Proud of My School
Students will understand the importance of having respect for others. Students will practice tolerance and acceptance toward all people, including others with disabilities and various cultural backgrounds.
The learner will:
- role-play scenarios depicting real-life situations.
- participate in active listening.
- discuss a variety of literature.
- teacher-created scenario cards taken from real-life situations (See Teacher Preparation, below)
- read-aloud copy of book My Secret Bully by Trudy Ludwig or read-aloud copy of book Chrysanthemum by Kevin Henkes
- student writing journal
Create scenario cards based on observed real-life situations where a student conflict arose. (Scenarios may be based on situations such as teasing, not sharing resources, conflict in a recess game, cutting in line, or revealing a friend's secret.) The scenario card should give a brief description of who is involved (not real names) and what happened. The conflict should be clear, but leave the solution to the student teams who will create a skit from the information on the scenario cards. Make enough scenario cards so you have one scenario for each group of 4-5 students, plus a couple extra in case a scenario doesn't work for a team.
- bully: a person who uses strength or power to intimidate someone who is weaker
- conflict: a serious disagreement or argument
- victim: one who is acted upon, harmed or subjected to mistreatment
- teasing: making fun of someone
Henkes, Kevin, Chrysanthemum. Mulberry Books, 1996. ISBN: 978-0688147327
Ludwig, Tracy. My Secret Bully. Tricycle Press, 2005. ISBN: 978-1582461595
Read aloud either My Secret Bully or Chrysanthemum. Discuss with the students how the victim of the teasing might have felt. Discuss why the person might have chosen to tease. What do the students think are the best ways to stop teasing (some ideas include walking away, making a joke, and agreeing with the teaser--as in "yeah, my name is funny.") Ask the students whether these same techniques work for all conflicts that arise (no, you don't want to make a joke or walk away in many situations). Tell the students that in today's lesson, they are going to be assigned a scenario to make into a skit. In their skit they will act out positive solutions to conflict situations.
The students form groups of 4-5 and read their assigned scenario card. The team works together to assign roles and plan a skit that illustrates the scenario and a creative and positive solution. The students may be themselves or place their characters in a very different setting. They must resolve the conflict in their skit and all team members must take roles.
The students practice their skit.
After about 15 minutes of practice, each group acts out its group-created skit for the whole class.
The teacher asks questions such as, "How did this behavior make you feel? What effect would changing the behavior have on the situation? Why do people get together to solve a problem? How does a conflict between two people affect the whole group?"
Discuss "civil rights." Relate conflict resolution in the school community to how people work to resolve historic and current issues related to fair treatment of people of all races, religions, disabilities, and sexual orientation. Share a story from the Civil Rights Movement. For example, describe how Rosa Parks chose to take peaceful action to speak up about the unfair law on the bus. Her action started a peaceful movement that resulted in a law change.
As an exit ticket, each student writes one sentence describing what he or she learned about resolving conflicts in a positive way.
Assess students by observing their participation and reaction during the skits. Assess their written responses in their writing journals: look for details of the story and for words of respect in their writing.
Strand PHIL.II Philanthropy and Civil Society
Standard PCS 06. Philanthropy in History
Benchmark E.2 Give an example of an individual who used social action to remedy an unjust condition.