Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Cullen Whisenhunt
Position

Pre-Service Teacher

School/District

Southeastern Oklahoma State University

E-mail

[email protected]

Phone

(580) 367-5386

Grade Level(s)

9th

Content Area

Language Arts/English: Cyberbullying

Time line

Fall 2016

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )
Oklahoma PASS Standards
Reading/Literature
Standard 4: Research and Information
Section 1: Accessing Information
a. Access information from a variety of primary and secondary sources
Section 2: Interpreting Information
a. Summarize, paraphrase, and/or quote relevant information.
c. Organize and convert information into different forms such as charts, graphs and
drawings to create multiple formats to interpret information for multiple audiences
and purposes, and cite sources completely.
Oral Language/ Listening and Speaking
Standard 2: Speaking
Section 1: Use formal, informal, standard, and technical language effectively to meet the needs
of purpose, audience, occasion, and task.
Content Standards
Section 2: Prepare, organize, and present a variety of informative messages effectively.

ISTE Standards
3: Research and Information Fluency
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media
d. Process data and report results
5: Digital Citizenship
a. Advocate and practice safe, legal, and responsible use of information and technology
d. Exhibit leadership for digital citizenship.
NETS*S Standards:
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Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Through the study of selected essays from Vicious: True Stories by Teens about Bullying (published by Youth
Communication), students will learn about the various forms and effects of cyberbullying, along with gaining a
familiarity with prevention methods and helpful resources for dealing with cyberbullying. During this lesson,
students will also develop language/arts skills such as summarization, critical research and citation, and public
speaking/visual presentation. Finally, students will present the teacher with a comprehensive research paper at
the end of the unit.
Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)
1.
2.
3.
4.

What is cyberbullying in general, and what specific forms can it take?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?)
1. Students will create a slide show (via PowerPoint or some other presentation program) designed to last no
less than 10 minutes summarizing specific reading materials incorporating information on related topics.
2. Students will present their slide show to the class.
3. Students will research their topics and include any relevant statistics in their presentations, along with
citations.
4. At the end of the unit, students will write a research paper of no less than 5 pages that covers materials
learned over the course of the unit.
Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
1. Students will be provided with specific sites (youthcomm.org, onguardonline.gov, digizen.org,
meganeierfoundation.org, etc.) where they may obtain half of their required research.
2. Students will be required to conduct independent research, utilizing search engines like Google or Bing, to
gather the other half of their research.
Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How
can you find out if students have this foundation? What difficulties might students have?)
Students will need some practice in summarization, internet research, and presentation programs in preparation
for this unit. Teachers should also be aware of any reported bullying cases within their school/class (if at all
possible without violating student privacy), and consult school counselors to tailor lessons accordingly. Students
with a history of dealing with bullying/abuse may find this unit particularly stressful. Thankfully, any students with
aversions to public speaking should benefit from the group dynamic of the presentations.

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Management (How and where will your students work? Classroom, lab, groups, etc?
Students will be divided into five groups, with each group being assigned to a specific essay from Vicious and a
research topic considered prevalent to the reading. In the days/weeks prior to presentations, students will work
together to summarize their essays and research the corresponding topics assigned with their readings. The
research phase will take place during the class period, either in the classroom or in a computer lab. Throughout the
process, students will design and workshop their summaries and presentation information via a peer-critique
process explained and led by the teacher. Once the research phase is complete, presentations will begin. During
this time, students not presenting will be encouraged to actively participate in presentations via notetaking, Q&A
sessions, or open discussion.
Instruction and Activities (What instructional strategies will you use with this lesson? How will your
learning environment support these activities? What is your role? What are the students' roles in the
lesson? How can the technology support your teaching? What engaged and worthwhile learning activities
and tasks will your students complete? How will they build knowledge and skills? Will students be
expected to collaborate with each other and others? How will you facilitate the collaboration?)
This task is essentially student-led. The teacher will serve primarily as technical support during the research
phase, exploring primary sources with the students and helping them to familiarize themselves with their
presentation programs. The teacher will also act as a moderator during peer-critique, Q&A, and open discussion
sessions. Students will develop familiarity with the subject and technology through research and workshop
exercises, along with developing professional skills such as public speaking, team-building, and technology use.

Differentiation (How will you differentiate content and process to accommodate various learning styles
and abilities? How will you help students learn independently and with others? How will you provide
extensions and opportunities for enrichment? What assistive technologies will you need to provide?)
Groups will be specifically designed by the teacher so as to place advanced students in groups with students who
may need additional help during the research and presentation phases. Assistive technologies will not be needed
because the teacher will provide technological support during the research phase. Students with exceptionalities
would have an alternate, less intensive final project/reflection.
Closure and Reflection (Will there be a closing event? Will students be asked to reflect upon their work?
Will students be asked to provide feedback on the assignment itself? What will be your process for
answering the following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
At the close of the unit, students will be required to turn in a comprehensive research paper no less than 7 pages
with a works cited page. The majority of the paper (approximately 5 pages) will be spent summarize both their
and their peers findings, while the remainder (1-2 pages) will consist of their personal reflections on the subject,
and on the exercises themselves. The teacher will evaluate the effectiveness of the unit based on the students
abilities to discuss the covered material and the students reactions described in their reflections.

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