Bullying - · PDF fileBullying Zine Lesson ... -stereotype: a description of someone that is...

WinonaStateUniversity

2009

BullyingZineLessonPlan

EstelleDenbrook

Grade Level: 7th grade Content Area: Health Unit: Bullying

Table of Contents

Vocabulary Words

Lesson Plan 1 Biography Paragraph

Lesson Plan 2 Vocabulary Words

Lesson Plan 3 Movie – Heavyweights and Flashcards

Lesson Plan 4 Roots

Lesson Plan 5 Word Attack

Lesson Plan 6 Poems – Haiku

Lesson Plan 7 Poems – Tanka

Lesson Plan 8 Poems – Cinquain

Lesson Plan 9 Grammar – Parts of Speech

Lesson Plan 10 Content Reading and Paragraph

Lesson Plan 11 Grammar – Diagramming the paragraph

Lesson Plan 12 5 Paragraph Essay

Lesson Plan 13 Grammar – Proofreading Day

Lesson Plan 14 Rubric and intro to project


Vocabulary Words:

-tolerate: to let someone be different from you -prejudice: and opinion about people that is made before knowing them -target: a person picked on or bullied by others -humiliate: to deeply embarrass or ridicule someone to make him or her feel lower as a person -respect: to appreciate someone -diversity: a combination of people of different backgrounds -sympathy: a feeling of knowing how a person feels -harass: to bother or upset someone repeatedly through words and actions (outlaw) -bystander: a person who witnesses an act or an event without participating -stereotype: a description of someone that is based on an often assumption -discrimination: the act of treating one or more people differently or worse -ally: a person who is on your side or helps you in a situation -bully: to threaten or try to scare someone with words or action -slur: an inappropriate word of term that is to put someone down -hate crime: a threatening, often a physical attack on someone

A. These vocabulary words will be used for multiple lessons.


Lesson Plan 1: Biography Paragraph

Materials:

Interview questions handout

Clock partners worksheet

Writing paper

Pencil

Whiteboard and markers

A. The first day of the unit, the students will be asked to write a biography about themselves and what they know about bullying.

i. Handed out will be the attached set of interview questions. The students will pair up with their previously assigned clock partners, (also attached), to fill out the questions and hopefully learn something new about a classmate.

B. Once both interviews are done, each student will take back their responses and write a biography paragraph using their responses from the interview.

C. Reminder of how to write a paragraph:

i. Each paragraph must have:

a. at least five sentences:

b. an introduction sentence,

c. three supporting detail sentences,

d. and one conclusion sentence.

ii. An example paragraph will be written as a class. I will ask for a topic suggestion from the class. Then ask students to come up to the board to write the sentences decided by the class.


Lesson Plan 2: Vocabulary definitions

Materials:

slide show of vocabulary words, definitions, and sentence examples

student vocabulary notebooks

Vocabulary Sentences Worksheet

pencil

A. Vocabulary words: -tolerate: to let someone be different from you -prejudice: an opinion about people that is made before knowing them -target: a person picked on or bullied by others -humiliate: to deeply embarrass or ridicule someone to make him or her feel lower as a person -respect: to appreciate someone -diversity: a combination of people from different backgrounds -sympathy: a feeling of knowing how a person feels -harass: to bother or upset someone repeatedly through words and actions (outlaw) -bystander: a person who witnesses an act or an event without participating -stereotype: a description of someone that is based on an often assumption -discrimination: the act of treating one or more people differently or worse -ally: a person who is on your side or helps you in a situation -bully: to threaten or try to scare someone with words or action -slur: an inappropriate word or term that is to put someone down -hate crime: a threatening, often a physical, attack on someone


B. See it, Say it, Spell it: This is an activity that I will use with my students to learn and practice vocabulary words, as well as when a student struggles with individual words.

i. For this lesson, I will make a power point to introduce each word. On a power point, each word and definition will be displayed.

ii. The process of this activity is:

a. The word and definition appear on the screen. (The students are seeing.)

b. The teacher says the word and definition.

c. The students repeat the word and definition. d. The students write the word and definition in their vocabulary notebooks. Each word is written three times and the definition once. C. Next, the students will write a sentence for each word. They will write the sentences on the worksheet handed out and turn in when finished. Before the students begin, I will go over a few example sentences on the slide show.


Lesson 3: Vocab – Movie and Flashcards

Materials:

Heavyweights, the movie

note cards to make flashcards

pencil

A. The class is going to watch the movie “Heavyweights”. The point of watching the movie is to introduce bullying in a way that may relate to the students. The movie is about young boys who are overweight and the struggles they have day to day. I chose this movie because it is relevant, but it is also a movie that will keep the children’s attention because of the humor. In fifth grade, the students may think they are too old for Disney movies, but Heavyweights is still child-centered while incorporating real people and people of all ages; making them feel less child-like.

B. The children may think they are getting a “movie day,” but I will ask the students to give me five examples each day, of bullying from throughout the movie. These examples will be discussed at the end of the movie in a debriefing session. i. What did you see in common in each example of bullying?

ii. What was different?

iii. How would you have felt if you were the bully?

iv. How would you have felt if you were the victim?

C. The vocabulary words will also be practiced before the end of the period. Each student will make their own flashcards for every word and definition. After the flashcards are made, they will rehearse them with a partner.

D. The movie will take three class-time days to complete, including the debriefing session.


Lesson Plan 4: Root Words

Materials:

- vocabulary words

- white board and markers

- vocabulary notebooks

- fill in the blank worksheet

- Blast ‘o’ words worksheet

1. Introduction:

a. In a large group I will ask students: i. If they have ever been bullied? ii. If they have ever been the bully? iii. If anyone has tried to stop the situation?

b. The goal is to have a small discussion to see how the students are interpreting the learning so far.

2. Vocabulary Words:

a. Vocabulary Words: - prejudice: an opinion about people that is made before knowing them - root: jud – means to judge

- humiliate: to deeply embarrass or ridicule someone, to make him or her feel lower as a person - root: humiliare – means to humble or bring down - respect: to appreciate someone - root: spect – means to look - diversity: a combination of people of different backgrounds - root: vers – means to turn - bystander: a person who witnesses an act or an event without participating - root: sta – means to stand - discrimination: the act of treating one or more people differently or worse - root: crimen – means to charge - tolerate: to let someone be different from you - root: tolerare – means to endure something disagreeable - sympathy: a feeling of knowing how a person feels


- root: path – means feeling or suffering - stereotype: a description of someone that is based on an often assumption - root: typ – means to print

i. Each word will be introduced in the large group setting. ii. Each word will be written on the board in the front of the class. iii. I will say the word and the class will repeat the word. iv. Each student will have a vocabulary notebook, in their notebook the word will be written three times each, saying each letter as it is written then saying the entire word. -Example: /r/ /�/. /s/ /p/ /�/ /c/ /t/ = respect 2. Repetition:

i. Before the students begin this task, I will introduce the next task. After a student is done writing in their vocabulary notebook, they are to complete the fill-in-the-blank worksheet handed out. ii. After time given for students to work on the tasks, the worksheet will be discussed, shared, and later turned in. 3. After School: i. For further practice, there will be a worksheet that the students will take home and do with their guardians. This at-home activity is called: Blast ‘o’ Words. This activity is used throughout the school year, but each time there are different words and a different way of interacting with the parents. Some days there may be fill-in the blanks and others there may be mini-games to play. The goal is to have guardians and children interacting after school, as well as keeping the guardians connected to their child’s schoolwork.


Lesson 5: Word Attack

*Students already have learned all syllable types and schwa.

Materials:

- vocabulary word list

- white board and markers (one in front of the classroom and small ones for individual students)

- worksheet for word attack

- shaving cream

- flashcards 1. In this lesson, words from unit’s vocabulary list will be used to word attack. There will be three stations; each station will have up to five words for students to word attack. With this unit being in the middle of the school year, students will have already been taught how to word attack, so this will be continuing review. 2. As the students walk into the classroom, I will have three examples written on the board for the students to warm-up with. First, the students will word attack the words by themselves. Second, they will join with a neighbor and compare answers. Third, the words will be discussed as an entire class.

i. blacktop = /bl/ /�/ /k/. /t/ /�/ /p/

ii. library = /l/ /�/. /br/ /ar/. /�/

ii. homework = /h/ /�/ /m/ /e/. /w/ /or/ /k/ 3. I will instruct what the students will find at each station. The students will receive a piece of paper, in which they will write their final word attack for each word. The students will then split into their heterogeneous groups, which are predetermined. Each group has five students and ten minutes at each station. i. Station 1: The students will be doing the word attack on whiteboards.

* Represents a schwa’d vowel, the symbol was not found on my computer.

**Bolded letters means they are the r-controlled syllables a. respect, diversity, bystander, prejudice, bully


ii. Station 2: Word attack will be done in shaving cream, I will be supervising this station. a. discrimination, tolerate, sympathy, harass iii. Station 3: There will be flashcards for each word (three copies of each word). The flashcard will have the word on it, as well as choices for which marking goes where. (See example)

a. stereotype, ally, slur, hate crime, target 4. As each student finishes, they will place their work into the “turn-in” basket for me to look at.


Lesson Plan 6: Poems - Haiku

Materials:

- reading example (in lesson plan)

- Stream of Consciousness worksheet

- thoughts into words worksheets

A. Three types of poems will be taught. After reading an example and learning how to write each poem, the students will write their own poems about bullying. Time will be given in class to reflect and write the poems, but work outside of class will be required. These poems will be used in a final project for the unit, which will be explained later.

B. Haiku:

i. First, write down thoughts: set the scene, then express a feeling and make an observation or record an action.

ii. Next, put your thoughts into three lines.

a. Line 1: Five syllables

b. Line 2: Seven syllables

c. Line 3: Five syllables

iii. Example:

Bullies are not nice they hurt people’s feelings and

create the sadness.

iii. To get the students thought’s flowing, I will bring them to a different environment (example: outside) for them to write for a half an hour, without stopping. See attached worksheet called “Stream of Consciousness.”

iv. Once we are back in the classroom, I will hand out a worksheet for the students to put their unorganized thoughts into organized words, working up to writing their own haiku.

C. The day’s extension activity will be for them to write their Haiku before the next class.


Lesson Plan 7: Poems - Tanka

Materials:

- reading example (in the lesson)

- reservation in the computer lab

A. Three types of poems will be taught. After reading examples and learning how to write each poem, the students will write their own poems about bullying. Time will be given in class to reflect and write the poems, but work outside of class will be required. These poems will be used in a final project for the unit, which will be explained later.

B. Tanka:

i. These poems are written about strong emotions

ii. Like a Haiku, but there are more lines and similes, metaphors, and personifications are used.

a. Line 1: Five syllables

b. Line 2: Seven syllables

c. Line 3: Five syllables

d. Line 4: Seven syllables

e. Line 5: Seven syllables

iii. Example:

The child’s sobs poured out as the bully walked away.

Curled in the corner blood brushed down the beaten face,

a kind hand extended down.

C. Since these poems are about strong emotions, the students are going to read a few stories to, hopefully, get some emotions stirring within themselves. The computer lab will be reserved and the class will go to this link: http://www.jaredstory.com/bully.html. They will have the choice of reading 3-5 stories, depending on their length.

i. The students will be notified of the intensity of the stories they will be reading.

ii. After they have read their stories, the students will write down emotions they had while reading their stories. If they can relate a specific bullying story


to something they have witnessed or experienced, I will encourage them to write about that situation.

D. Students will have class time to begin their Tanka poems, but additional time outside of class will be needed.


Lesson Plan 8: Poems - Cinquain

Materials:

- Reading example of a cinquain

- reserved time in the computer lab

A. Three types of poems will be taught. After reading examples and learning how to write each poem, the students will write their own poems about bullying. Time will be given in class to reflect and write the poems, but work outside of class will be required. These poems will be used in a final project for the unit, which will be explained later.

B. Cinquain (Sin-cane):

i. To help get the students more comfortable with cinquains, they will web map (concept map) their ideas. See attached worksheet. After they have completed the worksheet, the students will take their ideas and write the poem.

a. Line 1: A noun

b. Line 2: Two adjectives

c. Line 3: Three action verbs

d. Line 4: Four words that express feeling

e. Line 5: Another word for the noun

ii. Example:

Victims Hide, cry

Running, bleeding, offended Sad, afraid, lonely, mad

Wounded

iii. For this poem, the class will write a cinquain together. All ideas will be suggested my class members, as well as writing it on the board.

C. The class will then go in to the computer lab to use Inspiration. This is a program the students are familiar with and are comfortable with jumping into the assignment.

i. The students will use Inspiration to gather ideas to write their cinquain. They will turn in their final ideas.

D. This will be day one of this lesson, day two consists of:

i. Completing Inspiration assignment.


ii. Completing the cinquain, as well as the haiku and tanka if they have not been completed. The students will have the option to include extra poems for extra credit.


Lesson Plan 9: Grammar – Parts of Speech

Materials:

- Clock Partners sheet

- Abstract and Concrete Nouns worksheet

- Nouns, Verbs, and Adjectives… Take your pick! worksheet

A. The first grammar lesson is going to be a review of the eight parts of speech.

i. I will ask the students “what are the eight parts of speech?”

a. Responses should include: noun, pronoun, verb, adverb, adjective, preposition, conjunction, interjection

ii. I will next ask the students, what each part means.

B. The students will pair up with a clock partner (pre-determined) to complete a worksheet. They will identify nouns as abstract or concrete.

i. abstract nouns: are nouns that name things such as ideas, actions, conditions and qualities.

ii. concrete nouns: name people, places, or things that can be seen or recognized through any of the five senses.

iii. The Abstract and Concrete Nouns worksheet will be handed out for students (see attached) and they will complete the assignment.

C. The next activity will be for the students to practice location of words within a sentence.

i. Example: The ______ dog smelled like fish. The student has the choice between a noun, verb, or adjective. They need to choose the best type of word that would fit in the sentence. See attached hand out called “Nouns, Verbs, and Adjectives… Take your pick!”

ii. Students will turn in both worksheets at the end of class time.


Lesson Plan 10: Content Area Reading and Paragraph

Materials:

- The Bully, story

- paper

- pencil

A. Using The Bully, by Birds Hill Publishing, as the curriculum, the students will write a summary of the story they read.

i. The Bully is a story about a young boy who gets bullied by another boy in the school. The bully takes the boy’s lunch and hits him. At the end of the story, the boy’s mother is confronted by the school about the situation and helps the boy with the situation.

ii. The story will be read with a peer reading partner. These partners are of a different reading ability than the other; this can help each reader with improving their reading skills.

B. After the students read the story together, they will come up with five sentences for their paragraph.

i. I will remind the students of what goes into a paragraph.

a. Introduction sentence

b. At least three supporting detail sentences

c. Conclusion sentence

ii. After all sentences are written each student will individually put them together to make a paragraph of their own and turn in to me.


Lesson Plan 11: Grammar – Diagramming the Paragraph

Materials:

- example sentences

- Diagram that Sentence! Worksheet

- answer key

- paper

- pencil

A. In today’s lesson, the students are going to practice their diagramming. Diagramming will have been previously taught, this activity is to keep it fresh in the student’s minds. The class will practice using examples I created. After practicing, I will hand out a worksheet for the students to complete. (“Diagram that Sentence!)

B. First, I will review how to diagram.

Jason was having troubles with a bully at school.

i. Find the subject and the verb. (Which noun is performing the verb?)

ii. The subject gets written to the left of the vertical line and the verb gets written to the right of the vertical line.

iii. What type of verb is it? (Action or linking?)

a. Action is followed by a direct object.

b. Linking is followed by a complement.

iv. What are the modifiers? What do they modify?

C. I will write each sentence on the board. Each student will copy the sentence and diagram on their own. When everyone is done, I will ask for volunteers to come diagram a part of the sentence on the board, starting with locating the subject and verb. Finally, the students will label each part of speech.

i. The teacher called Jason’s mother.

ii. The bully ate Jason’s lunch.

iii. Jason was having troubles with a bully at school.


Lesson Plan 12: Five Paragraph Essay

Materials:

- computer time to go to www.Jaredstory.com/bully.html and type the essay

- my essay

- outline hand out

A. Using the information researched in previous lessons, the students are going to write a five paragraph essay. The students should include what is the definition of bullying to them and pick one story from www.Jaredstory.com to discuss what happened and what could have been done to prevent the results.

i. In this essay they must include:

a. an introduction paragraph that includes a thesis and supporting subtopics

b. at least three subtopic paragraphs with supporting details

c. a conclusion paragraph that restates the thesis and subtopics

ii. The essay should be typed, double-spaced

B. I will have an example for the class to read (See attached).

C. To help the students with their organization of the essay, there will be an outline hand out (See outline hand out attachment).


Lesson Plan 13: Grammar – Proofreading of Five Paragraph Essay

Materials:

- each student’s essay

- a red pen for proofreading

A. The students have written their five paragraph essays, next they will need to proofread before turning the final copy in. Class proofreading is done before any big paper is turned in. This time the students will get in small groups and proofread each other’s papers. Proofs and changes will be made in red ink.

i. What they will be looking for:

a. Correct grammar and spelling

b. Does the entire essay flow? (Make sense)

c. Read it over twice

B. After the group proofreading is complete, each student should have their own paper back and will then proofread their own paper one last time.

i. What they will be looking for:

a. Correct grammar and spelling

b. Does the entire essay flow? (Make sense)

c. Read it out loud.

C. Once the proofreading is complete and changes are made, the students will turn in their five paragraph essays.


Lesson Plan 14: Assigning the Project

Materials:

- computer lab time

- each student’s readings and writings

- my zine example

A. Up to this lesson plan the students have been writing poems and papers relating to bullying. Today I will be assigning a “zine” on bullying. The reason I had the students do the majority of the work before assigning the project, was so they would have less to do and could more easily put it together.

B. I will hand out the rubric, as well as go through what I am looking for.

C. Time in class will be allowed for organization and extra writing time.

C. Time will be given in the computer lab for this “zine” to be created.

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