugging, or who can borrow something that belongs to you and how long they can keep it. * Boundaries can be verbal, like when it’s okay to talk in class, and when you can’t interrupt. Verbal boundaries also mean who can call you by a nickname, and if you want to be teased by someone or not. * Boundaries can be emotional, like if you like to be alone when you cry, or if you’re okay crying in front of someone. Emotional boundaries can also mean who you want to know your secrets and if you want someone to read your diary or journal. In healthy relationships, people tell each other their boundaries so that their limits can be respected. Activity Two: Communicating and Respecting Boundaries Divide the class into groups of 3-5 students. Give each group a large sheet of drawing paper and a box of crayons. Then, explain that each student in the group will receive a piece of paper with a boundary (or limit) printed on it. The group must respect each person’s boundaries while completing the following activity together. Groups will have 8-10 minutes to create a poster about someone who made a difference. Here is a list of the boundaries that will be given to students: * My boundary is: The person the poster is about must be someone I have heard of. * My boundary is: I must draw with my eyes closed. * My boundary is: I must draw a bunny somewhere on the poster. * My boundary is: I can only draw on the poster with the color blue. * My boundary is: We cannot use the colors red, green or black on the poster. Closure Activity: Use the following discussion questions after the “boundaries” activity: * How did each group communicate their boundaries? * Were each person’s boundaries respected? Why or why not? * Were some boundaries more challenging to work around? Then, let each group show their poster and ask them to describe the ways they showed respect for boundaries. Then, make sure to review the lesson focus. Difference Makers respect others’ limits when they resolve conflicts.

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Fourth Grade: Session #3 Difference Makers: Seeing Others’ Point of View

Objectives: Students will define “point of view” and discuss the benefits and limitations of understanding others’ points of view. Students will also practice articulating their own point of view and hearing others’ points of view. Lesson Focus: Difference Makers can see things from others’ points of view.

Rationale: In healthy relationships, people can understand and respect each others’ viewpoints, even if they disagree. Being able see things from another person’s perspective contributes to the development of empathy, healthy communication and respect for boundaries. All these qualities tend to be present in healthy relationships and absent in those that are abusive.

Standards of Learning (Fourth Grade): 1. Knowledge And Skills: The student will develop the skills necessary for coping with difficult relationships. Key concepts/skills include:

4.2c: the development of coping skills 4.2d: recognition of harmful or abusive relationships 4.2e: practicing self-control


4.5a: the use of health care agencies, printed materials, broadcast media, Internet and audiovisual materials 3. Community Health and Wellness: The student will evaluate his or her role in solving community health problems. Key concepts/skills include:

4.6a: personal responsibility for exhibiting healthy practices within the school and community setting 4. Community Health and Wellness: The student will understand the importance of communicating with family about personal and community health issues. Key concepts/skills include: 4.7a: identification of obstacles and solutions to communication 4.7b: assistance from a trusted adult when in unsafe or uncomfortable situations Supplies Needed: The True Story of the Three Little Pigs30 by John Scieszka, McDonald’s bag, roll of duct tape, sunglasses

Introduction: Remind the students that the Family Resource Center is an organization that helps people who have been abused, or hurt by another person on purpose. Some of the ways people can be hurt are: hitting, name calling, pinching, etc. What do you think a person should do if someone is hurting him or her? (Find an adult you can trust and talk to him or her about it.) Family Resource Center also tries to help students learn to treat everyone in ways that make us all feel safe. Does anyone remember what we talked about before in our “Difference Makers” class? Show the students the roll of duct tape and have them read last session’s lesson focus: Difference Makers respect others’ limits when they resolve conflicts. Show the students the McDonald’s bag and have them read session #1’s focus: Difference Makers take the time to listen and communicate clearly with others. Then, explain that today’s lesson will be about seeing things from other people’s points of view. Ask the students if they know what point of view means, and then offer some explanations to make sure they understand: your opinion; the way you see things; how you feel about something. Explain that being able to understand other people’s point of view helps us settle difference without hurting each other. It can also help us show respect for someone, even when we disagree.

30 Scieszka, John. The True Story of the Three Little Pigs. Viking, 1999.

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Activity One: What’s Your Point of View? Have the students stand up in the classroom. Tell them that you’re going to play a game to find out some of the different points of view students have in the classroom. Tell the students you are going to read some opinion statements. Designate one end of the room as the place to stand if you “totally agree” and the other end of the room as the place to stand if you “totally disagree”. Students can also stand in the middle if they don’t totally agree or disagree. Here are the opinion statements: * Chocolate is the best kind of ice cream. * I love Social Studies. * I wish the cafeteria made broccoli more often. * I do not like cold weather. * I like to be around lots of people. * I could play video games all day long. * I love to sing. * I do not like football. Activity Two: Seeing the Other Point of View Introduce the book The True Story of the Three Little Pigs31 by explaining that it tells the story from the Wolf’s point of view. Read the story and follow up with the following discussion questions: * Are there parts of the story you never thought about before when you heard if from the viewpoint of the pigs? * Do you believe everything the wolf said in his version of the story? Then, explain that understanding someone else’s point of view or opinion doesn’t mean you have to agree with it, you just need to respect it.

Closure Activity: Circle of Respect Divide the class in half. If there are an uneven number of students, either you or the teacher will need to join in the game. Half of the students should make a circle and each child in the circle should stand facing outward. The other half of the students should make a larger circle around them, facing inward, so that each student in the smaller circle is facing a partner in the larger circle. (NOTE: If the class is larger than 20 students, you may want to do this game in pairs or make two sets of circles.) After each student is facing a partner, the students will be given one minute for both partners to tell each other an answer to this question:

1. Tell about a time when you felt misunderstood. Before letting students begin, give them examples of feeling misunderstood. Here are some: * You forget to give a friend an invitation to a party, and he or she gets mad at you because they think you left them out on purpose. * You ask for “A coke please” in the drive-through, but they thought you said you wanted “ A grilled cheese”.

31 Scieszka, John. The True Story of the Three Little Pigs. Viking, 1999.

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Give students a minute or so to talk across the circle to their partners. Then, have the students in the outside circle rotate one person clockwise, so that students have a different partner. Then, have them answer the following question with their new partner:

2. Tell about a time when you felt someone showed respect for you: Again, offer some examples to get students thinking. Here are some: * Someone takes your advice on how to do something. * Someone gives you a compliment. * A friend plays a game they don’t like because they know it’s something you like to do. If time permits, students can continue rotating/changing partners and answering the same questions with different people in the circle until they get back to their original partner. After you finish the activity, show the students today’s object, a pair of sunglasses, and have them read the lesson focus that should be taped to them: Lesson Focus: Difference Makers can see things from others’ point of view.

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Fourth Grade: Session #4 Difference Makers: Bystanders Can Make a Difference

Objectives: Students will define the terms “bullying” and “bystander”. Students will participate in group discussions to think through non-violent ways that bystanders can stand up for others when they notice bullying. Lesson Focus: Difference Makers don’t ignore situations where others are being bullied. Rationale: Engaging active bystanders is a huge asset in the primary prevention of sexual and domestic violence. Many times bystanders, both adults and children, have no idea how they might helpfully influence a situation. This lesson allows students to think through non-violent ways of decreasing tolerance for causing harm to others.


4.2b: identification of bullying and aggressive behaviors 4.2c: the development of coping skills 4.2d: recognition of harmful or abusive relationships 4.2e: practicing self-control



4.6a: personal responsibility for exhibiting healthy practices within the school and community setting 4. Community Health and Wellness: The student will understand the importance of communicating with family about personal and community health issues. Key concepts/skills include: 4.7b: assistance from a trusted adult when in unsafe or uncomfortable situations Supplies Needed: McDonald’s bag, roll of duct tape, sunglasses, feet cut-out, and bullying situations Introduction: Remind the students that the Family Resource Center is an organization that helps people who have been abused, or hurt by another person on purpose. Some of the ways people can be hurt are: hitting, name calling, pinching, etc. What do you think a person should do if someone is hurting him or her? (Find an adult you can trust and talk to him or her about it.) Family Resource Center also tries to help students learn to treat everyone in ways that make us all feel safe. Does anyone remember what we talked about before in our “Difference Makers” class? Show the students the following objects and have the read the focus statements from previous sessions:

McDonald’s Bag:Difference Makers take the time to listen and communicate well with others.

Duct Tape: Difference Makers respect others’ limits when they resolve conflicts.

Sunglasses: Difference Makers can see things from others’ point of view. Then, explain that today you will be talking about making a difference when you see others getting hurt. Show the students the feet cut-out and read the lesson focus printed on it:

Difference Makers stand up for others who are being bullied.

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Activity One: Bullying Discussion Questions Begin a discussion on bullying with the following questions: 1. What does bullying mean? (Let several children describe it, and then make sure to talk about how it means hurting someone or a group of people over and over on purpose.) 2. What can a person do if he or she is being bullied? (Talk about finding a trusted adult.) 3. What do you think the word “bystander” means? (Someone who sees the bullying, but isn’t being bullied themselves.) 4. What can a bystander do if he or she notices someone else being bullied? (Talk about the trusted adult here, too, but also help students think through negative consequences of violent intervention and possible non-violent ways to stand up for a friend.) Activity Two: A Bystander Who Made a Difference Explain to the students that bystanders can often make a difference when a person or a group is being bullied. Then, read them the following story, about a young girl named Kaneesha Johnson.32 “When Kaneesha Sonee Johnson started fifth grade in Hawthorne, California, she noticed that the African-American kids in her class often teased the Asian kids. And the tougher kids went a lot further, bullying and hurting the kids from Asian families. Kaneesha, an African-American, thought this was wrong, and decided to do something about it. She began making friends with kids who couldn’t speak English, helping them with their homework, showing them around and telling other kids to lay off them. Kaneesha explained, ‘I just decided to, because I know how it feels when people laugh at you. That old poem says, ‘Sticks and stones may break my bones but names can never hut me,’ but some words do hurt.’” When Kaneesha herself was teased by the bullies for standing against them, she cried – at home, where they couldn’t see her – but she held her ground. And one small girl succeeded. She even brought the two groups of students together on the playground. After seeing African-Americans and Asians choose only each other for their teams, Kaneesha talked them all into playing together – integrating the class teams. And, in class, she got them working together, seeing each other as real kids like themselves, not African Americans” or ‘those foreigners.’”

Activity Three: Bystander Discussion Questions After reading Kaneesha’s story, ask the students the following questions: 1. Who was being bullied in the story? 2. Why do you think they were being bullied? 3. Why do you think Kaneesha thought it was her responsibility not to ignore the bullying? 4. What things did Kaneesha do to help the situation? 5. Do you think it would be hard for you to do the kinds of things Kaneesha did? Why or why not? 6. Do you think it would be easier to do what Kaneesha did if several kids were standing up to the bullies?

32 http://www.giraffe.org/hero_Kaneesha.html

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Activity Four: How Can We Make a Difference? Divide the students into small groups of 4-5 children. Each group will be given a piece of paper that describes a different type of bullying situation. The group must work together to think of at least three things they could do to make a difference in their given situation. Walk around as students have this conversation together and offer assistance if groups seem stuck or headed in an unhelpful direction. You can also offer suggestions from the lists below each scenario

Bullying Situations: 1. Your friend’s younger brother, Timmy, is in 2nd grade. He walks home from school each day by himself. Sometimes, Grady, an older 4th grader follows him home and teases him. Last week, Grady took Timmy’s backpack and threw the books on papers on the ground just to be mean. What can you do?

- Help Timmy talk with his Mom or Dad. -Get several of your friends to walk home with Timmy so he’s not alone. -Help Timmy talk with Grady’s teacher about the problem.

2. There is a girl in your class named Marissa, and lots of kids make fun of her. She can’t hear very well and so she talks differently than most of the other kids. When she’s not looking, they call her terrible names and laugh at her because she can’t hear them. What can you do?

-Choose not to participate in the teasing yourself. -Tell your classmates you don’t think it’s funny when they tease Marissa. -Talk to your teacher about the teasing.

3. Your class is on the playground every day at the same time as the 7th graders. A group of the 7th grade boys like to go stand around the soccer field. There are so many of them that the teachers can’t see what happens behind where they stand. They try to trap one of the younger guys back there by chasing him around. When they catch him, they kick him really hard. What can you do?

- Talk to the teacher, principal or a parent about the problem. - Ask if you can have recess at a different time than the 7th graders. - Encourage your friends to stand near the teachers and play in groups during recess.

4. Lindsey and her friend Kyle live next door to each other and they ride the bus home together. Lindsey is in 4th grade and Kyle is in 5th. Some days, when Lindsey walks onto the bus, some of the 5th grade boys tease her about kissing boys and about the way her body looks. Kyle notices that sometimes Lindsey is crying when she gets off the bus. What can he do?

- Talk to the bus driver about the teasing. - Tell the 5th grade boys to stop teasing Lindsey. - Sit by Lindsey on the bus.

5. Jamie is in 5th grade and all of the girls in her class love to pass notes back and forth in class. Sometimes they talk about boys in the notes and write things that make each other laugh. Yesterday, her friend Judy sent her a note with a list of all the boys she thought were really cute, and another list of boys labeled “ugly”. She wanted Jamie to add some names to the list. What could you do if you were Jamie?

- Decide not to add any names to the list. - Destroy the list or ask Judy to destroy, and explain that it could hurt someone’s feelings. - Ask Judy how it would make her feel if the boys put her on the ugly list.

Closure Activity: Have the students in each group share the three ways the group thought they could respond. If students had trouble, offer some of the suggestions listed below the scenario. Then, review today’s lesson focus:

Difference Makers stand up for others who are being bullied.

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Fourth Grade: Session #5 Difference Makers: Recap

Objectives: Students will review the concepts learned in previous lessons by identifying persons who have made a difference by communicating well, respecting boundaries, seeing things from others’ points of view, and standing up for others. Students will create awards to recognize the

persons identified. Rationale: Reviewing material covered increases the number of times participants are exposed to the material, increasing the likelihood that the information will move from the short-term memory to the long-term memory.


4.2b: identification of bullying and aggressive behaviors 4.2c: the development of coping skills 4.2d: recognition of harmful or abusive relationships



4.6a: personal responsibility for exhibiting healthy practices within the school and community setting 4. Community Health and Wellness: The student will understand the importance of communicating with family about personal and community health issues. Key concepts/skills include: 4.7b: assistance from a trusted adult when in unsafe or uncomfortable situations Supplies Needed: McDonald’s bag, duct tape, sunglasses, feet cut-outs, award papers indicative of the four focus symbols just named, markers Introduction: Remind the students that the Family Resource Center is an organization that helps people who have been abused, or hurt by another person on purpose. Some of the ways people can be hurt are: hitting, name calling, pinching, etc. What do you think a person should do if someone is hurting him or her? (Find an adult you can trust and talk to him or her about it.) Family Resource Center also tries to help students learn to treat everyone in ways that make us all feel safe. Does anyone remember what we talked about before in our “Difference Makers” class? Show the students the following objects and have them read the focus points from previous sessions: McDonald’s Bag:Difference Makers take the time to listen and communicate well with others. Duct tape :Difference Makers respect others’ limits when they resolve conflicts. Sunglasses: Difference Makers can see things from others’ points of view. Feet Cut-Out: Difference Makers stand up for others who are being bullied.

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Activity One: You Made A Difference Awards Divide the class into four groups. Give each group an award paper and some markers. Explain that each group should select a classmate who has made a difference in the ways we’ve talked about in the Difference Makers program and be prepared to explain why the group believes this individual deserves this award. Activity Two: Awards Ceremony Have each group select a representative to present their award. Closure Activity: Administer the post-test.

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Bullying Situations

1. Your friend’s younger brother, Timmy, is in 2nd grade. He walks home from school each day by himself. Sometimes, Grady, an older 4th grader follows him home and teases him. Last week, Grady took Timmy’s backpack and threw the books on papers on the ground just to be mean. What can you do? 2. There is a girl in your class named Marissa, and lots of kids make fun of her. She can’t hear very well and so she talks differently than most of the other kids. When she’s not looking, they call her terrible names and laugh at her because she can’t hear them. What can you do? 3. Your class is on the playground every day at the same time as the 7th graders. A group of the 7th grade boys like to go stand around the soccer field. There are so many of them that the teachers can’t see what happens behind where they stand. They try to trap one of the younger guys back there by chasing him around. When they catch him, they kick him really hard. What can you do?

. 4. Lindsey and her friend Kyle live next door to each other and they ride the bus home together. Lindsey is in 4th grade and Kyle is in 5th. Some days, when Lindsey walks onto the bus, some of the 5th grade boys tease her about kissing boys and about the way her body looks. Kyle notices that sometimes Lindsey is crying when she gets off the bus. What can he do? 5. Jamie is in 5th grade and all of the girls in her class love to pass notes back and forth in class. Sometimes they talk about boys in the notes and write things that make each other laugh. Yesterday, her friend Judy sent her a note with a list of all the boys she thought were really cute, and another list of boys labeled “ugly”. She wanted Jamie to add some names to the list. What could you do if you were Jamie?

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Limits/Boundaries Handout

* My boundary is: The person the poster is about must be someone I have heard of.

* My boundary is: I must draw with my eyes closed.

* My boundary is: I must draw a bunny somewhere on the poster.

* My boundary is: I can only draw on the poster with the color blue.

* My boundary is: We cannot use the colors red, green or black on the poster.

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Pre-test Post-test

yes no Does communicating well make a difference in how well people get along?

yes no Does communicating well make a difference in how well people get along?

Yes No Can you communicate better if you can’t see the person you’re communicating with?

Yes No Can you communicate better if you can’t see the person you’re communicating with?

Yes No Does it help you communicate to repeat back what someone else is saying?

Yes No Does it help you communicate to repeat back what someone else is saying?

Yes No Is a boundary when someone gets mad at another person?

Yes No Is a boundary when someone gets mad at another person?

Yes No Is respecting boundaries a good way to treat a friend?

Yes No Is respecting boundaries a good way to treat a friend?

Yes No If you understand someone else’s point of view, does that mean you have to agree with them?

Yes No If you understand someone else’s point of view, does that mean you have to agree with them?

Yes No Can seeing other peoples’ points of view help us get along better?

Yes No Can seeing other peoples’ points of view help us get along better?

Yes No Is teasing a kind of bullying?

Yes No Is teasing a kind of bullying?

Yes No Is a bystander a person who doesn’t know that others are being bullied?

Yes No Is a bystander a person who doesn’t know that others are being bullied?

Yes No Can bystanders help when they see someone being bullied?

Yes No Can bystanders help when they see someone being bullied?

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This award goes to

For taking the time to listen and communicate well with others

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This award goes to

For respecting others’ limits when they resolve conflicts

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This award goes to

who always manages to see and honor other peoples’ points of view, even if they don’t

always agree.

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This award goes to

Who has made a difference by standing up for others who were being bullied

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Fifth Grade: Session #1 Peace Patrol: Captain Communication

Objective: Students will differentiate between passive, assertive and aggressive behavior by reading about superheroes with these traits. Students will also discuss ways to promote assertive communication by creating “special powers” required for a superhero to communicate this way. Rationale: Assertive communication is the cornerstone of a healthy relationship. It is a skill that is learned over time and must be introduced early and practiced often in order to form healthy adolescent and adult relationships. Standards of Learning:

1. Knowledge and Skills: The student will demonstrate the interpersonal skills necessary to build healthy relationships. Key

concepts include: 5.1a: the development of positive social skills 5.1c: effective verbal and non-verbal communication skills that convey care, consideration and respect for self and others

Supplies Needed: aluminum foil, markers and “Captain Communication” profiles for each group Introduction: Introduce yourself and tell the students that you are from the Family Resource Center. Explain that the Family Resource Center is a place the helps people who have been abused. Abuse is when someone hurts another person on purpose. Identify different ways that someone can be abusive (hitting someone, name calling, etc.) Then, ask what someone should do if they're in a situation where they're being hurt (talk to a trusted adult). Introduction to the Peace Patrol: Explain the “Peace Patrol” program to the students. The peace patrol is a superhero academy, where superheroes go to do their training. The motto at the Peace Patrol Academy is, “We stop fights before they happen.” Our superheroes have just had their mid-year evaluation and some of them are in danger of flunking out of superhero school. Each week, we will be introduced to a new superhero. You will receive their profile, as well as what they must improve in order to graduate as full-fledged superheroes. Each week, we will get in small groups, and try to come up with ideas to help them. Hopefully, by the end, we will get every superhero through the program successfully. Activity #1: Definitions Before we look at the first superhero profile, you need to define a few words. Explain them to the students as follows:

• Aggressive communication is communicating in a way that does not respect other people. Some examples are yelling, name calling and hitting.

• Passive communication is communicating in a way that does not show respect for yourself. Some examples would be not saying what you want, not saying anything if someone cuts in line and always letting others decide what activity you'd like to do.

• Assertive Communication is communicating in a way that shows respect for yourself and others. Some examples would be, asking to play a game you'd like to play, but not demanding to do so; or, asking someone to say they're sorry if they hurt you.

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Activity #2: Superhero Profile #1- Captain Communication Give the students a copy of Captain Communication's file and go over the information with them. As you explain his job, make sure to highlight the differences between passive, assertive and aggressive communication. Activity #3: Motto & Costume for the Captain Divide the students into groups of 3-4 and have each group come up with a motto for Captain Communication. (You may have to give the students some examples, like “Superman, to the rescue,” or “Never Fear, Danger Mouse is Here.”) Then, give the students some aluminum foil, construction paper and markers and let them make a costume for Captain Communication. One member of each group will wear the costume and share the chosen motto with the class. Ask students to remember their groups, because they will be in the same groups next time. Closure: Have each group model their costume and share their motto.

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Peace Patrol Profile Captain Communication

Who is he? Captain Communication is a superhero dedicated to assertive communication. He shows up whenever someone is being too passive (not showing respect for themselves, or too aggressive (not showing respect for others). What are his special powers? He has a telephone that can make 50 phone calls at once. What villains is he up against? He battles “The Skittish Squeaker” a mouse that goes around telling people not to stand up for themselves and a lion called “The Roaring Ruckus” who makes people yell and name call when they're angry. You might not think a mouse would be as intimidating as a lion, but think how many people scream if they see one in their house. What is his motto? He needs one. Sidekicks: The Donut Man currently hurls donuts into the mouths of those who are not respecting others. The Tongue gives out candies that make those not speaking up for themselves talk more freely. Costume: He needs one.

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Fifth Grade: Session #2 Peace Patrol: The Rock

Objective: Students will identify ways for using physical strength to help and not hurt by coming up with a new purpose for “The Rock”. Rationale: Might makes right is often a concept that fuels both sexual and domestic violence. The idea that just because someone is physically stronger than them entitles them to control another person often motivates perpetrators of these types of violence. The healthy alternative to using strength for harm is to use it to help. This superhero helps children explore this serious concept in a playful way. Standards of Learning:



Supplies Needed: paper, pencils, “The Rock's” profile Introduction: Ask the students if they remember where you are from. Review that the Family Resource Center is a place the helps people who have been abused. Abuse is when someone hurts another person on purpose. Identify different ways that someone can be abusive (hitting someone, name calling, etc.) Then, ask what someone should do if they're in a situation where they're being hurt (talk to a trusted adult). Review Activity: Ask the students the following questions: 6. What superhero did we learn about last week? 7. What was his mission? Then, have the students get in their groups from the previous lesson and review the mottoes they made up for “Captain Communication”.

Activity #1: Superhero Profile #2- The Rock Give the students a copy of The Rock's file and go over the information with them. Explain that “The Rock's” problems are that sometimes his sidekick, “The Flame” convinces him to “fight fire with fire”. What that means is that if he doesn't get whatever he wants, he just takes it, and sometimes hurts people in the process. Activity #2: Ask the children the following questions: • If you wanted to play with someone video game, and they wouldn't let, should you beat them

up to get the game from them, even if you know you could? • If someone called you a name and refused to say they're sorry, would you hurt them back just

because you could? Then, explain that “The Rock” needs a new sidekick who will encourage him to use his strength to help people and not to hurt others, even those who make him mad.

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Divide the students into their groups again and have each group come up with a new sidekick for “The Rock”. The group must also come up with a motto for the sidekick to use to encourage the Rock to use his strength to help and not to hurt. Groups should create a picture of their sidekick to share with the group. Closure: Have each group share their idea for a sidekick and present their motto.

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Peace Patrol Profile “The Rock”

Who is he? “The Rock” is an extra-strong man who is unsure of his purpose. Most of the time he just does whatever his sidekick wants and it gets him into trouble. What are his special powers? He is incredibly strong. He can smash entire buildings with his bare hands and pull fire hydrants off the street. What villains is he up against? His chief villain right now is himself. What is his motto? He needs one. Sidekicks: The Flame is his current sidekick. The flame beliefs in fighting “fire with fire” which often means stirring up trouble where there is none. He's a reckless sidekick and often destroys property. Costume: The Rock has a suit made entirely of limestone.

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Fifth Grade: Session #3 Peace Patrol: The Mad Man

Objective: Students will identify positive ways of dealing with anger by creating a motto and special accessories for “The Mad Man”. Rationale: Dealing with anger in a positive way can help to build healthy relationships. Dealing with anger in an unhealthy way can contribute to unhealthy or violent relationships. Teaching children how to deal with anger at an early age is paramount to violence prevention in relationships and communities. Standards of Learning:



Supplies Needed: Copies of “The Mad Man's” profile Introduction: Ask the students if they remember where you are from. Review that the Family Resource Center is a place the helps people who have been abused. Abuse is when someone hurts another person on purpose. Identify different ways that someone can be abusive (hitting someone, name calling, etc.) Then, ask what someone should do if they're in a situation where they're being hurt (talk to a trusted adult). Review Activity: Ask the students the following questions: • What superheroes did we learn about in the last lesson? • What mottoes did you come up with for them? Then, have the students get in their groups from the previous lesson and review the mottoes they made up for the previous lessons. Activity #1: Talk about anger. Ask the students the following questions: 12. It it okay to be angry? (yes, everyone gets mad sometime) 13. What can you do to deal with being angry that doesn't involve hurting anyone? (help students

come up with a variety of answers) Then, explain that “The Mad Man” helps people with anger management. Activity #2: Superhero Profile #3- The Mad Man Give the students a copy of Mad Man's file and go over the information with them. Explain that “The Mad Man's” biggest problem is his villain, “The Volcano”. When someone gets really angry, the volcano comes and makes anger erupts all over them. It's really bad, because instead of being able to calm down, the volcano just makes them feel more angry. The Mad Man needs some special tools to help people calm down when they're angry.

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Activity #3: Divide the students into their groups again. Each group will come up with ideas for special tools for the “The Mad Man” to use to help others calm down. Students may use items from around the classroom to create their “tools”. The group must also come up with a motto for “The Mad Man”. Closure: Have each group share their ideas for special tools and present their mottoes to the class.

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Peace Patrol Profile “The Mad Man”

Who is he? “The Mad Man” is a hero that helps people make good choices when they're angry. What are his special powers? He can eat fire and always keeps his temper, even when he's really upset. What villains is he up against? He is up against “The Volcano”, a villain that makes people erupt with anger. To combat him, he needs some tools that will keep people from “erupting” with anger. What is his motto? He needs one. Sidekicks: Anger Danger is his sidekick. She reminds people when their anger is about to be out of control. Costume: The Mad Man wears a green suit with all sorts of faces on it. He also drives a firetruck to help put out The Volcano's dark deeds.

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Fifth Grade: Session #4 Peace Patrol: Lady Aria, The Sound Boundary

Objective: Students will define the word boundary and create songs about the importance of respecting boundaries. Rationale: Setting healthy boundaries and communicating and respecting limits are all major components of healthy relationships. This lesson will introduce students to these concepts, with the anticipation of more in-depth coverage in Middle and High School. Standards of Learning:



Supplies Needed: Copies of “Lady Aria's” profile, pencils, paper Introduction: Ask the students if they remember where you are from. Review that the Family Resource Center is a place the helps people who have been abused. Abuse is when someone hurts another person on purpose. Identify different ways that someone can be abusive (hitting someone, name calling, etc.) Then, ask what someone should do if they're in a situation where they're being hurt (talk to a trusted adult). Review Activity: Ask the students the following questions: 9. What superheroes did we learn about in the last lesson? 10. What mottoes did you come up with for them? Then, have the students get in their groups from the previous lesson and review the mottoes they made up for the previous lessons. Activity #1: Ask students the following questions: • What are boundaries? (limits) • Can you give an examples of a boundary? • Tell me some boundaries you have about:

your room your clothes your diary/journal your space

Then, explain that “The Sound Boundary, Lady Aria” makes sure that people respect each other's boundaries. Activity #2: Superhero Profile #4- Lady Aria, the Sound Boundary Give the students a copy of Lady Aria's file and go over the information with them. Explain that her biggest problem is needing a jingle for a motto. (A jingle just means a catchy little song that

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explains something). Lady Aria keeps boundaries safe from Scissorman by singing songs about respecting others' limits. But she's a little short on music right now. Activity #3: Divide the students into their groups again. Each group will come up with a song for Lady Aria to use that is about respecting boundaries. To make it easier, write the words to the tune of a familiar song, like “Row, row, row you boat”, “Twinkle, twinkle little star” or “The Adams Family” theme song. Closure: Have each group share their song with the group.

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Peace Patrol Profile “Lady Aria, The Sound Boundary”

Who is she? Lady Aria reminds people to respect others limits, whether they want to or not. She uses magic songs to accomplish this. That's why they call her “The Sound Boundary”. What are her special powers? Her singing is magic and will create unbreakable boundaries. What villains is she up against? She battles Scissorman, who constantly tries to break the magically strong boundaries. What is his motto? She doesn't have a motto, but she does have several songs. She is in desperate need of more, however, because Scissorman has stolen many of her songs and they will no longer work. Sidekicks: Roper Man is her sidekick. He ropes off the boundaries for her before she sings to them. Costume: Lady Aria, the Sound Boundary wears puffy white robes and her body is shaped like a harp.

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Fifth Grade: Session #5 Peace Patrol: Recap

Objective: Students will review the concepts learned so far by creating comic strips about their superhero “saving the day.” Rationale: Reviewing material covered increases the dosage, or number of times participants are exposed to the material. Reviewing increases the likelihood that the information will move from the short-term memory to the long-term memory. Standards of Learning:



Supplies Needed: Copies of all Peace Patrol profiles, Markers, newsprint Introduction: Ask the students if they remember where you are from. Review that the Family Resource Center is a place the helps people who have been abused. Abuse is when someone hurts another person on purpose. Identify different ways that someone can be abusive (hitting someone, name calling, etc.) Then, ask what someone should do if they're in a situation where they're being hurt (talk to a trusted adult). Review Activity: Ask the students the following questions: • What superheroes have we learned about? • What mottoes did you come up with for them? Then, have the students get in their groups from the previous lesson and review the mottoes they made up for the previous lessons. Review Activity: Comic Books Give each group some newsprint, some markers, pencils and one of the profiles of the Peace Patrol heroes and a matching story starter. Have the students take the story starter and read it. (Explain that a story starter gives them the beginning of the story, the group must make up the end.) Using the story starter and the profile as resources, have each group create a short comic strip story about their character. Closure: Have each group read their Comic Books to the larger group. Distribute copies of the post-test and have the students complete them. Explain that we are always looking for students who want to get more involved in our program by becoming leaders in the Peace Patrol. Pass around a sign-up sheet for those interested in getting more information about that.

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Story Starters

The Adventures of Captain Communication It was late Tuesday afternoon and Captain Communication was taking nap when his phone rang. (RING) The woman on the other end of the line yelled “Get here quick! My son just brought The Roaring Ruckus home with him from school and he's been yelling about everything ever since.... The ROCK Saves the day Again The ROCK's old sidekick, The Flame, has turn villain and is now burning down the houses of everyone who doesn't give him as much candy as he wants.... The Mad Man's Mess The Volcano is at it again. Three seventh grade bullies have beat up fifth grades on the bus going home from school. Everyone says they can't control their tempers. The bus driver calls in The Mad Man for help.... The Tale of Lady Aria and The Scissorman Shocking! Lady Aria's voice has been stolen by the Scissorman and she can no longer sing her magic songs. The Scissorman is now stealing everyone’s computer passwords! Unless she can find a way to start singing again, boundaries may be lost forever....

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Peace Patrol Pre-Test

1. Assertive communication means communicating in a way that does not show respect for yourself. True False

2. Passive communication means communicating in way that does not respect others. True False

3. Aggressive communication mean communicating a way that shows respect for others. True False

4. It's okay to hurt someone just because you're bigger and stronger than they are. True False

5. It's okay to be mad. True False

6. Being mad is sometimes an excuse for hurting someone. True False 7. Boundaries are limits you set. True False

8. Only adults can set boundaries. True False 9. Walking away from a situation can be a good way to deal with anger.

True False 10. A way of showing respect to someone is not to cross their boundaries.

True False

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Peace Patrol Post-Test

1. Assertive communication means communicating in a way that does not show respect for yourself. True False

2. Passive communication means communicating in way that does not respect others. True False

3. Aggressive communication mean communicating a way that shows respect for others. True False

4. It's okay to hurt someone just because you're bigger and stronger than they are. True False

5. It's okay to be mad. True False

6. Being mad is sometimes an excuse for hurting someone. True False 7. Boundaries are limits you set. True False

8. Only adults can set boundaries. True False 9. Walking away from a situation can be a good way to deal with anger.

True False 10. A way of showing respect to someone is not to cross their boundaries.

True False

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Qualitative Assessment Peace Patrol: 5th Grade

1. How well did children seem to remember the mottoes from lesson to lesson? 1 2 3 4 5 not at all somewhat very well 2. How well did children seem to remember the concepts taught from lesson to lesson? 1 2 3 4 5 not at all somewhat very well 3. Did the students seem to be able to generate independent responses to questions during review of the material? 1 2 3 4 5 some students half the students most students 4. Did students or teachers review the concepts learned outside of the program time? If so, provide examples. 5. Rate the level of students' participation in the activities. 1 2 3 4 5 no participation total participation 6. Did the students' final posters demonstrate an understanding of the topics presented? Provide anecdotal evidence here:

Family Resource Center, Inc. Primary Prevention Education ... · Family Resource Center, Inc. Primary Prevention Education Curriculum 4 Younger Pre-K: Session #2 Identifying Feelings

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