Teacher Education Program

Daily Lesson Plan

Teacher Candidates Name: Jessalyn Rowlee
Preliminary Information
Lesson 1 of 1

Date: TBD

Grade: 8
Number of Students: About 8

Course/Subject: Advisory

Unit/Theme: Your Digital Footprint

Period/Time: Click here to enter text.

Estimated Duration: 15 minutes

Where in the unit does this lesson occur?

Structure(s) or grouping for the lesson

(Check any that apply) (Double click box to activate

(Double click box to activate check mark.)

check mark.)

Beginning of the unit

Middle of the unit
End of the unit

Whole class
Small group
One-to-one
Other: Specify:

For which assignment is this being submitted? Please indicate course name (339 or 407) and
specific assignment title (i.e., Site Lesson 1): TED 407 - Advisory Lesson

What are your goals for student learning, and

why are they appropriate for these students at this time?
Respond to each in the spaces provided.

Big Idea or Concept Being Taught

What is the essential question students will be able to answer after the lesson is complete?

What are the risks and benefits of sharing information online?

What are the consequences to over-sharing online?
Rationale/Context

Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an
appropriate topic for an advisory session?

TED Lesson Plan Template Updated 2014-08-13(Churchill) for edTPA

Middle school is a time when many students begin to get involved in social media. It is
important that they understand the appropriate ways to use social media and what to post
online. According to the article Creating a Culture of Connectedness through Middle School
Advisory Programs, by Sarah Brody Sulking and Jack Foote, this lesson is appropriate for an
advisory session because advisory programs address issues of community and promote open
communication. This lesson address issues of an online community in which many students
take part in. It also gives students a chance to communicate with one another.
Prior Knowledge and Conceptions

What knowledge and/or skills must students already know to be successful with this lesson?

Students should have some knowledge of using social media, or some form of posting online.
At this age, students are VERY likely to at least know a little bit about social media sites if
they do not currently have one of their own. They should have knowledge of using the
internet to post publicly.
Student Learning Objective(s)

Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to .
Remember: these are NOT activities. Activities are used to assist students with reaching the learning
objectives.

The students will be able to list risks and benefits of sharing information online.
The students will be able to give examples of what could cause them trouble or harm if
posted online.
How you will communicate the learning objectives to students?

The learning objectives are very similar to the essential questions. The essential questions
will be posted and read to the students at the beginning of the lesson so that they are
aware of what they will know by the end of the lesson. These essential questions will be
assessed at the end of the lesson with an exit ticket.
Expectations for Student Learning

What are your expectations for student performance in meeting the learning objectives? Specifically, describe
expectations for each of the following types of student performance: exceeds expectations, meets
expectations, and below expectations performance. Please note that this does not address student behavior;
instead, it addresses student performance as they strive to reach learning objective expectations. Include a
rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning
objectives, not student behavior or student participation.

Exceeds Expectations: Students are well aware of the risks and benefits of sharing online.
They are sure to check what they are sharing. They are well aware of how sharing online
could affect their future. They know that they should be very careful with the privacy
settings for their online accounts.
Meets Expectations: Students prove that they understand the risks and benefits of sharing
information in an online community. They also show that they know what could cause them
harm or trouble when sharing online.
Below Expectations: Students are confused about the risks and benefits of sharing
information in an online community. They are unable to communicate how sharing in an
online community could hurt them.
Evidence and Assessment of Student Learning

How will you know whether students are making progress toward your learning goal(s), and/or how will you
assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to)
monitor, formative, summative, and observe. Be certain you are accessing the progress of ALL
students. Some formative strategies will not allow for effective concurrent monitoring of every student.

Throughout the lesson, the students will have time to share their answers with the whole
group and also share within their small groups. During these times, I will be able to observe
through their conversation what they know about sharing information online. I will also be
able to use summative assessment with an exit ticket to make sure the students are able to
meet the objectives of the lesson.
Student Feedback

How will you provide students with feedback? Use academic language within your response.

This is lesson is based around discussion of the students. I will be able to communicate with
the students and provide feedback as necessary. During the small group activity, I will
monitor the groups so that I can see where the groups stand on the topic and also provide
feedback to them more individually.
Standards

List the standards that are most aligned with your learning objectives. Clearly identify if you are using
Wisconsin Academic Standards or CCS.

Wisconsins Model Academic Standards for Information and Technology Literacy

Information and Inquiry Standards
B.8.6 Interpret and use information to solve the problem or answer the question.
Performance Standards
D.8.2 Use information, media, and technology in a responsible manner.
Academic Language

Identify academic language, particular words/phrases that are essential to understanding the content of this
lesson. In other words, what academic language must students already know to be successful with this lesson?

Social media, digital footprint, sharing, risks, benefits, consequences, over-sharing, and
privacy.

How will you support students to meet your goals?

Respond to each in the spaces provided.

Launch/Hook

How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will
you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention
and bridges prior learning with the new content.

In order to get the students hooked into this lesson, I will provide them with a short video
to watch about Brittney, a girl who posted something she regrets.
Explore

How will students engage with ideas/texts to develop understandings; what questions will you ask; how will
you promote question generation/discussion; how will you address the academic language demands; detail your
plan.
This section should read like a cookbook. A guest teacher should be able to take this section and
duplicate your entire lesson.

This lesson will follow a Prezi presentation (http://prezi.com/dlornxv4jy1d/?

utm_campaign=share&utm_medium=copy&rc=ex0share) that I created. (If a guest teacher
were duplicating the lesson, I would encourage them to first go through the Prezi.) I will
introduce the lesson to them Your Digital Life: Privacy and Digital Footprints and we will
jump right to the essential questions. These questions are posted in the Prezi, and will also
be read to them. To get students thinking and on the right track, they will then be asked to
share what social media sites they use (if students do not personally have one, ask them to
use one they have seen a friend or family member use). Also, ask students to share a time
where they have seen something that they didnt think should be posted or shared. Keep
this brief without sharing too many details or names of people involved.
The next part of the lesson is a video by Common Sense Education called Brittneys Story Posting Something You Regret. The video is about two and a half minutes long. Brittney
talks about a time when she posted something she regretted and talks a little about how she
felt after posting it. After watching the video, students will be encouraged to participate in
a discussion. These are the questions that are planned to be asked of the students, but
consider adding more as necessary. (1) What reasons do you think Brittney and her friends
had for posting those videos online? Why do you think she regrets it? (2) How can posting
videos or pictures affect you? Consider your future. Could videos or pictures hurt you in your
future college or career choices? (3) What kind of information, pictures, videos, or thoughts
might be good or helpful to share online? Why?
Next, the students will break into groups of 3 or 4 students to do the Phils Secret Diary
activity. Have the students discuss the questions in their small groups and choose one person
to report back to the group as a whole.
This is the Phils Secret Diary activity: Phil has created an online profile under secret user
name. He posts his thoughts, feelings, and information publicly all the time, but leaves out
specific details like names or places. One day, his friends begin making fun of him for liking
a secret girl and continuously question him about it. Phil gets annoyed and mad at his
friends, but hes also very embarrassed about it. He only shared it with one friend, but now
it felt as if the whole school knew. What should Phil say to his friend who shared his site
with others from the school? Should Phil expect that his information and identity be kept
private on a site that he is sharing publicly? Whats the difference between posting to a blog
and writing in a diary or journal? What can Phil learn from this situation?
After small group discussions and reporting back to the full group, students will complete an
exit ticket individually. The questions will be posted on the board and also read aloud to
them. They include: (1) What are the risks of being able to share information and thoughts
online? (2) What are the benefits of being able to share information and thoughts online? (3)
How could sharing information or thoughts online cause you harm or trouble?
Students will hand the exit ticket in after being given some time to complete it.
Closure

How will you bring closure to the lesson? Do not merely state you would release the students to their next
class.

The students will complete an exit ticket at the end of the class. It will contain these
questions:
What are the risks of being able to share information and thoughts online?
What are the benefits of being able to share information and thoughts online?
How could sharing information and thoughts online cause you harm or trouble?
Differentiation/Extension

How will you provide successful access to the key concepts by all students at their ability levels?

Students may have trouble reading, listening, or following along. That is why I have
provided the Prezi as a visual to help them and keep them on track while I also read the
questions or give directions out loud.
What Ifs

Be proactive. Anticipate what might not go as planned with the lesson; what will you do about it?

What if a student does not have a social media site? Chances are they have a friend or
family member whose social media site they have seen. If this is not the case, ask this
student to think of it as a video, letter or picture that a friend has on their phone or at their
house that they are sharing with friends.
What if students do not see the harm in Brittneys situation? Give the students another
example, maybe an underage student who has posted drinking videos and/or pictures on
his/her page.
Resources and Materials

Identify all resources and materials used for this lesson.

Access to this Prezi: http://prezi.com/dlornxv4jy1d/?

utm_campaign=share&utm_medium=copy&rc=ex0share
A computer/projector to show the presentation
Paper
Pencil