Do Something
Issues with Bullying
By Kingsley Chao
Introduction
As an elementary
school teacher, you enter into the school cafeteria hearing inappropriate
language echoing through the walls. Name
calling, discriminatory language, and even physical violence are
witnessed. What do you do? How do you respond to these situations?
After reading Wonder
by R.J. Palacio, we find a prime example of bullying, how it affects the child
and those around him.
At P.S.128M: The
Audubon School, we value respect of self and of others. It is important that we value those around us
and show kindness and tolerance through our words and actions. However, there are some who do not choose to
follow this code of conduct.
Your task is to
develop systems that can teach students the affects of bullying and methods to
respond/stop this negative behavior.
Your final product will be a PSA [Public Service Announcement]
presentation to the class.
Task
1.
You
will work in teams of two.
2.
Research the internet, interview students, teachers,
and parents, and write down daily observations, which will all be included in
your presentation.
3.
Film
a PSA [Public Service Announcement] on your digital camera and convert it to a wmv. file using mediaconverter.org for the class
to view.
Public
Service Announcement
§ Must be between 5-10 minutes.
§ Must be filmed
§ Visuals must be used emphasizing the different types of
bullying. At least 2 solutions to the
problem must be presented.
Process/Resources
Step One: Choose a classmate to work with on
this project.
Step Two:
Review the Public Policy
Analyst
(PPA) steps. Be sure you have a clear
understanding of these steps before moving forward. You will need to present each step fully in your
final presentation. Use the following
worksheets to assist you in your understanding of the process.
PPA Process
4.
What is the
existing policy?
5.
What policies
can you create to correct the problem?
6.
What is the best
policy to correct the problem?
Step Three: Using the internet, research
statistics and general facts about bullying.
In addition, examine a total of four types of bullying. What do the statistics show about bullying? Take notes describing that form of bullying
and examples of that type of bullying.
Some websites you may want to consider using include:
§ American Psychological
Association
§ No
Bully
Step Four: Generate a list of 10 open-ended
questions to use for interviews. Your
questions may differ depending on the category your interviewee falls
under. Choose a minimum of 3 students, 3
teachers, and 2 parents to interview.
Responses should be recorded, and a typed transcript should be submitted
along with your video.
Step Five:
For five days, does not need to be consecutive, write observations while
in the cafeteria. What do you see? What type of bullying do you notice the
most? How do the students respond? How do the adults respond? Record the time and date.
Step Six:
Using a digital camera, film your PSA.
Be sure to use the six points of the PPA process. Each point of the PPA process must be clearly
presented in your final product, the PSA video.
Include information from your research, interviews, and
observations. Additionally, include visuals
and music to help convey and draw the attention of your viewing audience.
Step Seven:
Convert your media file using mediaconverter.org. Your final product should be in a wmv. filed.
Step Eight: Present your PSA!
Evaluation
|
Category |
Above Standard Level 4 |
On Standard Level 3 |
Reaching the Level Level 2 |
Below Level Level 1 |
|
PPA Process |
All six points of the PPA are clearly
presented and expanded upon. |
All six points of the PPA are
presented. |
Components of the PPA are missing. |
No points of the PPA are presented. |
|
Internet Research |
More than 4 research sites are
used. Information and citations are
used clearly in the final product. |
4 research sites are used. Information and citations are used in the
final product. |
Less than 4 internet resources are
used. Information is unclear and no
citations are used in the final product |
No internet sites are used as
resources. Information presented in
final product is unsubstantiated. |
|
Interviews |
More than 6 interviews were conducted,
with a minimum of three per category (students, teachers, parents). A generated list of 10 questions, including
the responses, are transcribed and submitted. |
6 interviews were conducted, with
three per category (students, teachers, parents). A generated list of 10 questions, including
the responses, are transcribed and submitted. |
Less than 6 interviews were conducted. Some categories (students, teachers,
parents) have incomplete interviews. Less than 10 questions were asked and
the responses are unclear. Interviews
were not submitted. |
Interviews were not conducted. A generated list of questions, and their
responses, was not transcribed and submitted. |
|
Observations |
More than 5 days of observations are
noted and submitted with the final project.
Information is thorough and includes clear details that represent the
situation in full. |
5 days of observations are noted and
submitted with the final project.
Information is thorough and includes clear details that represent the
situation in full. |
Less than 5 days of observations are
noted and submitted with the final project.
Information unclear and does not note the time and date. Similarly, the information does not detail
how students and adults respond to the situation. |
Observations are minimal and do not
detail the situation witnessed in a clear manner. Not submitted with final project. |
|
Video |
Final product is submitted on
time. Addresses the 6 PPA points, and
offers 2 clear solutions to the problem.
Presenters’ voices are clear and audible. Oral grammar is outstanding and
sophisticated language is used, exemplifying knowledge of the content. |
Final product is submitted on
time. Addresses the 6 PPA points, and
offers 2 clear solutions to the problem.
Presenters’ voices are clear and audible. Oral grammar is good, alongside a strong use
of vocabulary. |
Final product is submitted 1 day late. Not all 6 PPA points are presented, and only
1 solution to the problem is provided.
Presenters’ voices are difficult to hear. Present demonstrates a lack of oral grammar
skills and therefore makes the presentation difficult to understand. |
Final product is submitted more than 2
days late. The presentation is
unclear, PPA points are not addressed, and the presenters demonstrate a lack
of knowledge on the topic. |
|
Group Work |
Partners modeled exemplary cooperation
skills, supported each other, and divided the work equally, and submitted the
work on time. |
Partners modeled good cooperation
skills, worked with few issues arising, and submitted the work on |
Partners worked together with multiple
interruptions, causing the work to be insufficient and not meeting standards. |
Partners did not work well with each
other. The work exemplifies the
conflict and lack of cooperation. |
Conclusion
Bullying is a major issue in the
school community. There are different
forms of bullying, however they all have negative effects on people. The Public Policy Analyst assists in
identifying the problem and
in constructing policies that can bring about change. What changes/policies did you establish to
help alleviate the problem of school bullying?
Do you think they will be effective?
Let’s make positive changes that can cultivate a caring and kind community
of learners.
Standards
Fifth
Grade Literacy Common Core Standards
5.RIT.1: Quote
accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
5.RIT.6: Analyze
multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
5.RIT.9: Integrate
information from several texts on the same topic in order to write or speak
about the subject knowledgeably.
5.W.2: Write
informative/explanatory texts to examine a topic and convey ideas and
information clearly.
5.W.7: Conduct short
research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
5.SL.4: Report on a
topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
5.SL.5: Include multimedia components (e.g.,
graphics, sound) and visual displays in presentation when appropriate to
enhance the development of main ideas or themes.
5.SL.6: Adapt speech
to a variety of contexts and tasks, using formal English when appropriate to
task and situation.