General Information:

Real Friends, a webisode about bullying on the website, Stop Bullying. This web series has 12 different episodes following the experiences of a couple characters dealing with bullies at their school. The webisode is the last episode in the series and lasts three minutes. We would consider this video to be rated G since the content presented was aimed towards young viewers. This was the best educational video because not only does it provide multiple scenarios for a healthy relationship, but it also makes learning about healthy relationships with friends and family fun. Each scenario mentioned in one of the 12 webisodes was relatable to young viewers. The site that provided the web series also created mini quizzes at the end of each video to test the viewer on the material taught in the video. Extra resources for families based on bullying and prevention is also included on the website. This was the best documentary source because of the variety of videos for children to watch and learn about. Each webisode can be catered to a specific situation dealt with in class. The 12th webisode was the best fit because it clearly shows the students the healthy relationship of real friends and the relationship between family. 

Core Integration:

• Overview: We’d use the Stop Bullying videos to enhance a literacy unit on healthy relationships and/or bullying. Understanding the key factors and precursors of bullying in both literature and videos will help young students recognize and maintain healthy relationships and prevent bullying. These factors can also help students identify these scenarios in common core areas for literacy standards.  

• Lesson: First, present a read aloud of a book with the topic of relationships or bullying.There are many options to choose from, pick a book based on the scenario you want to cover and the reading level for your students (See literature resources for this unit). During the read aloud ask engaging questions and make note of the students’ comments and ideas about bullying before you integrate the Stop Bullying webisode. Once the read aloud is complete, prepare the students for the video. Give the necessary background information about characters and settings if unfamiliar or essential for understanding. Choose the appropriate webisode from the Stop Bullying website that correlates with the book you chose. Begin the video and pause when necessary to talk about key points with students, such as the actions a character made, a dialogue between two people or a certain behavior that was represented. After the video has been showed, guide the students through the mini quiz after the video. Add extra questions to relate back to the book that was read earlier. Students will begin making connections between the two formats and further their understanding of relationships and bullying. As an extra activity and to assess the students’ learning, have the whole class create a “ideal friendship” poster that lists the attributes and desires of a friend or in a healthy relationship. The poster can also contain “don’ts” to express unwanted behaviors in a friendship that relates to bullying. This poster will tie both the book and the video together cohesively.

Standards:

• NHES:

• • • • NHES 1: Core Concepts: Identify the benefits of healthy peer relationships
        • HBO 1: Establish and maintain healthy relationships
      • NHES 1: Core Concepts: Explain why it is wrong to tease or bully others based on gender identity or roles
        • HBO 7: Treat others with courtesy and respect without regard to sexual status
      • NHES 4: Interpersonal Communication: Demonstrate how to effectively communicate needs, wants, and feelings in healthy ways to promote healthy family and peer relationships.
      • NHES 4: Interpersonal Communication: Demonstrate how to effectively communicate care and concern for others to promote healthy family and peer relationships.
        • Source for all above standards: NHES Sexual Health PDF
      • MEH5.2.3: Explain the potential positive and negative outcomes from decisions related to mental and emotional health (e.g. dealing with interpersonal conflict, managing anger)
      • MEH5.2.4: Describe when help is needed and when it is not needed to make a mentally and emotionally healthy decision (e.g. dealing with interpersonal conflict, managing anger)
      • MEH8.2.2: Demonstrate how to encourage peers to make healthy mental and emotional health choices.
        • Source for all above standards: NHES Mental and Emotional Health PDF

• CCSS:

• • • CCSS.ELA-LITERACY.RL.2.3: Describe how characters in a story respond to major events and challenges.
    • CCSS.ELA-LITERACY.RL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
    • CCSS.ELA-LITERACY.RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.
    • CCSS.ELA-LITERACY.RL.1.9: Compare and contrast the adventures and experiences of characters in stories.
    • CCSS.ELA-LITERACY.RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
    • CCSS.ELA-LITERACY.RL.1.3: Describe characters, settings, and major events in a story, using key details.
    • CCSS.ELA-LITERACY.RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
    • CCSS.ELA-LITERACY.RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

• Hyperlinks: Stop Bullying web series, Stop Bullying homepage, Books about bullies, Books about healthy relationships