A High-Interest Novel Helps Struggling Readers Confront Bullying in Schools
Review Publish Date: 2021-04-15 10:17:58
Reviewer: INFOhio Reviewer
Rubric Version: Reviews Review Rubric Version 0.92
Endorsements
Flexible Learning Endorsement |
Summary: Learners are engaged in the topics of bullying and violence through the use of a novel, "The Bully." Students utilize reading strategies. This lesson is segmented into 6 sessions and engage in a discussion on bullying. Students then organize their thoughts in a series of conflict, character, and resolution maps. In addition, learners are asked to think reflectively through journaling and engage in small group readers' theaters.
Usability
Meets
Expectations
Flexibility and Adaptability
Meets
Expectations
Inclusive Teaching
Meets
Expectations
Research-Based Strategies
Meets
Expectations
Usability : 3/6 Top
a. Materials follow Web Content Accessibility Guidelines.
b. Material(s) are not overly resource intense that would require consistent high-speed internet access, such as large video files and multiple high-resolution photos.
Reviewer Notes: Great use of streamlined materials that are free of heavy graphics and simplistic but purposeful. c. The visual design of materials is clean and coherent, lending itself to ease of learning.
Reviewer Notes: The design of the lesson is organized into sessions. Flexibility and Adaptability: 3/6 Top
d. Materials are flexible to allow students to access and complete work online or offline as needed.
Reviewer Notes: Reproducible resources can be utilized in a hybrid format e. Materials can support and/or facilitate learning in hybrid and/or online delivery methods.
Reviewer Notes: Literary Elements Map (resource) - requires Flash - consider using a different resource f. Teacher supports, documentation, and/or guides for effective use are present.
Reviewer Notes: Quinn, K.B., Barone, B., Kearns, J., Stackhouse, S. A., & Zimmerman, M.E. (2003). Using a novel unit to help understand and prevent bullying in schools. Journal of Adolescent & Adult Literacy, 46(7), 582-591.
Schools need to be proactive and find ways to address the issue of bullying directly in classrooms.
Although overt bullying sometimes declines in high school, there is still a need for bullying prevention since bullying can, and has, led to violent incidents in schools.
Young adult novels are good starting points for the discussion and understanding of bullying. Inclusive Teaching: 3/6 Top
g. Content is presented with an objective view on topic and is free of bias.
Reviewer Notes: The lesson is focused on real-world problems and applicable skills are tied into the lessons on bullying and violence. h. Content creates student experiences that enable all children to reach empowering and rigorous learning outcomes regardless of their race or income.
Reviewer Notes: Students are continually asked to put themselves in the character's shoes. i. Content cultivates an awareness and acceptance of a variety of ages, cultures, races, religions, and gender roles and identities.
Research-Based Strategies: 7/14 Top
j. Content builds on prior learning
Reviewer Notes: Use of t-charts, character, conflict, and resolution maps to scaffold learning and build/monitor progress throughout k. Content leads to further learning by gradually removing supports and requiring advanced skills and concepts.
Reviewer Notes: Students are encouraged to write reflective journals and take part in Reader's theaters on the topic of bullying and violence l. Content provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection.
m. Content engages students through discussion questions and other supports that build toward independence.
n. Uses technology and media to deepen learning and engage students.
o. Content includes options for differentiation to meet needs of all learners.
p. Instructional approaches used are reflective of best practices and research on what works in education.
Reviewer Notes: Common Core and NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS are noted:
2.
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
11.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
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Usability
Flexibility and Adaptability
Inclusive Teaching
Research-Based Strategies
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Endorsements
The Accelerating Learning endorsement indicates that the material meets or exceeds expectations for both the Standards Alignment and Research-Based Strategies indicators.