Facilitator’s Dialogue

Introduction (5 minutes)

Teacher: “Good morning, everyone! As you know, October is Bullying Prevention Month. It’s a time for us to think about how we treat each other and learn ways to step in when someone is being mistreated. Today’s lesson is called 'What Would You Do?'—and by the end, you’ll have practical ideas for recognizing, empathizing with, and responding to bullying in real life.

Teacher: “Here’s our plan for the next 45 minutes:

• First, we’ll explore five realistic scenarios together, discussing what you might do as a bystander.
• Then, you’ll get into small groups for a role-play activity to practice those strategies.
• Finally, we’ll come back together to debrief and you’ll complete a quick Reflection Exit Ticket.

Teacher: “Sound good? If you ever have a question or feel uncomfortable, just raise your hand. Let’s start by looking at our scenarios.”

Scenario Exploration (10 minutes)

Teacher: “I’ve loaded our scenarios onto the projector. Let’s begin with Scenario 1: Clothing Tease.”

(Display Slide 1 from Scenario Slides)

Teacher: “Alex arrives wearing an older coat. A group of students snickers and imitates Alex’s outfit. What would you do if you saw this happening?”

Pause for 10–15 seconds. Invite 2–3 volunteers.

Teacher: “Thank you, [Student Name]. You said you might tell them to stop. That’s a great start. What else could we do?”

Follow-up prompts if needed:

• “How do you think Alex feels right now?”
• “Could we involve an adult or another friend?”

Teacher: “All good ideas. Remember, even a small word of support can make a big difference.”

Teacher: “Let’s move to Scenario 2: Online Group Chat.”

(Display Slide 2)

Teacher: “In a class group chat, several students share an edited photo of Jessie with mean comments. What would you do if you saw these messages?”

Pause, then select volunteers.

Teacher: “Nice response. You could screenshot the messages and report them to the teacher or the chat admin. What about talking directly to the group? How might you do that respectfully?”

Ask for suggestions about digital responsibility and safe online behavior.

Teacher: “Next is Scenario 3: Exclusion at Lunch.”

(Display Slide 3)

Teacher: “During lunch, Sam ends up alone because their friends moved seats without inviting them. What would you do if you noticed Sam being excluded?”

Encourage ideas like inviting Sam over or checking in privately.

Teacher: “Great. We want to make sure nobody feels left out. Even a simple ‘Hey, want to sit with us?’ can help someone feel included.”

Teacher: “Now, Scenario 4: Spreading Rumors.”

(Display Slide 4)

Teacher: “Two students pass a note saying Lee cheated on a test. It’s spreading fast. What would you do if you heard this rumor?”

Highlight fact-checking and defending the targeted student.

Teacher: “You might tell the note-passers it’s not true or encourage Lee to talk to a teacher. How can we correct misinformation kindly?”

Teacher: “Finally, Scenario 5: Physical Intimidation.”

(Display Slide 5)

Teacher: “Jordan corners Mia at her locker and shoves her books. What would you do if you witnessed this?”

Listen for answers like intervening safely, getting help from another adult, or recruiting peers.

Teacher: “Excellent. Safety is key—sometimes getting a trusted adult quickly is the best choice.”

Group Role-Play (20 minutes)

Teacher: “Okay, everyone, time to practice! I’m going to divide you into groups of 4–5. Each group will get a scenario from the Role-Play Circles Handout.”

Teacher: “Within each group, you’ll take turns playing the victim, bystander, aggressor, and observer. You’ll have 3–4 minutes to act out each role and try out different responses.”

Teacher: “I’ll circulate and listen in, then give you feedback on how you can show empathy, use respectful words, and choose safe interventions.”

Teacher: “Your timer starts now—go!”

(Teacher circulates, offers encouragement, and notes strong interventions.)

Group Debrief (5 minutes)

Teacher: “Time’s up! Let’s come back together. I’d love to hear one key insight from each group. What intervention strategy worked well for you?”

Invite 3–4 groups to share briefly.

Teacher: “I appreciate your honesty and creativity. You mentioned raising your voice firmly, checking on the victim afterward, and reporting when safe—those are all excellent options.”

Reflection Exit Ticket (5 minutes)

Teacher: “Finally, please take a Reflection Exit Ticket.”

Teacher: “On your ticket, answer these prompts:

1. What is one new thing you learned today?
2. If you witness bullying next time, what will you do first?

You have 5 minutes—go ahead.”

(Pause. When time is up:)

Teacher: “Please hand your tickets to me on your way out. Thanks for your thoughtful responses today!”

Role-Play Circles Handout

Objective: Practice stepping into different roles to explore empathetic and safe responses when witnessing bullying.

Instructions for Students

1. Form groups of 4–5.
2. Each group selects one scenario card below.
3. Assign roles:
   • Victim (experiences the bullying)
   • Bystander (witnesses and can choose to act)
   • Aggressor (perpetrates the bullying)
   • Observer (not directly involved but notices and reflects)
4. For 3–4 minutes, act out the scene using these role prompts:
   • Victim: How do you feel? What words or body language will show your response?
   • Bystander: What intervention will you try? (e.g., speak up, offer support, recruit help)
   • Aggressor: Follow the scenario description but be prepared to hear counter-words from the bystander.
   • Observer: Watch and note what works, what feels safe, and how everyone reacts.
5. After time is up, rotate roles and choose a new scenario, if time allows.
6. Be ready to share one key insight from your practice during the Group Debrief.

Scenario Cards

1. Clothing Tease
   • Alex arrives wearing an older coat. A group of students snickers and imitates Alex’s outfit.
   • Scenario Prompt: Act out Alex’s response and a bystander stepping in with supportive words.
2. Online Group Chat
   • In a class chat, students post an edited photo of Jessie with mean comments.
   • Scenario Prompt: Show the digital exchange, then have a bystander screenshot and report properly.
3. Exclusion at Lunch
   • Friends move to a table without inviting Sam, leaving them alone.
   • Scenario Prompt: Role-play the invitation by a bystander and Sam’s reaction.
4. Spreading Rumors
   • Two students pass a note claiming Lee cheated on a test. It spreads quickly.
   • Scenario Prompt: Act out someone stopping the rumor, fact-checking, and defending Lee.
5. Physical Intimidation
   • Jordan corners Mia at her locker and shoves her books to the floor.
   • Scenario Prompt: Practice a safe intervention (verbal or seeking adult help) and Mia’s response.

Reflection Exit Ticket

Please respond to the following prompts thoughtfully. Use the space provided to share your ideas.

1. What is one new thing you learned today?

1. If you witness bullying next time, what will you do first?

Lesson Overview

This 45-minute lesson engages 8th grade students in recognizing, empathizing with, and responding to bullying behaviors. Through guided discussions, interactive scenarios, and role-play, students build confidence in safe, respectful intervention strategies.

Learning Objectives

• Identify different forms of bullying (verbal, social, online, physical)
• Understand the emotional impact of bullying on targets and bystanders
• Practice empathetic and safe intervention techniques
• Reflect on personal responsibility to support peers

Lesson Structure

1. Introduction (5 min): Highlight Bullying Prevention Month and present the lesson purpose.
2. Scenario Exploration (10 min): Discuss five realistic situations using Scenario Slides and prompts from Facilitator’s Dialogue.
3. Group Role-Play (20 min): In groups of 4–5, students act out scenarios from the Role-Play Circles Handout, rotating roles (victim, bystander, aggressor, observer).
4. Group Debrief (5 min): Share insights and highlight effective intervention strategies.
5. Reflection Exit Ticket (5 min): Students complete a brief self-reflection on learning and planned actions using the Reflection Exit Ticket.

Materials Needed

• Scenario Slides
• Facilitator’s Dialogue
• Role-Play Circles Handout
• Reflection Exit Ticket
• Chart paper and markers
• Projector or display system

With this structured approach, students not only discuss and analyze bullying scenarios but also actively practice compassionate intervention, reinforcing a supportive classroom culture.