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Advanced identify the internet safety rules
Directions: Respond to “wh” questions and
Motivation Text Directions: Listen to this scenario to answer Yes or No questions Mr. Nin was checking his email when he opened a strange address that said, “You have gotten a million dollars from a relative in Europe.” Please provide for us your Social Security number to check your identity and your bank account number to deposit the million dollars.” Congratulations! 1. 2. 3. 4. Should Mr. Nin have opened the email from a strange address? Should Mr. Nin provide his Social Security number? Should Mr. Nin delete the email immediately? Should Mr. Nin provide his bank account number and password, too?
Lesson Plan Mr. Nin Subject: ELA Topic: Safety Teaching Point: How do I stay safe on the internet? Objectives: Students will be able to… 1. Identify 3 ways to be safe on the internet, 3 out of 4 trials, as evidenced by the data collection form and school rubric 2. Respond to “wh” questions, 3 out of 4 trails, as evidenced by the data collection form and school rubric. Standards ELA-High School Students will read, write, listen, and speak for information and understanding AGLIs: • Students will attend to or read to collect facts and/or ideas about a single topic • Students will draw conclusion(s) based on explicit and/or implicit information • Students will respond to answer literal questions Vocabulary Offensive Password Tell-somebody Identity Materials 1. 2009 Chapter 683 Blueprint for Teaching and Learning Safety 2. Read aloud text/story 3. Video clip depicting Internet safety issues 4. Student worksheets Motivation: Video clip on the topic of Internet safety. (Example: http://www.brainpop.com) Directions: Listen to this scenario to answer to Yes or No questions Mr. Nin was checking his email. He opened a strange address that said, “You have gotten a million dollars from a relative in Europe!” Please provide us with your Social Security number to check your identity and your bank account number to deposit the million dollars. Congratulations! 5. 6. 7. 8. Should Mr. Nin have opened the email from a strange address? Should Mr. Nin provide his Social Security number? Should Mr. Nin delete the email immediately? Should Mr. Nin provide his bank account number and password, too? Stranger
A) Mini lesson The teacher utilizes a K-W-L chart to tap to prior lessons regarding internet safety. He uses “K’ to write 2 or 3 things students know about the internet. He probes into what are some things they may want to know or “W” about the internet in the area of safety. He states that they will complete the “L” portion of the KWL when they are doing the summary at the end of the lesson. The teacher goes over the new vocabulary words and uses them in sentences and asks student for/gives definitions as the words were used in a sentence. The teacher reviews word wall entries that relate or bridge into internet safety words were used in a sentence. The teacher utilizes a video clip from Brainpop.com that highlights the fun yet danger associated with the use of the internet use and the safety rules that govern the internet. The teacher introduces the read aloud story about Mr. Nin opening an email from a strange address where the teacher models the task of the lesson: Identify, Respond to Yes or No questions. Non-verbal students will use “YES” “NO” cards to register their answer to questions through out the lesson or simply asked to point. The teacher will probe questions about the action Mr. Nin took by opening a strange email and some of the risk or danger Mr. Nin place himself by taking such action. The teacher will provide the instruction to students and support staff as to what are their respective roles during the activity phase of the lesson. 1. Tap students’ prior knowledge (use a K-W-L chart). Ask students what do they know and want to know about the topic (“L” will be revisited later during the lesson summary). Teacher brainstorms with students possible ‘want to learn” questions 2. Teacher review the vocabulary entries 3. Review Word Wall entries 4. Teacher introduces the read aloud (story, text, article, etc.) 5. Teacher models the skill(s) (e.g., identify, respond to Yes or No questions, and answer to literal questions, etc.) 6. Teacher asks probing questions to check for understanding 7. Give directions to students on how to complete the assignments (both verbal and written) B) Group Activity Students are group in three separate tables where with the support of the educational assistants, students initiate their independent practice. The students are group heterogeneously. Teacher/Ed assistant are providing support and are engaged in the dictation/ answer gathering process. Student monitors get pencils, hand out worksheets, turn on/off lights in the classroom when asked, draw movie screen up/down. Tier I students use their Yes or No response flash cards to log their answer to questions read aloud to them by the Ed Assistant or Teacher. Tier I students responses are gathered according to data-collection protocols of (+) or (--). Tier II students will respond to “wh” questions that asked students to answer multiple choice questions. These questions reference “safe” internet actions to be taken given a specific situation that is related to internet safety as learned in the lesson. Tier III students are asked to Identify the rule(s) that pertain to each multiple choice question answered by Tier II students to complete the process of responding and identifying the internet safety rule as outlined on the worksheet. Students interact with teacher and assistants to arrive at the answer using Bloom’s taxonomy of questions from simple to more complex to arrive at the agreed answer through each group’s consensus. All Tiered group will be monitored through data-collection and the school-wide Positive Behavior Plan.
Components Content Process Product Environment Educational Assistants
Differentiation of Instruction Tier I Tier II Tier III Text Text Text Identify Respond Respond Worksheet I Worksheet II Worksheet II Classroom Classroom Classroom Ms. Mora Ms Familia Mr/Ms Reyes/Ruthy
Remarks Students are assigned to Heterogeneous groups
Assignment 1. Basic Group/Tier I: Identify by circling or checking Yes or No to Internet Safety questions 2. Intermediate Group/Tier II Respond to “wh questions & Advanced Group/Tier III Identify internet safety rule
Assessment: 1. Levels of accuracy and independence attained by students for the knowledge and skills performed using the school rubric. 2. Self-Assessment rubric for students C) Sharing 1. Students share out their answers with the class, and point out the reasons for their answers. Tier I students Yes or No responses are checked by reviewing their flash cards answers on their worksheet. The answers of Tier II student’s work (selected multiple choice answer) will be reviewed during the share out and check for accuracy and level of independence. Tier III student’s work of identifying respective internet safety rule will be reviewed and checked for accuracy and independence. The teacher checks then for understanding either by rephrasing multiple choice questions into YES or NO/changing YES or No questions to multiple choice questions. The teacher now revisits the “K-W-L” focusing on the “L” (What have you learned?). The teacher continues and reviews the motivation piece as a model of a scenario where students are now able to identify learned remedies and/ identify ways to be safe on the internet in 3 out 4 trials. The Teacher and Educational Assistants assist student tally their points for the period. Similarly, students hand out their parents an Internet Safety questionnaire asking parents to participate by answering four basic questions about safety in the internet. 2. Students share out their products with the class 3. Teacher checks for understanding by asking clarifying/probing questions 4. Teacher revisits the “K-W-L” chart and focuses on “L” (What have you learned?) to provide a summary of the lesson 5. Teacher and Educational Assistants assist student tally their points (Positive Behavior Plan/System) 6. Teacher assigns homework: Students hand out their parents an Internet Safety questionnaire asking parents to participate by answering four basic questions about safety in the internet.
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