Cassandra DiGenova, Ivan Chu, Minho Choi, Ambrose Chun

CYBERBULLYING - Grade 7 
 
Unit Overview  
Lesson 1: ​Introduction to Electronic Communication - ​90 minutes 
Examine different forms of electronic communication: how it is misused by teens, and 
the connection between texting language and its translation to real-life context.  
Lesson 2: ​Introduction to Cyberbullying - 95 minutes 
Understand what constitutes cyberbullying. Idea reinforced through movement activity 
on power and film on cyberbullying. 
Lesson 3: ​Shifting Perspectives: Bullies, Bystanders, Allies, Targets - 90 minutes 
Investigate complex relationships between bullies, bystanders, allies and targets. 
Students view and deconstruct media texts and short videos and discuss.  
Lesson 4​:​ ​Digging Deeper Subtexts - 75 minutes 
Investigate inner and outer voices of all people involved in cyberbullying. They develop 
a first draft of monologues “in role” as their selected character from the “Childnet 
International Video”.  
Lesson 5: ​Bystanders Stand​by​ UP​ - 1
​ 20 minutes
Understand role of bystanders to impact critical change in cyber bullying situations. 
Through improvised drama, students explore and expand their character 
comprehension.  
Lesson 6:​ ​Critical Moves: Taking Control - 120 minutes  
Investigate power dynamics in bullying situations and how this is negotiated through 
body language and physicality. Create tableaux and dance (choreograph)   
Lesson 7: ​Culminating Task Part 1 (Drama and Monologue) - 115 minutes  
Work in small groups to integrate tableaux and monologues into dance and drama 
compositions. Students share, peer review and revise.  
Lesson 8: ​Culminating Task Part 2 (Beyond the Class)- 125 minutes 
Share their learning outside the classroom on cyberbullying with larger community to 
impact positive changes. Options include PSA, poster campaign, blog, poems, etc.  
 
 
Key Components 
● Providing students an opportunity to gain insight on cyberbullying and the 
elements behind it through drama and dance. 
○ Includes: motivation for bullies, perspectives of victims, allies, bystanders.  
○ Growth in empathy and perspective through a critical lens   
● Curriculum Expectation Drama And Dance:  
○ Application of creative process to communicate ideas, feelings, 
perspectives.  
○ Critical analysis and reflection  
■ How can I be an ally? 
■ How can I use drama and dance to better understand and express 
my feelings about cyber bullying? 
 
 
 
 
  
 
Strengths  Weaknesses 

● Students understand what may constitute as  ● Students may take advantage of the situation and 
bullying.  bully others under the guise of acting. 
● Empowers potential victims.  ● Some activities may bring victims back to previous 
● Enhances student learning and engagement  traumatizing experiences. 
by making the school community more  ● Only covers other forms of bullying in a small portion 
positive.  of Lesson 2 - does not address them enough.  
● Students learn how to handle bullying as  ● Students of low socioeconomic status may not have 
victims and what they can do as bystanders.  access to devices and therefore may not relate to 
● Culminating task allows students to use the  this unit at all. 
media in positive ways. 

 
Assessment AS Learning  Assessment FOR Learning  Assessment OF Learning 

● Self Reflections  ● Venn Diagram Exit Cards  ● Rubric for culminating task that 
● Self Assessment  ● Anecdotal Observations  targets the four sections of the 
● Peer Feedback  ● Checklists  achievement chart 
● Teacher-Student Conferences 

 
Student Voice:  Power and Privilege: 
   
This unit allows students to develop their own definition  This unit is responsive to the accessibility of technology as 
of cyberbullying as well as allowing them to share their  well as some of the current social media platforms 
feelings and opinions through the many opportunities  students would be using. This unit can also allow for the 
that allow discussions during the lessons. Through these  discussion of privacy and how it has changed or is 
discussions, students are also able to share or reflect  changing. This unit allows students to understand and 
upon their personal experiences of how they or  challenge the power structure of the bully, bystander, and 
someone they know have been affected by  victim. The assessments in this unit also allows students who 
cyberbullying. The activities in each lesson also gave  do not easily have access to technology a choice to 
plentiful opportunities for students to demonstrate their  complete different assignments relating to the unit. 
voice through dance, drama, or literacy. 

Strategies for Differentiation:  Strategies for Universal Design for Learning: 

   
This unit allows differentiation in content through  This unit allows Universal Design for Learning through 
student choice in learning. This unit allows for students  students recalling content that is engaging and relevant 
to express their knowledge through drama, dance, and  to the students use of social media, representing their prior 
literacy. This unit also allows for a variety of instructional  knowledge. It allows for peer and teacher feedback on 
strategies from whole class, small group and individual  assessments. This unit also incorporates the use of digital 
instruction as well as a shared responsibility for learning  and physical resources for students with different learning 
through multiple assessment checkpoints.   styles. The culminating task in this unit also allows for 
different options through the use of an assignment choice 
board.