Grade 6. Total Lesson Time: 30 minutes per day, 5 days
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1 Grade 6 Unit #2: Bully Targets and Victims Unit # 2 Total Lesson Time: 30 minutes per day, 5 days Skills: 1. Solve problems 2. Develop interpersonal skills 3. Think creatively 4. Communicate persuasively Objectives: 1. Learn definition of target and victim. 2. Learn strategies to prevent being a bully target and victim. 3. Review definition of bully. Outcomes: 1. Students will demonstrate understanding of target/victim behaviors by recognizing and naming them. 2. Students will develop strategies in order to prevent being a bully target/victim. Elements of Target and Victim Behavior 1. Poor self-esteem: not believing in yourself, doubting yourself 2. Social isolation: spending all time alone, not trying to make friends or join groups of friends in activities 3. Believing mean-spirited things said about you 4. Low carriage: limited eye contact, slumping over when walking, head down 5. Accepting things that others say about you as the truth Unit Vocabulary: 1. Bully (review) 2. Target and Victim 3. Kindness 4. Cooperation 5. Generosity 1
2 Resources: 1. STAR Sportsmanship Online Module for Grade 6 2. STAR Bullying Online Module for Grade 6 3. Flip Chart 4. STAR Model 5. STAR Bullying Rubric Definitions: Use either formal definitions or explanations to teach and extend the unit s vocabulary words. Bully: A bully is a person who is habitually cruel or overbearing, especially to smaller or weaker people. (The Free Dictionary by Farlex) Target/Victim: Victims are likely to be younger, physically weaker, cautious, shy and quiet, and less popular than either bullies or average students. (Walker, H. M., Colvin, G., & Ramsey, E. Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole, 1995.) Kindness: Kindness is the quality or act of being kind. (Merriam Webster Online Dictionary) An explanation for kindness is to describe moments when people are kind to each other. For example, when one student helps a new student feel welcome and get used to the school routine, that is an expression or act of kindness. When people rescue homeless animals and take them into their homes, that is an act of kindness. When people donate food and clothing to those people who are less fortunate, that is an act of kindness. Cooperation: To work jointly with others or together, especially in an intellectual endeavor. (Merriam Webster Online Dictionary) An explanation of cooperation is best given by example. Students working together on a project with a common objective or goal are cooperating. Teachers cooperate when they work together to help students learn something new. Cooperation is the simple act of working together to achieve a common goal or outcome. Generosity: Being generous and sharing. (Merriam Webster Online Dictionary) An explanation of generosity might include an example of how volunteers work in a community to distribute canned foods to food pantries, or how volunteers in a neighborhood get together to pick up trash along the streets. These people are generous by giving of their time or donating goods to others. 2
3 Lesson #1 Instructions: Teaching Tip: Review the STAR Model with students. Instruct students to use the STAR Model (Stop, Think, Act and Replay) to guide their strategy development. 1. Concept Introduction: Many times, students do not realize they display behavior of a target/victim. In order for students to protect themselves from being a target/victim, they need to learn the behaviors associated with targets, learn how those behaviors set them up to be bullied, and learn to demonstrate different behaviors. 2. Read the following story about bullies, victims, and bystanders to students. At first, some of the students didn t even notice that Eric was eating his lunch alone at one of the long tables. They were so involved in talking about last night s basketball game, that a fellow classmate sitting all alone didn t even catch their eyes. But Sam noticed. Sam could tell Eric still felt badly about what happened during the basketball game. Eric missed a free throw, which would easily have won the game during the regulation period. Instead, the team had to play in double-overtime to finally win, and they nearly lost. Eric had his head down. He had a sad look on his face. Eric happened to look up as Sam and the rest of the students passed by him to pick up their lunch trays, but he quickly hung his head to avoid their glances. Eric heard some of the students mocking him about how he caused the whole school have to go through an agonizing double-overtime to finally win. When the students passed Eric again to sit down and eat their lunches, they said, Wow, Eric, first you couldn t get a bucket when you needed one, and now you can t get a friend to each lunch with you. Nobody will even sit with you. Sam felt badly about what the other students said to Eric, but Sam still didn t sit down and eat with Eric. Eric thought to himself, Maybe I am just a loser. I ll never have friends again. I might as well be invisible, but maybe I already am since I am eating lunch all alone. And with that thought, Eric seemed to shrink down even more at the lunch table. He could still hear the other students saying things like, The only free-throw Eric s gonna get is when he gets thrown off the team! At one point, a student named Eli looked at Eric and quietly told the rest of the students to stop, but another student, Nakisha, responded by asking Eli, What? Are you a loser too? Then go sit with your loser pal! And with that comment, Eli just turned his glance away from Eric and started to talk with his friends at the lunch table. Eric felt sick. I don t ever want to set foot on that basketball court again. 3. Write the elements of Target and Victim behavior on the board. Review the elements with the class. 3
4 Elements of Target and Victim Behavior 1. Poor self-esteem: not believing in yourself, doubting yourself 2. Social isolation: spending all time alone, not trying to make friends or join groups of friends in activities 3. Believing mean-spirited things said about you 4. Low carriage: limited eye contact, slumping over when walking, head down 5. Accepting things that others say about you as the truth 4. Discussion Question: SAY: The students bullied Eric. What behaviors did Eric demonstrate that might make him an easy target/victim for bullying? Raise your hand. I will write down each answer, and we will discuss them. (Encourage students to answer the questions. Write their answers on a flip chart or whiteboard. Discuss the different answers given.) You may also ask these questions to reinforce students ability to recognize bullying actions: How were the students acting as bullies toward Eric? How did they cooperate to bully Eric? What specifically did Eli do or say that made him a bully, too? Lesson #2 Instructions: 1. Discussion Question. SAY: Why would Eric s demonstration of target and victim behaviors in front of his classmates in the cafeteria spill over to demonstrating target or victim behavior in front of other bullies Eric might encounter both on and off the basketball court? Raise your hand. I will write down each answer and we will discuss them. (Encourage students to answer the questions. Write their answers on a flip chart or whiteboard. Discuss the different answers given.) 2. Review Elements of Target and Victim Behavior. Then, to stimulate student thinking, give some examples of other potential situations in which students may demonstrate target behavior: 4
5 Examples: Being a new student at school or joining a new club at school where you don t know anyone Reading mean things about yourself that someone posted on a social network or website Hearing mean things said about something you are wearing Lesson #3 Instructions: 1. Individual Assignment: This is an individual assignment to check for understanding. Students will work independently to develop 5 strategies that Eric could have used to not demonstrate target/victim behaviors. This will demonstrate student understanding of the key concepts and skills, as well as their ability to implement the STAR Model (Stop, Think, Act and Replay). SAY: What could Eric have done differently so he didn t demonstrate target/victim behavior? Using the STAR Model, write 5 strategies that Eric should have implemented to demonstrate that he had positive self-esteem and respect for himself. How could Eli and Nakisha have been more generous in their comments to Eric about how he played in the basketball game? SAY: Write down your answers. We will share them later. You have five minutes to complete this activity. Ask for answers from the class, writing them down on a flip chart or whiteboard. Ask each student for a brief justification for why he or she selected that response. Discuss each response given with the class. Lesson # 4 Instructions 1. Individual Assignment: This is an individual assignment to check for understanding. Students will work independently to develop 5 strategies that they can use in potential bullying situations to eliminate acting like a target/victim. This will demonstrate student understanding of the key concepts and skills, as well as their ability to implement the STAR model (Stop, Think, Act, and Replay) 5
6 1. SAY: Have there been situations in which you have acted like a target/victim? What did you do to act like a target/victim? Using the STAR Model, how would you handle that situation now? How could you use kindness to diffuse a bullying situation? Lesson #5 Instructions: 1. Group Assignment. SAY: Now, you are going to work in teams. (Count off the students 1-6, and ask them to get together by group number for this work.) SAY: Now let s use the suggestions we offered in our last class and use the STAR Model to develop 5 strategies that Eric should have implemented to demonstrate behavior that would not lead to him being a target and victim of bullying by his classmates or anyone else. Teaching Tip: Review the STAR Model with students. Instruct students to use the STAR Model (Stop, Think, Act and Replay) to guide their strategy development. Students will work in groups of 4-5 students and discuss their individual strategies. When they have finished sharing their individual strategies, students will collaboratively work to determine one representative strategy they determine to be the most effective strategy to prevent acting like a target and victim of bullying. The students can use one of the presented strategies, combine parts of individual strategies, or develop a new strategy as a group. 2. Presentation. SAY: Each group will present their one best strategy to the class. Using the STAR Bullying Rubric, the entire class will evaluate each strategy and select the top three based on the rubric scores. Direct each group to present their strategy to the class. The class will then score each presentation using the STAR Bullying Rubric. (Optional: Record each presentation using a video camera and upload your videos to the website to share with peers across the nation who are also working in the STAR program.) 6
7 STAR Bullying Rubric Lesson Rubric Pts Support 0 Inflicts psychological distress; Does not extend friendship or honor of a teammate; No STAR model demonstrated. (Response exemplifies bullying behavior. Response demonstrates no respect for individual.) 1 Inflicts psychological distress; Does not extend friendship or honor of a teammate; Does use the Stop step of the STAR model. (Response exemplifies bullying behavior. Response demonstrates no respect for individual.) 2 Starts the process to show respect and friendship; Does not inflict psychological pain; Does use the Stop and Think steps of the STAR model. 3 Does not inflict psychological distress; Invokes friendship and honor to reflect respect; Does use the Stop, Think, and Act steps of the STAR model. 4 Does not inflict psychological distress; Honors friendship; Does use the Stop, Think, Act, and Replay steps of the STAR model. (Response fully expresses bully prevention and respect.) 7
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