How Does Bullying Make Those Being Bullied Feel?
Grade Level: 2/3
Subject Area: Social Studies
Essential Questions of Unit:
1. How does bullying affect people?
2. How can we make everyone feel safe and cared for?
Guiding Questions:
1. How does bullying make those being bullied feel?
2. Who can help us when we are being bullied?
Lesson Context:
This is the third lesson in a unit focusing on bullying. In previous lessons, the students learned what qualifies as bullying, what does not count as bullying, and they explored racial bullyin. They also created class rules to obey in order to eliminate bullying in the classroom. The students learned that many of their classmates have been bullied in the past. During this lesson, the students will share how they feel when they are bullied. They will also engage in activities that allow them to explore how being bullied feels. They will talk about how their body tells them they do not feel safe and will figure out who they can talk to when they don’t feel safe. In the next lesson, students will learn about how the bully feels.
Lesson Goals:
1. Students will create tableaus to put themselves in someone else’s shoes to explore how being bullied feels.
2. Students will share how they have felt when they were bullied.
3. Students will learn that being bullied can make a person feel sad/mad/hurt/left out/not good enough.
4. Students will share how they know they are feeling unsafe when they are being bullied.
5. Students will decide who they can ask for help when they do not feel safe.
MMSD Standards:
· Describe the warning signs one’s body sends when feeling unsafe.
· Identify people who will help them in the community and school.
NCSS Standards:
· Individual development and identity.
Materials:
· Copies of bullying scenarios.
· One note card for each student.
· Copy of Mr. Jelly by Roger Hargreaves or a projector to play the animated YouTube version: https://www.youtube.com/watch?v=v9e4q7GhmhQ.
· Plain white paper.
· Markers.
· Pencils
Activities/Assignments/Procedure:
1. Note cards will be handed out to each of the students. Students will be asked to write down how they felt if they were bullied in the past. If a student has not been bullied they will write down how they think it would feel. Students will be instructed to not put their names on the note cards. The teacher will collect the note cards.
2. Students will be put into groups of three or four. Each group will be given a bullying scenario. The group will be instructed to create a two part tableau (frozen scene), which they have already had experience with in previous lessons throughout the year. The first part depicts the bullying action. The second part depicts how the person being bullied would feel.
a. Scenarios:
i. Two students are saying mean things about another student behind his or her back.
ii. Some students kicked another student.
iii. You tell someone they can’t sit with you at lunch because they aren’t cool enough.
iv. Making fun of someone because their clothes always have holes in them.
v. Some students pushed another student down at recess on purpose.
b. Students will practice their two part tableaus.
c. Students will perform their two part tableaus for the class. The audience will guess what the bullying action was and the emotion portrayed in the second tableau.
d. A whole class discussion will take place discussing the variety of emotions portrayed in the second part of each group’s tableaus. Have the students begin discussing this with a partner and then have them share with the whole class. Students will learn that bullying makes the person being bullied feel hurt/sad/mad/left out/not good enough.
e. The teacher will read the responses the students wrote on their note cards. A discussion will take place about the similarities and differences from the feelings they have felt when they were bullied to the ones portrayed in the tableaus.
3. Ask students how they feel when they know they are safe. Ask the students if they feel the negative feelings and emotions expressed in the tableau and note card activities when they feel safe. Ask the students if they would feel safe if they were being bullied. Tell the students that our bodies do some things to let us know that we don’t feel safe. Tell the students that they will now listen to a story that describes some of those signals that our body sends to our brain when we don’t feel safe.
4. Read the book Mr. Jelly by Roger Hargreaves or play this animated YouTube video of the book https://www.youtube.com/watch?v=v9e4q7GhmhQ.
a. Discuss the signs Mr. Jelly’s body gives him when he does not feel safe, when he is afraid.
i. Possible answers: shaky, wobbly tummy, fainting, not being able to speak, trembles.
b. Have the students close their eyes and instruct them to think of a time when they have not felt safe. Instruct them to focus on how they were feeling at the time, especially any of the signs that their body was sending to their brain to let them know they did not feel safe.
i. Have the students share the ways their body has told them that they don’t feel safe.
1. Possible answers: feel like crying, feel hot, shaky knees, butterflies in tummy.
5. Tell the students that when they are not feeling safe they should find an adult that they feel safe talking to and ask for help.
a. Have the students trace their hand on a plain white piece of paper using a marker.
b. Tell them to write down the names of 5 adults, one on each finger, that they feel safe talking to. Have the students label their hand “Helping Hand” and tell them that when they don’t feel safe they should pick one of the adults on their hand to help them.
c. If students need help thinking of adults, you can give them ideas such as: a teacher in the school, a babysitter, a parent, a grand-parent, an older sibling, an athletic coach, the principal, the school secretary, etc.
Assessment:
Informal assessment will occur during the tableau activity. The teacher will observe the students to make sure they are all participating.
Informal assessment will occur when the students are sharing how bullying has made them and others feel. This will be done by the teacher walking around the room to make sure each student is writing emotions down on their note card.
Informal assessment will occur during the whole class discussions. The teacher will pay attention to the students’ responses to make sure they understand how people who are bullied feel.
Informal assessment will occur by the teacher looking at the students “Helping Hands” to make sure each student has selected five adults they can ask for help when they do not feel safe.
Subject Area: Social Studies
Essential Questions of Unit:
1. How does bullying affect people?
2. How can we make everyone feel safe and cared for?
Guiding Questions:
1. How does bullying make those being bullied feel?
2. Who can help us when we are being bullied?
Lesson Context:
This is the third lesson in a unit focusing on bullying. In previous lessons, the students learned what qualifies as bullying, what does not count as bullying, and they explored racial bullyin. They also created class rules to obey in order to eliminate bullying in the classroom. The students learned that many of their classmates have been bullied in the past. During this lesson, the students will share how they feel when they are bullied. They will also engage in activities that allow them to explore how being bullied feels. They will talk about how their body tells them they do not feel safe and will figure out who they can talk to when they don’t feel safe. In the next lesson, students will learn about how the bully feels.
Lesson Goals:
1. Students will create tableaus to put themselves in someone else’s shoes to explore how being bullied feels.
2. Students will share how they have felt when they were bullied.
3. Students will learn that being bullied can make a person feel sad/mad/hurt/left out/not good enough.
4. Students will share how they know they are feeling unsafe when they are being bullied.
5. Students will decide who they can ask for help when they do not feel safe.
MMSD Standards:
· Describe the warning signs one’s body sends when feeling unsafe.
· Identify people who will help them in the community and school.
NCSS Standards:
· Individual development and identity.
Materials:
· Copies of bullying scenarios.
· One note card for each student.
· Copy of Mr. Jelly by Roger Hargreaves or a projector to play the animated YouTube version: https://www.youtube.com/watch?v=v9e4q7GhmhQ.
· Plain white paper.
· Markers.
· Pencils
Activities/Assignments/Procedure:
1. Note cards will be handed out to each of the students. Students will be asked to write down how they felt if they were bullied in the past. If a student has not been bullied they will write down how they think it would feel. Students will be instructed to not put their names on the note cards. The teacher will collect the note cards.
2. Students will be put into groups of three or four. Each group will be given a bullying scenario. The group will be instructed to create a two part tableau (frozen scene), which they have already had experience with in previous lessons throughout the year. The first part depicts the bullying action. The second part depicts how the person being bullied would feel.
a. Scenarios:
i. Two students are saying mean things about another student behind his or her back.
ii. Some students kicked another student.
iii. You tell someone they can’t sit with you at lunch because they aren’t cool enough.
iv. Making fun of someone because their clothes always have holes in them.
v. Some students pushed another student down at recess on purpose.
b. Students will practice their two part tableaus.
c. Students will perform their two part tableaus for the class. The audience will guess what the bullying action was and the emotion portrayed in the second tableau.
d. A whole class discussion will take place discussing the variety of emotions portrayed in the second part of each group’s tableaus. Have the students begin discussing this with a partner and then have them share with the whole class. Students will learn that bullying makes the person being bullied feel hurt/sad/mad/left out/not good enough.
e. The teacher will read the responses the students wrote on their note cards. A discussion will take place about the similarities and differences from the feelings they have felt when they were bullied to the ones portrayed in the tableaus.
3. Ask students how they feel when they know they are safe. Ask the students if they feel the negative feelings and emotions expressed in the tableau and note card activities when they feel safe. Ask the students if they would feel safe if they were being bullied. Tell the students that our bodies do some things to let us know that we don’t feel safe. Tell the students that they will now listen to a story that describes some of those signals that our body sends to our brain when we don’t feel safe.
4. Read the book Mr. Jelly by Roger Hargreaves or play this animated YouTube video of the book https://www.youtube.com/watch?v=v9e4q7GhmhQ.
a. Discuss the signs Mr. Jelly’s body gives him when he does not feel safe, when he is afraid.
i. Possible answers: shaky, wobbly tummy, fainting, not being able to speak, trembles.
b. Have the students close their eyes and instruct them to think of a time when they have not felt safe. Instruct them to focus on how they were feeling at the time, especially any of the signs that their body was sending to their brain to let them know they did not feel safe.
i. Have the students share the ways their body has told them that they don’t feel safe.
1. Possible answers: feel like crying, feel hot, shaky knees, butterflies in tummy.
5. Tell the students that when they are not feeling safe they should find an adult that they feel safe talking to and ask for help.
a. Have the students trace their hand on a plain white piece of paper using a marker.
b. Tell them to write down the names of 5 adults, one on each finger, that they feel safe talking to. Have the students label their hand “Helping Hand” and tell them that when they don’t feel safe they should pick one of the adults on their hand to help them.
c. If students need help thinking of adults, you can give them ideas such as: a teacher in the school, a babysitter, a parent, a grand-parent, an older sibling, an athletic coach, the principal, the school secretary, etc.
Assessment:
Informal assessment will occur during the tableau activity. The teacher will observe the students to make sure they are all participating.
Informal assessment will occur when the students are sharing how bullying has made them and others feel. This will be done by the teacher walking around the room to make sure each student is writing emotions down on their note card.
Informal assessment will occur during the whole class discussions. The teacher will pay attention to the students’ responses to make sure they understand how people who are bullied feel.
Informal assessment will occur by the teacher looking at the students “Helping Hands” to make sure each student has selected five adults they can ask for help when they do not feel safe.