Bullying and Risk Factors Facing LGBTQ Youth Lesson Date and Time: Tuesday July 17, 2012

12:00-12:30 PM No. of Students: 21 Room Number: Mrs. Susans 7th grade classroom Teachers name: Julieta Georgeades Materials Needed: LGBTQ Youth Physical and Mental Health Risks Fact Sheet, Chart Paper What is the lesson objective? The students will: Develop an understanding of the physical and mental health risks that LGBTQ youth face. Work towards educating and preventing bullying all students. Brainstorm ideas for promoting a more respectful atmosphere in the class/school. Standards addressed and expectations of students: According to Adlerians goals of Individual Psychology this lesson will allow students the ability to begin to realize and understand equality among humans while promoting social interest and decrease feelings of inferiority, overcome discouragement, and recognize resources. HE.08.VS.01- Explain how violence, aggression, bullying and harassment affect health and safety. HE.08.VS.02- Design an advocacy campaign for preventing violence, aggression, bullying and harassment. Anticipatory Set: Ask learners to silently write on a sheet of paper and respond to the following questions: "Have you ever been the target of teasing or bullying? How did this make you feel? How does bullying relate to respect?" Teaching/Instructional Process: Display this question: If you could change one thing about this school that would help students get along more respectfully with one another, what would it be? Ask the learners to brainstorm a list of answers to the question. In a class discussion, ask students to list as many specific ideas as possible that they can implement as individuals or as a class/school to reduce the disrespectful practice of bullying in their school and to support a more respectful atmosphere for all students and staff. In a class discussion, select three or four of the most feasible [capable to carry out] to implement plans to promote respect in the school. Allow students to self-select which of the plans they would like to promote and form a group to develop each plan. In the small groups, ask the learners to outline on chart paper exactly what steps they would need to take to implement [carry out] their plan. Post the charts around the room and allow the students to do a "walk-about" to review each plan.

 Lastly, distribute LGBTQ Youth Physical and Mental Health Risks Fact Sheet and discuss as a class how bullying in school can be related to these issues. Guided practice and monitoring: The activity has been a success if all students have engaged in the discussion around what would help students get along more respectfully with one another. Closure: After the groups have finished discussing with one another let them know how powerful respect of self and others as individuals and as a class/school can be to their daily school experience. Express the importance of the great work they have accomplished by creating a plan to reduce the disrespectful practice of bullying in their school community. Communicate the effects and risks of bullying on everyone and students who are LGBTQ.