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No More Bullies at My School A Unit Developed for K12 Students Language Arts

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... right and wrong and the consequences of his actions when he vows to take revenge. ... Crawford, N. (2002, October) New ways to stop bullying. Monitor. 33 (9) 64. ... – PowerPoint PPT presentation

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Title: No More Bullies at My School A Unit Developed for K12 Students Language Arts


1
No More Bullies at My School! A Unit Developed
for K-12 Students Language Arts
  • Nancy L. Gray, PhD
  • Idaho Director of Bully Police USA
  • Brenda L. High
  • Founder, Co-Director, Bully Police USA

2
Table of Contents
  • Unit Goals
  • Learning Objectives
  • State Standards
  • Rationale
  • Materials
  • Lessons and Assessments
  • Long-term Strategies
  • Resources

3
Unit Goals
  • This unit can be presented school-wide or in
    individual classrooms . The goal of this unit is
    to educate students on the harmful consequences
    of school bullying. Students will be encouraged
    to help make their school a safe place. They will
    learn to recognize bullying behavior, to develop
    strategies for coping with school bullies, and
    what to do if they witness school bullying.

4
Unit Goals
  • The goals of this unit also include increasing
    empathy among students in the school environment.
    Students will learn how to develop respect for
    one another, how to form personal and social
    judgments, and how to create a positive self
    identity. They will learn to engage in social
    sensitivity and how to diffuse aggressive
    behaviors that may lead to harmful interactions.
    Teachers will learn how to recognize bullying
    behaviors and what to do to address these
    behaviors before they escalate to violence
    against others or violence against self, such as
    suicide (bullycide).

5
Learning Objectives
  • Students will be able to discuss and identify the
    affects of bullying behavior.
  • Students will be able to write a narrative essay
    about bullying.
  • Students will be able to write in response to
    literature.
  • Students will be able to infer the affects of
    bullying behavior.
  • Students will be able to create and perform a
    play about bullying.
  • Students will be able to construct classroom/
    school rules about bullying.

6
Idaho State Standards- Language Arts
  • 753.02 a Students will edit for correctness and
    clarity
  • 753.06 a Students will write to communicate
    research findings
  • 753.05 a Students will write to critically
    analyze and evaluate.
  • 753.03 b Students will write to inform and
    explain
  • 753.04 a Students will write for literary
    response and expression.
  • 753.03 a Students will write to inform and
    explain
  • 752.02c Students will interpret the social,
    cultural, and historical significance of a text.
  • 752.04b  Students will systematically organize
    and record information.

7
  • 752.01b Students will preview materials to
    understand structure and anticipate content. 
  • 752.01c Students will develop analytic processes
    for understanding and remembering words, phrases,
    and information from reading material.
  • 752.01e Students will synthesize and organize
    information.
  • 752.01f Students will apply and extend
    information.
  • 752.02b Students will identify and compare own
    experiences to those of others in situations,
    events, and cultures within reading selections.
  • 752.01d  Students will identify, collect, and/or
    select, and relate pertinent information to given
    situations.

8
Rationale
  • School bullying has become an increasing problem
    that may end in violence against others or
    bullycide, a suicide attributed to the effects
    of bullying.
  • School shootings have also been linked to
    incidents of bullying.
  • Bullying is often seen as normal behavior
    among students, yet the consequences of doing
    nothing can be deadly. Teaching students that
    bullying is not acceptable may save the lives of
    children.

9
Suggested Materials
  • Do Unto Others Wrist Bands (www.duntothers.com)
  • Certificates of Completion
  • Grade Appropriate Recommended Texts (see lists)
  • Materials to create class or school rules (poster
    board and markers)
  • Materials for student plays (construction paper,
    markers, costumes)

10
Recommended Texts Grades K-3
  • Goggles! by Ezra Jack KeatsArchie and Peter find
    a pair of motorcycle goggles that the
    neighborhood bullies try to take from them. They
    use their dog, Willie, to help them outsmart the
    bullies. 1998, 40 pages, Grades Pre-K-3, Viking
  • Stand Tall, Molly Lou Melon by Patty LovellWhen
    Molly Lou Melon starts at a new school, the class
    bully, Ronald, teases her for being short, having
    buckteeth and a voice that sounds like "a
    bullfrog being squeezed by a boa constrictor."
    Molly remembers what her grandmother told her and
    she feels good about herself, which helps her
    overcome the bully's taunts. 2001, 32 pages,
    Grades Pre-K-2, G.P. Putnam's Sons

11
Recommended Texts Grades K - 3
  • Nobody Knew What to Do by Becky Ray McCainA boy
    tries to figure out what to do when he repeatedly
    witnesses a classmate being bullied. Though
    frightened, the boy decides to tell his teacher.
    When the bullies start up again, the boy and his
    classmates band together with the student who is
    being harassed until adults intervene and help.
    2001, 24 pages, Grades K-3, Albert Whitman
  • Rosie's Story by Martine GogollUnhappy because
    the other students in her class make fun of her
    red hair and freckles, Rosie writes a story about
    how she feels and discovers that she is not
    alone. 1994, 24 pages, Grades Pre-K-3, Mondo
    Publishing

12
Recommended Texts Grades 3 - 6
  • Bully on the Bus by Carl W. BoschWritten in a
    "choose your own ending" format, the reader
    decides what action to take while dealing with a
    bully. The reader can choose from many
    alternatives that include ignoring, talking to an
    adult, confronting the bully, fighting, and
    reconciling. 1988, 64 pages, Grades 2-5,
    Parenting Press
  • Milton's Dilemma by Patricia Gatto, John De
    Angelis Milton struggles to fit in, but is teased
    by the school bullies. With the help of a
    mischievous gnome, he learns the difference
    between right and wrong and the consequences of
    his actions when he vows to take revenge. 2004,
    32 pages, Grades 2-5, Providence Publishing

13
Recommended Texts Grades 3 - 6
  • My Secret Bully by Trudy LudwigMonica is
    bullied, not by the class thug, but by her close
    friend Katie. This book explores relational
    bullying, a phenomenon that is often ignored.
    2003, 32 pages, Grades 2-5, White Cloud Press
  • Joshua T. Bates Takes Charge by Susan
    ShreveJoshua T. Bates struggles with the biggest
    decision of his life as he decides whether to
    disclose who is victimizing the new kid in fifth
    grade, Sean O'Malley. No stranger to bullies,
    Joshua repeated third grade and knows what it is
    like to be the target of Tommy Wilhelm and his
    gang. 1993, 112 pages, Grades 3-6, Alfred A. Knopf

14
Recommended Texts Middle School
  • Blubber by Judy Blume
  • Fifth-grader Jill Brenner succumbs to the power
    of the most popular girl in the class and joins
    her in tormenting Linda Fischer, a vulnerable
    overweight girl who gives a report on whales and
    earns the name Blubber. 1976, 153 pages, Grades
    4-6, Bantam Doubleday Dell Books for Young
    Readers
  • Crash by Jerry Spinelli
  • "Crash" Coogan, celebrated school jock, has been
    bullying Penn Ward-small, poor, Quaker, and
    vegetarian-since the first grade. Crash begins to
    question his brutality, materialism, and
    winner-takes-all attitude when his beloved
    grandfather is disabled by a stroke. 1997, 176
    pages, Grades 4-8, Alfred A. Knopf

15
Recommended Texts - Middle School
  • Buddha Boy by Kathe Koja
  • At Rucher High, the new kid, Jinsen, is called
    "Buddha Boy" and considered a freak. He dresses
    in tie-dye shirts, shaves his head, and begs for
    lunch money in the cafeteria. 2003, 117 pages,
    Grades 6-10, Farrar, Straus, and Giroux
  • Stepping on the Cracks by Mary Downing
    HahnElizabeth and Margaret have brothers
    fighting in Europe. On the home front these
    sixth-graders have their own war going on with
    the class bully, Gordy Smith. Hahn raises many
    issues, among which are pacification, dealing
    with a bully, and developing self-esteem.1992,
    216 pages, Grades 5-8, HarperCollins Publishers

16
Recommended Texts High School
  • Cats Eye by Margaret Atwood"Cat's Eye" presents
    the retrospective of Elaine Risley, a middle-aged
    acclaimed artist who discovers that she cannot
    move into the future as she is still trapped in
    the past, because of the childhood trauma caused
    by Cordelia, Elaine's tormentor and soul-mate.
    Elaine was so deeply scarred by the sinister
    girly "power-games" of her childhood years that
    she lost herself, her memories, and "became" a
    cat's eye cool as cold marble, detached, and
    almost devoid of feeling. 480 pages Anchor
    ISBN 0-385-49102-6

17
Recommended Texts High School
  • I Wrote on All Four Walls Teens Speak out on
    Violence by Fran FernlyThe harrowing stories of
    nine contemporary teenagers who have witnessed,
    been the victim of, or instigated acts of
    violence... sometimes all three. In their own
    words, these teens offer thoughtful testimony on
    how such experiences have impacted on their
    lives, and their choices in dealing with those
    repercussions. 144 pages Annick Press, 2004 ISBN
    1550377574

18
Recommended Texts High School
  • Shooter by Walter Dean MyersSix months after a
    deadly shooting at a suburban high school,
    educators and psychological and criminal experts
    compile their interviews and analyses to assess
    any ongoing threat in the school environment.
    Myers, winner of many awards for his young adult
    novels, brings freshness and new anguish to this
    familiar tale (and growing social problem) of
    unstable victim tormented by bullies to homicidal
    rage. 223 pages Harper Collins Childrens Books
    ISBN 0064472906

19
Recommended Texts - High School
  • Please Stop Laughing at Me by Jodee BlancoIn her
    poignant autobiographical work, Jodee Blanco
    tells how school became a frightening and painful
    place, where threats, humiliation, and assault
    were as much a part of her daily experience as
    bubblegum and lip-gloss were for others. It is an
    unflinching look at what it means to be an
    outcast, how even the most loving parents can get
    it wrong, why schools fail, and how bullying is
    both misunderstood and mishandled. 276 pages
    Adams Media Corporation ISBN 1580628362

20
Lesson I - Personal Experience
  • Rationale Students need to express how bullies
    affect their day-to-day lives in order to make
    determinations on future behaviors. This series
    of lessons will provide opportunities for that
    expression.
  • Anticipatory Set Students will discuss their
    own experience with bullies
  • Time - 3 hours (varies)

21
Lesson II Personal Essay
  • Students will be able to discuss the affects of
    bullying.
  • Time 3 hours (varies)
  • Students will be able to infer the consequences
    of bullying behaviors.
  • Students will be assessed through the completion
    of a graded narrative essay.

22
Lesson III - The Experience of Others
  • Students will read a grade-level appropriate
    text.
  • Time 5 hours (varies depending on text)
  • Students will discuss the text and how the text
    made them feel about bullying.
  • Students will create online journals about the
    text as they read.
  • Graded Journals will be used to assess student
    comprehension of the text and of key concepts.

23
Lesson IV Scenes from the Text
  • Using a word processor, students will take scenes
    from the text and create a play that they will
    present for the rest of the class.
  • Students will discuss the consequences of what
    has happened in the scenes.
  • Students will be assessed on their ability to
    present key concepts in their play such as
    empathy, sensitivity, and social responsibility.

24
Lesson V Role-Playing
  • Students will role-play to create a list of rules
    that illustrate prohibited bullying activities.
  • Students will create a list of rules that
    illustrate what students will do to if they see
    bullying occur.
  • Students will be assessed through their
    completion of a comprehensive list of rules that
    they develop using PowerPoint.

25
Lesson VI Pledge Long-term Strategy
  • Students will write a pledge not to bully.
  • The student pledge will include
  • Rules for student behavior
  • Rules for reporting behavior
  • Students will be assessed through the completion
    of the pledge they have created.
  • Students who choose to pledge will receive a DO
    UNTO OTHERS wristband, www.duntothers.com.

26
Lesson VII Mentor Certificate for Long-Term
Strategy
  • Students will become mentors to bullied students
  • Students will meet each week to discuss how to
    prevent bullying in the school or classroom
  • Students will serve as mentors to students who
    are bullied
  • Students will receive a certificate of mentorship

27
Resources
  • NEA National Bullying Awareness Campaign
  • http//www.nea.org/schoolsafety/bullying.html
  • Bully Police - A Watch-dog Organization -
    Advocating for Bullied Children
  • http//www.bullypolice.org/
  • New Jersey - Policy prohibiting harassment,
    intimidation and bullying
  • http//www.state.nj.us/njded/parents/bully.htm
  • School TipLine If you see it, Report it
  • http//www.schooltipline.com
  • Bullycide in America Moms speak out about the
    bullying/suicide connection
  • http//www.bullycide.org

28
References
  • ERIC Clearinghouse - Schoolwide Prevention of
    Bullying. By Request Series. http//www.eric.ed.go
    v/ERICDocs/data/ericdocs2sql/content_storage_01/00
    00019b/80/19/bc/c1.pdf
  • About 30 percent of American children are
    regularly involved as bullies, victims, or both.
    Despite this number, bullying behavior is rarely
    detected by teachers and is even less frequently
    taken seriously. This booklet also has a list of
    programs along with contact information, a
    technical assistance resource, and reading
    resources. (Contains 27 references.)

29
  • Borg, M. (1998, December) The emotional reactions
    of school bullies and their victims. Educational
    Psychology. 18 (4),  433-447.
  • This resource included a 20-year study of more
    than 6,000 participants. Research found that many
    of those bullied had tried to commit suicide,
    run away, refused to go to school, or had been
    chronically ill.
  • Crawford, N. (2002, October) New ways to stop
    bullying. Monitor. 33 (9) 64.
  • This resource provides statistics on bullying
    and the profiles of students who are most likely
    bullied. It also outlines research that is being
    conducted on the prevention of bullying.

30
  • Dake,  J.A., Price, J. H., Telljohann, S. K.,
    Funk, J. B. (2003). Teacher perceptions and
    practices regarding school bullying
    prevention. The Journal of School
    Health, 73(9), 347-355.  
  • This resource examined teacher perceptions on
    school bullying and how they felt it should be
    addressed. The researcher found that teachers
    rarely addressed school bullying in the
    classroom.
  • Dake,  J.A., Price, J. H., Telljohann, S. K.,
    Funk, J. B. (2003). The nature and extent of
    bullying at school. The Journal of School
    Health, 73(5), 173-180.
  • This resource found that 20 of students are
    bullied in the schools and that bullying affects
    academic achievement, school bonding, and
    absenteeism, yet preventing bullying is rarely a
    priority.

31
  • Espelage, D. L., Swearer, S. M. (2003).
    Research on school bullying and victimization
    What have we learned and where do we go from
    here? School Psychology Review, 32(3), 365-383.
    This resource looked at five model programs
    designed to reduce aggression in schools. The
    researchers found that teachers needed to be
    educated about bullying and their attitudes also
    needed to be assessed.
  • Furlong,  M. J., Morrison,  G. M. Greif, J.
    L. (2003). Reaching an American consensus
    Reactions to the special issue on school
    bullying. School Psychology Review, 32(3), 456-470
    .
  • This resource looked at legislative activities
    in response to school shootings and other bulling
    phenomenon. The authors felt that states had
    reacted well to hate crimes, but their reaction
    to school bullying was inadequate and
    inconsistent.

32
  • Orpinas, P., Horne, A. M., Staniszewski,
    D (2003). School bullying Changing the problem
    by changing the school. School Psychology
    Review, 32(3), 431-444.
  • This resource looked at model for teaching bully
    prevention. The researcher found that models that
    reduce aggression and victimization by changing
    the school environment are usually more effective
    than models that use an expert consultant or
    punishment and reward.
  • Smith, P. K.,   Singer, M.  Hoel, H., Cooper,
    C. L.  (2003). Victimization in the school and
    the workplace Are there any links? British
    Journal of Psychology, 2  (94), 175.
  • This resource examines how bullying in school
    can impact later life, especially once the former
    student enters the workforce.

33
  • The Nature of School Bullying A Cross-National
    Perspective.  (1999). Adolescence, 34 (136), 817.
  • This resource is a summary of school bullying in
    19 countries. The study includes victim and bully
    demographics, the types of bullying, and
    interventions.
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