Lesson

Plan

Do I need to behave a certain way when using social media? Can

social media play a positive role in my life?

TITLE

DURATION
TEXT(S)

1 class period (approx. 50 minutes)

None

MATERIALS

Laptops, Smartboard, internet connection, speakers

SUBJECT AREA
LEVEL

English Language Arts

Secondary
Cycle One

Year 1 (Gr.
7)

Year 1 (Gr. 9)

Secondary
Cycle Two

Year 2 (Gr. 8)

Year 3 (Gr. 11)

Year 2 (Gr. 10)

Text, Audience, Producer

PROGRAM CONTENT

- Examines the constructed nature of the media by exploring, through discussion or

inquiry, the discourse of texts that communicate information, tell a story, advertise or
persuade.
Identifies and deconstructs codes
Interprets media texts
Students will be able to:

LEARNING OBJECTIVES

Recognize the main elements and guidelines of digital citizenship

Reflect upon the consequences of cyberbullying
Differentiate between proper online conduct and inappropriate online conduct

Secondary
Cycle One
SUBJECT-SPECIFIC
COMPETENCIES

Competency 1. Uses language/talk to communicate and to learn

Competency 2. Represents her/his literacy in different media

Competency 3. Reads and listens to written, spoken and media texts

Competency 4. Writes a variety of genres for personal and social purposes

Secondary
Cycle Two

Competency 1. Uses language/talk to communicate and to learn

Competency 2. Reads and listens to written, spoken and media texts
Competency 3. Produces texts for personal and social purposes

CROSS-CURRICULAR
COMPETENCIES

Competency 1. Uses information

Competency 2. Solves problems

Competency 3. Exercises critical

judgment
Competency 4. Uses creativity

Competency 6. Uses ICT

Competency 7. Achieves his/her potential

Competency 8. Cooperates with others

Competency 9. Communicates
appropriately

Competency 5. Adopts effective work methods

BROAD AREA
OF LEARNING

Health and Well-Being

Personal and
Career Planning

Environmental Awareness /
Consumer Rights and
Responsibilities

Media Literacy

Citizenship and
Community Life

Name
Date & Time of Lesson
Room Number
Subject
Grade Level
Lesson Topic
Major Goal(s) of Lesson
Alessias Self-Directed Teaching Goals

Alessia Fasanella
May 13th 2015 from 9:15 to 10:05 a.m.
A-308
English Language Arts
7 (Cycle 1 Year 1)
Examining Digital Citizenship Inside and Outside
The Classroom
The goal of this lesson is to ensure that the students
have a sophisticated understanding of digital
citizenship, online etiquette, and positive posting.
I would like to make sure I address each student by
name during this activity, in order to cultivate a
safe and welcoming classroom environment. I also
want to ensure that I speak clearly throughout the
activity, and manage the classroom well (i.e. ensure
that instructions are being followed by maintaining
an on-task attitude). I hope to be firm with
instructions and keep the students focused on the
task, while seamlessly bridging various activities.
Finally, I want to ENGAGE the students by
maintaining high energy and enthusiasm
throughout the lesson.

CLASS PERIOD
& DURATION
CLASS # 1
# Min. for Activity
4 minutes

LESSON PLAN
LEARNING ACTIVITY 1: Oversharing- YouTube Video & Think Pair Share
Introduction/Warm-Up
Welcome students to class and ask them what they thought about the reading (completed the
previous class). Follow this up by introducing a concept that should already be familiar to the
students: Facebook! Ask the students questions regarding the topic as an opener. For example:

Does anyone have Facebook (Twitter, Instagram, etc.) in the class?

Do you find social media helpful?
Can social media ever be hindering?

Development
4 minutes

Explain that next class the students will be creating a type of Facebook page. However, before
one can explore the online world, one must be acquainted with the rules of that world. Project
the following video on the Smartboard to illustrate this point:
https://www.youtube.com/watch?v=I47ltgfkkik
Closure/Wrap-Up

15 minutes

After the video watching, have the student open their laptops and do a freewrite. A freewrite is
not evaluated for vocabulary or spelling, but for content. Be sure to illustrate this point to the
students. Have them, individually, think and write about the following questions:

Was this video informative?

What did you learn from it?
Did you disagree with any of the content?
How did it make you feel about your own social media usage?

Once the students have been given 5 minutes to complete their freewrite, have them pair up
with the student next to them to share their ideas. Finally, have the pairs of students present their
top comment, question, or idea to the class.
Extension/Whats Next?
Explain that the rules of social media usage that have been demonstrated throughout this video
are not simply useful for our in-class activity, but throughout their lives.
Multi-level Modifications
-NACLASS # 1
# Min. for Activity
13 minutes

LEARNING ACTIVITY 2: Oversharing PowerPoint

Introduction/Warm-Up
This PowerPoint presentation goes over the T.H.I.N.K. principles of digital citizenship: truth,
helpfulness, inspiration, necessity, and kindness. It also delves into two cases of cyberbullying
that ended in suicide, to demonstrate to the students that online behaviour does come at a cost
in the real world. It also ends with two examples of social media usages in the classroom; one
demonstrates poor social media usage, and the other demonstrates excellent classroom social
media usage with peers (the latter is an example taken from actual students in class, which I
have been granted permission to include on my PowerPoint).

Development
It is important to remember that a PowerPoint presentation can be taxing for the students if there
is no component for them to engage with. Therefore, I have designed my PowerPoint so that it is
clear, with minimal writing, and maximum visuals, to appeal to a variety of different learners. I
will have specific students re-enact a particular social media conversion, to illustrate poor social
media etiquette. This will help maintain student interest. I also provide examples of inspiring
social media websites for the students to check out, in order to ensure that the students are not
scared of using social media, but can do so knowledgably. There is also a slide that
demonstrates a real-life example of social media etiquette taken directly from the classes
Edmodo account. When students see their own names on the presentation, or the names of
their peers, this will incite interest as well.
Closure/Wrap-Up
The PowerPoint deals with a variety of topics pertaining to cyberbullying, online safety, and
etiquette. It will give the students an introduction and basic understanding of digital citizenship.
Extension/Whats Next?
This activity seamlessly leads to the next, which challenges ones idea of privacy on the internet.
Multi-level Modifications
-NACLASS #
# Min. for Activity
2 minutes

5-8 minutes

5 minutes

LEARNING ACTIVITY 3: Online Privacy Demonstration

Introduction/Warm-Up
This is a fun, fast-paced activity on privacy. I consider myself to be an extremely private online
citizen. I have a Facebook account, but my privacy settings are strict, and I feel that I am well
protected. However, as I was googling myself, I discovered that I am actually very present on
the internet (either through pictures, groups that I have liked, through awards I have received,
and competitions I have taken part in). Basically, I was shocked. My activity is therefore
designed to expose privacy settings and online naivet.
Development
I will begin by boasting about how private I believe my online profile is. Then, I will challenge
the students to attempt to find as much information they can about themselves online. The
students will then have the opportunity of sharing what they have found about themselves with
the class. This will help the students see how much information is available online. However, if
the students do not find much about themselves online, I will google myself (on the Smartboard)
and show them how much information has been published pertaining to me. NOTE: I have
googled myself and looked through the images and pages, the content that is linked to me is
appropriate for a classroom setting (it includes my profile picture, Facebook groups I am a
member of, and a variety of awards I have won). I will give them 5-8 minutes to finish this task.
Closure/Wrap-Up
The goal of this activity is to expose my online naivet and demonstrate that no matter how
safe and/or protected you may feel about your online information, the internet is, ultimately, a
very PUBLIC place. If time permits, have the students write a short REFLECTION based on
their findings. Some reflection questions include:

Were your surprised by what you found?

What do you think of online etiquette and digital citizenship after today?
How can you be a better digital citizen?

How can you brand yourself online?

Extension/Whats Next?
We will then transition into a wrap-up of everything we have gone over during the period, and
explain how this new knowledge they have acquired pertaining to digital citizenship will help
them make better choices when engaging with social media, and make them more aware of
potentially dangerous usages of this same social media. I will then ensure to elicit interest for the
following lessons activity, which will consist of the students using social media to construct a
Fakebook profile for a character of Shakespeares A Midsummer Nights Dream.
Multi-level Modifications
-NA-

What to do differently for next time?

Students loved the lesson, a lot of participation. For next time, no need to have students stand
when presenting the scenario.

APPENDIX

PowerPoint Slides: