Engage, Expand and Encompass through Technology

UDL Lesson Plan

Lesson Title: Email Etiquette

Grade Level: 6

Subject: Library

Developed By: Sarah Townsend

Unit: Digital Citizenship

Abstract:
Learners will be introduced to email etiquette and writing professional emails within the school
community. Learners will have the opportunity to share email tips with other learners and utilize a tech
tool to create a meaningful presentation. Learners will create professional email exchanges with
classmates, teachers and/or staff.

Vocabulary: etiquette, salutation, relevant, subject line, attachment, concise, appropriate

Length of lesson: 2-3 classes, (45-minute each)

Pre-Planning

Big Idea (s):

Students will learn and practice appropriate email manners for in-school email with teachers,
classmates, and staff. Students practice creating with a tech to tool to share information with learners
in 4th and 5th grade.

Essential Questions:

 How often and why do you email your teacher?

 If you have a problem or question about schoolwork, what type of email do you send to your
teacher or friend?
 What are some reasons or appropriate situations to use email instead of having a conversation?
 Why is it important to represent yourself professionally when using school email?

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Objectives:

Objective 1: For students to recognize the advantages of using email to communicate at times and
what a professional email should like to another member of the school community. Components to be
reviewed:

 Appropriate greeting options

 Relevant subject choice
 Concise and polite language
 How to ask for help
 Be professional (don’t use slang, texting, etc.)
 Appropriate salutation options
 Proofread
 How to add an attachment in Google

International Society for Technology in Education (ISTE) Standard in relation to objective 1: ISTE
Standard 2: Digital Citizenship
2a Students cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.
2b Students engage in positive, safe, legal and ethical behavior when using technology, including
social interactions online or when using networked devices.

Objective 2: For students to utilize a creative technology tool to create a meaningful, authentic piece
that can be shared with others

ISTE Standard 6: Creative Communicator

6a Students choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication.
6b Students create original works or responsibly repurpose or remix digital resources into new
creations.

Brief Description of Summative Assessment:

Students will compose professional email to a teacher, classmate or librarian (must be copied to Mrs.
Townsend if not directly to her). Checklist will be given for students to follow and self-monitor (See
below).

Lesson Opening:

Students will watch video independently (for control of speed, repetition) and have an opportunity to
keep notes on an index card, computer, etc. https://www.youtube.com/watch?v=NuzKN7fO8Is

After watching video, a quick whole class mind map will be made with 5 points from lesson reviewed,
this way students can listen to key points again and process aloud. The mind map will be made on
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Bubbl.us https://bubbl.us/ and will be shared in the students’ Google Classroom.

Exploration:

Students will work in small groups or pairs to either create:

 Powtoon video https://www.powtoon.com/home/ or

 Public Service Announcement (recorded on iPad)

They will highlight the email tips they have learned in class to share with other students throughout the
school. Powtoon videos and PSAs will be shown either to another class (grades 4-5) or on the main
office TV. PSAs and Powtoon videos will be shared via Google Classroom internally with grades 4,5,
and 6. Checklist for “how to” (steps) for creating a PSA will be shared. Additionally, students
choosing the Powtoon option will be introduced to the quick start guide provided on website.

Check for Understanding:

 Informal teacher check-ins

 Check-list for summative assessment
 Mind map shared for self-monitoring during exploration (PSA and/or Powtoon)

Explanation:

Engagement
Includes video representation (students can control speed, volume, repetition)
Whole Class Discussion (provides listening, question period, whole-class visual of information,
mind-map to show vocabulary)
Small group work to process information, provide content summary
Check lists for self-evaluation with summative assessment
Representation
Students can take notes during the video portion either on notecard or via computer
Students can choose exploration of information either via Powtoon or PSA. Options in using
either tech tool include writing, speaking, filming, presenting, manipulating computer images,
etc.

Action
Self-regulation is practiced via task completion for both summative assessment and exploration
portions of lesson
Learners collaboration and sharing will enhance interest in creating an authentic meaningful
message to the school community

Extended Practice:
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  A follow-up email will be sent by the librarian to each student to allow for an authentic
exchange.
 Students will be prompted to write an email to a classmate or teacher again during class.
 Students’ PSAs and Powtoon Videos will be posted in Google Classroom for students to access
for review.

Closing:

After students share Powtoon/PSA for review, tie-in will be made to the next lesson on posting
etiquette in social media platforms and in Google classroom, etc.

Checklist for Summative Assessment

Quick Checklist for Professional Student Email

Name_____________________________________________Date_____________

Did you include a professional greeting? YES NO

Is your subject line concise and clear? YES NO

Did you use polite and appropriate language? YES NO

Did you use slang or texting? YES NO

Did you proofread? YES NO

Did you sign your name? YES NO

Did you include an attachment if needed? YES NO

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Checklist:

Make expectations (objectives, rubrics, grading) explicit from the

start
Include multiple ways to engage students
Include multiple means of representing the big ideas
Include alternatives to the text e.g. website, article, video, audio
summary, or lower reading level text
Include checks for understanding to shape instruction
Include methods that require students' active participation
Include a choice of learning options that provide greater support or
challenge
Include options to help students learn from the text and classroom
materials e.g., text-reader, comprehension supports
Provide step by step instructions for using learning strategies
Provide access to class notes in various formats e.g., outline, graphic,
studycast
Include multiple ways for students to show what they know (formative
and summative assessment)

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