Year 7 HPE - Bullying Unit - Band 3/4

Year 7 HPE – Bullying Unit

Year 7

Health and Physical Education

Unit 1 – Bullying

Mr Jesse King

Charles Darwin University

s193157

Jesse King - ETL 212 – s193157

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Table of Contents

Page 1 – Title Page

Page 2 – Table of Contents

Page 3 – Rationale

Page 4 – Description

Page 5 – Learning Outcomes

Page 6 – Unit Sequence

Page 7 – Assessment

Page 7 – Resources

Page 8 – References

Page 9 – Lesson 7 Lesson Plan

Page 11 – Major Assignment

Page 14 – Minor Assignment

Page 17 – Bullies Playground Worksheet


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Rationale

According to Berk (2009) “10 to 20 percent of children are bullies, while 15 to 30 percent are repeatedly

victimized.” (p.618). With such a high prevalence of bullying within schools it is important that students

know their rights and options when confronted with bullying.

A solid understanding of literacy is vital as it is a main form of communication in everyday life.

Therefore students should continue to learn, deconstruct and analyse literacy across all subjects. Children

have a variety of learning styles and this unit aims to cater for different learning needs. As a majority of

curriculum frameworks aim to create “lifelong learners”, students need to be scaffolded and given the

tools to continue learning literacy throughout their schooling careers and beyond.


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Description

This unit of work has been designed for Year 7 Health and Physical Education and teaches literacy

explicitly. This unit corresponds with the Northern Territory Curriculum Framework’s relevant Band

Levels, Outcomes and Indicators.

This unit of work will study the physical, mental and social impacts of bullying in various forms. A range

of examples will be used throughout the unit that students will deconstruct, analyse and critique. Students

will develop skills in writing and become aware of promoting individual and community health. Students

will read, view, enact, analyse and develop different scenarios of bullying throughout the unit, giving

them a sound content knowledge of the topic. Using a variety of modes, students will utilise different

strategies to address different forms of bullying.

As language is seen as one of a number of semiotic or meaning making systems, this unit will be focusing

on the three main semiotic systems of teaching literacy. These are the Semantic system, the Syntactic

system and the Graphophonic system. Throughout the unit, new terminology will be introduced to the

students systematically during each lesson. From the beginning of the unit students will use all three

systems as they learn new words and their corresponding meanings and contexts. As middle school

students have more experience with these systems they will use all three concurrently. Over the course of

the unit, students will develop a solid comprehension and be able to demonstrate new literacy skills

within their assessment tasks.


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Learning Outcomes

Major Focus

EsseNTial Learnings

Creative Learner 1 –Uses imagination and a variety of resources for self-expression and to explore ideas

and situations for the insights and opportunities they offer.

Constructive Learner 1 - Accesses information and tools from appropriate sources, analyses these and

applies the most relevant aspects to optimise results.

Health and Physical Education

HP 3.1 - develop strategies to promote personal safety and wellbeing

Indicator - explain the effects of bullying on the health of victims

PD 3.1 - explain how taking on different roles affects relationships and behaviours

Indicator - describe unhealthy behaviours and their affects on others, eg violence, aggression, harassment

Minor Focus

English

W 3.1 - write purposefully to inform, argue, persuade, move and entertain unfamiliar and specified

readers

Indicator - write cohesive, imaginative prose narrative texts which conform to the conventions of a literacy form

W 3.3 - use their knowledge of grammar to review the clarity and effectiveness of their writing

Indicator – write exposition/arguments, e.g. a letter of complaint about an issue.


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Unit Sequence

16 lessons over 4 weeks

1. Introduction to topic. Learning Outcomes viewed and unit layout overviewed. Take notes on the

history of bullying research.

2. Define what bullying is. Brainstorm Different types of bullying. List problems caused by bullying.

Glossary of terminology.

3. Comprehend what bullying is. Understand the effects of bullying. Explain why people bully.

4. Understanding – View Four Corners Episode – The Bullies Playground.

http://www.abc.net.au/4corners/special_eds/20090406/bullies/

Complete Bullies Playground Worksheet (Pg 17 of this Document)

5. Applying – Research services available to victims of bullying. List and Explain at least 10

services/options and cases where they may be relevant.

6. Applying – Research services available to victims of bullying. List and Explain at least 10

services/options and cases where they may be relevant.

7. Analysing - Deconstruct and Analyse a letter of complaint. (Refer to Lesson Plan 7)

8. Creating – As a class group create a mock letter of complaint.

9. Students Receive Major Assignment. Students view PowerPoint and introduction to Minor assignment.

(refer to lesson plan 9 -12 and Slideshow 1)

10. Students working on poster/role play. (refer to lesson plan 9 -12)

11. Students working on poster/role play. (refer to lesson plan 9 -12)

12. Students delivering poster/ role play. (refer to lesson plan 9 -12)

13. Students researching Major Assignment.

14. Students drafting Major Assignment.

15. Students drafting Major Assignment.

16. Students finishing good copy of major assignment.


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Assessment

Throughout this unit students will be assessed with various formative and summative assessments.

Formative assessment will take place in class and be gauged by student’s knowledge, understanding and

application of the topic and strategies relating to the topic. Bookwork and participation levels will

contribute to 30% of the students overall mark. Summative assessment will consist of two assignments,

one minor and one major and will comprise of 70% of the students overall mark.

Formative Assessment

Students will be assessed on participation levels, use of terminology and understanding of content

throughout the unit. This will be done by weekly checks of students exercise books and noting class

attendance and participation.

Summative Assessment

Summative assessments will take the form of two assignments for the unit. The major assignment is

worth 50% of the students overall mark and the Minor assignment is worth 20%. The Major and Minor

assignments have been attached to this document.

Resources

The Bullies Playground Worksheet

ABC’s 4 Corners, The Bullies Playground. Online versionhttp://www.abc.net.au/4corners/special_eds/20090406/bullies/

Model Letters to Help Your Complaint / Model Lettershttp://www.bullying.co.uk/parents/lettersofcomplaint.aspx

Northern Territory Curriculum Framework

Glossary of Terminology

Computers

Role Play Props

Projector/SmartBoard


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http://www.bullying.co.uk/parents/lettersofcomplaint.aspx



References

Berk, L.E.(2009). Child Development. Boston, MA: Pearson Education.


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LESSON PLAN FORMATTopic/theme: HPE - Bullying Level/s: 7 Date: Duration: 50mins

Lesson 7. Analysing - Deconstruct and Analyse a letter of complaint

LESSON STRUCTURE TIMEAchievement Objective(s): HP 3.1 - develop strategies to promote personal safety and wellbeing

W 3.1 - write purposefully to inform, argue, persuade, move and entertain unfamiliar and specified readers

Learning Outcome(s): Identify key concepts of a letter of complaintIdentify steps taken in examplesExplain why these steps are takenIdentify, Understand and Explain the language used in these letters of complaint

Preparation/Organisation/Resources:http://www.bullying.co.uk/parents/lettersofcomplaint.aspx (retrieved 21/5/09)Projector

Introduction:Discuss with students when it is necessary to write formal letters of complaint

Development: View example letters of complaint on websiteDeconstruct example letters of complaintDiscuss similarities and differences to normal lettersStudents to create a short letter of complaint with key concepts included

Conclusion:Review students work (ongoing)Introduce next lessons activities

Assessment (if any):Students work assessed against learning outcomes

Evaluation:1. Against learning outcomes

2. Of own intentions/teaching

5 min

5min15min5min15min

5min


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http://www.bullying.co.uk/parents/lettersofcomplaint.aspx


Lesson Description

Students will be taught literacy skills using the three main semiotic systems. Throughout the lesson students will encounter and use the semantic system, the syntactic system and the graphophonic system.

Students will be shown a variety of different letters of complaint relating to bullying. These letters will begin at a parent-teacher communication level and progress to a letter of complaint requesting an ombudsman to investigate the Department of Education.

The lessons main focus will be on the structure of formal letters of complaint and how the communication differs when different audiences are addressed.

The use of relevant terminologies and how they are used throughout the various forms of letters will be a central focus in this lesson. Students will be required to understand how relevant terminologies become a part of effective communication when writing formal letters of complaint.

Students will be introduced to formal letter writing. Discussion will review prior knowledge of letter writing. Students will be encouraged to use appropriate prior knowledge of letter writing within the emerging content.

As terminology has been introduced to students at the beginning of the topic, it is expected that the class is graphophonically sound with the terminologies by this stage. The language is taught explicitly throughout the unit and students are expected to confidently use the terminology. By graphophonically sounding the words students will have some ability to self teach writing terminologies and syntactically fitting them into the text.

As the lesson concludes students work will be collected and reviewed by the teacher. The teacher will then gauge the needs of the students as a whole and plan the next lesson. The next lesson will be a whole class construction of a formal letter of complaint and address the needs of the students based on what they achieved in this lesson.


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Year 7 HPE Major Assignment - 50%Letter-Writing: Bully/Victim Statement

Learning Outcomes

HP 3.1 Individual and Community Health and Safety

- promote personal safety and wellbeing

W 3.1 Texts and Contexts

- write developed narratives with some control of time and sequence and consistency of plot and with some character development, and developed arguments and persuasion texts, in print and electronic forms, for the public domain

W 3.3 Strategies

- use their knowledge of grammar to review the clarity and effectiveness of their writing

PD 3.1 Enhancing Personal Development and Relationships

- explain how taking on different roles affects relationships and behaviours

Overview

During this unit you have read, described, analysed and deconstructed various cases of bullying. For your assessment task you must write a formal letter to the Department of Education regarding bullying. You will be able to choose to write the letter either as the victim or as the bully.

In order to pass this task you must:

Use the correct formatting of a formal letter Describe the event of bullying/being bullied Accurately describe facts about bullying Use correct grammar and punctuation

Task A – The Bully

After habitually being a bully, you must now write a formal letter of apology to the Department of Education explaining why you should be allowed to remain at school. Include:

What did you do? What other options could you have used? Several facts about the dangers of bullying What do you think would be an appropriate punishment?

Task B – The Victim


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Being a victim of constant bullying, you are to write a formal letter of complaint to the Department of Education recommending the removal of this bully from your school. Include:

What has happened to you? What strategies you have used to avoid being bullied? Several facts about victims of bullying What do you think would be an appropriate punishment

Timeline

The timeline for this assessment task is two weeks. Students will be given (4) lessons of in-class time to complete this assignment. The first (1) lesson will be used to research the topic in the computer lab, the next two (2) lessons will be used to draft your letter and the remaining (1) lesson will again be in a computer lab to finish the final copy of the letter. The letter will be due the day following the final lesson.


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Letter-Writing : Bully/Victim Statement

Teacher Name: Mr. King

Student Name: ________________________________________

CATEGORY A B C D

Format Complies with all the requirements for a formal letter.

Complies with almost all the requirements for a formal letter.

Complies with several of the requirements for a formal letter.

Complies with less than 75% of the requirements for a formal letter.

Content Accuracy

The letter contains at least 5 accurate facts about the topic.

The letter contains 3-4 accurate facts about the topic.

The letter contains 1-2 accurate facts about the topic.

The letter contains no accurate facts about the topic.

Experiences Experiences were expressed in a clear and organised fashion. It was easy to figure out what the letter was about.

Experiences were expressed in a pretty clear manner, but the organisation could have been better.

Experiences were somewhat organised, but were not very clear. It took more than one reading to figure out what the letter was about.

The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.

Grammar & spelling (conventions)

Writer makes no errors in grammar or spelling.

Writer makes fewer than 10 errors in grammar and/or spelling.

Writer makes fewer than 15 errors in grammar and/or spelling

Writer makes more than 20 errors in grammar and/or spelling.

Comments:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________


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Year 7 HPE Minor Assignment – 20%

Poster/Role Play

Learning Outcomes

W 3.1 Texts and Contexts

- write developed narratives with some control of time and sequence and consistency of plot and with some character development, and developed arguments and persuasion texts, in print and electronic forms, for the public domain

HP 3.1 Individual and Community Health and Safety

- promote personal safety and wellbeing

Overview

During this unit you have read, described, analysed and created various cases of bullying. You have two options for this in-class assessment. Option 1 is to create an anti-bullying poster. Option 2 is to create a role play of a bullying scenario and what options the victim has.

In order to pass you must: Complete the task on time Demonstrate a solid understanding of bullying Demonstrate knowledge of options available for victims of bullying

Task A

The Poster

Create an anti-bullying poster that promotes awareness of the issue. Posters target audience must be but is not limited to either the victim, the bully, bystanders etc. While posters should be eye catching, they will also need to display relevant information of services and contacts available to combat bullying. Originality will be highly regarded.

Task B

The Role Play

Maximum of Four (4) people in a group. Students must create a role play that shows an example/s of bullying within the school environment, followed by consequences and conclusion. During the role play students should talk about the effects of bullying and what options victims have. The length of the role play must be longer then five minutes but no longer then ten minutes.

Timeline

Students will spend one lesson on a PowerPoint in class relating to bullying and then will be given two lessons to prepare your poster or role play. During the fourth lesson students will present their role plays or submit their posters.


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Making A Poster : Bullying


Student Name: ________________________________________

CATEGORY A B C D

Required Elements

The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Content - Accuracy

At least 5 accurate facts are displayed on the poster.

3-4 accurate facts are displayed on the poster.

2-3 accurate facts are displayed on the poster.

No accurate facts are displayed on the poster.

Graphics - Originality

Several of the graphics used on the poster reflect an exceptional degree of student creativity in their creation and/or display.

One or two of the graphics used on the poster reflect student creativity in their creation and/or display.

The graphics are made by the student, but are based on the designs or ideas of others.

No graphics made by the student are included.

Use of Class Time

Used time well during each class period. Focused on getting the project done.

Used time well during each class period. Usually focused on getting the project done.

Used some of the time well during each class period. There was some focus on getting the project done.

Did not use class time to focus on the project OR constantly distracted others.

Date Created: May 06, 2009 08:14 pm (CDT)

Comments:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Bullying Role Play


Student Name: ________________________________________

CATEGORY A B C D

Time-Limit Presentation is 5-8 minutes long.

Presentation is a minute short of a minute too long.

Presentation is 2 minutes to short or 2 minutes too minutes long.

Presentation is less than 3 minutes OR more than 10 minutes.

Stays on Topic Stays on topic all (100%) of the time.

Stays on topic most (95-80%) of the time.

Stays on topic some (80%-60%) of the time.

It was hard to tell what the topic was.

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.

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Date Created: May 06, 2009 08:20 pm (CDT)

Comments:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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The Bullies Playground

Name:______________ Class:______________

What different types of bullying are there?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

What is wrong with Elijah? Why do you think this makes him a target?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Do you know of any cases of cyber bullying?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

What do you think needs to be done to address cyber space bullying?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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Bullies Play ground Teachers Sheet


Go to website

Click Play and Enlarge


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Documents

Year 7 HPE - Bullying Unit - Band 3/4