LTEL Fellows Unit Guiding Question: How can we create awareness and educate our school community of teenage issues addressed in Thirteen Reasons Why?

Transcription

1 LTEL Fellows Unit Guiding Question: How can we create awareness and educate our school community of teenage issues addressed in Thirteen Reasons Why? End of the Unit Performance Task(s): Students will create a 10-minute advocacy project presentation on teenage issues presented in the novel. LESSON OVERVIEW: Lesson 6 Guiding Question: How was Hannah a victim of bullying? Students will first share with a partner their important quote from Cassette 4 Side B. After the class discussion, students will use the novel to write a letter to the school principal explaining the different bullying incidents towards Hannah in this chapter. Students will be assigned an article on bullying and will have to complete the Scavenger Hunt Record Sheet to evaluate the article s credibility. CA ELD STANDARD: Part I, #1 Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. #5 Listening actively to spoken English in a range of social and academic contexts. Part II, # 4 Using noun and noun phrases: Expand noun phrases in a variety of ways to create detailed sentences that accurately describe concrete and abstract ideas, explain procedures and sequences, summarize text and ideas, and present and critique points of view on a variety of academic topics. CCSS ELA STANDARD: SW 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience SL 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. CURRICULAR CONNECTION (S): English 3D Academic Discussion page 6. LTEL FRAMEWORK CONNECTIONS: SCRIBE: rational thinkers DOMAIN EMPHASIS: speaking, listening, writing, reading ACHIEVEMENT ATTITUDES: all SKILLS: organization, COLLEGE SKILL: self-management CAREER SKILL: team player CLASSROOM ROUTINE/STRATEGY: Class discussion of important quote

2 ELD OBJECTIVE: Students will identify incidents from the chapter where Hannah was bullied by expanding noun phrases that embed specific details to create a complex sentence (e.g., using when) that accurately describes what happened and use them when writing a letter to the principal explaining the events in chronological order. KEY VOCABULARY: Point of view, formal tone MODEL SENTENCE: Student A: Hannah was bullied by (name of person) when. Student B: So you said that Hannah was bullied when. Student A: Yes, that s correct. Or No, not exactly. What I meant was. RESOURCES/MATERIALS: Novels, triple entry chart Laptops with internet access Projector Lesson 6 Guiding Question: How Was Hannah a victim of bullying? LESSON DETAILS: 1. Teacher will lead chapter discussion using the strategy presented in Lesson 2 step 3. Teacher will emphasize the issue of bullying in this chapter. 2. Students will work with a partner to write a letter to the school principal explaining the different incidents when Hannah was bullied in this chapter. a. Ask students to read silently pages and identify with a sticky note an incident where Hannah was a victim of bullying. b. Ask students to listen, share and restate the incident they found with their partner using sentence frame. Students need to alternate roles. Sentence Frame:

3 Student A: Hannah was bullied by (name of person) when. Student B: So you said that Hannah was bullied when Student A: Yes, that s correct. Or No, not exactly. What I meant was. Example: Student A: students bullied Hannah when they relentlessly wrote their own poems and read them to her for an entire week. Student B: So you said that Hannah was bullied when other students wrote their own poems and read them to Hannah for a week. Student A: Yes, that s correct. c. Ask students to form groups of four and share their incident using the frame. d. After every student has shared, they need to list the four incidents in chronological order. e. Review the parts of a letter and use of proper tone. Students will write letter to the principal to explain in detail and chronological order the bullying incident. (Students should use the words like first, second, third, another incident, finally) 3. In pairs, students will share a laptop to evaluate an article s credibility of Hannah s bullying incident. a. Teacher will choose an article from the Internet on bullying statistics. Teacher will model how to find an article by typing bullying statistics in the search bar, browsing and choosing and article. b. Students will complete the Scavenger Hunt Record Sheet to review the process of identifying credible sources. 4. HW: Students will have to research online, school and community names and phone numbers of organizations that advocate against bullying. They will be sharing their information with the class and posting it in our Teen Issues bulletin board. Read Chapter Cassette 5 Side A and complete triple entry journal. FORMATIVE ASSESSMENTS: Listen to student s opinion about their partner s quote and provide feedback. Read letters to analyze, appropriate tone and summary of events in chronological order for this chapter.

4 Listen as students discuss Scavenger Hunt Record Sheet USE FORMATIVE ASSESSMENTS TO DETERMINE THE FOLLOWING: To what extent are students listening, paraphrasing and making comments about their partners quote? How might your students improve their skills at paraphrasing and making their own comments? How will you use this information to inform your next steps for instruction? Is there need for more modeling on how to give an opinion or build on to their partner s ideas?

5 SCAVENGER HUNT RECORD SHEET Search Topic: Site Address: Group Members: Class Period: Directions: Review a site and answer these questions and prompts. You may divide this task with group members. Who wrote this information? Can you identify an author? A real name or an alias? What is the author s education, training, or experience as it relates to this content? Does s/he have a professional title or is s/he recognized as an authority? Identify the title. Is the author connected with an organization? If so, can you determine if it is a respected organization? Name the organization. Can you contact the author or company? How? If the author is unnamed, can you take extra steps to find information about this author? What steps did you take? When was the article written? Does the author include a date for the information written? What is it? Is it important that the information is current or are you researching a topic from long ago? Do the links on the site work, or are they outdated? Can the information be verified for accuracy? What sources does the author of this information use? Name one. Are these sources listed in the article? Linked? Does the author include a works cited or other links to provide additional resources or original source information? Identify one. Are there identified sources for any data or statistics in the content? Write one statistic and its source. Can you find other sources that share the same information, or is this the only source? Name which other source you accessed.