Bullying: Crossing the Line
Core Curriculum Action Plan- Lesson Two
School Counselor: Rhonyce Hall Date: November 2015
Activity: Students learn to distinguish good-natured teasing from bullying. Students learn about serious forms of bullying, including cyberbullying. Students watch the video “Stacey’s Story- When Rumors Escalate”, a story in which a girl reflects on what it was like to be the target of cyberbullying. Students then discuss the video and related examples and scenarios.
Grade(s): 8th Grade (503 students)
ASCA Mindsets & Behaviors (Domain/Standard): Social/Emotional
M 1 -Belief in development of whole self, including a healthy balance of mental/social/emotional and physical well-being
B-SS 9 - Demonstrate social maturity and behaviors appropriate to the situation and
Environment
Learning Objective(s) (aligns with Competency)
Students will be able to:
1. Understand and analyze online bullying behaviors that “cross the line.”
2. Learn about the various ways that students can be bullied, cyberbullied, including
flaming,
deceiving, and harassing.
3. Adopt the point of view of teens who have been bullied/cyberbullied and offer
solutions.
Materials:
Laptop, Smart Board, video, “Stacey’s Story – When Rumors Escalate,” Copy of the Bullying: Crossing the Line Student Discussion Guide, one for each student, Kahoot questions
Procedure:
1. Introduction to activity- Students will be provided with an index card to answer the following perception questions. Students will answer the same questions at the conclusion of the lesson; all index cards will be collected):
i. Do you understand when teasing “crosses the line” from harmless to harmful? (Yes/No)
ii. Can you name at least five different forms of bullying and/or cyberbullying? (Yes/No)
iii. Do you know the difference between teasing and bullying? (Yes/No):
2. Elicit discussion by probing students and asking:
What are some of the ways you and your friends tease each other online for fun?
When does teasing “cross the line” and become harmful? What are some signs and what does it feel like to be in that situation?
3. Ask students if they have ever heard of the the Key Vocabulary terms harassing, deceiving, and flaming. Have students describe the terms, and then provide their definitions.
Point out to students that these are examples of situations that definitely “cross the line” and are considered cyberbullying. (However, they are not the only examples.)
Discuss with students why someone might not want to talk to other people about a cyberbullying situation.
What would the roadblocks be? Why? Counselor will emphasize that, no matter what label they put on a situation, if it makes them feel uncomfortable, upset, or hurt, they should talk to someone about it.
4. Explain that you are going to watch a video of a teen reflecting on a cyberbullying experience and show students the video “Stacey’s Story – When Rumors Escalate. LINK: ”Stacey's Story- When Rumors Escalate
5. Divide students into groups of four or five and distribute copies of the Cyberbullying: Crossing the Line Student Discussion Guide (attached) to each student, and have students discuss the Video Discussion Questions in their small groups.
6. Engage students in a full-class discussion. Ask the following questions in which students apply critical thinking to the information they have learned about bullying/ cyberbullying:
i. Why did the girls start to harass and threaten Stacey online?
ii. When do you think the girls’ behavior “crossed the line”?
iii. Stacey says, “People talk really big, when there’s, like, miles between you.” What do you
think she means by this statement?
iv. In what ways might the online context make the situation worse than if the bully had
harassed Stacey offline?
7. Wrap-Up- Students will complete a “quiz” (attached) on Kahoot and the counselor will review answers with the class after each response.
8. Out the Door- Ask students the three introductory questions again and collect their responses.
Plan for Evaluation: How will each of the following be collected?
Process Data: Student attendance taken and pre/post written questions will be counted.
Perception Data: Pre- and post-test will be administered before and after the lesson. Counselor will tally student yes/no responses to pre-post activity questions.
Outcome Data: Data pertaining to discipline and bullying referrals collected through the counselor or administration student information system. Data will be compared from the 1st, 2nd, 3rd, and 4th nine weeks of referrals due to “bullying”to see if there was a reduction of behavior referrals due to bullying.
Follow Up: Counselors will follow up on all complaints and referrals regarding bullying or possible bullying behaviors. Counselors will follow up with all students involved in any “bullying” allegations and follow county procedures that includes:
●Peer mediation if appropriate
●Individual counseling
●Contacting parents and offering outside counseling resources
●Attending group counseling
DISCUSSION GUIDE
CYBERBULLYING- CROSSING THE LINE
Video Discussion Questions
Stacey’s Story- When Rumors Escalate
1. Why did the girls start to harass and threaten Stacey online in the first place?
2. When do you think the girls’ behavior “crossed the line”?
3. Stacey says, “People talk really big, when there’s, like, miles between you.” What do you think she means by this statement?
4. In what ways might the online context make the situation worse than if the bully had harassed Stacey offline?
5. Stacey’s mom says that Stacey should call the school and report the incidents. Stacey responds that it would “just make it worse.” Do you think this is true? Why or why not?
ASSESSMENT
Kahoot Questions
1. Every time Ricardo messes up in an online game, another player sends him several messages making fun of him. Ricardo thinks the messages are funny, until he gets one that hurts his feelings. True or false: Ricardo is being cyberbullied.
a) True
b) False
2.Which of the following are examples of cyberbullying? Read each answer choice, and then circle YES or NO accordingly.
a) Altering photos of friends in a goofy way, but not in a mean way / YES / NOb) Making a physical threat online / YES / NO
c) Telling someone that you like them online / YES / NO
d) Physically pushing someone / YES / NO
e) Saying something mean about someone based on their race, gender, ability, religion, or sexual orientation / YES / NO
3.The answer choices below are examples of comments someone might say online. Each one contains words written in ALL CAPS. Which one would be considered flaming?
a)“NO WAY! That’s SO cool!”
b)“LOL I can’t stop laughing
c) “Seriously? Nobody Cares. Get Out.”
Results for Perception Data - Pre-and post- verbal questions – 8th Grade
Curriculum Action Plan Lesson One – Bullying – Crossing the Line
Percentage of students who answered ‘Yes”:
1. Do you understand when teasing “crosses the line” from harmless to harmful? (Yes/No)
2. Can you name at least five different forms of bullying and/or cyberbullying? (Yes/No)
3. Do you know the difference between teasing and bullying? (Yes/No):
Outcome Data – Reports of Bullying (unfounded) versus Referrals due to Bullying (founded)