EDU317

Robert Gianduzzo

Task 3

Unit Plan

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Name: Robert Gianduzzo

Task 3

Unit title: How it feels to be

bullied

Unit Plan

KLA(s): HPE, The Arts, General

Capabilities

Year level(s): 3

Duration of unit: 10 Weeks

Identify curriculum
Ways of working

Knowledge and understanding

HPE
Collect, organise and evaluate information and evidence
Robert Gianduzzo

HPE
Physical development
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Task 3

Draw conclusions and make decisions by identifying connections

Propose, justify and implement simple plans or actions to promote health and wellbeing,
movement capacities, and personal development
Apply fundamental and simple specialised movement skills when participating in physical
activities
Create and perform movement sequences by selecting and combining movement skills

Arts

Unit Plan

Development of body and spatial awareness improves movement and confidence in a

variety of physical activities
Personal Development
Establishing and maintaining relationships involves effective communication, being
considerate of others and respecting differences
Everyday experiences and relationships give rise to different emotions in self and others

Apply personal development skills and strategies in team and group situations
Identify and apply safe practices
Reflect on and identify how their own and others behaviours, skills and actions influence
health and wellbeing, movement capacities and personal development
Reflect on learning to identify new understandings and future applications.
Select and develop ideas for artsworks, considering different audiences and different
purposes, using arts elements and languages
Create and shape artsworks by organising arts elements to express personal and
community values, beliefs and observations
Rehearse and rework artsworks, using interpretive and technical skills

Present artsworks to informal and formal audiences, using arts techniques, skills and
processes
Identify and apply safe practices

Reflect on learning to identify new understandings and future applications

Arts
Drama
Role can be established using movement, voice, performance space, cues and turn-taking

Purpose and context are used to shape roles, language, place and space to express ideas
Dramatic action is structured by being in role and building story dramas
Visual
Warm (red, orange, yellow) and cool (blue, green, purple) colour schemes, and mixed and
complementary colours, are used to create tone and variation
Line is used to suggest movement and direction

Australian Curriculum

Unit Focus

General Capabilities

Health Topic: Bullying

Personal and Social Capabilities

Self Awareness:
Describe the influence that people, situations and events have on their emotions
Self Management:
Identify and describe strategies to manage and moderate emotions in increasingly unfamiliar
situations
Social Awareness:
Describe factors that contribute to positive relationships, including with people at school and in
their community

Key Inquiry Question: How does it feel to be bullied?

Ethnical Understanding
Understanding ethical concepts and issues:
Identify ethical concepts, such as equality, respect and connectedness, and describe some of their
attributes
Discuss actions taken in a range of contexts that include an ethical dimension
Reasoning in decision making and actions:
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Task 3

Unit Plan

Examine the links between emotions, dispositions and intended and unintended consequences of
their actions on others
Exploring values, right and responsibilities
Identify and describe shared values in familiar and unfamiliar contexts
Investigate childrens rights and responsibilities at school and in the local community

About this unit: Context and rationale

Unit objectives

This unit focuses on students developing an understanding of bullying. They will explore the effects
of bullying and practice strategies to reduce bullying in the school. Students will engage in.
discussions and role-play situations where they can utilise their previous experiences or new
information to devise their own strategies for identifying and stopping bullying.

At the end of this unit students will be able to:

Identify bullying scenarios and recommend appropriate strategies to deal with bullying

Identify appropriate colours and line design to convey emotion

During this unit students will be exploring and learning visual arts elements. They will utilise these
skills to create a prop using colours and lines to demonstrate an understanding.
The culminating task for this unit will be an assembly item for the whole school where the students
will present their props to the school in a drama scenario.

Key summative assessment task

Type of assessment
Presentation and artefact

What will be assessed

Identify bullying scenarios and recommend

appropriate strategies to deal with bullying
Identify appropriate colours and line design to
convey emotion

When it will be assessed

Week 10

Purpose of assessment task

Design and perform an assembly
item demonstrating bully victim
feelings, including the creation of a
mask for the performance

Sequence learning
Learning experiences

Robert Gianduzzo

Adjustments for needs of learners

Key questions

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Task 3

Discussing strategies that can be to identify and stop bullying. Such

as a persons facial expressions and telling a teacher
Read narrative and discuss the bullying and visual characteristics of
bully victims.
Identify different types of bullying

Discuss colour schemes and compliantly colours

Explore colour schemes and use of line to create an association with

emotions when creating a self-portrait
Using line to create a portrait of characters in a story and identify their
emotions.
Identifying people in the school community who can help them with
bullying situations.
Role play situations and have students identify strategies for antibullying
Perform an assembly item so that demonstrating a bully victims
feelings in a particular scenario
Using visual arts elements, create a mask using colour and line
direction to convey emotions during the assembly item.

Unit Plan

Utilise different modes of delivery video and storybooks

How would you feel if you were bullied?

Mobility/Physical impairment (e.g. wheelchair) other

students move to form groups

How do other people feel when they are bullied?

How can you tell if someone is being bullied?

Hearing impairment create an area with reduced level of

noise

Who can you go to for help if you are bullied?

Learning difficulties (depending on type of difficulty) reduce

task requirements to achievable level e.g. focus on one aspect
Vision impairment Sit at the front of the class during
activities.
Learning styles the range of activities includes spoken,
written, visual (stimulus pictures), group work and individual
work and group activities

Have you ever been in a situation where you were

bullied? What did you do?
What does my face look like when I am sad?
What does my face look like when I am happy?
What does my face look like when I am angry?
What are complimentary colours?
Why do we use colour?
How does line depict direction?
What is your role during the performance?

Data sources, resources and references

Student data sources and resources

Teacher references
Bully on the Bus by Carl. Bosch
Image: http://www.kidshelpphone.ca/Kids/InfoBooth/Bullying/Types-of-Bullying.aspx
Bully Role Playing Cards: http://www.sharemylesson.com/teaching-resource/Bullying-role-play-cards-6139380/
(NOTE NEEDS MODIFICATION)
Facial Expression Video: http://www.youtube.com/watch?v=TrgNKGjSyxA

Design Process
Type of artefact: Emotion Mask + Performance
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Task 3

Lesson Focus
Week 1:
Introduction to unit

Unit Plan

Resources required for the lesson

Learning activities
Discussion: Traits of a bully. Different bullying scenarios.
Design
justification
Read
a relevant
narrative

Bully on the Bus

The purpose of this unit is for students to gain an understanding of managing emotions by examining how it feels to be bullied. To achieve this purpose students will learn to
identify and present these emotions in both visual art and drama performances. Visual art is incorporating into this unit because it a part of the major focus of the unit, visual
Week 2:
Discussion: Identify bully victims emotions and facial
Bully on the Bus
communication,
facial
expressions.
In
the
unit,
students
will
examine
and
portray
facial
expressions
of
bully
victims
using
visual
art
techniques. While learning these
Students start to focus on a ideas of representing emotion
expressions within a narrative. Discuss strategies the
techniques, students will be able to identify both their and others emotions
and develop
towards
character
could take
to stop managing
the bully. emotions.
Reread relevant narrative

While
working
with this unit, students will develop and meet several outcomes
outlined
by facial
the Queensland
Curriculum
(QC).
QC on
states
thatFacial
by the
end of year
3 Paper, Pencil
Week
3:
Discussion:
Identify
features in emotions,
exploring
theTheBully
the Bus,
Expression
Video,
students
should
bea demonstrating
knowledge and skills under level 2 outcomes
(Queensland
Studies
Authority, 2002). During this unit students will be working towards the
Practice:
create
portrait
line direction
associated with
in them.
following outcomes: Students make images and objects by selecting and
manipulating
elements
andemotion
additional concepts. Students select and arrange images and
Practice
line direction
to convey
objects
for4:personal display (QSCC, 2002). Students develop towards these
skills throughout the unit in lessons such as creating
a portrait of a fictional character using line
Week
Discussion: Create a link between colours and emotion. E.g.
Paper, Pencil, Coloured Pencils
design
andoncolour
schemes
to display around the classroom.
Focus
meaning
of colours
Using Cool colours to convey sadness.
Practice colour schemes. Create a colour scheme design for
their portraits
of thestrategies
character. to assist their development. In the unit, the discussion teaching strategy
For students to achieve the outcomes set by the QC, the unit has uses various
teaching
Week 5:
is heavily
relied on. Discussions are an effective strategy that allows students
to express
and
modify
their ideas
and knowledge
a subject
New South
Using line
and colour
to paint
a self-portrait
displaying
feelings on
Paper,
Pencil, (University
Mirrors, Paint,ofBrushes,
Water container,
Practice:
selfThrough
portrait discussions students will collaborate on ideas from
after
being bullied
Rag for The
clean-up
Wales,
2012).
identifying
bullying to using line design to convey emotions.
next strategy used in the unit is

expressionist portraits. An expressionist portrait is where students create either a self portrait or portrait of another person displaying a strong emotion (Frohardt, 1999). This
Weekis6:used twice during the unit for students to develop line direction
Discussion:
Theschemes
four different
types of
using
Internet,
Role
Playing Cards,
strategy
and colour
in order
to bullying,
complete
thethe
summative
task.Bullying
The final
strategy
used throughout
Practice:
role
play
image,
bullying
scenarios
in
each
type.
Strategies
to
deal
with
the unit is role-playing. Role-playing is when students take and act out roles of various individuals in non-threatening simulated situations to gain an understanding of that
bullies in each scenario.
individuals position (New South Wales Government, 1998). Through role-playing
students will develop an understanding of a bully victims emotions. Role-playing is
Role
Play:
five groups: Students will be given a scenario by
involved in the summative assessment task, as students will perform a role-play atInassembly.
the teacher and will enact the scenario

Week 7:

Role Play: In the same five previous groups, assist them in

Paper, Pencils

Week 9:

Practice performance, incorporating the masks

Paper, Pencil, Paint, Brushes, Water container, Rag for

clean-up

The Create
summative
assessment
task for this unit is a drama performance about
bullyand
at record
assembly
using
emotion
masks
to display
emotions. In groups, students will create their
role play
for performance
creating
their own
bullying
scenario
to use
at
own scenario about bullying to perform at assembly. To accompany the performance,
students will use their knowledge of line and colours to create masks the display the
assembly.
emotion
bullying
and
recommend
appropriate
to deal
with
bullying
in their
Weekof8:their role. Students will be marked on their abilities to identify Using
line scenarios
and colour to
draw
an emotion mask
depictingstrategies
their Paper,
Pencil,
Paint,
Brushes,
Waterpresentation
container, Rag for
and Create
Identifymasks
appropriate
artefact colours and line design to convey emotion on their
rolemask.
in the performance
clean-up

Reference:
Complete artefact
Practice role play with masks

Frohardt, D. C. (1999). Teaching art with books kids love: Teaching art appreciation, elements of art, and principles of design with award-winning children's books. Golden,
Week Fulcrum
10:
Colo:
Resources.
Present Artefact

Performance scenarios

Mask

New South Wales Government (1998). Human society and its environment K-6. Sydney, NSW: The Board.
Queensland Studies Authority (2002). The Arts: Years 1 to 10 Syllabus. Retrieved September 27, 2013, from http://www.qsa.qld.edu.au/downloads/p_10/kla_arts_syll.pdf
Robert Gianduzzo

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University of New South Wales (2012). Discussion | UNSW Teaching Gateway. Retrieved September 27, 2013, from http://teaching.unsw.edu.au/discussion

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