Bullying+in+schools

Susan Pendleton

Literacy practices event

It is really important for students to engage in literature and be able to address problems from the books that present themselves in the real world today. One of those problems happens to be bullying. Bullying has shocked the nation tremendously as it has grown in United States educational system. This is a big enough problem where one out of every four children is bullied.Creating an event that will have an impact on students, demonstrated by this issue, is a tough goal, but it is one that can be achieved if thoughtfully planned out.media type="youtube" key="vmQ8nM7b6XQ?rel=0" width="560" height="315"

This event is geared towards 6th grade students. This age group is appropriate because this particular topic should be addressed and revised as early as possible in a young adolescent’s life. 60 percent of the students are of middle class, 20 percent of the student body is upper middle class, and 20 percent of the students are in poverty.
 * __ The grade level of your students, and their social and economic situation. __**

The event is one that will require students to play an active role in a skit after reading a selected memoir about bullying, and later write a reflective essay about what they have leaned. The memoir will be a real eye-opener as to what children feel when they are being bullied. The personal accounts in the memoir will summarize emotional stress, feelings of self-worth, and depression. Students will be asked to look for major themes in the book and take notes when they read something that relates to those themes. Writing notes about the major themes of the memoir will help the students learn how to identify issues and evidence within a text. Their writing also serves as a pre-write for their reflective essay at the end of the event.
 * __ The "event" itself and why it will matter to your students. __**

Students will then be asked to read the article- []. This article will explain to students the seriousness of bullying and its repercussions to those who are victims, those who are bullied, and those who witness bullying.



The next article that students will be asked to read is one that talks about how they can prevent bullying. It is important that students are aware of the effects of bullying before they see how they can contribute to stopping it. The second article can be found at the following link-

[]. Students must watch all of the videos because they offer a great, objective view, at what bullying looks like. They are accurate social stories that take place within educational institutions. The video links are also provided here. media type="custom" key="23114202" align="right"

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Students will also see a site that talks about the four different kinds of bullying. They will see from the second video that a girl is being cyber bullied. That means that people are using the internet as a means of bullying her. It is important that students are aware of what types of bullying occur and that most bullying doesn't even happen in the classroom. The link is-http://www.stampoutbullying.co.uk/types.php

This event will matter to students because it will help create confidence in students to do the right thing and not bully others. They will see that everyone is effected by bullying so everyone must be an active member to stop bullying.

Following their reading of the memoir and other articles, students will be assigned specific roles in a skit that demonstrates what bullying looks like. For a classroom of seventeen students, the different roles in the skit are as followed:1 victim of bullying; 3 bullies; 5 bystanders, 1 teacher in the classroom where bullying occurs; 6 parents of victims; and a counselor.
 * __ What "identities" will your students need to assume/take on to participate in this event? __**

The skit will take place in a classroom, and an interference of bullying will occur while a teacher is trying to teach a lesson to the class. Every student can decide what part in the skit they want to play as long as there are 3 bullies, 1 victim of being bullied, 5 bystanders, 1 teacher, 1 councilor, and 6 parents. The students can create any kind of scene they want that they think would happen with the school. They will act out how it happens and then they will act out skit immediately after to show how bullying could have been prevented.
 * __ Understanding activity and how characters will relate to and collaborate with others? __**

The memoir will provide the original image of a personal account of bullying. The students will be able to feel like they walk within that person’s shoes.
 * __ What reading will be involved and how will the event involve sythesizing and connecting texts? __**

The first article will then explain the suffering that person felt and statistics of people that are bullied. This article will also provide students with information about how bullies and bystanders are effected by bullying.

The third article will then help students to connect the statistics from the first article with problem solving in the second article. The second article will give many examples of how to help those that are bullied, how to prevent bullying from happening, and how to not become a bully. Students will see that if they listen to the advice from the second article, the statistics from the first article will decrease. They will understand cause and effect of bullying and how they can make a positive difference on the shocking statistics.

Finally, the skit will put everything into a real life-like situation that happens in schools across the United States every day. Students will see the problem first-hand and they will know how to change their role in the end in order to have a positive ending.

before any article are read, students will write a paragraph about what they know about bullying and why they think it is important to learn about it or not important to learn about it.The group discussions will involve students writing down answers to questions that will guide their conversations during the group activities.
 * __ What kinds of writing will students engage in? How might some of that writing be multimodal? __**

Writing will be multimodal because students will write a reflection paper that is three to four double spaced pages after being a part of a skit. They will get a lot of their ideas for reflection from actively participating in the bullying simulation skit and group discussions. The best submitted paper assignments will be sent to the secretary of education so that he can read what students think about bullying. The reason it is so important to use many methods in teaching is because students are like a pack of seeds without a label, you do not know what is going to best serve their learning unless you are flexible and nurture each individual growth.

Critical thinking will happen as students write their reflection paper about what they have learned. Also, students will engage in deep group discussions after they read the memoir. There will be three groups of four people and one group of five people. Those group will be expected to discuss how the memoir made them feel and why they think people bully others.
 * __ How will the event involve critical thinking and social change? __**

After they students read the next two articles, they will be broken up into the same groups they were in before reading the articles. They will then answer questions about how they could be an active bystander in that author’s personal account of bullying, and they will brainstorm ideas about how they can defend people who are bullied and spread the word about bullying so others don’t make the same mistake.

Students will experience metacognition because they will have to think about how to play their roles effectively in the skit. They will also have to think about how bullying effects everyone, not just those who are targeted for bullying., as well as explain in group discussion how the memoir and videos they saw made them feel.
 * __ How will students engage in "metacognition"? __**

-Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned. -Compare and contrast one author’s point of view on events with that of another. -Analyze how a central idea develops over the course of a text, drawing on
 * __ What Common Core Standards will be addressed? __**

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