Download - 6-Page Template, Page 1
Understanding by Design
6-Page Template, Page 1
Unit Cover Page
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 & AEMP Time Frame: 3 Weeks School District: LAUSD School: Audubon Middle School
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
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
x
x x
x x
x
X
x
x
x
x
6 – Page Template Page 2
Established Goals:
What understandings are desired? What essential questions will be considered? What key knowledge and skills will students acquire as a result of this unit?
Stage 1 – Identify Desired Results
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, 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 & 7.6 8th Grade: W.8.2 & 8.6
Students will understand that:
• Developing a public service campaign requires the use of effective communication skills that utilize standard English when indicated and appropriate
• Problem-solving campaigns at school require the use of informational writing, organizing skills, and messaging strategies
• How does kindness build relationships? • What role do positive relationships play in personal and professional life? • What impact might public service campaigns have on people’s behavior?
Students will be able to… - Write informative/explanatory texts in
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
language and behavior
!"""""!
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
6-Page Template, Page 3
What evidence will show that students understand?
*Complete a Performance Tasks Blueprint for each task (next page)
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples) Student Self-Assessment and Reflection:
Stage 2 – Determine Acceptable Evidence
Performance Task*: In the culminating performance task, you 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. 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.
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.
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.
• 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
o StopBullying.gov o promoteprevent.org o pbskids.org/itsmylife/friends/bullies
• Graphic Organizer-Bullying Prevention/Effective Response Methods- Bubble Map • Anti-Bullying Pamphlet graphic organizer • Bullying Prevention Poster Brainstorm (Preventions/Solutions) & 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
•
• 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
o Types of Bullying Bubble Map o Bullying Prevention/Effective Responses Methods
• 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
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?
Performance Task
Understandings: • Bullying comes in various forms • Bullying is a problem on middle school
campuses • Bullying can be prevented • Individuals and schools must work together
to deter bullying on a middle school campus "
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.
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
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.
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.
Products: - Quick Write Paragraph - Close Reading/Text Dependent Handouts - Graphic Organizers- Bullying Bubble Map and Prevention/Solutions Bubble Map
Performances: - Silent Appointment Video Discussion Activity - Give One Get Many Activity - Bullying Prevention Poster - Bullying Prevention Poster Gallery Walk - Anti-Bullying Pamphlet
• Students will make a Silent Appointment to discuss a video clip of bullying
• Bubble map & Give One Get Many will identify and explain at least three types of bullying.
• Bubble map & Poster will identify at least three solutions
• Effective explanation of bullying in pamphlet
• Proper structure- introduction, body, and conclusion
• Textual evidence appropriately cited in essay
• Expository article progresses through the stages of the writing process
6-Page Template, Page 5
Stage 3 – Plan Learning Experiences and Instruction
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?
___________________________________________________________________________ - Show the video clip of Mean Girls (6/27/2015) from the TV show by clicking this link- “What Would
You Do?” H - Silent Appointment (One appointment)- Students make a nonverbal appointment with another student
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 & 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
- Administer the Anonymous Bullying Classroom Survey to gauge severity of and type of bullying that occurs at school. Tally the Yes & No responses (Is bullying a problem?) (see attached handouts). T
- 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
- 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
- Bullying Role Play/Skit w/Code-Switching Based on the ABC TV show What Would You Do, hosted by John Quiñones. 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
- Note: Key Vocabulary Terms (bully, harm, harass, assertion, evidence, prevention) are introduced as needed by the various learning activities and performance tasks. Use the Personal Thesaurus or other vocabulary building resource to make sure students understand how to utilize this vocabulary in writing (see handouts)- E
- Close Reading and Text Dependent activity with article to build conceptual understanding of a general definition of bullying and specific types of bullying. E
- Bullying Bubble Map Activity- Students summarize key ideas about bullying and its different types to incorporate in the introduction and body paragraphs of their essay (see handouts). E, O
- Give One, Get Many- Students move around the room and share their understanding of bullying terms on the activity sheet. E, O, T
- Exploring Information About Bullying- Internet research activity where students extend their understanding of bullying and begin to discuss prevention methods by exploring various anti-bullying websites. E, T
6-Page Template, Page 6
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?
___________________________________________________________________________ - Bullying Prevention Poster- Students work in triads to create a bullying prevention poster with words
and illustrations to demonstrate their understanding of the topic. E, O, R, T - Bullying Prevention Poster Gallery Walk- Students move around the room to observe and respond to
the group posters. E, R, T - Review the Performance Task taking by using the model brochure (see handouts). 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.
- Utilize the expository writing rubric to communicate the expectations of the writing assignment that will be included in the pamphlet.
- Optional Extension Activities for Anti-Bullying Campaign (with administrative approval) - Decorate the school with the anti-bullying posters. Posters should focus on different types of bullying,
cyber bullying, verbal bullying, etc.…Knowing that the posters will actually be used and be seen by all will create the motivation to make the best posters possible.
- Make copies of the brochure and have different groups of students set up a table with anti-bullying information during lunch.
- Have students make brief announcements during Anti-Bullying Month that detail different types of bullying and how to stop it.
- Invite an anti-bullying speaker or group to make a presentation on anti-bullying at a student assembly. - Disseminate the Anonymous Bullying Survey to the entire school and collect data for the school
administrative team and the Dean.
Stage 3 – Plan Learning Experiences and Instruction
Monday Tuesday Wednesday Thursday Friday 1 -Hook students with a discussion of the video clip: “What Would You Do? Mean Girls Episode -Silent Appointment -Administer the Anonymous Bullying Classroom Survey -Introduce Essential Questions, DOK ?’s and discuss overview of Performance Task H,W, T
2 - Outline and model the Bullying Role Play/Skit w/Code Switching. Provide students with the directions for how to carry out the skit and the expectations for the assignment -Divide class into groups of 5 and have them prepare their skits using the graphic organizer H, T
3 -Bullying Role Play/Skit w/Code-Switching Based on the ABC TV show What Would You Do, Groups of 5 will create an impromptu skit based on the clip that demonstrates a type of bullying. T
4 -Bullying Role Play/Skit w/Code-Switching Based on the ABC TV show What Would You Do, Groups of 5 will create an impromptu skit based on the clip that demonstrates a type of bullying. T
5 -Introduce the key vocabulary terms and use the Personal Thesaurus or other vocabulary building tool. - Read and Discuss Article “The Scope and Impact of Bullying” - TDQ’s - Think/Write/ Pair Share E
6 Graphic Organizer Bullying Bubble Map - Define terms with main ideas in Bubble Map -Give One Get Many Students share ideas about different types of bullying and listen to their classmates ideas. E,O
7 Have students conduct research. Internet Exploration - Research - Note Taking E,T
8 Have students conduct research. Internet Exploration - Research - Note Taking Review the expository writing rubric. E,T
9 Graphic Organizer Bullying Prevention Bubble Map Write preventative methods with main ideas in Bubble Map -Quick Write: E,O
10 Bullying Prevention Poster - Small Group - Brainstorm - Creation E,O,R,T
11 Bullying Prevention Poster - Gallery Walk E,R,T
12 Review the Performance Task, Demonstrate the model. -Draft pamphlet logo, tips, resources R,T
13 Continue Performance Task Expository article - Brainstorm - Rough Draft R,T
14 Evaluate and give feedback on Expository Article - Revise - Edit R,T
15 Students self-assess their writing. Expository Article - Publish R,T
Stage 3 – Plan Learning Experiences and Instruction Consider the WHERETO elements
Culturally Responsive Discussion Protocols
Numbered Heads Together
My team discusses a problem together and agrees on an answer through consensus. The student
sitting in the rolled numbered seat answers for the group.
Give One, Get One
I use order to walk around the room and find a partner to discuss our learning. When we are
finished listening and sharing, we return immediately to our seats and I am ready to share what I
heard from my partner.
Put Your Two Cents In
In groups of four, we each take turns talking by putting one cent in the center of the table and
sharing. Once everyone has shared, we then put one more cent in and respond to what someone
else in our group has shared.
Round Robin Brainstorming
At our table group, we each take turns sharing our thoughts about our learning while the assigned
Scribe takes notes about our ideas. When we are finished, we are all ready to share with the class
what we discussed.
Jigsaw In groups of four each of us are assigned material to learn. Then, students across the class
focusing on the same material get together to decide what is important and how to teach it. After
practicing, in our “expert” groups we return to our original group to teach each other.
Think-Pair-Share I think about my learning first. Then, I listen and share my thoughts with my seat partner. Finally,
some of my classmates and I are asked to share what we heard with the whole class.
!"#$%&#'(%')*%+,-.%
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
!!
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
! OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO!.;7.<,,+0,)#$'.N$%!*+,,!&,/7!R$61!S%+T$1.'!/15!*+,,!+10.#=+.*!06.!47'0/15.#!/15!/'3!06.2!*67!06.7!5+5!*6/0!06.7!5+59!!!OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO!!
!!!!
!!!
BULLYING CLASSROOM SURVEYIs bullying a problem?
This survey is to see if students are being bullied at school. Please DO NOT tell us your name… we onlywant to see if students need help.
Bullying is behavior that is: Repeated, intentional and has an imbalance of power… and he/she tries tomake someone scared, emotionally upset, excluded, hurt or humiliated.
Please check or write answer:
MALE _____ or FEMALE _____ Grade: _____
Is there a problem with bullying at your school? YES _____ or NO _____• If Yes, complete section A• If No, complete section B
SECTION A
1. How many students act like bullies in your school?_____ 1 or 2 _____ 3 or 4 _____ Gang problems
2. Where are students usually bullied… you may check more than one._____ Bathroom _____ Hallways_____ Classrooms _____ PE Class_____ Outside _____ Lunch_____ Other: _______________ _____ On-Line
3. When are students often bullied… you may check more than one._____ Before School _____ After School_____ During School _____ During Sports Events_____ Lunch Time _____ Other: __________________________
4. Have YOU been bullied this school year?_____ No_____ If Yes… How often: _____ Every day _____ Once a week _____ Sometimes
To stop bullying… have you _____ Stayed home from school_____ Not have gone outside_____ Not used the bathroom_____ Skipped lunch_____ Skipped a class
To stop bullying… have you _____ Talked to a parent_____ Talked to your school counselor_____ Talked to a teacher_____ Other: _______________________
SECTION BIf you don’t think there is a bullying problem in school, what do you think helps to makeyour school safe? _____ School Rules _____ Bullying prevention program
_____ Teachers or Counselors _____ ?:________________________
Find more FREE bullying prevention materials for your school at: WWW.PATHWAY-PALS.COM
Date: ____________________ Grade: __________
Name Class Period___________
Speaking Rubric
2 3 4 5
Projection Difficult to hear speaker at all
Sometimes difficult to hear the speaker
Appropriate volume used most of the time
Loud enough to easily be heard
Inflection Sounds lifeless and robotic
Uses some inflection but still flat
Uses appropriate inflection most of the time
Uses voice to engage audience and stress important points
Pacing Rushes through presentation
Occasionally speaks at an appropriate rate but mostly rushes
Rushes once or twice but mostly speaks at an appropriate rate
Speaks at a rate that is appropriate and easy to understand
Eye Contact Does not attempt to look at audience, reads notes the entire time
Attempts to look at audience, does not scan audience
Occasionally looks at the audience, scanning sometimes
Often looks at someone or some groups, scanning regularly
Stance Slumps during entire presentation; excessive fidgeting
Slumps often during presentation, occasionally fidgeting
Occasionally slumps or fidgets during presentation
Stands up straight with both feet on the ground. No fidgeting
Vocalized Pauses (uh, like, um) 10-15 are noticed 6-9 are noticed 1-5 are noticed No vocalized pauses
noticed
Total + 30 = /60 = %
Comments:
Name Class Period
Speaking Rubric
PIPES 2 3 4 5
Projection Difficult to hear speaker at all
Sometimes difficult to hear the speaker
Appropriate volume used most of the time
Loud enough to easily be heard
Inflection Sounds lifeless and robotic
Uses some inflection but still flat
Uses appropriate inflection most of the time
Uses voice to engage audience and stress important points
Pacing Rushes through presentation
Occasionally speaks at an appropriate rate but mostly rushes
Rushes once or twice but mostly speaks at an appropriate rate
Speaks at a rate that is appropriate and easy to understand
Eye Contact Does not attempt to look at audience, reads notes the entire time
Attempts to look at audience, does not scan audience
Occasionally looks at the audience, scanning sometimes
Often looks at someone or some groups, scanning regularly
Stance Slumps during entire presentation; excessive fidgeting
Slumps often during presentation, occasionally fidgeting
Occasionally slumps or fidgets during presentation
Stands up straight with both feet on the ground. No fidgeting
Vocalized Pauses (uh, like, um) 10-15 are noticed 6-9 are noticed 1-5 are noticed No vocalized pauses
noticed
Total + 30 = /60 = %
Comments:
The Scope and Impact of Bullying
What is bullying?Bullying is aggressive behavior that is intentionaland that involves an imbalance of power orstrength. Bullying can take many forms, such ashitting, kicking, threatening another, teasing, name-calling, excluding from a group, or sending meannotes or e-mails. Often, children are bullied not justonce or twice but over and over (Olweus, 1993;Roland, 1989; Smith & Sharp, 1994).
Verbal bullying is the most common type ofbullying experienced by both boys and girls. Boysare more likely to be physically bullied by theirpeers (Olweus, 1993; Nansel et al., 2001); girls aremore likely to report being targets of rumor-spreading and sexual comments (Nansel et al.,2001). Girls are also more likely than boys to bullyeach other using social exclusion (Olweus, 2002).
How common is bullying?Approximately 30 percent of all children and youthin grades 6 through 10 have been bullied or havebullied other children “sometimes” or more oftenwithin a semester, according to research publishedin the Journal of the American Medical Association(Nansel et al., 2001).
Effects of bullyingBullying can have serious effects on children whoare bullied. These children are more likely than theirpeers to be depressed, lonely, and anxious; havelow self-esteem; feel unwell; have more migraineheadaches; and think about suicide (see Limber,2002, for summary).
Children who bullyChildren who bully tend to have average or above average self-esteem. Other characteristicsmay include:• Impulsive, hot-headed personalities;• Lack of empathy;• Difficulty conforming to rules; and• Positive attitudes toward violence
(Olweus, 1993).
Children who bully are more likely thantheir peers to• Get into frequent fights,• Be injured in a fight,• Vandalize property,• Steal property,• Drink alcohol,• Smoke,• Be truant from school,• Drop out of school, and• Carry a weapon, (Nansel et al., 2001, 2003;
Olweus, 1993).
Research has also shown that:• Children who bully are more likely to report that
they own guns for risky reasons, such as to gainrespect or frighten others (Cunningham et al.,2000); and
• Boys who were identified as bullies in middleschool were four times as likely as their non-bullying peers to have more than one criminalconviction by age 24 (Olweus, 1993).
These and other materials are available online at: www.stopbullyingnow.hrsa.gov
What works in bullying prevention?There are many school-based bullying preventionprograms. Although they vary in size and scope, themost promising programs incorporate the followingcharacteristics: • A focus on creating a school-wide environmen, or
climate that discourages bullying,• Surveys of students to assess the nature and
extent of bullying behavior and attitudes toward bullying,
• Training to prepare staff to recognize andrespond to bullying,
• Development of consistent rules against bullying,• Review and enhancement of the school’s
disciplinary code related to bullying behavior,
• Classroom activities to discuss issues related to bullying,
• Integration of bullying prevention themes acrossthe curriculum,
• Individual and group work with children whohave been bullied,
• Individual work with children who have bulliedtheir peers,
• Involvement of parents in bullying preventionand intervention activities, and
• Use of teacher or staff groups to increase staffknowledge and motivation related to bullying.
References
Cunningham, P. B., Henggeler, S. W., Limber, S. P., Melton, G. B., and Nation, M. A. (2000). Patterns and correlates of gun ownership amongnonmetropolitan and rural middle school students. Journal of Clinical Child Psychology, 29, 432-442.
Limber, S. P. (2002). Bullying among children and youth. Proceedings of the Educational Forum on Adolescent Health: Youth Bullying. Chicago:American Medical Association. Retrieved August 12, 2005, from http://www.ama-assn.org/ama1/pub/upload/mm/39/youthbullying.pdf
Nansel, T. R., Overpeck, M. D., Haynie, D. L., Ruan, W. J., & Scheidt, P. C. (2003). Relationships between bullying and violence among US youth.Archives of Pediatric Adolescent Medicine, 157, 348-353.
Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, J., Simons-Morton, B., & Scheidt, P. (2001). Bullying Behaviors Among US Youth: Prevalence andAssociation With Psychosocial Adjustment. Journal of the American Medical Association, 285, 2094-2100.
Olweus, D. (1993). Bullying at school: what we know and what we can do. NY: Blackwell.
Olweus, D. (2002, August). Bullying among children and youth. Keynote address presented at the National Technical Assistance Meeting, Safe andDrug-Free Schools Program, U. S. Department of Education, Washington, DC.
Roland, E. (1989). A system oriented strategy against bullying. In E. Roland & E. Munthe (Eds.), Bullying: An international perspective. London:David Fulton Publishers.
Smith, P.K., & Sharp, S. (1994). School bullying: Insights and perspectives. London: Routledge.
Close Reading Worksheet (Assertions and Quotes)
Directions: Make an assertion based on the reading.
Assertion:
Write three citations or lines from the reading that support your assertion.
Explanation: (Explain how your citations or lines support your assertion)
“
“
“
Text Dependent Questions Graphic Organizer Worksheet
Fill in each box given below.
1. Question: ________________________________________________________
2. Question: ________________________________________________________
Text Evidence is important to use when you wish to support your answers. It allows the answer to carry more validity with the reader.
My Response: Evidence from Text:
My Response: Evidence from Text:
Copyright www.englishlinx.com
Free Printables for K-12 Education www.STUDENTHANDOUTS.com
Bubble Map Graphic Organizer
Give One, Get Many
Directions: In the first box, briefly summarize your definition of bullying. Then,
meet with others to share ideas about the various forms of bullying. Record your
examples and/or ideas of the various types of bullying in the blank boxes.
What is a general definition of bullying?
Verbal Bullying…
Physical Bullying…
Cyberbullying…
Sexual Bullying…
Social Bullying…
Name_______________________________________________Date___________________________________
Internet Exploration Notes
Directions: Write down important terms and ideas about bullying gathered from
your internet research.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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
www.ChildrensSafetyNetwork.org
Bullying Prevention Resources
!" #$%$!$&'!()*)$(+,
!" -.++)**/.0!1(!)2$0.$%)'!3.0045&6!7()2)&%51&!7(186($9*!$&'!*%($%)65)*
!" :)65*0$%51&
!" ;43)(3.0045&6
!" <.0045&6!$&'!*.5+5')
!" <.0045&6!$&'!:=<>!41.%,
!" ?)*1.(+)*!$&'!1(6$&5@$8%51&*
!"#"$"%&$'()("'*+,+"#$-($.%/-$"0/1#$012234%56$!"&,$/.80$,"##0$/)4<$-046D7''1&*:>:4;$(#E*#,$97''1&*:@$(&,87,,#,$&0,$6)#;.'#*8#@$.*($84;#),$97''1&*:$.*($:#*(#)>$
?0$.',4$#F6'4)#,$0"#$84*,#G7#*8#,$4/$97''1&*:$.*($'445,$.0$.(7'0$)#,64*,#,$04$97''1&*:>$$
"006HII,04697''1&*:>:4;I84<<7*&01I0&6J,"##0,I.9470J97''1&*:>6(/
7*+//2$012234%5$"8/%5$"&/2()*(%#)$4%$#+($9%4#(&$7#"#()6$:+3)4*"2;$<('0"2;$'(2"#4/%"2;$"%&$*30('$!"&,$2.0&4*.'$?*,0&070#,$4/$K#.'0"$,07(1$LM.*:$N@$?.**400&$ON@$2.*,#'$!O>$N47)*.'$4/$P(4'#,8#*0$K#.'0">$QRRS$T80A$UVLUWH$XYZ[\VW$.*.'1]#($(.0.$/)4<$0"#$M4)'($K#.'0"$T):.*&].0&4*^,$LMKTW$QRRVIQRRY$,7);#1$4/$"7<.*$9#".;&4)$&*$,8"44'[.:#($8"&'()#*>$
!"#$)#,7'0,$,"43$0".0$6'#*01$4/$,07(#*0,$,0&''$,7//#)$/)4<$97''1&*:@$970$04(.1$,4<#$.::)#,,4),$46#).0#$#'#80)4*&8.''1>$QR>Z$6#)8#*0$4/$0"#$MKT$,7);#1$)#,64*(#*0,$)#64)0#($9#&*:$6#)6#0).04),$4)$;&80&<,$4/$6"1,&8.'$97''1&*:$&*$0"#$6.,0$034$<4*0",A$VX>Y$6#)8#*0$3#)#$;&80&<,$4/$;#)9.'$97''1&*:A$V_>U$6#)8#*0$3#)#$;&80&<,$4/$)#'.0&4*.'$97''1&*:@$3"&8"$&*;4';#,$,48&.'$#F8'7,&4*A$.*($_X>Y$6#)8#*0$3#)#$;&80&<,$4/$819#)97''1&*:>$
O#,#.)8"#),$/47*($0".0$Z$6#)8#*0$4/$,07(#*0,$".($)#8#&;#($".).,,&*:$84<[670#)$6&807)#,$4)$<#,,.:#,@$.*($Y$6#)8#*0$3#)#$97''&#($91$8#''$6"4*#>$`4)#$941,$3#)#$819#)$97''&#,A$<4)#$:&)',$3#)#$819#)$;&80&<,>
_
a#)9.'$97''1&*:$3.,$0"#$<4,0$6)#;.'#*0$4/$0"#$/47)$<.=4)$/4)<,$4/$97''1&*:>
!"#$)#,#.)8"#),$84*8'7(#$0".0$:44($6.)#*0.'$,7664)0$"#'6,$8"&'()#*$.;4&($.97,&;#$9#".;&4)H$5&(,$3"4$84<#$/)4<$'4;&*:$"4<#,$.*($/##'$:44($.9470$0"#<,#';#,$.)#$'#,,$'&5#'1$04$3.*0$04$".).,,$,4<#4*#$.*($.)#$'#,,$'&5#'1$04$.66#.)$3#.5$04$640#*0&.'$97''&#,>
"006HII9&0>'1I9ZY5\M$
=/>/**1''(%*($/?$<4*#484@"#4/%$?'/8$A<($)10#3B()$/?$012234%56$:+3)4*"2;$<('0"2;$)/*4"2$(C*21)4/%;$)B'("&4%5$'18/');$"%&$*30('D$
!"&,$,07(1$LM.*:$N@$#0$.'>$N47)*.'$4/$b#(&.0)&8$b,18"4'4:1>$`.1$QR@$QR_RA$#[679$."#.($4/$6)&*0W
E*(,$0".0$(&//#)#*0$016#,$4/$97''1&*:$;&80&<&].0&4*$.66#.)$04$84[4887)$.<4*:$c>->$.(4'#,8#*0,>
!"#$,07(1$#F.<&*#($819#)$;&80&<&].0&4*$.*($<4,0$84<<4*$016#,$4/$0).(&0&4*.'$;&80&<&].0&4*$&*$.$*.0&4*.''1$)#6)#,#*0.0&;#$,.<6'#>
\@U\V$.(4'#,8#*0,$3#)#$.,5#($"43$4/0#*$0"#1$3#)#$97''&#($&*$0"#$6.,0$8476'#$4/$<4*0",>$
!"#$/4''43&*:$0")##$8'.,,#,$3#)#$#F0).80#(H$.''[016#,$;&80&<,$d$0##*,$;&80&<&]#($91$0"#$/47)$0).(&0&4*.'$97''1[&*:$9#".;&4),$.*($819#)97''1&*:$[$S>\$6#)8#*0$4/$<.'#,$.*($Y>Q$6#)8#*0$4/$/#<.'#,A$;#)9.'[)#'.0&4*.'$;&80&<,$d$0##*,$;&80&<&]#($91$;#)9.'$97''1&*:@$,48&.'$#F8'7,&4*@$.*($)7<4)$,6)#.(&*:@$970$*40$6"1,&8.''1$.*($4*'&*#$[$QZ>_$6#)8#*0$4/$<.'#,$.*($XV>_$6#)8#*0$4/$/#<.'#,A$.*($*4*[;&80&<,$d$0##*,$3"4$.)#$*40$;&80&<&]#($91$.*1$97''1&*:$9#".;&4)$[$YQ>Q$6#)8#*0$4/$<.'#,$.*($VZ>\$6#)8#*0$4/$/#<.'#,>
!"#$.''[016#,$;&80&<,$)#64)0#($"&:"#)$(#6)#,,&4*@$<4)#$&*=7)&#,@$.*($<4)#$<#(&8&*#$7,#$/4)$,'##6'#,,*#,,$.*($*#);47,*#,,$0".*$0"#$;#)9.'[)#'.0&4*.'$;&80&<,@$/4''43#($91$0"#$*4*[;&80&<,>
!"#$.70"4),$84*8'7(#$0".0$&*0#);#*0&4*$#//4)0,$,"47'($.(()#,,$;.)&47,$,1<604<,$.<4*:$;&80&<,$4/$97''1&*:$.*($#,6#8&.''1$0"4,#$3"4$,7//#)$/)4<$<7'0&6'#$016#,$4/$;&80&<&].0&4*>
%-2$3&''$6)4;&(#$846&#,$4/$0"#$.)0&8'#$04$,0.0#$`.0#)*.'$.*($%"&'($K#.'0"$.*($,0.0#$679'&8$"#.'0"$,0.//$4*$)#[G7#,0H$8,*e#(8>4):
:(('$<4*#484@"#4/%$4%$)*+//2)6$E$)(#$/?$F1"%#4#"#4<($"%&$F1"24#"#4<($)#1&4()$/?$#+($*/%%(*#4/%)$"8/%5$B(('$<4*#484@"#4/%;$)*+//2$(%5"5(8(%#;$#'1"%*3;$)*+//2$"*+4(<(8(%#;$"%&$/#+('$/1#*/8()$!"&,$)#64)0$L-##'#1$f@$#0$.'>$LQRRSW>$g#*;#)@$%TH$2.0&4*.'$%#*0#)$/4)$-8"44'$h*:.:#<#*0W$(#,8)&9#,$0")##$,07([&#,>
!"#$E),0$,07(1$,7);#1#($_@RRR$,07(#*0,$&*$0"#$/.''$.*($0"#$,6)&*:$4/$0"#&)$Y0"[:).(#$1#.)>$!"#$(.0.$3#)#$.*.['1]#($04$(#0#)<&*#$0"#$84**#80&4*,@$&/$.*1@$9#03##*$9#&*:$;&80&<&]#(@$9#&*:$#*:.:#($&*$,8"44'@$.*($0"#$470[84<#,$)#i#80#($&*$,8"44'$)#84)(,$4/$.00#*(.*8#$.*($.8"&#;#<#*0>
!"#$,#84*($.*($0"#$0"&)($G7.'&0.0&;#$,07(&#,$#F6'4)#($&*,0)780&4*.'@$&*0#)6#),4*.'@$.*($,0)7807).'$/.804),$.0$,8"44'$0".0$.//#80#($0"#$84**#80&4*$9#03##*$;&80&<&].0&4*$.*($,8"44'$.00#*(.*8#>
O#,#.)8"#),$'#.)*#($0".0$9#&*:$97''&#($<.1$*40$9#$.$(&)#80$8.7,#$4/$0)7.*81$4)$'43$,8"44'$.8"&#;#<#*0>$?/$0"#$;&80&<$4/$97''1&*:$9#84<#,$'#,,$#*:.:#($&*$,8"44'@$0".0$;&80&<$&,$<4)#$'&5#'1$04$8#.,#$.00#*(&*:$.*($.8"&#;&*:A$&/$0"#$;&80&<$8.*$)#<.&*$4)$9#84<#$#*:.:#($&*$,8"44'@$"&,$4)$"#)$.00#*(.*8#$.*($.8"&#;#<#*0$.)#$'#,,$'&5#'1$04$9#$.//#80#(>$
!"#$.70"4),$)#84<<#*($0".0$,8"44',$.*($0"#&)$'#.(#),"&6$,"47'(H$/487,$4*$#*:.:#<#*0A$<4(#'$8.)&*:$9#".;&4)A$4//#)$<#*04)&*:$6)4:).<,A$6)4;&(#$4664)07*&0&#,$/4)$84<<7*&01$,#);&8#$&*$.*($470$4/$,8"44'A$)#[#F.<&*#$0"#$0).*,&0&4*,$&*$0"#$,8"44'$,0)7807)#A$,0.)0$.(()#,,&*:$97''1&*:$#.)'1A$.*($.;4&($*.))43@$jG7&85[EFj$.*0&[97''1&*:$6)4:).<,>
Q
"006HII333>,8"44'#*:.:#<#*0>4):I!)7.*816)#;#*0&4*O#:&,0)1IP(<&*IO#,47)8#,IO#,47)8#,Ib##)a&80&<&].0&4*[&*-8"44',P,#04/k7.'&0.0&;#.*(k7.*0&0.0&;#-07(&#,>6(/
,+"#$*"%$0($&/%($"0/1#$)*+//2$012234%5G$>$H4%.4%5$'()("'*+$#/$(&1*"#4/%"2$B'"*#4*($!"&,$.)0&8'#$L-3#.)#)@$-@#0$.'>$h(78.0&4*.'$O#,#.)8"#)>$QR_R$N.*A$XSL_WH$XZ[U\W$)#;,$)#,#.)8"$4*$&*(&;&(7.'@$6##)@$.*($,8"44'$84*0)&970&4*,$0".0$<.1$9#$8)&0&8.'$/.804),$/4)$#*".*8&*:$#//4)0,$04$.(()#,,$97''1&*:$.<4*:$,07(#*0,>$
!"#$&<6.80$4/$,8"44'[9.,#($.*0&[97''1&*:$6)4:).<,$.*($0"#$8".''#*:#,$87))#*0'1$/.8&*:$#(78.04),$.*($)#,#.)8"[#),$&*$0"&,$.)#.$.)#$(&,87,,#(>$
!"#$.)0&8'#$84*8'7(#,$3&0"$.$6)464,.'$/4)$.$9)4.(#)@$#84'4:&8.''1$9.,#($<4(#'$4/$,8"44'$97''1&*:$9.,#($4*$0"#$#<#):&*:$'&0#).07)#>
"006HII333>.#).>*#0I76'4.(#(l&'#,Ib79'&8.0&4*,IN47)*.',Ih(78.0&4*.'JO#,#.)8"#)IXSR_IRXZ[RU\JRQhgO_R>6(/
7*+//2$*248"#(6$I()("'*+;$B/24*3;$B'"*#4*($"%&$#("*+('$(&1*"#4/%$!"&,$.)0&8'#$L%4"#*$N@$#0$.'>$!#.8"#),$%4''#:#$O#84)(>$QRRSA$___H$_ZR[Q_XW$7,#,$,#;#).'$)#,#.)8"$<#0"4(,$04$7*(#),0.*($0"#$87))#*0$,0.0#$4/$,8"44'$8'&<.0#$)#,#.)8"@$64'&81@$6).80&8#@$.*($0#.8"#)$#(78.0&4*H$"&,04)&8.'$.*.'1,&,A$.$)#;$4/$0"#$'&0#).07)#A$.$,1,0#<&8$*.0&4*.'$-0.0#$g#6.)0<#*0$4/$h(78.0&4*$64'&81$,8.*A$.*($.$*.[0&4*.'$,7);#1$4/$,8"44'@$(&,0)&80@$.*($,0.0#$#(78.0&4*.'$'#.(#),>
P$)#;$4/$0"#$'&0#).07)#$)#;#.',$0".0$64,&0&;#$,8"44'$8'&<.0#$&,$.,,48&.0#($3&0"H$.8.(#<&8$.8"&#;#<#*0A$,8"44'$,788#,,A$#//#80&;#$;&4'#*8#$6)#;#*0&4*A$,07(#*0,^$"#.'0"1$(#;#'46<#*0A$.*($0#.8"#)$)#0#*0&4*>$
!"#)#$&,$.$:.6$9#03##*$0"#,#$)#,#.)8"$E*(&*:,$4*$0"#$4*#$".*(@$.*($,0.0#$(#6.)0<#*0,$4/$#(78.0&4*@$,8"44'$8'&<.0#$64'&81@$6).80&8#$:7&(#'&*#,@$.*($0#.8"#)$#(78.0&4*$6).80&8#$4*$0"#$40"#)>$
!"#$.70"4),$,7::#,0$.$,#)&#,$4/$(#0.&'#($)#84<<#*(.0&4*,$/4)$64'&81$<.5#),@$6).80&8#$'#.(#),@$.*($0#.8"#)$#(78.04),$04$*.))43$0"&,$:.6>
%-2$3&''$6)4;&(#$846&#,$4/$0"#$.)0&8'#$04$,0.0#$`.0#)*.'$.*($%"&'($K#.'0"$.*($,0.0#$679'&8$"#.'0"$,0.//$4*$)#[G7#,0H$8,*e#(8>4):
J0)('<4%5$012234%5$"#$)*+//26$K+($8(%#"2$+("2#+$48B24*"#4/%$/?$-4#%())$)#"#1)$!"&,$,07(1$LO&;#),$?@$#0$.'>$-8"44'$b,18"4'4:1$k7.)0#)'1>$QRRSA$QULUWH$Q__[QXW$#F6'4)#,$0"#$&<6.80$4/$97''1&*:$4*$0"#$<#*0.'$"#.'0"$4/$,07(#*0,$3"4$3&0*#,,$&0>$
O#,#.)8"#),$,7);#1#($Q@RRQ$,07(#*0,$.:#($_Q$04$_Y$1#.),$.00#*(&*:$_U$,8"44',$&*$0"#$c*&0#($f&*:(4<$7,&*:$.$G7#,0&4**.&)#$0".0$&*8'7(#($<#.,7)#,$4/$97''1&*:$.0$,8"44'@$,79,0.*8#$.97,#@$.*($<#*0.'$"#.'0"$)&,5>$
!"#$)#,7'0,$,7::#,0$0".0$49,#);&*:$97''1&*:$.0$,8"44'$6)#(&80#($)&,5,$04$<#*0.'$"#.'0"$4;#)$.*($.94;#$0".0$6)#[(&80#($/4)$0"4,#$,07(#*0,$3"4$3#)#$(&)#80'1$&*;4';#($&*$97''1&*:$9#".;&4)$.,$#&0"#)$.$6#)6#0).04)$4)$.$;&80&<>$
T9,#);&*:$40"#),$3.,$.',4$/47*($04$6)#(&80$"&:"#)$)&,5$&))#,6#80&;#$4/$3"#0"#)$,07(#*0,$3#)#$4)$3#)#$*40$;&8[0&<,$0"#<,#';#,>$
!"#$)#,7'0,$.)#$(&,87,,#($3&0"$)#/#)#*8#$04$6.,0$)#,#.)8"$4*$91,0.*(#)$.*($3&0*#,,$9#".;&4)>
%-2$3&''$6)4;&(#$846&#,$4/$0"#$.)0&8'#$04$,0.0#$`.0#)*.'$.*($%"&'($K#.'0"$.*($,0.0#$679'&8$"#.'0"$,0.//$4*$)#G7#,0H$8,*e#(8>4):
,+"#$*+"'"*#('4)#4*)$/?$012234%5;$012234%5$<4*#48);$"%&$)*+//2)$"'($"))/*4"#(&$-4#+$4%*'(")(&$'(B/'#4%5$/?$012234%5$#/$)*+//2$/?A*4"2)G$L$E%$IMH$N/'#+(")#$"%&$O)2"%&)$'(B/'#$D7''1&*:$4/0#*$:4#,$7*)#64)0#($&*$c>->$,8"44',@$<.5&*:$0"#$6)49['#<$(&/E87'0$/4)$,8"44'$4/E8&.',$04$&(#*0&/1$.*($<.*.:#>
X
!"&,$O#:&4*.'$h(78.0&4*.'$B.94).04)1$LOhBW$24)0"#.,0$.*($?,'.*(,$,07(1$0#,0#($V_$8".).80#)&,0&8,$4/$97''1&*:$;&80&<&].0&4*@$97''1&*:$;&80&<,@$.*($97''1&*:$;&80&<,^$,8"44',$04$(#0#)<&*#$3"&8"$3#)#$.,,48&.0#($3&0"$)#64)0&*:$04$,8"44'$4/E8&.',>$
?0$/47*($0".0$__$8".).80#)&,0&8,$,"43#($.$,&:*&E8.*0$.,,48&.0&4*$3&0"$)#64)0&*:>$M"#*$97''1&*:$&*;4';#($&*=7)1@$6"1,&8.'$0")#.0,@$(#,0)780&4*$4/$6)46#)01@$6"1,&8.'$84*0.80@$:)#.0#)$/)#G7#*81@$<7'0&6'#$016#,@$<4)#$0".*$4*#$'48.0&4*@$4)$.0$'#.,0$4*#$4887)[)#*8#$4*$.$,8"44'$97,@$97''1&*:$;&80&<,$3#)#$<4)#$'&5#'1$04$&*(&[8.0#$0".0$0"#&)$;&80&<&].0&4*$3.,$)#64)0#($04$.$,8"44'$4/E8&.'>
YU$6#)8#*0$4/$)#,64*(#*0,$3"4$#F6#)&#*8#($97''1&*:$(&($*40$)#64)0$&0>
"006HII&#,>#(>:4;I*8##I#('.9,I)#:&4*,I*4)0"#.,0I6(/IOhBJQR_RRSQ>6(/
71**())?12$/'$(<"21"#(&$012234%5$B'(<(%#4/%$B'/5'"8)$"%&$)#'"#(54()J2-(1)$P12234%5$:'(<(%#4/%$:'/5'"86$E$)*+//2$B'/5'"8$?/'$"5()$Q>RS!"&,$6)4:).<$&,$.$7*&;#),.'$&*0#);#*0&4*$(#;#'46#($04$6)4<40#$0"#$)#(780&4*$.*($6)#;#*0&4*$4/$97''1&*:$9#".;[&4)$.*($;&80&<&].0&4*$6)49'#<,>$
!"#$6)4:).<$&,$9.,#($4*$.*$#84'4:&8.'$<4(#'@$&*0#);#*&*:$3&0"$.$8"&'(+,$#*;&)4*<#*0$4*$<.*1$'#;#',H$0"#$&*[(&;&(7.'$8"&'()#*$3"4$.)#$97''1&*:$.*($9#&*:$97''&#(A$0"#$/.<&'&#,A$0"#$0#.8"#),$.*($,07(#*0,$3&0"&*$0"#$8'.,,[)44<A$0"#$,8"44'$.,$.$3"4'#A$.*($0"#$84<<7*&01>$
!"#$<.&*$.)#*.$/4)$0"#$6)4:).<$&,$0"#$,8"44'@$.*($,8"44'$,0.//$".;#$0"#$6)&<.)1$)#,64*,&9&'&01$/4)$&*0)4(78&*:$.*($&<6'#<#*0&*:$0"#$6)4:).<>$-8"44',$.)#$6)4;&(#($4*:4&*:$,7664)0$91$6)4=#80$,0.//>$
!"#$&*0#);#*0&4*$&,$)#84<<#*(#($91$0"#$c>->$g#6.)0<#*0$4/$h(78.0&4*$.*($0"#$D'7#6)&*0,$b)4:).<>
"006HII333>E*(1470"&*/4>:4;I6)4:).<(#0.&',>.,6Fm6&(nXRY
7#(B)$#/$I()B(*#6$E$012234%5$B'(<(%#4/%$B'/5'"8$?/'$5'"&()$T>Q$!"&,$6)4:).<$&,$(#,&:*#($04$(#8)#.,#$,8"44'$97''1&*:$6)49'#<,$91$_W$&*8)#.,&*:$,0.//$.3.)#*#,,$.*($)#,64*,&;#[*#,,@$QW$/4,0#)&*:$,48&.''1$)#,64*,&9'#$9#'&#/,@$.*($XW$0#.8"&*:$,48&.'d#<40&4*.'$,5&'',$04$847*0#)$97''1&*:$.*($6)4<40#$"#.'0"1$)#'.0&4*,"&6,>$!"#$6)4:).<$.',4$.&<,$04$6)4<40#$,5&'',$L#>:>@$:)476$=4&*&*:@$84*i&80$)#,4'70&4*W$.,,48&.0#($3&0"$:#*#).'$,48&.'$84<6#0#*8#>
!"#$6)4:).<$&,$)#84<<#*(#($91$0"#$c>->$g#6.)0<#*0$4/$h(78.0&4*>
"006HII333>E*(1470"&*/4>:4;I6)4:).<(#0.&',>.,6Fm6&(nYSZ
7(*/%&$7#(B6$E$<4/2(%*($B'(<(%#4/%$*1''4*1218$?/'$5'"&()$:'(U>V$!"&,$87))&87'7<$&,$(#,&:*#($04$)#(78#$&<67',&;#$.*($.::)#,,&;#$9#".;&4)$&*$8"&'()#*$91$&*8)#.,&*:$0"#&)$,48&.'$84<6#0#*81$,5&'',>$
!"#$6)4:).<$&,$84<64,#($4/$0")##$:).(#[,6#8&E8$87))&87'.H$6)#,8"44'I5&*(#):.)0#*$Lb)#IfW@$#'#<#*0.)1$,8"44'$L:).(#,$_dVW@$.*($<&(('#$,8"44'$L:).(#,$YdZW>$!"#$87))&87'.$.)#$(#,&:*#($/4)$0#.8"#),$.*($40"#)$1470"$,#);&8#$6)4;&(#),$04$6)#,#*0$&*$.$8'.,,)44<$4)$40"#)$:)476$,#00&*:>$
P$6.)#*0$#(78.0&4*$84<64*#*0@$oP$l.<&'1$C7&(#$04$-#84*($-0#6p$/4)$b)#If$0")47:"$:).(#$V@$&,$.',4$.;.&'.9'#>
!"#$6)4:).<$&,$'&,0#($.,$o#;&(#*8#([9.,#(p$4*$0"#$D7''1&*:&*/4>4):$3#9,&0#>
"006HII333>E*(1470"&*/4>:4;I6)4:).<(#0.&',>.,6Fm6&(nUQQ
=30('78"'#W6$E$*30('012234%5$"-"'(%())$*1''4*1218$?/'$5'"&()$ULRX$!"&,$87))&87'7<@$(#;#'46#($91$0"#$2.0&4*.'$P,,48&.0&4*$4/$-8"44'$b,18"4'4:&,0,$.*($%19#)-<.)0q@$70&'&]#,$9#,0$
U
6).80&8#,$/)4<$0"#$E#'(,$4/$819#)$,#87)&01@$,8"44'$;&4'#*8#$6)#;#*0&4*@$.*($8".).80#)$#(78.0&4*>$
!"#$87))&87'7<$:7&(#,$,07(#*0,$04$0"&*5$.*($.80$8)#.0&;#'1$.*($8)&0&8.''1@$(#E*&*:$0"#$6)49'#<,$.*($&,,7#,$0"#<,#';#,$.*($0"7,$o43*&*:p$0"#<>$
!"#$/)##$'#,,4*$6'.*,$84;#)H$,./#01$.*($,#87)&01$4*'&*#A$<.**#),A$819#)97''1&*:$.*($#0"&8,A$.70"#*0&8$'#.)*&*:$.*($8)#.0&;&01A$)#,#.)8"$&*/4)<.0&4*$.*($i7#*81A$.*($Q_,0[8#*07)1$8".''#*:#,>
"006HII333>*.,64*'&*#>4):I)#,47)8#,I819#)97''1&*:I
=/2/'"&/$K'1)#Y)$P12234%5$:'(<(%#4/%$O%4#4"#4<(!"#$UV$:).*0##,$#,0&<.0#$0"#1$)#.8"#($VR@RRR$147*:$6#46'#$.*($.(7'0,$&*$UR$%4'4).(4$847*0&#,$0")47:"$0"&,$&*&0&.0&;#@$(#;#'46&*:$*#3$6)4:).<,$.*($#F6.*(&*:$#F&,0&*:$97''1&*:$6)#;#*0&4*$6)4:).<,>
h;.'7.0&4*$E*(&*:,$,"43#($0".0$97''1&*:$&*$/7*(#($,8"44',$.*($84<<7*&01[9.,#($4):.*&].0&4*,$3.,$6)#;.'#*0$(7)&*:$0"#$&*&0&.0&;#^,$E),0$1#.)$d$6.)0&87'.)'1$&*$<&(('#$,8"44',$d$970$(#8'&*#($4;#)$0"#$0")##[1#.)$6#)&4(>
"006HII333>84'4).(40)7,0>4):I:).*0,I,"43[:).*0m&(nUY
:(%%)32<"%4"6$Z45+8"'.$Z("2#+3$[$P12234%5$:'(<(%#4/%$O%)#4#1#($!"#$K&:"<.)5$K#.'0"1$K&:"$V$D7''1&*:$b)#;#*0&4*$?*,0&070#$3.,$/47*(#($91@$.*($&,$,7664)0#($91@$0"#$K&:"<.)5$l47*(.0&4*>$!"#$D7''1&*:$b)#;#*0&4*$?*,0&070#$3.,$8)#.0#($04$6)4;&(#$6)4/#,,&4*.'$(#;#'46<#*0$.*($#(78.0&4*.'$4664)07*&0&#,$04$,8"44'$6#),4**#'$.*($40"#)$6)4/#,,&4*.',$.,$6.)0$4/$0"#$3&(#[,8.'#$&<6'#<#*0.0&4*$4/$0"#$T'[3#7,$D7''1&*:$b)#;#*0&4*$b)4:).<$&*$b#**,1';.*&.>
"006HII333>97''1&*:6)#;#*0&4*&*,0&070#>4):I
P12234%5$:'(<(%#4/%6$E$7#"#(-4&($=/22"0/'"#4<($K+"#$,/'.)!"&,$,07(1$/#.07)#,$0")##$1#.),$4/$(.0.$4*$0"#$&<6'#<#*0.0&4*$4/$0"#$KPB!q$.*($bP$%POh-$97''1&*:$6)#;#*0&4*$6)4:).<,$&*$b#**,1';.*&.$,8"44',>$D40"$6)4:).<,$.)#$/7*(#($0")47:"$K&:"<.)5$K#.'0"1$K&:"$V>
"006HII333>97''1&*:6)#;#*0&4*&*,0&070#>4):IB&*5%'&85>.,6FmE'#0&85#0n93D3gkBO%.4rX(s0.9&(nXS
\"'32"%&6$]/1$Z"<($#+($:/-('W$L$E$\/%#5/8('3$=/1%#3$012234%5$B'(<(%#4/%$B'/^(*#$t47$K.;#$0"#$b43#)q$LtK!bqW$&,$.$97''1&*:$6)#;#*0&4*$6)4=#80$#,0.9'&,"#($.,$6.)0$4/$b)4=#80$%".*:#@$.$*4*[6)4E0$4):.*&].0&4*$/487,#($4*$1470"$84<<7*&01$#*:.:#<#*0$&*$`4*0:4<#)1$%47*01@$`g>$
tK!bq$&,$.$<#*04)&*:$6)4=#80$/#.07)&*:$Z$04$_V$"&:"$,8"44'$,07(#*0,$.,$0).&*#($<#*04),>$T*8#$.$3##5$/4)$_R$04$_Q$3##5,$<#*04),$<##0$3&0"$_V$<&(('#$4)$#'#<#*0.)1$,8"44'$,07(#*0,$.0$0"#&)$,8"44',>
P(7'0$.(;&,4),$.,,&,0$0"#$"&:"$,8"44'$,07(#*0,$3&0"$'4:&,0&8,$.*($84<<7*&8.0&4*@$970$1470"$<#*04),$0.5#$0"#$'#.($.*($6)4;&(#$&*670$4*$.''$.,6#80,$4/$0"#$6)4=#80>
-&*8#$&0,$&*8#60&4*$&*$QRRV@$tK!bq$".,$9##*$#,0.9'&,"#($&*$034$<&(('#$,8"44',$.*($/47)$#'#<#*0.)1$,8"44',$3&0"&*$0"#$`4*0:4<#)1$%47*01$-8"44'$g&,0)&80>$
tK!bq$&,$,64*,4)#($91$0"#$-046$D7''1&*:$243q$8.<6.&:*$.*($/#.07)#($4*$0"#$D7''1&*:&*/4>4):$3#9,&0#>
"006HII333>E*(1470"&*/4>:4;I,640'&:"0J147K.;#!"#[b43#)>,"0<'
P()#$B'"*#4*()$4%$012234%5$B'(<(%#4/%$"%&$4%#('<(%#4/%6$E%$7PN$B1024*"#4/%!"&,$-046$D7''1&*:$243q$%.<6.&:*$L-D2W$9)&#/$:7&(#$,7::#,0,$0#*$,0).0#:&#,$0".0$)#6)#,#*0$9#,0$6).80&8#,$&*$97''1&*:$6)#;#*0&4*$.*($&*0#);#*0&4*H$/487,&*:$4*$0"#$,48&.'$#*;&)4*<#*0A$.,,#,,&*:$97''1&*:$.0$147)$,8"44'A$:.)*#)&*:$,0.//$.*($6.)#*0$,7664)0A$/4)<&*:$.$:)476$04$844)(&*.0#$0"#$,8"44'^,$97''1&*:$6)#;#*0&4*$.80&;&0&#,A$0).&*&*:$147)$,0.//$&*$97''1&*:$6)#;#*0&4*A$#,0.9'&,"&*:$
V
.*($#*/4)8&*:$,8"44'$)7'#,$.*($64'&8&#,A$$&*8)#.,&*:$
.(7'0$,76#);&,&4*$&*$"40$,640,A$&*0#);#*&*:$84*,&,0#*0['1$.*($.66)46)&.0#'1$&*$97''1&*:$,&07.0&4*,A$/487,&*:$,4<#$8'.,,$0&<#$4*$97''1&*:$6)#;#*0&4*A$.*($84*0&*7[&*:$0"#,#$#//4)0,$4;#)$0&<#>
"006HII333>,04697''1&*:*43>"),.>:4;I.(7'0,I0&6[,"##0,I0&6[,"##0[QX>.,6F
P12234%5$B'(<(%#4/%6$7#'"#(54()$#/$)1BB/'#$)#"#(-4&($*/22"0/'"#4/%D$L$E%$"'*+4<(&$=7N$,(04%"'$!"&,$3#9&*.)@$"4,0#($91$%-2$4*$g#8#<9#)$Y@$QR_R@$(#,8)&9#(H$0"#$,846#$4/$0"#$6)49'#<A$0"#$87))#*0$)#,#.)8"$4*$97''1&*:$.*($&0,$84*,#G7#*8#,A$#F&,0&*:$
,0.0#$'.3,$4*$97''1&*:A$0"#$T'3#7,$D7''1&*:$b)#;#*0&4*$b)4:).<$/4)$-8"44',A$.*($0"#$84''.94).0&4*$9#03##*$0"#$b#**,1';.*&.$D7''1&*:$b)#;#*0&4*$%.<6.&:*$.*($0"#$K&:"<.)5$l47*(.0&4*>
!"#$,6#.5#),$3#)#H$-7,.*$B&<9#)$/)4<$%'#<,4*$c*&;#),&01A$N.*&8#$-#&:'#$/)4<$0"#$K&:"<.)5$l47*(.0&4*A$.*($`.00"#3$`.,&#''4$/)4<$0"#$M&*(9#)$O#,#.)8"$?*,0&070#>
"006HII#(8>.8)49.0>84<I6QRQQ\QR\I
E%#4012234%5$B'/5'"8)$4%$)*+//2)6$Z/-$(??(*#4<($"'($(<"21"#4/%$B'"*#4*()G!"#$67)64,#$4/$0"&,$,07(1$Lb)#;#*0&4*$-8&#*8#>$QRRS$-#6A$_RLXWH$QUZ[VSW$3.,$04$.,,#,,$0"#$)&:4)$4/$)#8#*0$6##)[)#;#($.*0&97''1&*:$6)4:).<$#;.'7.0&4*,>$
X_$#;.'7.0&4*,@$679'&,"#($3&0"&*$0"#$'.,0$_R$1#.),@$3#)#$&(#*0&E#($.*($84(#($/4)$,07(1$8".).80#)&,0&8,>$-"4)0[84<&*:,$3#)#$&(#*0&E#($&*$<.*1>$
!"#$.70"4),$,7::#,0$0".0$)#,#.)8"#),$,"47'($84*,&(#)H$<4)#$)&:4)47,$(#,&:*,$04$&(#*0&/1$8.7,#[#//#80$)#'.0&4*[,"&6,A$<4)#$.66)46)&.0#$6)#[64,0$&*0#);.',A$.*($<4)#$.(;.*8#($<#0"4(,$4/$.*.'1,#,>
%-2$3&''$6)4;&(#$846&#,$4/$0"#$.)0&8'#$04$-0.0#$`.0#)*.'$.*($%"&'($K#.'0"$.*($,0.0#$679'&8$"#.'0"$,0.//$4*$)#[G7#,0H$8,*e#(8>4):
7*+//2>0")(&$B'/5'"8)$#/$'(&1*($012234%5$"%&$<4*#484@"#4/%$!"&,$)#64)0@$Ll.))&*:04*$gb@$!04E$``>$LQR_RW$,79<&00#($04$0"#$c>->$g#6.)0<#*0$4/$N7,0&8#$/4)$679'&8.0&4*@$6)#,[#*0,$.$,1,0#<.0&8$)#;$.*($<#0.[.*.'1,&,$4/$0"#$#//#80&;#*#,,$4/$6)4:).<,$(#,&:*#($04$)#(78#$,8"44'$97''1&*:$6#)6#0).0&4*$.*($;&80&<&].0&4*>$
!"#$.70"4),$.*.'1]#($UU$#;.'7.0&4*,$4/$97''1&*:$6)#;#*0&4*$6)4:).<,>
!"#$)#,7'0,$,"43#($0".0@$4;#).''@$,8"44'[9.,#($.*0&[97''1&*:$6)4:).<,$.)#$#//#80&;#$&*$)#(78&*:$97''1&*:$.*($;&80&<&].0&4*>$
T*$.;#).:#@$97''1&*:$(#8)#.,#($91$QR[QX$6#)8#*0@$.*($;&80&<&].0&4*$(#8)#.,#($91$_\[QR$6#)8#*0>$
!"#$.70"4),$,7::#,0$0".0$*#3$.*0&[97''1&*:$6)4:).<,$,"47'($9#$(#,&:*#($9.,#($4*$0"#$5#1$6)4:).<$#'#<#*0,$0".0$0"#1$".;#$/47*($04$9#$<4,0$#//#80&;#>$!"#1$)#84<<#*($0".0$.$,1,0#<$4/$.88)#(&0&*:$.*0&[97''1&*:$6)4[:).<,$,"47'($9#$(#;#'46#(@$,76#);&,#($91$.*$&*0#)*.0&4*.'$94(1$,78"$.,$0"#$?*0#)*.0&4*.'$T9,#);.04)1$4*$a&4'#*8#$&*$-8"44',>
"006HII333>*8=),>:4;I6(/E'#,_I*&=I:).*0,IQQSX\\>6(/
H(54)2"#4/%9D7D$M&1*"#4/%$7(*'(#"'3$+45+245+#)$0()#$B'"*#4*()$/?$012234%5$B/24*4()?*$)#,64*,#$04$)#G7#,0,$/4)$.,,&,0.*8#$/)4<$,0.0#$.*($'48.'$4/E8&.',$.8)4,,$0"#$847*0)1$/4''43&*:$.$).,"$4/$97''1[
Y
&*:[)#'.0#($,7&8&(#,@$c>->$-#8)#0.)1$4/$h(78.0&4*$P)*#$g7*8.*$(&,0)&970#($.$<#<4$04$,0.0#$'#.(#),$470'&*&*:$5#1$84<64*#*0,$4/$,0)4*:$,0.0#$97''1&*:$'.3,$.*($64'&8&#,>$!"#$0#8"*&8.'$.,,&,0.*8#$<#<4$&,$&*0#*(#($04$,#);#$.,$.$)#/#)#*8#$/4)$,0.0#$.*($'48.'$4/E8&.',$(#;#'46&*:$4)$)#;&,&*:$.*0&[97''1&*:$'#:&,'.0&4*$4)$64'&8&#,>
!"#$<#<4@$3"&8"$3.,$,#*0$04$.''$:4;#)*4),@$8"&#/$,0.0#$,8"44'$4/E8#),@$.*($,0.0#$#(78.0&4*$94.)(,@$&,$6.)0$4/$0"#$T9.<.$P(<&*&,0).0&4*+,$84<<&0<#*0$04$6)#;#*0$97''1&*:$&*$,8"44',>$
?*$0"#$<#<4@$0"#$g#6.)0<#*0$84<6&'#($5#1$84<64*#*0,$4/$#F&,0&*:$.*0&[97''1&*:$'.3,$/)4<$QS$,0.0#,>$!"#$'.3,$3#)#$(&;&(#($&*04$__$8.0#:4)&#,@$3"&8"$).*:#($/)4<$'&,0&*:$#F.<6'#,$4/$97''1&*:$9#".;&4)$04$,6#8&/1&*:$6)48#[(7)#,$/4)$&*;#,0&:.0&*:$&*8&(#*0,>
-#;#).'$,0.0#,$.)#$'#.(#),$&*$0"#&)$97''1&*:$64'&8&#,>$l4)$#F.<6'#@$l'4)&(.$'.3$,6#8&E8.''1$(#E*#,$6)4"&9&0#($84*(780@$.*($f.*,.,$'.3$8'#.)'1$84;#),$o819#)97''1&*:>p$M.,"&*:04*$,0.0#$)#:7'.0&4*,$)#G7&)#$,8"44'$4/E8&.',$.*($#<6'41##,$04$0#''$8#)0.&*$6#),4**#'$.9470$.*1$97''1&*:$0"#1$.)#$.3.)#$4/@$.*($C#4):&.$6)4"&9&0,$)#0.'&.0&4*$.:.&*,0$0"4,#$3"4$)#64)0$&*8&(#*0,>$?*$`.,,.8"7,#00,@$0"#$,0.0#$64'&81$&*8'7(#,$.$6)4;&,&4*$04$6)4;&(#$0).&*&*:$04$.*$#F0#*,&;#$'&,0$4/$,0.//$<#<9#),$04$"#'6$0"#<$6)#;#*0@$&(#*0&/1@$.*($)#,64*($04$97''1&*:>
l4)$-#8)#0.)1$g7*8.*+,$'#00#)$3&0"$0"#$.00.8"#($<#<4@$;&,&0H$"006HII333Q>#(>:4;I64'&81I:#*I:7&(I,#8'#0[0#)I_R_Q_V>"0<'
E%#4012234%5$2(54)2"#4/%6$E$B1024*$+("2#+$B(')B(*#4<($!4$0#,0$0"#$#F0#*0$04$3"&8"$679'&8$"#.'0"$64'&81$#'#<#*0,$3#)#$&*84)64).0#($&*04$,8"44'$'.3,$.*($64'&8&#,@$0"&,$.)0&8'#$L-).9,0#&*$N%@$D#)5<.*$Dh@$b1*0&54;.$h>$>$N47)*.'$4/$P(4'#,8#*0$K#.'0">$QRRZ$N.*A$UQL_WH__[QRW$#;.'7[.0#($'.3,$.*($64'&8&#,$.:.&*,0$0"#$/4''43&*:$U$8)&0#)&.H$_W$0"#$&*8'7,&4*$4/$.$(#E*&0&4*$4/$97''1&*:A$QW$.$6)4"&9&[0&4*$4/$97''1&*:A$XW$.$)#84:*&0&4*$4/$0"#$'&*5$9#03##*$97''1&*:$.*($679'&8$,./#01$.*($"#.'0"A$.*($UW$<.*(.0#($.*($E*.*8&.''1$,7664)0#($97''1&*:$6)#;#*0&4*@$(#0#80&4*@$.*($&*0#);#*0&4*$6)4:).<,
"006HII333>8/.">4):I"9*,I.)8"&;#,I;-7664)0g48>8/<m,7664)0&*:g48?gnV__
P12234%5$2"-)$54<($)*"%#$B'/#(*#4/%6$E$%(-)$"'#4*2(oP*$P,,48&.0#($b)#,,$LPbW$)#;$/47*($0".0$UU$,0.0#,$j#F6)#,,'1$9.*$97''1&*:@$.$'#:&,'.0&;#$'#:.81$4/$.$).,"$4/$,8"44'$,"440&*:,$&*$0"#$'.0#$SR,@$1#0$/#3$&/$.*1$4/$0"4,#$<#.,7)#,$".;#$&(#*0&E#($8"&'()#*$3"4$#F8#,,&;#'1$6&85$4*$0"#&)$6##),>p$
P',4@$/#3$,0.0#,$j4//#)$.*1$<#0"4($/4)$#*,7)&*:$0"#$64'&8&#,$.)#$#*/4)8#(@$.884)(&*:$04$(.0.$84<6&'#($91$0"#$2.0&4*.'$%4*/#)#*8#$4/$-0.0#$B#:&,'.07)#,j
"006HII333>#(*#3,>4):I.)0&8'#,I,8"44'[97''1&*:['.3,[:&;#[,8.*0[6)40#80&4*[>"0<'
7#"#($2"-)$/%$012234%56$E$7#/B$P12234%5$N/-W$="8B"45%$-(0B"5($!"#$'.3,$&*8'7(#$4*#$4)$<4)#$4/$0"#$/4''43&*:$(&)#80&;#,H$.$)#G7&)#<#*0$0".0$,8"44'$4/E8&.',$(#;#'46$.$64'&81$04$6)4"&9&0$97''1&*:A$#*847).:#$0"#$&<6'#<#*0.0&4*$4/$.$97''1&*:$6)#;#*0&4*$6)4:).<A$.$)#G7&)#<#*0$4/$#<6'41##$0).&*&*:$4*$97''1&*:$6)#;#*0&4*A$.$)#G7&)#<#*0$04$)#64)0$,8"44'$97''1&*:$&*8&(#*0,$04$.70"4)&0&#,A$.*($#<6".,&][&*:$0"#$&<64)0.*8#$4/$(&,8&6'&*.)1$.80&4*$/4)$8"&'()#*$3"4$97''1>
"006HII333>,04697''1&*:*43>"),.>:4;I.(7'0,I,0.0#['.3,>.,6F
=30('012234%5$"%&$#+($)#"#()6$E%$N=7H$?"*#$)+((#!"&,$/.80$,"##0@$679'&,"#($91$0"#$2.0&4*.'$%4*/#)#*8#$4/$-0.0#$B#:&,'.07)#,$L2%-BW@$6)4;&(#,$.$84<6'#0#$,7<<.)1$4/$.''$,0.0#$.*($0#))&04)&.'$,0.070#,$4*$819#)97''1&*:>
"006HII333>*8,'>4):I(#/.7'0>.,6Fm0.9&(nQR\VX
P422)$/%$012234%5$A2(&$03$K(C")$2(54)2"#/')6$E$%(-)$"'#4*2($oP0$'#.,0$,#;#*$9&'',$)#'.0#($04$97''1&*:$".;#$9##*$E'#($&*$.(;.*8#$4/$*#F0$1#.)+,$'#:&,'.0&;#$,#,,&4*>$o
"006HII333>,0.)[0#'#:).<>84<IQR_RI_QIRYIQYZUR\QI9&'',[4*[97''1&*:[E'#([91[0#F.,>"0<'
\
M!$514&"%*($/%$"&&'())4%5$+"'"))8(%#$"%&$012234%5$4%$)*+//2)$!"#$c>->$g#6.)0<#*0$4/$h(78.0&4*$LhgW$&,,7#($:7&([.*8#$04$,7664)0$#(78.04),$&*$84<9.0&*:$97''1&*:$&*$,8"44',$91$8'.)&/1&*:$3"#*$,07(#*0$97''1&*:$<.1$;&4['.0#$/#(#).'$#(78.0&4*$.*0&[(&,8)&<&*.0&4*$'.3,>$
!"#$:7&(.*8#$.',4$<.5#,$8'#.)$0".0@$3"&'#$87))#*0$'.3,$(4$*40$6)40#80$.:.&*,0$".).,,<#*0$9.,#($4*$)#'&:&4*$4)$,#F7.'$4)&#*0.0&4*@$0"#1$(4$&*8'7(#$6)4[0#80&4*$.:.&*,0$".).,,<#*0$4/$<#<9#),$4/$)#'&:&47,$:)476,$9.,#($4*$,".)#($#0"*&8$8".).80#)&,0&8,$.,$3#''$
.,$:#*(#)$.*($,#F7.'$".).,,<#*0$4/$:.1@$'#,9&.*@$9&[,#F7.'@$.*($0).*,:#*(#)$&*(&;&(7.',>
"006HII333Q>#(>:4;I.9470I4/E8#,I'&,0I48)I(48,I(8'[/.80,"##0[QR_R_R>6(/
P$jg#.)$%4''#.:7#j$'#00#)@$,#*0$04$,8"44',@$84''#:#,@$.*($7*&;#),&0&#,@$#F6'.&*,$#(78.04),^$'#:.'$49'&:.0&4*,$04$6)40#80$,07(#*0,$/)4<H$,07(#*0[4*[,07(#*0$).8&.'$.*($*.0&4*.'$4)&:&*$".).,,<#*0A$,#F7.'$.*($:#*(#)[9.,#($".[).,,<#*0A$.*($(&,.9&'&01$".).,,<#*0>$
!"#$'#00#)$6)4;&(#,$#F.<6'#,$4/$".).,,<#*0$.*($&''7,0).0#,$"43$.$,8"44'$,"47'($)#,64*($&*$#.8"$8.,#>$
"006HII333Q>#(>:4;I.9470I4/E8#,I'&,0I48)I'#00#),I84''#.:7#[QR_R_R>"0<'
O%#('&4)*4B24%"'3$'()B/%)($#/$3/1#+)$)(C#4%56$I(*/88(%&"#4/%)$?'/8$#+($]/1#+$J%24%($7"?(#3$,/'.4%5$_'/1B$!"&,$<.*7.'$"#'6,$#(78.0&4*$.*($'#:.'$6)4/#,,&4*.',$6)#;#*0$.*($<.*.:#$0"#$)&,&*:$&*8&(#*8#$4/$,#F0&*:>$
P,$0"#$*7<9#)$4/$147*:$6#46'#$3&0"$8#''$6"4*#,$84*0&*7#,$04$:)43@$,4$(4#,$0"#$(.*:#)47,$6).80&8#$4/$,#F0&*:@$3"&8"$&,$:#*#).''1$(#E*#($.,$<&*4),$,#*(&*:$,#F7.''1$#F6'&8&0$0#F0,$4)$*7(#$4)$6.)0&.''1$*7(#$&<.:#,$4/$<&*4),>$T/0#*@$0"#,#$0#F0,$4)$&<.:#,$.)#$,#'/[6)4(78#(>
!"#$t470"$T*'&*#$-./#01$M4)5&*:$C)476$84<6)&,#,$)#6)#,#*0.0&;#,$/)4<$0"#$/#(#).'$:4;#)*<#*0@$'.3$#*/4)8#[<#*0@$#(78.0&4*@$'#:.'$#*0&0&#,@$.*($40"#)$679'&8$.*($6)&;.0#$4):.*&].0&4*,@$&*8'7(&*:$0"#$2.0&4*.'$%#*0#)$/4)$`&,,&*:$s$hF6'4&0#($%"&'()#*$L2%`h%W>
"006HII(48,>:44:'#>84<I;#)m7)'n"006rXPrQlrQl333>*#0,<.)0]>4):rQl(43*'4.(,rQl,6#8&.'rQl?*0#)O#,6t470"-#F0&*:>6(/
=30('012234%5=30('012234%5$I()("'*+$=(%#('!"#$%19#)97''1&*:$O#,#.)8"$%#*0#)$&,$(#(&8.0#($04$6)4;&(&*:$76[04[(.0#$&*/4)<.0&4*$.9470$0"#$*.07)#@$#F0#*0@$8.7,#,@$.*($84*,#G7#*8#,$4/$819#)97''1&*:$.<4*:$.(4'#,8#*0,>$
"006HII333>819#)97''1&*:>7,I&*(#F>6"6
]/1#+$<4/2(%*($"%&$(2(*#'/%4*$8(&4"6$74842"'$0(+"<4/');$&4??('(%#$<(%1()?*$-#60#<9#)@$QRRY@$0"#$%#*0#),$/4)$g&,#.,#$%4*0)4'$.*($b)#;#*0&4*$L%g%W$84*;#*#($.$6.*#'$4/$#F6#)0,$04$#F[.<&*#$0"#$&,,7#$4/$#'#80)4*&8$.::)#,,&4*@$.$0#)<$#*84<6.,,&*:$0"#$<.*1$016#,$4/$;&4'#*8#@$&*8'7(&*:$819#)97'['1&*:@$3"&8"$4887)$#'#80)4*&8.''1>$$$
!"&,$,6#8&.'$=47)*.'$&,,7#$LN47)*.'$4/$P(4'#,8#*0$K#.'0">$QRR\$g#8A$U_LY$-766'$_W$,7<<.)&]#,$0"#$E*(&*:,$.*($)#84<<#*(.0&4*,$/)4<$0"&,$#F6#)0$6.*#'$<##0&*:>$$!"#$6.*#'$*40#($0".0$.'0"47:"$).0#,$4/$#'#80)4*&8$.::)#,[,&4*$.)#$'43#)$0".*$6"1,&8.'$.*($;#)9.'$.::)#,,&4*@$0"4,#$).0#,$".;#$&*8)#.,#($91$.,$<78"$.,$VR$6#)8#*0$&*$_R[_\$1#.)$4'(,$,&*8#$QRRR>$$
B&5#$40"#)$/4)<,$4/$1470"$;&4'#*8#@$#'#80)4*&8$.::)#,,&4*$&,$.,,48&.0#($3&0"$#<40&4*.'$(&,0)#,,$.*($84*(780$6)49'#<,$.0$,8"44'>
Z
"006HII333>,8&#*8#(&)#80>84<I,8&#*8#mJ49nb79'&8.0&4*cOBsJ0485#1nrQX!T%rQXVR\QrQXQRR\rQXSSSVZSSSX>ZSSZrQXY\V_QXrQXlBPrQXsJ8(&nVR\QsJ679!16#nNsJ.70"n1sJ.880n%RRRRVZS_SsJ;#),&4*n_sJ7)'a#),&4*nRsJ7,#)&(nQZX\R\Vs<(Vn#(Q#Q8SVS_YXUQX(YUSYUZ_88QR(X88U
M2(*#'/%4*$8(&4"$"%&$3/1#+$<4/2(%*(6$E$=!=$4))1($0'4(?$?/'$(&1*"#/')$"%&$*"'(54<(')$!"&,$9)&#/$LK#)0]$`l@$g.;&([l#)(4*$%>$P0'.*0.$LCPWH$%#*0#),$/4)$g&,#.,#$%4*0)4'A$QRRZ>W$/487,#,$4*$0"#$6"#*4<[#*.$4/$#'#80)4*&8$.::)#,,&4*>$h'#80)4*&8$.::)#,,&4*$&,$(#E*#($.,$.*1$5&*($4/$".).,,<#*0$4)$97''1&*:$0".0$4887),$0")47:"$#<.&'@$8".0$)44<,@$&*,0.*0$<#,,.:&*:@$3#9,&0#,@$9'4:,@$4)$0#F0$<#,,.:&*:>$
!"#$9)&#/$,7<<.)&]#,$3".0$&,$5*43*$.9470$147*:$6#46'#$.*($#'#80)4*&8$.::)#,,&4*@$6)4;&(#,$,0).0#:&#,$/4)$.([()#,,&*:$0"#$&,,7#$3&0"$147*:$6#46'#@$.*($(&,87,,#,$0"#$&<6'&8.0&4*,$/4)$,8"44'$,0.//@$#(78.0&4*$64'&81$<.5#),@$.*($6.)#*0,$.*($8.)#:&;#),>
"006HII333>8(8>:4;I;&4'#*8#6)#;#*0&4*I6(/IhP[9)&#/[.>6(/
=30('012234%56$E$)B(*4"2$4))1($/?$#+($=+"22(%5($%(-)2(##('$!"#$%".''#*:#$*#3,'#00#)@$679'&,"#($91$0"#$T/E8#$4/$-./#$.*($g)7:[l)##$-8"44',@$6)4;&(#,$*#3,$/4)$,8"44'$,./#01$.*($"#.'0"$6)4:).<,>
!"&,$,6#8&.'$&,,7#$L%".''#*:#>$QR_RA$_YL_W$4/$0"#$*#3,'#00#)$&,$/487,#($4*$819#)97''1&*:$d$.$:)43&*:$0")#.0$04$,07(#*0,+$,./#01>$
!"#$<.0#)&.',$&*8'7(#H$.$(&,87,,&4*$4*$97''1&*:$&*$0"#$(&:&0.'$.:#@$'#($91$g)>$-7,.*$B&<9#)@$.$*.0&4*.''1$)#84:[*&]#($97''1&*:$6)#;#*0&4*$#F6#)0A$.*$4;#);$4/$0"#$87))#*0$)#,#.)8"$4*$0"#$,79=#80A$,7::#,0&4*,$4*$0"#$,0#6,$0".0$,8"44'$4/E8&.',$8.*$0.5#$04$.(()#,,$819#)97''1&*:A$.$9)&#/$4*$#F&,0&*:$'#:&,'.0&4*$.*($64'&8&#,A$.*($,4<#$:7&(#'&*#,$/4)$0##*,+$4*'&*#$,./#01>
"006HII333>0"#8".''#*:#>4):I8".''#*:#J_YJ_>6(/
=30('78"'#W$=30('012234%5$B"*."5(6$E%$N7PE$"%&$=30('78"'#W$'()/1'*($!"&,$<.*7.'@$679'&,"#($91$0"#$2.0&4*.'$-8"44'$D4.)(,$P,,48&.0&4*$L2-DPW$.*($%19#)-<.)0q@$6)4;&(#,$044',$/4)$,8"44',$4*$0.'5&*:$3&0"$,07(#*0,$.9470$819#)97''1&*:$.*($4*$84*(780&*:$.$819#)97''1&*:$6)#;#*0&4*$8.<6.&:*>$
!"#$6.85.:#$&*8'7(#,H$'#,,4*$6'.*,A$,07(#*0$.80&;&01$,"##0,A$oK4<#$%4**#80&4*p$/4)<,$0".0$#*.9'#$#(78.04),$04$&*/4)<$0"#$&*;4';#($,07(#*0,+$6.)#*0,A$6)#;#*0&4*$.80&;&0&#,$/4)$,8"44',@$/.<&'&#,@$.*($84<<7*&0&#,A$.*($(&)#80$'&*5,$04$<4)#$0".*$SR$&*(&;&(7.'$3#9$044',$4*$(#.'&*:$3&0"$819#)97''1&*:>$
"006HII819#),<.)087))&87'7<>4):I819#)97''1&*:I2-DP
P12234%5$"%&$)14*4&(=30('012234%5$"%&$)14*4&(6$E$'()("'*+$)188"'3D$>$E$=30('012234%5$I()("'*+$=(%#('$'(B/'#P884)(&*:$04$0"&,$)#64)0@$<&(('#$,8"44'$,07(#*0,$3"4$#*(7)#$819#)97''1&*:$.)#$.'<4,0$03&8#$.,$'&5#'1$04$.0[0#<60$,7&8&(#$.,$40"#)$0##*,>
!"#$)#64)0$,7::#,0,$0".0@$'&5#$0).(&0&4*.'$6"1,&8.'$97''1&*:@$4*'&*#$".).,,<#*0$8.*$84*0)&970#$04$&*8)#.,#($0"47:"0,$4/$,7&8&(#$.*($&*8)#.,#($,7&8&(#$.00#<60,>$!"#$.70"4),$84*8'7(#$0".0$.''$/4)<,$4/$6##)$.::)#,,&4*$*##($04$9#$0.5#*$;#)1$,#)&47,'1>
"006HII333>819#)97''1&*:>7,I819#)97''1&*:J.*(J,7&8&(#J)#,#.)8"J/.80J,"##0>6(/
=30('$"%&$#'"&4#4/%"2$012234%56$!4??('(%#4"2$"))/*4"#4/%$-4#+$&(B'())4/%$$?*$0"&,$2.0&4*.'$?*,0&070#,$4/$K#.'0"$,07(1$LM.*:$N@$2.*,#'$!O@$?.**400&$ON>$N47)*.'$4/$P(4'#,8#*0$K#.'0">$-#60#<9#)$$QQ@$QR_RA$#[679$."#.($4/$6)&*0W@$0"#$)#,#.)8"$0#.<$,47:"0$04$#F.<&*#$0"#$.,,48&.0&4*$9#03##*$(#6)#,,&4*$.*($819#)[97''1&*:@$3"&8"$".,$*40$9##*$,07(&#($#F0#*,&;#'1>
S
!"#$)#,#.)8"#),$.*.'1]#($(.0.$4*$P<#)&8.*$,07(#*0,$&*$:).(#,$Y[_R@$84''#80#($&*$0"#$QRRVIQRRY$K#.'0"$D#[".;&4)$&*$-8"44'[.:#($%"&'()#*$-07(1@$.*$&*0#)*.0&4*.'$,07(1$4/$.(4'#,8#*0,$&*$UX$847*0)&#,>
!).(&0&4*.'$/4)<,$4/$97''1&*:$&*;4';#$6"1,&8.'$;&4['#*8#@$;#)9.'$0.7*0,@$4)$,48&.'$#F8'7,&4*>$b.,0$,07(&#,$4*$0).(&0&4*.'$97''1&*:$,"43$0".0$97''1$;&80&<,$[$0"4,#$3"4$940"$97''1$40"#),$.*($.)#$97''&#($0"#<,#';#,$[$.)#$<4)#$'&5#'1$04$)#64)0$/##'&*:,$4/$(#6)#,,&4*$0".*$.)#$40"#)$:)476,>$
%19#)97''1&*:@$4)$#'#80)4*&8$.::)#,,&4*@$&*;4';#,$.:[:)#,,&;#$9#".;&4),$84<<7*&8.0#($4;#)$.$84<670#)$4)$.$8#''$6"4*#>$
c*'&5#$0).(&0&4*.'$/4)<,$4/$97''1&*:@$1470"$3"4$.)#$0"#$0.):#0,$4/$819#)97''1&*:$.0$,8"44'$.)#$.0$:)#.0#)$)&,5$/4)$(#6)#,,&4*$0".*$.)#$0"#$1470"$3"4$97''1$0"#<>
j>>>c*'&5#$0).(&0&4*.'$97''1&*:$3"&8"$7,7.''1$&*;4';#,$.$/.8#[04[/.8#$84*/)4*0.0&4*@$819#)$;&80&<,$<.1$*40$,##$4)$&(#*0&/1$0"#&)$".).,,#)A$.,$,78"@$819#)$;&80&<,$<.1$9#$<4)#$'&5#'1$04$/##'$&,4'.0#(@$(#"7<.*&]#($4)$"#'6'#,,$.0$0"#$0&<#$4/$0"#$.00.85@j$3)&0#$0"#$.70"4),>
!"#$,07(1$E*(&*:,$7*(#),84)#$0"#$*##($04$<4*&04)$,8"44'$819#)97''1&*:$.*($04$490.&*$0)#.0<#*0$/4)$&0,$;&80&<,>
%-2$3&''$6)4;&(#$846&#,$4/$0"#$.)0&8'#$04$,0.0#$`.0#)*.'$.*($%"&'($K#.'0"$.*($,0.0#$679'&8$"#.'0"$,0.//$4*$)#[G7#,0H$8,*e#(8>4):
E))/*4"#4/%$0(#-((%$012234%5$"%&$B)3*+/)/8"#4*$B'/02(8)6$E$8(#">"%"23)4)P884)(&*:$04$0"&,$,1,0#<.0&8$)#;$LC&*&$C@$b4]]4'&$!>$b#(&.0)&8,>$QRRS$`.)A$_QXLXWH_RVS[YVW@$97''1&*:$(479'#,$0"#$)&,5$/4)$6,18"4,4<.0&8$&''*#,,$&*$8"&'()#*>
!"#$.70"4),$'445#($.0$__$)#8#*0$,07(&#,$0".0$#F.<&*#($0"#$.,,48&.0&4*$9#03##*$&*;4';#<#*0$&*$97''1&*:$.*($6,18"4,4<.0&8$84<6'.&*0,$&*$1470"$.:#($\[_Y$1#.),>$!"#$)#,7'0,$,"43#($0".0$;&80&<,$.*($97''&#,$".($.$,&:*&E[8.*0'1$"&:"#)$)&,5$/4)$6,18"4,4<.0&8$6)49'#<,$0".*$0"#&)$7*&*;4';#($6##),>
C&;#*$0".0$,8"44'$97''1&*:$&,$.$3&(#,6)#.($6"#*4<#*4*$&*$<.*1$847*0)&#,@$0"#$.70"4),$,7::#,0$0".0$97''1&*:$9#$84*,&(#)#($.*$&*0#)*.0&4*.'$679'&8$"#.'0"$&,,7#>
"006HII6#(&.0)&8,>..6679'&8.0&4*,>4):I8:&I)#6)&*0I_QXIXI_RVS
O%)4&($#+($01224(&$0'"4%6$K+($"2"'84%5$%(1'/)*4(%*($/?$#"1%#4%5$!"&,$D4,04*$C'49#$.)0&8'#$)#;,$.$*#3$3.;#$4/$)#,#.)8"$0".0$97''1&*:$8.*$'#.;#$.*$&*(#'&9'#$&<6)&*0$4*$.$0##*+,$9).&*>$
D#&*:$4,0).8&]#($91$4*#+,$6##),@$&0$,##<,@$8.*$'#.($04$)#(78#($84**#80&;&01$&*$0"#$9).&*$.*($#;#*$,.940.:#$0"#$:)430"$4/$*#3$*#7)4*,>
O#,#.)8"$&*04$0"#$*#7)4'4:&8.'$#//#80,$4/$97''1&*:$&,$,0&''$6)#'&<&*.)1@$.*($.*&<.'$<4(#',$.)#$*40$6#)/#80$)#6'&8.,$4/$"7<.*$,48&.'$9#".;&4)>$
D70$04:#0"#)@$0"#,#$#.)'1$E*(&*:,$,7::#,0$0".0$97''1&*:$[[$#;#*$0"#$;#)9.'$5&*($[[$&,$<4)#$,&<&'.)$04$6"1,&8.'$.*($,#F7.'$.97,#$0".*$84*,&(#)#($#.)'&#)>$
!"#$034$5&*(,$4/$<&,0)#.0<#*0$8.*$940"$6)4(78#$0"#$,.<#$5&*($4/$0).7<.>
"006HII333>94,04*>84<I94,04*:'49#I&(#.,I.)0&8'#,IQR_RI__IQZI&*,&(#J0"#J97''&#(J9).&*Im6.:#nX
P12234%5$"%&$&(B'())4<($)38B#/8"#/2/53$"8/%5$2/->4%*/8(;$E?'4*"%LE8('4*"%$3/1#+!"&,$,07(1$Ll&0]6.0)&85$$f`@$g7'&*$P@$b&54$D>$N47)*.'$4/$t470"$.*($P(4'#,8#*8#>$QR_R$N7*A$XSLYWH$YXU[UVW$$7*0.*[:'#,$0"#$#//#80,$4/$97''1&*:$4*$(#6)#,,&4*$&*$P/)&8.*$P<#)&8.*$1470">$
_R
D1$)#<4;&*:$).8#I#0"*&8&01$/)4<$0"#$87))#*0$.*.'1,&,@$0"#$)#,#.)8"#),$#F.<&*#($&*0).[).8&.'$9#".;&4)$.<4*:$1470">
!"#$.70"4),$&(#*0&/1$)&,5$.*($6)40#80&;#$/.804),$.,,48&.0#($3&0"$,1<604<,$4/$(#6)#,,&4*$.*($64&*0$0"#$3.1$04$/7)0"#)$,07(1>
"006HII333>,6)&*:#)'&*5>84<I84*0#*0I;3_Y)VZX0_QV"Y\FI/7''0#F0>6(/
P12234%5$"%&$H_PK$3/1#+7(C1"2$/'4(%#"#4/%$"%&$012234%5$"8/%5$"&/2()*(%#)$4%$#+($_'/-4%5$9B$K/&"3$7#1&3$!"&,$2.0&4*3&(#$%"&'()#*^,$K4,6&0.'$,07(1$/47*($0".0$LD#)'.*$hg@$#0$.'>$N47)*.'$4/$P(4'#,8#*0$K#.'0">$QR_R$P6)AUYLUWHXYY[\_W$,#F7.'$<&*4)&01$1470"@$4)$0##*,$0".0$&(#*0&/1$0"#<,#';#,$.,$:.1@$'#,9&.*$4)$9&,#F7.'@$.)#$97'['&#($034$04$0")##$0&<#,$<4)#$0".*$"#0#)4,#F7.',>
"006HII333>8/.">4):I"9*,I.)8"&;#,I;-7664)0g48>8/<m,7664)0&*:g48?gnZZ\
K+($X``a$N"#4/%"2$7*+//2$=248"#($71'<(36$E$_H7MN$04(%%4"2$'(B/'#!"&,$6)4=#80@$844)(&*.0#($91$0"#$C.1@$B#,9&.*@$.*($-0).&:"0$h(78.0&4*$2#034)5$LCB-h2W$,&*8#$_SSS@$&,$0"#$4*'1$*.0&4*.'$,7);#1$04$(487<#*0$0"#$#F6#)&#*8#,$4/$,07(#*0,$3"4$&(#*0&/1$.,$'#,9&.*@$:.1@$9&,#F7.'@$.*($0).*,:#*[(#)$LBCD!W$&*$P<#)&8.^,$,#84*(.)1$,8"44',>$
!"#$QRRS$,7);#1$&*8'7(#,$)#,64*,#,$/)4<$\@QY_$BCD!$,07(#*0,$9#03##*$0"#$.:#,$4/$_X$.*($Q_$/)4<$.''$VR$,0.0#,$.*($0"#$g&,0)&80$4/$%4'7<9&.>$
2#.)'1$*&*#$470$4/$0#*$BCD!$,07(#*0,$#F6#)&#*8#($".).,,<#*0$.0$,8"44'$&*$0"#$6.,0$1#.)@$.*($*#.)'1$034[0"&)(,$/#'0$7*,./#$9#8.7,#$4/$0"#&)$,#F7.'$4)&#*0.0&4*>$2#.)'1$.$0"&)($4/$BCD!$,07(#*0,$,5&66#($.0$'#.,0$4*#$(.1$4/$,8"44'$&*$0"#$6.,0$<4*0"$9#8.7,#$4/$,./#01$84*8#)*,>
-&*8#$_SSS@$0"#)#$".,$9##*$.$(#8)#.,&*:$0)#*($&*$0"#$/)#G7#*81$4/$"#.)&*:$"4<46"49&8$)#<.)5,A$"43#;#)@$BCD!$,07(#*0,^$#F6#)&#*8#,$3&0"$<4)#$,#;#)#$/4)<,$4/$97''1&*:$.*($".).,,<#*0$".;#$)#<.&*#($)#'.0&;#'1$84*,0.*0>
!"#)#$".,$9##*$.*$&*8)#.,#$4;#)$0&<#$&*$0"#$6)#,#*8#$4/$,#;#).'$BCD![)#'.0#($)#,47)8#,$.*($,7664)0,$&*$,8"44'H$C.1[-0).&:"0$P''&.*8#,$4)$40"#)$,07(#*0$8'79,$0".0$.(()#,,$BCD!$&,,7#,A$,8"44'$,0.//$3"4$.)#$,7664)0&;#$4/$BCD!$,07(#*0,A$.*($BCD![)#'.0#($<.0#)&.',$&*$,8"44'$'&9).)&#,>$
K.;&*:$0"#,#$)#,47)8#,$&*$,8"44'$3.,$)#'.0#($04$<4)#$64,&0&;#$#F6#)&#*8#,$/4)$BCD!$,07(#*0,>
"006HII333>:',#*>4):I9&*.)1[(.0.ICB-h2JP!!P%K`h2!-IE'#IUSS[_>6(/
7"?($"#$7*+//26$E&&'())4%5$#+($)*+//2$(%<4'/%8(%#$"%&$H_PK$)"?(#3$#+'/15+B/24*3$"%&$2(54)2"#4/%6$E$9=HE$"%&$NM:=$0'4(?!"&,$9)&#/@$&,,7#($91$0"#$M&''&.<,$?*,0&070#$&*$0"#$c%BP$B.3$-8"44'$.*($0"#$2.0&4*.'$h(78.0&4*$b4'&81$%#*0#)$L2hb%W$(#,8)&9#,$*7<#)47,$8.,#,$4/$<&,0)#.0<#*0$4/$'#,9&.*@$$:.1@$9&,#F7.'@$.*($0).*,:#*(#)$LBCD!W$,07(#*0,@$&*8'7(&*:H$)#87))&*:$#F.<6'#,$4/$0).7<.0&8$6##)$<&,0)#.0<#*0A$0"#$)#,7'0&*:$".)<$04$0"#$.8.(#<&8$.8"&#;#<#*0$.*($.,6&).0&4*,$4/$BCD!$,07(#*0,A$'&;#,$'4,0$0")47:"$.,,.7'0,$.*($,7&8&(#A$(&,6)464)0&4*.0#'1$"&:"$BCD!$)7*.3.1$.*($0##*$"4<#'#,,*#,,$).0#,A$.*($0"#$6.)0&87'.)$4*:4&*:$8".''#*:#,$/.8#($91$BCD!$,07(#*0,$4/$84'4)>
!"#$9)&#/$.',4$6)#,#*0,$#;&(#*8#$4/$0"#$&*,0&070&4*.'$/.&'7)#,$04H$.6[6)#8&.0#$0"#$4;#).)8"&*:$&<64)0.*8#$4/$,8"44'$8'&<.0#A$04$)#84:*&]#$0".0$BCD!$#(78.04),$8.*$6'.1$64,&0&;#$)4'#,A$.*($04$.(()#,,$0"#$4;#)0$"4<46"49&.$&*$<.*1$,8"44'$,64)0,$6)4:).<,>
!4$.(()#,,$0"#,#$&,,7#,@$0"&,$9)&#/$6)#,#*0,$.$<#*7$4/$64'&81$)#84<[<#*(.0&4*,$.*($'#:&,'.0&;#
__
460&4*,$/4)$,8"44'$(&,0)&80,$.*($,0.0#,>
"006HII333>:)#.0'.5#,8#*0#)>4):I(48,Ib4'&81JD)&#/,ID&#:#'JBCD!>6(/
E$'(B/'#$/%$#+($)#"#1)$/?$5"3;$2()04"%;$04)(C1"2$"%&$#'"%)5(%&('$B(/B2($4%$(&1*"#4/%6$7#(BB4%5$/1#$/?$#+($*2/)(#;$4%#/$#+($245+#6$E%$NME$B1024*"#4/%!"&,$)#64)0$84*,&(#),$0"#$,0.07,$4/$:.1@$'#,9&.*@$9&,#F7.'@$.*($0).*,:#*(#)$LCBD!W$,07(#*0,$9.,#($4*$0"#$6)&*8&6'#$0".0$#;#)1$,07(#*0$".,$0"#$"7<.*$.*($8&;&'$)&:"0$04$.$G7.'&01$679'&8$#(78.[0&4*>$
?*0#),6#),#($0")47:"470$0"&,$)#64)0$.)#$;&:*#00#,$/)4<$,07(#*0,$0".0$0"#$.70"4),$&*0#);#(@$&*8'7(&*:$0"#$0#,0&<4*&.',$/)4<$,07(#*0,$.00#*(&*:$0"#$CBD
I()/1'*()$"%&$/'5"%4@"#4/%)$7#/BP12234%5D5/<6$E$%(-$-(0)4#($-046D7''1&*:>:4;$&,$.*$4/E8&.'$c>->$C4;#)*<#*0$M#9$,&0#$<.*.:#($91$0"#$g#6.)0<#*0$4/$K#.'0"$s$K7<.*$-#)[;&8#,$&*$6.)0*#),"&6$3&0"$0"#$g#6.)0<#*0$4/$h(78.0&4*$.*($g#6.)0<#*0$4/$N7,0&8#>$
!"#$84''#80&4*$4/$97''1&*:$6)#;#*0&4*$&*/4)<.0&4*$&*8'7(#,$,#6.).0#$<.0#)&.',$/4)$(&//#)#*0$:)476,H$5&(,@0##*,@$147*:$.(7'0,@$6.)#*0,$.*($#(87.04),>$
!"#$3#9,&0#$.',4$".,$.$,#80&4*$4*$,0.0#$64'&8&#,$.*($'.3,@$.*($.$'&,0$4/$#;&(#*8#[9.,#($;&4'#*8#$6)#;#*0&4*$6)4:).<,$(&)#804)&#,>
"006HII333>,04697''1&*:>:4;I
M3()$/%$012234%56$,+"#$*"%$3/1$&/G>$E%$M&1*"#4/%$!(<(2/B8(%#$=(%#('$-(0)4#(M&0"$:)43&*:$*7<9#),$4/$8"&'()#*$,6#*(&*:$0"#&)$#.)'1$1#.),@$./0#)*44*,@$.*($,7<<#),$&*$8"&'($8.)#$8#*0#),@$./0#),8"44'$.*($1470"$6)4:).<,@$.*($8.<6,@$&0$&,$&<64)0.*0$04$&(#*0&/1$.*($,7664)0$0"#$&<64)0.*0$)4'#$0".0$,0.//$&*$0"#,#$,#00&*:,$8.*$6'.1$&*$97''1&*:$6)#;#*0&4*>
!"#$3#9,&0#$&*8'7(#,$.$84<6)#"#*,&;#$044'5&0$/4)$8.)#:&;#),$.*($6.)#*0,>
"006HII333>#1#,4*97''1&*:>4):I&*(#F>"0<'
K((%)$E5"4%)#$P12234%56$E$:E=MI$=(%#('$-(0)4#($!"&,$3#9,&0#@$'.7*8"#($91$0"#$bP%hO$%#*0#)+,$2.0&4*.'$%#*0#)$/4)$D7''1&*:$b)#;#*0&4*@$&,
:#.)#($043.)($"&:"$,8"44'$,07(#*0,>$!##*,$0"#<,#';#,$6.)0&8&6.0#($&*$0"#$8)#.0&;#$6)48#,,$4/$(#;#'46&*:$0"#$,&0#@$.*($.7(&#*8#$6.)0&8&6.0&4*$&,$#*847).:#($0")47:"$;&(#4,@$9'4:,@$.*($,48&.'$*#034)5&*:>
P$/4)<#)$0.):#0$4/$97''1&*:$"#),#'/@$0##*$,&*:&*:$,0.)$g#<&$B4;.04$.66#.),$4*$0"#$"4<#6.:#$;&(#4>$
!"#$3#9,&0#$&*8'7(#,$)#/#)#*8#,$04$6467'.)$9.*(,$'&5#$O&'4$f&'#1$.*($0"#$l'.<&*:$B&6,$.*($,"43,$'&5#$C4,,&6$C&)'>$
"006HII333>6.8#)0##*,.:.&*,097''1&*:>4):I
:/)4#4<($)*+//2$*248"#()O#,#.)8"$.9470$0"#$#//#80,$4/$,8"44'$8'&<.0#,$4*$,07(#*0,^$.9&'&0&#,$04$'#.)*$.*($4*$0#.8"#),^$#//#80&;#*#,,$04$0#.8"$&,$'.):#$.*($,6.*,$(#8.(#,>$
-4'&($#;&(#*8#$/)4<$*.0&4*.'$)#,#.)8"$.*($,8"44'[3&(#$6).80&8#,$".,$,"43*$0".0$,07(#*0,$3&''$'#.)*$<4)#@$.*($9#$6"1,&8.''1$.*($#<40&4*.''1$"#.'0"&#)@$3"#*$*7)07)#($&*$64,&0&;#$,48&.'$8'&<.0#,>
"006HII)#:&4*,>"),.>:4;I.(7'0,I,8"44'[8'&<.0#>.,6F
7/*4"2$"%&$(8/#4/%"2$2("'%4%5$"%&$012234%5$B'(<(%#4/%6$E%$M!=$B1024*"#4/%!"&,$9)&#/@$679'&,"#($91$0"#$h(78.0&4*$g#;#'46<#*0$%#*0#)$Lhg%W$&*$84''.94[).0&4*$3&0"$0"#$%4''.94).0&;#$/4)$-48&.'$.*($h<40&4*.'$B#.)*&*:$L%P-hBW$.*($0"#$P<#)&8.*$?*,0&070#,$/4)$O#,#.)8"$LP?OW@$#F.<&*#,$0"#$&*0#)84**#80&4*$4/$,48&.'$.*($#<40&4*.'$'#.)*&*:$L-hBW$.*($97''1&*:$6)#;#*0&4*$,8"44'$87))&87'.>
-8"44',$7,&*:$.*$-hB$/).<#34)5$8.*$/4,0#)$.*$4;#).''$8'&<.0#$4/$&*8'7,&4*@$3.)<0"@$.*($)#,6#80>$D#8.7,#$97''1&*:$6)#;#*0&4*$&,$#*0&)#'1$84*:)7#*0$3&0"$-hB@$&0$8.*$9#$#<9#((#($&*$.$,8"44'+,$-hB$/).<#34)5>
!"#$9)&#/$.&<,$04H$6)4;&(#$.$9.,&8$(#,8)&60&4*$4/$.$,8"44'[3&(#$-hB$/).<#[34)5@$&''7,0).0#$0"#$)#'.0&4*,"&6$9#03##*$,48&.'$.*($#<40&4*.'$/.804),$.*($97''1&*:A$.*($#F6'.&*$"43$.*$-hB$/).<#34)5$8.*$9#$#F0#*(#($04$&*8'7(#$97'['1&*:$6)#;#*0&4*>$
"006HII333>6)4<40#6)#;#*0>4):I3#9/<J,#*(I_QSZ
_X
:'(<(%#4%5$012234%56$K+($'/2($/?$B1024*$+("2#+$"%&$)"?(#3$B'/?())4/%"2)6$E$=7N$B1024*"#4/%!"&,$%"&'()#*+,$-./#01$2#034)5$679'&8.0&4*$#F6'.&*,$3".0$<.0#)*.'$.*($8"&'($"#.'0"$.*($40"#)$679'&8$"#.'0"$.*($,./#01$6).80&0&4*#),$8.*$(4$.9470$97''1&*:>$?0$&*8'7(#,$#F.<6'#,$4/$"43$679'&8$"#.'0"$.*($,./#01$6)4/#,,&4*.',$8.*$"#'6$6)#;#*0$97''1&*:$.*($&0,$84*,#G7#*8#,>$-4<#$4/$0"#$)#84<<#*(.0&4*,$3#)#$().3*$/)4<$0"#$-046$D7'['1&*:$243q$/.80$,"##0$oO4'#,$/4)$"#.'0"$.*($,./#01$6)4/#,,&4*.',$&*$97''1&*:$6)#;#*0&4*$.*($&*0#);#*0&4*p>
"006HII333>8"&'()#*,,./#01*#034)5>4):I679'&8.0&4*,J)#,47)8#,IbglI97''1&*:ID7''1&*:l.80-"##0>6(/
l#9)7.)1$QR__
CSN National Resource Center55 Chapel Street
Newton, MA 02458
www.ChildrensSafetyNetwork.org
Children’s Safety Network is funded by the Maternal and Child Health Bureau, Health Resources and Services Administration, U.S. Department of Health and Human Services.
CSN Economics and Data Analysis Resource Center
11720 Beltsville Dr., Suite 900Calverton, MD 20705
301.755.2700
Name_______________________________________________Date___________________________________
Bulling Prevention Poster Gallery Walk
Directions: Write down important ideas and concepts you discover on the gallery
walk.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Reflection
Directions: Write down your thoughts about the gallery walk process. How did the
walk increase your knowledge of bullying prevention methods? What did you learn
from the gallery walk?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
!"#$%&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&'#(%&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!!
)*+,-!./+(%!!
!"#$%&'()%*+,,-./0%1(#/%$'%-'+2%!'+/%,(+0123!!4%25016!(0!(7%!5/0$5(!8+(7!90*/!(70*:7(2!01!(7%!(05+,;!!<2%!#2!$#19!80/62!#2!5022+=>%!(0!6%2,/+=%!90*/!(70*:7(2!#16!?%%>+1:2!#=0*(!(7%!(%/$!=*>>9+1:;!!@0*!$#9!#>20!+1,>*6%!%A#$5>%2!0?!=*>>9+1:!+1!90*/!/%25012%;!!!!!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!!!!!!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!!!!!!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!!!!!!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!!!!!!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!!!!!!
!
!
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
• DDD*?1.54.#19#$$E(-0*.30!
• DDD*F,%11B,9#$$E*.30!
• DDD*/.-1B%1,%443,'(%1,*.30!
• DDD*43.5.1,43,7,-1*.30!
• DDD*5E5%5%1.$/5,*.30!
G-$(-,!+-1(HF#$$E(-0!I,).#3',)!
!!!JBE!@,.4$,!F#$$E!
?1%-/!C4!+0%(-)1!KKKKKKKKKKK!F#$$E(-0!
:-&.L!JB%1!()!(1M!!
!
N(4)L!O.D!1.!3,)4.-/!1.!9#$$E(-0!
!
I,).#3',)L!JB.!'%-!B,$4M!!
G-H?(1,!+-1(HF#$$E(-0!=.-1%'1)!N,%'B,3!
A,%-!
=.#-),$.3!
+@!
!
!
!
1
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
P1(%5!4#$7(-%3!4#3#)!-,'!1.31.3*!8%#3()!&3(-0($$%*!@3.(-!&,35,-1#5!),5!7(1%,!,)1*!@3.(-!7,$!.3'(*!"#-'!7,$!(4)#5!7,$!)%4(,-!&%#'(9#)!)#)'(4(1*!"#$$%!)(1!%5,1!,3%1!#1!-#$$%!)#)'(4(1!7%3(#)*!R#();#,!7(1%,!1.31.3*!C1!/('1#56!$,.!,1!4.31%!9$%-/(16!,3%1!(4)#5!$%'(-(%!$(9,3.6!3#13#5!$%.3,,1!$,'1#)!5,1#)!%!),5*!+$(;#%5!,3%1!7.$#14%1*!@3.(-!%1!5(!)(1!%5,1!7,$(1!5%11()!1(-'(/#-1*!=#3%9(1#3!4B%3,13%!)%4(,-!,#!
2
5,1#)!'.-),;#%1!7.$#14%1*!?,/!%1!,3.)!,1!,3%1!&3(-0($$%!1(-'(/#-1*!8%,',-%)!#$13('(,)!B,-/3,3(1!#3-%*!+,-,%-!(-!5(!(-!),5!).$$('(1#/(-!/%4(9#)*!@3%,),-1!&3(-0($$%*!?,/!1(-'(/#-1!)#)'(4(1!-()(*!@,$$,-1,);#,!5(*!?,/!-.-!$,'1#)!-.-!)%4(,-!(54,3/(,1!'.-0#,*!
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
!"#$%&'(&)*+#*&*#&,$-#,'&.*/$0#,'&1*#-$'(23&!H!A.-,'!7,B('#$%!5%#3()!(-!,)1!
!N(4)L!O.D!1.!I,)4.-/!!
S* TEU!V* TEU!W* TEU!X* TEU!Y* ZEU!
KKKKKKKKKKKKF#$$E(-0!JB%1!()!(1M!!!
!N(4)L!O.D!1.!@3,7,-1!!
S* TEU!V* TEU!W* TEU!X* TEU!Y* TEU!
!
KKKKKKKKKKKKF#$$E(-0!JB%1!()!(1M!!!
Essay RubricDirections: Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when writing your essay and check it again before you submit your essay.
Traits 4 3 2 1
Focus & Details
There is one clear, well-focused topic. Main ideas are clear and are well supported by detailed and accurate information.
There is one clear, well-focused topic. Main ideas are clear but are not well supported by detailed information.
There is one topic. Main ideas are somewhat clear.
The topic and main ideas are not clear.
Organization The introduction is inviting, states the main topic, and provides an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong.
The introduction states the main topic and provides an overview of the paper. A conclusion is included.
The introduction states the main topic. A conclusion is included.
There is no clear introduction, structure, or conclusion.
Voice The author’s purpose of writing is very clear, and there is strong evidence of attention to audience. The author’s extensive knowledge and/or experience with the topic is/are evident.
The author’s purpose of writing is somewhat clear, and there is some evidence of attention to audience. The author’s knowledge and/or experience with the topic is/are evident.
The author’s purpose of writing is somewhat clear, and there is evidence of attention to audience. The author’s knowledge and/or experience with the topic is/are limited.
The author’s purpose of writing is unclear.
Word Choice The author uses vivid words and phrases. The choice and placement of words seems accurate, natural, and not forced.
The author uses vivid words and phrases. The choice and placement of words is inaccurate at times and/or seems overdone.
The author uses words that communicate clearly, but the writing lacks variety.
The writer uses a limited vocabulary. Jargon or clichés may be present and detract from the meaning.
Sentence Structure, Grammar, Mechanics, & Spelling
All sentences are well constructed and have varied structure and length. The author makes no errors in grammar, mechanics, and/or spelling.
Most sentences are well constructed and have varied structure and length. The author makes a few errors in grammar, mechanics, and/or spelling, but they do not interfere with understanding.
Most sentences are well constructed, but they have a similar structure and/or length. The author makes several errors in grammar, mechanics, and/or spelling that interfere with understanding.
Sentences sound awkward, are distractingly repetitive, or are difficult to understand. The author makes numerous errors in grammar, mechanics, and/or spelling that interfere with understanding.
Reviewer’s Comments
Name: _________________________________________________ Date: _________________________
