Anabel's Bully

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title:

  Principles of Teaching

  Course Title:

  Foundations of Curriculum and Instruction

  Course Number:

  8909030

  Career Cluster:

  Education and Training

  CIP Number:

  0713129900

  Course Type:

  High School Career Preparatory

  CTE Standard(s) or benchmarks

  CTE-EDU.912.8909030.2.3 Distinguish behaviors related to bullying and the impact it has on learning.

  Integrated benchmarks: ELA or Other:

  ELA.9.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources and refining the scope of the question to align with findings.

  ELA.10.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources and refining the scope of the question to align with findings.

  ELA.12.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources and refining the scope of the question to align with findings.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Oh Anabel,” See CPALMS resource ID 215648.

• Career Connection

  
  

  The lesson fosters career readiness by simulating real-world business scenarios, where students practice their knowledge skills by conducting the research on bullying. Students will enhance their communication skills by actively listening to their peers, and creating a visual presentation from their research. Relationship skills will be developed during the group activity where students must practice collaboration and teamwork. Additionally, students will be exposed to workplace skills with the use of technology. Their presentations will need to be professional and organized. These activities not only focus on career skills but also addresses a critical social issue which will prepare students for their future careers.

• Learning Objectives

  
  

  Students will be able to:

  • Research the signs of bullying and recognize how it impacts student learning.
  • Discuss and present their research.

• Prior Knowledge

  
  

  For this lesson, it will be beneficial if students understand what bullying is and its different forms.

• Guiding Questions

  
  
  • What is bullying?
  • What are some signs that a student is being bullied?
  • Why do students bully?
  • Why are students targeted by bullying?
  • What can be done in your school to prevent bullying?
  • What can adults do in your school to prevent bullying?
  • What does the research say regarding those that bully and those that are bullied?

• Procedure

  
  
  1. To begin the lesson, the teacher will explain the objectives of the lesson: Students will understand what bullying is and how to address it.
  2. Teacher will review guiding questions as a class before reading the case study.
  3. Display the Bullying Resources websites, and create an anchor chart with the following:
     1. Definition of bullying
     2. Signs of bullying
     3. Effects of bullying
  4. Pass out the case study, "Oh Anabel," see CPALMS ID 215648. Discuss the following questions as you read the case study as a class.
     • What behaviors are being displayed by Devon, Sarah, and Anabel?
     • How is student learning being impacted?
     • What may Mr. Read do to address the students?
  5. For the next activity, the class will be divided into groups of 4-5 students. Distribute the Bullying Research Worksheet (attached). Assign group leaders to each group. Each group will be responsible for creating a presentation on their research. Allow groups to use computers/technology to find valid evidence and complete their worksheet. Students will be reminded to respect their peers' opinions and to maintain a professional tone in their communications, even if the discussion brings about frustrations or disagreements.
  6. The teacher will monitor student progress by walking around the room, assisting students as needed.
  7. The teacher will set time limits for each section. The research portion should take about 15-20 minutes. The creation of the presentations should take approximately 20 minutes.
  8. After group activity, the teacher will guide the class through a structured debriefing process to ensure the lessons learned are connected back to the course benchmarks.
     1. How can a teacher reduce the negative impact of bullying on student learning?
     2. The teacher will invite each group to present their research to the class, highlighting key points and strategies. After each group has shared, the conversation will be opened to the whole class, allowing students to reflect on their learning.
     3. Ask students to share any surprising or impactful information they discovered.
  9. The teacher will recap key points and summarize the main points covered in the lesson.
  10. The teacher will conclude the class by asking students to share what they think about how addressing bullying gives them important skills and knowledge for their future careers.

• Teacher Notes

  
  
  • Students will be reminded to respect their peers' opinions and to maintain a professional tone in their communications, even if the discussion brings about frustrations or disagreements.
  • The lesson can be divided into 2 class periods.
  • Strategy: Teachers should circulate to monitor the discussions, ensuring they are on track. If so, they should encourage continuation; if not, they should guide the group back to the central topic by reminding them of the key discussion questions.
  • Direct students to the following website:
  • https://www.crisistextline.org/topics/bullying/#what-is-bullying-1,
  • https://www.stopbullying.gov/
  • https://www.pacer.org/bullying/.