| | Introduction
| Task | Process | Resources
| Evaluation |
Conclusion | Credits |
| Bullying is a problem that knows no boundaries.
From schoolyards to computer chatrooms, young people deal
with a wide variety of bullying situations. What can be done?
Your class has been asked to learn about bullying both in
the past, and and in the present, and to create a one minute
public service announcement that can help to reduce the incidence
of bullying in your community. |
Students will be asked to critically and personally
respond to a number of print accounts, media accounts, picture
accounts, historical accounts and visual accounts of bullying.
Responses will be oral, written, visual, dramatized as well
as one recorded response on audio and/or video-tape (by the
group).
Individual Products Produced
1. Written Reflection Responses to Account(s) (Teacher selects
which account)
2 . Bully – Proof Manual for Kids (Teacher selects grade
level of the recipients of manual)
3 . Poster on Bullying or Brochure or Announcement or Alternate
product
* Your teacher may require that you share your work with an
Oral Presentation to your class or to an alternate audience.
Group Products
1. A one-minute oral/visual response to Bullying in the format
of a broadcast.
2. A Survey Instrument on Types of Bullying; or Frequency of
Bullying; or Causes of Bullying; or Solutions to Bullying. |
| Part A: Exploring the Topic of Bullying
- As a group, you will have had an opportunity to reflect
on a number of issues related to bullying. Familiarize yourself
with the types of bullying you've witnessed, write a reflection
outlining a few key thoughts and emotions that come to mind
when you consider the issue of bullying.
- As a group, read the article originally published in
the London Free Press, “Viewpoint
– Cruelty Goes to School” (December 11, 2004).
Ensure that all members understand and comprehend the details
of the article. Your teacher may supply you with alternative
or supplemental reading on the topic.
Each member of your group will create a written response
to the article(s) you've read. It may be helpful to refer
to Three typical Classifications
of Bullying.
Part B: Surveying your school community
- Survey your school community to get a sense of the types
of bullying that students are struggling with. Decide what
type of information you'd like to gather.
A] What questions do you have about bullying and your community?
B] What type of information will assist you in answering
these questions?
C]What types of survey questions will provide the information
you seek?
You will have to reach consensus on the final survey questions
and wording on frequency of bullying incidents at your school.
- Propose a plan on how to conduct this survey once it
has been approved for administration to students in the
school. Carry out the plan.
- Decide on a way to share your findings once you have collected
and organized the data from your survey. Each person will
create an individual product based on the information you've
gathered. With guidance from your teacher, select one of
the following responses:
- write a series of anti-bullying announcements
- create and post a visual poster with a positive anti-bullying
message
- prepare a short presentation for primary/junior classes
on what to do about bullies
- create a brochure to highlight your findings
- create a Flash animation message with a 'call to action'
message (example)
- write a short play that could be used to teach bystanders
about how to respond in bullying situations
- think up another way of responding to the data you've
collected and seek approval from your teacher
Part C: Creating a Public Service Announcement
- Your group will be filming a one minute public service
announcement to inform your community about a key issue
or solution to the problem of bullying. As a group, you
must reach consensus on the plan for the one minute broadcast,
including the catchphrase you would use to highlight your
message.
- Use the Task
Tips Guide to decide on the roles that each person will
play in the production of your media product:
| |
| Producer-Director
- Restate the task to ensure the team’s
understanding of expectations
- coordinate the team product development
- encourage participation by all team members in
the selection of an appropriate ‘theme’,
‘title’, ‘slogan’
- ensure that assigned tasks are in line with the
interests and abilities individuals in your group |
Script
Writer
- record the lines and scene directions for the
group production on the template provided
- collaborate with Producer-Director in staging
your 60 second performance
- include ‘parts’ that allow participation
by each interested group member
- complete a storyboard
plan for the producton (here
is an example) |
| Costuming
& Properties Coordinator
- take informal inventory of props/costumes
- guide your group in the selection and creation
of costumes/props appropriate to the task
- ensure the ‘safe’ return of props/costumes
following ‘live’ performance
- assist in the creation of cue cards, scenery,
and props appropriate to the task |
Audio-Visual
Expert
- effectively ‘frame’ the live performance
- use the A-V equipment provided to capture your
group production
- communicate with team members to ensure an understanding
of scene ‘blocking’
- select appropriate background music and sound
effects
- assist in the creation of cue cards, scenery,
and props appropriate to the task |
- Create the final version of your public service announcement.
- Share your public service announcement with a real world
audience.
|
|
Click
here for a printable Rubric for this task.
SSHG
Achievement Chart for Grades 1 to 8
| Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
| Knowledge
and Understanding Subject-specific
content acquired in each grade (knowledge), and
the comprehension of its meaning and significance
(understanding)
|
|
|
The student:
|
Knowledge of content (e.g.,
facts, terms, definitions)
|
• demonstrates limited
knowledge of content
|
• demonstrates some knowledge
of content
|
• demonstrates considerable
knowledge of content
|
• demonstrates thorough
knowledge of content |
|
Understanding of content
(e.g., concepts, ideas, theories, procedures,
processes, methodologies, and/or technologies)
|
• demonstrates limited
understanding of content
|
• demonstrates some understanding
of content
|
• demonstrates considerable
understanding of content
|
• demonstrates thorough
understanding of content |
| Thinking
The use of critical and
creative thinking skills and/or processes |
|
|
The student:
|
| Use
of planning skills (e.g., focusing research, gathering
information, organizing an inquiry, asking questions,
setting goals) |
•
uses planning skills with limited effectiveness
|
•
uses planning skills with some effectiveness
|
•
uses planning skills with considerable effectiveness
|
•
uses planning skills with a high degree of effectiveness |
| Use
of processing skills (e.g., analysing, generating,
integrating, synthesizing, evaluating, detecting
point of view and bias) |
•
uses processing skills with limited effectiveness
|
•
uses processing skills with some effectiveness
|
•
uses processing skills with considerable effectiveness
|
•
uses processing skills with a high degree of effectiveness |
Use
of critical/creative thinking processes (e.g.,
inquiry process, problem-solving process, decision-
making process, research process)
|
•
uses critical/creative thinking processes with limited
effectiveness
|
•
uses critical/creative thinking processes with some
effectiveness
|
•
uses processing skills with considerable effectiveness
|
•
uses processing skills with a high degree of effectiveness |
| Communication
The conveying of meaning through various forms
|
| |
The student: |
Expression and organization
of ideas and information (e.g., clear expression,
logical organization) in oral, visual, and written
forms
|
• expresses and organizes
ideas and information with limited effectiveness
|
• expresses and organizes
ideas and information with some effectiveness
|
• expresses and organizes
ideas and information with considerable effectiveness
|
• expresses and organizes
ideas and information with a high degree of effectiveness |
Communication for different
audiences (e.g., peers, adults) and purposes (e.g.,
to inform, to persuade) in oral, visual, and written
forms
|
• communicates for different
audiences and purposes with limited effectiveness
|
• communicates for different
audiences and purposes with some effectiveness
|
• communicates for different
audiences and purposes with considerable effectiveness
|
• communicates for different
audiences and purposes with a high degree of effectiveness |
|
Use
of conventions (e.g., conventions of form, map
conventions), vocabulary, and terminology of the
discipline in oral, visual, and written forms
|
• uses conventions, vocabulary,
and terminology of the discipline with limited
effectiveness |
• uses conventions, vocabulary,
and terminology of the discipline with some effectiveness |
• uses conventions, vocabulary,
and terminology of the discipline with considerable
effectiveness |
• uses conventions, vocabulary,
and terminology of the discipline with a high
degree of effectiveness |
| Application
The use of knowledge
and skills to make connections within and between
various contexts
|
|
|
The student:
|
|
Application
of knowledge and skills (e.g., concepts, procedures,
processes, and/or technologies) in familiar contexts
|
• applies knowledge and
skills in familiar contexts with limited effectiveness |
• applies knowledge and
skills in familiar contexts with some effectiveness |
• applies knowledge and
skills in familiar contexts with considerable
effectiveness |
• applies knowledge and
skills in familiar contexts with a high degree
of effectiveness |
|
Transfer of knowledge
and skills (e.g., concepts, procedures, methodologies,
technologies) to new contexts
|
• transfers knowledge and
skills to new contexts with limited effectiveness
|
• transfers knowledge and
skills to new contexts with some effectiveness
|
• transfers knowledge and
skills to new contexts with considerable effectiveness
|
• transfers knowledge and
skills to new contexts with a high degree of effectiveness |
|
Making connections within
and between various contexts (e.g., past, present,
and future; environmental; social; cultural; spatial;
personal; multidisciplinary)
|
• makes connections within
and between various contexts with limited effectiveness
|
• makes connections within
and between various contexts with some effectiveness
|
• makes connections within
and between various contexts with considerable
effectiveness
|
• makes connections within
and between various contexts with a high degree
of effectiveness |
|
Refer
to the Ontario Ministry of Education Achievement Chart for
Social Studies / History & Geography.
Authentic Feedback
If possible, find real audiences for the group media presentations.
Classrooms at your school, or at other schools might be a
good starting point. Can you add a link to student work on
the school Web page? Who knows, you might even form a partnership
with a community broadcaster to get the message out to the
real world!
Whoever the audience, encourage witnesses to give you some
feedback... |
Now that you have completed this task, reflect
on the experience by considering the following:
What have you learned?
Did anything in this task trouble you?
What might you do differently given the opportunity to
do a similar task again?
|
 |
If you are interested in learning more about
this subject matter, you can find related hyperlinks at Student
Links 2 on the LDCSB "Intranet" Website.
* Note: This link is not licensed for home use by students |
| This task was originally developed
by a team consisting of Mike Taylor, Sharon Evans, Rodd Lucier,
John VanDommelen, Dorothy Palmer, Patty Friedrich, and Deb Waud.
The workshop was on Literacy in the Content Areas and was attended
by grade 6, 7 and 8 teachers in January, 2005.
The tasks chosen for this task came from the Ministry of
Education document "Think Literacy".
Special thanks to Angela St. Micheal, teacher at C.C.H. who
graciously shared her writing and teaching expertise.
Audio produced by Alex Earl.
|
| |
Publication
& Copyright Details |
|
| Last
updated on December 7, 2006.
Copyright © 2006 London District Catholic
School Board and its licensors.
All rights reserved.
A Rich
Performance Task modeled on the WebQuest
format
Keywords:
Grade 6, Grade 7, Grade 8, Teacher,
Rich Performance Task, RPT, Assessment, Catholic graduate
Expectations, Designing a task, Social studies, Religion,
Family life, Bullying, Cyber-bullying, Public service announcment,
Authentic product WebQuest |
|
