I was recently tasked with developing a lesson plan for an advisory, or homeroom, class in middle school. Our parameters were broad: focus on a social issue. My partner and I decided to focus on cyberbullying. I think too often we as teachers falsely assume that our urban youth may not have the same access to technology that their more affluent peers have. Many of my third grade students possess cell phones and Facebooks despite their socioeconomic backgrounds and stigmatized "poor" neighborhoods.
Though middle schoolers are often seen as hormonal, unpredictable, or still maturing, they should be taught to be aware of others' feelings and how their actions impact other students' self worth. Cyberbullying is a growing problem, and as technology becomes more advanced I can only imagine it will soon grow to be a bigger problem. Though cyberbullying typically references Facebook, Twitter, e mail, blogs, and other social media sites, cyberbullying can be perpetuated through technology as simple as texting.
Our advisory lesson will focus on the start and spread of rumors. How do rumors spread? How often are they true? We will then jump into a case study on the Stubenville, OH rape trial. How did cyberbullying affect the victim and the perpetrators? How does cyberbullying threaten everyone's sense of success? Students will have time to analyze a news article covering the case and to analyze causes and effects in the case. Students will close by reflecting on their own involvement in cyberbullying and how they may better act as advocates against cyberbullying. The plan is listed below:
Though middle schoolers are often seen as hormonal, unpredictable, or still maturing, they should be taught to be aware of others' feelings and how their actions impact other students' self worth. Cyberbullying is a growing problem, and as technology becomes more advanced I can only imagine it will soon grow to be a bigger problem. Though cyberbullying typically references Facebook, Twitter, e mail, blogs, and other social media sites, cyberbullying can be perpetuated through technology as simple as texting.
Our advisory lesson will focus on the start and spread of rumors. How do rumors spread? How often are they true? We will then jump into a case study on the Stubenville, OH rape trial. How did cyberbullying affect the victim and the perpetrators? How does cyberbullying threaten everyone's sense of success? Students will have time to analyze a news article covering the case and to analyze causes and effects in the case. Students will close by reflecting on their own involvement in cyberbullying and how they may better act as advocates against cyberbullying. The plan is listed below:
Title: What is cyberbullying?
Objective:
SWBAT identify how rumors begin and spread.
SWBAT will be able to explain how social media contributes
to the spreading of rumors
SWBAT define and define cyberbullying and its negative
effects.
SWBAT identify their role in preventing cyberbullying.
Appropriate Grade Level: 7th-8th
grade
Timeframe: 15-25 minutes
Materials Needed: projector, computer, handouts, and
writing utensils
Lesson Procedures:
1. Telephone Game (5-7
minutes)
A.
Split into two groups of equal size. Explain how
to play the telephone game:
a.
Select one person from each group to be the
leader, or the starter of the telephone chain
b.
Explain that the leader should pick a short
phrase, no more than 5 words, that they would like to pass around the
circle. The phrase must be respectful of
everyone in the room and must follow the golden rule.
c.
The leader will begin by quietly whispering
their phrase to the person to their left.
The phrase should be whispered so that nobody in the circle, except the
intended recipient, can hear the phrase.
d.
The recipient, or the person to the leader’s
left, will only get to hear the phrase one time and will then repeat the phrase
they think they heard to the person to their left. THE PHRASE MAY NOT BE
REPEATED.
B.
Play a game of telephone in each group. Teacher
sits in the middle of the group to keep the game going and to stir/start up a
rumor into the mix.
C.
Rules will be implemented. No negative statements
and follow the golden rule.
2. Discussion (5-7 minutes)
A. Lead and
facilitate discussion asking the following questions.
a.
What did the message begin as?
b.
What did the message end up as?
c.
Do you think someone intentionally messed it up
or was it unintentional?
B. Explain how messages can be distorted or misconstrued
intentionally or unintentionally.
a. What is
cyberbullying?
3. Stubenville Discussion (7 minutes)
A. Distribute handouts of the Stubenville Article
a. Allow
students 2 minutes to read the article.
b. Allow
students 2 minute to discuss with a partner.
c. Allow
students 3 minutes to discuss as a class.
B. Questions that should be answered during this
THINK-PAIR-SHARE
a. How does
social media contribute to the start and spread of rumors?
b. Students
plug concrete steps into graphic organizers.
4. Exit Slip
A. Check for Understanding (4 minutes)
a. Students will receive a piece of
paper with the following question on it. They will have 3-4 minutes to answer it.
b. What role can you play in
preventing/resolving the spread of rumors via social media?
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