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For Educators

Designed by

Kaley Kramerkak89@zips.uakron.edu

Based on a template from The WebQuest Page

Putting a Stop to Cyber BullyimhPutting a Stop to Cyber Bullyimh

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Cyber bullying is a problem that is going on nation wide in our country. The problem does not seem like it is getting any better. You are hear more and more about children leaving a school because of bullying. What you can do as the next generation is put a stop to the problem.What is Cyber Bullying?

For some of you this might not be term that you have never heard before. What cyber bullying is the use of some type of technology to harass, harm or threaten another child. Usually this type of problem starts to occur outside of school when no one is paying attention and they cannot get it trouble.

The types of technology that could be involved can be a cell phone Facebook, or maybe even still AOL Instant Messanger. Some of the examples of bullying that could be said, are, “I hate you,” “no one likes you so just leave.” and many more.

What you can do as the next group of young adults is find a way to stop this.

IntroductionIntroduction

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You are going to have two tasks that you need to complete. Imagine one you found out one of your friends was being cyber bullied. If you could do something to help your friend what would you do:

1.) What would you say to the people who are bullying your friend? By creating a short play demonstrate what you would say to them.2.) Create a poster of how you as a group can put a stop to this situation.

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The TaskThe Task

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Step 1.) You will work in groups of four. I will be picking your groups.Step 2.) Once you pick your group, you will decide as a group which one of you is the one getting bullied. The other two in the group one will be the bully and the other will be the friend that tries to stop this situation.Step 3.) Research grade appropriate cyber bullying. Do not go above third grade.Step 4.) Meet with your group and decide what you will say in your skit.Step 5.) Rehearse your skit until you feel it is perfect.Step 6.) Imagine you were all grown up what would you do to stop this situation.

The ProcessThe Process

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[Teacher Page] EvaluationEvaluationCATEGORY 4 Excellent 3 Well Done 2 Good 1 Moderate

Stays on Topic Stays on topic all (100%) of the time. The group presented there skit and poster very well.

Stays on topic most (99-90%) of the time. The group presented there skit and poster very well only going off topic once or twice.

Stays on topic some (89%-75%) of the time. The group presented there skit and poster well. Going off topic only a couple of times.

It was hard to tell what the topic was. The group presented there skit and poster ok. Going off topic too much.

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause arguments in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

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What you will have accomplished is that you now know what cyber bulliying is and what you would ay to someone if you knew the bully. You know know of a way that would could help put a stop to it. Now go out and help put an end to this situation.

Conclusion Conclusion

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[Teacher Page] Credits & Credits & ReferencesReferences

http://americaspeakon.blogspot.com/2009/01/cyber-bullying-free-speech.html

http://tellingsecrets.blogspot.com/2009_06_01_archive.html

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A WebQuest for 3rd Grade (English)

Designed by

Kaley Kramerkak89@zips.uakron.edu

Based on a template from The WebQuest Page

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•Putting a stop to Cyber Putting a stop to Cyber BullyingBullying

Kaley KramerKaley Kramer

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This type a Web quest after reading an article in People Magazine about a girl who had committed suicide after being cyber bullied. I also drew the putting this to a stop part from hearing about the movie “Bully.” All this movie was trying to do was put a stop to cyber bullying. I drew inspiration for putting a stop to this from a program at my younger brother school called P.E.A.C.E. People Everywhere Accepting and Caring Everything.

The lesson of this project is for a group of third graders to put a couple of clear sentence together and be able annunciate the meaning of their sentences. I want them to be able get animated to a third grade level.

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Introduction (Miss Introduction (Miss Kramer)Kramer)

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The grade that this lesson was designed around was third grade and it was designed to cover English. It will go over into a little bit of social studies and english. This lesson could also be very appropriate for older grade levels such as fourth and fifth grade Any higher you would have to change the lesson just a little bit.

What the learners will need to know prior to this lesson would how to put appropriate third grade sentences together and how to annunciate. The most critical skills that need to be picked up would be English grammar and managing to stay on topic for an appropriate amount of time.

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Learners (Kramer)Learners (Kramer)

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What students will learn as an outcome of this lesson plan will be what exactly is cyber bullying and how they can try and help the situation. They will learn how to to put good clear sentences together.

English Standards Addressed

•Are able to put sentences together and they are able to tell a story with them.•Put a poster together and they can tell story about it..

The type of thinking that is encouraged in this lesson would be how to think critically. They need to be able to think outside of the box at this point in there schooling. They need to be able to tell a story and do it well. This lesson also needs to bring working well in a team. By the third grade people need to work with there team with minimal arguments. This would also involve compromise because because if they do not agree they would have to change there plans and be able to think of something else to do.

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Curriculum Standards Curriculum Standards (Kramer)(Kramer)

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Refer to the student process to see all the steps that they need to follow when doing this project.

The Lesson on organized in groups of three and it will take appromimately one week to complete. This lesson is multidisciplinary, it will involve several people working together and having to get along.

I will pick the groups for them so no one is left out especially on a lesson about bullying. This stumbling blocks that I anticipate would be finding grade appropraite information about bullying. I want to get around this by me looking up the information first and then seeing what they can find.

The skills that a teacher needs for this lesson plan would be basic technology. You do not need to know a lot to pull off this lesson. I think this would work very well for a novice teacher.

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The Process (Kramer)The Process (Kramer)

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Describe what's needed to implement this lesson:

•Class sets of books•E-mail accounts for all students•Research data base•Poster Board and Materials•Specific reference material in the classroom or school library•Video or audio materials

This lesson plan would require one teacher in the classroom at all times with the students. There is no need for an aide to be present in the classroom. I would like to coordinate with another teacher to do the same lesson at the same time.

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Resources (Kramer)Resources (Kramer)

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Evaluation Evaluation (Kramer)(Kramer)

CATEGORY 4 Excellent 3 Well Done 2 Good 1 Moderate

Stays on Topic Stays on topic all (100%) of the time. The group presented there skit and poster very well.

Stays on topic most (99-90%) of the time. The group presented there skit and poster very well only going off topic once or twice.

Stays on topic some (89%-75%) of the time. The group presented there skit and poster well. Going off topic only a couple of times.

It was hard to tell what the topic was. The group presented there skit and poster ok. Going off topic too much.

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause arguments in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

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Since most of the time I do not read from a script anyways I think what I would best want to say is what they need to do for each step of this project. Where they should be clicking on and what exactly they should be looking for through each step of this project.

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Teacher Script Teacher Script (Kramer)(Kramer)

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This lesson is designed to have children get comfortable with online internet research date bases. This is also to get them aware about a subject they might not be aware of but should definitely know. This is also meant to teach them how they can stop it in future instances.

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Conclusion Conclusion (Kramer)(Kramer)

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Credits & References Credits & References (Kramer)(Kramer)

http://tellingsecrets.blogspot.com/2009_06_01_archive.html

http://americaspeakon.blogspot.com/2009/01/cyber-bullying-free-speech.html