You are on page 1of 3

TCNJ Lesson Plan

Anti-Bullying (Cyber-bullying)

Student Name: Kayla Taylor and Emily Anderson Grade Level: 5

Guiding and/or Essential Questions:


How can students stand against bullying?
How is cyber-bullying just as dangerous as in-person bullying?

Pre-lesson Assignments and/or Student Prior Knowledge


Students have prior knowledge from previous years of anti-bullying curriculum at Hopewell
Elementary. They have prior knowledge about the definition of bullying, the causes of bullying,
and what students can do to help. They may not have discussed cyber-bullying directly.

Standards:
CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
NJSLS:SS 6.3.4.D.1- Active Citizenship in the 21st Century (History, Culture, and Perspectives)
Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to
address such actions.
NJSLS:SS 6.1.12.A.16.a- Contemporary United States: Interconnected Global Society (Civics,
Government, and Human Rights)
Examine the impact of media and technology on political and social issues in a global society.

Learning Objectives and Assessments:


Learning Objectives Assessment

Students will identify similarities and The teacher will assess the class discussion for
differences between in-person bullying and identification of types of bullying, as well as
cyber-bullying. specific similarities and differences between
in-person bullying and cyber-bullying.

Students will develop and propose solutions The teacher will assess student-created comic
to bullying and cyber-bullying. strips for understanding of ways to prevent
bullying. The teacher will also look for
creative thinking and student’s ability to
elaborate on why/how a solution would
prevent bullying.
Materials/Resources: (List materials, include any online or book references and resources)
References: http://classroom.kidshealth.org/6to8/problems/emotions/cyberbullying.pdf and
https://www.stopbullying.gov
Opening: Bullying checklist worksheet, whiteboard and marker
Comic Strips activity: Blank comic worksheet, basket of coloring materials

Plan for set-up/distribution/cleanup of materials:


Materials for comic strip activity will be placed on the lab tables before the students arrive.
Students will help put materials away before going to specials (they have a routine for this).

Step by Step plan:


1. Lesson beginning
a. Bullying Problems Checklist
i. (Emily): Students complete the checklist independently and anonymously.
Once they are finished with the checklist, students crumple up their paper
and throw it into a basket in the front of the room. Then one of the
teachers will read some of the checked statements (bullying problems the
students identified as being a significant problem within their community)
out loud to the class, while another teacher writes the issues on the front
board.
ii. (Kayla): We will briefly discuss differences and similarities between in-
person bullying and cyber-bullying. We will ask the students which they
feel is more prominent in their community.
2. Student Activity: Comic Strips
a. Introduction and Directions (Kayla)
i. Students will choose a bullying problem from the checklist discussion and
brainstorm solutions for that bullying problem. Individually, they will
create a comic strip that showcases how their solution would prevent their
selected bullying problem. The students will start with a 3-panel comic,
but will be given the option to add more panels if they have time.
b. Presentation (Emily) AKA Closing
i. If time allows, the students will be able to volunteer to share their comics
with the class.

Key Questions (that you will ask):


Has someone ever posted something online about you that made you feel uncomfortable? What
did you do about it?
What makes cyberbullying easier to do than other types of bullying? What are some of the
effects that cyberbullying can have on a victim?
Logistics:
Worksheets will be printed out before class
Students will work in table groups, who they sit with in homeroom
Timing:
30 min- 10 min beginning, 20 min brainstorm and share

Transitions:
Students will be brought to a whole-group setting before the start of the lesson for the checklist.
Students will work in their table groups for the brainstorm and share. Transitions will be
monitored by Miss Anderson and Miss Taylor.

Classroom Management:
All directions will be given before the students receive their materials or move locations.
To gain whole class attention, the hand clapping method will be utilized.
Students are aware of the classroom clean up procedures but will be reminded to clean up any
materials before leaving.

Differentiation
Individual work allows students to work at their own pace/ability, but they have the group setting
support from the opening activity and the set-up of the classroom.
Students can add panels to their comics, so early finishers will be given that option.
The checklist can include additional responses and reasonings for higher level students.
Teachers will walk around and support students who may need to discuss their ideas or may need
encouragement before beginning their comic strip.

You might also like