How to STOP
Bullying
Andrea Hasiotis ELA Teacher – AHasiotis@schools.nyc.gov
IS 126 The Albert Shanker School for Visual and Performing Arts
INTRODUCTION:
You have been chosen to help stop the bullying that has been happening at our school, and in our class. You will work in groups to identify the causes of bullying, what are the rules that our school has towards bullying, how these rules are used by the administration, and how effective they are. You will ultimately come up with a solution to the problem. How do YOU think we can stop the bullying that we see and hear happening every day? What can YOU do to make a difference?
TASK:
- PowerPoint presentation: Groups will present a PowerPoint presentation in which you will offer your solution on how to stop bullying in our class and our school.
PROCESS – RESOURCES:
1. Students will work in groups of 5.
- Each group member will be assigned a role:
ü Organizer (makes sure the steps are all completed and that everyone remains on task)
ü Evidence Gatherers (2 group members responsible for collecting evidence)
ü Identify Causes (1 group member will be responsible for identifying the causes of the problem.
ü Evaluators of policies (2 group member will evaluate the existing policy of our school)
ü Solution Developers (2 groups members will brainstorm and come up with solutions)
ü Presenter (1 student will lead the presentation – but ALL group members must participate in presentation)
Note: Group members will have multiple roles!!!
2. Students will complete the PPA worksheets to complete the project:
Step 1: Identify the Problem
Step 2: Gather Evidence
Step 3: Identify Causes
Step 4: Evaluate a policy
Step 5: Develop Solutions
Step 6: Select the best solution
3. Begin creating your PowerPoint presentation.
Make sure you presentation includes:
ü A minimum of 8 slides.
ü Images
ü Examples of bullying
ü Personal Anecdotes (stories or incidents)
4. Resources:
Bullying and Teasing: No Laughing Matter
EVALUATION:
Assessment Rubric for PowerPoint Presentations
|
|
Exemplary (4) |
Accomplished (3) |
Developing (2) |
Beginning (1) |
Organization |
Information presented in logical, interesting sequence |
Information in logical sequence |
Difficult to follow presentation--student jumps around |
Cannot understand presentation--no sequence of information |
Subject Knowledge |
Demonstrates full knowledge by answering all class questions with explanations and elaborations |
At ease with expected answers to questions but does not elaborate |
Uncomfortable with information and is able to answer only rudimentary questions |
Does not have a grasp of the information. Cannot answer questions about subject |
Graphics |
Explain and reinforce screen text and presentation |
Relate to text and presentation |
Occasionally uses graphics that rarely support text and presentation |
Uses superfluous graphics or no graphics |
Research |
Uses a variety of sources in reaching accurate conclusions |
Uses a variety of sources in reaching conclusions |
Presents only evidence that supports a preconceived point of view |
Does not justify conclusions with research evidence |
Screen Design |
Includes a variety of graphics, text, and animation that exhibits a sense of wholeness. Creative use of navigational tools and buttons |
Includes a variety of graphics, text, and animation. Adequate navigational tools and buttons |
Includes combinations of graphics and text, but buttons are difficult to navigate. Some buttons and navigational tools work |
Either confusing or cluttered, barren or stark. Buttons or navigational tools are absent or confusing |
Oral PresentationElocution/Eye Contact |
Maintains eye contact and pronounces all terms precisely. All audience members can hear |
Maintains eye contact most of the time and pronounces most words correctly. Most audience members can hear presentation |
Occasionally uses eye contact, mostly reading presentation, and incorrectly pronounces terms. Audience members have difficulty hearing |
Reads with no eye contact and incorrectly pronounces terms. Speaks too quietly |
|
Group Work Checklist YES NO
Total number of YES checks________
|
CONCLUSION:
You are now an expert on how to stop bullying in our class, and have come up with the best solution for us. You can inform others about this issue using your Power Point Presentation and encourage others to think like YOU!!! Let’s stop bullying from being in our lives now.
STANDARDS:
Reading: Informational Text:
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Writing:
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Speaking and Listening:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Language:
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.