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Aubree Bowman

Digital Citizenship Lesson Plan


EDUC- 536 Professor McManus
April 15, 2015

School: Bloomfield High School


DRG: G
Classroom: I will be using my grades 10-12 choral students. There are 20 students in the
class all, of varying grade and academic levels.
Differentiation: Students within my class are musical, linguistic, and bodily-kinesthetic
learners who learn best by participating in group activities. They also enjoy sharing their
personal experiences as it helps them to connect to a topic. Within this lesson students
will draw diagrams, participate in group discussions and complete a written response.
During the warm up discussion students will use a sports ball to engage their bodies. The
variety of activities will help to keep students engaged and will provide many
opportunities for students to share their knowledge.
Common Core Standards:
CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.9-10.1.d
Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented.
CCSS.ELA-Literacy.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or

formats (e.g., visually, quantitatively) as well as in words in order to address a question or


solve a problem.
Enduring Understanding: Students will understand the importance of responsible, legal
and ethical use of the Internet. Students will also understand how their online actions
affect other individuals.
Essential Question:
What is digital etiquette? How do we use digital etiquette within social media?
How does the use of technology affect other individuals?
What are the benefits and drawbacks of Internet success/ popularity?
Objective: Students will understand the benefits and negative consequences of posting
content online ( via videos or pictures). Student will also compare the different types of
criticism that men and women receive and discuss the impact of negative comments.
Materials:
Dude Perfect Backyard Edition Video
Rebecca Black Video Case Study Video
Pencils and Markers
White Mini- Poster Paper
Soft Sports Ball (for class discussion)
Student Written Response Worksheet
CLASS DISCUSSION (Teacher Guided) Introduction
HOOK: RAISE YOUR HAND IF You have ever seen or experienced someone
writing a negative comment under a video or picture posted on Instagram, Twitter, or
Facebook!
Teacher Question: WHAT USUALLY HAPPENS AS A RESULT OF THE
NEGATIVE COMMENTS?
Students should form a circle around the classroom. Ask students to respond to the
following questions. When a student is speaking he/she will hold the ball and then pass it

to another person who also has a response. The teacher should record all student
responses on the whiteboard.
1. What does it take to become famous online? (talent, looks, timing, luck, strategy,
visibility, networking, advertising , etc. )
2. Who are some Internet celebrities? Why are they famous?
3. What websites or Internet apps do people use to become Internet celebrities? Why?
4. Does gender play a role in the amount of attention an Internet celebrity receives?
CLASS DISCUSSION (Teacher Guided)
Define digital etiquette and discuss the concept of treating people with courtesy and
respect online. What are some examples of inappropriate behavior online? (This includes
posting negative comments, hacking others computer, downloading illegally, plagiarism,
and using bad language on the Internet.)
Activity #1 (Teacher Guided- Dependent Practice):
Students will watch the YouTube video, Dude Perfect | Backyard Edition | Our 1st
Video! https://www.youtube.com/watch?v=PD6eQY7yCfw&feature=plcp.
DISCUSS with students the benefits of being able to share ones talents and passions
online. Ask students to give examples of Web celebs and their talents.
Activity #2 (Teacher Guided- Dependent Practice):
Students will watch the Rebecca Black Video Case Study video.
DISCUSS with students the negative aspects of Internet fame and how online posts affect
others. Students will discuss ways individuals use various social media applications to
demean others.
DISCUSS how gender plays a role in the amount of attention an Internet celebrity
receives. What are some stereotypes about women? Men? What are the expectations?
Why?
Small Group Diagram (Independent Practice):
Students will divide into groups of four to share their own experiences creating and
posting videos/ pictures online. What made them post the video? Did the video receive
comments or feedback? If so, were they positive or negative and how did the comments
make them feel? Did gender play a role in the type of feedback they received?

Based on this small group discussion, students will create a poster highlighting their
experiences. Each group will present their diagram to the class.
Assessment - Student Written Response Worksheet (Independent Practice):
Students will define digital etiquette and answer the following questions.
1. Do you feel that people make comments to bring down women online? If so, in what
ways? What are some common trigger words for criticizing women online? Give specific
examples.
2. Do you feel that people make comments to bring down men online? If so, in what
ways? What are some common trigger words for criticizing men online? Give specific
examples.
3. How do these negative comments reinforce narrow ideas about how girls and guys are
supposed to look and act and can even make readers feel bad about themselves. Give
specific examples.
Closing- Teacher will review the definition of digital etiquette and the responsibility of
each student as a digital citizen.

Reflection:
This was my first time teaching about digital citizenship within my classroom. In
my choir classes computers are not used, but we do watch You tube performance that
display various viewer comments. In my sound studio classes, students use various music
websites and are encouraged to use the technology appropriately. Yet, the definition of
appropriate is not always clearly defined. In teaching this lesson, students were able to
view two different situations that address the issue of digital etiquette. When using
technology, many students are not always aware of the consequences of their actions on
others. As a result, some students may choose to post negative comments in attempt to
receive validation from others.
After watching the first video, students were amazed at the various ways
individuals can become famous through the Internet. Students began to share other videos
they have seen in which individuals were recognized for a talent. I shared a personal
example of a music group named Karmin, who attended my college and received fame by
posting videos of music cover songs. This idea of instant gratification and attention is
intriguing to this generation of youth who seek instant success and attention. I noticed
that most students began sharing their perception of fame and the financial benefits. In
this moment, they did not consider the negative factors.
After watching the second video, students were able to share personal experiences
of posting videos or pictures online. One student shared that after posting a picture of her
sister on her Instagram account, other online users began to talk negatively about her
natural hair. Another student spoke of an incident in which a physical fight occurred as a
result of a negative online post. This led to another discussion, the impact of social media
on relationships between peers in and outside of the school. We also discussed ways in
which online posts can be misinterpreted.
After reviewing the student assessment responses, it is evident that students have
a better understanding of the definition and purpose of digital etiquette. Many students
were able to make connections between stereotypes and the ways in which social media
aids in reinforcing them. They were also able to view Internet success from a different
perspective and evaluate the pros and cons.
Overall, the students developed a concrete understanding of their role as a digital
citizen. When posting on the Internet, students understand that they must be aware of
how their activity affects others. They also began to reconsider the idea of fame and
question its worth. I intend to incorporate more of these digital citizenship lessons into
my curriculum, to ensure that all students understand how to use technology effectively.