Anti-Bullying Curriculum Project

Eled 452Matthew Cieplucha

Kim FisherRobert Fiscella

Introduction

We the staff of B.M.K. Elementary School would like to resolve this problem once and for all. Our desire is to provide a safe and fun environment for all of our students. Violence of any kind will not be tolerated and it must come to an end. Therefore, we the staff of B.M.K. have formulated an Anti-Violence, No More Bullying curriculum that will make schools an enjoyable place for all.

Purpose

Recognize the problem Reflect on classroom management practices Don’t ignore the problem Promote nonviolence, respect, and service to

others Be proactive Teach responsibility and teamwork Use literature Collaborate

Content Sources

Journal Articles Making Classrooms bully-Free Zones by: Leona Rowan Ten Strategies to address bullying by: Judy Brunner and Dennis Lewis

Websites www.cumbavac.org www.brainpopjr.com www.lessonplanspage.com www.goodcharacter.com www.livewiremedia.com/groark.html

Videos “Getting Along with Groark” – (formerly “Prevent Violence with Groark”)

Episode 4: Bullying and Teasing

“The Six Pillars of Character” – Episode 2: Respect

Content Criteria

Our curriculum is to promote “No More Bullying.” It carefully includes a criteria that has: validity-significance, learnability, appropriateness, and consistency.

Content Criteria cont.

The curriculum content supports the purpose of education for which it is intended.

It can be learned by those for whom the curriculum is planned.

It will meet the long term needs and interest if learners for whom the curriculum is planned.

Lastly, the curriculum content aligns with the real world outside of school.

Social Emotional Learning Standards

Goal 1: Develop self-awareness and self-management skills to achieve school and life success.

Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.

Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, schools, and community contexts.

Social Emotional Learning Standards

A. Identify and manage one’s emotions and behavior. Early Childhood

1A.1a. Recognize and accurately label emotions and how they are linked to behavior.

1A.1b. Demonstrate control of impulsive behavior

Social Emotional Learning Standards

A. Identity and manage one’s emotions and behavior. Late Elementary

1A.2a. Describe a range of emotions and the situations that cause them.

1A.2b. Describe and demonstrate ways to express emotions in a socially acceptable manner.

Instructional Objectives

Direct Bullying: Teasing, threatening, hitting, stealing or using

weapons.

Indirect Bullying: Acts of intentional social exclusion or spreading

rumors.

Lesson Plans

We the administrators of B.M.K. have carefully formulated several lessons in Language Arts, Science, History and Math that will not only strengthen our students in these particular skills, but will encourage students to end bullying options once and for all.

Sample Lesson Plans

Lesson 1: Video - “Groark Learns about Bullying,” Objective:

Children learn:• To recognize different forms of bullying behavior – in

themselves as well as in others.• What’s wrong with being a bully.• Why they should never participate in bullying situations.

Assessment and Rubic

Lesson 1: “ Groark Learns about Bullying”

Discussion Questions

Student Activities

Writing Assignments

Home Assignments

Sample Lesson Plans

Lesson 2: Video – “The Six Pillars of Character,” entitled: Respect Objective:

Children learn:• How to be respectful.• That insults and put-downs are not good natural fun• The Golden Rule – treat others the way you want them to

treat you.• That treating people with respect makes better

friendships.• That bullying is a very hurtful form of disrespect.

Assessment and Rubic

Lesson 2: Video – “The Six Pillars of Character,” entitled: Respect

Discussion Questions

Student Activities

Writing Assignments

Sample Lesson Plans

Lesson 1: “Caring for others” Objective:

Students are to realize that plants existing different shapes, sizes, and colors, but most plants share similarities. Likewise, people are different in many ways, but also share some similarities. By planting seeds and caring for it as it grows, students will learn to use these same concepts to care for their peers as they grow together.

Assessment and Rubic

Reading lesson Assessment Activities: After discussion of character emotions,

students will compare answers to see if others recognized the same feelings in the characters.

Sample Lesson Plans

Lesson 2: “Identifying Emotions” Objective :

By reading the story of Cinderella and utilizing character trait cards, the students are to learn how to distinguish different emotions an individual can have. Also, each student will learn how each emotion can make one feel. Students are to recognize examples of bullying in the text read. The students will engage in dissecting the story and discuss how each character feels throughout the story.

Assessment and Rubic

Science lesson assessment activities: Students will test and record their responsibility

skills according to how their plant grows. Students will also be asked several questions about how they can care for their classmates.

Sample Lesson Plans

Title: Social Development and the prevention of aggressive hostility/bullying. Objective –

The focus of my lesson is for the kindergarten through 3rd grade students to recognize and or prevent signs of bullying whether verbal, physical, gender bias, as well as isolation.

Assessment and Rubic

Assessment – The total point value for assessment will be 4

points. 4pts=9-10 correct answers on multiple choice questions. 3 pts=7-8 correct answers, 2pts=5-6 correct answers, and 1 pt.= 5 or less correct answers

2 additional points will be given for participation in group demonstrations of bullying activities and proper recognition of what constitutes bullying.

Thank you!Eled 452

Matthew CiepluchaKim Fisher

Robert Fiscella