Cyberbully Lesson Plan Presentation

Jane Yuk Fung Lam


ELL & ELA Integrated Lesson Plan & General Framework

Teacher: (Jane) Yuk Fung Lam
Age/Grade Level: 7th Grade ELLs

Unit of Study within which this lesson is situated:
Students will be able to read, comprehend, and discuss non-fiction texts.

Teaching Point of Lesson (Common Core):
ELA Common Core State Standard:
4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

Content Objective:
Students will be able to analyze the tragedy of teenage girl Amanda Todd.

ESL Performance Indicator:
Under Standard 1: Language for Information and Understanding—
Present a controlling idea that conveys an individual perspective and insight into the topic.

Language Objective (foregrounded):
Students will understand and correctly use the three idioms “in a pickle,” “keep your shirt on,” and “a close shave.”

Materials:

"In a Pickle,"
"Keep Your Shirt On," &
" close shave"

Idiom book--In a Pickle and Other Funny Idioms

Realias:
A jar of pickles,
a shrunken shirt,
a bladeless razor.







Articles on cyberbullying:
“World Wide Web of Hurt” by Tamekia Reece (from ReadWorks)
Article on how to protect teen privacy online:
http://safely.yahoo.com/teens/protecting-your-privacy-online-2/

A portrait of Amanda Todd

Amanda Todd, One of Many
Victims of Cyberbullying 

Seating Configuration/Use of Physical Space:
Students seated in their assigned groups, switch groups, and then independently during share out.

Connection to Previous Lesson/Prior Knowledge:
Students have read expressions before and confused them with idioms. Students start the unit around safety.

Anticipatory Set/Motivation:                                                                   Time: 3 minutes
Teacher shows a jar of pickles, tells them that is their dinner for a whole week, and asks if anyone would like to be in it. Teacher asks why/why not.                  

Aim/Statement of Lesson Objective Worded for Students:                Time: 2 minutes
What are idioms and how do use them to describe things that happen to us?

Teacher Modeling/Lesson Development:                                            Time: 40 minutes

Guided Practice/Active Involvement/Independent Practice:
1. Teacher share-reads the definition of an idiom from the book In a Pickle with students
2. Teacher share-reads the idiom “in a pickle,” its figurative definition and its origin in In    
    a Pickle with students
3. Teacher repeats steps 1 and 2 for the next two idioms, “keep your shirt on” and “a      close shave”
4. Teacher introduces the Amanda Todd tragedy
5. Then teacher hands out three articles given to groups of students
6. Students independenty do the readings
7. Students complete a four-column graphic organizer:
I read ___________________ in first column, the idiom I can use in the second column __________________, I think ___________________________ in the third column, and So What____________________________ in the fourth column.

Differentiated Student Activities:

For Higher Proficiency Students--
They may able to complete the organizer alone. For Jeff, Jane, Jeffrey and Alisa, they may even be able to come up with other idioms they have read.

For Lower Proficiency Students--
They will work in pairs. They will use only the three idioms learned in class.
For Jing, Jin Hua, and Jun Hao, they will benefit from the realia teacher uses to describe the idioms while teaching their literal meanings. They will have translations for the figurative meanings on the graphic organizer. They will also receive shorter indepenent reading articles.

Final Summary/Closure:                                                                      Time: 10 minutes

7. Ss will share out their graphic organizers.

Assessment of Objective:
Teacher checks comprehension while students fill in the graphic organizer, the share out, and the exit slip at the end.

Homework/Extension:
Students complete the last column of the graphic organize as homework.
For higher level students, think of how to make a poster to promote awareness on cyber bullying.

Midterm questions:

General framework?  
The general framework is to have students understand what cyber bullying is and what can happen as a result of it (e.g. Amanda Todd), and on the linguistic level, to use the correct idioms to describe the event at hand.

2. Who is the lesson's target population?
The target population is 7th grade English Language Learners at a public school.

3. How does it address their needs?
It addresses their needs in way of showing them realia, real items talked about (i.e. jar of pickles, shirt, and blade less razor), showing a portrait of Amanda Todd, modeling what is expected on filling out the graphic organizer.

4. What is the lesson's intention?
Its intentions are to
Inform students what cyber bullying is
How it can affect students
What idioms are
How to use them while talking about the event happened

5. What are the specifics of the action? How will it achieve its intention?
The specific action as a result of this lesson is that they will produce their own advertisement of anti-bullying. This could be done in the following days after this lesson.

Students will achieve the intentions listed in answer 4 by seeing the realia, getting the explanations of the idioms, reading the articles with peers, sharing out the summaries, and finally filling out and sharing out the graphic organizer.

6. How to assess that students "got it"?
Teacher will informally assess by roaming around while students read the articles in the groups, will formally assess during share out and grading the graphic organizers. There will be an exit slip for students to complete for teacher to assess whether students understood the lesson.

Article links:

http://www.chicagonow.com/portrait-of-an-adoption/2012/10/the-amanda-todd-tragedy-steps-to-take-to-prevent-cyberbullying-and-to-manage-it-after-occurrence/
http://www.huffingtonpost.com/2012/10/16/amanda-todd-bully-anonymous-suicide_n_1969792.html

http://www.theglobeandmail.com/news/national/amanda-todd-tragedy-highlights-how-social-media-makes-bullying-inescapable/article4611068/

http://www.democracynow.org/2012/5/22/headlines#52211

http://www.covenanteyes.com/2012/01/17/bullying-statistics-fast-facts-about-cyberbullying/


Final Exam/ Lesson Presentation--What the lesson looks like in steps:

Step 1: Teacher (T) discusses the learning intentions:

ELA Learning Intention:
How do we write in vivid language about what we read?
Language Learning Intention.
What are idioms and how do we use them in speech and writing?

Step 2: T gives definition of what an idiom is:

It is usually a silly phrase or an expression that doesn't mean what it says, but has a specific meaning.
You must know it to understand it and use it in speech and writing.

Step 3: T introduces the three idioms:

•  In a pickle: in trouble
•  Keep your shirt on: to keep cool, to chill
• A close shave: come very close to danger, but somehow manage to avoid it

Step 4: Students create a four-column graphic organizer like this in your notebook:

I read--        Idiom to use--      I think--          So now what?

Step 5: Ice-breaker, video clip Student watch this during Ice-breaker (could't find clips on DN):

http://abcnews.go.com/Nightline/t/video/bullying-tragedy-amanda-todds-nightmare-17549647

Ice-Breaker: News Report on Amanda Todd Tragedy

Step 6: Listening, Reading skills, Teacher-student Shared read:

"What is Cyberbullying
Cyberbullying is bullying that takes place using electronic technology. Electronic technology includes devices and equipment such as cell phones, computers, and tablets as well as communication tools including social media sites, text messages, chat, and websites.

Examples of cyberbullying include mean text messages or emails, rumors sent by email or posted on social networking sites, and embarrassing pictures, videos, websites, or fake profiles."

Step 7: Students rephrase the meaning of cyberbullying in notebook

Step 8: Students write down the definitions of today's three idioms. Definitions taken out of the  
             book below:
In a Pickle and Other Funny Idioms (see image above under Material)

Step 9: Students now are grouped heterogeneously in threes. They read the articles below based 
            on levels, & fill out graphic organizers after reading:

Amanda Todd tragedy highlights how social media makes bullying inescapable WENCY LEUNG AND DAKSHANA BASCARAMURTY
The Globe and Mail
Published Friday, Oct. 12 2012, 10:01 PM EDT
Last updated Sunday, Oct. 14 2012, 1:43 PM EDT
561 comments
 Print / License  AA
When the girls in Jenna Bowers-Bryanton’s class pretended to vomit when she walked into the room, or when an older student slapped her on the first day back to school, Jenna’s mom, Pam Murchison, pulled her out of school.
What Ms. Murchison didn’t anticipate was that the abuse would persist even at home. Jenna received nasty messages via SMS and on forums such as Formspring, where her tormentors posted anonymous vitriol about her looks, personality and singing ability. (Jenna had her own YouTube channel.) In January, 2011, when she was 15, Jenna died by suicide in Truro, N.S.
MORE RELATED TO THIS STORY
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WATCH Multimedia: Videos in reaction to Amanda Todd's suicide
WATCH Video: Man seeks apology for 40-year old yearbook slur Bullying is far different today than it was even a decade ago. The entwining of social media in adolescents’ social lives has created a whole new environment for abuse. It is bullying that is almost impossible to contain, even when teens change schools or cities, and online anonymity helps shield bullies’ identities.

The persistent bullying that Amanda Todd, 15, suffered before she died by apparent suicide on Wednesday has raised alarms about how bullying can push teens into despair. Shannon Freud, a counsellor at the Kids Help Phone – which receives about 5,000 calls and e-mails a week from youth across the country – says girls who reach out to her service often say that bullying has contributed to depression, self-esteem issues, self-harming, eating disorders and feelings of suicide.

According to a study this year in the Canadian Medical Association Journal, suicide is the second leading cause of death among young people, ages 10 to 19; suicide rates among females have been on the rise over the past 30 years, while those among young males are decreasing. The latest data from Statistics Canada show 69 females between the ages of 10 and 19 died by suicide in 2009, and for every completed suicide, it is estimated there are as many as 20 attempts.

Ms. Freud explains that teen girls tend to be bullied in a different way. While the bullying of males typically involves physical aggression, girls tend to be the target of social and verbal harassment, including exclusion or having others talk – or in many cases now, text – about them behind their backs.

Telling cyber-bullying victims to simply shut off their computer or stop checking their Facebook accounts is far easier said than done, since social media is such an integral part of how teens now interact and communicate, Ms. Freud says. Some may even be reluctant to delete tormentors from their lists of online friends because keeping those online contacts boosts their sense of status. “And status is such a huge thing for kids and youth,” she said.

***To differentiate reading levels:

Two Democracy Now media texts to differentiate various reading levels:

DN Article #1:
Student Gets 30-Day Sentence in Gay Bullying Case     
A former Rutgers University student has been sentenced to 30 days in prison for spying on a gay classmate who later took his own life. Tyler Clementi jumped to his death from a bridge in September 2010 after two classmates shared a videotape of him having sex with another man in his dorm room. The students had recorded Clementi’s sexual encounter without his knowledge. He had just started his freshman year at Rutgers University. On Monday, Judge Glenn Berman sentenced one of the students, Dharun Ravi. Glenn Berman: "There will be 300 hours of community service. This defendant will attend a counseling program relative to cyber-bullying and alternate lifestyles. There will be a $10,000 (U.S.) recessment paid over to the probation department. This, I hope, is the constructive part, though I doubt the defendant will see it that way. That sum will be allotted to a state-licensed or state-chartered community-based organization dedicated to providing assistance to victims of bias crimes."

DN Article #2:
Rutgers Student Gets 30-Day Sentence in Gay Bullying Case  
A former Rutgers University student has been sentenced to 30 days in prison for spying on a gay classmate who later took his own life. Tyler Clementi jumped to his death from a bridge in September 2010 after two classmates shared a videotape of him having sex with another man in his dorm room. The students had recorded Clementi’s sexual encounter without his knowledge. He had just started his freshman year at Rutgers University. On Monday, Judge Glenn Berman sentenced one of the students, Dharun Ravi.

Glenn Berman: "There will be 300 hours of community service. This defendant will attend a counseling program relative to cyber-bullying and alternate lifestyles. There will be a $10,000 (U.S.) recessment paid over to the probation department. This, I hope, is the constructive part, though I doubt the defendant will see it that way. That sum will be allotted to a state-licensed or state-chartered community-based organization dedicated to providing assistance to victims of bias crimes."

Step 10: Class share out

Step 11: T gives out
Exit slip (respond in complete sentence):

One thing I learned today: ______________________________
One way I can use this knowledge: _________________________________
One question I still have: _____________________________________________________?

Step 12: H.W. Complete the graphic organizer, brainstorm how to make an anti-bullying poster.