Charlotte-Mecklenburg Schools



Harassment and BullyingLesson PlanGrade: 6thClass: __________________________Title/ ConceptHarassment and BullyingTimeRequired35 minutesASCA DomainPersonal/SocialNC Guidance Essential Standards AddressedEEE.SE.1 Understand the meaning and importance of personal responsibility and self- awareness.EEE.SE.1.1 Contrast appropriate and inappropriate physical contact.EEE.SE.1.2 Illustrate personal responsibility in a variety of settings and situationsNC Healthful Living Standard6.ICR.1Understand healthy and effective interpersonal communication and relationships. Apply strategies and skills for developing and maintaining healthy relationshipsLearningOutcomesStudents will be able to understand what gender-based harassment behavior is and identify when it happens.Students will be able to understand the consequences associated with gender-based harassment behaviors.Students will be provided with clear steps to take if they or others are being harassed based on gender.Students will be encouraged to report such harassment effectively when it occurs.Students will be able to identify and utilize safe strategies for bystander intervention among students, staff, and other adults.Materials●Chart paper●Markers●Powerpoint/Google Slides for teacher to use to facilitate this lesson: 6th Grade Lesson Lead-In &GuidedPracticeReview classroom rules and expectations surrounding class discussions and respecting peers.Today we will discuss a very important topic about harassment. How many of you have heard the word “harassment” (ask students to raise hand)? Thank you. Before we begin our lesson, I’d like to have a brief discussion. Class discussion: A number of you raised your hands when I asked if you have ever heard of the word “harassment”. This shows me that this is not a new word for most of you. I am curious to know if we all have the same definition of harassment. (Remind students about appropriate language during this discussion as well as respecting their peers.)Ask students the following questions and have them raise their hands to answer. ●What comes to mind when you think of the word harassment?●Can you give an example of an action that may be considered harassment?40957578104900Share the following definitions and examples:Harassment: to repeatedly tease, bother or annoy someone. These actions are unwanted and unwelcomed. These actions can be verbal, written or physical.Gender-based harassment is verbal, nonverbal, graphic, or physical aggression, intimidation, or hostile conduct based on sex or gender.Sexual harassment is defined as unwelcomed sexual advances of a physical or verbal nature. Ask: Students to give general examples of harassment for each (no names to be shared of peers at this time).Remember these are unwanted:Verbal- comments about body parts, sexual rumorsWritten- sexual notes, drawings, emails, texts, chats, etc. Physical- Touching, pinching, pulling of clothes, gestures.Ask: Can you think of additional examples of each type?Have students turn to a partner and discuss additional examples. Ask students to be prepared to share with the group.Explain: Harassment is not targeted at one group. (chart paper- Who can harass whom?)Boys can harass girlsGirls can harass boysGirls can harass girlsBoys can harass boysAnyone can be harassed by anyoneShare/Explain a possible consequence:Discuss how sexual harassment is outlined in the Student Code of Conduct Handbook: Rule 27. B. Sexual Harassment UB: Harassment-Sexual: A student shall not engage in unwanted verbal or physical (e.g. gesturing) conduct of a sexual nature which may reasonably be regarded as intimidating, hostile or offensive. This includes the communication of (by digital or other means) or the intentional display of sexually explicit material. When it has been determined that students have violated rule 27, disciplinary consequences will be delivered as outlined in the CMS Student Code of Conduct handbook.Explain/Share: This does not mean you are not able to tell someone that you like them. Harassment is determined by the “victim,” not the person making the statement, action or writing. It is important to understand everyone’s boundaries are different and we need to respect those differences.Explore two scenarios#1: Courtney likes Landon and the feelings are not mutual. Daily Courtney sends notes/text to Landon expressing adoration. This makes Landon uncomfortable. Landon has asked Courtney to stop sending love notes; Courtney continues.39814595250000#2: Courtney likes Landon and the feelings are mutual. Daily Courtney sends notes to Landon expressing adoration. Landon enjoys receiving the notes from Courtney. Landon looks forward to Courtney’s notes.Ask students: Which scenario is an example of an unwelcomed or unwanted advance?How do you know?Review Action Steps: As a class, discuss the appropriate steps for students to take if they or someone they know is being harassed.●Tell the person to “Stop” unwanted behavior●Attempt to leave/remove yourself from the situation and find a safe place●Tell a trusted adult at your school (teacher, counselor, administrator, coach)●Tell a trusted adult in your community (parent, adult family member, friend’s parent, troop leader, etc.)Activity: Individually or in groups of 2-3, have students discuss a list of possible trusted adults at school and in the community. Have groups share out to the class.Share/Explain: Definition of bystanders and the importance of interventionBystander: a person who is present at an event or incident but does not take part.Have students create scenarios with bystanders –check for understanding of definition.Why is it important to report for a peer if I witness harassment? (bystander)●When you’re a bystander it’s important to know that by doing nothing you are sending a message to the person who is “the harasser” that his/her behavior isacceptable.●The peer may be uncomfortable reporting the harassment●You can report what you witnessed to a trusted adult and help a peer in need●You can play a part in eliminating the harassing behaviors in your school/communityActivity (Independent Practice)Activity Part 1:In groups of 2-3, students work together to describe a scenario of each type of harassment. (Students use a chart with Verbal, Written, Physical labeled at the top)Explain to students that these examples can be things they have seen or experienced atschool. However do not use names in your examples.Examples for students/groups that may need guidanceTalking/Verbal: comments about private parts of the body, sexual rumors, sexual jokesWritten/Writing: sexual notes, obsessive love notes, sexual graffiti, sexual drawings, sexualemailsTouching/Physical: touching/pinching pulling clothes up, down, or off, unwanted hugs/kissesActivity Part 2:Individually or in groups, students read scenarios and answer the following questions:-What is the harassment? What specifically did the person do?-What type of harassment is this?Verbal, Written, Physical, Sexual, -What would you do if you were the person in the scenario?-What would you do if you were a friend or classmate of the person in the scenario?Example: Sidney likes Chaz, a boy in her class. Every time Sidney sees Chaz in the hallway she runs up to him and gives him a hug and kiss. Chaz has asked Sidney to stop but she doesn’t listen.#1: Charise and Shauna go to Monica’s birthday party on the weekend. When they return to school on Monday, they spread a rumor to everyone that Monica kissed three different boys at her party.#2: Troy and Jason were in science class drawing sexual pictures and laughing. Alice felt uncomfortable and asked them to stop. However, the boys continued to draw the sexual pictures.#3: Angela is one of the best athletes in 6th grade. But when she plays soccer, some of the boys tease her about her physical appearance. Angel feels like everyone must be staring and laughing at her and she doesn’t want to play soccer anymore.#4: Brian is riding the bus to school with his friends. They are all laughing and fooling around, pushing and shoving each other. Brian gets off the bus and starts to walk into school when another student comes up behind him and pulls his pants down.#5: One day at school, Taneka was using the bathroom. When she came out of the toilet stall, she saw 3 girls running out of the bathroom, laughing. Taneka looked and saw that someone had written sexual comments about her on the bathroom wall.Review &Closure Review the following items:Terms ●Harassment: to repeatedly tease, bother or annoy someone. These actions are unwanted and unwelcomed.●Gender-based harassment: verbal, nonverbal, graphic, or physical aggression, intimidation, or hostile conduct based on gender.●Sexual harassment: unwelcomed sexual advances, of a verbal or physical nature. Steps to take if you or peer is being harassed:●Tell the person to “Stop” unwanted behavior●Attempt to leave/remove yourself from the situation and find a safe place●Tell a trusted adult at your school (teacher, counselor, administrator, coach)●Tell a trusted adult in your community (parent, adult family member, friend’s parent, troop, leader, etc.)Encourage students to reach out to a trusted adult to take action if they have a seriouspersonal concern or a concern for a peer.Follow-up Activities to Extend Concept DevelopmentAs a class warm-up or writing activity: Students can also journal about what personal boundaries, respect and gender harassment mean to them. As well as how they can be advocates in prevention!All 6th-8th grade students are required to take healthful living. Concepts will be reinforced through this course. 6.ICR.1 – 6.ICR.2, 7.ICR.1, 8.ICR.1●Understand healthy and effective interpersonal communication and relationships.●Apply strategies and skills for developing and maintaining healthy relationships ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download