P B L P R O J E C T P L A N

Name of Project/Teacher:

Bullying/ C. Lewis Date Range: 10/6-11/7

Subjects/Courses: World Literature Grade Level: 10th

Essential Question: How does bullying affect the lives of both the victim and the harasser?How can we help younger students(2nd grades) identify and prevent bullying using our knowledge?

Project Description Summary of the issue, challenge, investigation, scenario, or problem:

We are taking the social issue of bullying, which is also found in our primary text, and finding a solution or awareness opportunity for it. We are challenging the students to find creative ways to prevent bullying by highlighting how much harm it causes to everyone involved.

Project scenario:“Your team is a looking to promote awareness on bullying. As a team, come up with a product you would present to the 2nd graders of Hopkins Elementary urging them to take action against this social injustice. Use the texts we have covered as the basis for understanding bullying. The product can be a creating or joining a campaign, creating powerpoint, a puppet show, or event. After you have created your product, your group will market the product to the class persuading us that your product deserves our support.”

21st Century Competencies (to be taught and assessed)

Collaboration: Small groups to find and execute solution.

Creativity and Innovation: Solution is chosen based on creativity and personal interest of the group.

Communication: Presentations are needed at the end of communicate findings

Critical Thinking: Researching and finding a specific outcome that varies from group to group.

Other:

Content – Skills/Standards to be addressed:

Literacy Pathway Theme

Courses Math Science Social Studies Global Electives

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to

Source: © 2008 Buck Institute for Education (Adapted by GCPS 2014) 1

enhance understanding of findings, reasoning, and evidence and to add interest.Writing Standards

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.W.9-10.9Draw evidence from literary or informational texts to support analysis, reflection, and research.

Interdisciplinary standards may include:Math: Collecting survey information and creating a chart that represents it.Science: Looking at emotional and cognitive effects of bullying.

Culminating Products and Performances

Group: Each group of 4 students will create a product that may include but not limited to a powerpoint, puppet show, memorial, campaign involvement, blog, event, survey, or community outreach focused on bullying awareness and prevention.

At the end of the unit, each group will create a presentation explaining the process of creating the product and how their peers are able to use it accomplish the group’s set goal. Then, the students will travel to Hopkins Elementary and present their projects to 2nd grade students.

Individual: Each student will create a newspaper article answering the following task question:

How does bullying affect the lives of both the victim and harasser? After reading Sundiata, “Emotional and Social Effects of Bullying," “Victims in Bullying,” and an excerpt from The Absolutely True Diary of a Part-Time Indian on bullying, write an article in which you identify a problem situation associated with bullying that a character encounters in Sundiata and propose a solution. Support your position with evidence from the text(s).

Give at least three example/s from past or current supplemental articles that we've discussed in class to illustrate and clarify your position.

P B L P R O J E C T P L A NEntry Event : (to kick-off/launch

Connotative meaning of bullying:

Source: © 2008 Buck Institute for Education (Adapted by GCPS 2014) 2

inquiry, engage students):

What are the different ways people are bullied every day? Consider how broad the definition of "bullying" can be. List different types of bullying and determine the meaning of "bullying" as a group.

Activating Prior Knowledge

1. Listing examples of bullying

2. Then, categorizing the different types of bullying from their list (ex: cyber, verbal, physical, social, emotional).

3. Finally, explaining what is the definition of bullying.

4. Share definition of bullying at the end (explain why the group process was necessary)

Deliverables/Assessments

Formative Assessments(During Project)

Subject: Date: Subject: Date:

Editorial: Students will write an article in which they state their opinion of Sundiata’s tolerance of being bullied: stand up for yourself!

Puppet Show:Students will research and create a puppet show that highlights the signs of bullying and prevention strategies.

Powerpoint:Students will consider the opposite perspective (counter claim) that drives Sassouma Berete’s decision to bully Sundiata.

Obituary:Students will create an obituary for a victim of bullying and / or the bullier who was unaware of the severity of his or her actions.

Survey:Students will conduct a poll of student responses to bullying in a school setting and bullying within the household (ex: Ray Rice).

Poem: Students will create a poem that uses “Still, I Rise” by Maya Angelou as a model. The topic will relate to examples of bullying they discovered in researching information for their memorial.

Ad:Students will create an ad for a self-defense class. The ad must include five or more African proverbs that they gather relating to bullying.

Flag:Students will create a flag that symbolizes the movement against bullying.

Source: © 2008 Buck Institute for Education (Adapted by GCPS 2014) 3

Summative Assessments(End of Project)

Product: Portfolio Individual Newspaper Portfolio

Product: Group Portfolio (Role of Editor)

All members of each group will submit two pieces to be submitted for their newspaper.

Presentation Students will present poster boards that include selections from every student’s individual portfolios of the formative assessments put together collectively.

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Design Process: It is suggested that a weekly student team should use “The Design Process” handout to reflect on their project in terms of the Design Process. However, more implementations of reflecting on the Design Process can be listed here.

Source: © 2008 Buck Institute for Education (Adapted by GCPS 2014) 4

P R O J E C T T E A C H I N G A N D L E A R N I N G G U I D E

Project: Bullying Course: World Literature

Knowledge and Skills Needed by Students Scaffolding / Materials / Lessons to be Provided

Determine the central idea of a text Students will use 3-2-1 Summarizing Strategy for Daily Warm-ups.

Cite textual evidence

Students will be given different documents and a writing topic and asked to highlight the information they would include. Students will have to create paragraphs and correctly cite the textual evidence.

Determine the author’s point of view and purpose in a text

Students will work together collaboratively to determine the author’s point of view and purpose in selected readings.

Present information and findings, and supporting evidence clearly

Students will present Findings at Hopkins Elementary

Make strategic use of digital media in presentations to enhance understanding

Students will create Prezi, Powerpoints, Videos, for 2nd graders.

Source: © 2008 Buck Institute for Education (Adapted by GCPS 2014) 5