Lesson+Plan

= Lesson Plan = Teaching about Online Identity

Lesson Overview
The purpose of this lesson is to help the learners understand the concepts related to online identity and how to apply these concepts when they participate in activities within the World Wide Web, including social networking.

This lesson consists of three components:
 * A lecture that describes online identity and online behavior.
 * A guided in-class exercise to help learners comprehend the key concepts.
 * An assignment for the learners to apply the main concepts to their own situation.

Target Audience
This lesson is intended for young people who want to know how to establish an appropriate online identity and ensure that it will not affect them negatively. The general characteristics of this audience are as follows:
 * Age: 16 years old or older
 * Grade level: 11th or 12th grade
 * Gender: male or female
 * Class size:18 students
 * Ethnicity: any
 * An interest in information technology
 * Practical knowledge in the use of a computer
 * Basic knowledge of the World Wide Web
 * A desire to become more aware about how to protect their identity online
 * Access to a computing device that is connected to the web

Learning Objectives
This lesson introduces the concepts of online behavior and online identity. After the learner completes the lesson, he/she should be able to:
 * Describe the personal values that underpin online behavior.
 * Explain ways in which their online behavior and the online identity they create can have positive and negative effects in their lives, both in the present and in the future.
 * Demonstrate the use of the concepts by creating a personal code of conduct for social interaction online.

Standards

 * 1) LA.1112.6.4.1: The student will select and use appropriate available technologies (e.g., computer, digital camera) to enhance communication and achieve a purpose.
 * 2) LA.1112.6.4.2: The student will routinely use digital tools for publication, communication and productivity.
 * 3) LA.1112.6.3.2: The student will ethically use mass media and digital technology in assignments and presentations, citing sources according to standardized citation styles.
 * 4) LA.1112.6.2.4: The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law.

(Source:Next Generation Sunshine State Standards, Grades 11-12)

Procedure to Follow in the Lesson
Note: This lesson can be implemented in: OR
 * 1 block of a high school with block scheduling (1-75 minute lesson)
 * 2 periods of a high school with 7 periods (2-35 minute lessons)

//a.// Assign students to groups of 3 (18 students/groups of 3=6 groups). b. Give each group a piece of poster paper and 3 different colored markers. c. Ask students to draw a line down the poster paper, creating two columns. They should name column I "Dos" and column II "Don’ts". d. Ask students to brainstorm personal values that people in general keep when communicating with others online, as well as behaviors that are unacceptable when communicating online. e. After ~10 minutes, have students pause. They are going to take a “Walk Around” to view the other groups’ ideas.
 * __1. Introduction/Hook__** //(15 minutes)//
 * 1) Student groups are heterogeneous.
 * 1) They should consider various contexts for online communication.
 * Social networks
 * Blogs/Glogs
 * Wikis
 * 1) All three students should contribute ideas to the poster paper, hence the three colored markers.
 * 1) Groups will rotate clockwise with ~1 minute at each poster paper.
 * 2) The idea is for students to be exposed to various perspectives of appropriate/inappropriate behaviors when communicating online.

//a.// Have students return to desks and watch the first 2:14 minutes of the YouTube film, 7 Steps To Building Your Online Identity. b. Split the class again into the same groups as before. c. Assign two groups Discussion Question #1, two groups Discussion Question #2, and two groups Discussion Question #3. d. Have students engage in “Think, Pair, Share.”
 * __2. Main Activity__** //(25 minutes)//
 * 1) Main ideas: Have a Plan, Craft Your Identity, Think Long-Term, Your Avatar, Participation
 * 2) Discussion Questions to consider:
 * #1 - Can you use the internet for both personal and professional communication? If so, how?
 * #2 - Why is it important to maintain a respectable online identity?
 * #3 - What are some online behaviors/actions that could affect you immediately? long-term?
 * 1) Think- Students think of appropriate answers to their group’s question but only discuss responses within the group.
 * 2) Pair- Have the groups with: DQ #1 pair together and share responses, DQ #2 pair and share, and DQ #3 pair and share.
 * 3) Share- Have a representative from each discussion question share responses with the entire class.

//a.// Have students consider these ideas for reflection//:// b. Ask students to create 3 points or personal beliefs to include in a “Personal Code of Conduct for Social Interaction Online.” c. Have students create an entry on the "Class Blog" discussing their 3 points. d. Have students comment on at least two of their peers’ blog posts being careful to follow their newly discovered personal beliefs for social interaction online.
 * __3. Individual Assignment/Reflection__** //(35 Minutes)//
 * 1) How does your page on a social networking site represent you?
 * 2) What are some ways you could ensure that you are represented in a good way online?
 * 1) Must discuss rationale for why each point was chosen.
 * 2) Must discuss context for where each belief may be used.

Evaluation / Rubric
**Exceeds all** **criteria**
 * || **Meets or**

**4** || **Meets some** **of the** **criteria**

**1-3** || **Does not** **meet the** **criteria**

0 || **Score** || structured according to the instructions.
 * **Format of the**
 * student's**
 * blog entry** || The blog entry is

There are no grammatical or  spelling mistakes. || The structure of the blog entry deviates from the instructions.

There are grammatical or spelling mistakes. || The format of the blog entry does not meet any of the criteria. ||  || includes at least 3 personal believes in his/her personal code of conduct entry. || The student includes less than 3 personal believes in his/her personal code of conduct entry. || The student did not create a blog post or the blog post the student creates does not meet any of the criteria. ||  ||
 * **Content of the**
 * student's**
 * blog entry** || The student

Resources for the instructor and the students (with links)

 * 1) NGSSS- http://www.floridastandards.org/Standards/FLStandardSearch.aspx
 * 2) []
 * 3) []