4. Volunteer #2 is invited back into the room. Volunteer #1 then repeats the story to
Volunteer #2 from memory while Volunteer #3 remains in the hallway.
5. Volunteer #3 is invited back into the room. Volunteer #2 then repeats the story to
Volunteer #3 from memory.
6. Volunteer #3 then repeats the story to the entire class.
7. Once each volunteer has repeated the story, lead the group in a discussion of the
distortions/additions to the story made by each volunteer. Students should refer to
their additions/omissions list.
8. Ask the class if any of them have had a story circulated about them that was not true.
Discuss how this experience affected their lives and the lives of those involved.
10. Distribute or project the “Quotes about Rumors” sheet. Have students analyze the
quotes and discuss the implications.
Assessment:
Choose one or both of the following assessments:
1. Students can design a bumper sticker or poster encouraging others to stop the spread
of rumors through good communication skills. Use these to make a bulletin board.
Students can brainstorm a title for the board.
2. Students can create a class Facebook, Twitter, or Instagram page encouraging others
to stop the spread of rumors through good communication skills. Students can take
turns monitoring the page to see what, if any, impact they are making in their school
and/or larger community.
FAMILY INVOLVEMENT:
Have the students interview their family members about their views on rumors and good
communication skills and record the answers in a journal entry. Students might want to
ask the following questions:
v What do