Activity Overview
Cyberbullying and verbal bullying sound different. What is said online usually would never be said out loud, especially to the victim's face. There are many contributing factors to this difference, including not being seen while typing takes away some perceived guilt of the bully. The bully may feel like what they are saying or doing is not a big deal. They may not recognize any consequences for their actions. Also, not seeing the damage of your words can also take away from the impact of what is said. When texting, posting on social media, etc., bullies can feel instant gratification from attacking others. These are all important concepts for teens to understand while they use technology. This activity will help them self-discover these ideas.
In this activity, students will illustrate a scenario of cyberbullying and verbal bullying situations and explain why it's easier to choose one over the other. This will also provide a perfect discussion starter for class. Ask students open questions like: would you cut someone in line of the grocery store? The students should all say no. Then ask them why do people in cars cut each other off then? The student usually list reasons like, they can’t see your face, etc. Finally ask them, do these reasons make cyberbullying easier too?
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
You will be creating and analyzing cyberbullying and verbal bullying situations.
- Click "Start Assignment".
- In the CYBER column, create two examples of cyberbullying.
- In the second column, take those same words from the cyberbully, and make a verbal bullying scenario.
- In the EXPLANATION column, explain two reasons why it is easier to say harsher comments online as opposed to in person.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Cyberbullying | The cyberbullying incident cell was clearly labeled for the reader. The content in the cells depicted a realistic and appropriate story that included an effective scene, character(s), and text. | The cyberbullying incident cell was clearly labeled for the reader. The cell could have included a more effective scene, character(s), and text. | The cyberbullying incident was not labeled, the story's bullying scene, character(s), and text were inappropriate or the cell was unfinished. |
| Verbal | The verbal bullying incident cell was clearly labeled for the reader. The content in the cells match the previous cyber cell. | The verbal bullying incident cell was not clearly labeled for the reader. The content in the cells match the previous cyber cell. | The verbal bullying incident cell was not clearly labeled for the reader. The content in the cells do not match the previous cyber cell. |
| Explanation | Both explanations were effectively written and fully answered the question. Understanding the differences between cyber bullying and verbal is clear. | Both explanations answered the question showing a moderate understanding of the differences between cyber bullying and verbal bullying. | One or more explanations did not answer the question. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes, but content understanding is clear. | There are too many grammar or spelling mistakes, creating an unclear understanding of content. |
More Storyboard That Activities
Anti Bullying Activities
This Activity is Part of Many Teacher Guides
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