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Lesson Plan by Cassie Bermel B. Ed.

Bully (film) Directed by Lee Hirsch

Pixton Lesson Plan on Bully (film) Directed by Lee Hirsch

Make respecting others come to life with comics!

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Featured Layouts

When students complete the activities in this lesson plan, they will use the following comic layout types.

  • Comic Strip
  • Storyboard
  • Graphic Novel
  • Poster

Your students will create amazing images like these in no time!

Pixton Lesson Plan on Bully (film) Directed by Lee Hirsch
This free, printable Pixton lesson plan brings respecting others to life with comics and storyboards.
Pixton Lesson Plan on Bully (film) Directed by Lee Hirsch

Featured Characters

Bully (film) Directed by Lee Hirsch

When you import any of the activities below, you can choose to share these ready-made characters with your students.

  • Kirk and Laura Smalley from Bully (film) Directed by Lee Hirsch
    Kirk and Laura Smalley

    Parents of a boy, Ty, who committed suicide

  • David and Tina Long from Bully (film) Directed by Lee Hirsch
    David and Tina Long

    Parents of a teen, Tyler, who committed suicide

  • Ja'Meya from Bully (film) Directed by Lee Hirsch
    Ja'Meya

    A bullied 14-year-old who went to jail for threatening with a gun

  • Kelby from Bully (film) Directed by Lee Hirsch
    Kelby

    A 16-year-old lesbian who is shunned by her peers

  • Alex from Bully (film) Directed by Lee Hirsch
    Alex

    A 12-year-old who the movie shows getting bullied on a daily basis

Featured Props

Bully (film) Directed by Lee Hirsch

Student creations come alive with these themed objects – in addition to our library of over 3,000 props!

  • Backpack
    Backpack
  • Ball
    Ball
  • Book
    Book
  • Church
    Church
  • Crash
    Crash
  • Gravestone
    Gravestone
  • Hurt
    Hurt
  • Laptop
    Laptop
  • School
    School
  • Sofa
    Sofa
Print this Teacher Guide

Teacher Guide

Bully (film) Directed by Lee Hirsch

Step 1Class discussion with students

Generate a class discussion:

  • Estimate what percentage of the student population gets bullied. Then ask students to raise their hand if they have ever been bullied, and again if they have ever been a bully.

  • Ask students to think about why people bully. What causes a person to put another person down?

  • Ask students to share the different types of bullying we see in schools. Discuss in small groups and then share as a class.
Step 2Pixton comic-making activities
Step 3Concluding discussion with students
  • What are some forms of bullying we see in this school? How are they similar / different to the ways we see in the movie?

  • Which part of the film had the greatest impact on you?

  • The movie focuses only on the victims of bullies. What might we learn if we looked at the bullies themselves? How would this be helpful?
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Pixton Activity: Bully (film) 1 Imagery

Featured Layouts

  • Comic Strip
  • Storyboard
  • Graphic Novel

Intro

The documentary Bully follows Alex around the school and witnesses him getting bullied, but with the other subjects of the documentary, we just hear their stories.

Instructions

Choose a story from one of the four subjects (Ty, Tyler, Kelby, or Ja’Meya) and depict it in a comic. Capture as many details as you can.

See the rubric guideline for details.

Rubric: Imagery

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The image is focused, has thoughtful details and is insightful. The image is clear, well developed, and logical. The image is easy to follow; ideas are correct, but may be basic or simple. The image discusses some relevant ideas, but may have frequent errors. The image is hard to follow; ideas are not developed.
Meaning Ideas, information and use of detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Form Organization and sequence (beginning, middle, end) • proper organization
• sequence is highly effective and has purpose
• panels are thoughtful and detailed
• all panels are organized or logical
• logical sequence
• all panels are present
• most panels are organized or logical
• consistent attention to sequence
• all panels are present
• some panels are organized or logical
• some attention to sequence
• some panels may be missing
• panels are not organized or logical
• no attention to sequence
• panels are missing
Conventions Complete sentences, spelling, punctuation, grammar (e.g.,
use of pronouns; agreement; verb tense
• correct sentence structure, grammar, spelling and punctuation; may include some errors in complex structures • few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning • occasional errors in sentence structure, spelling, punctuation, or grammar; errors rarely interfere with meaning • several errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow • repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand
Total

Student Handout

Share this comic with your students to demonstrate the activity without giving away the farm :)

Imagery in “Cinderella” by Pixton
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Pixton Activity: Bully (film) 2 Bullied to Bully

Featured Layouts

  • Comic Strip
  • Storyboard
  • Graphic Novel

Intro

Alex shares, “They push me so far that, that I want to become the bully.” Although Alex does not become a bully, many bullying targets share his sentiment. How do you explain Alex’s desire to bully?

Instructions

In a comic, create a scenario where someone who is bullied later turns into a bully.

  • Consider how they were bullied, why they transformed, and how they later became a bully.
  • Also take into consideration what the person might be feeling at each stage.

See rubric for guidelines.

Rubric: Bullied to Bully

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The image is focused, has thoughtful details and is insightful. The image is clear, well developed, and logical. The image is easy to follow; ideas are correct, but may be basic or simple. The image discusses some relevant ideas, but may have frequent errors. The image is hard to follow; ideas are not developed.
Meaning Emotions and motivations, as well as information and use of detail • clearly shows emotions and motivations of transformation
• develops ideas clearly and logically with details, examples, and descriptions
• shows emotions and motivations of transformation
• logical descriptions or examples clarify and develop the ideas
• somewhat shows emotions and motivations of transformation
• examples or descriptions are simple and consistent
• shows emotions OR motivations of transformation
• examples or descriptions may be poorly developed or illogical
• does not show emotions and motivations of transformation
• few details or descriptions
Form Organization and sequence (beginning, middle, end) • proper organization
• sequence is highly effective and has purpose
• panels are thoughtful and detailed
• all panels are organized or logical
• logical sequence
• all panels are present
• most panels are organized or logical
• consistent attention to sequence
• all panels are present
• some panels are organized or logical
• some attention to sequence
• some panels may be missing
• panels are not organized or logical
• no attention to sequence
• panels are missing
Conventions Complete sentences, spelling, punctuation, grammar (e.g.,
use of pronouns; agreement; verb tense
• correct sentence structure, grammar, spelling and punctuation; may include some errors in complex structures • few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning • occasional errors in sentence structure, spelling, punctuation, or grammar; errors rarely interfere with meaning • several errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow • repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand
Total
Print this Activity

Pixton Activity: Bully (film) 3 Who's to Blame?

Featured Layouts

  • Comic Strip
  • Storyboard
  • Graphic Novel
  • Poster

Intro

This documentary focuses on the primary causes of bullying. Keep in mind that bullying is a very complex issue and has other causes as well.

Instructions

Create three comics, each for a different cause of bullying, aside from that in schools.

  • Include text that explains how it causes bullying
  • Create one or more images

See rubric for details.

Rubric: Who's to Blame?

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The cause is highly developed; examples have significant purpose and engage the reader. The cause is well developed; examples are specific and provide sufficient support. The cause is briefly discussed; examples are accurate but not fully explained. The cause is briefly discussed; vague or irrelevant examples. The cause is not identified; lacks any supporting examples.
Meaning Ideas, information and use of detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total

Example Poster

Who's to Blame? by Student

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