Tegevuste Ülevaade
Õpilased peavad mõistma, et meie sõnadel on tagajärjed. Kui ohvreid kiusatakse, kogevad nad hirmu, ärevust ja madalamat enesehinnangut. See võib viia selleni, et ohvrid muudavad oma käitumist ja huve, et veenduda ohutus olukorras. Sageli lõppeb see eraldatuse ja varasemate huvide kaotamisega, näiteks sport, klubid, seltskondlik elu. See võib viia ka äärmuslikumate tulemusteni. Kui ohvrid tunnevad, et neid ei aktsepteerita, võivad nad välja töötada ohtlikud harjumused, et aidata selle stressiga toime tulla. See võib avalduda sõltuvusena, söömishäiretena või isegi enesekahjustusena.
Selles tegevuses loovad õpilased kiusamise ohvri ajakava. Näidatud tegevused võivad aidata õpilastel oma sõnade mõju paremini visualiseerida, aidates neil enne rääkimist mõelda. Selle tegevuse eesmärk on kiusamise ennetamine. Kui õpilased on oma töö lõpetanud, arutlege selle üle, kuidas pikaajaline mõju võib püsida täiskasvanueas.
Mall ja Klassi Juhised
(Need juhised on täielikult kohandatavad. Pärast "Kopeeri tegevus" klõpsamist värskendage juhiseid ülesande vahekaardil Redigeerimine.)
Õpilaste juhised
Looge storyboard, mis näitab kiusamise ohvriks langemise mõju nii lühiajaliselt kui ka pikas perspektiivis.
- Klõpsake nuppu „Alusta määramist.
- Looge kolme lahtriga ajajoon koos kuupäevadega.
- Esimeses lahtris looge kiusamise näide.
- Teises lahtris looge pilt sellest, kuidas see on ohvrit lühiajaliselt mõjutanud.
- Kolmandas lahtris looge pilt sellest, kuidas see on ohvrit pikaajaliselt mõjutanud.
- Salvestage ja saatke tööülesanne.
Tunniplaan Viide
Rubriik
(Oma saate luua ka Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | The student was able to create a timeline storyboard that included three cells with titles and dates. | The student was able to create a timeline storyboard that included two of the three cells with titles and dates. | The student was unable to create a timeline storyboard that included three cells with titles and dates or the storyboard is unfinished. |
| Bullying Incident | The bullying incident cell was clearly labeled for the reader. The content in the cell depicted a realistic and appropriate story that included an effective scene, character(s), and text. | The bullying incident cell was clearly labeled for the reader. The cell could have included a more effective scene, character(s), and text. | Either the bullying incident was not labeled, the story's bullying scene, character(s), and text were inappropriate, or the cell was unfinished. |
| Short-Term Effect | The short-term effect cell was clearly labeled for the reader. The content in the cells depicted a realistic short-term outcome that included an effective scene, character(s), and text to help show the impact from the bullying. | The short-term effect cell was clearly labeled for the reader. The cell could have included a more effective scene, character(s), and text. | Either the short-term effect was not labeled and the cell had a scene, character(s), or text that was inappropriate, or the cell was unfinished. |
| Long-Term Effect | The long-term effect cell was clearly labeled for the reader. The content in the cells depicted a realistic long-term outcome included an effective scene, character(s), and text to help show the impact from the bullying. | The long-term effect cell was clearly labeled for the reader. The cell could have included a more effective scene, character(s), and text. | Either the long-term effect was not labeled and the cell had a scene, character(s), or text that was inappropriate, or the cell was unfinished. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes but understanding of refusal is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Tegevuste Ülevaade
Õpilased peavad mõistma, et meie sõnadel on tagajärjed. Kui ohvreid kiusatakse, kogevad nad hirmu, ärevust ja madalamat enesehinnangut. See võib viia selleni, et ohvrid muudavad oma käitumist ja huve, et veenduda ohutus olukorras. Sageli lõppeb see eraldatuse ja varasemate huvide kaotamisega, näiteks sport, klubid, seltskondlik elu. See võib viia ka äärmuslikumate tulemusteni. Kui ohvrid tunnevad, et neid ei aktsepteerita, võivad nad välja töötada ohtlikud harjumused, et aidata selle stressiga toime tulla. See võib avalduda sõltuvusena, söömishäiretena või isegi enesekahjustusena.
Selles tegevuses loovad õpilased kiusamise ohvri ajakava. Näidatud tegevused võivad aidata õpilastel oma sõnade mõju paremini visualiseerida, aidates neil enne rääkimist mõelda. Selle tegevuse eesmärk on kiusamise ennetamine. Kui õpilased on oma töö lõpetanud, arutlege selle üle, kuidas pikaajaline mõju võib püsida täiskasvanueas.
Mall ja Klassi Juhised
(Need juhised on täielikult kohandatavad. Pärast "Kopeeri tegevus" klõpsamist värskendage juhiseid ülesande vahekaardil Redigeerimine.)
Õpilaste juhised
Looge storyboard, mis näitab kiusamise ohvriks langemise mõju nii lühiajaliselt kui ka pikas perspektiivis.
- Klõpsake nuppu „Alusta määramist.
- Looge kolme lahtriga ajajoon koos kuupäevadega.
- Esimeses lahtris looge kiusamise näide.
- Teises lahtris looge pilt sellest, kuidas see on ohvrit lühiajaliselt mõjutanud.
- Kolmandas lahtris looge pilt sellest, kuidas see on ohvrit pikaajaliselt mõjutanud.
- Salvestage ja saatke tööülesanne.
Tunniplaan Viide
Rubriik
(Oma saate luua ka Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | The student was able to create a timeline storyboard that included three cells with titles and dates. | The student was able to create a timeline storyboard that included two of the three cells with titles and dates. | The student was unable to create a timeline storyboard that included three cells with titles and dates or the storyboard is unfinished. |
| Bullying Incident | The bullying incident cell was clearly labeled for the reader. The content in the cell depicted a realistic and appropriate story that included an effective scene, character(s), and text. | The bullying incident cell was clearly labeled for the reader. The cell could have included a more effective scene, character(s), and text. | Either the bullying incident was not labeled, the story's bullying scene, character(s), and text were inappropriate, or the cell was unfinished. |
| Short-Term Effect | The short-term effect cell was clearly labeled for the reader. The content in the cells depicted a realistic short-term outcome that included an effective scene, character(s), and text to help show the impact from the bullying. | The short-term effect cell was clearly labeled for the reader. The cell could have included a more effective scene, character(s), and text. | Either the short-term effect was not labeled and the cell had a scene, character(s), or text that was inappropriate, or the cell was unfinished. |
| Long-Term Effect | The long-term effect cell was clearly labeled for the reader. The content in the cells depicted a realistic long-term outcome included an effective scene, character(s), and text to help show the impact from the bullying. | The long-term effect cell was clearly labeled for the reader. The cell could have included a more effective scene, character(s), and text. | Either the long-term effect was not labeled and the cell had a scene, character(s), or text that was inappropriate, or the cell was unfinished. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes but understanding of refusal is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Rohkem Storyboard That Tegevust
Kiusamine
Koolide ja Piirkondade Hinnakujundus
- 1 Kool
- 5 õpetajat üheks aastaks
- 1 tund virtuaalset PD-d
30-päevane raha tagasi garantii • Ainult uutele klientidele • Täishind pärast tutvustuspakkumist • Juurdepääs on 1 kalendriaasta
© 2024 - Clever Prototypes, LLC - Kõik õigused kaitstud.
StoryboardThat on ettevõtte Clever Prototypes , LLC kaubamärk ja registreeritud USA patendi- ja kaubamärgiametis
