Lesson Title/Description: Safe Online Talk Lesson # | Time Allotted for this Lesson: 49 minute period 30f5 Goals: Objectives: CCSS Standards: Students will, SL.7.1- Engage effectively in a range of collaborative discussions SL.7.2- Analyze the main idea and supporting details in various media and or risky -describe positive and negative online communication identify when online communication becomes inappropriate -understand appropriate ways to deal with online formats communication when it is uncomfortable or risky ISTE-S Standards: 2 4 Pre-Requisite Knowledge and/or Skills: Social media networking Materials/Equipment/Supplies/Technology/Preparation: Fake profile account on any social media account & knowledge of the privacy settings (how to access, change, etc) “Take Three" Safe Online Talk worksheet Videos cued to play on “Take Three” Activity (Randy, Aseal, and Renee) Internet Safety Tips (one per table) Internet Safety Worksheet Procedure: Teacher Doe: Procedure: Students Do.. T | Motivation/Hook: i | Ask students to write a response to: m| There is a common saying of "Don't talk to strangers"; how e| does this apply online? Is it the same or different as in person? Give specific examples. Motivation/Hook: Students write response, student share out as applicable. Teaching: Demonstrate changing privacy settings in a social media site, Facebook was used, but other options may include Twitter, Snapchat, Kik,, and Instagram. Teaching: Students follow along, asking questions as the teacher shows settings. Activity #: Define vocabulary words for the day with students: © Opportunity: © Pitfall: Inappropriate: © Harass: Activity #1: Students take notes of the definitions and provide examples if applicable.Students can write examples of the words as appropriate Activity #: Take Three Videos Pass out the Take Three Worksheet Explain that students should pay attention to the opportunities and pitfalls that each person mentions in the video. ‘Show the video. Have students fill in the organizer. If time allows, have students compare organizers with a partner. Project the organizer on the screen and have volunteers fill in the organizer with ideas. Ask follow up questions: -Which story did you feel most connected to? Why? ‘What advice did the teens share in the video? Do you have any advice you would add on? -Have you had gut feeling moments as Renee did? Did you ten to your gut? Students will engage in the worksheet, thinking critically about their choices. Students will volunteer as needed to write answers. Students will provide answers. This is an opportunity for think-pair-share as well Go over the definition of harass one more time. Remind students that Randy and Aseal used this word in the video.Explain that harassment isn't always obvious, and that online flirting could be harassment. Ask students what they would do in the following situations: ‘Someone on the street walks up to you or is near you and makes crude or sexual comments? ‘* What would you do if someone flirted with you on the street? Explain that fiting happens online as well, and it can be uncomfortable online, just as it can be when it is in person. Students will answer questions as needed and ask questions. Define risky Pass out the Internet Traffic Light Worksheet. Review the tips on the paper. (one per table) Project and read aloud the stories, starting with Abby's. Have students write their initial responses on the paper, with explanations. Allow students to respond, then give 90 seconds for the group to discuss their answers. If they agree, they should come up with common reasons why. If not, they need to settle on an answer or present their case. * Repeat for Vince's story, Keyanna’s story, and Catherine's story (part one and two) Students wil fill in the worksheet as needed and work cooperatively within their groups to answer the questions,Closure: Ask students to share two rules they can use to Closure: Students will share out. ‘communicate safely online and students answer the three question assessment Meeting Varying Needs of Students: Access to a dictionary if they need it after teacher uses vocab word: Sentence frames/sentence starters The use of the graphic organizer/hard copy of stories to refer to Multi-ability groups to encourage participation and understanding a sentence Assessment 1, Evidence collected from this lesson: Students will complete a three question assessment on the topic of safe online talk, in addition to two rules they think would be useful. Sources: Some curriculum, ideas, and worksheets come from Common Sense Media's Digital Citizenship curriculum,