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Lesson 2 The Revealers

This 3-day lesson uses the book "The Revealers" to teach middle school students about bullying and conflict resolution. Each day, students will read a portion of the book, discuss it in groups, and complete a plot diagram. They will also write reflective journals about the story and how it relates to bullying. The goal is for students to think critically about how the characters in the story deal with bullying, whether anonymous stories are an appropriate way to address it, and what students can do if they witness or experience bullying. Formative and summative assessments include the plot diagrams, journals, and class discussions.

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556 views5 pages

Lesson 2 The Revealers

This 3-day lesson uses the book "The Revealers" to teach middle school students about bullying and conflict resolution. Each day, students will read a portion of the book, discuss it in groups, and complete a plot diagram. They will also write reflective journals about the story and how it relates to bullying. The goal is for students to think critically about how the characters in the story deal with bullying, whether anonymous stories are an appropriate way to address it, and what students can do if they witness or experience bullying. Formative and summative assessments include the plot diagrams, journals, and class discussions.

Uploaded by

api-317824533
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LESSON OVERVIEW

Toolkit Topic: Bullying/Conflict Resolution


Lesson Title:
The Revealers
Subject/Grade Level: 6-8
Lesson Duration: 3-day lesson 40-60 min each.
ESSENTIAL QUESTIONS
Essential Question(s) for Toolkit: Can we ever truly end bullying?
Essential Question(s) for Lesson: What are ways we as students can
support those who are bullied?
OBJECTIVES
Evaluate how the students in the story deal
with bullying.
Students will be able to think about how the
internet can be used for good and bad
Students will be able to state if anonymous
stories is appropriate to share.
Be able to show a full understanding of the
book through journals and discussions.
Students should be able to draw from their
knowledge to hypothesize what will happen

STANDARDS
CCSS.ELA-LITERACY.RH.6

8.10
CCSS.ELA-LITERACY.RH.68.3

ASSESSMENTS
- Each day students will be journaling which will be a formative assessment for
how they describe in their own words what is happening in the story. The
teacher will not only know if the student read by hearing their answers, but will
know if the students comprehend the story. The students will discuss beyond the
story, but what if this was happening at their school and how it would affect
them. Such as how having an anonymous online story about how bullying is
happening at our school would affect the bullying that is happening. Would it
end or would it not affect the school.
- Students will each day fill out a plot diagram. The first day as a class, second in
their reading groups to how far they got in the book. These are formative
assessments for the teacher to know the student knows how to fill one out and
that they are reading.
- The last day students will have to fill out the plot diagram on their own as a
summative assessment. This is to connect ELA and Social Studies.
- Students will hand in three complete journals (one full page of writing on a
loose leaf piece of paper) as a journal book as well. These journals are to have
students not on reading comprehension but to connect how bullying effect the
students in the story, if making an anonymous story was the best way to discuss
the bullying happening in the school, and what has the book taught you about

bullying and how can bullying be ended.


DIFFERENTIATION
- For the lesson it meets the needs of diverse learners as through not only the
discussion, plot diagram, or journals the students will excel in one area as I will
be able to assess the student on all three levels. Teachers can modify this lesson
by the switching the book to meet what the students are interested in. They will
be able to find books that read to students as well if that is the need of a
students. I believe I have built in differentiation with the three components of
the lesson discussion, journals, and plot diagrams.
LESSON CONTENT OUTLINE

Lesson
1-5min I would connect the topic of bullying to prior
Opening knowledge of what we had learned in the previous
lesson. I would start with a series of questions and lead
into a learning activity. At the end of the last lesson the
first 3rd of the book The Revealers was assigned.
What is bullying?
How old were you when you first heard of bullying?
How old were you when you were first educated on what
bullying is?
I would then have the students break up in to groups of five and
discuss what has happened in the book.
Learnin
g
Activitie
s

Day one
5-15min The purpose of this lesson is to have the
students think about bullying and how the internet can
spread the word fast and anonymously. During this time
the teacher will be floating around and stopping in the
students discussions asking questions about the
content of the book. Why do you think that happened? If
you were in their shoes what would you of done? The
teacher will write down questions from the student
discussion to bring to the class discussion to foster
higher thinking.
15- 30 min. the class would come back together and
each group would be asked to give a one sentence
summary of the book so far. After this each child would
receive a plot diagram where as a class it would be filled
out to the point of where the book is at that they had
read. The purpose of the plot diagram is to not only
check if the students read but for them to see how the
story progressed and how the bullying affected the

students. The teacher will review words such as bullying


cyber bullying, report, and bystander. The teacher will
foster a discussion as they go through the diagram of
why do you think this happened? The questions will be
fostered from the student discussions from the previous
part of the lesson. The students will be learning about
bullying
30-40 min the students would then do a journal entry
about the book, the characters, and how they personally
feel about the book so far. The teacher will scaffold what
to write in the journal by asking questions such as What
type of bullying is happening in the story? What do you
think the students will do about it? What should I
student do if they are being bullied?
Day two
5-15 min students will break in to their groups they were
in on the first day to discuss what has happened in the
next 3rd of the book. So in all the students have read
2/3s of the book. The students should come up with 2-3
questions they have about the story. During this time
the teacher will continue to float and pop in to groups
and ask questions about the book based off of the
students discussion. The teacher will once again right
down question the students come up with about the
story
15-17 min. Each group will be asked to give a sentence
summary of what has happened this far in to the book.
17-30 min. The teacher will start a discussion how the
student uses the internet to discuss what is happening
in their life with bullying. But could their use of the
internet be looked at to be bullying as well as they are
attacking the bully? Each student will receive a plot
diagram where in their student groups they will fill it out
to the point in which the left off. This should be right by
the climax of the story. The students will discuss at each
on the new points and the old points on the diagram to
discuss how the students are handling the bullying. The
students should ask themselves what would they do if
they were the student. Is what the student is doing
about being bullied the correct thing? Yes or no and
why?
30-40 min the students will be asked to write a journal
about what has happened in the book so far, how it

makes them feel, and how they think the story will end.
Students will write about if writing anonymous stories is
appropriate and the right way to discuss that they are
being bullied. If it is not then what should the student
have done?
Day three
0-25 min. Students will receive a plot diagram they must
fill out on their own as an assessment. The students will
hand in their plot diagram and work on their next journal
entry. The students do not need this entire time, but
since it is a summative assessment I gave more time for
students no to feel rushed.
25-45 min or as soon as the student finishes their
assessment the students will work on their last journal
entry of what they thought of the book and the ending.
The journal should discuss what the student should of
done and what the journal writer would have done in
that situation. The Student should discuss what
something new is they learned about bullying and what
something is they will use from the three lessons if they
are bullied or a bystander. I would like the students to
say if they liked the ending or if they would have
changed it as well. Students will then take two colored
pieces of paper and make a journal book with a colored
sheet on the front, journal entries in order and a colored
piece on the back. Students then will decorate the front
cover to convey the novels story without giving a way
the end. The students when finished will take out their
own book to read while we wait for students to finish.

Lesson
Closing

45-60 min the teacher will allow students to share their


journal if they like. The check for understanding will
come from the plot diagrams. The crystalized learning
will be tracked over the three days within their groups
and through their ability to journal and to fill out the plot
diagram. At the end of the overall lesson I would want
students to quickly break in to their groups and give me

a one sentence summary of what they learned from the


novel. To look forward how can we as middle schoolers
work on ending bullying through conflict resolution? (a
question for them to think about)
MATERIALS/RESOURCES/TECHNOLOGY
Wilhelm, D. (2003). The revealers. New York: Farrar, Straus and Giroux. And assign
the first couple chapters if the book.
Materials.
- Book
- Plot diagrams
- Loose leaf
- Colored paper
- Markers, crayons, colored pencils

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