Grade 7: Collaborative Library Media/Digital Citizenship Lesson #2

Lesson: Blogging Guidelines

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 3A. Find Data/Information within a Variety of Sources
1. Use specific sources to find information.
a. Use keywords and text features to find information within a specific
source.
c. With guidance, use technology tools to find data/information within a
specific source.
2. Evaluate the relevance of information within a specific source to meet the
information need.
b. Confirm that the information found within a specific source matches the
information need.
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 21
st
2)
Topic 4A. Interpret Recorded Data/Information
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
Teaching Strategies
Designate appropriate strategies/areas
X Scaffolded Questioning
___ Independent Reading
X Interpretation of Graphics
(maps, graphs, cartoons, tables)
___ Concept Attainment
X Cooperative Learning
___ 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
X Graphic/Visual Organizers
X Modeling/Demonstration
X Think Aloud
___ Reciprocal Teaching
X Group Activities
___ Simulation
X Use of Video Clip
___ Lecture bursts
___ 3-minute pause
___ Different purposes for
viewing/reading
X Cross-Curricular Connections
Other___________________
2. Individually, collaboratively, and responsibly share findings/conclusions.
a. Contribute to a learning community.
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.
Digital Citizenship Standards
Objective - The students will be able to:
1. a. Practice responsible and appropriate use of technology systems,
software, and information
1. Work cooperatively and collaboratively with others when
using technology
2. Practice responsible use of technology systems
3. Demonstrate proper care of equipment (such as following
lab rules, handling equipment with care, appropriate
printing of resources)
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:

generate a list of guidelines to follow when writing blog entries.

use a graphic organizer to gather examples of the positive aspects of

social media.
Time required: 45 min.
Materials
Laptops
Projector
Notebook paper

Sticky notes

Chart paper and marker

Poster: THINK

Links for student access: Lesson 2: Positive Aspects of Social

Media:
o YouTube video: The Power of Social Media: Connecting for
Good
o Infographic: How Social Media is Changing the World
o Article: 6 Ways Social Media Helps People

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

Pre-Assessment of Prior Knowledge
Have the class take out and load their computers.
Pose warm-up question to students: Why do people create blogs? Provide an
example of a blog you viewed last time.
Students will record their answers on lined paper.
Have students share out a few responses with the class.
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
Display one of the blogs that students viewed from Lesson 1. Ask students to
look at it as an example and think about what a blogger may need to consider
while writing entries. Discuss as a class.
Learning Modalities
X Visual
X Auditory
___Tactile/Kinesthetic
General Accommodations to
Access Curriculum
___Adapt the skill level
___ Adapt the number of items
___ Adapt materials
___ Provide learning strategy
X Provide audio/video/digital access
___ Increase personal assistance
Lesson Development/Procedures
Activity
Remind students that soon, they will be starting a blog of their own.
Explain that they will now think about what guidelines and rules may be
needed when they write a blog entry.
Have students work with partners to generate ideas of guidelines to follow
while blogging. Encourage them to revisit the blogs from last class for ideas.

As students create each rule, they should record it on an individual sticky
note. When students have finished coming up with ideas, have them place
their sticky notes on the chart paper.
As a class, read through the sticky notes and discuss student ideas. See if
their classmates agree and determine how to sort them into categories.
Display the THINK Poster and ask students if anything they came up with
fits into this categories. Discuss how this might be used.
Tell students that they will be following these guidelines in the future as they
begin writing their own blogs. (Later, take the guidelines they developed and
create a poster to put on display during future lessons.)
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
Tell students that next, they will be gathering information about the good that
can come from using social media. Students will use a variety of sources but
will start with a video today. The information they find will be used in their
first blog post.
Activity
Provide students with the note-taking sheet for recording information.
Engage students by playing the YouTube video: The Power of Social Media:
Connecting for Good. They can record their findings during or after the
video plays.
As a class, discuss students reactions to the video. If anyone points out a
benefit of social media from the video, model writing it down on the handout
by using the document camera.
Remind students that when they are taking information that someone else
created or wrote, they must give credit to the author. This is called citing
your sources. Model how to do this using the document camera.
Reading Strategies
Text
___Literary
X 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
Remind students that today, they generated a list of blogging guidelines that
they will follow when they create their future blogs. They also started to
collect information about positive aspects of social media. Tomorrow they
will use other resources to collect information before beginning their blog
entries.
Ask students to shut down and put away their computers.
As they exit the classroom, ask students to verbally share with you one
guideline they believe is most important for bloggers to follow.
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
During the warm-up, the teacher will check that students understand
the purpose of writing a blog.

As students work together to come up with guidelines for blogging,

the teacher will observe and ask probing questions such as:
o How can a blogger safely share information?
o What are some ways he/she should respect others while
blogging?
o Think about your audience. How should blog entries be
written?

Ask questions as students use resources for gathering information

about the benefits of social media. Observe interactions within
groups as students work together.
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
___ Think, Pair, Share
Assessment
The teacher will collect and grade the note-taking sheet about the
positive aspects of social media.
Students will verbally state one guideline they believe all bloggers
should follow as they exit the classroom.
ASSESSMENT
X Collect and Grade
___ Check for Completion
___ In-Class Check
___ Rubric
___ Checklist
___ Peer/Self Assessment
___ Journal/Learning Log
___ Portfolio
___ Constructed Response
___ Quiz
___ Test
___ Presentation
___ Performance Assessment
___ Informal Assessment
___ Exit Slip
X Other: Verbal exit card
Enrichment
Students can begin writing the About section for their blogs in a GAFE
document. The questions they used to examine the teen blogs in the previous
lesson can guide them:
What topics are featured in the blogs?
What did you learn about the author?
Who is the audience?
Why did the author create his/her blog?