Student Andie Floresta Professor Mary Brower

Course EDU527 Date5/1/18

Grade 6 Topic Bullying Content Area English
Molloy College
Division of Education

INSTRUCTIONAL OBJECTIVES
Objective: ​After students use google classroom to interpret video clips from various iconic movies,
students will create a google form to assess their own school’s bullying policy, asking a minimum of two
questions in two different formats, using their school’s code of conduct.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

New York State Common Core Standards

Key Idea
● RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as
well as in words to develop a coherent understanding of a topic or issue.
○ Indicator: This will be evident when students interpret examples or non-examples of media
clips representing bullying to develop an understanding of what bullying is.
Key Idea
● SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
Key Concept
● a. Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion
○ Indicator: This will be evident when students compare video clip analysis via their checklist
worksheets to interpret if the video clip is or is not an example of bullying.

NETS Standards
Key Idea
1. Facilitate and Inspire Student Learning and Creativity
Key Concept
● Engage students in exploring real-world issues and solving authentic problems using digital tools and
resources.
○ Indicator: This will be evident when students explore the definition of bullying, and how it is
perceived in various situations that they experience in their everyday lives in order to
problem solve regarding bullying issues in their school.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Student Andie Floresta Professor Mary Brower
Course EDU527 Date5/1/18
Grade 6 Topic Bullying Content Area English

INSTRUCTIONAL RESOURCES
● SMARTboard
● Google Slides
● Computer/laptops (Class Set)
● Headphones
● Google Classroom
● Youtube - Video Clips
○ Finding Nemo
○ Mean Girls
○ Hocus Pocus
○ Lilo and Stitch
● Checklist Worksheet
● Google Forms
● Excerpt of Schools’ Code of Conduct

MOTIVATION
Students will begin the lesson by writing anonymously on a sheet of paper whether or not they feel like they
have ever been bullied, and if so, how many times they feel this way. The teacher will collect this and create
a tally of how many people in the class have ever been bullied. Following the tally, students will share their
insights on how they feel about the class census, if they were surprised by how common bullying is, and how
they feel about bullying in their own school.

INSTRUCTIONAL STRATEGIES
● Case Study: ​This will be evident during the motivational activity in which students will take part in a
small scale census that will expose them to the commonness of bullying via an anonymous tally taken
by the teacher.
● Cooperative Learning:​ This will be evident when students view iconic movie clips, and using a
checklist, will determine if the clip is an example or non-example of bullying, and how the situation
could have been changed.
● Interactive Educational Technology:​ This will be evident when students use google classroom and
google forms and google classroom to analyze data in order to evaluate their own schools policy on
bullying.
● Real World Application:​ This will be evident when students evaluate their school’s policy on
bullying, using the school code of conduct to assess whether they believe that their school is creating
a safe and positive learning environment.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Student Andie Floresta Professor Mary Brower
Course EDU527 Date5/1/18
Grade 6 Topic Bullying Content Area English

DEVELOPMENTAL PROCEDURES
● Following the motivation, Students will think-pair-share in heterogeneous pairs to develop their own
definition of bullying. Students will use their classroom discussion to create their definition. While
students are collaborating, the teacher will be circulating to scaffold students using examples and
non-examples from the previous discussion to support student creation. After five minutes, pairs who
volunteer may read their definition aloud to the class. (​How do you define bullying?)
● Students as a class will view the definition of bullying on the SMARTboard and will read it aloud
together. Students will compare their definition of bullying to the official definition, citing the
common themes and concepts that the two definitions did not have in common. Following this,
students will interpret the definition to their own lives, citing how bullying may look in a classroom
versus in a lunch room or at recess. (​Were you surprised by how common bullying is?)
● Students will be given a checklist to use to interpret four video clips in which students will assess
whether or not bullying is being exhibited. The checklist will feature several points which are taken
directly from the official definition of bullying. While students watch the videos, students will check
off any of the boxes that apply to the video. (​Compare and contrast your definition of bullying to
the official definition, what is the same? What is different?)
● In heterogeneous groups of four, students will collaboratively watch four video clips from well
known movies including Finding Nemo, Mean Girls, Lilo and Stitch, and Hocus Pocus. Students will
initially watch the video clips individually, evaluating the excerpt using their own checklist. After
each video, groups will come together to compare and contrast their checklists in order to
cooperatively reflect on the worksheet, making a claim on whether or not the video is an example of
bullying. While this is taking place, the teacher will be circulating in order to provide higher order
questioning to students in order to further enhance their interpretation of the assignment movies, and
to provide interventions for students who appear to be struggling to meet the objective. (​Why do you
think the characters are choosing to bully one another? Why do you think one character is
targeted?)
● Students will create a google form which will be sent out to fellow students, teachers, and if possible,
administrators, that will prompt members of the community to reflect on the school/districts code of
conduct, and how the school handles bullying. The teacher will display the school’s code of conduct
that will scaffold students in creating their surveys. Students will be required to ask at least two
questions, and must use two different forms of questioning offered by google forms. Students will
also be encouraged to adjust the theme and layout of the form to fit the activity of bullying and
bullying prevention.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Student Andie Floresta Professor Mary Brower
Course EDU527 Date5/1/18
Grade 6 Topic Bullying Content Area English
ADAPTATIONS
● The student with a hearing impairment will watch the videos with closed captioning in order to assist
in the formulation and interpretation of the clips.
● The student will ADHD will be assigned to be the collector of the census at the beginning of the class
in order to allow movement in the classroom.

DIFFERENTIATION OF INSTRUCTION
● Struggling Learners:​ Struggling students will be provided with a short summary of each video on
their checklists in order to assist in evaluating if the source is an example or non-example of bullying.
● Average Learners:​ Average students will be working in heterogeneous groups in order to interpret
media clips as either examples or non-examples of bullying.
● Advanced Learners:​ Advanced learners will be met when students will use their working definition
of bullying in order to begin formulating real world solutions to their schools via their google forms
exit reflection.
ASSESSMENT
Students will create a google form to assess their own school’s bullying policy, asking a minimum of two
questions in two different formats, using their school’s code of conduct.

INDEPENDENT PRACTICE
Students for extra credit will have the opportunity to reflect on their own lives and write a short paragraph
about an experience they went through as either a victim or even a bully themselves, promoting students to
use their current knowledge of bullying to how they could have changed the situation, and how the
experience has made them feel over a short and long term scale. This will be assigned via google classroom,
in which students will receive their own copy and write a response via google docs.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT
● Enrichment:​ Students who met the objective will be challenged to go home and find a television
show or movie that depicts bullying in some way or form and to write a short summary on google
docs describing the event for extra credit. Some examples may be shown in class if acceptable for all
learners. This will be turned in via google classroom.
● Direct Teacher Intervention: ​Students that did not meet the objective will be introduced to a short
story about bullying called the ​Invisible boy​. Students will read the picture book at home with their
families and respond to how they felt about the boy. Following this, students will compare the
experiences shown in the ​Invisible Boy​ to the definition that was shown in class on what is bullying.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Student Andie Floresta Professor Mary Brower
Course EDU527 Date5/1/18
Grade 6 Topic Bullying Content Area English

References

Disney Pixar. ​Gerald in "Finding Dory" Is a Bullying Victim!​ ​YouTube​, YouTube, 4 July 2016,

https://www.youtube.com/watch?v=Xw2L11Owuhs

Engage NY. (2016). New York State Standards For Social Studies. Retrieved from

https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

Fandango, movieclips. “Mean Girls Movie CLIP - Regina Bashes Janis (2004) HD.” ​YouTube​,

YouTube, 6 Oct. 2011, ​https://www.youtube.com/watch?v=6ovOboVwB7g&t=59s​ .

NETS-T-STANDARDS International Society for Technology in Education

“NETS-T-STANDARDS.” ​NETS -T Standards​, 2010,

people.umass.edu/pelliott/reflections/netst.html.

Urbanconfederate. “Hocus Pocus Bullies.” ​YouTube​, YouTube, 8 June 2012,

www.youtube.com/watch?v=ogNGgpvWnAg​.

Tylerguy1594. “Lilo and Stitch Lilo vs Mertle.” ​YouTube​, YouTube, 19 July 2010,

www.youtube.com/watch?v=NUb28u7o3co​.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language