Kids Helping Kids

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• Make sure everyone has an assignment during group work so no one is left out of the activity • When partners are assigned by the teacher, do not groan or make faces if the partner is not your friend—try to find one thing that you can learn from that partner during the activity • Avoid behaviors that are hurtful because they exclude others, for example: Talking about your birthday party in front of those you are not inviting; asking a friend to sit with you at lunch, but ignoring the friend standing next to him/her Closure: Share the Code of Conduct or compare students’ ideas with the existing list of class rules. Create posters that can be displayed in the classroom. It is also useful to send a copy home to parents or as a school-wide newsletter. Extension: Have students do a literature search in small groups and select three books with friendship themes. From the books students create a list of qualities that they value in their friends. They can also share the books and their lists with each other. ©2006 The Ophelia Project ® Kids Helping Kids - 25
Lesson 3 Stop, Look and Listen: What is it? Who does it hurt? Objectives: Students will: • List behaviors that occur when friends hurt friends • Categorize the behaviors into three groups: physical, verbal or relational • Define physical, verbal and relational aggression • Discuss their experiences with different types of aggression • Acknowledge that peer aggression is a problem in school Essential Question: What can you do to help kids feel better? Materials: • Reflection Activity 1 and Class Pledge • Essential Question 3 • I Can Make a World of Difference buttons • Rules for Brainstorming poster or transparency • Physical, Verbal, Relational labels • Relational Aggression Definition transparency • Chalkboard or chart paper 3 Procedure: Distribute the buttons. Prior to meeting for this lesson, distribute “cool” buttons to ©2006 The Ophelia Project ® Kids Helping Kids - 26
Page 1 and 2: Kids Helping Kids Kids Helping Kids
Page 3 and 4: Table of Contents Introduction ....
Page 5 and 6: Introduction Kids Helping Kids culm
Page 7 and 8: aggression. As a consequence of thi
Page 9 and 10: Before You Begin ©2006 The Ophelia
Page 11 and 12: to deliver the lessons over a longe
Page 13 and 14: Extension Exercises The extension e
Page 15 and 16: • Essential Question 3 • I Can
Page 17 and 18: Essential Questions Post each quest
Page 19 and 20: What Does It Mean to Be a Friend? N
Page 21 and 22: the students to small groups of thr
Page 23 and 24: Lesson 2 How Do We Treat our Classm
Page 25: Summarize the discussion by telling
Page 29 and 30: These questions will engage student
Page 31 and 32: Helping Others Pledge I… pledge t
Page 33 and 34: Reflection Activity 1 During today
Page 35 and 36: ope. Note: Review basic safety rule
Page 37 and 38: Extension: Try a game of tug-of-war
Page 39 and 40: Relational Aggression Story Cards E
Page 41 and 42: Lesson 5 Look Inside: What’s Real
Page 43 and 44: scared, confused, frustrated, afrai
Page 45 and 46: Essential Question 5 Use this illus
Page 47 and 48: Lesson 6 Resist Relational Aggressi
Page 49 and 50: classroom. Option 1: Distribute sto
Page 51 and 52: The ABC’s of Problem Solving A sk
Page 53 and 54: SPREADING A RUMOR: Role Play Scenar
Page 55 and 56: Lesson 7 Just Do It, The Right Thin
Page 57 and 58: Add other phrases to this list. •
Page 59 and 60: target and tell him or her how sorr
Page 61 and 62: students: • An example of an asse
Page 63 and 64: Solution Bookmark ©2006 The Opheli
Page 65 and 66: • What is an x-ray? • Why does
Page 67 and 68: This is a very powerful experience
Page 69 and 70: Lesson 9 Change the School Culture
Page 71 and 72: Lesson 10 Reflecting on relational
Page 73 and 74: Kids Helping Kids Questionnaire Rea
Page 75 and 76: Sample letter to send home to paren
Page 77 and 78:
to avoid the challenge offered by t
Page 79 and 80:
Elementary and Middle School Fictio
Page 81 and 82:
Web Site Resources for Adults Bully
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Kids Helping Kids

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