ALEX Lesson Plan


Bullies Beware

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  This lesson provided by:  
Author:Pat Gann
System: St Clair County
School: Moody Junior High School
  General Lesson Information  
Lesson Plan ID: 31104


Bullies Beware


"Bullies Beware" reminds students of all the people who have died because of bullying and that this is not the way to handle being bullied. It focuses on what a bully is, what comprises violence, and how a victim can feel better about them self. A survey is given out that will later give a school profile on bullying. "Reality Matters" handouts are dispersed, discussed and compared to our local school.

 Associated Standards and Objectives 
Content Standard(s):
CG (K-12)
78. PS:A1.1 - develop positive attitudes toward self as a unique and worthy person
CG (K-12)
82. PS:A1.5 - identify and express feelings
CG (K-12)
115. PS:C1.6 - identify resource people in the school and community, and know how to seek their help
CG (K-12)
118. PS:C1.9 - learn how to cope with peer pressure
CG (K-12)
119. PS:C1.10 - learn techniques for managing stress and conflict
CG (K-12)
120. PS:C1.11 - learn coping skills for managing life events
HE1 (7)
7. Demonstrate decision-making skills as they relate to situations involving health risks.
Examples: responding appropriately to sexual harassment, avoiding physical conflict, objecting to verbal and physical bullying, avoiding inappropriate electronic communication

Local/National Standards:


ISTE/NETS for 2007

Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. Advocate and practice safe, legal, and responsible use of information and technology.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. Demonstrate personal responsibility for lifelong learning.
d. Exhibit leadership for digital citizenship.


Primary Learning Objective(s):

1. Describe the effects of bullying.

2. Describe the ways a bullied student may develop a more positive attitude.

3.  State and carry out basic dictionary skills.

4.  Gain experience in drawing conclusions and summarizing concepts.

5.  Participate in group/team activity to solve problems.

Additional Learning Objective(s):

  1. Describe what constitutes violent behavior.
 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

  1. Handout - "The Student Survey on Bullying and Violence"
  2. Podcast -"Bullies Beware" (Available in ALEX gallery360)
  3. Handouts - "Reality Matters - Cruel School Facts" and "Reality Matters- Continuum of Violence"
  4. SchoolTube - "Teen Choices" is a worthwhile video.

  5. "Bullying can be stopped!" has a video cartoon, a PowerPoint Slide Presentation, and videos. 

  6. "General Information About Bullying" is a good handout from
  7. Book by Paul Langan - "Bullying in School: What You Need to Know"
  8. "Reality Matters' handouts -

 Part II - help for groups with Cyberbullying

  1. Videos on cyberbullying:
  2. Teen Advice on cyberbullying -There's a good video on school violence.
  3. Bullying statistics
  4. Placing content online- "Brittney's Story" is a video found on 
  5. Being brave and standing up for others is also on in lesson plan entitled: "Cyberbullying-Be Upstanding".

Technology Resources Needed:

laptop, projector, Document Camera


i-Safe materials developed and used every year during October for Internet Safety Month.


Share the letter from Paul Langan, the author of "The Bully".


Part I

  1. As a class, talk about what it means to be a "bully".
  2. Using a dictionary, look up the following words:  bullying, victim, taunting, ridicule, intervention, influence, empathy, role, intimidate, ethics
  3. Discussion of definition of words.  Now students should have the understanding of what a bully is and how it feels to be bullied.
  4. Pass out to students the survey on "Bullying and Violence".
  5. Show podcast "Bullies Beware"
  6. Set up five discussion groups at 5 different tables.  Give each discussion group one of the five ways listed by Paul Langan that aid victims in feeling better about themselves.
  7. "Reality Matters" handouts - Give out both handouts to students
  8. With the facts handout, how does our school compare with these facts? Do our students and teachers feel safe? How is bullying in our school?
  9. Since they took the survey, now they are go give the survey to five other people.  Do not have names on the surveys.
  10. Have one spreadsheet program that each student will compile their survey answers into so they can see how it works and they can review the results.


  1. View podcast "Beware Bullies 2". This podcast gives tips on how to get rid of bullies.
  2. Separate students into the same five cooperative groups as before.
  3. Give each group a "Tip" to discuss as to how the victim could stop the bully.  Compile their ideas.  Have one person of the group prepared to give their group's ideas to the class.
  4. Share all the ideas from each group and get a consensus of how to protect yourself from a bully.

Part II

Separate in the same five cooperative groups.  This time, what are the ways that witnesses can help the bully?  Have a leader get a consensus from the group to present to the class. While in the group, answer the following questions: 

If bullying has no audience, can it exist?

Can one person make a difference?

How can you become a part of the solution to bullying at your school?

  1. Present the ideas to the class.
  2. Give your answers to the questions.

Time should be left over for individual students to share their ideas with the class.  Here are some other questions for discussion:

  • What does it mean to "put yourself at risk"?
  • Whose responsibility is it to stop bullying at school?
  • If you see  someone being bullied, what are some things you can do?
  • In what type of situations might adult involvement hurt solving bullying situations?

A summary of the surveys will be created to make a profile of the school.          

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Assessment Strategies

Uploaded rubric in Excel format.


Have one or more students look up and read the articles about the "13 Worst Cases of Bullying", write what happened in each case, and present one or more to the other students.

Suggested Readings from library:

"The Bully" by Paul Langan

"Joshua T. Bates Takes Charge" by Susan Shreve

"Please Stop Laughing at Me" by Jodee Blanco

"The Privilege of Youth" by David Pelzer

"My Life in Dog Years" by Gary Paulsen


Discussion Questions to be written or typed by individual students:

1. How can we learn to better accept each other's differences?

2. What are some of the ways young people learn to socialize with each other?


Peers would help students that need help during group time. Special attention would need to be focused on special students to make sure that they have a chance to participate.

For the dictionary work, a prepared reduced list of words would need to be prepared.  The teacher would need to watch the student to make sure student was on task. 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.