LESSON th TIME: DURATION: 75 minutes Art integration: DRAMA

ERC Lesson – Bullying Scenes

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LESSON PLAN

DATE: January 13th 2014

SUBJECT: Ethics & Religious Culture (ERC)

TIME: 1 class period

CLASS (Grade or Cycle): Grade 6

DURATION: 75 minutes Art integration: DRAMA

OBJECTIVES

To learn and discuss how to deal with the reality of bullying.

SUBJECT-SPECIFIC

COMPETENCIES

ERC competencies:

1 - Reflects on ethical questions

3- Engages in dialogue

Drama competencies: 2 – To interpret short scenes

3 – To appreciate dramatic works, personal productions, and those of classmates

ESSENTIAL KNOWLEDGES

ERC: Reflects on ethical questions→Demands of life in society →Explains how actions and attitudes can reduce tensions or conflicts in society

Drama: Language of Drama→ Movement and Performance Techniques→ Rules that apply to group performance→ Response to performance directives

Resources and Materials: Bullying Scenario cards (4 copies per group) Large, open classroom space.

Vocabulary: Character – Script – Scenario – Props - Audience - Stage voice – Scene - Role - Narrator

TIME

LESSON

10 mins

Warm Up Activity : The Human Knot

Have students stand in a circle, facing inward. Tell everyone to reach their right arm towards the center and grab someone else's

hand. Make sure no one grabs the hand of the person right next to them. Next, have everyone reach their left arm in and grab someone else's hand. Again,

make sure it's not the person right next to them. Then have students work together to untangle the human knot and end up in a perfect circle again. They can go over or under each other's arms, or through legs if needed! They can do anything they want as long as they don't break the chain in the process.

Once the group has succeeded, debrief the activity. Ask students to share what they thought and learned from the activity. If it is not mentioned, the teacher can guide students towards the idea that our classroom is a team, who works together and supports one another in solving conflicts.

Finally, explain that this activity may help in today’s discussions about bullying.


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TIME

LESSON

10 mins 5 mins 35 mins 15 mins

Prior context

Ask students to share their thoughts on Wednesdays Dare to Care Anti-Bullying

assembly. What did they learn that they didn’t know before? Did they enjoy the

assembly? Would you like to continue talking about bullying throughout the year?

Introduction

Tell students that we will continue to discuss bullying today. Just like we did during Dare to Care, we will be getting into groups and performing skits again today.

Tell students that you will give each group a bullying scenario that they will have to act out. The only difference is that this time, I don’t want you to solve the problem, just present the scenario that is describes on your card.

Tell students that you want them to bring the scenario to life and add details. Discuss as a class how to work as a group to plan and act out a skit. What are the

different aspects of a skit? (Characters, setting, stage voice, props, roles, etc.)

Development

Begin to break the class into four groups and hand out scenarios.( See Appendix 1)

Give students 10 minutes to plan out their skits.

After 10 minutes, have each group come up in front of the class to perform. First,

review how to be a respectful audience.

After each presentation, ask discussion questions such as:

Does this situation reflect bullying? Why or why not? What role did each student play – Who was the bully? Who was the victim? Were

there bystanders? Are they guilty, as well, or did they do nothing wrong? How could this situation have been handled effectively – what would you have

done if you saw this occur?

Closure

After all of the presentations ask students if they believe the scenarios to be

realistic. Have they seen scenarios like this before in their school?

Have students put their heads on their desk and close their eyes. Say: After talking

about bullying for a few days, would you now feel comfortable in taking a stand

against bullying. If yes, give me thumbs up, if no give me a thumbs down.

Encourage students to be honest.


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TIME

LESSON

Tell students to open their eyes and take out their ERC journal. Students will write

a journal reflection on today’s lesson as well as the reason why they answered yes

or no.

Lesson incorporations for I.E.P’s:

This lesson has been created with a variety of engaging activities in order to assist and promote higher learning for all students.

Students will be supported by peers and teachers as they work in groups.

Students with I.E.P’s will be prompted throughout discussions and during the journal reflection.

Non-speaking roles are available for students who are shy or non-verbal.

Assessment:

Assessment will be based on engagement and participation throughout lesson activities and discussions. A checklist will be used to monitor student participation. (Formative Assessment)

Assessment will also be based on the student’s journal reflection, where a grade will be given for ERC. (Summative Assessment)

Appendix 1

Bullying Scenario Cards Scenario A: Jessica is constantly teasing Ashley about her weight. During class, she pokes her with her pencil or finger and makes comments about her shape and overall appearance. At lunchtime, Jessica makes jokes about what Ashley brings to eat for lunch, so that many of their classmates can hear. Some classmates laugh, some join in, and some pretend to ignore the situation and not hear the comments being made. Ashley is beginning to stop bringing a lunch to school, out of humiliation. Roles:

Jessica

Ashley

Classmates/Bystanders (3-4, with varying roles/actions)


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Scenario B: Lately, Alex just can’t seem to “stay out of Matthew’s way.” Anytime that Alex happens to be walking near Matthew in the hallway or out at recess, Matthew shoves Alex and criticizes him for walking “too slow,” “too close to him,” or just for “being in his way.” Matthew never pushes him in the classroom or around any teachers or adults, but frequently does so at other times. Matthew also gets close to Alex’s face and threatens him with physical harm if he doesn’t move or do other such things. Roles:

Alex Matthew Classmates/Bystanders (3-4, with varying roles/actions)

Scenario C: Jasmine used to be part of a big group of close girl friends, but lately, things have changed a bit. She’s never invited to any plans that the girls have, and whenever she tries to sit with them at lunch like she always used to, the spots are always “taken” already. Felicia used to be her best friend in the group, and they still talk and hang out outside of school, but when Felicia sees Jasmine in school, Felicia passes by without acknowledging her. The girls whisper and laugh as Jasmine walks by, and have started to spread rumors about her around the school. Roles:

Jasmine Felicia Group of Friends (3-4, with varying roles/actions)

Scenario D: Akhil and Ben have recently been harassing Darryl online after school. They post messages on Facebook that make fun of Darryl, and constantly instant message Darryl with ridiculing comments. They send messages to him at such a rapid rate, that Darryl has been forced to block their messages. Still, though, the messages on Facebook are viewed by a large number of students at their school. Akhil and Ben also decided to create a private group on Facebook, in which students post comments and stories about Darryl. Roles:

Akhil Ben Darryl Other message “posters” and “readers” (2-3, with varying roles/actions)


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Rational & References

Drama was integrated into this lesson as a tool that would enhance and bring to life the very serious issue of bullying that was being discussed. We found that young students are repeatedly spoken to about bullying, but that it often goes through one ear and out the other. In this case, we wanted students to not only visualize what bullying was like, we wanted them to experience how it might feel to be bullied by acting out realistic bullying situations.

Throughout this lesson we also focused on targeting professional competencies 1, 3, 4 and 7.

Competency 1 was targeted as the teacher sought out an activity from the school community. Following the Dare to Care assembly the teacher decides to bring the important issue of bullying back into the classroom. Here the teacher is working alongside the community and culture of the school and is teaching students to do the same. This lesson focuses on unity, team work and taking a stand against bullying. In this lesson the teacher is also acting as a critical inheritor of knowledge. The teacher defines his/her views on bullying and stresses that it is important for students to think critically about the performed bullying scenarios and how they could have been alleviated.

Competency 3 was targeted as the teacher chose to discuss the subject of bullying following an anti-bullying school assembly. The subject was therefore fresh in the student’s minds and of great interest and concern. The teacher also caters to the student’s interests as he/she add s the fun and interactive warm up activity and role playing scenarios. This lesson was also designed with ERC competencies 1, 2 and 3 in mind.

Competency 4 was targeted as the teacher led the students throughout the lesson and its activities. It was necessary for the teacher to pilot this lesson closely in order for it to be successful. The teacher watches closely as students work through the warm up, team building activity and then debriefs the activity by asking guiding questions. The teacher then clearly introduces the lesson and role playing; carefully monitors groups and follows up with guiding questions and group discussions. By the end of the lesson, the teacher has guided the students towards the desired competencies and the lesson’s goals.

Competency 7 was targeted as the lesson was specifically created with a variety of engaging activities in order to assist and promote higher learning for all students. Students who require assistance will be supported by peers and teachers as they work in small groups. In addition, students on I.E.P’s will be prompted throughout discussions and during the journal reflection. Finally, scenarios that had some non-speaking roles were specifically chosen for students who are shy or non-verbal.

Bullying scenarios retrieved from http://socialstudiesbullyingunit.weebly.com

Human Knot Game retrieved from www.education.com/activity

Bullying Literacy Lesson Plan – Linden Parker

LESSON PLAN Bullying Literacy

DATE: November 27th, 2013 TIME: 11:05am – 11:55pm

DURATION: 50 minutes

Cycle 2, Year 2

SUBJECT: Language Arts

UNIT: Reading Comprehension

COMPETENCY: Competency 1: “To read and listen to literary, popular and information-based texts”

To construct meaning by applying appropriate reading strategies

To construct his/her own view of the world through reading and listening to literary, popular and information-based texts

Competency 2: “To write self-expressive, narrative and information-based texts”

CROSS-CURRICULAR COMPETENCIES:

Competency 8: “To cooperate with others”

To contribute to team efforts Competency 9: “To communicate appropriately”

Use of appropriate symbols and vocabulary

ESSENTIAL KNOWLEDGE

Developing a personal response process in the context of a community of readers

Moving beyond the initial response

MATERIALS Dear Bully of Mine, by Vicki Fraser

Photos of the pages on the ActivBoard for students to follow along (if possible)

ActivBoard

Student markers

Pages with empowerment words from the book

TIME ACTIVITY 25 minutes 5 minutes

ENGAGE: We have all heard about bullying and I thought we would take some time to talk about it a bit today. I will be reading you a book called “Dear Bully of Mine.” Based on the title, what do you think the book will be about? Start the powerpoint. When I read the book, pay special attention to the language that the author uses to express the characters’ emotions. Guiding questions to ask at the end of the book: Who is the main character, or is there more than one? What was the problem they faced? How did the characters feel at the beginning? What did the characters want? How did the characters try to solve the problem? How did the characters feel at the end? How do the illustrations help us understand what they are feeling? The colours? Why do you think the author wrote this book? EXPLAIN: Explain that next we will be working in pairs to talk about the language that the author used when the characters became empowered and stood up to their bullies. Can anyone tell me what they think empowerment means? Read the words and discuss ideas.

Bullying Literacy Lesson Plan – Linden Parker

15 minutes 10 minutes

EXPLORE: In pairs you will discuss the word that is on your page. Write what you think it means and then draw a picture that matches the word. Think about your use of colours. This will be an empowerment book for the class. (Provide dictionaries) EXTEND: Put together the book and read it out loud.

EVALUATION

Formative Assessment through discussions.

PROFESSIONAL OBJECTIVES

Professional Competencies:

Professional Competency 2: To communicate clearly in the language of instruction, both orally and in writing using correct grammar, in various contexts related to teaching.

Professional Competency 4: To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study.

Professional Competency 6: To plan, organize and supervise a class in such a way as to promote students’ learning and social development.

Indicators that I have met my objectives:

Students will work to define anti-bullying vocabulary using text and images.

Students will begin to deconstruct meaning from a literary text.

Students will constructively work together to complete the handout.

GRADE 4’S

BOOK OF

EMPOWERMENT 2013

CONFIDENCE

_________________________________________

_________________________________________

KINDNESS

_________________________________________

_________________________________________

PROUD

COMPASSION

BRAVE

_________________________________________

_________________________________________

PROUD

COMPASSION

BE MY OWN HERO

_________________________________________

_________________________________________

PROUD

COMPASSION

SPECIAL AND UNIQUE

_________________________________________

_________________________________________

PROUD

COMPASSION

STRENGTH

_________________________________________

_________________________________________

PROUD

COMPASSION

HAPPINESS

_________________________________________

_________________________________________

PROUD

COMPASSION

STAND PROUD

_________________________________________

_________________________________________

PROUD

COMPASSION

COMPASSION

_________________________________________

_________________________________________

PROUD

LESSON th TIME: DURATION: 75 minutes Art integration: DRAMA

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