Sand Age Rlps

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Name: Analise Sandager

Date Submitted: _December 5, 2013 Date Taught: October 15, 2013_

Subject: Social Studies Title: Issues: What They Are and ArentTEKS/Content Standards:

Social Studies

3.12.C Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they

serve the common good.

Lesson Objectives:

The students will learn what the term issue means. They will be able to name several issues and identify those that are important in the community. Finally they will decide (vote) on one issue they want to study.

Content Overview (provide an adult-level content overview for all social studies lessons of at least 500 words):

Service-learning offers an effective instructional strategy that helps students meet state learning standards and

achieve measurable outcomes while fostering experiences that are connected and meaningful for both students and

teachers. By tying service-learning projects to local curriculum requirements, teachers play an important facilitation

roleactively helping students link their community experiences with lasting academic learning.

Projects that are relevant to reallifehelp to motivate and maintain student interest. Because service-learning

involves many different methods of teaching and assessment, it can engage students who dontrespond well to

traditional classroom approaches. It also appeals to high-ability students, allowing them to reach beyond the set

curricula and think critically about problems theyveidentified. By giving students at all levels opportunities for growth

and expression, service-learning helps them to apply and demonstrate new knowledge.

The KIDS model views young people as vital community members who can apply their knowledge, skills and

energy to meet real local and regional needs. Students develop expertise in community issues by seeking out and

working with local experts, community organizations and government agencies. Community members value the work

that students do because it meets genuine needs.

Through the KIDS process, students develop civic awareness and skills needed for effective citizenship: critical

thinking, conflict resolution, attentive listening, information-gathering, cooperation, decision-making, advocacy and

problem-solving.

By challenging students to identify and solve community problems, KIDS projects help young people find new

direction and meaning in their livesboth in and beyond school. Students practice making decisions through small

group work, classroom meetings, and one-on-one interactions with adults. The adults share in learning, acting more as

partners than as experts. By working alongside students and providing role models, community members can enhance

studentsaspirations.

KIDS projects tend to generate enthusiasm and a sense of adventure among students, which may translate at

first into commotion and confusion but ultimately results in authentic student learning. A KIDS classroom can look verydifferent than a traditional onewith noisy committees of students sharing findings, maps and charts sprawled

everywhere, and flip charts overloaded with ideas. Problem-solving provides a context in which students with different

talents emerge as leaders. Students become theexperts,driving the entire process of planning and implementing

projects.

Through the KIDS process, students learn that they have the power to make a difference. They also learn a great

deal about what strengths they have to share with their families, friends and communities.

http://www.kidsconsortium.org/kidsmodel.php
http://www.kidsconsortium.org/kidsmodel.phphttp://www.kidsconsortium.org/kidsmodel.phphttp://www.kidsconsortium.org/kidsmodel.php


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Prerequisite Skills:

Students will have to identify what a problemis. Students will have to know what a community is. Students will have to know what it means to be a volunteer.

Materials/Supplies/Technology:

Notecards Chart paper Images of community problems Websites about service learning Markers Laptop/computer access

I will ensure that all materials are either present in the classroom or organized in my teaching crate in the classroom at

least a day before the lesson is scheduled to be executed.

Lesson Instructional Model (circle appropriate model(s) for the lesson):

Inquiry (ask questions) /5E LiteracyRead Aloud SS Role-playing

Word Study SimulationGuided Reading Service Learning

Shared Reading Learning Center

Direct Instruction (define terms) Literature Circle/Novel Study Cooperative Learning

Shared Writing Debate/Conflict Resolution

Writing Workshop

Other:

Steps/Sequence of Activities Correlated to Instructional Model:

1. Show students images of community issues (3) focus on defining problem, community, and volunteer.2. Ask what they see in each image (show one image at a time)record their answers focusing on the term

issue.

3. What are some other issues in our communityrecord answers.4. Narrow the list to two of the most important issues and model reasons why that issue is important.

Write one sentence as an example.

5. Talk about voting in simple terms.6. Write down your choice and write sentence.7. Vote on issue.8. Collect cardsannounce winner (revote if two issues tie in a runoff vote).9. Now we have our issuecongrats.10.Ok wait we have to fix this issuebe thinking and be ready to start a revolution. Concluding questions

for group discussion:

a. What is a community? What is an issue? Give me an example of each.b. What is one thing we could do as a group to change or solve our chosen issue? In the school? In

the community?

c. Who do you think could help us with research and/or finding a solution for this issue?11.Since I had extra time in this lesson, I led students in a discussion of things we could do as a group to

help increase awareness about bullying and prevent it. We also created a list of people the students

thought should be contacted to learn more about bullying or to help us prevent bullying.

Differentiation:

Early Finishers: Students could find and record a website or an online resource for the chosen issue.

Struggling Students: Students could draw a picture of the issue or find one on the computer.


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Evaluation:

Students will vote on an issue to study and state in one sentence why they think that issue is important.

Analysis of Assessment(s):

All seven students independently met the objective and were able to identify an issue, providing at least one reason the

issue needed to be fixed or one reason they wanted to study the issue. Six students gave model responses and one

student gave a response with an indirect reason.

Best on-target answer: Bullying is an issue because you can get hurt.

Least on-target answer: student identified the issue and gave a personal experience about the issue without directly

stating the reason exemplified in his experience.

This shows that the students were provided with sufficient modeling and instruction. Students also had all necessary

prerequisite skills.

Reflection:

Overall, the lesson went very well. The students learned what a community and an issue were by the end of the lesson.

Both community and issue were added to our vocabulary word wall to help students learn the words through future

reviews. After discussing the photos, I was surprised by how many other community issues the students generated. We

quickly filled the entire piece of chart paper. When the time came to vote, I was shocked to see one of my reluctant

writers fill up the notecard with a detailed reason as to why his issue was important. I was also surprised that four out of

seven students chose bullying as our issue over littering and stray animals. Bullying was a student generated issue while

littering and stray animals were two issues I presented to the students as examples. In future lessons, I believe I could

provide two examples instead of four to allow more time for student generated issues and deeper discussion of each

issue. Looking back, the greatest factor in the studentsunderstanding and success in this lesson was the modeling and

scaffolding I provided. By giving several examples of communities and issues and leading students in a discussion of

each, I enabled the students were easily able to apply these concepts to identify other issues independently.

We had some extra time, so I asked the students for some basic ideas on things we could do to stop bullying. I did this to

informally assess the studentsthinking about the issue and provide them with an opportunity to apply skills they had

already learned which could be used to advocate for the prevention of bullying. I have never seen my students so

excited about any other assignment and their ideas were fantastic! Ideas included sticky notes on backpack hooks,posters on doors, artwork/cartoons about bullying prevention, and even a play about bullying prevention.

In the future, I would add a quick write to this lesson for students to write down everything they know about the chosen

issue and what they want to learn. Depending on the group characteristics, I might use a KWL chart instead so that

students could collaboratively add what they think they know and what they want to learn to one chart. This would help

them focus their research in future lessons and help them monitor their own learning through the project. I would like

to learn about or research other strategies for incorporating other subjects into this type of project in the future. I would

also like to explore other local issues that the students may be interested in and could benefit from studying and

advocating for in the future.


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Bully Issue Sources

http://www.birminghammaple.com/11810/bmc-blog/bullying-prevention-where-is-the- empathy/#.UmgP4Pkm0mY

http://smartblogs.com/education/2013/10/07/bullying-prevention-from-the-ground-up/

http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10 http://9to5mac.com/2013/10/06/an

bullying-focused-app-book-donating-sales-to-charity-this-month/ http://www.stopbullying.gov/image-gallery/what-you-

need-to-know-infographic.html http://www.edutopia.org/blog/bullying-prevention-tips-teachers-parents-anne-obrien

http://www.businessinsider.com/heartbreaking-story-of-bullied-12-year-old-boy-2013-10

http://churchofmalphasblog.com/2013/09/16/church-of-malphas-news-report-usa-take-notice- congress-approves-law-

against-bullying/

http://www.youtube.com/watch?v=Ts_p9jrrQr0 http://www.stopschoolbullyingnow.com/contact.php

http://www.wacoisd.org/cms/One.aspx?portalId=428&pageId=98865

http://www.wacotrib.com/news/waco-area-schools-say-anti-bullying-law-reinforces-plans- already/article_ae379e22-0ba

54ed-9bee-de9fd12cc8cc.html

Pictures

http://www.sott.net/image/image/s6/125012/full/bullies_kids.jpg

http://www.nurturingparentsandteachers.com/wp-content/uploads/2013/03/BullyingPhoto-5.jpg

http://4.bp.blogspot.com/_B32YnMWPf- o/TK4AQpxQQYI/AAAAAAAAADA/EER9Azw9_Ig/s1600/bully+bracelet6.jpg

http://www.reportabully.com/
http://www.birminghammaple.com/11810/bmc-blog/bullying-prevention-where-is-the-http://smartblogs.com/education/2013/10/07/bullying-prevention-from-the-ground-up/http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10http://9to5mac.com/2013/10/06/anti-bullying-focused-app-book-donating-sales-to-charity-this-month/http://9to5mac.com/2013/10/06/anti-bullying-focused-app-book-donating-sales-to-charity-this-month/http://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.htmlhttp://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.htmlhttp://www.edutopia.org/blog/bullying-prevention-tips-teachers-parents-anne-obrienhttp://www.businessinsider.com/heartbreaking-story-of-bullied-12-year-old-boy-2013-10http://churchofmalphasblog.com/2013/09/16/church-of-malphas-news-report-usa-take-notice-http://www.youtube.com/watch?v=Ts_p9jrrQr0http://www.stopschoolbullyingnow.com/contact.phphttp://www.wacoisd.org/cms/One.aspx?portalId=428&pageId=98865http://www.wacotrib.com/news/waco-area-schools-say-anti-bullying-law-reinforces-plans-http://www.sott.net/image/image/s6/125012/full/bullies_kids.jpghttp://www.nurturingparentsandteachers.com/wp-content/uploads/2013/03/BullyingPhoto-5.jpghttp://4.bp.blogspot.com/_B32YnMWPf-http://www.reportabully.com/http://www.reportabully.com/http://4.bp.blogspot.com/_B32YnMWPf-http://www.nurturingparentsandteachers.com/wp-content/uploads/2013/03/BullyingPhoto-5.jpghttp://www.sott.net/image/image/s6/125012/full/bullies_kids.jpghttp://www.wacotrib.com/news/waco-area-schools-say-anti-bullying-law-reinforces-plans-http://www.wacoisd.org/cms/One.aspx?portalId=428&pageId=98865http://www.stopschoolbullyingnow.com/contact.phphttp://www.youtube.com/watch?v=Ts_p9jrrQr0http://churchofmalphasblog.com/2013/09/16/church-of-malphas-news-report-usa-take-notice-http://www.businessinsider.com/heartbreaking-story-of-bullied-12-year-old-boy-2013-10http://www.edutopia.org/blog/bullying-prevention-tips-teachers-parents-anne-obrienhttp://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.htmlhttp://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.htmlhttp://9to5mac.com/2013/10/06/anti-bullying-focused-app-book-donating-sales-to-charity-this-month/http://9to5mac.com/2013/10/06/anti-bullying-focused-app-book-donating-sales-to-charity-this-month/http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10http://smartblogs.com/education/2013/10/07/bullying-prevention-from-the-ground-up/http://www.birminghammaple.com/11810/bmc-blog/bullying-prevention-where-is-the-


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Date Submitted: _December 5, 2013 Date Taught: November 4, 2013

Subject: Social Studies Title: Bullying: Weve Got to Stop It

TEKS/Content Standards:

Social Studies

3.12.A Give examples of community changes that result from individual and group decisions.

Language Arts

3.14 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and

draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected

to identify what the author is trying to persuade the reader to think or do.

3.21 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific

audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a

position and use supporting details.

3.26.A follow the research plan to collect information from multiple sources of information, both oral andwritten, including:

3.26.A.ii data from experts, reference texts, and online searches; and3.26.A.iii visual sources of information (e.g., maps, timelines, graphs) where appropriate;3.26.C take simple notes and sort evidence into provided categories or an organizer;

Lesson Objectives:

The students will research websites and articles that I provide them. They will take notes using the alphabox strategy from content specific non-fiction text. They will explore and identify the features of a persuasive letter.

Content Overview (provide an adult-level content overview for all social studies lessons of at least 500 words):Bullying Definition

Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power

imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who

bully others may have serious, lasting problems.

In order to be considered bullying, the behavior must be aggressive and include:

An Imbalance of Power: Kids who bully use their powersuch as physical strength, access to embarrassinginformation, or popularityto control or harm others. Power imbalances can change over time and in different

situations, even if they involve the same people.

Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and

excluding someone from a group on purpose.

Types of Bullying

There are three types of bullying:

Verbal bullying is saying or writing mean things. Verbal bullying includes: Teasing Name-calling Inappropriate sexual comments


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Taunting Threatening to cause harm

Social bullying, sometimes referred to as relational bullying, involves hurting someonesreputation or relationships.Social bullying includes:

Leaving someone out on purpose Telling other children not to be friends with someone Spreading rumors about someone Embarrassing someone in public

Physical bullying involves hurting a personsbody or possessions. Physical bullying includes: Hitting/kicking/pinching Spitting Tripping/pushing Taking or breaking someonesthings Making mean or rude hand gestures

Where and When Bullying Happens

Bullying can occur during or after school hours. While most reported bullying happens in the school building, a

significant percentage also happens in places like on the playground or the bus. It can also happen travelling to or from

school, in the youthsneighborhood, or on the Internet.

Frequency of Bullying

There are two sources of federally collected data on youth bullying:

The 2011 Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention) indicates that,nationwide, 20% of students in grades 912 experienced bullying.

The 20082009 School Crime Supplement (National Center for Education Statistics and Bureau of Justice Statistics)indicates that, nationwide, 28% of students in grades 612 experienced bullying.

The Roles Kids Play

There are many roles that kids can play. Kids can bully others, they can be bullied, or they may witness bullying. When

kids are involved in bullying, they often play more than one role. Sometimes kids may both be bullied and bully others or

they may witness other kids being bullied. It is important to understand the multiple roles kids play in order to

effectively prevent and respond to bullying.

Importance of Not Labeling Kids Kids Involved in BullyingImportance of Not Labeling Kids

When referring to a bullying situation, it is easy to call the kids who bully others "bullies" and those who are targeted"victims," but this may have unintended consequences. When children are labeled as "bullies" or "victims" it may:

Send the message that the child's behavior cannot change Fail to recognize the multiple roles children might play in different bullying situations Disregard other factors contributing to the behavior such as peer influence or school climateInstead of labeling the children involved, focus on the behavior. For instance:

Instead of calling a child a "bully," refer to them as "the child who bullied" Instead of calling a child a "victim," refer to them as "the child who was bullied" Instead of calling a child a "bully/victim," refer to them as "the child who was both bullied and bullied others."


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Kids Involved in Bullying

The roles kids play in bullying are not limited to those who bully others and those who are bullied. Some researchers talk

about the "circle of bullying" to define both those directly involved in bullying and those who actively or passively assist

the behavior or defend against it. Direct roles include:

Kids who Bully: These children engage in bullying behavior towards their peers. There are many risk factors that maycontribute to the child's involvement in the behavior. Often, these students require support to change their

behavior and address any other challenges that may be influencing their behavior.

Kids who are Bullied: These children are the targets of bullying behavior. Some factors put children at more risk ofbeing bullied, but not all children with these characteristics will be bullied. Sometimes, these children may need help

learning how to respond to bullying.

Even if a child is not directly involved in bullying, they may be contributing to the behavior. Witnessing the behavior may

also affect the child, so it is important for them to learn what they should do when they see bullying happen. Roles kids

play when they witness bullying include:

Kids who Assist: These children may not start the bullying or lead in the bullying behavior, but serve as an "assistant"to children who are bullying. These children may encourage the bullying behavior and occasionally join in.

Kids who Reinforce: These children are not directly involved in the bullying behavior but they give the bullying anaudience. They will often laugh or provide support for the children who are engaging in bullying. This may encourage

the bullying to continue.

Outsiders: These children remain separate from the bullying situation. They neither reinforce the bullying behaviornor defend the child being bullied. Some may watch what is going on but do not provide feedback about the

situation to show they are on anyonesside. Even so, providing an audience may encourage the bullying behavior.

These kids often want to help, but dontknow how. Learn how to be "more than a bystander." Kids who Defend: These children actively comfort the child being bullied and may come to the child's defense when

bullying occurs.

Most kids play more than one role in bullying over time. In some cases, they may be directly involved in bullying as the

one bullying others or being bullied and in others they may witness bullying and play an assisting or defending role.

Every situation is different. Some kids are both bullied and bully others. It is important to note the multiple roles kids

play, because:

Those who are both bullied and bully others may be at more risk for negative outcomes, such as depression orsuicidal ideation.

It highlights the need to engage all kids in prevention efforts, not just those who are known to be directly involvedhttp://www.stopbullying.gov/what-is-bullying/index.html


Students will need to know vocabulary presented in the materials, how to take notes, and how tocategorize information.


8 sample persuasive letters 1 chart paper to list persuasive text features 8 non-fiction text research packets (color coded) Markers (for color coding) 7 alphaboxes 1 jumbo, group alphabox (color coded)
http://www.stopbullying.gov/what-is-bullying/index.htmlhttp://www.stopbullying.gov/what-is-bullying/index.htmlhttp://www.stopbullying.gov/what-is-bullying/index.html


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Sources:

http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10

http://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.html

Scholastic Instructor Magazine

Educational Leadership Magazine





Word Study Simulation

Guided Reading Service Learning


Direct Instruction (research strategy) Literature Circle/Novel Study Cooperative Learning


Writing Workshop

Other: Research and Fact Finding


1) Overall Launcha) Todaywe will finally begin to work on our social issuebullying! Over the next two weeks, we will be

researching the issue of bullying and finding ways we can help prevent bullying. We talked about some

people we could contact to help us stop bullying a few weeks ago. When we talk to those people, we will

need to persuade or convince them to help us and prevent bullying. We will do this by writing them a

persuasive letter. Before we can do this, we need to study a persuasive letter to see how one is written and

research bullying.

2) Minilesson on Persuasive Lettersa) Connection

i) Do you remember the pretest you took a few weeks ago where we asked you to write persuasively toconvince us to care about your issue? Today, we are going to explore a persuasive letter to learn how to

write one.

b) Teachi) A persuasive letter is a type of writing that tries to convince somebody to do or believe something.

Here is an example of a persuasive letter. Kevin wrote a letter to his state governor because he wants to

prevent near-shore oil drilling. People drill into the earth (to get oil for cars and other machines) at the

bottom of the ocean. If people do this close to the beach or the shore, the beach gets really messy and it

is not healthy for the animals and plants. Letssee what Kevin wrote first. (I will read the first part of the

letter aloud). Oh, Kevin wrote a really interesting lead or introduction and he stated his opinionthat hewants Florida to ban near-shore drilling permanently. Letswrite those parts down on our chart paper

for parts of a persuasive letter.

c) Active Engagei) Nowit is your turn. I am going to read the rest of the letter and I want you to listen and identify other

parts of a persuasive letter. (I will read the letter and reread the letter if needed) What parts did you

notice that we should add to our list? (students respond and I add appropriate responses to our list)

d) Link and Excusei) Todayand everyday writers, you can use these parts as you write a persuasive letter.

3) Transitiona) Nowthat we have explored a persuasive letter and its parts, we need to think about writing our own to

someone who could help us prevent bullying. But wait! Before we start writing our letter what do we need?
http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10http://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.htmlhttp://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.htmlhttp://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10


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(students respond) We need to find or research facts and information about bullying to put in our letter to

make it more persuasive.

4) Research Minilesson on Hoyt Alphabox Strategya) Connection

i) As we research our issue, we are going to use the AlphaboxStrategy.b) Teach

i) The Alphabox Strategy helps us remember key words and facts that we find as we read books, articles,and magazines about bullying. As you can see, I have a piece of paper with a box for almost every letter

of the alphabet. When I find a fact or key word that starts with the letter a,I put it in the abox. Forexample, letssay I am reading this article here and it says that bullying is aggressive behavior. I can put

the words aggressivebehaviorin the abox. Then when I begin to write my letter and what to make

bullying seem like a bad thing, I can look at my alphabox and remember that I can use these words to

describe it.

c) Active Engagei) Alright,letsfind something to add to our alphabox together. Listen as I read aloud and raise your hand

when you hear something you think we should add (I will read a passage aloud until students identify

something to add to the alphabox). Which box should it go in? Letsadd it there.

d) Link and Excusei) Todayand everyday researchers, you can use the alphabox strategy to help you record and remember

key words or facts about an issue you are researching.

5) Activitya) I will assist students as needed while they independently read text about bullying and add notes to their

own alphaboxes. I informally directed students to use Linda HoytsVIP strategy to help them identify key

information or the very important points that they should add to their notes. Each student received three

sticky notes. Using the sticky notes, students had to choose the top three facts or statements they wanted

to record from each page of their research.

b) Then, students will share the facts and key words they added to their alphaboxes while I add them to ourgroup alphabox.

6) Lesson Closurea) I will ask the students to think and share about another situation where they might need to write a

persuasive letter or piece of writing.

Differentiation:

Early Finishers: Students, who finish early, will be given more material to read or view. The students will take

notes on the material. If time allows, the students will write a short note-taking response in which they record a

summary of their findings and list any questions they still have about the issue.

Struggling Students: Three notes are acceptable. If needed, students can draw a sketch of the main facts as their

notes. If necessary, I will complete the entire note-taking process using the alphabox strategy with the whole group

through oral student answers.

Evaluation:

Each student will record five appropriate notes in their alphabox. Bullets, phrases, and single words are

acceptable. Due to unforeseen time constraints, I adjusted the evaluation so that three notes were expected.


All students passed the adjusted objective (see above note).

Students who completed

3notes= 2 students4notes= 4 students5notes= 1 studentWith more time, I feel like all students would have added 5 or more notes. I had to interrupt them (because they were

so focused) so they would not miss PE.


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All students participated in adding features to our list of persuasive letter parts. Some features I had to directly state,

but the students remembered and understood those parts once I stated them.

Reflection:

Although I wish this lesson could have been longer, the students have a good understanding of how to conduct basic

research on a given subject. The lesson before our small group time took longer than expected which meant that I had

less than thirty minutes to teach the lesson. Still, the students were able to interact with many different types of

secondary sources, statistics, and graphs. They also realized that the issue of bullying is multifaceted with many different

problems within the problem. After completing some research several students commented on the fact that adults were

just as much a part of the problem as bullies when they acted as bystanders or ignored the problem.

One thing I changed in this lesson was that I informally incorporated Linda HoytsVIP Strategy by giving students three

sticky notes each to mark the top three points in their article or graphic. It helped the students focus and skim for key

facts and it helped me to see who understood what a key piece of information was and who needed help narrowing

their notes.

Several students had trouble summarizing information and started to copy the whole section. I noticed this and briefly

explained that research notes are often written using your own words and are very conciseuse few words. After this

brief teaching moment, all of the students were able to successfully take notes and summarize the main points or facts.

In the future, I would incorporate teaching and practicing summarizing into the alphabox strategy minilesson.

The alphabox strategy was quite effective and really helped the students to organize their research. I am also glad I

began by having students research a kid-friendly graphic with facts about bullying from stopbullying.gov. It was easier

for students to see the big facts and then record them than if I had given them a magazine article to start with. My

advanced students were able to move on to the articles, but the others still learned a lot from the simplified graphic.

This is an example of Vygotskysscaffolding idea.


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0Name: Analise Sandager

Date Submitted: December 5, 2013 Date Taught: November 5, 2013

Subject: Social Studies Title: Bullying: Weve Go t to Sto p It_


Social Studies


Language Arts


draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are

expected to identify what the author is trying to persuade the reader to think or do.

3.21 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a

specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that

establish a position and use supporting details.

3.26.A follow the research plan to collect information from multiple sources of information, both oral andwritten, including:

3.26.A.i student-initiated surveys, on-site inspections, and interviews;3.26.A.ii data from experts, reference texts, and online searches; and3.26.A.iii visual sources of information (e.g., maps, timelines, graphs) where appropriate;3.26.C take simple notes and sort evidence into provided categories or an organizer;

Lesson Objectives:

Students will watch a video recorded interview and identify key elements of an interview. They will take notes throughout the video and add to their alphaboxes as they continue researching

bullying.

They will understand the difference between a yes/no question and a question that invites opinions. They will create questions from notes in their alphaboxes. Students will create a list of possible people to interview and vote to determine who they would most like

to interview.


Bullying Definition


imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and

who bully others may have serious, lasting problems.






Types of Bullying


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Verbal bullying is saying or writing mean things. Verbal bullying includes: Teasing Name-calling Inappropriate sexual comments Taunting Threatening to cause harm

Social bullying, sometimes referred to as relational bullying, involves hurting someonesreputation orrelationships. Social bullying includes:





significant percentage also happens in places like on the playground or the bus. It can also happen travelling to or

from school, in the youthsneighborhood, or on the Internet.




The 20082009 School Crime Supplement (National Center for Education Statistics and Bureau of JusticeStatistics) indicates that, nationwide, 28% of students in grades 612 experienced bullying.

The Roles Kids Play


kids are involved in bullying, they often play more than one role. Sometimes kids may both be bullied and bully others

or they may witness other kids being bullied. It is important to understand the multiple roles kids play in order to



When referring to a bullying situation, it is easy to call the kids who bully others "bullies" and those who are targeted

"victims," but this may have unintended consequences. When children are labeled as "bullies" or "victims" it may:

Send the message that the child's behavior cannot change Fail to recognize the multiple roles children might play in different bullying situations Disregard other factors contributing to the behavior such as peer influence or school climate


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Instead of labeling the children involved, focus on the behavior. For instance:

Instead of calling a child a "bully," refer to them as "the child who bullied" Instead of calling a child a "victim," refer to them as "the child who was bullied" Instead of calling a child a "bully/victim," refer to them as "the child who was both bullied and bullied others."Kids Involved in Bullying

The roles kids play in bullying are not limited to those who bully others and those who are bullied. Some researchers

talk about the "circle of bullying" to define both those directly involved in bullying and those who actively or passively

assist the behavior or defend against it. Direct roles include:

Kids who Bully: These children engage in bullying behavior towards their peers. There are many risk factors thatmay contribute to the child's involvement in the behavior. Often, these students require support to change their


Kids who are Bullied: These children are the targets of bullying behavior. Some factors put children at more risk ofbeing bullied, but not all children with these characteristics will be bullied. Sometimes, these children may need

help learning how to respond to bullying.

Even if a child is not directly involved in bullying, they may be contributing to the behavior. Witnessing the behaviormay also affect the child, so it is important for them to learn what they should do when they see bullying happen.

Roles kids play when they witness bullying include:

Kids who Assist: These children may not start the bullying or lead in the bullying behavior, but serve as an"assistant" to children who are bullying. These children may encourage the bullying behavior and occasionally join

in.

Kids who Reinforce: These children are not directly involved in the bullying behavior but they give the bullying anaudience. They will often laugh or provide support for the children who are engaging in bullying. This may

encourage the bullying to continue.

Outsiders: These children remain separate from the bullying situation. They neither reinforce the bullyingbehavior nor defend the child being bullied. Some may watch what is going on but do not provide feedback about

the situation to show they are on anyonesside. Even so, providing an audience may encourage the bullying

behavior.

These kids often want to help, but dontknow how. Learn how to be "more than a bystander." Kids who Defend: These children actively comfort the child being bullied and may come to the child's defense

when bullying occurs.

Most kids play more than one role in bullying over time. In some cases, they may be directly involved in bullying as

the one bullying others or being bullied and in others they may witness bullying and play an assisting or defending

role. Every situation is different. Some kids are both bullied and bully others. It is important to note the multiple roles

kids play, because:





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1 chart paper with persuasive text features listed 8 non-fiction text research packets (color coded) Markers (for color coding) 7 alphaboxes 1 jumbo, group alphabox (color coded) Video Computer to play the video 7 notecards for recording/crafting questionsSources:

http://www.youtube.com/watch?v=Ts_p9jrrQr0






I will ensure that all materials are either present in the classroom or organized in my teaching crate in the classroom

at least a day before the lesson is scheduled to be executed.






Direct Instruction (how to interview) Literature Circle/Novel Study Cooperative Learning


Writing Workshop

Other: Crafting

Questions


1) Overall Launcha) Yesterday,we studied a persuasive letter and began our research on bullying. Today, we are going to

continue our research and plan to interview someone about our topic.2) Video Interview Research

a) Introductioni) Tostart our lesson, we are going to watch a video of someone being interviewed about our topic,

bullying.

b) Teachi) Haveyour alphaboxes ready because there may be some information in this video that you will want

to add to your research notes. Watch carefully and see what things you learn about bullying in this

video as well as how we might interview someone. (Throughout the video, I will play the clip and then

stop to have students turn and talk about something they could add to their alphaboxes or something

they noticed about the interview.) Who wants to share one thing they added to their alphabox?
http://www.youtube.com/watch?v=Ts_p9jrrQr0http://www.youtube.com/watch?v=Ts_p9jrrQr0http://www.reportabully.com/http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10http://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.htmlhttp://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.htmlhttp://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10http://www.reportabully.com/http://www.youtube.com/watch?v=Ts_p9jrrQr0http://www.youtube.com/watch?v=Ts_p9jrrQr0


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(students will share their notes) Letsadd those ideas to our group alphabox. Now, who wants to

share something they noticed about the interview? (Depending on student responses, I may ask more

specific or guiding questions to help them articulate what they noticed.) So, in an interview, someone

asks questions and the other person answers those questions. The person being interviewed does

most of the talking while the interviewer takes notes or, in this case, video tapes their response.I

added the following to help students make deeper connections to other content: Remember, primary

sources are when you have the direct account of someone who witnessed or experienced something.

If we interview someone who has been bullied or seen bullying it could be what type of source?

(students respond) It could be a primary source because we are asking someone about their personalexperience. We also noticed that the questions in this interview were questions that had to be

answered with more than just a yesor a no;they made the person give their opinion. The best kind

of interview question has to be answered with more than just yes or no. Let me think of one I could

ask Mrs. Mayberry about bullying. Have you ever been bullied? Oh, no. She could just say yes to

answer that one. Hmmm. When have you been bullied and how did you feel? Oh, yes! She would

have to give me a time and explain her feelings which are more than just yes or no answers! Perfect.

c) Active Engagei) Nowit is your turn! Think about a question you could ask someone about bullying. (after appropriate

wait time) Alright, letsshare our questions that we just thought of and see if they are good interview

questions or the best kind of interview questions. (I will lead students in a time of sharing and

discussing the questions.)

d) Link and Excusei) Todayand everyday researchers, you can use the best kind of interview questions to learn more

about an issue or topic.

3) Activitya) Using the notecards, the students will each craft two questions that must be answered with more than

yes or no. I will ask students to star their best question. I will then lead students through the process of

choosing two to three interview questions from all of the starred questions they craft.

b) Students will generate a list of possible people to interview. I will narrow the list to two or threecandidates and students will vote for the candidate they want to interview by writing thecandidates

name on their notecards. I will remind students that we may have to interview our second or third choice

(one of whom will be Mrs. Mayberry, their teacher) if the other individuals are not available for an

interview.4) Lesson Closure

a) I will ask the students to think and share about what information interviews can give us that other sourcesmay not be able to give us.

Differentiation:

Early Finishers: Students, who finish early, may continue their research and add to their alphaboxes using the

materials provided. If time allows, the students will write a short video response in which they record a summary of

the video and list any questions they still have about the video and the interview process.

Struggling Students: One question is acceptable. If needed, students can draw a sketch of the main facts as

their notes and as a representation of their question.

Evaluation:

Each student will write two good questions and identify on a note card someone they think should be

interviewed. As a group we will finish by informally voting on the person(s) to interview.

*A good question must be answered with more than yes or noand must pertain to the issue being

researched.


Six of the seven students independently met thetwo good questions objective.One student did not record who

should be interviewed and needed significant assistance in crafting two good questions, but was able to meet the

objective with assistance. All students participated independently in voting for who should be interviewed and chose


16/52

two peopleMrs. Mayberry and Miss Sandager (me). All students independently added new information to their

alphaboxes.

This shows that appropriate modeling and instruction was given which matched student characteristics so that all

students met the objectives. The examples and non-examples of a good interview question also contributed to

student success.

Reflection:

Overall this lesson went well and the students gained a good, basic understanding of an interview and how to ask

great questions. I am really glad I used a video interview to introduce this concept. All of my students connected tohaving seen an interview on the news on TV. Like Piaget explains in his theory, students construct new knowledge

better if they can build it on prior knowledge. As I paused the video for discussion and notetaking time, I was able to

check that the students were comprehending the information and guide them to notice features of a good interview

(interviewer asks questions, interviewee does most of talking as he/she answers, etc.).

Afterwards, when I explained that a good interview question must be answered with more than justyes or no

using examples from the video, the students were quickly able to identify examples and non-examples. I also

reminded students of what a primary source was and helped them identify interviews as a type of primary source.

When the students made this connection I could see that primary sources made more sense to each of them. I gave

students a chance to create their own examples as a group before letting them independently craft two good

questions. As the assessments showed, all but one student were able to do this independently and correctly. By using

two of Brian Cambornesconditions (demonstration and engagement), the students were setup to succeed in this

lessonsactivity. The one student who did not complete this assignment independently was having behavioral issues

that morning which I had to address. I believe this student could have completed the assignment independently if he

had chosen to do his best because he has done so with similar assignments in the past, but he did not.

In the future, I would try to find a more kid-friendly video. The students were engaged by the video, but I had to

constantly stop the video to explain difficult vocabulary and check for understanding. As a future teacher, I would like

to learn more about educational video and sound clip resources that could be used to enrich my lessons and engage

my students.


17/52

0Name: Analise Sandager


Subject: Social Studies Title: Bullying: Weve Go t to Sto p It_


Social Studies


Language Arts


draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are

expected to identify what the author is trying to persuade the reader to think or do.

3.21 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a

specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that

establish a position and use supporting details.

3.26.B follow the research plan to collect information from multiple sources of information, both oral andwritten, including:

3.26.B.i student-initiated surveys, on-site inspections, and interviews;3.26.B.ii data from experts, reference texts, and online searches; and3.26.B.iii visual sources of information (e.g., maps, timelines, graphs) where appropriate;3.26.C take simple notes and sort evidence into provided categories or an organizer;

Lesson Objectives:

Students will watch a video recorded interview and identify key elements of an interview.

They will take notes throughout the video and add to their alphaboxes as they continue researchingbullying.

They will understand the difference between a yes/no question and a question that invites opinions. They will create questions from notes in their alphaboxes. Students will create a list of possible people to interview and vote to determine who they would most like

to interview.


Bullying Definition


imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and

who bully others may have serious, lasting problems.






Types of Bullying


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Verbal bullying is saying or writing mean things. Verbal bullying includes: Teasing Name-calling Inappropriate sexual comments Taunting Threatening to cause harm

Social bullying, sometimes referred to as relational bullying, involves hurting someonesreputation orrelationships. Social bullying includes:





significant percentage also happens in places like on the playground or the bus. It can also happen travelling to or

from school, in the youthsneighborhood, or on the Internet.




The 20082009 School Crime Supplement (National Center for Education Statistics and Bureau of JusticeStatistics) indicates that, nationwide, 28% of students in grades 612 experienced bullying.

The Roles Kids Play


kids are involved in bullying, they often play more than one role. Sometimes kids may both be bullied and bully others

or they may witness other kids being bullied. It is important to understand the multiple roles kids play in order to



When referring to a bullying situation, it is easy to call the kids who bully others "bullies" and those who are targeted

"victims," but this may have unintended consequences. When children are labeled as "bullies" or "victims" it may:

Send the message that the child's behavior cannot change Fail to recognize the multiple roles children might play in different bullying situations Disregard other factors contributing to the behavior such as peer influence or school climate


19/52

Instead of labeling the children involved, focus on the behavior. For instance:

Instead of calling a child a "bully," refer to them as "the child who bullied" Instead of calling a child a "victim," refer to them as "the child who was bullied" Instead of calling a child a "bully/victim," refer to them as "the child who was both bullied and bullied others."Kids Involved in Bullying

The roles kids play in bullying are not limited to those who bully others and those who are bullied. Some researchers

talk about the "circle of bullying" to define both those directly involved in bullying and those who actively or passively

assist the behavior or defend against it. Direct roles include:

Kids who Bully: These children engage in bullying behavior towards their peers. There are many risk factors thatmay contribute to the child's involvement in the behavior. Often, these students require support to change their


Kids who are Bullied: These children are the targets of bullying behavior. Some factors put children at more risk ofbeing bullied, but not all children with these characteristics will be bullied. Sometimes, these children may need

help learning how to respond to bullying.

Even if a child is not directly involved in bullying, they may be contributing to the behavior. Witnessing the behaviormay also affect the child, so it is important for them to learn what they should do when they see bullying happen.

Roles kids play when they witness bullying include:

Kids who Assist: These children may not start the bullying or lead in the bullying behavior, but serve as an"assistant" to children who are bullying. These children may encourage the bullying behavior and occasionally join

in.

Kids who Reinforce: These children are not directly involved in the bullying behavior but they give the bullying anaudience. They will often laugh or provide support for the children who are engaging in bullying. This may

encourage the bullying to continue.

Outsiders: These children remain separate from the bullying situation. They neither reinforce the bullyingbehavior nor defend the child being bullied. Some may watch what is going on but do not provide feedback about

the situation to show they are on anyonesside. Even so, providing an audience may encourage the bullying

behavior.

These kids often want to help, but dontknow how. Learn how to be "more than a bystander." Kids who Defend: These children actively comfort the child being bullied and may come to the child's defense

when bullying occurs.

Most kids play more than one role in bullying over time. In some cases, they may be directly involved in bullying as

the one bullying others or being bullied and in others they may witness bullying and play an assisting or defending

role. Every situation is different. Some kids are both bullied and bully others. It is important to note the multiple roles

kids play, because:





20/52



1 chart paper with persuasive text features listed 8 non-fiction text research packets (color coded) Markers (for color coding) 7 alphaboxes 1 jumbo, group alphabox (color coded) Video Computer to play the video 7 notecards for recording/crafting questionsSources:

http://www.youtube.com/watch?v=Ts_p9jrrQr0






I will ensure that all materials are either present in the classroom or organized in my teaching crate in the classroom

at least a day before the lesson is scheduled to be executed.






Direct Instruction (how to interview) Literature Circle/Novel Study Cooperative Learning


Writing Workshop

Other: Crafting

Questions


3) Overall Launcha) Yesterday,we studied a persuasive letter and began our research on bullying. Today, we are going to

continue our research and plan to interview someone about our topic.4) Video Interview Research

a) Introductioni) Tostart our lesson, we are going to watch a video of someone being interviewed about our topic,

bullying.

b) Teachi) Haveyour alphaboxes ready because there may be some information in this video that you will want

to add to your research notes. Watch carefully and see what things you learn about bullying in this

video as well as how we might interview someone. (Throughout the video, I will play the clip and then

stop to have students turn and talk about something they could add to their alphaboxes or something

they noticed about the interview.) Who wants to share one thing they added to their alphabox?
http://www.youtube.com/watch?v=Ts_p9jrrQr0http://www.youtube.com/watch?v=Ts_p9jrrQr0http://www.reportabully.com/http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10http://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.htmlhttp://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.htmlhttp://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10http://www.reportabully.com/http://www.youtube.com/watch?v=Ts_p9jrrQr0http://www.youtube.com/watch?v=Ts_p9jrrQr0


21/52

(students will share their notes) Letsadd those ideas to our group alphabox. Now, who wants to

share something they noticed about the interview? (Depending on student responses, I may ask more

specific or guiding questions to help them articulate what they noticed.) So, in an interview, someone

asks questions and the other person answers those questions. The person being interviewed does

most of the talking while the interviewer takes notes or, in this case, video tapes their response.I

added the following to help students make deeper connections to other content: Remember, primary

sources are when you have the direct account of someone who witnessed or experienced something.

If we interview someone who has been bullied or seen bullying it could be what type of source?

(students respond) It could be a primary source because we are asking someone about their personalexperience. We also noticed that the questions in this interview were questions that had to be

answered with more than just a yesor a no;they made the person give their opinion. The best kind

of interview question has to be answered with more than just yes or no. Let me think of one I could

ask Mrs. Mayberry about bullying. Have you ever been bullied? Oh, no. She could just say yes to

answer that one. Hmmm. When have you been bullied and how did you feel? Oh, yes! She would

have to give me a time and explain her feelings which are more than just yes or no answers! Perfect.

e) Active Engagei) Nowit is your turn! Think about a question you could ask someone about bullying. (after appropriate

wait time) Alright, letsshare our questions that we just thought of and see if they are good interview

questions or the best kind of interview questions. (I will lead students in a time of sharing and

discussing the questions.)

f) Link and Excusei) Todayand everyday researchers, you can use the best kind of interview questions to learn more

about an issue or topic.

5) Activitya) Using the notecards, the students will each craft two questions that must be answered with more than

yes or no. I will ask students to star their best question. I will then lead students through the process of

choosing two to three interview questions from all of the starred questions they craft.

b) Students will generate a list of possible people to interview. I will narrow the list to two or threecandidates and students will vote for the candidate they want to interview by writing thecandidates

name on their notecards. I will remind students that we may have to interview our second or third choice

(one of whom will be Mrs. Mayberry, their teacher) if the other individuals are not available for an

interview.6) Lesson Closure

a) I will ask the students to think and share about what information interviews can give us that other sourcesmay not be able to give us.

Differentiation:

Early Finishers: Students, who finish early, may continue their research and add to their alphaboxes using the

materials provided. If time allows, the students will write a short video response in which they record a summary of

the video and list any questions they still have about the video and the interview process.

Struggling Students: One question is acceptable. If needed, students can draw a sketch of the main facts as

their notes and as a representation of their question.

Evaluation:

Each student will write two good questions and identify on a note card someone they think should be

interviewed. As a group we will finish by informally voting on the person(s) to interview.

*A good question must be answered with more than yes or noand must pertain to the issue being

researched.


Six of the seven students independently met thetwo good questions objective.One student did not record who

should be interviewed and needed significant assistance in crafting two good questions, but was able to meet the

objective with assistance. All students participated independently in voting for who should be interviewed and chose


22/52

two peopleMrs. Mayberry and Miss Sandager (me). All students independently added new information to their

alphaboxes.

This shows that appropriate modeling and instruction was given which matched student characteristics so that all

students met the objectives. The examples and non-examples of a good interview question also contributed to

student success.

Reflection:

Overall this lesson went well and the students gained a good, basic understanding of an interview and how to ask

great questions. I am really glad I used a video interview to introduce this concept. All of my students connected tohaving seen an interview on the news on TV. Like Piaget explains in his theory, students construct new knowledge

better if they can build it on prior knowledge. As I paused the video for discussion and notetaking time, I was able to

check that the students were comprehending the information and guide them to notice features of a good interview

(interviewer asks questions, interviewee does most of talking as he/she answers, etc.).

Afterwards, when I explained that a good interview question must be answered with more than justyes or no

using examples from the video, the students were quickly able to identify examples and non-examples. I also

reminded students of what a primary source was and helped them identify interviews as a type of primary source.

When the students made this connection I could see that primary sources made more sense to each of them. I gave

students a chance to create their own examples as a group before letting them independently craft two good

questions. As the assessments showed, all but one student were able to do this independently and correctly. By using

two of Brian Cambornesconditions (demonstration and engagement), the students were setup to succeed in this

lessonsactivity. The one student who did not complete this assignment independently was having behavioral issues

that morning which I had to address. I believe this student could have completed the assignment independently if he

had chosen to do his best because he has done so with similar assignments in the past, but he did not.

In the future, I would try to find a more kid-friendly video. The students were engaged by the video, but I had to

constantly stop the video to explain difficult vocabulary and check for understanding. As a future teacher, I would like

to learn more about educational video and sound clip resources that could be used to enrich my lessons and engage

my students.


23/52



Subject: Social Studies and Writing Title: Bullying: Writing to Persuade


Social Studies


3. 18 The student communicates in written, oral, and visual forms. The student is expected to:

3.18.B use technology to create written and visual material such as stories, poems, pictures, maps, and graphic

organizers to express ideas

Language Arts

3.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing,

and publishing) to compose text. Students are expected to:

3.17.A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience

and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

3.21 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific

audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a

position and use supporting details.

3.26.C take simple notes and sort evidence into provided categories or an organizer;3.27 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize

collected information. Students are expected to improve the focus of research as a result of consulting expert sources

(e.g., reference librarians and local experts on the topic).

3.28 Research/Organizing and Presenting Ideas. Students organize and present their ideas and informationaccording to the purpose of the research and their audience. Students are expected to draw conclusions through a briefwritten explanation and create a works-cited page from notes, including the author, title, publisher, and publication year

for each source used.

Lesson Objectives:

Students will create a graphic organizer that contains a strong opinion statement and at least three logicalreasons to support their opinion based on evidence and research collected in past lessons.


Bullying Definition--Bullying is unwanted, aggressive behavior among school aged children that involves a real or

perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are

bullied and who bully others may have serious, lasting problems.

Every situation is different. Some kids are both bullied and bully others. It is important to note the multiple roles kids

play, because:


It highlights the need to engage all kids in prevention efforts, not just those who are known to be directly involvedEffects of Bullying--Bullying can affect everyonethose who are bullied, those who bully, and those who witness

bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. It

is important to talk to kids to determine whether bullyingor something elseis a concern.


24/52

Kids Who are Bullied--Kids who are bullied can experience negative physical, school, and mental health issues. Kids who

are bullied are more likely to experience:

Depression and anxiety, increased feelings of sadness and loneliness, changes in sleep and eating patterns, andloss of interest in activities they used to enjoy. These issues may persist into adulthood.

Health complaints Decreased academic achievementGPA and standardized test scoresand school participation. They are more

likely to miss, skip, or drop out of school.

A very small number of bullied children might retaliate through extremely violent measures. In 12 of 15 school shooting

cases in the 1990s, the shooters had a history of being bullied.

Kids Who Bully Others--Kids who bully others can also engage in violent and other risky behaviors into adulthood. Kids

who bully are more likely to:

Abuse alcohol and other drugs in adolescence and as adults Get into fights, vandalize property, and drop out of school Engage in early sexual activity Have criminal convictions and traffic citations as adults Be abusive toward their romantic partners, spouses, or children as adults

Bystanders--Kids who witness bullying are more likely to:

Have increased use of tobacco, alcohol, or other drugs Have increased mental health problems, including depression and anxiety Miss or skip school

The Relationship between Bullying and Suicide--Media reports often link bullying with suicide. However, most youthwho are bullied do not have thoughts of suicide or engage in suicidal behaviors.

Although kids who are bullied are at risk of suicide, bullying alone is not the cause. Many issues contribute to suicide

risk, including depression, problems at home, and trauma history. Additionally, specific groups have an increased risk of

suicide, including American Indian and Alaskan Native, Asian American, lesbian, gay, bisexual, and transgender youth.

This risk can be increased further when these kids are not supported by parents, peers, and schools. Bullying can make

an unsupportive situation worse.

Workplace Bullying--The term bullying is typically used to refer to behavior that occurs between school-aged kids.

However, adults can be repeatedly aggressive and use power over each other, too. Adults in the workplace have a

number of different laws that apply to them that do not apply to kids.

http://www.stopbullying.gov/


Students will need to know vocabulary presented in the materials, basic writing conventions, and how tocategorize information.


8 SpeakMy Mindgraphic organizers Sample opinion statements on sentence strips
http://www.stopbullying.gov/http://www.stopbullying.gov/http://www.stopbullying.gov/


25/52

1 chart paper with persuasive text features listed 8 non-fiction text research packets (color coded) Markers 7 alphaboxes 1 jumbo, group alphabox (color coded)Sources:












Direct Instruction (opinion and reason) Literature Circle/Novel Study Cooperative Learning


Writing Workshop

Other: preparing to write


1) Overall Launcha) Lastweek, we researched our issuebullying. Everyone, turn to a partner and tell them one thing you

learned about our issue last week. If you need to, you can look at the alphabox to find something youlearned. (Students will then share one thing they learned with their partner.) I heard some great facts that

you all learned last week. This week, we will be writing persuasive letters to help stopand prevent bullying.

2) Review Opinion Lettera) Beforewe write our letters, we need to review what parts we should include in a persuasive letter. Pull out

our sample letter and letssee how many parts you can find.

b) Students will respond and based on these responses, I will guide students through a review of the parts thatmake up a persuasive letter: Date, Address, Greeting, Introduction/Hook, Opinion Statement,

Arguments/Reasons, Conclusion, Final Salutation, Signature/Name. I will use our chart with the persuasive

text features listed to review this concept and will add to the chart if needed.

3) Determine Audience for Lettera)

Alright,writers! Now we need to decide who our audience will bethe person we are writing to in theletter. What type of person could help us with our bullying problems here at BellsHill or in Waco Schools?

Why should we write to that person?

b) As a group, we will brainstorm and create a list of possible people who might be able to help us prevent

bullying who we could write to in our letters. We will discuss why we should send letters to each candidate.

We will choose a person by a simple vote.

4) Activity--Complete Graphic Organizer of Arguments and Reasonsa) Opinion Statement Exploration and Crafting

i) Nowwe know what parts we need in our letter and we know who we are going to write to, but we arestill missing something. We need to know what to put in each part! Most importantly, we need to know

what our opinion is about bullying so we can decide which facts to include to persuade our audience to

feel the same way as we do. So what are your opinions or your beliefs about bullying? What should we
http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10http://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.htmlhttp://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.htmlhttp://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10


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do about it? (Students will respond.) Great! We have some opinions, but we need to state them in a

strong, clear way. (showing sentence strips) Here are two sentences. Which one do you think is a strong

opinion statement? Why? What is wrong with this other statement? (I will lead students in an

exploratory discussion about the two examplesone is a good example and the other is a non-

example.) What about these two examples? (I will give the students two other examplesone good,

one badand see if they can identify the good example and state why it is a good example.)

ii) Wenow know that we need to start our opinion statement with a phrase like, In my opinionand

then we need to state our opinion about bullying clearly. I want you to craft your own opinion

statement in the Opinion Statementbox on your graphic organizer.Students will craft their opinionstates and I will provide assistance as needed.

b) Argument Discussion and Three Reasons Selectioni) Inorder for our audience to agree with our opinion statement we need to give them some reasons for

our opinion. Good writers include facts and refer to other peopleswriting to support their own

opinions. What is one fact from your research in your alphabox that you think we should include in our

letters? Why? (I will let each student contribute a fact and state why they think it should be included.)

Alright, this is a very long list and they are all good things to include. However, we do not want our letter

to be too long or else our audience will get tired of reading it. I want each of you to write down the top

three reasons out of list of reasons on your graphic organizer in the reason boxes. Put one reason from

the list in each box, but remember you can only choose three.

ii) Students will then write the three reasons they choose in their graphic organizer. I will provideassistance as needed.

Since today was a half day and our small group time was reduced, I only required students to write two

reasons in their graphic organizer. I encouraged them to write three if possible, but explained that two

reasons with evidence would be acceptable due to the time limit. I also had students craft their first

reason with evidence together as a whole group.

5) Lesson Closurea) I will ask the students to think and share about a time when they might need to write a persuasive letter to

help solve a problem/issue in their life.

Differentiation:

Early Finishers: Students who finish early may begin composing a poem about bullying using their research,

personal experiences, and the elements of poetry they learned during our poetry unit.Struggling Students: Students can complete the graphic organizer using pictures to describe their opinion and

reasons instead of words. Students may also use given sentence stems to help them complete the tasks.

Evaluation:

Students will complete the graphic organizer as stated in the objective. The rubric charts below will be used to

evaluate each studentsprogress. If a student is

ableto complete the task listed without assistance, they will receive a check plus. ableto complete the task listed with assistance, they will receive a check. ...not able to complete the task listed, they will receive a minus.


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Sandager 50175 Achieved Notes

Express a strong opinion

statement.

This student was absent today.

Provide at least three two logical

reasons to support opinion.

Develop reasons with evidence and

research.

Sandager 50460

Express a strong opinion statement.




research.

Achieved

+

+

Notes

Inmy opinion we need to stopbullying now. This was the strong

opinion statement the student

crafted with assistance and a

sentence stem.

Labeled where he got his evidence.


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statement.

Needed help crafting opinion

statement.



Needed help identifying reasons. I

helped by suggesting he consider a

specific fact he had recorded in his

alphabox. This provided him withthe support he needed to meet the

objective.


research.

Needed guidance matching

evidence to reasons.

Overall, today this student was

reluctant to complete lesson work

and seemed rather tired.


With assistance the student was


statement.

able to craft a strong opinion

statement. I provided a sentence

stem to help scaffold this activity.


reasons to support opinion. +

Wrote an additional counter

argument.


research.

This student did not have evidence

to go with his counter argument,

however, his other two reasons did

have evidence.


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statement.


statement. I provided a sentence

stem to help scaffold this activity.




research.+




statement.


statement. I provided a sentencestem to help scaffold this activity.



Very independent during reason

writing/development.


research.+



statement. +

Crafted her opinion independently.




research.

Needed help finding research for

one reason.


One student was absentresults are based on just six students.


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I changed the objective to provide three reasons to two reasons instead because today was a half day and our schedule

was changed which meant we only had twenty-five minutes to complete this lesson.

Only one of the six students independently crafted their opinion statement. Five of six were able to independently

provide three logical reasons to support their opinion. Three needed guidance in finding evidence to support their

reasons and three did this independently. One student created a counter argument, but may need assistance in

Sand Age Rlps

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