Costumbres judias

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A reproduction of the San Francisco Unified School District, School Health Programs Department
Day of Kindness, Middle School Anti-Bullying Lesson

Title: Preventing Bullying at School – What are you going to do about it? (This lesson was compiled in part by the Anti-Bullying Committee at Denman Middle School.)
Goal: Create/improve the school climate of all TKCA school sites.Objectives: By the end of the session, the student will
• be able to define bullying;
• be able to identify bullying behaviors;
• share information about and become more aware of bullying behavior and its effects;
• better appreciate how their school is committed to putting an end to bullying.
Time:
Materials and equipment: Pencil/pen, worksheets (use chalkboard or flipchart if available)Procedure
Anticipatory Set: (5-10 minutes)
• Ground Rules Review: (either use those attached or reinforce your own)
• Brainstorm school site examples of bullying.
Teachers place their students in small groups for 5 minutes to list as many examples as they can, and then record student ideas on board – at least one example from each group.
• Review definition of bullying: “Bullying is anact of violence. It is intentional, repeated hurtful acts, words or other behaviors committed by one or more persons against another in an obvious or subtle way.” Students may need to review what a “subtle” versus “obvious” form of bullying may be, e.g. direct teasing versus isolating an individual from joining in.
Activities:
1. Review with the class the four forms of bullying listed on theother side of the page. (5 minutes).
Key points for discussion (10 min.)
• Review the seriousness of the various bullying forms listed above. Which have greater consequences for all persons involved? (Assault, sexual assault and other forms of physical contact have greater consequences, which may include police intervention.)
• Use student examples of bullying from first activity and label them“Physical,” “Reactive,” “Verbal”, and “Relational.” Some examples may fall into more than one category.
2. Bullying Scenarios Quiz (15 minutes)
• Have students review the bullying scenarios. (See attached.) They should determine if the example is bullying and if so, check the form of bullying.
NOTE: Each example provided in the worksheet is a form of bullying.
• Once students have hadan opportunity to review the scenarios individually, have students vote which scenario is bullying by raising their hands.
• After each vote ask a student to identify which type of bullying is illustrated. If for any scenario a majority of students think it is not bullying, review how it is. Some examples may fall into more than one category.
Closure/ Wrap Up:
Brainstorm a Safety Plan (15min.) May continue for homework
• See attached “Brainstorm a Safety Plan.”
• Review questions for clarification with the class.
• Students answer questions individually, either in class or for homework.
Students should have an opportunity to share their answers with a partner or in small groups. Allow a few students to share their answers with the class.
• Review Ally Pledge with class.See attached.
Reminder: Second Step Violence Prevention Curriculum is available at all middle school sites. Contact your Health Liaison or Middle School Coordinator.
A. Physical B. Reactive C. Verbal D. Relational
- Hitting, pushing, kicking other students
- Taking or damaging someone’s property
- Assault
- Sexual Assault
- A student who has been repeatedly bullied turns around andbecomes a bully, hurting others the way they have been hurt
- Using words to hurt or humiliate another student
- Menacing or terrorist threats
- Sexual harassment
- Trying to convince peers to exclude or reject another student
- Cutting a student off from social connections/friends
Scenario 1
A student walks up to the front of the beanery line and says “I’m getting in front of you”...
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