Definitions Lesson Plan Bridges Not Walls
Session 1: Understanding Bullying and Bias
Duration 30 MIN
6th Grade
Group (Tier 2)
Objective
Students will define bullying and bias, differentiate between them using real-life examples, and reflect on the impact of these behaviors on individuals and communities.
Why This Matters
Building a shared understanding of bullying and bias lays the groundwork for empathy and respectful relationships, helping students recognize and challenge harmful behaviors.
Materials Needed
Bullying vs Bias Poster
Bullying and Bias Scenario Cards
Reflection Journal Template
Teacher Prep
Print one poster per group.
Print and cut scenario cards.
Review scenarios for age-appropriateness.
Instructional Steps
5
Warm-Up Discussion
• Ask students to pair up and share a time when they witnessed or experienced someone being treated unfairly.
• Invite a few volunteers to briefly describe their examples to the class, focusing on feelings and outcomes.
10
Introduce Definitions
• Display the Bullying vs Bias Definition Poster on the board.
• Read aloud each definition and ask students to paraphrase in their own words.
• Highlight key differences: intent, repetition, target, and power dynamics .
10
Scenario Activity
• Divide students into small groups of 3–4.
• Distribute a set of Bullying and Bias Scenario Cards to each group.
• Instruct groups to sort each card into “Bullying,” “Bias,” or “Neither.”
• After sorting, have groups explain one card’s placement to the class and discuss any disagreements.
5
Individual Reflection
• Hand out the Reflection Journal Template .
• Prompt students to write about one scenario they sorted: describe how they would feel and one supportive response they could offer to the target.
• Collect journals for review.
Definitions Slides Session 1: Understanding Bullying and Bias
Building Bridges Not Walls
Objectives
Define bullying and bias
Differentiate using real examples
Reflect on community impact
Welcome students to Session 1. Explain that today’s goal is to define and distinguish bullying and bias. Share the objective aloud.
Warm-Up: Think-Pair-Share
1
Pair up with a classmate.
2
Share a time you witnessed or experienced unfair treatment.
3
Discuss the feelings involved and what happened next.
Teacher: After 3 minutes, invite 2–3 volunteers to describe their examples, focusing on feelings and outcomes.
What Is Bullying? What Is Bias?
Bullying
• Intentional, repeated harm or intimidation
• Targets individuals with less power
Bias
• Unfair attitudes or prejudices
• Directed at a person because of their group identity
Key Differences
Intent
Bullying is deliberate harm; bias may be unintentional.
Repetition
Bullying repeats over time; bias can occur once.
Target
Bullying aims at individuals; bias targets groups.
Power
Bullying involves power imbalance; bias exists everywhere.
Scenario Sorting Activity
In groups of 3–4:
Sort each scenario card into Bullying, Bias, or Neither.
Prepare to explain one card’s placement to the class.
Individual Reflection
Choose a scenario you sorted.
Describe how you would feel if you were the target.
Write one supportive response you could offer.
Session Wrap-Up
• We defined bullying and bias.
• We differentiated them using key characteristics.
Tomorrow: Exploring empathy and perspectives.
Definitions Poster Bullying vs. Bias
Understanding the difference helps us build stronger communities.
Bullying
Definition
Intentional, repeated harm or intimidation directed toward someone with less power.
Key Indicators
It is on purpose (Intentional).
It happens more than once (Repeated).
There is an imbalance of power.
Bias
Definition
An unfair attitude, prejudice, or preference for or against a person or group based on their identity.
Key Indicators
Based on stereotypes or group identity.
Can be a one-time thought or action.
May be unintentional or subconscious.
Key Differences
Factor
Bullying
Bias
Intent
Deliberate harm
Often unintentional
Repetition
Usually repeats
Can be one-time
Target
Individual focus
Group focus
Power
Clear imbalance
Exist at all levels
Definitions Scenario Cards Scenario Sorting Cards
Session 1: Bullying vs. Bias
A group of students repeatedly makes fun of the same classmate’s clothes every single morning at the bus stop until that student starts crying.
Card 01 Sorting Activity
A student tells a new classmate, "You probably don't know how to play basketball because you're from a different country," even though they just met.
Card 02 Sorting Activity
An older student blocks a younger student from entering the cafeteria every day for a week, demanding that they hand over their lunch money.
Card 03 Sorting Activity
A teacher accidentally assumes a student is good at math just because of their last name and ethnic background.
Card 04 Sorting Activity
Two best friends have a loud disagreement about which movie to watch and decide not to hang out for the rest of the afternoon.
Card 05 Sorting Activity
A student is excluded from a birthday party because the host's parents don't like people from that specific neighborhood.
Card 06 Sorting Activity
An anonymous user posts hurtful comments on a classmate’s photos every day for three weeks, calling them names and threatening them.
Card 07 Sorting Activity
A student trips in the hallway and accidentally knocks over another student’s books. They both stop and help pick them up.
Card 08 Sorting Activity
Definitions Reflection Journal Reflection Journal
Session 1: Bridges Not Walls
Name:
Date:
1. Choose one scenario from today's sorting activity. Briefly summarize it here:
2. If you were the target in this scenario, how would you feel? Why?
3. Write one supportive response you could offer to the person targeted in this scenario. What could you say or do to help?
Bridge Builder Thought
"Understanding the difference between an accident, a biased comment, and bullying is the first step toward building a bridge back to a respectful community."
Empathy Lesson Plan Bridges Not Walls
Session 2: Practicing Empathy
Duration 30 MIN
6th Grade
Empathy
Objective
Students will practice empathy by stepping into others’ perspectives, identifying feelings and needs, and articulating supportive responses.
Why This Matters
Cultivating empathy helps students understand diverse experiences, reduce bias, and foster caring peer relationships.
Materials Needed
Empathy Scenario Cards
Role-Play Guidelines Sheet
Perspective Reflection Worksheet
Teacher Prep
Print and cut Empathy Scenario Cards.
Copy Role-Play Guidelines for each group.
Prepare Perspective Reflection Worksheets.
Instructional Steps
5
Warm-Up: Think-Pair-Share
• Ask students to recall a time they felt misunderstood or excluded.
• Pair up and describe the situation, focusing on emotions and what others did.
• Invite a couple of pairs to share highlights.
5
Introducing Empathy
• Define empathy on the board: “Understanding and sharing another person’s feelings.”
• Ask students to give examples of empathic actions they’ve seen or done.
• Emphasize listening, acknowledging feelings, and offering support.
15
Role-Play Activity
• Divide students into groups of three: ‘target,’ ‘bystander,’ and ‘supporter.’
• Distribute one Empathy Scenario Card and Role-Play Guidelines Sheet to each group.
• Have groups enact the scenario twice: (1) reacting without empathy, (2) incorporating empathic listening and support.
• After each enactment, groups discuss how the target felt and how the supporter’s actions helped.
5
Individual Reflection
• Distribute the Perspective Reflection Worksheet .
• Prompt students to write: (1) How the target likely felt, (2) One specific empathic response.
• Collect worksheets for feedback.
Empathy Slides Session 2: Practicing Empathy
Building Bridges Not Walls
Today's Focus
Define Empathy
Role-play supportive responses
Practice perspective taking
Welcome students to Session 2. Remind them that last time we learned about bullying and bias. Today’s goal is to practice empathy and supportive responses.
Warm-Up: Think-Pair-Share
1
Recall a time you felt left out or misunderstood.
2
Share the situation and emotions with a partner.
3
Listen for feelings and needs.
What Is Empathy?
"Understanding and sharing another person's feelings."
Listening
Without judgment
Acknowledging
The person's emotions
Supporting
Offering kind words
Role-Play Activity
In groups of 3:
• Assign roles: Target, Bystander, Supporter
• Use the scenario card provided
• Follow the Guidelines Sheet
Enact twice:
1. React without empathy
2. React with empathic support
Debrief Discussion
• How did the target feel each time?
• What changed when empathy was used?
• Which empathic actions felt most helpful?
Individual Reflection
Using the Perspective Reflection Worksheet:
Describe how the target likely felt in the scenario.
Write one specific empathic response you would offer.
Session Wrap-Up
• Empathy means understanding feelings.
• We practiced supportive listening.
Next: Identifying bias and microaggressions.
Empathy Scenario Cards Empathy Scenario Cards
Session 2: Stepping into Perspectives
Scenario A
A student is wearing a traditional religious head covering. During lunch, another student points and whispers to friends, and they all start laughing.
Bridges Not Walls • Session 2
Scenario B
A student is trying to join a soccer game during recess. One of the players says, "You can't play with us, you wouldn't understand the rules anyway," and walks away.
Bridges Not Walls • Session 2
Scenario C
In class, a student mispronounces a word while reading aloud. Another student rolls their eyes and says loud enough for others to hear, "Why are you even in this class?"
Bridges Not Walls • Session 2
Scenario D
A group of students is talking about a popular TV show. When a new student tries to join the conversation, someone says, "Oh, you probably don't have that channel at your house," and they keep talking.
Bridges Not Walls • Session 2
Scenario E
A student brings a lunch that smells different from the usual cafeteria food. A peer makes a face and says, "Gross, what is that? Why do you eat that?" while others watch.
Bridges Not Walls • Session 2
Scenario F
A student is crying in the hallway after receiving a low grade. A group walks by and one student says, "Stop being a baby, it's just a test," and they keep walking.
Bridges Not Walls • Session 2
Role-Play Guidelines Sheet Role-Play Guidelines
"Walking in someone else's shoes starts with listening."
The Target
The person experiencing the exclusion or hurtful comment. Focus on how you would feel in the moment.
The Bystander
The person who sees it happen but doesn't intervene directly. Observe the interaction closely.
The Supporter
The person who steps in to offer empathy. Focus on listening and validating the target's feelings.
The Challenge: Two Acts
Act 1: React WITHOUT Empathy
In this version, the Supporter and Bystander should ignore the target's feelings or join in the hurtful behavior. Note how the Target reacts.
Ignoring
Making Excuses
Walking Away
Dismissing Feelings
Act 2: React WITH Empathy
"I can see that hurt your feelings. I'm here if you want to talk."
In this version, use these empathic strategies:
Active Listening: Face the person, make eye contact, and nod.
Acknowledge Feelings: "That sounded really mean," or "You look upset."
Offer Presence: "Do you want to go sit somewhere else?" or "I'm sorry that happened."
Group Reflection Prompt
"What was the biggest difference you noticed in the Target's body language between Act 1 and Act 2?"
Perspective Reflection Worksheet Perspective Reflection
Session 2: Practicing Empathy
Name: __________________________
Date: __________________________
1. Stepping In
Look at the scenario your group role-played. Imagine you are the Target.
How did you likely feel in that situation? Why?
2. Supportive Response
Now imagine you are the Supporter.
Write one specific, kind thing you could say to the target:
How does this response help build a "bridge" back to inclusion?
Reflection Prompt
"Empathy isn't about having all the answers. It's about letting someone know they aren't alone."
Think of one person you can show empathy to this week. Who is it? __________________________
Bias Analysis Lesson Plan Bridges Not Walls
Session 3: Recognizing Bias & Microaggressions
Duration 30 MIN
6th Grade
Bias Analysis
Objective
Students will identify and analyze bias, stereotypes, and microaggressions, using real examples to understand their impact and practice addressing them constructively.
Why This Matters
Understanding how stereotypes and microaggressions harm individuals helps students recognize subtle bias, speak up, and foster a respectful classroom climate.
Materials Needed
Bias & Stereotypes Poster
Stereotype Example Cards
Microaggression Scenario Cards
Bias Analysis Worksheet
Teacher Prep
Display Bias and Stereotypes Poster.
Print/cut Stereotype & Microaggression cards.
Copy Bias Analysis Worksheets for students.
Instructional Steps
5
Warm-Up Discussion
• Ask students to recall a time they heard or witnessed a stereotype or unfair comment about a group.
• Pair up and share the example, discussing how it might make someone feel.
• Invite 2–3 volunteers to share with the class.
10
Introducing Bias and Microaggressions
• Display the Bias and Stereotypes Definition Poster .
• Read definitions of “stereotype,” “bias,” and “microaggression.”
• Provide examples from the poster and ask students to give additional examples.
10
Group Analysis Activity
• Divide students into groups of 3–4.
• Distribute a mix of Stereotype Example Cards and Microaggression Scenario Cards .
• Instruct groups to sort cards on the Bias Analysis Worksheet .
• Have groups explain one card’s category choice and discuss any disagreements.
5
Individual Reflection
• Ask students to choose one microaggression they sorted and write a supportive response on the worksheet.
• Collect worksheets for review.
Bias Analysis Slides Session 3: Recognizing Bias & Microaggressions
Building Bridges Not Walls
Session Goals
Identify stereotypes and bias
Understand microaggressions
Practice supportive responses
Welcome students and remind them that today we’ll learn about bias, stereotypes, and microaggressions. Share today’s objective.
Warm-Up: Think-Pair-Share
1
Recall an example of a stereotype or unfair comment you've heard.
2
Share the situation and how it might make someone feel with a partner.
3
Be prepared to share one example aloud with the class.
Key Definitions
Stereotype
An overgeneralized belief or "mental shortcut" about a whole group of people.
Bias
A prejudice or preference for or against someone, often based on their identity.
Microaggression
Subtle, everyday slights or insults that communicate bias, often unintentionally.
Group Analysis Activity
In groups of 3–4:
Use Stereotype and Microaggression cards.
On your worksheet, sort cards into "Stereotype," "Microaggression," or "Neither."
Be ready to explain one of your decisions to the class.
Debrief & Discussion
• Which examples were tricky to categorize?
• How might the target feel when hearing a microaggression?
• How can we respond supportively to subtle bias?
Individual Reflection
On your Bias Analysis Worksheet:
1
Choose one microaggression you sorted.
2
Describe a supportive response you could offer.
3
Explain how this helps build a bridge of inclusion.
Session Wrap-Up
• We defined bias, stereotypes, and microaggressions.
• We practiced analyzing and discussing real examples.
Next: Communication skills & resolving conflict.
Bias & Stereotypes Poster Bias & Stereotypes
Spotting the subtle harm to build stronger bridges.
Stereotype
An overgeneralized belief about a whole group of people.
Example: "All kids who play video games are bad at sports."
Bias
A prejudice or preference for or against someone, often based on their identity.
Example: Choosing only students from your same neighborhood for a group project because you assume they are "more like you."
Microaggression
Subtle, everyday slights or insults that communicate bias, even if the person didn't mean to be hurtful.
Example: "You speak English so well!" (Said to someone who was born here but looks like they might be from another country).
The Impact: While often subtle, these behaviors can make people feel like they don't belong or aren't respected for who they are.
Bias Analysis Cards Stereotype & Microaggression Cards
Sort these during your Group Analysis Activity.
A student says, "Boys are naturally better at math and science than girls."
Card 01 Bridges Not Walls
Someone tells a classmate who is wearing a hijab, "You're so lucky, you never have to worry about your hair!"
Card 02 Bridges Not Walls
A person assumes that all students from a certain neighborhood are "troublemakers."
Card 03 Bridges Not Walls
A student sees a new peer with glasses and immediately asks them to help with their homework because "they look smart."
Card 04 Bridges Not Walls
A classmate says to a peer of color, "Where are you REALLY from?" after they already said they were born in this city.
Card 05 Bridges Not Walls
Someone makes a comment that "quiet students are always boring and have nothing to say."
Card 06 Bridges Not Walls
A student tells a peer, "You don't act like other [people of your race/religion]."
Card 07 Bridges Not Walls
A group of students decide to invite a new classmate to sit with them at lunch because they look like they need a friend.
Card 08 Bridges Not Walls
Bias Analysis Worksheet Bias Analysis Worksheet
Session 3: Identifying Subtle Harm
Name: __________________________
Date: __________________________
Part 1: Group Sorting
Read your cards and place the card number in the correct category below.
Stereotypes
Microaggressions
Neither
Part 2: Individual Reflection
1. Choose one microaggression your group identified. What was it?
2. Describe a supportive response you could offer to someone who was targeted by this comment:
3. How does responding supportively help build a "bridge" in your classroom community?
Communication Lesson Plan Bridges Not Walls
Session 4: Communication & Conflict Resolution
Duration 30 MIN
6th Grade
Resolution
Objective
Students will learn and practice active listening, “I” message communication, and structured conflict resolution steps to handle disagreements respectfully.
Why This Matters
Equipping students with clear communication and conflict resolution skills promotes a positive classroom climate, reduces misunderstandings, and empowers them to resolve disputes constructively.
Materials Needed
Active Listening & 'I' Messages Poster
I-Message Template Sheet
Conflict Resolution Flowchart
Role-Play Scenario Cards
Teacher Prep
Display Listening & I-Messages Poster.
Copy I-Message Template for each student.
Print Flowchart and Scenario Cards.
Instructional Steps
5
Warm-Up: Think-Pair-Share
• Ask students to recall a recent conflict or disagreement they experienced.
• Pair up and share what happened and how it felt.
• Invite 2–3 pairs to summarize emotions and communication challenges.
10
Introducing Communication Skills
• Display Poster . Define active listening (eye contact, nodding) and ‘I’ messages (I feel…, when…, I need…).
• Model an example: compare a hurtful ‘you’ message vs. a constructive ‘I’ message.
8
Partner Practice
• Students use Template Sheet in pairs to practice active listening and responding with ‘I’ messages to minor disagreements.
5
Role-Play Conflict Resolution
• Groups of three: Person A, Person B, and Mediator. Use Scenario Card and Flowchart .
• Follow steps: Identify problem, express feelings, brainstorm, agree.
2
Individual Reflection
• Write one ‘I’ message and one listening behavior to practice in the future.
Communication Slides Session 4: Communication & Conflict Resolution
Building Bridges Not Walls
Today's Tools
Active Listening
"I" Messages
Resolution Steps
Warm-Up: Think-Pair-Share
1
Recall a recent conflict or disagreement.
2
Pair up and describe what happened and how it felt.
3
Listen for emotions and communication barriers.
Key Communication Skills
Active Listening
• Eye contact and nodding
• Paraphrasing what you heard
• Asking clarifying questions
"I" Messages
I feel...
when...
I need...
Partner Practice
Use the I-Message Template Sheet.
One student shares a minor disagreement.
Partner listens actively and responds with an "I" message.
After 4 minutes, switch roles.
Role-Play: Resolution
The Group (3 People)
• Person A & Person B (In conflict)
• Mediator (Guides the flow)
Follow the Flowchart:
1. Identify the problem
2. Express feelings ("I" message)
3. Brainstorm solutions
4. Agree on next steps
Resolution Flowchart
Individual Reflection
On your template or in your journal:
Write one "I" message you could use next time you face a conflict.
Name one active listening behavior you will practice this week.
Session Wrap-Up
• We learned active listening and "I" messages.
• We practiced resolving conflict step-by-step.
Next: Exploring identities & being allies.
Listening & I-Messages Poster Communication Tools
Building bridges through listening and expression.
Active Listening
Body Language
Face the speaker, make eye contact, and nod to show you are following along.
Paraphrase
"What I hear you saying is..." Repeat what you heard in your own words.
Clarify
"Can you explain what you meant by...?" Ask questions to understand better.
"I" Messages
Use these to express your feelings without blaming others.
Emotion
"I feel..."
Observation
"when..."
Need
"I need..."
Example: "I feel frustrated when you talk over me. I need to finish my thought."
I-Message Template Sheet "I" Message Templates
Session 4: Practice Sheet
Name: __________________________
Date: __________________________
Part 1: Scenario Practice
Partner up! One person shares a minor disagreement. The other person practices active listening and then fills out this "I" message template.
Practice #1
I FEEL
WHEN
I NEED
Practice #2 (Switch Roles)
I FEEL
WHEN
I NEED
Personal Goal
What is one active listening behavior you will work on this week?
Write an "I" message for a situation you frequently face at school or home:
"I feel ___________________________ when ___________________________ and I need ___________________________."
Conflict Resolution Flowchart Conflict Resolution
A STEP-BY-STEP FLOWCHART
1. Stop and Cool Down
2. Identify the Problem
Be specific. What exactly happened?
3. Express Feelings
Use an "I" Message. Don't blame.
4. Brainstorm Solutions
Come up with 2-3 ideas that help both people.
5. Agree on Next Steps
Bridge Built Successfully!
Bridges Not Walls • Conflict Resolution Flowchart
Conflict Role-Play Scenarios Conflict Role-Play Scenarios
Follow the Flowchart and use "I" Messages!
Scenario A
You and a classmate are working on a poster together. Your partner keeps taking the markers out of your hand before you're done drawing, and they are doing all the work without asking for your ideas.
Group Roles: Person A, Person B, Mediator
Scenario B
A friend promised to save you a seat at lunch, but when you got there, they had given the seat to someone else. You had to sit by yourself at the end of the table.
Group Roles: Person A, Person B, Mediator
Scenario C
You shared a secret with a classmate, and you just found out they told three other people during recess. Now everyone is talking about it.
Group Roles: Person A, Person B, Mediator
Scenario D
You are playing a game during PE. A teammate blames you for the team losing and says you aren't trying hard enough, but you feel like you were doing your best.
Group Roles: Person A, Person B, Mediator
Scenario E
A classmate borrowed your favorite pen and lost it. When you asked for it back, they just shrugged and said, "It was just a pen, don't be so dramatic."
Group Roles: Person A, Person B, Mediator
Scenario F
You were talking to a group of friends, and one person keeps interrupting you every time you start to speak. It feels like they don't care about what you have to say.
Group Roles: Person A, Person B, Mediator
Allyship Lesson Plan Bridges Not Walls
Session 5: Cultural Identity & Allyship
Duration 30 MIN
6th Grade
Allyship
Objective
Students will explore their own cultural identities and learn to act as allies by recognizing privilege, supporting peers from diverse backgrounds, and planning concrete actions to foster inclusion.
Why This Matters
Valuing diverse identities and practicing allyship builds empathy, counters bias, and creates a more inclusive classroom where every student feels respected and supported.
Materials Needed
Identity Reflection Worksheet
Identity Shield Template
Allyship Strategies Poster
Ally Scenario Cards
Teacher Prep
Copy Identity Worksheet & Shield for students.
Display Allyship Strategies Poster.
Print and cut Ally Scenario Cards.
Instructional Steps
5
Warm-Up: Identity Gallery Walk
• Students walk around and read completed worksheets (completed beforehand or in session). Notice similarities and differences.
10
Creating Identity Shields
• Explain Shield quadrants: heritage, values, interests, community roles. Students complete shields.
5
Introducing Allyship
• Display Poster . Define allyship: using one’s voice and actions to support those facing bias.
• Review 3 strategies: Speak up, Offer support, Include others .
8
Ally Role-Play
• Pairs use Ally Scenario Cards . Role-play "Observer" and "Ally." Practice intervention strategies from poster.
2
Individual Reflection & Action Plan
• Jot down one concrete ally action to take this week.
Allyship Slides Session 5: Cultural Identity & Allyship
Building Bridges Not Walls
Session Goals
Explore personal cultural identities
Define Allyship strategies
Practice intervening to support peers
Warm-Up: Gallery Walk
1
Walk around and read peers’ Cultural Identity Reflection Worksheets.
2
Notice similarities and differences.
3
Return to your seat and share one thing that surprised you.
The Identity Shield
Q1: Cultural Heritage
Q2: Core Values
Q3: Interests & Hobbies
Q4: Community Roles
Your shield represents the things that make you uniquely YOU.
What Is Allyship?
"Using your voice and actions to support those facing bias."
Speak Up
Offer Support
Include Others
Ally Role-Play
The Setup:
• Role A (Observer): Acts out a peer facing exclusion or a biased comment.
• Role B (Ally): Practices one strategy from the poster to intervene.
• Switch roles after 4 minutes.
"Hey, that's not cool. Why would you say that?"
"I'm sorry they said that to you. Want to hang out with us?"
Ally Action Plan
Commit to one concrete action you will take this week to support a peer or build inclusion.
"Big changes start with small actions."
Session Wrap-Up
• We explored our identities and practiced allyship.
• Effective allies speak up, support, and include others.
Next: Planning a restorative project.
Identity Reflection Worksheet Cultural Identity Reflection
Session 5: Understanding Ourselves
Name: __________________________
Date: __________________________
Our cultural identity is made up of many things: our background, our values, our traditions, and the groups we belong to. Answer the prompts below to reflect on your own identity.
1. Heritage & Background
Where is your family from? What traditions or languages are important to you?
2. Core Values
What are the three most important things to you? (e.g., honesty, family, kindness, hard work)
3. Interests & Passions
What do you love to do? What makes you unique?
4. Community Roles
What groups are you a part of? (e.g., team, club, religious group, neighborhood)
Sharing with Purpose
We will use these reflections for our Gallery Walk. As you read your peers' reflections, look for one thing you have in common and one thing that is unique about them.
Identity Shield Template My Identity Shield
"A shield of strength and story."
Quadrant 1
Cultural Heritage
Quadrant 2
Core Values
Quadrant 3
Interests & Hobbies
Quadrant 4
Community Roles
Instructions
Inside each quadrant of your shield, use words, symbols, or drawings to represent that part of your identity. Be as creative as you like!
Your shield is a visual story of who you are. Later, you'll have the chance to share one quadrant with the class.
Allyship Strategies Poster Allyship Strategies
Using your power to build bridges for others.
1. Speak Up
When you hear a biased comment or witness bullying, use your voice to set a boundary.
"Hey, that's not cool. Why would you say that?"
2. Offer Support
Check in with the person who was targeted. Let them know they aren't alone.
"I'm sorry that happened. I didn't agree with what they said."
3. Include Others
Proactively invite people who are being excluded into your group or conversation.
"Do you want to come sit with us? We're just talking about the project."
Bridges Not Walls • Inclusion Starts with You
Ally Scenario Cards Ally Role-Play Scenarios
Practice being an ally using the three strategies!
Scenario A
A classmate tells a peer that they shouldn't bother trying out for the dance team because "people of your background aren't usually very graceful."
Observer Ally
Scenario B
You notice a group of students purposely moving their chairs away when a specific student tries to sit with them at lunch, making that student sit alone.
Observer Ally
Scenario C
Someone makes a "joke" in the hallway about a classmate's religious head covering, and several other students laugh. The targeted student looks down and stays quiet.
Observer Ally
Scenario D
A new student who is still learning English mispronounces a word in class. Another student mocks them by repeating the word incorrectly in a high-pitched voice.
Observer Ally
Scenario E
During a group project, one student says, "Let's not let [Peer's Name] be the spokesperson, they don't look like they'd be a good leader," based on a stereotype.
Observer Ally
Scenario F
You see a post on social media where a group of classmates are making fun of a peer's cultural lunch. Several people have commented mean emojis.
Observer Ally
Project Planning Lesson Plan Bridges Not Walls
Session 6: Restorative Project Planning
Duration 30 MIN
6th Grade
Culminating
Objective
Students will design and present a restorative project that demonstrates empathy, addresses past harm, and promotes an inclusive classroom community.
Why This Matters
This culminating session empowers students to apply their learning—empathy, bias recognition, communication, and allyship—in a tangible project that heals relationships and reinforces positive classroom culture.
Materials Needed
Restorative Project Guidelines
Project Planning Worksheet
Presentation Rubric
Teacher Prep
Copy Guidelines & Planning Worksheets.
Gather art supplies or technology for prep.
Review rubric for scoring.
Instructional Steps
5
Warm-Up Reflection
• Recall one key learning from the unit (empathy, bias, communication, or allyship).
• Pairs share how that learning might guide their restorative project.
5
Introduce Restorative Project
• Distribute Guidelines . Review criteria: purpose, audience, format options, and inclusion of empathy and actionable steps.
12
Project Planning
• Divide students into project groups. Use Planning Worksheet to define goals, audience, format, roles, and timeline.
5
Presentation Rehearsal
• Practice presentations with neighboring groups. Use Rubric for peer feedback on clarity, empathy, and engagement.
3
Next Steps & Closing
• Set presentation schedule. Reflection: "How will your project rebuild trust?"
Project Planning Slides Session 6: Restorative Project Planning
Bridges Not Walls
Final Goal
Design a project that addresses harm, builds empathy, and promotes a respectful community.
Warm-Up Reflection
1
Pair up with a classmate.
2
Share one key learning (empathy, bias, communication, or allyship).
3
Discuss how this learning can guide your restorative project.
The Restorative Project
Must Include:
• Clear goal & audience
• Empathy demonstration
• Actionable steps for inclusion
Format Options:
Poster Skit Letter Slideshow
Project Planning
Using your planning worksheet:
Define your Project Goal.
Choose your Format and assign roles.
Outline your Key Messages.
Plan your Materials & Timeline.
Presentation Rehearsal
Pair up with another group and practice your presentation.
Use the Presentation Rubric to give feedback on: Clarity, Empathy, and Engagement.
"Is the message clear? Does it help people feel more included?"
Next Steps & Closing
• Final Presentations: Next Class Period
• Reflection: Write one sentence about how your project will rebuild trust.
• Preparation: Gather any materials needed for presentation day.
Bridges Built
"You have the tools to recognize harm, speak up for others, and rebuild connections. Keep building bridges."
Restorative Project Guidelines Restorative Project Guidelines
Healing harm and building stronger bridges.
Project Purpose
The goal of this project is to take what you have learned about empathy, bias, and communication and create something that helps our classroom or school community feel more inclusive and respectful.
Format Options
Educational Poster
Restorative Skit/Role-Play
Open Letter to the Community
Digital Slideshow
Podcast or Video PSA
Core Requirements
Addresses a specific type of harm (e.g., microaggressions, exclusion).
Clearly demonstrates empathy for all involved.
Provides actionable steps for others to follow.
Think Like a Bridge Builder
"A restorative project isn't just about saying 'sorry.' It's about showing that you understand the impact of actions and are committed to making things better for everyone."
Project Planning Worksheet Project Planning Worksheet
Session 6: Finalizing Our Bridge
Group: __________________________
Date: __________________________
1. Project Goal
What specific problem or harm are you addressing?
2. Target Audience
Who is this for? (e.g., our class, 6th grade, the whole school)
3. Format & Roles
Selected Format:
Member:
Role:
Member:
Role:
4. Key Messages & Action Steps
What are the 2-3 most important things you want people to learn or do?
1
2
3
5. Materials Needed
Presentation Rubric Presentation Rubric
Bridges Not Walls: Restorative Project
Criteria Excellent (3) Good (2) Needs Work (1) Clarity
The message is easy to understand.
| Project goal is very clear; message is easy to follow and professional. | Project goal is identified; message is mostly clear but lacks some focus. | Project goal is unclear; difficult to understand the main message. |
|
Empathy
Shows understanding of others' feelings.
| Deeply demonstrates understanding of the harm caused and impact on others. | Demonstrates a general understanding of feelings and social impact. | Does not clearly address feelings or the impact on the community. |
|
Action Steps
Provides real steps for inclusion.
| Provides 3+ specific, realistic steps for building an inclusive community. | Provides 1-2 general steps for improving community relations. | Provides vague or unrealistic suggestions for improvement. |
|
Engagement
Captures the audience's interest.
| Presentation is creative, high-energy, and involves the audience effectively. | Presentation is organized and holds the audience's attention. | Presentation is disorganized or fails to capture interest. |
Teacher/Peer Comments
TOTAL SCORE:
/ 12
