Author: Faiza Mawani

Internet Safety

Source: San Jose Public Library, Creative Commons

Overview of the Module

This module gives students a real look at the inner workings of the internet and provides opportunities for students to learn ways to remain safe.

What exactly will teachers find in this module?

In this module, teachers will find anchor charts detailing ways to practice internet safety, internet precautionary situations, and lessons that will help students to practice interacting safely online.

Why is this module important?

This module is important because there are predators who prey on the naiveness that young children display online. Through this module, students will see the value in staying safe and keeping personal identifiers private online.

How does this module connect to bullying?

This module connects to bullying because it shows how innocent posts on the internet can be interpreted as cyberbullying.

Content

Additional Resources for Teachers

Lesson Topics

Choosing Safe

Lesson Goals: This lesson will showcase to students the importance of remaining safe and confidential while engaging in activities over the internet.

How does this lesson connect to bullying? This lesson connects to bullying because it shows students ways to be safe online and subsequently lessens their chances of being subjected online harassment or cyberbullying.

Source: Alan Levine, Creative Commons

Materials/Resources for Lesson:

  • Internet safety pack (anchor chart)-teachers pay teachers
  • Chart paper
  • Markers

Lesson Structure:

  • Open:
    • The teacher will show a YouTube video that shows the importance of internet safety: https://www.youtube.com/watch?v=HxySrSbSY7o
    • The teacher will then call students divide students into groups and give each group an internet safety card. The students will analyze and summarize their card with their group. After a brief moment, each group will summarize what they’re safety tip was, to the class, and how it can be practiced in real life.
  • Body:
    • As a class, we will complete online safety chart. Each student will be given a sticky note, students will be assigned a different a topic to write about. For example, some students will write information that is safe to put online, some will write information that is moderately safe, and others will write information that should never be shared.
  • Close:
    • To close, students will illustrate an internet awareness postcard. Their postcard will be used an exit slip.

What is Your Digital Footprint?

Lesson Goals: This lesson will encourage students to think about how they are portraying themselves online and whether it aligns with choosing kindness.

How does this lesson connect to bullying? This lesson connects to bullying because it requires students to think about the things they post online and analyze whether they portray positivity.

Source: Colm Britton, Creative Commons

Materials/Resources for Lesson:

Lecture Structure

  • Open:
    •  The class will watch an online safety video on BrainPOP to reiterate its importance: https://www.brainpop.com/technology/digitalcitizenship/onlinesafety/
    • Then students will be broken into small groups of 3-4. Each group will randomly pick from a list of scenarios written on notebook paper. In their group, students will discuss what they each would do in that situation and is there a safer way to handle it.
    • Discussion topics:
      • You receive an email that says you won a free laptop. All you have to do is respond to the email.
      • You find a great website that gives you Minecraft cheats. But you have to give them your
        address and phone number first.
      • You get an email with the subject line “you win”. It contains an attachment for you to
        open to claim your free prize.
      • Someone sends you a text with a picture of themselves. You don’t know the person. You
        wonder if you should send them a text back asking them who they are.
      • Your parents do not let you chat online while they are not home. Your
        friend is over and wants to chat online even though your parents are not home.
      • A friend sends you a video of a boy being beaten up. You do not like the video but you
        don’t want to get your friend in trouble.
  • Body:
    •  After a few moments of the groups discussing, they will come back together as a whole class. The teacher will then explain to the students that they will be making a representation of their own digital footprint. The teacher will explain that their digital footprint is a collection of things that they share about themselves online. The teacher will also explain the importance of leaving a positive footprint online. The teacher will instruct students to brainstorm what mark they want to leave on the world and write it in a complete sentence on a sheet of paper. Then the students will condense their sentences to one word that they will add to their footprint. The students will then cut out a free-handed footprint (or the teacher can print of a footprint template). The student will their attributes to their footprint along with illustrations and color (much like the picture below).
  • Close:
    • The students will take turns presenting their footprints, which will be hung around the room or in the hall.

Cyberbullying

Source: Richard Patterson, Creative Commons

Overview of the Module

This module focuses on the dangers of cyberbullying and the statistics associated with cyberbullying. Students will have an opportunity to look at cyberbullying data from their own class, as well as brainstorm ways to decrease its prevalence among their peers.

What exactly will teachers find in this module?

Teachers will find videos, checklists, and scenarios related to cyberbullying.

Why is this module important?

This module is important because it highlights a bullying tactic that is most relatable to students and the new wave of technology. Students need to become aware of what cyberbullying is and why it is an easy way to target other people. They need to understand how cyberbullying affects individuals and the detrimental effects it can have on a person. Students need to become aware of signs that indicate cyberbullying is occurring and the individual signs someone may show if they are victims of cyberbullying. Students need to learn the importance of empathy and how it can positively affect those being cyberbullied.  

How does this module connect to bullying?

Cyberbullying is a form of bullying that takes place through social media outlets. In today’s society popularity is often contingent on your social status behind the computer. “Trolls” leave hateful comments and harass others in the cyber world, but those actions often have a huge impact in the real-world as well.

Content

Additional Resources for Teachers

Lesson Topics

Has it Happened to You?
Source: r.nial bradshaw, Creative Commons

Lesson Goal: This lesson will help students to define cyberbullying and identify statistics for their class.

Materials/Resources for Lesson:

Lesson Structure:

  • Open
    • Turn and Talk: Do you use social media? Which platforms?
    • What are the good and bad parts of social media?
      • good: connect with friends,
      • bad: online predators
  • Body
    • Watch a video about cyberbullying: https://www.brainpop.com/technology/communications/cyberbullying/
    • Complete the Cyberbullying Checklist (Adapted from: https://nobullying.com/the-cyber-bullying-checklist/): 
      • Circle yes or no for each statement. Do NOT put your name on the paper.
        • Have you received mean, hateful, threatening text messages, IMs, emails, Facebook messages and any other form of social media communication?
          • Yes
          • No
        • Has someone posted mean or hurtful things about you online? Have others commented and passed on these things?
          • Yes
          • No
        • Has someone forwarded your texts, IMs or emails to another person without their permission?
          • Yes
          • No
        • Has someone used your pictures in a hateful, derogatory, or simply mean manner and posted it online for others to see?
          • Yes
          • No
        • Has someone stolen your personal account passwords and started sending messages or posting and sharing things pretending to be you?
          • Yes
          • No
        • Is someone excluding you from an online group, say for schoolwork or activity work, and spreading mean rumors about you?
          • Yes
          • No
        • Has someone started an offensive blog or Facebook page or maybe a bad Twitter Hashtag to spread rumors or say bad things about you?
          • Yes
          • No
      • Use the snowball active teaching strategy to organize and compile class data about cyberbullying.
        • Ask students to crumble up their paper, close their eyes, and toss it in the center of the room. Again, make sure students do NOT put their names on the paper.
        • Go to the center of the room and pick up a snowball and open it.  
        • The teacher will read each statement. Ask students to stand on the left side if yes is circled for the statement. Ask students to stand on the right side of the room if no is circled for the statement.
        • Count the number of yes and no responses for each statement.
        • Ask students to organize the data into a graph or chart.
  • Close
    • Ask:
      • What did we learn about our class and cyberbullying?
      • How can we use our class data to raise awareness about the dangers of cyberbullying?
    • Explore:
What Would You Do?

Lesson Goals: This lesson is meant to encourage students to see that harmless teasing can be harassment to someone else. It will encourage students to self-reflect on content they post and share online.

Source: Thomas Galvez, Creative Commons

Materials/Resources for Lesson:

Lesson structure:

  • Open
  • Body
    • Role Play: Write different cyberbullying scenarios an index card and place them in a bowl. Put students in small groups. Have each group choose one scenario. Give them 5 minutes to figure out how they will present the scenario to the class.
      • #1: Your best friend posts a picture of you on Instagram with drool all over your face. She thought it was funny and refuses to take it down but you did not find it funny.
      • #2: A friend in class is sending you threatening text messages because you would not let him copy your homework.
      • #3: You and your best friend had a huge fight which results in him stealing your password and posting mean things about your classmates to twitter.
      • #4: You can only invite 5 friends to your birthday party but one friend gets mad because he isn’t chosen. He sends the other people who are invited mean and embarrassing emails about you which results in them not attending your part.
      • #5: You text one of your friends something embarrassing that just happened to you and you ask her to keep it a secret. That friend thinks it’s funny and forwards the message to a bunch of other people in the class.
      • #6: You are called to the principal’s office because you have been posting inappropriate comments and pictures on Instagram. Someone opened a fake account in your name but you are punished for it.
      • #7: Your best friend sends a picture to you with a mean comment, making fun of someone’s weight.
      • #8: You play games online where you chat with other players. You start to get messages saying that you’re an awful player and you should quit.
  • Close:
    • After each group has acted out their scenario, we will discuss as a class the following discussion points:
      • At what point does teasing cross the line to harassing?
      • Is cyberbullying as serious as other kinds of bullying? Explain.
      • Why do you think Cyberbullying is such a big problem with kids?
      • Are there issues of cyberbullying in our school?
      • How can we reduce cyberbullying in our school?

Children’s Rights

School children laughing. Source: pixaby, Creative Commons

Overview of the Module

This module highlights children’s rights and encourages autonomy. Students will research the Birmingham Children’s Crusade of 1963 and put themselves in the children’s position to explore whether or not they would have made some of the same choices during the crusade. Students will also have the opportunity to generate a list of what they consider to be the “core” rights of their school. After creating this list, students will create a display for the rights they select.  

What exactly will teachers find in this module?

In this module, teachers will find an in-depth look at the children’s march to help inspire children in their ability to elicit change. This module also houses an interview with a foot soldier from The Civil Rights Movement that supports children’s abilities to advocate for issues that are important to them. Pictures, videos, and hands-on activities throughout this lesson will help students begin to think of themselves as change agents.

Why is this module important?

This module is important because it will help to solidify a sense of advocacy and agency among the students. They will see multiple examples of children making a difference which will hopefully inspire them to do the same.

How does this module connect to bullying?

In each lesson, a child is shown standing up in the face of injustice. Injustice occurs as a seemingly superior and more powerful person tries to assert dominance or bully a minority
or someone that seems to be less powerful.

Content

Additional Resources for Teachers

Children’s March:

https://www.biography.com/news/black-history-birmingham-childrens-crusade-1963-video

Children’s March:

https://www.theroot.com/childrens-march-1963-a-defiant-moment-1790896253

Newspaper Clippings:

http://www.rarenewspapers.com/view/600427

Children’s Crusade:

https://www.washingtonpost.com/news/retropolis/wp/2018/02/20/children-have-changed-america-before-braving-fire-hoses-and-police-dogs-for-civil-rights/?utm_term=.a859541dff01

Children’s rights lesson:

https://www.tolerance.org/classroom-resources/tolerance-lessons/the-rights-of-the-child

Foot Soldier Interview:

https://app.frame.io/f/f89e7268-23a4-44e9-8524-04e54a83f609

Children’s March video:

Lesson Topics

The Children’s March, 1963 

More information: https://www.theroot.com/childrens-march-1963-a-defiant-moment-1790896253 

Children’s March, 1963. Source: Teaching Tolerance

Lesson Goals: This lesson will show students how the simplest forms of protest can raise awareness and lead to laws being changed.

Materials/Resources for Lesson: Chart paper, markers

How does this lesson connect to bullying? The Birmingham Children’s March in 1963 was a reaction to segregation laws in Alabama. Keeping things separate and less than equal was a tactic used to bully African Americans.

Lesson structure:

  • Open
    • Write the words violent and nonviolent on two halves of the same chart paper. Ask students to provide synonyms and examples of both terms Ask students to define the word protest. Watch a video clip about The Children’s March: https://www.youtube.com/watch?v=5c113fq3vhQ
  • Body
    • Complete a short who, what, when, where, and why with the class to summarize why the students were protesting.
    • Turn and talk:
      • Was the protest peaceful or nonviolent?
      • Which protest is more effective and why?
      • What do you think it would have been like to participate in the children’s march?
      • Would you have participated in the Children’s March?
      • Imagine that you are a child during this time in history. Write a letter to your parents explaining your decision to march in the protest or not. Be sure to explain how you made your decision.
  • Close
    • Individual: Swap letters with a partner.
    • Whole Group: Discuss different rationales for participating/not participating in the march.
Building Our Own Bill of Rights
Source: Yahoo Images, Free to Use and Share

Lesson Goals: The students will explore their rights as children, reflect on their importance, and work together to identify their rights as members of the school community.

Materials/Resources for Lesson:

  • Foot Soldier Interview:

https://app.frame.io/f/f89e7268-23a4-44e9-8524-04e54a83f609

  • Children’s Rights lesson:

https://www.tolerance.org/classroom-resources/tolerance-lessons/the-rights-of-the-child

How does this lesson connect to bullying? Rights are violated when bullies infringe upon another student’s personhood. By helping students realize they have the right not to be bullied, they will recognize and respond to social situations that are not appropriate.

Lesson structure:

  • Open:
    • Show the video of a fifth-grade student interviewing Dr. Paulette Dilworth, a foot soldier in the Civil Rights Movement, who advocated for desegregation and equality as a child.
    • Ask students to identify a short list of the children’s rights that were infringed upon during the Civil Rights Movement.
    • What rights should children have? Make a list on the board.
    • Share the ten core rights of the United Nations. Discuss that although these rights seem basic, can you think of an example of children who do not have these rights? For example, are there young people without adequate nutrition and medical care.
  • Body:
    • Ask students to think about what their rights should be in their school community. What rights do we all need in order to be safe in our school?
    • Divide students into small groups and ask them to brainstorm rights that should apply to their school/classroom? Narrow the individual lists to four or five rights that represent the group’s view.
  • Close:
    • Share proposed rights with the whole class and agree on a set of rights for the school/classroom.

Alabama History

Alabama Capitol Building. Source: Wikimedia Commons, Creative Commons

Overview of the Module

This module encourages students to delve into the history of Alabama. This includes the civil rights era, slavery, reconstruction, settlements, etc. When addressing the content in this module, teachers should consider the age and knowledge of their students.

What exactly will teachers find in this module?

In this module, teachers will find hands-on activities, children’s literature, and primary source documents to help students begin to understand the history of injustice in the state of Alabama.  

Why is this module important?

This module is important because it shows our progress as a nation, but also highlights the work that we still have to do as a society to ensure equity and equality for all people.

How does this module connect to bullying?

This module raises awareness about the severe nature of bullying and injustice that African-Americans experienced during the Civil Rights Movement.

Content

Statue of Dr. Martin Luther King, Jr. in Kelly Ingram Park, Birmingham, Alabama. Source: Kelly B, Creative Commons

Additional Resources for Teachers

Websites

Exploring the Civil Rights Movement with Picture Books:

Civil Rights Picture Books:

Powerful photos of the Civil Rights Movement:

Videos

Teaching Tolerance Video: Mighty Times Part 1: https://youtu.be/N6zcrKA1wXQ

Teaching Tolerance Video: Mighty Times Part 2: https://youtu.be/PPZGv-R3wB4

Teaching Tolerance Video: Mighty Times Part 3: https://youtu.be/u155l3SR-PY

Teaching Tolerance Video: Mighty Times Part 4: https://youtu.be/Gs2e8w3TJak

Bombing of 16th Street Baptist Church:

Recommended Children’s Literature

Nelson, M., & Lardy, P. (2009). A wreath for Emmett Till. Boston: Graphia.

Meltzer, B., & Eliopoulos, C. (2015). I am Rosa Parks.

Woodson, J. (2014). Brown girl dreaming.

Curtis, C. P. (1996). The Watson’s Go To Birmingham – 1963. New York: Random House Inc.

Ringgold, F. (2005). If a bus could talk: The story of Rosa Parks. New York: Scholastic, Inc.

Coles, R., & Ford, G. (1995). The story of Ruby Bridges. New York: Scholastic.

Shelton, P. Y., & Colón, R. (2013). Child of the civil rights movement.

Johnson, A., & Velasquez, E. (2007). A sweet smell of roses. New York: Aladdin Paperbacks.

Evans, S. (2016). We march.

King, M. L., & Nelson, K. (2012). I have a dream: Dr. Martin Luther King, Jr. New York: Schwartz & Wade Books.

Ramsey, C. A., Strauss, G., & Cooper, F. (2012). Ruth and the Green Book. New York: Scholastic.

Woodson, J. (2014). The other side. Weston Woods Studios.

Wiles, D., & Lagarrigue, J. (2014). Freedom Summer: Celebrating the 50th Anniversary of the    Freedom Summer.

Weatherford, C. B. (2007). Freedom on the Menu. Perfection Learning Prebound.

Pinkney, A. D., & Taylor, M. L. (2011). Sit-in: How four friends stood up by sitting down. New York: Little, Brown.

Shore, Diane Z., Alexander, Jessica., & Ransome, James. (2010). This Is the Dream. Paw Prints.

Rappaport, D., & Collier, B. (2013). Martin’s big words: The life of Dr. Martin Luther King, Jr. Columbus, O.H: Zaner-Bloser.

Pinkney, A. D., & Pinkney, J. B. (2008). Boycott Blues: How Rosa Parks inspired a nation. New York: Greenwillow Books.

The Rationale for Teaching History

History is the organizing thread for social studies. The lives of citizens who were involved with major historical events can be used to explore the past and make connections to injustice, racism, and our role as citizens to ensure justice and equity for everyone. History is living and breathing and supports the development of agency is young people.

According to Walter Parker (2008) there are 5 important reasons to support the integration of history to support change today:

  • Empathy: Helps children understand struggles and appreciate humanity.
  • Agency: Shows children that people are shaped by their circumstances and that people can make a difference.
  • Wisdom: Adds a new inventory of knowledge for children to take with them to new situations and problems.
  • Judgment: Historical knowledge helps children develop better judgment
  • Imagination: Gives children experiences they have never had before.

When exploring historical content with children do not put an emphasis on meaningless dates and names. Instead, focus on the big ideas that students can connect to their lives today. Go into depth and use a variety of high-quality resources to explore multiple perspectives and experiences. Frame the exploration of historical content in two ways: absorbing history and doing history.

Absorbing History: The Process

Students will learn about the subject, their contribution to the common good, and the historical timeframe by:

  • Analyzing primary documents
  • Discussing historical narratives
  • Role Playing
  • Examining artifacts
  • Reading children’s literature
  • Using song and dance
  • Participating in simulations
  • Viewing videos
  • Conducting research
Doing History: The End Product

After “absorbing” history, students should “do” history by creating their own historical version of a story or event. Possible formats include, but are not limited to:

  • Artifact Box  
  • Pop-Up/Picture Book
  • Puppet Show  
  • Music
  • Documentary  
  • Scrapbook
  • Newspaper  
  • Museum (Live)
  • Digital Story  
  • Vlog
  • Simulation  
  • Play
  • Poetry for 2 voices
  • Songs
  • Visual Art as Social Commentary
  • Mural

Content Area Vocabulary Strategy

10 Most Important Words (Guillaume, Yopp, & Yopp, 2008)
  • At the beginning of the unit of study, students will work in small groups to predict the 10 most important words related to content/topic.
    • Put a square around the word you think is most likely to be on other lists.
    • Put a star next to the word you think is unique.
    • Put a circle around the most interesting word on your list.
  • Write word lists on the board.
    • Which words were selected by multiple groups?
  • At the end of the unit, ask students to revisit word lists and modify.
    • Choose 10 most important words and write a rationale for  selection.
    • Which words were not on your original list?
    • Why did you add these words?
    • Which words did you eliminate? Why?
    • Which words represent big ideas about the topic?
    • Which words are essential for representing what you learned?
  • Encourage students to use their 10 MOST important words in activities/projects related to the topic.
Modifications
  • Create a visual representation for each word (memory clue).
  • If students lack background knowledge for a topic then they won’t be able to contribute as many words. Instead, use it as a closing activity to pull together the big ideas and reflect on what they learned OR have students preview the text/photos and select words.

Sample Activities

Photographs in History
  1. Explore the photo book: Remember: The Journey to School Integration by Toni Morrison. Read the captions and the timeline in the back of the book carefully. List the different places and dates where photos were taken.
  2. As a group choose one photograph to analyze and discuss. Use the photo analysis handout and record the group observations/ideas.
  3. Prepare to share the photo you selected with the class by recreating the photo using the “Tableau” technique. Have one member of the group be the discussant for the photo freeze to facilitate the discussion with the class. (i.e. What do you think the person on the left is feeling? What do you notice?)
  4. Photo Scavenger Hunt: Capture 5-10 images that represent big ideas associated with school integration. Put the images together in a PPT presentation to share with the class. Add music and captions if time permits.
School Integration Across the United States
  1. Read the book, “Separate is Never Equal” by Duncan Tonatiuh.
  2. Read the book, “The Story of Ruby Bridges” by Robert Coles
  3. Compare and contrast the two stories using a Venn Diagram on the chart paper.
  4. View the images of school integration provided in the envelopes. Be sure to read the captions for all of the photos and pay close attention to the dates.
  5. Scan the school integration timelines provided. What conclusions can you draw from all of the photographs and notes related to school segregation in the United States?
  6. Create a visual on the chart paper to share what you learned with the class.
Art as Social Commentary
  1. Google the painting by Norman Rockwell titled, “The Problem We All Live With”.
  2. Answer the questions on the handout to help you analyze the piece of art.
  3. Read the history of the painting AFTER you discuss/analyze it.
  4. Think about issues that we are dealing with in our world today. Create a piece of art that will raise awareness for an issue and prompt a discussion. You can create individual pieces of art or work together on a collaborative mural. Everyone must contribute to the piece of art.
Writing Cooperative Biographies

Students will work in small groups to compose an original biography about an upstander from the Civil Rights Movement.  The biography must include four main events that define your citizen’s role in the Civil Rights Movement. The main ideas listed below should help you to organize your content:

  • Geographic setting
  • Childhood/Family Influences and/or Road to Activism
  • Specific Contributions
  • Life After the Movement

Also include:

  • An introduction to the Civil Rights Movement to provide background information for the audience.
  • Original illustrations or authentic photographs/primary documents for each event
  • At least 5 “Most Important Words” (find a way to highlight the words for the reader)
  • Map including 3 critical geographic locations and key
  • “About the Authors” page

Possible formats:

  • Picture Book
  • Artifact Box
  • Scrapbook
  • Newspaper  

Things to keep in mind:

  • Be original and creative (Go for the “WOW” factor)
  • Use high-quality resources
  • Create something that other children would want to interact with and explore.

Community Building

Source: Yahoo Images

Overview of the Module

This module provides opportunities for students and teachers to learn more about each other in order to create a safe learning environment and strong sense of community for all members of the class.

What exactly will teachers find in this module?

This module incorporates music, icebreakers, and other experiences to help support the development of a classroom community. The resources and suggested activities in this module can be used at any time to support the development of a strong community of learners.  

Why is this module important?

This module is important because it promotes camaraderie among members of the class by learning more about one another on a personal level. This helps to build a safe learning environment with a true sense of community and trust.

How does this module connect to bullying?

Often people are bullied because of their misunderstood quirks and characteristics. This module helps students embrace and celebrate the differences between each other.

Content

Additional Resources for Teachers

Books

Johnston, P. (2003). Choice words: How our language affects children’s learning. Portland, ME: Stenhouse Publishers.

Websites

Classroom community: http://www.educationworld.com/a_curr/bluestein-building-classroom-community.shtml

Don’t put people in boxes video:

Kid President-20 Things We Should Say More Often:

Kid President- A Pep Talk:

Lesson Topics

Celebrating our Similarities and Differences
Group of Friends Smiling

Lesson Goals: 

This activity will help students acknowledge the similarities and differences amongst peers in a positive way. In celebrating these differences, the students will create a sense of community within the classroom.

How does this lesson connect to bullying? This lesson will help to encourage empathy among students so they are more apt to befriend versus bully each other.

Materials/Resources for Lesson:

Lecture structure:

  • Open
    • Show the video clip: https://www.youtube.com/watch?v=zRwt25M5nGw
    • Questions after the video:
      • What is your reaction to the video?
      • What is the overall message?
      • Have you ever judged someone based on a stereotype and then learned you were wrong after getting to know them?
  • Body
    • Ask the students to form a large rectangle in the center of the room. Ask students to move to the middle of the rectangle and shake someone’s hand when they hear a statement that applies to them (much like the video).
    • Sample questions (you may change these questions to address the interests and needs in your classroom):
      • This is the only school you have ever attended.
      • This is your first year at this school.
      • You play sports or participate in any extracurricular activity
      • You have siblings.
      • You have a pet.
      • Your parents are divorced.
      • You enjoy coming to school.
      • You have been bullied.
      • You love to read.
      • Your favorite food is pizza.
      • You prefer iPhone over android (and vice versa).
  • Close
    • Exit Slip: 3-2-1
      • 3: Write down three things you learned today about your classmates.
      • 2: Write down two things you want to know more about your classmates.
      • 1: Write down the name of one person you would like to learn more about.
Drum Circle Monologues

*Lesson adapted from: https://collaborate.teachersguild.org//challenge/empathy/ideate/drum-circle-monologues

Lesson Goals: Students will continue to build a classroom community by sharing stories of adversity and how they overcame it.

How does this lesson connect to bullying? This lesson will help students connect to their classmates’ perspectives and experiences. This will build empathy and connect peers through shared experiences with bullying.

Teacher Resources:

Materials/Resources for Lesson: Small drum OR the floor, desks, or hands (anything that can make a beat or rhythm)

Lesson structure:

  • Open
    • Warm Up:
      • Use your hands and body as an instrument.
      • Students will repeat patterns and rhythms modeled by the teacher.
  • Body
    • Gather students in a central area (if there is no drum available, students will remain in their desks) and ask them to sit in a circle. Explain that they will be creating a drum circle and the goal is for them to express themselves creatively, as well as emotionally. Remind students to be respectful of others.
    • The teacher will start the activity by making a pattern/rhythm on the drum. Students will echo the pattern/rhythm created by the teacher while the teacher shares a brief, yet powerful experience with bullying. Students will volunteer to make their own pattern/rhythm on the drum. As the beat is established by the class, the student who created the pattern/rhythm will tell a unique and personal story about their experiences with bullying over the rhythm of the drum.  
  • Close
    • Reflect:
      • What were some running themes between the stories you heard today?
      • How did you feel in each situation?
      • How has the drum circle experience changed the way that you see your classroom community?
    • Ask students to work together to write an affirmation for victims of bullying. Provide students with a variety of instruments and ask them to choose one. Create a group rhythm using all of the different instruments:
    • Ask one student to join the circle at a time and make a sound with their instrument that goes with the rhythm/beat established by the teacher.
    • After everyone has joined the group rhythm go around the circle and ask each person to share one positive word about this experience.

Monday Motivation: A Pep Talk!
Pep Talk. Source: Kelly Teague, Creative Commons

Lesson Goals: To build a safe and trusting learning environment.

How does this lesson connect to bullying? Students will learn more about each other in order to make authentic connections with each other. Students will gain a better understanding of the importance of building each other up emotionally.

Materials/Resources for Lesson:

Lesson structure:

  • Open
  • Body
    • Post the quote “We are all on the same team.”
    • What does this mean to you?
    • Introduce the game “this or that.”
      • Directions: I will call out two words in the same category. If you like the first word better go stand on the left side of the room. If you like the second word better go to the right side of the room.  

Sample Categories:

*Students can also create “this or that” categories.

Bar soap or liquid soap?

Store-bought gifts or handmade gifts?            Mac or PC?

Pen or pencil?                                                 Underwater or up in the air?

Trees or flowers?                                            Snake or lizard?

Cat or dog?                                                     Jokes or riddles?

Christmas or Halloween?                                 Valentine’s Day or Fourth of July?

Elmo or Ernie?                                                 School or no school?

Jam or jelly?                                                     Sweet or sour?

Mom or dad?                                                     Sister or brother?

Clean or dirty?                                                     Bad or good?

Wading pool or running through sprinkler?           Rain or snow?

Sun or moon?                                                      Beach or pool?

Dolphins or whales?                                            Walk or skip?

Addition or subtraction?                                      Multiplication or division?

History or English?                                              Fair or theme park?       

Cowboys or aliens?                                              Numbers or letters?

Hop or skip?                                                          Hide-and-seek or obstacle course?

Cartoons or animal shows?                                  Books or puzzles?

Ants or spiders?                                                   Opened or closed?

Door or window?                                                  Inside chores or outside chores?

Saturday or Sunday?                                           Sit or stand?

Fast food or mom’s cooking?                             Toys or video games?

Play inside or play outside?                                  Markers or crayons?

Day or night?                                                        Video Games or a book?

*Adapted from 350 This or That Questions Game Rules. (2017, October 30). Retrieved March 31, 2018, from https://icebreakerideas.com/this-or-that-questions/#This_or_That_Questions_for_Kids

  • Close
    • Show the video: “Kid President – 20 Things We Should Say More Often”: https://www.youtube.com/watch?v=m5yCOSHeYn4
    • Introduce “Motivation Mondays”
      • Directions:
        • Every Monday come in and write something on the motivation board (*you can use a dry erase board, a cork, board, chart paper, or even just a wall. *Use sticky notes to replace writing directly onto the surface.)  
        • You can write a motivation for a specific person, yourself, or the class as a whole.

Creating Multi-media Presentations

Source: Yahoo Images

Overview of the Module

This module provides resources and tips for creating multimedia presentations using Web2.0 tools.  This module was created to support teachers and students with promoting and raising awareness for an anti-bullying campaign.

What exactly will teachers find in this module?

Teachers will find a variety of resources that students can use to create an anti-bullying campaign. A mini-lesson for creating a storyboard to support writing for a Public Service Announcement is included, along with links to suggested Web2.0 platforms. Tutorials are also provided for two of the recommended tools: Shadow Puppet and Animoto. These tutorials are provided to support the teacher and students as they learn how to use the tools, as well as provide examples of projects that have been created using the apps.

Why is this module important?

This module is important because it provides recommendations for student-friendly Web2.0 tools that students can use to create and share content related to their anti-bullying campaign.

How does this module connect to bullying?

This module includes student-friendly Web2.0 tools that can be used to create and share content that will raise awareness about bullying. Students can use these tools to create a video, slideshow, short skit, a picture with a voice-over, or cartoon about the effects of bullying, the signs of bullying, and a campaign that supports the end of bullying by #StandingUp.

Content

Additional Resources for Teachers

Suggested Web 2.0 Tools
Videos

Lesson Topics

Hook
SONY DSC. Source: Mike Bonitz, Creative Commons

*Show 1-2 examples of anti-bullying campaigns created by students

Reflect on the Anti-Bullying Campaigns:

  • As we watched this video what were you feeling?
  • Have you ever been bullied?
  • Have you ever been the bully?
  • Have you ever taken a stand against bullying?
  • Have you ever thought about an anti-bullying campaign?
  • What would you do to stop the bullying?
  • Why should we stand up to bullying?

Mini-Lesson: Writing a Storyboard for an Anti-Bullying PSA/Campaign

  • View and analyze a popular PSA: No Kid Hungry: https://youtu.be/2RUYkzJio24
  • Identify the message.
  • What tactics were used to communicate the message?
  • How has this message become part of our collective psyche?
  • Do the videos use positive reinforcement to encourage positive behavior or change?
  • Create a storyboard for your PSA/Campaign. A storyboard is a visual way to plot out a video script and story. Movie directors and writers use storyboards to plot out their thinking and ideas.
    • In the blank boxes, draw images of what you want to show on the screen.
    • On the lines underneath, write the audio portion. In the “audio” lines, write music, sound effects, and dialogue.
    • In the Special Effects (SFX) line, write any effects, such as distortion, blur, and color alteration.
    • In the “Superscript” line, write any text, such as titles or credits, that you want to add to the screen.

PSA Storyboard: https://www.scholastic.com/listencarefully/pdf/Listen_Carefully_Storyboard.pdf

*Content for mini-lesson adapted from: https://www.scholastic.com/teachers/sponsored-content/drive2life/2017-2018/promote-safe-driving-creative-psa-project/

Brainstorm important reminders before filming.

Sample responses:

  • Be professional – no laughing or talking to other people when recording.
  • Speak up.
  • Talk at a normal pace (not too fast and not too slow).
  • Think about your audience.
Tutorial for Shadow Puppet

Resources for the Teacher:

  • Shadow puppet tutorial:
  • App Demonstration: Shadow Puppet
    • View the sample tutorial videos for using Shadow Puppet: https://www.youtube.com/watch?v=I6xhmqV7AQo and https://youtu.be/UeamNgWQMAc
    • Step 1: Record a 15-20 second video or take a picture.
    • Step 2: Open the app and tap “create new”. The app will automatically go to the camera roll on the device first. Choose the video clip or photo you want to import.
    • Step 3: Scroll down to show students how to search the web for images. This is important if students choose to create a voice over.
    • Step 4: Tap reorder at the bottom left *if necessary.
    • Step 5: Tap next.
    • Step 6: Add text/audio to slide.
    • Step 7: Record voiceover for slide *if necessary
    • Step 8: Pause recording * if necessary (complete steps 6 & 7 after every group)
    • Step 9: Press save at the bottom right
Tutorial for Animoto

Resources for the Teacher:

Communication Strategies – Presenting Arguments and Ideas

Overview of the Module

This module focuses on developing the students’ ability to present persuasive arguments and ideas. Clear and persuasive communication strategies will help students share information about bullying and springboard their own initiative to address bullying in their school.

What exactly will teachers find in this module?

Students will participate in various activities where they will be able to refine their ability to make a persuasive argument and present it to their peers in an effective way. At the end of this module, students will craft a list of ideas for an ongoing, school-wide anti-bullying project. As a group, students will decide which initiative is better and develop a plan of action to enact change.

Why is this module important?

The ability to communicate in a clear, concise, persuasive, and engaging manner is critical for students as they develop and implement their bullying project.

How does this module connect to bullying?

This module will help students effectively communicate their plan of action related to bullying. A clear and well-defined plan of action has the potential to spark change, promote empathy, and address injustice.

Content

Lesson Topics

Philosophical Chairs

Lesson goals: This lesson is meant to help students think critically about bullying issues that have more than one side. These discussions are meant for students to begin to develop their moral stance on bullying.

How does this lesson connect to bullying? This lesson connects with bullying because it gives students an opportunity to have authentic conversations about bullying.

Materials/Resources for Lesson: Chart paper, markers

More information: https://www.edutopia.org/article/framework-whole-class-discussions/

Philosophical Chairs Discussion Assessment Chart: https://www.scholastic.com/content/dam/teachers/lesson-plans/migrated-featured-files/discussassesschart.pdf

Lesson structure:

  • Open
    • Ask students, “What are the benefits of presenting clear, persuasive, and effective arguments?” Record responses on chart paper.
  • Body
    • Present the following statements to the students:
      • Someone should intervene when a bully is being bullied.
      • Social media should be banned for everyone under 18 because of cyberbullying.
    • After students hear the statement they will take a stance on the issue. A line will be placed on the floor with masking tape at the front of the room with the following labels:
      • Strongly Agree
      • Agree
      • Undecided
      • Disagree
      • Strongly Disagree
    • Students will stand closest to the label on the line that reflects their stance on the issue. Each group will have a chance to explain their positions and elaborate on the pros and cons of the issue. In order to practice active listening skills, students must repeat what the person with the opposite stance said before they make a new point. If students change their minds during the discussion they are free to switch positions, but they must be able to explain why their thinking has changed.
  • Close
    • “Be the Teacher”: Write down three ideas you think everyone should have learned today about presenting an argument and defending your stance. Gather in groups of three. Present at least one idea to their small group.

*Lesson plan adapted from: https://www.scholastic.com/teachers/lesson-plans/teaching-content/philosophical-chairs-discussion/

Fishbowl Tag Discussion
My new fish by Michelle, Creative Commons

Lesson Goals: 

This lesson is intended to help students practice listening to the perspective of others. Students will listen to and add on to the perspective of their group members, in order to add a different dimension to the conversation. The students will be encouraged not to argue with each other, but to build on each other’s thinking.

How does this lesson connect to bullying? This lesson connects with bullying because it encompasses meaningful conversations about bullying and ways that students can stop it. Students will be pushed to define the term “bully” and decide if there is ever a time when “bullying” is ok.

Materials/Resources for Lesson: Copies of the handout http://www.readwritethink.org/files/resources/lesson_images/lesson56/strategy-definition.pdf

Lesson structure:

  • Open
    • Choose one of the questions below and present it to students. Give students time to conduct research and formulate a stance related to the question.  Use the persuasive writing handout to help students structure their response http://www.readwritethink.org/files/resources/lesson_images/lesson56/strategy-definition.pdf
      • Is there ever an appropriate time to bully someone?
      • Should someone intervene when a bully is being bullied?
      • Should social media be banned for everyone under 18 because of cyberbullying?
  • Body
    • Students will participate in a fishbowl conversation. Here are the directions
      • One group of students will sit in a circle in the front of the room (they are in the “fish bowl”).
      • The rest of the class will observe from their desks.
      • Students in the fish bowl will be encouraged to seek to understand each other, not argue.
      • After the first group discusses their topic for about 5 minutes, the next group will take their place, continuing the same conversation.
      • The teacher will also remind students about different strategies they have learned to effectively communicate ideas to one another.
  • Close
    • 3-2-1 Strategy
      • 3: Write down three strategies or “moves” that help you communicate your arguments and ideas in an effective manner.
      • 2: Write down two ineffective strategies that interfere with a clear argument or idea.
      • 1: Write one idea to stop bullying at school.
    • Give One, Get One Strategy
      • Walk around the room and share three strategies with two different students.
      • Write down new strategies shared by classmates.
      • Gather in the front of the room and share strategies.
Yes, and….Crafting ideas for an Anti-bullying Initiative

Lesson Goals: 

This lesson is meant to provide a culmination for the bullying unit. By the end, students will have an anti-bullying initiative they want to implement school/community wide.

How does this lesson connect to bullying? This lesson connects with bullying because it helps students form a plan for how they want to help to stop the bullying epidemic. Students will craft a project that they will implement school-wide as a way to hopefully lessen the prevalence of bullying.

Materials/Resources for Lesson: Whiteboard, chart paper, markers

Lesson structure:

  • Open
    • Ask students to form a circle around the room. The teacher will say the following statement: “Guess what? I am planning an exciting vacation for our entire class!” The student to the left of the teacher will respond, “Yes, and…_____” (i.e. fill in the blank to add something about the vacation the class will be going on together). Go around the entire circle and have each student add to the class vacation story using the “Yes, and…____” prompt.
    • Next, tell students you are going to repeat the exact same exercise but this time they are going to respond to my statement about the class vacation with “Yes, but…”
    • Reflect after the exercise:
      • How did the responses change between the two exercises?
        • Yes, and…
          • Responses were more positive in nature
          • Students built ideas off of one another
          • No limits – “sky is the limit” for fun
        • No, but…
          • Responses were more negative in nature
          • Limited – students had more excuses for why a class vacation would not be possible or more challenges
  • Body
    • Watch the video about brainstorming created by the Stanford Design School: https://youtu.be/cmoWCSyujPY
    • What did you notice?
    • Tell students they are going to begin brainstorming ideas to address the unique issues related to bullying in their classroom and/or school. The goal is for their ideas to develop into a school wide initiative to eliminate bullying.
    • Students will form small groups. Give each group a piece of chart paper and challenge them to come up with 50 ideas for their project in 7 minutes. Remind them that all ideas count. The wilder the better!
    • After groups have 7 minutes to brainstorm, ask students to walk around the classroom and read all the ideas presented by each group. Ask students to write down two ideas for a plan to address/eliminate bullying that they would like to put into action. Students will submit ideas to the teacher who will compile them into a list.
    • After the list has been compiled the teacher will ask students to form interest groups based on the ideas submitted. Once they form interest groups ask students to propose a plan and prepare a persuasive argument for the class to encourage them to select their idea for the project. After each group shares it’s idea using the writing strategies shared in the module, the class will vote on one idea to implement.
  • Close
    • The next steps for the project are to select an idea and begin forming committees to develop and implement the plan of action to address/eliminate bullying in the classroom/school.

Standing Up in the Face of Injustice

Overview of the Module

This module has various videos and activities to push students to think critically about how to speak up in the face of injustice. Students will begin by reflecting on their personal experiences with bullying and contemplate how those encounters have lasting effects. Students will also be given scenarios to role-play, in small groups, to have students begin to visualize ways to be an upstander. Lastly, this module contains emotional videos that will aid in students having thoughtful conversations about the interplay of the roles of the bully, the victim, and the bystander. This module is so important because it encourages students to develop skills to stand up to bullying.

To drive this point home, the Project Hope team produced the above video, featuring Dr. Paulette Dilworth, a foot soldier of the Civil Rights Movement and Vice President for Diversity, Equity, and Inclusion at the University of Alabama at Birmingham, in conversation with Olivier, a 5th grade student at the Altamont School.

What exactly will teachers find in this module?

Teachers will find resources that are conducive to helping to push students to think critically about their role when faced with injustice. Lessons include art integration, small group discussion, a “bully walk”, along with role playing scenarios to help students empathize with victims and see themselves as change agents.

Why is this module important?

This module is important because research has shown the importance of empathy and its role in bullying prevention. Classroom community is key. Each child should feel like a valued member. In order for students to develop a sense of empathy, they must be challenged with thinking of situations from the point of view of another. They must analyze situations that involve injustice and be equipped to go against the grain even when it is hard. By choosing someone who stood up in the face of injustice to research, and creating a piece of art to represent the situation, students will be actively stepping into the shoes of another person. At the same time, they will be learning about how and why the person went about sparking change.

How does this module connect to bullying?

This module is focused on cultivating a sense of empathy and agency among students. When students learn more about the struggles of those that came before us, they are better able to understand the struggles that some are going through now. When they are exposed to literature that details the thoughts of someone who is different than themselves, they are forced to reevaluate their preconceived notions about others. When teachers and students share an experience reading the same piece of literature, classroom community is strengthened. When there is a deep sense of community among students, instances of bullying are decreased. When students are taught to see others as humans, they are more likely to think before they act. As educators, it is our duty to teach students to become empathetic members of society. This module also focuses on skills that encourage bystanders to become upstanders when witnessing bullying.

Content

Additional Resources for Teachers

The Importance of Reading Aloud to Big Kids

http://www.readbrightly.com/importance-of-reading-aloud-to-big-kids/

This blog discusses the importance of reading aloud! Read aloud is an invaluable strategy for all teachers. Reading aloud allows for the teacher and students to have a shared experience with literature. Reading aloud also allows students the opportunity to experience things that they may never encounter, thus cultivating a sense of empathy. Additional benefits to reading aloud are modeling fluent reading, oral language development, and comprehension strategies.

Children’s Literature

The following list represents books that could be used to spark a discussion about empathy or standing up in the face of injustice. These books are perfect for reading aloud or for independent reading.

  • Topic: Empathy
    • Fox, M., & Staub, L. (1997). Whoever you are.
    • DiCamillo, Kate. (2003). The Tale of Despereaux. Turtleback Books.
    • DiCamillo, K. (2016). Raymie nightingale.
    • Stamper, J. B. (2003). The hundred dresses by Eleanor Estes. New York, NY: Scholastic Teaching Resources.
    • Woodson, J. (2014). Brown girl dreaming.
    • Shetterly, M. L., & OverDrive, Inc. (2016). Hidden Figures Young Readers’ Edition. S.I.: HarperCollins.
  • Topic: People Who Stood Up in the Face of Injustice
    • King, M. L., & Nelson, K. (2012). I have a dream: Dr. Martin Luther King, Jr. New York: Schwartz & Wade Books.
    • Levy, D. (2016). I Dissent! Ruth Bader Ginsburg Makes Her Mark. New York, NY: Simon & Schuster.
    • Tonatiuh, D. (2014). Separate is never equal: Sylvia Mendez & her family’s fight for desegregation. New York: Abrams Books for Young Readers.
    • Yousafzai, M., & Kerascoët, . (2017). Malala’s magic pencil. London: Little, Brown and Company.
    • Markel, M., & Sweet, M. (2013). Brave girl: Clara and the Shirtwaist Makers’ Strike of 1909. New York: Balzer + Bray.
Websites

Upstander chart:

https://www.pinterest.com/pin/181129216236563713/

Civil Rights in Birmingham:

https://www.npr.org/sections/codeswitch/2013/06/18/193128475/how-the-civil-rights-movement-was-covered-in-birmingham

Birmingham Church Bombing:

http://www.apimages.com/metadata/Index/Watchf-Associated-Press-Domestic-News-Alabama-/e7e5edb9307b41d9a917b082f0c390f5

I AM A MAN March:

https://www.history.com/news/sanitation-workers-strike-memphis

Children’s March:

https://www.thedailybeast.com/how-the-children-of-birmingham-changed-the-civil-rights-movement

Keaton Jones video:

Bullying video:

Bystander Anchor Chart:

http://mssepp.blogspot.com/2015/01/dare-bystander-vs-upstander.html?m=1

Lesson Topics

Bully Walk
 Stop Bullying. Source: Pixbay, Creative Commons

Lesson goals: This lesson will help students to see the parts they played in bullying scenarios whether intentional or not.

How does this lesson connect to bullying? The lesson connects to bullying because it facilitates a reflective component for students to ponder their involvement in previous bullying scenarios.

Materials/Resources for Lesson:

  • Bully walk statements
  • Chart paper (4-5)
  • Markers
  • Notebook paper
  • Pencils

Lesson Structure:

  • Open
    • The students will begin by instructing students to form a straight line across the room about an arm’s length apart. The teacher will explain that they are going to participate in a “bully walk.” The teacher will instruct students to listen to the following statements, and follow subsequent instructions. For example, “if you are a girl, take one step forward,” only girls will move and everyone else will stand still. The teacher will instruct students that each step should only be an average length step.
    • Bully Walk Statements:
      • If you have ever made fun of someone take one step forward.
      • If you have ever been made fun of step backward.
      • If you have visible or invisible disabilities that cause
        people to make fun of you take one step backward.
      • If you attend school with people you felt were like yourself
        take one step forward.
      • If you have been the victim of physical violence based on
        your gender, ethnicity, or age take one step backward.
      • If you have ever witnessed a friend being verbally or
        physically assaulted take one step backward
      • If you missed an opportunity to intervene when a friend or
        peer was being picked on step forward
      • If you have ever been scared to stick up for someone step
        forward
      • If you have ever been pressured to pick on someone step forward
    • When all the statements have been read, process the activity using the following questions:
      • What is your “gut reaction” to where you find yourself at the end of this list of
        scenarios?
      • Are you surprised at where you are? How does it feel to be in front? In the middle?
        In back?
      • Did you come to any new realizations? If so, which one had the most impact?  
  • Body
    • After debriefing the bully walk, the teacher will break students into 4-5 groups. Each group will compare and contrast what it means to be both a bystander and upstander. On the front and back of a sheet of chart paper, the students will use a concept map to describe and give examples of both terms.
Source: http://mssepp.blogspot.com/2015/01/dare-bystander-vs-upstander.html?m=1
  • Close
    • At the end of the lesson students will create short PSAs about the importance of being an upstander. The students will use flipgrid to create and post their videos.

Flipgrid: https://info.flipgrid.com/

I Dissent
Supreme Court Justice Ruth Bader Ginsberg. Source: Wikimedia Commons

Lesson Goals:

  • For students to identify situations in which someone stood up in the face of injustice.
  • For students to represent visually what they have researched about a person who stood up in the face of injustice.
  • For students to understand what it means to be an agent of change and develop a sense of agency.

Materials/Resources for Lesson:

  • Levy, D. (2016). I Dissent! Ruth Bader Ginsburg Makes Her Mark. New York, NY: Simon & Schuster.
  • Visual Art Supplies
    • Oil pastels
    • Acrylic paints
    • Watercolors
    • Markers
    • Colored Pencils
    • Chalk

Lesson structure:

  • Open
    • Start the lesson with a read aloud to get students thinking about the intended discussion.
    • When reading I Dissent! Ruth Bader Ginsburg Makes Her Mark ask open-ended questions to push on student thinking.
      • What does it mean to dissent something?
      • What did Ruth dissent? Was she right to object to the things that she did not agree with?
      • What were the results of her objections?
    • Use student answers to start a classroom discussion about the history of people who stood up in the face of injustice. Ask students to consider how people might feel when they stand up in the face of injustice.
  • Body
    • What can we learn from Ruth Bader GInsburg? How does this connect to bullying and its prevention? Reflect on the following questions:
      • What does her story mean for you as a student?
      • What types of injustices have you seen in your life? Have you seen injustices at school?
      • What does it mean to stand up in the face of injustice?
      • How does standing up in the face of injustice make a difference for those around us?
  • Close
    • Students will be challenged with creating a piece of visual art related to standing up for injustice.

Stirring Up Justice
Civil Rights March on Washington, 1963. Underwood Archives

Lesson goals: This lesson will link the events of the civil rights era to their current learning of being a bystander.

How does this lesson connect to bullying? The entire civil rights era minorities being bullied because their oppressors believed they were superior. This lesson will help to bridge the gap between the past and present by connection the events of the civil rights movement shape society today.

Materials/Resources for Lesson:

Readings for the Teacher: http://www.ascd.org/publications/educational-leadership/may09/vol66/num08/Stirring-Up-Justice.aspx

This article from Educational Leadership discusses the importance of teaching social justice issues within the classroom. Learning about social justice is crucial for students to develop a sense of agency and understand what it means to be an activist and upstander for injustice.

Lesson structure:

  • Open
    • Ask students to brainstorm what they know about the Civil Rights Movement. Record ideas on chart paper.  Assign small groups to a photo from the Civil Rights Movement. Provide each group with a photo analysis handout. After each group completes the photo analysis worksheet, the teacher will provide students with captions and/or news articles about the image.
  • Body
    • After each group has analyzed their assigned photo the teacher will facilitate a gallery walk so students can view all of the photos. Students will write what they think is happening in each photo on Post-It notes. After the gallery walk, a representative from the original group will read the photo caption to the whole class, while another group member holds up the photo. After each photo caption is shared, students will break into groups and identify the running themes in the pictures. They will identify similarities between the Civil Rights Movement and social justice issues in our society today.
  • Close
    • Close the lesson by reading “The Story of Ruby Bridges”.
      • Was Ruby an upstander? Why or why not?
      • How do you think it felt to be Ruby during that time?

What Would You Do?
Source: Tabatha Zarrella, Creative Commons

Lesson goals: This lesson will help students empathize with the victims in bullying scenarios. Students will craft ideas for how to intervene in situations in a safe and effective way.

How does this lesson connect to bullying? By engaging in role play with bullying scenarios students will connect the abstract and stereotypical ideas related to bullying to real-life situations.  

Materials/Resources for Lesson:

Lesson Structure:

  • Open
    • Show the video of Keaton Jones. https://www.youtube.com/watch?v=7GmS9dLcLvE
    • Discuss the effects of bullying on real people. Ask students to think of a time when they may have felt like Keaton or made someone else feel that way. Ask students to think about how they could have handled the situation in a different way.
  • Body
    • Explain to students that they will be participating in role play scenarios that involve various bullying situations. Students will be split into groups of 4 or 5 and given scenarios to act out and/or discuss in their group. After each group discusses possible outcomes for their scenario they will debrief whether their solution is realistic and/or relevant. After 10-15 minutes, students will reconvene as a whole class and share their scenarios, as well as possible outcomes for bystander intervention.
  • Close
    • To close, students will reflect and write a sentence about the importance of moving from a bystander to an upstander in certain situations.

Mini-Lesson: Art as Social Commentary
Better out than in. Artist: Banksy; Columbus Museum of Art, 2006

Discuss piece “Better Out Than In” by artist: Banksy.

Who is Banksy?

  • Anonymous Graffiti Artist
  • Street Art in Public Spaces
  • Spray Paint
  • Stencils
  • Social Commentary
  • Satire

Why Art?

  • Art can serve as a springboard for confronting issues that society has faced in the past or issues that society is currently facing.
  • Art can promote dialogue and encourage students to explore complex issues.
  • You can use art to help students understand multiple perspectives from history, gender issues in math and science, and social justice issues.

Lesson Structure:

  • Open
    • Have students use the REED-LO strategy to interpret Banksy’s work of art (Created by B. Scott Crawford, Taubman Museum of Art, 2007)
      • React – What is the emotional tone of the work? What is your gut reaction? How does the work of art make you feel?
      • Embrace – How would you describe the composition? What is the first thing your eyes are drawn to? How does the artist use lines, shape, shading, and color in the work of art?
      • Explore – What objects and items do you see? What is the medium, or what materials did the artist use to create this work of art?
      • Decipher – What objects and compositional elements might serve as symbols? What might be their meanings? How would you describe the action taking place in the work?
      • Locate – What is the historical context?
      • Opinion – Interpret the work. What does it mean?
  • Body
    • Have students write down one sentence that describes what they think this piece of art means. Use the High Five! Give One, Get One strategy to share interpretations. Read more about this strategy here: https://teamingrocks.wordpress.com/2011/05/25/high-five-give-one-get-one-a-high-energy-multi-use-strategy/
    • Next, ask students to create a visual piece of art that provides social commentary on bullying. Encourage students to consider the following before they create their work of art:
      • What emotional reaction do you want the viewer to have when viewing your piece of art?  
      • How will you use lines, shading, and color in the work of art?
      • What objects and items will you use?
      • What medium/materials will you use to create this work of art?
      • What objects and compositional elements might serve as symbols?
  • Close
    • For the Teacher: Become familiar with Six Word Memoirs: https://www.sixwordmemoirs.com/community/six-in-schools/
    • Students will create a “Say It In 6” caption for their piece of art.
      • Pass around index cards to each student.
      • Students will write a six word caption that describes their art (with a focus on injustice, empathy, and being an upstander). Example: “Dissenting: Standing Up for the Voiceless”
      • Attach the caption to the work of art.
    • Have students engage in a gallery walk to view each other’s artwork
      • Option 1: Students could all walk around at the same time to view the art.
      • Option 2: Divide the class in half. One half will walk around and view the art. The other half will stand by their art to answer any questions. The groups will switch after all art has been viewed.

Extension: Display art around the school. Students may want to create a mural that displays all of their art, with a call to action in the middle. The middle of the display could have a student made definition of what it means to stand up in the face of injustice.

Deliberation

Children engaging in civil conversations where they are resolving an issue. Source: Alan Kotok, Creative Commons

Overview of the Module

In this module, students will learn what it means to effectively deliberate. Deliberation can be a powerful problem-solving tool for students who experience situations where bullying may occur. Students who exhibit strong deliberation skills listen to peers with differing perspectives and respectfully consider diverse or opposing viewpoints. The purpose of this module is not to teach students how to debate issues but rather to provide students with deliberation skills to engage in constructive conversations that arrive at solutions respectfully and effectively.

What exactly will teachers find in this module?

Teachers will find several resources including books, websites and lesson plans designed to help you facilitate productive discussions on deliberation and promote a safe learning environment that will encourage students to share and listen to multiple perspectives.  These lessons and resources are intended to provide a framework to get the conversation started in your classroom and may be used on their own, in conjunction with one another, or across a variety of subject areas. Lessons include whole-group discussions, deliberation and listening strategies and reflections to real world bullying problems.

Why is this module important?

Deliberation is important in this curriculum because it gives students an opportunity to practice listening skills and consider perspectives that are different from their own.

How does this module connect to bullying?

Deliberation skills help students express themselves and respectfully respond to multiple perspectives. When students are able to effectively express their thinking and consider diverse perspectives, they will be better equipped to handle adverse situations.

Content

Additional Resources for Teachers

The resources included below contain books, articles, videos and a handout that will supplement the lessons within this module.

Readings for Teachers
Websites
Video
Handout

Lesson Topics

Deliberation Strategies
Source: USAG- Humphreys, Creative Commons

Lesson Goals: This lesson will aide students with the discussion and listening skills needed to have an effective deliberation.

How does this lesson connect to bullying? This lesson connects with bullying because it allows students to voice their opinions and deliberate over topics such as hate speech and cyberbullying.

Additional Information for the Teacher

  • What is deliberation? Deliberation is discussion aimed at deciding on a plan of action that will resolve a problem that a group faces. It occurs when a group of diverse individuals come together in collaboration to solve a problem. Deliberate comes from the Latin word libra for scale which means “to weigh”.  The essence of deliberation is weighing alternatives.
  • How is deliberation different than debate? Deliberation is different than debate, wherein people who have already formed their opinions gather to endorse or defend them. In debate, two sides with opposing viewpoints meet to argue the merits of their position and seek to expose the weaknesses in their adversary’s ideas. Debate fosters a competitive relationship among individuals by creating a scenario where there is a winner and a loser.  In deliberation, all voices and opinions are valued and everyone contributes to solving the problem. Deliberation encourages you to contemplate all sides of an issue and invites reflection of your own position. In deliberation, you contribute your best ideas and search for the good parts of other’s ideas with the goal of reaching a solution that considers all perspectives.

Additional Information for students

  • What’s in it for me?
    • Deliberation improves listening and communication skills and helps you develop the ability to express your own ideas.
    • Practicing democratic decision-making processes such as deliberation helps to prepare you for your civic responsibility as a citizen within a democratic community.
    • Deliberation improves our society by fostering positive social interactions.
    • Deliberation helps us to understand the responsibility that we have for our ideas and actions.
    • Practicing deliberation prepares you to make collaborative decisions that embrace respectful exploration and discussion of opposing views.
  • How do I engage in deliberation?
    • Contribute your best ideas to be improved upon.
    • Support your claims with logic and reasoning.
    • Listen as well as talk. Take turns.
    • Be sensitive to other’s feelings, hopes and ideas. Don’t rush to judgment.
    • Seek to understand a point of view different from your own.
    • Evaluate yourself and your ideas. This may involve changing your viewpoint!
    • Pose the question “What should we do?” Look for solutions that build upon the ideas of others.
    • Weigh alternative courses of action.
    • Use collective knowledge to reach a mutually agreed upon conclusion.

Materials/Resources for Lesson:

Lesson Structure:

  • Open:
    • We’ve been talking about the ways that we can create a more accepting school community. I’d like for you to think about a time when you’ve found yourself at odds with a person who held an opinion that was different from yours. How did you communicate your differences? Did someone challenge your viewpoint? If so, how did you respond? How did you feel as a result of this interaction? Turn and talk with a neighbor about you experience. Today we will learn about a strategy to effectively and respectfully communicate our ideas within a group people who hold opposing viewpoints. We will learn how we can use this strategy to arrive at solutions for problems within our learning community.
  • Body:
    • The teacher will explain that the students will engage in a discussion that will elicit multiple viewpoints. The goal of the conversation is to agree upon a shared solution.
    • Students will prepare and present a presentation on the following topic: Cyberbullying– Should the school be permitted to punish students who engage in cyberbullying outside of school?
    • Students will work in small groups to prepare and present a 2-3 minute “expert presentation” after  researching the topic, discussing various viewpoints, and coming to a consensus on the issue.
    • Have all students read the following articles before they begin sharing their viewpoints:
    • After 10 minutes of deliberation and additional research students will present their findings with the class. The students will summarize their discussion, and use the research from the articles to back up their claims.
    • During the presentation, each group must provide the class with research related to the understanding of their viewpoint. Groups must explain the evidence they have found and describe its credibility as a source. Groups may present their information to the group on an anchor chart or google doc. The class will evaluate each presentation using the following criteria:
      • Did the group provide the class with a viewpoint related to understanding of one of the current topics?
      • Did the group summarize the evidence and explain their viewpoint?
      •  Did the group explain the credibility or their research?
  • Close:
    • Today, we learned about deliberation and how we can use strategies to effectively communicate our ideas within a group that may have opposing viewpoints. Through deliberation, we can create the accepting and respecting school community that we envision.
    • Active Engagement Strategy: Snowball Fight – https://www.thoughtco.com/ice-breaker-snowball-fight-31389
      • Take out a sheet of paper and write down a deliberation strategy that was most effective in communicating with your group on the topic. After 1-2 minutes, the teacher will instruct students to crumble up the paper with their strategies and gently toss it to the other side of the room. Once all the paper balls have landed, students will pick up the nearest ball to them. The students will take turns reading each other’s strategies aloud to the rest of the class. If someone reads a strategy that is also written on another student’s paper they will sit down. Students will continue reading the slips until no strategies have been repeated and everyone is sitting. Give students an opportunity to share any additional strategies that were effective but not mentioned. Write these strategies on a piece of chart paper and leave it hanging in the room.
      • Exit Slip: Have students quickly write down why deliberation is a valuable skill. Write students ideas on a piece of chart paper and share with them the next day.
Save the Last Word for Me
Source: School of Science, Creative Commons

Lesson Goals: This lesson is intended to help students listen for understanding. Students will be encouraged to look to their peers for answers instead of relying on their own assumptions.

How does this lesson connect to bullying? The lesson connects to bullying because it allows students to reflect on various quotes related to bullying. It also shows students the importance of listening to another person.

Materials/Resources for Lesson:

Lesson Structure:

  • Open
    • The teacher will instruct the students to sit in a circle on the floor in the front of the room. Next, the teacher will present the reasons why students think deliberation is a valuable skill.  The teacher will then explain to students that although deliberation means to voice your opinion, it also means to listen for understanding. The students will turn and talk with their neighbor and discuss what it means to “listen for understanding”.  
  • Body
    • The teacher will have a list of quotes posted in the front of the room. Students will be asked to choose their favorite quote from the list and be able to explain why. Then, the teacher will divide the students into groups of three, labeling one student A, one B, and the other C. Invite the A students to read their chosen quote about bullying to their group. Then, students B and C will discuss the quotation. What do they think it means? Why do they think these words might be important? To whom? After several minutes, ask the A students to explain why they picked the quotation, thus having “the last word.” This process continues with the B students sharing and then the C students.
    • Quotes to be posted in the front of the room:
      • Bullies bully because they have been bullied
      • No one can make you feel inferior without
        your consent
      • Be yourself, because the people who mind
        don’t matter, and the people who matter, don’t mind
      • I am in charge of how I feel
      • No one has ever made himself great by
        showing how small someone else is
  • Close
    • After each person in the group has had a turn to share, students will go back to their assigned seats. The students will list a key idea from today’s lesson that they feel to be important. These ideas will serve as an exit slip for the day’s lesson.

Three Corners
DeltaSet-009, Source: Laura Azcoaga, Creative Commons

Lesson Goals: This lesson helps to students to see that opinions can be fluid. Students will learn that through effective deliberation, opinions can change.

How does this lesson connect to bullying? The purpose of this lesson is to teach students to how communicate their thoughts openly with others in a respectful way. When you teach students healthy and safe ways to deliberate with one another they feel more comfortable speaking up when they see something they do not agree with, such as bullying. When we teach students appropriate ways to express their opinions they will be less likely to be bystanders instead, they will actively stand up against what is wrong.

Materials/Resources for Lesson:

Lesson Structure:

  • Open
    • Prior to beginning the lesson, the teacher will label three corners of the room as follows: agree, disagree, indifferent. The students will begin by sitting in groups of three and discussing the relevancy of deliberation in their lives. In this conversation, students will be encouraged to talk about ways they may begin to use deliberation in their real life. TTW will walk around and monitor conversations.
  • Body
    • After students are finished with their small group discussions they will gather and sit in the front of the room. The teacher will point out the various corners of the room that are all labeled differently. Next, the teacher will ask students to read a series of statements on a handout and select one of the following positions: agree, disagree, not sure. Ask students to provide a rationale for their position. Next, read each statement aloud and ask students to move to the corner of the room that represents their position. Once students are in their places, ask them to find a partner who shares the same position and explain their opinions. After the students have had a chance to meet with people that agree with them, they should then find one person with an opposing view and discuss/justify their opinions. Encourage students to question each other’s evidence and ideas. Walk around during this time and facilitate when needed, but mainly observe what the students are saying to one another.
      After reading each statement and giving students an opportunity to discuss their perspectives with others, ask students to return to their desks and respond to the after deliberation questions on the handout. Students will indicate if someone presented an idea during the deliberation that caused them to change their original perspective. Before beginning the discussion, the teacher will remind students about norms for having a respectful, open discussion of ideas.
    • Discussion topics:
      • Bullies are victims too
      • Bystanders are just as guilty as bullies
      • Bullying is just a normal part of growing up
  • Close
    • Return back to the carpet after students respond to the follow-up prompts on the handout. Ask for volunteers to share something that they learned from the person they spoke to with an opposing view. The teacher will listen to responses and record on the board.
Socratic Circle
Source: Daniel X.O’Neil, Creative Commons

Lesson Goals: This lesson will facilitate open discussions about bullying topics that have no right or wrong answer.

How does this lesson connect to bullying? The lesson connects to bullying because it facilitates a deliberation between controversial bullying topics.

Materials/Resources for Lesson:

Lesson Structure:

  • Open
    • Before the lesson the teacher will write several open-ended questions on an index card. For example:
      •       Why do bullies bully?
      •       How can we stop bullying?
      •       Is cyberbullying considered real bullying?
      •       Can you bully your friends?
      •       Should you intervene if someone older than you is being bullied?
    • The teacher will ask for a volunteer to draw a question from the bowl and pose it to the class. Students will turn and talk about their ideas/position on the topics.
  • Body
    • After a series of questions have been discussed, the teacher will explain to students that they will participate in a Socratic circle. A small group of students will arrange themselves in a seated circle in the front of the room. Those in the circle will discuss a predetermined topic. They will seek to build their understanding by listening to the thoughts of others. Only those inside the circle are allowed to contribute to the conversation. When time is up, another group will assemble in the circle and discuss.
    • Possible topics:
      • Why do bullies bully?
      • Can a bully also be a victim?
      • Does a bully ever have an excuse, or a
        pass, to bully someone?
  • Close
    • At the end of this activity, students will discuss, as a class, how it felt being outside of the circle as well as inside. Students will also reflect on the importance of listening to others during a deliberation.

Wonder

Overview of the Module

This module is centered around the best-selling novel, Wonder, by RJ Palacio. It will guide students to engage in meaningful and authentic conversations about bullying and choosing kindness. Students will also be introduced to terms such as bystander and upstander which will be used in subsequent modules as well.

What exactly will teachers find in this module?

Teachers will find resources that are beneficial to promoting a safe learning environment that will reduce bullying in the classroom. Lessons include whole-group discussions, art integration, digital storytelling, reflection prompts, and group projects to help students construct the big ideas associated with bullying, tolerance, and diversity.   

Why is this module important?

This module is important because it provides a relatable and high-quality text to help springboard a social action curriculum project related to bullying and injustice.   

How does this module connect to bullying?

In the book, Wonder, Auggie was bullied due to his facial deformity. The suggested activities in this module promote kindness, tolerance, and an appreciation for individual differences.

Content

Additional Resources for Teachers

Lesson Topics 

Discussion Questions 
Source: Adobe Express Stock Images

Lesson Goals: The information on this page provides ongoing discussion questions and a pacing guide for reading. The questions will help students explore the big ideas presented in the text.

Materials/Resources for Lesson: A multi-colored beach ball, composition notebook

How does this lesson connect to bullying? The lesson connects to bullying because it relates the happenings of the book, to the students real world. Students will be able to discuss, empathize, and reflect on how the characters in the book react to various situations. In their reflections and discussions, students will begin to see how words and actions affect Auggie and in turn think about times when that has happened in their own lives.

Lesson structure:

  • Open: As a continuous read-aloud, TTW read a chapter or section of the book Wonder.
  • Body:
    • At the end of the reading, TTW will instruct students to sit in a circle in the front of the room. TTW instruct the students on the rules of throwing and catching the discussion ball, before beginning the activity. TTW then toss a beach ball to a random student. The beach ball will have predetermined discussions questions, written on each color. When the student catches the ball from the teacher, they will answer whichever question their right thumb has landed on. Classmates may raise their hand to add to the discussion. When that question has been answered, the student will gently pass the ball to another peer.
    • In lieu of having a beach ball discussion, TT can choose to have the students answer the reflection questions in their composition notebooks. Students will have a notebook solely dedicated to reflecting on the happenings of the book. At the end of each reading, TTW have reflection questions posted in the front of the class. Students may choose 1-2 to write a thorough response to in their notebook.
  • Close: To close, students will predict the next part of the book by responding to the following prompts:
    • I guess/predict/imagine that….
    • Based on…., I infer that….
    • I hypothesize that…

Sample Questions and Pacing Guide:

Pages 3 to 23

  • Why do people look quickly away when they first see August?
  • In this section August discusses the issue of him going to school. Why has he never gone to school? Do you think he should?

Pages 24 to 42

  •  August goes on the tour of the school and meets three students. In your opinion which one would turn out to be a bully?
  •  How would you describe the other students’ reaction to August in homeroom?

Pages 42 to 60

  •  What does September’s precept, “When given the choice between being right or being kind, choose kind,” mean?
  •  Why does August compare himself and Summer to “Beauty and the Beast”?

Pages 61 to 80

  •  Why is Halloween a positive thing for August?
  •  What were Jack and Julian talking about?

Part Two- Via: Pages 81 to 99

  •  Do you think Via is jealous of all the attention August gets? 10. Did Via have a good first day of high school?

Pages 100 to 117

  •  Who is Miranda and why did she call?
  •  August decided to change his costume. How do you think mom reacted to this?

Part Three- Summer: Pages 118 to 132

  •  Would you describe Summer as a good person? Why or why not?
  •  Do you think Summer thinks Jack is a good friend?

Part Four- Jack: Pages 133 to 150

  •  Jack seems to struggle with how he feels about August. What are the positive and negative reasons he gives about being ex- friends with him?
  •  Who says “Sometimes you don’t have to mean to hurt someone to hurt them,” and what does he or she mean by that?

Pages 151 to 185

  •  Who does something to the class picture and what does character traits does it show about that person?
  •  What is the war that is beginning? What role does Julian play in it?

Part Five- Justin: Pages 186 to 204

  •  While at dinner Justin has a lot of tics. What are tics and why do they stop?
  •  Justin and Olivia are in a play, but Olivia(Via) has not told her parents about it yet. Why do you think she hasn’t told them?

Part Six- August: Pages 205 to 234

  •  August gets hearing aids in this section. How does he feel about them in the beginning and towards the end of pages in this section?
  •  Daisy is August’s dog, who has been sick for awhile. Why hasn’t August noticed this?

Part Seven- Miranda: Pages 235 to 248

  •  Miranda and Via used to be good friends. Why did their relationship change? What does Miranda miss about having Via as a friend?
  •  Miranda pretends to be sick on opening night. In your opinion why do you think she did that?

Part Eight- August: Pages 250 to 270

  •  How does August feel about going on the 5th Grade Nature Retreat?
  •  Jack and August find themselves in trouble. What is the trouble and who helps them?

Pages 271 to 309

  •  August lies to the teachers about not being able to remember the 7th graders’ faces. Why do you think he did this?
  •  What animal does August use to represent himself? Do you think it is a good choice?
  •  There is a ceremony at school, what happens at the ceremony that shows a change from the beginning to the end of the school year?
  •  Mr. Tushman says “Always try to be a little kinder than necessary.” What does that mean to you? In your opinion what character shows this the best?
Don’t be a Bystander, Be an Upstander!
Source: Adobe Express Stock Images

Lesson Goals: This lesson integrates art as a means for students to identify and connect with characters in the book to support comprehension and develop big ideas.

Materials/Resources for Lesson:

How does this lesson connect to bullying? The lesson connects to bullying firstly because it encourages students to define, in their own words, being a bystander and upstander. They will then relate those terms to characters within the book, to provide a real world anchor or example for students. Lastly, this lesson will help students to think about how real life examples for how they can take a stand against bullying.

Lesson structure:

  • Open:
    • Watch either PSA to start a conversation about Bullying :
    • Give each student an index card that has a B or a U written on it, along with a number (B’s are even numbers and U’s are odd numbers; also make sure there are equal numbers of B’s and U’s). If you have a card with a B then you will define/describe a bystander. If you have a card with a U then you will define/describe an upstander.
    • Have students form two circles: #1-15 will be the inner circle facing out. #16-30 will be the outer circle facing the inner circle. Use the active teaching strategy: Inside/Outside Circles to share ideas. Here is a link to the strategy: http://www.theteachertoolkit.com/index.php/tool/inside-outside-circles
  • Body:
    • TTW will ask students to list characters in the novel. Which characters would you consider to be an upstander? What about bystanders? Select an upstander from the book and draw them. Write three attributes you admire about this character and describe how they inspire you to be an upstander.
    • Upstanders: Jack Will, Summer, Via, Charlotte
  • Close:
#ChooseKind
Source: Adobe Express Stock Images

*Lesson Adapted from: http://www.teachinginroom6.com/2017/04/wonder-and-kindness.html

Lesson Goals: This lesson is meant to provide a way for students to creatively think about precepts; a general rule intended to regulate behavior or thoughts.

Materials/Resources for Lesson:

How does this lesson connect to bullying? The lesson connects to bullying because words that are said can either be hurtful or impact a person’s life in a positive way. You have to be the bigger person to know to either take the route of saying rude words and choosing to be the bully or saying sincere words and choosing to be kind.

Lesson structure:

  • Open:
    • TTW share his/her favorite quote with students (example: “No one can make you feel inferior without your consent” by Eleanor Roosevelt). Share the connection to the quote with students and describe why it is important to him/her.
    • The teacher will write the quote on the board: “When given the choice between being right or being kind choose kind.” to remind the students about the precepts Mr. Browne shared in the book.
    • Possible questions to explore with students
      • What does this quote mean to you?
      • What is kindness?
      • How were the people not kind to Auggie?
    • The class will do a quick turn-and-talk about how precepts are used throughout the book.
  • Body:
    • Share the video (Random Acts of Kindness): https://www.youtube.com/watch?v=nwAYpLVyeFU&list=PL9UnFY7K92Rp-TKpJYhP_D2jlsAD6Omqv
    • The video displays people doing random acts of kindness in the community to show how being kind can impact a person’s day in a positive way.
    • Ask:  How could you be kind to Auggie if you were in the story?
    • Next, TSW research, using classroom technology, one precept or quote that is significant to them. Then, they will put the quote and the author of the quote on a piece of half poster board and decorate it. On the back of the poster board, it will have a few sentences about why they chose this quote and what it means to them.
    • When the students finish their posters, TTW use the “magnetic quotes” active teaching strategy to facilitate a discussion. This strategy requires students to read quotes/statements/ideas posted around the room, move to stand by one that interests them, and respond/discuss with peers.
  • Close:
    • The teacher will write this quote on the board: “We carry with us, as human beings, not just the capacity to be kind, but the very choice of kindness.” Have students respond on an exit slip: What does this quote mean to you?
    • Shared Writing: Ask students to create a pledge for #ChooseKind and sign it.
Random Acts of Kindness
Source: Adobe Express Stock Images

*Lesson adapted from: http://www.teachinginroom6.com/2017/04/wonder-and-kindness.html

Lesson Goals: This lesson will encourage students to think of tangible ways to be kind and choose kindness.

Materials/Resources for Lesson:

  • Oversized chart paper (2x)
  • Markers
  • Cardstock
  • Tempera paint or water colors
  • Glue
  • Scissors
  • Sticky notes
  • Pencil

How does this lesson connect to bullying? The lesson connects to bullying because it will help students to think of tangible ways to show kindness to others instead of being a perpetrator of bullying. This lesson will help to push the abstract idea of kindness, to a concrete action.

Lesson structure:

  • Open:
    • TTW begin by hanging three pages of empty chart paper in the front of the room. One will serve as a kindness anchor chart, the other two will be circle story maps. Next, TTW ask the students what kindness is. TSW brainstorm a list of ideas that will be written down on a piece of chart paper in the front of the room. This list will serve as an anchor chart for future reference. Next, TTW read aloud the picture book for Wonder. When finished, TTW ask the students to think of all the ways both in the picture book and novel that people were not kind to Auggie. As students name the various was, TTW list each suggestion on the circle map, that is posted in the front of the room, right next to the kindness anchor chart. Then, TTW as students to think of ways that if they were in the novel with Auggie they could be kinder to him. Next, TTW ask the students to think about their own real life. TSW reflect upon how they personally treat others and how they can make better choices when speaking to others.
  • Body:
    • TTW will instruct to brainstorm 15 different ways they personally could show kindness to their classmates. After students come up with their 15 ways of kindness, students will begin to transfer those ideas to paper.  TSW paint 15 rainbow sunshine rays. As the paint dries, TSW draw their own Wonder-inspired portrait on a separate sheet of paper. After their portrait is drawn and the painting is dry, students will cut out and paste their drawing to the center of their rays. Lastly, TSW use a sharpie to outline and write the 15 ways they could show real kindness in their lives (one way per ray).
  • Close:
    • Students will display their drawings around the room. Use the carousel strategy and give the class an opportunity to view the drawings. As students view other drawings, they will leave a sticky note with a compliment to that picture.
Kindness Boomerang
Source: Adobe Express Stock Images

Lesson Goals: This lesson is meant to provide a way for students to creatively think about ways to choose and encourage kindness. Students will create a digital story to encourage kindness.  

Materials/Resources for Lesson:

How does this lesson connect to bullying? The lesson connects to bullying because it continues to encourage students to think about tangible ways to promote acts of kindness. In thinking about new ways to promote kindness, the students be able to pull from these examples when faced with a real world bullying situation.

Lesson structure

  • Open:
    • Watch the video: Kindness Boomerang: https://youtu.be/nwAYpLVyeFU
    • Possible questions:
      • What do you notice about the people’s reactions in the video?
        What is the overall message?
      • How does kindness make you feel?
  • Body:
    • TSW create a digital story that promotes random acts of kindness. To begin, TTW give a brief overview of the storyboard resource and connect it to writing/storytelling. TTW then explain that students will create a storyboard to promote random acts of kindness.
  • Close:
    • Students will host a viewing party for their videos about kindness.
We Are ALL Wonders
Source: Adobe Express Stock Images

Lesson Goals: This lesson will give the students the opportunity to boost each other’s self-esteem. Each student will reflect on each other’s admirable attributes and express them in a written format.

Materials/Resources for Lesson:

  • Blue paper
  • Pencils
  • Index cards

How does this lesson connect to bullying?The lesson connects to bullying because it encourages students to do the opposite of bullying by inspiring each other with kind words. Students will work to build each other’s confidence by reflecting and celebrating each other’s differing characteristics.

Lesson structure:

  • Open:
    • As a class, we will reflect on how powerful words are. TTW have students to think about a time when they were hurt verbally. Students will write on their index cards (which will be passed out prior to the lesson) a few short phrases for how it feels to be verbally attacked. We will compare what it feels like to be hurt by words as well as physically.
  • Body:
    • TTW pass out blue affirmation sheet to each student.  The sheet will read, “ ….. is a wonder because……” Next, TSW tape their affirmation sheets on their backs and take turns writing why each classmate is a “wonder.” During this time, TSW walk around and write positive comments on each other’s backs. TSW take a moment to read their affirmation sheets. After students have had the chance to read their sheets, we will discuss how it makes someone feel to receive kind words. TTW then have students to turn and discuss how they use positive affirmations in their everyday life.
  • Close:
    • To close the lesson students will draw a self-portrait using the style of art from Wonder. They will use their affirmation sheet to generate positive words about themselves for the hair portion of their portrait.
How to Change the World with Kindness!
Source: Adobe Express Stock Images

Lesson Goals: This lesson is meant to provide a culmination of the theme from the book Wonder. Students will brainstorm different words related to kindness and then write a six word memoir to describe how to change the world.  

Materials/Resources for Lesson:

How does this lesson connect to bullying? The lesson connects to bullying because it allows students to culminate everything they have practiced regarding choosing kindness. This lesson will facilitate for students a way to brainstorm ways to actually make the world a better place.

Lesson structure: