S T U D E N T G U I D E

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Punishing Students for Bullying

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According to these texts, what is the role of laws and policies in addressing bullying?

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Table of Contents

Vocabulary Building

• Map a Word

Direct Instruction Guide

• Cornell Notes: Making Arguments About Tone

STEP 1: Connect

• Finding Your Purpose for Learning
• Think-Pair-Share

STEP 2: Read

• Pause and Reflect
• Test Prep Strategy: K-W-L (Optional)

STEP 3: Engage with the Text

• Highlight and Annotate

STEP 4: Summarize

• Write a Summary

STEP 5: Build an Argument

• Collaborate: Share your argument builder

STEP 6: Create your CERCA

• Peer Editing Activity
• Writing Reflection

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Optional Extensions

• Narrative Writing: Flip the Script: Upstander Stories
• Inquiry to Research: Asking Questions of the Texts
• Roundtable Discussion

Vocabulary Word:�mandate

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V O C A B U L A R Y B U I L D I N G

Frayer Model �

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The Frayer Model helps you learn vocabulary from different angles.�

1. Look for the vocabulary word in the center circle of the graphic organizer below.
2. In the “examples” box, list examples or synonyms of the word.
3. In the “non-examples” box, write non-examples or antonyms.
4. Next, add facts or characteristics about the word.
5. Finally, write your own definition or look one up!

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Frayer Model

Read the Overview and click “Vocabulary” for this lesson at learn.thinkcerca.com.

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D I R E C T I N S T R U C T I O N G U I D E

Cornell Notes: Making Arguments About Tone

Take notes on the lesson using the organizer below:

Watch the Direct Instruction lesson at learn.thinkcerca.com

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D I R E C T I N S T R U C T I O N G U I D E

Cornell Notes: Making Arguments About Tone (continued)

Summarize and Reflect

In your own words and in complete sentences, write a 3–4 sentence summary of this skills lesson. An accurate summary will cover the lesson's central ideas and include important details to support those ideas.

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Record your summary here:

S T E P 1 : C O N N E C T

Finding Your Purpose for Learning

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When you've finished reading the overview, answer the following questions in the space below:

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What more would you like to learn about legal measures to fight bullying? What would you like to know about successful bullying intervention and prevention strategies? What do you want to find out about anti-bullying laws in your state?

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Read the Topic Overview provided at learn.thinkcerca.com

S T E P 1 : C O N N E C T

Think-Pair-Share

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1. Think: On your own, think about your experiences related to the topic.

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• Pair & Share: With a partner, group, or a trusted listener, share the parts of your response that you feel comfortable sharing.

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• Reflect: If time permits, reflect on your experience. What ideas did others share that you hadn't considered? How were your ideas alike?

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Complete the writing activity in Step 1: Connect at learn.thinkcerca.com

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S T E P 2 : R E A D

Pause and Reflect

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When you’ve finished reading, go back and find the questions in the text marked “Pause and Reflect.” These questions will help you connect the text to yourself, to other texts, or to the world around you.

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Use the space on the left below to answer the reflection questions. Then, discuss your answers, noting how they were similar or different.

Record “Pause and Reflect” answers here:

Record discussion reflections here:

Read the text for this lesson at learn.thinkcerca.com

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S T E P 2 : R E A D

Test Prep Strategy: K-W-L (Optional)

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You may have had a teacher who, at the beginning of a lesson or unit, has the class create a group “K-W-L” chart, which stands for “Know–Want to Know–Learned.” Do this activity on your own to make sure that you are actively reading and engaging with a passage.

With this set of readings, ask yourself before reading: What do you already know about the topic or person covered? What do you want to know about this topic or individual? Fill in the first two columns with your answers

Then, read the passage. Use the highlighter and note-taking tools. After reading, complete the “Learned” column. What did you learn?

Finally, tackle the multiple choice questions. Was there overlap between your chart and the questions that were asked?

Refer to the reading and questions for this lesson at learn.thinkcerca.com.

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S T E P 3 : E N G A G E W I T H T H E T E X T

Highlight and Annotate

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In this step, you will analyze the text closely, then discuss your findings to begin developing reasoning for your argument.

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1. Read the text again, highlighting and annotating important details. Follow the prompts provided.

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The highlighting prompts will help you with the final writing task. You will find evidence to support your own argument or informational piece, as well as models of excellence that will help you better understand a writer’s craft in narratives. The evidence you highlight will be available when you begin building your draft in the next step.

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2. If time permits, pair and share your highlights and annotations with a classmate. Pay close attention to this conversation! Your thinking is important reasoning you may include in your final draft.

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Return to learn.thinkcerca.com to complete Step 3: Engage with the Text.

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S T E P 4 : S U M M A R I Z E

Write a Summary

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Summaries help you process your thinking about a text and are often a great way to start off an argumentative or informational essay. A good summary shows you have knowledge about a topic.

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Practicing summarizing also helps you prepare for the main idea questions posed on many standardized assessments. In addition, summarizing is a helpful skill for working with others, such as when you need to confirm your understanding of what someone else has said. That's a useful skill for all parts of life.

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1. ��Use the sentence stems provided to summarize the text.

Your summary should:

• Be brief
• Include the main idea and key details
• Represent these ideas fairly and accurately �
• If time permits, pair and share with a classmate. Read each other’s summary, and discuss how they are similar or different. What did you say were the main idea and key details? Were your summaries fair and accurate? Why?

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Return to learn.thinkcerca.com to complete Step 4: Summarize.

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S T E P 5 : B U I L D A N A R G U M E N T

Collaborate: Share your Argument Builder

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When you’ve completed the argument building step, share your results with others, and listen to how they responded to the same question. Ask questions and give feedback to help strengthen your partners’ reasons and evidence.

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Complete Step 5 to begin building your argument at learn.thinkcerca.com

S T E P 6 : C R E A T E Y O U R C E R C A

Peer Editing Activity

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1. Do a self-assessment of your CERCA. Use the online Rubric for the lesson on learn.thinkcerca.com, checking each box where you find evidence that you have achieved the criteria.�
2. Next, collaborate with a peer or peers to read each other’s drafts. Again, use the Rubric to evaluate each other’s work.�
3. Share insights into what might make your pieces stronger. Find two positive attributes and one area of growth for each draft you review.�
4. Revise your piece using what you learned from your self-assessment and the feedback from your peers.

Complete Step 6 to create your CERCA at learn.thinkcerca.com

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S T E P 6 : C R E A T E Y O U R C E R C A

Writing Reflection

Before you submit your final CERCA, write a brief reflection describing your experience.

An area for growth for me on this piece or in my writing in general is…

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The strongest areas of this piece of writing are…

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Through self-assessment and/or peer editing, I learned…

Optional Extensions

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The following activities can be used as optional extensions to this lesson.

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O P T I O N A L E X T E N S I O N : N A R R A T I V E W R I T I N G

Flip the Script: Upstander Stories

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Background

An “upstander” is a person who speaks up and acts when they witness someone being bullied. In 57 percent of instances when upstanders step in, bullying stops within 10 seconds.

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Upstanders can be fourth grade “Kindness Squad” members, or Vermont high school students who say “NO” to cyberbullying. The actions that upstanders take also vary, from distracting the bully to getting adult help.

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The organization iHollaback! lists five actions that people can take when they witness bullying:

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1. Creating a distraction to shift the bully’s attention.

2. Finding someone else to help, such as an adult or teacher.

3. Document (record, write down) the event. Share what happened with the person who was harassed.

4. Checking in on the person who experienced harassment after the event.

5. Talking to the bully and telling them to stop, and then turning your attention to the person being harassed.

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Create

• Choose one of the five methods of upstanding listed above.
• Create a short script with three characters: a person who is bullying, a person who is being bullied, and an upstander. The script should begin with a conflict between the person bullying and the person being bullied.
• Write a one to two-page script that shows how upstanders can intervene to stop bullying.

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O P T I O N A L E X T E N S I O N : N A R R A T I V E W R I T I N G

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*Tip: Remember that the focus here is on the upstander. Center your writing around the actions that they take to stop the conflict, not on the bullying itself.

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Share and Role Play

• Team up with a group of peers and trade scripts. Offer kind, specific, and helpful feedback on how the upstander addressed the conflict. Suggest additional ways that each bullying event could have been handled by the upstander.
• Then, take turns role playing. Act out each script, with each person fulfilling one of the three roles.
• After, reflect as a group:
• What approaches felt best?
• How would your “best self” act if you found yourself in the position of the script’s upstander?
• What can you do to be an upstander when you witness bullying in the future?

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Let others in the CERCA community know how you’ve flipped the script on bullying! Use the hashtag #SparkCourageousThinking on social media to share your scripts and experiences.

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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H

Asking Questions of the Texts

As you engage with texts in any subject, you can actively ask questions about the author’s purpose, intended audience, and occasion to understand the message. The table below provides examples.

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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H

Asking Questions of the Texts (continued)

Use the table below to record questions about the text you read.

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O P T I O N A L E X T E N S I O N : R O U N D T A B L E D I S C U S S I O N

Sharing Additional Research Findings, Learnings, and Experiences

Roundtable discussions offer you the opportunity to share what you’ve learned, as well as to ask questions and learn from others. Come to the discussion prepared to share your key findings. Use the organizer on the next page.

How the discussion works:

1. Choose a group leader who will help lead the roundtable discussion, and select a member of the group to go first.
2. Go around the group, allowing each participant to share a quick review of their their key findings.
3. When not presenting, take notes, summarizing key findings of your peers. Snap silently to show gratitude, appreciation, or interest!
4. After each presenter, take a moment for participants to ask questions or summarize what they just heard. Each participant should ask at least one question or summarize what someone else presented at least once during the discussion.
5. When complete, the presenter “passes the mic” to the next presenter.

Remember, it’s important to value dialogue and appreciate different perspectives. Learning from and understanding people who think differently or have different experiences is part of the process of growth! You don’t have to agree to learn from another perspective!

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O P T I O N A L E X T E N S I O N : R O U N D T A B L E D I S C U S S I O N

Discussion Notes

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