Grade 5. Unit #2: Bully Targets and Victims. Total Lesson Time: 30 minutes per day, 5 days

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1 Grade 5 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 the definitions of target and victim 2. Learn strategies to prevent being a bully target and victim 3. Review the definition of bully Outcomes: 1. Students will demonstrate understanding of target/victim behaviors by recognizing and naming them. 2. Students will develop strategies 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 of your time alone, not trying to make friends or join groups of friends in activities 3. Believing mean spirited things that are said about you 4. Accepting things others say about you as truth 5. Low carriage: limited eye contact, slumping over when walking, head down Unit Vocabulary: 1. Bully (review) 2. Target /victim 3. Kindness 4. Cooperation Resources: 1. STAR Sportsmanship Online Module for Grade 5 2. STAR Bullying Online Module for Grade 5 3. Flip Chart or White Board 1 Learning Through Sports, Inc. 2011

2 4. Copy of text, Target Practice 5. STAR Model 6. 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) 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. These moments represent kindness. For example, when one student helps a new student get used to the unfamiliar school routine, this is an expression or act of kindness. When people rescue animals and take them into their homes, this is an act of kindness. When people donate food and clothing to those less fortunate, this 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 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. Lesson #1 Instructions: Teaching Tip: Review the STAR model with students (Stop, Think, Act and Replay). Instruct students to use the STAR model to guide their strategy development. Concept Introduction: Many times students do not realize that they display behaviors 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 Learning Through Sports, Inc. 2011

3 1. Read the following story, Target Practice, to students: Matt and Kaya walked into the cafeteria. They saw Clawson eating his lunch alone at one of the long tables. They could tell Clawson still felt badly about striking out. Clawson had his head down. He had a sad look on his face. Clawson happened to look up at Matt and Kaya as they passed by him to pick up their lunch trays. But he quickly hung his head to avoid their glance. Clawson heard Matt and Kaya laugh about how he had struck out. When Matt and Kaya passed Clawson again on their way to sit down and eat their lunch, they commented, Wow, Clawson, first you struck out trying to hit the ball, and now you re striking out at lunch. Nobody will even sit with you. Clawson thought to himself, Maybe I am just a loser. I ll never have any friends. I wish I were invisible. I might as well be invisible, but maybe I already am since I am eating lunch all alone. And with that thought, Clawson seemed to shrink down in his seat at the lunch table even more. Clawson still felt badly about striking out. (Taken from the STAR Sportsmanship Online Module for Grade 5 Lesson 1: STAR Sportsmanship ) 2. Write the Elements of Target and Victim Behavior on the board. Elements of Target and Victim Behavior: 1. Poor self esteem: not believing in yourself, doubting yourself 2. Social isolation: spending all of your time alone, not trying to make friends or join groups of friends in activities 3. Believing mean spirited things that others said about you 4. Accepting things that others say about you as truth 5. Low carriage: limited eye contact, slumping over when walking, head down 3. Discussion Question: SAY: What behavior did Clawson 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. 3 Learning Through Sports, Inc. 2011

4 (Encourage students to answer the questions. Write their answers on a flip chart or white board. Discuss the different answers given.) If necessary, to stimulate student thinking, review the Elements of Target and Victim Behavior. You can also ask these questions to reinforce students ability to recognize bullying actions: How were Matt and Kaya bullies to Clawson? How did they cooperate to bully Clawson? What specifically did Kaya and Danny do and say that made them bullies? Lesson #2 Instructions: 1. SAY: Why would demonstrating target and victim behavior to Matt and Kaya spill over to demonstrating target or victim behavior in front of other bullies who Clawson might encounter? 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 white board. Discuss the different answers given.) 2. Review Elements of Target and Victim Behavior and give some examples to stimulate student thinking about other potential situations in which students may demonstrate target behavior: Examples: Being a new student at school or joining a new club at school Reading mean things about yourself that someone posted on the Internet Hearing mean things said about something you are wearing Lesson #3 Instructions: This is an individual assignment. Students will work independently to develop 5 strategies that Clawson could have used to not demonstrate target/victim behavior. 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). 4 Learning Through Sports, Inc. 2011

5 1. Discussion Question: SAY: What could Clawson have done to not demonstrate target/victim behavior? Using the STAR model, write 5 strategies that Clawson should have implemented to demonstrate that he had positive, self esteem and respect for himself. 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 white board. 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: This is an individual assignment. Students will work independently to develop 5 strategies that they can use in potential bullying situations to avoid acting like a target. 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). 1. SAY: Have there been situations where you have acted like a target/victim? What did you do? Using the STAR model, how would you handle that situation now? How could you use kindness to diffuse a bullying situation? Write down your answers. We will share them later. Lesson #5 Instructions: 1. 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.) 2. SAY: Now let s use the suggestions we offered in our last class and use the STAR model to develop 5 strategies that Clawson should have implemented to demonstrate behavior that would not lead to him being a target and victim of bullying by Matt and Kaya or anyone else. Teaching Tip: Review the STAR model with students (Stop, Think, Act and Replay). Instruct students to use the STAR model to guide their strategy development. 5 Learning Through Sports, Inc. 2011

6 3. Group Assignment: Students will work in groups of 4 5 students and discuss their individual strategies. When they are finished sharing their individual strategies, students will collaboratively work to determine one representative strategy they determine to be the most effective strategy to prevent bullying by not demonstrating target behavior. The students can use one of the presented strategies, combine parts of individual strategies, or develop a new strategy as a group. 4. 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. 5. 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 Learning Through Sports, Inc. 2011

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 Learning Through Sports, Inc. 2011