Amy's+Lesson+Plans

** Content Area Unit ** Daily Lesson GAME Plan ** Lesson 1 Title: What Makes a Bully? ** Students will work in small groups to identify examples of bullying in their school. They will conduct internet research both individually and as a group to locate some of the causes of bullying, and to identify suggestions of how to handle a bully.
 * // Amy West //**
 * Unit ** : The Problem of Bullying
 * Subject /Grade level ** : Language Arts/Grade 2
 * Brief Description **

** Goals ** o 2.RIT.1: Ask and answer question as //who, what, where, when, why,// and //how// to demonstrate understanding of key details in a text. o 2.RIT.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. o 2.RIT.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. o 2.RIT.8: Describe how reasons support specific points the author makes in a text.
 * Content Standards **
 * Common Core Standards


 * ISTE NETS-S: ** (International Society for Technology in Education National Educational Technology Standards for Students [] )
 * Creativity and innovation
 * Research and information fluency
 * Critical thinking, problem-solving, & decision-making
 * Technology operations and concepts

Students will research the foundations of bullying. They will establish methods for dealing with a bully when faced with one.
 * Instructional Objective **

** Action ** Reserve computer lab Bookmark internet sites that will be used
 * Before class Preparation **

Present the following questions to the students: Why do some people bully others? What do you do if you are bullied? Bullying is a potentially life threatening problem many students have to face on a daily basis. Statistics show 30% of United States students are involved in bullying, whether they are the bully, or the one being bullied (School Bullying and Teen Bullying Statistics, n.d.). With the increase in children using the internet socially, cyber bullying is happening at an ever increasing rate. Students need to be provided with the tools to face bullies, and to prevent bullying when they are witness to it.
 * During Class **


 * Activity ** (2-3 class hours)
 * Students will be placed in small cooperative groups of three to four.
 * Students will be instructed on accessing the bookmarked search engines for younger students.
 * Using the “kid friendly” search engines, students will research bullies. They will be looking for causes, methods of handling, and solutions.

** Monitor ** As the students are working on the computers, their progress must be monitored. Individual students or groups may need assistance with internet inquiry. This type of monitoring will allow for adjustments to be made to instruction to meet the needs of all learners in the classroom (Cennamo, Ertmer, & Ross, 2009). Additionally, some students may have difficulty with the reading level of the source information. The teacher must conduct informal questioning and evaluation to ensure the students understand what they are reading in their research findings. At the completion of the activity, students must have a list of internet sites found with notes. These should be checked for accuracy.
 * Ongoing Assessments **


 * Accommodations and Extensions **
 * Individual instruction and assistance will be provided for students who lack the necessary internet research skills.
 * English Language Learners will be able to partner with students for language support, and their ELL status will be considered in grouping.
 * IEP and 504 accommodations will be met.

** Evaluate and Extend ** Through the act of researching on the internet, students will meet the standards outlined in the goals. Students must also synthesize the information they find. They should be able to articulate the causes of bullying, and some techniques for dealing with a bully.

It is always intimidating to try something new in the classroom. Watching students tackle internet inquiry, and be successful, is very rewarding. As the students found multiple sources of information, and were able to verbally share their findings with clarity, the lesson proved to be successful.
 * Lesson Reflections and Notes **

** Lesson 2 Title: Socializing About Bullying ** Through social networking, students will share their research findings, and collaborate to build ideas. By utilizing Google Docs as the means of collaboration, students will be able to save, create and share the various documents to support their research into bullying (Hargis & Wilcox, 2008). As students continue working on the project from home, they will have access to Google Docs, and can then access their work when they return to school. This will keep the pace of the project going, without the students having to do work twice, once at home and once at school. Students will also share about their research and learning process through posted blog questions. This will allow students to be reflective on their own learning, and allows the teacher to ensure the students are going in the right direction. This type of monitoring prevents students from working with incorrect ideas or confusion, and allows for teacher assessment of students during learning. ** Goals ** Continued: o 2.RIT.1: Ask and answer question as //who, what, where, when, why,// and //how// to demonstrate understanding of key details in a text. o 2.RIT.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. o 2.RIT.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. o 2.RIT.8: Describe how reasons support specific points the author makes in a text. New: o 2.W.2: Write informative/explanatory tests in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. o 2.W.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. o 2.W.7: Participate in shared research and writing projects. o 2.W.8: Recall information from experiences or gather information from provided sources to answer a question.
 * Unit ** : The Problem of Bullying
 * Subject / Grade level ** : Language Arts/Grade 2
 * Brief Description **
 * Content Standards **
 * Common Core Standards ([])


 * ISTE NETS-S: ** (International Society for Technology in Education National Educational Technology Standards for Students [] )
 * Creativity and innovation
 * Research and information fluency
 * Critical thinking, problem-solving, & decision-making
 * Digital Citizenship
 * Technology operations and concepts

Using their online resources, students will share the results of their research. Groups will generate ideas for facing bullies together. Groups will determine the best means for reporting their findings to other students.
 * Instructional Objective **

** Action **
 * Before Class Preparation **

Reserve Computer Lab Set up Google Docs groups Test student access to Google Docs Set up blog questions Verify student access to blog (accounts for newly enrolled students)

There are many benefits to students using online networking. Some of these benefits include differentiating instruction, interacting with students from around the world, interacting with outside experts, and students teaching and learning from each other (Laureate Education, Inc., 2009b). For this unit, the students will be working in small groups and receiving the benefits of working together. While the feedback students receive will not be worldwide, it will be from their teacher and their peers.
 * During Class **

** Monitor ** The teacher will have access to all group work through Google Docs. This will allow for monitoring of progress, and verifying student participation. Student journals will be checked for completion grades. Students will be monitored as they work on the computers to make sure progress is being made, and that students understand the content of their reading and research. The teachers’ role through this project is to scaffold student learning in order to guarantee success (Ertmer & Simons, 2006). This scaffolding will be done as needed to help students over the hurdles they face in their research and group collaboration.
 * Activity ** (2 class hours with homework, then ongoing)
 * Demonstrate Google Docs features students will need for this project.
 * Provide students with blog information.
 * address
 * tags
 * requirements
 * Students compile search information in Google Docs.
 * Ongoing Assessments **


 * Accommodations and Extensions **
 * Students who do not have internet access at home must be allowed to complete the necessary blog homework assignments during class time.
 * Individual instruction and assistance will be provided for students who lack the necessary internet research skills.
 * English Language Learners will be able to partner with students for language support, and their ELL status will be considered in grouping.
 * IEP and 504 accommodations will be met.

** Evaluate and Extend ** Having the students work through this lesson proved to be time consuming. There needed to be some instruction for the young learners and the teacher to save their information to Google Docs. After speaking to the technology person at my school, I discovered that the school has purchased access to PB Works. This system is supposed to work very similarly to Google Docs. This will be something new to learn once school is back in session.
 * Lesson Reflections and Notes **

Amy:

This will be a great unit for second graders to work on. You have developed a well-planned lesson. I have never worked with google docs. but would like to implement it into my curriculum. The problem is to my understanding that the students will need an email address. I have recently taught third grade but this year I have a combo class consisting of second and third graders. Most of the parents do not want their child to have an email address at this early age. Does your school or parents have the same problem? If not would you please share any helpful hints to persuasive the parents on this issue. Great job!!

Lori

I somewhat agree with Lori. Not until reading Lori's concern about the email address did I think they needed to have one. Is there any way to create a school web address that is only accessed and used strictly through school? Amy, I thought your lesson plan is very well thought out and provides create commentary about the reasoning behind your ideas.

Amber

Lori and Amber, I do not know how to overcome the email issue. I spoke with my schools computer guru and found that we have purchased a license to PBWorks. This works similarly to Google Docs, but will not have the same issues as the school has a license. As I went through this lesson, I was working mostly with my own child, thus the reason it is second grade, not eighth. So, the email this was not a problem. Amy

Response from Preeti, Google docs is an excellent resource for students to learn. It has so many good features that students can use for their assignments and it is very good for collaboration. One of the assessments that you could make in Google docs is creating a form where you ask students a few questions about what they learned from this lesson on problems of bullying. After the form is completed you can display it on the Smart Board and discuss their responses with the entire class. Blog is a good place for students to write a reflection about the lesson and students can comment on each other's writing. You have a very good lesson plan and good luck with it. ** Lesson 3 title: Stop Bullying with a Digital Story ** In this lesson, students will be creating a digital story to help combat bullying. Digital storytelling is “sharing stories through words, pictures, music narration, and/or video” (Laureate Education, Inc., 2009a). Students will have a choice of using digital pictures or drawings to create their stories. The purpose of these stories is it to teach other students what they should do when they are a witness to, or victim of, bullying. ** Goals ** Continued: o 2.W.2: Write informative/explanatory tests in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. o 2.W.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. o 2.W.7: Participate in shared research and writing projects. o 2.W.8: Recall information from experiences or gather information from provided sources to answer a question.
 * Unit ** : The Problem of Bullying
 * Subject / Grade level ** : Language Arts/ Grade 2
 * Brief Description **
 * Content Standards **
 * Common Core Standards ([])


 * ISTE NETS-S **// : // (International Society for Technology in Education National Educational Technology Standards for Students [] )
 * Creativity and innovation
 * Communication and Collaboration
 * Critical thinking, problem-solving, & decision-making
 * Technology operations and concepts

Students will create a digital story about what to do when a witness to, or victim of, bullying.
 * Instructional Objective **

** Action ** Reserve computer lab Create sample digital story with available school software to share with students Create handout with basic navigation and shortcuts for story program Create and photocopy grading rubric
 * Before class Preparation **

Digital storytelling is a great way for students to demonstrate knowledge. Students will need to utilize creative problem-solving skills as they encounter difficulties in their work. There are many advantages to digital storytelling. These advantages include improving student writing skills, incorporating art and creativity, sharing stories with a wider audience, and enriching content area learning (Laureate Education, Inc., 2009a). Students will work in their small groups to create a story that will help other students.
 * During Class **


 * Activity ** (approximately 5 class periods depending on student need)
 * Share example digital story with students. Demonstrate how the digital story was created.
 * Distribute handout with basic navigation and shortcuts for story program.
 * Students work as a group to apply research to the digital story. Teacher monitors student work and participation.

** Monitor ** Groups will be monitored during work, and teacher will continue to visit group Google Docs. Students will continue to use journals, and these will be reviewed by the teacher. The teacher’ role through this part of the project is to be a resource for students in the event of problems with story production.
 * Ongoing Assessments **


 * Accommodations and Extensions **
 * Students will receive the grading rubric before starting work on their stories. This will allow students to work for the grade they want on the project, and will ease student anxiety as they work on the project.
 * Individual instruction and assistance will be provided for students who need help navigating the storytelling software.
 * English Language Learners will be able to partner with students for language support, and their ELL status will be considered in grouping.
 * IEP and 504 accommodations will be met.

** Evaluate and Extend ** Providing students with the skills they need to combat bullying is the ultimate goal of this unit. Through the digital stories, students should be able to verbalize some of the theories behind the causes of bullying, as well as techniques for “fighting back” against bullying. In an increasingly digital culture, students must be aware of cyber bullying, as well as the more traditional idea of bullying. For older students, the cyber bullying component would need to be emphasized as well. The teacher needs to have a thorough knowledge of the program the students will use for creating the digital stories when working with younger children. Older students will likely be more adept at working with the program, or solving the problems they encounter through their work.
 * Lesson Reflections and Notes **

** References ** Cennamo, K., Ross, J. & Ertmer, P. (2009). //Technology integration for meaningful classroom use: A standards-based approach//. Belmont, CA: Wadsworth, Cengage Learning. Ertmer, P., & Simons, K. (2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. //The Interdisciplinary Journal of Problem-Based Learning//, 1(1), 40-50. Retrieved from []. Hargis, J., & Wilcox, S. M. (2008). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. //Turkish Online Journal of Distance Education//, 9(4), 9-17. Laureate Education, Inc. (Executive Producer). (2009a). //Spotlight on technology: Digital storytelling, part 1// [DVD]. Baltimore, MD: Author. Laureate Education, Inc. (Executive Producer). (2009b). //Spotlight on technology: Social networking and online collaboration, part 1// [DVD]. Baltimore, MD: Author. School Bullying and Teen Bullying Statistics. (n.d.). //Family first aid: Help for troubled teens//. Retrieved July 28, 2011, from []

 Response from Preeti Your lesson plan on bullying is very age appropriate. Students do learn a great deal from researching and talking to each other about bullies. After the lesson is complete you could complete the //what I learned about bulling// with the students. If you maintain a classroom blog students could write a small paragraph reflecting on what they learned from the lesson. If you do not have a blog you can ask them to write a small paragraph with illustratiomns. You could use this for your bulltion board and this way the entire school could see what they learned about bulling. Excellent lesson plan! Good luck with everything.

Response from Amber I want to extend on Preeti's comment. I too think it is important that your students are staying engaged while reflecting on their findings. My school has a bullying program that we are to follow through, but sometimes students can be confused about what bullying is, etc. With that, I would consider asking your administration if your students could extend their activity and create a video to share with the school or the younger grades. This will allow your students to take what they know and really put it into a means that they understand for them as well as their peers. Giving a visual and an understanding will make a continual impact on their learning process.