Lesson 2 of 8
Objective: SWBAT evaluate key information in articles about the same topic and interpret the facts.
Prompt: Is there a difference between teasing and bullying? Explain.
As a class warm-up, students wrote a response to this prompt. We then shared ideas. Some students felt that teasing is definitely bullying no matter what; others felt that teasing with friends is acceptable as long as it does not get out of hand.
As we have done throughout the year, the students number the paragraphs as their first step in marking the text. This is done so that as a class discussion takes place, it is easy to locate the section of text being discussed.
After passing out the articles, each student was instructed to read their assigned article, circling examples of bullying and highlighted solutions to bullying within the text. They were also to note the way in which the information was presented.
After individually reading the article, students created small groups of 3 - 4 students who had read the same article. In these small groups, students listed the various bullying techniques notating the location that were discussed in their assigned article. They also discussed the way the information was presented in the text and the reason the author wrote in this manner.
The small groups then came together with the other students that read the same article. Together they selected a spokes-person for their group to relate the style of writing used in this article and possible reasons for writing in this genre.
Next, they organized their lists of bullying intervention techniques discussed in their article, decided if it was evident to our school campus, and is it realistic or unrealistic for the victim to use.
In addition, students created another list of intervention techniques that were not reported upon in their article.
After small group discussion, the class reorganized for a whole class discussion. Each group shared one bullying detail which led to the class discussion of techniques that the victim could use and relevance to their own experiences. Students added the detail to their own list if it was new information.
It was also noted whether it was mentioned in the other group's article.
As a closure to this discussion, I asked the students to identify the style/genre of writing used in their article. Did the information presented change because of the genre? Why would an author or reader prefer one genre of writing over the other?