Name: April Horner

Grade level: 5th

Content Area: Technology
Title of Unit: Preventing Bullying through Books

Essential Questions or Driving Questions:

Essential Question(s) that allow learners to explore significant questions
about themselves and/or their world:
Bullying is a problem. It looks different all over the world but whatever it looks like
its a problem. How can students like you help? An important part of tackling any
problem is education and education happens through books. What kind of online
books can students create to educate people about bullying?

Standards:
Your statement about what learners should know and be able to do.
(Be sure it related to your essential questions or driving questions.):

By the end of the unit, pairs of students will use a graphic organizer to
demonstrate an understanding of bullying, what it looks like, and how to
prevent it. They will use this knowledge to construct an online book about
bullying.

Content Standardsoptional depending on your instructional setting

(Pick 1-2 main ones.):

CCSS.ELA-Literacy.W.5.4
Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
CCSS.ELA-Literacy.W.5.6
With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of two pages in
a single sitting.

ISTE*S Standards
(Pick 1-2 rather than including the whole list.):
Innovative Designer: Students use a variety of technologies within a design process to
identify and solve problems by creating new, useful or imaginative solutions.

Creative Communicator: Students communicate clearly and express themselves

creatively for a variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals.

Adapted from the 2007 ISTE TEMPLATE I Lesson Plan. 1

Overview and Timeline
I. Monday Introduction to Bullying
a. For the Birds Video
b. Classroom Discussion Sticky Anchor Chart
i. What is bullying?
ii. What does it look like?
iii. Why do people bully?
II. Tuesday - Bullying Research
a. Research two bullying books (multiple books provided by teacher)
b. Fill out the graphic organizer
i. What do you notice?
ii. What do you wonder?
iii. What stands out?
iv. What is similar?
v. What is different?
III. Wednesday - Bullying Prevention Through Books
a. Share what we noticed about the bullying book.
b. Read my online book about bullying storybird book
c. Model a tutorial on Storybird
d. Supply students with Storybird Rubric
IV. Thursday Storybird Worktime
V. Friday Storybird Worktime

Assessment
Formative: Agree/Disagree students will use these cues to either agree or
disagree on topics and concepts. Classroom Discussion Participation this is
designed to give me a good overview of what students know and dont know about
bullying. Graphic Organizer shows students understanding of storytelling and
the topic of bullying.
Summative: Completion of Storybird book graded according to the rubric.

Resources
Educator Preparation:
I spent time researching bullying, educational tools, extensions of learning, and
creating on the Storybird platform.

Tools and Resources Provided to Learners:

For the Birds Video, Bullying books, graphic organizer, storybird story

Tutorials and Templates Provided to Learners:

In class tutorial, creating a Storybird.

Briefly explain how the resources, tools, and tutorials may be used to
differentiate content or process for learners:

Adapted from the 2007 ISTE TEMPLATE I Lesson Plan. 2

Bullying book - can be read to partners to support ELLs, struggling readers, 504s
and IEPs
Graphic organizer will be available printed to be handwritten and on google
classroom for 504/IEP students who use text to speech services.
Storybird text to speech services available

Reason(s) for chosen technology(s):

The theme of this unit is preventing bullying through books. Students will both
experience and create books meant to prevent and educate other students about
bullying.

Instructional Plan
Management:
Monday Students will come to the carpet for the movie and discussion.
Tuesday Students will work with partners around the room (flexible seating)
Wednesday Students will come to the carpet for the discussion, story, and tutorial
Thursday Students will work with partners and Chromebooks around the room
(flexible seating)
Friday - Students will work with partners and Chromebooks around the room
(flexible seating)

Differentiation:
Bullying book - can be read to partners to support ELLs, struggling readers, 504s
and IEPs
Graphic organizer will be available printed to be handwritten and on google
classroom for 504/IEP students who use text to speech services.
Storybird text to speech services available

Closure and Reflection

Once all students are finished with their books, we will have a Publication
Celebration. Books will be published to our classroom advocacy website and read
aloud to the class.

Adapted from the 2007 ISTE TEMPLATE I Lesson Plan. 3