Lesson: A Critical Look at Bullying

Floresville ISD LoTi Lesson Plan

A Critical Look at Bullying_Character Ed

Lesson Information
Title of Lesson	A Critical Look at Bullying_Character Ed
Grade Levels	9th, 10th, 11th, 12th
Subject	Language Arts
Course	Communication Applications
Authors and Contributors	dknight
Lesson Submission Date	3/25/2008 2:12:39 PM
Lesson Approval Date	3/25/2008 3:37:40 PM

Lesson Information

Title of Lesson

A Critical Look at Bullying_Character Ed

Grade Levels

9th, 10th, 11th, 12th

Subject

Language Arts

Course

Communication Applications

Authors and Contributors

dknight

Lesson Submission Date

3/25/2008 2:12:39 PM

Lesson Approval Date

3/25/2008 3:37:40 PM

Learning Objectives
TEKS / Student Expectations	(4) Presentations. The student makes and evaluates formal and informal professional presentations. The student is expected to: (A) analyze the audience, occasion, and purpose when designing presentations; (G) prepare and use visual or auditory aids, including technology, to enhance presentations; (I) use effective verbal and nonverbal strategies in presentations; (K) make individual presentations to inform, persuade, or motivate an audience;
Targeted TAKS / Department Objectives	Grade 11 ELA: Obj. 3: The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. structure. Grade 11 ELA Objective 4: The student will, within a given context, produce an effective composition for a specific purpose. Grade 11 ELA Objective 5: The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence Grade 11 ELA Objective 6: The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing.

Learning Objectives

TEKS /
Student Expectations

(4) Presentations. The student makes and evaluates formal and informal professional presentations. The student is expected to:
(A) analyze the audience, occasion, and purpose when designing presentations;
(G) prepare and use visual or auditory aids, including technology, to enhance presentations;
(I) use effective verbal and nonverbal strategies in presentations;
(K) make individual presentations to inform, persuade, or motivate an audience;

Targeted TAKS /
Department Objectives

Grade 11 ELA: Obj. 3: The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. structure.

Grade 11 ELA Objective 4: The student will, within a given context, produce an effective composition for a specific purpose.

Grade 11 ELA Objective 5: The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence

Grade 11 ELA Objective 6: The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing.

Lesson Overview A brief summary of the lesson and the expected outcomes.
Overview	Students will research the causes and effects of bullying in the educational system. They will create persuasive presentations highlighting the negative effects of bullying and encouraging others to be more tolerant of others.

Lesson Overview

A brief summary of the lesson and the expected outcomes.

Overview

Students will research the causes and effects of bullying in the educational system. They will create persuasive presentations highlighting the negative effects of bullying and encouraging others to be more tolerant of others.

Engaging Questions The task asks students to show their "know how" on something important and challenging, not just their knowledge.
Engaging / Essential Questions	1. Does bullying occur today? 2. What are the effects of bullying? 3. Why do people bully others? 4. How do we convince them to stop being a bully?

Engaging Questions

The task asks students to show their "know how" on something important and challenging, not just their knowledge.

Engaging /
Essential Questions

1. Does bullying occur today?

2. What are the effects of bullying?

3. Why do people bully others?

4. How do we convince them to stop being a bully?

Authentic Learning The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.
Activities	Students will research the topic to determine the magnitude of its impact on society. They will then demonstrate that understanding by trying to persuade on audience about its importance. Students will be using the following skills: Analyze the audience, occasion, and purpose when designing presentations; Prepare and use visual or auditory aids, including technology, to enhance presentations; Make individual presentations to persuade an audience;
Related Character Pillars	Respect , Responsibility , Fairness , Caring

Authentic Learning

The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.

Activities

Students will research the topic to determine the magnitude of its impact on society. They will then demonstrate that understanding by trying to persuade on audience about its importance. Students will be using the following skills:
Analyze the audience, occasion, and purpose when designing presentations;
Prepare and use visual or auditory aids, including technology, to enhance presentations; Make individual presentations to persuade an audience;

Related Character Pillars

Respect , Responsibility , Fairness , Caring

High Level Thinking Processes The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)
Bloom's Taxonomy	Knowledge , Analysis , Comprehension , Synthesis , Application , Evaluation
Description	Students will define (K) the problem as they perceive it. They will then research (C) the problem and summarize (C) the information in order to demonstrate (Ap) understanding of the problem to persuade others (Ap) about the problem. They will analyze (An) the research and develop a presentation(S) to convince others of the magnitude of the problem. The student will assess (E) the effectiveness of the presentation to decide at information and/or approach is best for educating the given audience. Students will also evaluate (E) other's presentations to determine the best one, which will be featured on the teacher's website and possibly shared with other classes/campuses.

High Level Thinking Processes

The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)

Bloom's Taxonomy

Knowledge , Analysis , Comprehension , Synthesis , Application , Evaluation

Description

Students will define (K) the problem as they perceive it. They will then research (C) the problem and summarize (C) the information in order to demonstrate (Ap) understanding of the problem to persuade others (Ap) about the problem. They will analyze (An) the research and develop a presentation(S) to convince others of the magnitude of the problem. The student will assess (E) the effectiveness of the presentation to decide at information and/or approach is best for educating the given audience. Students will also evaluate (E) other's presentations to determine the best one, which will be featured on the teacher's website and possibly shared with other classes/campuses.

Differentiated Instruction Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.
Differentiation Activities	Adjusted Questions , Tiered Instruction , Personal Agendas , Interest Based Investigations , Graphic Organizers ,
Description	Students with IEP/504 Accommodations will be addressed according to those accommodations. Other differentiation will be made according to student needs and include but are not limited to the following: personal agendas for individual aspects of the assignment, extended time to complete assignment, additional assistance from monitoring teacher.

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.

Differentiation Activities

Adjusted Questions , Tiered Instruction , Personal Agendas , Interest Based Investigations , Graphic Organizers ,

Description

Students with IEP/504 Accommodations will be addressed according to those accommodations. Other differentiation will be made according to student needs and include but are not limited to the following: personal agendas for individual aspects of the assignment, extended time to complete assignment, additional assistance from monitoring teacher.

Technology Applications Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.
Technology Applications	Research: Internet and online databases Presentation (which requires a visual aid): Available technology including but not limited to the following: PowerPoint, digital video, digital photography, Internet, laptops, music, speech clips, MovieMaker, etc.
Web Resources

Technology Applications

Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.

Technology Applications

Research: Internet and online databases
Presentation (which requires a visual aid): Available technology including but not limited to the following: PowerPoint, digital video, digital photography, Internet, laptops, music, speech clips, MovieMaker, etc.

Web Resources

Name

Persuasive Rubric

Download

Other Resources
Other Resources	Library Teacher Outside Community Members Faculty and Staff Members

Other Resources

Library
Teacher
Outside Community Members
Faculty and Staff Members

Floresville ISD LoTi Lesson Plan

A Critical Look at Bullying_Character Ed

Lesson Information

Learning Objectives

Lesson Overview

Engaging Questions

Authentic Learning

High Level Thinking Processes

Differentiated Instruction

Technology Applications

Assessment

Other Resources