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Tattling versus telling skits set 1: Gum chewing and playground slide safety

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Teacher says or asks: We are going to act out some skits that will demonstrate when a student is tattling or snitching and when that student is actually telling or reporting.

More Photos

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Eight actors for each skit

Please note: For every skit, there will be the following parts:

  1. A student playing the part of the teacher (He or she will sit in the teacher’s chair at the front of the room.)
  2. A student doing something questionable
  3. A student who is tempted to tattle or tell
  4. Red light mediator (Post the Red light poster above his or her head. See download link above.)
  5. Yellow light mediator (Post the Yellow light poster above his or her head. See download link above.)
  6. Green light mediator (Post the Green light poster above his or her head. See download link above.)
  7. Microphone kid aka Talk Show Host. He or she will interview the kid tempted to either tattle or tell by asking, “Why do you think you should tell this to the teacher?” (He or she will hold the Microphone poster. See download link above.)
  8. Balloon kid question-asker. He or she will query the two key target students, the class, and as a self-reflective question. (He or she will hold the Balloon poster featuring a fully-inflated balloon, a partly-inflated balloon, and a deflated balloon. See download link above.)

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Room set-up

Suggested seating from the vantage point of the classroom students: (See the article picture and/or the last page of the PDF poster download for a visual of how this could look.)

  1. Have the pretend teacher sit in the teacher’s chair in the front left corner of the room.
  2. Have the red, yellow, and green light kids sit in folding chairs or smaller chairs against the wall and to the teacher’s right.
  3. Have the balloon kid question-asker sit and the microphone talk show host kid in the folding chairs or smaller chairs against the wall and to the right of the red, yellow, and green light kids.
  4. Place the kid who is doing something questionable to the far right of the room (either seated or standing, depending on the situation to be acted out in the skit).
  5. Place the kid who is tempted to either tattle or tell the teacher about this questionable act halfway between the pretend teacher and the kid doing something questionable (either seated or standing, depending on the situation to be acted out in the skit).

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Tattling versus Telling definition poster

Post the poster on the board that gives the definition between tattling or snitching versus telling or reporting. (See download link above.)

  • Tattling or Snitching (Red light): Trying to get somebody into trouble.
  • Telling or Reporting (Green light): Trying to get you, another person, or property out of trouble.

Teacher says or asks: Look at this poster. Do I have a volunteer to read the poster aloud?

Students Respond:

Tattling or Snitching: Trying to get somebody into trouble.

Telling or Reporting: Trying to get you, another person, or property out of trouble.

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Skit #1:

Teacher says or asks: For this first skit, I need eight volunteers.

1. A pretend teacher who will sit in my teacher’s chair over on the far left front corner of the room.

2. Kid doing or saying something questionable will sit or stand on the far right front corner of the room. We will call him or her the ‘Target kid’.

3. Kid tattling or reporting about the questionable words or actions will sit or stand between the pretend teacher and the student doing or saying something questionable. We will call him or her the ‘Observant Kid’.

4. To the right of the pretend teacher, the kids playing the part of the Traffic Light Mediators will sit:

  • a. Red light mediator
  • b. Yellow light mediator
  • c. Green light mediator

5. To their right, the Balloon kid question-asker will sit. He or she will interview the two key actors, the class, and will also relate how he or she would feel in a similar situation

6. To his or her right, the Microphone kid who will sit. He or she will act as a talk show host. It is his or her job to interview the student who intends to either tattle or tell the teacher. The Microphone kid talk show host will ask, “Why do you think you should tell this to the teacher?”

Students Respond: (Get eager volunteers.)

Skit step 1: Let’s pretend that the ‘Target kid’ is chewing gum in the class. It is against the rules to chew gum.

Skit step 2: The ‘Observant kid’ sees the gum chewer. He or she has to decide whether it would be a good thing or a not-so-good thing to alert the teacher.

Note to the teacher: Here is the suggested dialogue that will be used during the skit. As each skit progresses, you, as the teacher, will be able to fade more and more into the background.

Observant kid: (Looks over at the target kid) You are breaking a class rule. You’re not supposed to be chewing gum

Target kid: So?

Observant kid: I’m telling the teacher.

Directions: The ‘Observant kid’ stands up and heads to his or her right toward the pretend teacher.

Directions: The ‘Red Light Mediator’ kid stands up to talk to the ‘Observant kid’. As soon as he or she has said his or her line, he or she sits back down.

Red Light Mediator: Red light! Stop! Calm down.

Directions: The ‘Yellow Light Mediator’ kid stands up to talk to the ‘Observant kid’. As soon as he or she has said his or her line, he or she sits back down.

Yellow Light Mediator: Yellow light! Caution! You need to take a moment to think about this problem and its possible solutions.

Directions: The ‘Microphone kid talk show host’ stands up to talk to the ‘Observant kid’. He or she will sit back down at the end of the conversation with the ‘Observant kid’.

Microphone Kid Talk Show Host: Why do you think you should tell this to the teacher?

Observant Kid: (Respond to this question. If necessary, have the class help answer this question.) Because it is against the rules to chew gum, and that kid is chewing gum.

Microphone Kid Talk Show Host: Check out the Tattling versus Telling poster. Now think! Are you trying to get the ‘Target kid’ into trouble, or you trying to get him out of trouble?

(Allow the class to help evaluate this situation. Strive to elicit the response that in this case, to alert the teacher about the gum-chewer would be tattling.)

Observant Kid: Well, since chewing gum does not involve anybody getting hurt and no property is getting damaged, I guess if I told the teacher, it would be tattling – not telling.

Microphone Kid Talk Show Host: (Turn to the class and ask this question.) Is tattling or snitching a good thing to do?

Class: No!

Microphone Kid Talk Show Host: (Turn to the class and ask this question.) Why?

Class: Because tattling or snitching is when you purposely try to get somebody into trouble.

Microphone Kid Talk Show Host: (Turn to the class and ask this question.) Is telling or reporting a good thing to do?

Class: Yes!

Microphone Kid Talk Show Host: (Turn to the class and ask this question.) Why?

Class: Telling or Reporting is done when you are trying to get yourself or another person out of trouble. It is also important to do when you see property getting damaged.

Microphone Kid Talk Show Host: (Turn to the class and ask this question.) If the ‘Observant Kid’ tells the teacher about the gum chewing, which will he (or she) be doing: Tattling or Telling?

Class: Tattling.

Microphone Kid Talk Show Host: (Turn to the class and ask this question.) Should he (or she) do it?

Class: No!

Directions: The ‘Green Light Mediator’ kid stands up to talk to the ‘Observant kid’. As soon as he or she has said his or her line, he or she sits back down.

Green Light Mediator: Green light. Thanks, Microphone kid. You can go back to your seat. You did a great job as a talk show host. It is my turn now.

Directions: The ‘Green Light Mediator’ faces the ‘Observant kid’ to have a conversation with him or her. As soon as he or she has completed the dialogue with the ‘Observant kid’, he or she sits back down.

Green Light Mediator: Okay, Observant Kid. My green light stands for ‘Go’. It’s time to either GO back where you came from and not say anything at all or GO try to quietly work things out with the ‘Target kid’. So, let’s figure out a good plan of action that you can GO with.

What do you think you should do?

  • Option #1 for the Observant Kid:

Observant Kid: I think I should go back to my seat and not say anything at all. I guess it is really between the ‘Target kid’ and the Teacher. I just kind of wish that I could get some credit for following the rules and doing the right thing.

Green Light Mediator: Well, you could tell your best friend later on that you had the strength to keep yourself from tattling and that you honored the class rule not to chew gum. Or after school today, you could go home and tell somebody who you live with about what happened and he or she could pat you on the back. Or, you could simply pat yourself on the back.

  • Option #2 for the Observant Kid:

Observant Kid: I think I will try to encourage the ‘Target Kid’ to do the right thing.

Green Light Mediator: Okay, go try that. I will be over here if you need any help.

Observant Kid: (Loudly whispering) Hey, Target Kid. Maybe you forgot that gum chewing is against the rules. I’m not planning to tell on you after all, but maybe you should throw the gum away.

  • Option #1 for the Target Kid:

Target Kid: Thanks for not telling on me. I think I will throw the gum away.

Directions: The ‘Target kid’ gets a piece of paper, the gum wrapper, or a Kleenex and wraps this around the piece of gum. He or she either throws it away in the trash can or stores it in a pocket or desk to throw away later.

  • Option #2 for the Target Kid:

Target Kid: Thanks for not telling on me, but I think I will take my chances on not getting caught.

Directions: The ‘Target kid’ pretends to keep on chewing the gum. The ‘Observant kid’ shrugs and returns to his or her seat.

  • Option #3 for the Target Kid:

Target Kid: Thanks for not telling on me.

Directions: The ‘Target kid’ pretends to pull the gum out of his or her mouth and sticks it to the bottom of his desk or on the wall behind him or her.

The ‘Observant Kid’ is horrified.

Observant Kid: Gross! You need to get rid of the gum properly or I really will tell. After all, you are damaging property if you stick gum to it.

  • Option #4 for the Target Kid:

Target Kid: All right! All right! I will throw it away the right way.

Observant Kid: Thanks! Well, I guess I better get back to work.

  • Option #5 for the Target Kid:

Target Kid: I don’t feel like it.

Observant Kid: Okay, I guess I will go tell the teacher.

Directions: The ‘Observant Kid’ walks over to the teacher to have a quiet conversation.

Observant Kid: Teacher, may I talk to you privately?

Teacher: What is it?

Observant Kid: I saw some property being kind of damaged, so I feel like I should report it.

Teacher: Please explain.

Observant Kid: Well, I saw a kid chewing gum. I knew if I mentioned it to you, I would be tattling. But then, when I suggested that he (or she) throw it away since gum-chewing is against the rules, he (or she) did something gross.

Teacher: What was that?

Observant Kid: He stuck the gum on the bottom of his (or her) desk (or on the wall).

Teacher: Yes, damaging property is telling rather than tattling. So, thank you for informing me. Also, thank you for following my rule to not chew gum in class.

Observant Kid: You’re welcome. I’m going to go back to work now.

Directions: The teacher gets up and quietly walks over to the ‘Target kid’.

Teacher: Please throw the gum away properly. Also, since you were doing something against the rules, you will need to have a consequence.

Target Kid: Okay. I’m sorry.

You, the real teacher states: Then, in that case, the ‘Target kid’ would get whatever consequence happens in our classroom. We have one final part of the skit yet to do. Balloon Kid, it is your turn to interview our actors, the class, and to reflect how you would feel in a similar situation.

To introduce the balloon kid, let’s discuss balloons for a moment. When we are feeling strong emotions, we often feel all puffed up like a fully inflated balloon. When we are feeling stable or okay, we are often feeling like a partly inflated balloon. If we are feeling depressed, frustrated, or upset, we often feel deflated like a balloon that has lost all its air.

Okay, Balloon Kid, you will ask “What were you feeling” at the beginning of the skit” and “How are you feeling at the end of the skit?” As the ‘Observant Kid’, ‘Target Kid’, and the class responds, everybody should try to pretend that this event really happened. That way, you can try to figure out how you would really feel if this event really happened.

Balloon Kid Question-Asker: ‘Observant Kid’, when you noticed ‘Target Kid’ chewing gum and you thought about alerting the teacher about this, would that have made you feel fully inflated, partly inflated, or deflated? In other words, were you only feeling partly inflated like a partly-inflated balloon and you were wanting to get puffed up on a power trip by getting a fellow classmate in trouble?

Observant Kid: (Allow him or her to reflect aloud about this.)

Balloon Kid Question-Asker: Class, what about you? How would you have felt if that had happened to you?

Class: (Allow members of the class to reflect aloud about this.)

Balloon Kid Question-Asker: Observant Kid, when you decided to not alert the teacher after all about the gum chewing, how did that make you feel?

Did you feel fully inflated like a fully-inflated balloon because you were proud of yourself for not giving in to the temptation to tattle plus you felt good that you were a ‘RULE KEEPER’ rather than a ‘RULE BREAKER’?

Or did this feel hard to do and you either felt partly inflated or perhaps all the way deflated as it felt really frustrating not to be able to tattle like you wanted to?

(Allow the ‘Observant Kid’ to answer those questions first. Then have the Class reflect on how they might feel in a similar situation.)

Balloon Kid Question-Asker: Target Kid, when you knew the Observant Kid might tattle on you for chewing gum, how were you feeling?

Target Kid: (Allow him or her to reflect aloud about this.)

Balloon Kid Question-Asker: Class, what about you? How would you have felt if that had happened to you?

Class: (Allow members of the class to reflect aloud about this.)

Balloon Kid Question-Asker: Target Kid, at the end of the skit, when you realized the Observant Kid was going to alert the teacher that you had stuck gum underneath your desk (or on the wall), how did you feel? Plus, how did you feel after the teacher came to talk to you?

Target Kid: (Allow him or her to reflect aloud about this.)

Balloon Kid Question-Asker: Class, what about you? How would you have felt if that had happened to you?

Class: (Allow members of the class to reflect aloud about this.)

You, the real teacher states: That is the end of the skit about gum-chewing. Let’s give all eight of our actors a round of applause.

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Skit #2:

Teacher says or asks: For this next skit, I need eight volunteers. As you probably recall, we will need a pretend teacher, an ‘Observant Kid’, a ‘Target Kid’, three ‘Traffic light’ kids, a Microphone kid Talk Show host, and a Balloon Kid Question Asker. Who would like to play those roles?

Students Respond: (Get eager volunteers.)

Skit step 1: Let’s pretend that the ‘Target kid’ is playing on the slide. There is a long line of kids waiting to take their turns. Instead of sliding all the way down the slide, he or she locks his or her feet against the sides of the inside of the slide and then he or she proceeds to sit there halfway down the slide.

  • Option #1 for the Observant Kid:

The other kids in line: Slide! Slide! Slide down so we can have our turns.

Target Kid: Nope! I’m having fun sitting here.

Observant Kid: Hey! You need to get off the slide so the rest of us can have a turn.

Target Kid: Nope!

Observant Kid: I’m going to tell on you.

Directions: The ‘Observant kid’ heads toward the pretend teacher.

Directions: The ‘Red Light Mediator’ kid stands up to talk to the ‘Observant kid’. As soon as he or she has said his or her line, he or she sits back down.

Red Light Mediator: Red light! Stop! Calm down.

Directions: The ‘Yellow Light Mediator’ kid stands up to talk to the ‘Observant kid’. As soon as he or she has said his or her line, he or she sits back down.

Yellow Light Mediator: Yellow light! Caution! You need to take a moment to think about this problem and its possible solutions.

Directions: The ‘Microphone kid talk show host’ stands up to talk to the ‘Observant kid’. He or she will sit back down at the end of the conversation with the ‘Observant kid’.

Microphone Kid Talk Show Host: Why do you think you should tell this to the teacher?

Observant Kid: (Respond to this question. If necessary, have the class help answer this question.)

Microphone Kid Talk Show Host: Check out the Tattling versus Telling poster. Now think! Are you trying to get the ‘Target kid’ into trouble, or you trying to get him out of trouble?

(Allow the class to help evaluate this situation. Strive to elicit the response that in this case, to alert the teacher about the kid on the slide might be tattling.)

Observant Kid: Well, I want him to get off the slide so the rest of us can have a turn. So, I want the teacher to tell him to get off the slide.

Microphone Kid Talk Show Host: It sounds like you are trying to get him into trouble.

Observant Kid: Sort of.

Microphone Kid Talk Show Host: Don’t you think this is something we students could work out for ourselves without getting the teacher involved?

Observant Kid: Yeah. Probably.

Microphone Kid Talk Show Host: Hey, Red Light Mediator and Yellow Light Mediator, can you come over and help us?

Directions: The two students stand up.

Red Light Mediator: Hey, Target Kid. Stop. Calm down.

Yellow Light Mediator: Hey, Target Kid. Think about the problem and its possible solutions. What do you think you should do?

Target Kid: Well, I was having fun sitting up here.

Microphone Kid Talk Show Host: Hey, Balloon Kid Question Asker, I think we need your help, too.

Balloon Kid Question Asker: Target Kid, what are you feeling? Are you feeling puffed up with power like a fully inflated balloon since no one can have a turn with you sitting up there? Are you feeling partly inflated and are trying to get some attention so you can feel better? Or, are you feeling deflated and are trying to feel better?

Target Kid: (Allow him or her to reflect aloud about this.)

Balloon Kid Question-Asker: Class, what about you? How would you have felt if that had happened to you?

Class: (Allow members of the class to reflect aloud about this.)

Microphone Kid Talk Show Host: Hey, Green Light Mediator, we need you as well.

Green Light Mediator: Okay, Target Kid. We need you to GO. You need to Go with a plan of action. What will that action be?

Target Kid: I guess I will go ahead and finish sliding down the slide. After all, it doesn't feel like fun anymore. The rest of you can have a turn now.

Kids in the line: Thank you! Good choice.

Microphone Kid Talk Show Host: Hey, let’s give the Observant Kid a hand for not tattling. Let’s give the Target Kid a hand for making a good choice. And let’s give all of us a hand for working this situation out on our own. Yeah for kid power! We rule!

You, the real teacher states: Good job so far! Let’s do a slight rewind and see what might have happened in something slightly dangerous happened.

  • Option #2 for the Observant Kid:

You, the real teacher states: Once again, let’s pretend that the ‘Target kid’ is playing on the slide. There is a long line of kids waiting to take their turns. Instead of sliding all the way down the slide, he or she locks his or her feet against the sides of the inside of the slide and then he or she proceeds to sit there halfway down the slide.

The other kids in line: Slide! Slide! Slide down so we can have our turns.

Target Kid: Nope! I’m having fun sitting here.

You, the real teacher states: Let’s imagine that the next kid in line had already climbed up the ladder, sat down, and had begun to slide down the slide. Only then does he or she notice that the ‘Target kid’ is just sitting there.

Now, let’s imagine that this kid couldn't stop and his feet slid right into the Target Kid’s back. It might have been an accident. It might have been done on purpose. In any case, the ‘Target Kid’s back hurts; plus, now there are two kids stuck on the slide. It is even possible that the Target Kid might almost have been knocked off the slide sideways.

Observant Kid: Oh, my! This is getting dangerous. I’m going to let the teacher know what is going on.

Directions: The ‘Observant kid’ stands up and heads to his or her right toward the pretend teacher.

Directions: The ‘Red Light Mediator’ kid stands up to talk to the ‘Observant kid’. As soon as he or she has said his or her line, he or she sits back down.

Red Light Mediator: Red light! Stop! Calm down.

Directions: The ‘Yellow Light Mediator’ kid stands up to talk to the ‘Observant kid’. As soon as he or she has said his or her line, he or she sits back down.

Yellow Light Mediator: Yellow light! Caution! You need to take a moment to think about this problem and its possible solutions.

Directions: The ‘Microphone kid talk show host’ stands up to talk to the ‘Observant kid’. He or she will sit back down at the end of the conversation with the ‘Observant kid’.

Microphone Kid Talk Show Host: Why do you think you should tell this to the teacher?

Observant Kid: (Respond to this question. If necessary, have the class help answer this question.) I think I need to tell the teacher because somebody might get hurt.

Microphone Kid Talk Show Host: Check out the Tattling versus Telling poster. Now think! Are you trying to get the ‘Target kid’ into trouble, or you trying to get him out of trouble?

(Allow the class to help evaluate this situation. Strive to elicit the response that in this case, to alert the teacher about the potential danger to the two kids on the slide would be telling or reporting.)

Observant Kid: No, I’m not trying to get him (or her) into trouble. I’m trying to get him (or her) out of trouble plus the kid behind him (or her). I feel the teacher needs to know before it gets any more dangerous.

Green Kid Mediator: So what is your plan of action that you will GO with?

Observant Kid: I will run and alert the teacher.

Directions: The ‘Observant Kid’ goes to the teacher.

Observant Kid: Teacher, there is something kind of dangerous going on. Follow me!

Directions: Carry on the skit from there. Make certain the point has been made that telling or reporting to the teacher in this instance was a very wise and good thing to do.

Perhaps the class and the teacher combined should make a real rule that no one should do what the ‘Target Kid’ did if there is anybody else in line as somebody really could get hurt.

You, the real teacher states: That is the end of the skit about the slide. Let’s give all eight of our actors a round of applause.

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Benchmarks and Standards from the Department of Education for the State of Tennessee

Please note: This anti-bullying lesson ties in with the following grades K-2 guidance counseling and health benchmarks and standards for the state of Tennessee. It could also apply to the guidance counseling and health benchmarks and standards for other states as well; however, since the author is a Tennessee resident, she has only researched Tennessee guidelines.

Please also note: Only key words and phrases will be listed for the standards. For the full text, please see the full-text resource section below for the downloadable PDF guidelines.

SCHOOL COUNSELING & CAREER GUIDANCE: GRADES K-2 (adopted in 2005)

School Counseling Standard 2: “Improve learning and achieve Challenging Goals”

  • “Critical thinking skills in learning situations:”

* 2.1

* Standard 2: Level 2

School Counseling Standard 6: “Knowledge and Skills to achieve Career Goals”

  • “Personal behavior and school performance:”

* 6.1

  • “Conflict management skills:”

* 6.3

* Standard 6: Level 2

* Standard 6: Level 3

* Standard 6: Sample Task: Stoplight Exercise

School Counseling Standard 7: “Self Knowledge and Interpersonal Skills”

  • “Appropriate and inappropriate behaviors:”

* 7.3

  • “Appropriate communication skills”

* 7.4

  • “Follow rules, directions, and complete tasks:”

* Standard 7: Level 2

  • “Respect for feelings, property and interests of self and others” (slight paraphrase)

* Standard 7: Level 2 (2 listings)

  • “Respect boundaries and personal privacy”

* Standard 7: Level 3

  • “Rules, personal rights and individual responsibilities”

* Standard 7: Sample Task

  • Feelings:

* 7.2

* Standard 7: Level 1

* Standard 7: Level 2

School Counseling Standard 8: “Self Knowledge Applications”

  • “Behavioral choices:”

* Standard 8: Level 2

  • “Consequences of choices:”

* Standard 8: Level 2

School Counseling Standard 9 “Acquire Personal Safety Skills”

  • “Respect boundaries, rights, and personal property:”

* Standard 9: Level 2

  • “Safety rules and laws:”

* Standard 9: Level 1

  • “Alternative approaches to resolving conflict non-violently:”

* Standard 9: Sample Task

  • “Rules and laws keep us safe:”

* Standard 9: Level 2

  • Emotion:

* Standard 9: Level 3

TENNESSEE HEALTH EDUCATION STANDARDS PRE-K – 2

Section called: Emotional, Social, and Mental Health”.

Standard 1: The student will demonstrate the ability to implement decision making and goal setting skills to promote his/her personal health and wellness, thereby enhancing quality of life for himself/herself and those around him/her.”

  • “Choices and consequences:”

* 1.1

* 1.2

* 1.3

* Teacher Assessment Indicators example

Standard 8: The student will understand the importance of positive self-concept and interpersonal relationships for healthy living.”

  • “Respect property, rights, and personal space of others:”

* Standard 8: Level 1

  • “Demonstrate appropriate manners:”

* Standard 8: Level 2

  • “Verbal and non-verbal communication skills:”

* Standard 8: Level 1

* Standard 8: Level 2

  • Feelings & Expression:

* 8.1

* Standard 8: Level 1 (three listings)

* Standard 8: Level 2

* 2 Teacher Assessment Indicators example

  • “Nonviolent behaviors to resolve conflict and compromise in a manner that is fair to all persons involved:”

* Standard 8: Level 3

* Teacher Assessment Indicators example

Full-Text Resources:

School Counseling & Career Guidance: Grades K-2 for the state of Tennessee (Adopted in 2005)

Tennessee Health Education Standards pre-K-2

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Previous Zeb and Deb anti-bullying lessons:

Lesson 1: Introducing program, song, and class rules

Lesson 2: Rob and Tina lost their joy

Lesson 3: Rob, Tina, and the Mouse Mother tale

====================

These Tattling versus Telling/Reporting skits can be used to enhance lessons 4-5.

Lesson 4: More about tiny Tina and big Rob

Lesson 5: Monkey Mick and Monkey Minn

  • Part A. Zeb and Deb anti-bullying K-2 lesson 5: Monkey Mick and Monkey Minn
  • Part B. Tattling versus telling skits set 1: Name-calling plus using I Messages (coming soon)

====================

See Debbie Dunn’s articles on | School Conflict Resolution | K-8 Classroom Activities | Women’s Health | Storytelling Website

Subscribe to: | School Conflict Resolution | K-8 Classroom Activities | Women’s Health |

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For comments or questions, e-mail: moredunntales@yahoo.com

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