And what about bullying?

presented by Catherine Goulet-Allain, Myriam Gaucher,

Katja Peggy Lenz, Isabelle Tremblay, and Melissa Yee

Teacher’s Guide






Have you or someone you know ever been teased, hurt, or excluded? Have you ever wondered what you could do in these situations? Often, people feel helpless when they see someone being bullied.  As for the victims, they are hurt, and it can truly make their lives miserable. Let's explore this subject together so we can contribute to a safer and more pleasant environment for everyone in our school! We CAN make a difference! Before you go any further, please check out this website. It will help you stay safe while surfing on the web.



Thank you for accepting this SPEAQ-quest mission! Get ready to find out more about bullying and what you can do about it. First, you will learn to recognize bullying behaviors. Then, you will discover various types of bullying and the roles of those involved. Don’t worry, others will be on the same mission and you will all get the opportunity to share what you have learnt.  Your final objective will be to create and record a persuasive message to be used in a bullying situation. Remember, everyone is responsible for preventing bullying and you are no exception. This mission will teach you how to educate others on the seriousness of bullying! Here we go!


Process:  leading to a Product that responds to the Task





QUEST I: Storm the Bully



TASK 1: Two Pod Casts                                                                                 

You are going to watch 2 short pod casts about bullying. Listen carefully and write down words that describe bullying that come to your mind or that you hear in the video.


Use STRATEGIES when you listen to the video. Don’t worry if you can’t understand the full video. That’s ok! Repeat words that you hear in the video in your head and then write them down. Guess what the kids in the two videos could have said. Use your own knowledge about bullying and write down more words. 



a) Now it is time to watch the first pod cast. Click here and scroll down to the video called “Bullies” and double click to watch it.


b) Take the time to write down all the words about bullying that you remember. Then, click for the second

     pod cast. Did you find more words? Bravo, you are a champion!   


TASK 2: Brainstorming Map & Roles                                                                                         

Now you can get even more words on bullying by working with your friends.

Get together in teams of 4 people. Read the descriptions and decide who wants

to play what role.


1. The Moderator:            You will lead the group discussion.  You are responsible for maintaining a friendly and respectful atmosphere. Make sure each team member can share ideas and opinions while the other students listen. Every idea is good! Encourage your team to clarify unknown words.


                                              You are also in charge of keeping track of time. Tell your team members when there are only 5 minutes left so that everybody can finish without rushing.


      2. The ICT Secretary:        Your task is to be done on the computer. Write down all the words that your group finds and fill in the words in a brainstorming map.


a) Before you start the task, take a few minutes with all group members and watch the explanation of how the brainstorming map works.


                                                b) Then click here.


c) Create a new brainstorming map for your group.


d) In the middle, write “bullying” and your group number.


e) Create as many ‘child bubbles’ as you need to write down all the words.


f) When you have finished, click on Menu (at the lower right corner). Go to Export and then click OK. Don’t change anything, your teacher will tell you exactly where to save your brainstorming map.


g. With your mouse, right click on your brainstorming map. Choose Print and then Print again to have a hard copy of your map. Give the copy to the Presenter


This is what your brainstorming map could look like:












3. The English Guard:             Your task is to check the spelling of everything that is written down during the group work. If you have the slightest doubt about how a word is written, double-check it. You can use this online dictionary as a resource.  The dictionary will also help you with the meaning of unknown words.


4. The Presenter:                    At the end of the task, you will present all the words that your group was able to find. Make sure you listen to your friends during the activity so you will be able to explain which words you have chosen and what they mean.


While you are working in your team, the teacher will evaluate how you ask for explanations / help and how you express your opinions during the discussion.  Now, take on your role and do the brainstorming in your group of four people. Have fun!


After you have finished your group brainstorming, don’t forget to print out one copy for the presenter and get ready for the class brainstorming on bullying.


TASK 3: Class Brainstorming Session                                                                           

The class brainstorming will not be done on the computer, so take a

little interactive break. Get together with all your classmates and the

teacher to present your group work. Your class will create a huge map with all

the words on bullying that you were able to find.


TASK 4: Your Word Cloud

This is an individual task. You work and design the cover page of your bullying portfolio alone. On it, you will have your own word cloud. What does this mean?  How does it work? Here are the instructions:


a) Look at the huge brainstorming map that you and your classmates just did in class. Read all the words again and choose the words that represent bullying for you (it may help you to think of bullying cases that you have seen in the past).






b) Go to this page to see some examples of word clouds. Click on Create Your Own. In the big box, write down all the words that describe bullying for you.  Use this dictionary if you are not sure about the spelling or meaning of words. When you have finished, click on Go.



You will see your personal word cloud. You can change colors, fonts and the layout. Or try the Randomize button and see what happens.  Here are examples of how your word cloud could look like










When you have finished and if you like your design, click on the Print button and then on OK. Use it as your portfolio cover page.


Optional: You may then click on Save to Gallery. As a title, put “BULLYING” and as username write your first name. Leave the comment box empty and click OK. In another window, there will be the following message: “Paste this code into your blog or home page to link to this Wordle.” Right after, there is an Internet address starting with http://www …. This is where you can find you personal word cloud on the internet. Write this internet address on the back of your word cloud print out.   


 Your word cloud will be part of the final evaluation of your portfolio.


Keep in mind, during the different quests, you will produce many documents that will all be collected and evaluated by your teacher.











TASK 5: Self-monitoring                                                   

Wow, you have almost finished the first quest.  Now, it’s time to look back and evaluate how well you worked. Please fill in the self-monitoring sheet. Read carefully and answer honestly! When you have finished, Print and keep it in your portfolio; you will need it again for the next quest. Now, get ready for Quest 2!





               QUEST 2: Bullying Detectives








To get to our final goal, you need to become experts on the topic. Let’s start by reading on the topic like detectives!


TASK 1: Reciprocal Reading Group


a) Your teacher will put you in groups and tell you if you are part of team A, B, C, or D.


b) Choose your role:  Clarifier, Summarizer, Questioner or Predictor.



Here are guiding questions to help with your task:


1. Summarizer:           What are some of the most important key words in the reading?

             Could you explain what you read in your own words?

             Can you compare it to something you know?


2. Questioner:             What kind of question(s) does the text answer?
What question(s) does the text bring up or create?

                                                What would you like to ask the author?


3. Clarifier:                  Can you give an example that is similar to what is in the text?
What concept is difficult to understand in the text, and why?
What vocabulary is new to you? Use your resources.


4. Predictor:                What does the title make you think of?
How can the picture help you understand the text? Does it?
What do you think will come next?


TASK 2: Prepare material and get started!


a) Have the clarifier of each team ( A, B, C, and D) print out a

Reciprocal Reading Recording Worksheet (RRRW) for each group

member (4 in total for each team).


b) Have the clarifier of each team (A, B, C or D) go on the Internet and look for the following texts:


TEAM A: Click here and select the text: “It Was Four Against One: Four Bullies and Only One Victim”


TEAM B: Click here and select the texts: “Bullies Enjoy Scaring People” and

                “Bullying Leaves Emotional Scars”


TEAM C: Click here and select the text: “Bullies Want to Show Their Power”


TEAM D: Click here and select the text: “Bullying is Complicated”


c) Copy and paste it in a Word document and print 4 copies for your team.


TASK 3: Read your text


 a) Read the text according to your role (predictor, questioner, clarifier or summarizer).


 b) Use resources (e.g. dictionary, group member, and guideline questions) to help you understand the text.


 c) Write your name and role as well as your teammates’ names and roles on your RRRW.


 d) Write down your thoughts and your classmates’ thoughts on the RRRW.


Nice team work!



TASK 4: Share your findings with your classmates and teacher

Share your thoughts on the reading with your class. 

Refer to your RRRW if necessary.




Text Box: Photo: TASK 5: Build your expert dictionary

Now that you know a little more about bullying, it’s time to create your personal dictionary. This is an individual task.


a) Create a new Word document and write the title, “Bullying Dictionary”. 


b) Copy the important keywords and concepts that were discussed with your classmates and teacher.


c) Print the document and put it in your portfolio.


This dictionary will help you with your next quests. If you need to add more words, don’t hesitate to do so.  The more you find, the better!


Now you have the knowledge to be excellent bullying detectives!




Text Box: Self-evaluationText Box:






TASK 6: Self-Evaluation

Wow, you have almost finished the second quest “Bullying Detectives.” Now, it’s time to look back and evaluate how well you have worked during the last 5 tasks.


a) Please fill in the self-evaluation sheet


b) Write your full name (first and last name).


c) Read and complete ONLY boxes 2, 3, 4 and 5 and give an example for each. Answer honestly! When you

    have finished, press Finish and click on the Print button. Don’t forget to change the format of your page to



d) Write the date on your sheet.





TASK 7: Peer-reflection


a) Have your self-evaluations from Quest 1 and Quest 2.


b) With one partner from your team, compare your self-evaluations.  Here are some guiding questions for you.


-       Do you think your self-evaluations reflect your work?

-          Can you tell me one thing you did well during group work?

-          Can you tell me one thing you should improve during group work?

c) Write down your partner’s comments on your last self-evaluation sheet.


d) Put your self-evaluation and your RRRW in your portfolio. Then, get ready for quest number 3.


Your self-evaluation and your RRRW will be part of the final evaluation of the entire portfolio.


Good job everyone!




QUEST 3: The Bullying Report

Okay, listen up detectives! This next part is top secret. Now that you have done a little investigating on bullying, let’s take a look at the facts. You must do this part alone. Should you require some help, your teacher will be at your disposal.



TASK 1: Myths and Facts


a)  Your teacher will give you some information about this next task.


b)  Go to the survey. 


c)  Your teacher will give you the password.


d)  Fill in the survey. DO NOT click on Done at the end of the survey.


e)  Press CTRL + P to print your survey before clicking on Done.


f)  Now, with your survey in hand, get comfortable at your desk and get ready to do some more investigating.  

     Your teacher will lead the discussion. You can write notes in the note section of the survey.


Text Box:




Text Box: Self- reflection



TASK 2: Write your report


Incredible, detectives! You have just discovered a lot of information. Get ready to write your report!


a) Print out a copy of the report template.


b)  Look at your Myth Buster Survey print out and circle ONE myth where the answer really surprised you.

c)  Using all your information from Quest 1, 2, and 3, write a self reflection on why the answer to your circled myth surprises you. You must use THREE or more supporting argument. There are some guiding questions listed at the top of the report template.


d)  When you have finished, hand in your report to your teacher. Your teacher will read and comment on it before giving it back to you to put in your portfolio. You will also receive a checklist that your teacher will use to make sure you are on the right track. Your self-reflection and checklist will be part of the final evaluation of the entire portfolio.





                   QUEST 4: Role Play: A Better Way to Do It!

Photo: Microsoft clip arts

TASK 1: “I-Messages” and “You-Messages”                                        

Let’s talk about ways to express ourselves now.

Imagine that a friend did not help you the way he was supposed to. If you say, “I felt let down”, rather than “You broke your promise”, you mean the same thing, but instead of attacking the person with a You-Message, you express your feelings with an I-Message. To learn more about “I-Messages” you can view this presentation. Now, let’s practice formulating an “I-Message”.


a) Print the I-Message worksheet. (ONE per student, this is an individual task.)

b) Imagine a conflict and follow the 3 steps to compose your I-Message.

If you can’t think of a conflict, here are some examples that can inspire you:

c) Once you have finished, give your I-Message worksheet to your teacher. Your worksheet will be part of the final evaluation of the entire portfolio.


d) Now, instead of accusing others, you can use your message in a way that expresses your own feelings. This will lead to better communication skills.


TASK 2: Explore the different roles and situations of bullying.


Back in your Quest 1 teams of 4, you will explore a bullying situation from different points of view. There will be 5 different roles:


Each of these characters has a story to tell, and each one is affected by bullying in a different way.  Pick out some characters by clicking on their faces and follow them through different scenes. You may get a feel for what it’s like to be in “someone else’s shoes.”


Don’t forget to click on a better way at the end; you will find suggestions or alternatives.

Before you go on the Internet site, keep in mind that you will have to select ONE situation that your team will act out. Discuss it with your teammates; everyone on the team must agree with the choice.

Click on the picture to access the link.






TASK 3: Writing the synopsis for your role play


   a) Print one copy of this Direction card.   You will find the important elements that you must include

                       in the role play. Make sure that you check them all.


b) Your task is to make your synopsis into a comic strip. It will only be 3 boxes, so you will only be able to write the main speeches in the bubbles.  It will be useful to see how you can use your I-Messages. You will need to say more than what is in your three bubbles, but don’t worry, you will have time to practice.  Here is an example of what you should do:


 Ask your teacher for the username and password.

Be creative, it’s your turn:


c) Print a copy of your comic strip by pressing Ctrl + P


TASK 4: Rehearsal of your synopsis

Congratulations! You should have a great synopsis! Before recording your slide show, you need to rehearse your parts. Remember, the written text is just a guide. Improvise some dialogue around the main bubbles to make it sound as natural as possible. When you feel that you are ready, ask your teacher to take the three pictures.





You know your role play from the previous quest. Now, it’s time to create a slide show and record your dialogues.




TASK 1: Take the pictures and upload them on the computer.


a)      Use your comic strip and model each of the 3 boxes. You have to represent your comic strip as much as possible. As you model your pose, the teacher will walk around the class to take 3 pictures.

b)      After the teacher takes your pictures, you will be given the camera and the USB plug to upload them.

c)       Once you have the camera plugged in, select only your pictures to transfer them into the My Images file.


d)      Use the comic strip box number (# 1, 2, and 3) to name your image.


Task 2:  Upload your pictures on Movie Maker

a)      Open Windows Movie Maker to load your images onto the software.

b)      Save your work in My Videos under the title you want.


Remember, everything you do will be part of your final assessment.

Find and click Import Media.

d)      Find your pictures in My Images.

e)      Upload all 3 images you took of your new project.                                     


j0236531  ****Save after each upload!!!!****

Task 3: Record your voice


a)      Click Tools on top of the page.

b)      Scroll down to Narrate Timeline.

c)       When you are ready (I strongly suggest that you practice one more time) click 

                                Start narration and start recording your dialogue. When you have finished, just click Stop narration.

Don’t forget to improvise[K&D1] [C2] ; take some of what you wrote, but describe the situations a little more. Don’t just read your speech bubbles.


Text Box: While you are working on the computer, the teacher will evaluate how effectively you use the computer.

Task 4: Edit your work.


a)      Once you have your pictures and the audio file, you can move down each image and the audio file in the correct space on the chronological box at the bottom of the page.


b)      If you wish to add a song in the background,[K&D3]  you may do so by using the same process as with the images (use Import Media). Make sure you have music [K&D4] on your computer!


c)       Now, it is the time to have fun with your slide show. Add effects, transitions, a title or credits! Go crazy! Make your comic strip alive!! (Always check and play the example to know if it is the effect that you are looking for.)


d)      Run your slide show to see if it is what you want.


Now, print the checklist to verify if you have been following all the steps correctly.



Everything looks good and sounds great? It’s time to make a real DVD.


Task #5:  Burn your slide show on a DVD


a)      [K&D6] [C7] Once the teacher gives you a DVD to burn your slide show, put it in the computer.

b)      Go to Publish a Movie and follow the steps.

c)      Once your DVD is burnt, write your names and the title of your slide show on the DVD and on the DVD case. Make sure that it plays well. Make a copy for everyone[K&D8]  on the team.  See your teacher for the extra DVDs.[K&D9] 


d)      Place the DVD in your portfolio! You have finished!! It has been an amazing journey!!


e)      Print and complete your self-reflection[K&D10] .


f)       Shut down your computer.



Congratulation!!! You have finished! You made an original slide show. You can now print the self-reflection and fill it in. Don’t forget that only you know how much you have worked during this entire project. Be honest with yourself. Once you have finished, include this evaluation in your portfolio. As always, check your writing, but the most important is what you write in your reflection. Don’t worry so much about how you write it.

     Print the table of contents and the final rubric to add in your portfolio.


                                                                                      Click on it! You deserve it!






a)      Gather all your work in a binder.

b)      Use your word cloud cover sheet on top of your binder to identify your portfolio.

c)       This portfolio should include all the pages you printed. Use the table of contents as a check list to verify you have all the documents. The table of contents also tells you the order in which you have to place the documents.

d)       Separate each quest with a divider.

e)      Your portfolio will be a summative evaluation. You will be evaluated on all the material you have collected.



Congratulations! With all the knowledge and skills you have acquired throughout these quests on bullying, you can make a difference at school and in your community. Become an agent against bullying by pledging the oath.


I am very proud of your efforts and your commitment!


Your teacher J



Evaluation link

-       Quest 1

o   Teacher observation grid

o   Self-monitoring worksheet

-       Quest 2

o   Reciprocal Reading Recording Worksheet

o   Online self-evaluation

-       Quest 3

o   Bullying Report

o   Bullying Report Reflection Checklist

-       Quest 4

o   Direction card

o   Role Play assessment

-       Quest 5

o   Checklist

o   Self-evaluation

-       Final Evaluation

o   Rubric


 [K&D1]Question for all: How do you improvise if you have a script for it? They will still have learnt it by heart, no =) k. 

 [C2]Not from what I heard. In order to make it alive they need more that simply what they wrote

 [K&D3]Comma? K.

 [K&D4]Music files? K.


 [K&D6]We agreed on a/b/c . Catherine, yours are still all numbers. K.

 [C7]No longer!


 [K&D9]What will be done with the CD? Just in the portfolio? Or could they present their “film” in school later? K.

 [K&D10]Dr. Turner = be clear about evaluation. Will you assess the info? If yes, tell them. K.