The 10th lesson begins just like the previous lessons, with the "readers" telling all students to get out their RRN (reading response notebook) and turn to the section on "Take a Stand-Stop Bullying Now". Reader One uses the microphone and says, "Write the title of the episode, number, and date as a heading." Listen as I read question one." (At this time I project the list of questions for this episode onto the screen. As students turn the question into the answer stem I type what they are saying..)
Reader 1 reads the question.
Reader 2 can either turn the question into an answer stem or call on a student to turn the question into an answer stems.
Students' job at their desks is to quickly begin copying or using their own words to write the answer stem.
Cassandra continues to tease KB during class and gets spoke to by the teacher. Mel and KB are assigned to be lab partners and become friends.
In this episode, the science teacher Mr Bittner decides to change up the lab partners. Think about how we change turn and talk partners and seating arrangements in our room.
Let's Review the questions so you have good ideas and details to discuss after we watch the episode.
Question 1: Why do you think M. Bittner decided to mix up the lab partner?
Question2: Why do you think Mr. Bittner thought it would be a good idea to pair up Melanie and KB as lab partners?
Question 3: Why do you think Melanie decides to go back to the lab after class is over?
Question 4: Do you think Mr. Bittner's plans to get Melanie and KB friends will work?
Question 5: If Melanie and KB do become friends, do you really think it will help KB not be bullied by Cassandra, Mimi, and Bibi?
Start the video: KB and Melanie Partner Up
Ok students, turn and compare your ideas with your partner. Students 1 and 3 will share first. Listen in and decide who to call on to share whole group.
Move through questions in this way. 1-1 discussion followed by class share out. Students will complete their answer stems during this process. Encourage them to add to their answers or revise as necessary including an explanation using evidence from the video.
Replay the video as necessary for students to add details to support their answers.