Lesson: Cyber Hatred

Reading and Discussion

Objectives:

• Discuss what to do in case of threatening cyber drama that’s linked to school activities.

• Understand the elements of a good story that is told chronologically.

• Understand the use of analysis or examination of what happened in writing a story.

Before the activity: Read the story yourself. Ask if your school has a policy to handle cyber drama or bullying linked to school activities.

Write this list of events that occur in the story. They are out of chronological order.

a) Kiara, the author of the story, blocks “hoehoehoe91” from sending her messages.

b) The dance group goes into the principal’s office.

c) The group has mini panic attacks back stage.

d) Hoehoehoe91 sends her first threatening message.

e) A friend tells her mom about the ominous messages.

f) The group performs.

g) Everyone blocks out hoehoehoe91.

h) The messages stop coming.

i) School aides escort some of the dancers home.

j) A group of girls forms a dance group.

k) The group feels relieved once they know school officials will help them.

l) Kiara’s dad gives her flowers.

m) Kiara analyzes (or thinks about) what happened.

Activity: Reading and Discussion

Tell your group they are going to read a story written by a teenager about a group of girls that started receiving threatening instant messages from an anonymous harasser.

Ask if any of them have ever been in a similar situation. What did they do about it? Allow about 5 minutes for comments.

Hand out the story and ask them to read up to the subhead (or mini headline) ‘I’m Going to Hurt You.’ After they reach that point in the text, ask them what they think will happen in the story. Discuss for 5 minutes.

Before they read the rest of the story, point out that the story is told chronologically, with the events described as they happened. Tell them that Kiara stops telling the story this way in the last column, starting with the subhead “Bullies in Hiding.” There she tells the reader what she thinks about the events. This is called analysis or examination.

Then have them read the story. Depending on your group’s skill level, you may want to read part of it to save time. (The story is very well written in an engaging, simple style that lacks convoluted sentences and difficult vocabulary words.)

After the reading, pair off the group and ask the pair to reorder the list from the board. Allow 5 minutes for this activity. Ask for volunteers to reconstruct the order.

Ask them to reread the analysis section under the subhead “Bullies in Hiding.” Ask the group if they agree with Kiara about these points:

a) hoehoehoe91 acted out of jealousy

b) the best way to handle a situation like this is to block the sender and not engage him or her

c) cyber bullying makes some people feel powerful

d) being anonymous enables bullies to do what they do.

Sum up: If your school has a policy of helping students in these cases, let the group know that. Tell them specifically who to approach to get help.