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. |
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. |
How Tos about How Cyber Bullying and Reality Differ
Promote respectful online communication with a class pledge
Guide students to create a class digital citizenship pledge that encourages kindness, empathy, and accountability online. This activity helps foster a positive classroom culture and reminds students to think before posting or commenting. Display the pledge in your physical or virtual classroom and revisit it regularly.
Brainstorm online scenarios as a group
Invite students to share hypothetical digital interactions (both positive and negative) in small groups. Discuss how words might be interpreted differently online and the potential impact on recipients. This encourages critical thinking about online behavior and promotes empathy.
Model and role-play digital responses
Demonstrate how to respond to unkind online messages with assertive, respectful language. Let students role-play various scenarios, practicing how to handle cyberbullying or defuse tense situations. This builds confidence and practical skills for real-life online interactions.
Establish clear reporting procedures
Explain how students can safely report cyberbullying incidents, whether they witness or experience them. Outline the steps and reassure students that seeking help is always okay. Provide printed or digital guides for easy reference.
Frequently Asked Questions about How Cyber Bullying and Reality Differ
What is the main difference between cyberbullying and verbal bullying?
Cyberbullying happens online or through digital devices, often anonymously, while verbal bullying occurs face-to-face. The lack of physical presence and visual cues in cyberbullying can make it feel less personal but just as harmful.
Why do people say harsher things online than in person?
People may say harsher things online because they don't see the victim's reaction, feel less accountable, and often act anonymously. This digital distance reduces empathy and perceived consequences.
How can I teach students the impact of cyberbullying versus in-person bullying?
Use role-play or scenario analysis activities where students compare online and face-to-face bullying, discuss motivations, and reflect on emotional impacts. This helps students self-discover key differences and develop empathy.
What are some good classroom discussion starters about cyberbullying?
Start with questions like, "Would you say this to someone's face?" or use analogies such as cutting in line versus cutting off in traffic. These prompts help students explore why online behavior often differs from real-life actions.
What is an easy lesson plan idea to help students understand cyberbullying?
Have students create and analyze examples of cyberbullying and verbal bullying, then explain why online comments can be harsher. This hands-on activity encourages reflection and class discussion.
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