PLANNING FOR TECHNOLOGY

Name: Maria Nichols

Date: 4/24/23
Grade Level: 8th
Subject Area: Digital Citizenship

Directions: Work with your Cooperating Teacher to complete the Class Profile.

Class Profile

Grade Level: 8th

Age Ranges of Students: 13-14

Number of Students
 Male: 10
 Female:12
 Other:

Number of Students’ Ethnic Distribution

 Hispanic or Latino: 8
 American Indian or Alaska Native: 0
 Asian: 2
 Black or African American: 7
 Native Hawaiian or Other Pacific Islander: 0
 White: 4
 Multiple Races: 1
 Unknown: 0

Number of Students Receiving Mental Health Services: 0

Number of Students Receiving Free/Reduced Lunch: 18

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Number of Students Qualifying for Section 504 Services: 0

Number of Students Receiving an IEP: 4

Number of Students in each IDEA Disability Category

 Autism:
 Deaf-blindness:
 Deafness:
 Emotional Disturbance:
 Hearing Impairment:
 Intellectual Disability:
 Multiple Disabilities:
 Orthopedic impairment:
 Other health impairment:
 Specific learning disability: 4
 Speech or language impairment:
 Traumatic brain injury:
 Visual impairment (including blindness):

Number of Students with other Exceptionalities or Learning Differences

 High Ability learners (including gifted): 2
 English Language Learners: 4
 Twice-Exceptional: 0

Check which General Description of Family Structure Applies to Most of your Students
✘ Two Guardian Household
✘ One Guardian Household
✘ Other

Significant Cultural Aspects of Students (list examples):

Some of the students have recently come to the United States, and are unfamiliar with
English. It is their second language, and some are well below grade level in terms of their
learning, but they do not have any specific learning disabilities. These relate to their
environment in their home countries, or the situations they have been in such as moving
around a lot to be safe or coming to the United States.

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Directions: Work with your Cooperating Teacher to survey students in order to find answers to
the following questions.

Survey – Collaborate with Students on Technology Tools

1. What digital tools do students already use?

Google Docs, Google Slides, Clever, Schoology, Edpuzzle

2. How was the student’s learning experience with using these digital tools?
All students use Clever and Schoology on a regular basis, because these are tools
the entire district uses to delivery instruction. Students are also most familiar with
Google Slides to create presentations. The students respond especially well to using
Google Slides, because it is relatively straight forward and fun to use.

3. What digital tools are students interested in exploring?

Students have used applications such as Adobe Express, formerly Adobe Spark to
create video slideshows. Many students enjoyed this activity but have not done much
with this application in other classes. They expressed interest in using it further.

Directions: As you complete the Reflection, make sure to delete the directions and brackets
after you type your responses.

Reflection

Student Characteristics

-This is a very diverse class. There are 10 boys and 12 girls. Most of the students, about 80%
qualify free or reduced lunch and 21st Century Scholars.

-There are 4 white students who come from both two and one parent households. 1 is living
with his grandparents and often struggles with emotional trauma at home. One of these

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students have an IEP. One of these students is exceptional, and 2 often have trouble remaining
on task.

-There are 9 Hispanic/Mixed Race students; 4 of these students are ELL and have recently come
from countries in Central America. 7 of the Hispanic students come from 2 parent households,
where both parents work. 1 student comes from a two parent household, but both parents
work, and the student often misses school, because she has to watch her siblings at home. 3 of
these students are exceptional. They are always on task and complete very detailed and
accurate work in class. They are often done before other students in the class, and rely on
Anchor Activities to remain busy in class.

-There are 7 African American students who come from a mix of 2 and 1 parent households. 2
of these students have a specific learning disability and an IEP. 2 of these students often have
behavioral issues and trouble remaining focused on the task that they are supposed to be
working on.

- There are 2 Asian students in this class who both come from 2 parent households. They are
on par with other students in the class, but often have to be prompted to complete their work
and remain on task.

Since this is a very diverse class, each student will have certain individual needs to their
learning. So, it is important to address a variety of learning styles including audio, visual, and
hands on.

Student Strengths & Learning Needs

Strengths
-Some of the students do very well in class, and they are often done before other students. I
have some Anchor Activities available for those students if they finish their assignment earlier
than other students.

-Many students work well with other students. The collaborative aspect of this lesson, when
students discuss about the video should result in some interesting ideas and thought on the
topic.

Learning Needs

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-One of the primary learning needs in this class is for the ELL students. English is a second
language for them and they will need to use Google Translate to help them complete the
assignment. This will make the assignment more challenging for them.

-The students with specific learning disabilities have trouble remaining on task, and I will want
to work with them in a small group to make sure they stay on task. This often helps them
complete their work.

Equitable Access

Technology allows students to do a variety of activities including presentation and

other multimedia types of assignments. This broadens the learning styles that can be addressed
and individualize student assignments and projects. For example, maybe there is a student who
likes doing projects, but you do not want to have a large poster project in class. Instead students
can use Google Slides or Power Point to create a presentation. Technology can eliminate
barriers by helping the learning needs of struggling readers by modifying text, or changing the
Lexile level especially in Newsela. In addition, translation services can help the learning needs
of students who have English as a second language. In regards to access, each student has access
to a laptop, because the school system provides 1-1 technology. In addition, families that qualify
have access to a MIFI network that students can use at home to access the internet.

Lesson Plan

I. Planning
Standard DCT-1.1 Investigate the risk and use of technology in a positive, safe, legal, and
ethical way including social interactions online or when using networking devices
Learning Students will be able to create ways they can respond to online hate speech
Objective and explain the effects of hate speech. Students must score at least 80% on the
lesson assessment based on the rubric.

Differentia ELL Students

tion Process
-Use Spanish subtitles for the video
-Translated version of the worksheet
-Translated Google Doc with instructions and rubric

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 Other Learning Disability
-Student will work in a small group with the teacher.
Resources https://docs.google.com/document/d/
1w_lsGvXGr57Pit121zM76PicpMne_9LI2Pmsgq3SEGc/edit

https://www.commonsense.org/education/toolkit/family-engagement-
resources

https://www.youtube.com/watch?v=8vUdWpwLv10

II. Delivery & Assessment of the Lesson

STEP A: 1. Activate prior knowledge: “In the last two lessons we learned
about limiting digital drama and fighting back against cyberbullying.
Anticipator This lesson talks about hate speech which contribute to both of those,
and create its own problems.”
y Set
2. Hook: “Have you, or do you know anyone who as had hate speech
made against them?”

3. Statement of Learning Objective: “Today you will learn how to limit hate
speech online and ways they can respond to it.”

STEP B: This section has several sections that cannot be omitted. Write a
detailed script for each section to ensure the activities and questions
Sequential support the expected behavior or action (i.e., the “B” in the Learning
Objective) from students.
Step-by-
step 1. Development: -Students will learn how hate speech is not just about
Procedures speaking, but other communication such as meme, can be part of hate
speech as well. Students will watch a video about hate speech, then
discuss it with a partner. Students will access the video on the LMS
Schoology. (collaborate)
- After watching the video ask, “Think of an example that you’ve
experienced in your own life that might be considered hate speech.”
Students should be able to correctly identify possible instances of
hate speech in their lives.

2. Modeling: The teacher will introduce the assignment that students

will work on with a partner. The teacher will go over part 1 the
dilemma about a hurtful meme, and model the way students should
complete the assignment. Students will be able to use resources on
the Common Sense website to analyze and think critically about their
hate speech dilemmas on the worksheet.

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 2. Questioning:
- What is hate speech? (understanding)
- What some possible examples of hate speech? (analyze)
- Why is something considered hate speech? (analyze)

STEP C: Students will work individually on this assignment. They will complete
the worksheet called “Hurtful Meme Dilemma.” (think critically) Students
Student must decide how to proceed with certain situations of hate speech that
they might face. “In this assignment, you will be working on your own to
Practice
identify hate speech situations and what to do.”

Once students have completed the worksheet, they will begin the lesson
assessment by creating their Google Slide responding to hate speech.
(create). Student shave 1-1 technology access to use for this assessment.

STEP D: Students will create a single Google Slide that demonstrates their own
strategy for dealing with online hate speech. On the Google Slide students
Assessment will create a scenario in which hate speech is used, then they will explain
how they would respond to the scenario. Students will show mastery by
completing the Google Slide and getting at least an 80% based on the
associated rubric.

*** NOTE***
In Early Childhood lesson plans only, the components of Sequential Step-by-Step Procedures
AND Student Practice may be repeated in one lesson, as appropriate.