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Special Education

Lesson Plan Template

Overview

Teacher(s): Kanna Werner Subject: Digital Literacy Grade: 6

Lesson length: ~40 min Lesson Topic/Unit: Digital Footprints

Learning Objectives:
I. By the end of this lesson, students will II. By the end of this lesson, students III. I will know that students have met
know: will be able to: this objective when:

 Companies look into  Identify what types of  Students can discuss


your online presence posts or personal and offer their insights
when they are hiring websites are okay to into whether they would
you. have online and what hire an applicant for a
 We can present we should refrain from job based on the (fake)
ourselves online in  Detail what types of social media profile for
appropriate ways. online activity goes into the applicant
 Digital footprints cannot our digital footprints  Explain why it is
be erased but we can important to post
change the way our appropriate things
social media looks when online
we search for it.  Identify what types of
online activity goes into
their digital footprints
IV. Essential question(s) for students to answer

What do people see when they search for me online? What types of posts or social media should I
engage with? What do responsible, appropriate posts look like? Why do companies look into the
social media of people they are hiring?

State Standards:
In this section, identify and list the VA SOLs standards (or other) that are addressed in this lesson.

VA SOL Language Arts:

6.3 The student will understand the elements of media literacy.

a) Compare and contrast auditory, visual, and written media messages.

b) Identify the characteristics and effectiveness of a variety of media messages.

6.5 The student will read and demonstrate comprehension of a variety of fictional texts,

narrative nonfiction, and poetry.


b) Make, confirm, and revise predictions.

e) Use prior and background knowledge as context for new learning.

f) Use information in the text to draw conclusions and make inferences.

Context for Learning/Background Information

Situating the Lesson: In this section, list/describe topics of previous lessons related to the topic of this lesson that
students should be familiar with.

We have been exploring the concept of digital footprints for the past few lessons. Students have seen a
video about digital footprints and filled out guided notes, discussed in peer groups about what a digital
footprint is, and have played a game of Kahoot about what online activity contributes to a digital
footprint.

Lesson Content: In this section, briefly list/describe the content of the current lesson. (2-3 sentences)

In today’s lesson, students will be investigating how the things they post look in their digital footprint.
We will look at two different (fake) social media profiles of potential job applicants so that students
can look at them from the point of view as the interviewer/boss. Would the students hire these
applicants? Why or why not? We will discuss what things are appropriate to post and what aren’t.

Lesson Rationale: In this section, describe why students need this lesson the way you have planned it. What are you
offering them? What needs are you addressing? (2-3 sentences)

This lesson will hopefully get students thinking critically about the things they choose to share on
social media. We have discussed at length now how their digital footprints cannot be deleted or erased,
so now we will be looking into what they should be contributing to their footprints and what they
shouldn’t. As they grow older, apply to college and then jobs, they need to be thinking about their
social media posts and how they might influence future decisions.

Assessment of Student Learning

Assessment Procedures: In this section, describe the assessment procedures that will be used to measure learning of
the objective(s). Assessment procedure must be concrete and tangible, and teacher observation (without a record of it) is
unacceptable. Attach assessment probe or checklist to lesson plan. Multiple forms of assessment are strongly encouraged.

Assessment Type(s): In this Assessment Criteria: In this Feedback: In this section, describe
section, describe how you will assess section, describe how students will what feedback from the assessment(s)
students. demonstrate mastery on your you will give students and how you will
assessment(s). give it to them.
I will be assessing students
throughout the lesson. As Students will show mastery if As I walk around during the do
students complete their they can… now, I will be praising people
typing.com lessons, I will be who are using the home row
circulating to see if they are  Type using the home position and awarding class
using the home row position and row position without points.
looking at the screens rather looking at their hands
than at their hands.  Identify what a digital After we watch the video, I will
footprint is ask students about good things
I will also be asking students  Name some things that and bad things that go into a
discussion questions about what go into a digital digital footprint, which is what
digital footprints are, what goes footprint the video is about. If students
struggle to identify good and
into them, and what are good  Identify what is good to bad options, I will guide them to
things or bad things that could have in a digital thinking about it more
go into our footprints. I will footprint and what is concretely.
gauge understanding of these bad (i.e. good = pictures
concepts based on their from a charity event or  What are some things
responses. service project, bad = that you would be glad
mean comments you left if your parents saw you
During the You’re the Boss on someone’s video) posting online?
activity, I will be walking  Use the (fake) profiles  What are some things
around, talking with students to make decisions about you would be
about how they are making their hiring applicants to a embarrassed or upset
decisions whether to hire the (fake) job about if your parents
applicant or not. I will see if  Explain their decision saw you postig online?
they can point to specific things using evidence from the  Think back to our
on the person’s profile to profiles discussions about “mean
support their decision. We will tweets” and being a
also have a discussion after, in “good person” online.
which I will gauge their What did we say was
understanding of how the good to do online?
candidates’ social media What did we say was
footprints contribute to how bad?
their interviewer/boss sees them.
I will also be circulating as they
work on their You’re the Boss
activity. I will be checking in
with students, asking them what
they think to gauge their
understanding. If I see a student
struggling or not engaging with
the activity, I will go to them
first to check in.

 What are some things in


each profile that an
interviewer or boss
might like to see?
 What are some things
that they might not like
to see?
 What would a boss be
looking for?
 Do either of these
profiles show them
these things?
 Which ones would
make them think the
applicant would not be a
good employee?
Materials & Resources

Teacher Materials (I need): Attach teacher Student Materials (They need): Attach ALL student
instructional materials to lesson plan submission. If you are instructional materials to lesson plan (i.e., worksheet,
using a SMARTBoard during lesson, include a file with graphic organizer, test/quiz, etc).
materials (saved as a pdf). If you are using external websites,
videos, etc, list the links below.  Laptops
 Desks
 Laptop
 Chairs
 Laptop stand
 Pens/pencils
 Internet
 You’re the Boss record sheet
 21st century skills google slides
 Google classroom
 Digital footprint video from slides
 Internet
 Projector
 You’re the boss applicant profiles (from
 White board Google classroom)
 Speakers

Behavior Management

General Concerns: What routines Specific Concerns: Are there any Feedback: How will you provide
are already in place to help you specific antecedents, unique situations, feedback to students about their
manage student behavior/keep students or other student behavior concerns that behavior during this lesson?
focused & on task? may impact this lesson? Indicate how
you are planning to confront those I will be circulating during the
To get student attention, we say concerns. class, praising positive
“give me five” and hold a hand behaviors that I see and
up. The students then hold their Since we will be watching a
awarding class points as needed.
hands up, stop talking, and give quick video, I will remind them
I will give class points for
me their attention. If they do of our video-watching
students in their seats, working
this well, they get a class points. expectations before I start it
on the typing do now when class
The class points reward them for (quiet, focused on the screen,
starts. I will also give points for
positive behaviors or actions we keeping their hands to
students who are using the
see in our students. If the themselves). I will be
home-row position, not looking
students do not have a circulating as students complete
at their hands. I will also give
successful give me five, I will their independent work to check
points for their successful give
ask them how they could in with them.
me fives. I will remind them of
improve and let them practice it what I am looking for (“if I see
again for a point. If the class everyone in their seats working
gets 60 class points, they get a on the do now when class starts
class party. I can give us some points”) and
tell them when and why I am
giving points (“Looks like
everyone is in their seats,
working on their do now!
That’s worth a couple of
points!”).

Preparing Students for Instructional Content


Estimated time:
Review of prerequisite skills: In this section, identify Student-Friendly Objective: Re-state the lesson’s
any skills or content that you will review with students prior learning objective in student-friendly language.
to new instruction. This could be the warm-up, “do now”, or Today we are going to explore digital footprints
other introductory part of lesson that reviews prior learning. and how the things we post online look to other
The students will start off completing our usual do people. We are going to pretend we are the boss
now of typing.com lessons. These lessons teach of a company looking into the people we want to
students to use the home row typing position so hire, so we can see what their social media would
that they can use touch typing (not looking at the look like to their potential bosses. Would we hire
screen while typing). The students are very these applicants based on what we saw?
familiar with this procedure and should get to the
website to begin their typing as soon as the bell
rings.

Essential Vocabulary
Estimated time:
Reviewing vocabulary: In this section, identify any Pre-teaching vocabulary: In this section, identify any
vocabulary that must be reviewed or re-taught. vocabulary you need to introduce or pre-teach ahead of the
main lesson. If this is a vocabulary-centered lesson, skip this
 A digital footprint is the trail you leave section.
everytime you go online.
 An applicant is somebody who is
applying to a job.

Instruction
Estimated time:
Direct Instruction (I DO): In Guided Practice (WE DO): In Independent Practice (YOU
this section, describe the direct this section, describe the practice that DO): In this section, describe the
instruction that will be provided. How students will be provided with. Include independent practice students will
will you model/demonstrate ideas? how you will determine that students complete.
How will you use “think aloud” and are ready to independently practice.
cognitive modeling? You’re the Boss:
Digital Footprint Video:
Do Now: Then, I will tell students that we
I will have them close or “clam- are going to be looking at pieces
We will start with our typing do shell” (i.e. half closed) their of two people’s digital
now. I will broadcast the laptops, counting down from 5. footprints. I will tell them that
instructions on the board from Whenever I see that they are all we are going to be looking at
the 21st century skills slides (go closed or clam-shelled, I will their social media profiles,
to typing.com and complete the award class points for the seeing the things that they’ve
next typing lesson). As they number in the countdown I’m posted. I will tell them that we
work on their typing lesson, I on (i.e. if I am counting down, will be pretending that we are
will be walking around checking reach three, and I see all the the boss of a company looking
to see if students are using the laptops closed, I will give them to hire these two people.
home row position. I will award three class points).
points if I see multiple students I will instruct students to go to
using the home row position, I will tell them that we are going our Google classroom website.
telling them that I am doing so. to be investigating what digital There, I have posted the profiles
footprints could mean in our of the two people that we are
lives a little more today. I will going to be looking at. I will
ask them for volunteers to hand out the You’re the Boss
remind us what a digital record sheet for them to record
footprint is and what goes into a what they see in the profiles, if
digital footprint. Students they would hire the person, and
should tell me it is the trail we
leave online and that everything what from their profiles
we do online goes into it (i.e. the influenced that decision.
things we search, the websites
we go to, the things we post). I will be circulating as students
work. I will be stopping to talk
We will watch a quick video on to students and asking them
digital footprints. I will remind about their opinions. Then, we
them about our video will come together as a class to
expectations before we start the discuss who we would hire and
video. After we watch the who we wouldn’t. I will have
video, we will discuss what are students vote and keep track of
some good things to have in the vote. I will ask for
your digital footprint and what volunteers to share what from
are some bad things to have. the profile influenced them to
make their decision. When we
have finished discussing, I will
tell them to put their record
sheets in their red folders.

Closure
Estimated time:
Lesson Review: In this section, Forward Look: In this section, link Homework: Describe any
review the learning that occurred this lesson to future learning. State how homework assignments. Use N/A if
during the lesson. Be specific and ask this lesson is related to the next lesson there is no homework assignment.
students to review in a way that reflects or future learning.
what they learned, rather than what the N/A
topic was or what activities were used I will tell them that next class
to facilitate learning. we will have a quiz on digital
footprints. I will remind them
I will ask for volunteers to tell
that they have digital footprint
me what are some good thing
guided notes in their red folders
and what are some bad things
if they would like to look over
that go in our digital footprints.
them before class. I will also
I will ask why it is important for
tell them that next class we will
us to be aware of our digital
be thinking through some online
footprints and who might be
cause and effect problems,
looking at what we post.
giving the example of someone
not getting hired because they
posted something rude about
their interviewer online to
connect back to our lesson.

Differentiation

For our ELLs, I will put the profiles into Google translate. Google translate isn’t always perfect, but it
allows students to be able to get the gist of what we are doing better than if the activity was just in
English. These students are welcome to write their responses in their primary language as well, since I
can translate them too. For students who finish early, I will have them go back to typing.com to get
some extra practice. They can also come up with a set of “rules” on the back of their record sheet that
say what we should post on social media and what we shouldn’t. Students who struggle will work
through it with me. I can always pull them together to work in a small group with me if necessary.

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