Title: Bullying
101 - Day 2 & Day 3
Author: Kristy Land
Subject: Reading/Language Arts
Grade Level(s): 3
Duration: 3 days
Author: Kristy Land
Subject: Reading/Language Arts
Grade Level(s): 3
Duration: 3 days
Unit Description
Students will explore different themes centered
around bullying, work collaboratively in groups to create a team reflection
project, reflect individually on peer group projects, and lastly reflect on
what they have learned through the lesson and project.
- What is Bullying?
- Who’s A Bully?
- Who’s A Target?
- How to Handle It
- Innocent Bystanders
- Are You A Bully?
- Online Bullying
This unit on bullying should take about 5 class
periods. The UDL approach used in this unit provides the following:
- various ways of customizing the display of information
- alternatives for auditory information
- alternatives for visual information
- ideas illustrated through visuals
- background knowledge
- check list and multiple ways to access information
- incorporated multimedia, social media, and interactive media
- graphic organizer to collect and organize data
- templates to guide self-reflection
- varied strategies and techniques to reach all students
- motivational options to ensure that all students can be engaged
- flexible classroom management techniques that increase opportunities for all students
- choices for group team reflection
- learners develop lesson goals through electronic K-W-H-L
- fostered collaboration and communication through group reflection project
- feedback on group reflection project and individual reflections.
Lesson Description for Day
Students will be divided into
groups and assigned an article. Groups will begin to brainstorm ideas for
communicating their main idea along with three supporting details and explore
different project options. Students will create a technology reflection
project, review and reflect on peer projects, and lastly individually reflect
on the lesson and projects.
State Standards
CHAPTER 110. TEXAS KNOWLEDGE AND SKILLS FOR ENGLISH
LANGUAGE ARTS AND READING
Within COMPREHENSION OF INFORMATIONAL
TEXT/EXPOSITORY TEXT the student is expected to:
3.13 A Identify the details or facts that support
the main idea
3.13 B Draw conclusions from the facts presented in
text and support those assertions with textual evidence
3.13 C Identify explicit cause and effect
relationships among ideas in texts
3.13 D Use text features (e.g., bold print,
captions, key words, italics) to locate information and make and verify
predictions about contents of text
Within MEDIA LITERACY the student is expected to:
3.16 Use comprehension skills to analyze how words,
images, graphics, and sounds work together in various forms to impact meaning
3.16 B Explain how various design techniques used
in media influence the message (e.g., shape, color, sound)
Within LISTENING AND SPEAKING/SPEAKING the student
is expected to:
(30) Speak clearly and to the point, using the
conventions of language. Students continue to apply earlier standards with
greater complexity. Students are expected to speak coherently about the topic
under discussion, employing eye contact, speaking rate, volume, enunciation, and
the conventions of language to communicate ideas effectively.
Within LISTENING AND SPEAKING/TEAMWORK the student
is expected to:
(31) Work productively with others in teams.
Students continue to apply earlier standards with greater complexity. Students
are expected to participate in teacher- and student-led discussions by posing
and answering questions with appropriate detail and by providing suggestions
that build upon the ideas of others.
National Educational Technology Standards for
Students
2. Social, ethical, and human issues
- Students understand the ethical, cultural, and societal issues related to technology.
- Students practice responsible use of technology systems, information, and software.
- Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
3. Technology productivity tools
- Students use technology tools to enhance learning, increase productivity, and promote creativity.
- Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
4. Technology communications tools
- Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
- Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
5. Technology research tools
- Students use technology to locate, evaluate, and collect information from a variety of sources.
GOALS
Unit Goals:
1.
Students will describe explore themes regarding bullying and address their
specific topic within a group.
2.
Students will successfully complete a cooperative reflection project that
refines their basic understanding of bullying.
3.
Students will reflect on peer group projects and then reflect individually to
demonstrate mastery of content knowledge.
4.
Students will demonstrate appropriate netiquette.
Lesson
Goals:
- Students will gain a basic understanding of bullying
- Students will effectively communicate their understanding through their group reflection project, peer group reflections, and individual reflections.
- Students will develop a basic understanding of the impact of bullying, what they can do to prevent bullying, and how to address bullying at school.
METHODS
Anticipatory Set:
Anticipatory Set:
To introduce the lesson, the teacher will read to
the class, The Juice Box Bully, Empowering Kids to Stand Up For Others
by D. Misdonday. (Recognition Networks)
Students individually will complete a pre-reading
assignment or watch the video of the pre-reading and then complete the
anonymous survey. (Recognition Networks)
Students will then be divided into groups and
complete a K-W-H-L chart that will later be submitted electronically and used
as an informal assessment.
KWHL Chart
(What I Know, What I Want to Learn, How I Learned It, What I Learned)
Fill in the first two columns of a KWHL chart within your group in order to summarize what everyone currently knows about bullying. At the end of the lesson today, what the class learned and how they learned it will be submitted electronically and later discussed.
Introduce and Model New Knowledge:
(What I Know, What I Want to Learn, How I Learned It, What I Learned)
Fill in the first two columns of a KWHL chart within your group in order to summarize what everyone currently knows about bullying. At the end of the lesson today, what the class learned and how they learned it will be submitted electronically and later discussed.
Introduce and Model New Knowledge:
1. Establish Routines
and Responsibilities – Explain that students will work in small groups to learn
more in-depth information about bullying. Each group will read a
different article and then demonstrate their knowledge through a collaborative
reflection project. Their project should clearly demonstrate a big idea
supported by at least three supporting details.
Organize the class into
heterogeneous, small groups of no more than five students. Five groups
will have five students and two groups shall contain five students. The
student who is blind, will be placed in a group of five and the student with
hearing impairment will be placed in the other group of five. Each group
should contain at least one student identified as gifted and talented.
·
Group 1:
What is Bullying?
·
Group 2:
Who’s A Bully?
·
Group 3:
Who’s A Target?
·
Group 4:
How to Handle It?
·
Group 5:
Innocent Bystanders
·
Group 6:
Are you A Bully?
·
Group 7:
Online Bullying
Each group should designate jobs
for each individual. All individual will solicit input, work on sections
of the draft, and help with the final reflection connection project. Each
individual should be assigned a role such as:
·
Fact
checker: validates information in the final project
·
Scribe:
documents group ideas and provides a final summary for the project
·
Designer:
coordinates final design or technological components
·
Editor:
checks final reflection project for punctuation, capitalization, and spelling
errors
Additional roles may include
- Timeliner: ensures that each member has completed appropriate tasks
2. Preview Resources: Provide students
a preview of the
Webpage resources - assignment
page, survey, reflection, examples of projects, check-off list, etc.
(Recognition Networks)
3. Discuss Project Options: Each group may
chose among the following (Affective Networks)
Option 1: Create a VOKI
Option 2: Create a Glogster
Option 3: Create a Video
Option 2: Create a Glogster
Option 3: Create a Video
Provide Guided Practice:
Project Planning (Strategic Networks)
Have small groups get together and begin planning their projects. Once they're in their small groups, share the attached Project Planning Organizer in order to facilitate students' planning and work flow. Help students break their projects into smaller parts.
Have small groups get together and begin planning their projects. Once they're in their small groups, share the attached Project Planning Organizer in order to facilitate students' planning and work flow. Help students break their projects into smaller parts.
- outline
- facts, concepts, & information collected (big idea followed by at least three supporting details)
- drafts completed (both text and art):
- incorporate technology aspect
- revising/proofreading:
- polished product
Rotate among the groups in order to determine
whether they are developing a solid plan for their projects. Ask questions as
needed in order to facilitate their planning.
Provide Independent Practice:
Students will provide reflection on peer group projects. (Strategic Networks)
WRAP UP:
Concluding the project and peer review of projects, students will write an individual reflection on what they've learned from their peer group project review and through the process of their group project.
(Strategic Networks)
ASSESSMENT:
Formative/Ongoing Assessment:
Students will provide reflection on peer group projects. (Strategic Networks)
WRAP UP:
Concluding the project and peer review of projects, students will write an individual reflection on what they've learned from their peer group project review and through the process of their group project.
(Strategic Networks)
ASSESSMENT:
Formative/Ongoing Assessment:
- As students work on their projects, maintain ongoing observations of their learning behaviors, questions they ask, and their expressions of new knowledge. Take notes and make decisions about which students need additional support based on these ongoing observations.
- Review K-W-H-L charts
- Review Peer Group Project Comments
- Review Individual Reflections
Summative/End Of Lesson Assessment:
- Evaluating the Projects:
Use the attached rubric to evaluate students' reports. Attach a copy of the rubric to each report, with each sub score highlighted, so students have a detailed analysis of their projects.
MATERIALS:
Websites:
Ms. Smith's Classroom Website
https://sites.google.com/site/smithsclassroom2012/home
VOKI
www.voki.com
YouTube
www.youtube.com
Google Sites
https://sites.google.com/
Googe Docs
https://sites.google.com/
Glogster
www.glogster.com
PBS - It's My Life
http://pbskids.org/itsmylife/friends/bullies/
Books:
The Juice Box Bully, Empowering Kids to Stand Up For Others by D. Misdonday
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