CPS Standards-Based Weekly Lesson Plan For English School Year 2011-2012 Teacher: Mrs.

Stockstell, Grade: 8th Content: Writing Room: 296 Week: 2/21/12-3/19/12 Bullying and Tolerance Unit Plan This unit was created to increase students writing skills and to address bullying and tolerance issues that affect every student. This unit is designed to last three weeks but with ISATs coming up and keeping in mind that some concepts might have to be revisited or re-taught, this unit could take up to four or five weeks. Unit Learning Objectives
Students will be able to connect the discussion of bullying to intolerance on a larger scale. Students will be able to list ways in which to respond to bullying. Students will be able to analyze a poem and connect it to the themes of a larger text. Students will be able to make connections between themes and their personal experiences. Students will be able to organize and present information in a meaningful way. Students will be able to write a persuasive essay. Students will be able to analyze a story and connect it to their own experiences. Students will be able to define and explain the types of bullying. Students will be able to relate their own experiences to the experience of others in written and verbal reflections. Students will be able to create grammatically correct essays and reflections.

Common Core Standards 7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. Craft and Structure: 4) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Integration of Knowledge and Ideas: 7) Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Key Ideas and Details: 1) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Key Ideas and Details: 2) Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

CPS Standards-Based Weekly Lesson Plan For English School Year 2011-2012 Teacher: Mrs. Stockstell, Grade: 8th Content: Writing Room: 296 Week: 2/21/12-3/19/12 d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. Range of Writing: 10) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audience. Vocabulary Acquisition and Use: 6) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Week One: Day 1 Activities Introduce the topic of bullying and tolerance. Give students Bully survey and create a contract together as a class. This will set the mood for the whole unit and ensure that students are prepared for the topics that will be discussed and will be able to trust each other enough to discuss freely. Line Activity: Students will line up and the teacher will ask questions regarding bullying and if their answer is yes they will cross the line. This activity builds trust and shows students how bullying has affected their whole class. We will discuss the results of the activity together as a class. Students will write independent reflections on the line activity and the topic of bullying altogether. Reflections will be an important part of this unit.

Notes to Take Bullying: the deliberate and often repeated attempt to intimidate, embarrass, or harm another person. Types of Bullying o Physical Bullying: Pushing, hitting tripping, etc. Boys are more likely to partake in this form of bullying o Social/Relational Bullying: The use of peer pressure and manipulation to isolate a target and hurt his or her feelings. An example of social bullying is if a student convinces a whole group to ignore shun or avoid a certain student. Girls are the most common social bullies. (pg.12) o Verbal Bullying: Bullies tease, mock, threaten, insult, and taunt peers. This includes spreading rumors and lies o Cyber Bullying: This bullying occurs when social or verbal bullying takes place over the internet or an electronic device.

Line Game Questions

CPS Standards-Based Weekly Lesson Plan For English School Year 2011-2012 Teacher: Mrs. Stockstell, Grade: 8th Content: Writing Room: 296 Week: 2/21/12-3/19/12 Im going to ask you a question and if that question applies to you step to the line. o o o o o o o o o o o o How many of you are Chicago Bulls fans? How many of you listen to Drake? Step to the line if you watch Jersey Shore. Step to the line if you watch Glee. Step to the line if you think that students in our school get all really well. Step to the line if you look forward to coming to school in the morning. Step to the line if you have been physically bullied by a classmate. Step to the line if you have been socially or verbally bullied by a classmate. Step to the line if you have ever bullied someone. Step to the line if you have ever seen a student tease or ridicule another student. Step to the line if you did nothing after seeing this behavior. Step to the line if you have heard a student use a slur, epithet or other derogatory put down. o Step to the line if you feel comfortable enough to report bullying. Reflection Take the next 10 minutes to reflect on the line activity. Were you surprised by how many people answered in the same way you did? Think back to a bullying experience that you either witnessed or were directly involved in. Describe the event using as much detail as possible. How do you think the victim of this event felt? Week One: Day 2 Activities Introduce persuasive writing by reviewing the 54321 essay format and taking notes on the elements of a persuasive essay. Begin 13 Reasons Why and the Bullying in school books. Separate into small groups and discuss the Hannahs tape and the scenarios from the Bully book. Students will write a practice persuasive paragraph based off of the scenario. Students will reflect on Hannahs tape.

Notes to Take 54321 Essay format Persuasive Techniques notes (see handout)

Thirteen Reasons Why Listen to the first 3 tapes stopping to allow the small groups to discuss.

CPS Standards-Based Weekly Lesson Plan For English School Year 2011-2012 Teacher: Mrs. Stockstell, Grade: 8th Content: Writing Room: 296 Week: 2/21/12-3/19/12 o The events that Hannah chooses as her 13 reasons for committing suicide can seem petty or small matters, she even acknowledges this. Why do you think these events were so traumatic for her? o Are reputations important at Beasley? What could having a bad reputation do to you? o Have you ever had a rumor spread about you? How did that make feel? o Did you notice the scars you left behind? Hannah asks. What does she mean by this? Bullying in Schools: What you need to know Pg 2-6: Tarah, Brian, Leslie Ann, Rob, Shannon

Practice Persuasive Writing Prompt Weve all heard the popular saying Sticks and stones may break my bones but words will never hurt me. Is there truth to this statement? Does verbal or social verbal bullying do less damage or more damage than physical bullying? Use our class discussions, the stories you just read, and personal experience to back up your claim. Week One: Day 3 Activities Bullying Article Activity: Small groups will read articles about the effects of bullying. They will break down the article examining form and discussing what happened in the articles, why and how these events could be prevented. Students will present their articles to the class and pose a discussion question. Students will reflect on the days topics.

Reflection Reflect on the article that you read and the class discussion and answer the following questions. Describe how bullying can escalate into more serious behaviors/events. What motivates people to bully others? What consequences are there? Week One: Day 4 Activities Listen to more Thirteen Reasons Why. Read Hannahs poem and analyze it in groups. Each group will represent her poem in a picture and then explain the picture and poem. Read a story from the Bullying in Schools book and discuss in groups and as a class.

CPS Standards-Based Weekly Lesson Plan For English School Year 2011-2012 Teacher: Mrs. Stockstell, Grade: 8th Content: Writing Room: 296 Week: 2/21/12-3/19/12 Discuss ways in which bullying can be prevented/stopped. What to do if you are being bullied, what to do if you see someone else being bullied. Notes to Take What you can do when you are being bullied (pg 44): 1. 2. 3. 4. 5. 6. 7. 8. Remember that bullying is the problemnot you. Remember that bullying is not permanent. Understand several facts about bullying (see page 45 in Bullying in Schools) If at all possible, tell someone else about your experience or write about it. Find safety in numbers. Tell a school official. Get active. Use specific responses to deal with the bully: a. Laugh along b. Roll with the punch c. Change the subject d. Learn verbal self defense (pg 49)

What you can do if you witness bullying (pg 53): 1. 2. 3. 4. 5. 6. 7. Refuse to join in. Walk away when bullies are acting up. Distract the bully Report any bullying you see. Speak out. Stand up. Work with others to reduce bullying.

Thirteen Reasons Why Tapes 7-8 Hannahs poem

Discussion Questions What do you think Hannahs poem is about? What does it mean? Is this something that you would want shared with the entire school?

Reflection What are some possible reasons why bullying goes unreported? Write about a time you witness someone being bullied and did nothing to stop it. Explain why you did what you did.

CPS Standards-Based Weekly Lesson Plan For English School Year 2011-2012 Teacher: Mrs. Stockstell, Grade: 8th Content: Writing Room: 296 Week: 2/21/12-3/19/12 Week 1: Day 5 Activities Students will watch a clip from Degrassi and read an article about Columbine. Think Pair Share: Students will reflect on their own, share with a group, and then each group will share with the class. As a class we will discuss how bullying can have drastic consequences and talk about how the mindset and attitude behind bullying is seen in other forms of intolerance (genocide, sexism, etc.) Discussion Questions What could have been done to prevent these events on the show and in real life? Reflect on the episode and article. How were these situations similar or different? What attitudes cause these tragic events?

Week 2: Day 1 Activities Finish Degrassi and Columbine discussion. Reintroduce the idea of tolerance and take notes on important definitions. (tolerance, genocide, stereotype, etc ). Intolerance Series Topic 1(students will chose which 4 topics of intolerance that they want to learn about such as race, gender, socioeconomic, etc), take notes as a class and discuss. Small group activities.

Week 2: Day 2 Activities Intolerance Series Topic 2 Take notes as a class and discuss. Small group activities.

Week 2: Day 3 Activities

CPS Standards-Based Weekly Lesson Plan For English School Year 2011-2012 Teacher: Mrs. Stockstell, Grade: 8th Content: Writing Room: 296 Week: 2/21/12-3/19/12 Intolerance Series Topic 3 Take notes as a class and discuss. Small group activities.

Week 2: Day 4 Activities Intolerance Series Topic 4 Take notes as a class and discuss. Small group activities.

Week 2: Day 5 Activities Intolerance Series Topic 5 Take notes as a class and discuss. Small group activities.

Week 3: Day 1: Activities Introduce writing assignment and review persuasive writing format. Persuasive writing pre-write activity and brain storming activity First draft due the next day.

Week 3: Day 2 Activities Introduction paragraph workshop day. Create an introduction together as a class to point out what they should look like. Students will break into pairs to peer edit their first paragraphs.

CPS Standards-Based Weekly Lesson Plan For English School Year 2011-2012 Teacher: Mrs. Stockstell, Grade: 8th Content: Writing Room: 296 Week: 2/21/12-3/19/12 Week 3: Day 3 Activities Body Paragraph Workshop day: Review transitions and how to incorporate evidence. Students will break into pairs and peer edit their body paragraphs. Second Draft due the next day.

Week 3: Day 4 Activities Conclusion Paragraph Workshop day. Students will break into pairs and peer edit their conclusion paragraphs.

Week 3: Day 5 Activities Peer edit the full drafts and give them time to work on their essays. One-on-one conferences with the teacher.