Tools for Change: An Educator's Resource Site

Author(s): Lisa Snowstorm and N.D. Stein

Publisher: Wellesley College, Centre for Research on Women

Type of Resource: Lesson plans

Target Grades: 4-6

Canadian Resource? No

Resource formally evaluated? Yes

What is the source, internet link, or article title for viewing the formal evaluation of this resource? Sanchez, E., Robertson , T.R., Lewis, C.M., Rosenbluth, B., Bohman, T., & Casey, D.M. (2001). Preventing bullying and sexual harassment in elementary schools: the Expect Respect Model. Journal of Emotional Abuse, 2(2/3), 157-180.

Subject Areas:language, the arts, health and physical education, religion, family life

GRADE FOUR

Language: Writing

Begin to write for more complex purposes (e.g., to present and discuss their opinions and viewpoints, to pose questions, to record information)

Language: Reading

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

Language: Oral and Visual Communication

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

The Arts: Drama and Dance

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

Health and Physical Education: Healthy Living

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

Health and Physical Education: Active Participation

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)

Catholic Education Religion and Family Life

Religion:

• respecting dignity of human life through responsible decision-making

Family Life:

• understanding friendships

GRADE FIVE

Language: Writing

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)

Language: Reading

Explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience

Language: Oral and Visual Communication

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

The Arts: Drama and Dance

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

Health and Physical Education: Healthy Living

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)

Catholic Education Religion and Family Life

Religion:

• right and wrong choices; consequences and responsibilities

Family Life:

• choices, responsibility and consequences, commitment
• community, signs of a good community

GRADE SIX

Language: Writing

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)

Language: Reading

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

Language: Oral and Visual Communication

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

The Arts: Drama and Dance

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

Health and Physical Education: Healthy Living

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

Catholic Education Religion and Family Life

Family Life:

• valuing human life through the five stages
• effective behaviours and emotions in relationships
• code of behaviour, positive and negative influences in relationships

N/A

(where noted: Consistently (C)   Often (O))

Exploring Well-Being Through Relationships

Knowledge

• Personal growth in and through relationships - O
• How healthy relationships support a healthy sense of well-being - O
• Differentiate between healthy/equal relationships and relationships that are negative/unequal - C
• Increase awareness of how actions and choices impact the well being of others - C
• Increase awareness of how actions/choices of others impact personal well-being - C

Skills

• Explore relationships from personal perspectives and experiences - C
• Define values of healthy, supportive and caring relationships - O
• Develop and practice mutual empathy - O
• Identify and practice values of mutual respect - C
• Express personal feelings, thoughts, and experiences - O
• Opportunity for classmates to respond empathetically and respectfully - O

Exploring Social Relations of Violence, Oppression and Equality

Knowledge

• Knowledge about social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence - O
• Develop a gender analysis of social relations - O
• Recognize and understand oppression on the basis of gender and other forms of inequality (i.e., race, culture, socioeconomic status, education, geographic location, ability/disability, etc.) O
• Develop understanding of multiple forms and contexts of violence - O
• Critical understanding of the concept of power by exploring relations of violence and relations of empowerment - O
• Knowledge about the social relations of equality, inclusion, acceptance and empowerment - O

Skills

• Explore multiple and different forms of violence/vulnerability and experiences of exclusion in their lives - O
• Explore gendered aspects of their social identities, relationships and experiences - O
• Opportunity to personalize knowledge of social relations of oppression and empowerment - O
• Engage in gaining a sense of social responsibility for addressing social oppressions/exclusions and for participating in achieving positive social change - C

Exploring Identity, Gender, and Diversity

Knowledge

• Knowledge about how values and biases are (can be) used to exclude and cause harm to individuals and groups of individuals - O

Skills

• Opportunity for students to identify, explore, and name their own identities, experiences, and values - O
• Opportunity for students to develop an understanding and respect for the identities, experiences, and values of their classmates/peers - O
• Opportunity for students to engage with and learn form differences and diversity - O
• Opportunity for students to express, learn from, and build multiple perspectives on social experiences and diversity - O

Developing Connections, Creative Thinking and Participation

Knowledge

• Validation of studentsÕ perspective and knowledge in understanding violence and healthy relationships - O
• Strategies for personal and/or social change are offered to students for the promotion of healthy and equal relationships. - C
• Engagement in learning conflict resolution and anti-violence strategies -C
• Gain in knowledge about choices and actions that promote mutual empowerment and respect - C

Skills

• Opportunities to develop and practice their capacity for healthy interactions and connections within the context of the classroom/school - O
• Opportunities to work collaboratively with peers to discuss and develop strategies for healthy and equal relationships - O
• Experience and practice how to resolve conflict positively - O
• Opportunity for the development of supportive connections between students and teachers/adults - O

Structure and Format:

• Research-based introduction (in supplementary standard book)s
• Evaluation of the resource (e.g., formal research on the effectiveness of the program
• Strategies to integrate lessons/activities into the educational curriculum
• Information guide or scope and sequence of lessons (i.e. how to strategies)
• Ready to use scripted format
• Sequential guide or lessons that are user friendly
• Availability of support to implement the program/resource
• Accommodations for exceptional students indirectly identified

Teaching/Learning Strategies:

Direct Instruction: whole class and small group

• Explicit Teaching
• Demonstration
• Explicit teaching and use of thinking skills and strategies
• Explicit teaching and using self-assessment and reflection

Interactive Learning

• Small-group cooperative learning
• Small group discussion/debriefing
• interviewing
• brainstorming

Indirect Instruction

• Guided teacher-directed inquiry
• Guided student-directed inquiry
• Reflective discussions

Experiential Learning

• Simulation, role play
• Case studies/scenarios

Teaching and Learning Activities/Lessons Include:

• Choice, where possible, in student tasks and assignments
• Multiple opportunities for practice and feedback.
• Use of graphic organizers (e.g. Venn diagrams, mind maps, tables)
• Opportunities for students to use their learning styles to learn and demonstrate learning
• Oral and written reflection/journal writing

Assessment Methods:

Demonstration/Performance:

• Class
• School based projects
• Role playing
• Simulations

Personal Communication:

• Interviews

This collection of lesson plans is intended for use with grades 4-6 to raise awareness of what bullying is, what sexual harassment is, where they occur, whom they affect, and what can be done about these issues. The 11 lesson plans are made for teachers and follow a scripted format, incorporating brainstorming and interactive discussion. Students are challenged to examine social situations at school and identify bullying in their own lived experiences. There is a lesson illustrating that bullying occurs differently for boys than girls, and this lesson highlights the social norms involved in this gender difference. Each lesson provides lesson objectives, preparation, background information for the teacher (sometimes), scripted information to give students and activities, assignments, and homework. There is some choice offered to teachers in terms of which activities they do with students. The resource promotes much class discussion and participation of students. Self-reflection opportunities are built into the program. The activities challenge students to form an opinion on bullying and act on that opinion to stop it through writing letters to bullies and/or standing up for friends. Finally, this resource really challenges students to consider bullying experiences from other’s perspectives, how bullies and targets can feel in certain situations, and the roles that culture and gender play in this serious school safety issue.