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February 18, 2018
List of Lesson Plans for Educators
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Download Title Author Audience Brief Description
detail What About Fighting.pdf What About Fighting? (pdf 30 KB) Excerpted Elementary Perspectives: Teaching Concepts of Peace and Conflict by William J. Kreidler Elementary-Middle The essential question is "What do I know about fighting in school and how does it affect me?". The objective is students will identify the potential positive and negative consequences of using violence to resolve conflicts.
detail The_Educator's_Guide_to_LGBTIQ_Pridev2.pdf The Educator's Guide to LGBTIQ Pridev2.pdf (pdf 40 KB) GSAFE Elementary-Secondary GSAFE believes in a safe learning environment for all students, regardless of sexual orientation, gender identity or gender expression. Though October is recognized as LGBTIQ Pride Month, a time for LGBTIQ people and allies to celebrate their identities as a community, every month is LGBTIQ month. Including LGBTIQ themed/inclusive topics in your classroom helps make it a safer place for all students. Yet, only 10.5% of LGBTIQ students are taught positive information about LGBTIQ-related topics. You can make a difference - celebrate LGBTIQ Pride Month (October) by highlighting historical LGBTIQ leaders, discussing the LGBTIQ movement or by simply putting a display in your classroom.
detail Suggested Literature Elementary School Lessons.pdf Suggested Literature Elementary School Lessons.pdf (pdf 100 KB) GLSEN & NAESP Elementary Suggested Literature for Elementary School Lessons and material for NO NAME-CALLING WEEK. The author and a brief description of each book are provided.
detail Responding to Name-Calling, Verbal Harassment, Bullying.pdf Responding to Name-Calling, Verbal Harassment, Bullying.pdf (pdf 258 KB) GSAFE Elementary-Secondary Lesson: Responding to Name-Calling, Verbal Harassment, Bullying
Level: Elementary, Middle, & Secondary
Your response to name-calling and harassment will be impacted by both the setting in which it occurs and the time available to you. The choices you make while walking rapidly through the hallway on your way to teach your next class will, of necessity, be different from the options you can choose with plenty of time to spare and the structure of a classroom supporting you. If “time and place” allow for only punitive or reactive responses, or if the needs of the targeted student will be better served by your speaking to the offending student(s) later, make sure to carve out a future “time and place” to deal with the situation more reflectively. Education will go much further than punishment alone!
detail Recognizing Bullying Grade 7 & 8.pdf Recognizing Bullying Grade 7 & 8 (pdf 244 KB) www.Teachers.net Middle This is a lesson plan aimed at students in grade 7 and 8. This lesson is designed to teach students how to recognize bullying and how to deal with it in a proactive way. Students will participate in an interactive two part lesson that incorporates literacy, multimedia, decision making skills and drama.
detail Recognizing Bullying Grade 2.pdf Recognizing Bullying Grade 2 (pdf 70 KB) National Crime Prevention Council Elementary The objectives are to recognize bullying behavior and to learn strategies for dealing with bullying behavior.
detail Lights, Camera, Action.pdf Lights, Camera, Action.pdf (pdf 252 KB) GLSEN Secondary This lesson is designed to help draw students' attention to name-calling, bullying, and harassment that targets sexual orientation, gender identity, and gender expression, specifically name calling, bullying, and harassment that is anti-lesbian, gay, bisexual, or transgender (anti-LGBT). Students will engage in discussion and activity focused on the prevalence of anti-LGBT name-calling, bullying, and harassment in schools (including their own), consider how anti-LGBT bias in schools hurts all students, and begin to think about how they might address these issues through the creation of their own anti-bullying film.
detail Lesson5-Building a Bully-free Building.pdf Lesson5-Building a Bully-free Building.pdf (pdf 121 KB) GLSEN & NAESP Elementary Lesson 5 - This lesson helps students begin to think about what a school without name-calling and bullying might look and sound like. Students will engage in a guided fantasy activity on this topic, and will then extend their ideas into a group-created plan for what their ideal “bully-free” school would look like and sound like.
detail Lesson4-What if it's Not Me-Speaking Up About Name-Calling.pdf Lesson4-What if it's Not Me-Speaking Up About Name-Calling.pdf (pdf 172 KB) GLSEN & NAESP Elementary Lesson 4 - This lesson helps students think about what they can do when they witness an incident of name-calling or bullying, but are not being called names or bullied themselves. Having already done some skill-building around the strategies of SAFE (Lesson 3), students will listen to scenarios involving name-calling or bullying, and will both individually and in groups analyze the different ways one might respond.
detail Lesson3-Staying Safe in the Face of Name-calling.pdf Lesson3-Staying Safe in the Face of Name-calling (pdf 122 KB) GLSEN & NAESP Elementary Lesson 3 - This lesson provides students with concrete strategies for what to do if they are being called names or bullied so that they can stay safe and healthy. Students will work cooperatively to really flesh out the four elements of SAFE, and will complete individual storyboards to illustrate the use of one of the four strategies to deal with a bullying situation.
detail Lesson2-We're All Different Alike.pdf Lesson2 - We're All Different Alike (pdf 113 KB) GLSEN & NAESP Elementary Lesson 2 - This lesson is designed to provide students the opportunity to feel united with their peers by both their similarities and their differences. It will create a forum in which students can talk about why name-calling often occurs when an individual or group is deemed different, and how this targeting can be reframed into something positive.
detail Lesson1-It's All in a Name.pdf Lesson1 - It's All in a Name (pdf 117 KB) GLSEN & NAESP Elementary Lesson 1 - This lesson focuses on what names are, why they are important to us, and what the differences are between names that feel good to hear, and names that feel bad to hear (Put-ups vs. Put-downs). It provides students the opportunity to define for themselves what they like and don’t like to be called.
detail Gender Bender Box.pdf Gender Bender Box (pdf 98 KB) GSAFE Elementary-Middle The goal of this activity is to demonstrate to students how many expectations are put on them to fit their gender stereotypes, and how these are more restrictive for boys. It also encourages them to defy the stereotypes, and supports other who do.
detail Families-Different & the Same.pdf Families-Different & the Same (64 KB) California State Standards Elementary-Middle That’s a Family! takes a tour, from a child’s point of view, through a wide range of family structures. The activities in this lesson are designed to help children explore their own family’s composition and that of their classmates’.
detail Creating an Anti-slur Policy.pdf Lesson 4 - Creating an Anti-slur Policy (pdf 765 KB) GLSEN Middle Students work collaboratively to develop an anti-slur policy for their classroom. They
consider the categories of name-calling and types of behavior that should be addressed by the policy. They next think about measures for preventing and responding appropriately to name-calling in school, and draw up a draft policy. Students are encouraged to share their class policy with school officials, to learn about the school anti-slur policy (if one exists) and to help educate others in the school about their efforts to reduce name-calling.
detail Claim It.Differences & Similarities-Creating a Climate of Inclusion.pdf Claim It! Differences & Similiarities: Creating a climate of inclusion (pdf 306 KB) RaceBridges For Schools Secondary There are many ways to define diversity. For this activity, it’s important to consider all the characteristics— external and internal—that make us individuals. When thinking about diversity, most people think about external characteristics, such as race and gender. The “invisible” characteristics, however, such as intellectual ability, social class,
language(s) spoken at home, sexual orientation, etc., equally contribute to the diversity of our classrooms.
detail Bullying-The Role and Responsibilities of Bystanders Grade 11.pdf Bullying: The Role and Responsibilities of Bystanders (pdf 282 KB) Society for Safe and Caring Schools & Communities Secondary This lesson is based on Robert Cormier’s novel The Chocolate War. The novel comments on peer pressure, nonconformity, bullying and harassment. It provides an opportunity to explore issues related to bullying and harassment that focus on the role of the bystander. Students come to understand the powerful influence bystanders have on decreasing bullying and harassment. They are encouraged to think about and take action to intervene when they witness abuse of this nature. The story takes place in a New England Catholic boys’ school in the 1970s. The protagonist is Jerry Renault, the quarterback for the Trinity High junior varsity football team. The antagonists are Archie Costello, a member of the school's exclusive but clandestine Vigils Club, and Brother Leon, the teacher who abuses his authority and condones intimidation. Conflict occurs when Archie orders Jerry to do his bidding and eventually Jerry refuses. Archie and Jerry become enemies, and the conflict between them escalates. A central question the novel asks is, Should one stand up for others or avoid being involved and suffer inevitable rejection and taunting?
detail In This School Poster GSAFE Elementary-Secondary In this school, we expect all students, teachers and staff to be treated with respect and dignity. Harassment, bullying and discrimination will not be tolerated in this school. this includes but is not limited to an individual's real or perceived...
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