Grade 7: Collaborative Library Media/Digital Citizenship Lesson #4

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 21st 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
21st 1)
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.

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.
b. Practice digital etiquette when sharing findings and conclusions.
Teaching Strategies
Designate appropriate strategies/areas
___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
___ Graphic/Visual Organizers
X Modeling/Demonstration
___Think Aloud
___ Reciprocal Teaching
___ Group Activities
___ Simulation
___ Use of Video Clip
___ Lecture bursts
___ 3-minute pause
___ Different purposes for
viewing/reading
X Cross-Curricular Connections
Other___________________
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
3. Use safe and correct security procedures (such as protecting
password and user ID)
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:

develop a blog entry about the positive aspects of social media and
how they can apply it to their own lives.

evaluate sample blog comments using a rubric.

write relevant and insightful comments to their classmates blog

posts.
Time required: 45 min.
Materials:
Laptops
Projector
Notebook paper
Poster: THINK
Poster: Blogging Guidelines

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

Rubric: Blog Entry Rubric

Lesson 3 and 4: Writing a Blog Entry

Sample Blog Comments

How to Comment on a Blog Post

Kidblog.com
Pre-Assessment of Prior Knowledge
Have the class take out and load their computers.
Have students open up their blogging draft from yesterday. They should
reread it and check over the rubric to make sure they have met all areas.
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
Tell students that after they post their blog entries today, they will respond to
at least two of their classmates entries too. Before doing so, they will look at
some samples and critique them.
Direct students to the GAFE document, Sample Blog Comments. In pairs,
they will read each comment and tell how they would grade it based on
the rubrics scale. They can also discuss how they would make changes to
improve comments.
As a class, discuss students findings and then display How to Comment on a
Blog Post. These guidelines will help students as they write their responses.
Learning Modalities
X Visual
___ 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
Direct students to Lesson 3 and 4: Writing a Blog Entry located on
their GAFE accounts, which contains directions for creating a Kidblog
account and creating a new post. Display the steps using the projector and
demonstrate how to do this.
Circulate and help students troubleshoot during this step.
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
When students have finished posting their blog entries, tell them to move on
to commenting on their classmates posts.
Activity
Display the guidelines for how to comment on a blog post. Students
should refer to these as they begin to make comments on classmates blogs.
Circulate to provide assistance as necessary.
Reading Strategies
Text
___Literary
___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
Tell students that today they successfully completed their first blog entry.
Their digital citizenship teacher plans to use blogging with them for future
assignments, so they will have more opportunities to refine their blogging
skills at that time.
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
Checking for Understanding throughout the Lesson
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?
Observe peer interactions in partners as they discuss how to grade
blog comments.

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
X Think, Pair, Share
Assessment
The library media candidate will use the rubric for grading the completed
blog posts.
ASSESSMENT
___ 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
___ Exit Slip
___ Other
Enrichment
Students who finish may start a new blog post on a topic of their choosing
(teacher approved).