Title: Handling Cyberbullying

Group Members: Julia, Gretchen, Madison

Grade: 3 – 5
Overall Goal:​​ To explore ways to handle cyberbullying and to respond upsetting language online.

Standards Learning Objectives Assessment

Common Core: Students will be able to ... See in the Resources /

grade 3​:​ RI.1, RI.3, RI.4, RI.10,
R.4a, W.4, SL.1a, SL.1b, SL.1c,
SL.1d, SL.3,SL.4, SL.6, L.3a, L.6
grade 4​:​ RL.3, RL.10, RI.1, RI.3,
RI.4, RI.7, RI.10, RF.4a, W.9b,
SL.1a, SL.1b, SL.1c, SL.1d, SL.4,
SL.5, L.3a, L.6
grade 5​:​ RL.3, RL.10, RI.1,
RI.3,RI.4, RI.7, RI.10, RF.4a,
W.9b,SL.1a, SL.1b, SL.1c, SL.1d,
SL.4,SL.5, SL.6, L.6
ISTE​:​ 2b, 5a, 5d
Artifacts Section
· ​Empathize​​ with those
who have received mean and
hurtful messages.
· ​judge ​what it means to
cross the line from harmless
to harmful
Communication online.
· ​Generate​​ solutions for
dealing with cyberbullying.

Key Terms & Definitions:

· cyberbully (verb): using technology tools such as the Internet and cell phones to deliberately
upset someone else

Lesson Introduction: (2-3 minutes)

-Ask students what online games they play or what social media they use
-Ask if they have ever been called mean names or had someone say hurtful things to them over
these online games or social media
-Ask for volunteers to tell personal stories of these cyberbullying experiences
-Explain that this is cyberbullying: using technology tools such as the Internet and cell phones to
say mean things or purposely hurting someone

Warm-up: (5 minutes)
-DRAW a series of expressive faces, or emojis, on the board:
-INVITE students to suggest emotions that match each face’s expression. Answers will vary.
-TELL students that not everyone will react to a particular situation the same way, but just because
a reaction is different from our own, that doesn’t mean we should discount others’ feelings.

Lesson Main: Teach

1: Watch Infographic Powerpoint (10 minutes) - Artifact- Madison Bex

​ ttps://create.piktochart.com/output/32868032-cyberbullying
h

2: Board Game (10 minutes) - Artifact - Julia McClung

-ORGANIZE students into groups of 5
-READ the directions to all students (or video ​https://youtu.be/Sg-B5KAlCkE​ )
-DISTRIBUTE game pieces and begin the game
-PLAY the game and have students discuss the different cards, quizzes, and videos
-REVIEW the material covered in the game

Lesson Ending:

1: Kahoot (8-10 minutes) - Artifact- Gretchen Bless

https://play.kahoot.it/#/k/3d93e238-136a-4683-bea4-5a0e3148b798

2: Wrap-up (5 minutes)

-Ask students to get out a sheet of paper

-Write these 3 questions on the board
-Ask students to answer these questions on their paper
-Ask for Volunteers to read their answers to the class

Questions to ASK:
1. Why is it a bad idea to send mean or scary messages online?
Because they can make the person who gets them upset, angry, or scared.

2. Why might there be more misunderstandings between people when they send online messages as opposed
to face-to-face discussion?
Online messages can be more confusing or scarier than face-to-face messages because there are no
face-to-face cues to help you understand people’s intentions.

3. What can kids do when they get cyberbullying messages?

They can 1) calm down and take a deep breath, 2) tell a friend or a trusted adult who can help
develop a plan to handle the situation, 3) ignore the bully, 4) keep a copy of the communication
with the bully.
Differentiation:
This section should describe how you could to differentiate your lesson for learners with diverse
needs. Some ideas would be to offer differentiated solutions for English Language Learners,
students with mobility challenges, students on the autism spectrum, students with emotional or
behavioral challenges, students with auditory or visual impairments, gifted students, etc. You
should address

1. Differentiation for ability levels

● High ability learners, low ability learners
- We could integrate the high ability students and low ability students so that the students
can grow and learn off each other and help each other. We could also give the low ability
students extra copies of the slides with the information on it so that they have extra time to
read the material. We could keep moving forward and ask questions in discussion for the
high ability learners.

2. Differentiation for demographics

● Gender, race, culture, and/or sexual identity
- For this differentiation in learners, we would make sure all students feel heard and no one
feels left out. Every student in the class should feel comfortable and feel heard while
learning this material. We would ensure that no child feels we didn’t include them in the
activities or singled anyone out. We would also integrate the students when splitting them
into groups for the board game.

3. Differentiation for languages

● ESL, EFL, ENL
- We would allow the students extra time who needed it to fully read the material and
understand it. If a student’s first language was not English, we would make sure they
understand the material by asking them if they have any questions and if they understand
what the material is saying. We can also integrate the students that don’t speak as fluent
English with students who do speak fluent English when doing the board game and activity
to ensure they can understand the game and the material to their full potential.

4. Differentiation for access & resources

● Computers, Internet connection, and/or Wifi access
- If there wasn’t as good resources or access to technology, we would print off handouts with
the material from our slides on them to ensure the students learn the material. We would
also just ask our Kahoot questions in discussion and keep track of points on the board. The
board game could function without the technology, and we would carry out the discussion
on the material and ask for volunteers to tell personal stories that relate to the material.
Anticipated Difficulties:

- Any difficulties that we may face would be that the technology in the classroom fails and we
cannot use the smartboard or projector. We could face this difficulty by printing out
handouts from our slides to make sure the students learn the material. We can also ask the
questions from our Kahoot game out loud as a discussion and keep track of points on the
board. The board game would function as normal, and we would continue discussing the
material and asking the students for personal stories to share that relate to the material.
- Another difficulty we may face is the students not engaging in the material. A way that we
could help this situation would be to share a personal story of our own that relates to the
material to show the students that it is okay to share their stories and that everyone should
be heard. I believe this would make the students feel more comfortable to the topic and
engage more in the lesson.