Author(s): C. Garrity, K. Jens, W. Porter, N. Sager, & C. Short-Camilli
Publisher: Sopris West
Type of Resource: Program manual with lesson plans and activities
Target Grades: 1-6
Canadian Resource? No
Resource formally evaluated? Yes
What is the source, internet link, or article title for viewing the formal evaluation of this resource? www.ccsd.k12.co.us/dist_info/safeschools/prevention/bullyproofing.html
Write materials that show a growing ability to express their points of view and to reflect on their own experiences (e.g., journal notes)
Choose words that are most appropriate for their purpose (e.g., express a feeling)
Express clear responses to written materials, relating the ideas in them to their own knowledge and experience and to ideas in other material they have read
Begin to develop their own opinions by considering some ideas from various written materials
Apply the rules for working with others
Rephrase to clarify their ideas (e.g., what I meant was, when I think about)
Speak on a variety of topics in classroom discussions using some specialized language (e.g., metres in measurement), and select words carefully to convey their intended meaning
Use appropriate volume, tone of voice, gestures, and stance when speaking, making a presentation, or reading aloud
Contribute ideas appropriate to the topic in group discussion and listen to the ideas of others
Communicate, through movement, their thoughts and feelings about topics studied in other subject areas (e.g., create a movement sequence to express their fear of an environmental event such as a storm)
List safety procedures and practices in the home, school, and community
Use a problem-solving process to identify ways of obtaining support for personal safety in the home, school, and community
Identify examples of real and fictional violence (e.g., schoolyard fights, cartoons, movies)
Demonstrate respect for the abilities and feelings of others (e.g., accepting everyone into the group)
Follow the rules of fair play in games and activities (e.g., giving everyone a chance to play)
Communicate positively to help and encourage others
Family Life:
Begin to write for more complex purposes (e.g., to present and discuss their opinions and viewpoints, to pose questions, to record information)
State their own interpretation of a written work, using evidence from the work and from their own knowledge and experience
Make judgments about what they read on the basis of evidence
Develop their opinions by reading a variety of materials
Ask questions on a variety of topics and respond appropriately to the questions of others
Express and respond to ideas and opinions concisely and clearly
Contribute and work constructively in groups
Identify several types of media works and some techniques used in them
Analyse media works
Use appropriate tone of voice and gestures in social and classroom activities
Present information to their peers in a focused and organized form on a topic of mutual interest
Listen to others and stay on topic in group discussion
Use appropriate strategies to organize and carry out group projects
Communicate, orally and in writing, their response to their own and others’ work in drama and dance (e.g., through discussions, interviews, research projects)
Identify and apply solutions to problems presented through drama and dance, and make appropriate decisions in large and small groups
Demonstrate control of voice and movement by using appropriate techniques (e.g., projection and enunciation in choral speaking)
Identify their own feelings and reactions in various situations, and compare them with those of a character they have portrayed
Solve problems in drama and dance individually and in groups, by analyzing the problems
Identify the characteristics of healthy relationships (e.g., showing considerations of others’ feelings by avoiding negative communication)
Identify the challenges (e.g., conflicting opinions) and responsibilities in their relationships with family and friends
Apply decision-making and problem-solving skills in addressing threats to personal safety (e.g., from abuse or physical fighting)
Identify people (e.g., parents, guardians, neighbors, teachers) and community agencies (e.g., Kids’ Help Phone) that can assist with injury prevention, emergency situations, and violence prevention
Apply living skills – such as goal setting, conflict-resolution techniques, and interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully) – to physical activities (e.g., role play exercises)
Demonstrate a variety of interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully)
Follow the rules of fair play in games and activities (e.g., displaying good sports etiquette by maintaining self-control whether winning or losing)
Demonstrate respectful behaviour towards others in the group (e.g., speaking kindly, refraining from hurtful comments, acknowledging others’ ideas and opinions)
Religion:
Family Life:
Use writing for various purposes and in a range of contexts, including school work (e.g., to summarize information from materials they have read, to reflect on their thoughts, feelings, and imaginings)
Explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience
Ask and answer questions on a variety of topics to acquire and clarify information
Express and respond to ideas and opinions concisely, clearly, and appropriately
Contribute and work constructively in groups
Analyse media works
Use tone of voice, gestures, and other non-verbal cues to help clarify meaning when describing events, telling stories, reading aloud, making presentations, stating opinions, etc.
Contribute ideas to help solve problems, and listen and respond constructively to the ideas of others when working in a group
Discuss with peers and the teacher strategies for communicating effectively with others in a variety of situations
Describe, orally and in writing, their response to their own and others’ work in drama and dance, gather others’ responses (e.g., through interviews, research), and compare the responses
Solve problems presented through drama and dance, working in large and small groups and using various strategies
Demonstrate awareness of audience when writing in role, and use the appropriate language, tone of voice, gestures, and body movements when speaking as a character in a drama
Solve problems in drama and dance individually and in groups (e.g., negotiate the “best” ending to an improvisation), and evaluate the solutions
Apply strategies to deal with threats to personal safety (e.g., in response to harassment) and to prevent injury (e.g., from physical assault)
Identify strategies to deal positively with stress and pressures that result from relationships with family and friends
Identify factors (e.g., trust, honesty, caring) that enhance healthy relationships with friends, family, and peers
Explain how people’s actions (e.g., bullying, excluding others) can affect the feelings and reactions of others
Apply strategies (e.g., anger management, assertiveness, conflict resolution) to deal with personal-safety and injury-prevention situations (e.g., swarming, threatening, harassment)
Religion:
Family Life:
Use writing for various purposes and in a range of contexts, including school work (e.g., to develop and clarify ideas, to express thoughts and opinions)
Explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience
Make judgments and draw conclusions about ideas in written materials on the basis of evidence
Make reports, describe and explain a course of action, and follow detailed instructions
Ask and answer questions to obtain and clarify information
Express and respond to a range of ideas and opinions concisely, clearly, and appropriately
Contribute and work constructively in groups
Analyse media works
Use tone of voice and gestures to enhance the message and help convince or persuade listeners in conversations, discussions, or presentations
Use constructive strategies in small-group discussions (e.g., invite other group members to contribute; ask questions to clarify a point; negotiate to find a basis for agreement)
Follow up on others’ ideas, and recognize the validity of different points of view in group discussions or problem-solving activities
Evaluate, orally and in writing, their own and others’ work in drama and dance e.g., performances, multimedia presentations)
Solve problems presented through drama and dance in different ways, and evaluate the effectiveness of each solution
Evaluate drama and dance performances, with reference to their own experiences in daily life
Solve artistic problems in drama and dance, individually and in groups, and evaluate the solutions
Apply a problem-solving/decision-making process to address issues related to friends, peers, and family relationships
Describe and respond appropriately to potentially violent situations relevant to themselves (e.g., threats, harassment, violence in the media)
Identify people and community agencies that support making healthy choices regarding substance use and abuse
Family Life:
(where noted: Consistently (C) Often (O))
This resource shares knowledge with students about:
This resource provides opportunities for students to acquire skills by allowing students to:
This resource shares knowledge with students about:
This resource provides opportunities for students to acquire skills by allowing students to:
This resource provides opportunities for students to acquire skills by allowing students to:
This resource shares knowledge with students about:
This resource provides opportunities for students to acquire skills by allowing students to:
Direct Instruction: whole class and small group
Interactive Learning
Indirect Instruction
Experiential Learning
Pencil and Paper:
Demonstration/Performance:
Personal Communication:
This is an excellent resource for implementing an anti-bullying program across multiple grades in an elementary school. It has an easy ready-to-use format and sections beginning with staff training, then student applications, then parent involvement. There is also an extensive resource guide for books and videos that support the program. The program includes activities targeting bullies, victims of bullying, and helpers or bystanders. The program provides a wide variety of lessons and activities hat are specified for particular grade levels. There is evidence of, and reference to, background research on several topics throughout this resource.
This resource is excellent for encouraging students to explore personal feelings and personal responses to conflict, and teaching conflict resolution strategies and anger management. The activities are age-appropriate for grades 1-6. This resource consistently looks at how one’s actions (specifically bullying) affect others and it provides suggestions and strategies to change bullying behaviour. It also has a thorough section on building self-esteem in victims, or potential victims, of bullying.