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<ul><li><p>Understanding by Design </p><p>6-Page Template, Page 1 </p><p>Unit Cover Page </p><p>Unit Title: Developing an Anti-Bullying Public Service Campaign in Middle School Grade Levels: 6th-8th Topic/Subject Areas: Bullying/ELA and Writing Key Words: bully, harm, harass, assertion, evidence, prevention Designed By: Negretta Freeman &amp; AEMP Time Frame: 3 Weeks School District: LAUSD School: Audubon Middle School </p><p>Brief Summary of Unit (including curricular context and unit goals): In this three-week unit, middle school students will work both individually and collaboratively to create an anti-bullying public service campaign on their campus. The campaign will focus on: (1) The various types of bullying that occur in middle school; (2) How to avoid bullying; and (3) Effective ways to put a stop to bullying as an individual and on a school-wide basis. Students will use close reading strategies as they engage with informative texts. Students will also learn about the different types of bullying through interactive exercises designed to help them build greater awareness and empathy. In the culminating performance task students will create a public service campaign that includes the creation of a pamphlet that includes a three paragraph expository article on bullying in middle school with resources and tips for students. Students will also create anti-bullying posters that they will hang in the hallways to create awareness around the issue of bullying. *Teachers and administration are encouraged to run a school-wide campaign that includes assemblies, announcements, and activities based on this unit. This campaign could take place during National Bullying Prevention Month in October. The First Monday in October is World Day of Bullying Prevention (Blue Shirt Day). *With administrative approval </p><p>Unit design status: Completed template pages stages 1, 2, 3 Completed blueprint for each performance task Completed rubrics Directions to students and teacher Materials and resources listed Suggested accommodations Suggested extensions Status: Initial draft (12/23/14) Revised draft ( 7/20/15) Peer Reviewed Content Reviewed Field Tested Validated Anchored </p><p>x </p><p>x x </p><p>x x </p><p>x </p><p>X </p><p>x </p><p>x </p><p>x </p><p>x </p></li><li><p> 6 Page Template Page 2 </p><p> Established Goals: </p><p> What understandings are desired? What essential questions will be considered? What key knowledge and skills will students acquire as a result of this unit? </p><p>Stage 1 Identify Desired Results </p><p> W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic or thesis statement; organize ideas, concepts, and information, using strategies such as definition, classification, </p><p>comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CA b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated and appropriate To extend the goals to grades 7 and 8, simply utilize the following standards and adhere to the variations: 7th Grade: W.7.2 &amp; 7.6 8th Grade: W.8.2 &amp; 8.6 </p><p>Students will understand that: </p><p> Developing a public service campaign requires the use of effective communication skills that utilize standard English when indicated and appropriate </p><p> Problem-solving campaigns at school require the use of informational writing, organizing skills, and messaging strategies </p><p> How does kindness build relationships? What role do positive relationships play in personal and professional life? What impact might public service campaigns have on peoples behavior? </p><p> Students will be able to - Write informative/explanatory texts in </p><p>standard English that examine bullying and convey anti-bullying concepts and information through the selection, organization, and analysis of relevant content. -Role-play bullying scenarios and code switch back and forth with appropriate </p><p> language and behavior </p><p>!"""""! </p><p>SStudents will know -key vocabulary terms -various types of bullying -solutions to help prevent bullying -how to create a public service pamphlet -how to organize a public service campaign </p></li><li><p>6-Page Template, Page 3 </p><p> What evidence will show that students understand? </p><p> *Complete a Performance Tasks Blueprint for each task (next page) </p><p> Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples) Student Self-Assessment and Reflection: </p><p>Stage 2 Determine Acceptable Evidence </p><p>Performance Task*: In the culminating performance task, you will write a three paragraph expository article on bullying in middle school. This </p><p>expository article will be included in a trifold pamphlet that will include an information section, a resource section, and a tips section. Your pamphlet should have a title that relates to the type of bullying that you will focus on. The introductory paragraph of the expository article will define bullying. Consider the articles that you read discussing the definition of bullying and the various types of bullying. Be sure to define at least two types of bullying (but not more than three) in your introduction using definitions and information from the articles that you read in class. Cite the article(s) used for information in your introduction. </p><p>In the second paragraph (body paragraph), you will discuss one type of bullying mentioned in the introduction and how it occurs on a middle school campus. Your second paragraph will include details to support your information. Cite the article or activities used to support the information presented in the paragraph regarding the type of bullying discussed. </p><p>In the conclusion, present a solution to the form of bullying selected and discussed in the second paragraph. Your solution should include preventative measures that should be taken to avoid being bullied and what an individual and a school could do to respond effectively to bullying that occurs on a middle school campus. </p><p> Silent Appointment Prompt: Would you consider the girls in the video to be bullies, why or why not? Vocabulary Article Graphic Organizer- Types of Bullying Bubble Map Give One Get Many- Types of Bullying Exploring Different Types of Bullying- Technology Component </p><p>o StopBullying.gov o promoteprevent.org o pbskids.org/itsmylife/friends/bullies </p><p> Graphic Organizer-Bullying Prevention/Effective Response Methods- Bubble Map Anti-Bullying Pamphlet graphic organizer Bullying Prevention Poster Brainstorm (Preventions/Solutions) &amp; Creation- (Google anti-bullying posters for models) Bullying Role Play/Skit w/Code-Switching Based on the TV show What Would You Do? Bullying Prevention Poster- Gallery Walk </p><p> Silent Appointment- Discussion of Mean Girls Clip Articles 1 and 2 Text Dependent Questions- Whole Group Discuss/Reflect Give One, Get Many- Peer Review Bullying Role-Play w/Speaking Rubric Graphic Organizers- Self-Assess </p><p>o Types of Bullying Bubble Map o Bullying Prevention/Effective Responses Methods </p><p> Internet Topic Exploration- Read and Reflect Expository Article- Self Assessment- Stages of the Writing Process Pamphlet Exchange and Peer Review Proficiency in Code-Switching between SEL Language and Standard English </p></li><li><p>6-Page Template, Page 4 What understandings and goals will be assessed through this task? What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met? Through what authentic performance task will students demonstrate understanding? What student products and performances will provide evidence of desired understanding? By what criteria will student products and performances be evaluated? </p><p>Performance Task </p><p>Understandings: Bullying comes in various forms Bullying is a problem on middle school </p><p>campuses Bullying can be prevented Individuals and schools must work together </p><p>to deter bullying on a middle school campus "</p><p>Goals: - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. - Use appropriate transitions to clarify the relationships among ideas and concepts. - Use precise language and domain-specific vocabulary to inform about or explain the topic. - Establish and maintain a formal style using standard English - Provide a concluding statement or section that follows from the information or explanation presented. </p><p>Criteria: - Be able to define bullying - Show understanding of the various types of bullying - Recognize ways to spot bullying on a middle school campus - Apply individual and group solutions to bullying situations to help avoid and deter bullying on a middle school campus </p><p>Qualities: - Proceed through the stages of the writing process - Use technology, including the Internet, to produce and publish an anti-bullying pamphlet as well as to interact and collaborate with others - Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. </p><p>Students will write a three paragraph expository article on bullying in middle school. This expository article will be included in a trifold pamphlet that will include an information section, a resource section, and a tips section. The introductory paragraph of the article will define bullying. The introductory paragraph of the article will define several types of bullying, the body paragraph will discuss one type of bullying mentioned in the introduction and how it occurs on a middle school campus, and the conclusion will present a solution to the form of bullying selected and discussed in the body of the article. </p><p>Products: - Quick Write Paragraph - Close Reading/Text Dependent Handouts - Graphic Organizers- Bullying Bubble Map and Prevention/Solutions Bubble Map </p><p>Performances: - Silent Appointment Video Discussion Activity - Give One Get Many Activity - Bullying Prevention Poster - Bullying Prevention Poster Gallery Walk - Anti-Bullying Pamphlet </p><p> Students will make a Silent Appointment to discuss a video clip of bullying </p><p> Bubble map &amp; Give One Get Many will identify and explain at least three types of bullying. </p><p> Bubble map &amp; Poster will identify at least three solutions </p><p> Effective explanation of bullying in pamphlet </p><p> Proper structure- introduction, body, and conclusion </p><p> Textual evidence appropriately cited in essay </p><p> Expository article progresses through the stages of the writing process </p></li><li><p>6-Page Template, Page 5 </p><p>Stage 3 Plan Learning Experiences and Instruction </p><p>Consider the WHERETO elements: W- Where are we going? Why? What is expected? H- How will we Hook and Hold student interest? E- How will we Equip students for expected performances? R- How will we help students Rethink and Revise? E- How will students Evaluate and self-reflect on their learning? T- How will we Tailor learning to varied needs, interests, styles? O- How will we Organize and sequence the learning? </p><p>___________________________________________________________________________ - Show the video clip of Mean Girls (6/27/2015) from the TV show by clicking this link- What Would </p><p>You Do? H - Silent Appointment (One appointment)- Students make a nonverbal appointment with another student </p><p>and discuss the following questions: Would you consider the girls in the video to be bullies? Why or why not? Model with a student partner how to structure the conversation with topic sentences and support sentences. Partner A: Would you consider the girls in the video to be bullies? Partner B: I believe that the girls in the video are bullies (topic sentence). Partner A: Why do you think that they are bullies? Partner B: They are bullies because ____________ (supporting sentence). Have partners A &amp; B switch after they provide a topic and supporting sentence. Teacher should review whole group by asking a few students what they heard from their appointment. Teacher should point out the power differential involved in bullying and ask the students to point out the power differential in the video clip that was viewed. E </p><p>- Administer the Anonymous Bullying Classroom Survey to gauge severity of and type of bullying that occurs at school. Tally the Yes &amp; No responses (Is bullying a problem?) (see attached handouts). T </p><p>- Introduce essential questions and post them for the duration of the unit. Introduce culminating unit performance task (Stand Up Against___ Bullying Pamphlet w/expository article)- Whole group discussion of the essential questions and the expectations for the unit performance task (see attached handouts) Use the Pick-A-Stick protocol. If Microsoft Word Brochure or another program is not available, students can create a trifold out of paper and add the same elements by drawing and writing by hand. W </p><p>- Outline the Four DOK Questions that the Performance Task is built around. Post these questions for the duration of the unit: 1) Can you identify bullying? 2) Can you explain how bullying affects the victim? 3) Can you elaborate on the potential reasons why bullies do what they do? 4) What information can you gather to support your idea about anti-bullying tips? W </p><p>- Bullying Role Play/Skit w/Code-Switching Based on the ABC TV show What Would You Do, hosted by John Quiones. Groups of 5 will create an impromptu skit based on the clip that demonstrates a type of bullying. Two students will bully a third and the fourth student will play the role of the TV announcer. Students may choose to use home language in the skit but are not permitted to use vulgarity of any kind (vulgarity has nothing to do with home language, its just vulgarity). The fifth student or bystander will be interviewed by the TV announcer and answer questions. The TV announcer and bystander will use standard English. (see handouts) T </p><p>- Note: Key Vocabulary Terms (bully, harm, harass, assertion, evidence, prevention) are introduced as ne...</p></li></ul>