The Boy Who Cried Bully

The Boy Who Cried Bully is a 50-minute production. It is performed by four actors, all of whom play multiple roles. Based on the famous Aesop’s Fable The Boy Who Cried Wolf, it is a script that teaches as well as entertains. The target audience is third grade. This script lays the foundation for the continued Bullying Prevention efforts at the middle school level and provides the elementary aged audience with a specific action plan should they be confronted by a bully. It also stresses the idea that bullying comes in many forms. SCCT will also provide instructions for creating a “Bully Box” for the school–a confidential place for students to leave notes for teachers and administrators about bullying they have seen or experienced.

Register for Virtual Access to The Boy Who Cried Bully – October 2020

 

SYNOPSIS

Meet Nate, a typical third-grader who loves playing outside with friends, adding comic relief to Miss Thurgood’s class and telling tall tales. Nate’s biggest problem is Sam, a fifth-grade bully who has it in for him and his friends. With Sam and her sidekick stealing all of Nate’s lunch money, his troubles seem to be getting worse.  Fortunately, Bob the Bully-Buster is invited to Nate’s classroom to talk about what they can do to identify and prevent bullying in their school. But will Nate’s reputation for exaggerating stories keep him from getting the help he needs?

This honest examination of bullying—how it starts, why it happens and what to do to stop it—is a fun, theatrical way to deal with this sensitive topic while also showing students the dangers of bending the truth.

Based on the classic Aesop’s fable, The Boy Who Cried Wolf, this honest, hilarious and engaging production looks at stretching truths and accepting differences.

“If every school in America could see The Boy Who Cried Bully, it would make an impact on the violence in our schools. Your message of peace came across loud and clear in a fun and educational manner. Keep spreading the message!” — Rose Trafton, Director, Ocean Day School, Lakewood, NJ

TEACHER COMMENTS

“I believe this is the twelfth year that our school was lucky enough to receive this program. We put our bully box in place 12 years ago and it works wonderfully. The students are still singing the songs as they walk through the hallways.”

Autumn Cline, Fork Shoals School Counselor

“The SCCT production of The Boy Who Cried Bully was truly a phenomenal performance. The students were engaged in the production. It was both entertaining and educational, presenting the topic of bullying in a way that was meaningful to the students. The actors were able to use humor and relatability to keep students engaged on such a serious topic.”

Meredith Moore, Crestview Elementary School Counselor

“Bullying is an issue that comes up regularly in elementary school, and conveying the difference between bullying and other inappropriate behavior can be difficult. The play was a good way to reiterate some of these points that we discuss with our children. Not only was the play able to keep our students’ attention, it also gave some concrete strategies for students to use then they encounter bullying situations. I love that the performance drove home the fact that bullying situations are ones in which everyone must become involved- bystanders are part of the problem. The show is a wonderful way for us to reinforce the concepts related to prosocial behavior and bullying that we teach in a way that is very well-received by students.”

Libby Baker, Bethel Elementary School Counselor

“Our students were engaged throughout the program and it started a rich conversation in our classrooms even after the program was over.”

Third Grade Teachers, Mitchell Road Elementary

CURRICULUM CONNECTIONS

https://ed.sc.gov/instruction/standards-learning/health-education/standards/

The following data is gathered from the South Carolina Department of Education’s Standards for Health and Safety Education published in 2017:

D = Alcohol, Tobacco, and Other Drugs (ATOD)

G = Growth, Development, and Sexual Health and Responsibility

I = Injury Prevention and Safety

M = Mental, Emotional, and Social Health

The Bullying Prevention Programs of South Carolina Children’s Theatre align with the following state-wide standards:

GRADE 3

Standard 1: “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007).

I-3.1.2 Describe the characteristics of violent and unsafe behaviors.

M-3.1.1 Identify examples of mental, emotional, social, and physical health.

M-3.1.2 Define the term peer pressure.

M-3.1.3 Identify healthy ways to communicate (including verbal, nonverbal, and written).

Standard 2: “Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors” (NHES, 2007).

I-3.2.2 Explain how peers can influence the way an individual handles conflict.

M-3.2.1 Identify sources that both positively and negatively influence an individual’s mental, emotional, and social health behaviors.

Standard 3: “Students will demonstrate the ability to access valid information, products, and services to enhance health” (NHES, 2007).

I-3.3.1 Identify school and community resources as well as services that contribute to a safe and healthy environment.

Standard 4: “Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks” (NHES, 2007).

I-3.4.1 Demonstrate nonviolent strategies to manage or resolve conflicts.

M-3.4.1 Identify appropriate verbal and nonverbal communication to enhance healthy behaviors.

M-3.4.2 Practice ways to ask for assistance in harmful situations or relationships.

M-3.4.3 Identify appropriate electronic communication to enhance health.

Standard 5: “Students will demonstrate the ability to use decision-making skills to enhance health” (NHES, 2007).

I-3.5.1 Identify steps to take when making a decision about a safety issue.

Standard 6: “Students will demonstrate the ability to use goal-setting skills to enhance health” (NHES, 2007).

I-3.6.1 Develop plans for dealing with emergencies that could result in injuries in the home, school, or community.

Standard 7: “Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks” (NHES, 2007).

I-3.7.2 Identify safety rules at school and the community (e.g., do not fight on the school bus; tell a safe adult if a peer brings a gun or weapon to school or when someone is being bullied; do not throw rocks on the playground; never tell a stranger on the Internet a personal detail like a school name or home address).

I-3.7.3 Describe safety rules in various environmental situations (avoid listening to loud music when walking down the street; tell a safe adult if a person tries to hurt someone, hurt you, makes you feel unsafe, or threatens you; do not approach an unknown animal; learn to swim).

I-3.7.5 Define cyberbullying.

I-3.7.6 Describe ways to deal with bullying, cyberbullying, and violence.

M-3.7.1 Demonstrate behaviors that promote healthy relationships with families and peers.

Standard 8: “Students will demonstrate the ability to advocate for personal, family, and community health” (NHES, 2007).

M-3.8.1 Explain to family members and peers the characteristics of an active bystander.

GRADE 4

Standard 1: “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007).

M-4.1.1 Describe the characteristics associated with a positive self-concept.

Standard 2: “Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors” (NHES, 2007).

I-4.2.1 Analyze ways that protective factors promote health and safety (positive outlook, healthy self-concept, good relationships with parents).

I-4.2.3 Analyze appropriate use of the internet and social media to reduce risk behaviors.

M-4.2.1 Explain ways that peers can influence an individual’s self-concept.

Standard 3: “Students will demonstrate the ability to access valid information, products, and services to enhance health” (NHES, 2007).

M-4.3.1 Locate resources in the home, school, and community that provide valid mental, emotional, and social health information.

Standard 4: “Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks” (NHES, 2007).

I-4.4.1 Model refusal skills that a person can use to resolve conflict and promote personal safety.

Standard 5: “Students will demonstrate the ability to use decision-making skills to enhance health” (NHES, 2007).

I-4.5.1 Develop a safe and appropriate plan to employ when using social media (e.g., to tell a safe adult when something feels unsafe; privacy settings; internet safety; appropriate behaviors and photos).

Standard 8: “Students will demonstrate the ability to advocate for personal, family, and community health” (NHES, 2007).

M-4.8.1 Encourage others to use active bystander behaviors when appropriate (e.g., bullying, cyberbullying, ATOD use).

 

Register for Virtual Access to The Boy Who Cried Bully – October 2020