Missing Mel - Section 1: Bullying

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Lesson 1.1 - Bullying

Intro Activity

Class Discussion – What is bullying? Find definitions agreed by group, including cyber-bullying (5 mins)

Based on Enclosed Synopsis, explain the context of Bullying scenes in relation to Missing Mel (2 mins)

Play the DVD (Clip: B1) of the encounter between The TWINS (HAYLEY and KYLIE) and LAUREN. (3 mins)

Main Activity

Split into groups of 3 and distribute scripts of scene just watched (B1). Take a part each (gender does not matter) and read the script. Each group writes down 3 key words for what they think LAUREN is feeling, 3 words for what the TWINS are feeling, and 3 words summarising what they felt watching the scene. (7 mins)

Join groups together to form groups of 6. The group appoints one person to keep a written record and the group shares their opinions about HAYLEY, KYLIE and LAUREN. Extend the discussion to consider: How do the characters behave? What are the motivations for bullying? Why do some people get victimised/ bullied? How can victims keep themselves safe? (5 mins.)

Return young people to working on their own. List a time when: you witnessed someone being bullied; you felt bullied by someone; or, you feel you might have bullied someone else (e.g. a sibling) Share these lists in original groups of 3. (5
mins).

Consider what happens next to Lauren. Working alone, write a Police-style Witness Statement of the five minutes immediately after clip B1. This should be a factual record avoiding emotional content. What should Lauren do? What do you think might happen next? (10 mins)

Teacher chooses one person to be Judge. Judge then demands to hear the Statements from any 6 ‘Witnesses’ in the class. (1 minute) Chosen witnesses delivery their Statements. Class discussion around the viability of each witness statement and whether statements were purely factual and without emotion. (10 mins)

(Optional drama-based activity) Split into groups of 3. One plays the victim and the other two pupils are cast as the bullies. The students create one version of the Witness Statements. Choosing one of the following dramatic forms: (a) a series of Freeze Frames, or (b) Radio play – just language, with pupils standing, reading from scripts. (10 mins)

Lesson 1.2 - Bullying

Intro Activity

Divide the chalk or white board into two columns. Conduct a class discussion recapping the suggestions from the previous session of why some people get bullied/victimised and compiling a comprehensive list, on one side of the board.

Compile a class-wide list of how/why some people become victimised, and writing up in the other column on the board. Note any similarities. (8 mins)

Main activity

Play the DVD (Clip B2) of the lunch-time encounter between The TWINS, LAUREN and JOSH. (5 mins).

Hand out the lyrics for ‘All the Little Taunts’, which they have just heard. Each person chooses a line from the lyrics that they particularly like or dislike. Get into groups of 3 or 4 to share their responses to the song and what it makes them feel about the character of LAUREN. (5 mins)

Class discussion – What issues does the song address? How does it influence the way we feel about LAUREN? (5 mins)

Imagine you are including this song in a new CD to be released. Individually, write some sleeve notes describing the song and what it is about. Include information about: the style of the music, the character of LAUREN, what she is feeling, what she is thinking and what the piece makes you feel as you listen. It may be necessary to play the Clip B2 again to inform this exercise. Aim to limit the description to no more than 3 concise sentences. (10 mins)

Play the DVD (Scene B3). Immediately after the clip, individually, write down how you feel after watching LAUREN stand up to The TWINS. In pairs, recall a time when you have stood up to someone. (e.g. Sibling, Classmate or Bully) What happened? How did you feel before and after? Share in pairs. (5 mins)

Replay DVD Scenes B1 to B3. (4 mins). Discuss whole class responses to the DVD extracts. How accurately or inaccurately does the DVD represents young people’s lives, what they would change if they were going to devise or write a similar show for themselves? Introduce the terms ‘sympathy’ and ‘empathy’ and help students understand the difference. Who do they Sympathise with? Who do they feel Empathy for? (5 mins)

Discuss with whole class what options are available to LAUREN or, more importantly, to any young person who is a victim of bullying. (7 mins) (Optional drama-based activity) In the groups of 3 from Session 1.1, create your own versions of a scene similar to the B3 scenario, with the outcome you want. 

The groups may stick to the form used in Session 1.1 (i.e. freeze frame, radio play etc, or change to using both movement and language). Present and evaluate work. (10 mins)

Total Activity Time: 45 mins. Timings and activities may be modified as teacher sees fit.

Script

LAUREN: I’m going to get a drink.

ANNA: I’ll come.

LAUREN: (LAUREN sees the TWINS) Quick Anna.

ANNA: Why?

LAUREN: ...too late.

(HAYLEY and KYLIE enter)

HAYLEY: Oh, look what it isn’t.

KYLIE:Pretty little Lauren.

HAYLEY: Get my text?

KYLIE: Let’s check.

HAYLEY: Phone.

(LAUREN reluctantly hands over her phone)

HAYLEY: I think I’ve been deleted.

KYLIE: That is rude.

HAYLEY: Don’t like rude. (throws phone on floor)

LAUREN: I’m not…

KYLIE: You givin’ it? You givin’ it girl? Ey?

HAYLEY: Kylie, wait.

LAUREN: I don’t know what you’re……

THE TWINS: THAT’S JUST TYPICAL
THAT’S JUST TYPICAL OF LAUREN
GOT SOME SLAPPER FOR A SISTER
TYPICAL,
SUPPOSE IT’S RUNNIN’ IN THE FAMILY,
TYPICAL,
WHY ARE WE NOT SURPRISED,
LUCKY FOR LAUREN WE’RE NOT CRUEL,
RIGHT LAUREN?

[They slap her head]

DIDN’T I SAY SHE WAS A LOSER?
TOTAL AND UTTER WASTE OF SPACE,
ALL OF THE BOYS HAVE ALL REFUSED HER,
PROBABLY SAW HER…..FACE.

[They push her over. Lauren tries to get away but they stop her.]

THAT’S JUST TYPICAL OF LAUREN,
WE TRY TO BE NICE AND SHE GETS TWITCHY,
TYPICAL,
SO MUCH FOR TRYING TO INCLUDE HER!
BITCH!
SO MUCH FOR LAUREN,
SO MUCH FOR LAUREN AND HER SISTER,
SO MUCH FOR LAUREN,
SO MUCH FOR LAUREN AND HER
SLAPPER OF A TEACHER SHAGGING
SISTER!
DIDN’T I SAY SHE WAS A LOSER?
TOTAL AND UTTER WASTE OF SPACE,
ALL OF THE BOYS HAVE ALL REFUSED HER,
PROBABLY SAW HER…..FACE.

WHAT’S THAT SMELL?
WHAT’S THAT….UGGH!
WHAT’S THAT AWFUL, STINKING……?
OH, IT’S YOU LAUREN.
Come ’ere you little scab!

(They dance with Lauren and throw her about the room,
laughing all the while.)
THE TWINS: PROBABLY SAW HER…..FACE.

HAYLEY: (to the other girls) What are you looking at?

KYLIE: You want some an’all?
HAYLEY: Come on, let’s go to the machines. Got any money Lauren?
Let’s have a look! 45p, is that all?
KYLIE: There better be more tomorrow…..or you are dead!

LAUREN:
ALL THE LITTLE TAUNTS I HEAR THEM
ALL THE LITTLE KICKS I FEEL
EVERY LITTLE CHANCE TO HURT ME
HURTS ME MORE EACH DAY
ALL THE LITTLE HIDDEN GLANCES
MADE TO MAKE ME SECOND BEST
EVERY LITTLE ANGRY MOMENT
DOESN’T FADE AWAY
EVERY LITTLE CONVERSATION
MAKING ME THE ONE TO BLAME
ONLY MAKES ME REALISE THE TRUTH
ALL THE LAUGHING FACES
STARING FROM A SAFER PLACE
DON’T BEGIN TO SEE THE WAY
THEY MAKE ME CRY INSIDE
EVERY TIME I PASS A WINDOW
EVERY DAY I CROSS A ROOM
EVERYONE CAN FIND THE HEART
TO MAKE ME FEEL ALONE
NOBODY HAS TIME TO HOLD ME
NOBODY HAS TIME TO CARE
WHY WOULD ANYBODY EVEN TRY?
I’M NOBODY TO NO ONE
MAYBE I CAN’T SEE IT
MAYBE I’M JUST BLIND TO WHO I AM
MAYBE I DESERVE TO BE THE FRIEND
THAT NO ONE KNOWS
STILL IT MAKES YOU LONELY
WHEN YOU KNOW YOU’RE SOMEONE IN THE COLD
WHEN YOU HEAR THE RUMOURS THAT YOU’RE TOLD
ARE ALL DESERVED