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Lesson Plan
Pamela Rijo
University of New England
EDU 721: Technology in Inclusion Settings
August 15, 2014


Class description
My students come from various parts of Charleston county area and a very slightly
diverse socio economic population. All students who reside within the Charleston county school
perimeter may apply.
This lesson is focused on Computer safety with students in the eighth grade. These students
are all identified as gifted and talented based on the required school entrance exam. The class is
comprised of twenty four students. Fourteen of the students are female and twelve are male. The
racial make-up of the class is a follows: 20 students are identified as Caucasian, two are African
American, one is Hispanic and one is of Middle Eastern descent. Less than 2% of the
aforementioned students qualify for free or reduced lunch.
Last year, one student was diagnosed with having Attention deficit disorder. The
accommodations provided for this student was as follows:
Give student additional time to complete assignment if needed.
Redirect student if needed.
Sit student in the front of the classroom.
The lesson is part of the computer safety and ethics unit. Students will be able to identity a
current 21
century technology that is changing our world. In order for students to accomplish
this goal, they must first learn about the various new technologies, how they are affecting society
or harming society and how to analyze, and communicate their findings, using the appropriate
I chose to use various instructional materials, such as videos, PowerPoints, reflection writings,
group discussions, interactive lessons, and research based activities. These instructional
decisions were made because I wanted to provide my students with a wide variety of ways to
gain an understanding of the topic. By providing multiple instructional material, I was able to
ensure that all types of learning styles, including students with certain disabilities, learning needs
were being met.
Lesson Plan:
Digital Citizenship: Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
Objective A: Inquiring and analyzing
Identify netiquette including the use of e-mail, social networking, blogs, texting, and
Discuss the importance of cyber safety and the impact of cyber bullying.
Objective B: Developing ideas
Advocate and practice safe, legal, and responsible use of information and technology.
Exhibit a positive attitude toward using technology that supports collaboration, learning,
and productivity.
Demonstrate personal responsibility for lifelong learning.
Time line:
Two Days
Fifty five minutes per class
Materials used to accomplish the competencies for this course are HP Desktops Computers,
monitor and mouse located on student workstation (30 workstations) and iPads (27). Also
students will use a variety of software provided by the district. Office Word, Google drive,
one HP 1450 printer, speakers and a Smart Board
The teacher will use oral presentations, video, SmartBoard, projector and screen to assist in
teaching the objectives.
Prior to the lesson, students will be given a code to access their Edmodo class page. Students will
be able to access all of the lesson through Edmodo. Students will be able to access Edmodo from
anywhere or anytime using a tablet, laptop or smart phone and an internet connect connection.

Students will complete a quick online survey through Edmodo. The survey will ask
various questions to gage their competency with internet safety. (Appendix A) Students
who are unable to access the online survey will be given paper copy. Additionally, this
survey will be read aloud and the teacher will record students verbal responses as
Students will be shown how to access the folders in the computer technology class on
Edmodo. Students will be shown a brief tutorial on how to use Edmodo. They will click
on the tutorial marked, Edmodo accounts, to access the video. (Appendix B)

The teacher will pose an opened ended question, asking students what is appropriate to
share when communicating online? This open ended question will allow students to
access prior knowledge, and think about some of the ways they have communicated
online in the past. The teacher will ask students to raise their hand and share their
thoughts and/or opinions. This will help students that learn best from verbal prompts
remain engaged. (10 minutes)

Activity 1 (Day 1)
The students will follow the work assignment posted on Edmodo, which will also be
projected from the Smartboard. Students will read or watch the video from Net Smartz
called, Online actions = Offline consequences. (10-15 minutes)
Students will be able to read the article online or watch it on video. Student may use
speech software that will assist them with reading the article. The article and video will
be posted on Edmodo in the class work folder, for anytime access. Students will have
access this folder anywhere. This will assist students that may need to listen or read the
article more than once to gain a better understanding. (Appendix C)

After the article/video is completed, the teacher will conduct a group discussion. (20
This will allow the teacher to probe the students to see if they have successfully gained
awareness and knowledge from the article/video. The teacher will continue to probe for
answers relating to online actions that may have offline consequences. The teacher will
also guide the conversation to stay within the area of focus. The teacher will be able to
see what students are having difficulty with the formulating ideas or responding on the
topic. Students having difficulty may be asked to re-watch or read the article for
homework and bring in something that they can identify that relates to the topic.

Ticket out the door. (15 minutes) After the discussion, students will compose a reflection
writing. They will write a summary (150 words minimum) on the effects and
consequences of communicating online.
a. Students will post their reflection writing on Edmodo. (Based on article/video what
can you do to safe guard yourself when online?)
b. Students will read a peer post and respond their peers post. (Do you agree or
disagree with your peers post? and why?)

The ticket out the door will enable the teacher to see how the students responded to the
article/video. The teacher will go to the Edmodo class page and read the reflection
writing posted from the students. The teacher will provide feedback on Edmodo to each
student. This activity will count as an informal assessment. The teacher will be able to
determine if additional teaching is necessary on online actions = offline consequences, or
if the teacher is able to begin scaffolding. Students may also write their response on
paper. All assignments today may be adjusted as needed. Accommodation will be made
as necessary.
Activity 2 Day 2
The lesson will begin with a review of the article/video on online actions = offline consequences.
The teacher will probe the students for answers about online activities that they believe are safe
and activities they believe are not safe to do online. (10 minutes)
The teacher will ask the students to pull up their Edmodo page, which will be displayed on the
Smartboard, and ask four volunteers to read their reflection writings from yesterday. (20
minutes) The teacher will ask for four additional students to respond to reflection writings from
their peers and state whether they agreed or disagreed with the reflection and why?
Students will be able to recall their thoughts by reviewing their reflection posts written the
previous day.
Students will be able to learn from their peers about their beliefs on using the internet safely.
This activity may provide students with various perspectives on online actions, other than their
own. It may also validate students Ticket Out the Door responses that have similar thoughts on
their reflection writing. Students will be able to speak to the class and respond to reflection their
peers writings. Students will be encouraged to use a friendly, academic voice when presenting
their point of view. After the presentation discussion. The teacher will thank the participants and
wrap up the discussion with a final thought on online action and offline consequences. The
teacher will transition to the next activity.
Students will work in groups to read from a selected article or video on NetSmartz. (Appendix
D). Students will have 20 minutes to read their article/video, discuss the major points amongst
each other, and then summarize article highlighting five main points. Students will then
compose 5 minute presentation skit, video, visual display, poem or song based on their
article/video. The teacher will randomly split the students into six groups of four students each.
These groups will formulated based on ability levels, however the students will believe they are
random. Groups will be comprised of with higher and lower level of learners. Students with
certain disabilities will also be included in these groups. Accommodations will be applied within
each group as needed.
The teacher will walk around to each groups and probe for understanding. The teacher will
assess this probing as an informal assessment.
The students will complete the activity and prepare to give their presentations.
Students will compose their projects and present findings to the class. Students may use any type
of resources, including iPads, desktops, video, pictures or recordings to add to their presentation.
This will accommodate students in need of assistive devices. Students will save their work using
the appropriate format. Completed work will be collected and graded as a formal assessment.
Feedback will be given to all work submitted. Students will be given extra assistance if needed.
Students will be given a formative assessment at the end of the unit.

I believe using this type of instructional material is very helpful with allowing my students to
understand the essential components of computer safety and ethics. My student were given
various learning activities to discuss, reflect, compose and produce theories based on the lessons
taught. The strength of these lessons are due to having my classroom equipped with a
Smartboard, desktops, iPads and other digital tools and software to use when teaching. I have
purchased several licenses to use online software such as Glogster, Screencastomatic, Voki,
Tellagami, Thinglink and more, in order to provide engaging, fun interactive lessons. My
students also use these tools to create powerful presentations using these tools. This enables me
to deliver high quality lessons, which includes a plethora of digital and multimedia instruction.
Areas of improvement would be to ensure that all of my lessons incorporate the Universal
Design learning model. I also would like to improve on the amount of assistive devices I have
available for my students with disabilities. Currently, I have one student that has a disability.
However, I would like to have access to these technology to offer students that may benefit from
some of these assistive devices.

Appendix A: Edmodo Poll

Appendix B: Edmodo Account tutorial https://support.edmodo.com/home#entries/25546009-

Appendix C: Online Actions = Offline Consequences

Appendix D: Netsmartz Videos