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Contextual Learning Portal

Stop Bullying! Speak UP!

Basics

  • Project TitleStop Bullying! Speak UP!
  •  /project218_3763/sullivan_grade3_video.jpg/project218_3763/sullivan_grade3_video_preview.jpg

    Web Link: https://sullivan.napsk12.org/

    Web Link: http://www.schooltube.com/embed/7ad3abf86e8d09c2a544

  • ThemeAnti-bullying and harassment
  • Submitted ByAnna Saldo-Burke
  • OrganizationNorth Adams Public Schools - Sullivan
  • Brief DescriptionA music video that depicted bullying and harassment and then students getting along and showing tolerance.
  • Materials / ResourcesCamera, Second Step Program, SAC Bullying Unit
  • Team membersAnna Saldo-Burke, Megan Gorton, Nathan Samson
  • Pre-requisite knowledgeHad to do with understanding how to treat people respectfully through actions and words.
  • Technical support neededPhotographer, Editor
  • Any modifications or extensions for particular student populations?Roles were assigned according to student ability.

Key Questions

  • Key QuestionsHow do we not treat people respectfully? How can we treat people respectfully?
  • Connections: How or why was this topic identified? Why is it meaningful?We chose it because of the MA Anti-Bullying and Anti-Harassment law and because we see a need amongst our student population.
  • Background Research: What resources were used to find background information for this project?Facilitated discussion, Second Step Program, Internet, SAC Anti-Bullying Unit
  • Outcomes: What was the outcome? How was it shared or applied in the community?Students understood ways to treat others respectfully and how to not bully. It was shown at the North Adams Public Schools Bullying Seminar and it is on the school website.

Units / Activities

  • Second Step - Once a week for 45 mins from Sept to MayDiscussion, Questions/Answers, Sharing, Role PlayingSecond Step Curriculum Kit
  • SAC Anti-Bullying Unit - 4 times, 45 mins each timeDiscussion, Questions/Answers, Sharing, Role Playing, ReadingComputers
  • Making the Video - 1 hour to practice and filmDiscussion, Questions/Answers, Sharing, Role Playing, Reading, BrainstormingCamcorder, Computer, Music File, School Facility

Instructional Techniques

  • Web searchStudents used the web to research anti-bullying and harassment unit.
  • Pre-writing activities Reflective Writing ActivitiesStudents took an online survey, pre and post, about bullying.

Assessment Techniques

  • Pre/Post Writing ActivitiesStudents completed writing activities to show what they learned about bullying.
  • VideoStudents acted in a video to show what they learned about bu
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    Web Link: https://sullivan.napsk12.org/

Frameworks / Skills

  • Arts Frameworks (PK-4)
    3.1
    Observe, explore, and discuss how movements can show feelings, images, thoughts, colors, sounds, and textures
    (Arts Frameworks (PK-4))
  • Arts Frameworks (PK-4)
    4.3
    Demonstrate the ability to work effectively with a group or leader
    (Arts Frameworks (PK-4))
  • ELA Frameworks (PK-4)
    7.9
    Read grade-appropriate imaginative/literary and informational/expository text with comprehension (see General Standard 8).
    (ELA Frameworks (PK-4))
  • Arts Frameworks (PK-4)
    5.4
    Describe and demonstrate audience skills of observing attentively and responding appropriately in classroom, rehearsal, and performance settings
    (Arts Frameworks (PK-4))
  • ELA Frameworks (PK-4)
    8.5
    Retell important facts from a text heard or read.
    (ELA Frameworks (PK-4))
  • ELA Frameworks (PK-4)
    8.8
    Distinguish cause from effect.
    (ELA Frameworks (PK-4))
  • ELA Frameworks (PK-4)
    8.14
    Make judgments about setting, characters, and events and support them with evidence from the text.
    (ELA Frameworks (PK-4))
  • ELA Frameworks (PK-4)
    8.15
    Locate facts that answer the reader
    (ELA Frameworks (PK-4))
  • ELA Frameworks (PK-4)
    8.16
    Distinguish cause from effect.
    (ELA Frameworks (PK-4))
  • Arts Frameworks (PK-4)
    1.3
    Pretend to be someone else, creating a character based on stories or through improvisation, using properties (props), costumes, and imagery
    (Arts Frameworks (PK-4))
  • Arts Frameworks (PK-4)
    1.4
    Create characters through physical movement, gesture, sound and/or speech, and facial expression
    (Arts Frameworks (PK-4))
  • Arts Frameworks (PK-4)
    1.5
    Learn lines, observe, listen, and respond in character to other actors
    (Arts Frameworks (PK-4))
  • Arts Frameworks (PK-4)
    1.6
    Demonstrate the ability to work effectively alone and cooperatively with a partner or in an ensemble
    (Arts Frameworks (PK-4))
  • ELA Frameworks (PK-4)
    18.1
    Rehearse and perform stories, plays, and poems for an audience using eye contact, volume, and clear enunciation appropriate to the selection. (See Standard 3.)For example, students practice voice control and diction and give oral presentations of their favorite stories to their classmates.
    (ELA Frameworks (PK-4))
  • Arts Frameworks (PK-4)
    4.2
    Visualize environments and arrange the physical playing space to communicate mood, time, and locale
    (Arts Frameworks (PK-4))
  • Arts Frameworks (PK-4)
    5.1
    Describe and demonstrate audience skills of observing attentively and responding appropriately in classroom presentations, rehearsals, and live performance settings
    (Arts Frameworks (PK-4))
  • Arts Frameworks (PK-4)
    5.4
    Analyze and describe strengths and weakness of their own work (grades 3 and 4 only)
    (Arts Frameworks (PK-4))
  • Arts Frameworks (PK-4)
    5.5
    Give and accept constructive and supportive feedback
    (Arts Frameworks (PK-4))

Tags = anti-bullying | Subject = ELA, Arts, Technology, Service_Learning | Grade Level = Elem | Time Period = School Year | Program/Funding = Not Applicable |
Direct website link to this project: http://resources21.org/cl/contextual.asp?projectnumber=218.3763