CEP Lesson Plan Form

In EDUC 425, you will dig into the Content Standards, Understandings, Inquiry Questions, Evidence Outcomes, and List of Assessments.
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): Sophia Freestone, Georgia Hoekstra, Samantha Bontz Date: September 15th, 2023

School: Colorado State University Grade Level: Pre-Service Teachers Content Area: Digital Citizenship

Title: Building a Safe Online Community Lesson #:_1_ of _1_

Lesson Idea/Topic and We want to teach our colleagues how to build a safe online community in
Rational/Relevance: their classrooms and why these concepts are so important. As we are
learning about how to efficiently and successfully integrate technology into
our future classrooms, we also need to be able to integrate technology
SAFELY into our future classrooms and make it a positive environment.

Student Profile: Pre-service teachers who are learning the digital citizenship skills
they will need to teach to their future early childhood students and
their families.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

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 using student voice) [Create your own lesson objectives from the standard,
follow the ABCD format, using student voice]

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CEP Lesson Plan Form

I can [see Writing I Can Statements]:

This means [see Success Criteria]:

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

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Building a Safe Online Community

Purpose: Give teachers information and guidance on how to promote safe and
meaningful relationships and communication with technology in their classroom
Co-Teaching Which model(s) will be used?
Will co-teaching models be utilized in this lesson?
Yes No Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials 20 minute lesson

The classroom whiteboard + expo markers

Online Community Terms handout
Group Pledge handout
Jamboard
Anticipatory Set The strategy I intend to use is: Writing the words “Safe Online Community” on the
whiteboard before class begins, and prompting the learners to write a word or two that
would be an important aspect of building a safe online community around those words
on the board as they enter the room.

I am using this strategy here because: It will help us (the teachers) understand what
background knowledge our colleagues are bringing to this lesson and will help our
colleagues begin to think about this topic and what it means to them more critically.
After this activity, we can review what our colleagues decided would be important to
have in a safe online community, and then compare it to what we will be teaching.

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CEP Lesson Plan Form

Procedures The strategy I intend to use is: We are mostly focusing on giving the students materials to
explore on their own in groups with their peers, while leading the class and offering
support.
I am using this strategy here because: We feel that the information will be best learned
and absorbed from the students exploring the information on their own, rather than
having us lecture them and just tell them what the information is. We hope that through
the time we are giving them to work on the handouts, we will be able to offer the
additional support that is required. Group discussion allows for all students to share their
perspective and have their voice heard. Since our lesson is about promoting community,
we hope the activities will also promote community within our classroom.

Slides to lead lesson:

https://docs.google.com/presentation/d/1B1iuoWq6y7U_xnc1BYgTEZspPqWsIe3tvkTRM
6MY16E/edit?usp=sharing
Teacher Actions Student Actions Data Collected

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CEP Lesson Plan Form

1. Write “Safe Online 1. Students will enter 1. Teachers will gather

Community” on the classroom and information from
board, greet be directed to the the concept map at
colleagues as they board. They will be the beginning of
enter the asked to write some class to be able to
classroom, and words that they better understand
encourage them to believe correspond previous knowledge
write their word to “a safe online of a “safe online
surrounding a safe classroom” and community”
online classroom what that means to 2. The handout allows
around the phrase them. The students for teachers to see
on the board. Place will return to their the connection
Online Community desks where there being made from
Terms handout on will be a handout the community
student desks they will need to terms to previous
before class begins wait for instructions understandings of
(Sophia - first two for. the terms
minutes of class ) 3. The group pledge
2. Lead a quick handout connected
discussion around to the jamboard
what terms they demonstrates an
came up with, then overall
transition into understanding of
matching activity the content being
with Online discussed along
Community Terms with the ability to
handout. Review demonstrate the
directions for concept of being
handout and set up able to work
groups of 2-3. together in groups
(Sophia - 3 minutes)

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CEP Lesson Plan Form

3. Teachers will go 2. Students will 4. As a class, gather

around the engage in a quick and discuss the
classroom as the discussion sharing norms/pledge that
students work in their terms, why were posted and be
groups to answer they wrote them able to gather more
questions and offer down, and direct conceptual
support on activity comparing the ideas of where the
(All teachers - 5 commonalities in class is on their
minutes) results with their levels of
EDUC 331 - Online C… classmates. understanding the
4. Pass out Group Students will then overall view of the
Pledge handout, be given directions lesson.
split class into 4 for the handout 5. The ability to work
groups. Explain they were given. together in groups
handout and give After listening to will also be
directions for directions they will assessed as this is a
Jamboard. Explain be separated into constant aspect in
that this groups of 2-3 with classrooms and
assignment is their classmates. being able to
meant to be done 3. The students will collaborate and
with 3rd graders in begin the activity, work effectively
mind. (Georgia - 2 matching the terms with others will be
minutes) to the vocab word. noticed.
EDUC 331 - Digital Cit… They may be asked
https://jamboard.google.co questions or need
m/d/16VSHI0RX21v50i_f8fB assistance to
xt9-V2-Kql45RDJLRAMo36m complete the
8/edit?usp=sharing activity.

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CEP Lesson Plan Form

5. Teachers will go 4. After completing

around again as the matching
students work to activity, students
create their norms will be redirected
for a safe online and given the
community in their Group pledge
classroom. (All handout. They will
teachers - 7 be separated into
minutes) different groups for
6. To close the lesson, this activity. They
teacher will go over will be given
the norms posted directions and
by the students on instruction on how
the Jamboard and to use the
discuss how those Jamboard for this
norms apply to a next activity.
Safe Online 5. Students will have
Community (Sam - 7-8 minutes to
3 minutes) complete the
Jamboard activity,
collaborating with
their group to
create norms for a
safe online
community .

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CEP Lesson Plan Form

6. After completing
the Jamboard,
students will gather
for a group
discussion where
the class will
discuss the norms
they shared on the
Jamboard, and how
those can be used
to create a safe
environment.

Closure The strategy I intend to use is: Gathering the attention of the class to discuss the final
class group pledge posted on the jamboard

I am using this strategy here because: We are using this as closure because we feel it will
be a good way to wrap up what we have learned throughout the lesson about building a
safe online community and the students will have applied that learning into making their
norms. Having each group create their own norms allows for the class to share their
perspectives on what we have learned.

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CEP Lesson Plan Form

Differentiation Content Process Product Environment

Modifications: provide While teachers use paper or Planning
pictures or are roaming sticky notes groups ahead
easier vocab around, one rather than the of time, and
terms for the teacher can be online placing kids
vocab word more of the jamboard if who need
provided support technology is assistance with
teacher for more of a children who
students who stumbling block are more
need more in getting the confident in the
support and activity done. content.
assistance on Creating an
the activity. environment
where more
support is
available for
the students in
a quick activity.
Extensions: have the have the make a allow for
students create students be jeopardy game? students to
their own able to connect something work
definitions the learning interactive for independently
rather than topics to the students to if wanted, but
having them do outside demonstrate also
a matching knowledge of their learning collaborative,
activity terms that are ability and be able to
connected to understanding provide
the activity of content in a materials that
fun way reflect what
they already
know from
their culture or
home
environment

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CEP Lesson Plan Form

Assessment Our final assessment will be the Jamboard created with students’ created norms. This will
show us how well they understood the information and how well they were able to apply
the terms to creating a norm. Through this, we can see where we would need to fill in
some gaps in understanding in future lessons and understand what we did successfully in
this lesson.

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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.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

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CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

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.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

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.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to 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:
o whole-class practice
o group practice
o 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.

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CEP Lesson Plan Form

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? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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