Communicating Our Plan

6, 7, 8

Students work in small groups to research and present a step-by-step plan to take action to prevent bullying behavior at school. They share their presentations and then select one plan to carry out.

PrintOne to Three 45-Minute Class Periods, plus time to plan and carry out a service project and evaluation

The learner will:

  • describe the responsibility students have to act in the civil society sector to improve the common good.
  • identify and research public or social issues in the community (in this case bullying) related to the common good. Form an opinion, and develop and present a persuasive argument using communication tools.
  • select a service project based on interests, abilities and research.
  • carry out a service-learning project.
  • evaluate the service-learning project.

advocacy: the act or process of speaking in favor of a cause




  1. Anticipatory Set

    Display this question: “If you could change one thing about this school that would help students to be more respectful of one another, what would it be?"

  2. In a class discussion, ask students to list as many specific ideas as possible thatthey can implement as individuals or as a class/school to support a more respectful atmosphere in their school.

    1. Some ideas include creating positive peer pressure through mentoring, treating one another with respect and making posters that promote respect, teaching students appropriate ways to respond to bullying behavior (as victim and bystander), redirect bullying behaviors into leadership skills that anyone can be proud of, creating cartoons that communicate a motivating message about bullying.
    2. Google and share youth-made cartoons with anti-bullying messages. Tell the students that one way to promote an anti-bullying campaign is to use social media and other communication tools.
  3. Through a vote, select three to five of the most feasible [capable to carry out] plans to promote respect in the school. Allow students to self-select which of the plans they would like to promote and form a group to develop each plan. Collectively develop a rubric with the students. Their plan must include communicating the project to the community affected by the bullying. The communication may be a specific advocacy to prevent further bullying.

  4. In the small groups, ask the learners to research and develop an outline of what steps they would need to take to implement [carry out] their plan.This may include reading research, conducting interviews withschool staff to determine permissions or steps needed, or contacting community partners that may work with them.Each group makes achart outlining their plan. This may take a second class period and some homework time.

  5. Post the charts around the room and allow the students to do a "walk-about" to review each plan.

  6. Students vote on the plan they would like to carry out.

  7. The class carries out the designated plan, including some form of presentation using communication tools.

  8. During and after the implementation, students reflect on howtheir projectis going and what more they can do.

  9. After implementation, help studentsevaluate the results.

  10. Plan a creative demonstration to present the process, action and results.


The assessment will be based on the small group work in creatinga plan that is based on current best practices in responding to bullying. Thepresentation should include a clearly stated step-by-step plan and rationale for the students to carry out.

Cross Curriculum 

Students select and present a plan for a service project based on assessment of need, research, interest, and resources to take action against bullying behavior in the school or community. They carry out the plan and communicate to the school community the goals and individual responsibilities.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark MS.4 Give examples of how individuals have helped others.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark MS.1 Identify and research public or social issues in the community, nation or the world related to the common good. Form an opinion, and develop and present a persuasive argument using communication tools.
      2. Benchmark MS.3 Participate in acts of democratic citizenship in the classroom or school, such as voting, group problem solving, classroom governance or elections.
  3. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark MS.1 Identify a need in the school, local community, state, nation, or world.
      2. Benchmark MS.2 Research the need in the school, neighborhood, local community, state, nation, or world.
    2. Standard VS 02. Service and Learning
      1. Benchmark MS.1 Select a service project based on interests, abilities and research.
    3. Standard VS 03. Providing Service
      1. Benchmark MS.1 Provide a needed service.
      2. Benchmark MS.2 Describe the goals of the project and their impact.
    4. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark MS.2 Evaluate progress on the service-learning project before, during, and after the project.