Petaluma City Schools

Lesson Plan

Title Let‟s set our own norms for how to behave online
Author and School Connie Williams, Teacher Librarian
Grade Level/Subject K-6 – easily adaptable for all grades.
Lesson Overview Allows students to develop a set of norms for online
behavior based on previous discussions about bullying,
harassment, feelings, and communications [including
F2F and other non-verbal].
Content Objectives:
(Standards)
ISTE:
5.
Students understand human, cultural, and societal
issues related to technology and practice legal and
ethical behavior.
a. Advocate and practice safe, legal, and
responsible use of information and technology
b. Exhibit a positive attitude toward using
technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for
lifelong learning
d. Exhibit leadership for digital citizenship

Model School Library Standards:
5.0 Demonstrate maturity in consideration of others, both
in person and during communications and interactions
using technology.




Common Core
Standard:
http://www.cde.ca.go
v/re/cc

Students adapt their communication in relation to
audience, task, purpose, and discipline. They set and
adjust purpose for reading, writing, speaking, listening,
and language use as warranted by the task. They
appreciate nuances, such as how the composition of an
audience should affect tone when speaking and
how the connotations of words affect meaning.

Language Objectives:
● the language functions related
to the topic of the lesson (e.g.,
justify, hypothesize)
● vocabulary essential to a
student being able to fully
participate in the lesson (e.g.,
axis, locate, graph)
● language learning strategies to
aid in comprehension (e.g,
questioning, making predictions).
Vocabulary:
Norms
Behavior
Citizenship
Digital

Essential Question(s):
English Language Learner Strategies : See modifications section


Procedures

Include an Into, Through, Beyond, and
Assessments of Objectives




















For homework the night before, have
students answer the following questions in
their cybersafety journal. Encourage them
to brainstorm their answers. The answers
don‟t need to be in complete sentences –
include key words, phrases, and thoughts.

1- How do I want to be treated when I am
using digital technologies?
2- How do I want people to communicate
to me?
3- How do I want people to communicate
[talk] about me to others?
4- How do I want people to handle
material (messages or images) that I send
to them in private?
5- How do I want to behave when I see
something hurtful posted online?


On the day of the lesson, Arrange students
into groups either at desks or on the floor or
around tables. Have students bring their
answers to their table. Be sure that the


Include meaningful activities that
integrate lesson concepts



tables are somewhere convenient for
discussion and writing.


Pre-write the questions on the board along
with the following prompts for answers:
when I am online I want to be treated:”
I want people to communicate with me
online:
I want people to say……….about me…
When someone sends me a private
conversation or image I……
When I send someone a private
conversation or image I……
If I see a hurtful post or image I……………


Review: previous discussions about bullying,
harassment, communicating, etc.
Clarify any questions, and remind students
that bullying is unwanted, repetitive behavior
towards someone.

Unveil the questions and direct students in
their groups to answer these AS A GROUP.
They are to brainstorm their answers and
create unanimously agreed upon answers.
Each set of answers needs to be written as
stem sentences from the prompt written on
the board.

Give students 5 minutes for each question.
Depending on the grade, work with each
question separately, call time and move on;
OR give students all the questions and help
them pace themselves for each question by
calling „time‟ as needed.

Bring the group together again. Starting with
each question have each group share out
their answers.

Write their answers on the board. Put checks
next to those that seem the same [so that
you‟re not repeating the same 4-5 thoughts].

Have students take a long look at the list.
What did they forget? What could they add?
Add any that you think should be added.

Give students 5 minutes in their groups to
discuss this list and think of anything else to
add / anything else to change.

Bring them back together. Share out.
Wordsmith if you think it‟s necessary.

Ask the class if they agree that these are the
things that we believe in when we are talking
about online behavior.

Tell them that from this day forward, these
are our class “norms” for online behavior.
Write the completed list on the butcher
paper.

Next class day - or later in the day after
you‟ve written them on the paper. Have each
student sign the paper and then hang it up in
your room.







Modifications

Adaptations of
content
For younger students or ELL modify the questions:

1- How do I want to be treated when I am using digital
technologies?
Change to: How do I want others to treat me when I am on the
phone or using my computer?

2- How do I want people to communicate to me?
How do I want other people to talk with me?

3- How do I want people to communicate [talk] about me to
others?
How do I want to talk with people about others we both know?

4- How do I want people to handle material (messages or
images) that I send to them in private?
If I send a private message or picture to my friend, how do I
want my friend to behave with that message or picture? If my
friend sends me a picture or message, how should I behave?
5- How do I want to behave when I see something hurtful
posted online?
If I see someone writing something hurtful online how should
I behave?
Have each student write in his/her cybersafety journal


Please describe or attach any assessments or student work samples.
Included in procedures section.