CEP Lesson Plan Form

In EDUC 350, you will dig into the Content Standards, Understandings, Inquiry Questions,
Evidence Outcomes, and List of Assessments (page 1).
These do NOT need to be completed for the #DigCit Lesson Plan Group Project in EDUC 331.

Only complete the items that are highlighted.

Teacher(s): Jessi C, Mercury F, Xander C Date: 2/16/22

Content Area: Digital Citizenship -

Title: Digital Footprint and Identity

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the ISTE Student
standards)

Understandings: (Big Ideas) [see Enduring Understandings]

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

Evidence Outcomes: (Learning Targets)

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

I can [see Writing I Can Statements]:

This means [see Success Criteria]:

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

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CEP Lesson Plan Form
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?
Include links to resources that will be used
throughout the lesson.
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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Planned Lesson Activitiest
Title: What We Leave BehindPurpose: To inform the class of our digital footprints and
identity within them. Underlying permanence of our decisions online.
20 Minutes
Online activities (whichever we choose and assessment activity)
- Jamboard (Link)- Main part of lesson, mini lecture within, Group participation and
interaction.
- Discussion (Link) - Exit ticket
Introduce the subject of Digital Footprint and Identity with “Has anyone posted on the
internet before? Has anyone done something on the internet that they regret?” waiting
for a show of hands on both questions. Introduce themes that are related to the topics:
- Digital Footprint: all of the information online about a person, either posted by
that person or others, intentionally or unintentionally
- Digital Reputation: Which is what people think about you based on what they
see online (social media, public information, photos, etc.).
- Personal branding: the practice of marketing yourself to the public using social
media, a personal website, advertisements, or other non-digital tools
- Permanence: Embarrassing or regrettable posts, including those that "disappear"
(Snaps, Stories, etc.), become part of your permanent digital footprint, which might
have a negative impact.
- Anonymous: without a name or other information that identifies who you are
Broader Themes:
- People’s connection to the internet
- Permanence on the internet
- Who you are on the internet
- How we don’t know people on the internet
Begin Instructor Storytelling
- (embarrassing story of the internet/or personal)
- If you don’t have a story to represent the themes transition into the themes.
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CEP Lesson Plan Form

Transition into activity

Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive until the
minute they leave your classroom. Indicate the
length of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
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?
Teacher Actions Student Actions
[Lesson begins] BRIEF OUTLINE TO BE EDITED
- Intro subject to the whole class. - Listen to introduction and
Begin going through the slides participate in survey of students
explaining the topic points (3-5 (3-5 min)
min). - Students will follow canvas groups
- Explain activity chosen/how to to jamboard link and begin sharing
access- Jamboard. End with ideas on the prompts on the
question on what groups found jamboard. (5-10 min)
important (5-10mins) - Students will then be redirected to
- Transition into conclusion exit the exit ticket after being on the
ticket (3-5mins) jamboard (3-5 min)
Give a brief recap of what we were talking on
Transition into exit ticket
Briefly go over exit ticket discussion
End line: At the end of the day, we all leave behind things on the internet. It’s our job to
make sure we know what we’re leaving behind and their impacts, both positive and
negative. Thank you all for participating. Just remember, how do you want to be viewed
by your students, both in person and online?
To modify: We can create simpler questions on the jamboard with broader answers. Less
focused but still following the themes. If students were unable to participate in the
jamboard this can be switched into in person groups. Splitting the class into 4 groups each

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CEP Lesson Plan Form
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.
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given one of the questions and having time to discuss. Then bringing it back with each
group giving away their main takeaways.
To extend: With more time we can have the groups of students move around each
jamboard slide and interact with every topic, not just one.
We will be using a discussion post on canvas to assess student takeaways. Each question
available in the discussion correlates with one of the jamboards. We can use the data
collected from which questions were more answered to the thoroughness of each answer
to determine if the information we wanted to be taken away, was taken away.
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CEP Lesson Plan Form

These reflection questions will be set up as a Canvas assignment that you can complete after
you have facilitated your Digital Citizenship Lesson. Therefore, you do not need to answer
these questions when you turn in the lesson plan. I am leaving them in the lesson plan
template so that you are aware that these are the reflection questions after teaching.

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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