Manhattan College

Education Department
Learning Segment Template
Grace Arias
Number of lessons: 5
Unit Plan: 1 out of 5
Subject: English
Grade Level: 10th Grade
Learning Segment Title: Making Judgments About Privacy on the Internet
Length: 50 minutes

1. Central Focus
●​A description of the important understandings and core concepts that you want students to develop
within the learning segment. It should go beyond a list of facts and skills, align with content standards,
and learning objectives, and address ​the subject-specific components​ in the learning segments.

- The students will make judgements about responsibility on social media and they
will do this by reading articles, watching videos, communicating with peers and
composing their own individual thoughts and claims. This learning segment will
also serve as a building block for future argumentative papers in order to ensure
that they can make valid arguments. This topic will also guide students to make
meaning of the importance of privacy on the internet. Students can ​integrate and
evaluate multiple sources of information presented in different formats in
order to address a question or solve a problem.

3. Essential Questions
●These questions are 2-5 simple, thought-provoking questions that identify the
essential purpose of the unit plan/learning segment, clarify its focus and is written in
student-friendly language.
- Should prospective employers be able to check your social media account?
- Does using the internet come with consequences?

4. Learning Standard
●NYS relevant standard used in the entire learning segment.
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
7. Differentiation:
- During the group activity, students will be split into different groups based on their
ability level (specifically the students reading levels when articles are assigned).
8. Academic Language:
- Students will have to engage with the following vocabulary: evidence, argument, opinion,
reliable, agree, disagree, claim.
9. Resources and Materials
●The plans include a list of all the materials being used to implement the entire
unit/learning segment.

10. References
●The plan includes complete references for sources and texts used in planning (in
APA format).

Link to Ted Talk video:

- “Your online life is permanent as a tattoo.” Retrieved February 20th, 2020 from
https://www.ted.com/talks/juan_enriquez_your_online_life_permanent_as_a_tattoo?lang
uage=en
- Unwrapped Standards: Worksheet Retrieved from February 20, 2020 from
http://rpdp.net/admin/images/uploads/resource_3897.pdf

LESSON Plans 
Day 1:

Learning Objectives​: Students Assessments​: (list the formative

will:​ compose an argument assessment for each objective;
include evaluation criteria for
formative assessments)
- Homework Sheet

Procedure: ​Include an estimate of how much time you will allot for each phase below:

Anticipatory Set ​(hook, motivation, etc. to ​ENGAGE​ students)

- The teacher will hand out the “Do Now” as students enter the classroom. It will include
the thought provoking essential students to engage students and give them a glimpse of
 the lesson: Imagine you are an adult entering your job field. Your prospective boss states
that you did not get hired because of your social media account. How would you react to
this statement? Are there some jobs that should take social media into consideration?
Applying this to a college setting, should schools also be able to review social media
accounts?
Initial Phase ​(instruction​ ​– direct/indirect) ​EXPLORE
- Students will watch a Ted talk called “Your online life permanent as a tattoo.” Students
will take notes on the video. The teacher will specifically ask them to take notes on
whether the speaker agrees or disagrees with their argument made in the Do Now. The
teacher will pause the video repeatedly in order for students to jot down 3-5 quotes they
find interesting or confusing. After the film is finished the teacher will also ask students
whether their argument has changed after watching the video and why.
Middle Phase (​practice-guided/independent) ​EXPLAIN
- The teacher will use the “Save the last word for me” technique by splitting students into
groups. The teacher will pass out index cards where students will write 1 quote (up to 3)
on each index card. One side must list the quote, and the other side must list the students’
comments or feelings about the quote. In their groups, students will share 1 quote and
make no comment while the other students in the group react to the quote. The original
student in the group will share the final comment.
Concluding Phase (​closure/summary: Action/statement by student(s)/teacher to wrap up
lesson)
- Students will remain in their groups and choose 1 quote in order to share with the class
and repeat the comments each person had. The teacher will record the quote and the
reactions on the board.
Follow up: ​What comes next to reinforce the lesson (HW or supplemental instruction).
- The teacher assigns a homework slip for students to complete in their notebooks: By
using the quotes and opinions shared with the class, you must create one group thesis and
one class thesis from the information that has been shared based on the Ted Talk. Explain
how these two thesis’ compare and contrast. Finally, explain how the two thesis’ you
created agree or disagree with your own thoughts.
Materials: ​(items, technology, etc.)
- Projector, white board, worksheets