PRE-K

Teacher

Activity

Ms. Arthur (PDS)

Discussion of the different emotions or feelings that you can experience each day.  I used a visual chart made up of faces that expressed many different emotions.  We discussed different occasions when the children felt angry and the ways that they dealt with their anger.  They learned that they should never resolve their feelings of anger in a physical way, but to try to verbally communicate their feelings. The students practiced resolving conflicts through verbal communication instead of hitting, kicking, pushing, etc.

KINDERGARTEN

Teacher

Activity

Anti-bullying lesson

 Goals and Objectives: Define what a bully is, and different ways to deal with bullies. Teach the children how to confront their fears. How to walk away from bullies, and to tell an adult.

 Read: Being Bullied

 Activity: Act out different situations of people being bullied

Ex: someone taking your lunch money, or someone bothering you on the playground

 Make a class book about what to do if you are being bullied [Click here to view the book in digital PPT form.  “What To Do If You Are Being Bullied”

Ms. Koenig

Objective: 

Students will be able to identify positive ways to avoid violence to resolve conflicts.

 Materials:

Berenstain Bears Get In a Fight

Drawing paper

Pencils

Crayons

Author’s chair

 Procedure:

1. Ask students what does it mean to have a fight and why do they think people fight.
2. Read Berenstain Bears Get In a Fight.
3. Discuss how each character was feeling.
4. Ask children if they have ever had a fight and how did they resolve it.
5. Brainstorm ways to resolve conflicts.
6. Relate violence to playground safety.
7. Children draw a picture of what they could do to avoid a fight (on or off the playground).

    Assessment:

Children share their thoughts and pictures using the author’s chair.

Ms. Marzoli

Book study and book talk – “Franklin is Bossy” by Paultte Bourgeois

The focus was on how to make friends and cooperate with others.  Discussions also were held on words to use to resolve conflicts. (NJCCCS 6.3-4)

Ms. Taravella

An Anti-Bullying Lesson Plan For Kindergarten

 Objective:

            Students will learn methods of dealing with a bully and practice several methods through role play.

 Activities:

            Day #1

             Students will listen to the story Bootsie Barker Bites by Barbara Bottner. They will share their opinions on how the writer dealt with Bootsie’s bullying.

             Students will draw a picture of a time when they have had to deal with a bully or a time when they have seen another child being bullied and share their stories with the class.

             Day #2

             Under the guidance of the teacher, students will make a chart of methods they will be able to try when dealing with a bully.  The list should include the following:                

*Try to make friends with the bully.

*Stay away from a bully.

*If you have to be near a bully stay with your friends.

*Tell an adult until someone listens and helps.

Day #3

 Activity

Students will make two puppets, one of Bootsie and the other of themselves.  After watching the  teacher use the puppets to model how to deal with a bully, the students will  use their puppets and role play how to do the same.

 Materials

Construction paper, puppet patterns, scissors, paste, markers, and crayons

GRADE 1

Teacher

Activity

Ms. Toole

On-going discussion of the Golden – “How would you like it if someone did that to you?”  The most important rule in my class.

Ms. Wickersheim

Read-A-Loud “Wemberly Worried” by Kevin Henke

1. talk about bullies
2. use your words, example; “Stop, I don’t like that!”
3. tell a grown-up
4. keep telling until someone fixes it
5. no one should be afraid of school

Ms. Clemente-Romano

 Obj:  

1. Read the story Hooway For Wodney Wat  by Helen Lester

                           (story background) - A mouse has trouble pronouncing his "R"'s and is bullied by his classmates.  One day his speach impediment saves the day for all of them. 

 2. This book is excellent to use as a springboard for a discussion about making fun of people.  *The mispronounciation of "R" is especially prevalent in first grade and kindergarten.

 3. a class chart titled Say Something Nice can be compiled as a guided writing activity extension.
 

Ms. Masella

Violence Awareness Week / Language Arts / Grade 1

 Objectives:

 Students will:

 -         predict what the story will be about and who the main character will be, judging from the cover.

 -         relate the feelings of the main character to their own.

 -         explain how the illustrations (particularly the colors) in the story relate to the main character’s feelings.

 -         explain metaphor used in the story.

 -         explain what a character is feeling based on facial expression in an illustration.

 -         explain how the main character’s feelings change as the story progresses.

 -         recap the story in sequence.

 -         evaluate the main character’s solution to her problem (her anger) and come up with one positive way to deal with their own anger.

 Materials:

When Sophie Gets Angry – Really, Really Angry…  by Molly Bang

 Procedure:

Introduction

Teacher will ask the class, “How many people have ever gotten really angry about something?  How did you handle your anger?  What did you do?”  Teacher will inform the class that today they’re going to read about a girl named Sophie who handles her anger in a very special way.  Teacher will say:  “Looking at the cover of this book, and thinking about what we just talked about, what do you think this book might be about?  What makes you think that?  Who do you think the main character is in the book?”

      Teacher will explain awards on the cover:  “If you’ll notice, there are 2 awards on the front cover of the book.  One is the Caldecott Honor Award, and one is the Charlott Zolotow Award.  These are awards that Molly Bang, the author, received because her books are so well-written and have such beautiful illustrations.”

 The Lesson:

 The lesson will be taught whole-class, with students sitting in one large group.  During the lesson students will be listening quietly, looking at the illustrations, participating, and thinking critically about the story and the illustrations.

 Questions:

Page 5:  What do you notice about the background color in the beginning of the story and the background color now?  Why do you think the author chose to make the color change to red?  How is Sophie feeling on page 5, and how is she feeling on page 1?  So what can you say about the colors in relation to Sophie’s feelings?

 Page 11:  Why do you think the author compares Sophie to a volcano ready to explode?

 Page 12:  What do you think Sophie will do?

 Page 16:  Why do you think Sophie is crying?  Why might someone who is very angry start to cry?

 Page 21:  I’m going to come around and I want you to look at Sophie’s face and tell me how you think she’s feeling right now.  What do you notice about the colors from page 11-21?  What’s happening to the colors?  Are the colors the only things that are changing?

 On this page (11) she was like a volcano ready to explode.  How do you think she’s feeling now?  (21).

 Page 23:  What does that mean, “the wide world comforts her?”

 Page 31:  What do you notice about the shape of the letters:  “Everything’s back together again.”  Why do you think they’re shaped like that?”

 Why is the last page blue?  How is Sophie feeling?

Summary:

Teacher will ask, “So who remembers what made Sophie angry?  And what did Sophie do to cope with her anger?  Do you think that this was a very good way of dealing with her anger?  Why?  Is this something you can do when you get angry?  Class will discuss what it means to deal with your anger in a “negative” way and what it means to deal with your anger in a “positive way.”  Class will generate examples of each.

 Evaluation:

 Students will be asked to write one sentence, explaining one positive thing they can do when they feel angry.  Students will begin their sentence with, “When I get angry – really, really angry I…”  (These words will be written on the board for students to copy).  Afterwards, each student will draw a picture to go along with their sentence.  Each student will share their sentence and picture in the front of the room. 

Violence Prevention Lesson

 Objective: To encourage students to speak up when something or someone is bothering them.

Materials: Wemberly Worried by Kenneth Henkes

 Procedure: Students will listen to Wemberly Worried. They will describe some of the times that they have been worried. We will talk about “using your words “ to tell someone that you don’t like what they are doing. We will “roll play” what to do if someone is bothering you.

                 Step 1. State your feelings to the child who is upsetting you

                 Step 2. Tell an adult

                 Step 3. If no one helps, keep telling someone!

 Follow up by reminding students to speak to each other first. Assure them that no one should ever be afraid to come to school.

GRADE 2

Teacher

Activity

Ms. DeSalvo

Prior to reading:

·         Discuss what teasing means.  Ask students if they have ever been teased.  Discuss how it made them feel.

 ·         Discuss what bullying means as well as a victim.  What would you do if a bully picked on you?

 ·         Read: “The Meanest Thing to Say” by Bill Cosby

 After reading:

·         Discuss story with class.

·         Write questions on chart paper:

            Why do people tease?

            How can you stop teasing?

            How do you keep teasers away?

·         Have class discussion to answer these questions.

 ·         Write on chart paper “Stop, Think and Do Plan”

            Stop-What’s the problem in the story

            Think-What are your choices

            Do-How are you going to solve the problem.

 ·         Students will receive handouts; they will read a short passage about teasing.  They will write how they think the main character is feeling as well as how they would feel in a similar situation.  Students will then complete a Stop, Think and Do chart based on the story they read.

Ms. M. Romano

Class discussions were held on how to resolve problems that occur in our daily lives through talking, not fighting.  Also students did role playing as they were presented with different scenarios of problems to be solved with others.

Ms. Crawford

Objective:            To define what school violence is and what bullying is.  To inspire thought in the children in regards to what it means to be a bully and the effects that bullying has on the recipient.  To encourage a serious question and answer session and a personal experience story sharing time.

 Materials:            Just a Bully by Gina and Mercer Mayer, KWL chart

 Procedure:

 1.                  We will fill in a KWL chart for the issues of school violence and bullying.

2.                  A read aloud of Just a Bully will be completed.

3.                  Questions about what occurred in the story will be encouraged.

4.                  We will go back to the KWL chart to see if we can fill in any learned details.

5.                  A circle discussion will be held.  One child at a time will be given the opportunity to ask question, or share personal experiences.

6.                  We will fill out a list of steps to take if a student feels they are being bullied or witnesses another child being bullied.

7.                  We will make posters that represent the student’s feelings against bullying.

8.                  We will once again return to complete the KWL chart.

 Assessment:  The children will feel empowered to stand up for themselves when a bully approaches them.  The children will also feel empowered to speak up for others who are being bullied.  As a whole group we will act out scenarios in which the children will present what they would do in a given situation.

Scenario A:            A new student has joined the class and wants to be friends with a clique.

            Scenario B:     A child has come to school with a new pair of glasses.

            Scenario C:     A child is being harassed for what they are wearing.

Ms. Genovese

Obj.  a. Being respectful towards others

         b. Learning about peaceful resolutions

          c. Accepting peoples differences i.e. cultural religious etc.

         d. Living together peacefully

 Procedure:

Begin week with poem myself. Read and discuss. Brainstorm with class how they can be peacemakers. Write ideas on chart paper. Challenge the students to use one of the brainstormed ideas during the week if needed.

Continue the week with reading the following books.

a.      Being selfish

b.      Poem some people

c.      Multicultural selection to promote tolerance. Something Beautiful by Shawn Wyth

Each day read the stories and poems. Discuss and follow up with students writing their feelings about the themes in their notebooks. Teach and acrostic poem on peace,

 Student Product:  Students will work with a partner to create poems. Photograph the students working together and display their poems and pictures.

GRADE 3

Teacher

Activity

Ms. Messick

School Violence Lesson:

 Discuss what school violence is.

Give students scenarios and have them come up with peaceful ways to resolve them.

 Read "Mean Jean the Recess Queen"

Discuss how the children in the stroy handled the "bullying".

How would they handle it?

 Discuss Bullying.

Have they have experiences with bullying?

What?  How did they solve it?

Ms. Tobias

& Ms. Zisa

[Lesson For Our 3rd Graders To Learn, From Each Other]

   I.  Discussion on "body language" and "negative comments"

     that lead to negative results.

 II.  Make hand-held, "GOOD GUY, BAD GUY"  puppets.

III.  Play act a  " confrontation", with the wrong way and the right   to handle each.

       [interaction abounds positively here]

Mr. Jordan

Bi-lingual

grades 3 & 4

Subject:  Violence Awareness Lesson

Objective:  Students are presented with different types of violent behavior that may occur in school, ie; physical, psychological

Role playing and class discussion of acceptable ways to handle these situations

GRADE 4

Teacher

Activity

Ms. Bellocchio (with Ms. Crawford student teacher)

School Violence

A.     Materials:

Health & Safety Notebooks, https:///www.msnbc.com/modules/quizzes/school_violence.asp, Smart Board, overhead projector, paper.

B.      Procedure:

1.      Ask the students what week it is.  Let them know it is National School Violence Awareness Week.  Ask them what that means and why we would set aside a week for this.

2.      After discussing reasons why we have such a week (i.e. to make us aware of problems with violence in schools and to figure out solutions to these problems), ask the students to list tools or events that would be considered violent.  List these on the overhead transparency. (i.e. guns, knives, fighting, cursing)

3.      After open group discussion (some students share experiences and stories), the website https:///www.msnbc.com/modules/quizzes/school_violence.asp is opened and projected onto the Smart Board.  Since the questions are on a higher level than fourth grade, each question is explained to the students before taking a vote for each answer.  After all questions are answered the site tells you if you were correct or not and explains why.  These explanations lead to further discussion.

4.      The students are asked to think of solutions to violence in their school.  They are asked to be prepared for next class to write a paper answering the following question:  If you were the principal, what rules would you have about violence in school? How would you enforce these rules?

C.     Assessment:

Papers are written in class, collected and ideas are shared with the group.  The group will vote whether the rules would protect them and their fellow classmates in school.

Ms. Collins

Focus:  Impulse control

            Strategies for problem solving

Present a series of hypothetical situations (including a picture)

Students brainstorm ways to solve the problems without violence

Make a class list of possible solutions

Students work in groups to act out situations

Class identifies possible non-violent solutions for these situations

Ms. Cammarata

Lesson for School Violence Week

Grade 4

Objective:     The students will learn strategies on how to deal with peer pressure, fighting and being unkind to their classmates.

Material:        Various teacher created scenarios that deal with school violence. 

Procedure:     The students will read the scenario and discuss it with their group.  They have to identify the "violent" act that is taking place in the              scenario.  Discuss what is happening and how it can be resolved without using violence.  Students will write down various options on how this situation could be handled.  Each group will read their scenario and share their solutions with the class.

SPECIALS

Library:

Ms. Patterson

I have used the following books with my classes this week as springboards for discussions on bullying:

          The Recess Queen-Mean Jean is the biggest bully on the school playground until a new girl arrives and challenges Jean's status as the Recess Queen

          "Let's Talk About" Bullying-discusses bullying, why it occurs and how it can be handled

Resource Room:  Ms. Tripucka-Gilbert

Violence awareness activity

Students will discuss and be exposed to alternatives to violent behavior in school.

Materials: chalkboard, chalk, large paper for drawing, crayons, and pencils

Procedure:

     Present to the children the idea that they will be discussing violence in school.  Violence can be in the form of physical aggression or words.  (My group mentioned that they were offended by curse words written in the bathroom.)  Draw a line down the chalkboard splitting it in half.  On one side write and list the bad/violent things that the children have witnessed in school.  Examples may be hitting, fighting over a toy or snack, people pushing in line or name-calling.

     After each child has had a turn, on the other side of the chalkboard list all the positive ways that the violent behaviors could have been solved.  Examples of behaviors to encourage would be to get a teacher if children are fighting, solve problems through talking, taking turns with an item, taking a deep breath and counting if one is angry, etc.

     Lastly, ask each child to choose a positive behavior to draw an example of.  Write his/her name next to the sentence he/she chooses.  The child draws the example of the situation and copies the correct sentence.  Display pictures are desired.

Grade 4 Student Writing Samples

Adrian Cedeno                                           October 21, 2005

 Do You Know What A Bully Is?

       A bully always takes your money.  They always make fun of you.  A bully eats you up a lot.  Nobody likes a bully.

 What can you do to stop being bullied?  You can tell an adult or a teacher that you are being bullied.  You can also block the bully’s number.  You can stay in a group. 

 You should never be bullied!

A Bully Is a Child With No Respect For Others

Some bullies like to tease, while others hurt you physically.  Bullies might not care at all.  Some bullies may not pay attention to you.  They might be nasty, rude, or hurtful, but that's not the only thing they are.  They might go to a computer and send you a nasty e-mail or IM, so here are a few tips. 

Bullies might be nasty, but you can defend yourself.  Just remember, DON'T EVER be a bully back.  That only makes your situation worse.  Try staying in a group.  It helps.  The best thing you can do is tell an adult.  They can really help.  If you get a nasty phone call just hang up.  If you get a nasty e-mail or IM ask an adult if they can block it.  Remember bullies know you can defend yourself.  And if you do they will stop bothering you.

Jane Lee           October 21, 2005

               A bully is a mean and selfish person. Sometimes, they steal your lunch or lunch money. Bullies like to make you upset and angry. They might tease you to annoy you. Some bullies try to make a fight out of things and don’t care if you get hurt.