Name: Nabila Nuray Jarin Grade/Subject: Technology Applications, Date: 11/09/2023

Grade 6, Beginning with School Year

1. Texas Essential Knowledge and Skills (TEKS): (C2)

TEK 126.14. 5 Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using
technology tools and resources.
2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Students will learn how to use digital technologies in a safe, responsible, and ethical manner.

3. SMART SMART Objective:

Objective(s): (C3) • Specific: Students will be able to identify and explain at least three safe and appropriate
online behaviors.
• Measurable: Students will be able to complete a quiz with 80% accuracy.
• Achievable: The quiz will be based on the material that is covered in class.
• Relevant: The objective is relevant to the TEK and to the students' lives.
• Time-bound: Students will be able to complete the quiz by the end of the week.

Essential Question: What are some important things to keep in mind when behaving safely and appropriately
online?
4. Central Focus This central focus is aligned with the TEK and describes how the lesson or unit will help
(C4) students to:
How will this lesson link • Identify and explain safe and appropriate online behaviors.
with other lessons in the • Create a strong digital identity that is positive and representative of themselves.
unit? • Practice digital etiquette in online communication.
The central focus also links with other lessons in the unit by providing a foundation for learning
about more specific topics such as cyberbullying, online safety, and digital citizenship.
Learning Targets Learning Targets
I CAN statements that • Identify and explain at least three safe and appropriate online behaviors for each of the
Clearly show alignment
following areas: social media, email, and gaming.
with TEKS
• Create a digital portfolio that includes my online presence and demonstrates my positive
and unique identity.
• Communicate online in a respectful and appropriate manner, as evidenced by my
participation in a role-playing activity.

5. Academic Language Language Function (an active verb that students will use to demonstrate their learning in the
(C5) assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):

Academic language Explain, evaluate, analyze, and write.

represents the language
of the discipline that Vocabulary (words, phrases, and/or symbols that are used within disciplines):
students need to learn and Digital footprint, Cyberbullying, Malware and Phishing.
use to engage in the
content area in Discourse (Structures of written and oral language, how will they talk, write, and participate in
meaningful ways. knowledge construction: discussions, reports, essays, multi-media presentations, performance):

In-class discussions, multi-media presentations, Hands-on practice.

There are 4 language
demands to consider as
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
you require students to
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
read, write, speak, listen,
demonstrate and perform.
Graphic Organizers, Tables.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) • Use visuals that are simple and easy to understand. Avoid using visuals that are too
The resources, cluttered or complex.
representations, and • Label the visuals in English and the student's native language. This will help the student
strategies you will to understand what the visual is showing.
provide to help students • Provide real-world examples that are relevant to the student's life. This will help the
understand, use, and student to connect the concepts they are learning to their own experiences.
practice the concepts and • Use analogies that the student can understand. Avoid using analogies that are too
language they need to complex or that require the student to have a lot of prior knowledge.
learn within the
discipline Vocabulary Strategies - (GO TO Page)
1. Frayer Model - Graphic organizer to define and illustrate programming terms.
Site the researcher’s
name as you refer to the 2. Contextual Clues - Encouraging students to infer the meaning of new words based on context.
strategy.
Discourse strategies - (GO TO Page)
-Write: Structured Internet browsing exercises with guided prompts.

-Talk: Collaborative problem-solving discussions in pairs or groups.

Syntax - (GO TO Page)

1. Flow chart elements for Digital Citizenship:
• Start
• End
• Process
• Decision
• Connector
Flow chart example for Digital Citizenship:
Start --> Are you using technology tools and resources? --> Yes --> Practice safe, responsible,
legal, and ethical behavior. --> No --> End

2. Process examples:
• Create a strong password and keep it safe.
• Be careful about what information you share online.
• Be respectful of others when communicating online.
• Avoid cyberbullying and other forms of online harassment.
• Be aware of the risks of malware and phishing scams.

Making Content Comprehensible (R9)

1. Graphic Organizers:
- Use graphic organizers, such as Venn diagrams or concept maps.

2. Mnemonics:
- Introduce memory aids or acronyms to help students remember key rules and vocabulary.

4. Real-World Examples:
- Connecting Digital citizenship concepts to real-world applications that students can relate to.

5. Simplified Language:
- Avoid jargon and use simple, clear language when explaining the topic.

6. Hands-On Activities:
- Engage students in hands-on activities to reinforce syntax rules and concepts.
7. Assessment/ Assessment of your TEK
Evaluation (C6) Formative: Checkpoints during Hans-on activities to provide immediate feedback.
Assessment(s) must be
aligned to the TEKS, Summative: Take a written test to assess students' knowledge and understanding of the
and objectives. different aspects of digital citizenship and how to practice safe, responsible, legal, and ethical
behavior online.

Assessment of your language demands:

Formative:
Students will complete a journal entry or participate in a class discussion reflecting on their own
digital citizenship practices. They will identify areas where they are doing well and areas where
they can improve.
To assess students' self-awareness of their digital citizenship practices and to identify areas
where they may need additional support.

Summative:
Students will create a digital citizenship public service announcement (PSA) or digital poster
that demonstrates their understanding of the different aspects of digital citizenship and how to
practice safe, responsible, legal, and ethical behavior while using technology tools and
resources.
To assess students' knowledge and understanding of the different aspects of digital citizenship
and their ability to communicate this information to others in a clear and concise way.

8. Hook (C7) Hook activity (make connections to prior learning)

Story - Quick, engaging story that leads directly to the material.
By using a short, engaging story as a HOOK activity, teachers can teach students about the
importance of being careful online and how to protect themselves from phishing scams.

Closure Activity: (make connections to prior learning)

Closure (C7) Ask students to think about what they have learned about digital citizenship in class.
Have students write a personal pledge on a piece of paper. Their pledge could include things
like I will be respectful to others online, I will protect my privacy and online reputation, I will
think critically about the information that I see online, and I will use technology tools and
resources in a safe and responsible way. Have students share their pledges with the class and
Display the pledges in the classroom as a reminder of students' commitment to digital
citizenship.

Student Assets (C7) Personal assets:

• Knowledge: Students may have prior knowledge of digital citizenship concepts, such as
cyberbullying, online privacy, and copyright law.
• Everyday experiences: Teachers can draw on these experiences to help students reflect
on their own digital citizenship practices and to develop strategies for using technology
safely and responsibly.
• Family backgrounds: Students' families may have different cultural norms and
expectations surrounding technology use.

Cultural assets:
• Traditions: Some cultures have traditions that relate to digital technology, such as
online gaming competitions or video-sharing platforms.
• Languages: Students may speak languages other than English at home or in their
community.
•
Community assets:
Many communities have resources that can be used to teach students about digital
citizenship, such as public libraries, museums, and community centers. Teachers can partner
with these organizations to provide students with access to educational programs and field trips.
9. Body of Lesson/
Teaching Strategies and I DO – Teach students about the different types of cyberbullying or how to protect their online
Learning Task(s) privacy using graphic organizers.
(C9)
WE DO – Provide students with feedback on their digital citizenship skills in the classroom.
Be sure to include: This will help students to identify areas where they need to improve and develop strategies for
How will students learn using technology more safely and responsibly.
and use academic
language? YOU DO – Give students opportunities to demonstrate their digital citizenship skills in
independent tasks and projects.

Three higher order

thinking questions. Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the
content, process, product, and/or learning environment):

Marzano Strategy o Second Language learners / Cultural Diversity:

➢ Simplified language explanations for ESL students
➢ Visual aids and real-world examples to bridge cultural differences.

o Gifted/advanced learners:
➢ Additional challenging coding exercises or extension projects
➢ Opportunities for self-directed exploration of advanced programming concepts

Technology: -(GO TO page)

Element of Technology to Enhance Learning: Students can use technology to create a digital
citizenship public service announcement (PSA) or digital poster.

Marzano Strategy - (GO TO page)

Use explicit instruction to teach students about cyberbullying. Explicit instruction involves
breaking down concepts into smaller steps and providing students with clear and concise
explanations. For example, when teaching students about cyberbullying, the teacher could
explicitly define cyberbullying, explain the different types of cyberbullying, and provide
students with strategies for dealing with cyberbullying.

Higher Order Thinking Questions (GO TO page)

• What are the ethical implications of sharing personal information online?

• How can technology be used to promote positive social change?
• What are some of the challenges of being a digital citizen in the 21st century?

Grouping / Partnering Technique: (Hattie)

Students will work in pairs or small groups to complete digital citizenship activities. Peer-
assisted learning can be beneficial for all students, but it can be especially beneficial for students
who are struggling with a particular concept.

Potential misconceptions and your plan to address it:

Potential Student Misconception: Students may believe that they are only responsible for their
own digital citizenship behavior.

Plan to Proactively Address Misconception: Proactively address this misconception by

explicitly teaching students about the importance of collective responsibility for digital
citizenship. The teacher can also provide students with opportunities to collaborate on digital
citizenship projects and to discuss their digital citizenship practices with each other.
10. Resources and (How might you differentiate materials and resources for learners with various needs?)
materials needed (C9) For this lesson, the following resources and materials will be required:
1. Computers with internet access.
(E7) 2. Projector
3. Pencil, paper, color.
4. Handouts for exercises and assignments.
5. Flowchart templates (Syntax section).
6. Visual aids (diagrams, illustrations).

2 examples of how to use some of the resources to accommodate special learners in the
classroom.
• Graphic Organizers: These organizers offer a simple way for all students to categorize,
compare, or organize thoughts before writing. They can also be especially helpful for
students with dysgraphia who struggle with handwriting and fine motor skills, word
spacing and putting ideas on paper.
• Word Processing Aids: Many students struggle with written assignments. Free tools
such as spell check, grammar check, word prediction, and voice typing can allow
students to get their thoughts on paper without dwelling on the mechanical aspects of
writing.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom Here are three classroom management procedures that we can use to manage transitions,
Management Strategies behavior, passing out materials, and engagement:
(CBM5) Transition Procedure: "Line Up and Listen"
What procedures will you • Teach students to form an orderly line when transitioning.
employ to manage • Ensure students are attentive and quiet with a designated signal.
transitions, behavior, • Smoothly shift between activities with minimal disruptions.
passing out materials, Behavior Procedure: "Three Strikes Rule"
engagement, etc.?
• Clearly communicate behavioral expectations.
Add 3 procedures • Provide warnings or "strikes" for disruptive behavior.
• Implement predetermined consequences for three strikes.
• Encourage accountability and opportunities for behavior correction.
Material Distribution Procedure: "Materials Manager"
• Assign a student as the weekly "Materials Manager."
• Provide the Materials Manager with a checklist of required materials.
• Empower students to take ownership of classroom tasks.
• Reduce disruptions and ensure efficient material distribution.
12. Academic Supports Accommodation(s)- (A change that helps a student overcome or work around obstacles ):
for Students (E6) 1. Provide extended time for completing assignments or assessments.
What instructional
strategies and planned 2. Allow the use of a bilingual dictionary during reading and writing tasks.
supports, will you employ to
meet the needs of each 3. Offer preferential seating for students who benefit from visual cues or require additional
student that has identified
attention.
special learning needs?
4.
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Simplify reading materials by using shorter sentences and more straightforward
vocabulary.
2. Adjust the complexity of math problems to match a student's current skill level.
3. Provide alternative assessments that assess the same concepts but in different ways
(e.g., oral presentations instead of written reports).
(E11)
Strategies for ELLs (strategies that support language acquisition)

Strategy 1: Visual Code Blocks

Utilize visual programming tools that allow students to drag and drop code blocks to create
programs. These tools provide a visual representation of coding concepts, making it easier for
emergent bilingual students to understand the logic behind the code.

Strategy 2: Bilingual Coding Vocabulary

Provide a list of key coding vocabulary terms translated into the students' native languages
alongside their English counterparts. This helps EBS students connect coding concepts in their
own language, which enhances understanding.

Strategy 3: Collaborative Pair Programming

Pair an EBS student with a proficient English-speaking student for pair programming activities.
This fosters collaboration and language practice. EBS students can contribute their ideas while
their partner assists with explaining in English.

Strategy 4: Multimodal Instructions

Deliver instructions through multiple modes—verbal, written, and visual. This helps EBS
students who may have varying levels of English proficiency comprehend the tasks. Use
diagrams, images, and examples to support the instructions.

Strategy 5: Language-Integrated Code Comments

Encourage students to add comments to their task in both English and their native language.
This practice helps EBS students understand the purpose while also improving their English.