Introduction to Thematic Unit - Bullying
In this unit, the class will be studying music, poetry, short stories, novels and non-fiction articles surrounding the topic of "Bullying." Thematic units are meant to provide students with an in-depth examination of a particular topic.
STATEMENT OF INQUIRY:
Perspective and character across texts aid in helping us understand how to be fair and to develop an understanding of our common humanity.
For a copy of the entire unit in an IB unit Planner - see below:
STATEMENT OF INQUIRY:
Perspective and character across texts aid in helping us understand how to be fair and to develop an understanding of our common humanity.
For a copy of the entire unit in an IB unit Planner - see below:
bullying_lit_circle_ib_unit_plan.docx | |
File Size: | 120 kb |
File Type: | docx |
1. Show some Optical Illusion. Ask them what they see. Ask them what else is there. Discussion after the optical illusion about the concept of perspectives, and how often different perspectives can result in conflict.
https://www.youtube.com/watch?v=9CEr2GfGilw (Spinning girl with rap song and explanation)
https://www.youtube.com/watch?v=IBnccVZ9neI (Spinning Girl – no music)
http://www.youtube.com/watch?v=i-yhtXAzYwc&feature=related (Solution)
https://www.youtube.com/watch?v=9CEr2GfGilw (Spinning girl with rap song and explanation)
https://www.youtube.com/watch?v=IBnccVZ9neI (Spinning Girl – no music)
http://www.youtube.com/watch?v=i-yhtXAzYwc&feature=related (Solution)
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2. Give students the prejudice quiz. ( See below)
prejudice_quiz.docx | |
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3. Discussion: Ask them how they think the 2 activities were linked. (thinking from a different perspective – open minds to other possibilities.). Also show them the following website: https://mymodernmet.com/3d-street-art-illusions/.
4. Ask them to write their thoughts on how open-minded they believe that they are and why, discuss.
OPTIONAL START - DEPENDING ON STUDENTS IN CLASS
5. Handout the lyrics to Jeremy. On their own read through the lyrics. Then, with a partner, write a prediction of what the song is about and highlight a lyric or two to support. Discuss. Explain the inspiration for this song. Do a close reading of the song (annotate)
6. Give them a line to watch for in the video. They must also watch for an image that they think is important (give the example of the Piano in Toyland) and explain why. Handout the cue card of lines.
Jeremy Video link: http://www.youtube.com/watch?v=MS91knuzoOA
7. Watch Jeremy and then give them time to complete their analysis of their lines. Present. (what do they think each lyric or series of words on the back mean… class discussion… ie: “harmless” – Was he harmless? Erase is a school word, it is always what he did, how he felt… etc)
4. Ask them to write their thoughts on how open-minded they believe that they are and why, discuss.
OPTIONAL START - DEPENDING ON STUDENTS IN CLASS
5. Handout the lyrics to Jeremy. On their own read through the lyrics. Then, with a partner, write a prediction of what the song is about and highlight a lyric or two to support. Discuss. Explain the inspiration for this song. Do a close reading of the song (annotate)
6. Give them a line to watch for in the video. They must also watch for an image that they think is important (give the example of the Piano in Toyland) and explain why. Handout the cue card of lines.
Jeremy Video link: http://www.youtube.com/watch?v=MS91knuzoOA
7. Watch Jeremy and then give them time to complete their analysis of their lines. Present. (what do they think each lyric or series of words on the back mean… class discussion… ie: “harmless” – Was he harmless? Erase is a school word, it is always what he did, how he felt… etc)
jeremy.doc | |
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8. Do the quickwrite. (on the Jeremy lyric sheet) – do not necessarily have to comment on another person’s work… depends on time. See instructions on the assignment.
9. Kids walk to other desks and make comments on another student’s work.
10. Show the clip from Titanic of Rose about to jump and Jack asks her what made her do that. What caused this? What could be have been done to prevent it? how feeling ignored can cause you to do things… Jack’s response is good.
9. Kids walk to other desks and make comments on another student’s work.
10. Show the clip from Titanic of Rose about to jump and Jack asks her what made her do that. What caused this? What could be have been done to prevent it? how feeling ignored can cause you to do things… Jack’s response is good.
Book Selection Day! (Well, some of you have done so already...)
1. Please find below a brief description of each book choice for the thematic unit on Bullying. Today we will spend the majority of the class reading our novels.
Info about each book:
Touching Spirit Bear: Boy named Cole. Angry at world – dad hits him. Lots of trouble. Steals from a store and is ratted out by a kid. So Cole curb stomps him. Sent to Juvy. Not working. Community will send him to Alaska on an island for a year alone. Gets supplies etc. Burns down shelter and supplies. Tries to swim away. Mad. Runs around island – attacked by a bear. Dying on ground and realizes life is precious. Decides to bring Peter to island (kid who ratted him out). Lots of symbols. From bully’s perspective, not victim.
Speak: Melinda = 14 . In gr. 9, attends a party before school happens. Something bad happens at party – calls police. Party is shut down. She is ostracized for calling police. No one knows why she called but no one will talk to her for the year. Learns she has to speak up to get help.
Men of Stone: Ben is 15 in gr.10 and was a dancer when younger (household of only women – dad died). He is quite good. Harassed so much he quits. One boy won’t stop teasing him. Aunt Frieda comes from Russia to visit. More bullying at school, closer he gets to Frieda. She tells him story of Stalinist Russia. Ben learns to let go of his anger or anger will consume him. Stalinist Russia is in background, but I will tell them a bit about Stalin later. Historical bullies.
Stargirl: Very weird girl comes to school. Boy protagonist falls in love with her. School enchanted by her, but then treat her like dirt. Does boy follow his heart or does he follow the crowd?
Lottery: Every student at Saskatoon Collegiate knew about the lottery. It was always held in the second week of September, during Shadow Council’s first official session. Rumor had it that a coffin containing the name of every S.C. student was placed in front of the blindfolded Shadow president. The lid was lifted, the president dipped a hand among the shifting, whispering papers, and a name was pulled.” Following the draw, the “winner” is shunned for the entire school year. Friendless, isolated, and quickly demoralized, the student becomes a stooge of the Shadow Council, a group that disguises itself as a service organization but is really an intimidation ring. Goobie’s protagonist is Sal. A scroll inside her clarinet case informs her of the results of the lottery. She is the outcast. The main plot of the novel is thus kick-started. Sal sees her friends melt away. She is disbelieving, angry, and then despairing.
13 Reasons Why: The novel begins as our narrator, Clay Jensen, mails a mysterious package to someone named Jenny. We soon learn that the package contains the audiotaped suicide note of Hannah Baker, a girl Clay had a crush on before she killed herself about two weeks ago.In the package, there are a total of seven cassette tapes and thirteen stories. On the first tape, Hannah tells her listeners that she holds each of them responsible in some way for her death, and that the tapes will explain why. After listening, each person must give the tapes to the next person on the list. She says that if anybody fails to pass them along, a copy of the recordings will be made public. The tapes also come with a map that listeners are meant to physically follow as they listen to her story.
Please Stop Laughing at Me: http://pleasestoplaughingatmejennaflick.weebly.com/summary.html (summary online)
2. Distribute the "Tracking Empathy Assignment" for their novel. And after reading, do "First Impressions Journal."
Info about each book:
Touching Spirit Bear: Boy named Cole. Angry at world – dad hits him. Lots of trouble. Steals from a store and is ratted out by a kid. So Cole curb stomps him. Sent to Juvy. Not working. Community will send him to Alaska on an island for a year alone. Gets supplies etc. Burns down shelter and supplies. Tries to swim away. Mad. Runs around island – attacked by a bear. Dying on ground and realizes life is precious. Decides to bring Peter to island (kid who ratted him out). Lots of symbols. From bully’s perspective, not victim.
Speak: Melinda = 14 . In gr. 9, attends a party before school happens. Something bad happens at party – calls police. Party is shut down. She is ostracized for calling police. No one knows why she called but no one will talk to her for the year. Learns she has to speak up to get help.
Men of Stone: Ben is 15 in gr.10 and was a dancer when younger (household of only women – dad died). He is quite good. Harassed so much he quits. One boy won’t stop teasing him. Aunt Frieda comes from Russia to visit. More bullying at school, closer he gets to Frieda. She tells him story of Stalinist Russia. Ben learns to let go of his anger or anger will consume him. Stalinist Russia is in background, but I will tell them a bit about Stalin later. Historical bullies.
Stargirl: Very weird girl comes to school. Boy protagonist falls in love with her. School enchanted by her, but then treat her like dirt. Does boy follow his heart or does he follow the crowd?
Lottery: Every student at Saskatoon Collegiate knew about the lottery. It was always held in the second week of September, during Shadow Council’s first official session. Rumor had it that a coffin containing the name of every S.C. student was placed in front of the blindfolded Shadow president. The lid was lifted, the president dipped a hand among the shifting, whispering papers, and a name was pulled.” Following the draw, the “winner” is shunned for the entire school year. Friendless, isolated, and quickly demoralized, the student becomes a stooge of the Shadow Council, a group that disguises itself as a service organization but is really an intimidation ring. Goobie’s protagonist is Sal. A scroll inside her clarinet case informs her of the results of the lottery. She is the outcast. The main plot of the novel is thus kick-started. Sal sees her friends melt away. She is disbelieving, angry, and then despairing.
13 Reasons Why: The novel begins as our narrator, Clay Jensen, mails a mysterious package to someone named Jenny. We soon learn that the package contains the audiotaped suicide note of Hannah Baker, a girl Clay had a crush on before she killed herself about two weeks ago.In the package, there are a total of seven cassette tapes and thirteen stories. On the first tape, Hannah tells her listeners that she holds each of them responsible in some way for her death, and that the tapes will explain why. After listening, each person must give the tapes to the next person on the list. She says that if anybody fails to pass them along, a copy of the recordings will be made public. The tapes also come with a map that listeners are meant to physically follow as they listen to her story.
Please Stop Laughing at Me: http://pleasestoplaughingatmejennaflick.weebly.com/summary.html (summary online)
2. Distribute the "Tracking Empathy Assignment" for their novel. And after reading, do "First Impressions Journal."
tracking_sheet_for_bullying_novel.docx | |
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1st_impressions_journal.docx | |
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Sympathy/Empathy and Silent Reading
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1. 20 minutes of silent reading
2. Get back into lit circle groups and make a prediction about why your book title is important or what it means. As a group, divide your novel into 3 sections and write what page they plan to be on. Can use the piece of paper I give them as a bookmark. 3. Report out. 4. Rick Mercer Rant Video - Goes over the theme of the unit. |
5. Painful Videos compilation. ---Review empathy by watching some "Fail" videos. Discuss concept of Mirror Neurons and how we are hard-wired for empathy.
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5. Put lighthouse story on the overhead and read it aloud. (Canadian Lighthouse VS USS Lincoln urban legend)
This is the transcript of a radio conversation of a US naval ship with Canadian authorities off the coast of Newfoundland in October, 1995. Radio conversation released by the Chief of Naval Operations 10-10-95.
Americans: Please divert your course 15 degrees to the North to avoid a collision.
Canadians: Recommend you divert YOUR course 15 degrees to the South to avoid a collision.
Americans: This is the Captain of a US Navy ship. I say again, divert YOUR course.
Canadians: No. I say again, you divert YOUR course.
Americans: This is the aircraft carrier USS Lincoln, the second largest ship in the United States' Atlantic fleet. We are accompanied by three destroyers, three cruisers and numerous support vessels. I demand that YOU change your course 15 degrees north, that's one five degrees north, or countermeasures will be undertaken to ensure the safety of this ship.
Canadians: This is a lighthouse. Your call.
What is the main problem here? Lack of communication, lack of empathy for someone else’s point of view. Stubbornness.
With a partner, come up with a real or imagined scenario where a lack of communication is a problem or where someone refuses to change his or her point of view. Report Out. Tell them example of the time I crushed a cellphone and the exchange student from Japan was in tears.
6. Explain the definition between sympathy and empathy
Sympathy: I feel sorry or pity for you
Empathy: Honestly trying to understand or imagine what it is like to be someone else or in someone else’s situation, walk a mile in someone else’s shoes.
7. Show Barack Obama youtube clip:
http://www.youtube.com/watch?v=KcvNqTThhzw
Discuss as a class the concept of an Empathy deficit. In the first video, he talks about how books are the way to develop empathy because we can start to put ourselves in the shoes of others.
This is the transcript of a radio conversation of a US naval ship with Canadian authorities off the coast of Newfoundland in October, 1995. Radio conversation released by the Chief of Naval Operations 10-10-95.
Americans: Please divert your course 15 degrees to the North to avoid a collision.
Canadians: Recommend you divert YOUR course 15 degrees to the South to avoid a collision.
Americans: This is the Captain of a US Navy ship. I say again, divert YOUR course.
Canadians: No. I say again, you divert YOUR course.
Americans: This is the aircraft carrier USS Lincoln, the second largest ship in the United States' Atlantic fleet. We are accompanied by three destroyers, three cruisers and numerous support vessels. I demand that YOU change your course 15 degrees north, that's one five degrees north, or countermeasures will be undertaken to ensure the safety of this ship.
Canadians: This is a lighthouse. Your call.
What is the main problem here? Lack of communication, lack of empathy for someone else’s point of view. Stubbornness.
With a partner, come up with a real or imagined scenario where a lack of communication is a problem or where someone refuses to change his or her point of view. Report Out. Tell them example of the time I crushed a cellphone and the exchange student from Japan was in tears.
6. Explain the definition between sympathy and empathy
Sympathy: I feel sorry or pity for you
Empathy: Honestly trying to understand or imagine what it is like to be someone else or in someone else’s situation, walk a mile in someone else’s shoes.
7. Show Barack Obama youtube clip:
http://www.youtube.com/watch?v=KcvNqTThhzw
Discuss as a class the concept of an Empathy deficit. In the first video, he talks about how books are the way to develop empathy because we can start to put ourselves in the shoes of others.
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8. Short Film on Empathy: Sesame Street. http://www.youtube.com/watch?v=D0DZSOd4D3o&feature=related
9. Empathic Civilization: Some research on empathy that says we feel empathy:
http://www.youtube.com/watch?v=l7AWnfFRc7g
10. Watch Ellen clip about Bullying.
9. Empathic Civilization: Some research on empathy that says we feel empathy:
http://www.youtube.com/watch?v=l7AWnfFRc7g
10. Watch Ellen clip about Bullying.
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8. Empathy activity.
Split class in two. Everyone gets a partner. One person has to stand behind the other and get them to draw a picture of a house (teacher has a copy of the
master photo.) But the person cannot look up at the one behind them telling them how to draw. Can only hear them. Then the person can watch what they draw from behind them only – the person cannot look at them, & cannot give hand gestures. Only correct mistakes they see with verbal instructions.
Finally, they can sit next to the person and explain with hand gestures etc, how to draw the item. Should have three drawings. Discuss as a class, how they
felt.
OR do variation of the activity:
a. Have one volunteer come up who thinks that they are good at explaining directions.
b. ask the class to get out a piece of paper and a pen or pencil
c. The volunteer, without looking up, gesturing or showing the paper to the class has explain how to draw what is on his sheet.
d. When done, they should show him/her their drawing. It will not be very close. Tell the volunteer not to show them his/her drawing.
e. Then have another volunteer come up and draw it on the board while the other volunteer explains again. This time he can watch and guide (ie correct, give examples to help). The drawing should be much closer this time.
f. Explain how only part of communications comes from what we say and when trying to be empathetic we must watch for more communication than just verbal. (ask them to brainstorm where else we should look for communication, put ideas on the board)
9. RSA ANIMATE Video on Empathy: Short 2:30 long... https://www.youtube.com/watch?v=1Evwgu369Jw
Split class in two. Everyone gets a partner. One person has to stand behind the other and get them to draw a picture of a house (teacher has a copy of the
master photo.) But the person cannot look up at the one behind them telling them how to draw. Can only hear them. Then the person can watch what they draw from behind them only – the person cannot look at them, & cannot give hand gestures. Only correct mistakes they see with verbal instructions.
Finally, they can sit next to the person and explain with hand gestures etc, how to draw the item. Should have three drawings. Discuss as a class, how they
felt.
OR do variation of the activity:
a. Have one volunteer come up who thinks that they are good at explaining directions.
b. ask the class to get out a piece of paper and a pen or pencil
c. The volunteer, without looking up, gesturing or showing the paper to the class has explain how to draw what is on his sheet.
d. When done, they should show him/her their drawing. It will not be very close. Tell the volunteer not to show them his/her drawing.
e. Then have another volunteer come up and draw it on the board while the other volunteer explains again. This time he can watch and guide (ie correct, give examples to help). The drawing should be much closer this time.
f. Explain how only part of communications comes from what we say and when trying to be empathetic we must watch for more communication than just verbal. (ask them to brainstorm where else we should look for communication, put ideas on the board)
9. RSA ANIMATE Video on Empathy: Short 2:30 long... https://www.youtube.com/watch?v=1Evwgu369Jw
10. Read the Steven Covey Story of Empathy: [The following is an excerpt that we will read about a moment that helped change the authors life. It helps to illustrate the type of world we would like to live in).
Then suddenly, a man and his children entered the subway. The
children were so loud and rambunctious that instantly the whole climate
changed.
The man sat down next to me and closed his eyes,
apparently oblivious to the situation. The children were yelling back and forth,
throwing things, even grabbing people's papers. It was very disturbing. And yet,
the man sitting next to me did nothing.
It was difficult
not to feel irritated. I could not believe that he could be so insensitive as to
let his children run wild like that and do nothing about it, taking no
responsibility at all. It was easy to see that everyone else on the subway felt
irritated, too. So finally, with what I felt was unusual patience and restraint,
I turned to him and said, "Sir, your children are really disturbing a lot of
people. I wonder if you couldn't control them a little more?"
The man lifted his gaze as if to come to a consciousness of
the situation for the first time and said softly, "Oh, you're right. I guess I
should do something about it. We just came from the hospital where their mother
died about an hour ago. I don't know what to think, and I guess they don't know
how to handle it either."
Can you imagine what I felt at
that moment? My paradigm shifted. Suddenly I saw things differently, and
because I saw differently, I thought differently, I felt
differently, I behaved differently. My irritation vanished. I didn't
have to worry about controlling my attitude or my behavior; my heart was filled
with the man's pain. Feelings of sympathy and compassion flowed freely. "Your
wife just died? Oh, I'm so sorry! Can you tell me about it? What can I do to
help?" Everything changed in an instant.
Then suddenly, a man and his children entered the subway. The
children were so loud and rambunctious that instantly the whole climate
changed.
The man sat down next to me and closed his eyes,
apparently oblivious to the situation. The children were yelling back and forth,
throwing things, even grabbing people's papers. It was very disturbing. And yet,
the man sitting next to me did nothing.
It was difficult
not to feel irritated. I could not believe that he could be so insensitive as to
let his children run wild like that and do nothing about it, taking no
responsibility at all. It was easy to see that everyone else on the subway felt
irritated, too. So finally, with what I felt was unusual patience and restraint,
I turned to him and said, "Sir, your children are really disturbing a lot of
people. I wonder if you couldn't control them a little more?"
The man lifted his gaze as if to come to a consciousness of
the situation for the first time and said softly, "Oh, you're right. I guess I
should do something about it. We just came from the hospital where their mother
died about an hour ago. I don't know what to think, and I guess they don't know
how to handle it either."
Can you imagine what I felt at
that moment? My paradigm shifted. Suddenly I saw things differently, and
because I saw differently, I thought differently, I felt
differently, I behaved differently. My irritation vanished. I didn't
have to worry about controlling my attitude or my behavior; my heart was filled
with the man's pain. Feelings of sympathy and compassion flowed freely. "Your
wife just died? Oh, I'm so sorry! Can you tell me about it? What can I do to
help?" Everything changed in an instant.
steven_covey_–_coming_near_understanding.docx | |
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Working on our Novels and Writing our Empathy Story.
1. Watch Shane Kocyzan Clip, which image did he use that you felt was the most powerful? I want to see this type of writing in your story
Empathy Writing Exercise
2. Class discussion - what makes a powerful beginning?
-begin in the middle of the action, not at the literal beginning of the story, you can fill in details as you go along
-Don’t tell the reader everything at the beginning; you can fill in details as you go along
-withhold important details to make your reader want to read on
-ask a question -say something unusual -make the reader want to figure out what will happen next
-start with a metaphor or simile or analogy -start with a striking or controversial statement
-The ending should usually some how tie back to the beginning
2. Go over powerful beginnings from literature, decide as a class what makes them powerful. Try to mimic this in your story
-begin in the middle of the action, not at the literal beginning of the story, you can fill in details as you go along
-Don’t tell the reader everything at the beginning; you can fill in details as you go along
-withhold important details to make your reader want to read on
-ask a question -say something unusual -make the reader want to figure out what will happen next
-start with a metaphor or simile or analogy -start with a striking or controversial statement
-The ending should usually some how tie back to the beginning
2. Go over powerful beginnings from literature, decide as a class what makes them powerful. Try to mimic this in your story
best_novel_opening__bad_exam_openings.docx | |
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3. Have students do the creativity test. Have 5 minutes to write down as many uses for a BRICK (or paper clip, or shoe) as possible. To show divergent thinking. Apply to the concept of creative writing / hook idea generation.
-Can Also do with 30 circles or 12 thumb prints activity.
4. Watch a great opening - get students to discuss what makes it effective. Apply to their writing. It is the Parkour scene from Casino Royale.
-Can Also do with 30 circles or 12 thumb prints activity.
4. Watch a great opening - get students to discuss what makes it effective. Apply to their writing. It is the Parkour scene from Casino Royale.
1. Read
2. Introduce the photo writing assignment called "A Day in the Life." In order to move beyond reading about empathy, students will now write a story from another person's perspective. We will first read over the assignment, then will see several pictures in a powerpoint slideshow. Students need to select one of the people and write a descriptive narrative paragraph from that person's point of view. They may use "I" and other first person for this particular assignment.
We will also use this paragraph as a way of practicing "Hooks" - so student can learn the art of effective introductory sentences.
3. Choose one of the pictures and write in the first person. (From the PPT below). We will also go over the sheet on how to design a good character.
2. Introduce the photo writing assignment called "A Day in the Life." In order to move beyond reading about empathy, students will now write a story from another person's perspective. We will first read over the assignment, then will see several pictures in a powerpoint slideshow. Students need to select one of the people and write a descriptive narrative paragraph from that person's point of view. They may use "I" and other first person for this particular assignment.
We will also use this paragraph as a way of practicing "Hooks" - so student can learn the art of effective introductory sentences.
3. Choose one of the pictures and write in the first person. (From the PPT below). We will also go over the sheet on how to design a good character.
empathy_pictures.pptx | |
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a_day_in_the_life__assignment-1.rtf | |
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worst_vs._best_intro_sentences.docx | |
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creating_characters.docx | |
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4. Show good beginnings in literature. What makes them good? [put on LCD screen]. Mr. Fitton will also show an example from last year of a student’s “Day in the Life” paragraph.
5. Remind Students: They are writing a story about what a day in that person’s life looks like (ie what are they thinking, what are their hopes and dreams etc. They need to put their best effort into the draft, because that is what I am marking, but they should still edit it using the sheet I gave them when they did their descriptive paragraphs. Students may take it home and type it if they wish.
6. Part way through we will stop writing and do a mini Adjective/Adverb Mini Lesson. Students will search through a friend’s assignment and look for nouns and verbs. Must then place an adjective/adverb in front of it to make it more vivid. Recall the example I wrote on the board last day:
“The dog was mean” vs “the gnashing, frothing fangs of the demonic pitbull oozed with potent saliva as it unleashed a blood curdling growl reminiscent of a banshee’s shriek.” (wrote on board – underlined nouns/verbs and adjectives/adverbs.)
5. Remind Students: They are writing a story about what a day in that person’s life looks like (ie what are they thinking, what are their hopes and dreams etc. They need to put their best effort into the draft, because that is what I am marking, but they should still edit it using the sheet I gave them when they did their descriptive paragraphs. Students may take it home and type it if they wish.
6. Part way through we will stop writing and do a mini Adjective/Adverb Mini Lesson. Students will search through a friend’s assignment and look for nouns and verbs. Must then place an adjective/adverb in front of it to make it more vivid. Recall the example I wrote on the board last day:
“The dog was mean” vs “the gnashing, frothing fangs of the demonic pitbull oozed with potent saliva as it unleashed a blood curdling growl reminiscent of a banshee’s shriek.” (wrote on board – underlined nouns/verbs and adjectives/adverbs.)
Literature Circles
1. Silent Reading
2. Students will work on their lit circle assignment for their upcoming lit circle.
2. Students will work on their lit circle assignment for their upcoming lit circle.
bullying_novel_lit_circle_assignmentsl.docx | |
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literature_circle_criteria_-_2021_english_9_ib_criterion_d_and_a.docx | |
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3. Show PMSS Teachers Lit Circle Video or do a demonstration.
Lit Circle Meeting
1. Silent reading
2. Lit circle discussion (10 Minutes)
3. Read newspaper articles about bullying. Clearly it has some serious effect. Suggest some appropriate consequences for the bully. No digital copies, they are available in class. Class discussion on the articles .
4. Read non-fiction article on Cyberbullying or if the Law too Soft on Youth Crime.
2. Lit circle discussion (10 Minutes)
3. Read newspaper articles about bullying. Clearly it has some serious effect. Suggest some appropriate consequences for the bully. No digital copies, they are available in class. Class discussion on the articles .
4. Read non-fiction article on Cyberbullying or if the Law too Soft on Youth Crime.
Lit Circle Roles Part 2
1. Reading
2. Lit Circle Role #2
3. Lit Circle #2
4. Novel Clay, Play, Day! (see assignment below)
2. Lit Circle Role #2
3. Lit Circle #2
4. Novel Clay, Play, Day! (see assignment below)
grade_9_novel_playdough.docx | |
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grade_9_playdough_day.pdf | |
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Cyberbullying
1. Free write - a time you were bullied or bullied someone. OR Write a mean word OR a compliment on a page.
2. Have students crumble up their paper, This is what bullying does to a person. Now try to flatten it perfectly, you can't. This is why even if you apologize to someone you have hurt it will never completely erase what you did which is why we always need to be aware of our behaviour and what we say. Go out side and burn their paper. Once it is said it is gone, but what about when it happens on the internet? It is there forever, which is why some people say the phenomenon if cyber-bullying may be worse. 3. Watch the Amanda Todd Video. Or the Video "A Brave Heart." While they are watching they need to write something they are wondering, something they have learned, and something they are thinking. Afterwards, have students make connection either between their novel and what happened to Amanda or themselves. |
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Complete any lit circle items left.
Historical Bullying and Joseph Stalin
1. 20 minutes of reading
2. Now that you have seen a movie about bullying, read a novel about bullying and we have been discussing it for a while, what do you think is an appropriate definition for bullying? Brainstorm with a partner and then share with the class.
My Definition: Anyone who uses fear, intimidation, aggression or threat of future aggression to get what they want.
3. We will discuss the Ladder of Prejudice, which has been used to explain how ordinary people can commit atrocities like the Holocaust, schoolyard bullying and genocide are part of a horrific continuum.
Extermination, Physical Attacks, Free Speech, segregation, discrimination, avoidance, speech. (SEE LADDER BELOW)
Ask students to talk with a partner about school/community examples. Then, they should discuss examples from their novel. Put examples on sticky notes and stick them to chart version of the ladder on the board. Everyone shares one or two examples .
2. Now that you have seen a movie about bullying, read a novel about bullying and we have been discussing it for a while, what do you think is an appropriate definition for bullying? Brainstorm with a partner and then share with the class.
My Definition: Anyone who uses fear, intimidation, aggression or threat of future aggression to get what they want.
3. We will discuss the Ladder of Prejudice, which has been used to explain how ordinary people can commit atrocities like the Holocaust, schoolyard bullying and genocide are part of a horrific continuum.
Extermination, Physical Attacks, Free Speech, segregation, discrimination, avoidance, speech. (SEE LADDER BELOW)
Ask students to talk with a partner about school/community examples. Then, they should discuss examples from their novel. Put examples on sticky notes and stick them to chart version of the ladder on the board. Everyone shares one or two examples .
4. Show some brief videos on Stalin as a hook - what type of person do they think he will be? A&E Biography is 5:30-6:50. Last video shows that they had to install a buzzer to tell people when to stop clapping or they would be accused of being counter-revolutionary.
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4. DISTRIBUTE: The handout on Stalin for students to fill in the blanks. Put on ppt lecture.
josef_stalin_lecture_notes_and_student_handout.doc | |
File Size: | 462 kb |
File Type: | doc |
stalin_lecture.ppt | |
File Size: | 9046 kb |
File Type: | ppt |
4. Mr. Fitton will tell a political Joke: ie: George Bush and Quiche or Stephen Harper throwing money from plane. When students laugh, Mr. Fitton will explain the purpose of telling the joke.
5. Go into Lesson on Stalin. (Lecture notes on handout)
-Discuss how if they laughed at a political joke, they would be killed.
-Discuss details about Stalin (Gulags, torture chambers, killing Guard, The man with the mustache.)
-People wouldn’t stop clapping (6+ hours because they figured if they were the first to stop, they would be killed.)
Show video clip of people clapping for Stalin --- so they need a bell. Tells people to stop. http://www.youtube.com/watch?v=wXGh_sbPUk0
6. In pairs, they need to brainstorm ways Stalin fits the definition of a bully. Put on a piece of paper. This will form the basis of an analytical essay.
5. Go into Lesson on Stalin. (Lecture notes on handout)
-Discuss how if they laughed at a political joke, they would be killed.
-Discuss details about Stalin (Gulags, torture chambers, killing Guard, The man with the mustache.)
-People wouldn’t stop clapping (6+ hours because they figured if they were the first to stop, they would be killed.)
Show video clip of people clapping for Stalin --- so they need a bell. Tells people to stop. http://www.youtube.com/watch?v=wXGh_sbPUk0
6. In pairs, they need to brainstorm ways Stalin fits the definition of a bully. Put on a piece of paper. This will form the basis of an analytical essay.
Stalin Paragraph Assignment
1. Silent Reading: 10 minutes
2. Review of Stalin for candy
a. What country was Stalin dictator of? b. What kind of government did Russia have and what does that mean?
c. What happened to the government before Communism?
d. Why did Stalin persecute people? (tell them that the 28 million died)
e. What kinds of things did Stalin arrest people for? f. How did he make them confess?
g. Describe the gulags. h. Name a group of people that Stalin targeted and why he didn’t like them.
i. How did Stalin die?
Refer back to student and teacher definition of a bully:
A person, who is usually insecure, that uses fear, intimidation, aggression or threat of further aggression to get what they want.
3.Brainstorm: As a class, brainstorm reasons Stalin is a bully and record on the sheet. We will be using this information for a paragraph --- see outline on rear of the “paragraph sheet” they got earlier.
4. Show clip from Finding Nemo (1 hour and 3 minutes in) where Dora and Nemo’s dad are lost and end up getting swallowed by a whale. What was the stereotype they are playing with here? Show a couple of cartoons. In your lives, is this stereotype true? The best way to avoid being lost is to be clear about where you are going before you even leave. Not a very exciting way to live life, but at least you will get where you want to be in one piece! Paragraphs are like that too, you need to be clear about where you are going before you even start or you can end up swallowed by a whale (getting an F). Paragraphs are like a road map because you need to explain where you are going, specifically how you will get there because if you don’t, people will get “lost” in your writing and it will not be clear.
https://www.youtube.com/watch?v=zEMcEYZr7Cw
5. Go through paragraph sheet and point out basics. http://www.youtube.com/watch?v=W24RyhtX1qA&feature=related (Paragraph song)
Hand out Amphibian paragraph and practice finding the main idea, transition words, specific support and the conclusion
2. Review of Stalin for candy
a. What country was Stalin dictator of? b. What kind of government did Russia have and what does that mean?
c. What happened to the government before Communism?
d. Why did Stalin persecute people? (tell them that the 28 million died)
e. What kinds of things did Stalin arrest people for? f. How did he make them confess?
g. Describe the gulags. h. Name a group of people that Stalin targeted and why he didn’t like them.
i. How did Stalin die?
Refer back to student and teacher definition of a bully:
A person, who is usually insecure, that uses fear, intimidation, aggression or threat of further aggression to get what they want.
3.Brainstorm: As a class, brainstorm reasons Stalin is a bully and record on the sheet. We will be using this information for a paragraph --- see outline on rear of the “paragraph sheet” they got earlier.
4. Show clip from Finding Nemo (1 hour and 3 minutes in) where Dora and Nemo’s dad are lost and end up getting swallowed by a whale. What was the stereotype they are playing with here? Show a couple of cartoons. In your lives, is this stereotype true? The best way to avoid being lost is to be clear about where you are going before you even leave. Not a very exciting way to live life, but at least you will get where you want to be in one piece! Paragraphs are like that too, you need to be clear about where you are going before you even start or you can end up swallowed by a whale (getting an F). Paragraphs are like a road map because you need to explain where you are going, specifically how you will get there because if you don’t, people will get “lost” in your writing and it will not be clear.
https://www.youtube.com/watch?v=zEMcEYZr7Cw
5. Go through paragraph sheet and point out basics. http://www.youtube.com/watch?v=W24RyhtX1qA&feature=related (Paragraph song)
Hand out Amphibian paragraph and practice finding the main idea, transition words, specific support and the conclusion
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6. Show clip on repercussions of not washing hands. http://www.youtube.com/watch?v=vfYYDGZOlMY (A bathroom story – handwashing)
7. Sneezing video http://www.youtube.com/watch?v=rEzNUPGeTQo Rick Mercer Report – sneeze into knee.
7. Sneezing video http://www.youtube.com/watch?v=rEzNUPGeTQo Rick Mercer Report – sneeze into knee.
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8. Game: Analyzing paragraph
Rules
- 4 teams. Each team gets a highlighter. I will yell the part of the paragraph and they have to run up to their teams paragraph and highlight it.
Topic Sentence, Specific Support 1, 2, 3, Transition words, conclusion.
- First team get 5 points, 2nd 3 third 2 fourth 1
- Most points after 2 paragraphs wins 7. If time, fill in outline for Stalin paragraph
9. Handouts for Paragraph
Rules
- 4 teams. Each team gets a highlighter. I will yell the part of the paragraph and they have to run up to their teams paragraph and highlight it.
Topic Sentence, Specific Support 1, 2, 3, Transition words, conclusion.
- First team get 5 points, 2nd 3 third 2 fourth 1
- Most points after 2 paragraphs wins 7. If time, fill in outline for Stalin paragraph
9. Handouts for Paragraph
handwashing_paragraph-1_-_for_paragraph_game.rtf | |
File Size: | 10 kb |
File Type: | rtf |
the_paragraph_gr_9.docx | |
File Size: | 600 kb |
File Type: | docx |
stalin_paragragh_rubric.doc | |
File Size: | 43 kb |
File Type: | doc |
stalin_rubric.docx | |
File Size: | 17 kb |
File Type: | docx |
eng_transition_words.doc | |
File Size: | 29 kb |
File Type: | doc |
10. Write Stalin Paragraph (Expository)
Theme Lesson
1. Introduce Theme and how to pick it out
Theme: the main message of the story
2. Read over theme sheet on how to identify theme. Explain that theme is actually a term you will likely use outside of school, because it is important to identify the main idea of a story.
Theme: the main message of the story
2. Read over theme sheet on how to identify theme. Explain that theme is actually a term you will likely use outside of school, because it is important to identify the main idea of a story.
theme_statement.doc | |
File Size: | 53 kb |
File Type: | doc |
3. Show them the Calvin and Hobbes comic and identify the theme as a class. Write it out as a proper theme statement and have them copy it down.
4. Show them the movie “For the Birds”, ask them to record the theme while they are watching it. (accept people that are different than yourself. Don’t make fun of people or it could come back to haunt you)
5. Listen to the song “Man in the Mirror” and pick out the theme. (You need to change your habits if you want to change the world.) Or watch the music video to “No Rain” Blind Melon
5. Listen to the song “Man in the Mirror” and pick out the theme. (You need to change your habits if you want to change the world.) Or watch the music video to “No Rain” Blind Melon
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6. Introduce the 5 in 1, get them into their groups and have them identify three themes with quotes from the novel to back them up
7. Work on 5 in 1 for remainder of class. Will get all next block as well.
7. Work on 5 in 1 for remainder of class. Will get all next block as well.
new_5_in_1_sheet_2023_ib_rubric.docx | |
File Size: | 161 kb |
File Type: | docx |
BULLYING FILM
1. Explain the main plot of Wonder, Tagged, A Brave Heart, The Monster Calls and Cyber-bully. Ask Students to chose one of the three.
2. Students will record 10 key quotes while viewing the movie OR Complete the movie and write down 6 examples of Empathy, Anger, Bullying and its consequences.
3. Common theme between the movie and their book. (Ties Movie and Novel Together --- Synthesis).
4. Complete the 5-in-1 on the movie.
2. Students will record 10 key quotes while viewing the movie OR Complete the movie and write down 6 examples of Empathy, Anger, Bullying and its consequences.
3. Common theme between the movie and their book. (Ties Movie and Novel Together --- Synthesis).
4. Complete the 5-in-1 on the movie.
amanda_todd_documentary.docx | |
File Size: | 14 kb |
File Type: | docx |
a_brave_heart.docx | |
File Size: | 14 kb |
File Type: | docx |
Final Project for Bullying Unit
We may elect to do a GRASP for the unit
bullying_lit_circle_grasp.docx | |
File Size: | 457 kb |
File Type: | docx |
20_days_of_kindness_reflection.docx | |
File Size: | 14 kb |
File Type: | docx |
bullying_campaign_rubric.docx | |
File Size: | 17 kb |
File Type: | docx |