Do we have alternatives?
Duration
6 lessons April and May
Age Group
13 - 14
Objectives
Enhancement of empathy outside school (friends, family, strangers
Needed material
• Copies of the scenes to be role-played (one scene per group)
• One copy of the sheet of "real stories"
• Space to perform the role plays
• One copy of the sheet of "real stories"
• Space to perform the role plays
Emotional Intelligence Areas
Self-regulation
Description
The model of non-vertical relationship between students and educators can give a leading role to students, so that they are able to open up and share your feelings.
Focus on emotions to improve children's skills to recognize one's own feelings and that of others.
At the beginning of the workshop, the lack of an emotional vocabulary could slow down the first project activities.
Focus on emotions to improve children's skills to recognize one's own feelings and that of others.
At the beginning of the workshop, the lack of an emotional vocabulary could slow down the first project activities.
Lesson Plan
1. Introduce the activity. Explain that they are going to work in small groups to make short role-plays on the theme of bullying.
2. Carry out a brief brainstorming session on "What is bullying?" to ensure that everyone agrees about what bullying is, knows the different forms it can take, and that it can happen in any school, college, club, organisation or workplace.
3. Divide the participants into three sub-groups and assign one of the scenes to each group. Give them 15 minutes to rehearse and prepare their role-plays.4. Once they are ready, ask each group, in turn, to present their scene.
SCENE 1
A group of students is playing football, a boy asks to participate but he is excluded. (Direct bullying)
SCENE 2
a group of girls is dancing and they are laughed at by a group of snobbish girls. (Verbal bullying)
SCENE 3
An indiscreet photo arrives on the mobile phones of some boys and a student is bullied. (Cyber bullying)
The "victims" of bullying of the 3 scenes meet in a park and they understand that "Unity is strength" and that is the only real victory!
2. Carry out a brief brainstorming session on "What is bullying?" to ensure that everyone agrees about what bullying is, knows the different forms it can take, and that it can happen in any school, college, club, organisation or workplace.
3. Divide the participants into three sub-groups and assign one of the scenes to each group. Give them 15 minutes to rehearse and prepare their role-plays.4. Once they are ready, ask each group, in turn, to present their scene.
SCENE 1
A group of students is playing football, a boy asks to participate but he is excluded. (Direct bullying)
SCENE 2
a group of girls is dancing and they are laughed at by a group of snobbish girls. (Verbal bullying)
SCENE 3
An indiscreet photo arrives on the mobile phones of some boys and a student is bullied. (Cyber bullying)
The "victims" of bullying of the 3 scenes meet in a park and they understand that "Unity is strength" and that is the only real victory!
Assessment
To assess the acivity, questions on what students felt during it should be asked in order to start a debate.
Links for further information
TESTING AND ASSESSMENT