Academic Success (Goal setting)
Bullying Behavior
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Here are 2 lesson plans on cyberbullying...
Lesson 8 Title: Cyberbullying and the 4Rs
Activity: Classroom Lesson (Bullying Unit)
Grade(s): 4
ASCA Student Standards (Domain/Standard/Competencies):
PS:B1.4 Develop effective coping skills for dealing with problems
PS:C1.5 Differentiate between situations requiring peer support and situations requiring adult professional help
PS:C1.6 Identify resource people in the school and community, and how to seek their help
PS:C1.11 Learn coping skills for managing life events
Standards for School Counseling Programs in Virginia Public Schools (Grades 4-5)
EP6 Identify resource people in the school and community and understand how to seek their help
EP12 Use strategies for handling conflict in a peaceful way
Arlington Public Schools (Grades 3-5)
P/S3.21 Describe strategies for addressing bullying and give examples of how they can be applied
P/S4.27 Demonstrate effective coping skills for dealing with conflict and bullying
P/S5.32 Demonstrate effective responses to bullying situations (i.e., technology & relational)
Learning Objective(s):
1. Recognize the various forms and situations that could be considered cyberbullying
2. Explain the 4Rs to deal with a cyberbullying situation
3. Record and report cyberbullying to a trusted adult
Language Objective:
Use vocabulary to explain bullying
Write notes on graphic organizer
Vocabulary:
Introduce important words that will help students understand the lesson. Have students read them aloud. If they struggle with pronunciation ask them to repeat while clapping syllables with hands. Try to get a student to give an example or make a connection to each word. Reinforce vocabulary in the context of the lesson.
Ally – A friend; someone who is on your side and willing to support you.
Cyberbullying – Bullying using technology
Evidence – Something that provides proof
Harassment – Bullying that is often based on some specific characteristic (example, gender)
Materials:
PowerPoint “Cyberbulling and the 4Rs”
81/2x14” paper pre-cut to make “foldable” (one per student)
Procedure:
Hook:
- Sam, a 4 grader, took several pictures of a kindergarten student on the bus. He told the kindergartener he was going to post them on the internet. Is this bullying? Thumbs up – yes, sideways – maybe, thumbs down – no.
- Poll by show of hands - How many of you have your own cell phone? Email account? Internet access on a personal device like an iPad?
Presentation: Introduce focus of the lesson, what is cyberbullying and how to respond if you are a bystander or being bullied. Remind students of the big ideas using the objectives and essential questions.
1. Begin with a review of vocabulary using PowerPoint to guide the lesson.
2. After introducing cyberbullying, distribute foldable to summarize key points on 4Rs as lesson progresses.
3. At the end, remind students of key points using foldable.
Activity: Each student will be held accountable for paying attention and staying meaningfully engaged in lesson by producing a foldable graphic organizer with notes on the key information about the 4 Rs of Bullying. Give each student precut and folded paper. Use a blank foldable to demonstrate (doors open out). Point to where they should write “4Rs and Bullying” at top of closed foldable. Write the terms Recognize, Refuse, Report, and Record on 4 doors. Inside the respective doors write at least 2 main points relating to that step. Under the flap do a sketch or visual image of the main idea (example: Recognize picture of 5 computers with mean faces vs. one computer with a scared face). Give time after going through PowerPoint to finish foldable. Collect these and check for understanding.
Closure: Remind students of essential ideas and what was learned.
Plan for Evaluation: How will each of the following be collected?
Process Data: Session documented on counselor’s calendar and log submitted at end of month, enrollment (all students in grade level)
Perception Data: Pre-post tests for all lessons taught in grade 4 (7 items on bullying), the accuracy of identifying the 4Rs on foldable (rubric), the responses to Steps to Respect end of year evaluation
Outcome Data:
Office referrals, bullying incidents coached by t-scale staff (coaching forms tabulated by grade levels and gender at the end of the school year)
Follow Up: Provide a model of foldable for students who need more support. If students can’t write give them the opportunity to dictate the ideas to a counselor or teacher and then do the sketches. If any students do not identify the 4Rs and main points correctly on foldable (earning less than 15 out of 20 possible points), write feedback on scoring rubric and review with students. Send home information to families about key concepts covered in the lesson. Key concepts will be reviewed by teachers as part of their literature-based lessons using Steps to Respect and in the lessons (bullying unit) taught by a counselor in grade 5.
Melton et al. (1998). Data on 4-6th graders reporting bullying
Lesson 5 Title: All Types of Bullying
School Counselor: Mary Beth McCormac
Activity: Classroom Lesson (Bullying Unit)
Grade(s):5
ASCA Student Standards (Domain/Standard/Competencies):
PS:B1.1 Use a decision-making and problem-solving model
PS:B1.4 Develop effective coping skills for dealing with problems
PS:C1.5 Differentiate between situations requiring peer support and situations requiring adult professional help
PS:C1.6 Identify resource people in the school and community, and how to seek their help
PS:C1.11 Learn coping skills for managing life events
Standards for School Counseling Programs in Virginia Public Schools (Grades 4-5)
EP6 Identify resource people in the school and community and understand how to seek their help
EP12 Use strategies for handling conflict in a peaceful way
Arlington Public Schools (Grades 3-5)
P/S3.21 Describe strategies for addressing bullying and give examples of how they can be applied
P/S4.27 Demonstrate effective coping skills for dealing with conflict and bullying
P/S5.32 Demonstrate effective responses to bullying situations (i.e., technology & relational)
Learning Objective(s):
1. Analyze online behaviors that could be considered cyberbullying
2. Discover ways to refuse bullying
3. Identify the effects of cyberbullying
4. Recognize the importance of reporting bullying to a trusted adult
Language Objective(s):
1. Verbally explain bullying to a partner
2. List ways bullying and cyberbullying are same and different
3. Write a response to a cyberbullying scenario
Vocabulary:
Introduce important words that will help students understand the lesson. Have students read them aloud. If they struggle with pronunciation ask them to repeat while clapping syllables with hands. Try to get a student to give a synonym or make a connection to each word. Reinforce vocabulary in the context of the lesson.
Ally – (synonyms: friend or helper); someone who is on your side and willing to support you; positive or helpful bystander
Anonymous – (synonyms: nameless or unidentified) having no known source
Contempt – (synonyms: malice or scorn); looking down on someone as unworthy.
Evidence – (Synonyms: documentation or witness) something that provides proof
Harassment – (Synonyms: torment or hassle) Bullying that is often based on some specific characteristic (such as race, gender, age, ethnicity, or sexual preference)
Nonchalance – (Synonyms: indifference or composure) Seeming to be coolly unconcerned or indifferent.
Materials: PowerPoint, Venn diagram handout one per group, Practice Refusing handout one per student
Procedure:
Hook: In a minute I am going to ask you all to complete a poll by raising the number of fingers that is true for you in response to two questions. This is not information your neighbor needs to know. Hold your hands in front of your chest (demonstrate) and close your eyes. Does everyone understand the direction? Show me with your fingers how many electronic devices you have access to at home that are connected to the internet? Now show me how many of those are typically located in your bedroom?
Presentation: Introduce focus of the lesson, what is cyberbullying and how do you respond if bullied or bystander. Remind students of the big ideas using the objectives and essential questions.
1. Begin with a review of vocabulary (take this slow if needed for ELL or special education students) using PowerPoint to guide lesson.
2. Break up lesson and increase student-to-student interaction and engagement with shoulder partner share and small group activity.
3. Individual response to scenario (authentic task) to check for understanding. Ask teacher to circulate with counselor during this part of the lesson to assist students who need more help understanding and formulating a response. Encourage early finishers to check response for tone and edit to make the response that of a “helpful bystander.”
4. At the end, summarize key points based on students sharing responses on how to refuse. Remind them the importance of 4th R, record.
Plan for Evaluation: How will each of the following be collected?
Process Data: Session documented on counselor’s calendar and log submitted at end of month, enrollment (all students in grade level)
Perception Data: Pre-post tests for all lessons taught in grade 5 (7 items on bullying), the responses to Steps to Respect end of year evaluation
Outcome Data:
Office referrals, incidents of bullying coached by t-scale staff (tabulated by grade levels at the end of the school year)
Follow Up: All students need to know how to respond to bullying. In the cyber world they are responding usually without adult supervision. Provide the pre lesson support with prior lessons and vocabulary development, during lesson by doing partner and small group work, and having teacher and counselor assist the students who may need more support doing the writing task. After evaluating all student responses using rubric, any students who did not show basic mastery should receive written feedback and get additional instruction on how to respond to messages from either the teacher or counselor.
Citations:
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