Lesson 2
The Power of Words
Common Sense Education Lesson
Embedded Files
Materials and Preparation
Materials and Preparation
• Preview the video “The Power of Words,” and prepare to show it to students.
• Preview the video “The Power of Words,” and prepare to show it to students.
• Copy the Words Can Hurt Student Handout, one for every four students.
• Copy the Words Can Hurt Student Handout, one for every four students.
• Copy the Talk and Take Action Student Handout, one for each student.
• Copy the Talk and Take Action Student Handout, one for each student.
• Colored pencils
• Colored pencils
• String (cut string the length of the classroom)
• String (cut string the length of the classroom)
Teacher Handout
Teacher Handout
thepowerofwords.pdfStudent Handout
Student Handout
thepowerofwordsstudent.pdfEssential Question
Essential Question
What should you do when someone uses mean or scary language on the Internet?
What should you do when someone uses mean or scary language on the Internet?
Lesson Overview
Lesson Overview
Students consider that while they are enjoying their favorite websites they may encounter messages from other kids that can make them feel angry, hurt, sad, or fearful. They explore ways to handle cyberbullying and how to respond in the face of upsetting language online. Students discuss all the ways they use technology for communication, put themselves in the shoes of children who are cyberbullied on a kids’ game website, and explore both the similarities and differences between in-person versus online communication. Students then brainstorm ways to respond to cyberbullying.
Students consider that while they are enjoying their favorite websites they may encounter messages from other kids that can make them feel angry, hurt, sad, or fearful. They explore ways to handle cyberbullying and how to respond in the face of upsetting language online. Students discuss all the ways they use technology for communication, put themselves in the shoes of children who are cyberbullied on a kids’ game website, and explore both the similarities and differences between in-person versus online communication. Students then brainstorm ways to respond to cyberbullying.
Learning Objectives
Learning Objectives
Students will be able to ...
Students will be able to ...
• empathize with those who have received mean and hurtful messages.
• empathize with those who have received mean and hurtful messages.
• judge what it means to cross the line from harmless to harmful communication online.
• judge what it means to cross the line from harmless to harmful communication online.
• generate solutions for dealing with cyberbullying.
• generate solutions for dealing with cyberbullying.
Key Vocabulary
Key Vocabulary
cyberbully (verb): using technology tools such as the Internet and cell phones to deliberately upset someone else
cyberbully (verb): using technology tools such as the Internet and cell phones to deliberately upset someone else
Warm-up (5 minutes)
Warm-up (5 minutes)
DRAW
DRAW
Expressive faces, or emojis, on the board. Have students to suggest emotions that match each face’s expression. Answers will vary.
Expressive faces, or emojis, on the board. Have students to suggest emotions that match each face’s expression. Answers will vary.
happy, glad, excited, content, thrilled, pleased
mad, angry, frustrated, grouchy, furious, upset
bored, calm, relaxed, lonely, disinterested
sad, unhappy, upset, depressed, miserable
surprised, scared, shocked, amazed
TELL
TELL
Tell students that not everyone will react to a particular situation the same way, but just because a reaction is different from our own, that doesn’t mean we should discount others’ feelings.
Tell students that not everyone will react to a particular situation the same way, but just because a reaction is different from our own, that doesn’t mean we should discount others’ feelings.
EXPLAIN
EXPLAIN
Explain to students they are going to watch a video about how words, whether typed or spoken, can impact how someone else feels.
Explain to students they are going to watch a video about how words, whether typed or spoken, can impact how someone else feels.
Video
Video
ASK
ASK
Who has heard of the saying, “Sticks and stones may break my bones, but words will never hurt me”?
Who has heard of the saying, “Sticks and stones may break my bones, but words will never hurt me”?
What did Guts mean in his text that sometimes words can hurt?
What did Guts mean in his text that sometimes words can hurt?
REMIND
REMIND
Remind students to keep Legs’s question in the back of their minds during this lesson: How do you treat others online?
Remind students to keep Legs’s question in the back of their minds during this lesson: How do you treat others online?
What’s the Problem? (15 minutes)
What’s the Problem? (15 minutes)
ORGANIZE
ORGANIZE
Put students into groups of four, and have each group pick a person to record their ideas.
Put students into groups of four, and have each group pick a person to record their ideas.
DISTRIBUTE
DISTRIBUTE
Handout the Words Can Hurt Student Handout. Have the groups of students read the scenario about Rani and Aruna receiving mean messages through a children’s game website.
Handout the Words Can Hurt Student Handout. Have the groups of students read the scenario about Rani and Aruna receiving mean messages through a children’s game website.
HAVE
HAVE
Have each group answer the questions, and then have them share their responses with the class. Look for responses that show empathy for Rani and Aruna and acknowledge that the messages are mean and hurtful and should be stopped. Ask students to read the Use Common Sense! section on the Words Can Hurt Student Handout.
Have each group answer the questions, and then have them share their responses with the class. Look for responses that show empathy for Rani and Aruna and acknowledge that the messages are mean and hurtful and should be stopped. Ask students to read the Use Common Sense! section on the Words Can Hurt Student Handout.
INVITE
INVITE
Have students share their own stories.
Have students share their own stories.
ASK
ASK
Have you seen mean messages sent to you or others online? Tell us about it, but do not use real names.
Have you seen mean messages sent to you or others online? Tell us about it, but do not use real names.
DIVIDE
DIVIDE
Put students into pairs.
Put students into pairs.
INVITE
INVITE
Have one partner to write the phrase “You’re weird” on a piece of paper, and then hand it to their partner. Tell them that they just received this text.
Have one partner to write the phrase “You’re weird” on a piece of paper, and then hand it to their partner. Tell them that they just received this text.
ASK
ASK
What are the reasons the person might have texted “You’re weird”?
What are the reasons the person might have texted “You’re weird”?
How did the partner feel who was called weird?
How did the partner feel who was called weird?
TELL
TELL
Have one person from each pair to say to the other person, “You’re weird,” with a smile on his or her face.
Have one person from each pair to say to the other person, “You’re weird,” with a smile on his or her face.
ASK
ASK
Why might you feel differently if you could see the person?
Why might you feel differently if you could see the person?
Crossing the Line (10 minutes)
Crossing the Line (10 minutes)
ACTIVITY
ACTIVITY
Place the piece of string across the length of the classroom. Ask students to stand on one side of the line. Then ask them to imagine that they are online and somebody has sent them a message, which you will read to them. Tell the students to stay where they are if they think the message is okay; to cross over the line if they think the message is not okay; or to stand on the line if they think the message is in between.
Place the piece of string across the length of the classroom. Ask students to stand on one side of the line. Then ask them to imagine that they are online and somebody has sent them a message, which you will read to them. Tell the students to stay where they are if they think the message is okay; to cross over the line if they think the message is not okay; or to stand on the line if they think the message is in between.
READ
READ
Read each of these messages aloud and have students move accordingly:
Read each of these messages aloud and have students move accordingly:
• I’m having a party and you’re not invited.
• I’m having a party and you’re not invited.
• I like your new haircut.
• I like your new haircut.
• You are really ugly.
• You are really ugly.
• Thanks for the advice. Next time would you mind telling me in person rather than by texting?
• Thanks for the advice. Next time would you mind telling me in person rather than by texting?
• Did you finish your homework?
• Did you finish your homework?
• Why is it taking you so long to finish it?
• Why is it taking you so long to finish it?
REVIEW
REVIEW
Review with students that kids like to go online and use cell phones to email, chat, watch videos, send messages, play games, and do homework. But sometimes the language can get mean or scary. Messages that make people feel bad cross the line. Sometimes that meanness is unintentional, but when people use tools such as the Internet and cell phones to deliberately upset someone else over and over, that’s cyberbullying
Review with students that kids like to go online and use cell phones to email, chat, watch videos, send messages, play games, and do homework. But sometimes the language can get mean or scary. Messages that make people feel bad cross the line. Sometimes that meanness is unintentional, but when people use tools such as the Internet and cell phones to deliberately upset someone else over and over, that’s cyberbullying
Talk and Take Action (10 minutes)
Talk and Take Action (10 minutes)
DISCUSS
DISCUSS
Discuss how easy it is to feel angry or upset when somebody sends you a mean or scary message online.
Discuss how easy it is to feel angry or upset when somebody sends you a mean or scary message online.
DEFINE
DEFINE
Vocabulary term cyberbullying. Explain that cyberbullies deliberately try to make you feel that way, just like real-life bullies.
Vocabulary term cyberbullying. Explain that cyberbullies deliberately try to make you feel that way, just like real-life bullies.
DISCUSS
DISCUSS
Discuss the following ideas about what they can do when faced with cyberbullying:
Discuss the following ideas about what they can do when faced with cyberbullying:
• Cooling down can be a good first step when you receive a mean message online. Taking a deep breath, counting backwards from 10, or pausing to think about what you will do next can give you time to think of the BEST way to handle the situation.
• Cooling down can be a good first step when you receive a mean message online. Taking a deep breath, counting backwards from 10, or pausing to think about what you will do next can give you time to think of the BEST way to handle the situation.
• Finding help or telling a trusted adult or a friend can be a good way to take action. You shouldn’t deal with the cyberbullying situation alone. The person you tell should be someone who wants to hear what you have to say, and will help you work on a solution. Adults can be especially good because they often have the power to influence the situation, or can give you advice about what to do.
• Finding help or telling a trusted adult or a friend can be a good way to take action. You shouldn’t deal with the cyberbullying situation alone. The person you tell should be someone who wants to hear what you have to say, and will help you work on a solution. Adults can be especially good because they often have the power to influence the situation, or can give you advice about what to do.
• Ignoring the person who is cyberbullying you can be very effective. Those who bully often like attention.
• Ignoring the person who is cyberbullying you can be very effective. Those who bully often like attention.
• Whatever you do, remember to keep a copy of your communication with the individual who is cyberbullying you. If you delete the communication, there is no proof of how the bully treated you if you need to show it to a trusted adult.
• Whatever you do, remember to keep a copy of your communication with the individual who is cyberbullying you. If you delete the communication, there is no proof of how the bully treated you if you need to show it to a trusted adult.
DISTRIBUTE
DISTRIBUTE
Handout the Talk and Take Action Student Handout to each student. Encourage them to depict a cyberbullying scenario and a possible solution. They can use pencils and paper or go online and use the free tool Make Beliefs Comix www.makebeliefscomix.com to complete a comic strip.
Handout the Talk and Take Action Student Handout to each student. Encourage them to depict a cyberbullying scenario and a possible solution. They can use pencils and paper or go online and use the free tool Make Beliefs Comix www.makebeliefscomix.com to complete a comic strip.
Wrap-up (5 minutes)
Wrap-up (5 minutes)
You can use these questions to assess your students’ understanding of the lesson objectives. You may want to ask students to reflect in writing on one of the questions, using a journal or an online blog/wiki.
You can use these questions to assess your students’ understanding of the lesson objectives. You may want to ask students to reflect in writing on one of the questions, using a journal or an online blog/wiki.
ASK
ASK
Why is it a bad idea to send mean or scary messages online?
Why is it a bad idea to send mean or scary messages online?
Why might there be more misunderstandings between people when they send online messages as opposed to face-to-face discussion?
Why might there be more misunderstandings between people when they send online messages as opposed to face-to-face discussion?
What can kids do when they get cyberbullying messages?
What can kids do when they get cyberbullying messages?
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