group curriculum

Group Curriculum Bullying

Group Focus

The group will be comprised of elementary grade level students. The group will focus on helping students identify how bullying affects someone’s self-image and will teach them the strategies to help identify the behaviors that constitute “bullying” so that they are better prepared to help prevent bullying in their school.

Mission Statement

The mission of the group is to provide a safe environment where students will be part of a support group where they will learn new strategies designed to strengthen their skills to help prevent bullying. All instruction and activities are geared towards elementary grade level understanding. Videos and activities have been obtained from the following resources: National Bullying Prevention Center, Stop Bullying.gov, Kidshealth.org., American Psychological Association, The Bully Project, Elementary School Counseling.org, The School Counselor Blog.

Confidentiality

All information and records obtained in the course of the group shall be kept confidential unless the following apply:

When student’s or other student’s safety is in jeopardy When there is suspicion of child abuse

Group Rules

The following rules will apply to all group members

1. No hitting2. Hands and feet to yourself3. No foul language

Group Curriculum Outline

Week 1Day 1: Introduction: Group focus, rules, confidentiality, and group membersa) Introduction of group membersb) Establish group goals and expectations

Day 2: What Is Bullying ?a) http://kidshealth.org/kid/talk/kidssay/talkabout-bullying.html?

tracking=K_RelatedArticle#cat20070b) Activity: Types of Bullying Popsicle sticks (all grades)

Day 3: Yes… That’s Bullyinga) Webisode http://www.stopbullying.gov/kids/webisodes/index.htmlb) Discussion of videoc) Activity: Introduction of “Stop a Bully” poster (all grades)

Day 4: The Playground is for Everyonea) Webisode http://www.stopbullying.gov/kids/webisodes/index.htmlb) Activity: Drawing: “If Someone was sitting all alone on the playground I would…”c) Activity: Writing: “If Someone was sitting all alone on the playground I would…” (3rd/4th

gr.)

Week 2: Help Build a Positive Self-image

Day 1: KB’s First Daya) Webisode 1 http://www.stopbullying.gov/kids/webisodes/index.htmlb) Activity: Drawing “I Know How To … Say Hi” (K/1st/2nd gr.) c) Activity: Writing “I Know How To… Say Hi” (3rd/4th gr.)

Day 2: Milton’s Dreamsa) Webisode 2 http://www.stopbullying.gov/kids/webisodes/index.htmlb) Activity: Speak Up: “Nice Things I Can Say To Another Student” through puppets (K/1st/2nd gr.)c) Activity: Speak Up: “Nice Things I can Say To Another Student” through paper made speaker

(3rd/4th gr.)

Day 3: Josh North a) Webisode 3 http://www.stopbullying.gov/kids/webisodes/index.htmlb) Activity: Group Poster: Nice Things I can Say To Another Student (K/1st/2nd gr.)c) Activity: Group Key Poster: Nice things I can say to another student (3rd/4th gr.)

Day 4: Melanie’s Friendsa) Webisode 4 http://www.stopbullying.gov/kids/webisodes/index.html

http://www.stopbullying.gov/kids/webisodes/index.html






http://kidshealth.org/kid/talk/kidssay/talkabout-bullying.html?tracking=K_RelatedArticle#cat20070


b) Activity: Drawing “If My Friends Were Being Mean To Other Students I Would…” (K/1st/2nd gr.)

c) Activity: Writing “If My Friends Were Being Mean To Other Students I Would…” (3rd/4th gr.)

Week 3: Being The VictimDay 1: KB’s Daya) Webisode 5: http://www.stopbullying.gov/kids/webisodes/index.htmla) Activity: Marshmallow Snowman (all grade levels)

Day 2: Josh and Ravena) Webisode 6 http://www.stopbullying.gov/kids/webisodes/index.htmlb) Activity: Partner work: Pine cone craft

Day 3: Soccer Tryoutsa) Webisode 7 http://www.stopbullying.gov/kids/webisodes/index.htmlb) Activity: Soccer Ball “How To Stop A Bully” Strategies (all grades)

Day 4: KB Withdrawsa) Webisode 8 http://www.stopbullying.gov/kids/webisodes/index.html b) Activity: Christmas wreath of positive statements (all grades)

Week 4Day 1: Bullies Can Change: Changes of Hearta) Webisode 9 http://www.stopbullying.gov/kids/webisodes/index.html b) Activity: How To Stop Bullying: Drawing “I Know How To Be Kind” (K/1st/2nd gr.)c) Activity: How To Stop Bullying: Writing “I Know How To Be Kind” (3rd/4th gr.)

Day 2: Become Friends with Students Who Are Bullied: KB and Melanie a) Webisode 10 http://www.stopbullying.gov/kids/webisodes/index.html b) Identifying images of bully vs. victim (Sad, Mad poster images) (all ages)

Day 3: Stand Up For Students Who Are Bullied: Power In Numbersa) Webisode 11 http://www.stopbullying.gov/kids/webisodes/index.html b) Activity: Game “How To Stop A Bully” (all ages)

Day 4: Real Friendsa) Webisode 12 http://www.stopbullying.gov/kids/webisodes/index.htmlb) Activity: Personal card for a special friend









Week 5Day 1: Strategies To Help Prevent Bullying At My Schoola) http://www.pacer.org/bullying/video/player.asp?video=44 b) Activity: Bully Bugs

Day 2: Role Play Strategies To Help Prevent Bullying At My Schoola) https://www.youtube.com/watch?v=F3rqtxSCV-E b) Activity: “How To Stop A Bully” game (all ages)

Day 3: How To Get Help a) Book: Stop Picking On Meb) Activity: Discussion and recalling strategies “How To Stand Up For Myself” (K/1st/2nd gr.)c) Activity: “How To Stand Up For Myself?” (3rd/4th gr.)

Day 4: How To Help Put a Stop to Bullyinga) Book: The Rabbit & Squirrel b) Activity: The Rabbit & Squirrel activity Sheet (all ages)

Week 6

Day 1: How Can I Make A Difference?a) Activity: “If Someone Asked Me To Be Mean To Another Person I Would…” (K/1st/2nd gr.)b) Activity: Writing “If Someone Asked Me To Be Mean To Another Person I Would…”

(3rd/4th gr.)

Day 2: How Can I Stand Up For Another Student?a) Activity: Puppet Show “What to do if you see someone being bullied” (all ages)

Day 3: What Can I Do To Prevent Bullying At My School?a) Video http://www.pacer.org/bullying/video/player.asp?video=56b) Activity: “ I Can Stop Bullying At My School By…” (all ages)

Day 4: United to Stop Bullyinga) Video http://www.pacer.org/bullying/video/listing.asp?category=kidsagainstbullying b) Pledge to “Not Bully”

http://www.pacer.org/bullying/video/listing.asp?category=kidsagainstbullying

http://www.pacer.org/bullying/video/player.asp?video=56

https://www.youtube.com/watch?v=F3rqtxSCV-E


Week 1: Definition of Bullying

Day 1Group ObjectiveGroup focus and rules will be explained. Group facilitator will introduce self. Group members will introduce themselves.

Establish the NeedFacilitator will discuss the importance of having a group on “bullying”. Facilitator will review group focus, rules and schedule.

Identify the Skill Component1. Introductions, group focus, group rules

Model the SkillFacilitator will introduce group and self. Facilitator will explain that she is here to help students when they are facing struggles in school and that this group is one of the ways she helps.

Independent PracticeStudents will introduce each other.

Closure/EvaluationFacilitator will ask random students about the group focus and rules to help reinforce them. Students will be asked to practice and put group rules into action.

Standards 5.1: Promote and maintain a safe learning environment for all students 5.2: Develop and implement programs that address the personal and social risk factors of students 5.3: Develop and implement programs that reduce the incidence of school site violence

Day 2Group ObjectiveStudents will learn the different types of bullying and what behaviors constitute bullying so that they are able to identify it and be part of the solution.

Establish the NeedFacilitator will discuss the term “bullying” and will explain the different actions/behaviors that are considered “bullying”.

Identify the Skill Component1. Types of bullying: Verbal bullying, Social bullying, Physical bullying

Model the SkillFacilitator will explain the purpose of the popsicle sticks. Facilitator will read the actions written on the popsicle sticks and will explain the type of bullying it falls under.

Independent PracticeStudents will watch video: “What Is Bullying?” http://kidshealth.org/kid/talk/kidssay/talkabout-bullying.html?tracking=K_RelatedArticle#cat20070 . Video teaches students the different types of bullying. After the video, students will get a popsicle stick that will be labeled with an action/behavior. Students will explain to the group whether the action/behavior is considered “bullying”.

Closure/EvaluationFacilitator will ask students questions regarding the actions written on the popsicle sticks to evaluate how the student knows what type of “bullying” it is considered.

Materials: video, popsicle sticks




Day 3Group ObjectiveStudents will learn that teasing is also considered bullying.

Establish the NeedFacilitator will discuss how bullying is not acceptable and the importance of building strategies to help the students avoid being bullied.

Identify the Skill Component1. Strategies: Don’t play close to the bully, Stand tall and brave, feel good about yourself, get a buddy and be

a buddy, tell a teacher, tell your parent

Model the SkillFacilitator will introduce the “Stop a Bully” poster which shows the strategies that will help the students avoid getting bullied. Facilitator will review each strategy and will model the action that goes along with the strategy.

Independent PracticeStudents will watch webisode: “Yes… That’s Bullying” http://www.stopbullying.gov/kids/webisodes/index.html Video explains that although teasing does not physically harm another student, it does harm the student emotionally and affects their self-image. Students will then have the opportunity to choose a strategy from the “Stop a Bully” poster and act it out. All students will have an opportunity to practice the strategies.

Closure/EvaluationFacilitator will randomly pick students to choose a strategy and act it out to evaluate their understanding of the strategy.

Materials: video, “Stop a Bully” poster



Day 4Group ObjectiveStudents will learn that excluding someone from playing is also considered bullying.

Establish the NeedFacilitator will explain that bullying comes in different forms. Facilitator will explain that although excluding someone is not a physical action, it is still considered “bullying”.

Identify the Skill Component1. Exclusion is considered social bullying

Model the SkillFacilitator will create a scenario where a student is excluded and will ask student how he/she felt when he was excluded.

Independent PracticeStudents will watch webisode: “The Playground is for Everyone” http://www.stopbullying.gov/kids/webisodes/index.html Video teaches that it is important to include others in play and to allow students to play in the playground as it is there for everyone. Students in K/1st/2nd grade will then draw an image to the title: “If Someone was sitting all alone on the playground I would…”. Students in 3rd/4th grade will write and draw an image to the title: “If Someone was sitting all alone on the playground I would…”

Closure/EvaluationStudents will share their completed activity. They will share with the group what they would do to include a student on the playground to help put a stop to bullying.

Materials: video, drawing/writing sheet



Week 2: Help Build a Positive Self-image

Day 1Group ObjectiveStudents will learn how difficult it is for a new student attending a new school. They will learn the skills to reach out to a new student.

Establish the NeedFacilitator will explain how there may be times when we may be bullying someone but are unaware of it. Facilitator gives the example of when a new student is enrolled in their classroom and how easy it is to exclude that student because he is new.

Identify the Skill Component1. Preventing exclusion of a new student by saying “hi”

Model the SkillFacilitator reminded students that at the beginning of the school year, student did not know facilitator but that facilitator greeted student and how nice it makes a student feel when he/she is greeted to.

Independent PracticeStudents will watch webisode 1: “KB’s First Day” http://www.stopbullying.gov/kids/webisodes/index.html Video teaches students that when they see a new student, to have empathy and make a step towards being friendly with the student. Students will then engage in an activity that will reinforce how to avoid being a bully towards a new student through exclusion. Students in K/1st/2nd grade will draw to the title “I Know How To … Say Hi”. Students in 3rd/4th grade will write and draw to the title “I Know How To… Say Hi”.

Closure/EvaluationStudents will share their activity with the group to reinforce what they have learned about how they can avoid excluding a new student.




Day 2Group ObjectiveStudents learn the importance of respecting other students who are different and have different interests and dreams.

Establish the NeedFacilitator will discuss the importance of using positive statements towards others. Explain that although other students are different and have different interests, we need to respect them.

Identify the Skill Component1. Using positive statements towards others to help put a stop to bullying

Model the SkillFacilitator will review the positive statements with the students and will ask them how they feel when they are told these statements. Facilitator will explain that other students want to feel positive as well, therefore it is important to respect their interests and differences.

Independent PracticeStudents will watch webisode 2: “Milton’s Dreams” http://www.stopbullying.gov/kids/webisodes/index.html Video teaches students that others have different interests and dreams and that it is okay. It teaches them to respect others whether they like their interests or not. Students in K/1st/2nd grade will glue the positive statement strips on a construction paper and will draw an image that correlates with the statement. Students in 3 rd/4th grade will draw a speaker on construction paper and will add the positive statement strips as an example of the statements that they will begin speaking.

Closure/EvaluationStudents will share their finished activity with the group and will explain why they chose the specific positive statements and how they will start using them.

Materials: video, puppets



Day 3Group ObjectiveStudents will learn that it is important to say positive comments towards others to help build their self-esteem and self-image. Students will learn that doing the opposite is considered bullying.

Establish the NeedFacilitator will explain how positive comments can help build someone else’s self-esteem. Explain the importance of helping other students feel good about themselves and how doing the opposite is considered “bullying”

Identify the Skill Component1. Positive comments help build self-esteem and help put a stop to bullying

Model the SkillFacilitator will make positive comments towards students and will explain how it is important for them to do the same to other students.

Independent PracticeStudents will watch webisode 3 “Josh North” http://www.stopbullying.gov/kids/webisodes/index.htmlVideo is about teaching students how positive comments can help build a positive self-image. Students will engage in making a group Poster. Students in k/1st/2nd grade will draw images that correlate with positive comments written on the poster with the title “Nice Things I can Say To Another”. Students in 3rd/4th grade will make a group “Key” Poster titled “Nice things I can say to another student”. Students will cut out keys and will label them with positive statements. They will glue the keys on a poster board and will draw images that correlate with the statements on the keys. The keys show that the positive comments are “keys” to help stop “bullying”.

Closure/EvaluationStudents will share their poster with the facilitator and will share how the comments are “keys” to help stop “bullying” in their school.

Materials: key cutouts, positive statement cut outs, poster boards, markers



Day 4 Group ObjectiveStudents will learn how to talk with their friends to make them understand why they need to stop bullying others.

Establish the NeedFacilitator will discuss how there may be times when we may have friends who are bullies towards others and how we may need to take the steps to bring our concerns to those friends.

Identify the Skill Component1. Speaking with friends about not bullying

Model the SkillFacilitator will model how they can approach a friend and ask them politely to stop bullying. Facilitator will model different ways to speak with a friend about not bullying.

Independent PracticeStudents will watch webisode 4: “Melanie’s Friends” http://www.stopbullying.gov/kids/webisodes/index.html Video teaches students how to speak with their friends who are bullies, about stopping the behavior. It gives students communication skills to help them speak with their friends without upsetting them. Students in k/1 st/2nd grade will then engage in a drawing activity titled “If My Friends Were Being Mean To Other Students I Would…” Students in 3rd/4th grade will draw and write an activity titled “If My Friends Were Being Mean To Other Students I Would…”.

Closure/EvaluationStudents will share their finished activity with the rest of the group. They will share the approach they will use if they have a friend who is bullying to help them understand the importance of not bullying.




Week 3 Being The Victim

Day 1: Group ObjectiveStudents learn one important strategy to help stop the bullying: telling their parents when they are bullied.

Establish the NeedFacilitator will discuss that one important strategy to use when being bullied is to tell their parents so that they can take action if no response is given to the situation.

Identify the Skill Component1. Strategy: speaking with their parent

Model the SkillFacilitator will model how they can speak with their parent about what is happening in school if they are bullied. Explain that it is not okay to make up lies but that it is important to tell parents if it is true that they are being bullied.

Independent PracticeStudents will watch webisode 5: “KB’s Day” http://www.stopbullying.gov/kids/webisodes/index.htmlThere will be a group discussion about the importance of telling their parents when they are being bullied. Students will engage in an activity: Marshmallow Snowman. Students will make a snowman out of marshmallows. During activity, facilitator will monitor and assist in the completion of the snowman. This activity will reinforce the concept that they are unable to take care of things on their own and therefore need to always seek their parents for help.

Closure/EvaluationStudents will share how they needed help in completing their snowman and how in the same way they need help from their parents when being bullied.

Materials: video, marshmallows, pretzels



Day 2 Group ObjectiveStudents will learn that the experience of being bullied can help another student. Students will learn to share how they stood up to the bullying.

Establish the NeedFacilitator will explain how it is important to make a buddy and be a buddy to help put a stop to bullying. Discuss how a friend who has experienced bullying and overcame it, may be a support to another student and who can help put a stop to bullying.

Identify the Skill Component1. Friendships being important in putting a stop to bullying

Model the SkillFacilitator will model how they obtain support and help from the facilitator because students have become buddies with facilitator. Explain how it is better to be a buddy than be alone and how this can make a difference in putting a stop to bullying.

Independent PracticeStudents will watch webisode 6: “Josh and Raven” http://www.stopbullying.gov/kids/webisodes/index.html The video shows students how one student who has been bullied in the past but learned to stand up to the bullying can help another students who is being bullied. This teaches the students to share and educate other students on how to stand up to bullying. Students will engage in an activity where they will work with a partner. Students will make a Pine cone craft that will reinforce being a good partner.

Closure/EvaluationStudents will share how having a partner made it easier for them to put the pine cone together.

Materials: video, pine cones



Day 3Group ObjectiveStudents will practice strategies to help them stop a bully.

Establish the NeedFacilitator will review the strategies learned from the “Stop a Bully” poster and will remind students the importance of putting them into practice to help stop a bully.

Identify the Skill Component1. Strategies: Don’t play close to the bully, Stand tall and brave, Feel good about yourself, Get a buddy and

be a buddy, Tell a teacher, Tell your parent.

Model the SkillFacilitator will hang “Stop a Bully” poster and will review the strategies and how to act out each strategy.

Independent PracticeStudents will watch webisode 7: “Soccer Tryouts” http://www.stopbullying.gov/kids/webisodes/index.html Video teaches students the strategies that they need to stop a bully. Students will work on their own. They will choose strategies learned from the “Stop a Bully” poster and will write them on a soccer ball cutout.

Closure/Evaluation

Students will share their soccer ball activity with the group and will act out the strategies chosen.

Materials: video, soccer cutout



Day 4

Group Objective

Students will learn how to use positive statements to help motivate another student while making a Christmas wreath.

Establish the NeedFacilitator will review the importance of using positive statements when others are being bullied and to help encourage them.

Identify the Skill Component1. Positive statements to help encourage and support a student who is being bullied

Model the SkillFacilitator will model how students will use the positive statements to make the Christmas wreath.

Independent PracticeStudents will watch webisode 8: “KB Withdraws” http://www.stopbullying.gov/kids/webisodes/index.html Video is about KB wanting to quit soccer because she is being bullied but her friend motivates her to stay. The video teaches students to help motivate others. Students will engage in an activity: Christmas wreath of positive statements. Students will use paper plates to make wreaths. They will use green construction paper and will write positive statements on strips of paper. They will glue the strips on the paper plate to help reinforce using positive statements to motivate others.

Closure/EvaluationStudents will share their Christmas wreaths and how their positive statements will help encourage and support a student who is being bullied.

Materials: video, green construction paper, paper plates



Week 4:

Day 1: Being The BullyGroup ObjectiveStudents learn that if they are the bullies, there is hope to change their behavior through three strategies.

Establish the NeedFacilitator will explain that it may be difficult for the bully to make changes but that it is possible through using three strategies.

Identify the Skill Component1. Strategies to help a bully make changes: Make a commitment to change, focus on empathy and

responsibility, and replace bullying behavior with positive behaviors.

Model the SkillFacilitator will model the three strategies that can help a bully make changes.

Independent PracticeStudents will watch webisode 9: “Changes of Heart” http://www.stopbullying.gov/kids/webisodes/index.html The video teaches students that bullies are capable of changing if they focus on three strategies: 1. Make a commitment to change, 2. Focus on empathy and responsibility, 3. Replace bullying behavior. Students in k/1st/2nd grade will engage in a drawing activity titled “I Know How To Be Kind”. Students in 3 rd/4th grade will draw and write to the title “I Know How To Be Kind”.

Closure/EvaluationStudents will share their completed activity with the group and will explain how they can be kind with others.




Day 2: Become Friends with Victims

Group ObjectiveStudents will learn why it is important to become friends with students who are victims of bullying.

Establish the NeedFacilitator will talk about how to look out for students who may be bullied and the importance of becoming friends with them. Explain that the student feels alone and wants a friend.

Identify the Skill Component1. Identifying students who are bullied and becoming friends with them

Model the SkillFacilitator will show students images of victims vs. bullies and will explain how to identify them by looking at their face and body language.

Independent PracticeStudents will watch webisode 10: “KB and Melanie” http://www.stopbullying.gov/kids/webisodes/index.html The video shows how KB and Melanie become friends. It teaches students the importance of becoming friends with victims of bullying. Students will engage in an activity where they will identify images of bully vs. victim (Sad, Mad poster images).

Closure/EvaluationThrough the images, students will be able to reinforce how to identify the victim vs. the bully while out in recess

Materials: video, image cards



Day 3: Stand Up for Others

Group ObjectiveStudents will learn that there is power in numbers and therefore need to become friends with students who are bullied to help them stop the bullying.

Establish the NeedFacilitator will talk about how there is power in numbers, meaning that when students have friends, they are less likely to be bullied.

Identify the Skill Component1. Make friends so that bullies can stay away from you

Model the SkillFacilitator will review “Stop a Bully” poster and will explain that it will be used as a game. Facilitator will review rules and will model how to toss and act out the strategy.

Independent PracticeStudents will watch webisode 11: “Power In Numbers” http://www.stopbullying.gov/kids/webisodes/index.html Video teaches students that there is power in numbers. It shows them that it is important to become friends with students who are bullied and stand up for them. Students will engage in game “How To Stop A Bully”. Students will toss dice and will role play the strategy that dice falls on.

Closure/EvaluationStudents will show how well they have learned the strategies through acting out the strategies during the game.

Materials: video, game



Day 4: Group ObjectiveStudents will learn the value of friends and how to be nice with them.

Establish the NeedFacilitator will review what they have learned about being a buddy to another student and power in numbers. Explain the importance of doing nice things for your friends.

Identify the Skill Component1. Being a good buddy by doing nice things for them

Model the SkillFacilitator will show how being a good buddy is doing nice things for your friends. Facilitator will model how students will make the card for their friend.

Independent PracticeStudents will watch webisode 12: “Real Friends” http://www.stopbullying.gov/kids/webisodes/index.html Video shows students the value of having friends and how to be nice to them to show them that you care about them. Students will make a personal card for a special friend. This will reinforce the skills needed to show a friend that they value him/her.

Closure/EvaluationStudents will share their card with the group and will share how they felt while making it for their friend.

Materials: video, construction paper, markers



Week 5: How To Stand Up to Bullying

Day 1Group ObjectiveStudents will learn strategies that will teach them how to help prevent bullying at their school.

Establish the NeedFacilitator will review strategies learned to help stop a bully.

Identify the Skill Component1. Strategies to help stop a bully: Don’t play close to the bully, Stand tall and brave, Feel good about

yourself, Get a buddy and be a buddy, Tell a teacher, Tell a parent

Model the SkillFacilitator will show students how they will write the strategies on each circle for the caterpillar.

Independent PracticeStudents will watch video: http://www.pacer.org/bullying/video/player.asp?video=44Video teaches students the strategies needed to help prevent bullying in their school. Students will then engage in an activity: Bully Bugs. They will cut out circles that will form a caterpillar. On each circle, students will write a strategy learned.

Closure/EvaluationStudents will share their bully bugs with the group

Materials: video, bully bugs cut out



Day 2:Group ObjectiveStudents will master the strategies on how to stop a bully.

Establish the NeedFacilitator will review strategies learned and will discuss importance of putting them into practice so that they become first instinct when they need to step in to help another student who is being bullied.

Identify the Skill Component1. Putting into practice strategies learned

Model the SkillFacilitator will review strategies with the group

Independent PracticeStudents will watch video: https://www.youtube.com/watch?v=F3rqtxSCV-EStudents will then be given a scenario that they will role play as a group. Each student is given a role. One student will be the victim, two students will be the bullies, the rest will be using the strategies learned to intervene and help the victim.

Closure/EvaluationAfter role play, each student will share their experience about their role.

Materials: video, scenario


https://www.youtube.com/watch?v=F3rqtxSCV-E

Day 3

Group ObjectiveStudents will learn how to get help, how to stand up to the bullying.

Establish the NeedFacilitator will introduce the book “Stop Picking On Me” to reinforce the importance of standing up rather than being a bystander to bullying.

Identify the Skill Component1. Standing up to bullying instead of being a bystander

Model the SkillFacilitator will read the book and will discuss how students can stand up to bullying. The book is about an elementary school girl being bullied.

Independent PracticeStudents in K/1st/2nd grades will engage in a discussion where they will recall strategies “How To Stand Up For Myself” and will draw images reinforcing strategies. Students in 3rd/4th grade will engage in a writing activity: “How To Stand Up For Myself?”

Closure/EvaluationStudents will share their completed activity and will discuss how they can stand up to bullying instead of being a bystander

Materials: book, writing sheet


Day 4Group ObjectiveStudents will learn how To Help Put a Stop to Bullying through strategies learned.

Establish the NeedFacilitator will discuss how conflict is part of our daily life but that we need to learn how to solve the conflict in a peaceful manner.

Identify the Skill Component1. Solving conflict in a peaceful manner

Model the SkillFacilitator will read the book “The Rabbit & Squirrel”. The book is about the two animals who fight all the time and they have to figure out how to end the conflict.

Independent PracticeAfter listening to the story “The Rabbit & Squirrel”, students will complete an activity Sheet where they will answer the question “What do you think happened after they ran into the woods?” Students will engage in critical thinking and will come up with a solution to the conflict that the rabbit and squirrel are facing.

Closure/EvaluationStudents will have the opportunity to share their response to the question in the activity sheet. This will reinforce them putting into practice the strategies they have been learning on how to avoid bullying.

Materials: book, activity sheet


Week 6: Standing Up To Bullying

Day 1Group ObjectiveStudents will practice using their voice to help them stand up against bullying.

Establish the NeedFacilitator will remind students that they have a voice and that there is power in using it to help stand up to bullying.

Identify the Skill Component1. The use of your voice is a tool that can help you stand up against bullying.

Model the SkillFacilitator will create scenario where a student asks facilitator to be mean to another student. Facilitator will model the responses that can be given to the student being the instigator. Independent PracticeStudents in K/1st/2nd grade will engage in a drawing activity titled “If Someone Asked Me To Be Mean To Another Person I Would….” Students in 3rd/4th grade will engage in a drawing and writing activity titled “If Someone Asked Me To Be Mean To Another Person I Would…”

Closure/EvaluationStudents will share their responses to the activity with the group. They will discuss how that is using their voice to stand up against bullying.

Materials: drawing/writing sheets


Day 2Group ObjectiveStudents will learn the difference between the outcome of two scenarios: one with a bystander to bullying, the other with a student who stands up to bullying.

Establish the NeedFacilitator will share a scenario of a student being bullied. Facilitator will discuss the importance of intervening in a safe manner to help be a support for the student being bullied.

Identify the Skill Component1. Standing up for a student who is being bullied: become a friend with the victim, look for an adult, report it

to the office, ask the victim to join you and remove him/her from the situation, creating noise to get others’ attention and help.

Model the SkillFacilitator will share the scenario of a student being bullied. Facilitator will model how another student can stand up for that student being bullied.

Independent PracticeStudents will be assigned to groups of 3 or more. Students will use the puppets to make a puppet show that will portray a scenario with a students who are playing the roles of the bully, victim, bystander/student who stands up for victim.

Closure/EvaluationStudents will discuss the scenarios in the puppet show. They will discuss how the roles of the bystander and the person who stands up to bullying make a difference.

Materials: puppets


Day 3Group ObjectiveStudents will reinforce the skills learned on how to stand up to bullying through drawing and writing.

Establish the NeedFacilitator will review the importance of being a student who stands up to bullying in school.

Identify the Skill Component1. Standing up against bullying: become a friend with the victim, look for an adult, report it to the office, ask

the victim to join you and remove him/her from the situation, creating noise to get others’ attention and help.

Model the SkillFacilitator will review the skills that have been discussed on how to stand up to bullying. Facilitator will model the skills that can be used to stand up to bullying.

Independent PracticeStudents will watch a video: http://www.pacer.org/bullying/video/player.asp?video=56 The video is about students who unite to put a stop to bullying. After the video, students in K/1st/2nd grade will engage in a drawing activity titled “ I Can Stop Bullying At My School By…”. Students in 3rd/4th grade will engage in a drawing and writing activity titled “I Can Stop Bullying At My School By…”.

Closure/EvaluationStudents will share how they used the different skills to stand up to bullying in their writing.




Day 4Group ObjectiveStudents will learn how to unite together to help put a stop to bullying. Students will make a pledge to “not bully”.

Establish the NeedFacilitator will discuss how it is more powerful when students unite with others. Facilitator will explain how they may need to unite with other students to help put a stop to bullying.

Identify the Skill Component1. Identifying the need to unite with other students to help put a stop to bullying.

Model the SkillFacilitator will give an example of how it is powerful when students unite. Facilitator will model the skill by asking students to unite by the arm while standing together. Facilitator will show how it is difficult to break the chain when they are united by the arm, compared to standing alone.

Independent PracticeStudents will watch Video http://www.pacer.org/bullying/video/listing.asp?category=kidsagainstbullying Video teaches students about the power in uniting together to help stop bullying. They will also sign a pledge to “not bully”.

Closure/EvaluationStudents will discuss video within the group. Students will discuss how they plan to unite with other students. Students will be given the choice to sign a pledge to “not bully”.

Materials: video, pledge card


http://www.pacer.org/bullying/video/listing.asp?category=kidsagainstbullying

group curriculum

Documents