Digital Citizenship-Elaintegrated Lesson: Grade 6

Digital Citizenship-ELAIntegrated Lesson: Grade 6

Lesson Title and Suggested Placement Within the Grade 6 ELA Curriculum:

Unit 2: Digital Drama: Greek Gods and Goddesses on Social Media
Implement between Lessons #4 and 9 (suggested)

Student Learning Goals/Objectives/I Can Statements:

I can apply knowledge of Greek gods and goddesses to explain how mythology relates to our lives in modern times.
I can recognize inappropriate online communication and cyberbullying, describe their effects, and decide how to respond.

Essential Questions:

ELA:

How does an understanding of ancient mythology enhance a reader’s ability to interpret meaning?
How does exploring the archetype of the hero’s journey in literature help us understand universal ideas and themes?
How does storytelling change, yet remain the same, across cultures and over time?

Digital Citizenship:

How could digital drama affect my life and the lives of others?
How can I prevent or respond to digital drama?

Instructional Notes:

This lesson should be implemented after students have built background knowledge/conducted research about the Greek gods and goddesses (for example, using theSlam Dunk Meet the Olympians 2). This lesson may be implemented before or during reading ofEdith Hamilton’s Mythology and other short myths.
Collaboration with your school library media specialist to implement this lesson is recommended.
For system-wide accountability in conjunction with the BCPS Growing Up Digital initiative, all grade 6 students must receive this instruction and complete the BCPS One Quiz for this lesson through English Language Arts classes.

Materials/Resources

Common Sense Media Videos/Discussion Guides:
Discussing Digital Drama Video/Discussion Guide
Stacy’s Story Video / Discussion Guide
Additional websites on digital drama/cyberbullying if needed to deepen student understanding, referenced the instructional sequence below.
Zeus and Hera vs. Hades and Persephone: Students will read this story as an example of how drama might occur between gods and goddesses.
History for Kids: Ancient Greek Gods:Students may use this website as a background reference.
Twitter/iPhone text templates for the Creative Assessment:

Classtools: SMS Fake Text Generator: A text generator from Classtools.net, accessible to students; supportpage on the ODL Resource Wiki.
iPhone Fake Text generator: a text generator accessible to students

Standards Alignment

ELA

RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RL 6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL 6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL 6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
W.6.4. Provide clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

AASL

3.1.6 Use information and technology ethically and responsibly.

P21

IMT.02.c Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.

Instructional Sequence

Define “digital drama” and provide examples:
Digital drama refers to various types of conflict in the digital communication world,and is often experienced by young people. It can start with mean comments, teasing or gossiponline or in text messages, but can quickly turn into cyberbullying and do real harm.Digital drama includes cyberbullying: the use of electronic communication to bully a person, sometimes by sending messages of an intimidating or threatening nature.
Have students watch the video Discussing Digital Drama (runtime 3:35). Divide questions from the Video Discussion Guide to facilitate small group discussions, then have students share insights with the whole group.
Have students make a personal connection: “turn and talk” or discuss in small groups:

Have you ever been part of digital drama? What happened? How were people affected?
Have you ever been the target of gossip, rumors, or cyberbullying? How did you feel about it? How did you respond?

Discuss: How is digital drama different that non-digital gossip or fighting? Have students generate ideas and examples to create an anchor chart or Venn diagram.

Introduce key terms used to describe types of digital drama and cyberbullying:

Harassing: bombardingsomeone with messages overdigital media, or repeatedcontact when it is least expected.
Deceiving/Impersonation: using fake names,posing as someone else, orcreating a fake profile about someone else.
Flaming: saying mean things,usually in ALL CAPS, andoften in a public forum with the intention to humiliate.
Hate Speech: a verbal attacktargeting someone because oftheir race, gender, religion,ability, or sexual orientation.
Bystander: a person who witnesses or hears about bullying/cyberbullying,but does nothing to assist the victim or resolve the problem.
Upstander: a person who takes action to help a victimof bullying/cyberbullying.

Watch the videoStacy’s Storyas a class:

Discuss: Whattypes of digital drama can be seen in Stacy’s Story? What caused the drama? What could Stacey do to respond to or resolve the problem?
Students could also use questions from the Video Discussion Guide to discuss.

Learner-centered Pathways: Provide access to the following resources to deepen their knowledge about digital drama and cyberbullying as needed:
Digital Drama: How teens help each other navigate online stress and abuse, from Usable Knowledge/ Harvard.edu
Moving Past Digital Drama: from Half Of Us/MTV U
How to Deal With Digital Drama: from Teen Vogue
Cyberbullying: from StopBullying.gov
Bystanders become Upstanders: from Stomp Out Bullying
When Bullying becomes a Crime: from Stomp Out Bullying
Cyberbullying Glossary: A list of terms related to cyberbullying, from Cyberbullying Research Center.

Tell students that they will be/are readingEdith Hamilton'sMytholgyand other mythswhich feature as characters a group of gods and goddesses who often dealt with drama in their relationships.

As an example, have students read the story: Zeus and Hera vs. Hades and Persephone

Have students work together to design a family tree that represents the relationships between characters, or provide students with a completed Greek Gods family tree as a reference.
Students may useHistory for Kids: Ancient Greek Godsas a background reference to review the backgrounds, origins, attributes, and brief stories of the major Greek gods.
Students could also refer to the class projects profiling the gods/goddesses, created during the Meet the Olympians Slam Dunk lesson.
Then, have students create a problem-solution T-chart to record instances of drama that could happen between the gods/goddesses in the story, and potential solutions to each instance of drama. Afterwards, discuss the following questions:
How is the way that the gods and goddesses dealt with drama similar to or different to the contemporary digital drama you experience in the modern world?
What could the characters have done to avoid or end the drama?

Assessment

BCPS One Test/Quiz (REQUIRED)

Creative Assessment:

Prompt: What if the gods/goddesses had 21st century technology and social media? What kind of digital drama might they have, and how might they respond?

Have students create a Twitter or iPhone text-message exchange to illustrate digital drama between selected gods/goddesses. Their project should illustrate a particular type of digital dramaor cyberbullying, and show how it wasresolved, e.g. via intervention of an upstander.

Students maychoose one of these digital tools, or another tool/method selected by the teacher:
Classtools: SMS Fake Text Generator: (Must view in Chrome)- A text generator from Classtools.net, accessible to students; supportpage available on the ODL Resource Wiki.
iPhone Fake Text generator: Another text generator accessible to students

Scoring Tool for Creative Assessment: Digital Drama between the Gods and Goddesses

Success Criteria / 3 / 2 / 1
Knowledge of Greek gods/goddesses / Text message exchange portrays the attributes of selected Greek gods/goddesses and their relationships very accurately. / Text message exchange portrays the attributes of selected Greek gods/goddesses and their relationships somewhat accurately. / Text message exchange portrays the attributes of selected Greek gods/goddesses and their relationships inaccurately.
Knowledge of types of digital drama and/or cyberbullying and their effects. / Text message exchange effectively illustrates a specific type of digital drama or cyberbullying and its effect on the victim. / Text message exchange illustrates a general instance of digital drama or cyberbullying and its effect on the victim. / Text message exchange does not effectively illustrate digital drama or cyberbullying, or its effect on the victim.
Knowledge of strategies for responding to digital drama or cyberbullying / Text message exchange includes more than one strategy for responding to digital drama or cyberbullying. / Text message exchange includes one strategy for responding to digital drama or cyberbullying. / Text message exchange does not include strategies for responding to digital drama or cyberbullying.

Grade 6 Digital Citizenship QUIZ: Digital Drama

* This document for teacher reference only; administer the BCPS One Quiz.

1. Which of the following are types of cyberbullying behaviors?

A. Flaming
B. Harassing
C. Deceiving
D. All of the above

2. Which of the following are examples ofcyberbullying? Select all that apply.

A. Making a physical threat online.
B. Telling someone that you like them online.
C. Saying something mean about someone based on their race, gender, ability, religion, or sexual orientation.
D. Altering photos of friends in a funny way, and posting them with their permission.
E. Physically pushing someone.
F. Posting unflattering photos of your friends to get back at them when you are angry.

3. Every time Ricardo messes up in an online game, one of the other players sends him several messages making fun of him. Ricardo thinks the messages are funny at first, but the other player never stops teasing and Ricardo ends up feeling humiliated whenever he plays.
True or false: Ricardo is being cyberbullied.

A. True
B. False

4. An upstander is someone who:

A. Takes action and stands up for someone who is being cyberbullied.
B. Goes along with what a cyberbully is doing because of peer pressure.
C. Ignores what a cyberbully is doing.

5. Alina notices that a classmate keeps posting rude comments about her friend Mike on online.
What could Alina do to become an upstander?

A. Show Mike some empathy and support.
B. Ask her other classmate to delete the posts.
C. Both A and B

6. Which strategies would you recommend to a friend who is being cyberbullied? Select all that apply.

A. Retaliate by posting mean messages online about the cyberbully.
B. Save messages or take screenshots to document the cyberbullying incidents.
C. Talk to your friends about what you're going through.
D. Tell a trusted adult.

Grade 6 Digital Citizenship QUIZ – ANSWER KEY: Digital Drama