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TEACHING OBJECTIVE
To synthesize key ideas and apply them to personal behavior, to integrate knowledge from other people’s experiences
HEALTH ED STANDARD
Students will demonstrate the ability to use decision-making skills to enhance health. (NHES.5)
KEY VOCAB
atypical, enticing, chugging, acute alcohol poisoning, toxin, binge, slurring, stupor, depressant
Lesson Plan: To Tell or Not to Tell?
This article addresses the importance of students listening to their instincts and speaking up when they think someone’s health or safety could be at stake.
ESSENTIAL QUESTION
What’s the difference between tattling and telling?
GETTING READY TO READ (10 min.)
CCSS.ELA–Literacy.W.4 (Produce clear writing appropriate to task.)
Have students read the headline, then use the Speak Up Worksheet to describe a time when they may have had mixed feelings about keeping a secret for a friend.
READING THE ARTICLE (10–15 min)
Read the article and have students discuss or write answers to the following Close-Reading Questions.
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UNDERSTANDING THE ARTICLE (15 min.)
Have students discuss or write answers to the following Critical-Thinking Questions.
AFTER THE ARTICLE (20 min.)
CCSS.ELALiteracy.CCRA.W.3 (Write narratives to develop real or imagined experiences or events.)
Have students use the second half of the Speak Up Worksheet to list the adult(s) they would inform if they sensed or knew of a threat to someone’s health or safety. Students will describe why they would trust their chosen adult with a secret, and explain the importance of asking for help from an authority in such situations.
BEYOND THE BELL
A product of PBS Newshour’s Student Reporting Labs, “The Whistleblower” recounts the story of Matthew Garret, the Cedar Crest High School principal, and a local police officer as they worked together to stop a school shooting plot in its tracks.
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