SAY NO TO BULLYING

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SAY NO TO BULLYING

• What will we learn?
• I can tell you what bullying is
• I know what it means to be a witness to bullying
• I know that witnesses can make the situation
  better or worse by what they do

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SAY NO TO BULLYING

• I know how it might feel to be a witness to and a
  target of bullying
• I can tell you why witnesses sometimes join in
  with bullying or dont tell
• I can tell you some ways of helping to make
  someone who is bullied feel better

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What is bullying?

• What do you know about bullying?

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Definition

• It does not just happen once it goes on over
  time and happens again and again- it is repeated.
• It is deliberate- hurting someone on purpose- it
  is not accidentally hurting someone.
• It is unfair- the person doing the bullying is
  stronger or more powerful (does that make them
  brave?) or there are more of them. Even if they
  are enjoying it, the person they are bullying are
  not.

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TASK

• Bullying is. Write as many examples of
  bullying that you can.

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See dance lessons in booklet
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A Story of Bullying

• L.I To read aloud poems discussing the choice
  of words that describe and add impact
• To discuss characters feelings, behaviour and
  relationships.
• I can read aloud poems
• I can discuss the choice of words
• I can

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Samantha-Jayne

• Nobody speaks to Samantha-Jayne,
• The silent child with the fancy name,
• Who comes to school with her hair a mess,
• And milk stains down her dirty dress,
• Who wears a coat thats far too small,
• And stands alone by the playground wall.

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Samantha-Jayne

• Nobody plays with Samantha-Jayne,
• Who lives with her mum down Leadmill Lane,
• In a run-down flat thats dark and smelly,
• Who spends her nights glued to the telly,
• And sleeps in a bed thats damp and cold,
• In a dark little room thats full of mould.

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Samantha-Jayne

• Nobody cares about Samantha-Jayne,
• Who walks to school in the wind and rain,
• With her unwashed face and hair a mess,
• And her coat too small and her dirty dress,
• With the tight little mouth and the frightened
  stare,
• No one, no one is there to care.

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Samantha-Jayne

• Samantha-Jayne, Samantha-Jayne,
• Oh, what do you dream of, Samantha-Jayne,
• As you walk to school all alone
• Or stand in the playground on your own?

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Samantha-Jayne

• Do you have dreams of friends with whom to play,
• To help you through the lonely day?
• Do you dream of arms to hold you tight
• To help you through the lonely night?
• Gervais Phinn

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Things to do

• Can you find examples of adjectives, powerful
  verbs, rhyme and repetition? How does the poet
  use these to add impact?
• Role-play as Samantha-Jayne approaching school-
  think about her feelings, her behaviour (how do
  you think she deals with the bullying?) and her
  relationships (at home and school and her hopes
  for these.)

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Character PortraitSamantha-Jayne

• I am
• I have
• I like
• I dislike
• I wish

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Letter from Samantha-Jayne

• Dear Bullies,
• I am writing to explain to you how I feel. My
  teacher said it would help you to stop bullying
  me.

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Samantha-Jayne took 3Ss advice!

• Thank you for giving Samantha-Jayne such good
  advice. She knows now that the best thing to do,
  to help the bullying to stop, is to tell someone.
  
• In pairs role-play her telling a teacher, a
  bully or a witness who has just been watching the
  others bully her. What advice should the person
  give her?

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No bullying- plenary to Literacy

• Day after day I go to school and only bad things
  happen. Nothing good ever happens to me. If the
  kids in my class could be in my shoes they would
  understand how I feel. If only they knew how I
  feel every day. Even in my dreams there are
  nothing but bad things.

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No bullying cont

• The only one I can talk to is the hamster, but
  the hamster cant speak back. I cant stop he
  tears now. There was one, only one, thing I
  wanteda friend I could talk to.
• Role play from the point of view of the victim
  and the witnesses.

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Art and design follow up

• L.I To explore ideas and collect visual
• information for my work
• Think about being a witness to the fight in
  the Lowry painting and the variety of feelings
  that might be expressed by onlookers, ranging
  from excited and wanting the fight to continue,
  to those who are horrified and want it to stop.

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Art and design follow up

• Challenge class to design and paint, draw or use
  ICT to produce their own painting showing the
  face of one of the onlookers. Could work in
  pairs and compare pictures and combine to make
  class collage

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RE- The Good Samaritan

• Read the story of the Good Samaritan. Recreate
  through drama, exploring the feelings of those
  who witnessed what happened and their reasons for
  choosing whether or not to do anything to help.
• http//www.innovationslearning.co.uk/subjects/re/a
  ctivities/good_samaritan/good_sam_quiz_home.htm
• Click on story and then do quiz
• Choices- cartoon script, modern version of story

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What can we do?

• How can we change the role that witnesses have as
  well as encouraging them to tell? What can we do
  in school? Discuss and see examples in booklet
  on pg 11.
• Role-play examples on pg 11
• Create poster about What to do if you see
  bullying happening

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Review questions

• Is it ever right to think it is none of my
  business when you see someone being unkind to
  someone else?
• What should you do if you witness a bullying
  situation and you dont like the person being
  bullied or you are scared of the bully?
• Has your view of bullying changed during this
  topic? In what way? How will it make a
  difference? Can we make people change?

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Plan of week to adjust as timetable suits

• Monday- PSHCE slides 1-6, RE- Good Samaritan
  slide 15
• Tues- Ist dance lesson- info in booklet pg 13-17.
  Lowry pic on slide 7
• Wed- Lit lesson slides 9-12. Need poem in
  booklet pg 18
• Thursday- 2nd dance lesson or/and art and design
  follow up slides 13/14
• Fri- dance lesson and/or what can we do slide 16
  (making poster) and review question (slide 17)