ETS Guest Speaker; DigCit test makeups; Begin Mission Statement

-Classroom Guest: Brooke Friederichs
Educational Talent Search (ETS)

-Need to take/retake Digital Citizenship test:
Kevin, Kris, Aiden, Nigel, Esmerelda, Eh K' Nyaw

-Anyone still not turn in Lifeboat Slides?!

-Next Up: My Personal Mission Statement
Personal Mission Statement Template

When you are done with that, you will be synthesizing the information into an essay of at least twelve (12!) sentences.  Write your essay by creating a new ‘Document’ in your Google Drive.

For inspiration, check out these Personal Mission Statement Student Samples.

Digital Citizenship Test & finish Lifeboat Slides

-Review answers to study guide

-Study with table groups

-Take Digital Citizenship test

-Score with neighbors

-Get a computer if you see your name below: 
Finish your Lifeboat Slides: Melissa, Kevin, Kris, Aiden, Nigel, Bob, Cahlil, Cooper, Diana, Amaya (need access)!!!

Check your CCE grade in Synergy to see how not turning this in has affected your grade.

Digital Citizenship Lesson #8: Review!

#8 Digital Citizenship Lesson for Freshman :

Review Lesson and Your Online Code

Lesson Overview:  Students review targets of previous lessons, are able to explain what it means to be a good digital citizenship, review the Acceptable Use Policy Agreements, and draft their own “Online Code.” This should prepare them for taking the test.

1. Divide Students into groups of 4-5 –ideally one person in each group has a  smart device/phone (if they want to review lessons on Toolbox)

2. Hand out Acceptable Use Student Pledge and Learning Target Handout and Blank Paper or if you want have them go to a shared Google Doc You can set up

3. Deliver Instructions—Review the Targets  Handout  in your group & Review Your Pledge

4. Students come up with (teacher’s choice)  multiple choice questions for another group or a few Principles for their ONLINE CODE OF CONSCIENCE, TIPS AND TRICKS

5. Rotate through the groups and have each share out one question for the rest of the groups to answer or one Principle of the Code that  You record in front of class.

6. Rotate through the groups a  3 times and make sure you push kids to represent the topics not yet covered.  

7. Extension- students can review lessons at http://franklintoolbox.wordpress.com/technology-tools/freshman-first-ipad-program/freshman-first-resources/digital-citizenship-lessons/ if you want

8. ALTERNATELY- DO NOT LET THEM SEE/REVIEW PLEDGE or let them review lessons, but make them only use their notes—and they create a new pledge for students that reflects lessons, advice, tips.

Digital Citizenship Lesson #3: Sexting

#3 Digital Citizenship Lesson for Freshman :

Overexposed-Sexting & Romantic Relationships   

(Adapted from Commonsense Media)

Learning Targets:  Students will be able to :

• explore the role of digital technologies in romantic relationships.
• understand risky forms of self-disclosure and their possible consequences.
• identify strategies for avoiding sexting while enhancing positive relationships.

Essential Question: What are risks and responsibilities when you share online in a relationship?

Lesson Overview: Students will guess frequency of sexting and look at statistics on sexting as a preview activity. Students will watch short video about sexting and then rank  risk level of situations in order to refine thinking on sexting. Students will write on and share on discussion questions on sexting and then write the ending of a story to think about healthy ways to avoid sexting.

-Lifeboat Slides is due last week! Turn in by this Friday 11/22 for credit - last chance!


Introduce Sexting

ASK-1.  How frequently do you think teens send sexually explicit images?  2.  How frequently do you think teens send sexually explicit verbal messages?  3.   How frequently do you think teens forward sexually explicit images or words?  Share Using LCD or doc camera-- Statistics

DEFINE the Key Vocabulary sexting.  (can just use handout to guide discussion)- the sending of sexually explicit images (and sometimes just words) to another via IM, text, email or other digital media.

Reasons and risks
WATCH Video -Ally’s story-Second thoughts on sexting  (2.5 minutes) http://www.youtube.com/watch?v=PKe0w2-8U  

Discuss video:

1. Why did Ally share the picture?
2. Why did Ally’s boyfriend forward the picture?
3. How might Ally have felt when she found out?
4. What did Ally later realize?

Rank and Review--  Use student handout for activity that asks students to rank behaviors for risk. And to guide a discussion.

PAIR SHARE OR GROUP WORK--Give students individual copies of HANDOUT, have them write and talk or talk and write and then share in big group or walk way through questions as part of large group discussion--

1. Rate the following in terms of riskiness (1 most risky - 3 least risky) and explain why:

_____ asks his girlfriend to say sexually explicit things in an IM conversation. She does what he asks.  

_____Monica surprises her crush by taking of some of her clothes during a video chat.

_____Ariel’s boyfriend wants her to send him a naked photo. She texts him:  “Only if you text me one first. “

---

Explain in writing your rating and discuss with group mates or whole class

______________________________________________________________________________________________

2. The word “sexting” refers to :

• Getting a text that says you look nice and I want to go out with you
• Sending a sexually suggestive word text by IM or phone.
• Sending or receiving sexually explicit photos or videos by text message or other digital media. Sometimes also refers to sending verbal sexually explicit messages.
• Only sexual images and does not include sexual verbal messages so it is okay to write sexually explicit texts or emails or messages.

3. Is it okay to sext or request another to sext if you are in a committed romantic relationship? Explain.

4.. Are the risks & consequences the same or different for boys and girls and sexting?

5.Why do people sext?

6 . Sexting by minors under 18 is illegal in some states:   True  B- False

7. What are healthy ways to  avoid sexting, or to get close without sexting? (responses can include) :Ways to Avoid Sexting

• Use humor: “Ha Ha! Real funny!”
• Stress your discomfort: “I’m way too uncomfortable doing that.”
• Emphasize feelings: “If you really cared for me, you wouldn’t ask me to do that.”
• Change the subject: “Um, let’s do something else, okay?”

Ways to Build a Relationship Online

• Write a text or IM telling the person you are thinking of him or her.
• Plan a special date, then text your partner clues about date
• Spend time online together, but only share really private stuff when together

Digital Citizenship Lesson #4: Risky Online Relationships

#4 Digital Citizenship Lesson for Freshman :

Risky Online Relationships  

(Adapted from Commonsense Media)

Learning Targets:  Students will be able to :

• compare/contrast stereotypes and realities > Internet “stranger danger.”
• learn guidelines for determining safe online relationships, especially with strangers or casual acquaintances.
• brainstorm ways to help teens avoid risky online behavior

I.INTRODUCE TERMS & EXPLORE STEREOTYPES  (5 MIN)

1. DEFINE the Key Vocabulary RISKY.  

2. ASK: What are some common stereotypes of online predators?  

3. SHARE the following facts that debunk the online predator stereotype:

• Teens are more likely to receive requests to talk about sexual things online from other teens or from young adults (ages 18 to 25) than they are from older adults.

• The small percentage of adults that seek out relationships with teens online are usually up-front about their age, and about their sexual interests.

• Teens who develop an ongoing online connection with someone they don’t know, or who are willing to talk about sexual things online, are more likely to find themselves in a risky online relationship.

• Risky online relationships don’t always involve total strangers; sometimes they involve people teens have initially met offline.  

4. ASK students if any of these facts surprise them, given what they have heard about online predators. ENCOURAGE students to discuss how focusing on the online predator stereotype might make it harder to  recognize other forms of risky online relationships. It is important for teens to know that people closer to their age are more likely to coax them into uncomfortable situations online, or ask them to talk about inappropriate things.)

II. PAIR SHARE OR GROUP WORK-SHEYNA’S SITUATION (20 minutes)

1. ASK students what the word “manipulate” means to them.

2. ASK:Why might it be tricky for people to recognize when they are being manipulated, especially online?

3. DIVIDE students into pairs or groups of three. DISTRIBUTE the Sheyna’s Situation Student Handout, one for each student.

4. ANALYZE- EXPLAIN to students they will analyze a story about a teen’s risky online relationship. This story will challenge you to think beyond online predator stereotypes. You should pay attention to how  the relationship develops, and be on the lookout for anything that seems like manipulation. You have10 minutes to  read the story and answer the questions on the handout in their groups.
5. SHARE - Groups share their answers to the questions on the handout. (Refer to the Sheyna’s Situation Student Handout – Teacher Version for sample answers.)

HAVE students expand their advice to Sheyna into a general set of principles:  You may want to write these tips on the board, or project them for students to see. Be sure to include the following points:  (FIND OUT IF ENGLISH CLASS COVERED THIS)

• ‡Change it up. If something feels like it might be getting risky, it probably is. But if you’re not sure, try changing the subject, making a joke, or saying you want to talk about something else.
• ‡Log off or quit. You need to remember that at any time you can just stop typing and log off if a conversation gets uncomfortable online.
• You can also take action to block or report another user, or create a new account – whether for email, IM, or a virtual world – to avoid contact with that person again.
• ‡Know that it’s okay to feel embarrassed or confused. It’s not always easy to make sense of situations that make you uncomfortable online. Nor is it easy to ask for help if you feel embarrassed about what you’ve experienced. These feelings are normal, and it’s okay to talk about them.
• ‡Talk to a friend or trusted adult. Don’t be afraid to reach out. Even if you feel you can handle a tricky situation alone, it’s always a good idea to turn to friends, parents, teachers, coaches, and counselors for support.

III. REVIEW-- ASK:

1. Why is the term “online predator” misleading? What is the reality when it comes to risky online relationships?

2. How can you avoid getting involved in risky online relationships? .

Digital Citizenship Lesson #2: Online Ethics: Cruelty & Cyberbullying

#2 Digital Citizenship Lesson :

Online Ethics, Online Cruelty and Cyberbullying   

Learning Targets:  Students will be able to :

• Identify Online Cruelty and reflect on the factors that intensify online cruelty
• Identify what targets and upstanders can do when online cruelty occurs
• Recognize their own role in escalating or de-escalating online cruelty

Essential Question: What factors intensify online cruelty/cyberbullying and what can you do to lessen them?

Lesson Overview: Students define online ethics and why online relationships require the same or more consciousness as face to face ones.   Students then review situations of online cruelty and identify opportunities for being upstanders or deescalating. Students reflect on own experience with online cruelty.

Step 1) Ask-1. What are ways that people connect and communicate with each other through digital media?   2.What are some of the ways that online relationships are different than in-person relationships?

Online relationships	In-person relationships
Easier for friends to say mean things Connect to far away friends Easier to remove all contact Easier to give more info about you Hard to be sarcastic-no body language Have anonymity Easy to lie Easy to be misunderstood You can have hundreds You can edit what you say	Tone/body language can help be understood More emotion more intimate nsa can’t spy on you Start to face consequences right away Take advantage of face to face time because less of this Many fewer friends face to face harder to keep conversation going less back and forth You can’t take back what you say

Step 2) Define: Ethics-An ethical person is thought to treat others with respect, care, and dignity. Someone who is unethical treats others unfairly, unjustly, and irresponsibly. Cyberbullying- takes place whenever someone uses digital media tools such as the Internet and cell phones to deliberately upset or harass someone else, often repeatedly. Online ethics.  a set of principles and morals governing people’s behavior as it relates to the Internet and digital devices Digital citizenship: a safe, responsible, and ethical approach to functioning in the digital world

Step 3) Watch Video - Ricardo's Story - Making Fun of Others Online http://www.youtube.com/watch?v=O1UfmBD5d7I

Step 4) Discuss

*Do you think Ricardo is a cyberbully? Why or why not?
*Ricardo thinks that harassing others on Internet, rather than in person, appeals to some teenagers because they can’t be attacked back physically. What do you think?
*In pairs-Have you ever encountered online cruelty? How do you think someone might feel after being the target of it?  

Step 5) Understand key vocabulary

target: a person who is the object of an intentional action

offender: a person who has malicious intent to hurt or damage someone

bystander: a person who does nothing when they witness something happening

upstander: a person who supports and stands up for someone else

escalate: to increase or make more intense

de-escalate: to decrease or make less intense

Step 6) Watch Video- Stacy’s Story http://www.youtube.com/watch?v=w4ugP_eQUR8

Step 7) Discuss

Who was involved in the story and what roles did they play? Who was the target? Who were the offenders? Were there bystanders and/or upstanders?

Pair Share and then Share Out What do you think you might have done if you were Stacey? What could you have done if you wanted to be an upstander in this situation?

Targets	Upstanders