Kings Park Digital Citizenship: Rewarding Relationships

Title of Project: Digital Citizenship: Rewarding Relationships

Schools and Teachers

Kings Park High School Teachers: Nicole Keicher and Elizabeth Bellucci

ENL Proficiency Level | ENL Program | Standards | Technology

Entering, Emerging, Transitioning | Stand-Alone | Standard #5, Standard #1, Standard #2 | Padlet

Assessments

The students were assessed formally and informally throughout the completion of this cooperative project through teacher checklists, NYSESLAT rubrics, graphic organizers, discussions, Nearpod activities, multimedia presentations, and more.

Description

Students created a dialogue either individually or in groups of 2 or 3. After introducing key vocabulary terms and participating in open-ended discussions, students were presented with an imaginary scenario in which relationships were being negatively affected by social media. The students then had to think of the best and the worst way to handle each situation. Students had the opportunity to reflect on the video we watched earlier as well as in class discussions, when planning out the dialogue for both the best and the worst way to communicate and resolve the problem. Students also were given the option to record a video of themselves “acting out” the dialogue they wrote together.

Content

I can provide information and details regarding digital citizenship, relationships and communication.

Language

I can use the standard conventions of English when writing and speaking about digital citizenship, relationships and communication.

Technology

I can use digital media to present information for an audience in a variety of ways.

Student work

Procedure

1. Students and teachers brainstorm different social media platforms. We will discuss which ones we have accounts for and which ones we do not bother with. Teachers will share 2021’s Top 10 Social Media Apps in order to engage students.

2. Teachers will introduce vocabulary. Students will be informally assessed by playing a matching pairs game through the Nearpod presentation.

3. Students will collaborate using Padlet. The questions ask for adjectives to describe a positive relationship. Students will be encouraged to write as many adjectives as they can think of on the sticky notes.

4. Students will watch a video (from Common Sense Media) and discuss whether or not social media and technology have a positive or negative affect on relationships.

5. Students will read an imaginary scenario about friends/classmates whose relationships are being negatively affected by social media. Then, the students will write scripts/dialogue between the imaginary characters from the scenario. The students will choose to resolve the hardship in a positive way, a negative way, or both.

Speaking: Students spoke with each other as well as recorded their own voices (via audio and/or video)

Listening: Students listened to each other when rehearsing the script. Students listened to a video as well as their peers and teachers speak about their own experiences

Reading: Students read information and ideas from other students that were posted on Padlet

Writing: Students wrote scripts communicating with one another in regards to the downfall of the relationship due to social media (from the scenario)

Resources and Other Materials

Padlet
Google Docs, Slides
Chromebooks
Flipgrid
Nearpod

Reflection

Students are well versed in using their Chromebooks and had no issues logging onto Google Classroom and then following the Padlet link. Padlet was easy to use and allowed each student to post a response that was viewable to the entire class. Students that were more advanced wrote several words in English and beginner level students wrote either a word in Spanish or a word in English. It worked well to start with something students were familiar with (Google Meet/Classroom), and then introduce Padlet.

Students enjoyed writing and acting out the scenarios. The hardest part for them was just getting started. We modeled a sample conversation and discussed what characters could be in each scenario (narrator, main characters, friends or family of main characters involved in the situation).

Discussing key vocabulary terms prior to starting the project had a positive impact on student learning. When we discussed the “Red Flag” feeling, students raised their hands and shared personal experiences that they have had. Tying new learning to personal experiences has always been a great way to help students cement knowledge.

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