Bullying Among Adolescents

Dina Annese – Dannese@schools.nyc.gov

Mary Cataldo – Mcataldo2@schools.nyc.gov

Ditmas IS 62 - Brooklyn NY

Introduction:

Calling someone fat, won't make you skinnier. Calling someone ugly, won't make you prettier. Calling someone stupid, won't make you smarter. Calling someone a loner, won't make you more popular. Bullying someone, won't make you a better person!

In the past year we have heard of numerous teens taking their lives because of being bullied in school. Bullying is a social issue that affects many children today. So what exactly is a bully? Bullies are angry kids who tease, threaten and torment other children. Bullying has become an out of control problem in schools across the nation. Situations that begin with one student “teasing” another has often enhanced into violent permanent consequences. Suicide and murder of the very young seems like a daily occurrence. Have you or anyone close to you experienced bullying?

We will discuss this issue and explore possible solutions to prevent bullying.

Task:

1. Students will brainstorm possible ways to prevent bullying in our schools.

2. Students will create posters to campaign against bullying, while working in groups.

3. Students will be asked to draft a letter proposing their anti-bullying ideas to the Principal.

4. Students will present their posters to the class.

Process/Resources:

1. Students will work in groups of 4.

a. ELL’s will be paired with non-ELL’s.

b. ELL’s will be provided with bilingual dictionaries.

i. ESL Teacher will be available for further assistance.

c. Computers will be available for the groups to research.

2. Students will use the PPA worksheets to:

a. Identify the Problem

Worksheet 1 – Define the problem

b. Gather Evidence

Worksheet 2 – Gather Evidence

c. Identify Causes

Worksheet 3 – Identify Causes

d. Evaluate a Policy

Worksheet 4 – Evaluate a Policy

e. Develop Solutions

Worksheet 5 - Solutions

f. Select The Best Solution

Worksheet 6 – Best Solution

3. After completing the worksheets, students will analyze information in order to draft a letter to the Principal proposing anti-bullying strategies in their school.

4. Students will create posters to campaign their anti-bullying solutions.

a. The students will be provided with poster boards and other art materials.

5. Finally, students will orally present their posters and anti-bullying solutions to the class.

a. Each group member will have a turn to present a piece of information.

6. Students will have time to give feedback to their peers’ presentation.

Evaluation:

Poster Rubric

CATEGORY	1	2	3
performance task created	you did not do anything contributing to the task that was assigned	the project was completed but was minimal and little effort	person went above and beyond required effort to complete task
visuals	project had little or no visual appeal or none at all	project had some visuals but not clear or relevent to project	visual use was clear plentifull and relevent to subject topic
knowledge content amount	little or no knowledge was divulged	knowledge presented was useful and to the point	knowledge was useful completely acurate, abundant and helpfull
facts	facts are not presented or very little	present but few in existance within the project	abundant, acurate and sources are labled
neatness	thrown together sloppy	contains a degree of neatness and coheasion	very neat, precise and fun to look at.

The Writing Rubric

CATEGORY	4	3	2	1
Introduction (Organization)	The introduction is inviting, states the main topic and previews the structure of the paper. Research topic is made clear through research findings and thesis statement.	The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. research topic is mostly clear through thesis statement.	The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. research topic is partially clear through thesis statement.	There is no clear introduction of the main topic or structure of the paper. There is no thesis statement.
Sequencing (Organization)	Information is very well organized with well constructed paragraphs and subheadings. Details are placed in a logical order with a variety of transitions showing how the points are connected. The flow effectively keeps the interest of the reader.	Information os organized with well constructed paragraphs. Details are placed in a logical order, transitions show connection of ideas, but with little variety. The flow generally keeps the interest of the reader.	Information is organized but paragraphs are not well constructed. Some details are not in a logical or expected order, and this distracts the reader. Transitions are adequate but some are unclear	The information appears to be disorganized. Many details are not in a logical or expected order. There is little sense that the writing is organized.
Accuracy of Facts (Content)	All supportive facts are reported accurately.	Almost all supportive facts are reported accurately.	Most supportive facts are reported accurately.	NO facts are reported OR most are inaccurately reported.
Support for Topic (Content)	Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.	Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.	Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.	Supporting details and information are typically unclear or not related to the topic.
Focus on Topic (Content)	There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.	Main idea is clear but the supporting information is general.	Main idea is somewhat clear but there is a need for more supporting information.	The main idea is not clear. There is a seemingly random collection of information.
Grammar & Spelling (Conventions)	Writer makes no errors in grammar or spelling that distract the reader from the content.	Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.	Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.	Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.
Capitalization & Punctuation (Conventions)	Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.	Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.	Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.	Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.
Conclusion (Organization)	The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."	The conclusion is recognizable and ties up almost all the loose ends.	The conclusion is recognizable, but does not tie up several loose ends.	There is no clear conclusion, the paper just ends.

The Oral Presentation Rubric

CATEGORY	4	3	2	1
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present and/or not enough material was presented to accurately give a grade.
Posture and Eye Contact	Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.	Stands up straight and establishes eye contact a number of people in the room during the presentation.	Sometimes stands up straight and establishes eye contact with at least one person during the presentation.	Slouches and/or does not look at people during the presentation and/or not enough material was presented to accurately give a grade.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well and/or not enough material was presented to accurately give a grade.
Volume	Volume is loud enough to be heard by all audience members throughout the presentation.	Volume is loud enough to be heard by all audience members at least 90% of the time.	Volume is loud enough to be heard by all audience members at least 80% of the time.	Volume often too soft to be heard by all audience members and/or not enough material was presented to accurately give a grade.
Listens to Other Presentations	Listens intently. Does not make distracting noises or movements.	Listens intently but has one distracting noise or movement.	Sometimes does not appear to be listening but is not distracting.	Sometimes does not appear to be listening and has distracting noises or movements.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces more than one word.	Often mumbles or can not be understood and/or mispronounces several words and/or not enough material was presented to accurately give a grade.
Vocabulary	Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.	Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.	Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.	Uses several (5 or more) words or phrases that are not understood by the audience and/or not enough material was presented to accurately give a grade.

Conclusion:

Students were asked to research Bullying and how they can prevent bullying from occurring in their school. They were paired in groups and created posters to campaign against bullying. They were also asked to write a letter to the Principal proposing their anti-bullying ideas for the school. In conclusion the students presented their posters and proposals to the class.

Standards:

CC ELA W 6.4

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.) a. Produce text (print or non-print) that explores a variety of cultures and perspectives.

CC ELA S 6.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.