CEP Lesson Plan Form

Teacher(s): Mollie Metts, Molly Hanson Date: February 7, 2022

Content Area: Digital Citizenship

Title: We are Civil Communicators and Connecting with Digital Audiences

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
ISTE Standards
1d, Students understand the fundamental concepts of technology operations, demonstrate the
ability to choose, use and troubleshoot current technologies and can transfer their knowledge to
explore emerging technologies.
2b, Students engage in positive, safe, legal, and ethical behavior when using technology,
including social interactions online or when using networked devices.
3a, Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
3b, Students evaluate the accuracy, perspective, credibility, and relevance of information, media,
data, or other resources.
3d, Students build knowledge by actively exploring real-world issues and problems, developing
ideas and theories, and pursuing answers and solutions.
6a, Students choose the appropriate platforms and tools for meeting the desired objectives of
their creation or communication.
6c, Students communicate complex ideas clearly and effectively by creating or using a variety of
digital objects such as visualizations, models, or simulations.
7a, Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning.
7b, Students use collaborative technologies to work with others, including peers, experts, or
community members, to examine issues and problems from multiple viewpoints.
7c, Students contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.
7d, Students explore local and global issues and use collaborative technologies to work with
others to investigate solutions.

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CEP Lesson Plan Form

Understandings: (Big Ideas)

Teach students to keep disagreements civil so their ideas will be heard and so they can advocate
for positive change. Remind your students to consider their audience before they post or
comment online, and help them build community and communicate effectively in the digital
world. Emphasizing “think before you post” and being civil when discussing controversial topics
and or opinions and utilizing code-switching to cater to whom you are speaking to online all
contribute to a student’s good digital citizenship.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

-How can students use digital tools to connect with learners from a variety of backgrounds and cultures,
engaging with them in ways that broaden mutual understanding and learning?

-How can students understand the fundamental concepts of technology operations, demonstrate the ability
to choose, use and troubleshoot current technologies, and can transfer their knowledge to explore
emerging technologies?

- How can Students engage in positive, safe, legal, and ethical behavior when using technology, including
social interactions online or when using networked devices?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your lesson objectives from the standard, follow the ABCD
format, using student's voice)

I can: use digital tools to connect with my peers from a variety of backgrounds and cultures, engaging
with them in ways to come to an understanding.

This means: I will use civil discourse, code-switching, and avoid trolling peers to build a connection with
them and the community.

I can: understand the fundamental concepts of technology operations, demonstrate the ability to choose,
use and troubleshoot current technologies and use my knowledge to explore technology.

This means: I will use code-switching and civil discourse when choosing to use technology as I explore
the digital world.

I can: engage in positive, safe, legal, and ethical behavior when using technology, including social
interactions online or when using networked devices.

This means: I will collaborate with my peers using civil discourse, code-switching, and avoiding trolling
to create a safe digital community as well as being a good digital citizen.

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CEP Lesson Plan Form

List of Assessments: (Write the number of the learning target associated with each assessment)

1. Discussion Post, Padlet, etc. (Learning Target 1)

2. Trolling de-escalation activity (learning Target 2)

3. Digital Community & safety worksheet (Learning Target 3)

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 CEP Lesson Plan Form
Planned Lesson Activities
Name and Purpose of Lesson
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as the
mini-rationale for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?
Anticipatory Set
The “hook” to grab students’ attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of mind.
● To focus student attention on the lesson.
● To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different activity
or new concept is to be introduced
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Digital Behavior
The purpose of this lesson is to inform students how to handle
digital communication by using civil discourse, code-switching,
avoiding trolling, and creating ways to collaborate with their
peers to create a safe digital environment.
The lesson should take 45-55minutes to complete
Think... Before You Post
First, we will open the conversation by asking the students who
use social media or uses the internet to communicate with
others. We will watch the Think Before You Post video, and
then discuss and define some key terms, like code-switching
and collaboration.
We will jump in on definition slides and start by saying “ The
terms that are important for this unit are code-switching, civil
discourse, trolling, and collaboration. You will use these in
activities and hopefully everyday media usage. When we refer
to code-switching we mean changing your language,
behavior, or appearance based on where you are and who
you are with. The next term we will refer to in class is
civil discourse. This means having a conversation that
involves respectful sharing and debate of ideas. When
might someone use civil discourse? (Let students give
their ideas). Moving on to the next term trolling. Trolling
refers to online behavior that is meant to offend or stir up
drama between individuals or groups. The next and final
term we will discuss is collaboration. Collaboration is the
ability to come together and work to create or produce
something. “
Then have students open padlet.
“ For this post on paddlet, we want you to give examples
of code-switching, trolling, and civil discourse. As well as,
describe any experiences you have with any of these.”
Then give them 5minutes to complete. After the five
minutes show students examples of trolling.
“These are some examples of trolling. We will show you
some ways to de-escalate and use civil discourse and
code-switching to respond to trolling. Now that we have
shown you and given you examples. Try this worksheet
and see what you come up with for responses. ”
Then while they work on the worksheet pull up exit tick or
homework depending on what we decide based on time.
The student then will fill out the digital community and
safety worksheet.
“ Alright class, let’s bring it back together. One last
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activity please fill out the exit ticket and this will be for
points.”
IF FOR HOMEWORK
“Alright class, let’s bring it back together. The sheet we
are handing out is homework on digital community and
safety. If you lose this there is a copy on the class page.
This is also due next class period.”
Then we send off our students. “Have a good rest of your
day! We will see y’all next time.”
Procedures Teacher Actions Student Actions
(Include a play-by-play account of what students and ● Greet students and start ● Focus for class and
teachers will do from the minute they arrive to the the day, Go over any listen to
minute they leave your classroom. Indicate the length announcements for the announcements
of each segment of the lesson. List actual minutes.) class. 5 minutes ● watch a video
Indicate whether each is: ● Introduce the topic of introducing Digital
-teacher input Digital behavior via Behavior
-modeling video. Then ask the ● Discuss social
-questioning strategies students to raise their media and talk
-guided/unguided: hands if they use any about collaboration,
-whole-class practice type of social media. 10 code-switching,
-group practice minutes trolling, and civil
-individual practice ● Then start with discourse
-check for understanding definitions of ● Pull up daily
-other collaboration, code- discussion post-
switching, trolling, and give examples and
civil discourse. 5 experiences of
minutes digital
● Have the students go communication
into canvas/padlet and ● Trolling de-
have them pull up escalation activity
today's discussion post. ● As the exit-ticket,
Then have them give or homework
examples of civil (depending on time)
discourse, trolling, and fill out digital
code-switching. As well community and
as describing their safety handout
experience. 10 minutes
● PADLET
● Then show students
examples of trolling and
then communicate to
them a civil discourse
and code-switching
response. Then lead
them into the Trolling
de-escalation activity. 20
minutes
● And depending on time,
discuss the digital
community with

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 CEP Lesson Plan Form
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense out of
what has just been taught. “Any Questions? No. OK,
let’s move on” is not closure. Closure is used:
● To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
● To help organize student learning
To help form a coherent picture and to consolidate.
Differentiation
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment
How will you know if students met the learning targets?
Write a description of what you were looking for in
each assessment.
Colorado State University College of Health and Human Sciences
students. If not enough
time quickly gives a
rundown on digital
community and safety. 5
minutes
● Then hand them the
digital community and
safety worksheet as an
exit tick or homework
depending on time.
To wrap up our lesson, we will have a handout/exit ticket for
the students to complete. We can evaluate what the students
learned and if they thought the information was valuable.
LINK TO HANDOUT
If the activity is too advanced for a student then providing
similar work but condensed and simplified can help. Modify the
number of questions to a more attainable amount. And if they
have further questions or concerns students can ask or tell us
and we will modify any further if needed. If the activity is too
advanced then we can have students go and find several opinion
pieces and see the arguments going on and have them write
several civil and code-switching responses to the person
trolling.
We will know that students have hit the learning targets in a
couple of ways. First by discussion posts and evaluating where
they had started at the beginning to see what they have
encountered on the internet. Secondly, we can use the answers
from the troll de-escalating sheet to see if they get above a
certain percentage to determine if they understood the
information. Last but not least we can look at the digital
community and safety worksheet to see positive answers to how
they will become a good digital citizen and will be safe on the
internet.
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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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