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Grade 7: Collaborative Library Media/Digital Citizenship Lesson #1

Lesson: Introducing Social Media Tool - Blogs


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.
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.
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 21
st
2)
Topic 4A. Interpret Recorded Data/Information
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.
7th Grade English Language Arts Common Core Standards
CCSS.ELA-Literacy.RI.7.5 Analyze the structure an author uses to organize a text,
including how the major sections contribute to the whole and to the development of the
ideas.
CCSS.ELA-Literacy.RI.7.6 Determine an authors point of view or purpose in a text and
analyze how the author distinguishes his or her position from that of others.
Digital Citizenship Standards
Objective - The students will be able to:
1.a. Practice responsible and appropriate use of technology systems, software, and
information
2. Work cooperatively and collaboratively with others when using technology
Teaching Strategies
Designate appropriate strategies/
areas
X Scaffolded Questioning
___ Independent Reading
___ Interpretation of Graphics
(maps, graphs, cartoons, tables)
___ Concept Attainment
___ Cooperative Learning
X 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
___ Group Activities
___ Simulation
X Use of Video Clip
___ Lecture bursts
___ 3-minute pause
___ Different purposes for
viewing/reading
X Cross-Curricular Connections
Other___________________
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3. Practice responsible use of technology systems
4. Demonstrate proper care of equipment (such as following lab rules, handling
equipment with care, appropriate printing of resources)
Performance Objectives
Students will be able to:

use a graphic organizer to gather information about teen blogs.


Time required: 45 min.
Materials
Laptops
Projector
Notebook paper
Visual of Classroom Rules: Ground Rules

BrainPop video: http://www.brainpop.com/english/writing/blogs/

Sticky notes

Chart paper and marker

Links for student access: Lesson 1: Blogging


o Google Doc: Taking a Closer Look at Blogs
o Google Form: Blogging Exit Card

Student graphic organizer: Note-taking about Blogs


Pre-Assessment of Prior Knowledge
Establish expectations with students. Display Ground Rules on the screen and briefly
review what is expected.
Have the class take out and load their computers.
Have warm-up question written on the whiteboard and pose to students: How has what
youve learned about cyberbullying changed your online behavior? Give at least one
example.
Students will record their answers on lined paper.
After about 5 minutes, have a few students share out responses with the 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
X Multiple Intelligences
Engagement
Ask students to raise their hands if they are familiar with blogs. Encourage them to share
what they already know about blogging and discuss briefly.
Engage students by playing the BrainPop video about blogs to provide an introduction to
the social media tool.
As a class, discuss what students learned from the video. What is the purpose of a blog?
How does their new learning connect to what they already know?
Tell students that today, they are going to take a closer look at one type of social media,
blogging. In the next few days, they will be starting their own blogs.
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
X Provide audio/video/digital
access
___ Increase personal assistance
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Lesson Development/Procedures
Activity
Direct students to the shared Google Doc: Lesson 1: Blogging.
Students will visit the first link, Taking a Closer Look at Blogs, in which there are links
to examples of teen blogs. They will take some time to explore these examples with a
partner.
Distribute the printed graphic organizer: : Note-taking about Blogs. Students will use
this to jot down notes as they are exploring the blogs. Share with them the expectations
of the assignment. They should be thinking about and answering the following
questions:
What topics are featured in the blogs?
What did you learn about the author?
Who is the audience?
Why did the author create his/her blog?
As students are working together, provide scaffolding as necessary for them to answer
the questions. For example, ask: Where can you look on the blog to learn about the
author? Most of the blogs have a tab at the top, side, or bottom that will take the viewer
to a page with more information about the author. Students may need to make some
inferences as they explore.
Discuss students findings briefly when finished.
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)
Reading Strategies
Text
___Literary
X Informational
Before
___ Purpose
___ Prior knowledge
___ Preview
___ 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
Remind students that today, they learned about blogging and viewed some examples of
how teens may use this social media tool.
Direct students back to the Google Doc: Lesson 1: Blogging. They should click on
the link to complete the Google Form: Blogging Exit Card. Students will answer the
question, What is a blog?
Ask students to shut down and put away their computers.
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
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Checking for Understanding throughout the Lesson
During the pre-assessment, evaluate students understanding of cyberbullying
and its consequences.
Ask students about the purpose of a blog after viewing the BrainPop video.
Check that students are able to understand the questions posed on the graphic
organizer.

Use scaffolding while students are looking at the blogs to help guide them, by
asking: Where can you look on the blog to learn about the author? What does
this blog entry tell you about the blogger? Who might be interested in reading
this type of blog?
Every Pupil Response (EPR)
Strategies
___ Choral Answer
___ Thumbs Up/Thumbs Down
___ 1, 2, 3 Flash
___ Written Answers on Wipe Boards
X Show of Hands
___ Cue Cards
X Think, Pair, Share
Assessment
Students will complete the exit card on the Google Form to describe what a blog
is.

Students will record information on their graphic organizer to be checked by the


teacher.
ASSESSMENT
___ Collect and Grade
X Check for Completion
___ In-Class Check
___ 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 select a favorite blog visited today and write about what they enjoyed most
about it.
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