Angela Parrish

Anti-Bullying Lesson : October 2014

APK/SAP

Purpose/Objective: At the conclusion of the lesson, students should be

able to define and explain the different kinds of bullying. Students will also
be able to distinguish between facts and myths about bullying.
What is Bullying?
Bullying is the unwanted, aggressive behavior that involves a
real or perceived power imbalance. The behavior is repeated, or
has the potential to be repeated, over time.
What is an imbalance of power?
An Imbalance of Power: People who bully use their powersuch
as physical strength, access to embarrassing information, or
popularityto control or harm others.
What are the Different Types of Bullying?
Cyber Bullying- the use of electronic
communication to bully a person, typically by sending messages of
an intimidating or threatening nature.
Physical Bullying- Hitting, kicking, pinching,
spitting, tripping, pushing, taking for breaking someones things,
make mean or rude gestures.
Verbal Bullying- Teasing, name-calling,
inappropriate sexual comments, taunting, threatening to cause
harm.
Social Bullying- Leaving someone out on purpose,
Telling other children not to be friends with someone,

Spreading rumors about someone, Embarrassing

someone in public.

Students will be divided into four groups to define the different types of
bullying. They will also create a poster about the selected bullying behavior.

Angela Parrish
Anti-Bullying Lesson : October 2014

After group presentations, we will talk about the myths and truths about
the bullying. The students will sort a list of facts into either truths or
myths about bullying.

Vocabulary

Objective: Students will know the difference between the four different types
Cyber Bullying, Physical Bullying, Verbal Bullying, Social Bullying,

Oral
Language

Students will present their posters to the class after they are finished to share
what the learned about the Constitution.

Students overall grade will be based on their active participation in group

work, as well as participation in the group presentation.

Students will discuss with their group partners the list of scenarios and whether
each is is a myth or a fact about bullying. All are false except number 7.

Angela Parrish
Anti-Bullying Lesson : October 2014

1.

Bullying is just teasing.

2.

Some people deserve to be bullied.

3.

Only boys are bullies.

4.

Boys bully more than girls.

5.

Boys are more aggressive than girls.

6.

7.

8.

9.

10.

Reporting that you are bullied is tattling or ratting

on someone.
Students who are bullied will probably remember it for
the rest of their lives.
Reporting that you have seen someone bullied is
tattling or ratting on someone.
Bullying should not concern adults because it is just a
normal part of growing up.
Students who bully feel bad about themselves and that
is why they bully others.

Angela Parrish
Anti-Bullying Lesson : October 2014

11.

12.

The best way for a bullied student to stop someone

from bullying is to ignore him.
When a person is bullied he/she always become a better
and stronger person.

Angela Parrish
Anti-Bullying Lesson : October 2014

Grading Rubric for Bullying Poster Group Project

Student Name: _______________________
1

Student did not

participate with group
work.

Student
participated with
the group work
sometimes.

Student
participated with
the group work
most of the time.

Student participated
with the group work all
of the time and help
keep the group on task.

Student did not

participate in the group
presentation.

Student
participated in the
group presentation
with one or two
comments.

Student
participated in the
group presentation
with several
comments.

Student participated in
the group presentation
with many helpful and
thoughtful comments
about the topic.

Grading Rubric for Bullying Poster Group Project

Student Name: _______________________
1

Student did not

participate with group
work.

Student
participated with
the group work
sometimes.

Student
participated with
the group work
most of the time.

Student participated
with the group work all
of the time and help
keep the group on task.

Student did not

participate in the group
presentation.

Student
participated in the
group presentation
with one or two
comments.

Student
participated in the
group presentation
with several
comments.

Student participated in
the group presentation
with many helpful and
thoughtful comments
about the topic.