7-26-17Harassment and Bullying

LessonGrade 4

Title/Concept Harassment and Bullying

Time Required 45 minutes

ASCA Domain Personal/Social

NC Healthful Living

Standards

3.ICR.1 Understand healthy and effective interpersonal communication and relationships.

NC Guidance Essential Standards

EEE.SE.1.1 Contrast appropriate and inappropriate physical contact.EEE.SE.1.2 Illustrate personal responsibility in a variety of settings and situations.

LearningOutcomes

Students will be able to understand what bullying and harassment behavior is and identify when it happens.

Students will be able to understand the consequences associated with bullying and harassment behaviors.

Students will be provided with clear steps to take if they or others are experiencing bullying or harassment (notification and reporting).

Students will be encouraged to report to trusted adults any bullying or harassment when it occurs.

Students will be able to identify and utilize safe strategies for bystander intervention of bullying or harassment.

Materials Person Card Activity (teacher should review ahead of time to determine whether to create individual cards for students or verbally assign roles during the lesson)

Project (on screen) or draw (on whiteboard) the c i rc le p a tt er n " How D o W e T a lk Abo u t B ound ar i e s ? " wo r ksh ee t (Make one copy for each student or

project on screen for whole class discussion) Tape (optional) Chart Paper (optional) Display S teps f o r R e po r ting ( s i g n)

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Pre-test andLead in

Today we will discuss a very important topic. How many of you have heard the word “harassment” (ask students to raise hand) Thank you. We will discuss this topic in more detail as we continue with this lesson. However, before we begin the lesson, we are going to do a brief activity so I can understand what you already know about this topic. I encourage you to answer honestly for yourself and not worry about how your neighbor is answering.

Pre-Test: Four Corners Questions

Directions: Identify each corner as Yes/ No/ Maybe/ I Don’t KnowAsk the following questions and have students move to the corner of their choice.

1. Have you ever heard of the word boundary?2. Is it okay for you to tell someone that you don’t want them to hug you?3. Should I report to my cousin who is the same age as me that an adult made me feel

uncomfortable?4. It is okay for a stranger to smile at me while I am walking down the street?

Lead a brief discussion with the following:

R e view d e fini t ion of h ara ssm e nt: 1. Write the word “Harassment” on the board. Ask students if they have heard of this

word.2. Harassment means “to tease, bother, or annoy someone.” Ask students to give

examples of ways students might harass each other (i.e Unwanted Words such as teasing, making fun of someone, name calling, mean written notes, etc. and Unwanted Touching such as hitting-including horseplay/joking around, kicking, pushing, shoving, biting, pinching, etc.)

R e view with cl a ss S teps f or R e porti n g : 1. Tell the person to “Stop” unwanted behavior2. Attempt to leave/remove yourself from the situation and find a safe place.3. Tell a trusted adult at your school. (Review what a trusted adult is:

teacher, counselor, administrator)4. Tell a trusted adult in your community (parent, adult family member, friend’s

parent, troop leader, etc.)

Boundaries: Ask students if they have heard the word “boundaries”. A boundary is an imaginary line that defines a space or a line we don’t cross.Can you think of any boundaries or imaginary lines that define a space? (Lines on a map; out of bounds lines on a sports field; a place an adult tells us we can’t go, like saying you have to play in the yard; our personal space)

We have a pretend line around us that is our personal space. We decide who can cross that boundary and who cannot.

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Activity T e a c h e r I n s tr u ctions: Show short video Personal Space Story

Activity: Boundary Circles (10 minutes)Project (on screen) or draw (on whiteboard) this c i rc le p a tt er n Discuss with students each boundary included in the circles. What types of people do we let into each of these boundaries?

Next, pass out a Person Card to each student (or verbally assign student roles.) Call several students up at a time to tape/write in their “Person Card” where they feel most comfortable on the boundary circles.

When all students have placed their cards on the flipchart, discuss the placement of cards with students:1. Who are the people we put the closest to us? Family members, relatives, etc.2. Why do you think we let them get closest to us? Because we know them; we trust them3. Who are the people we put farther away? Friends, neighbors, teachers, bus driver, etc.4. Why do you think we keep those people farther away from us? Because we don’t

know them as well; we don’t trust them5. How would you feel if someone from the “smile” or “hello” circle gave you a

hug? Uncomfortable, sad, mad, weird, etc.6. Why does that feel weird? Because we don’t know them well; we don’t trust them; we

didn’t say it was ok for them to hug us; etc.7. Is it ok for someone to cross your boundaries? No, it is not ok for someone to cross

our boundaries. We always have the right to decide who can get close to us and who cannot. Even if it is someone that we know and trust, we still have the right to tell that person that we don’t want them to be close to us.

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Review/Closure& Evidence to Check Student Understanding

Activity: How do we talk about boundaries? (10 minutes)Now that we know what our boundaries are, how do we let other people know that they are crossing our boundaries? H a nd out or project “How do we ta lk a bout boun d ar i e s? ” wo r ksh ee t to each student.

Use the discussion questions below to help students complete their worksheets.

Th i n gs w e THINK S ec tion: Discuss with students that when someone crosses our boundaries, sometimes we think things but don’t say anything. For example, if an older student pushed you on the playground, you might be too afraid to tell them to stop. But, you might be thinking, “Why did you push me?” or “I wish he/she would leave me alone.” What are some other things you might think when someone crosses your boundaries but don’t say? Have students fill in the “THINK” portion of their worksheet and share/discuss theiranswers.

Th i n gs w e S AY S ec ti o n : Discuss with students that many times when someone crosses our boundaries, we say something to the person about it. For example, if someone took your pencil without asking, you might say, “Hey, that’s mine!” or “Gimme that back!” What are some other things you might say when someone crosses your boundaries? Have students fill in the “SAY” portion of their worksheet and share/discuss their answers.

Dis c u ss the f oll o w i n g i t e m s w ith st ud e n ts a f t e r c o m p l et i n g their w or k s h ee ts: How many of you have said these kinds of things to someone, raise your hand? Why did we say those things? Because they were crossing our boundaries and we

didn’t like it. Has someone ever said any of those things to you, raise your hand? Why did someone say those things to you? Because we were crossing their boundaries

and they didn’t like it. It is important to remember that everyone has boundaries and we need to respect other people’s boundaries and not do things that might hurt others

Teacher should inform students that the Steps for Reporting will stay in their classroom as a reminder for students to reference and use to make a report if needed throughout the year. (Steps for Reporting Should be Displayed in a visible area in the classroom.) S teps f or R e porting (s i g n)

Post-Test: 4 Corners Activity (Same as Pre-Test)

Directions: Identify each corner as Yes/ No/ Maybe/ I Don’t Know

Ask following questions and have students move to the corner of their choice.

1. Have you ever heard of the word boundary?2. Is it ok for you to tell someone that you don’t want them to hug you?

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3. Should I report to my cousin who is the same age as me that an adult made me feel uncomfortable?

4. It is ok for a stranger to smile at me while I am walking down the street?

You will want your students to be able to answer each of the above questions correctly now.

Follow-up Activities to

Extend Concept Development

As a follow up writing assignment, have students journal about how people from different cultures may have different boundaries and how boundaries within cultures have changed over time.

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