CLIL Task/Lesson Plan

LESSON NAME: Creating a digital citizenship

LESSON GLOBAL GOAL: Students will learn to prepare themselves for responsible digital
citizenship as well as raise awareness upon digital literacy and digital behavior by exploring digital
citizenships topics, classifying and making the connection among them in order for them to portray their
understanding by creating a PowToon clip.
LESSON TIMING: 1 ninety-minute class. This lesson will introduce students to the topic as well as
the new classes development.
UNIT POSITION: Start of the unit. By the end of this lesson, students will be able to not only
understand and create their own definition of Digital citizenship but also to contextualize themselves for
the upcoming lessons of the unit.
UNIT NAME: Digital self.
UNIT GLOBAL GOAL: Raise awareness of suitable behavior in virtual environments.
LEVEL INFO: B2 learners at academic of languages. Students’ age may range from 12-60 years old.
Aims
 To explore and classify (using graphic organizer) the content of the unit.
 To apprehend the concept of digital citizenship and apply it to portray their own interpretation
of it.
 To be better able to take notes of significant information
 To develop autonomy by collaboratively and individually focusing on a specific topic related
to digital citizenship, studying it and present it to classmates.
 To compare elements of digital citizenship as well as classmates’ points of view and write
down the most significant information out of both by using graphic organizers.
 To use technology suitably to access information posted on QR codes around the classroom.
 To create a short clip using PowToon based on their understanding of definite elements of
digital citizenship

Criteria for assessment

Teacher, peer-, and self-assessment processes will be used to assess how well learners:
 Understand digital citizenship.
 Distinguish diverse elements of digital citizenship.
 Apply and use their knowledge about digital citizenship and the vocabulary of the lesson to
create Pow-Toon clip.
 Present their clips to their classmates and answer their queries.
 Construct and use a concept map of the information presented by partners.
 Compare what they knew prior to the lesson vs after the lesson about the concept of digital
citizenship.
TEACHING OBJECTIVES
(What I plan to teach)
Content Cognition
Copyright © 2019. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. Document1. Created by: Carl
Anderson, after Coyle, Hood, & Marsh (2010). All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written permission
from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co.
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  Introduction of the topic by means of a To cooperatively discuss and understand the
warming-up activity for students, in topic of Digital Citizenship.
groups of three people, to read some
definitions about Digital Citizenship and
discuss some provided questions to
determine whether they agree or disagree
and why. Additionally, learners will be
given a Brainstorm web that is a graphic To identify valuable information and keep a
organizer for them to write down their record of it
ideas individually throughout the whole
lesson. The instructor will provide further
explanation on how to fill in this graphic.

 Content will be presented through a To establish connections of concepts

PowerPoint presentation with visual aids.
Students in pairs will complement their
concept of Digital citizenship (explored in
the warming-up stage) by discussing, To remember vocabulary and their partners’
classifying and matching some definitions opinions.
with concepts related to Digital
Citizenship (see Language of learning).
Both definitions and concepts will be
placed on small separate slices of paper, so
students have to physically arrange
definition and concept. Since some To use technology as a tool to learn
concepts may be new for students, the
instructor will display some QR codes of
bilingual and monolingual e-dictionaries
so that students can get access to them
using their cell phones. Students then will
compare their versions and eventually
with the teacher’s
To explore, examine and understand Digital
 Content related to some elements of Citizenship elements such as Digital, etiquette,
Digital citizenship (Digital, etiquette, digital literacy, digital access, Digital law, and
digital literacy, digital access, Digital law, Digital security.
and Digital security) will be presented
through QR codes spread around the To use their note-taking, compare-contrast, and
classroom. Students in groups of three will summary skills.
choose one concept and take notes on
relevant information.
To illustrate their concept of Digital Citizenship
 Students then will create their own video as well as some aligned topics.
using PowToon to display the concept
they study through the videos.
Copyright © 2019. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. Document1. Created by: Carl
Anderson, after Coyle, Hood, & Marsh (2010). All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written permission
from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co.
Page 2 of 5
 Culture
 Become aware of elements such as privacy, respect, cooperation in online environments
 Be able to act appropriately online and recognize inappropriate behavior.
 Make appropriate decisions when faced with many different digital communication options,
such as connecting on social media.
 Use electronic precautions to guarantee safety, such as creating secure passwords, not sharing
passwords, backing up data, antivirus protection, etc.
 Use technology responsibly

Communication
Language of learning Language for learning Language through
learning
 Key vocabulary:  Asking each other questions: what do you  Remember
anonymous, think about…? How about you? Why do language revised
clickbait, bias, you think that? with the teacher.
bot, command,  Explaining and describing: for example,  Understand
cookie, for instance, I mean. classmates’ words
credibility,  Oral presentations: we are going to talk, I and expressions.
cyberbullying, will start by, finally.  Record and use
digital citizen,  Agreement and disagreement statements: emerging
digital etiquette, I agree, I disagree, I couldn´t agree more/ vocabulary
fake news, Dm, less, that’s’ true, but, I would add that… throughout the
phishing,  Comparing and contrasting: behaving lesson
password, this way is better because… this one is
software, thread, safe whereas this one is…
troll, trojan  Classroom language: What do you call
horse, skeptical, this in English? how do you pronounce
meta-search this in English, could you lend me your
engine, isp, bug, pen?
website.
 Defining and
explanatory
language.
 Conjunctions to
show contrasts.
E.g., but,
however.
 Linking phrases
to add opinions,
to contrast
information.
 Agreement and
disagreement
statements.
Copyright © 2019. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. Document1. Created by: Carl
Anderson, after Coyle, Hood, & Marsh (2010). All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written permission
from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co.
Page 3 of 5
 LEARNING OUTCOMES
(What the learners will be able to do by the end of the task[s]/lesson[s])
By the end of the task(s)/lesson(s), the learners will be able to:

 Understand the concept of digital citizenship.

 Make connections between digital citizenship elements.
 Register new information on a mind map.
 Apply knowledge by creating a Pow-Toon style clip.
 Create their own clip creatively.
 Ask peers’ questions about their presentation.
 Ask Wh as well as yes/no questions to clarify information.
 Listen to their classmates’ presentations and take notes to complement their learning. (Graphic
Organizer)
 Evidence learning by contrasting what they knew prior to the lesson versus after the lesson.
(KWL chart (included in the graphic organizer).

Copyright © 2019. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. Document1. Created by: Carl
Anderson, after Coyle, Hood, & Marsh (2010). All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written permission
from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co.
Page 4 of 5
 Introduction, settings, and population

This English lesson will be carried out at a private languages academy with a group of 6 students
who have a B1-B2 level of English according to the Common European Framework. This class will be
multi-level and multi-age and will be held in a semi-personalized ambiance.

Justification

Nowadays, the vast majority of students spend a significant amount of time on websites
and social networks. Learners usually find themselves immersed in an online world that is crawling with
new rules, social norms as well as dangers and challenges. Once students get on these digital platforms,
they need to assume new roles and adopt new values, skills, and responsibilities, which lead them to
develop a new sense of their own identity as digital citizens. Accordingly, the present lesson plan is
intended for students to explore Digital citizenship in order for them to raise awareness of the diverse
factors they have to deal with when interacting online through the English language.
Consequently, students will not only be learning about factors such as Digital, etiquette, digital
literacy, digital access, Digital law, and Digital security through the use of new vocabulary and the
review of some grammar structures (see language of learning) but also developing cognitive skills such
as exploring, contrasting, understanding, evaluating and creating their own understanding of the content
along with life-long skills like team-work, autonomy and leadership.
Likewise, this lesson is designed for students to develop both BICS and CALPS. On the one
hand, learners will be working collaboratively to develop certain tasks (warming-up stage and creation
of their own video and explain it to their partners). Therefore, the moment students get together in
groups either of two people or more, they may need to use language to offer personal opinions or
describing any personal example, leading thus to BICS development. On the other hand, they will
develop CALPS since they will be learning more topic-related concepts (see language of learning) that
will make students develop processes of recalling, analyzing and conveying meaning ( see content
presentation) along with processes of note-taking (brainstorm web), consolidating knowledge and
creative skills (creation of their own video).

Copyright © 2019. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. Document1. Created by: Carl
Anderson, after Coyle, Hood, & Marsh (2010). All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written permission
from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co.
Page 5 of 5