Mill Creek Elementary School
“A Research School”
Teacher: Librarian Content Area: Digital Citizenship
Monday
Full lesson plan #1
Standards used Standards covered:
CCSS ELA-
L.K.1a- Print many upper-
and lowercase letters
L.K.6- 6 Use words and
phrases acquired through
conversations, reading
and being read to, and
responding to texts.
RF.K.1a- Follow words
from left to right, top to
bottom, and page by
page
RI.K.1- Demonstrate
understanding of the
organization and basic
features of print.
SL.K.1a- follow agreed-
upon rules for discussions
(e.g., listening to others
and taking turns speaking
about the topics and
texts under discussion)
Instructional Planning Tool
Grade: Kindergarten Week of: 8/24-8/28
Tuesday Wednesday Thursday Friday
Full Lesson #2
Standards covered:
CCSS ELA:
A.R.2 Determine central
ideas or themes of a text
and analyze their
development;
summarize the key
supporting details and
ideas.
A.R.3 Analyze how and
why individuals, events,
and ideas develop and
interact over the course
of a text.
RL.K.10 Actively engage
in group reading
activities with purpose
and understanding.
RL.K.6 With prompting
and support, name the
author and illustrator of
a story and define the
role of each in telling the
1
W.K.3- Use a combination
of drawing, dictating, and
writing to narrate a single
event or several loosely
linked events, tell about
the events in the order in
which they occurred, and
provide a reaction to
what happened
AASL:
I.B.3- Generating
products that illustrate
learning
I.C.1- Interacting with
content presented by
others
ISTE-
1d.- Understand the
fundamental concepts of
technology operations,
demonstrate the ability
to choose, use and
troubleshoot current
technologies, and are
able to transfer their
knowledge to explore
emerging technologies.
2b.- Engage in positive,
safe, legal, and ethical
behavior when using
technology, including
social interactions online
or when using networked
devices.
2
story
RI.K.1 With prompting
and support, ask and
answer questions about
key details in a text
RL.K.7 With prompting
and support, describe
the relationship between
illustrations and the
story in which they
appear (e.g., what
moment in a story an
illustration depicts).
AASL-
I.A.2 Recalling prior and
background knowledge
as context for new
meaning.
I.B.3 Generating
products that illustrate
learning.
I.D.3 Enacting new
understanding through
real-world connections.
I.D.4 Using reflection to
guide informed
decisions.
II.B.3 Representing
diverse perspectives
during learning activities
ISTE-
7c - Contribute
constructively to project
teams, assuming various
roles and responsibilities
to work effectively
toward a common goal.
Students will know /  Discover that  Explain how rules  Explain how  Retell or  Explain how
be able to do the internet can that their parents IMSAFE rules that summarize rules that the
be used to visit create help them the district creates #Goldilocks( teachers create
places and learn stay safe and keep help them to stay A help us to stay
new things. order in their safe and keep order Cautionary safe and keep
 Compare how home. at their school and Tale) order in our
staying safe  Compare school home online.  Have the class.
online is similar internet rules with  Review vocabulary students tell  Review
to staying safe rules at home. words internet, the teacher IMSAFE rules
in the real  Review online and website. about the for internet.
world. vocabulary word  Talk about the story. Where
 Explain rules internet and Flocabulary video did it take
for traveling introduce words and the IMSAFE place?
safely on the online and guidelines and  Who were
internet. website. Review compare. the
internet safety. characters?
 What was the
story about?
 What did
Goldilocks
learn in the
book?
Essential Question  How can people’s  What does internet  How do you stay  What was the  How does the
* Posted in classroom actions affect mean? safe on the internet story about? making and
others?  What does online review?  What did enforcing rules
 How can you travel mean?  How can you help Goldilocks of internet safety
safely on the  What does website others to stay safe learn in the protect you?
internet? mean? online? book?  How can
people’s actions
on the internet
affect others?
Instructional 1. Discuss with the 1. Review from the 1. Review from the 1. Review 1 .Review
Techniques, class what the previous day and previous day. vocabulary the vocab
Strategies, internet is and its complete (Reuse the graphic words. words
Procedures, and purpose. worksheet. organizer and add 2. Have online,
3
Checks for 2. Review the school 2. Go over to it) students website and
Understanding internet rules and worksheets as a 2. Use the IMSAFE write the internet with
discuss why rules class. poster for words on the students.
have its place in our 3. Have students guidelines for paper. 2. Have the
school, home and describe what rule online safety. 3. Talk about students to
community. they drew in their 3. Talk about what is their brainstorm
3. Have the students picture. responsibility and meaning. places in
look at the 4. Have students how we can show their
photographs of write the it at school and communities
students following vocabulary words home. where rules
rules at school. on paper. (Home: washing are
4. Discuss how they dishes, taking out the important.
are following the 5. trash, cleaning our own (community
rules and how they room) pools, school
are helping to (School: following playground,
contribute to a safe directions, listening to parks,
classroom and the teacher, being nice community
school to our friends) libraries, fair
environment. or hospitals)
5. Watch and discuss 3. Talk about
the video My personal
Online information
Neighborhood and what it
https://www.youtube is.
.com/watch? 4. Talk about
v=vNpkUyEOa_8 never giving
out personal
information
to a stranger
in person or
online.
Sample Questioning  What is a rule?  Why do we have  What does being  Why is internet
 Why are rules rules? responsible mean? safety
important?  Do you like rules?  Do the video and important?
 Why is raising your  Review internet poster have the  What is personal
hand a good rule to safety rules. same rules for information?

4
 follow? internet safety?  Should you give
 What is the  Do they have out personal
internet? different rules? information on
 What are our school  What are some of the internet?
internet rules? the rules they talk  Should you give
 Why must we be about? out personal
safe on the internet?  How can we be information to a
responsible at stranger?
home? School?

Differentiation: Have students to think Discuss with students Have the students to .
Small group, about the safety rules 1 important rule their create a list of
tutoring, etc. on the internet. Discuss family has at home information they
*Focus of something that could and why that 1 rule is should never give out
differentiation: happen if the student so important to the online or to strangers.
did not follow the rules function of their Have students talk
at school. Also have family. about safety at home,
them to think about the Sample: Keep your school and their
effects that could room clean. community
happen at home also
because of breaking the
rule.
Sample: Asking your
parents permission to
use technology.

Graphic Organizer (s)

5
 Assessment (s)  Have the students to  Have students to  Read and discuss  Finish Turn and Talk
draw a picture of turn and talk to #Goldilocks (A #Goldilocks with your
someone following their partner about Hashtag worksheet neighbors about
an internet rule and 1 rule they feel is Cautionary Tale) with a what kinds of
illustrate a picture important to https://www.vodafo partner. personal
to go along with it. follow at school or ne.co.uk/mobile/digi information
home. tal- should never be
parenting/goldilocks shared.
Summarization and Create a list of rules Show Flocabulary Begin #Goldilocks
Closure with the class. Sort the video: worksheet.
rule according to home, https://www.flocabulary
class and internet. .com/unit/internet-
safety/

Mill Creek Elementary School

“A Research School”
Instructional Planning Tool

Teacher: Librarian Content Area: Digital Citizenship Grade: Kindergarten Week of: 8/31-9/4
Monday Tuesday Wednesday Thursday Friday
Standards used Mini lesson #1 Mini lesson #2
CCSS ELA: CCSS ELA:
A.R.1 Read closely to RF.K.1 Demonstrate
determine what the text understanding of the
says explicitly and to organization and basic
make logical inferences features of print.
from it; cite specific RF.K.1b Recognize that
6
textual evidence when
writing or speaking to
support conclusions
drawn from the text.
A.R.2 Determine central
ideas or themes of a text
and analyze their
development; summarize
the key supporting details
and ideas.
A.R.7 Integrate and
evaluate content
presented in diverse
media and formats,
including visually and
quantitatively, as well as
in words.
A.SL.1 Prepare for and
participate effectively in a
range of conversations
and collaborations with
diverse partners, building
on others’ ideas and
expressing their own
clearly and persuasively.
A.SL.2 Integrate and
evaluate information
presented in diverse
media and formats,
including visually,
quantitatively, and orally
A.SL.4 Present
information, findings, and
supporting evidence such
that listeners can follow
the line of reasoning and
that the organization,
development, and style
7
spoken words are
represented in written
language by specific
sequences of letters.
RF.K.1c Understand that
words are separated by
spaces in print
RF.K.2a Recognize and
produce rhyming words.
A.W.2 Write
informative/explanatory
texts to examine and
convey complex ideas
and information clearly
and accurately through
the effective selection
A.W.10 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 tasks,
purposes, and
audiences.
AASL
V.A.3 Engaging in
inquiry-based processes
for personal growth.
V.C.3 Collaboratively
identifying innovative
solutions to a challenge
or problem
VI.A.1 Responsibly
applying information,
technology, and media
to learning.
are appropriate to task, ISTE
purpose, and audience. 5 a. Formulate problem
SL.K.1b Continue a definitions suited for
conversation through technology-assisted
multiple exchanges. methods such as data
SL.K.2 Confirm analysis, abstract
understanding of a text models, and algorithmic
read aloud or information thinking in exploring and
presented orally or finding solutions
through other media by
asking and answering
questions about key
details and requesting
clarification if something
is not understood.
AASL-
II.B.1 Interacting with
learners who reflect a
range of perspectives.
II.B.2 Evaluating a variety
of perspectives during
learning activities
III.A.3 Deciding to solve
problems informed by
group interaction.
III.C.2 Involving diverse
perspectives in their own
inquiry processes.
V.C.3 Collaboratively
identifying innovative
solutions to a challenge
or problem
ISTE-
7 a. Use digital tools to
connect with learners
from a variety of
backgrounds and
cultures, engaging with
8
 them in ways that
broaden mutual
understanding and
learning.

Students will know /  Learn about the  Review pause and  Replay Chicken  Review webs  Review the
be able to do importance of device. Clicking song to and words website,
balance between  Have students reinforce what vocabulary online, internet,
technology and draw a picture of a happens when you word balance, and
offline. frustrated face or click away on the balance. pause.
 Explore saying person. internet.  Read the
goodbye to  Have students  The importance of book
technology when watch the video of media balance. Goodnight
you don’t want to. the book Chicken  Vocabulary word Ipad
Clicking balance  Have the
https://www.youtub students talk
e.com/watch? about putting
v=8Mu_f7wZbqk their devices
“to bed”.

Essential Question  Do you sometimes  What is the  What does balance  Why do we put  What does each
* Posted in classroom have a hard time Chicken doing mean? away our word mean:
turning off you tv in the book?  How can I balance devices? balance, pause,
or tablet?  Is the chicken my time online?  What can we do frustrated,
 If you do, why do following the when we are not technology,
think it’s hard to rules? using devices? website, online
turn it off? and internet?
Instructional 1. Review from 1. Show the 1. Have the 2. Review what
Techniques, the previous 6. 1. Show the video 2-3 video from students each word
Strategies, day(Reuse times so the students CommonSe write each means and use
Procedures, and graphic can learn the song. nse.org vocabulary each in a
Checks for organizer and about word and sentence.
Understanding add to it) 2. Have the students media discuss the 3. Have students
talk about what balance: meanings. write each word.

9
 2. Introduce the happened in the story. https://ww
word device. w.commons
3. Have students write ense.org/ed
3. Talk about what vocabulary words and ucation/vid
it means to be go over the meanings. eos/media-
frustrated or balance-is-
annoyed. important

4. Watch the video 2. Show

Saying students
Goodbye to how to
Technology make a web
https://www.you and explain
tube.com/watch? how it
v=mq2INs6PQqs works.

Sample Questioning  What kinds of  Did Chicken  What did the video
devices do we ask permission teach you about
use at school? to be online? media balance?
 What kinds of  What did  How can you
devices do you Chicken do balance your time
use at home? with his clicks? at home?
 What makes  Did Chicken  How can you
you frustrated? get in trouble? balance your time
 Why do think at school?
you become
frustrated?

Differentiation: Discuss pause and how Discuss why media

Small group, to give the teacher or balance and getting off
tutoring, etc. your parent your devices is important.
*Focus of attention. Discuss why Have the students talk
differentiation: it is important to pause about why they get off
for your teacher and their devices and do
parents. Have the they like to pause their

10
 students act out what devices? Why or why
they would do if they not? Why is it
were Arms and Legs on important to pause for
the following slides: your teachers or
Read aloud slides on parents?
Smartboard
https://docs.google.com/
presentation/d/16clQDJO
VU0-
VD33abLkvfgV8K2bvt2LO
nsp-
ZSjovVA/edit#slide=id.g5
9090a9bfb_0_269
and
https://docs.google.com/
presentation/d/16clQDJO
VU0-
VD33abLkvfgV8K2bvt2LO
nsp-
ZSjovVA/edit#slide=id.g5
9090a9bfb_0_319
Graphic Organizer (s)

Assessment (s)  Have the  Have the students  Have the  Have students
students pair up work in groups to students take a
and one act as create an illustrated draw a vocabulary test
the teacher and web of ways they picture with our words
one as the can balance their putting their we have learned
student using time online at devices to in the two
11
 the card above. home or school. bed. weeks.

Summarization and Have the students talk Read Nerdy Birdy Have students share Have the students Color the Ralph
Closure about their roles as Tweets. their webs in groups. share their pictures Saves the Internet
teacher and student and with the class. page.
how it felt to be the
teacher or the student.

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