TEACHING OBJECTIVES

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.
  • Summarize why people in a group might keep quiet when they witness something troubling. Sometimes, when people witness something troubling as a group, they believe that someone else will intervene. The behavior is so common that psychologists have given it names like “diffusion of responsibility” and “the bystander effect.”
  • Explain why teenagers might be particularly prone to keeping secrets, even if they’re the only ones who hear or see something troubling. Teens may fear being labeled a snitch, getting into trouble, or earning a bad reputation at school. They may also worry that divulging their concerns will end a friendship.
  • How do you know when it’s time to tell someone you’re concerned about something? Experts say to trust your gut. If you get a sick feeling in your stomach, acknowledge that feeling as evidence that you need to take action.
  • Explain the Indiana Lifeline Law. This law provides immunity for alcohol-related offenses in minors. In other words, if you call 911 for a friend and stay on the scene to provide info, you won’t get in trouble. 

Like What You See?

Then you'll love Choices, our health, social-emotional learning, and life-skills magazine for grades 7–12 

UNDERSTANDING THE ARTICLE (15 min.)

Have students discuss or write answers to the following Critical-Thinking Questions.

  • Let’s say you’re concerned about a friend’s mental health after he told you—in confidence—that he was having suicidal thoughts. How might telling an adult about those thoughts be considered an act of loyalty? Possible answer: Because your friend’s life may be in danger, revealing his secret actually becomes a more important act of loyalty than keeping the secret. You are being loyal to your friend because you are looking out for his health and well-being.
  • Why do you think the article ends with the story about Natalia’s friend taking her hand and saying thank you? Possible answer: The author wanted to show that even after Natalia and her friend went through a period of awkwardness after Natalia spoke up, everything worked out, and the friend was grateful for Natalia’s help

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.

Text-to-Speech