Treating Others As You Would Like
To Be Treated
Trisha
Nelson Allen Road Elementary 4th
Grade
I.
Introduction-
You
are the teacher in a Fourth Grade classroom. The students in your classroom
continuously disrespect and treat each other poorly. What would you do? How do
you create a classroom where everyone treats others the way they would like to
be treated?
II. Task-
·
Your Webquest objective is to create rules for a
classroom in which students are consistently respectful of each other.
·
Use the PPA process to create rules for your
classroom. You will present the rules to the rest of the class using a
PowerPoint presentation.
§ You will
work in groups of 4 to research a PPA (Public Policy Analysis) related to
bullying in the classroom. First, you will take a survey located on my website
(http://www.surveymonkey.com/s/3WF2DZ7).
·
In your PowerPoint you should have:
1.
A background slide describing the social issue (i.e.
bullying in the classroom).
2.
A slide describing the evidence that you gathered.
3.
A slide identifying the causes of bullying in the
classroom.
4.
A slide evaluating existing policies related to
bullying in the classroom.
5.
A slide brainstorming possible solutions to
eliminate bullying in the classroom.
6.
A slide stating the classroom rules that you
create.
7.
As a group you will present your Power Point with
the classroom rules to the class.
III. Process/Resources
http://www2.maxwell.syr.edu/plegal/ppae/ppae5a.html
1.
Define
the problem- Bullying in the Classroom
2.
Gather
the evidence-
a.
Classroom survey
3. Identify the causes- why do peers
disrespect each other?
a.
Classroom survey
b.
Why
bully?
4.
Evaluate
an existing policy-
a.
Examples of
Classroom Rules
b.
Examples
of Classroom Rules II
5.
Develop
solutions- talk about possible solutions and what would
work best --Select the best solution (feasibility vs. effectiveness)
c.
Time for Kids-
Bullies Beware
IV. Evaluation
|
POWERPOINT |
4 |
3 |
2 |
1 |
|
Power Point |
My
Power Point fully
answers the task question, and includes all the requirements listed. |
My
Power Point somewhat answers the task question, and includes most of the
requirements listed. |
My
Power Point vaguely answers the task question, and includes only partial
requirements as listed. |
My
Power Point does not answer the task question, and does not include all the
requirements listed. |
|
PPA implementation |
All 5
parts of the PPA are represented in my Power Point. |
Most
of the parts of the PPA are represented in my Power Point. |
Only a
couple of the parts of the PPA are represented in my Power Point. |
No
parts of the PPA are represented in my Power Point. |
|
Grammar/ spelling/mechanics |
Each
slide has correct grammar and spelling. |
There
are a few spelling/ grammatical errors. |
There
are many spelling or grammatical
errors. |
There
are more spelling and grammatical
errors than not. |
|
PRESENTATION |
4 |
3 |
2 |
1 |
|
Presentation skills |
Each
member of the team is prepared and presents the Power Point presentation. (
Notes are evident) |
Only
some members of the team are prepared to present. (Only
a few have notes) |
No
members of the team are prepared. ( There
are no notes) |
The
PowerPoint presentation is not complete.The team is
not prepared to speak. |
|
Overall Group Effort |
Great Collaboration |
Good Collaboration |
Fair Collaboration |
Poor Collaboration |
V. Conclusion
Thank you for helping your students and other
Fourth Grade teachers look at ways to have a bully free classroom; where
everyone treats others the way they would like to be treated.
VI. Standards
|
Read
Informational Text--Key Ideas and Details |
|
·
RI.4.1. Refer to details and examples
in a text when explaining what the text says explicitly and when drawing
inferences from the text. ·
RI.4.2. Determine
the main idea of a text and explain how it is supported by key details;
summarize the text. |
|
Craft and Structure |
|
·
RI.4.5. Describe the overall structure
(e.g., chronology, comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in a text or part of a text. |
|
Integration
of Knowledge and Ideas |
|
·
RI.4.7. Interpret information
presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and
explain how the information contributes to an understanding of the text in
which it appears. |
|
Range of
Reading and Level of Text Complexity |
|
·
RI.4.10. By the end of year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 4–5 text
complexity band proficiently, with scaffolding as needed at the high end of
the range. |