grade 4 toying around - the director's...

Grade 4 Lesson 1

beyondimagesa self-esteem and body-image curriculum

National Eating Disorder Information Centrewww.nedic.ca www.dove.ca

My True Colours – Celebrating My Authentic SelfLesson SummaryDuring this lesson, the students will have the opportunity to celebrate their uniqueness and talents The connection betweencolour and emotion will be explored. They will consider their qualities and acknowledge how their “true colours” contribute totheir self-esteem through a series of guided responses.

Teacher MessageEach student needs support to recognize their unique qualities – their “true colours” rather than concentrating on their physicalattributes or what other people say about who they are, or how they should look. They will preview several video clips and discussthe influence of external messages on their self-esteem. Self-esteem is a widely used concept that refers to an individual’s sense ofhis or her value or worth, or the extent to which a person approves of, appreciates, or likes him or herself (Blascovich & Tomaka,1991) .Students will use active listening and contribute their ideas to group work and class discussion. The end product will be aparagraph that represents their personal response to their “true colours.” This response may be used as a possible blog entry forthe class Friendship and Self-esteem Blog.

MaterialsVarious paint chips of six different colours (paint chips with five

or six different shades on one card rather than one colourare needed for the inspiration)

Tempura Paint blocks (paintbrushes, water cans, andpainting paper)

Media ClipsDVD – Concerned Children’s Advertisers: “What’s Your Thing”

Learning OrganizersLearning Organizer 1-1 True Colours and MeLearning Organizer 1-2 Sample Blog Entry from PBS Kids

Assessment ToolsAssessment Tool Lesson 1

Curriculum ExpectationsOral and Visual CommunicationListeningIdentify purposes for listening in a variety of situations, formaland informal, and set goals related to specific listening tasks(e.g., summarize the theme on a video clip).

Speaking to CommunicateInteractive StrategiesDemonstrate an understanding of appropriate speakingbehaviour in a variety of situations, including paired sharingand small – and large – group discussions (e.g., acknowledgeand extend other group members’ contributions; make relevantand constructive comments on the contributions of othergroup members).

Interconnected SkillsIdentify, in conversation with the teacher and peers, how theirskills as viewers and writers help them improve their oralcommunication skills.

WritingPurpose and AudienceIdentify the topic, purpose, and audience for a variety ofwriting forms.

Using Knowledge of Form and Style in Writing VoiceEstablish a personal voice in their writing, with a focus onusing words and stylistic elements that convey a specific moodsuch as amusement.

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Grade 4 Lesson 1beyondimagesa self-esteem and body-image curriculum

Lesson OutlineInspiration – How will I engage the students?1. Ask students to think about colour in the world

around them.

What is your favourite colour?

Why does it have special significance to you?

2. Teacher dialogue:

Colour is used throughout our environment to represent amood, feeling, or give a message. Painters and decoratorsoften use paint chips to choose the colour of paint for aroom. They want to create a specific mood or give theroom a certain feeling. Example; In a room where there islimited light they may use a shade of sunny yellow.

3. Post paint chips in the corners of the room. Ask students tofind the paint chip that is closest to their favourite colour.As a group ask them to take turns sharing why theyselected that colour value on the paint chip. Encouragerespectful listening, taking turns, allowing all to contributeequally. Debrief as a whole class first, then have thestudents respond to the first question on their LearningOrganizer 1.1 True Colours and Me # 1. What is yourfavourite colour? Explain why you chose this colour?

4. Introduce the colour and emotion connection and howcolour can be used to give a message.

Colour is often associated with feelings and is used toevoke emotion. The same colour may have differentmeaning in different cultures. Ask students for someexamples of how colour is used to create a feeling –reference can be made to the colour-wheel’s warm andcool colours and colours used in company signs, logos orpackaging. Example: Red and yellow used by MacDonald’s,Green used on labels of organic products in the supermarket.

5. Using the colour chips posted in the room ask thestudents to move without speaking to the colour chipthat they think best represents happiness, then sadness,excitement, boredom, etc. At each emotion have studentsthink/pair/share their choices. Walk around the room andobserve how the group is showing respectful listening.Debrief the responses and inquire with thumbs up/thumbsdown on how well each student and then the whole grouplistened appropriately to each other in the group. Teacher

observations from the walk around during group work canbe shared at this time.

6. Ask students (without telling their group) to choose a feelingthey have experienced in the last few days. Students will usethe paint provided to paint the colour that they think bestrepresents their feeling and then ask fellow group membersto guess the feeling that they painted.

Facilitation7. Ask students – What do you think the saying means when

someone says “show your true colours”? Listen to theirresponses without judgment.

8. Show the YouTube link http://www.youtube.com/watch?v=wS53zuf_X10. As an alternative, listen to a CDversion of the song True Colours. Post some of the lyrics ofthe song, True Colours written by Phil Collins that are usedin the clip.

So don’t be afraid to let them showYour true colorsTrue colors are beautiful,Like a rainbow

What do they think “true colours” means in this song?What does self-esteem mean?How do you think showing your true colours affects yourself-esteem?How do you think a good self-esteem keeps us healthy?

Extend their thinking by talking to the class about howsometimes people, even friends, make comments becausethey want us to be, feel, think, or look a certain way andhow these comments can stop us from feeling good aboutourselves – having a positive self-esteem and showing ourtrue colours. Ask students to think about how we showour true colours and share examples.

“Celebrities and images of children your age in the mediaoften only show a certain look, a certain type of clothing,etc. which may or may not represent us”. Ask students tothink of and share examples. Debrief.

Ask students to respond to :What is one positive thing about you that is not related toyour physical appearance or personal belongings?What are your true colours?Debrief examples by asking students to explain.

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Have students then write a response on the LearningOrganizer 1-1 True Colours and Me; #2. What do you thinkyour “true colours” are? Explain.

Show the DVD – Concerned Children’s Advertisers:What’s Your Thing? (or view the clip online athttp://www.youtube.com/watch?v=pVJV8CVRVyw)

Explain how identifying our interests can help us discoverour true colours and feel good about ourselves. Use apersonal example of an interest you have and how itreflects your true colours.

Think/pair/share –What is your thing? How does it connectto your true colours?

Mention that good friends and family help us see our truecolours and support us in our talents and interests.

9. Have students then write a response on the LearningOrganizer1-1 True Colours and Me; #3. What is “yourthing”? Explain

Application: How will students demonstratetheir learning?10.Have students complete the last response on the Learning

Organizer 1-1 True Colours and Me; #4. Why you think themessages from the video clips about showing your truecolours and doing “your thing” are important for you tothink about?

11. Introduce writing a blog entry.

Explain the term blog, its purpose, how and why it isgenerally written, who is the audience, etc. Ask students ifthey follow any blogs, or know someone who writes ablog. Look at, or read, a sample of a blog so they can seethat bloggers present a voice in their blog entries. The PBS,It’s MY Life Blog is written especially for tweens. It can befound at : http://pbskids.org/itsmylife/blog/ A sample entryfrom this blog is Learning Organizer 1-2.

13.After the final response #4 is completed ask students tosummarize their responses to the four questions in athoughtful paragraph that highlights their “true colours”.Remind them that they need to write for a purpose, anaudience ! developing their ideas in an organized wayand have their personal voice evident in their writing.

Explain that their paragraph could be used as a blog entry.This is a draft piece that could be taken to final edit if it isto be posted on the class blog. If it is selected for a blogpost, have students proof-read their work using the classproof-reading checklist.

Reflection How will students reflect ontheir learning?Using the questions below have students respond –

• In your group discussions how did you acknowledge andextend other group members’ contributions, and makerelevant and constructive comments on the contributions ofother group members? (Use after the colour discussions).

• How can viewing media texts help you as a listener orspeaker?” (Use after viewing media clips).

• Did the audience understand the intended message ofyour written paragraph?(Use after reading your writing toyour peers).

AssessmentTeachers may wish to use the Assessment Tool Lesson 1 –rubric for written response My True Colours Paragraph. Thecriteria identified may be posted for students to respond topersonally or for peers to provide feedback. The reflectionquestions are useful in supporting student’s metacognition.

Related resources to extend learning aboutthe topicBest Bet for Teachers:Raising Confident Boys – 100 Tips for Parentsand TeachersElizabeth Hartley-BrewerLearn to take advantage of everyday situations to bolster boys’self-image and self-esteem.

Raising Confident Girls – 100 Tips for Parentsand TeachersElizabeth Hartley-BrewerLearn to take advantage of everyday situations to bolster girls’self-image and self-esteem.


Real Kids Come in All Sizes; 10 essential lessons tobuild your child’s body esteemKathy KatterProvides background information and strategies to encouragenormal eating and physical activity; acceptance of size diversity

Best Bet for Students:The Skin I am In by Sharon Flake., There’s a Boy inthe Girl’s BathroomLouis Sacher

Jenneli’s Dance.Elizabeth Denny, Illustrated by Chris Auchter

I’m Gonna Like Me.Jamie Lee Curtis & Laura Cornell

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True Colours and Me Organizer

Use these questions as a framework to write a response that could become a blog entry on the class friendship and self-esteemblog. The questions will be completed throughout the lesson as a summary of the student’s ideas and responses.

1. What is your favourite colour? Explain why you chose this colour?

2. What do you think your “true colours” are? Explain.

3. What is “your thing”? Explain.

4. Explain… Why you think the messages from the video clips about showing your true colours and doing “your thing” areimportant for you to think about?

Grade 4Learning OrganizerLesson 1-1


Sample Blog Entry

The Upside of Long Distance FriendshipsBy It’s My Life on August 17, 2009 8:51 PM

It’s officially late August – a bittersweet time of year. Not just because summer’s ending and school’s beginning soon, but ifyou’re saying goodbye to a friend, it’s an extra bummer. Maybe your long time BFF is moving or attending a different school inthe fall; maybe you met some cool new people at sleep away camp or a summer program, but you live far away from one another.The bad news is, you and your compadre may never have that day-to-day, in person relationship again (even if you text or emailconstantly). The good news is, you can still have a strong long distance connection that might bring unexpected bonuses… ifyou’re willing to help make it work.

Friends in faraway places: How cool is it to have friends in different cities, or maybe even countries? You can learn first-hand, throughyour friend, how things are different where she or he lives. Arrange for you and your friend to exchange postcards of local sights(or digital versions!) or souvenirs from the area. And just imagine the vacation possibilities… New York City during spring break,San Diego in the summer, maybe even an outing to the Grand Canyon over Thanksgiving! In other words, staying in touch withlong distance friends can literally open up your world.

Improve your friendship: Sometimes having close friendships in close spaces can create tensions of their own. If you’ve ever shownup to school wearing the same outfit as your best bud, you know what we mean. Oh, the humiliation! And have you and your BFFever found yourselves crushing on the same person? Yikes! But when your friend is hundreds of miles away, these problems go poof.Long distance friendships can provide a separation that lets both of you live your own lives without getting into too many stickysituations. Plus, getting advice from a faraway friend means advice from someone who might be able to look at a problem withfresh, objective eyes.

Understand that your friendship will change: All friendships change over time, whether it’s with someone down the block or acrossthe country. It may feel painful that your BFF isn’t around anymore for sleepovers or your closest camp buddy isn’t getting yourjokes anymore. It might hurt even more when you see her or him making new close friends. Try not to think of your long-distancefriendship as “better” or “worse” than the way it was. It’s just different, period.

Source: PBS Kids (http://pbskids.org/itsmylife/blog/2009/08/the-upside-of-long-distance-friendships.html)


True Colours Paragraph

Grade 4Assessment ToolLesson 1


Student Teacher

Level One • I did not develop my ideas into a completepersonal response.

• The purpose of my writing was not clear.

• I have no real order for my ideas.

• I did not try to write for an audience.

• My voice is not represented in my writing.

• Lack of evidence of development of ideas.

• Purpose was not obvious

• Limited or no real order for ideas.

• Lack of awareness of the audience.

• No evidence of a personal voice in thewritten response

Level Two • I tried to develop my ideas but my personalresponse is not whole or complete.

• I tried to make my purpose clear but it wasnot obvious

• I tried to order my ideas for the type of writing Idid but it didn’t always make sense.

• I tried to understand the audience I waswriting for.

• I gave little evidence of my own voice inmy writing.

• Some or limited evidence of developmentof ideas.

• Lack of clarity in purpose

• Limited or incomplete order for ideas.

• Some or limited awareness of the audience.

• Beginning evidence of a personal voice inthe response.

Level Three • My personal response is partially developed butit is not a well-developed whole. There may besome gaps or uneven parts.

• I had a clear purpose for my writing.

• I have an order for my ideas and it is appropriatefor the type of writing I did.

• I somewhat understood the audience that I waswriting for

• My personal voice is evident in my writing

• Considerable evidence of development of ideas.

• A clear purpose was evident

• Demonstrates an understanding of and orderfor ideas.

• Considerable awareness of the audience.

• Clear evidence of personal voice in thewritten response

True Colours Paragraph (continued)



Student Teacher

Level Four • My personal response is well developedand complete.

• I have a clear organization for my ideas and it isappropriate for the type of writing I did.

• I clearly understood the audience that I wrotethis for and I meet the audience's needs even ifthe audience is myself.

• My personal voice is evident and strong

• Development of ideas displays a high degreeof effectiveness.

• Demonstrates a clear and appropriate orderfor ideas.

• Displays a strong awareness of thereading audience.

• Evidence of a strong personal voice inthe response.


Curriculum Evaluation

Please complete and return this evaluation to help us improve our curriculum.

What Grade material did you teach?

Circle the lessons you taught: 1 2 3 4

1. As a teacher, how much did the curriculum materials:

a) Increase your attention to the factors that influence body-image and self-esteem among students?

1 2 3 4 5

Not at all Somewhat Very Much

1 2 3 4 5

Not at allhelpful

Somewhathelpful Very helpful

2. How helpful do you think the curriculum has been in enhancing students’ abilities to:

a) Accept and appreciate differences among individuals?

1 2 3 4 5

Not at allhelpful


b) Think more critically about media messages?

1 2 3 4 5


b) Enhance your abilities to help students read the media more critically?

1 2 3 4 5

Not at allhelpful


c) Challenge negative media messages and stereotypes?


1 2 3 4 5

Very unlikely Undecided Very likely

4. What is the likelihood that you would use the curriculum again in the future?

1 2 3 4 5


5. Would you recommend these materials to other educators?

6. What did you like most about the curriculum? Please explain.

7. What would you like to change about the curriculum? Please explain.

8. Please provide any other feedback that you would like us to know.

Thank you!

1 2 3 4 5

No, not at allconfident

Somewhatconfident

Yes, much moreconfident

3. After using the curriculum materials, do you feel more confident in your abilities to address body-image issueswithin the classroom?


AcknowledgementsBeyond Images – a body-image and self-esteem curriculumhas been created by the National Eating Disorder InformationCentre with the generous support of the Dove Self Esteem Fund.

NEDIC (www.nedic.ca) is Canada’s leading source of informationand support in the field of eating disorders and related issues.A not-for-profit organisation working since 1985 to raiseawareness of the complexity of food and weight preoccupationin all its forms, NEDIC is a strong contributor to health promotionacross the lifespan.

The Dove Self Esteem Fund (www.Dove.ca) was developedto help free the next generation from self-limiting beautystereotypes. The Fund has been the proud supporter ofmultiple awareness-raising efforts among youth and womeninternationally, and a strong supporter of NEDIC since 2003.

NEDIC and the Dove Self Esteem Fund gratefully recognize thefollowing contributors to the Beyond Images body-image andself-esteem curriculum:

Curriculum:Jan Moxey is a teacher, curriculum consultant, instructionalstrategies consultant, speaker, and writer with over 30 years ofexperience. At the Elementary Teacher’s Federation of Ontario(ETFO), Jan was integral in the development of the (CanadianMedical Association, 2009) award winning Kindergarten toGrade 8 body-image curriculum, Reflections of Me. In 2008,Jan was named a fellow of the Ontario Teacher’s Federationfor her contribution to public education in Ontario.

Heather Jessop is a teacher-librarian with the Peel DistrictSchool Board. She completed her Master of Education atBrock University, focusing her studies on body-image andself-esteem issues in “overweight” and obese junior gradestudents. She has previously co-written curricula documentsand resource guides for the Peel District School Board, theElementary Teacher’s Federation of Ontario, and Canadianpublishing companies.

Helen Vlachoyannacos is a teacher-librarian with theToronto District School Board. As a writer and facilitator forthe ETFO Reflections of Me body-image project, Helen hasfacilitated the implementation of ETFO’s Reflections of Me on

a school-wide level, supporting the work with students andstaff. Her present focus is to build community involvement andbe inclusive of the voices of parents, families and communitymembers with the issue of body-image.

Sera De Rubeis completed her Master’s degree in Schooland Clinical Child Psychology at the Ontario Institute forStudies in Education at the University of Toronto, and worksin the Psychological Services department at the York CatholicDistrict School Board. She is a volunteer with the NationalEating Disorder Information Centre (NEDIC), where amongstother tasks; she assisted NEDIC with writing material for theGirl Guides of Canada Love Yourself Challenge badge.

Merryl Bear: curriculum reviewer and series editoris the director of the National Eating Disorder InformationCentre (NEDIC). Merryl has worked as a teacher and as apsychologist. She provides consultation to other organisationsand the media, and was a consultant and facilitator for theReflections of Me ETFO curriculum. She wrote the Real MeExperience (www.realme.ca) with the support of the DoveSelf Esteem Fund. She is on the Board of Directors for theCanadian Women’s Health Network. In recognition of herwork at NEDIC, Merryl was awarded the Toronto Sun’sWomen on the Move Award in 1995 and has been includedin the Who’s Who of Canadian Women since 1996.

Project Management:Suzanne Phillips: project manager, is the program co-ordinator of the National Eating Disorder Information Centre.Suzanne has over 10 years experience in broadcast/media andmany years’ experience in human resource management anddevelopment. At NEDIC, she oversees daily operations andprojects as well as providing direct client services training forstaff, students and volunteers.

Rachel Spears: copyright clearance. Rachel has been avolunteer and staff member at NEDIC, providing direct clientservices, writing, editing and permissions clearance support.

Philip Sung Design Associates Inc.: curriculum designand layout

Grade 4 Lesson 2



Friendship and Self-esteem: A Two-Way StreetLesson SummaryDuring this lesson, students will have an opportunity to consider both sides of friendship – what makes a good friend, theirresponsibilities in being a friend, and the importance of communicating positively to build self-esteem in themselves and others.

Teacher MessageIn the previous lesson students had an opportunity to celebrate their unique qualities and begin to understand self-esteem. In thislesson the connection between friendship and self-esteem is explored. True friendship is founded in respect and it is importantthat students learn to see friendship not just from their viewpoint. Forming good friendships builds self-esteem and is importantto later happiness and success in life. Students will create an email or regular mail postcard to boost their friend’s self-esteem.Student responses from this lesson could be posted on the class Friendship and Self-Esteem Blog using headings such as: I like afriend who… and: Things I do for my friends…

MaterialsComputer with Internet Access for Postcards onJan Brett’s Websitehttp://www.janbrett.com/vcards/gbrowse.php?cat_id=24

Dove® Self-Esteem School ProgramSelf-Esteem Building Activity is adapted for this lesson

Learning Organizers2-1 Friendship: A Two-Way Street2-2 Unfinished Sentence Activity


Curriculum ExpectationsOral CommunicationActive listening strategiesDemonstrate an understanding of appropriate listening behaviourby using active listening strategies in a few different situations(e.g., listen without interrupting and wait their turn to speak;show that they are paying attention and are interested bylooking at the speaker, nodding, or asking relevant questions).

Speaking to CommunicateInteractive StrategiesDemonstrate an understanding of appropriate speakingbehaviour in a variety of situations, including paired sharingand small – and large – group discussions (e.g., acknowledgeand extend other group members’ contributions; make relevantand constructive comments on the contributions of othergroup members).

Making inferences/interpreting textsUse stated and implied information and ideas in oral texts,initially with support and direction, to make simple inferencesand reasonable predictions (e.g., attend to the words beingspoken and also use personal experience and the speaker’sintonation and facial expression to understand what isbeing said).

WritingDeveloping and organizing content –developing ideasGenerate ideas about a potential topic using a variety ofstrategies and resources.

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ProofreadingProofread and correct their writing using guidelines developedwith peers and the teacher (e.g., an editing checklist specificto the writing task; a posted class writing guideline).

Lesson OutlineInspiration – How will I engage the students?1. Review the previous lesson by asking the students what

they learned about celebrating their unique qualities andtalents and how that affects self-esteem. Remind themthat people can influence the way we feel about ourselves.The comments made by even our so-called friends canaffect the way we feel about ourselves in a negative way.Words can be very powerful. To maintain positive self-esteem it is important to be a friend and have friends.

2. Ask the students in groups to brainstorm famous friendsfrom children’s literature, television, or movies on a paperplacemat in the middle of their group. Give each group amarker to be used by the recorder who passes the markeraround the group.

3. Ask students to post their placemats on the bulletin boardsand do a gallery walk to read each others’ responses.Debrief by asking students: how do you know that thesecharacters were friends?(Frog and Toad, Rosie and Michael,Huckleberry Finn and Tom Sawyer, Hannah Montana andLily Truscott, Harry Potter and Hermione Granger, etc.)

Facilitation – How will I teach the concepts andprepare the students?4. Post the quote: “To have a friend, you must be a friend.”

at the front of the class. Ask the students what they thinkthe quote means. Debrief.

5. Ask students to complete the top left section of theLearning Organizer 2-1 Friendship: A Two-Way Streethandout. Students first write their responses on their ownto the statement “I like a friend who” and then they willwork in groups of three to complete the second half of thechart, getting ideas from their small group. Encouragestudents to extend their lists with ideas from others. Debriefstudent responses from the chart. Ask: how was it differentdoing the activity on your own and then doing the sameactivity with a small group?

6. Repeat the same process for the bottom section of theLesson Organizer 2-1 “Things I do for my friends”. Askstudents to look at their lists and talk about similaritiesand differences in qualities of a friend they would like tohave and the friend that they would like to be.

Discuss the benefits of the collective work vs. theindividual work.

7. Ask the students – what does jealousy mean? Mentionthat jealousy has no place in friendship and can easily ruina friendship. It is important for students to understand thatthere will always be others that have more, are smarter,are taller, etc. Accepting that will help students to build astrong sense of self and contribute to that in their friends.One of the most important insights you can give studentsis how to know the difference between being in a clique orbeing with a group of friends.

Group friendships are important and good, while cliquesare neither normal nor healthy. It’s hard to convey toyoung students that subtle difference, when wanting tobelong and fit in is so important to their self-esteem.

Draw students’ attention to the list of “Things I do for myfriends” under Learning Organizer 2-1 to see if buildingup their friends’ self-esteem is implied in their list. Ifnecessary, clarify what self-esteem is and how friends dothis for each other.

8. Post Activity: Selected responses to “I like a friend who…”and “Things I do for my friends” can be posted on aclassroom bulletin board and/or the Classroom Friendshipand Self-Esteem Blog.

9. Distribute the Communicating with Friends to Build PositiveSelf-esteem – Unfinished Sentence Activity – LearningOrganizer 2-2. Reinforce the importance of how theircommunication can affect their friend’s self-esteem andtheir friend’s communication with them can affect theirs.Give the students an opportunity to practice buildingothers’ self-esteem. Prior to starting the activity post thesereminders from the Dove Program:

Be positiveBe respectfulAvoid hurtful comments

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10.Ask students, in pairs, to complete the top part of theUnfinished Sentences Activity- Learning Organizer 2-2 andshare their responses with their partner.

Note: Ask students to think about talents, attitude, andpersonality rather than physical attributes when writingtheir sentence completions.

11.Ask students to use either the response they just wrote orwrite another one they want to send to a friend. Peers andteacher should read the comments first to ensure positive,respectful and non-hurtful language. Then ask the studentsto proofread using the class check list provided and sendtheir positive thoughts in an email post card. Author, JanBrett’s website provides a form for students to use thatthey can fill in online and they can email the messageon one of her beautifully illustrated postcards. There aresix different illustrations to choose from on the websiteunder friendship.

http://www.janbrett.com/vcards/gbrowse.php?cat_id=24

They could be emailed to a class account and viewed fromthere if individual emailing is not possible in the school.

If an online mailing takes place, this is an excellentopportunity to talk about being respectful to others inyour online communication. Create a T-chart that showswhat respectful online communication looks like andsounds like.

Note: This activity could also take place offline by askingstudents to create a postcard with a message to a friendwritten on it.

Use the Assessment Tool Lesson 2 to assess the postcard.

12.Follow up: Have students complete the bottom part of theUnfinished Sentences Activity Learning Organizer 2-2. Notethat there is a change from the word “you” to “me.”

Debrief: How is this different than when you wrote aboutsomeone else? How does this make you feel when youwrite positive “me” messages?

Reflection – How will students reflect on theirlearning?“What was the purpose of your writing?”“Did this form – a postcard message – best suit the

purpose?” Explain.“Who was your audience?” “Do you think this was

appropriate for your audience? Why?”“Was your message positive and respectful and did it promote

positive self-esteem in the reader?”

AssessmentTeachers and students can use the Assessment Tool Lesson 2handout to assess the writing of the postcard. This chart couldalso be adapted for peer use. It is important to note that theteacher will know what aspects of writing they would like toassess and may adapt the criteria according to past and presentstudent needs. The reflection questions can be used in studentwriting conferences to assist students’ metacognition.

Related Resources to Extend Learning aboutthe TopicBest Bet for Teachers:Making and Keeping Friends: Ready-To-UseLessons, Stories, and Activities for BuildingRelationships (Grades 4–8)John SchmidtA ready-to-use curriculum to assist teachers and counselors inteaching students about the nature of friendships, and how tomake and keep friends.

Best Bet for Students:Friends: Making Them and Keeping ThemPat Kelley CriswellAn interactive book with tips, quizzes, and stories about makingfriends and making friendships last.

Dove® is a registered trade-mark of Unilever Canada,Toronto, Ontario M4W 3R2


Friendship : A Two-Way Street

The Other Side of the Friendship Street


I Like A Friend WhoIndividual Response

I Like a Friend WhoShared Responses of Group

Things I Do For My FriendsIndividual Response

Things I Do For My FriendsShared Responses of Group


Unfinished Sentence Activity Part I

In pairs, complete these unfinished sentences for your partner.

My Name:

Partner’s Name:

One thing I like about you is .

A really individual thing about you is .

“Me” Unfinished Sentence Activity Part II

On your own, complete these unfinished sentences.

My name:

One thing I like about me is .

A really individual thing about me is


Post Card Assessment Tool



Student Teacher

Level One • I did not develop my ideas into a completepersonal response.

• The purpose of my writing was not clear.

• I have no real order for my ideas.

• I did not try to write for an audience.

• I did not consider respectful language.

• Lack of evidence of development of ideas.

• Purpose was not obvious.

• Limited or no real order for ideas.

• Lack of awareness of the audience.

• Lack of respectful, positive language.

Level Two • I tried to develop my ideas but my personalresponse is not whole or complete.

• I tried to make my purpose clear but it wasnot obvious.

• I tried to order my ideas for the type of writing Idid but it didn’t always make sense.

• I tried to understand the audience I waswriting for.

• I tried to be respectful and positive.

• Some or limited evidence of developmentof ideas.

• Lack of clarity in purpose.

• Limited or incomplete order for ideas.

• Some or limited awareness of the audience.

• Limited evidence of positive language.

Level Three • My personal response is partially developed butit is not a well-developed whole. There may besome gaps or uneven parts.

• I had a clear purpose for my writing.

• I have an order for my ideas and it is appropriatefor the type of writing I did.

• I somewhat understood the audience that I waswriting for

• I used respectful, positive language.

• Considerable evidence of development of ideas.

• A clear purpose was evident.

• Demonstrates an understanding of and orderfor ideas.

• Considerable awareness of the audience.

• Demonstrated positive language that wouldbuild self-esteem in the receiver of the post card.

Post Card Assessment Tool (continued)



Student Teacher

Level Four • My personal response is well developedand complete.

• I have a clear organization for my ideas and it isappropriate for the type of writing I did.

• I clearly understood the audience that I wrotethis for and I meet the audience's needs even ifthe audience is myself.

• I clearly understand my use of positive,respectful language that would enhance thereceiver’s self-esteem.

• Development of ideas displays a high degreeof effectiveness.

• Demonstrated a clear and appropriate orderfor ideas.

• Displayed a strong awareness of thereading audience.

• Demonstrated clear positive language tofacilitate positive self-esteem in the receiver ofthe message.








1 2 3 4 5


1 2 3 4 5

Not at allhelpful




1 2 3 4 5

Not at allhelpful



1 2 3 4 5



1 2 3 4 5

Not at allhelpful




1 2 3 4 5



1 2 3 4 5






Thank you!

1 2 3 4 5


Somewhatconfident



Grade 4 Lesson 3



Friendship and Taking a StandLesson SummaryStudents will examine the circumstances that can occur when they have trouble with friends. Bullying behaviour will be explored,along with strategies on how to respond to bullying. The students will have the opportunity to consider the purpose, audience,point of view, of messaging in the world around them. They will create a message that demonstrates how to be the kind of friendwho includes others and stands up for those who are not being included or are being bullied.

Teacher MessageFriendship involves both leaving out and letting others into our circles. Sometimes students have trouble with friends and canexperience bullying either as the receiver or the sender of the bullying behaviour. They will benefit from the scenario cards to learnhow to deal with problems with friends. They will participate in a discussion about standing up to bullies. With this informationthey will create a message that supports standing up for others and stopping the bullying that they see around them. Variousexamples of these products could be a print ad, poster, CD cover, Zine AD, poem, chant, rap, or video clip.

MaterialsChart paperMarkers

Media ClipsDVD – Anti-Bullying ad http://www.youtube.com/watch?v=nWJut7KQhI4 and Concerned Children’s Advertisers“Words Hurt” and “Walk Away”

Learning OrganizersCopied as needed.3-1 Scenario I ! (copied and cut up into cards – 1 page cut up

for every 4 students)3-2 Scenario II ! (copied and cut up into cards – 1 page cut up

for every 4 students)3-3 Bullies (copied for one half of the class)3-4 Cyberbullies (copied for one half of the class)3-5 Bullying PSAs (one copy displayed from DVD provided or

copied for display on an overhead projector)3-6 Stand Up Pledge (copied for each student)


Curriculum ExpectationsReadingDemonstrating understandingDemonstrate understanding of a variety of texts by summarizingimportant ideas and citing supporting details.

Extending understandingExtend understanding of texts by connecting the ideas in themto their own knowledge, experience, and insights, to otherfamiliar texts, and to the world around them.

Understanding media textsPurpose and audienceIdentify the purpose and audience for a variety of media texts.

Responding to and evaluating textsExpress opinions about ideas, issues, and/or experiencespresented in media texts, and give evidence from the texts tosupport their opinions.

Point of viewIdentify whose point of view is presented or reflected in a mediatext, citing supporting evidence from the text, and suggest howthe text might change if a different point of view was used.

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Creating Media TextsPurpose and audienceDescribe in detail the topic, purpose, and audience for mediatexts they plan to create.

FormIdentify an appropriate form to suit the specific purpose andaudience for a media text they plan to create.

Producing media textsProduce media texts for specific purposes and audiences, usinga few simple media forms and appropriate conventions andtechniques (e.g., a poem, announcement, or flyer producedelectronically by combining word-processed text with picturesand/or photographs).

Physical and Health EducationHealthy livingIdentify the characteristics of healthy relationships (e.g.,showing consideration of others’ feelings by avoiding negativecommunication).Identify the challenges (e.g., conflicting opinions) andresponsibilities in their relationships with family and friends.

Personal Safety and Injury PreventionApply decision-making and problem-solving skills in addressingthreats to personal safety.

Lesson OutlineInspiration – How will I engage the students?1. Introduce the topic of trouble with friends by mentioning

that all of us have trouble sometimes with our friends.Give a personal example that is appropriate, such as afriend who is always late when you meet them for coffee.

2. Ask students to brainstorm ideas about the kind of troublethey can have with friends. List on chart paper.

3. Using the Scenario Cards I and II, divide students intogroups of four to take roles to share and discuss one ofthe scenarios. Highlight what attentive listening looks likeand sounds like. Ask them to be prepared, when eachperson has shared their card, to share something as agroup to the whole class about what they learned aboutgetting along with friends.

Debrief the scenarios and give the groups an opportunityto share their different findings.

Mention to students how fighting with friends cansometimes lead to bullying situations, some of which arenot necessarily physical fights, but that disagreements canalso lead to personal growth (e.g., assertiveness.)

Post a definition of bullying that students can understand(e.g., “Bullying is a conscious, willful, deliberate, hostileand repeated behaviour by one or more people, which isintended to harm others.”)

4. Ask – What other ways do kids find to bully one another?

Calling names and teasing; deserting someone; makingsomeone feel unwanted; trying to get control oversomeone. Mention that bullying is sometimes calledharassment and it is an offense to harass someone else.When someone makes comments in a repeated fashionabout someone else’s body, it is called body-basedharassment.

5. Show students the short video clips from the DVDprovided: Anti-Bullying ad http://www.youtube.com/watch?v=nWJut7KQhI4 and Concerned Children’sAdvertisers “Words Hurt” and “Walk Away”

Show the clips for a second time and ask students toidentify purpose, audience, and point of view used inthe message.

6. Ask students which they think is worse: physical bullying(hitting or shoving) or psychological bullying (teasing,being mean, etc.). Debrief that both are serious.

7. Using a piece of chart paper titled Dealing with Bulliesrecord student responses to: What are some of the waysstudents can deal with bullies: ignore the bully; count to tenand get control of their emotions; walk away; tell someoneabout it; get an adult to confront the bully, or stand up tothe bully and tell them they are being unfair and cruel.Sometimes standing up to the bully can be difficult.)

Application – How will the students demonstratetheir learning?8. Divide the class into two parts. One half of the students

will read Learning Organizer 3-3 and the other half willread the Learning Organizer 3-4. Ask them to read theirinformation with this posted question in mind: What didyou learn about dealing with bullies that could be addedto the class list started earlier called Dealing with Bullies.

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Provide time for students to work in small groups to read,talk about and ask the question and generate new ideasfor the chart.

9. Add the ideas to the chart Dealing with Bullies – have thestudents select the best ideas for the blog post. Discusswith the class whether two charts would work better forthe blog post: Dealing with Bullies Face to Face and anotherchart Dealing with Bullies Online.

10. It is important to help students understand that they dohave more power than they think because they can chooseto ignore or not listen to comments, such as the boy withthe red hair in the first video clip. They can choose to let anadult know. They can also choose to stand up for someonewho is being bullied. They can change from bystander toupstander even with cyber bullying.

11.Post and discuss this quote: “There is no such thing as an‘innocent’ bystander.” Ask students to create a persuasivemessage to convince their audience to take a stand againstbullying and become an upstander. Use the LearningOrganizer 3-6 Stand Up Pledge (from BullyBust) and theLearning Organizer 3-5 showing a variety of print ads as amodel. Their message could be in the form of a print ad,poster, CD cover, Zine AD, poem, chant, rap, pledge, videoclip, etc.

12.Have students use a simple web to plan their message andhelp them to decide on the form the message product willtake. Think audience, purpose, point of view, etc. Share therubric Assessment Tool Lesson 3 to show students whatwill be important to think about as this will be the tool forassessment of their message product.

13.Encourage students to sign the Learning Organizer 3-6Stand Up Pledge. It can also be viewed athttp://www.bullybust.org/pledge.php.

14.Post the students’ messages on the class blog and/orthroughout the school.

Reflection – How will students reflect ontheir learning?“Are there personal connections that you can make to the

messages students created including your own?”“What skills do you use, before, during, and after your work to

create a media text?”

AssessmentOral communication skills including listening and speaking,getting along with others or group skills can be assessedthrough anecdotal comments or a more formal checklist suchas the Assessment Tool.

Related resources to extend learning aboutthe topicBest Bet for Teachers:http://prevnet.caPREVNet is a national network of Canadian researchers, non-governmental organizations (NGOs) and governments committedto stop bullying. Resources for teachers and students.

http://stopbullyingnow.hrsa.gov/kidsResources about bullying awareness, prevention and intervention.Pod casts, video workshops for teachers and lots of ideas topromote Stop Bullying Now in the schools.

www.bullying.orgPurpose is to eliminate bullying by supporting individualsand organizations to take positive actions against bullyingthrough the sharing of resources, and to guide and championthem in creating non-violent solutions to problems associatedwith bullying.

http://www.media-awareness.caThe Media Awareness Network (MNet) focuses its efforts onequipping adults with information and tools to help youngpeople understand how the media work, how the media mayaffect their lifestyle choices and the extent to which they, asconsumers and citizens, are being well informed.

The Bully, The Bullied, and The BystanderBarbara Coloroso.Exposes the deadliest combination going: Bullies who get whatthey want from their target, bullied kids who are afraid to tellbystanders who watch, participate, or look away, and adultswho see the incidents as simply “teasing” and a normal partof childhood.

Best Bet for Students:http://stopbullyingnow.hrsa.gov/kids/There are games and cartoon webisodes that help you Take aStand. Lend a Hand.


Just As Long As We’re TogetherJudy BlumeRachel and Stephanie are best friends until a new girl, Alison,moves into the neighborhood and changes things.

It’s My Life: The Guide To FriendshipJennifer Castle and Deborah ReberTackles the big questions such as: How can I make friends? Howcan I help a friend in need? Filled with expert advice, commentsfrom teens and tweens, polls, quizzes and journal pages, “ThinkSheets”, etc.

The Recess QueenAlexis O’NeilA self-proclaimed recess queen leads the rest of the kids onthrough sheer bullying. A new kid arrives and fearlessly changesthe dynamic of the playground through her likeable personality.

Just KiddingTrudy LudwigThe story itself is realistic and poignant and makes thedistinction between “tattling” and “reporting.” When D.J. isteased unmercifully by Vince, D.J.’s life becomes miserable andhe begins to feel like a “loser.” Fortunately, he finds supportfrom both his family and his teacher, and they help him developcoping skills.

Gopher Takes HeartVirginia ScribnerDiscussion about various bullying situations and strategy ofbefriending the bully.

Fat, Fat Rose MarieLisa PassenA good discussion-starter about peer pressure, taking a stand,and accepting differences.

4


The Girl with Two Faces: Scenario I

The set of cards are distributed to the group: Reader, Analyzer, Problem-Solving Questioner,and Summarizer.


Reprinted with permission. ©Copyright 2009 CastleWorks, Inc. – PBS Kids – It’s My Life

1. Background Card for Reader: Sets scene for group.Tara and Beth met in dance class and became close friendsvery quickly. Soon Beth felt comfortable talking to Taraabout her most private thoughts and feelings, and Taraalways seemed willing to lend a sympathetic ear. One dayafter school, Beth heard some other girls talking, and theywere saying things about her that only she and Tara knew.Later, Beth found out that Tara was talking behind her back,and even spreading gossip and rumours about her. Bethdidn’t understand how Tara could be so nice when she waswith her, and be a totally different person when they wereapart. She made up her mind to get even, and the next dayat school, Beth started spreading terrible lies about Tara. Thenext time they saw each other, all they could do was saymean things.

2. What’s Going on Card for Analyzer: Shares insight.It’s clear that Tara was not being a very good friend to Bethwhen she spread gossip and rumours about her. Why didTara start doing this? Is she just a mean person? Probablynot. There might be something else going on here. Betheventually found out that Tara’s problem came fromjealousy. Tara was envious of Beth’s nice clothes andexpensive things, and began to feel like Beth was alwaysshowing off her stuff. Tara also hated the fact that Bethoften treated her like a therapist rather than a friend, alwayslaying her problems on her and then acting like Tara’s ownproblems weren’t as big a deal. Tara’s insecurity led her tostart spreading gossip about her friend, and doing this gaveher a feeling of power that almost made up for the feelingsof guilt she got from talking about Beth behind her back.

3. Problem-Solving Questioner: Asks the group – Whatcould Tara do?

• Apologize to Beth for being a two-faced friend and forspreading gossip about her.

• Explain that she felt jealous towards Beth and was upsetthat Beth treated her like a therapist.

• Admit that she was still wrong to break Beth’s trust.• Promise not to act like this again.Asks the group – What could Beth do?• Admit she was wrong to dump all her problems on Tara

without allowing her to do the same.• Let Tara know that she can always come to her and talk

things out rather than take out her anger by being mean.• Apologize for taking revenge and admit that this was the

wrong way to handle her feelings.

4. Summarizer: Shares keys to avoiding this fight.Asks – What was learned from this scenario thatwill help the friends avoid this problem in thefuture? Leads a discussion with the group.

• Honesty. If Tara had been honest with Beth about herfeelings of jealousy, the friends might have been able totalk things out. But Tara held her resentment in and let itbuild up until it came out in a very hurtful way.

• Trust. Beth trusted Tara with her thoughts and feelings,and Tara broke that trust by gossiping with other girls.Trust is a key ingredient in strong friendships, and a friendshouldn’t break another friend’s trust unless she feels thather friend is in danger and needs the help of an adult.

• Sensitivity. Perhaps Beth should have been moresensitive to Tara’s needs for friendship. She might haveseen that she was using Tara as a person to complain to,and they were not doing enough fun stuff together.

beyondimagesa self-esteem and body-image curriculum Grade 4

Learning OrganizerLesson 3-2

The Bickering Buddies Scenario II

The set of cards are distributed to the group: Reader, Analyzer, Problem-Solving Questioner,and Summarizer.


1. Background Card for Reader: Sets scene forgroup.Bill and Adam have been best buds for as long asanyone can remember, but lately it seems that theyargue about almost everything. They fight about whichTV shows to watch, what kind of pizza tastes best,and whether Star Wars: Episode II is cooler than Lordof the Rings. They even stopped talking to each otherfor two days after arguing about who would win in awrestling match: The Incredible Hulk or the Terminator.

2. What’s Going on Card for Analyzer: Shares insight.Bill and Adam are such good friends that they are actually morelike brothers than buddies. They know each other as well as twofriends can, and because they’re sure that their friendship cansurvive any argument, they get into silly fights that turn red-hot.They also spend so much time together that they’ve started totake each other for granted. Just like brothers sometimes do,they fight about everything because they don’t feel the needto act nice and respectful around somebody that they knowso well.

3. Problem-Solving Questioner: Asks the group –What could Bill and Adam do?Bill and Adam could:

• Apologize for getting upset about things that aren’tvery important.

• Promise not to take their friendship for granted.• Promise to respect each other’s opinions in the future.• Try to back off and let the other guy win an argument

or have his way once in awhile.

4. Summarizer: Asks – What was learned from thisscenario that will help the friends avoid this problem inthe future? Discuss.

• Respect. Respect is a key ingredient in any friendship. How canyou like someone if you don’t respect him? By bickering andarguing over simple differences of opinion, Bill and Adam aren’tshowing very much respect for each other, and if their friendshipis going to last, they have to stop acting like this. One part ofrespecting someone is realizing that his opinions and viewpointsare just as important as your own.

• Tolerance. Bill and Adam need to tolerate the little things thatmake them individuals and, instead of fighting about them,understand that these things can strengthen friendships. Afterall, if two people were exactly the same and agreed oneverything, their friendship would be totally boring!

• Flexibility. Bill and Adam are clearly both stubborn guys, andthey have trouble admitting that they might be wrong. If theywere more flexible and willing to see things from the other guy’spoint-of-view, they wouldn’t bicker so much. Friends should leteach other have their way once in awhile. Stubbornness andinflexibility lead to too much conflict, and conflict hurts friends.



In a bullying situation, there are usually bystanders, but they aren’t exactly “innocent”. Bullying usually happens with other kidsaround, right? Having an “audience” is very important to a bully. She wants people to see what she’s doing, and that she haspower over the person she’s bullying. It’s usually because a bully wants a reputation for being tough or strong, or because shethinks it’ll make her more popular.

So what about the people watching the bullying? Why are they letting it happen? Here are some possible reasons: The bully issomeone other people look up to and want to hang out with.

They want to “side” with the bully because to do that makes them feel strong. Siding with the bully’s victim, on the otherhand, would make them feel weak.

They’re entertained by the bullying.

They don’t think speaking up will help.

They’re afraid that if they say something, the bully will turn on them.

Watching the bullying is a way to bully “vicariously.” This means that they feel like they’re getting their frustrations out byhurting someone even though they’re not doing the hurting, just watching the hurting.

Did you know that if one person watching a bullying situation says “Stop it!”, half the time the bullying will stop? This can behard to do, but it’s important to try. When you stand by and do nothing, that’s saying that bullying is okay with you. It makes youno better than the bully himself.

Here are some things you can do if you see someone getting bullied:

Tell the bully to stop. Examples: “Cut it out!”, “That’s not funny!”, “How’d you like it if someone did that to you?” Let thebully know that what he or she is doing is stupid and mean.

If you feel like you can’t speak up, walk away from the situation and tell the nearest adult. Get them to come help. This isnot tattling!

If you see someone being bullied over and over again – whether that person is a friend, sibling, or classmate – you can make abig difference in helping to stop it:

If your school has a bullying reporting program, like a hotline or “bully box”, use it.

Make sure the kid who’s being bullied tells his parents, or a teacher. Offer to go with him if it will help.

If she doesn’t want to talk to anybody, offer to talk to someone on her behalf.

Involve as many people as possible, including other friends or classmates, parents, teachers, school counsellors, and eventhe principal.

Do NOT use violence against bullies or try to get revenge on your own. It’s possible that by speaking up or helping someone,you’ve made the bully want to come after you. Be prepared for this, and hold your ground. You already have adult support onyour side.



Bullies: Innocent Bystanders: A Report from PBS Kids


Bullies: Innocent Bystanders: A Report from PBS Kids (continued)



Try to remember:

Treat others the way you would like to be treated. Stand up for someone when he or she needs it, and when you need it,someone will stand up for you.

http://pbskids.org/itsmylife

Copyright ©2005 CastleWorks, Inc. All rights reserved.





A big, mean kid knocks a smaller one down in the schoolyard. A snobby girl laughs at what someone’s wearing. A group of boystrash another kid’s locker. These are obvious and classic images of bullying. But as you probably know by now, they aren’t theonly way to be a bully anymore.

Technology has brought a lot of really cool things to our lives: We use e-mail, Instant Messaging, message boards and blogs to stayin touch with our friends, keep up with what’s happening in the world, and just have fun. But being connected all the time leavesus open to a special kind of bully: the online bully.

Online bullying, often called online harassment, is a serious issue, and it’s getting more common. Let’s take a look:

What is it?Online bullying can take many forms:

Sending threatening, taunting or teasing e-mails to someone.

Using a computer or any other tech to spread gossip or rumours, or to make someone’s private information public.

Pretending to be another person online so you can post or e-mail things that will embarrass or get that person in trouble.

Being a “pretend friend” online so you can later hurt or humiliate someone.

“Ganging up” on someone in a chat room or on a message board.

“Griefing” someone in an online video game by constantly picking on a new or inexperienced player.

Texting hurtful or rude comments to someone’s phone or Blackberry.

Using chat, IM, or a blog to exclude people, pick on people, or divide the “populars” from the “unpopulars.”

Why do people do it?It’s anonymous. The Web lets you hide behind a fake user name or alias, and many bullies feel protected by this “false identity.”Because they feel hidden and shielded, bullies might do and say things they would never dream of doing to someone face to face.

They want revenge. If a person is bullied in school, he might decide to fight back online.You don’t have to be a typical “bully” tobe mean with IM or e-mail. Many tweens who are good with technology see online cruelty as a way of getting even with peoplewho push them around in the real world.

They think everybody’s doing it. Being mean online may seem like something that kids just do… simply a part of life thesedays. A person may see her friends do it, and think it’s okay.

They get caught up in it. Sometimes online bullies start out small, with a funny comment or a joke. Then things slowly get outof hand. They start posting meaner and meaner things, and before they know it, they’re really hurting people with the things theywrite.

They don’t understand how much it hurts. When you’re cruel to someone online, you can’t see her cry, so you might notunderstand just how bad you’re making her feel.

What can you do?If you feel like you’re being bullied online, try these strategies:

Bullies: Online Bullying




Don’t retaliate. If someone is mean to you online, don’t hit back. It might seem natural to give them a taste of his or her owncruelty, but this will just keep the war going.

Ignore it. Face to face, it can be very hard to “walk away” from an insult. Online, it’s actually much easier. Turn off your computerand walk away. Do not go back to Web sites or chat rooms where you’ve been bullied.

Tell an adult. Let a parent or guardian know that someone is bullying you online.

Block the bully. If someone bullies you through e-mail, block that person’s e-mail address or ISP address. If you don’t knowhow to do this, ask an adult to help.

More tips:Don’t go to Web sites that you know are unsafe or are favourite hang-outs for bullies.

Never share private or personal information with someone you don’t know or don’t trust.

Never post your e-mail address on a public message board or in a chat room. E-mail is only for people you absolutely trust.

Don’t be a victim, but don’t be a bully either. Never post a comment or send an e-mail when you’re angry.

For more info and advice about online bullying, check out these Web sites:

Stop Cyberbullyingwww.stopcyberbullying.org

NetSmartzwww.netsmartz.org

Remember:Always tell a parent or other trusted adult if you feel threatened or victimized online, or if someone sends you any inappropriateviolent or sexual content.

http://pbskids.org/itsmylife

Copyright © 2005 CastleWorks, Inc. All rights reserved.

(http://pbskids.org/itsmylife/friends/bullies/article8.html)

Bullies: Online Bullying (continued)


Bullying PSAs



http://staff.harrisonburg.k12.va.us/~jgamble/Harrisonburg City Schools, Virginia.

www.pinkshirtday.ca

http://www.squidoo.com/bullyingatprimaryschool http://www.childline.org.uk/pages/home.aspx

Year 6’s Ways To Beat Bullying, 2008!


Stand Up Pledge

Stand up by signing this pledge against bullying.

Support those around me who are being bullied or victimized

Tell a friend, teacher or parent when I see someone being bullied

Ask myself, “How would I want to be treated?”

Note where and when bullying occurs (bathroom, playground, online) and

Do something when I see someone being bullied – be an UPSTANDER

Understand why bullies bully.

Practice being a good role model for my fellow students and share

“STAND UP to bullies” strategies

Signed:

Date:

Source :www.bullybust.org

http://www.bullybust.org/pledge.php



Message Product Assessment

My Product: Student Name:



Level One Level Two Level Three Level Four

CONTENT

Purpose andAudience ofMessage

• purpose andintended audiencemay or may not beidentified withoutevidence from themedia text

• Able to identify thepurpose andintended audienceof the messagewith little or noevidence from themedia text

• Able to identify thepurpose andintended audienceof the messagewith evidence fromthe media text

• Able to clearlyidentify the purposeand intendedaudience of themessage withevidence from themedia text

Techniques andConventions

• Identifies one ortwo techniquesused in themessage butunable to makeconnections to howthese techniquesaffect the meaning

• Able to identify afew techniquesused in themessage and makeweak connectionsto how thesetechniques affectthe meaning

• Able to identifyseveral techniquesused in themessage and makesome connectionsto how thesetechniques affectthe meaning

• Able to identifyseveral techniquesused in themessage and makeseveral connectionsto how thesetechniques affectthe meaning

Evaluating theMessages

• main message isabsent or must beinferred and little orno connection tohow the messagemay affect theaudience

• main message isdiscernible, butsketchy (orplagiarized) it mayor may not includea connection to theaudience

• main message isclear andthoughtful andmakes a connectionthat may affect theaudience

• message isperceptive ,insightful andmakes a connectionthat affects theaudience with ahigh degree ofeffectiveness

PromotingStanding Up to theBully Message

• Does not includeand/or makes aweak suggestion ofhow to stand up toa bully.

• Suggests unclearmessage that maypromote how tostand up to a bully

• Able to suggest analternative messageof how to stand upto a bully

• Able to clearlyoutline analternative messagethat may promotethe audience tostand up to the bully

Message Product Assessment (continued)




PLANNING WEB

Organization andCommunicationRelationships

• information is notclear, very difficultto understand

• thinking process isnot clear, unable todemonstraterelationshipsbetween ideas,themes, etc.

• information ispresented andsomeunderstanding canbe gained

• web shows somethinking aboutrelationshipsbetween ideas,themes, and theframework

• information ispresented clearlyand allows for agood level ofunderstanding

• web shows definitethinking aboutrelationshipsbetween ideas,themes, and theframework

• information ispresented clearlyand allows for ahigh level ofunderstanding

• web showseffective thinkingabout themeaningfulrelationshipsbetween ideas,themes, and theframework








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Not at allhelpful




1 2 3 4 5

Not at allhelpful



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1 2 3 4 5

Not at allhelpful




1 2 3 4 5



1 2 3 4 5






Thank you!

1 2 3 4 5


Somewhatconfident



Grade 4 Lesson 4



Blogging for Friendship and Self-EsteemLesson SummaryDuring this lesson, the students will investigate self-esteem quotes and sayings to add a quote and picture of their choice to aclass slide show. They will choose a topic from the lessons studied to write a rap/chant/poem that celebrates their positive selfand their learning. These pieces will be posted with the slides or on their own in posts on the class blog.

Teacher MessageAfter viewing a slide show about self-esteem students will create a slide show that includes a quote or saying and a photographof their choice. Making fair choices is an important part of the learning, so students will choose their own topics to write about intheir rap/chant/poem. Students can reinforce the beat not only by using the body as a “beat box”, but by introducing simple musicalinstruments. Improvise sound makers, using sticks, rattles, graters, washboards, comb and paper, and more. Or, work with cowbells,tambourines, shakers, triangles, and drums – snapping and clapping could be added to the words to create an accompanyingsound track. Interested students can add movement and tape their presentations of the final pieces. Others may want to simplylink their writing to their photograph and quote. There is room for creative applications in this lesson.

MaterialsMedia ClipsDVD – Youtube Self-Esteem Slide ShowDVD – A collection of photographs and images studentscan use with their quotes.

Learning Organizers4-1 Self-Esteem Quotes for Kids4-2 The Rap/Poem/Chant Planning Tool


Curriculum ExpectationsWritingPurpose and audienceIdentify the topic, purpose, and audience for a variety of writingforms – rap/chant/poem

Classifying ideasSort and classify ideas and information for their writing in avariety of ways

(e.g., by underlining key words and phrases; by using graphicand print organizers such as bulleted lists).

Producing media textsProduce media texts for specific purposes and audiences, usinga few simple media forms and appropriate conventions andtechniques (e.g., a poem, announcement, or flyer producedelectronically by combining word-processed text with picturesand/or photographs).

2


Lesson OutlineInspiration – How will I engage the students?1. From our investigations about friendship we examined the

following topics:

Your uniqueness and true colours.Friendship is a two-way street.Problem solving troubles with friends.Standing up for others in a bullying situation.Each of these topics involves either your self-esteem orthat of others.

Tell the students that words are very powerful and quotescan inspire positive self-esteem in us and others. Show theself-esteem slide show on the DVD. The clip may also beviewed online at http://www.youtube.com/watch?v=0lTTZQwQgAE.

Facilitation – How will I teach the concepts andprepare the students?2. Ask students to choose a favourite quote of their own or

choose from the list provided, Learning Organizer 4-1 –Self-Esteem Quotes for Kids. The quotes will be used fortheir slide. There are some images available on the DVD,but students can use a photograph of their own if theywish. The slide they create may relate to any aspects ofthe friendship theme – self-esteem, true colours, being afriend, standing up for others in bullying situations, solvingproblems with friends, etc.

3. Ask students to be prepared to explain why they chose thequote and the image that they selected. The slides will beput together with their quotes on a class slide show calledFriendship and Self-Esteem. This may be posted on theblog to share with others.

Application – How will the students demonstratetheir learning?4. Ask students to use the Learning Organizer 4-2 provided

to write a rap, chant or a poem. The topic can relate to anyof the topics mentioned above in #1.

5. During the writing, identify the topic, audience and purposefor your writing. Brainstorm many possibilities on the toppart of the Learning Organizer and choose the best onesfor your final creative piece – rap/chant/poem. Get peerfeedback as you prepare to write.

6. Mention to the students that they don’t have to use thesentence starters given. They can make up their own.

7. Here are two lines that could be repeated between theother sentence starters to help your thinking. These startersare just examples and students can create their own.

I’m me! I’m me!I’m more than what you see.I enjoyI’m me! I’m me!I’m more than what you see.I appreciateI’m me! I’m me!I’m more than what you see.I knowI’m me, I’m me!I’m more than what you see.I canI’m meI’m more than what you see.Yes I am me!

8. These chants can be recorded and added to the slide imagescreated in the first part of the lesson or added to the classblog as a celebration of student learning. You can reinforcethe beat of chants not only by using the body as a “beatbox” but by introducing simple musical instruments.Improvise sound makers, using sticks, rattles, graters,washboards, comb and paper, and more. Or, work withcowbells, tambourines, shakers, triangles, and drums –snapping and clapping could be added to the words tocreate an accompanying sound track.

Reflection – How will students reflect ontheir learning?“How will you identify your topic?”“What is the purpose of your writing?”“What form will best suit the purpose?”“Who will your audience be?

Did the audience understand the intended message of yourquote and picture? Your written rap/poem/chant?

3


AssessmentAssessment Tool Lesson 4 is provided for student and teacheruse to determine their progress in writing the rap/poem/chant.

Answers to the reflection questions can be kept in the studentjournals and teacher comments noted on the back of theAssessment Tool sheet.

Related Resources to Extend Learning aboutthe TopicBest Bet for Teachers:Real Kids Come in All Sizes; 10 Essential Lessonsto Build Your Child’s Body-EsteemKathy KaterProvides background information and strategies to encouragenormal eating and physical activity; acceptance of size diversity;comfort in developing bodies; and the development of strongindividual identities.

Best Bet for Students:Girls Rock! Just the Way We Are: Wise Teens OfferTweens & Moms Advice on Healthy Body Image,Self-Esteem & Personal EmpowermentLisa MillerThis book is written by teenage girls who have weathered theirown storms, emerged with greater self-esteem.


Self Esteem Sayings and Quotes for Kids

1. I’m okay just the way I am.

2. I believe in myself.

3. I refuse to be discouraged.

4. I always find the best in people.

5. I won’t be afraid to be myself.

6. I will never believe I don’t have what it takes.

7. I help myself by helping others.

8. Of all things I wear, my smile is the most important

9. I will stand up when others are being bullied.

10. “Everyone has the right to be respected and the responsibility to respect others”

11. You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose. – Dr. Seuss

12. Today is your day! Your mountain is waiting. So… get on your way. – Dr. Seuss

13. The more that you read, the more things you will know. The more that you learn, the more places you’ll go. – Dr. Seuss

14. Even experts were beginners at one time.

15. Snowflakes are one of nature’s most fragile things, but just look at what they can do when they stick together.

16. Today you are you, that is truer than true. There is no one alive who is youer than you. – Dr. Seuss

17. If you can dream it, you can do it. – Walt Disney

18. We can do anything we want if we stick to it long enough. Helen Keller

19. What I am looking for is not out there; it is in me. Helen Keller

20. Always be a first-rate version of yourself, instead of a second-rate version of somebody else.” – Judy Garland




Writing Organizer for Rap/Poem/Chant

Topic Focus

Audience

Purpose

BrainstormingGenerate as many ideas tocomplete the sentence starters.Add others of your own if you like.

Discuss with peers and circle themost interesting ideas thatdemonstrate your voice.

I’m me ! I’m me !I’m more than what you see.

I enjoy…

I appreciate…

I know…

I can…

??

First Draft WritingYou can put your best ideasgenerated above in the outlineprovided or use your own outline.

This draft will be taken throughthe writing process to be postedon the blog.

I’m me! I’m me!I’m more than what you see.

I enjoy .

I’m me ! I’m me!I’m more than what you see.

I appreciate .

I’m me! I’m me!I’m more than what you see.

I know .

I’m me,I’m me!I’m more than what you see.

I can .

I’m meI’m more than what you see.

These are my true colours!

Rap/Chant/Poem Assessment

Name: Topic Chosen for Focus:




Organizationof Ideas

Ideas and thoughts inthe piece seem to berandomly arranged,with no logicalsequence ortransitions.

Piece shows some orlittle organization. Thetransitions aresometimes not clear.

The piece is pretty wellorganized. Ideas andideas are presented inlogical sequence sothey make sense. Cleartransitions are used.

The piece is very wellorganized. Ideas andthoughts follow alogical sequence withclear transitions.

Focus onFriendship andSelf-Esteem Topic

Little or no attempthas been made torelate the piece to thetopics discussedduring the Friendshipand Self-Esteemtheme.

Some attempt hasbeen made to relatethe piece to the topicsdiscussed during theFriendship and Self-Esteem theme but areader would not learnmuch about the topic.

The piece is related tothe topics discussedduring the Friendshipand Self-Esteemtheme and the readerwould learn aboutthe topic.

The piece is related tothe topics discussedduring the Friendshipand Self-Esteemtheme and it allowsthe reader tounderstand muchmore about the topic.

Rap/Chant/PoemConventions

Few or none of therequired elements ofthe chant/poem/rapare included (strongmessage, shortthoughtful phrasing,uses rhythm andrhyme in an enjoyableway, provides patternscharacterized byrepetition)

Some of the requiredelements of thechant/poem/rap areincluded (strongmessage, shortthoughtful phrasing,uses rhythm andrhyme in an enjoyableway, provides patternscharacterized byrepetition) may haveincluded some extrafeatures

All required elementsof the chant/poem/rapare included (strongmessage, shortthoughtful phrasing,uses rhythm andrhyme in an enjoyableway, provides patternscharacterized byrepetition)

All required elementsof the chant/poem/rapare included (strongmessage, shortthoughtful phrasing,uses rhythm andrhyme in an enjoyableway, provides patternscharacterized byrepetition) haveincluded extra features

Rap/Chant/Poem Assessment (continued)




Conventions There are manyspelling or punctuationerrors in the finaldraft.

Capitalization is notcorrect.

There are severalspelling or punctuationerrors in the finaldraft.

Some capitalizationerrors.

There are few or nospelling or punctuationerrors in the finaldraft.

Capitalizationis correct most ofthe time.

There are no spellingor punctuation errorsin the final draft.

Capitalization iscorrect.

Photos Used toAccompanyRap/Chant/Poem

Photos are not presentOR they do not matchthe theme.

Photos relate to thetext on the slide.

Photos are interesting,and relate to the texton the slide.

Photos are detailed,interesting, creativeand relate to the texton the slide.








1 2 3 4 5


1 2 3 4 5

Not at allhelpful




1 2 3 4 5

Not at allhelpful



1 2 3 4 5



1 2 3 4 5

Not at allhelpful




1 2 3 4 5



1 2 3 4 5






Thank you!

1 2 3 4 5


Somewhatconfident



Student’s Name: Teacher’s Name:

CATEGORY LEVEL

UNDERSTANDING MEDIA TEXTS 1 2 3 4

•identify the purpose and audience for a variety of media texts

•express opinions about ideas, issues,presented in media texts,

and give evidence from the texts to support their opinions

•explain why different audiences might

respond differently to the same media text

Page 1 of 5THE DIRECTOR’S CUT

Notes:

UNDERSTANDING MEDIA FORMS, CONVENTIONS AND TECHNIQUES

• describe in detail the main elements of some media forms

CREATING MEDIA TEXTS

• describe in detail the topic, purpose, and audience

for media texts they plan to create

• identify an appropriate form to suit the purpose and

audience for a media text

• produce a variety of media texts for specific purposes and

audiences, using appropriate forms, conventions,

and techniques


CATEGORY LEVEL

REFLECTING ON MEDIA SKILLS AND STRATEGIES

•identify, with some support and direction, what strategies they

found most helpful in making sense of and creating media,

and explain how these and other strategies can help them improve as media viewers/listeners/producers

•explain, with some support and direction, how their skills in

listening, speaking, reading, and writing help them to make

sense of and produce media texts

FINAL PRODUCT

INCLUDED TITLES AND END CREDITS

INCLUDED APPROPRIATE MUSIC

INCLUDED APPROPRIATE VOICE AND SOUND EFFECTS

PLOT WAS EASY TO UNDERSTAND AND REFLECTED NOVEL STUDY


STOP MOTION ANIMATION

Level: Grades 7 AND 8

Overview

This teaching unit helps students to become more aware of the language and techniques used in the

conception of digital media projects, as well as the impact of digital media on their daily lives through

persuasion and bias. The unit will focus on three key media literacy concepts: construction of reality,

representation, and audience.

Objectives

To enable students to:

• analyze the format and structure of digital media

• differentiate between bias and persuasion

• implement and develop a specific idea and concept in a small group format based on thoughts and

experience

• use technology to promote ideas and create digital media

Materials

• Digital video technology and media (video cameras, lap tops)

Use INANIMATE OBJECTS to create characters and scenery


Procedure

- story boarding process

- developing characters using clay and other materials

- pre production on lap top

- post production on lap top

What do the students know and feel about digital media?

Have students write responses to the following questions:

• What is film?

• Why do we watch film?

• Is film really necessary?

• How do they watch film (ipod, computer, theatre)

•


! ! ! Claymation / Film making Workshops

DUDE... HOW DO I WRITE A SCRIPT

by

THE DIRECTOR’S CUT DUDE

Hi and welcome to the “how to write a script part of the Director’s Cut.” A script is where all of your dreams and ideas either come together, or don’t! The script will tell us what your characters look like, smell like and anything and everything else about them.

It tells us what they say and how they say it. The script also tells us about where the story takes place. You get to use a lot of cool adjectives and nouns during this part. It always impresses your teachers when you use adjectives and nouns!

Depending on your storyboard, you should have up to 6 scenes. Each scene is based on a square from your storyboard. Check out the next page... it should be helpful. Now get to work, because Hollywood is coming to your classroom very soon!

!

OPENING SCENE

EXAMPLE:

THIS IS HOW YOU WRITE THE SCRIPT...

!

It is a warm summer day.... The camera shows kids playing in the park. Close ups of kids laughing and jumping off of play area. Man walks into scene wearing a grey suit and looks seriously at the camera. (Medium shot) The scene will be edited in Black and White with an old broken film filter.

Under the scene section, you explain what is going on. Think about movies you have seen and how they start. If the scene is supposed to take place in New York City, then most films start off showing New York. Think about the different camera shots that are used. The opening shot is used to introduce your film, film style characters and ideas. CHECK THE EXAMPLE OUT BELOW...

In this section, you write the lines that this character will be say-ing and / or doing. You may find that when you say your lines, you may want to change them. That’s ok! This just helps you get focussed around your idea.CHECK THE EXAMPLE OUT BELOW... write the name of the character and then below it, write their line. make sure you centre the text in the page.

CHARACTER NAME (! THE DIRECTOR CUT DUDE )!

HEY JIMMY, YOU WANNA GO UP THE SLIDE?

CHARACTER NAME (JIMMY)

NO WAY... MY MOM SAID NEVER ! TO GO UP A SLIDE.... JUST !! DOWN!

CHARACTER NAME (THE DIRECTOR’S CUT DUDE)! YOU’RE RIGHT JIMMY.... THANKS FOR ! REMINDING ME ABOUT PLAY GROUND !! SAFETY...

EVERY TIME A NEW SCENE IS INTRODUCED, EXPLAIN WHAT WILL BE GOING ON AND THEN HOW YOU THINK THE CAMERA SHOULD LOOK AT IT. DON’T BE SCARED TO USE MORE THAN ONE CAMERA ANGLE DURING A SCENE.

EXT. SCENE - DESCRIPTION

EXT. SCENE - DESCRIPTION

!

Notes;

DIRECTORS:

TITLE OF MOVIE

! Page 1

Shot 1: Shot 2: Shot 3:

Shot 4: Shot 5: Shot 6:

grade 4 toying around - the director's...

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