Lesson 1: I can show empathy by connecting with others and showing kindness. 

Lesson 2: I can create a school map of Kindness that includes how they will show Kindness around the school. 

Lesson 4: Identifying Triggers and Using Coping Tools

I can recognize my personal triggers that lead to the Blue, Red, and Yellow Zone.

I can identify coping tools and work on problem solving to avoid triggers.

1. Think of your triggers. Ask yourself, "What triggers me?"

2. Discuss your triggers with your shoulder partner

3. Share triggers with the class

4. Fill in Caution sign with personal triggers

I can apply effective problem-solving, decision-making, and refusal skills to make safe and healthy life choices at school. 

I can be assertive to stop and report suspected bullying.  

I can explain the difference between conflict and bullying and how to know the difference. 

Bystander: a person who is present during an incident but does not take part.

Upstander: someone who recognizes when something is wrong and does something to make it right. 

Let's Practice! The Upstander Machine

Directions:

Two lines facing each other-about 3 feet apart

Imagine you have an on/off switch on your arm

When teacher touches their arm, the Upstander machine switches on

Once a student is "switched on," that student should give out a strong assertive Upstander message.

• Have students write at the top of a piece of paper “Be Who You Are” with their name written just below. 

• Students who are multilingual can write it in many languages. 

• Have students draw a picture of their full body selves with a pencil. 

•  Add lots of details that are special to them —hairstyles, clothing styles, etc. 

  • likes and dislikes, personalities, hobbies 

• Let students know that if they have always wanted to wear a bow tie with rainbow suspenders, for example, they can draw themselves this way.

• Students can also change their hair to a style that represents their true selves — maybe a student has always wanted short hair or has wanted to dye their hair pink.  

• After they have drawn themselves in pencil with lots of details, have students trace over the pencil lines with a black permanent marker. • 

• Once students are done outlining, they can color in their drawing of themselves with crayons, colored pencils or markers. 

Lesson 1: I'm In Charge

• I know how to respond when a stranger knocks on the door.

• I know how to react when a stranger approaches me on the street.

• I know how to stay safe when I'm online or on social media.

• I know how to respond when me or someone I know is being bullied.

Zamia wants to go to the library with Reed, but she remembers she needs to ask first. Mr. Pacey is the person in charge at the Chess Club, so she asks him. He says she needs to ask her parents, but Zamia doesn’t know how to contact her parents during the day. Reed says her parents will probably be just fine with her meeting him at the library. “The library is very safe, and you’ll be with me,” he tells her. 

Zamia wants to go to the library with Reed, but she remembers she needs to ask first. Mr. Pacey is the person in charge at the Chess Club, so she asks him. He says she needs to ask her parents, but Zamia doesn’t know how to contact her parents during the day. Reed says her parents will probably be just fine with her meeting him at the library. “The library is very safe, and you’ll be with me,” he tells her.

Think, Turn, Tell

5. Zamia can’t contact her parents to ask first before going somewhere with Reed. Think about what Zamia should do now to stay safe. Give think-time. Turn and tell your partner your ideas. Call on a few students at random to report. (Tell Reed, “Sorry, but I need to ask first.” Tell Reed, “Maybe next time.”)

6. Reed doesn’t think Zamia needs to ask first. Is that okay? (No.) What should Zamia do when Reed tries to get her to go the library without asking first? (Refuse: Say words that mean no. Leave and report what happened to a trusted adult.)

Let’s find out what Zamia does to keep herself safe.

Zamia tells Reed she can’t go with him if she doesn’t ask first. After school she walks straight home. Later that evening, Zamia tells her father about how Reed asked her to go with him to library after school, and how he told her she didn’t need to ask first. Her father is glad that Zamia told him what happened. “Following the Always Ask First Rule helped you stay safe,” he says. “I’ll talk with Mr. Pacey to make sure Reed knows it’s not okay to try to go somewhere with kids after school without their parents’ permission.” 

Refer to the Ways to Stay Safe Poster. How did Zamia use all the Ways to Stay Safe to keep herself safe? (She recognized she needed to ask first before going somewhere with Reed. She refused to go. She reported what happened to her father.) Remembering she needed to ask a parent or the person in charge first helped Zamia stay safe. 

Review: Recognize-Refuse-Report

Today we learned about the Always Ask First Rule. What is the Always Ask First Rule? (Always ask a parent or the person in charge first before going somewhere, doing something, or accepting something from someone.)

What does “person in charge” mean? (The older person who is responsible for making sure you’re safe when you’re not with your parents.)

Why does asking a parent or person in charge first help you stay safe? (Adults can help you decide if a situation is safe or not. He or she will know where you are. He or she can tell you if it’s okay.)

What should you do if you need to ask first, but there isn’t a parent or person in charge nearby for you to ask? (Call your parents. Find a person in charge. Refuse to do something.)

What should you do if someone says you don’t need to ask first? (Refuse: Say words that mean no. Report: Tell an adult.)

Story and Discussion

Skill Practice: Being assertive and refusing unwanted or unsafe touches.

Unwanted Touch Scenarios

Pretend this is…

• Your grandma trying to give you a kiss when you don’t want one

• Your uncle inviting you to sit on his lap when you don’t want to

• Your teacher wanting to hold your hand on the way to the library when you don’t want him to

• Your dad offering to give you a piggyback ride when you don’t want one

• Your older cousin putting his arm around you during a movie when you don’t want him to

Unsafe Touch Scenarios

Pretend this is…

• A boy sitting on the floor behind you during the school assembly kicking your back

• Your babysitter pushing you into the car because she’s in a hurry and upset about you being late for school

• Your uncle shaking you by the shoulders because he’s mad that you drank all the orange juice

• Another student tripping you on purpose during the kickball game at recess

• Your sister hitting you in the face because you didn’t do what she wanted.