Step 5: Sarah Emerson EDU 600 Step 5 & 6 December 2014

Sarah Emerson
EDU 600
Step 5 & 6
December 2014
Step 5
Monday
In this lesson, students will learn new vocabulary related to bullying. Students will
be less active, but be prompted to think more critically during discussion. They will
start by defining bullying before they are given the definition and from there
discussion will be started by the teacher. A short video clip with an example of
bullying will be shown, this will help to keep the students motivated and interested
in the topic.
The PowerPoint will be shown with the five vocabulary words for the lesson. While
the definitions are explained and discussed, the students will fill in the blanks on the
vocabulary worksheet to keep the students focused during the vocabulary
presentation. The vocabulary words will be added by the students to the word wall
for reference throughout the week. The students will apply the vocabulary by
writing sentences for each new word.
A comparison poster will be at the front of the classroom on a bulletin board. Each
student will come up to the front, one at a time, and write a word that describes a
buddy and a word that describes a bully. This will give them some time to move
around and not be idle during the lesson. After everyone has returned to their seats,
a discussion about the comparison of the words buddy and bully will be discussed.
At the end of the lesson the students will summarize what they learned in their
journals and answer prompts.
*Journals are for the teachers eyes only. Will not be shared with other
students, unless permission by the student is given.
Support for Topic

(Content)
Relevant, telling, quality

details give the reader
important information that
goes beyond the obvious or
predictable.
Supporting details and

information are relevant, but
one key issue or portion of
the storyline is unsupported.

several key issues or
portions of the storyline are
unsupported.

information are typically
unclear or not related to the
topic.
Accuracy of Facts
(Content)
All supportive facts are

reported accurately.
Almost all supportive facts

are reported accurately.
Most supportive facts are

NO facts are reported OR

most are inaccurately
reported.
Word Choice
Writer uses at least three

vocabulary words in their
journal successfully.
Writer uses at least two

vocabulary words
successfully.
Writer uses at least one

vocabulary word
successfully.

vocabulary word
unsuccessfully.
CATEGORY
Tuesday
For this lesson, the students will demonstrate appropriate English grammar. The
lesson will open with the reading of the book Weird by Erin Frankel. The students
will be sitting in a semi circle for clear communication. The cover will be discussed
in depth before the book is read, to start critical thinking about the book. The story
will be read, discussed and focus on vocabulary, as well as information about
bullying.
After the reading and discussion, the students will return to their desks to work
individually on writing a paragraph about what they thought was the most
important part of the book.
One activity for the lesson will be focused on showing the students how a person
who is bullied feels. This activity is hands on, involves reading, writing, oral
presentation and the students interacting as a group.
The final activity involves the students writing and drawing about what they think is
special and unique about themselves. After they have completed their paper, they
will share with the class at the front of the room.
To summarize, the students will write in their journals and answer prompts given
by the teacher. This helps students organize their thoughts and think about the
lesson as a whole.
Paragraph Rubric
Capitalization &
Punctuation
(Conventions)
Writer makes no errors in

capitalization or
punctuation, so the paper is
exceptionally easy to read.
Writer makes 1 or 2 errors

in capitalization or
punctuation, but the paper is
still easy to read.
Writer makes a few errors in

capitalization and/or
punctuation that catch the
reader\'s attention and
interrupt the flow.
Writer makes several errors

in capitalization and/or
punctuation that catch the
reader\'s attention and
greatly interrupt the flow.
Grammar & Spelling

(Conventions)
Writer makes no errors in

grammar or spelling that
distract the reader from the
content.
Writer makes 1-2 errors in

content.
Writer makes 3-4 errors in

content.
Writer makes more than 4

errors in grammar or
spelling that distract the
reader from the content.
Focus on Topic
(Content)
There is one clear, wellMain idea is clear but the

focused topic. Main idea
supporting information is
stands out and is supported general.
by detailed information.
CATEGORY
Independent Work Rubric
Main idea is somewhat clear The main idea is not clear.

but there is a need for more There is a seemingly
supporting information.
random collection of
information.
CATEGORY
Stays on task
Student reads the

entire period. This
may be independent
reading or done with
adult or peer
assistance, as
assigned.
Student reads
almost all (80% or
more) of the period.
Student reads some

(50% or more) of
the time.
Student wastes
a lot of reading
time.
Respects
others
Student works
quietly and stays in
one place.
Student works
quietly. Student
moves around once
or twice, but does
not distract others.
Student makes 1-2

comments or noises
when writing, but
stays in one place in
reading area.
Student writes
loudly, makes
repeated
comments or
noises OR
fidgets and
moves about
often,
distracting
others.
Journal Rubric.
Support for Topic

(Content)

predictable.


unsupported.

topic.
Accuracy of Facts
(Content)




reported.
Word Choice


vocabulary words
successfully.

vocabulary word
successfully.

vocabulary word
unsuccessfully.
CATEGORY
Wednesday
For this lesson, students will write a story and apply their knowledge of bullying.
Tough by Erin Frankel will be read and students will be asked randomly to come to
the front of the classroom to help read specific pages. This will help students focus
and feel involved in the reading. Questions will also be asked throughout the
reading. The word wall will be updated by the students with the vocabulary words
for the lesson.
The class will be split into groups to write a story that involves bullying. This will
serve as them applying what they have learned and utilizing their writing skills. The
students will have to work together and agree collectively.
The final activity will be hands on and teach the students about the effects of
bullying. In summary, the students will write in their journal.
Group Work Rubric.
Short Story Rubric
Journal Rubric
4
Almost always listens to,

shares with, and supports
the efforts of others. Tries
to keep people working
well together.
Usually listens to, shares,

with, and supports the
efforts of others. Does not
cause "waves" in the
group.
Often listens to, shares

efforts of others, but
sometimes is not a good
team member.
Rarely listens to, shares

efforts of others. Often is
not a good team player.
Focus on the task
Consistently stays focused

on the task and what
needs to be done. Very
self-directed.
Focuses on the task and

what needs to be done
most of the time. Other
group members can count
on this person.

some of the time. Other
group members must
sometimes nag, prod, and
remind to keep this person
on-task.
Rarely focuses on the task

and what needs to be
done. Lets others do the
work.
Attitude
Never is publicly critical of

the project or the work of
others. Always has a
positive attitude about the
task(s).
Rarely is publicly critical of

others. Often has a
task(s).
Occasionally is publicly
critical of the project or the
work of other members of
the group. Usually has a
task(s).
Often is publicly critical of

other members of the
group. Often has a
negative attitude about the
task(s).
CATEGORY
Working with Others
CATEGORY
Title
Title is creative, sparks

interest and is related to the
story and topic.
Title is related to the story

and topic.
Title is present, but does

not appear to be related to
the story and topic.
No title.
Problem/Conflict
It is very easy for the reader

to understand the problem
the main characters face
and why it is a problem.
It is fairly easy for the

reader to understand the
problem the main
characters face and why it
is a problem.
It is fairly easy for the

reader to understand the
problem the main
characters face, but it is not
clear why it is a problem.
It is not clear what problem

the main characters face.
Creativity
The story contains many

creative details and/or
descriptions that contribute
to the reader's enjoyment.
The author has really used
his imagination.
The story contains a few

descriptions that contribute
to the reader's enjoyment.
The author has used his
imagination.
The story contains a few

descriptions, but they
distract from the story. The
author has tried to use his
imagination.
There is little evidence of

creativity in the story. The
author does not seem to
have used much
imagination.
Focus on Assigned
Topic
The entire story is related to

the assigned topic and
allows the reader to
understand more about the
topic.
Most of the story is related

to the assigned topic. The
story wanders off at one
point, but the reader can
still learn something about
the topic.
Some of the story is related

No attempt has been made
to the assigned topic, but a
to relate the story to the
reader does not learn much
assigned topic.
about the topic.
Spelling and
Punctuation
There is one spelling or

punctuation error in the final
draft. Character and place
names that the author
invented are spelled
consistently throughout.
There are 2-3 spelling and

punctuation errors in the
final draft.
The final draft has more

than 3 spelling and
punctuation errors.
The final draft has more

than 5 spelling and
punctuation errors.
Solution/Resolution
The solution to the

character's problem is easy
to understand, and is
logical. There are no loose
ends.
The solution to the

character's problem is easy
to understand, and is
somewhat logical.
The solution to the

character's problem is a
little hard to understand.
No solution is attempted or
it is impossible to
understand.
CATEGORY
Support for Topic

(Content)

predictable.


unsupported.

topic.
Accuracy of Facts
(Content)




reported.
Word Choice


vocabulary words
successfully.

vocabulary word
successfully.

vocabulary word
unsuccessfully.
Thursday
The students will work together to discuss the topics presented in the lesson. The
teacher will discuss bullying situations and the importance of telling an adult. The
teacher will explain that there will be a box in the classroom where the students
may anonymously write to the teacher about bullying that occurs to them or others.
The cover of Dare by Erin Frankel will be discussed before reading the book. When
the teacher reads a hurtful or helpful word, the students are to raise their hands and
explain how it is hurtful or helpful. This keeps the students engaged and focused.
Discussion will occur throughout the reading. A PowerPoint with puppies will be
shown and diversity will be discussed. Most of the students have pets at home and
this can relate to many of their interests and also to diversity. The students will play
a Simon says game relating to diversity. This is hands on and also applies to the
lesson. At the end of the game, each student will state one thing they learned about
another classmate. Summary will be in the form of a journal entry.
Oral Discussion.
Group Work
Journal Rubric
Collaboration with
Peers

the efforts of others in the
group. Tries to keep people
working well together.
Usually listens to, shares

efforts of others in the
group. Does not cause
"waves" in the group.
Often listens to, shares with,

and supports the efforts of
others in the group, but
sometimes is not a good
team member.

efforts of others in the
group. Often is not a good
team member.
Content
Shows a full understanding

of the topic.
Shows a good
understanding of the topic.
Shows a good
understanding of parts of
the topic.
Does not seem to

understand the topic very
well.
Speaks Clearly
Speaks clearly and distinctly Speaks clearly and distinctly Speaks clearly and distinctly
all (100-95%) the time, and all (100-95%) the time, but
most (94-85%) of the time.
mispronounces no words.
mispronounces one word.
Mispronounces no more
than one word.
Often mumbles or can not

be understood OR
mispronounces more than
one word.
Comprehension
Student is able to accurately

answer almost all questions
posed by classmates about
the topic.
Student is unable to
accurately answer questions
the topic.
CATEGORY

answer most questions
the topic.

answer a few questions
the topic.
CATEGORY
Working with Others
Focus on the task
Attitude

Usually listens to, shares, Often listens to, shares with,
and supports the efforts of
the efforts of others. Tries to
efforts of others. Does not others, but sometimes is not
keep people working well
cause "waves" in the group.
a good team member.
together.

Consistently stays focused
what needs to be done most
on the task and what needs
of the time. Other group
to be done. Very selfmembers can count on this
directed.
person.
Never is publicly critical of

others. Always has a
task(s).
Rarely is publicly critical of

others. Often has a positive
attitude about the task(s).

efforts of others. Often is
not a good team player.

some of the time. Other
group members must
sometimes nag, prod, and
remind to keep this person
on-task.
Rarely focuses on the task

and what needs to be done.
Lets others do the work.
Occasionally is publicly
critical of the project or the
work of other members of
the group. Usually has a
task(s).
Often is publicly critical of

other members of the
group. Often has a negative
attitude about the task(s).
Support for Topic

(Content)

predictable.


unsupported.

topic.
Accuracy of Facts
(Content)




reported.
Word Choice


vocabulary words
successfully.

vocabulary word
successfully.

vocabulary word
unsuccessfully.
CATEGORY
Friday
Students will discuss awareness and the importance of bullying prevention. The
students will watch the Allen Adventure video. The video will be paused for
questions and discussion. After the book and discussion are finished, the class will
line up and go outside. The students will find flowers and sit into a circle. The
teacher will call out prompts or words that possible relate to bullying. If they hear a
bullying word, the students are to pull a petal off of the flower, until their flower has
no petals left. This gives the students a chance to get out of the classroom. Once they
have returned to the classroom, the students will color an anti-bullying worksheet
and post them throughout the school to raise awareness to bullying. To summarize
the students will write in their journals.
Coloring Rubric
Journal Rubric
CATEGORY 4
Score
Creativity
The student's
personality/voice
comes through.
The student's
personality
comes
through in
parts of the
painting.
There is little
evidence of
creativity, but
the student
has done the
assignment.
Student has
not made
much attempt
to be
creative.
Time/Effort
Class time was

used wisely.
Much time and
effort went into
the planning and
design of the
paper.
Class time
was used
wisely.
Student could
have put in
more time.
Class time
was not
always used
wisely.
Class time
was not used
wisely and
the student
put in no
additional
effort.
Support for Topic

(Content)

predictable.


unsupported.

topic.
Accuracy of Facts
(Content)




reported.
Word Choice


vocabulary words
successfully.

vocabulary word
successfully.

vocabulary word
unsuccessfully.
CATEGORY

Step 5: Sarah Emerson EDU 600 Step 5 & 6 December 2014

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Sarah Emerson

Support for Topic

Relevant, telling, quality

Supporting details and

Supporting details and

Supporting details and

All supportive facts are

Almost all supportive facts

Most supportive facts are

NO facts are reported OR

Writer uses at least three

Writer uses at least two

Writer uses at least one

Writer uses at least one

Writer makes no errors in

Writer makes 1 or 2 errors

Writer makes a few errors in

Writer makes several errors

Grammar & Spelling

Writer makes no errors in

Writer makes 1-2 errors in

Writer makes 3-4 errors in

Writer makes more than 4

There is one clear, wellMain idea is clear but the

Independent Work Rubric

Main idea is somewhat clear The main idea is not clear.

Student reads the

Student reads some

Student makes 1-2

Support for Topic

Relevant, telling, quality

Supporting details and

Supporting details and

Supporting details and

All supportive facts are

Almost all supportive facts

Most supportive facts are

NO facts are reported OR

Writer uses at least three

Writer uses at least two

Writer uses at least one

Writer uses at least one

Almost always listens to,

Usually listens to, shares,

Often listens to, shares

Rarely listens to, shares

Focus on the task

Consistently stays focused

Focuses on the task and

Focuses on the task and

Rarely focuses on the task

Never is publicly critical of

Rarely is publicly critical of

Often is publicly critical of

Title is creative, sparks

Title is related to the story

Title is present, but does

It is very easy for the reader

It is fairly easy for the

It is fairly easy for the

It is not clear what problem

The story contains many

The story contains a few