Lesson Plan I Reading CC

Bullying

Activity Lesson: In many of today’s schools, bullying and violence are prevalent. After completing this lesson, students will have a more in-depth understanding of these problems. Using a realistic, high-interest novel (The Bully by Paul Langan) and interactive reading strategies, students discuss many issues that surround bullying and consider what they themselves can do to prevent bullying.

Topic: Reading and Writing

Grade: 6

Aim: Students will explore bullying and how it can affect people’s lives. What are the many forms of bullying?

Learning Objectives

Students will

Increase reading comprehension and understanding of the theme by developing and applying various reading strategies (i.e., predicting, making text-to-self and text-to-world connections, using T-charts, writing in a response journal, performing Readers Theatre)

Explore various aspects of bullying (drawing on their own experiences and characters' viewpoints) and demonstrate an understanding of the effects of bullying

Work cooperatively in groups to summarize plot elements, discuss the text, and help one another better understand the theme

Standards:

NY.CC.9-10.RI.

           

Reading Standards for Informational Text

           

Key Ideas and Details

9-10.RI.2.

           

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

           

Craft and Structure

9-10.RI.4.

           

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

9-10.RI.5.

           

Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

           

Integration of Knowledge and Ideas

9-10.RI.8.

           

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

NY.CC.9-10.W.

Vocabulary: bullying, t-charts, character, conflict, resolution

Materials:

Smartboard or whiteboard & markers, computer, headphones, printer, graphic organizers, pens/pencils, internet connection, list of guided websites and videos, The Bully by Paul Langan

Motivation:

1.         Ask students to share any personal experiences they have had in relocating to a new school. You could ask some or all of the following questions:

Has anyone ever moved? If so, can you share what it was like?

What do you think it would be like to go to a new school in the middle of your freshman year?

What would be good about it?

What might be some problems?

Would you like to do that or not? Why or why not?

2.         If students haven't mentioned issues of bullying by this point, bring it to their attention. Introduce the novel The Bully and explain that the situation you were just discussing (moving and changing schools in the middle of freshman year) is what takes place in 15-year-old Darrell's life. Ask them, based on the title of the book, what they think the main problem will be for Darrell. Has this ever happened to any of them? Allow them to share.

Learning Activities:

3.         After interest has been generated, have students read Chapter 1 silently or read it to them.

4.         Next, have them discuss Darrell's thoughts about moving from Philadelphia to Los Angeles and starting at a new school. Encourage them to make relevant connections to their prereading responses.

5.         Divide students into six teams (referred to hereafter as Teams A, B, C, D, E, and F) and distribute a T-chart to each one. For the topic line at the top of the page, have Teams A and B write 'Someone who is a Bully'; Teams C and D, 'Someone who is Bullied'; and Teams E and F, 'Someone who is a Bystander'. Give them time to brainstorm on their topics, coming up with at least five descriptions in each column ('Looks Like' and 'Sounds Like').

6.         Next, have the groups share their ideas. Write each group's ideas on chart paper for classroom display and reference purposes.

Differentiation:

Students can do further research on the topic of bullying or violence in schools and write reports to share with the class.

In Chapter 7 of the novel, Mr. Mitchell recommends that Darrell read Hatchet by Gary Paulsen because he believes that Darrell can learn about survival from it. Darrell reluctantly accepts the novel, but as he reads it, he finds that its main character Brian has many similarities to him in his lonely and 'impossible' situation. Students can read Hatchet by Gary Paulsen (or, if this is too difficult, do this as a read aloud or shared reading). Lead students in a discussion of the events that influenced both Brian and Darrell to change their lives to solve their problems at school; help your students connect these events to their own lives.

Encourage students to find out more about Paul Langan. They can also read other books in the Bluford Series

Higher Order thinking Questions:

Has anyone ever moved? If so, can you share what it was like?

What do you think it would be like to go to a new school in the middle of your freshman year?

What would be good about it?

What might be some problems?

Assessment:

Assess students' participation in teams and whole-class activities and discussions through observation. Also, the Group Processing Evaluation Form may serve as a sample rubric.

Compare the original group T-charts with the final class versions, and reflect on your students' use of T-charts to summarize information about the characters in relation to bullying.

Do students make personal connections that are relevant to the text and the discussions?

Rubrics

Closure:

With remaining time or as homework, have students go to http://vetoviolence.cdc.gov/stryve/ for information on bullying and what they can do to prevent and stop it. Also let them know that this information will provide background for understanding and discussing the rest of the novel The Bully.

Next:

Part II, students go more in depth about the effects of bullying and what they can do to prevent it.

Evaluation of the Lesson:

Students use multiple methods using technology, reading, writing, and personal experiences in order to get a better understanding of bullying and why it is important to take it seriously. There is quite a bit of group work, but through working with others, students can develop empathy towards others and learn through new perspectives. Overall, assessing using rubrics different aspects such as the journal entries and readers theatre helps to establish the objectives in this lesson.