Day One
(Monday)
Please take out your interactive notebook. At the top of a clean page, write "Bullying WebQuest, Day One." Today you are going to watch a series of videos (click the blue button below to access the videos). Then, you are going to journal about the topic of bullying. Your journal should be at least one page in length. This is a free write journal, but here are questions to consider if you "get stuck":
1. What do you already know about bullying? What is bullying?
2. What kind of actions are considered bullying?
3. What types of bullying are there?
4. Who gets bullied?
5. How does bullying happen?
6. What problems does bullying create?
7. How do these videos make you feel?
8. How do you think the victims in these videos feel? The witnesses? The bullies themselves?
9. Have you ever experienced anything like what you see in these video clips? Describe your experience(s).
1. What do you already know about bullying? What is bullying?
2. What kind of actions are considered bullying?
3. What types of bullying are there?
4. Who gets bullied?
5. How does bullying happen?
6. What problems does bullying create?
7. How do these videos make you feel?
8. How do you think the victims in these videos feel? The witnesses? The bullies themselves?
9. Have you ever experienced anything like what you see in these video clips? Describe your experience(s).
Day Two
(Tuesday)
Please take out your interactive notebook. At the top of the next clean page, write "Bullying WebQuest, Day Two." Divide the page into 3 columns to make a K-W-L Chart like we have done in class before. Take a moment to gather your thoughts from yesterday and fill in the first two columns (the "K" and the "W") by yourself. Before you begin the rest of today's activities, please click on the button below to link you to an interactive K-W-L Chart for you to post a couple of your ideas on.
Now that you've finished posting to our class K-W-L chart, turn to a new page in your interactive notebook. Today you will be surfing the web to define some key terms in your own words. I have included a list of websites for your to browse to come up with your definitions. You will have an ample amount of time to explore the websites to see what other resources they offer you. You can supplement your research with instaGrok. Please record the key terms and the definitions in your own words in your interactive notebook.
Key Terms1. bullying
2. verbal bullying 3. physical bullying 4. social bullying 5. cyberbullying 6. bully 7. victim 8. target 9. bystander 10. witness |
Resources |
Day Three
(Wednesday)
Please take out your interactive notebook. At the top of the next clean page, write "Bullying WebQuest, Day Three." Today you are going to learn about methods on how to handle bullying situations. First, watch this video clip (keep in mind that bullying might not always be this "obvious"; as you learned yesterday, bullying can take many forms):
In your interactive notebook, brainstorm all the ways you think the victim could have handled the situation, both positive and negative. How could he have made the situation better? worse? Could the victim (or other people in the scene, if applicable) have prevented the physical bullying toward the end of the clip? Your brainstorming can take any form you'd like: a web, an outline, paragraph form, etc.
Next, you're going to click the button below to open a new browser page. You will read a little bit more about bullying and learn about the "HA HA SO" method to deal with it. I want you to go through the worksheet and answer all seven questions in your interactive notebook. For question one, if you cannot think of a time that you were ever bullied in school or on the bus, make up a realistic bullying situation to use throughout the exercise.
Next, you're going to click the button below to open a new browser page. You will read a little bit more about bullying and learn about the "HA HA SO" method to deal with it. I want you to go through the worksheet and answer all seven questions in your interactive notebook. For question one, if you cannot think of a time that you were ever bullied in school or on the bus, make up a realistic bullying situation to use throughout the exercise.
Day Four
(Thursday)
Please take out your interactive notebook. At the top of the next clean page, write "Bullying WebQuest, Day Four." Review the HA HA SO method in a level one voice with a neighbor for two minutes. Then, re-watch yesterday's video ("be a STAR: Bullying Example #2").
Using your new knowledge of HA HA SO, write a paragraph about the video that meets these requirements:
1. Describe what methods the victim tried to use to handle the bullying situation he was in.
2. Explain whether or not the victim was successful in any way. Explain your thinking.
3. Pick one or more techniques from HA HA SO that you think the victim could have used effectively in the situation. Explain your choice(s).
Click the button below to access the rest of today's activity, where you'll be watching some bullying
scenarios and writing about how you would respond in those situations using the HA HA SO method:
Using your new knowledge of HA HA SO, write a paragraph about the video that meets these requirements:
1. Describe what methods the victim tried to use to handle the bullying situation he was in.
2. Explain whether or not the victim was successful in any way. Explain your thinking.
3. Pick one or more techniques from HA HA SO that you think the victim could have used effectively in the situation. Explain your choice(s).
Click the button below to access the rest of today's activity, where you'll be watching some bullying
scenarios and writing about how you would respond in those situations using the HA HA SO method:
Day Five
(Friday)
Please take out your interactive notebook. Turn back a couple pages to "Bullying WebQuest, Day Two." Take a moment to fill in the "L" column of your personal K-W-L chart. Make sure your response is thorough and thoughtful. Perhaps you also need to correct some misconceptions from your "K" column, or answer questions from your "W" column. If this WebQuest did not answer some of the things in your middle column that you wanted to learn, use this time to look up the answers now.
When you have finished filling in your personal K-W-L Chart, click on the button below to return to our class interactive one. Use your cursor to scroll to the very right of the Wallwisher and post a note under the "L" column. Your response should be well thought-out, and therefore naturally longer than the other two you previously posted.
When you have finished filling in your personal K-W-L Chart, click on the button below to return to our class interactive one. Use your cursor to scroll to the very right of the Wallwisher and post a note under the "L" column. Your response should be well thought-out, and therefore naturally longer than the other two you previously posted.
Now that you've finished posting to our class K-W-L chart, turn to a clean page in your interactive notebook and title it "Bullying WebQuest, Day Five. Spend the rest of the class time in the computer lab revisiting all that you have learned this week (you may go back into the web resources if you'd like) and compose a reflection.
Your reflection needs to be three paragraphs long:
1. The first paragraph should reflect on what you have learned about the definition of bullying.
2. The second paragraph should reflect on what you have learned about how to deal with bullying.
3. The last paragraph should "wrap up" your thinking in any way you see fit.
Your reflection needs to be three paragraphs long:
1. The first paragraph should reflect on what you have learned about the definition of bullying.
2. The second paragraph should reflect on what you have learned about how to deal with bullying.
3. The last paragraph should "wrap up" your thinking in any way you see fit.
Week Two
(Monday-Friday)
Week Two will be conducted inside the regular classroom, and not in the computer lab. You will begin putting together your final picture book project to turn in the Monday of what would be Week Three. We will discuss this more in class next week, but here is the upcoming schedule for you to record in your agendas:
Monday
Review the content of your interactive notebooks and begin drafting in-class
Tuesday
Rough draft due in-class today (paragraph form)
Structured peer edit, based on the Kathy King Dickman Writer's Workshop model
Wednesday
Rough draft revisions due in-class today (paragraph form)
Begin storyboarding picture book format
Thursday
Storyboards due in-class today
Gallery Walk-style peer editing
Friday
BRING YOUR ART SUPPLIES!
Work day today; final project due Monday!
Monday
Review the content of your interactive notebooks and begin drafting in-class
Tuesday
Rough draft due in-class today (paragraph form)
Structured peer edit, based on the Kathy King Dickman Writer's Workshop model
Wednesday
Rough draft revisions due in-class today (paragraph form)
Begin storyboarding picture book format
Thursday
Storyboards due in-class today
Gallery Walk-style peer editing
Friday
BRING YOUR ART SUPPLIES!
Work day today; final project due Monday!