Lesson Sequence

Pass out the Cyber Bullying is No Joke resource page.

Allow time for students to read the resource page. Then have several students take turns reading the information aloud to the rest of the class. Prompt a discussion about the use of netiquette. For example: Do their peers use netiquette to make themselves better understood? Name ways they can be humorous online without hurting someone’s feelings. Have they seen cyber bullying posts or texts? (SL.6.1; L.6.1; L.6.3)

Activity 1

Students complete a Cross-Impact Matrix to evaluate Cyberspace communication scenarios. (SL.6.2)

• Pass out copies of the Cross-Impact Matrix activity page.
• Provide time for students to complete their charts. (See Teacher’s Key at the end of the lesson plan.)

Discussion and Interpretation

When students are finished with the activity, have them to share their impact interpretations, which will probably vary. Ask students to use information from the resource page to support their reasoning. (RI.6.2; RI.6.7; L.6.1; L.6.3)

Assessment Writing Exercise

Assign the following as class wrk or homework to reinforce CCSS standards. Assign topics to students, let them choose or draw topics randomly. (RI.6.7; W.6.1; W.6.2; W.6.3; W.6.9; L.6.1; L.6.2; L.6.3; L.6.6)

Topics

• Share your own experience about when you made a mistake and hurt someone’s feelings through electronic communication. Include: Was it meant to be harmful and why or why not.
• Share your own experience about when your own feelings were hurt by something that was posted or sent via electronic means. Include: Determine if it was cyber bullying and why or why not.
• Choose an impact section from your completed Cross-Impact Matrix and expand upon it. Support your opinion with reasons.
• Use an impact section from your completed Cross-Impact Matrix to develop your own narrative about a cyber bullying situation and resolution.

Instructions

• Write a minimum of two paragraphs.
• Use the class standards for conventions such as grammar, spelling, punctuation, etc., and editing.
• Draw evidence from the resource page to support analysis and reflection.

Targeted Standards in this lesson

CCSS

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly

SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

W.6.1. Write arguments to support claims with clear reasons and relevant evidence.

W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

NETS 2007 for Students

Standard 5 – Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Concentration: d

Wrap-Up

Wrap-Up: Reflect and Connect

Instruct students to write their response to the following prompts:

• Have you ever sent or received a message as a joke but it was taken the wrong way, or were you a witness in this situation?
• What happened? Was the situation resolved? If so, how was it resolved? If not, why not?
• Would you consider the situation as “cyber bullying?” Why or why not?

Wrap-Up Discussion    

Invite students to share their written assignments with the class.

Empowerment

Youth Empowerment: Leave Your Mark

iDrive is the Youth Outreach and Empowerment program of ISAFE. Students, age 13+ can register as an iDrive Agent and participate in a number of campaigns and initiatives. Students under the age of 13 can participate in iDrive initiatives given that the teacher registers as the representative of their students under the minimum age requirement. As iDrive Agents in Training, middle school students engage in project-based learning activities to share with other classrooms that are part of the ISAFE community. By providing students with an authentic audience, they gain a greater sense of purpose for their digital citizenship and e-safety projects and presentations.

Teachers and students over age 13 register at www.idrivetvonline.com