Sand Age Rlps

Name:
Analise Sandager Date Taught: Title: October 15, 2013_
Date Submitted: _December 5, 2013 Subject: Social Studies
Issues: What They Are and Arent
TEKS/Content Standards: Social Studies 3.12.C Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good. Lesson Objectives: The students will learn what the term issue means. They will be able to name several issues and identify those that are important in the community. Finally they will decide (vote) on one issue they want to study. Content Overview (provide an adult-level content overview for all social studies lessons of at least 500 words): Service-learning offers an effective instructional strategy that helps students meet state learning standards and achieve measurable outcomes while fostering experiences that are connected and meaningful for both students and teachers. By tying service-learning projects to local curriculum requirements, teachers play an important facilitation roleactively helping students link their community experiences with lasting academic learning. Projects that are relevant to real life help to motivate and maintain student interest. Because service-learning involves many different methods of teaching and assessment, it can engage students who dont respond well to traditional classroom approaches. It also appeals to high-ability students, allowing them to reach beyond the set curricula and think critically about problems theyve identified. By giving students at all levels opportunities for growth and expression, service-learning helps them to apply and demonstrate new knowledge. The KIDS model views young people as vital community members who can apply their knowledge, skills and energy to meet real local and regional needs. Students develop expertise in community issues by seeking out and working with local experts, community organizations and government agencies. Community members value the work that students do because it meets genuine needs. Through the KIDS process, students develop civic awareness and skills needed for effective citizenship: critical thinking, conflict resolution, attentive listening, information-gathering, cooperation, decision-making, advocacy and problem-solving. By challenging students to identify and solve community problems, KIDS projects help young people find new direction and meaning in their livesboth in and beyond school. Students practice making decisions through small group work, classroom meetings, and one-on-one interactions with adults. The adults share in learning, acting more as partners than as experts. By working alongside students and providing role models, community members can enhance students aspirations. KIDS projects tend to generate enthusiasm and a sense of adventure among students, which may translate at first into commotion and confusion but ultimately results in authentic student learning. A KIDS classroom can look very different than a traditional onewith noisy committees of students sharing findings, maps and charts sprawled everywhere, and flip charts overloaded with ideas. Problem-solving provides a context in which students with different talents emerge as leaders. Students become the experts, driving the entire process of planning and implementing projects. Through the KIDS process, students learn that they have the power to make a difference. They also learn a great deal about what strengths they have to share with their families, friends and communities. http://www.kidsconsortium.org/kidsmodel.php
Prerequisite Skills: Students will have to identify what a problem is. Students will have to know what a community is. Students will have to know what it means to be a volunteer. Materials/Supplies/Technology: Notecards Chart paper Images of community problems Websites about service learning Markers Laptop/computer access I will ensure that all materials are either present in the classroom or organized in my teaching crate in the classroom at least a day before the lesson is scheduled to be executed. Lesson Instructional Model (circle appropriate model(s) for the lesson): Inquiry (ask questions) /5E Literacy Read Aloud Word Study Guided Reading Shared Reading Direct Instruction (define terms) Literature Circle/Novel Study Shared Writing Writing Workshop SS Role-playing Simulation Service Learning Learning Center Cooperative Learning Debate/Conflict Resolution Other: Steps/Sequence of Activities Correlated to Instructional Model: 1. Show students images of community issues (3) focus on defining problem, community, and volunteer. 2. Ask what they see in each image (show one image at a time)record their answers focusing on the term issue. 3. What are some other issues in our communityrecord answers. 4. Narrow the list to two of the most important issues and model reasons why that issue is important. Write one sentence as an example. 5. Talk about voting in simple terms. 6. Write down your choice and write sentence. 7. Vote on issue. 8. Collect cardsannounce winner (revote if two issues tie in a runoff vote). 9. Now we have our issuecongrats. 10. Ok wait we have to fix this issuebe thinking and be ready to start a revolution. Concluding questions for group discussion: a. What is a community? What is an issue? Give me an example of each. b. What is one thing we could do as a group to change or solve our chosen issue? In the school? In the community? c. Who do you think could help us with research and/or finding a solution for this issue? 11. Since I had extra time in this lesson, I led students in a discussion of things we could do as a group to help increase awareness about bullying and prevent it. We also created a list of people the students thought should be contacted to learn more about bullying or to help us prevent bullying. Differentiation: Early Finishers: Students could find and record a website or an online resource for the chosen issue. Struggling Students: Students could draw a picture of the issue or find one on the computer.
Evaluation: Students will vote on an issue to study and state in one sentence why they think that issue is important. Analysis of Assessment(s): All seven students independently met the objective and were able to identify an issue, providing at least one reason the issue needed to be fixed or one reason they wanted to study the issue. Six students gave model responses and one student gave a response with an indirect reason. Best on-target answer: Bullying is an issue because you can get hurt. Least on-target answer: student identified the issue and gave a personal experience about the issue without directly stating the reason exemplified in his experience. This shows that the students were provided with sufficient modeling and instruction. Students also had all necessary prerequisite skills. Reflection: Overall, the lesson went very well. The students learned what a community and an issue were by the end of the lesson. Both community and issue were added to our vocabulary word wall to help students learn the words through future reviews. After discussing the photos, I was surprised by how many other community issues the students generated. We quickly filled the entire piece of chart paper. When the time came to vote, I was shocked to see one of my reluctant writers fill up the notecard with a detailed reason as to why his issue was important. I was also surprised that four out of seven students chose bullying as our issue over littering and stray animals. Bullying was a student generated issue while littering and stray animals were two issues I presented to the students as examples. In future lessons, I believe I could provide two examples instead of four to allow more time for student generated issues and deeper discussion of each issue. Looking back, the greatest factor in the students understanding and success in this lesson was the modeling and scaffolding I provided. By giving several examples of communities and issues and leading students in a discussion of each, I enabled the students were easily able to apply these concepts to identify other issues independently. We had some extra time, so I asked the students for some basic ideas on things we could do to stop bullying. I did this to informally assess the students thinking about the issue and provide them with an opportunity to apply skills they had already learned which could be used to advocate for the prevention of bullying. I have never seen my students so excited about any other assignment and their ideas were fantastic! Ideas included sticky notes on backpack hooks, posters on doors, artwork/cartoons about bullying prevention, and even a play about bullying prevention. In the future, I would add a quick write to this lesson for students to write down everything they know about the chosen issue and what they want to learn. Depending on the group characteristics, I might use a KWL chart instead so that students could collaboratively add what they think they know and what they want to learn to one chart. This would help them focus their research in future lessons and help them monitor their own learning through the project. I would like to learn about or research other strategies for incorporating other subjects into this type of project in the future. I would also like to explore other local issues that the students may be interested in and could benefit from studying and advocating for in the future.
Bully Issue Sources http://www.birminghammaple.com/11810/bmc-blog/bullying-prevention-where-is-the- empathy/#.UmgP4Pkm0mY http://smartblogs.com/education/2013/10/07/bullying-prevention-from-the-ground-up/ http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10 http://9to5mac.com/2013/10/06/antibullying-focused-app-book-donating-sales-to-charity-this-month/ http://www.stopbullying.gov/image-gallery/what-youneed-to-know-infographic.html http://www.edutopia.org/blog/bullying-prevention-tips-teachers-parents-anne-obrien http://www.businessinsider.com/heartbreaking-story-of-bullied-12-year-old-boy-2013-10 http://churchofmalphasblog.com/2013/09/16/church-of-malphas-news-report-usa-take-notice- congress-approves-lawagainst-bullying/ http://www.youtube.com/watch?v=Ts_p9jrrQr0 http://www.stopschoolbullyingnow.com/contact.php http://www.wacoisd.org/cms/One.aspx?portalId=428&pageId=98865 http://www.wacotrib.com/news/waco-area-schools-say-anti-bullying-law-reinforces-plans- already/article_ae379e22-0ba954ed-9bee-de9fd12cc8cc.html
Pictures http://www.sott.net/image/image/s6/125012/full/bullies_kids.jpg http://www.nurturingparentsandteachers.com/wp-content/uploads/2013/03/BullyingPhoto-5.jpg http://4.bp.blogspot.com/_B32YnMWPf- o/TK4AQpxQQYI/AAAAAAAAADA/EER9Azw9_Ig/s1600/bully+bracelet6.jpg http://www.reportabully.com/
Name:
Analise Sandager Date Taught: Title: November 4, 2013
Date Submitted: _December 5, 2013 Subject: Social Studies
Bullying: Weve Got to Stop It
TEKS/Content Standards: Social Studies 3.12.A Give examples of community changes that result from individual and group decisions. Language Arts 3.14 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to identify what the author is trying to persuade the reader to think or do. 3.21 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details. 3.26.A follow the research plan to collect information from multiple sources of information, both oral and written, including: 3.26.A.ii data from experts, reference texts, and online searches; and 3.26.A.iii visual sources of information (e.g., maps, timelines, graphs) where appropriate; 3.26.C take simple notes and sort evidence into provided categories or an organizer; Lesson Objectives: The students will research websites and articles that I provide them. They will take notes using the alphabox strategy from content specific non-fiction text. They will explore and identify the features of a persuasive letter. Content Overview (provide an adult-level content overview for all social studies lessons of at least 500 words): Bullying Definition Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems. In order to be considered bullying, the behavior must be aggressive and include: An Imbalance of Power: Kids who bully use their powersuch as physical strength, access to embarrassing information, or popularityto control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people. Repetition: Bullying behaviors happen more than once or have the potential to happen more than once. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose. Types of Bullying There are three types of bullying: Verbal bullying is saying or writing mean things. Verbal bullying includes: Teasing Name-calling Inappropriate sexual comments
Taunting Threatening to cause harm Social bullying, sometimes referred to as relational bullying, involves hurting someones reputation or relationships. Social bullying includes: Leaving someone out on purpose Telling other children not to be friends with someone Spreading rumors about someone Embarrassing someone in public Physical bullying involves hurting a persons body or possessions. Physical bullying includes: Hitting/kicking/pinching Spitting Tripping/pushing Taking or breaking someones things Making mean or rude hand gestures
Where and When Bullying Happens Bullying can occur during or after school hours. While most reported bullying happens in the school building, a significant percentage also happens in places like on the playground or the bus. It can also happen travelling to or from school, in the youths neighborhood, or on the Internet. Frequency of Bullying There are two sources of federally collected data on youth bullying: The 2011 Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention) indicates that, nationwide, 20% of students in grades 912 experienced bullying. The 20082009 School Crime Supplement (National Center for Education Statistics and Bureau of Justice Statistics) indicates that, nationwide, 28% of students in grades 612 experienced bullying. The Roles Kids Play There are many roles that kids can play. Kids can bully others, they can be bullied, or they may witness bullying. When kids are involved in bullying, they often play more than one role. Sometimes kids may both be bullied and bully others or they may witness other kids being bullied. It is important to understand the multiple roles kids play in order to effectively prevent and respond to bullying. Importance of Not Labeling Kids Kids Involved in Bullying Importance of Not Labeling Kids When referring to a bullying situation, it is easy to call the kids who bully others "bullies" and those who are targeted "victims," but this may have unintended consequences. When children are labeled as "bullies" or "victims" it may: Send the message that the child's behavior cannot change Fail to recognize the multiple roles children might play in different bullying situations Disregard other factors contributing to the behavior such as peer influence or school climate Instead of labeling the children involved, focus on the behavior. For instance: Instead of calling a child a "bully," refer to them as "the child who bullied" Instead of calling a child a "victim," refer to them as "the child who was bullied" Instead of calling a child a "bully/victim," refer to them as "the child who was both bullied and bullied others."
Kids Involved in Bullying The roles kids play in bullying are not limited to those who bully others and those who are bullied. Some researchers talk about the "circle of bullying" to define both those directly involved in bullying and those who actively or passively assist the behavior or defend against it. Direct roles include: Kids who Bully: These children engage in bullying behavior towards their peers. There are many risk factors that may contribute to the child's involvement in the behavior. Often, these students require support to change their behavior and address any other challenges that may be influencing their behavior. Kids who are Bullied: These children are the targets of bullying behavior. Some factors put children at more risk of being bullied, but not all children with these characteristics will be bullied. Sometimes, these children may need help learning how to respond to bullying. Even if a child is not directly involved in bullying, they may be contributing to the behavior. Witnessing the behavior may also affect the child, so it is important for them to learn what they should do when they see bullying happen. Roles kids play when they witness bullying include: Kids who Assist: These children may not start the bullying or lead in the bullying behavior, but serve as an "assistant" to children who are bullying. These children may encourage the bullying behavior and occasionally join in. Kids who Reinforce: These children are not directly involved in the bullying behavior but they give the bullying an audience. They will often laugh or provide support for the children who are engaging in bullying. This may encourage the bullying to continue. Outsiders: These children remain separate from the bullying situation. They neither reinforce the bullying behavior nor defend the child being bullied. Some may watch what is going on but do not provide feedback about the situation to show they are on anyones side. Even so, providing an audience may encourage the bullying behavior. These kids often want to help, but dont know how. Learn how to be "more than a bystander." Kids who Defend: These children actively comfort the child being bullied and may come to the child's defense when bullying occurs. Most kids play more than one role in bullying over time. In some cases, they may be directly involved in bullying as the one bullying others or being bullied and in others they may witness bullying and play an assisting or defending role. Every situation is different. Some kids are both bullied and bully others. It is important to note the multiple roles kids play, because: Those who are both bullied and bully others may be at more risk for negative outcomes, such as depression or suicidal ideation. It highlights the need to engage all kids in prevention efforts, not just those who are known to be directly involved http://www.stopbullying.gov/what-is-bullying/index.html
Prerequisite Skills: Students will need to know vocabulary presented in the materials, how to take notes, and how to categorize information. Materials/Supplies/Technology: 8 sample persuasive letters 1 chart paper to list persuasive text features 8 non-fiction text research packets (color coded) Markers (for color coding) 7 alphaboxes 1 jumbo, group alphabox (color coded)
Sources: http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10 http://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.html Scholastic Instructor Magazine Educational Leadership Magazine I will ensure that all materials are either present in the classroom or organized in my teaching crate in the classroom at least a day before the lesson is scheduled to be executed. Lesson Instructional Model (circle appropriate model(s) for the lesson): Inquiry (ask questions) /5E Literacy Read Aloud SS Word Study Guided Reading Shared Reading Direct Instruction (research strategy) Literature Circle/Novel Study Shared Writing Writing Workshop Role-playing Simulation Service Learning Learning Center Cooperative Learning Debate/Conflict Resolution Other: Research and Fact Finding
Steps/Sequence of Activities Correlated to Instructional Model: 1) Overall Launch a) Today we will finally begin to work on our social issuebullying! Over the next two weeks, we will be researching the issue of bullying and finding ways we can help prevent bullying. We talked about some people we could contact to help us stop bullying a few weeks ago. When we talk to those people, we will need to persuade or convince them to help us and prevent bullying. We will do this by writing them a persuasive letter. Before we can do this, we need to study a persuasive letter to see how one is written and research bullying. 2) Minilesson on Persuasive Letters a) Connection i) Do you remember the pretest you took a few weeks ago where we asked you to write persuasively to convince us to care about your issue? Today, we are going to explore a persuasive letter to learn how to write one. b) Teach i) A persuasive letter is a type of writing that tries to convince somebody to do or believe something. Here is an example of a persuasive letter. Kevin wrote a letter to his state governor because he wants to prevent near-shore oil drilling. People drill into the earth (to get oil for cars and other machines) at the bottom of the ocean. If people do this close to the beach or the shore, the beach gets really messy and it is not healthy for the animals and plants. Lets see what Kevin wrote first. (I will read the first part of the letter aloud). Oh, Kevin wrote a really interesting lead or introduction and he stated his opinionthat he wants Florida to ban near-shore drilling permanently. Lets write those parts down on our chart paper for parts of a persuasive letter. c) Active Engage i) Now it is your turn. I am going to read the rest of the letter and I want you to listen and identify other parts of a persuasive letter. (I will read the letter and reread the letter if needed) What parts did you notice that we should add to our list? (students respond and I add appropriate responses to our list) d) Link and Excuse i) Today and everyday writers, you can use these parts as you write a persuasive letter. 3) Transition a) Now that we have explored a persuasive letter and its parts, we need to think about writing our own to someone who could help us prevent bullying. But wait! Before we start writing our letter what do we need?
(students respond) We need to find or research facts and information about bullying to put in our letter to make it more persuasive. 4) Research Minilesson on Hoyt Alphabox Strategy a) Connection i) As we research our issue, we are going to use the Alphabox Strategy. b) Teach i) The Alphabox Strategy helps us remember key words and facts that we find as we read books, articles, and magazines about bullying. As you can see, I have a piece of paper with a box for almost every letter of the alphabet. When I find a fact or key word that starts with the letter a, I put it in the a box. For example, lets say I am reading this article here and it says that bullying is aggressive behavior. I can put the words aggressive behavior in the a box. Then when I begin to write my letter and what to make bullying seem like a bad thing, I can look at my alphabox and remember that I can use these words to describe it. c) Active Engage i) Alright, lets find something to add to our alphabox together. Listen as I read aloud and raise your hand when you hear something you think we should add (I will read a passage aloud until students identify something to add to the alphabox). Which box should it go in? Lets add it there. d) Link and Excuse i) Today and everyday researchers, you can use the alphabox strategy to help you record and remember key words or facts about an issue you are researching. 5) Activity a) I will assist students as needed while they independently read text about bullying and add notes to their own alphaboxes. I informally directed students to use Linda Hoyts VIP strategy to help them identify key information or the very important points that they should add to their notes. Each student received three sticky notes. Using the sticky notes, students had to choose the top three facts or statements they wanted to record from each page of their research. b) Then, students will share the facts and key words they added to their alphaboxes while I add them to our group alphabox. 6) Lesson Closure a) I will ask the students to think and share about another situation where they might need to write a persuasive letter or piece of writing. Differentiation: Early Finishers: Students, who finish early, will be given more material to read or view. The students will take notes on the material. If time allows, the students will write a short note-taking response in which they record a summary of their findings and list any questions they still have about the issue. Struggling Students: Three notes are acceptable. If needed, students can draw a sketch of the main facts as their notes. If necessary, I will complete the entire note-taking process using the alphabox strategy with the whole group through oral student answers. Evaluation: Each student will record five appropriate notes in their alphabox. Bullets, phrases, and single words are acceptable. Due to unforeseen time constraints, I adjusted the evaluation so that three notes were expected. Analysis of Assessment(s): All students passed the adjusted objective (see above note). Students who completed 3 notes= 2 students 4 notes= 4 students 5 notes= 1 student With more time, I feel like all students would have added 5 or more notes. I had to interrupt them (because they were so focused) so they would not miss PE.
All students participated in adding features to our list of persuasive letter parts. Some features I had to directly state, but the students remembered and understood those parts once I stated them. Reflection: Although I wish this lesson could have been longer, the students have a good understanding of how to conduct basic research on a given subject. The lesson before our small group time took longer than expected which meant that I had less than thirty minutes to teach the lesson. Still, the students were able to interact with many different types of secondary sources, statistics, and graphs. They also realized that the issue of bullying is multifaceted with many different problems within the problem. After completing some research several students commented on the fact that adults were just as much a part of the problem as bullies when they acted as bystanders or ignored the problem. One thing I changed in this lesson was that I informally incorporated Linda Hoyts VIP Strategy by giving students three sticky notes each to mark the top three points in their article or graphic. It helped the students focus and skim for key facts and it helped me to see who understood what a key piece of information was and who needed help narrowing their notes. Several students had trouble summarizing information and started to copy the whole section. I noticed this and briefly explained that research notes are often written using your own words and are very conciseuse few words. After this brief teaching moment, all of the students were able to successfully take notes and summarize the main points or facts. In the future, I would incorporate teaching and practicing summarizing into the alphabox strategy minilesson. The alphabox strategy was quite effective and really helped the students to organize their research. I am also glad I began by having students research a kid-friendly graphic with facts about bullying from stopbullying.gov. It was easier for students to see the big facts and then record them than if I had given them a magazine article to start with. My advanced students were able to move on to the articles, but the others still learned a lot from the simplified graphic. This is an example of Vygotskys scaffolding idea.
0Name:
Analise Sandager December 5, 2013 Date Taught: Title: November 5, 2013
Date Submitted: Subject:
Social Studies
Bullying: Weve Got to Stop It_
TEKS/Content Standards: Social Studies 3.12.A Give examples of community changes that result from individual and group decisions. Language Arts 3.14 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to identify what the author is trying to persuade the reader to think or do. 3.21 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details. 3.26.A follow the research plan to collect information from multiple sources of information, both oral and written, including: 3.26.A.i student-initiated surveys, on-site inspections, and interviews; 3.26.A.ii data from experts, reference texts, and online searches; and 3.26.A.iii visual sources of information (e.g., maps, timelines, graphs) where appropriate; 3.26.C take simple notes and sort evidence into provided categories or an organizer; Lesson Objectives: Students will watch a video recorded interview and identify key elements of an interview. They will take notes throughout the video and add to their alphaboxes as they continue researching bullying. They will understand the difference between a yes/no question and a question that invites opinions. They will create questions from notes in their alphaboxes. Students will create a list of possible people to interview and vote to determine who they would most like to interview. Content Overview (provide an adult-level content overview for all social studies lessons of at least 500 words): Bullying Definition Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems. In order to be considered bullying, the behavior must be aggressive and include: An Imbalance of Power: Kids who bully use their powersuch as physical strength, access to embarrassing information, or popularityto control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people. Repetition: Bullying behaviors happen more than once or have the potential to happen more than once. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose. Types of Bullying
There are three types of bullying: Verbal bullying is saying or writing mean things. Verbal bullying includes: Teasing Name-calling Inappropriate sexual comments Taunting Threatening to cause harm Social bullying, sometimes referred to as relational bullying, involves hurting someones reputation or relationships. Social bullying includes: Leaving someone out on purpose Telling other children not to be friends with someone Spreading rumors about someone Embarrassing someone in public Physical bullying involves hurting a persons body or possessions. Physical bullying includes: Hitting/kicking/pinching Spitting Tripping/pushing Taking or breaking someones things Making mean or rude hand gestures
Where and When Bullying Happens Bullying can occur during or after school hours. While most reported bullying happens in the school building, a significant percentage also happens in places like on the playground or the bus. It can also happen travelling to or from school, in the youths neighborhood, or on the Internet. Frequency of Bullying There are two sources of federally collected data on youth bullying: The 2011 Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention) indicates that, nationwide, 20% of students in grades 912 experienced bullying. The 20082009 School Crime Supplement (National Center for Education Statistics and Bureau of Justice Statistics) indicates that, nationwide, 28% of students in grades 612 experienced bullying. The Roles Kids Play There are many roles that kids can play. Kids can bully others, they can be bullied, or they may witness bullying. When kids are involved in bullying, they often play more than one role. Sometimes kids may both be bullied and bully others or they may witness other kids being bullied. It is important to understand the multiple roles kids play in order to effectively prevent and respond to bullying. Importance of Not Labeling Kids Kids Involved in Bullying Importance of Not Labeling Kids When referring to a bullying situation, it is easy to call the kids who bully others "bullies" and those who are targeted "victims," but this may have unintended consequences. When children are labeled as "bullies" or "victims" it may: Send the message that the child's behavior cannot change Fail to recognize the multiple roles children might play in different bullying situations Disregard other factors contributing to the behavior such as peer influence or school climate
Instead of labeling the children involved, focus on the behavior. For instance: Instead of calling a child a "bully," refer to them as "the child who bullied" Instead of calling a child a "victim," refer to them as "the child who was bullied" Instead of calling a child a "bully/victim," refer to them as "the child who was both bullied and bullied others." Kids Involved in Bullying The roles kids play in bullying are not limited to those who bully others and those who are bullied. Some researchers talk about the "circle of bullying" to define both those directly involved in bullying and those who actively or passively assist the behavior or defend against it. Direct roles include: Kids who Bully: These children engage in bullying behavior towards their peers. There are many risk factors that may contribute to the child's involvement in the behavior. Often, these students require support to change their behavior and address any other challenges that may be influencing their behavior. Kids who are Bullied: These children are the targets of bullying behavior. Some factors put children at more risk of being bullied, but not all children with these characteristics will be bullied. Sometimes, these children may need help learning how to respond to bullying. Even if a child is not directly involved in bullying, they may be contributing to the behavior. Witnessing the behavior may also affect the child, so it is important for them to learn what they should do when they see bullying happen. Roles kids play when they witness bullying include: Kids who Assist: These children may not start the bullying or lead in the bullying behavior, but serve as an "assistant" to children who are bullying. These children may encourage the bullying behavior and occasionally join in. Kids who Reinforce: These children are not directly involved in the bullying behavior but they give the bullying an audience. They will often laugh or provide support for the children who are engaging in bullying. This may encourage the bullying to continue. Outsiders: These children remain separate from the bullying situation. They neither reinforce the bullying behavior nor defend the child being bullied. Some may watch what is going on but do not provide feedback about the situation to show they are on anyones side. Even so, providing an audience may encourage the bullying behavior. These kids often want to help, but dont know how. Learn how to be "more than a bystander." Kids who Defend: These children actively comfort the child being bullied and may come to the child's defense when bullying occurs. Most kids play more than one role in bullying over time. In some cases, they may be directly involved in bullying as the one bullying others or being bullied and in others they may witness bullying and play an assisting or defending role. Every situation is different. Some kids are both bullied and bully others. It is important to note the multiple roles kids play, because: Those who are both bullied and bully others may be at more risk for negative outcomes, such as depression or suicidal ideation. It highlights the need to engage all kids in prevention efforts, not just those who are known to be directly involved http://www.stopbullying.gov/what-is-bullying/index.html
Prerequisite Skills:
Students will need to know vocabulary presented in the materials, how to take notes, and how to categorize information.
Materials/Supplies/Technology: 1 chart paper with persuasive text features listed 8 non-fiction text research packets (color coded) Markers (for color coding) 7 alphaboxes 1 jumbo, group alphabox (color coded) Video Computer to play the video 7 notecards for recording/crafting questions Sources: http://www.youtube.com/watch?v=Ts_p9jrrQr0 http://www.reportabully.com/ http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10 http://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.html Scholastic Instructor Magazine Educational Leadership Magazine I will ensure that all materials are either present in the classroom or organized in my teaching crate in the classroom at least a day before the lesson is scheduled to be executed. Lesson Instructional Model (circle appropriate model(s) for the lesson): Inquiry (ask questions) /5E Literacy Read Aloud Word Study Guided Reading Shared Reading Direct Instruction (how to interview) Literature Circle/Novel Study Shared Writing Writing Workshop Questions Steps/Sequence of Activities Correlated to Instructional Model: 1) Overall Launch a) Yesterday, we studied a persuasive letter and began our research on bullying. Today, we are going to continue our research and plan to interview someone about our topic. 2) Video Interview Research a) Introduction i) To start our lesson, we are going to watch a video of someone being interviewed about our topic, bullying. b) Teach i) Have your alphaboxes ready because there may be some information in this video that you will want to add to your research notes. Watch carefully and see what things you learn about bullying in this video as well as how we might interview someone. (Throughout the video, I will play the clip and then stop to have students turn and talk about something they could add to their alphaboxes or something they noticed about the interview.) Who wants to share one thing they added to their alphabox? SS Role-playing Simulation Service Learning Learning Center Cooperative Learning Debate/Conflict Resolution Other: Crafting
(students will share their notes) Lets add those ideas to our group alphabox. Now, who wants to share something they noticed about the interview? (Depending on student responses, I may ask more specific or guiding questions to help them articulate what they noticed.) So, in an interview, someone asks questions and the other person answers those questions. The person being interviewed does most of the talking while the interviewer takes notes or, in this case, video tapes their response. I added the following to help students make deeper connections to other content: Remember, primary sources are when you have the direct account of someone who witnessed or experienced something. If we interview someone who has been bullied or seen bullying it could be what type of source? (students respond) It could be a primary source because we are asking someone about their personal experience. We also noticed that the questions in this interview were questions that had to be answered with more than just a yes or a no; they made the person give their opinion. The best kind of interview question has to be answered with more than just yes or no. Let me think of one I could ask Mrs. Mayberry about bullying. Have you ever been bullied? Oh, no. She could just say yes to answer that one. Hmmm. When have you been bullied and how did you feel? Oh, yes! She would have to give me a time and explain her feelings which are more than just yes or no answers! Perfect. c) Active Engage i) Now it is your turn! Think about a question you could ask someone about bullying. (after appropriate wait time) Alright, lets share our questions that we just thought of and see if they are good interview questions or the best kind of interview questions. (I will lead students in a time of sharing and discussing the questions.) d) Link and Excuse i) Today and everyday researchers, you can use the best kind of interview questions to learn more about an issue or topic. 3) Activity a) Using the notecards, the students will each craft two questions that must be answered with more than yes or no. I will ask students to star their best question. I will then lead students through the process of choosing two to three interview questions from all of the starred questions they craft. b) Students will generate a list of possible people to interview. I will narrow the list to two or three candidates and students will vote for the candidate they want to interview by writing the candidates name on their notecards. I will remind students that we may have to interview our second or third choice (one of whom will be Mrs. Mayberry, their teacher) if the other individuals are not available for an interview. 4) Lesson Closure a) I will ask the students to think and share about what information interviews can give us that other sources may not be able to give us. Differentiation: Early Finishers: Students, who finish early, may continue their research and add to their alphaboxes using the materials provided. If time allows, the students will write a short video response in which they record a summary of the video and list any questions they still have about the video and the interview process. Struggling Students: One question is acceptable. If needed, students can draw a sketch of the main facts as their notes and as a representation of their question. Evaluation: Each student will write two good questions and identify on a note card someone they think should be interviewed. As a group we will finish by informally voting on the person(s) to interview. *A good question must be answered with more than yes or no and must pertain to the issue being researched. Analysis of Assessment(s): Six of the seven students independently met the two good questions objective. One student did not record who should be interviewed and needed significant assistance in crafting two good questions, but was able to meet the objective with assistance. All students participated independently in voting for who should be interviewed and chose
two peopleMrs. Mayberry and Miss Sandager (me). All students independently added new information to their alphaboxes. This shows that appropriate modeling and instruction was given which matched student characteristics so that all students met the objectives. The examples and non-examples of a good interview question also contributed to student success. Reflection: Overall this lesson went well and the students gained a good, basic understanding of an interview and how to ask great questions. I am really glad I used a video interview to introduce this concept. All of my students connected to having seen an interview on the news on TV. Like Piaget explains in his theory, students construct new knowledge better if they can build it on prior knowledge. As I paused the video for discussion and notetaking time, I was able to check that the students were comprehending the information and guide them to notice features of a good interview (interviewer asks questions, interviewee does most of talking as he/she answers, etc.). Afterwards, when I explained that a good interview question must be answered with more than just yes or no using examples from the video, the students were quickly able to identify examples and non-examples. I also reminded students of what a primary source was and helped them identify interviews as a type of primary source. When the students made this connection I could see that primary sources made more sense to each of them. I gave students a chance to create their own examples as a group before letting them independently craft two good questions. As the assessments showed, all but one student were able to do this independently and correctly. By using two of Brian Cambornes conditions (demonstration and engagement), the students were setup to succeed in this lessons activity. The one student who did not complete this assignment independently was having behavioral issues that morning which I had to address. I believe this student could have completed the assignment independently if he had chosen to do his best because he has done so with similar assignments in the past, but he did not. In the future, I would try to find a more kid-friendly video. The students were engaged by the video, but I had to constantly stop the video to explain difficult vocabulary and check for understanding. As a future teacher, I would like to learn more about educational video and sound clip resources that could be used to enrich my lessons and engage my students.
0Name:
Social Studies
Bullying: Weve Got to Stop It_
TEKS/Content Standards: Social Studies 3.12.A Give examples of community changes that result from individual and group decisions. Language Arts 3.14 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to identify what the author is trying to persuade the reader to think or do. 3.21 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details. 3.26.B follow the research plan to collect information from multiple sources of information, both oral and written, including: 3.26.B.i student-initiated surveys, on-site inspections, and interviews; 3.26.B.ii data from experts, reference texts, and online searches; and 3.26.B.iii visual sources of information (e.g., maps, timelines, graphs) where appropriate; 3.26.C take simple notes and sort evidence into provided categories or an organizer; Lesson Objectives: Students will watch a video recorded interview and identify key elements of an interview. They will take notes throughout the video and add to their alphaboxes as they continue researching bullying. They will understand the difference between a yes/no question and a question that invites opinions. They will create questions from notes in their alphaboxes. Students will create a list of possible people to interview and vote to determine who they would most like to interview. Content Overview (provide an adult-level content overview for all social studies lessons of at least 500 words): Bullying Definition Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems. In order to be considered bullying, the behavior must be aggressive and include: An Imbalance of Power: Kids who bully use their powersuch as physical strength, access to embarrassing information, or popularityto control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people. Repetition: Bullying behaviors happen more than once or have the potential to happen more than once. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose. Types of Bullying
There are three types of bullying: Verbal bullying is saying or writing mean things. Verbal bullying includes: Teasing Name-calling Inappropriate sexual comments Taunting Threatening to cause harm Social bullying, sometimes referred to as relational bullying, involves hurting someones reputation or relationships. Social bullying includes: Leaving someone out on purpose Telling other children not to be friends with someone Spreading rumors about someone Embarrassing someone in public Physical bullying involves hurting a persons body or possessions. Physical bullying includes: Hitting/kicking/pinching Spitting Tripping/pushing Taking or breaking someones things Making mean or rude hand gestures
Where and When Bullying Happens Bullying can occur during or after school hours. While most reported bullying happens in the school building, a significant percentage also happens in places like on the playground or the bus. It can also happen travelling to or from school, in the youths neighborhood, or on the Internet. Frequency of Bullying There are two sources of federally collected data on youth bullying: The 2011 Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention) indicates that, nationwide, 20% of students in grades 912 experienced bullying. The 20082009 School Crime Supplement (National Center for Education Statistics and Bureau of Justice Statistics) indicates that, nationwide, 28% of students in grades 612 experienced bullying. The Roles Kids Play There are many roles that kids can play. Kids can bully others, they can be bullied, or they may witness bullying. When kids are involved in bullying, they often play more than one role. Sometimes kids may both be bullied and bully others or they may witness other kids being bullied. It is important to understand the multiple roles kids play in order to effectively prevent and respond to bullying. Importance of Not Labeling Kids Kids Involved in Bullying Importance of Not Labeling Kids When referring to a bullying situation, it is easy to call the kids who bully others "bullies" and those who are targeted "victims," but this may have unintended consequences. When children are labeled as "bullies" or "victims" it may: Send the message that the child's behavior cannot change Fail to recognize the multiple roles children might play in different bullying situations Disregard other factors contributing to the behavior such as peer influence or school climate
Instead of labeling the children involved, focus on the behavior. For instance: Instead of calling a child a "bully," refer to them as "the child who bullied" Instead of calling a child a "victim," refer to them as "the child who was bullied" Instead of calling a child a "bully/victim," refer to them as "the child who was both bullied and bullied others." Kids Involved in Bullying The roles kids play in bullying are not limited to those who bully others and those who are bullied. Some researchers talk about the "circle of bullying" to define both those directly involved in bullying and those who actively or passively assist the behavior or defend against it. Direct roles include: Kids who Bully: These children engage in bullying behavior towards their peers. There are many risk factors that may contribute to the child's involvement in the behavior. Often, these students require support to change their behavior and address any other challenges that may be influencing their behavior. Kids who are Bullied: These children are the targets of bullying behavior. Some factors put children at more risk of being bullied, but not all children with these characteristics will be bullied. Sometimes, these children may need help learning how to respond to bullying. Even if a child is not directly involved in bullying, they may be contributing to the behavior. Witnessing the behavior may also affect the child, so it is important for them to learn what they should do when they see bullying happen. Roles kids play when they witness bullying include: Kids who Assist: These children may not start the bullying or lead in the bullying behavior, but serve as an "assistant" to children who are bullying. These children may encourage the bullying behavior and occasionally join in. Kids who Reinforce: These children are not directly involved in the bullying behavior but they give the bullying an audience. They will often laugh or provide support for the children who are engaging in bullying. This may encourage the bullying to continue. Outsiders: These children remain separate from the bullying situation. They neither reinforce the bullying behavior nor defend the child being bullied. Some may watch what is going on but do not provide feedback about the situation to show they are on anyones side. Even so, providing an audience may encourage the bullying behavior. These kids often want to help, but dont know how. Learn how to be "more than a bystander." Kids who Defend: These children actively comfort the child being bullied and may come to the child's defense when bullying occurs. Most kids play more than one role in bullying over time. In some cases, they may be directly involved in bullying as the one bullying others or being bullied and in others they may witness bullying and play an assisting or defending role. Every situation is different. Some kids are both bullied and bully others. It is important to note the multiple roles kids play, because: Those who are both bullied and bully others may be at more risk for negative outcomes, such as depression or suicidal ideation. It highlights the need to engage all kids in prevention efforts, not just those who are known to be directly involved http://www.stopbullying.gov/what-is-bullying/index.html
Prerequisite Skills:
Students will need to know vocabulary presented in the materials, how to take notes, and how to categorize information.
Materials/Supplies/Technology: 1 chart paper with persuasive text features listed 8 non-fiction text research packets (color coded) Markers (for color coding) 7 alphaboxes 1 jumbo, group alphabox (color coded) Video Computer to play the video 7 notecards for recording/crafting questions Sources: http://www.youtube.com/watch?v=Ts_p9jrrQr0 http://www.reportabully.com/ http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10 http://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.html Scholastic Instructor Magazine Educational Leadership Magazine I will ensure that all materials are either present in the classroom or organized in my teaching crate in the classroom at least a day before the lesson is scheduled to be executed. Lesson Instructional Model (circle appropriate model(s) for the lesson): Inquiry (ask questions) /5E Literacy Read Aloud Word Study Guided Reading Shared Reading Direct Instruction (how to interview) Literature Circle/Novel Study Shared Writing Writing Workshop Questions Steps/Sequence of Activities Correlated to Instructional Model: 3) Overall Launch a) Yesterday, we studied a persuasive letter and began our research on bullying. Today, we are going to continue our research and plan to interview someone about our topic. 4) Video Interview Research a) Introduction i) To start our lesson, we are going to watch a video of someone being interviewed about our topic, bullying. b) Teach i) Have your alphaboxes ready because there may be some information in this video that you will want to add to your research notes. Watch carefully and see what things you learn about bullying in this video as well as how we might interview someone. (Throughout the video, I will play the clip and then stop to have students turn and talk about something they could add to their alphaboxes or something they noticed about the interview.) Who wants to share one thing they added to their alphabox? SS Role-playing Simulation Service Learning Learning Center Cooperative Learning Debate/Conflict Resolution Other: Crafting
(students will share their notes) Lets add those ideas to our group alphabox. Now, who wants to share something they noticed about the interview? (Depending on student responses, I may ask more specific or guiding questions to help them articulate what they noticed.) So, in an interview, someone asks questions and the other person answers those questions. The person being interviewed does most of the talking while the interviewer takes notes or, in this case, video tapes their response. I added the following to help students make deeper connections to other content: Remember, primary sources are when you have the direct account of someone who witnessed or experienced something. If we interview someone who has been bullied or seen bullying it could be what type of source? (students respond) It could be a primary source because we are asking someone about their personal experience. We also noticed that the questions in this interview were questions that had to be answered with more than just a yes or a no; they made the person give their opinion. The best kind of interview question has to be answered with more than just yes or no. Let me think of one I could ask Mrs. Mayberry about bullying. Have you ever been bullied? Oh, no. She could just say yes to answer that one. Hmmm. When have you been bullied and how did you feel? Oh, yes! She would have to give me a time and explain her feelings which are more than just yes or no answers! Perfect. e) Active Engage i) Now it is your turn! Think about a question you could ask someone about bullying. (after appropriate wait time) Alright, lets share our questions that we just thought of and see if they are good interview questions or the best kind of interview questions. (I will lead students in a time of sharing and discussing the questions.) f) Link and Excuse i) Today and everyday researchers, you can use the best kind of interview questions to learn more about an issue or topic. 5) Activity a) Using the notecards, the students will each craft two questions that must be answered with more than yes or no. I will ask students to star their best question. I will then lead students through the process of choosing two to three interview questions from all of the starred questions they craft. b) Students will generate a list of possible people to interview. I will narrow the list to two or three candidates and students will vote for the candidate they want to interview by writing the candidates name on their notecards. I will remind students that we may have to interview our second or third choice (one of whom will be Mrs. Mayberry, their teacher) if the other individuals are not available for an interview. 6) Lesson Closure a) I will ask the students to think and share about what information interviews can give us that other sources may not be able to give us. Differentiation: Early Finishers: Students, who finish early, may continue their research and add to their alphaboxes using the materials provided. If time allows, the students will write a short video response in which they record a summary of the video and list any questions they still have about the video and the interview process. Struggling Students: One question is acceptable. If needed, students can draw a sketch of the main facts as their notes and as a representation of their question. Evaluation: Each student will write two good questions and identify on a note card someone they think should be interviewed. As a group we will finish by informally voting on the person(s) to interview. *A good question must be answered with more than yes or no and must pertain to the issue being researched. Analysis of Assessment(s): Six of the seven students independently met the two good questions objective. One student did not record who should be interviewed and needed significant assistance in crafting two good questions, but was able to meet the objective with assistance. All students participated independently in voting for who should be interviewed and chose
two peopleMrs. Mayberry and Miss Sandager (me). All students independently added new information to their alphaboxes. This shows that appropriate modeling and instruction was given which matched student characteristics so that all students met the objectives. The examples and non-examples of a good interview question also contributed to student success. Reflection: Overall this lesson went well and the students gained a good, basic understanding of an interview and how to ask great questions. I am really glad I used a video interview to introduce this concept. All of my students connected to having seen an interview on the news on TV. Like Piaget explains in his theory, students construct new knowledge better if they can build it on prior knowledge. As I paused the video for discussion and notetaking time, I was able to check that the students were comprehending the information and guide them to notice features of a good interview (interviewer asks questions, interviewee does most of talking as he/she answers, etc.). Afterwards, when I explained that a good interview question must be answered with more than just yes or no using examples from the video, the students were quickly able to identify examples and non-examples. I also reminded students of what a primary source was and helped them identify interviews as a type of primary source. When the students made this connection I could see that primary sources made more sense to each of them. I gave students a chance to create their own examples as a group before letting them independently craft two good questions. As the assessments showed, all but one student were able to do this independently and correctly. By using two of Brian Cambornes conditions (demonstration and engagement), the students were setup to succeed in this lessons activity. The one student who did not complete this assignment independently was having behavioral issues that morning which I had to address. I believe this student could have completed the assignment independently if he had chosen to do his best because he has done so with similar assignments in the past, but he did not. In the future, I would try to find a more kid-friendly video. The students were engaged by the video, but I had to constantly stop the video to explain difficult vocabulary and check for understanding. As a future teacher, I would like to learn more about educational video and sound clip resources that could be used to enrich my lessons and engage my students.
Name:
Social Studies and Writing
Bullying: Writing to Persuade
TEKS/Content Standards: Social Studies 3.12.A Give examples of community changes that result from individual and group decisions. 3. 18 The student communicates in written, oral, and visual forms. The student is expected to: 3.18.B use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas Language Arts 3.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 3.17.A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); 3.21 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details. 3.26.C take simple notes and sort evidence into provided categories or an organizer; 3.27 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic). 3.28 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used. Lesson Objectives: Students will create a graphic organizer that contains a strong opinion statement and at least three logical reasons to support their opinion based on evidence and research collected in past lessons. Content Overview (provide an adult-level content overview for all social studies lessons of at least 500 words): Bullying Definition--Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems. Every situation is different. Some kids are both bullied and bully others. It is important to note the multiple roles kids play, because: Those who are both bullied and bully others may be at more risk for negative outcomes, such as depression or suicidal ideation. It highlights the need to engage all kids in prevention efforts, not just those who are known to be directly involved Effects of Bullying--Bullying can affect everyonethose who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. It is important to talk to kids to determine whether bullyingor something elseis a concern.
Kids Who are Bullied--Kids who are bullied can experience negative physical, school, and mental health issues. Kids who are bullied are more likely to experience:

Depression and anxiety, increased feelings of sadness and loneliness, changes in sleep and eating patterns, and loss of interest in activities they used to enjoy. These issues may persist into adulthood. Health complaints Decreased academic achievementGPA and standardized test scoresand school participation. They are more likely to miss, skip, or drop out of school.
A very small number of bullied children might retaliate through extremely violent measures. In 12 of 15 school shooting cases in the 1990s, the shooters had a history of being bullied. Kids Who Bully Others--Kids who bully others can also engage in violent and other risky behaviors into adulthood. Kids who bully are more likely to:

Abuse alcohol and other drugs in adolescence and as adults Get into fights, vandalize property, and drop out of school Engage in early sexual activity Have criminal convictions and traffic citations as adults Be abusive toward their romantic partners, spouses, or children as adults
Bystanders--Kids who witness bullying are more likely to:

Have increased use of tobacco, alcohol, or other drugs Have increased mental health problems, including depression and anxiety Miss or skip school
The Relationship between Bullying and Suicide--Media reports often link bullying with suicide. However, most youth who are bullied do not have thoughts of suicide or engage in suicidal behaviors. Although kids who are bullied are at risk of suicide, bullying alone is not the cause. Many issues contribute to suicide risk, including depression, problems at home, and trauma history. Additionally, specific groups have an increased risk of suicide, including American Indian and Alaskan Native, Asian American, lesbian, gay, bisexual, and transgender youth. This risk can be increased further when these kids are not supported by parents, peers, and schools. Bullying can make an unsupportive situation worse. Workplace Bullying--The term bullying is typically used to refer to behavior that occurs between school-aged kids. However, adults can be repeatedly aggressive and use power over each other, too. Adults in the workplace have a number of different laws that apply to them that do not apply to kids. http://www.stopbullying.gov/ Prerequisite Skills: Students will need to know vocabulary presented in the materials, basic writing conventions, and how to categorize information. Materials/Supplies/Technology: 8 Speak My Mind graphic organizers Sample opinion statements on sentence strips
1 chart paper with persuasive text features listed 8 non-fiction text research packets (color coded) Markers 7 alphaboxes 1 jumbo, group alphabox (color coded) Sources: http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10 http://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.html Scholastic Instructor Magazine Educational Leadership Magazine I will ensure that all materials are either present in the classroom or organized in my teaching crate in the classroom at least a day before the lesson is scheduled to be executed. Lesson Instructional Model (circle appropriate model(s) for the lesson): Inquiry (ask questions) /5E Literacy Read Aloud SS Word Study Guided Reading Shared Reading Direct Instruction (opinion and reason) Literature Circle/Novel Study Shared Writing Writing Workshop Role-playing Simulation Service Learning Learning Center Cooperative Learning Debate/Conflict Resolution Other: preparing to write
Steps/Sequence of Activities Correlated to Instructional Model: 1) Overall Launch a) Last week, we researched our issuebullying. Everyone, turn to a partner and tell them one thing you learned about our issue last week. If you need to, you can look at the alphabox to find something you learned. (Students will then share one thing they learned with their partner.) I heard some great facts that you all learned last week. This week, we will be writing persuasive letters to help stop and prevent bullying. 2) Review Opinion Letter a) Before we write our letters, we need to review what parts we should include in a persuasive letter. Pull out our sample letter and lets see how many parts you can find. b) Students will respond and based on these responses, I will guide students through a review of the parts that make up a persuasive letter: Date, Address, Greeting, Introduction/Hook, Opinion Statement, Arguments/Reasons, Conclusion, Final Salutation, Signature/Name. I will use our chart with the persuasive text features listed to review this concept and will add to the chart if needed. 3) Determine Audience for Letter a) Alright, writers! Now we need to decide who our audience will bethe person we are writing to in the letter. What type of person could help us with our bullying problems here at Bells Hill or in Waco Schools? Why should we write to that person? b) As a group, we will brainstorm and create a list of possible people who might be able to help us prevent bullying who we could write to in our letters. We will discuss why we should send letters to each candidate. We will choose a person by a simple vote. 4) Activity--Complete Graphic Organizer of Arguments and Reasons a) Opinion Statement Exploration and Crafting i) Now we know what parts we need in our letter and we know who we are going to write to, but we are still missing something. We need to know what to put in each part! Most importantly, we need to know what our opinion is about bullying so we can decide which facts to include to persuade our audience to feel the same way as we do. So what are your opinions or your beliefs about bullying? What should we
do about it? (Students will respond.) Great! We have some opinions, but we need to state them in a strong, clear way. (showing sentence strips) Here are two sentences. Which one do you think is a strong opinion statement? Why? What is wrong with this other statement? (I will lead students in an exploratory discussion about the two examplesone is a good example and the other is a nonexample.) What about these two examples? (I will give the students two other examplesone good, one badand see if they can identify the good example and state why it is a good example.) ii) We now know that we need to start our opinion statement with a phrase like, In my opinion and then we need to state our opinion about bullying clearly. I want you to craft your own opinion statement in the Opinion Statement box on your graphic organizer. Students will craft their opinion states and I will provide assistance as needed. b) Argument Discussion and Three Reasons Selection i) In order for our audience to agree with our opinion statement we need to give them some reasons for our opinion. Good writers include facts and refer to other peoples writing to support their own opinions. What is one fact from your research in your alphabox that you think we should include in our letters? Why? (I will let each student contribute a fact and state why they think it should be included.) Alright, this is a very long list and they are all good things to include. However, we do not want our letter to be too long or else our audience will get tired of reading it. I want each of you to write down the top three reasons out of list of reasons on your graphic organizer in the reason boxes. Put one reason from the list in each box, but remember you can only choose three. ii) Students will then write the three reasons they choose in their graphic organizer. I will provide assistance as needed. Since today was a half day and our small group time was reduced, I only required students to write two reasons in their graphic organizer. I encouraged them to write three if possible, but explained that two reasons with evidence would be acceptable due to the time limit. I also had students craft their first reason with evidence together as a whole group. 5) Lesson Closure a) I will ask the students to think and share about a time when they might need to write a persuasive letter to help solve a problem/issue in their life. Differentiation: Early Finishers: Students who finish early may begin composing a poem about bullying using their research, personal experiences, and the elements of poetry they learned during our poetry unit. Struggling Students: Students can complete the graphic organizer using pictures to describe their opinion and reasons instead of words. Students may also use given sentence stems to help them complete the tasks. Evaluation: Students will complete the graphic organizer as stated in the objective. The rubric charts below will be used to evaluate each students progress. If a student is able to complete the task listed without assistance, they will receive a check plus. able to complete the task listed with assistance, they will receive a check. ...not able to complete the task listed, they will receive a minus.
Sandager 50175 Express a strong opinion statement.
Achieved
Notes This student was absent today.
Provide at least three two logical reasons to support opinion.
Develop reasons with evidence and research.
Sandager 50460
Achieved
Notes In my opinion we need to stop bullying now. This was the strong opinion statement the student crafted with assistance and a sentence stem. Labeled where he got his evidence.
Express a strong opinion statement.
Achieved
Notes Needed help crafting opinion statement. Needed help identifying reasons. I helped by suggesting he consider a specific fact he had recorded in his alphabox. This provided him with the support he needed to meet the objective. Needed guidance matching evidence to reasons.
Overall, today this student was reluctant to complete lesson work and seemed rather tired. Achieved Notes With assistance the student was able to craft a strong opinion statement. I provided a sentence stem to help scaffold this activity. Wrote an additional counter argument.
This student did not have evidence to go with his counter argument, however, his other two reasons did have evidence.
Achieved
Notes With assistance the student was able to craft a strong opinion statement. I provided a sentence stem to help scaffold this activity.
Develop reasons with evidence and research. Sandager 56845 Express a strong opinion statement.
Achieved
Notes With assistance the student was able to craft a strong opinion statement. I provided a sentence stem to help scaffold this activity. Very independent during reason writing/development.
Develop reasons with evidence and research. Sandager 52173 Express a strong opinion statement. Provide at least three two logical reasons to support opinion.
Achieved
Notes Crafted her opinion independently.
+ Needed help finding research for one reason.
Analysis of Assessment(s): One student was absentresults are based on just six students.
I changed the objective to provide three reasons to two reasons instead because today was a half day and our schedule was changed which meant we only had twenty-five minutes to complete this lesson. Only one of the six students independently crafted their opinion statement. Five of six were able to independently provide three logical reasons to support their opinion. Three needed guidance in finding evidence to support their reasons and three did this independently. One student created a counter argument, but may need assistance in finding evidence/research to support it. Reflection: This lesson did not go as well as I had hoped; however this was mostly due to the time constraints. We did review the parts of a persuasive letter and the students decided to send their letters to the Waco Superintendent, Dr. Bonny Cain, or Principal Cohn if we cannot send them to Dr. Cain. After engaging the students in a discussion about my good and bad sample opinion statements, I felt confident that they could write their own. Still, some students needed suggestions and many copied something I said. Tomorrow, I plan to review their opinion statements and suggest ways to make them stronger. I feel like having a more in depth discussion as a group about opinion statements and providing an opportunity for more student practice will help the students be able to independently craft their own statements. During the reason/argument section we crafted the first reason together as a group. Students then worked to create one or two more independently. With some guidance, all students were able to find reasons easily using their alphaboxes as guides. One student crafted a counter argument, but will need evidence to support his reasoning. I am glad that we crafted the first reason together because many of the students used it as guide for how to work independently. This combination of two of Brian Cambournes conditions for literacy development (demonstration and engagement) helped enable the students to complete the second reason without as much support. Some of the content taught in this lesson was on the edge of a few of my students zones of proximal development. According to Vygotsky, I probably need to provide more scaffolding in the future. I could ask more guiding questions and present a prepared example of a reason with evidence for me to use as a model and for students to explore. I would like to study adult level persuasive texts and writing myself so that I can better teach persuasive writing to my students.
Name:
Social Studies and Writing
Bullying: Writing to Persuade
TEKS/Content Standards: Social Studies 3.12.A Give examples of community changes that result from individual and group decisions. 3. 18 The student communicates in written, oral, and visual forms. The student is expected to: 3.18.B use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas Language Arts 3.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 3.17.A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); 3.21 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details. 3.26.C take simple notes and sort evidence into provided categories or an organizer; 3.27 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic). 3.28 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used. Lesson Objectives: Students will create a draft a persuasive letter with all parts of the letter present except the conclusion. Content Overview (provide an adult-level content overview for all social studies lessons of at least 500 words): Bullying Definition--Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems. Every situation is different. Some kids are both bullied and bully others. It is important to note the multiple roles kids play, because: Those who are both bullied and bully others may be at more risk for negative outcomes, such as depression or suicidal ideation. It highlights the need to engage all kids in prevention efforts, not just those who are known to be directly involved Effects of Bullying--Bullying can affect everyonethose who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. It is important to talk to kids to determine whether bullyingor something elseis a concern. Kids Who are Bullied--Kids who are bullied can experience negative physical, school, and mental health issues. Kids who
are bullied are more likely to experience:



The Relationship between Bullying and Suicide--Media reports often link bullying with suicide. However, most youth who are bullied do not have thoughts of suicide or engage in suicidal behaviors. Although kids who are bullied are at risk of suicide, bullying alone is not the cause. Many issues contribute to suicide risk, including depression, problems at home, and trauma history. Additionally, specific groups have an increased risk of suicide, including American Indian and Alaskan Native, Asian American, lesbian, gay, bisexual, and transgender youth. This risk can be increased further when these kids are not supported by parents, peers, and schools. Bullying can make an unsupportive situation worse. Workplace Bullying--The term bullying is typically used to refer to behavior that occurs between school-aged kids. However, adults can be repeatedly aggressive and use power over each other, too. Adults in the workplace have a number of different laws that apply to them that do not apply to kids. http://www.stopbullying.gov/ Prerequisite Skills: Students will need to know vocabulary presented in the materials, basic writing conventions, and how to categorize information. Materials/Supplies/Technology: 1 chart paper with types of leads listed 7 pieces of paper for letters 8 Transitional Words and Phrases handouts
8 completed Speak My Mind graphic organizers Sample opinion statements on sentence strips 1 chart paper with persuasive text features listed 8 non-fiction text research packets (color coded) Markers 7 alphaboxes 1 jumbo, group alphabox (color coded) Sources: http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10 http://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.html Scholastic Instructor Magazine Educational Leadership Magazine I will ensure that all materials are either present in the classroom or organized in my teaching crate in the classroom at least a day before the lesson is scheduled to be executed. Lesson Instructional Model (circle appropriate model(s) for the lesson): Inquiry (ask questions) /5E Literacy Read Aloud Word Study Guided Reading Shared Reading Literature Circle/Novel Study Shared Writing Writing Workshop SS Role-playing Simulation Service Learning Learning Center Cooperative Learning Debate/Conflict Resolution Other: drafting a letter
Direct Instruction
Steps/Sequence of Activities Correlated to Instructional Model: 1) Overall Launch a) Yesterday, we decided who we would write to (our audience), we crafted our opinion statement, and we decided what our reasons would be and what research we would use to support our reasons. Today, we are going to begin writing our letters and by the end of the lesson you will have everything written except the conclusion. 2) Strong Lead Minilesson a) Connection i) Before we write our letters, we need to decide how we will introduce our problem and hook the audiences attention. b) Teach i) Why is it important to grab their attention? (Based on student responses, I will ask more guiding questions until we determine that a lead helps ensure that a reader will read the whole letter because they are interested based on what was said in the lead.) We call this first part of the letter that grabs the readers attention a lead. There are three different ways we can do this (I will use the anchor chart to show students these types of leads): 1) We could summarize the issue using a powerful statistic or fact, 2) we could create a strong image in our audiences mind by using imagery and sensory language, or 3) we could tell a personal story to connect to our audiences emotions and feelings. Lets look at our sample letter. What type of lead did this person write? Did they use just one or did they use a combination? I will guide students in a short discussion about the type of lead the sample letter uses. c) Active Engage i) Some of you may be wondering, how do I choose which type to use? Well, consider your audience. Which one do you think will catch their attention and persuade them to help us stop bullying? First,
think about it. Now, turn and discuss your answer with a neighbor. Students will then turn and talk to a partner about what type of lead they will use and why. I adjusted the lesson after sensing that the students were not prepared to write and introduction independently. I included a discussion about the students ideas and developed and suggested other ideas for letter introductions. d) Link and Excuse i) Today and everyday writers, you can use a strong lead to introduce a subject in your writing. 3) Activity 1 a) As you begin writing your letters students, we need to remember that these are draftsthey are not the final version of your letter. We will go back later and check to make sure everything is spelled correctly and that you used proper punctuation. If you have a question about how to spell something, look at the alphabox. If the word is not listed there, then write the sounds you hear so you remember what word you wanted to write and circle it lightly. Tomorrow, we will go back and find out how to spell it. Students will then draft the beginning of their letter including the date, address, greeting, and lead with opinion statement. I will provide guidance and assistance as needed. The section below was completed with the following days lesson due to time constraints. 4) Supporting Your Opinion with Logical Arguments Minilesson a) Connection i) You have now written the first part of your letter. What part comes next? (students respond) The next part is the body of your letter which includes the reasons why you feel the way you do about bullying and the research you have collected to support those reasons. b) Teach i) Why do we need to have logical arguments that make sense to our reader? Why cant we just send our letters right now like they are? (students respond) You have to explain your opinion and persuade or convince the reader to feel like you so that they will help us with our problem. When writers give their reasons, they start with the most important reason and end with the least important reason. What makes a reason important? (students respond) It could be the amount of research that supports it or it could be the quality of the researchhow reliable the research isthat makes a reason most important. For example, if you have five sources that say bullying is harmful to kids health and only one source that says kids miss school more if they are bullied, then kids health is probably your most important reason and missing school is your less important reason. c) Active Engage i) Turn and talk to your neighbor about the reasons you wrote down in your Speaking My Mind graphic organizer. Tell them which one is the most important. (students discuss) Now tell them which is least important. (students discuss) Finally, number your reasons placing a one by the most important reason and a three by the least important reason. Students number the reasons from most to least important. d) Link and Excuse i) Today and everyday writers, you can order your reasons from most important to least important. 5) Activity 2 a) As you write the body of your letter, dont forget to use transitional words and phrases. (I will pass out a sheet of sample words.) Some good words to use are listed here on this sheet like also, then, or therefore. If you see a word that you want to use from this list, but are not sure how to use it, let me know and I will help you use it. Students will then draft the body of their letter including their reasons and research to support their reasons. I will provide guidance and assistance as needed. 6) Lesson Closure a) I will ask the students the following questions: i) What do you think we need to add to our draft letter tomorrow? ii) What is one thing that you think should go in the conclusion? iii) Why is it important for you to learn how to write? When do (or can) you use writing in your daily life? Differentiation: Early Finishers: Students who finish early may begin revising and editing their draft letter.
Struggling Students: Students can develop and properly support one logical reason for their opinion if they are struggling to complete their first draft of the letter. Students may also dictate their letter as I write it if they are unable to write their letter.
Evaluation: Students will complete a partial draft of their persuasive letter as stated in the objective. The rubric charts below will be used to evaluate each students progress. If a student is able to complete the task listed without assistance, they will receive a check plus. able to complete the task listed with assistance, they will receive a check. ...not able to complete the task listed, they will receive a minus.
Sandager 50175 Lead is engaging. Introduction provides useful background information about the topic. Express a strong opinion statement.
Achieved + +
Notes
+ Only gave one logical and legible reason. Next time I will need to provide clearer directions on using legible handwriting. Student needed guidance to develop reasons with evidence and research. Student needed guidance using transitional words and phrases. I provided verbal examples of how to use various words.
Provide at least two logical reasons to support opinion.
Uses transitional words and phrases to link and clarify ideas.
Achieved + +
Notes
+ Student was absent when we completed this section of the letter.
Student was absent when we completed this section of the letter.
Student was absent when we completed this section of the letter.
Achieved + +
Notes
+ The student needed help crafting the section with reasons that supported the opinion.
Student needed guidance to develop reasons with evidence and research. Student needed guidance using transitional words and phrases. I provided verbal examples of how to use various words. Achieved + + Notes
Uses transitional words and phrases to link and clarify ideas. Sandager 49541 Lead is engaging. Introduction provides useful background information about the topic. Express a strong opinion statement.
+ The student needed help crafting the section with reasons that supported the opinion. Student needed guidance to develop reasons with evidence and research. Student needed guidance using transitional words and phrases. I provided verbal examples of how to use various words.
Achieved + +
Notes
+ The student needed help crafting the section with reasons that supported the opinion. Student needed guidance to develop reasons with evidence and research. Student needed guidance using transitional words and phrases. I provided verbal examples of how to use various words. Achieved + + Notes
Uses transitional words and phrases to link and clarify ideas. Sandager 56845 Lead is engaging. Introduction provides useful background information about the topic. Express a strong opinion statement.
Achieved + +
Notes
Analysis of Assessment(s): All students wrote great introductions independently. Five of the seven students included two logical reasons with evidence to support with assistance. One student only gave one reason with evidence and was assisted. Another student was unable to complete the letter past the introduction due to absence. All students (except the absent one) used transition words and phrases (like finally, in conclusion, or according to) with some assistance. Reflection: Part of this lesson (the reasons section) was completed as part of the following lesson due to time constraints. Overall, the students were motivated to write and when given good examples as well as verbal practice time, the students were able to write persuasive letters. Some struggled with focusing their writing and most needed more practice in using punctuation. I modified the lesson so that we wrote our first reason with evidence together as a group. This really allowed the students to do a great job on their second reason independently. In the future, I would post a word bank on the wall during this lesson so students could check spellings of frequent, but difficult words as they go (bullying, bullied, etc.). I would also include a minilesson reviewing punctuation, capitalization, and legible handwriting. To develop as a professional, I would like to explore simple, effective ways to remind students to use a capital at the beginning of a sentence and a period at the end of a sentence. I also think that this group would benefit from some mentor texts to help improve their writing mechanics and structure.
Name:
Analise Sandager Date Title: Taught: November 13, 2013 Bullying: Writing to Persuade
Date Submitted: December 5, 2013 Subject: Social Studies and Writing
TEKS/Content Standards: Social Studies 3.12.A Give examples of community changes that result from individual and group decisions. 3. 18 The student communicates in written, oral, and visual forms. The student is expected to: 3.18.B use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas Language Arts 3.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 3.17.A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); 3.21 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details. 3.26.C take simple notes and sort evidence into provided categories or an organizer; 3.27 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic). 3.28 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used. Lesson Objectives: Students will complete a draft of a persuasive letter, revise, edit, and complete their final persuasive letter. Students will also complete a self-assessment of their letter using a persuasive letter checklist. Content Overview (provide an adult-level content overview for all social studies lessons of at least 500 words): Bullying Definition--Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems. Every situation is different. Some kids are both bullied and bully others. It is important to note the multiple roles kids play, because: Those who are both bullied and bully others may be at more risk for negative outcomes, such as depression or suicidal ideation. It highlights the need to engage all kids in prevention efforts, not just those who are known to be directly involved Effects of Bullying--Bullying can affect everyonethose who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. It is important to talk to kids to determine whether bullyingor something elseis a concern.
Kids Who are Bullied--Kids who are bullied can experience negative physical, school, and mental health issues. Kids who are bullied are more likely to experience:



The Relationship between Bullying and Suicide--Media reports often link bullying with suicide. However, most youth who are bullied do not have thoughts of suicide or engage in suicidal behaviors. Although kids who are bullied are at risk of suicide, bullying alone is not the cause. Many issues contribute to suicide risk, including depression, problems at home, and trauma history. Additionally, specific groups have an increased risk of suicide, including American Indian and Alaskan Native, Asian American, lesbian, gay, bisexual, and transgender youth. This risk can be increased further when these kids are not supported by parents, peers, and schools. Bullying can make an unsupportive situation worse. Workplace Bullying--The term bullying is typically used to refer to behavior that occurs between school-aged kids. However, adults can be repeatedly aggressive and use power over each other, too. Adults in the workplace have a number of different laws that apply to them that do not apply to kids. http://www.stopbullying.gov/ Prerequisite Skills: Students will need to know vocabulary presented in the materials, basic writing conventions, and how to categorize information. Materials/Supplies/Technology: 1 chart paper with types of conclusions listed 7 persuasive letter checklists
Sources:
7 envelopes with addresses and stamps 1 blank piece of paper for word list 1 chart paper with types of leads listed 7 draft letters 8 Crafting Strong Leads handouts 8 Transitional Words and Phrases handouts 8 completed Speak My Mind graphic organizers Sample opinion statements on sentence strips 1 chart paper with persuasive text features listed 8 non-fiction text research packets (color coded) Markers 7 alphaboxes 1 jumbo, group alphabox (color coded)
http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10 http://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.html Scholastic Instructor Magazine Educational Leadership Magazine
Lesson Instructional Model (circle appropriate model(s) for the lesson): Inquiry (ask questions) /5E Literacy Read Aloud Word Study Guided Reading Shared Reading Literature Circle/Novel Study Shared Writing Writing Workshop SS Role-playing Simulation Service Learning Learning Center Cooperative Learning Debate/Conflict Resolution Other: Final Persuasive Letters
Direct Instruction
Steps/Sequence of Activities Correlated to Instructional Model: 1) Overall Launch a) Yesterday, we started our persuasive letters. Today, we will finish the letters by writing our conclusions, revising the letters, and editing them. 2) Strong Conclusion Minilesson a) Connection i) Before we write our conclusions, we need to decide how we will conclude our letters to remind our audience of our opinion and what we want them to do about our issue. b) Teach i) In our sample letter, this last part where he mentions again how he feels about near-shore oil drilling is called a conclusion. There are three different ways we can write a conclusion (I will use an anchor chart to show the different types of conclusions): 1) We could summarize the issue using a powerful statistic or fact. Remember, this was one of our introduction options so if you used this in your introduction, you should not use it again. You need something fresh. 2) We could ask a rhetorical question, or 3) we could include a powerful quote from one of our sources. Lets look at our sample letter. What type of conclusion did this person write? Did they use just one or did they use a combination? I will guide students in a short discussion about the type of conclusion the sample letter uses and examples of the other types we could use. c) Active Engage i) Some of you may be wondering, how do I choose which type to use? Remember, consider your audience. Which one do you think will persuade them to help us stop bullying? First, think about it. Now, turn and discuss your answer with a neighbor. Students will then turn and talk to a partner about
what type of conclusion they will use and why. I added a group discussion of the types of conclusions that the students mentioned to their partners. This helped me to informally assess whether the students were ready to independently write a conclusion or not. After the short discussion to clarify details about conclusions, the students were ready to write their conclusions independently. d) Link and Excuse i) Today and everyday writers, you can use a strong conclusion to end your writing about any topic. 3) Activity 1 a) As you continue writing your letters students, we need to remember that these are draftsthey are not the final version of your letter. We will go back later today and check to make sure everything is spelled correctly and that you used proper punctuation. If you have a question about how to spell something, look at the alphabox. If the word is not listed there, then write the sounds you hear so you remember what word you wanted to write and circle it lightly. Later today, we will go back and find out how to spell it. Students will then draft the conclusion of their letter, the final salutation, and their name. I will provide guidance and assistance as needed. I also had students refer to the word bank I created for this lesson of common words used when discussing the bullying issue. 4) Activity 2 a) When you finish your draft, use this checklist to make sure you put all of parts you need in your letter. If you find that you are missing something or you think you could improve your letter, you need to revise your letter. Just go back and change it or add the missing part. If you have words that you think are misspelled or that you did not spell correctly, see me and I will start a list of words you may need. Students will then selfassess their letters and revise them as needed. I will provide guidance and assistance as needed. 5) Lesson Closure a) I will ask the students the following questions: i) Next week, we are going to work on preventing bullying in our classroom and possibly the whole school. What is something that we can reasonably do to help stop and prevent bullying? What is something students can do? What about teachers? Parents? ii) Why is it important for you to learn how to write a letter? iii) When do (or can) you use letter writing in your daily life? What is email? Differentiation: Early Finishers: Students who finish early may begin brainstorming what we can do at Bells Hill to stop and prevent bullying. Students may do additional research to learn what other schools or students have done in the past to stop or prevent bullying as part of their brainstorming. Struggling Students: Students can complete their self-assessment with assistance if needed. Students may also dictate their conclusion as I write it if they are unable to write it. Evaluation: Students will complete the self-assessment checklist as stated in the objective. The students letters will then be evaluated using the same rubric used on their on-demand writing pretest. Analysis of Assessment(s): One student was absent today, therefore all analysis and assessments are based on six students. Five students (except the absent student) completed the self-assessment checklist independently. One student completed the self-assessment incorrectly and I had the student go back and place a check mark in the columns she actually meant to choose. All students showed great improvement since the pretest. Scores on rubric were as follows: Sandager 56845 = 25.5 Sandager 50460 = 11.5 (absence caused student not to finish his letter) Sandager 49541 = 27.5 Sandager 49668 = 30.5
Sandager 49515 = 27 Sandager 50175 = 18.5 Sandager 52173 = 31 Even the student who was absent showed writing improvement in the parts he completed. Most improved area was introductions and weakest area was spelling and punctuation. Reflection: Overall, this lesson was rushed, but all present students completed their letters and reviewed them once independently using the self-assessment checklist. In the future, I would plan a separate lesson for editing and revising the letters. I would also have students re-write them in their best handwriting. Through this lesson, students concluded their learning on persuasive letters for now. However, as Piaget explains, students are constantly constructing more knowledge upon their prior knowledge. Therefore the students will use and build upon these skills for the rest of their lives. I was surprised that most did not know to put their signature/name below sincerely. Most claimed they had never written a letter before. While I tend to think that they did not remember a time when they wrote a letter, if this truly was the case, this was a great lesson then for them to experience! I explained how to properly add the closing and a signature to the end of the letter using the sample letter as a model. I also discovered that many of the students did not properly use the checklist to carefully review their letters. I think this was due to the fact that I did not take the time to thoroughly explain how to use the checklist. In the future, I would model how to use the checklist. To develop as a professional, I would like to learn about other ways to incorporate letter writing in instruction.
Name:
Social Studies
Bullying: Lets Advocate_
TEKS/Content Standards: Social Studies 3.12.B Identify examples of actions individuals and groups can take to improve the community Reading 3.3 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. Writing 3.21 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details. 3.28 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used. Lesson Objectives: The students will work collaboratively to create, rehearse, and perform a short informational skit about bullying including at least three facts about the effects of bullying and at least one solution to stopping/preventing bullying. The skit will be audio-recorded and prepared as part of a future morning announcement at Bells Hill Elementary. Students were not able to create their own skit because the skit had to be pre-approved by the school counselors to ensure that it aligned with the schools stance on bullying prevention. However, the skit was composed from things students said, recorded in their alphaboxes, or wrote down during the interview. NOTE TO TEACHER: If it is not possible to have students announcement broadcasted through the whole school, the students will share their recording in their classroom. The recording may also be posted online where others can access and listen to it online. The recording was sent to the principle to be scheduled into a future morning announcement. Content Overview (provide an adult-level content overview for all social studies lessons of at least 500 words): Service-learning offers an effective instructional strategy that helps students meet state learning standards and achieve measurable outcomes while fostering experiences that are connected and meaningful for both students and teachers. By tying service-learning projects to local curriculum requirements, teachers play an important facilitation roleactively helping students link their community experiences with lasting academic learning. Projects that are relevant to real life help to motivate and maintain student interest. Because service-learning involves many different methods of teaching and assessment, it can engage students who dont respond well to traditional classroom approaches. It also appeals to high-ability students, allowing them to reach beyond the set curricula and think critically about problems theyve identified. By giving students at all levels opportunities for growth and expression, service-learning helps them to apply and demonstrate new knowledge. The KIDS model views young people as vital community members who can apply their knowledge, skills and energy to meet real local and regional needs. Students develop expertise in community issues by seeking out and working with local experts, community organizations and government agencies. Community members value the work
that students do because it meets genuine needs. Through the KIDS process, students develop civic awareness and skills needed for effective citizenship: critical thinking, conflict resolution, attentive listening, information-gathering, cooperation, decision-making, advocacy and problem-solving. By challenging students to identify and solve community problems, KIDS projects help young people find new direction and meaning in their livesboth in and beyond school. Students practice making decisions through small group work, classroom meetings, and one-on-one interactions with adults. The adults share in learning, acting more as partners than as experts. By working alongside students and providing role models, community members can enhance students aspirations. KIDS projects tend to generate enthusiasm and a sense of adventure among students, which may translate at first into commotion and confusion but ultimately results in authentic student learning. A KIDS classroom can look very different than a traditional onewith noisy committees of students sharing findings, maps and charts sprawled everywhere, and flip charts overloaded with ideas. Problem-solving provides a context in which students with different talents emerge as leaders. Students become the experts, driving the entire process of planning and implementing projects. Through the KIDS process, students learn that they have the power to make a difference. They also learn a great deal about what strengths they have to share with their families, friends and communities. http://www.kidsconsortium.org/kidsmodel.php Bullying Definition--Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems. Every situation is different. Some kids are both bullied and bully others. It is important to note the multiple roles kids play, because: Those who are both bullied and bully others may be at more risk for negative outcomes, such as depression or suicidal ideation. It highlights the need to engage all kids in prevention efforts, not just those who are known to be directly involved Effects of Bullying--Bullying can affect everyonethose who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. It is important to talk to kids to determine whether bullyingor something elseis a concern. Kids Who are Bullied--Kids who are bullied can experience negative physical, school, and mental health issues. Kids who are bullied are more likely to experience:

Abuse alcohol and other drugs in adolescence and as adults
Get into fights, vandalize property, and drop out of school Engage in early sexual activity Have criminal convictions and traffic citations as adults Be abusive toward their romantic partners, spouses, or children as adults

http://www.stopbullying.gov/ Prerequisite Skills: Students will have to know what a skit is, how to develop a dialog skit, the meaning of advocacy, and basic facts about bullying. Materials/Supplies/Technology:
2 chart papers for writing final skit and designing a Stop Bullying poster 2 pieces of paper for parts of an informational skit (lead, body with facts, conclusion with solution) and for listing student jobs 3 pieces of paper for skit writing The three items listed above were replaced by pre-written and printed scripts which the students used to highlight and read their lines for the announcement recording. Recorder and batteries
8 Crafting Strong Leads handouts 8 Transitional Words and Phrases handouts 8 completed Speak My Mind graphic organizers Sample opinion statements on sentence strips 1 chart paper with persuasive text features listed 1 chart paper with types of conclusions listed 8 non-fiction text research packets (color coded) 7 persuasive letters Markers 7 alphaboxes 1 jumbo, group alphabox (color coded) Sources: http://www.businessinsider.com/staggering-facts-about-bullying-in-america-2013-10 http://www.stopbullying.gov/image-gallery/what-you-need-to-know-infographic.html Scholastic Instructor Magazine Educational Leadership Magazine I will ensure that all materials are either present in the classroom or organized in my teaching crate in the classroom at least a day before the lesson is scheduled to be executed. Lesson Instructional Model (circle appropriate model(s) for the lesson):
Inquiry (ask questions) /5E
Direct Instruction
Literacy Read Aloud Word Study Guided Reading Shared Reading Literature Circle/Novel Study Shared Writing Writing Workshop
SS
Role-playing Simulation Service Learning Learning Center Cooperative Learning Debate/Conflict Resolution Other: Advocacy
Steps/Sequence of Activities Correlated to Instructional Model: 1) Overall Launch a) Yesterday, we finished our persuasive letters. Today, we are going to complete the advocacy part of our lesson (I may need to stop and explain the meaning of advocacy). By the end of the lesson, we will have created and recorded a short skit that is going to be announced next Monday during announcement time through the whole school. 2) Writing a Skit Minilesson a) Connection i) Remember the parts of a persuasive letter? (students respond) A persuasive skit that will help us advocate for the prevention of bullying has very similar parts. b) Teach i) As I teach, I will add the skit parts to a big piece of paper posted on the bulletin board for all of the students to see and refer to later. What do you think is the first part that we should include in our skit? (students respond) We need an introduction or a lead that hooks our audiences attention and presents our opinion about bullying. Who is our audience if this is going to be an announcement on Monday? (students respond) Our audience is all of the students, teachers, and faculty members of the school. (pointing to our leads anchor chart) For our lead, we could use any of the types of leads from our anchor chart we made last week. Since this is a short skit or play, we could also make up a short story about some fictional students and their problems with bullying. Which lead do you think will hook our audience the best? (Students discuss and decide the best lead.) What do we need next in our play or skit? (students respond) We need a body with some facts and information from the experts from our research. Wait! You already have some really great ideas written in your letters, so we can just choose some of those lines from your letters to use in our skit. What do you think the last part of our skit will be and why? (students respond) We will end with a conclusion. What type of conclusion do you think we should use and why? (I will let students look at our conclusions anchor chart again and discuss their answers) Since this is an announcement to try to convince people to stop and prevent bullying, we should also include a solution to the problem or some kind of action that our audience can take to help us make a change. c) Active Engage i) Students will turn and talk about the following questions and then we will discuss their answers as a group: (1) What do you think we should say to our audience in the conclusion or what action could we tell them to take in order to stop bullying? (2) What can the students do? The teachers? The other staff? (3) Is there a good quote from your research or a rhetorical question that we could use? d) Link and Excuse i) Today and everyday advocates, you can use a public announcement to advocate and make a change. 3) Activity 1Writing the Skit a) Since we are working on this as a team, we need to decide who will help do what jobs on our team. What types of jobs do we have? Based on student responses, we will discuss possible jobs which will include some version of the following: a writer, brainstormers, recording technician, a timer to keep us focused, a discussion master who makes sure everyone has a turn to talk, and all students will be voice actors/actresses. I will assign students to various jobs in the essence of time. Students will then complete their jobs and I will provide guidance as needed. When the skit is finished, I will write it on the big chart paper so that all of the students can see it as we record it.
Students were not able to create their own skit because the skit had to be pre-approved by the school counselors to ensure that it aligned with the schools stance on bullying prevention. However, the skit was composed from things students said, recorded in their alphaboxes, or wrote down during the interview. I also led students through an exploration of the script which helped them to make the connection that persuasive writing is used in more than just letters. 4) Activity 2Recording the Skit a) Students will practice the skit till they feel comfortable with saying their line(s). The recording technician will then record the skit as the students perform it. If needed, we will record it more than once till the recording is acceptable. 5) Lesson Closure a) I will ask the students the following questions: i) What is one thing you have learned from this project? ii) When could you use this knowledge in your life? iii) If we did this project again, what issue would you choose and why? Differentiation: Early Finishers: Students who finish early may begin creating a Stop Bullying poster to display in the school. Struggling Students: Students may dictate their ideas and lines for the skit as I write it if they are unable to write it. Students may also receive assistance or guiding questions from me as needed. Evaluation: The students will work collaboratively create and perform a short informational skit about bullying as stated in the objective. Students including at least three facts about the effects of bullying and at least one solution to stopping/preventing bullying. The rubric charts below will be used to evaluate each students progress. If a student is able to complete the task listed without assistance, they will receive a check plus. able to complete the task listed with assistance, they will receive a check. ...not able to complete the task listed, they will receive a minus.
Sandager 50175 Participated as part of the team and completed their specific job to create a group skit. Contributed at least one valid idea to the skit writing, performing, or recording process.
Achieved +
Notes Read a line.
Stated at least one line in the recording.
Had to practice and review line with me, but did well after practice.
Achieved +
Notes Read a line.
Achieved +
Notes Read a line.
Achieved +
Notes Read a line.
Achieved +
Notes Read a line.
Achieved +
Notes Read a line.
Great prosody! Stated at least one line in the recording. +
Achieved +
Notes She was the recording technician.
Was too shy to read a line. Completed substitute task well.
Analysis of Assessment(s): All students completed their job independently. All students contributed one idea with assistance. Five students stated a line in the recording independently. One student needed assistance and one student was given an alternative task (which she completed well) to accommodate her learning needs. Reflection: Overall this lesson went very well. The students were excited to use the recorder to advocate for bullying prevention. Unfortunately the students were not able to write the script because I needed to pre-approve it since it was going to be a school announcement. This actually was best because time would not have allowed for proper script writing, practicing, and recording in the same lesson. The ideas in the script were still taken from the students work, writing, and research. I was encouraged to see the empowerment the students felt in the fact that their work was going to help prevent bullying at their school through a public announcement. I was also glad that I had students discover how the announcement was another form of persuasive writing which is frequently used to advocate for social issues. Having students make these types of connections and expand their zone of proximal development, as Vygotsky explains, is a great way to ensure the students are learning and developing. I wish the rehearsals had been more organized. The students really needed time to work on their lines with a partner or independently before rehearsing the whole announcement as a group. In the future, I would include a time for students to prepare for group rehearsals with a partner or independently depending on the characteristics of the students. I also think that a video might be another type of advocacy that the students would enjoy creating. As a future teacher, I need to learn more about how to guide students in creating and editing videos in a way that enriches their learning and allows them to share their work. I have used a video camera before, but I am not familiar with current technology in this area or editing softwares.

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Analise Sandager Date Taught: Title: October 15, 2013_

Date Submitted: _December 5, 2013 Subject: Social Studies

Issues: What They Are and Arent

Pictures http://www.sott.net/image/image/s6/125012/full/bullies_kids.jpg http://www.nurturingparentsandteachers.com/wp-content/uploads/2013/03/BullyingPhoto-5.jpg http://4.bp.blogspot.com/_B32YnMWPf- o/TK4AQpxQQYI/AAAAAAAAADA/EER9Azw9_Ig/s1600/bully+bracelet6.jpg http://www.reportabully.com/

Analise Sandager Date Taught: Title: November 4, 2013

Date Submitted: _December 5, 2013 Subject: Social Studies

Bullying: Weve Got to Stop It

Analise Sandager December 5, 2013 Date Taught: Title: November 5, 2013

Date Submitted: Subject:

Bullying: Weve Got to Stop It_

Analise Sandager December 5, 2013 Date Taught: Title: November 5, 2013

Date Submitted: Subject:

Bullying: Weve Got to Stop It_

Date Submitted: Subject:

Social Studies and Writing

Bullying: Writing to Persuade

Bystanders--Kids who witness bullying are more likely to:

Sandager 50175 Express a strong opinion statement.

Notes This student was absent today.

Provide at least three two logical reasons to support opinion.

Develop reasons with evidence and research.

Express a strong opinion statement.

Provide at least three two logical reasons to support opinion.

Develop reasons with evidence and research.

Sandager 49668 Express a strong opinion statement.

Provide at least three two logical reasons to support opinion.

Develop reasons with evidence and research.

Sandager 49541 Express a strong opinion statement.

Provide at least three two logical reasons to support opinion.

Develop reasons with evidence and research.

Sandager 49515 Express a strong opinion statement.

Provide at least three two logical reasons to support opinion.

Provide at least three two logical reasons to support opinion.

Notes Crafted her opinion independently.

+ Needed help finding research for one reason.

Develop reasons with evidence and research.

Date Submitted: Subject:

Social Studies and Writing

Bullying: Writing to Persuade

are bullied are more likely to experience:

Bystanders--Kids who witness bullying are more likely to:

Provide at least two logical reasons to support opinion.

Develop reasons with evidence and research.

Uses transitional words and phrases to link and clarify ideas.

+ Student was absent when we completed this section of the letter.

Provide at least two logical reasons to support opinion.

Develop reasons with evidence and research.

Student was absent when we completed this section of the letter.

Uses transitional words and phrases to link and clarify ideas.

Student was absent when we completed this section of the letter.

Provide at least two logical reasons to support opinion.

Develop reasons with evidence and research.

Provide at least two logical reasons to support opinion.

Develop reasons with evidence and research.

Uses transitional words and phrases to link and clarify ideas.

Provide at least two logical reasons to support opinion.

Develop reasons with evidence and research.

Provide at least two logical reasons to support opinion.

Develop reasons with evidence and research.

Uses transitional words and phrases to link and clarify ideas.

Provide at least two logical reasons to support opinion.

Develop reasons with evidence and research.