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1.11: Teasing

Theme: Understanding Prejudice
Age Group: Year 1
Learning Area: English
Outcomes: EN1-1A

Content descriptor

Students engage in conversations and discussions, using active listening behaviours, showing interest and contributing ideas, information and questions.

Teachers notes

  1. As an icebreaker, the teacher could lead the discussion by sharing one of their own experiences of being teased.
  2. When inviting students to share their own experiences of teasing, invite all students to participate, but do not force any student who may feel threatened.
  3. Care should be taken to ensure that teasing examples are not re-enacted in the classroom or that individual students do not become the targets of teasing during this activity.
  4. Any similar text may be substituted for the handout: A new school and the activity questions adapted accordingly.

Resources

  • Butcher’s paper

Activity

  1. Distribute copies of the handout:  A new school [DOC] to students.
  2. Ask students to read the short story contained on the handout.
  3. Brainstorm with the class the answers to the following questions:
    1. How do you think Peter feels?
    2. Did he feel included or excluded?
    3. How do you think Peter will be affected by the teasing?
    4. What could you do to help?
  4. Summarise the students’ responses on the board or on butcher’s paper.
  5. Lead a class discussion on the students’ own experiences with teasing and the effects it has on the parties involved.
    1. Have you ever been teased? How did you feel?
    2. How did you react? How did you want to react?
    3. Have you (or your friends) ever teased anyone? Why?
    4. How did you feel when you (or your friends) were teasing this person?
    5. How do you think they felt? How did they react?
    6. Conclude this activity by summarising the impact of teasing on both the person being teased and the teaser.
  6. Create a cartoon or short story that retells the ending so that Peter feels included.