Cyber BullyingThis is a featured page

Module 2 - Cyber Bullying

Target Audience: Sec 2 students

Lesson Duration: 2 periods (2 x 35 min)

Specific Instruction Objectives (SIO):
At the end of the lesson, students should be
  1. Aware of some of the adverse effects of cyberbullying on victims.
  2. Able to identify strategies for dealing with online bullies.
  3. Able to evaluate if their actions constitute cyberbullying.

Material/Resources
  1. Teachers' Powerpoint Slides
  2. PC/Laptop with internet access (1 PC/Laptop for 2 students)
  3. Video Clip on Cyberbullying (See Video Resources at the end of this page. Also available at http://c-bullying.wetpaint.com/))
  4. 3-column Reflection Journal (using wiki platform loacted at: http://c-bullying.wetpaint.com/)

Lesson Activities
Time Duration Activity Description Resources Rationale
10 min Introduction on Cyberbullying and Instructions on the activity Powerpoint slides
(Slides 1 to 8)		 Introduction and Instructions
30 min SENSE
1) Students to view the video clips on cyberbullying. (15 minutes)
Teacher will screen the video clips. (to avoid time lag in video streaming)


Simultaneously,


THINK
2) Students, in pair, to fill in the 3-column reflection journal*		 Video clips:

  1. The video is also available on the wiki for students' reference
PC/Laptop:
  • 2 students sharing 1 PC/Laptop
  • Create a shortcut/ bookmark to the 3-column journal, on the PC/Laptop desktop

Powerpoint slide 9

3-Column Journal
Avaliable at wiki site:
http://c-bullying.wetpaint.com/		 CBL
  • engaged with the characters and circumstances of the story, in the video clip.
  • identify problems as they perceive it
  • connect the meaning of the story to their own lives.
  • bring their own background knowledge and principles.
  • raise points and questions, and defend their positions.
  • formulate strategies to analyze the data and generate possible solutions.
  • may not agree, and sometimes a compromise is reached.
.
10 min Virtual "Gallery Walk"
Students to view other teams' journals and add on their journals for information that they have missed.
(If time permits, student could comment (using the thread) on other teams' journals)		 wiki site:
http://c-bullying.wetpaint.com/		 Cooperative Learning Approach
10 min Sharing
Students (in pair) to present their learning based on their 3-column journal. (2 teams to share)
Think-Pair-Share
10 min Summarising
  1. Teacher to summarise the key learning points.
  2. Teacher to inform students of help assistance available.
Assignment
Students to write a reflection on "What I have Learn about Cyberbullying" in about 500 words.
  • Powerpoint Slides (Slides 10 to 13)
  • Journal assessment (Slide 10 )
  • Highlighting learning points.
  • Deeper learning through reflection.
* The 3-column journal, based on SENSE, THINK, ACT
Column 1: Sense (Guiding Question: What did I observe?)
Column 2: Think (Guiding Question: Why did it happened?)
Column 3: Act (Guiding Question: How do I approach this?)
Journal SENSE
(What did I observed?)		 THINK
(Why did it happened?)		 ACT
(Guiding Question: How do I approach this?)
First Entry



Additional Information



First Entry ~ The first entry created by the students (in pair)
Additional Information ~ Additional information entered during/after the "Virtual Gallery Walk".

Video Clip on Cyberbullying (Source: TeacherTube Video)





Powerpoint Presentation Slides (for Teachers)



Rubrics to Assess Assignment (Jourmal)

 5 (Excellent) 4 (Good) 2-3 (Fair) 0-1 (Poor)
Content Selected items that are important and help make content interesting; the details focus on the most important information. Choices help the reader see things in a new way. Selected items that are important in discussing the activities for the week; the details help the reader see things about the items in interesting ways. Select items and details that discuss the activities for the week, but they not be very important. Select items and details that are not important or relevant.
Comprehen- sibility Can understand all of what is being communicated. Can understand most of what is being communicated. Can understand less than half of what is being communicated. Can understand little of what is being communicated.
Organization Journal entry is logical and effective. Journal entry is generally logical and effective with a few minor problems. Journal entry is somewhat illogical and confusing in places. Journal entry lacks logical order and organization.
Effort Exceeds the requirements of the assignment and have put care and effort into the process. Fulfills all of the requirements of the assignment. Fulfills some of the requirements of the assignment. Fulfills few of the requirements of the assignment.
Grammar, Mechanics, Spelling, and Sentence Structure Journal is highly polished; no grammar or spelling errors. Journal is polished; maximum of one grammar or spelling error. Journal is adequate; maximum of two grammar or spelling errors. Inadequate discussion; more than two spelling or grammar errors.



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mrpeh 		Latest page update: made by mrpeh , May 13 2009, 9:50 PM EDT (about this update About This Update mrpeh Edited by mrpeh

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