UNIT 1 BRIDGES TO TECHNOLOGY DIFFERENTIATED INSTRUCTION Scaffold Gather students who need more support to closely read the text and discuss the online dos and don’ts. Gather illustrated resources that show the same ideas with visual supports. Review concepts such as personal information, taking time to make a list of what information is personal and what information can safely be made public. Amplify Have students create posters that depict the rules for online dos and don’ts. Tell them to write the rules in their own words and to explain why each rule is important. Provide the sentence frame: It is important to/not to ___ because ___. Instructional Routine: Electives p. Txxxv Your Online Identity Essential Question: What is important to know about your online identity? • Preview Have students preview the lesson. Ask: What is the title of the lesson? What is the title of the reading? What subheads are in the reading? Ask students to make predictions about what they will learn in this lesson. • Acquire academic vocabulary Pre-teach any terms students need to discuss the pages; for example: technology, digital, privacy, window, and app. • Sensitivity note The majority of the questions in this activity deal with technology. Students with limited access to technology may feel self-conscious about discussing their devices and how they use them. Invite students to talk about technology use in general, even if they don’t use a certain device or program themselves. • Participate in academic discussions Use the Essential Question as a warm-up. Ask students to work in small groups to discuss the concept of online identity. Ask: Is your online identity different from your real identity? ANSWERS Sample answer: It is important to know that your private information is not made public. A • Read and comprehend academic informational texts Arrange students in groups. Play the audio as students listen and follow along. Then have students take turns reading each sentence aloud in their group. • Determine the meaning of words in informational texts Have students do a pair read of the text, stopping to identify any unfamiliar words. Tell them to help each other figure out the meaning of the words from context. Monitor to note any words that are unfamiliar to a number of students. Present these words to the class. • Determine central ideas Ask questions to confirm and build upon comprehension of the text. For example, ask: What does the text say the internet is a good tool for? (making connections and researching information) What is your digital footprint? (all the information people can find about you online) Note that students’ views on appropriate technology use may differ. Remind students to listen to one another’s point of view and be respectful of others’ opinions. EXPLORE AND LEARN BRIDGES TO TECHNOLOGY A Read the informational text. The internet is a good tool for making connections to people and information. You can use it for research and to stay connected to people and the world. The internet is a tool for success! How do you use the internet to research? To stay connected? What careers do you think use the internet often, and why? Who are you, online What’s a digital footprint? Your digital footprint is all of the information that people can find about you online. Your social media, anything you post or like , and your conversations online become part of your digital footprint. The most important thing to remember is that everything is permanent online. There is no digital eraser. How can I be smart about privacy? • remember your passwords and do not share them • never post private information • never share your name, number, and address ? ✘ “troll” (say mean things online) ✘ share private information ✘ believe everything you read ✔ be respectful ✔ remember passwords ✔ learn and explore Do Don’t What are some online dos and don’ts? UNIT 1 36 Your Online Identity ESSENTIAL QUESTION What is important to know about your online identity? ? BLC23_SE_LB_U01_036-037_BT.indd 36 8/30/21 12:29 PM 36 | Teacher’s Edition • UNIT 1
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