Warm Up: Friend or Foe?

Instructions: Think about a time you saw someone being treated unfairly or unkindly. How did it make you feel? What do you wish would have happened?

Now, think about a time you helped a friend or someone helped you. How did that make you feel? What did you do or what did they do?

The Power of Friendship

Friendship is an amazing gift. It's about having people in your life who care about you, make you laugh, and stand by your side. Think about your best friends. What makes them so special?

What Makes a Good Friend?

Good friends have lots of important qualities. They are kind and always try to make you feel good. They are trustworthy, which means you can count on them and know they will keep their promises. When you're sad, good friends are supportive; they listen and try to help you feel better. They are also respectful, valuing your ideas and understanding that you might be different from them. Most importantly, good friends show empathy. This means they can understand and share your feelings, whether you're happy, sad, or frustrated.

Why is Friendship Important?

Having good friends makes life better! Friends can teach you new things, share fun experiences, and help you through tough times. When you have strong friendships, you feel like you belong and that you have people who genuinely care about you. These connections help you feel happier and more confident.

Friendship and Our Community

When we all try to be good friends, our classroom and school become a much better place. Imagine a school where everyone is kind, respectful, and supportive. If someone is feeling left out or being treated unkindly, good friends and leaders step in. They can include others, speak up, or ask an adult for help. Being a good friend isn't just about one or two people; it's about making our whole community stronger and more positive. It means creating a place where everyone feels safe, valued, and happy.

Discussion: Standing Strong

Instructions: Let's have an open and honest conversation about bullying and how we can stand strong together.

1. What are some different ways someone can be bullied? (Think about words, actions, or even online.)
   
   
   
   
2. How does it feel to witness bullying, even if it's not happening to you directly?
   
   
   
   
   
   
   
3. What are some safe and effective ways to stand up to bullying when you see it happening?
   
   
   
   
   
   
   
   
   
   
   
   
4. If you or someone you know is being bullied, who are the trusted adults you can talk to at school or at home?
   
   
   
   
5. How can our class create a culture where everyone feels safe, respected, and included?
   
   
   
   
   
   
   

Activity: Leadership Role Play

Instructions: In your small groups, read the scenario assigned to you. Discuss how you would act as a leader and a good friend in that situation. Then, act out the scenario for the class, showing how a leader would respond.

Scenario 1: The Excluded New Kid

A new student joins your class. During recess, you notice a group of your friends whispering and giggling, pointing at the new kid who is standing alone. Your friends then start a game without inviting the new student.

As a leader, what would you do? How would you show friendship and leadership?

Scenario 2: The Online Rumor

You see a group chat among some classmates where someone is spreading an unkind rumor about another student. Some people are laughing, but you know the rumor isn't true and it could really hurt the person.

As a leader, what would you do? How would you show friendship and leadership?

Scenario 3: The Unfair Game

During a class game, one student is constantly being picked on and told they aren't good enough. They look upset and are starting to withdraw from playing. Some other students are just watching and not saying anything.

As a leader, what would you do? How would you show friendship and leadership?

Leadership Role Play Rubric

Instructions: This rubric will help evaluate your group's role-play performance. Focus on demonstrating strong leadership and friendship skills in your scenario.

Game: Empathy Charades

Instructions: This game helps us practice understanding how others feel. Each student will draw a slip of paper with an emotion or situation on it. Without speaking, act out that emotion or reaction. Your classmates will guess what emotion you are portraying. Try to be as expressive as possible!

How to Play:

1. Prepare Slips: The teacher will have slips of paper with different emotions or social situations written on them (e.g., Happy, Sad, Frustrated, Confused, Excited, Shy, Feeling Left Out, Being Praised, Seeing Someone Fall, Sharing a Toy).
2. Draw an Emotion: One student will quietly choose a slip of paper. They should not show it to anyone.
3. Act it Out: The student will then act out the emotion or situation without speaking a single word. Use your face, body, and gestures to show how that emotion feels or how someone might react in that situation.
4. Guess the Emotion: The rest of the class will watch carefully and try to guess the emotion or situation being acted out.
5. Discuss (Optional): After a correct guess, you can briefly discuss: "What did you see in their actions or face that helped you guess?" or "Why might someone feel that way in real life?"
6. Next Player: The student who guessed correctly (or the teacher chooses) goes next.

Examples of Emotions/Situations for Slips:

• Happy
• Sad
• Angry
• Scared
• Confused
• Excited
• Frustrated
• Proud
• Surprised
• Shy
• Feeling Left Out
• Seeing a Friend Cry
• Sharing a Toy
• Someone Apologizes to You
• Winning a Game
• Losing a Game

My B.F.F. Pledge

Instructions: Reflect on what we've discussed today about Bullying, Friendship, and Leadership. Write down your personal pledge to be a better B.F.F. in our school community.

My Pledge to Be a B.F.F. Leader!

I, ______________________________, pledge to be a B.F.F. (Bullying, Friendship, Forward Leadership) leader in my classroom and school. I understand that my actions can make a big difference.

B is for Bullying:

1. What will I do if I see someone being bullied?
   
   
   
   
   
   
   
2. What will I do if I feel someone is bullying me or a friend?
   
   
   
   
   
   
   

F is for Friendship:

1. List three qualities of a good friend that I will try to show more often.
   a.
   
   
   
   b.
   
   
   
   c.
   
   
   
2. How will I try to include others who might feel left out?
   
   
   
   
   
   
   

F is for Forward Leadership:

1. In what ways can I be a leader in my classroom or during recess?
   
   
   
   
   
   
   
2. What is one specific action I will take this week to show positive leadership?
   
   
   
   
   
   
   
   
   
   Signature: _____________________________

Date: ______________________________

Cool Down: One Word Impact

Instructions: Think about today's lesson on bullying, friendship, and leadership. In one word, how would you describe your main takeaway, your commitment, or how you feel about being a B.F.F. leader?

My one word:

Answer Key: B.F.F. Knowledge Check

Instructions:

This answer key provides the correct responses and explanations for the Quiz: B.F.F. Knowledge Check. Teachers can use this to grade student work and provide feedback.

1. Which of these is the best definition of bullying?

• Correct Answer: C. When someone intentionally and repeatedly harms or intimidates another person.
  • Reasoning: Bullying is characterized by intent to harm and repetition. Options A, B, and D describe common social interactions that are not necessarily bullying.

2. Which of the following is NOT a quality of a good friend?

• Correct Answer: D. Bossy
  • Reasoning: Bossiness implies wanting to control others, which goes against the principles of mutual respect and equality in a healthy friendship. Trustworthy, supportive, and respectful are all positive qualities of a good friend.

3. Name two types of bullying and give a short example of each.

• Correct Answer: (Any two of the following with appropriate examples)
  • Verbal: Name-calling, teasing, threatening words.
  • Physical: Hitting, kicking, pushing, tripping.
  • Social/Relational: Excluding someone from a group, spreading rumors, ignoring someone on purpose.
  • Cyberbullying: Sending mean texts, posting unkind messages online, sharing embarrassing pictures without permission.
  • Reasoning: Students should recall the different forms of bullying discussed.

4. How can a student show leadership in a situation where someone is being excluded?

• Correct Answer: C. Invite the excluded person to join their game or activity.
  • Reasoning: This action demonstrates proactive leadership by including someone and fostering a positive, inclusive environment. Options A, B, and D do not show positive leadership or actively contribute to solving the problem of exclusion.

5. Why is empathy important for building strong friendships and stopping bullying?

• Correct Answer: Empathy helps you understand how others are feeling. If you can understand someone's sadness or hurt, you are more likely to be kind, supportive, and stand up for them. It helps you connect with others and realize the impact of your actions.
  • Reasoning: Empathy is the ability to understand and share the feelings of another. This understanding makes individuals more likely to act kindly, offer support, and intervene against bullying because they can imagine the emotional impact on the other person.

Answer Key: B.F.F. Comprehensive Assessment

Instructions:

This answer key provides the correct responses and explanations for the Test: B.F.F. Comprehensive Assessment. Teachers can use this to grade student work and provide feedback.

1. What does it mean if someone is cyberbullying another person?

• Correct Answer: C. They are using electronic devices to harm or harass them.
  • Reasoning: Cyberbullying specifically refers to bullying that happens online or through digital technology. Options A and B are physical and verbal bullying, respectively, while D is generally harmless.

2. Describe how a leader can help prevent bullying in their school. Give at least two specific actions.

• Correct Answer: A leader can prevent bullying by (any two of the following or similar):
  1. Standing up for others: Speaking out or getting help when they see someone being bullied.
  2. Reporting bullying: Telling a trusted adult (teacher, parent, counselor) about bullying incidents.
  3. Including everyone: Making sure no one feels left out and inviting others to join activities.
  4. Setting a good example: Being kind, respectful, and positive in their own interactions.
  • Reasoning: This question assesses understanding of proactive leadership roles in bullying prevention.

3. Which of these is a sign of a healthy friendship?

• Correct Answer: C. Friends respect each other's differences and opinions.
  • Reasoning: Mutual respect, even with differences, is a cornerstone of healthy relationships. Options A, B, and D describe unhealthy or inappropriate dynamics in a friendship.

4. Imagine a classmate is feeling left out and sitting alone at lunch. What could you say or do to show friendship and leadership in this situation?

• Correct Answer: (Answers will vary but should include elements of inclusion and proactive kindness.)
  • Example Response: I could go over to them and ask if they want to join my table or play with my friends. I would introduce them to my friends and make sure they feel welcome.
  • Reasoning: This open-response question allows students to demonstrate practical application of friendship and leadership skills.

5. If you witness bullying, what is the most important first step you should take?

• Correct Answer: C. Tell a trusted adult (teacher, parent, counselor).
  • Reasoning: While standing up for someone is important, the safest and most effective first step for a student is often to involve a trusted adult who can intervene appropriately. Options A and B are harmful or ineffective, and D can be dangerous.

6. Explain the connection between friendship, empathy, and preventing bullying.

• Correct Answer: Good friendships are built on empathy, where you understand and share the feelings of others. When you have empathy, you are less likely to bully someone because you understand how much it can hurt. Empathy also makes you more likely to stand up for friends or others who are being bullied, creating a safer environment for everyone.
  • Reasoning: This question requires students to synthesize concepts, recognizing that empathy (a core component of strong friendships) drives compassionate action and intervention against bullying.

Script: Be a B.F.F.

Introduction (Teacher says):

"Good morning, everyone! Today, we're going to talk about something super important for our classroom and for all of us as friends. We're going to explore what it means to be a B.F.F. – but not just 'Best Friends Forever.' Today, B.F.F. stands for Bullying, Friendship, and Forward Leadership! These three things are connected, and understanding them helps us create a kinder, stronger community. So, let's dive in!"

Warm Up: Friend or Foe? (3 minutes)

Teacher says:

"To get our minds warmed up, I'm going to hand out a quick Warm Up: Friend or Foe? prompt. Take about two minutes to jot down your thoughts on the questions. There are no right or wrong answers, just your honest reflections."

(Distribute Warm Up: Friend or Foe?. Allow 2 minutes for students to write.)

"Okay, who would like to share one thought from their warm-up? What did you notice or feel when thinking about these situations?"

(Facilitate a brief discussion, calling on a few students. Connect their responses to the importance of how we treat each other.)

Introduction & Reading: The Power of Friendship (5 minutes)

Teacher says:

"Great job! Let's look at our goals for today using our Be a B.F.F. Slide Deck."

(Advance to 'Our Goals Today' slide.)

"Our goals are to define bullying, identify qualities of a good friend, and recognize how leadership can help prevent bullying and build strong friendships. Now, let's understand more about friendship with a short reading. I'm handing out Reading: The Power of Friendship. You can read it silently to yourselves, or we can read it aloud together. What do you prefer?"

(Distribute Reading: The Power of Friendship. Facilitate reading.)

"Based on what we just read, what's one thing that makes a friend truly good or special?"

(Allow a few responses. Advance to 'What is Friendship?' and 'Qualities of a Good Friend' slides on Be a B.F.F. Slide Deck, briefly reinforcing the points.)

Understanding Bullying: What It Is and Isn't (5 minutes)

Teacher says:

"Now, let's talk about the 'B' in B.F.F. – Bullying. It's a serious topic, but one we need to understand to stop. Look at our Be a B.F.F. Slide Deck as we define it."

(Advance to 'What is Bullying?' and 'Types of Bullying' slides.)

"Bullying is when someone intentionally and repeatedly harms or intimidates another person. It's not just an accident or a disagreement. And there are different types, like physical, verbal, social, and cyberbullying. Now, let's have an important Discussion: Standing Strong about this."

(Lead the Discussion: Standing Strong activity. Encourage thoughtful, respectful responses.)

"Thank you for sharing your thoughts. It's clear that bullying hurts, and it's up to all of us to stand strong and make sure everyone feels safe."

(Advance to 'The Impact of Bullying' slide.)

Leadership Role Play & Empathy Charades (10 minutes)

Teacher says:

"How do we stand strong? Through the second 'F' – Forward Leadership! Leadership isn't just about being in charge; it's about making positive choices and inspiring others. We can all be leaders. Let's see how in our next activity. I'll divide you into small groups for a Activity: Leadership Role Play. Each group will get a scenario, and your job is to act out how a leader and a good friend would respond. I'll be observing your teamwork and ideas using our Rubric: Leadership Role Play Rubric."

(Divide students into groups, distribute scenarios from Activity: Leadership Role Play. Allow 5 minutes for groups to plan and practice, then 5 minutes for a few groups to perform.)

"Excellent job, everyone! It takes courage to be a leader. Now, let's play a quick Game: Empathy Charades to help us understand emotions even better. Empathy is a huge part of friendship and leadership!"

(Lead Game: Empathy Charades for 5 minutes, focusing on identifying emotions.)

*(Advance to 'What is Leadership?' and 'Leaders are B.F.F.s too!' slides on Be a B.F.F. Slide Deck.)

My B.F.F. Pledge & Cool Down (5 minutes)

Teacher says:

"You've all done a wonderful job today exploring what it means to be a B.F.F. leader. To wrap up, I'd like you to think about what you've learned and make a personal commitment. I'm distributing the Worksheet: My B.F.F. Pledge. Please take a few minutes to complete it carefully. This is your promise to yourself and our community."

(Distribute Worksheet: My B.F.F. Pledge. Allow 3 minutes for completion.)

"Finally, for our Cool Down: One Word Impact exit ticket, on the slip of paper provided, write one word that describes your main takeaway from today's lesson, your commitment, or how you feel about being a B.F.F. leader. When you're done, you can hand it to me as you leave."

(Collect pledges and cool-downs.)

"Remember, you all have the power to make our classroom and school a kinder, more respectful place. Be a B.F.F. leader! Thank you for a great discussion today."

(Advance to 'My B.F.F. Pledge' and 'Be a B.F.F. Leader!' slides.)

Assessment (Optional, if time permits or for homework):

"For homework or if we have extra time, you can complete the Quiz: B.F.F. Knowledge Check or the Test: B.F.F. Comprehensive Assessment to review what we learned today."

*(Refer to Answer Key: B.F.F. Knowledge Check Answers and Answer Key: B.F.F. Comprehensive Assessment Answers for grading.)"