Running head: HOW DO WE KEEP BULLIES OUT OF POWER?

How Do We Keep Bullies out of Power?

Kayleigh McGill

MLFTC Arizona State University

How Do We Keep Bullies out of Power?

HOW DO WE KEEP BULLIES OUT OF POWER? 2

Bullying is a common problem in schools. Sometimes bullying goes beyond the school

room and into the world and even up to world leadership positions. To combat this possibility,

we must instill a sense of empathy and camaraderie within our students. Historically, bullies

have made it to positions of power and students will study the impact of this through Holocaust

literature. They will also study how power is gained in the United States and finally the project

will culminate in a mock election where students will run on an empathetic and cooperative

platform.

Technology integration is essential in this project. They will utilize technology in a

collaborative portfolio, presentation, and screencasting way throughout different portions of this

project. The focus of each technological assignment is that of communication and collaboration,

as this project will be completed in a group. Not only will students receive education in literature

and technology, but they will also gain technological ability and creativity.

Applicant and School Narrative

Applicant

In the modern world, technology is integrated into multiple facets of daily life and the

classroom is no different. I am Kayleigh McGill and I have been an English Language Arts

teacher at Dobson Academy for three years. I have been teaching at Dobson Academy since my

graduation from Arizona State University with a degree in English Secondary Education. My

main philosophy of teaching is collaboration. This can take many forms. Teacher-student

collaboration is important so that the students feel as though they are connected to and have an

impact on their own learning. Student-student collaboration supports the areas of teamwork and

discussion based learning. Student-parent and teacher-parent collaboration fosters an

educational ‘team’ that goes beyond the classroom and is in the home and the community.
HOW DO WE KEEP BULLIES OUT OF POWER? 3

With these philosophies in mind, project-based learning is crucial to successful academic

performance of students. Additionally, project-based learning more closely mirrors a job

environment than exam based learning. In 7th and 8th grade, especially, project-based learning

sets that foundation early. It teaches the skills of planning, time management, and teamwork in

addition to any content learning the student is engaging in.

Project-based learning goes hand-in-hand with technology integration. In my classroom,

I use technology for direct instruction by using powerpoint, and a smartboard. I also use it as a

communication tool through Google classroom. Students are able to submit assignments to me

through Google classroom and they are also able to use it to ask questions about assignments and

collaborate with each other as well as me. Students also have access to computers in the

classroom, with six desktop computers, four laptops, and a laptop cart that is shared between all

four teachers on my team. They are able to use the computers to conduct research through online

databases and search engines. Also, through the creative applications on the computer, students

are able to complete creative work digitally if they wish. Finally, parents have access to a parent

portal through which they are able to communicate with teachers and staff, view grades, and sign

their children up for activities such as sports.

School Narrative

I am an English Language Arts teacher as Dobson Academy. This school, along with

two others makeup Arizona Ball Charter Schools. According to the 2019-2020 Dobson

Academy Handbook, our mission is “to provide a high quality education that emphasizes core

academic excellence. This is delivered in a nurturing partnership, where parents, students and

staff work together to form a successful educational program” (p. 3). We are a smaller school

and are able to foster that cooperative relationship successfully.

HOW DO WE KEEP BULLIES OUT OF POWER? 4

We are located off of Warner Rd. and Dobson St. in Chandler, but our students come

from all over the area since we are not bound by district lines as is the case in public schools

(Dobson Academy FAQs). In the Junior High side of the school, we have students ranging from

12 to 14 years of age. Most of our students are females and a majority of the students are white,

though this is by a very small margin. Being a charter school, we have relatively small class

sizes, with two classes of 8th grade students and two classes of 7th grade students with about 20

children in each class. Most of our students are first language English, though we have about

two English Language Learners. In the 8th grade classrooms, a majority of the students come

from two-parent household, though a large number of these are blended families. For most

students this works out well, but one student is often pulled between both households. They

come from middle-class incomes, with the average income being around $70k per year. We

have one student in the 8th grade classroom with an IEP. This student is integrated into the

classroom in addition to attending special education classes with a certified special education

teacher.

Dobson Academy is a diverse and thriving school where through the collaboration of

teachers, parents, and students, positive learning outcomes are attainable goals. While we are

able to provide a comprehensive education to junior high students, there are still ways that we

can improve and things that we can implement to go above and beyond for our students, parents,

and community.

Summary of Project and Impact

Summary of Project
HOW DO WE KEEP BULLIES OUT OF POWER? 5

As a signature assignment this semester, the 8th grade students will be working on an

extended literature project over two to three weeks. In small groups, the students will use a

variety of activities in an attempt to answer the question: how do we prevent bullies from gaining

power? We will approach this project as a collaboration between the English Language Arts and

the Social Studies classes. The first week the students will be reading “Night” by Elie Wiesel and

keeping a journal at home. In addition to this, we will be going to see a performance of “A Diary

of Frank” or watching the film version in class. This will demonstrate to students the devastation

a bully in power can cause. From there, we will look at the U.S. Constitution and students will

summarize the who, what, when, where, why, how’s of who is in power in the United States.

They will look at each of the roles of the three branches of government. We will look at a few

aspects of the election system in our local community and students will identify which positions

in local government will be voted on and who the candidates are.

After this, students will start looking at how they would do things if they were running

for office. First they would write a short essay, creating a society. They would begin by

identifying three values and five rules based on those values. They will create a slogan for their

society and a profile for the ideal leader. The public portion of this project will be creating a

candidate website for themselves as if they were running for president. They will highlight things

that they will do for their community and how they will ensure the rights of everyone are upheld.

They will present this portion to members of the community involved in local politics such as

school board members and city workers. These people will evaluate their website and offer

suggestions.

This project is meant to tie together the past and present through literature and history.

Students will notice that they have an influence on the world around them. By having different
HOW DO WE KEEP BULLIES OUT OF POWER? 6

activities with different products, it will ensure they remain engaged and will connect their

literature learning to the real world.

Student Impact

This project will be completed by about 40 8th grade students this year. 40 7th grade

students will watch their presentations at the same time as community members. The following

year, these 7th graders will be completing the project, having a basic idea of what is expected

from students who completed it the previous year. My hope is that this project becomes almost a

“tradition” that students anticipate during their 8th grade year.

Teacher Impact

The biggest impact on the teachers will be collaboration. This project will be facilitated

by both the Social Studies and the English Language Arts teachers. On the English side, we will

focus on literature and texts and on the Social Studies side, we will focus on history and

government. This will require cooperative planning and co-teaching strategies. This will impact

my own practice in that it requires that I select texts that have an impact on my students everyday

life.

Community Impact

The idea is that this project will have an impact on both the school and the community.

The impact on the school will be an anti-bullying sentiment. Students will study what happens

when bullying goes wrong and groups are disenfranchised which will encourage a spirit of

empathy. It will also foster an interest in how people can impact their community. Though

students may not stay within the community for their whole lives, I would hope those that do

have an interest in the local policies that impact them.

HOW DO WE KEEP BULLIES OUT OF POWER? 7

Project Narrative

*See Table 1 for comprehensive project calendar*

The overarching goal of this project seems simple: Through the use of literature, how can

we prevent bullies from gaining power? This is an interdisciplinary project in both English

classes and Social Studies classes. It is a project spread over 15 days and three phases. The first

phase is reading relevant literature. The second phase is exploring Article II of the U.S.

constitution. The final phase is their campaign creation. Not only will the students be exploring

this question through literature, but they will also be exploring different modes of technology.

The final product will be a mock election where the students will display a campaign poster and

give a campaign speech to parents, 7th grade students, and local politicians from their

community where they present their ideal, anti-bullying candidate.

To relate this question to the English content area we will be exploring Holocaust

literature. The students will be divided into literature circles, each exploring a different text.

Those texts are: The Boy in the Striped Pajamas by John Boyle, The Diary of Anne Frank by

Frances Goodrich and Albert Hackett, Black Radishes by Susan Lynn Meyer, and Night by Elie

Wiesel. Literature Circles will be determined by reading ability. In addition to this, students will

be reading the U.S. Constitution as a literary document and exploring campaigns and

propaganda. In addition, students will be using different types of technology within their

presentation.

Sustaining the Project and Innovation

After Proposal Period

In order to sustain this project, I will invite the 7th grade classes to view the website and
HOW DO WE KEEP BULLIES OUT OF POWER? 8

to be the voters in the mock election. The purpose of this is for the 7th graders to see what the

8th graders are doing and for it to become a legacy project. I also will invite parents and other

people from the community so they can see what their children are doing in the class and are

prepared to send younger siblings through the same project. Also, by inviting members of the

local community, they will see that these students are working in ways that will teach them to be

active community members.

Innovation

The innovations of this project are in several places. First, students will be using different

forms of technology, expanding their knowledge in that respect. Second, a majority of this

project is student driven, as such, students are in charge of their own learning. As the teacher, I

will provide texts and information needed for students to have context, and I will routinely be

checking in through formative assessments. Finally, this project extends beyond the school walls

and into the local community. Bullying has become an increasingly political issue so by

teaching about it through literature, these students are becoming better citizens.

Budget Narrative

*See Table 2 for comprehensive budget*

The budget for this proposal is comprehensive and contains anticipated expenditures for

all aspects of the project. The first thing we will require is books for literature circles. In each of

the two classes, there will be about 5 students reading each book. I have proposed that we order

12 of each so that students can take them home with them but we have a couple extras if they

forget them. In addition, I plan on showing “The Diary of Anne Frank” in class and will need

DVD. Though it is available on Amazon Prime Video for free, there is no guarantee that will be

a consistent resource.
HOW DO WE KEEP BULLIES OUT OF POWER? 9

The next budget category is that of consumables. Though a majority of this project will

be on the computer, there are still some activities within it that will use consumables. For

brainstorming and group assignments, the students will need posterboards and markers. All

written assignments will by typed, both rough drafts and final copies so I have proposed an extra

10 reams of paper for these assignments.

Another budget category I have outlined is a thank-you for our guests. As we will be

asking parents and people from the community to attend the presentations, it is important that we

play good hosts. I have budgeted for a small coffee and bagel breakfast from Einstein’s bagels

for the students and for the visitors. This will serve as both a thank you breakfast and a time for

students and visitors to communicate one-on-one if desired.

Last and quite possible most important is the request for technology. As stated earlier, a

significant portion of this project will take place on the computer. As of right now, students have

one laptop cart and about 30 working computers shared between 4 classes. Additionally, a lot of

the older laptops are becoming obsolete or don’t work very well. As such, I have proposed

another laptop cart with 20 computers for use in my classroom or to be shared with the Social

Studies classroom for the use of this project. The most economically efficient choice for laptops

would be Chromebooks, which allow students to have access to their school google accounts.

There are many avenues that we can pursue to fund these projects. There are grants that

are available, including those available based on project-based learning (PBL Foundation). This

particular resource give grants for technology in the classroom to be used for PBL learning. This

resource has, in the past, provided funding for students to take their Chromebooks home (PBL

Foundation). Another source of funding is the PTA. Being that this is such a large undertaking

for the 8th grade students, the PTA might want to undertake a project or fundraiser to support the
HOW DO WE KEEP BULLIES OUT OF POWER? 10

students in this endeavor. This would be a good source of funding for the “thank-you” breakfast.

In the same vein, we can also crowdsource funding using Donor’s Choice and notify parents and

family members. Many of these donations can also be tax credits, making it an even better

prospect for donors. Either through grants, PTA fundraising, or donation, I am confident we will

be able to fund this project.

Table 1

Week 1
Day 1 Day 2 Day 3 Day 4 Day 5

Standards Standards Standards Standards Standards

8.RI.3 8.RL.2, 8.RL.3, 8.RL.2, 8.RL.3, 8.RL.2, 8.RL.3, 8.RL.2, 8.RL.3,
8.RL.6, 8.W.3, 8.RL.6, 8.W.3, 8.RL.6, 8.RL.7, 8.RL.6, 8.RL.7,
8.L.4, ISTE-S ISTE-S 1B ISTE-S 1B 8.W.1, ISTE-S
1B 1B

Instructional Instructional Instructional Instructional Instructional

Strategies Strategies Strategies Strategies Strategies
Marzano Marzano Direct Collaborative Collaborative
Strategy 1, 4 Strategy 3, 6, 7 Instruction learning learning
Collaborative Collaborative Differentiation Marzano 2, 6
learning learning (movie) Differentiation
Marzano 2 Marzano 6 (movie)

Learning Goals Learning Goals Learning Goals Learning Goals Learning Goals
and Outcomes and Outcomes and Outcomes and Outcomes and Outcomes
Students will Students will Students will Students will be Students will
have background comprehend key complete able to identify understand their
knowledge on vocabulary Holocaust differences assigned reading
the authors of Students will timeline activity between film and via literature
their assigned understand their Students will be texts. circles.
novel. assigned reading able to provide Students will Students will be
Students will via literature meaningful understand their able to construct
have project circles. feedback. assigned reading a narrative
objective. Students will via literature describing their
understand their circles. ideal society.
assigned reading
HOW DO WE KEEP BULLIES OUT OF POWER? 11

via literature
circles.

Activities Activities Activities Activities Activities

-The Silent -Vocabulary -Holocaust -Literature -Literature
Game and both about the timeline direct Circles, third Circles, fourth
introduce project Holocaust and instruction reading reading
-Divide into bullying -Literature -Anne Frank -Complete Anne
literature circles, -Literature Circles, second movie viewing Frank movie
assign roles Circles, first reading (students viewing and
-Read book reading -Ideal society complete guided guided notes
summaries -Assign ‘ideal assignment notes about -Ideal society
-Know-need to society “values and rules impact of assignment
know-next steps assignment’ outline” peer powerful bullies narrative rough
chart review using draft peer review
-Context activity graphic
Author organizer
biography
worksheet

Formative Formative Formative Formative Formative

Assessment Assessment Assessment Assessment Assessment
-Completed -Vocabulary -Completed Visual -Ideal society
Author Kahoot timeline unit confirmation by assignment
biography -Values and teacher on narrative to be
worksheet rules outline graphic note- turned in next
(include one taking class.
relevant to anti-
bullying)

Technology Technology Technology Technology Technology

N/A Evernote (Lit Evernote (Lit Evernote (Lit Evernote (Lit
circles) circles) circles) circles)
Kahoot (Vocab) Popplet Video player Video player
(timeline)

Week 2
Day 6 Day 7 Day 8 Day 9 Day 10

Standards Standards Standards Standards Standards

8.RL.2, 8.RL.3, 8.RI.2, 8.RI.3, 8.RI.2, 8.RI.3, 8.W.1, 8.W.5, 8.W.1, 8.W.3
8.RL.6, 8.RI.2, 8.RI.7 8.RI.7, ISTE-S ISTE-S 1C,
8.W.1, ISTE-S 1C,
1B
HOW DO WE KEEP BULLIES OUT OF POWER? 12

Instructional Instructional Instructional Instructional Instructional

Strategies Strategies Strategies Strategies Strategies
Marzano 7, 6 Collaborative Inquiry based Marzano 2 Inquiry based
Collaborative learning learning learning
learning Direct
Direct instruction
Instruction Peer review

Learning Goals Learning Goals Learning Goals Learning Goals Learning Goals
and Outcomes and Outcomes and Outcomes and Outcomes and Outcomes
Students will Students will be Students will be Students will be Students will
understand their able to provide able to able to provide create an
assigned reading meaningful peer differentiate meaningful peer informative blog
via literature feedback. between feedback. post
circles. Students will be informative and Students will
Students will be able to identify persuasive create a website
able to select key characteristics of writings. shell for a
vocabulary in propaganda. Students will be politician.
nonfiction able to identify
documents characteristics of
propaganda.

Activities Activities Activities Activities Activities

-Literature -U.S. -Political -Argumentative -Within the
circles, final Constitution candidate essay rough draft group weebly,
reading Article II website peer review create a blog
-U.S. annotation exploration - -Group into post introducing
Constitution activity Students look at campaign groups their candidate
Article II completion the website of a to create a and the values
annotation -Holocaust political weebly for that they are
activity propaganda candidate and themselves as a running on.
(annotating the instruction with make a political
requirements and connotation and commentary. Do candidate
process for denotation they see running on an
becoming information evidence of Anti-Bullying
POTUS) embedded bullying or campaign.
-Assign -Argumentative propaganda? If Create an outline
argumentative essay outline, so, what? Is of 5 campaign
essay - what rough draft due there evidence of promises
makes the ideal day 9 bullying? -
leader Create a group
screencast.

Formative Formative Formative Formative Formative

Assessment Assessment Assessment Assessment Assessment
“Show of Check for Check for Teacher spot Argumentative
HOW DO WE KEEP BULLIES OUT OF POWER? 13

Thumbs” on understanding in understanding in check outline of essay

understanding Pear Deck Student promises
responses screencast.

Technology Technology Technology Technology Technology

Evernote (Lit Pear Deck Screencast Weebly Weebly
circles) (Propaganda
lesson)

Week 3
Day 11 Day 12 Day 13 Day 14 Day 15

Standards Standards Standards Standards Standards

8.RI.3, 8.RI.4, 8.W.1, 8.W.5 8.RI.7, ISTE-S 8.SL.5 8.SL.4
8.RI.7 1C, ISTE-S 3B,
ISTE-S 4C,

Instructional Instructional Instructional Instructional Instructional

Strategies Strategies Strategies Strategies Strategies
Marzano 6, 8 Marzano 4, 6, 8 Collaborative Collaborative Collaborative
learning learning learning
Technology Presentation Presentation
integration

Learning Goals Learning Goals Learning Goals Learning Goals Learning Goals
and Outcomes and Outcomes and Outcomes and Outcomes and Outcomes
Students will Students will Students will Students will be Students will be
identify ways create a political distill their able to describe able to write and
live speeches speech using campaign into a and present their deliver a
differ from persuasive single phrase and website political speech
transcripts. writing imagery - be to a large
Students will techniques. able to use non- audience.
practice note- linguistic
taking skills. devices.

Activities Activities Activities Activities Activities

-Direct - -View examples -Weebly -Campaign
instruction of Compare/Contra of various presentation speech and mock
speeches st activity campaign Students will election.
(purposes) between a posters from past have their Students will
-Video viewing political speech U.S. elections campaign choose a
of I Have A and an -Campaign websites representative
Dream speech, argumentative poster creation - displayed on a from each group
HOW DO WE KEEP BULLIES OUT OF POWER? 14

reading along essay students will use screen. They will to deliver the
with a text -Speech writing technology to explain To a campaign speech
version of the activity. create a group of teachers to a group of
speech - venn Campaign campaign poster and visiting students,
diagram of text groups will write for their evaluators teachers, parents,
vs. speech. a political speech candidate. They (parents and and visiting
-1-2 sentence for their should use local politicians). evaluators.
exit ticket candidate. This imagery and The evaluators Students in the
discussing what will be typed up have a brief will provide audience will
aspects of a and added to phrase feedback on the participate in a
speech are their weebly. summarizing candidate mock election,
missing from a their candidates website via a choosing their
transcript campaign. This rubric provided. favorite
will be uploaded candidate.
onto their Evaluators will
weebly. provide feedback
on the speech via
a rubric provided

Formative Formative Formative Summative Summative

Assessment Assessment Assessment Assessment Assessment
Venn Diagram Written speech Campaign Poster Weebly websites Campaign
evaluated by speech evaluated
students, by students,
teachers and teachers, and
visitors visitors

Technology Technology Technology Technology Technology

Google Slides Weebly Weebly Weebly Canva or
YouTube Canva or Piktochart
Piktochart

Table 2

Item # and Cost Where to Purchase Total

The Diary of Anne 12 @ $4.57ea Barnes and Noble $54.84

Frank copies Website

Night copies 12 @ $3.62ea Barnes and Noble $43.44

Website
HOW DO WE KEEP BULLIES OUT OF POWER? 15

Black Radishes 12 @ $6.99 Amazon Prime $83.88

The Boy in the 12 @ $6.39 Amazon Prime $76.78

Striped Pajamas

DVD copy of “Diary of 1 @ $24.99 or $0.00 Amazon $24.99

Anne Frank on Amazon Prime
Video

Posterboard paper 5 packs of 10 @ Office Depot $32.45

$6.49

Markers 2 Packets of 12 @ Office Depot $16.96

$8.49 each

Copy paper Case of 10 reams @ Office Depot $34.99

$34.99

Tablecloth 2 @ $3.50 Target $7.00

Paper plates 1 pkg of 170ct @ WalMart $6.57

$6.57

Napkins 1 package of 300ct WalMart $3.97

@ $3.97

Coffee cups 1 package of 50ct @ WalMart $7.79

$7.79

Catered Einstein’s 3 “Sweets and Einstein’s Bagels $173.97

Bagels and Coffee Coffee” Catering Kits
@ $57.99ea

Classroom 1 @ $739.99 School outfitter $739.99

chromebooks cart

Chromebooks 20 @ $210.54 Google for Education $4210.80

Total: $5,518.42
HOW DO WE KEEP BULLIES OUT OF POWER? 16

References

Dobson Academy FAQs. (n.d.). Retrieved from

https://www.dobsonacademy.org/apps/pages/index.jsp?uREC_ID=269844&type=d&pRE

C_ID=769697

Family Handbook. (2019). Dobson Academy. Chandler, AZ. Retrieved from

https://4.files.edl.io/283d/07/28/19/235344-d9e52fcb-86ee-441f-9e64-7cac95878cec.pdf

Grants. (2019, September 25). Retrieved November 24, 2019, from

https://www.pblfoundation.org/what-we-do/grants/.
 HOW DO WE KEEP BULLIES OUT OF POWER? 17

Appendix

INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Subject: Grade:

Kayleigh McGill English 8th
Common Core State Standards:
● 8.RI.6: Determine an author's point of view, perspective and purpose in a text and analyze how the
author acknowledges and responds to conflicting evidence or viewpoints.
● 8. RI.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, or categories)
Objective (Explicit):
● SWBAT determine context of a novel based on the author
Evidence of Mastery (Measurable):
◻ Include a copy of the lesson assessment.
◻ Provide exemplar student responses with the level of detail you expect to see.
◻ Assign value to each portion of the response
Students will complete a worksheet of context questions relating to the author of their novel with
80% accuracy.
 HOW DO WE KEEP BULLIES OUT OF POWER? 18

Sub-Objectives, SWBAT (Sequenced from basic to complex)

◻ How will you review past learning and make connections to previous lessons?
◻ What skills and content are needed to ultimately master this lesson objective?
◻ How is this objective relative to students, their lives, and/or the real world?

Students will be able to determine the validity of online resources (prior knowledge)
Students will be able to problem solve in a team
Key vocabulary: Materials:
Engage
◻ How will you activate prior knowledge?
◻ How will you hook student attention?
◻ What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Students Will:
-Explain the rules of The Silent Game (students must remain still and -Participate in The Silent Game.
silent for five minutes. If they move or make noise, they are out. -Reflect on how it felt to have to be still and silent
Students are allowed to take a couple minutes to get comfortable -Connect this game to the Frank family
before the start of the game. -Brainstorm/map answers to the direct question
-Referee The Silent Game and point out those students who move or
are heard.
-Connect The Silent Game to the life of Anne Frank and how she spent
two years in an attic in the same manner during the Holocaust.
(Students will be introduced to the Holocaust in social studies class)
-Pose the question: How do we keep bullies out of power?
Explore
◻ How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to
model expected behavior or required procedures.)
◻ How will students take the lead and actively use materials to discover information that will help them answer the question posed in the
Engage?
◻ What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will:
-Divide the class into 4 groups of 5 students and assign each group a -Get into groups
different book (The Boy in the Striped Pajamas, Anne Frank: The Diary -Read the summary of their assigned book
of a Young Girl, Night, Black Radishes) -Complete "know, neet to know, next steps" chart
-Provide template for a "know, need to know, next steps" chart

Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?
Explain
◻ How will all students have an opportunity to share what they discovered?
◻ How will you connect student discoveries to correct content terms/explanations?
◻ How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage before moving on?
Teacher Will: Students Will:
-Have students use the computers to look up the writers of their -Historical Context worksheet completion
individual novels -Decide who will take each role of the first literature circles.
-Explain literature circles and how they will be conducted via Evernote

Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?
 HOW DO WE KEEP BULLIES OUT OF POWER? 19

Elaborate
◻ How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this
learning at a deep level?
◻ How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
◻ How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Students Will:

-Give a brief overview of the Holocaust -Compare overview with their author's context worksheet

Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?
Evaluate
◻ How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
◻ How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will: Students Will:

-Provide exit ticket paper, author's biography and group roles. -Fill out exit ticket