-
- Digital Citizenship
- Iowa
- License:
- Creative Commons Attribution
- Language:
- English, Spanish
- Media Formats:
- Downloadable docs, Interactive, Video
Education Standards
Learning Domain: Language
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
Learning Domain: Language
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Learning Domain: Reading: Foundational Skills
Standard: Read with sufficient accuracy and fluency to support comprehension.
Learning Domain: Reading: Foundational Skills
Standard: Read grade-level text with purpose and understanding.
Learning Domain: Reading for Literature
Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Domain: Reading for Literature
Standard: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Learning Domain: Reading for Literature
Standard: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Learning Domain: Speaking and Listening
Standard: Follow agreed-upon rules for discussions and carry out assigned roles.
Learning Domain: Speaking and Listening
Standard: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Learning Domain: Speaking and Listening
Standard: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Learning Domain: Speaking and Listening
Standard: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Learning Domain: Speaking and Listening
Standard: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Language
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
Learning Domain: Language
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Learning Domain: Reading: Foundational Skills
Standard: Read with sufficient accuracy and fluency to support comprehension.
Maryland College and Career Ready English Language Arts Standards
Grade 4Learning Domain: Reading: Foundational Skills
Standard: Read grade-level text with purpose and understanding.
Maryland College and Career Ready English Language Arts Standards
Grade 4Learning Domain: Reading Literature
Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Domain: Reading Literature
Standard: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Learning Domain: Reading Literature
Standard: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others�۪ ideas and expressing their own clearly.
Maryland College and Career Ready English Language Arts Standards
Grade 4Learning Domain: Speaking and Listening
Standard: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Maryland College and Career Ready English Language Arts Standards
Grade 4Learning Domain: Speaking and Listening
Standard: Follow agreed-upon rules for discussions and carry out assigned roles.
Maryland College and Career Ready English Language Arts Standards
Grade 4Learning Domain: Speaking and Listening
Standard: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Maryland College and Career Ready English Language Arts Standards
Grade 4Learning Domain: Speaking and Listening
Standard: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Learning Domain: Speaking and Listening
Standard: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Learning Domain: Speaking and Listening
Standard: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Learning Domain: Technology Literacy
Standard: Demonstrate awareness of the dangers of sharing personal information with others.
Cluster: Range of Reading and Complexity of Text.
Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Cluster: Integration of Knowledge and Ideas.
Standard: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Cluster: Fluency.
Standard: Read with sufficient accuracy and fluency to support comprehension.
Cluster: Fluency.
Standard: Read grade-level text with purpose and understanding.
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Cluster: Comprehension and Collaboration.
Standard: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Cluster: Comprehension and Collaboration.
Standard: Follow agreed-upon rules for discussions and carry out assigned roles.
Cluster: Comprehension and Collaboration.
Standard: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Cluster: Comprehension and Collaboration.
Standard: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Cluster: Presentation of Knowledge and Ideas.
Standard: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Cluster: Presentation of Knowledge and Ideas.
Standard: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)
Cluster: Vocabulary Acquisition and Use.
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
Cluster: Vocabulary Acquisition and Use.
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Cluster: Vocabulary Acquisition and Use.
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Personal & Private Information
Overview
Resource used is from Common Sense Education where there are free digital resources to access for digital citizenship.
Personal & Private Information
Go to Common Sense Education to find the lesson and use the links to access materials needed for this lesson.
Students will learn:
- the difference between private and personal information
- why do we want to share our information with others
- why certain information is not shared when online
Lesson Plan:
Greet students and show first video
After the short video, ask students - How will they be a good digital citizen today?
Introduce this lesson by students participating in a warm up activity called "Stand Up, Sit Down" - follow attached lesson plan (May add your own statements to adapt to your students)
During the pair-sharing activity in the lesson plans, have students complete the worksheet about filling out a form with their information. Next students will highlight the various topics that should not be shared with others. After completion, ask students what topics were highlighted and why.
Conclude lesson with students completing the exit ticket by reflecting on the lesson.
If access to google docs, you may give an electronic quiz for students to complete. (see attached lesson plan)