Stop Bullying !

People calling your names

Making things up to get you into trouble

Hitting, pinching, biting, pushing and shoving
Taking things away from you
Damaging your belongings
Stealing you money
Taking your friends away from you
Spreading rumours
Threats and intimidation
Making silent or abusive phone calls
Sending you offensive phone texts
Posting insulting messages on the Internet or by e-mail

Frightening you

Annex 1

TEXT A

NEETA’S STORY

A group or girls hang around the corner near the school. They always pushed me down the sidewalk as I walked past them. I tried walking on the other side of the road, but they waited for me and followed me. Then, they wouldn’t let me pass and kept asking me to give them my money.

So, I stopped bringing money, but it was no use! They said that if I didn’t have any money to give them they would tell my teacher that I was buying cigarettes to sell them to younger kids. I said I would not do it.

So, they started hitting me.

Annex 2 - B

TEXT B

BARRY’S STORY

I was bullied a lot when I was in school. It started when I was 5 years old but it really got bad when my parents and I moved when I was 8. When I started at my new school, two boys simply stopped me when I played with my friends.

Every time I wanted to go out, they would block my way. This happened nearly every recess. It was horrible.

This lasted for a very long time. I was tired of being trapped. I also got anxious to be hit while I walked home.

I’ve missed out on so much fun! Friends, parties, holidays…all the things that are so important for every teenager.

I’ve never told anyone about the bullying, about my fears… just in case it would get worse! …until now.

Annex 2 - B

TEXT C

JAY’S STORY

There was a boy in our class, his name was Carl. He was a real pain in the neck. I mean, he complained about everything. One day, I told him he was stupid. He cried. The awful thing is that I felt good about it. The other students in the class laughed at him and that made me feel even better.

Then, it got to be a habit. People copied me and I became even worse and said the most horrible things to him. One day, I decided to hide his stuff. I really enjoyed seeing him panic and getting hysterical. I stole his jacket and put it in the garbage can. I used to think it was funny.

Annex 2 - B

TEXT D

SAM’S STORY

Break time was the worst. These girls used to hang around by the seats under the tree in the schoolyard. It was out of sight and that’s why they went there. At first, they were all right, and I was new and so happy to be part of their group.

At lunch time the other day, they forced me to buy cigarettes. I said that I didn’t smoke; that’s when it all started. They got all the girls in the class to stop talking to me. They just completely ignored me. Yesterday, I found a letter in my locker saying bad things about me. I started crying.

Annex 2 - B


TEXT A Neeta’s story:

They always pushed me down the sidewalk…

they wouldn’t let me pass

kept asking me to give them my money.

they started hitting me.

TEXT B Barry’s story:

two boys simply stopped me when I played with my friends.

they would block my way

I was tired of being trapped.

I also got anxious to be hit while I walked home.

TEXT C Jay’s story:

I told him he was stupid.

The other students in the class laughed at him

I decided to hide his stuff

I stole his jacket

TEXT D Sam’s story:

they forced me to buy cigarettes

They got all the girls in the class to stop talking to me

They just completely ignored me

I found a letter in my locker saying bad things about me.

Annex 2 - C

Group number: ______Date: ______

ALWAYS+++ /

OFTEN++

/

SOMETIMES+

/

NEVER-

Students

/

Communication Strategies used to get his/her message across

Uses gestures to convey or support messages messagemessage / Restates what someone has just said to verify comprehension / Rephrases to express himself/herself differently / Buys time to think out a response / Uses circumlocution to replace unknown expressions or words / Comments
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Students

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Communication Strategies used to get his/her message across

Uses gestures to convey or support messages / Restates what someone has just said to verify comprehension / Rephrases to express himself/herself differently / Buys time to think out a response / Uses circumlocution to replace unknown expressions or words / Comments
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Annex 3 - A

C -2- REINVESTs UNDERSTANDING OF TEXTS

Observation grid

teacher: ______School: ______Group: ______

Legend:
Always ++
Often +
Sometimes –
Never ? / Listens to, reads and/or views texts / Constructs meaning of the text / reprsents understanding of the text
Explores a variety of texts / Uses prior knowledge / Receives input from others / Uses strategies / Uses resources / Tolerates ambiguity / Negociates meaning / Uses resources / Uses strategies / selects, … / cooperates / uses strategies / uses resour ces
Name
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Annex 3 - B

Name: ______Date: ______


My challenge : ______

Annex 3 - C

  1. Instructions :
  1. Write the title of the activity on the line below.
  2. Write your name and your teammates’ names.
  3. Complete the reflection grid below.
  1. Title of the Activity : ______

Student # 1 (My Name) :______

Student # 2 :______Student # 3 :______

Student # 4 :______

  1. Descriptive Scale :
  1. Always
  2. Most of the time
  3. Sometimes
  4. Never

TO REINVEST UNDERSTANDING

OF TEXTS

/

STUDENTS’

NUMBERS

EVALUATION CRITERIA

/ S1 / S2 / S3 / S4
  1. Referring to what I already know about the topic.

  1. Accepting not to understand everything.

  1. Discussing the meaning of texts.

  1. Using resources (dictionaries, people).

  1. Reinvesting what I learned in texts in a task.

Annex 3 - D

Student’s checklist

Cross Curricular Competency 8 : To Cooperate

Student’s name: ______group: ______

Term: ____ / date / date / date / date / Teacher
OK=agrees X=does not agree
?= not sure or comments
Criteria / INDICATORS / Yes /No / Yes /No / Yes/No / Yes/No
Recognition of the needs of others / I listen to my partners.
I accept different ideas or feelings expressed by my partners.
Appropriate attitudes and behaviiors / I help my partners.
I ask for help if necessary.
I persevere even if it’s difficult.
Commitment to the work of the team / I share my ideas.
I finish my work.
I bring the material needed.
Contribution to improving the way the team works together / I know which actions help cooperation.
I know which actions interfere with cooperation.

CCC8 To Cooperate Student’s Checklist Global RREALS 02 2002-2003Annex 3 - E

Cross curricular Competency8 To Cooperate Teacher Observation Grid Global

School: ______Group:______Term: ______

Scale : + + very satisfactory + satisfactory+- more or less satisfactory ? not satisfactory
CRITERIA / Recognition of the needs of others / Appropriate attitudes and behaviors / Commitment to the work of the team / Contribution to improving the way the team works together / Teacher’s comments / Global
Judge-ment
INDICATORS / -Listen to partners
-Accept different ideas or feelings / -Help partners
-Ask for help
-Persevere / -Share ideas
-Finish work
-Bring material needed / -Know which actions help or intrerfere with cooperation
dates

NAMES

1 / 1
2 / 2
3 / 3
4 / 4
5 / 5
6 / 6
7 / 7
8 / 8
9 / 9
10 / 10
11 / 11
12 / 12
13 / 13
14 / 14
15 / 15
16 / 16
17 / 17
18 / 18
19 / 19

Cross curricular Competency8 To Cooperate Teacher Observation Grid Global

School: ______Group:______Term: ______

Scale : + + very satisfactory + satisfactory+- more or less satisfactory ? not satisfactory
CRITERIA / Recognition of the needs of others / Appropriate attitudes and behaviors / Commitment to the work of the team / Contribution to improving the way the team works together / Teacher’s comments / Global judge-ment
INDICATORS / -Listen to partners
-Accept different ideas or feelings / -Help partners
-Ask for help
-Persevere / -Share ideas
-Finish work
-Bring material needed / -Know which actions help or intrerfere with cooperation
dates

NAMES

20 / 20
21 / 21
22 / 22
23 / 23
24 / 24
25 / 25
26 / 26
27 / 27
28 / 28
29 / 29
30 / 30
31 / 31
32 / 32
33 / 33

CCC8 Cooperate Teacher Observation Global RREALS 02 2002-2003Annex 3 - F

Name: ______Date:______






Annex 3 - G

Name: ______Date: ______

Self-evaluation

Cross-curricular competency


My challenge : ______

Annex 3 - H

Stop Bullying !

Peer evaluation: To reinvest understanding of texts.

Oral presentation

Date :
Names :

As you listen to your peers evaluate the level of achievement :

The students are able to : / Very well / Well / In an average way / Not very well / Poorly
Select and organize information
Use resources
Use communicative strategies
Show evidence of understanding of the texts used in class

When the team reinvests understanding of texts they progress

Annex 3 - I

Stop Bullying !

Dear,______

Here is what happened:

.
what, how
It happened / ,
when
.
where
The people involved are
.
Could you please help me to put an end to bullying ?
Thanks a lot
signature

Annex 4