Professional Documents
Culture Documents
Anti-Bullying (Cyber-bullying)
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.
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
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.