Lesson #3 (Thirteen Reasons Why novel study): Words Do Hurt

Morgan Deacon

Lesson
Components
Identification of the
Class
Virginia Standards of
Learning & National
Educational
Technology
Standards (Students)

Description
Subject: English
Grade: 9
Number of Students: 27
Virginia SOL:
9.2 The student will produce, analyze, and
evaluate auditory, visual, and written media
messages.
a) Analyze and interpret special effects used in
media messages including television, film, and
Internet.
b) Determine the purpose of the media
message and its effect on the audience.
9.4 e) Explain the relationships between and
among elements of literature: characters, plot,
setting, tone, point of view, and theme.
l) Make predictions, inferences, draw
conclusions, and connect prior knowledge to
support reading comprehension.
NETS-S:
Students demonstrate creative thinking,
construct knowledge, and develop
innovative products and processes using
technology.
a) Apply existing knowledge to generate
new ideas, products, or processes
c) Use models and simulations to explore
complex systems and issues
Students apply digital tools to gather,
evaluate, and use information.
a) Plan strategies to guide inquiry
b)Locate, organize, analyze, evaluate,
synthesize, and ethically use information

Lesson Objectives
(KUDs)

Materials
Procedures

from a variety of sources and media

c)Evaluate and select information sources
and digital tools based on the
appropriateness to specific tasks
d) Process data and report results
The students will know the elements of
literature, specifically characterization.
The students will understand that
literature is multifaceted and connects to
other disciplines such as art .
The students will create an aura to illustrate
their knowledge of characterization.
Computers/laptops/or tablets
Thirteen Reasons Why
Focus Activity:
1. Prior to this lesson the students have read
the first two chapters (first 50 pages) of
Thirteen Reasons Why.
2. Show students the bullying video at the
following link (48 secs.)
https://www.youtube.com/watch?
v=__C7sd_UDU0
3. Display the PowerPoint slide with the warmup question.
4. Have students spend the next 10 minutes
writing in their journal why they believe that
words have consequences. Have students
draw from their own experiences, the
commercial, and the novel.
5. Spend another 5-10 minutes having students
share their responses as a class.
Lesson
6. Have students use their tablets/laptops to
view the auras that were created for each
character (Hannah and Clay.
7. Have the directions posted on the PowerPoint
slide.
For each aura create a reflection entry on
why the piece of art corresponds with the
selected passage and what it reveals about
the character.
8. Then have students create their own auras
using the teacher examples as a model.
-Go to the Museum of Modern Art.
-Select two pieces of art

-One that represents Clay

-One that represents Hannah
-Then select a specific passage that
corresponds with the character.
-Create an aura: https://studio.aurasma.com
-Then write a brief reflection why the piece
of art corresponds with the selected passage
and what it reveals about the character.

Assessment &
Evaluation

F. Journal entry and discussion

Formative(F)

S. Student-made auras with reflections

Summative (S)

F. Reflections teacher-made auras

Reflection:
I had an idea for a lesson prior to looking at the technology tools to
use. However, by using a tool such as an aura, it only enhanced the
lesson. Many are scared of technology. I know initially I felt obligated
to use technology in my lessons. However, this lesson proves that it is
a useful resource which strengthens the initial plan along with creating
active learners.