Level Up Digital Literacy Program for grades 9-12

Welcome to the Level Up Digital Literacy program! Before you begin, watch the training video on the main program page.

We define Digital Literacy as the essential skills students need to participate in digital spaces. Topics covered by the program include evaluating internet sources, composing documents, protecting personal data, and respectfully participating in online conversations.

Our students need digital literacy skills to succeed in school and in life. Research shows that our kids are not likely to get digital literacy education in school or have access to the internet or the devices they need to learn key technology skills.

The lessons in our program can be incorporated into your regular tutoring sessions and do not have to be done in order. Each lesson consists of a pre-session assessment, introductory discussion topic, a main activity, a post-assessment, and an optional bonus activity.

Review each lesson the day before your session. Download, review, and print handouts ahead of time. If you’re tutoring remotely, ask your site staff contact person or your student’s parent to print the handouts. Use the “Upload a Presentation” feature in Big Blue Button, or the screen share feature in Zoom, to display the handouts. When using websites or online programs, use screen-sharing to follow along with your student.

Start each lesson with the pre-lesson question in the assessment. The assessment form is the same for every lesson.

Ask your student which lessons they are interested in, and start with those. Don’t forget to have fun!

If you have any questions, please contact digitallearning@schoolonwheels.org.

Summary: Use word processing software to create a resume

Preparation

  1. Open the 9-12 Digital Literacy Assessment form and fill out the first page

Introduction (5 minutes)

  1. Ask your student the pre-lesson question on the 9-12 Digital Literacy Assessment form and mark their answer. You do not need to show your student the assessment.
  2. Ask your student to define what they think word processing means. Explain that word processing is a way that we can write down, or type, things digitally.
  3. Ask your student: “What are some things you could use word processing for?” Come up with three things. Offer your own ideas – e.g. school paper, story, notes, etc.

Main Activity (20 minutes)

  1. Have your student create a document in Google Docs and share it with you or share their screen with you. Have your student title the document “Resume Brainstorm.” Have your student list ideas for what they could include on their resume. Make sure to come up with ideas for Work Experience, Education, Skills, and Awards.
  2. Use Comments feature to add 3 comments to brainstorm document – e.g. which ideas to use or not use, which to amend, etc.
  3. Show your student how to use spell check to check for errors
  4. Use a template in Microsoft Word or Google Docs and fill it in with what you came up with in your brainstorm. 

Bonus Activity 

  1. Complete the Google Applied Digital Skills extension activities*

Assessment/Closing (5 minutes)

  1. Ask your student the post-lesson questions on the Digital Literacy Assessment form and record their answers. You do not need to show your student the assessment.
  2. Save or screenshot any completed documents.

    *To use online programs while remote tutoring, either share your screen with your student or have them share their screen with you.

Standards 
ISTE: 1c.
Common Core ELA Grades 9-12: W5, W6, W10, L4

Preparation

  1. Download the graph paper programming activity sheet
  2. Review these videos and decide which one to show your student:
    Asimo by Honda (3:58)
    Egg Drawing Robot (3:15)
    Dancing Lego Robot (1:35)
  3. Review these Scratch tutorial videos from Know How
  4. Open the 9-12 Digital Literacy Assessment form and fill out the first page

Introduction (10  minutes)

  1. Ask your student the pre-lesson question on the 9-12 Digital Literacy Assessment form and mark their answer. You do not need to show your student the assessment.
  2. Ask your student: “What do you think of when you think of coding or computer programming?”
  3. Explain: “‘Coding’ means giving a computer a set of instructions needed to complete a task. Coding is what makes robots, computers, phones, and other machines work.”
  4. Show one of these videos to show what coding a robot can do:*
    Asimo by Honda (3:58)
    Egg Drawing Robot (3:15)
    Dancing Lego Robot (1:35)
  5. Show your student this video introduction to the lesson.
  6. Ask your student: “What are some ways that coding impacts your life? What are some things you could use coding to do?” Offer your own examples of ways you see coding in your own life, such as playing video games or using a computer at work/school.

Main Activity (25 minutes)

  1. Display the graph paper programming activity sheet.**
  2. Ask your student to pick an image on the activity sheet, without telling you what image they picked. Say: “Pretend that I am a robot.  I only understand the instructions ‘Move right,’ ‘move left,’ ‘move up, move down,’ and ‘color in square. Starting at the upper left-hand corner, you’re going to guide me, so I draw the image you picked.”
  3. Say: “The algorithm symbols will represent the directions – move right, move left, go up, go down, and color in square.”
  4. Tell your student to use the algorithm symbols to direct you to draw the image. If the image you draw is not the one they picked, ask them to find the problems in the code.
  5. When the activity is complete, Say “You just gave me a list of steps to finish a task. In programming, they call that an algorithm. Algorithms are great, because they are easy for you to understand as the programmer.”
  6. Direct student to complete one level on Code.org.*** Pick an activity according to your student’s grade and have them complete it. Remind your student to read the instructions and move slowly.

Bonus Activity 1 (30 minutes)

  1. Tell your student that they will now create their own project on Scratch,*** using the skills they’ve learned through Code.org and the Scratch tutorial. 
  2. Click on “Ideas” and complete a tutorial on Scratch. Allow student to choose the tutorial.
    Optional: Watch some of these tutorial videos from Know How with your student for more help using Scratch.
  3. Then have your student create their own project. Ask your student what they want to create – a game, an animation, etc – and what their vision is for the project
  4. Allow your student to tinker with Scratch to create their project. Highlight moments where there are errors in the code they must correct.  Note that you must create an account with an email address for your student to save their work.

Bonus Activity 2 (1 hour)

  1. Try Khan Academy Hour of Code***

Assessment/Closing (5 minutes)

  1. Ask your student the post-lesson questions on the Digital Literacy Assessment form and record their answers. You do not need to show your student the assessment.
  2. Save or screenshot any completed documents.

    *To share videos while remote tutoring using Big Blue Button, use the “Share External Video” feature. If using Zoom, share your screen and select “Share Sound.”
    **To share worksheets while remote tutoring using Big Blue Button, use the “Upload a Presentation” feature and the whiteboard tools. If using Zoom, use the Zoom whiteboard or screen sharing.
    ***To use online programs while remote tutoring, either share your screen with your student or have them share their screen with you.

Standards

ISTE: 4d. 4c. 5a. 5d. 5c.

Summary: Understand that everything that you post on the internet is permanent.

Preparation:

  1. Download the My Online Resume handout
  2. Download the My Online Resume Assignment Sheet.
  3. Open the 9-12 Digital Literacy Assessment form and fill out the first page

Introduction (5 minutes)

  1. Ask your student the pre-lesson question on the 9-12 Digital Literacy Assessment form and mark their answer. You do not need to show your student the assessment.
  2. Ask your student: “Do you have social media? How do you use social media?”
  3. Ask: “How would you describe your experiences with social media, either for yourself or for people you know? Good, bad, or in the middle? Why?”
  4. Ask: “How do you know what to share online and what to keep private?”
  5. Explain to your student that everything they share online is permanent, and it’s important to be careful about what we share online and let people see. The things we share can affect us in the future – in school or in our jobs.

Main Activity (20 minutes)

  1. Review the My Online Resume handout* with your student, then ask them to screenshare with you and have them and follow the instructions on the last page.
  2. Explain to your student that they have power over their image, or “brand” online. Explain that now they will plan how they will curate a positive online “brand” using a worksheet.
  3. Display the My Online Resume Assignment Sheet* and have your student fill it out on the Big Blue Button whiteboard or Zoom whiteboard.

Bonus Activity

  1. Have your student share their screen and play Social Media Test Drive**

Assessment/Closing (5 minutes)

  1. Ask your student the post-lesson questions on the Digital Literacy Assessment form and record their answers. You do not need to show your student the assessment.
  2. Save or screenshot any completed documents.

    *To share worksheets while remote tutoring using Big Blue Button, use the “Upload a Presentation” feature and the whiteboard tools. If using Zoom, use the Zoom whiteboard or screen sharing.
    **To use online programs while remote tutoring, either share your screen with your student or have them share their screen with you.

Standards
ISTE: 2b., 2a. 

Adapted from MediaSmarts

Summary: Identify and avoid fake news, and know how to find reliable sources

Preparation:

  1. Watch the Pig Rescues Baby Goat video, Nathan for You – Petting Zoo Hero video Part 2 and Part 2, and the Credibility in the Digital Age video.
  2. Download the Hoax or Real? Handout
  3. Review the sample Hoax or Real videos
  4. Open the 9-12 Digital Literacy Assessment form and fill out the first page

Introduction (5 minutes)

  1. Ask your student the pre-lesson question on the 9-12 Digital Literacy Assessment form and mark their answer. You do not need to show your student the assessment.
  2. Ask your student: “What do you use the internet for?” Have them up with a few examples. Offer your own examples of how to use the internet: Watching funny videos, playing games, doing research for school, etc.
  3. Ask your student: “Have you ever seen something on the internet that turned out to be fake/not true? How did it make you feel when you found out it was fake?”
  4. Explain: It’s important to look closely at the information we see on the internet and make sure it’s credible or trustworthy, especially if we’re using that information for school or work.

Main Activity (25 minutes)

  1. Watch the Pig Rescues Baby Goat video with your student.* Ask: “How does this video make you feel?”
  2. Watch the Nathan for You – Petting Zoo Hero video and Part 2 of the video with your student.* Ask: “How do you feel knowing the video is fake?”
  3. Explain: “This video is an example of misinformation, which is false or inaccurate information, especially that which is intended to deceive. This video is just meant to be funny and to make people laugh; however, what if it was something more serious, like a fake news story or false information about an important event, like a natural disaster? What ramifications might that have?”
  4. Explain: “It’s not enough to just evaluate a website/source on it’s own. You have to check the web for other sources that back up the content. This is called lateral reading.” Define lateral reading as a method of determining the credibility of an online source in which you look at multiple other sources (by opening multiple tabs, for example) to search for other information to validate the site’s claims.
  5. Have your student choose one video to analyze*:
  6. Tell your student: You will use lateral reading to determine whether the video is a hoax. Using the chart, provide corroboration from trustworthy resources you can find. (This means you might not record every source you look at.) Be sure to avoid ads, sponsored links, and opinion pieces in your lateral reading. 
  7. Upload the  Hoax or Real? Handout** and have your student fill it out.

Bonus Activity (10 minutes)

  1. Watch this video with your student: Credibility in the Digital Age.* Encourage your student to write notes on the video. Ask your student what they learned from the video.

Assessment/Closing (5 minutes)

  1. Ask your student the post-lesson questions on the Digital Literacy Assessment form and record their answers. You do not need to show your student the assessment.
  2. Save or screenshot any completed documents.

*To share videos while remote tutoring using Big Blue Button, use the “Share External Video” feature.If using Zoom, share your screen and select “Share Sound.”

**To share worksheets while remote tutoring using Big Blue Button, use the “Upload a Presentation” feature and the whiteboard tools. If using Zoom, use the Zoom whiteboard or screen sharing.

Adapted from Common Sense

Standards
ISTE: 1d 2b 3a,3b,3d 5b,5c, 6a,6b,6c,6d, 7a,7b,7c,7d

Summary: Use spreadsheet software to plan an imaginary event.

Preparation

  1. Brush up on:
  2. Open the 9-12 Digital Literacy Assessment form and fill out the first page

Introduction (10 minutes)

  1. Ask your student the pre-lesson question on the 9-12 Digital Literacy Assessment form and mark their answer. You do not need to show your student the assessment.
  2. Ask your student if they’ve made a spreadsheet before. Ask them to define what a spreadsheet is.
  3. Explain that a spreadsheet is a tool to organize and sort information, specifically in lists. Explain that you can also use a spreadsheet to add up numbers and do other types of math. Screen share and show your student an example of a spreadsheet.
  4. Ask your student to come up with three ways they could use a spreadsheet. Offer your own examples of ways they could use a spreadsheet: For a school project, to organize a to-do list, to create a budget.
  5. Explain to your student that they’ll be using Google Sheets to create a plan for their dream event.

Main Activity (20 minutes)

  1. Have your student create a document in Microsoft Word or Google Docs and title it “Event Brainstorm.” Direct your student to write down ideas for an event or party. Make sure they come up with these details: Audience, Date, Time, Location, Cost. Your student should either share the document with you, or share their screen so you can follow along.
  2. Use Comments feature to add 3 comments to brainstorm document – e.g. which ideas to use or not use, which to amend, etc.
  3. Show your student how to use spell check to check for errors in the document.
  4. Have your student create a spreadsheet in Excel or Google Sheets. Direct them to add columns for Tasks and Date. Then, have them list tasks that need to be done for the imaginary event in the Tasks column, with the date they need to be done in the Date column. Make sure they add at least 5 tasks with dates. 
  5. Show your student how to sort the tasks by date.
  6. Have your student finish by drawing a picture of their event, or writing a summary of the event.

Bonus Activity 1 (1 hour)

  1. Complete all or part of the Create a Budget lesson plan from Google Applied Digital Skills.*

Bonus Activity 2 (30 minutes)

  1. Brainstorm a multiple-choice question (i.e. do you prefer cats or dogs?). Tell your student to poll their classmates, family members, or others.
  2. Next session, put in the results to a spreadsheet
  3. Create a graph to represent the data.

Assessment/Closing (5 minutes)

  1. Ask your student the post-lesson questions on the Digital Literacy Assessment form and record their answers. You do not need to show your student the assessment.
  2. Save or screenshot any completed documents.

    *To use online programs while remote tutoring, either share your screen with your student or have them share their screen with you.

Adapted from Google Applied Digital Skills

Standards
ISTE: 1c
Common Core ELA Grades 9-12: RI7

Summary: Understand how to keep private information secure, how to navigate privacy settings, and protect your data from websites

Preparation

  1. Download and review the Strong Passwords Guidelines handout.
  2. Open the 9-12 Digital Literacy Assessment form and fill out the first page

Introduction (5 minutes)

  1. Ask your student the pre-lesson question on the 9-12 Digital Literacy Assessment form and mark their answer. You do not need to show your student the assessment.
  2. Ask: “Have you ever made a password for a website? How did you decide what the password would be? What do you use that website for?”
  3. Explain: Hackers and scammers can steal our information and use it to damage our devices, our relationships, and our reputations. Protecting ourselves, our information, and our devices means doing simple, smart things like using screen locks on phones, being careful about putting personal info on unlocked devices that can be lost or stolen, and, above all, building strong passwords.
  4. Explain what makes a password strong. For example, the use of numbers, capital letters, special characters, and uncommon phrases.

Main Activity (20 minutes)

  1. Have your student create a few different strong passwords on the whiteboard. Display the Strong Passwords Guidelines* handout, or just discuss the main points of it with your student.
  2. Have your student screen share with you and then log into a website they use often (or demonstrate on one of your own – e.g. a temporary email account). Walk them through how to change privacy settings – changing a password, getting alerts if someone logs into your account from an unknown device, enabling two-factor authentication, and any other available privacy settings.

Bonus Activity (15 minutes)

  1. Explain to your student that companies collect information about them based on their internet searches and social media habits in order to target ads to them.
  2. Review the Data Mining worksheet* with your student and have them complete Part 1. For Part 2, they can draw a picture of their product on the Big Blue Button whiteboard, use Google Drawings, or use another tool like Canva to create an image.

Assessment/Closing (5 minutes)

  1. Ask your student the post-lesson questions on the Digital Literacy Assessment form and record their answers. You do not need to show your student the assessment.
  2. Save or screenshot any completed documents.

*To share documents while remote tutoring using Big Blue Button, use the “Upload a Presentation” feature and the whiteboard tools. If using Zoom, use the Zoom whiteboard or screen sharing.

Standards
ISTE: 1c, 1d, 2b, 2d, 3d, 6a

Preparation

  1. Review websites KQED Above the Noise or Youth Voices
  2. Download and review the Listening & Bridging Moves list
  3. Open the 9-12 Digital Literacy Assessment form and fill out the first page

Introduction (10 minutes)

  1. Ask your student the pre-lesson question on the 9-12 Digital Literacy Assessment form and mark their answer. You do not need to show your student the assessment.
  2. Ask your student: “What is a civic/political/community issue do you care about? Have you ever posted online about that issue? What platforms did you use and how did you decide what to post?”
  3. Have your student browse the videos and articles on KQED Above the Noise or Youth Voices for ideas.* Have your student look through the comments on the videos/articles. Note that KQED requires the student to create an account to view comments.

Main Activity (25 minutes)

  1. Display the Listening & Bridging Moves list** (part of a lesson from the Digital Civics Toolkit), which outlines guidelines for productive online dialogue with your student.
  2. Ask your student to evaluate the comments on their chosen topic again, and identify examples of techniques in the toolkit.
  3. Have your student write a comment on the article/video they selected, using the techniques in the toolkit.*

Bonus Activity (30 minutes)

  1. Ask your student to screen share with you and look through the feed of a social network they regularly use and identify conversations about current events or controversial topics. Ask them to reflect on the quality of the comments being made – how do they align with the Listening & Bridging Moves?
  2. Have your student write a reflection on ways they can improve their online dialogues (using a Word Doc, Google Doc, or piece of paper).
  3. Choose 3 platforms they could use to raise awareness about their chosen issue (e.g. Instagram, Facebook, Blogger, Youth Voices). Reflect on how their message would change depending on each platform. Create a document comparing how messaging is different on each platform. Reflect on how messaging might be different for parents, vs. friends.
  4. Choose one of the platforms and create a post about the issue.

Assessment/Closing (5 minutes)

  1. Ask your student the post-lesson questions on the Digital Literacy Assessment form and record their answers. You do not need to show your student the assessment.
  2. Save or screenshot any completed documents.

*To use online programs while remote tutoring, either share your screen with your student or have them share their screen with you.

**To share worksheets while remote tutoring using Big Blue Button, use the “Upload a Presentation” feature and the whiteboard tools. If using Zoom, use the Zoom whiteboard or screen sharing.

Standards 
ISTE: 1b, 2a, 3d, 4a, 4c, 2a, 6a, 6d, 7d, 7a
Common Core Grades 9-12: RI 6, RI 7, RI 9

Summary: Understand rights and responsibilities of creators and consumers.

Preparation:

  1. Watch the Understanding Copyright, Public Domain, and Fair Use video
  2. Download  the Fair and Square student handout – PART 1 ONLY
  3. Download the the Fair Use graphic.
  4. Review the  the DJ Earworm United States of Pop 2018 video and decide which parts you want to use.
  5. Open the 9-12 Digital Literacy Assessment form and fill out the first page

Introduction (5 minutes)

  1. Ask your student the pre-lesson question on the 9-12 Digital Literacy Assessment form and mark their answer. You do not need to show your student the assessment.
  2. Ask: “What is a creator? Think about a time you created something.”
  3. Ask: “What about a time when you’ve used someone else’s creation or work, like an image or a quote from an article? (e.g. writing a research paper)”
  4. Ask: “How would it make you feel if someone posted your work online and said that they made it?”
  5. Say: Just as you would like to get credit for the work that you do, it’s important that you give credit to others for the work they do. You can also face legal consequences if you don’t give credit. 

Main Activity (25 minutes)

  1. Watch the Understanding Copyright, Public Domain, and Fair Use video* with your student.
  2. Ask: “What is copyright?” Brainstorm ideas based on the video.
  3. Define copyright is a type of law that protects the things you create from being copied and used by others. Explain that when we create something, it’s automatically ours. We have protections in place to make sure others don’t use our work and say it’s theirs. This protection is called copyright.  
  4. Display and have your student complete the Fair and Square student handout** – PART 1 ONLY
  5. Explain: If you want to use copyrighted work (images, text, video, music, etc.), you either have to get permission from the author or be able to claim fair use.
  6. Explain Fair Use using the Fair Use graphic.**
  7. Display the Fair and Square student handout again, read aloud from the Fair Use graphic** and have your student complete Part 2 of the handout.
  8. Ask: Have you ever heard a song with a sample in it? Do you think sampling qualifies as an example of fair use? Guide your student to using the Four Factors of Fair Use to evaluate if a sample is Fair Use or not.
  9. Watch the DJ Earworm United States of Pop 2018* video with your student (Note: review the video ahead of time, show only parts if you want)
  10. Evaluate the DJ Earworm video with your student using the Four Factors graphic.** Have them complete PART 3 of the Fair and Square student handout.
  11. Explain: When in doubt, the safest choice if you want to use copyrighted work is to get permission from the author. But you also can follow the Four Factors of Fair Use. Whether you claim fair use or not, make sure to always give credit to the creator of the original work.

Bonus Activity (20 minutes)

  1. Explain that Creative Commons licenses provide creators with a way for their work to be shared more freely than a traditional copyright license allows, but it still allows creators control over their work. 
  2. Allow your student to view the FAQ section of the Creative Commons website or watch the 90-second explanatory video. 
  3. Ask: Would you be interested in putting a Creative Commons license on something you created? If so, which license sounds appealing? 

Assessment/Closing (5 minutes)

  1. Ask your student the post-lesson questions on the Digital Literacy Assessment form and record their answers. You do not need to show your student the assessment.
  2. Save or screenshot any completed documents.

*To share videos while remote tutoring using Big Blue Button, use the “Share External Video” feature.If using Zoom, share your screen and select “Share Sound.”

**To share worksheets while remote tutoring using Big Blue Button, use the “Upload a Presentation” feature and the whiteboard tools. If using Zoom, use the Zoom whiteboard or screen sharing.

Standards
ISTE: 1d,2a,2b,2c,3c,3d,4d,6a,6b,7b
Common Core ELA 7th Grade: L1, L3, L6, RL1, RL2, RL4, SL1, SL1a, SL1b, SL1c, SL1d, SL2, SL4, SL6, W1, W1a, W1b, W4, W5, W9, W10

Adapted from Common Sense

Summary: Understand how to behave respectfully online

Preparation: 

  1. Download the Upstanders and Allies handout (page 1 only)
  2. Download the Mia handout
  3. Open the 9-12 Digital Literacy Assessment form and fill out the first page

Introduction (5 minutes)

  1. Ask your student the pre-lesson question on the 9-12 Digital Literacy Assessment form and mark their answer. You do not need to show your student the assessment.
  2. Ask your student: “What does the word cyberbullying mean to you? Have you ever witnessed cyberbullying? How did it make you feel?”

Main Activity (10 minutes)

  1. Display the Upstanders and Allies handout*(page 1 only) and ask them to read the scenario. Ask your student, “is what Kevin did ok?”
  2. Have your student fill out the handout, taking the viewpoint of one of the characters in the scenario.
  3. Discuss with your student why they made the choices they did.

Bonus Activities (20 minutes)

  1. Play Social Media Test Drive**
  2. Complete the Mia handout*

Assessment/Closing (5 minutes)

  1. Ask your student the post-lesson questions on the Digital Literacy Assessment form and record their answers. You do not need to show your student the assessment.
  2. Save or screenshot any completed documents.

    *To share worksheets while remote tutoring using Big Blue Button, use the “Upload a Presentation” feature and the whiteboard tools. If using Zoom, use the Zoom whiteboard or screen sharing.
    **To use online programs while remote tutoring, either share your screen with your student or have them share their screen with you.

Standards 
ISTE: 2a, 2b, 2d
Common Core ELA 7th Grade: L1, L2, L3, L4, L6, RI1, RI2, RI3, RI4, RI10, SL1, SL1a, SL1b, SL1c, SL1d, SL2, SL3, SL4, SL6, W4, W10

Adapted from Common Sense

Summary: Use presentation software to present information

Preparation

  1. Review the Google Slides tutorial video from Know How
  2. Brush up on:
  3. Open the 9-12 Digital Literacy Assessment form and fill out the first page

Introduction (10 minutes)

  1. Ask your student the pre-lesson question on the 9-12 Digital Literacy Assessment form and mark their answer. You do not need to show your student the assessment.
  2. Ask your student if they’ve made a powerpoint or Google Slides presentation before. Ask them to define what a presentation is.
  3. Explain that a presentation can be used to share information or make a point in an interesting way.
  4. Ask your student to come up with three ways they could use a digital presentation. Offer your own examples of ways they could use a presentation: For a school project, to present a business idea, etc.
  5. Explain to your student that they’ll be using Google Slides to create a digital presentation about something that is important to them.
  6. Watch the Google Slides tutorial video with your student*
  7. Ask your student to pick a topic for the presentation to be about. It can be anything that your student cares about – as big as immigration policy, or as small as an annoying roommate.

Main Activity (20 minutes)

  1. Direct your student to create a new Google Slides presentation with a title slide, and at  least three additional slides. Show your student how to create different types of slides. Have your student share the Google Slides with you via email, or share their screen with you.
  2. Tell your student to title the presentation, and insert titles on each additional 3 slides. Then, help them add in bullet points explaining their stance on the issue.
  3. Direct your student to use the website photosforclass.com to find copyright-free images accompany their argument.
  4. Direct your student to insert images to accompany each slide, and transitions if they want.

Bonus Activity (30 minutes)

  1. Have your student create a new Google Slides presentation to showcase their three biggest accomplishments. Create three slides to showcase three of the student’s accomplishments. 
  2. Use the website photosforclass.com to find copyright-free images to help illustrate accomplishments.**
  3. Insert images and captions, transitions, and fun effects.

Assessment/Closing (5 minutes)

  1. Ask your student the post-lesson questions on the Digital Literacy Assessment form and record their answers. You do not need to show your student the assessment.
  2. Save or screenshot any completed documents.

*To share videos while remote tutoring, use the “Share External Video” feature on Big Blue Button, or the screen share feature on Zoom.

**To use websites while remote tutoring, either share your screen with your student or have them share their screen with you.

Standards
ISTE: 1c. 1d. 5b.
Common Core ELA grades 9-12: W6, SL5, RL7

Preparation

  1. Download the Printed Email Handout
  2. Download the You’ve Got Mail Handout
  3. Review the Writing a Good Email video from Know-How
  4. Open the 9-12 Digital Literacy Assessment form and fill out the first page

Introduction (5 minutes)

  1. Ask your student the pre-lesson question on the 9-12 Digital Literacy Assessment form and mark their answer. You do not need to show your student the assessment.
  2. Ask your student: “Have you ever sent an email? What do you use email for?”
  3. Explain to your student that an email is like a letter, except sent over the internet. 
  4. Ask your student: “What might you use email for?” Give your own examples, such as communicating with teachers, keeping in touch with friends, applying for jobs, writing to elected officials, etc.

Main Activity (15 minutes)

  1. Display the Printed Email Handout* and have your student identify the parts of an email.
  2. Using the Big Blue Button or Zoom whiteboard, Google Drawings, or a piece of paper, help your student create a Venn diagram with “Email” on one side and “Letter” on the other. Brainstorm similarities and differences.
  3. Use page 1 the You’ve Got Mail Handout* to identify key differences between Emails and Letters. Have your student circle the key parts of each.
  4. Watch the Writing a Good Email video** with your student
  5. Have your student complete page 2 of the You’ve Got Mail Handout* to look for errors in the email. Have the student look for: a clear and specific subject line; a greeting, closing, and signature; proper capitalization; proper punctuation; and correct spelling.

Bonus Activity (10 minutes)

  1. Have your student send an email to a family member or teacher, using the best practices they’ve learned.***

Assessment/Closing (5 minutes)

  1. Ask your student the post-lesson questions on the Digital Literacy Assessment form and record their answers. You do not need to show your student the assessment.
  2. Save or screenshot any completed documents.

*To share worksheets while remote tutoring using Big Blue Button, use the “Upload a Presentation” feature and the whiteboard tools. If using Zoom, use the Zoom whiteboard or screen sharing.

** To share videos while remote tutoring, use the “Share External Video” feature on Big Blue Button, or the screen share feature on Zoom.
***To use online programs while remote tutoring, either share your screen with your student or have them share their screen with you.

Adapted from Common Sense

Standards
ISTE: 6a 

Common Core Grades K-2: RL1, RL4, RI1, RI4, RI10, RF4, W2, W5, W7, W8, L6