The Cyber Bully Chronicles Comic, Part 4

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  This resource is intended for a general education course.

• Unit Outline

  
  

  This lesson is the last in a series of lessons which integrate ELA with the computer science standards focused on cyberbullying. In part one of the series, students identify different types of cyberbullying. In part two of the series, students study and gain an understanding of the impact of cyberbullying on victims, witnesses, and bully. In part three of the series, students build skills in reacting positively and appropriately to cyberbullying. In this final lesson of the series, students apply these skills by composing a fictional, comic-book style narrative.

• Career Connection

  
  

  The lesson addresses cyberbullying standards which support students’ development of leadership, communication and people skills needed to be successful in workplace environments.

• Learning Objectives

  
  

  Students will be able to:

  • Compose a fictional narrative describing a character’s positive actions to witnessing cyberbullying.
  • Explain actions that can be taken when witnessing cyberbullying.

• Prior Knowledge

  
  

  Students should be familiar with:

  • Identifying cyberbullying.
  • An understanding of the impact of cyberbullying.
  • Writing fictional narratives that include dialogue.

• Guiding Questions

  
  
  • What actions should someone take if they witness cyberbullying?
  • What is the benefit of addressing cyberbullying when you witness it?

• Procedure

  
  

  1. To introduce the lesson, provide students with a cyberbullying scenario and ask for volunteers to suggest ways that they should react if they were witnesses to the situation. An example scenario is below.

  • Kaylin had a birthday party at the local roller-skating rink. She invited five of her friends from her class. Lana is in Kaylin’s class and was not invited, but she and her family went roller-skating that same day. Lana saw everyone that was there for Kaylin’s birthday. Lana wasn't bothered that she had not been invited to Kaylin's birthday; Lana's family brought her best friend, Ella, to roller-skate and they had a great time. The party was on a Saturday, and at school on Monday, one of Kaylin’s friends showed Ella the group chat from Kaylin’s birthday party. Kaylin said to the other girls, “Lana is such a dork. She couldn’t even skate.”

  2. Review with students the different types of cyberbullying and some of the positive and appropriate reactions that can be taken.

  3. Present students with either the Cyber Bullying Chronicles handout or the Cyber Bullying Chronicles PPT. See the Teacher Notes for suggestions on each.

  • Students will be creating their own cyberbullying scenarios and narrating the character’s reactions. If students struggle in creating a scenario, the teacher can provide some prompts. Examples are below.
    • Mean messages in a group chat
    • Commenting rude remarks on someone’s picture that is posted online
    • Purposefully excluding a teammate from a sports team-related text group

  4. Provide students time to complete the comic-style narration.

  5. To bring the lesson to a close, discuss how their characters in their narrations benefited from doing the right thing and stepping in to address cyberbullying.

• Teacher Notes

  
  
  • Different forms of cyberbullying that can be reviewed and discussed with students in step 2 of the lesson procedure include, but are not limited to: exclusion, harassment, outing, and cyberstalking.
  • There are two options for the narratives. The Cyber Bully Chronicles handout can be used if the teacher chooses to have students draw their own comic-style narration. The Cyber Bully Chronicles PPT can be used if the teacher chooses to have students use digital representations (i.e. clip art, online images) for their comic-style narration. On the Cyber Bully Chronicles PPT, the student would type their narrations into the Power Point notes sections. Or the teacher can add empty narration slides.
  • Teachers can choose to make this a paired activity and assign each partner different parts so that they can have the opportunity to both draw and write.

• Optional

  
  

  Summative Assessment Ideas:

  • Teachers can use the comic-style narration as a summative assessment for fictional narrative writing.

  Accommodation Suggestions:

  • Provide students the choice to use either the written or digital versions of the comic-style narrations depending on their abilities.
  • For students that finish quickly, ask them to edit or review another classmate’s narrative.

  Extension Ideas:

  • If the teacher chooses to use the Power Point narration option, students can voice-over the narration slides using the Power Point Record feature.