SUBJECT AREA/ SUGGESTED GRADE LEVEL: Language Arts & Drama- No Name-Calling Week
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Major Art Modality Utilized: Creative Movement, Drama, Artistic Language, Visual Arts
Standards Addressed in
this Lesson:
explore the concepts of
prejudice and
discrimination and their
impact on peer
relationships (QCC)
(8PL_A1998-9)
develop and demonstrate
positive interpersonal skills
(GPS) (8CC_A2011-1)
explore and apply the
fundamental
characteristics of
facilitative relationships
and communication skills
(QCC) (6PL_A1998-4)
develop scripts through
various theatrical methods
(GPS) (8TA_A2011-2)
create artwork from
personal experience by
connecting background
knowledge to current
content (GPS)
(8VA_A2011-2)
Multiple Intelligences Addressed: Linguistic, Visual, Interpersonal, Musical, BodyKinesthetic.
Lesson Abstract: This lesson is part of a character-building unit where students explore
the effects of bullying on their fellow students through labels and name-calling using
drama and art to express how bullying and name-calling can hurt others.
Materials Needed: Art supplies including construction paper, tissue paper, glue, markers,
colored pencils, magazines and newspapers.
Procedures:
1. As an introduction to this unit students will be asked to create a “safe space” in the
classroom. Begin by talking about critical comments or negative energy and the effect that
it can have on others. The goal of these lessons is to help all students realize the power of
their words and make better choices, and this starts with making the choice to be positive.
2. Ask the students to stand in a large circle with an open space in the middle (if possible,
it might be nice to have this part of the lesson take place outside). Begin by asking the
students to mirror your physical actions (raising one hand, raising one leg, spinning in a
circle, etc). Create a series of two or three movements that you can easily replicate.
Introduce yourself to the group saying “Hi everyone! You can call me _______ and this is
my personal dance!” and perform the series of movements. They can be silly (in fact, the
sillier the better for the kids to get over “being too cool” to participate) and students often
laugh and kid around at this point. That is fine because getting over the idea to be too cool
is part of the activity. The students should respond with “Hi _______! Great dance!” and
they will mirror the dance moves the first person created.
SUBJECT AREA/ SUGGESTED GRADE LEVEL: Language Arts & Drama- No Name-Calling Week
Area for Teacher Notes:
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Procedures: (Continued)
3. Go around the circle and have each person take a turn creating a personal dance.
Comment positively on similarities between the dances (“Great use of clapping and
rhythm” etc) but they were also all unique. Ask students if they have any thoughts about
how this activity might be related to the idea of bullying. Student responses might be
anywhere from “We all looked goofy making up a dance but no one said anything” or “We
all had a different type of dance but they were all good” etc.
4. Move students back into the classroom and ask them to list names or labels that they
have heard people use (or that they have used themselves). These could be things like
“Nerd” “Dork” “Stupid” “Retard” “Gay” “Emo” “Skater” “Idiot” “Jock” etc. Write these words
on the board and ask the students to consider how it feels to be called a label instead of
their name. Emphasize that we all have been called names throughout our lives (you may
choose to share a personal story about a time you were bullied in your life) but that we
can be a part of changing this negative element of our culture. Introduce the concept of
“No Name-Calling Week” within you classroom (and the school at large, if possible).
5. Students should write a personal reflection of a time that they were called a name or
teased or a time that they witnessed another student being bullied or called names. Help
the students frame their responses by writing some guiding questions on the board:
-When did this situation happen?
-Where did it take place?
-Who else was there?
-How did the situation end?
-How would you have liked it to end differently?
SUBJECT AREA/ SUGGESTED GRADE LEVEL: Language Arts & Drama- No Name-Calling Week
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Procedures: (Continued)
6. Students can take their reflections and they can choose to share them with the class or
not-- however, working in small groups the students should come up with a scenario that
can be based on a person's reflection or it can be a combination of events that happened
in several reflections. The scenario script should include the real incident and a “better
choice” ending that can involve the situation being resolved or dealt with in an appropriate
manner. The students should play the different roles in their scenes and be prepared to
share the scenes with the class.
7. After the scenes have been shared students should discuss their feelings about bullying
and name-calling in general: do they think bullying is a problem at their school? Do they
feel comfortable talking to teachers or adults about bullying? What do they do if they see
someone being bullied? Etc. Try to lead the discussion to the ultimate question: what can
you as students do to change the culture and get rid of bullying?
8. If possible show the students some examples of famous PSA ads and commercials
over the years (Possible examples include Smokey the Bear “Only you can prevent forest
fires” or Rosie the Riveter “We Can Do It!” or “Friends Don't Let Friends Drive Drunk”)
Discuss with the students why these campaigns were effective at spreading a message or
getting an idea across to an audience. Brainstorm ideas about themes or slogans to help
people remember to be kind or not to call people names. Have the students use these
slogans or themes as the inspiration for their PSA posters for “No Name-Calling Week.”
Each student should create an example poster to encourage students to participate in No
Name-Calling Week or to stop bullying in general. The poster should have creative visual
elements and relate back to the central idea of Bullying Prevention.
9. Showcase finished posters in the hallway and hold a “Gallery Walk.” Give each student
10 Post-it notes to write comments on and stick the comments beside the art work. Use
the poster rubric to evaluate the student work and allow them to take their poster along
with their comments home.
SUBJECT AREA/ SUGGESTED GRADE LEVEL: Language Arts & Drama- No Name-Calling Week
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Assessment:
Student learning objectives will have been met when students demonstrate a strong
understanding of the nature of name-calling and bullying and recognize how such
behaviors have a negative impact on the culture of the school.
Performances and Posters should be graded using the appropriate rubrics.
Resources/ Links:
Link for PSA Examples: http://www.adcouncil.org/default.aspx?id=61
Link for Information on No Name-Calling Week:
http://www.nonamecallingweek.org/cgi-bin/iowa/all/resources/index.html