HOW TO PREVENT BULLYING & BULLYING PUBLIC SERVICE ANNOUNCEMENTS
Grade Level: 2/3
Subject Area: Social Studies & Language-Arts
Essential Questions of Unit:
1. How does bullying affect people?
2. How can we make everyone feel safe and cared for?
Guiding Questions:
1. How can we prevent bullying?
2. Why should the bully’s point of view be talked about?
Lesson Context:
This lesson is the last lesson in the unit. Students will use the knowledge they gained in previous lessons, particularly the lesson focusing on how the bully feels, to create a PSA that represents the perspective of the bully. Language-Arts and social studies will be integrated in this lesson.
Lesson Goals:
1. Students will explain why it is important to prevent bullying.
2. Students will determine current ways their school tries to prevent bullying.
3. Students will brainstorm their own ways to prevent bullying.
4. Students will learn that one way to prevent something is to get people talking about it.
5. Students will critically analyze existing bullying PSAs to determine who the target audience is, what information is being presented, how it is being presented, who they are and are not talking about, etc.
6. Students will analyze how PSAs affect their desired audience.
7. In small groups, students will collaboratively create a bullying PSA.
8. Students will research the aspects of bullying they wish to include in their PSA.
MMSD Standards:
· Social Studies:
o Explain how the media may influence behaviors, opinions, and decisions.
o Demonstrates an ability to interact within a group while performing various group roles (i.e. organizing, planning, and goal setting).
· Language-Arts:
o Participate in shared research and writing projects.
o Conduct short research projects that build knowledge about a topic.
o Use knowledge of language and its conventions when writing, speaking, reading, or listening.
§ Choose words and phrases for effect.
NCSS Standards:
· Individual Development & Identity
· Civic Ideals & Practices
Materials:
· Projector.
· Links to bullying PSAs.
· Video Cameras.
· Tripods if necessary.
· Computer lab.
· Children’s books about bullying.
· Parent/community member volunteers.
· Grading Rubric
Activities/Assignments/Procedure:
1. Put the class into small groups of 4 or 5 students. This can be done by having the students number off.
2. Write the word prevention on the board.
3. Have the students discuss the meaning of prevention in small groups.
a. Give them each a piece of paper.
b. Have them write three sentences that describe prevention.
c. Have them go through and circle the three most important words/short phrases written on their paper.
d. Have each group write their three words under the word prevention on the board.
e. Discuss the words/phrases.
4. Still in their small groups:
a. A discussion about why it is important to prevent bullying will take place. Students will use the knowledge they have gained during earlier lessons within this unit to support their thoughts.
b. Students will be asked to think about and discuss the ways their school tries to prevent bullying, if it does do anything.
c. Students will brainstorm ways that people can prevent bullying.
5. This next part of the lesson will take place in a computer lab.
6. Tell the students that one way to help prevent something is to get people talking about it. If people are talking about an issue it is much harder to ignore it. Tell students that one way people attempt to get others to start talking about an issue is through the use of Public Service Announcements. Tell students that PSAs are types of advertisements featured on television, radio, print or other media that have the objective of raising awareness and changing attitudes and behavior towards a social issue.
7. Ask the students if they have ever seen or heard a PSA. Have them share what the topic was.
8. Show the class 4 bullying PSAs (links are in step 10).
9. On an overhead display the following questions:
a. What was the PSA about?
b. Who do you think the desired audience of the PSA is?
c. What do you think the objective is/how do they want to affect the audience?
d. What types of information did they present?
e. How was the information presented?
f. What information was missing from the PSA?
10. Each of the four groups will be responsible for answering those questions about one of the videos. After the first video has been shown, give the class 5 minutes to discuss the questions in their small groups. Then ask group one to share their responses to the questions. Group two does this for the second video, group three does the third video, and group four does the fourth video.
i. Information about each PSA:
1. http://www.youtube.com/watch?v=FRRaMDKTCqg
a. This PSA’s main point is that bullying happens everyday and most people just stand aside and let it happen. Its goal is to get people to start reporting bullying and not being silent about it. The PSA itself includes no speaking. The ideas are told through signs held up by individuals. The points of view being discussed here is those observing the bullying and those being bullied. It did not show the bully’s point of view.
2. http://www.youtube.com/watch?v=0qfo9QvY8DQ
a. This video shows a student being bullied and the rest of her classmates standing up to the bully. It includes many facts about bullying that are flashed across the screen. It does not really go into detail in terms of the bully’s point of view or the point of view of the person being bullied. Instead, it focuses on the need to stand up to bullying and to not just stand by and let it happen.
3. http://www.youtube.com/user/SoupJRecords?v=wtOaeka7d5U
a. Stop the video at 3:30.
b. This PSA provides statistics about students being bullied. The students in this PSA created a song and dance to express their information. The song’s audience is a bully. When showing this PSA to the class as a whole, make sure a discussion takes place about the bully being called a loser in this song. Talk about how that would make the bully feel. Ask the students if they think the students in this PSA are being bullies?
4. http://www.pacerkidsagainstbullying.org/#/share/videos/what-you-can-do
a. This PSA includes a handful of kids telling the audience what they can do when they see bullying. Its main idea is being a friend and including others. It includes some information about the bully.
11. Tell the students that in their small groups they will be creating their own PSAs about bullying. Tell the students that as they have seen in the PSAs that they have watched, there are very few PSAs that show what life is like for the bully and how they are a victim as well. Tell the students that their PSAs need to represent the bully’s point of view. It can represent other viewpoints as well, but the bully’s viewpoint needs to be included.
12. Hand out a research guide (found at end of lesson) to help the students plan their PSAs. Tell them these are just ideas of what to include and that they do not need to include everything on it and they can include things that are not on it as well.
13. Hand out the rubric (found at end of lesson) that will be used to grade the PSAs so the students can plan ahead to achieve a high grade.
14. Give the students two class periods to complete their research. (A lot of the information that students will most likely include in their PSA they will have already learned in the previous lessons within this unit).
a. Have the students use the following websites to complete their research:
i. http://www.pacerkidsagainstbullying.org/
ii. http://pbskids.org/itsmylife/friends/bullies/
1. Use the links under Topics on Bullies.
b. Put out the following children’s books about bullying for students to use while researching:
1. These books are just a few examples of ones that could be used for this portion of the lesson.
ii. Thank You, Mr. Falkner by Patricia Polacco.
iii. Chrysanthemum by Kevin Henkes.
iv. The Bully Blockers Club by Teresa Bateman.
v. The Recess Queen by Alexis O’Neil.
vi. A Weekend with Wendell by Kevin Henkes.
15. Give the students one class period to write a script for their PSAs. Tell the students that their PSA can convey information about bullying in the following ways: a rap, a song, spoken words, signs, a dance, or a combination of these. If the students have another method they want to use, they can ask the teacher for permission.
16. Give the students two class periods to film their PSAs.
a. The first day should be spent practicing the script and constructing any visual props needed for the PSA.
b. Parent/community member volunteers will be asked to come in and help with the filming of the PSAs.
c. Depending on how creative the students get, additionally work time might be needed to film the PSAs.
17. One class period will be spent watching each of the PSAs. Each group will be assigned another group’s PSA to complete the following questions:
i. These questions will be put on a handout that each group member will complete and turn in.
b. What was the PSA about?
c. Who do you think the desired audience of the PSA is?
d. What do you think the objective is/how do they want to affect the audience?
e. What types of information did they present?
f. How was the information presented?
g. What information was missing from the PSA?
Assessment:
Formal: The rubric will be used to grade the students’ PSA. Additionally, each group member will be required to write a paragraph describing their role in helping their group create their PSA so I can determine if each student participated.
Informal: I will collect the students’ papers where they recorded information about the word prevention to assess their current understanding. I will listen to the students responses to the questions used to analyze each of the four sample PSAs to determine whether they were paying attention and thinking critically about what they were viewing. I will observe the students while they are working in groups to create their PSA to make sure everyone is participating. The students will turn in their handouts from #17 of the procedure and will receive a completion grade for them.
Subject Area: Social Studies & Language-Arts
Essential Questions of Unit:
1. How does bullying affect people?
2. How can we make everyone feel safe and cared for?
Guiding Questions:
1. How can we prevent bullying?
2. Why should the bully’s point of view be talked about?
Lesson Context:
This lesson is the last lesson in the unit. Students will use the knowledge they gained in previous lessons, particularly the lesson focusing on how the bully feels, to create a PSA that represents the perspective of the bully. Language-Arts and social studies will be integrated in this lesson.
Lesson Goals:
1. Students will explain why it is important to prevent bullying.
2. Students will determine current ways their school tries to prevent bullying.
3. Students will brainstorm their own ways to prevent bullying.
4. Students will learn that one way to prevent something is to get people talking about it.
5. Students will critically analyze existing bullying PSAs to determine who the target audience is, what information is being presented, how it is being presented, who they are and are not talking about, etc.
6. Students will analyze how PSAs affect their desired audience.
7. In small groups, students will collaboratively create a bullying PSA.
8. Students will research the aspects of bullying they wish to include in their PSA.
MMSD Standards:
· Social Studies:
o Explain how the media may influence behaviors, opinions, and decisions.
o Demonstrates an ability to interact within a group while performing various group roles (i.e. organizing, planning, and goal setting).
· Language-Arts:
o Participate in shared research and writing projects.
o Conduct short research projects that build knowledge about a topic.
o Use knowledge of language and its conventions when writing, speaking, reading, or listening.
§ Choose words and phrases for effect.
NCSS Standards:
· Individual Development & Identity
· Civic Ideals & Practices
Materials:
· Projector.
· Links to bullying PSAs.
· Video Cameras.
· Tripods if necessary.
· Computer lab.
· Children’s books about bullying.
· Parent/community member volunteers.
· Grading Rubric
Activities/Assignments/Procedure:
1. Put the class into small groups of 4 or 5 students. This can be done by having the students number off.
2. Write the word prevention on the board.
3. Have the students discuss the meaning of prevention in small groups.
a. Give them each a piece of paper.
b. Have them write three sentences that describe prevention.
c. Have them go through and circle the three most important words/short phrases written on their paper.
d. Have each group write their three words under the word prevention on the board.
e. Discuss the words/phrases.
4. Still in their small groups:
a. A discussion about why it is important to prevent bullying will take place. Students will use the knowledge they have gained during earlier lessons within this unit to support their thoughts.
b. Students will be asked to think about and discuss the ways their school tries to prevent bullying, if it does do anything.
c. Students will brainstorm ways that people can prevent bullying.
5. This next part of the lesson will take place in a computer lab.
6. Tell the students that one way to help prevent something is to get people talking about it. If people are talking about an issue it is much harder to ignore it. Tell students that one way people attempt to get others to start talking about an issue is through the use of Public Service Announcements. Tell students that PSAs are types of advertisements featured on television, radio, print or other media that have the objective of raising awareness and changing attitudes and behavior towards a social issue.
7. Ask the students if they have ever seen or heard a PSA. Have them share what the topic was.
8. Show the class 4 bullying PSAs (links are in step 10).
9. On an overhead display the following questions:
a. What was the PSA about?
b. Who do you think the desired audience of the PSA is?
c. What do you think the objective is/how do they want to affect the audience?
d. What types of information did they present?
e. How was the information presented?
f. What information was missing from the PSA?
10. Each of the four groups will be responsible for answering those questions about one of the videos. After the first video has been shown, give the class 5 minutes to discuss the questions in their small groups. Then ask group one to share their responses to the questions. Group two does this for the second video, group three does the third video, and group four does the fourth video.
i. Information about each PSA:
1. http://www.youtube.com/watch?v=FRRaMDKTCqg
a. This PSA’s main point is that bullying happens everyday and most people just stand aside and let it happen. Its goal is to get people to start reporting bullying and not being silent about it. The PSA itself includes no speaking. The ideas are told through signs held up by individuals. The points of view being discussed here is those observing the bullying and those being bullied. It did not show the bully’s point of view.
2. http://www.youtube.com/watch?v=0qfo9QvY8DQ
a. This video shows a student being bullied and the rest of her classmates standing up to the bully. It includes many facts about bullying that are flashed across the screen. It does not really go into detail in terms of the bully’s point of view or the point of view of the person being bullied. Instead, it focuses on the need to stand up to bullying and to not just stand by and let it happen.
3. http://www.youtube.com/user/SoupJRecords?v=wtOaeka7d5U
a. Stop the video at 3:30.
b. This PSA provides statistics about students being bullied. The students in this PSA created a song and dance to express their information. The song’s audience is a bully. When showing this PSA to the class as a whole, make sure a discussion takes place about the bully being called a loser in this song. Talk about how that would make the bully feel. Ask the students if they think the students in this PSA are being bullies?
4. http://www.pacerkidsagainstbullying.org/#/share/videos/what-you-can-do
a. This PSA includes a handful of kids telling the audience what they can do when they see bullying. Its main idea is being a friend and including others. It includes some information about the bully.
11. Tell the students that in their small groups they will be creating their own PSAs about bullying. Tell the students that as they have seen in the PSAs that they have watched, there are very few PSAs that show what life is like for the bully and how they are a victim as well. Tell the students that their PSAs need to represent the bully’s point of view. It can represent other viewpoints as well, but the bully’s viewpoint needs to be included.
12. Hand out a research guide (found at end of lesson) to help the students plan their PSAs. Tell them these are just ideas of what to include and that they do not need to include everything on it and they can include things that are not on it as well.
13. Hand out the rubric (found at end of lesson) that will be used to grade the PSAs so the students can plan ahead to achieve a high grade.
14. Give the students two class periods to complete their research. (A lot of the information that students will most likely include in their PSA they will have already learned in the previous lessons within this unit).
a. Have the students use the following websites to complete their research:
i. http://www.pacerkidsagainstbullying.org/
ii. http://pbskids.org/itsmylife/friends/bullies/
1. Use the links under Topics on Bullies.
b. Put out the following children’s books about bullying for students to use while researching:
1. These books are just a few examples of ones that could be used for this portion of the lesson.
ii. Thank You, Mr. Falkner by Patricia Polacco.
iii. Chrysanthemum by Kevin Henkes.
iv. The Bully Blockers Club by Teresa Bateman.
v. The Recess Queen by Alexis O’Neil.
vi. A Weekend with Wendell by Kevin Henkes.
15. Give the students one class period to write a script for their PSAs. Tell the students that their PSA can convey information about bullying in the following ways: a rap, a song, spoken words, signs, a dance, or a combination of these. If the students have another method they want to use, they can ask the teacher for permission.
16. Give the students two class periods to film their PSAs.
a. The first day should be spent practicing the script and constructing any visual props needed for the PSA.
b. Parent/community member volunteers will be asked to come in and help with the filming of the PSAs.
c. Depending on how creative the students get, additionally work time might be needed to film the PSAs.
17. One class period will be spent watching each of the PSAs. Each group will be assigned another group’s PSA to complete the following questions:
i. These questions will be put on a handout that each group member will complete and turn in.
b. What was the PSA about?
c. Who do you think the desired audience of the PSA is?
d. What do you think the objective is/how do they want to affect the audience?
e. What types of information did they present?
f. How was the information presented?
g. What information was missing from the PSA?
Assessment:
Formal: The rubric will be used to grade the students’ PSA. Additionally, each group member will be required to write a paragraph describing their role in helping their group create their PSA so I can determine if each student participated.
Informal: I will collect the students’ papers where they recorded information about the word prevention to assess their current understanding. I will listen to the students responses to the questions used to analyze each of the four sample PSAs to determine whether they were paying attention and thinking critically about what they were viewing. I will observe the students while they are working in groups to create their PSA to make sure everyone is participating. The students will turn in their handouts from #17 of the procedure and will receive a completion grade for them.
PSA Grading Rubric
Analyzing the PSA
1. What was the PSA about?
2. Who do you think the desired audience of the PSA is?
3. What do you think the objective is/how do they want to affect the audience?
4. What types of information did they present?
5. How was the information presented?
6. What information was missing from the PSA?
PSA Research Guide
1. Why do bullies bully?
2. How does a bully feel?
3. What are types of bullying?
4. How can we help the bully?
5. Why should we try to help the bully?
6. What are some facts about bullying?
7. How does the person being bullied feel?
8. How can we stop bullying?
2. How does a bully feel?
3. What are types of bullying?
4. How can we help the bully?
5. Why should we try to help the bully?
6. What are some facts about bullying?
7. How does the person being bullied feel?
8. How can we stop bullying?