Rock Ledge Intermediate Developmental Guidance Grade 3 Lesson #1 Lesson 3 Lesson 1-12.pdf · Rock Ledge Intermediate Developmental Guidance Grade 3 Lesson #2 Lesson: Decision Making

Rock Ledge Intermediate Developmental Guidance

Grade 3 Lesson #1

Lesson: Team Building and Bully Prevention

Materials: Score Sheets for Group Treasure Hunt

What We Think Bully Surveys

Introduction/Welcome

Classroom Management Overview: “Give Me 5”—hand up in high five

Fingers: *2 Eyes Watching *2 Ears Listening *1 Mouth Closed

Palm: * 1 Heart Caring and Respectful!

Activity: Group Treasure Hunt (Activities That Teach p 135)

Divide students into teams of five, one pencil needed for each team

Each team should decide on a team name that represents all members

Give each team a score sheet, explain scoring is combined team total for each question

Write team scores for each question on board as activity progresses

Ask questions, facilitate discussion between each round

1. One point for each person living in your home

2. One point for each team member born in different state than WI

3. One point for each pet in your home (fish only count as one…)

4. One point for each team member with brown hair, 2 points for blonde, 3

points for black, 4 points for red, 5 points for any other hair color

5. One point for each team member who has ever flown in an airplane

6. One point for each musical instrument team members know how to play

7. One point for each organized sports team or extracurricular activity/group

membership over past year

Process:

1. Compare scores between each round. Does the same team win each time? Why/why not?

2. Can all differences among people be seen when you look at someone? Explain why not.

3. What would happen if everyone was the same? Which team would win then? Why

4. What characteristics among people in our world do we perceive as more desirable than others?

How does this game “reward” those people who have differences that may be seen as

undesirable?

5. Are some differences more important than others? Which ones?

6. How do differences among people help our society?

Activity: What We Think Bully Survey (Sticks and Stones Bullying Prevention Curriculum)

Hand out one survey to each student

Read aloud to have students complete, note importance of honesty

Explain that survey results will be compiled and shared at our next session

Closing: 1000 Things Went Right Today!


Grade 3 Lesson #2

Lesson: Decision Making

Materials: 13Pieces Large White Construction Paper

50 Post It Notes, 2 Posters: “Decisions Made By Self” and “Decisions Made By Others”

25 Green “Yes” Signs, 25 Red “No” Signs

Icebreaker: Dream House

Pair up students. Each student should have a marker that is different than their partner.

Give each group a piece of construction paper. Instruct students that there is NO TALKING or

whispering from this point forward.

Explain that students must draw ONE dream house together on their paper.

Give students several minutes to complete the task without talking.

Discuss who from each team has more lines. Discuss what was difficult about this activity.

Connect this to communication and decision making—decisions are easier to make when you can

openly communicate with others. If you can‟t openly communicate, what are some things you

could do instead? (write words, use body language, signals, etc…)

If you choose not to problem solve, someone else will likely make the decision for you!

Activity: Decisions I Make for Myself, Decisions Others Make For Me

Give each student two post it notes. On one, write a decision someone else makes for you. On

other, write a decision you make for yourself.

Place post its on appropriate poster.

Teacher share/read aloud to class. Remind students that there are lots of decisions made for you,

but you also make lots of decisions for yourself. It‟s important to be responsible in your decision

making so that you can maintain your freedom to choose…

Activity: A Look At Decision Making (Wiscareers)

Give each student a green “Yes” and red “No” sign

Point out some of the things their parents require them to do (brush teeth, take bath, bed at 8, etc.)

from posters. Point out they have little choice in these matters.

Point out some of the areas where they are permitted to make their own choices (friends,

activities, how to spend allowances, clothing worn, etc.) from posters.

Ask students how they decide what to do when they have a choice? Invite students to hold up

“Yes” or “No” as decisions they would make in the following situations:

o You make a mess in the kitchen. Do you clean it up?

o A friend leaves a toy at your house. Do you keep it?

o You find a candy bar on the kitchen counter. Do you eat it?

o You are late for class. Do you run down the hall?

o Your friend asks to use your bike. Do you let him/her?

o You are walking home. A lady asks if you want a ride in her car. Do you take it?

o Your friend wants you to tell a lie. Do you?

Direct students to consider the following in each situation:

A) What are the alternatives in each situation?

B) What are the consequences of each alternative?

C) What seems to be the best choice? Why?

D) What do you do?

Discuss the importance of considering as many alternatives and potential consequences as

possible before making a decision

Emphasize that students will be allowed to make more choices as they mature. The more

responsibly you make choices, the more choices you‟ll be allowed to make.

Have students name some important decisions they will face in the future. Why are decision

making skills important?



Grade 3 Lesson #3

Lesson: Decision Making and Goal Setting

Materials: My Answers/Group Answers Worksheets

6 Dice

4 each of pennies, nickels, dimes, and quarters

1 Dollar Bill wrapped in a box like a present

Personal Goal Setting Sheet

Activity: Remote Control (Still More Activities That Teach pg 185)

Preface the activity: each of us is special and unique, but other people can influence what we do

and who we become. When we are young, our parents play a major role in decision making for

us, but as we get older other people in our lives (friends, other relatives) begin to influence us as

well. As this happens, we have to be careful not to lose ourselves as we try to fit in. The more

personal responsibility we assume for our decisions, the less negative effects others will have on

our lives.

Give each student a My Answers/Group Answers worksheet

Read aloud the following questions; students write their answers on their worksheet:

1) What is your favorite food?

2) What is your favorite television show?

3) What is favorite sport to play or watch?

4) What is your favorite color?

5) If you could choose any animal for a pet, what would it be?

6) If you could choose any job to have when you are older, what would it be?

Form students into groups of 6, each group with a dice.

Assign each student in the group a number 1-6 and put it on the top of his/her paper.

If a team has fewer than six, assign two numbers to some people.

The person who is #1 will roll the dice first. Whatever number it lands on, the person who was

assigned that number will read their answer for the first question. That now becomes the group

answer for the first question, and everyone on the team writes it in their #1 group answer.

The #2 person now rolls the dice. The person who was assigned the number it lands on will read

their answer for the second question. This is now the group answer for the second question, and

all team members write it in their #2 group answer.

Continue this process until all students have rolled the dice one time.

Have group members compare their set of “My Answers” with their “Group Answers”.

Discuss the following questions:

o How did your first personal answers compare to the group list?

o Do you like all the answers on your group list? Why/why not?

o If you answered the questions a year from now, would the answers be the same?

o In what ways do others have control/influence over your life?

o How does peer pressure affect the decisions we make?

o How can changing how we act just to fit in with the crowd get us into trouble?

o Who is responsible for the decisions we make and the consequences? Why?

Activity: Most or Moment (Still More Activities That Teach pg 159)

Preface the activity: We all have goals in our lives. Some of us write them down, others of us

just keep them in mind. Some of our goals are short term things we want to accomplish (getting

our homework completed, cleaning our room by Saturday), and other goals are more long term in

nature (graduating from high school, getting a job as a _____). Reaching our long term goals is

directly related to the choices we make everyday…like, if you choose not to do your reading

homework every night, you may not learn to read well, and then you will earn failing grades,

which means you may not graduate from high school and then you most likely won‟t get the job

of your dreams! Small choices can lead to big consequences. So, the question you need to

answer is whether or not what you want today is more important than what you want in the

future.

Give each student a “My Personal Goals” sheet. Have each student write three goals (long

term/reachable over this school year) for each of the three areas: academic, personal/social,

career. Students will share these goals with a neighbor.

Have one student come up forward to help with a demonstration. Hold out a penny in one hand, a

nickel in the other. Ask the student if he/she would rather have the penny or the nickel. If they

choose the penny, thank them and have them sit down. Start over with another student. If they

ask for the nickel, give it to them. Bring out a dime, and ask which he/she would rather have, the

dime or the nickel. If they want the dime, give it to them and take back the nickel. Offer a

quarter, and ask which he/she would rather have. If they want the quarter, give it to them and

take back the dime. Thank them for their help and have them return to their seat.

Ask another child to help you. Tell this person you will be offering them money as well, but that

you also have this box. Explain that they can either take the money that you offer them, or they

can hold out and get what is in the box at the very end. If they agree to accept any money, you

will not offer them the box at the end. Ask “Do you want a penny or do you want to hold out for

the box?” Go through the nickel, dime, and quarter in the same fashion. If at any time, the

student accepts the money, thank them, give them the money, and send back to seat. Reveal what

was in the box. Ask, “Now that you see what you gave up, do you wish you would have held out

for the box?” If they hold out for the box by not accepting any money, state: “Because of the

decisions you have made, you are now eligible for what was in the box. Do you wish to accept

what is in this box?” Give the box and have them open. Ask, “Are you glad you waited for what

was in the box?” Thank you, take a seat.

Emphasize that if the person took any of the coins offered, they would have been happy in the

moment. However, they would have been disappointed later because they gave up something

better for what made them happy in the moment.

Remind students to hang on to the goals they want most…and use those to guide their choices

instead of just what they want in the moment. Do not sacrifice long term happiness by making

daily decisions that aren‟t in line with long term goals: Most or Moment?!

Instruct students to take a peek back at their goals and state one daily choice that they can make

that will help them realize that goal. Process how decisions you make today can affect your

future….positively and negatively.


MY ANSWERS GROUP ANSWERS

1 1

2 2

3 3

4 4

5 5

6 6

Student Name:______________________________ Date: _________________

My Personal Goals Academic

1. This year, I will

Personal/Social

2. This year, I will

Career/Future

3. This year, I will learn more about becoming a ___________________________.


Grade 3 Lesson #4

Lesson: Peer Pressure, Decision Making, and Bully Prevention

Materials: Staying out of Trouble Poster

Jar full of M&Ms

M&M Madness Worksheets

Consequences/If…Then Worksheets

Staying Out of Trouble Handout

Process:

1. Define/review “Peer Pressure”

2. Review reasons why kids give into peer pressure.

3. Review when making decisions, there are often pressures and circumstances that play into our

choices…this includes peer pressure.

4. Group decision making is more difficult than making a decision on your own.

5. Unfortunately, sometimes kids get into trouble because they get drawn into decisions made for

them by a group.

6. Knowing how to handle the group decision making process and how to cope with group pressur is

a skill we need to know in order to stay out of trouble and reach our personal goals.

Activity: How Many M&Ms?

Hand out M & M Madness worksheets. Hold up the jar of M&Ms. Tell each student to guess

how many are in the jar. Write their guess down on the first line of their worksheet. Do this

silently. DO NOT discuss answers with other peers.

Have each student find a partner. Explain that the two of them should make a guess together.

They must agree on the answer. Write this guess on the second line.

Have pairs join into groups of 4. These 4 students must agree on the number of M&Ms in the jar.

Write down this 3rd

guess on the third line.

Join into groups of 8, 16, and entire class, repeating the process each time. Each student should

have listed on their piece of paper all of the guesses that were made with his/her input.

Students should return to their seats and use the information that they gained during their

collective discussions to make one final guess. Write this number at the bottom of the paper.

Reveal the actual number.

Each student should circle the guess on their paper that was closest to the actual number.

Discuss the following questions:

o How many were closest when guessing alone?

o How many were closest when guessing with just one other person?

o How many were closest when guessing with 4 people?

o How many were in your group when you made the closest guess?

o In which group was it the easiest to make your decision? Explain

o How easy was it to make your opinion known as the groups continued to get larger?

o How was it decided in each group what the correct guess would be for that round?

o What would you change about how the decision was make if we were to do this again?

o Which of your guesses was closer, your first or last individual guess?

o How can we relate this activity to making decisions with our friends?

o Are group decisions always the best decision for every person in the group? Why/not?

o What should you do if you don‟t agree with the decision that has been made?

o How can group decisions get you into trouble? How can they help?

Activity: Bullying Has Consequences/If…Then… (Sticks n Stones)

Discuss the need for thinking about consequences before making decisions. Every choice we

make has a consequence, be it positive or negative. For example, if we turn a glass of water

upside down, then it will spill on the floor and someone might slip on the water and fall or get

hurt. If you practice shooting baskets every day, then the number you can make will go up over

time. These are if—then statements. In this lesson, you will be given a number of if statements.

Your task is to decide what the “then” outcomes will be.

Give each student a Consequences worksheet.

Read aloud to have students complete.

Share examples in large group.

Connect examples to bullying…if you act like a friend, then you‟ll have friends…

Review strategies for Staying out of Trouble and Keeping Your Friends (Handout)

1) Ask Questions “What are we going to do?”

2) Name the Trouble: “That‟s…”

3) Identify the Consequences “If I get caught…”

4) Suggest an Alternative “Why don‟t we…”

5) Move it, Sell it, Leave the Door Open “If you change your mind…”


M&M MADNESS

Name___________________________________________

1. My Guess: __________________________

2. Me and My Partner’s Guess __________________________

3. Group of 4 Guess __________________________

4. Group of 8 Guess __________________________

5. Group of 12 Guess __________________________

6. Entire Class Guess __________________________

7. My Guess __________________________

Staying Out of Trouble…and Keeping Your Friends!

Unsure of how to handle a situation? Follow these good decision

making steps and stay trouble free!

1. Ask Questions

“What are we going to do?”

2. Name the Trouble

“That’s…”

3. Identify the Consequences

“If I get caught, then…”

4. Suggest an Alternative

“How about we….instead.”

5. Move it, Sell it, and Leave the door Open

“If you change your mind, I’ll be…”

“Well, I’ll be….if you’d like to join me.”

Make a choice YOU can live with

Rock Ledge Intermediate Developmental Guidance Grade 3 Lesson #5

Lesson: Healthy Relationships and Bully Prevention

Materials: Charlie the Caterpillar by Dom DeLuise

“Interview of Friends” Worksheet from The Caring Counselor‟s Book of Reproducibles

Process:

1. The basis of who our friends are, who we hang around with, and who is part of our group is too

many times decided by how we look rather than who we are as a person.

2. People are sought after and accepted into a group or as friends by how popular they are without

any real consideration of what is on the inside.

3. Read Charlie the Caterpillar aloud to class.

4. Discuss the following questions:

How was Charlie treated when he was a caterpillar?

How did this make Charlie feel?

What was the reason given that the other animals didn‟t want to play with Charlie?

Did Charlie have any control over how he looked?

What happened when Charlie became a beautiful butterfly?

How did this make Charlie feel?

Why did the other animals want to be his friends now?

Why did Charlie become Katie‟s friend?

How was that friendship different than what the other animals wanted?

How can this story relate to groups of people that you know?

Have you ever known anyone like Charlie?

How do you think they felt?

What are the characteristics of a true/real friend?

What should we look for when we are choosing groups to hang out with?

How can we help others who are not popular? What are some ideas?

Activity: Interview of Friends

1. Put students into pairs.

2. Give each student an “Interview of Friends” Worksheet

3. Students interview their partners…ask them the questions on the worksheet until complete.

4. Students report/introduce their partners to the class.

Closure: 1000 Things Went Right Today!


Grade 3 Lesson #6

Lesson: Healthy Relationships

Materials: 2 Poster boards: “A Friend…” and “Not a Friend…”

Post it notes

Personal Acrostic worksheets

One Smile by Cindy McKinley

Activity: One Smile (Cindy McKinley)

1. Read aloud. Offer the following discussion questions:

How did the sad man change when he saw the girl‟s bright smile?

How did the girl‟s smile change others in the story?

How can one person‟s thoughtful gesture change the world around us?

If you want to have a friend, what do you need to do? (BE a friend…)

How does this story relate to this Gandhi quote “Be the change you want to see in this

world.”

Activity: Friendships From A to Z

1. Hang Poster boards up for class to see

2. Divide class into four groups and give each group a packet of post-it notes

3. Assign each group 6 or 7 letters of the alphabet (A-G, H-M, N-S, T-Z)

4. Ask two groups to think of as many words beginning with their letters as they can that describe

friends and friendship and write these words on their post-its.

5. Ask them to place these notes on the “A Friend” poster.

6. Ask the other two groups to think of words beginning with their letters that indicate

unfriendliness and write these words on their post-its.

7. Ask them to place these notes on the “Not a Friend” poster.

8. Compare and contrast these lists as a whole group.

9. Challenge each student to use words from the friendship list to create a personal friendship

acrostic which signifies or defines the type of friend they are.

10. Write and decorate personal friendship acrostics.

11. Collect and place in counseling file when finished.


I Am A Friend…

______

______

______

______

______

______

______

______

______

______

______


Grade 3 Lesson #7

Lesson: Responding To Teasing and Bully Prevention

Materials: Simon‟s Hook by Karen Gedig Burnett

Simon‟s Strategies poster

Four Eyes and Shrimpburger examples

Activity: Simon’s Hook

1. Review decision making (decisions made for you and by you) and to have friends, be a friend. 2. One of the decisions you make is how to deal with teasing. The book you hear today will offer

some suggestions for how to deal with teasing. 3. Read Simon‟s Hook aloud. 4. Discuss the following:

Did you notice the kids who teased Simon at the beginning of the story were still teasing

him at the end? They didn‟t change. In the beginning, Simon got upset about the teases

but then at the end he realized that he had other choices. He didn‟t HAVE TO bite.

Who changed? Simon changed. You can‟t change others, you can only change yourself

In the beginning of the story Simon complained about those other kids: “Why do they

make fun of me? Why don‟t they leave me alone?”

This is „THEY TALK’. „THEY TALK‟ goes like this: “They did this.” “He did that.”

“I can‟t be happy because of HER.” “Why can‟t THEY be different.?” “She made me.”

„THEY TALK’ focuses on the other person. Your focus has to be on YOU.

At the end of the story, Simon focused on his own actions. He said, “They can tease me

all they want. I won‟t bite. I can be a free fish, too.”

He stopped complaining about „THEY‟ and started focusing on „I‟ or himself.

This is „I TALK‟. „I TALK‟ goes like this: “What can I do?” “Sure, they aren‟t nice to

me, but what are MY choices?” When you focus on what YOU can do, you stop waiting

and take action to make YOUR life better.

And because you take action, things change for you.

„I TALK‟ focuses on your own choices and actions.

5. Process the following questions:

When the kids tease Simon, what kinds of things do they say?

Has something like this ever happened to you?

How do you think Simon feels?

Who is Simon complaining about?

If Simon keeps complaining, do you think the other kids will change?

What does complaining do for Simon?

When Simon sees his friends again, what kinds of things are they saying to him?

Are they still calling him “Lawn Mower Head”?

Are they still teasing him?

Is it really any different than before?

How does Simon answer their teases?

How do you think Simon feels now?

So what‟s different this time? What or who has changed?

In this story, Simon just had to learn to laugh and not pay attention or get upset

about what the other kids were saying. Often, that works. But, there are times

when we may need to do other things such as: Tell people how we feel, Ask them to

stop, Stand up for ourselves, or Tell someone in authority what is happening.

We ALWAYS have choices!

If we don’t like the way things are going, we can change what we do.

Don’t wait for others to change. YOU MAKE THAT CHANGE. CHANGE YOUR

OWN LIFE.

6. Review Strategies:

o Do Little or Nothing (Don‟t React/Ignore)

o Agree (with the tease)

o Distract or Change the Subject

o Laugh or Make a Joke (about the tease)

o Go somewhere else/stay away

7. Practice using these strategies using Four Eyes and Shrimpburger. Hand out worksheets and have

students work in partners using Simon‟s Strategies. Share aloud when completed.


“Hey, four eyes!”

Do little or nothing:

Agree:

Distract or Change the Subject:

Laugh or Make a Joke:

Stay away/Go elsewhere:

“Shrimpburger!”

Do little or nothing:

Agree:

Distract or Change the Subject:

Laugh or Make a Joke:

Stay away/Go elsewhere:


Grade 3 Lesson #8

Lesson: Responding to Teasing and Bully Prevention

Materials: Am I Acting Like A Bully? Survey

My Secret Bully by Trudy Ludwig

Just Kidding by Trudy Ludwig

Bullying Definition Poster

Activity: Ouch, My Friends Are Hurting Me (Sticks n Stones)

1. Review Simon‟s Strategies

2. Today you are going to listen to two stories about friends who bully other friends. We will then

discuss as a group and share any experiences you may have with friend bullies. Most

importantly, friends who bully are not really friends at all.

3. Have each child take the “Am I acting like a Bully?” Survey

4. Read My Secret Bully aloud. Discuss the following questions during and after reading:

o How was Katie being mean to Monica? What did she say? What did she do?

o Do you think Katie was also being mean to other kids at school?

o What could Sarah have done to help Monica when Katie was bullying her?

Discuss the relationship between bullies, victims, and bystanders. Expain the

role of a bystander and the power he/she has in stopping bullying. We can be

part of the problem or the solution…

o How did Monica stop the bullying?

Practice role playing/asserting yourselves outloud by saying to the teacher

“Does it make you feel good to make me feel bad? Friends don‟t do that to

friends.” Try 3 times as a group. Discuss ways to personalize it/make it your

own/be comfortable with it. “What‟s up with that? I thought we were friends?”

or other personal flavor—we can be assertive and nice at the same time…

o What would it take for Monica and Katie to become friends again?

Discuss how Monica ultimately solved her problem by Talking about it with mom.

Telling = Talking. Take a few moments in partner groups to talk/listen/give feedback

about a bullying situation you have dealt with in our school. Talk about what

happened and how you felt. As listeners, show that you care, offer support, and give

suggestions or strategies you might use if you were in their shoes.

(Give about 5 minutes to work in partners)

Explain that there will be times when kids don‟t agree on common solution—stick with your

values, do what is right, and don‟t go along with others to do what is wrong like teasing/bullying.

If all else fails, ask yourself: “Am I treating my friend/the person how I want to be treated?”

5. Read Just Kidding aloud. Discuss the following questions:

o What were some of the mean ways Vince would “kid around” with DJ?

o How could you tell that DJ was bothered by Vince‟s teasing?

o Why do you think Vince called DJ a “girlie” instead of congratulating him when DJ got

the goalie position on the soccer team?

o Why do you think Vince continued to tease DJ when it was obvious that DJ didn‟t like it?

o When Vince said “just kidding”, did you believe him? Why/not?

o Do you and your friends tease each other?

o How can you tell if your friends like it when you tease them?

o How do you let your friends know when their teasing is hurtful?

o When do you think teasing is okay and when is it not?

o Who can you go to if you have a problem with teasing?

o What would you do if you saw other kids teasing your friend in an unkind way?

6. Define BULLYING: An imbalance of power where a person uses repeated physical or

emotional actions to hurt another person‟s belongings, feelings, or body on purpose.

7. Discuss the difference between teasing and bullying. In teasing, the power is balanced and

both people genuinely care about each other‟s feelings. In bullying, the power is not balanced

and the intent is to be hurtful.

8. Teasing can be fun and okay if it is done in a non-bullying way. Teasing Dos and Don’ts:

Do: Be careful of other‟s feelings

Use humor carefully and gently

Ask whether teasing about a certain topic hurts someone‟s feelings

Accept teasing from others if you tease

Tell others if teasing about a certain topic hurts your feelings

Know the difference between friendly, gentle teasing and hurtful ridicule and

harassment

Try to read others‟ “body language” to see if their feelings are hurt—even when

they don‟t tell you in words

Help others when they are being teased or ridiculed

Don‟t: Tease someone you don‟t know well

Tease about a person‟s body

Tease about a person‟s family members

Tease about a topic when someone asked you not to

Tease someone who seems agitated or who you know is having a bad day

Be thin-skinned about teasing that is meant in a friendly way

Swallow your feelings about teasing. Tell someone in a clear and direct way

what is bothering you.



Grade 3 Lesson #9

Lesson: Responding to Teasing and Bully Prevention

Materials: Three Common Comebacks/True Story info sheets

The Comeback Kid Worksheets

Activity: A Great Comeback Can Get A Bully Off Your Back (Sticks n Stones)

1. Ask the class if a bully has a right to be a bully. Remind them that there will be difficult people

in all walks of life, and when you deal with difficult people it matters what and how you say to

them that will affect the outcome.

2. When threatened by a bully or a friend bully, what you say and how you say it can make a big

difference in the outcome of the situation. Model and discuss this. Pretend you are a student

getting picked on by someone on the playground. Show three ways to say “Stop it” or “So what”:

o Say it with a weak, helpless voice with body language that says you are completely

powerless. Ask: Does this way mean stop it? Will the bully stop? Why not?

o Say it with a big smile, excited voice, and body language that says you like it. Ask:

Does this way mean stop it? Will the person stop it? Why not?

o Say it with a strong, assertive voice and body language that shows you mean business.

Ask: Does this way mean stop it? Will the bully stop? Why?

3. Have the class make conclusions about how we say something can affect the outcome of a

threatening situation. It‟s not just WHAT we say, but HOW we say it that matters. Have each

student practice saying “Stop it” and “So what” in a strong, assertive voice.

4. Introduce 3 common types of responses (comebacks) to put-downs: No reaction, Agreement,

and Strong.

In a situation where a bully says to another student, “You‟re dumb”, the victim can respond

in many ways. Whining or crying will not get the bully to leave them alone.

Comebacks that directly attack a bully (“You‟re even stupider”) can make things even worse.

Any ideas why? (Comebacks that attack a bully‟s dignity can make the bully even more

determined to hurt the student)

5. Share info sheet with sample put-down “You‟re dumb.” and the 3 common types of comebacks

6. Discuss with the class how the bully might react to each one of these responses. Depending on

the put down, one type of response may work better than another one.

7. Have students form groups of 3. Give groups time to complete the Comeback Kid worksheet.

Remind groups to keep responses as positive as they can

8. Share responses

9. Read Follow Up True Story. Ask the questions:

How do you think Tyler felt after he got his uncle to leave him alone?

Which category should the “I‟d rather be a chicken than a dead duck” comeback belong

to? (Agreement because you are not arguing about being a chicken. It‟s also said in a

normal voice.)

10. Review the importance of how you say things makes a difference. Stress the idea that in the

adult world, employers expect workers to treat one another with mutual respect.


Three Common Types of Comebacks

Sample Put-Down: “You’re Dumb”

No Reaction Comeback: “Thanks for sharing that with me.”

“So what.”

“Whatever.”

This is said using a normal, flat tone of voice.

The effect of this response is that the bully will not feel like he/she has much

power over you because you are not giving much of a response. The bully is not

getting to you, and you’re letting him/her know it.

Agreement Comeback: “Yeah, and I was even dumber last week!”

“If you think so.”

“Guess so.”

This is said using a normal, flat tone of voice.

This response can be effective because you are not engaging into an argument with

the bully and therefore not letting him/her feel powerful. You are showing that

you are not allowing the bully to hurt you, which is his/her intent. You are keeping

your personal power, which deflates the bully.

Strong, Assertive Comeback: “Knock it off.”

“Leave me alone.”

“Please stop.”

“Stop. I don’t like how you treat me.”

This is said using a strong, assertive tone of voice like you mean business.

Sometimes you need to be direct with the bully and let him/her know that what he

or she is doing is not acceptable. If the bully continues to harass you, then you

need to report the behavior to a teacher or caring adult.

___________________________________________________________________

Follow Up True Story

A third grader named Tyler was given a lesson by his teacher on how to deal with a

bully who might try to get him to smoke a cigarette. Weeks later, he was at a

family gathering where his 30-year old uncle offered him a cigarette. Tyler said,

“No thanks.” His uncle replied, “What’s the matter, are you a chicken?” After a

short pause, Tyler smiled and said, “I’d rather be a chicken than a dead duck!” His

uncle was so stunned by Tyler’s comeback that he quietly walked away and left

Tyler alone.


Grade 3 Lesson #10

Lesson: Bully Prevention, Career Development

Materials: The Bully Bowl Questions/Answers

Bully Bowl CD

Skills and Interests Puzzle/When I Grow Up Sheets

Activity: The Bully Bowl (Sticks n Stones)

1. Review decision making, teasing vs. bullying, responding to teasing, and dealing with peer

pressure. 2. Today we will apply your understanding of bullying and how and why we need to work together

to stop bullying and other hurtful behaviors.

3. Divide students into 4 groups by birth months. 4. Explain to students that they will we given the opportunity to work as teams to apply their

knowledge about bullying in the Bully Bowl game. 5. Give students 2 minutes to name their team. All members must agree. 6. Explain the game: Questions are posed team by team; if you get the question correct, you win

points/money. If your team incorrectly answers, no points will be given. The game ends when

all the questions have been answered. The team with the highest score wins.

7. When the game is over, all teams line up for “good game” handshakes.

Careers …let’s apply what we’ve learned about being a good student and a good person to our

future!

Activity: Understand Others (Wiscareers)

1. Hand out copies of the Skills and Interests Puzzle

2. Ask students to complete the puzzles by listing their interests, skills, and abilities in the

appropriate spaces. DO NOT put your name at the top (yet…)

3. Turn puzzles back into teacher who will number them.

4. Post puzzles around the room.

5. Have each student mill about the room with the Skills and Interests guessing sheet. As students

take a peek at other‟s puzzles, put their guesses as to which number belongs to which person on

their skills and interests sheet.

6. When all students have guessed, go back to seats.

7. Reveal which puzzles belong to which persons.

8. Wrap up by discussing the diversity of interests in the class. Connect interests to future careers.

For example, if something I like to do all the time is play outside, some careers I may be

interested in are forestry management, wildlife ecology/DNR, parks and recreation management,

landscape artisan…others. In our next lesson, we will be exploring more about different

careers/jobs you can do to make a living.

Activity: When I Grow Up…

1. Redistribute When I Grow Up sheets to their owners. Each student writes the name of the top 3

careers they are interested in learning more about. Next time we meet, students will utilize

WisCareers to research one of their careers and create a slide for a career alphabet PowerPoint.

2. Collect sheets for files/preparation for next session.


Grade 3 Lesson #11

Lesson: Career Development

Materials: Computer/Projector

Computer with Powerpoint software for each student

Career Powerpoint

WisCareers job factsheet (print from Wiscareers ahead of time) for each student

Slide Creation Handouts

Family Career Questionnaires

Activity: Career Alphabet (Wiscareers)

1. Today we will be talking more about careers and your future.

2. What is a career? (A job, what you do for a living, work, your life‟s work, how you make $,

occupation, etc.)

3. Look at the first few slides of the career powerpoint. Identify the jobs/careers people are doing in

each. What letter do each of these jobs start with?

4. Explain that today we will be creating a digital career alphabet book using PowerPoint.

5. Each student has been assigned a career from their top 3 list and will create one powerpoint slide

depicting that career. To be included in each slide: Title of the Occupation, 3 responsibilities/

tasks related to the career, Education required, Annual Salary, and at least one photo of a person

performing the tasks associated with that career. Distribute slide creation handouts and career

info sheets to each student.

6. Give students time to create slides. Slides will be put together in one master slide show which

will be shown by classroom teachers prior to our next class period.

7. When finished, students should save slides to their folder. Ex: 19filastname

8. Point out that any career for any person is possible. Dream big, do what you want to do in life.

There are no limits to what you become or who you will be in life!

Homework! A Career In My Family (Wiscareers)

1. Talk about some of the careers people in our family hold. Challenge students to think about one

family member who has a career that seems interesting or that they would like to know more

about.

2. Introduce the Family Career Interview sheets. Suggest that the interview will be a good way to

learn more about the career.

3. Go over questions with students. Model the interview process by role playing with a student

volunteer.

4. Assign one interview with a family member as homework. We will present our findings in short

presentations next class session. Encourage students to use props, photos, pictures, or tools in

their presentation. Show a sample powerpoint presentation from the previous year.

5. At minimum, the interview questionnaire must be completed and turned in.


Career Alphabet Slideshow

Slide Creation Instructions

Use the “At a Glance” Section of the Occupation handout to help you find the

necessary information to create your slide. The following are required elements on

each slide:

1. Title of Occupation:

_________________________________

2. 3 responsibilities or job tasks. You may have more than 3,

but no less.

1.

2.

3.

3. Education/Training Required: (one of the following…)

High school diploma

or

Apprenticeship/On the job training

or

Technical/Associate’s Degree (2 years of college)

or

Bachelor’s Degree (4 years of college)

or

Master’s Degree (6-8 years of college)

or

Doctorate Degree (8+ years of college)

4. Annual salary: $_________________.

5. A photo of an actual person doing the job. Find an image on

Google Images. Open the full size image. Copy and paste

into your powerpoint. Resize the image so that it fits the

space.

Grade 3 Lesson #12

Lesson: Career Development and Goals Assessment

Materials: Computer/Projector

A Career In My Family worksheets

Counseling Folder

Outcomes Assessment worksheets

Activity: A Career In My Family Presentations (Wiscareers)

1. Each student will present their interview findings. Students will complete the Career in My

Family worksheet while presentations are completed.

2. Connect their findings to their future:

a. How many would like to learn more about the career you chose?

b. What did you learn about this job? Which aspects of the job sound best and worst?

c. How many of you would like to follow in that family member‟s footsteps and do what

they do for a living? Why/not?

Activity: Goals Review and Outcomes Assessment

1. Hand out student outcomes assessments. Read through to have students complete for feedback about

what they gained from our comprehensive counseling program.

2. Hand out counseling files. Have students take a peek back at the goals they set for themselves at the

beginning of the year and make note on the goals review section of the outcomes assessment as to

whether or not they achieved their goal.

3. Collect/place in counseling folder.

Closing: 1000 Things Went Right Today! and One thing I’m Looking Forward To!

Name: ______________________

A Career In My Family Presentations

1. Student _________________ Job Title:___________________






















Rock Ledge Intermediate

Developmental Guidance

Outcomes Assessment

Thank you for participating in Developmental Guidance. Please complete the following questions. This

evaluation (developed by Bruckner and Thompson, 1987) will be used to assess the class impact and

effectiveness in meeting comprehensive school counseling program goals.

I think Developmental Guidance class is

In Developmental Guidance, I enjoyed talking about

In Developmental Guidance, I wish we would have talked about

Some things I have learned from Developmental Guidance class include:

Have I talked with my parents about things we discussed in Developmental Guidance? Yes No

Please list which topics:

Please reflect upon the goals you set for yourself at the beginning of this year:

Have I met my academic goal? Yes No

What helped or stood in my way of achieving my goal?

Have I met my personal/social goal? Yes No


Have I met my career goal? Yes No


Documents

Rock Ledge Intermediate Developmental Guidance Grade 3 Lesson #1 Lesson 3 Lesson 1-12.pdf · Rock Ledge Intermediate Developmental Guidance Grade 3 Lesson #2 Lesson: Decision Making