You are on page 1of 4

COLLABORATIVE PLANNING ORGANIZER PAGE 1

Planning Team Members: Elizabeth Johnson


Course/Subject Name: Technology/Digital Period or Time of Day: Media Center Class Time
Citizenship
Week of:
Standard (What do students need to know, understand, and be Key Vocabulary: cyber-safety, password, privacy, hacker,
able to do this week?): & safe searching.
Standard 4: Digital Citizenship & Responsibility: Candidates
demonstrate the knowledge, skills, and dispositions to model
and promote digital citizenship and responsibility.

Learning Targets (FIP 2) I can define and explain the term cyber-safety.
Can this standard be stated in I can identify what some safe online practices are and how to go about them.
student-friendly terms? I can describe and explain what safe searching is and what steps we take to do so.
Assessment
Selected Response, Written Response,  Personal Communication
Performance Assessment, Personal
Communication (FIP 2, 3)  Group Activity Assessment
How will we know students have
learned?  Individual Assignment
What is the best assessment match
for the learning target type? (selected
response, written response,
 Family Engagement Activity
performance assessment, personal
communication)

Instructional Resources
COLLABORATIVE PLANNING ORGANIZER PAGE 2

How will we teach effectively to ensure that students learn?


Activator: Discussion: Have a verbal in class discussion regarding what cyber-safety is, how to practice safe habits
online, how to protect your privacy online, and what a hacker is and does.
Digital Citizenship Lesson
Mini-lesson: TW start the TW have a class Assessment
lesson with discussion
introductory regarding cyber-
videos. They are: safety and how to
internet safety top protect your
10 & Top tips for online identity.
cyber-safety.
Work session: Group Activity Whole group
TW divide children activity
into groups of SW students click
four. SW work in on button to
groups to read create a make-a-
about fake news map to compare
and then and contrast
complete the quiz copyright and
at the end of the plagiarism.
article.
Closing: SW and TW have SW discuss with
a class wrap up their classmates
discussion about how copyright and
digital and media plagiarism is vital
literacy. to them.
Accommodations/ Small group
Modifications/Differentiation Extended Time
What do we do when students
do not reach proficiency or
when they exceed
expectations?
COLLABORATIVE PLANNING ORGANIZER PAGE 3

Next steps (filled out by recorder throughout Members Responsible Projected Date of Completion
the meeting)

SWD Accommodations: YES NO Extended Time; Small Group; Use of Highlighter; Read Aloud; Chunk Material; Correct/Redo

PEC student will be working to progress on IEP goals in addition to flexible small group work as required. One-on-one assistance through collaborative
setting; direct instruction through supportive services.

Direct instruction, metacognitive modeling of specific strategies, identifying signal words, teacher questioning techniques that are specific and
formulated to activate thinking.

Extended time (time and a half),leave class for resource assistance, preferential seating small group setting, repetition of directions, cooling off period (as
needed), positive reinforcers, frequent monitoring of progress in assignments by talking to students, using a timer and impose time limits with positive reminders
of how much time is left to create an awareness of time management, use signals (nonverbal-1, 2, 3 MOVE; verbal reminders of the time left) for transitions, use
"I Messages" to communicate what is expected, increase opportunities for students to respond in a variety of ways (questions, dry-erase boards, thumbs-up,
graphic organizers, TOTD-Ticket Out The Door), use technological tools or computer software to allow students to access content in multiple ways, vary the way
students is assessed (written test, oral, demonstration, re teaching back to teacher), and use questions before, during, and after a learning experience(to ensure that
whatever concept taught he understands, misunderstandings can be clarified, and that higher-order thinking skills can be practiced for (retention/comprehension).

Instructional Accommodations

Repetition of directions, Small group instruction as needed, Reduce length of assignments as needed, Clarified directions, extended time (time and a half), have
students restate directives/assignments in their own words for maximum comprehension
COLLABORATIVE PLANNING ORGANIZER PAGE 4

Classroom Testing Accommodations

Repetition of directions, Small group, Extended time (time and a half), Explain or paraphrase the directions for clarity

Reading/Vocabulary: Direct instruction in specific vocabulary, metacognition modeling of specific strategies such as using context clues, graphic organizers
for visualization (semantic maps, word web, multiple meaning maps, word sorts)

Reading Comprehension: Direct instruction, metacognitive modeling of specific strategies such as context clues, graphic organizers for visualization (semantic
maps, word webs, multiple meaning maps, word sorts, double bubble maps), drill and practice in the processes of finding the main idea and details, inferring
facts, highlighting text, identifying signal words, teacher questioning techniques that are specific and formulated to activate thinking, modeling of summarization,
retelling, and paraphrasing

Reading Fluency: Repeated readings, choral reading, paired reading, guided reading, frequent modeling of correct reading that includes rate and prosody,
Reader’s theater, use of assessment with timed readings, students monitor progress with graphs, charts, and model think alouds.