Grade 7: Collaborative Library Media/Digital Citizenship Lesson #3

Lesson: The Positive Aspects of Social Media

HCPSS Library Media Essential Curriculum Objectives
2.0 Locate and Evaluate Resources and Sources: Students will be able
to follow an inquiry process to identify, locate, evaluate, and select
resources and sources in a wide variety of formats to meet the
information need in an ethical manner. (AASL 21
st
1)
Topic 2A. Locate and Evaluate Resources
2. Use safe practices when online.
a. Follow the districts Acceptable Use Policy and school-based
computer use rules.
3.0 Find, Generate, Record, and Organize Data/Information: Students
will be able to follow an inquiry process to find, generate, record,
and organize information relevant to the information need in an
ethical manner. (AASL 21
st
1)
Topic 3A. Find Data/Information within a Variety of Sources
1. Use specific sources to find information.
a. Use keywords and text features to find information within a specific
source.
c. With guidance, use technology tools to find data/information
within a specific source.
2. Evaluate the relevance of information within a specific source to meet
the information need.
b. Confirm that the information found within a specific source matches
the
information need.
Topic 3C. Record and Organize Data/Information
1. Record data/information in a variety of appropriate formats.
f. Avoid plagiarism by correctly citing information sources using an
accepted style.
g. Use technology to record and organize data/information.
2. Use an appropriate and accepted citation style to create a source list.
a. Explain the purpose of giving credit to sources of information.
c. Use the correct citation format when giving credit to sources used.
Teaching Strategies
Designate appropriate strategies/
areas
X Scaffolded Questioning
X Independent Reading
X Interpretation of Graphics
(maps, graphs, cartoons, tables)
___ Concept Attainment
___ Cooperative Learning
___ Think-Pair-Share
___ Roundtable
___ Jigsaw
___ Pairs Check/Review
___ Independent/Group Project
X Integration of Technology
___ Print alternatives, i.e., E-text
___ Use of Audio Clip/Music
___ Interactive Student Notebook
___ Formal Writing
X Informal Writing
X Graphic/Visual Organizers
X Modeling/Demonstration
___Think Aloud
___ Reciprocal Teaching
X Group Activities
___ Simulation
___ Use of Video Clip
___ Lecture bursts
___ 3-minute pause
___ Different purposes for
viewing/reading
___ Cross-Curricular Connections
Other___________________

4.0 Interpret Recorded Data/Information: Students will be able to follow
an inquiry process to interpret recorded data/information to create
new understandings and knowledge related to the information need
in an ethical manner. (AASL 21st 2)
Topic 4A. Interpret Recorded Data/Information
1. Evaluate and analyze the quality of recorded data/information to meet
the
information need.
b. Compare recorded data/information to prior knowledge and make
personal
connections.
d. Analyze recorded data/information to ensure the information product
will
contain data/information from multiple sources.
2. Apply critical thinking skills and problem-solving strategies to the
recorded data/information to meet the information need.
e. Make connections and inferences using prior knowledge and the
recorded data/information.
5.0 Share Findings/Conclusions: Students will be able to follow an
inquiry process to share findings/conclusions in an appropriate
format to support written, oral, and multimedia information products
and evaluate the products and the processes in an ethical manner.
Topic 5A. Share Findings/Conclusions
2. Individually, collaboratively, and responsibly share findings/
conclusions.
a. Contribute to a learning community.
c. Credit sources using an appropriate citation format as part of the
information product.
7th Grade English Language Arts Common Core Standards
CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well as inferences
drawn from the text.
CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to
produce and publish writing and link to and cite sources as well as to
interact and collaborate with others, including linking to and citing
sources.
CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to
examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions
of standard English capitalization, punctuation, and spelling when
writing.
Digital Citizenship Standards
1. a. Practice responsible and appropriate use of
technology systems, software, and information
1. Work cooperatively and collaboratively with others when
using technology
2. Practice responsible use of technology systems
3. Demonstrate proper care of equipment (such as following
lab rules, handling equipment with care, appropriate
printing of resources)
2. b. Demonstrate an understanding of current legal standards
2. Use electronic resources appropriately (such as
paraphrasing)
3. Cite electronic sources of text and digital information
properly
3. c. Understand current online safety guidelines
2. Explain safety and privacy issues related to use of the
Internet
3. Use safe and correct security procedures when working
online (such as not disclosing personal information and protecting
passwords)
Performance Objectives
Students will be able to:

use a graphic organizer to gather examples of the positive aspects of

social media.

develop a blog entry about the positive aspects of social media and
how they can apply it to their own lives.
Time required: 45 min.
Materials
Laptops
Projector
Notebook paper
Class set of headphones
Padlet Warm-up: Positive Aspects of Social Media
Poster: THINK
Poster: Blogging Guidelines

Links for student access: Lesson 2: Positive Aspects of Social

Media:
o YouTube video: The Power of Social Media: Connecting for
Good
o Infographic: How Social Media is Changing the World
o Article: 6 Ways Social Media Helps People

Student handout: Note-taking: The Positive Aspects of Social Media

Rubric: Blog Entry Rubric

Index cards
Pre-Assessment of Prior Knowledge
Have the class take out and load their computers.
Ask students to brainstorm a list of positive aspects of social media.
They can include ideas from the video yesterday as well as their
own. What good might come about from using different social
media tools?
They should use the Padlet link to create their individual lists.
Display the Padlet of ideas using the projector and discuss as a class.
Differentiation Strategies
(Differentiate Content, Product,
Process)
___ Tiered assignments
___ Flexible grouping
___ Learning centers
___ Curriculum compacting
___ Varying questions
___ Independent Projects
Considerations for Differentiation
___ Brain Compatible Instruction
___ Cultural Context
___ Multiple Intelligences
Engagement
Remind students that yesterday, they began gathering information
about the positive uses of social media from a video. They will
finish doing so today by recording their information on the note-
taking sheet. Remind students to paraphrase and cite sources as
was modeled yesterday. Display the model note-taking sheet with
citation sample on the document camera so students can easily view
it.
Learning Modalities
X Visual
X Auditory
___Tactile/Kinesthetic
General Accommodations to
Access Curriculum
___Adapt the skill level
___ Adapt the number of items
___ Adapt materials
___ Provide learning strategy
___ Provide audio/video/digital
access
___ Increase personal assistance
Lesson Development/Procedures
Activity
One resource they will use is an infographic. Display the visual and
define the word infographic: a visual representation of information.
Briefly think aloud with a sample section of the resource so students
understand what they will be looking for. The other resource
they will use is the online article. They should use the strategy of
scanning to best locate the information sought. Students may go
back and play the videos if time allows.
Break students up into small groups of 2-3. Assign each group one of
the three resources: video, infographic, or online article. Groups
will view the video again today to gain a better meaning. They will
watch and listen individually so they can pause and rewind the video
as needed. Provide headphones for students to use while viewing
the video. Pass out the laminated sections of the infographic to
groups using this resource. They may choose to use the physical
posters or the online visual instead. Emphasis that students should
be working together. As they view/read each source, they should be
discussing the important parts that can be included in their graphic
organizers.
Groups will start with the assigned resource and then move on to any of
the others when finished. Circulate while students are working to
provide assistance as needed.
When groups are finished, have some students share out their findings.
Co-Teaching Model
X One lead/one support
___ Station Teaching
___ Two Groups
___ Alternative Teaching
___ Multiple Groups
___ Team Teaching
IEP Goals/Accommodations
(Based on Students IEP/504
Plan)
Transition
Students will now use the information collected on their organizers to
write their very first blog post. Distribute and review the rubric that
students will follow to create their blog entry. Go over each area so
students understand what is expected of them.
Activity
Now, students will start a new document in their GAFE (Google Apps
for Education) accounts to type a draft of their blog entries. Ask
students to refrain from customizing any formatting, font, and styles
until later because they will not transfer over when students copy
and paste their writing into the blogging site.
Remind students to use the rubric to guide their writing. Also, display
and review the poster of Blogging Guidelines that students had
Reading Strategies
Text
___Literary
___Informational
Before
___ Purpose
___ Prior knowledge
___ Preview
developed in the previous class.
If time allows, students can partner to share their completed blog entries
and give peer feedback using the rubrics.
___ Vocabulary/Concepts
___ Predict
During
___ Chunking
___ Self-monitoring through
clarifying
questions and notations on text
___ Reread
___ Metacognitive conversation
After
___ Summarize or paraphrase
___ Write BCRs in response to
reading
questions
___ Use rubrics
Closure
Ask students to shut down and put away their computers.
Hand out index cards and have students answer the following question:
If you were to start your own blog, what would you write about and
why?
General Reading Processes
___ Decoding
___ Vocabulary
___ Fluency
___ Comprehension
(Clarifying, Visualizing,
Questioning, Predicting,
Accessing Prior Knowledge,
Summarizing, Making
Inferences, and Determining
Main Idea)
Approaches to Reading in the
Content Area
___ Reading Apprenticeship
___ Other
Checking for Understanding throughout the Lesson
Ask questions as students use the various resources for gathering
information about the benefits of social media. Observe interactions
within groups as students work together.
Ask guiding questions as students are writing blog posts:
How does this information change your thinking as to how
you are going to use social media?
What have you done in the past and what can you do in the
future?
How was someone elses story inspiring to you?
Every Pupil Response (EPR)
Strategies
___ Choral Answer
___ Thumbs Up/Thumbs Down
___ 1, 2, 3 Flash
___ Written Answers on Wipe
Boards
___ Show of Hands
___ Cue Cards
___ Think, Pair, Share
Assessment:
The teacher will collect and grade the note-taking sheet about the
positive aspects of social media.
The library media candidate will use the rubric for grading the
completed blog posts.
Exit slips will be collected.
Padlet
ASSESSMENT
X Collect and Grade
___ Check for Completion
___ In-Class Check
X Rubric
___ Checklist
___ Peer/Self Assessment
___ Journal/Learning Log
___ Portfolio
___ Constructed Response
___ Quiz
___ Test
___ Presentation
___ Performance Assessment
___ Informal Assessment
X Exit Slip
___ Other
Enrichment: Students can create an avatar using the site: Face Your
Manga.