an Extension Activity for
Nothing But the Truth
a Documentary Novel by Avi
by Elizabeth Sky-McIlvain
Task | Tools | Procedure | Teacher's Role | Background Materials
The Task: Each member of the class will be either a "Reporter" or an "Individual." The Reporters will interview The Individuals with regard to "The Incident." The job of the class as a whole is to determine as much as possible about "The Truth" and "The Fairness," and to then determine the outcome of the incident in terms of the community's response.
- Reporters will need notebooks, question lists, pen or pencil. Palm pilots would be helpful here. Computers will be required for Publishing the final article. Each reporter will receive printed or digital Background material from the Teacher.
- Individuals will need a copy of the Confidential file. Computers will be required for publishing their final Journal entries.
- Optional: digital cameras for Reporters; desktop publishing software (Publisher, Student Writing Center, AW or Word newsletter template), digital video camera for "live" interviews, iMovie.
- For the Confidential files: one manila folder for each Individual, sealed on 3 sides and labeled Confidential - containing a document set (see Teacher's Role).
- Blank name badges (one for each student).
Day 1:
- Some members of the class are Individuals. They will receive from the Teacher a Confidential file containing the "facts" about "The Incident" and a description of "The Individual" who the student is to play.
HW: Individuals are to:
- Read the character description - fill-in the missing information about themselves - memorize this
- Read the Documents - these will be the only information they have about The Incident. Memorize this.
- Do not talk with any other student about The Incident or the contents of the folder.
- Other members of the class are Reporters. They will receive a set of Interview Questions and the "Background" for the story (see Teacher's Role)
- HW: These students should add 2-3 questions to the interview question set after reading the background information; digital resources have to be checked
Day 2:
During the next class, Reporters will interview no less than 3 Individuals about The Incident. They must take notes.
- HW for Reporters: write up your article, including headline and byline.
- HW for Individuals: write a journal entry making your position clear. note: some Individuals will have very specific writing assignments based upon the roles they play.
Day 3: (this may happen 3-4 days later!) News articles will be "published" (shared in some manner with the entire class). As a class, Individuals - still in their roles - and Reporters - now members of the community at large - will discuss What is the Truth here? and What is Fair? and come to an agreement about the community response to The Incident.
Teacher's Role - Your work will be time-consuming organizational labor the first time you undertake this Extension. However, laminating and digitizing content will save you time in the long run!
The Numbers: Depending upon the number of students in your class, you should plan to have roughly 1 Reporter for every 3 Individuals. Reporters and Individuals can be teams rather than one student.
The Materials: I have suggested on the Background Materials page an Incident, roles for students to play, documents (real and imagined), some print materials that can be collected for the folders, and some notes about procedure. My choice of Incident is based upon national copyright law - a topic that should be part of education in all technology-integrated classrooms. Should you wish to create a different scenario, you might want to check out the various Resources available for study of the novel. One "really happened" event was recorded on p.1A of the Sunday NY Times, August 25, 2002. This involves a student's "trespass" on a "private" beach in CA and the resulting community, adult, and political uproar.
Day 1: Although the directions state do not talk with any other student, classrooms with First Class or IM capability, or providing student e-mail access, may choose to reverse this. The activity will change significantly if friends share information (Individuals and Reporters). In a sense, this is a much more realistic simulation and one that reinforces both the dangers and the advantages of digital communication (perhaps some students will use it anonymously - that would improve the exercise). If you allow this, take the time to introduce and underscore the "role play" vs. the real world. Friendships and personalities should not be put to the test by this exercise.
Day 2: Depending upon your class size, you should be able to arrange a system for every Reporter to interview 3 Individuals in a class period. Ringing a bell may be necessary. This can be round robin or in random groups of 3. The more people hear from each other, the more interesting your next class will be.
Day 3: A large class can not possibly complete this in one class period. Allowing time for "publication" in print or via online sharing of written work might be a good idea. During this time, students can read related short stories and complete an Editorial Cartoon activity.
Assessment: Online rubric assessment tools can be found at Least Tern's Rubrics & Assessments page. It is recommended that you construct your own tool which is relevant to the grade level, days allocated to the activity, and outcome expected.
