Digital Citizenship Nine Pillars
1 Hook: What is citizenship?
To draw upon prior knowledge , you will be discovering what the students know initially about "citizenship" and ultimately "digital citizenship"
Students will discover that citizenship in the actual world can be broad or focused. Digital citizenship may have only one area (the virtual world) but many facets (the nine pillars)
An active discussion based on your students can be done either as a whole class or in small groups or partners.
Discuss with your team/partner/group:
- Can you tell me what you are a citizen of?
- Can you be a citizen of more than one place?
- How would you describe "Digital Citizenship" and is there more than one digital world? Why or why not?
- Think of as many areas of the digital world that people may need to learn how to navigate (extra points if you can think of nine!)
2 Direct Instruction: The Nine Elements
You will give the students the link and a brief overview of the nine elements of digital citizenship. Using the nine elements, they will work in teams to learn more about one of the nine elements and create a presentation or some other form of instruction that they will share with the class.
The final product they share can be determined by you, can be from a choice board (Slideshow, video, play, handout, etc.), or can be their own idea that meets your approval.
Using the link provided to you, you will briefly review the nine elements that make up digital citizenship.
You will then meet with the other members of your group and decide which element you want to focus your project on and present the element and the project idea to your teacher.
After receiving teacher approval, you will have time to delve into your topic more deeply, find research and information, and create a 9 minute presentation to teach the class about your element.
The entire class will take a final assessment which combined with your group project score based on the rubric.
3 Guided Practice: Delving Deeper Into Your Element
Once given their element, groups will begin by first understanding more about their topic. They can use the resources on the links provided as a starting point, but can search on their own for more information if needed or desired.
After a group discussion about what the element is, groups will decide how to present the information to the class. Do they want to make a video, a slideshow, a poster or handout?
Given an appropriate amount of time for their project, students will present or deliver their message to the class. The following period, a final assessment will be taken and turned in as part of a summative assessment for the lesson.
Discuss your element with your group:
- What do you already know about it?
- What do you want to learn about it?
- How can you go about finding more information?
If you need resources, be sure to visit the additional links in this section.
Once you understand your element, discuss with your group how you want to share the information with the rest of the class. It can be through a slideshow, a handout, a video, or any combination of ways to get your ideas out to the class.
4 Wrap It Up: Present Your Pillar
After sufficient time to create their presentations, students will present to the classmates.
When all groups have presented, a final assessment will be given to all the class. To create the final quiz, each group will submit 3 multiple-choice questions and one essay topic. Compile the group questions into a Google Form for easy grading.
As a final wrap up, meet with the class and hold a discussion on how their attitudes and feelings have changed as a result of the activity.
You will receive a group grade for your presentation and an individual grade on the quiz. The two grades will be averaged together for one final grade.
You must submit with your presentation, three multiple-choice questions and one essay question (include answers for all, please.)
When all groups have presented and submitted their quiz questions, you will take the quiz independently.
Key Standards Supported
Speaking & Listening
|SL.5: Comprehension and Collaboration|
|SL.5.1||Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.|
|SL.5.1a||Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.|
|SL.5.1b||Follow agreed-upon rules for discussions and carry out assigned roles.|
|SL.5.1c||Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.|
|SL.5.1d||Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.|
|SL.5.2||Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.|
|SL.5.3||Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.|
|Presentation of Knowledge and Ideas|
|SL.5.4||Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.|
|SL.5.5||Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.|
|SL.5.6||Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.|
|W.7: Text Types and Purposes|
|W.7.1||Write arguments to support claims with clear reasons and relevant evidence.|
|W.7.1a||Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.|
|W.7.1b||Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.|
|W.7.1c||Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.|
|W.7.1d||Establish and maintain a formal style.|
|W.7.1e||Provide a concluding statement or section that follows from and supports the argument presented.|
|W.7.2||Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.|
|W.7.2a||Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.|
|W.7.2b||Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.|
|W.7.2c||Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.|
|W.7.2d||Use precise language and domain-specific vocabulary to inform about or explain the topic.|
|W.7.2e||Establish and maintain a formal style.|
|W.7.2f||Provide a concluding statement or section that follows from and supports the information or explanation presented.|
|W.7.3||Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.|
|W.7.3a||Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.|
|W.7.3b||Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.|
|W.7.3c||Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.|
|W.7.3d||Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.|
|W.7.3e||Provide a conclusion that follows from and reflects on the narrated experiences or events.|
|Production and Distribution of Writing|
|W.7.4||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.7.5||With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.|
|W.7.6||Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.|