Notes from Bullying Books
SUBJECT: Health Education
GRADE: 7-12 (can be adapted to 5th and 6th grade focusing on smaller areas of content)
UNIT:Conflict ResolutionGENERAL TOPIC: Bullying
MATERIALS/EQUIPMENT:
1 book per student (Bullying in the Classroom by Paul Langdon. Townsend Press Book Center)
handout of outline listing the following categories: section title: main idea(s). supporting details.
1 Chart paper per group
1 set of markers per group
PENNSYLVANIA STANDARDS:
10.1: Concepts of Health E: Health Problems and Disease Prevention
10.2: Healthful LivingD: Decision Making Skills
E: Health and the Environment
10.3: Safety and Injury Prevention: A: Safe/Unsafe practices
C: Strategies to avoid and manage conflict
1.1: Learning to Read Independently C: Vocabulary Development
D: Comprehension and Interpretation
1.2: Reading Critically in all content areas:E: Analysis and Evaluation
1.3: Types of Writing:B: Informational
1.4: Speaking and Listening:C: Discussion
D: Presentation
1.5: Characteristics and Function of English Language:C: Application of Words
1.6: Research: B: Location of Information
OBJECTIVES/CONTENT:
Students will:1) Discuss the concept of bullying including it’s possible causes 2) Explain several methods and Demonstrate a couple methods of dealing with bullying personally
3) Apply bullying advice into their own life (if and when applicable)
4) Self Assess if they are a bully themselves
Lesson Activities/Directions:
1) Students are sitting in their pre-determined small groups.
Each student has a book. Each group has an outline, chart paper, and marker. 2) Students preview text (Hurley, S.R., & Tinajero, J.V., 2001, pg. 68) and create a
graphic organizer (Hurley, S.R., & Tinajero, J.V., 2001, pg. 68) (with teacher’s assistance) concerning the sections of the book along with teacher
-LARGE GROUP/WHOLE CLASS Discussion.
After Teacher observes adequate understanding of the title of each section
3) Each small group is assigned 1 section. The is to take turns reading the section
(1 paragraph per person) in a shared reading activity. The group collaboratively takes notes (Hurley, S.R., & Tinajero, J.V., 2001, pg. 72) and decides the main idea (s) of the section of the book and lists appropriate supporting details. It is
possible for some sections to have multiple correct answers.
Adaptations for esl students: level 1 and 2 ESL students are in small group
with a bi-lingual student translator when possible. Level 3, 4 and 5 ESL
students are in their chosen groups. L3-4-5’s have no adaptations thus far. Groups with level 1-2 ESL students do not read entire texts
translators assist students in reading headings and discussing meaning See outline
4) Each group is then responsible for creating an oral presentation for the class. presentation must have two components:
a) a poster listing the outlined notes into a graphic organizer
b) roll play, dramatization, talk show or demonstration/simulation
Adaptations for esl students: groups with level 1 and 2 ESL students create their presentation so that the ESL students speak no more than 1-2 sentences in English. Roll plays may be bilingual. Level 3-4-5 student groups may request adaptations if needed.
5) Following completion, all students write (Hurley, S.R., & Tinajero, J.V., 2001, pg. 75)
a minimum one paragraph reflection statement applying the bullying techniques to one of the following questions:
A) What are 3 ways that you think you might use the skills discussed within these books and presentations to help you deal with bullies
B) Have you ever been a bully towards someone? Have you changed any feelings since reading these books and seeing these presentations?
C) List and Explain 3 ways to help someone who is getting bullied?
NOTES FROM BULLYING BOOKS:The section titles of this outline will be placed on the front board using a web graphic organizer
1) causes of bullying (not why): (page 8)
NO Simple answerAggressive/impulsive personalities
Physical size
Environmental factors
Poor adult supervision
Lack of discipline or violence prevention programs
Peer pressure
Home life
Exposure to violence (real and in entertainment)
WHY DO PEOPLE BULLY? (Not from book)
Low self esteem,
Feeling of superiority
Protection against other bullies or potential threats (alpha dog)
often lonely or insecure
want acceptance
2) Types: (page 9)EMOTIONAL VIOLENCE: Physical, more often verbal
3) Targets: (page 10) people who stand out or are different in some way
positive or negative standouts
4) What can someone do if they are bullied?
a) Remember bullying is common and widespread (32)
b) Remember it is not permanent (33)
c) Understand facts about bullies (33)
often lonely or insecure
want acceptance
high status is temporary
d) tell someone (anyone) so it’s not a secret (34)
e) try to blend in and find friends (34)
f) tell a school official (34-35)
may also protect others
may stop a disaster
g) get active in things (sports/etc programs, etc) (36)
h) use specific responses (36-37-38)
1. laugh along
2. change subject
3. roll with punch
4. be assertive
5. give a comeback
-give bully permission--say it doesn’t bother you
-act like you can’t remember the bully’s name
-reverse teasing
-make bully look foolish
-make fun of the bully’s taunting
-anticipate the put downs
4A) Should I fight? (39) NO…but maybe .self defense only
5) What if I witness bullying?
a)) refuse to join in (41)
b) walk away don’t be the audience they want (41)
c) distract the bully (41)
d) report it…secretly if you must (42))
e) speak out against it (42)
f) stand beside the target (42)
g) work with others in a club to decrease it (43)
6) What if you’re a bully?
a) watch your behavior (45)
b) if tempted to bully, walk away (46)
c) talk to a trusted adult (46)
d) seek others help (46)
e) get active and involved (47-48)
f) apologize (49)
g) become and anti-bully advocate (49