Overview of the Module
This module focuses on developing the students’ ability to present persuasive arguments and ideas. Clear and persuasive communication strategies will help students share information about bullying and springboard their own initiative to address bullying in their school.
What exactly will teachers find in this module?
Students will participate in various activities where they will be able to refine their ability to make a persuasive argument and present it to their peers in an effective way. At the end of this module, students will craft a list of ideas for an ongoing, school-wide anti-bullying project. As a group, students will decide which initiative is better and develop a plan of action to enact change.
Why is this module important?
The ability to communicate in a clear, concise, persuasive, and engaging manner is critical for students as they develop and implement their bullying project.
How does this module connect to bullying?
This module will help students effectively communicate their plan of action related to bullying. A clear and well-defined plan of action has the potential to spark change, promote empathy, and address injustice.
Content
Lesson Topics
Philosophical Chairs
Lesson goals: This lesson is meant to help students think critically about bullying issues that have more than one side. These discussions are meant for students to begin to develop their moral stance on bullying.
How does this lesson connect to bullying? This lesson connects with bullying because it gives students an opportunity to have authentic conversations about bullying.
Materials/Resources for Lesson: Chart paper, markers
More information: https://www.edutopia.org/article/framework-whole-class-discussions/
Philosophical Chairs Discussion Assessment Chart: https://www.scholastic.com/content/dam/teachers/lesson-plans/migrated-featured-files/discussassesschart.pdf
Lesson structure:
- Open
- Ask students, “What are the benefits of presenting clear, persuasive, and effective arguments?” Record responses on chart paper.
- Body
- Present the following statements to the students:
- Someone should intervene when a bully is being bullied.
- Social media should be banned for everyone under 18 because of cyberbullying.
- After students hear the statement they will take a stance on the issue. A line will be placed on the floor with masking tape at the front of the room with the following labels:
- Strongly Agree
- Agree
- Undecided
- Disagree
- Strongly Disagree
- Students will stand closest to the label on the line that reflects their stance on the issue. Each group will have a chance to explain their positions and elaborate on the pros and cons of the issue. In order to practice active listening skills, students must repeat what the person with the opposite stance said before they make a new point. If students change their minds during the discussion they are free to switch positions, but they must be able to explain why their thinking has changed.
- Present the following statements to the students:
- Close
- “Be the Teacher”: Write down three ideas you think everyone should have learned today about presenting an argument and defending your stance. Gather in groups of three. Present at least one idea to their small group.
*Lesson plan adapted from: https://www.scholastic.com/teachers/lesson-plans/teaching-content/philosophical-chairs-discussion/
Fishbowl Tag Discussion
Lesson Goals:
This lesson is intended to help students practice listening to the perspective of others. Students will listen to and add on to the perspective of their group members, in order to add a different dimension to the conversation. The students will be encouraged not to argue with each other, but to build on each other’s thinking.
How does this lesson connect to bullying? This lesson connects with bullying because it encompasses meaningful conversations about bullying and ways that students can stop it. Students will be pushed to define the term “bully” and decide if there is ever a time when “bullying” is ok.
Materials/Resources for Lesson: Copies of the handout http://www.readwritethink.org/files/resources/lesson_images/lesson56/strategy-definition.pdf
Lesson structure:
- Open
- Choose one of the questions below and present it to students. Give students time to conduct research and formulate a stance related to the question. Use the persuasive writing handout to help students structure their response http://www.readwritethink.org/files/resources/lesson_images/lesson56/strategy-definition.pdf
- Is there ever an appropriate time to bully someone?
- Should someone intervene when a bully is being bullied?
- Should social media be banned for everyone under 18 because of cyberbullying?
- Choose one of the questions below and present it to students. Give students time to conduct research and formulate a stance related to the question. Use the persuasive writing handout to help students structure their response http://www.readwritethink.org/files/resources/lesson_images/lesson56/strategy-definition.pdf
- Body
- Students will participate in a fishbowl conversation. Here are the directions
- One group of students will sit in a circle in the front of the room (they are in the “fish bowl”).
- The rest of the class will observe from their desks.
- Students in the fish bowl will be encouraged to seek to understand each other, not argue.
- After the first group discusses their topic for about 5 minutes, the next group will take their place, continuing the same conversation.
- The teacher will also remind students about different strategies they have learned to effectively communicate ideas to one another.
- Students will participate in a fishbowl conversation. Here are the directions
- Close
- 3-2-1 Strategy
- 3: Write down three strategies or “moves” that help you communicate your arguments and ideas in an effective manner.
- 2: Write down two ineffective strategies that interfere with a clear argument or idea.
- 1: Write one idea to stop bullying at school.
- Give One, Get One Strategy
- Walk around the room and share three strategies with two different students.
- Write down new strategies shared by classmates.
- Gather in the front of the room and share strategies.
- 3-2-1 Strategy
Yes, and….Crafting ideas for an Anti-bullying Initiative
Lesson Goals:
This lesson is meant to provide a culmination for the bullying unit. By the end, students will have an anti-bullying initiative they want to implement school/community wide.
How does this lesson connect to bullying? This lesson connects with bullying because it helps students form a plan for how they want to help to stop the bullying epidemic. Students will craft a project that they will implement school-wide as a way to hopefully lessen the prevalence of bullying.
Materials/Resources for Lesson: Whiteboard, chart paper, markers
Lesson structure:
- Open
- Ask students to form a circle around the room. The teacher will say the following statement: “Guess what? I am planning an exciting vacation for our entire class!” The student to the left of the teacher will respond, “Yes, and…_____” (i.e. fill in the blank to add something about the vacation the class will be going on together). Go around the entire circle and have each student add to the class vacation story using the “Yes, and…____” prompt.
- Next, tell students you are going to repeat the exact same exercise but this time they are going to respond to my statement about the class vacation with “Yes, but…”
- Reflect after the exercise:
- How did the responses change between the two exercises?
- Yes, and…
- Responses were more positive in nature
- Students built ideas off of one another
- No limits – “sky is the limit” for fun
- No, but…
- Responses were more negative in nature
- Limited – students had more excuses for why a class vacation would not be possible or more challenges
- Yes, and…
- How did the responses change between the two exercises?
- Body
- Watch the video about brainstorming created by the Stanford Design School: https://youtu.be/cmoWCSyujPY
- What did you notice?
- Tell students they are going to begin brainstorming ideas to address the unique issues related to bullying in their classroom and/or school. The goal is for their ideas to develop into a school wide initiative to eliminate bullying.
- Students will form small groups. Give each group a piece of chart paper and challenge them to come up with 50 ideas for their project in 7 minutes. Remind them that all ideas count. The wilder the better!
- After groups have 7 minutes to brainstorm, ask students to walk around the classroom and read all the ideas presented by each group. Ask students to write down two ideas for a plan to address/eliminate bullying that they would like to put into action. Students will submit ideas to the teacher who will compile them into a list.
- After the list has been compiled the teacher will ask students to form interest groups based on the ideas submitted. Once they form interest groups ask students to propose a plan and prepare a persuasive argument for the class to encourage them to select their idea for the project. After each group shares it’s idea using the writing strategies shared in the module, the class will vote on one idea to implement.
- Close
- The next steps for the project are to select an idea and begin forming committees to develop and implement the plan of action to address/eliminate bullying in the classroom/school.
