Lesson Sequence

Activity 1

Students compare and contrast online communication and physical communication. (SL.5.1; SL.5.4)
• On the board, create two columns: one for similarities and one for differences.
• Have students use the columns to brainstorm and list similarities and differences between online and
physical communication. For example:
     ◆◆ Similarities: You can be nice; you can be mean; people can get their feelings hurt; you can say what
           you want to; you can talk in real time; etc.
     ◆◆ Differences: You cannot see the person you are communicating with; you cannot hear tone of voice
          to determine joking; you may communicate with people you don’t know; etc.
• Introduce the term “cyber bullying”: to repeatedly behave in a mean or threatening manner using the
Internet, interactive and digital technologies or mobile (cell) phones.

Activity 2

Teacher resource information: Cyber bullying is when a child is tormented, threatened, harassed,
humiliated, embarrassed or otherwise targeted by another child using the Internet, interactive and digital
technologies and/or cell/mobile phones.

Activity procedure:
As individuals or in small groups, students use a graphics organizer to compare and contrast cyber bullying
and bullying in the physical community. (RI.5.6)
• Pass out copies of the Compare and Contrast Graphic Organizer page.
• Provide time for students to complete their charts. If necessary, prompt student to consider when,
   where, how, and who, as they compare and contrast. (See Teacher’s Key at the end of the lesson plan.)
• In the final section of the chart, students are asked for an “interpretation.” Have the group define the
   term interpretation (to give or provide the meaning of; to explain). Tell students to use this section to
   use the information they have provided on the chart to develop an opinion (an interpretation) of the
   most important fact or concept presented.

Discussion and Interpretation
When they are finished with the activity, have students share their findings as a whole group. Use the Teacher’s
Key at the end of this lesson plan to ensure that main ideas are included. Have students share their interpretations,
which will probably vary. Create a master list of the different interpretations. (SL.5.1; SL.5.4; L.5.1; L.5.3)

Assessment Writing Exercise

Assign the following as class work or homework to reinforce CCSS standards (RI.5.6; W.5.1; W.5.5; L.5.1; L.5.2; L.5.3; L.5.6)
Write a one-paragraph opinion piece that reflects the student’s own interpretation of the comparative
information learned about bullying and cyber bullying.
   • Instruct students to use at least one example of words and/or phrases that signal contrast or other logical
     relationships.
   • Instruct students to use the class standards for conventions such as grammar, spelling, punctuation, etc.,
     and editing.

Targeted Standards in this lesson:

CCSS
RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in
the point of view they represent.
W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts
and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases, including those that signal contrast, addition, and other logical relationships (e.g., however,
although, nevertheless, similarly, moreover, in addition).

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