Engaged Learning Project

Title of Project: Rebeccas Journal/Cyber bullying

Subject(s): Theatre Arts
Grade Level(s): 9th-12th
Abstract:
Three- or four-sentence description of your project and audience. Include a statement of what students will be doing. What
adult/professional role will they assume? How will the learning be situated in an authentic task?
Students will perform a production of Rebeccas Journal, a play written by me that addresses suicide and Cyber
bullying. The play takes place in Rebeccas home after her funeral. The events that led to her death are revealed as
friends, family, teachers, and even her bully read excerpts from her journal. To help students and the audience
analyze and constructing meaning from this theatrical experience, students will produce a persuasive presentation on
cyber bullying, why it happens, and how to prevent it. Students will be required to practice critical thinking &
problem-solving skills because Cyber bullying is a real life issue that emotionally, physically, and psychologically effect
teens. The goal of the cyber bullying project is to bring awareness to the community which consists of parents,
teachers, administration, students, and online viewers. Students will also present their presentation to their peers after
the production of Rebeccas Journal, on the schools website, and during homeroom/advisement. During
homeroom/advisement students will show the results of their initial survey and the final results after the production of
Rebeccas Journal. To reach a wider audience, students will publish their project on social media, CNN I reports, and
itunes U. In order to reach this audience, students will create several teaser trailers on social media, advertise in the
local paper, and create posters to display around the school and community.
Learner Description/Context:
Characteristics of the learner and description of the learning environment(s) where the learning experience will take place.
Help others see your local context in order to determine if they can replicate it. Include culturally-influenced interests,
ways of learning, funds of knowledge that exist among students, parents and the community. Explain how these assets will be
used to strengthen the learning experience for students.
Many discipline issues that have occurred are due to the negative use of social media. These issues flow into the
classroom and effect the learning environment. The learning environment is set in a theater and a traditional
classroom. Majority of the learners are students from single parent, low-income homes, in which over half of these
students speak English as a second language. More than 90% of the students receive free and reduced lunch. Poverty
is a major contributor to the lack of student achievement, an increase in student infractions, and the overall well-being
of students. This presentation will provide an opportunity for all students to be involved in the learning process by
accommodating the multiple intelligences. Students will interview experts, teachers, counselors, peers, and their
parents on their view of cyber bullying and how to prevent it. Through this project, students will practice using higher
levels of Blooms Taxonomy by utilizing higher order thinking skills through analyzing, problem solving, applying and
creating a hypermedia project on cyber bullying.
Time Frame: How long will this learning experience take to complete and how much class time will be dedicated to the
learning experience during this time.
This presentation was created for a block schedule with 90 minutes per class. The time frame for this project is 4
weeks.
Standards Assessed:
What local, state, and national standards have you addressed? (Include GA technology integration standards, local
technology standards, and/or ISTE NETS-S)
Theater standards:
TAHSFTI.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and
electronic media
o Cites evidence of how theatre reflects life through universal themes
TAHSFTI.7. Standard 7 is described as a. Identifies the various art forms which may be integrated into
theatre (e.g., dance, music, visual arts, graphic arts, and electronic media)
o Integrates various art forms into a cohesive theatre performance
ISTE NETS-S
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making

Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project

5. Digital Citizenship
6. Technology Operations and Concepts

Learner Objectives: Write a statement of what students are going to know and be able to do as a result of this learning
experience and how it will be measured.
Students will gain an understanding of the emotionally, physically, and psychologically effect cyber bullying
has on teens.
Students will gain an understanding of how theatre is an art form that has social impact.
Students will be able to see how technology can be used to make informed decisions and social change.
Assessment: A theatre and multimedia project rubric will be used to checked student understanding
A student survey will also be used to check to see the effectiveness of this project.
The hook or Introduction:
A brief description of how the learning experience will be introduced to students and why the project should be
interesting/motivating to students.
In order for students to understand the impact of Cyberbullying, I will ask students to take a sheet of paper and fold it
in half (hotdog style). On one side students will list the positive aspects of the internet and on the other side, the
negative aspects of the internet. Students will then be asked to share their answers with the class. As they are doing so,
I will make a list of their answers on the board. Students will then view the video, Cyberbullying - You Can't Take it
Back located at http://youtu.be/hEfU6NJfz2A. Once students have finished viewing the video, students will collaborate
and discuss other alternatives the boy could have taken instead of participating in Cyberbullying.
Process:
The process is the way you structure the learning to engage students in the project/learning experience goals and objectives.
How are they going to accomplish the task? What are the students doing? What is the teacher doing? How are you assessing
the process of learning? How is the student directing the learning? A sequence of unfolding events is usually provided and a
timeline is often used.
Day 1:
1. Hook: I will introduce this lesson by presenting the video Cyberbullying - You Can't Take it Back located at
http://youtu.be/hEfU6NJfz2A.
a.
Students will share their definitions of virus
b.
I will provide the definition of a virus. I will tell them that they will assume the role scientists as
they help eradicating this virus.
2. I will describe the objectives of the project to the students.
3. Will provide a rubric and answer any questions
4. I will ask students to write a brief essay on their thoughts of cyber bullying.
a.
Students will share their thoughts with the class.
5. Students will participate in a class discussion on cyber bullying
6. Students will do a table reading of Rebeccas Journal.
a.
Students will participate in a class discussion on Rebeccas Journal.
Day 2:
1. I will review the lesson from the day before & review technology concepts and operations
2. Students will write a brief essay on how Rebeccas Journal has changed their view of cyber bullying.
3. I will place the students in 5 groups
4. Students will use the internet to gather research on cyber bullying. Each group will responsible for a different
aspect of the research. Students will record their results.
a.
Group 1: Will define cyber bullying
b.
Group 2: Will research statistics
c.
Group 3: Will research the emotionally, physically, and psychologically effects of cyber bullying
d.
Group 4: Will find stories of cyber bullying
e.
Group 5: Will find reasons for cyber bullying
5.
To gain an understand of how my students and other students views cyberbullying, students will complete
survey on SurveyMonkey during homeroom advisement.
Day 3:

Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project

1. I will review the lesson from the day before
2. Students will continue to gather research
3. Students will use their cellphones in class to access social media. Students will use social media to ask their peers
if have experienced cyber bullying. All participants will remain anonymous.
Day 4:
1. I will review the lesson from the day before
2. Students will present their research findings and data results to their peers.
3. Students will use their data that they have collected through their social media, to create a spread sheet in
Microsoft Excel. The data will be separated by gender and grade.
Day 5
1. I will review the lesson from the day before
2. Students will write an essay discussing how they or someone they know has been affected by cyber bullying.
3. Students will rehearse their stories before submitting to The Voice Thread
4. Students will The Voice Thread to record their stories.
a.
Students will anonymously tell stories of how cyber bullying has affected them or someone they
know and/or discuss if they have participated in cyber bullying and why. Students will listen to voice
threads from peers at their schools and from a neighboring school.
b.
Students will not be allowed to use names or give any identifying clues in their stories
c.
Students will comment on other voice threads
5. I will collaborate with the theater teacher at Campbell High School
a.
Campbell theater students will use the Voice Thread to discuss how cyber bullying has affected
them or someone they know and/or discuss if they have participated in cyber bullying and why. These
students will also use the Voce Thread to leave comments on my students voice threads.
Day 6:
1. I will review the lesson from the day before
2. Students will discuss the impact of cyber bullying
3. Students will research the Megan Meier Story http://www.meganmeierfoundation.org/
4. Students will collaborate with a school counselor and speak to a parent who lost a son to suicide.
Day 7:
1. I will review the lesson from the day before
2. Students will collaborate to find various solutions to cyber bullying
3. Students will create an outline to establish how they will present the information in the video.
a. Students will use Google documents to collaborate with peers
Day 8:
1. I will review the lesson from the day before
2. I will demonstrate how to use a webcam and flip camera
3. Students will conduct interviews teachers, peers, and community members
Day 9:
1. I will review the lesson from the day before
2. I will show examples of movies are made on Windows Moviemaker.
3. I will demonstrate how to use PowerPoint
a. Students will use the website http://www.actden.com/pp/ for further instructions
4. I will demonstrate how to use Windows Moviemaker.
a. Students will use the website http://windows.microsoft.com/en-us/windows-vista/getting-started-withwindows-movie-maker for further instructions
Day 10:
1. I will review the lesson from the day before
2. I will demonstrate how to use Audacity
a. Students will use the website https://www.youtube.com/watch?v=5rNdJb2H2qs for further instructions

Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project

Day 11:
1. I will review the lesson from the day before
2. I will discuss the use of copyright and fair use
3. Students (Groups 1& 2) will edit videos in either PowerPoint or Windows Movie Maker
a. Students will customize the presentation by adding titles, special effects, animation and transitions, text,
music, and graphics.
4. Students (Groups 3 &4 ) will select and edit music in Audacity.
a. Students will record vocals and edit musical tracks
5. Students (Group 5) will prepare the resources used for the presentation
Day12:-14
Students will continue activities from the day before
Day 15:
1. I will review the lesson from the day before
2. Students will present their projects to the class.
a. Students will critique their work and make necessary changes.
3. I will use a rubric to assess the drafts of the projects
Day 16:
1. I will review the lesson from the day before
2. Students will make necessary changes to the project.
3. Students will present the project to me for final approval.
Day 17:
1. I will review the lesson from the day before
2. Students will create teaser trailers for the production of Rebeccas Journal. These will be published on the school
website
Day 18-27:
1. I will review the lesson from the day before
2. Students will rehearse for the production of Rebeccas Journal
a. Students will use critical thinking skills to analyze characters, determine the causes and effects of
their characters decisions, and to compare and contrast their characters with other characters.
b. Students will rehearse scenes. As they rehearse, students will use their characters personality and
relationships with other characters to determine stage composition.
Day 28:
1. Students will perform Rebeccas Journal
2. Students will present a persuasive presentation on Cyber bullying, why it happens, and how to prevent it.
3. Students complete a survey to see the effectiveness of this project
4. Students will publish final project on the school website, social media, CNN I reports, and itunes U
5. Students will complete a survey on SurveyMonkey.
6. Students will understand the impact Cyberbullying has on their peers, by analyzing and collecting data from
Survey Monkey.

Assessment:
Facilitator- I will stimulate the discussions on cyber bullying. I will monitor student participation and monitor student
progress as they recorded and edited the project.

Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project

I will use a theatre and multimedia project rubric to assess this project. The students will complete a survey to check
effectiveness of this project.
Product:
What is the end-product the students will produce? Who will use/care about the product? Why will the product be
meaningful to students? How is technology integrated within this product? How will you assess the product?
Students will produce a persuasive presentation on Cyber bullying, why it happens, and how to prevent it. Cyber
bullying is a real life issue that emotionally, physically, and psychologically effect teens. By addressing this issue,
students will be required to practice critical thinking & problem-solving skills. The goal of the Cyber bullying project
is to bring awareness to the community which consists of parents, teachers, administration, students, and online
viewers. Students will also present their presentation to the community after the production of Rebeccas Journal, on
the schools website, and during homeroom/advisement. To reach a wider audience, students will publish their project
on social media, CNN I reports, and itunes U. In order to reach this audience, students will create several teaser
trailers on social media, advertise in the local paper, and create posters to display around the school and community.
The community will care about this product because cyber bullying transcends races, social class and gender.
According to the website, Bullying Statistics, 1 in 3 young people have experienced cyber threatens online and over
half of teens have engaged in cyber bullying. Statistics also state that cyber bullying victims are more likely to commit
suicide and/or drop out of school.
This product will be meaningful to students because students use social media daily to communicate ideas and interact
with others. Social media has the potential of having a positive or negative impact on students. By incorporating this
project, I will be able to engage and accommodate students as they practice higher order thinking skills. According to
Roblyer & Doering (2010), Hypermedia is beneficial to teaching the curriculum because it increases motivation,
accommodates the multiple intelligences, and stimulates the development of creative and critical thinking skills
(p.176). This project requires students to practice critical thinking, creativity, and problems solving skills, which are
required for real life experiences. Students will practice critical thinking and problem solving skills through research,
analyzation, collaboration and construction of a resolution to the issue of cyber bullying. Creativity will occur as
students go through the theatrical process of producing Rebeccas Journal and through the development of the
persuasive presentation.
In order to create this presentation, students will use the internet to research cyber bullying and to poll their peers.
They will use Microsoft documents to write scripts and Google documents to collaborate on scripts. Students will use
webcams and cell phones to record videos and edited them using PowerPoint and Windows MovieMaker. Through
PowerPoint, students will edit video clips and photos to create an overall visual effect. Those photos and video clips
will be integrated it into Windows movie maker to edit the final project. The students will use Audacity to create voice
overs and edit music. Students will evaluate their project to decide whether they have persuaded the community and
peers to end cyber bullying.
I will use a theatre and multimedia project rubric to assess this project. The students will complete a survey using
Survey Monkey to check effectiveness of this project.
Technology Use: What technologies are critical to the project and how will they be used (examples: To communicate with
peers/mentors, to construct/publish original products, to analyze data, etc.) How does the proposed technology use in this
learning experience support the indicators of engaged learning?

Technology

Computer
Internet

How will it be
used?
To work on project
Research/Poll Peers

Engaged
Learning
Indicator
Student-directed
Explorer
Producer

How will it be
used to support
engaged
learning?
The use of the computer
and internet (technology)
engages and motivates
students. Students will use
the computer/internet to
research and produce a

Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project

Microsoft documents

Write scripts, notes, to

create outline

Microsoft Excel

To analyze data

Challenging
Student-directed
Authentic/Meaningful
Multi-disciplinary

Google documents

Collaborate with peers

Collaboration

Cameras (Webcam, Flip,

cellphone)

To record videos

PowerPoint

To edit videos. It can also

be used to customize the
presentation by adding
animation and transitions,
text and graphics.

Authentic/Meaningful
Culturally responsive
Student-directed
Performance-based

Windows Movie Maker

To edit videos with titles,

transitions, special effects,
music, and narration. Can
also be used to publish the
final project.

Audacity

To record vocals and edit

musical tracks

Social Media

To poll peers and publish

work

Authentic/Meaningful
Culturally responsive
Student-directed
Performance-based

Voice Thread

Students will anonymously

tell stories of how cyber
bullying has affected them
or someone they know
and/or discuss if they have
participated in cyber
bullying and why. Students
will listen to voice threads
from peers at their schools
and from a neighboring
school.
To collect data on the
number of students
effected by Cyberbullying

Authentic/Meaningful
Student directed
Collaboration
Culturally responsive

Survey Monkey

Authentic/Meaningful
Multi-disciplinary

meaningful product.
Students will practice
critical thinking, problemsolving, & analytical skills
through script writing and
data collection.
Students will understand
multiple perspectives as
they collaborate on scripts.
Through the use of these
mediums, students will
produce a presentation for
an audience that would
have a positive impact.
These mediums require
students to make decisions
regarding their learning as
they use problem-solving
strategies and technology
that adults use in the real
world. The use of Audacity
allows students to
incorporate their cultural
and linguistic knowledge

Social Media incorporates

students prior
experiences, strengths,
culture, and knowledge.
By polling peers, students
will recognize the
communitys funds of
knowledge.
Students will understand
multiple perspectives as
they collaborate with peers
outside school. Students
will produce a voice
narrative of their
experiences with cyber
bullying.

To understand the impact

Cyberbullying has on their
peers, students will analyze
data collected from Survey
Monkey.
The survey will be given
before the production of
Rebeccas Journal and after
to assess the impact of this
campaign.

Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project

References and Supporting Material:
List materials that you used to develop this learning experience. List supporting materials that the instructor would need to
implement this learning experience. What would need to be made? (Rubrics? Videos? Samples? Books) Include links to
existing Web resources that a teacher would use to understand and implement this learning experience. (For example, if
students will be using the Little Kids Rock Website, include the URL somewhere in your template.) Use APA 6 Style.
Materials:
Computer
Microsoft software: Excel, Documents, & PowerPoint
Window movie maker
Audacity
Script
Cellphone
Flip Camera
Web camera
Rubrics:
Video Project Rubric https://www2.uwstout.edu/content/profdev/rubrics/videorubric.html
Theater Rubric
http://www.collierschools.com/english/la/docs/Drama%20Guide.pdf
Video:

Youtube

Additional websites:

https://www.youtube.com/watch?v=-5PZ_Bh-M6o
http://fundforcivility.org/
http://stopcyber bullying.org/what_is_cyber bullying_exactly.html
http://www.bullyingstatistics.org/
http://www.meganmeierfoundation.org/
http://www.suicidepreventionlifeline.org/
http://voicethread.com/
http://youtu.be/5rNdJb2H2qs
http://windows.microsoft.com/en-us/windows-vista/getting-started-withwindows-movie-maker
https://www.surveymonkey.com/mp/take-a-tour/?ut_source=header

Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project

References:
Audacity - Lesson 1, The Basics. (n.d.). YouTube. Retrieved July 11, 2014, from http://youtu.be/5rNdJb2H2qs
The Cyber Bully Virus. (2012, March 22). YouTube. Retrieved July 10, 2014, from
https://www.youtube.com/watch?v=-5PZ_Bh-M6o
Fund for Civility, Respect and Understanding - Improving the Well-being and Safety of Southern Arizona.
(n.d.). Fund for Civility, Respect and Understanding. Retrieved July 10, 2014, from
http://fundforcivility.org/
Getting started with Windows Movie Maker. (n.d.). windows.microsoft.com. Retrieved July 11, 2014, from
http://windows.microsoft.com/en-us/windows-vista/getting-started-with-windows-movie-maker
Gray, R. (2010). Rebecca's Journal. Marietta: .
Herman, M., Kolmann, C., & Johnston, c. (2007, August 1). Individual Performance and Rubric. .
Retrieved July 10, 2014, from
http://www.collierschools.com/english/la/docs/Drama%20Guide.pdf
Megan Meier Foundation . (n.d.). Megan Meier Foundation. Retrieved July 10, 2014, from
http://www.meganmeierfoundation.org/
National Suicide Prevention Lifeline. (n.d.). Lifeline. Retrieved July 10, 2014, from
http://www.suicidepreventionlifeline.org/
PowerPoint in the Classroom. (2009, January 1). PowerPoint in the Classroom. Retrieved July 11, 2014, from
http://www.actden.com/pp/
Roblyer, M.D., & Doering, A. H. (2013). Integrating Educational Technology into
Teaching(6th Edition). Boston: Pearson.
STOP cyber bullying: What is cyber bullying, exactly?. (n.d.). STOP cyber bullying: What is cyber bullying,
exactly?. Retrieved July 10, 2014, from
http://stopcyber bullying.org/what_is_cyber bullying_exactly.html
Vandervelde, J. (2011, December 8). Video Project Rubric. Video Project Rubric. Retrieved July 10, 2014,
from https://www2.uwstout.edu/content/profdev/rubrics/videorubric.html

Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project

VoiceThread - Conversations in the cloud. (n.d.). VoiceThread - Conversations in the cloud. Retrieved July
10, 2014, from http://voicethread.com/
Welcome to Bullying Statistics. (2013, January 1). Bullying Statistics. Retrieved July 10, 2014, from
http://www.bullyingstatistics.org/

What modifications have you made since you submitted your idea for feedback? I have found an audience and I have
found an expert for collaboration.
Which indicators of Engaged Learning will be high in this lesson and Why?
Authentic/Meaningful- Students will produce a product that will have a positive impact and encourage
change in the community. Students will assume adult roles as they use technology and thinking/problemsolving strategies produce this project. Since cyber bullying is an issue that emotionally, physically, and
psychologically effects teens the community will care about this product.
Student directedo Teacher- Teach peers in an informal and formal format
o Producer- Create an persuasive presentation that persuades their peers and community to end cyber
bullying
o Explorer-Students will research cyber bullying, why it happens, and how to prevent it
Collaborative-Students will collaborate with peers, teachers, expert, and counselors to find strategies to end
cyber bullying.
Culturally responsive-Students will bring their prior knowledge of cyber bullying and use multiple
perspectives of the issue to solve the problem.
Which indicators would you like to strengthen? I would like to continue to strengthen the role of facilitator.
What LoTI level do you think this lesson would be and Why? I believe this project can reach LoTi level 5. Students will
use higher order thinking skills, which will be used to solve an authentic problem. Students will also produce a
presentation that the community cares about. This presentation contributes to society by bringing awareness of cyber
bullying to parents, teachers, administration, students, and online viewers. Students will also present their
presentation to the community after the production of Rebeccas Journal, on the schools website, and during
homeroom/advisement. To reach a wider audience, students will publish their personal stories on Voice Thread and
publish their project on social media, CNN I reports, and iTunes U.
What help would you like to receive from us? Any suggestions would be helpful. Thanks

Jo Williamson, Ph.D., Kennesaw State University