Digital Citizenship Blended Lesson
Students are provided with a shared Google doc to brainstorm items for discussion to be shared with outside expert.
The doc is shared via Google with the outside expert for preparation for the video hangout.
Participation is assessed using revision history
Open assignment in Google Classroom (*or shared Google Doc)
All contribute ideas for discussion with outside expert
2 Guided Practice
Connect with outside expert via Skype or Google Hangouts
Greet our guest speaker!
Using your prepared questions to engage in questions/discussion.
Be polite and watch your personal airtime... make sure everyone has a chance to speak with our guest.
Active participation is expected of each student, including taking notes
3 Collaborative practice
Students work in small groups (3-4) to review notes & highlight key points of video call discussion connected with goals of digital citizenship and social media, along with other points learning that interest them
Students organize key points into a story board.
Students write a script of their learning experience
Collaborate with your group to:
List key points and their relevance to the lesson on social media and digital citizenship. Be sure to include other things you learned about work life in tech companies, as well as the qualities they look for in future employees.
Create a story board to include contributions of all group members
Have one member write as others convey lines of script.
4 Wrap Up-Video Creation
Students articulate what they have learned using multimedia (visuals, audio) video creation tools
We used the VideoScribe App for ios
Create a video about our class discussion with an outside expert.
Follow the storyboard to locate images in the VideoScribe app
Each student in your group will record a portion of the script to complement the images chosen
Adjust the timing of images to match your audio
Save the video to your camera roll
Use the YouTube Capture app to add background music and publish using your school Google account.
Finished videos will be posted in our Google Classroom
Best videos will be Tweeted to educate others
Key Standards Supported
Speaking & Listening
|SL.9-10: Comprehension and Collaboration|
|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.|
|SL.9-10.1a||Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.|
|SL.9-10.1b||Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.|
|SL.9-10.1c||Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.|
|SL.9-10.1d||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.|
|SL.9-10.2||Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.|
|SL.9-10.3||Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.|
|Presentation of Knowledge and Ideas|
|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.|
|SL.9-10.5||Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.|
|SL.9-10.6||Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.|
|SL.11-12: Comprehension and Collaboration|
|SL.11-12.1||Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.|
|SL.11-12.1a||Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.|
|SL.11-12.1b||Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.|
|SL.11-12.1c||Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.|
|SL.11-12.1d||Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.|
|SL.11-12.2||Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.|
|SL.11-12.3||Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.|
|Presentation of Knowledge and Ideas|
|SL.11-12.4||Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.|
|SL.11-12.5||Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.|
|SL.11-12.6||Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.|
|W.11-12: Production and Distribution of Writing|
|W.11-12.4||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|W.11-12.5||Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.|
|W.11-12.6||Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.|