Learning Plans: 

Creative Media  
Student Solutions to Bullying 
Mrs. Melanie Chester, 8th Grade ELA 
 
 
Enduring Understandings/Big Idea(s):     Essential Question(s):  
● Individuals have creative strengths (music, dance,   
art, writing) and can use these these talents as a  ● How can students use dance, music, poetry, art, 
form of expression  and technology to create an anti-bullying 
● Art and media can be used to educate and  message? 
persuade  ● How can we use dance, music, poetry, art, and 
● People need to treat others with compassion and  technology to inform and persuade? 
kindness and should not bully or intimidate others. 

Content Standard(s):   Success Criteria:  

 
Standard - CC.1.2.8.F ● Students will use music, art, dance, or the spoken 
Analyze the influence of the words and phrases in a text word/performance poetry to successfully convey 
including figurative and connotative, and technical meanings; an anti-bullying theme. 
and how they shape meaning and tone.  
● Students will use this creative media and their 
Standard - CC.1.2.8.G chosen technology to design, create, record, and 
Evaluate the advantages and disadvantages of using different share this champaign to a global community. 
mediums (e.g. print or digital text, video, multimedia) to present a  
particular topic or idea.
● A successful piece will be student-driven, creative, 
incorporate technology, and inform of the harmful 
Standard - CC.1.4.8.U
effects of bullying and persuade others to stop 
Use technology, including the Internet, to produce and publish
writing and present the relationships between information and bullying others. 
ideas efficiently as well as to interact and collaborate with
others.

Standard - 9.1.8.E
Communicate a unifying theme or point of view through
the production of works in the arts.
 
ISTE Student Standard 
6d: Students publish or present content that customizes the
message and medium for their intended audiences.

Learning Intentions:​ Students will work together in small 

groups using a creative media of their choosing (art, 
dance, music, or spoken word poetry) to create a 3-5 
minute anti-bullying video.  

Materials​: 
Mentor Media Mentor Examples: 
Spoken Word: ​https://youtu.be/91_ItFbWqbA
Dance: ​https://youtu.be/bxoz6XeVTpA
Music: ​https://youtu.be/wT3RhIJZu4k
Art: ​https://youtu.be/EG7qCqdw9Io 
Ipads 
Swivl  
Imovie 
Padlet 
Flipgrid 
Art materials 
Instruments 
Microphones 
Dance shoes and attire 

Anticipating Student Thinking​ - What I anticipate groups of students demonstrating…  

● Students will evaluate personal preferences and strengths to explore their chosen form of media. 
● Students will determine how to best utilize the technology available to them (ipads, cameras, swivl, padlet, 
Flipgrid, etc) to create their own creative response to the bullying problem. 
● Students will reflect on their own learning and steps than take to stop bullying. 
Lesson Launch:  
● After discussing and exploring bullying, students will view four different “mentor text” videos of anti-bullying 
campaigns, reflect on their own strengths and preferences, and then work collaboratively with their given 
groups and choice of media to create their own student-driven anti-bullying creative response. 

Activities: 
After watching the mentor videos and deciding upon their chosen creative art form, students will work together to 
share ideas in face to face sessions and padlet. Note: This step uses differentiated learning as students are grouped by 
self-selected student strengths. 
● All groups must decide on a THEMATIC MESSAGE to convey in their anti-bullying interpretive piece. Evidence of 
the collaborative thinking and creation process will be kept on ​padlet​. 

● Students will have a total of two weeks in class and on their own time to write, choreograph, create, rehearse, 
complete, and record their finished creative product. 
● Students will be in charge of all aspects of the project from conception to delivery, and the teacher will serve as 
a “guide on the side” to facilitate student learning. 
● Students can choose to perform or present their final product live (video recording will still be required) or they 
may create a music video to show on presentation day. Videos should be 3-5 minutes in length. Students will use 
ipads, swivl, and imovie to record, capture, and edit the video for presentation. 
  

Formative Assessment:  
● Teacher and student conference to discuss the thematic message and purpose of the piece. 
● Formative assessment will be conducted through dance, music, and performance poetry rehearsals and art 
Flipgrid progress checks​. 

 
Summative Assessment: 
 
● Final creative product submission via ​Flipgrid  
● Individual Student Reflection assignment on ​Flipgrid​ and as posted here: 
  
● Project Evaluation using scoring rubric as posted here: 
 
Closure:  
● Students can additionally choose to submit their anti-bullying campaigns to the “Students with Solutions” 
National Anti-bullying campaign website and contest. 
https://www.pacer.org/bullying/getinvolved/students-with-solutions.asp 
● Students will use the foundations of this lesson for one clue in their digital Breakout Escape Room culminating 
project.