Activity Overview
At times, students will be a bystander to someone being bullied. They will be faced with the decision to either stand by and watch or step up and stop it. We do not want our students to accept that bullying is a norm, none of their business, or think, "At least it’s not me." We want them to step up to bullying and help their peers.
In this activity, students will practice stepping up to bullying. The provided example will show two types of bullying, cyberbullying and social bullying. The students will show how they can step up as Amy, our main character, in the scenarios. Please feel free to adjust the examples to fit your needs. The goal of this activity is to give students the confidence to stand up in tough situations and help them practice possible responses.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
You’ll be stepping up to bullying with Amy while creating storyboards!
- Click "Start Assignment".
- Read the bullying scenarios that have been done for you.
- Have Amy step up and stop the bullying in the next cells.
- In the third column, create what the reaction should be from Amy’s peer.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| What Amy Should Do | The content in both of the cells depicted a realistic and appropriate response that shut down the potential attack. The cell included an effective scene, character(s), and text. | The content in one of the cells depicted weak response from Amy to stop the bullying. The cell included an effective scene and character(s). | The content in both of the cells depicted weak responses from Amy to stop the bullying. |
| Response From Peer | The content in both of the cells depicted a realistic and appropriate response and the bullying was shut down. The cell included an effective scene, character(s), and text. | The content in both of the cells depicted a realistic and appropriate response and the bullying was shut down. The cell should have included a more effective scene, character(s), and text. | The content in both of the cells depicted a unrealistic and inappropriate response causing the bullying to continue. The cell included an ineffective scene, character(s), and text. |
| 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. |
Activity Overview
At times, students will be a bystander to someone being bullied. They will be faced with the decision to either stand by and watch or step up and stop it. We do not want our students to accept that bullying is a norm, none of their business, or think, "At least it’s not me." We want them to step up to bullying and help their peers.
In this activity, students will practice stepping up to bullying. The provided example will show two types of bullying, cyberbullying and social bullying. The students will show how they can step up as Amy, our main character, in the scenarios. Please feel free to adjust the examples to fit your needs. The goal of this activity is to give students the confidence to stand up in tough situations and help them practice possible responses.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
You’ll be stepping up to bullying with Amy while creating storyboards!
- Click "Start Assignment".
- Read the bullying scenarios that have been done for you.
- Have Amy step up and stop the bullying in the next cells.
- In the third column, create what the reaction should be from Amy’s peer.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| What Amy Should Do | The content in both of the cells depicted a realistic and appropriate response that shut down the potential attack. The cell included an effective scene, character(s), and text. | The content in one of the cells depicted weak response from Amy to stop the bullying. The cell included an effective scene and character(s). | The content in both of the cells depicted weak responses from Amy to stop the bullying. |
| Response From Peer | The content in both of the cells depicted a realistic and appropriate response and the bullying was shut down. The cell included an effective scene, character(s), and text. | The content in both of the cells depicted a realistic and appropriate response and the bullying was shut down. The cell should have included a more effective scene, character(s), and text. | The content in both of the cells depicted a unrealistic and inappropriate response causing the bullying to continue. The cell included an ineffective scene, character(s), and text. |
| 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. |
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