Grade Level: Kindergarten

Lesson
Topic:

Knowledge, Skills, or
Attitudes / Concepts
Taught:

Stand Activity:
ards
Met:

Bullying and
teasing

Describe the difference

between bullying and
teasing

Standard
1

Reading a book as a class about a boy who is bullied or teas

have the students discuss the difference between the two.

People who you

can report violence
with

Trusted adults at home,

school, and community who
can help you prevent
violence.

Standard
3

Have different categories written on the board, the three c

would be home, school and community. Have the students
different people in the right category that would be able to
them in a violence situation Leave this up in the class for stu
look at.

Identifying
violence

How to listen and watch for

violence
What to do and who to tell
if you see violence
Knowing when help is
needed with violence

Standard
4&5

Read a book that describes the sounds and ways students c

identify violence. Talk about reasons why help was needed
situation and ways the character knew help was needed.

Goal
setting/violence
practice prevention

Identify people in the

students life who can help
achieve goals related to
violence prevention
Go over practice to help
prevent violence

Standard
6&7

Make a list of people who are there to help them achieve g

violence prevention
Make a list of classroom rules to make the classroom viol
Leave them up so the students can be reminded of them.

Grade Level: First Grade

Lesson Topic:

Knowledge, Skills, or
Standards
Attitudes / Concepts Taught: Met:

Bullying/teasing

Why is it wrong to bully and tease

What to do if someone if bullied

Touches

Talk about what a safe and unsafe

touch is
Why people have the right to tell a
trust adult if they feel like they are
touched in an unsafe way

Influences on violence

Identifying people who can

help

Influences within families and school

on violence practices and behaviors
Positive and negative influences on
violence practices and behaviors

Explain and demonstrate how to locate

people in the school or community who
can help reduce or avoid violence.

Standard 1

Standard 1

Standard 2

Standard 2

Activity:
Come up with a clear
definition of what
bullying really is and
hang it up in the room.
Next to it write a list of
steps to do if someone is
being bullied.
Relate the relationship
between physical
sensations and feelings
by using stories or
pictures that suggest
different emotions. Ask
the students to think
about what feelings the
character might be
having and then explain
to them that a persons
body will often tell them
about their feelings.
Have the students fill in a
chart identifying positive
and negative influences
on violence behaviors in
the media. Have the
students take home a
chart and watch 20
minutes of T.V. have
them write down every
time they watch a show
that has violence in it or
see a commercial that
has violence in it. Talk
about them the next day
as a class.
Make a list under two
categories. Have the two
topics be School and
community. Have the
students make a list
under these two

Healthy communication of
feelings/ identifying
situations

Refusal skills

Ways to deal with feelings, needs, and

wants in a healthy way.
Identify situations which can lead to
violence

Standard 4&5

Demonstrate refusal skills to escape

violence

Standard 4

Goal setting

Introduce goal setting

Standard 6

Goal setting

Identify realistic goals

Standard 6

Violence prevention

Demonstrate violence prevention

practices.

Standard 7

categories. Hang the list

up in the room.
Have pictures of different
emotions have the
students think about
what emotion the
character might be
feeling. And explain to
them why they feel that
way. Then show a
picture/story where a
character is dealing with
a situation. Have the
students write down how
they think the student
should handle the
situation. Talk about it as
a class.
Have the students watch
a start of a clip of a
situation that could
potentially end in
violence. Have the
students get into small
groups and come up with
a way to avoid the
situation by using refusal
skills.
Have the students come
up with goals as a class.
Then spilt up into small
groups and come up with
goals.
Have the students use
their goals from the last
lesson and come up with
realistic goals on their
own. Have them keep
their goals so they can
remember them
Watch a video clip on
ways to practice violence
prevention practices.
After the video talk about
it as a class, then have
the students list a way
they would like to

practice violence
prevention.

Grade Level: Second Grade

Lesson Topic: Knowledge, Skills, or Attitudes /
Concepts Taught:
Inappropriate
touches

What are safe and unsafe touches

Why inappropriate touches should be reported
Why is it not a childs fault if they are touched
inappropriately

Media influences

How does the media influence people and their

decisions

Ways to talk to adults

Standards Activity:
Met:
Standard 1

Standard 3

Ways to tell an adult you feel threatened or harmed

Standards 4

Decisions

How decisions made have outcomes

Standard 5

Go over safe and unsafe

touches again by
exploring the
relationship between
physical sensations and
feeling. Show pictures
and have the student
identify the emotions
then explaining the
characters feelings are
often related to their
emotions. At the end of
the lesson expressing
that its not anyones
fault for how they feel.
Have the students take
home a chart and watch
T.V. for 20 minutes.
Have them record every
time they witness
violence in their show or
in a commercial. When
they return to school
have them compare
with other what they
witness. Then write a
paragraph where the
character should have
done to avoided the
violence.
Have the student work
in small groups and
come up with ways to
tell adults they feel
threatened or harmed.
Share then with the
class.
Watch several video
clips in class about
violence at the end of

Violence prevention
behaviors

Talk to others about preventing violence

Demonstrate how to encourage others to prevent
violence
Commitment to practice violence prevention
behaviors

Standards 7&8

each one go over the

consequences that
came with the decision
the characters made
and go over different
ways to handle the
situation.
Have the students sign a
sheet saying they are
going to commitment to
practicing prevention
behaviors
Have the students get
into small groups and
come up with elevator
speeches or skit to try to
influence, encourage,
and persuade their
peers and classmates to
prevent violence.