Collaborative Unit of Digital Citizenship

Sarah Penn
FRIT 7739 Collaborative Unit on Digital Citizenship

Kemp Model
Part1: Identification of Learning Problem
General Audience
The primary audience consists of fifth grade learners ranging in ages 10 to 12. The learners are
in the gifted (CATalyst) program within the Valdosta City School District at Sallas Mahone
Elementary School. There are a total of 8 learners in this particular program at this grade level.
The demographic profile of these learners consists of various races and economic backgrounds.
The ethnicities of these learners vary with 25% being black females, 25% being white females,
25% being white males, 12.5% being Asian males and 12.5% being mixed females.
Problem Identification
Sallas Mahone is one of five elementary schools in the district. The mission of the Instructional
Department of Valdosta City Schools (VCS) is to ensure that all learners, teachers, and
administrators will have access to 21st Century technology in addition to training and support for
a seamless integration into their daily activities. VCS has realized that in order to make our
learners digital citizens, we must prepare them with the knowledge and experience necessary
using the latest technology tools. By starting these lessons in elementary school, it will better
prepare them for the workload they must endure as middle school learners. Therefore, this unit
is designed to enable learners to become better digital citizens.
Instructional Goals
Learners will define copyright and plagiarism.

Learners will produce copyright and plagiarism free assignments.
Learners will be able to paraphrase and cite sources properly.
Learners will define cyberbullying.
Learners will produce an assignment as a brave upstander in a cyberbullying situation.
Part II: Learner Analysis

Introduction
The audience in this setting is made up of fifth grade learners in the gifted (CATalyst) program
within the Valdosta City School District at Sallas Mahone Elementary School. There are a total
of 8 learners in this particular program at this grade level. The demographic profile of these
learners consists of various races and economic backgrounds. The ethnicities of these learners
vary with 25% being black females, 25% being white females, 25% being white males, 12.5%
being Asian males and 12.5% being mixed females. The demographic information for this
learner analysis was obtained mostly through a teacher interview. Other information was
Sarah Penn
Kemp Model
obtained by speaking with, observing and interviewing the learners. I taught many of these
learners last year while they were in fourth grade so I am very familiar with them.
Entry Skills and Prior Knowledge
Early Characteristics
Prerequisite skill & knowledge
Ability to log onto a computer.
Ability to access and navigate a computer.
Ability to access and use basic internet.
Ability to research and access information.
Prior Experience
Acknowledge the importance of accessing and navigating a computer.
Basic knowledge of Google Classroom in order to complete assignments.
Ability to navigate a website and curated resources in order to complete
assignments.
Attitudes Towards Content & Academic Motivation
The majority of the learners have heard of copyright, plagiarism, paraphrasing, citing sources
and cyberbullying before, but have not actually had to implement them into their own work or
dealt with being an upstander during a cyberbullying situation. The learners understand the
importance of properly gathering information and have completed at least one research type
assignment. The majority of these learners are comfortable gathering information from online
sources, but are not comfortable with their ability to avoid plagiarism. These learners have not
previously been required to cite sources so are also uncomfortable completing this task properly.
Education Ability Levels
All learners have at least a fourth grade education. They are all in the gifted (CATalyst)
program. Therefore, they are capable of completing more challenging tasks. They are able to
work in groups or individually. All learners have high Lexile levels and are able to read the
materials and resources required to complete this unit.
General Learning Preferences
The learners expressed a preference of using online resources versus researching from books.
They prefer online presentations versus handouts with the assignment listed. They also prefer
working with a partner or group rather than individually. This information was gathered through
a teacher interview and learner surveys.
Sarah Penn
Kemp Model
Attitude Towards Teachers and School
All learners expressed a high respect for their teachers and show understanding of the amount of
time and effort it takes to create the activities for a unit such as this one. They all have a positive
attitude towards school.
Group Characteristics
All of the learners live in Valdosta where the median income in the area is below the national
average. All of the learners attending any of the schools in the district receive free breakfast and
lunch due to the fact the schools are all Title I schools.
Part III: Task Analysis

I conducted a task analysis using both a topic and procedural analysis. I wanted to make sure to
provide as much relevant information as possible. The majority of my analysis was helping the
learner walk through the process of becoming good digital citizens and the importance of the
choices they make in order to accomplish this task. The content structures identified in the topic
analysis included facts (defining copyright, plagiarism and cyberbullying), concepts
(consequences), and principles (avoiding plagiarism and cyberbullying). Once I completed the
definitions of copyright, plagiarism and cyberbullying, I began a detailed outline of the essential
skills needed to identify each and become good digital citizens.
Task Analysis Outline
Part 1: Topic Analysis
1. Define Copyright and Plagiarism
1.1. Form of cheating or stealing ideas
1.1.1. Exact words
1.1.2. Idea from anothers words
1.2. Consequences
1.2.1. Legal issues
1.2.1.1. Original creator can actually sue for money
1.2.2. Personal issues
1.2.2.1. Lose respect
1.2.2.2. Lose job
1.2.2.3. Reprimanded with zero on assignment
1.2.2.4. Reprimanded with suspension from school
1.3. Avoiding plagiarism
1.3.1. Paraphrase
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Kemp Model
1.3.1.1. Use your own words
1.3.2. Properly cite sources
1.3.2.1. Use correct format
1.3.2.2. Use online tool for assistance in citing sources properly
1.3.3. Checking for plagiarism
1.3.3.1. Use online tool to check your work
2. Define cyberbullying
2.1. Form of online bullying
2.1.1. Ability to hide behind the computer screen
2.2. Consequences
2.2.1. Legal issues
2.2.1.1. Can be charged with harassment
2.2.1.2. Can be sanctioned by the school
2.2.2. Personal issues
2.2.2.1. Can cause a person to become depressed
2.2.2.2. Can cause a person to have thoughts of suicide
2.2.2.3. Can cause a person to commit suicide
2.2.3. Avoiding cyberbullying
2.2.3.1. Be an upstander rather than a bystander when witnessing cyberbullying
Part 2: Procedural Analysis
1. Use Google Classroom to complete this entire unit
1.1. Learners will use class code to voluntarily join the teacher-created class for this unit
1.2. Learners will view assignments listed
1.3. Learners will view announcements listed
1.4. Learners will be able to communicate through comments function or shared
documents within Google Docs
2. Learners identify copyrighted materials
2.1. Select a Greek God or Goddess to research
2.1.1. Use curated resources on the website to assist in selecting a God or Goddess
2.2. Research the selected Greek God or Goddess
2.2.1. Use curated resources on the website to assist in the research process
2.3. Record important information about that specific God or Goddess
2.3.1. Use Google Docs to record information
2.4. Take note of copyrighted sources either online or books
2.4.1. Create a References section on the bottom of your Google Doc
2.4.2. Notate any copyrighted materials in the References section
3. Learners paraphrase information found from various sources
3.1. Paraphrase any information used from various sources into a report about the God or
Goddess selected
Sarah Penn
Kemp Model
4. Learners will properly cite sources
4.1. Use online tool to assist in properly citing sources used to obtain information
4.2. Make sure sources are in the proper format (MLA or APA)
4.3. List all cited sources in the Reference section at the bottom of the Google Doc
5. Learners identify cyberbullying
5.1. Create a Fakebook using Greek Gods at http://www.classtools.net/FB/home-page
5.1.1. Create cyberbullying scenario between the Greek Gods
5.1.2. Ask yourself: Who is doing the cyberbullying? Who is the bystander/upstander?
5.2. Create a fake text message using Greek Gods at http://ifaketext.com/
5.2.1. Create cyberbullying scenario between the Greek Gods
5.2.2. Ask yourself: Who is doing the cyberbullying? Who is the bystander/upstander?
Subject Matter Expert (SME)
I, Sarah Penn, will serve as the SME for this instructional plan. My current position is a fourth
grade teacher at Sallas Mahone Elementary a part of the Valdosta City Schools (VCS) district. I
have been employed for VCS for 14 years. I currently hold a bachelors degree in Elementary
Childhood and Middle Grades Education from Minot State University in Minot, ND. I hold a
Gifted In-Field Endorsement obtained through a partnership between VCS and Coastal Plains
RESA. I am currently pursuing a masters degree in Instructional Technology from Georgia
Southern University in Statesboro, GA.
Part IV: Instructional Objectives

Terminal Objective 1: Learners will be able to define and identify copyright and plagiarism.
Enabling Objectives:
1A. Explain the importance of copyright and plagiarism.
1B. Explain the consequences behind copyright and plagiarism.
1C. Demonstrate how to avoid plagiarism.
Terminal Objective 2: Learners will be able to paraphrase and cite sources properly.
2A. Explain how to paraphrase properly.
2B. Explain how to cite sources properly.
2C. Demonstrate how to check your work for plagiarism.
Sarah Penn
Kemp Model
Terminal Objective 3: Learners will be able to define and identify cyberbullying.
3A. Explain how cyberbullying is closely related to bullying.
3B. Explain the consequences behind cyberbullying.
3C. Demonstrate how to avoid cyberbullying.
Performance
Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude
Recall
Application
1A, 2A, 3A
1B, 2B, 3B
1C, 2C, 3C
1C, 2C, 3C
Instructional
Objectives
ISTE Standards
3 Students apply digital tools to gather, evaluate and use information.
1
3b. Locate, organize, analyze, evaluate, synthesize and ethically use
1A
information from a variety of sources and media
1B
1C
1 Students demonstrate creative thinking, construct knowledge and develop
innovative products and processes using technology
2
1a. Apply existing knowledge to generate new ideas, products or processes
2A
1b. Create original works as a means of personal or group expression
2B
3 Students apply digital tools to gather, evaluate and use information.
2C
3b. Locate, organize, analyze, evaluate, synthesize and ethically use
information from a variety of sources and media
5 Students understand human, cultural and societal issues related to technology
and practice legal and ethical behavior.
5a. Advocate and practice safe, legal and responsible use of information and
3
technology
3A
5b. Exhibit a positive attitude toward using technology that supports
3B
collaboration, learning and productivity
3C
5c. Demonstrate personal responsibility for lifelong learning
5d. Exhibit leadership for digital citizenship
Sarah Penn
Kemp Model
Part V: Development of Assessments
Instructional
Strategies
Lesson 1:
The learners will watch
a video about copyright
and plagiarism. They
will then create a digital
story about a Greek God
or Goddess by avoiding
plagiarism.
Instructional Strategy:
Fact/Recall &
Procedure/Application
Lesson 2:
a video on paraphrasing
and properly citing
sources.
They will then create a
research paper about a
Greek God or Goddess
by paraphrasing and
citing all sources
properly.
Concept/Recall &
Lesson 3:
a video on
cyberbullying. They
will then create a
Fakebook and fake text
message scenario about
cyberbullying using
Greek Gods and
Goddesses.
Concept/Recall &
Goals
Objectives
UDL
Assessments
Define & identify

copyright and
plagiarism.
Explain the
importance and
consequences of
copyright and
plagiarism.
Demonstrate how
to avoid
plagiarism.
Identify the
importance of
paraphrasing and
citing sources
properly.
Demonstrate how
to check work for
plagiarism.
1: Learners will be able to

define and identify copyright
and plagiarism.
1A. Explain the importance
of copyright and plagiarism.
1B. Explain the consequences
behind copyright and
plagiarism.
1C. Demonstrate how to
avoid plagiarism.
Learners are
provided
multiple means
of representation
and engagement.
Create a digital
story about Greek
Gods or
Goddesses
demonstrating
how to avoid
plagiarism.
Learners will be
graded using a
rubric.

paraphrase and cite sources
properly.
2A. Explain how to
paraphrase properly.
2B. Explain how to cite
sources properly.
check your work for
plagiarism.
Learners are
provided
multiple means
of representation
and engagement.
Create a research
report on a Greek
God or Goddess
demonstrating
how to paraphrase
and cite sources
properly.
Learners will be
graded using a
rubric.

define and identify
cyberbullying.
3A. Explain how
cyberbullying is closely
related to bullying.
behind cyberbullying.
avoid cyberbullying.
Learners are
provided
multiple means
of representation
and engagement.
Create a
Fakebook and
ifaketext
cyberbullying
scenerios using
Greek Gods and
Goddesses.
Learners will be
graded using a
rubric.
Define & identify

cyberbullying.
Explain the
consequences of
cyberbullying.
Demonstrate how
to avoid
cyberbullying
situations.
Sarah Penn
Kemp Model
Assessment 1: Copyright & Plagiarism
This assessment will be completed with a partner. The learners must create a digital story about
Greek Gods or Goddesses, but avoid plagiarizing information they have obtained either online or
from books. Learners will be graded using the rubric below.
Lesson 1: Copyright & Plagiarism

Exemplary
3 points
Proficient
2 points
Creativity
Complete with originality

in composition and
delivery. Strong evidence
of critical thinking skills.
One element is not

original in composition
and delivery. Some
evidence of critical
thinking skills.
Two elements are not

original in composition and
delivery. Little evidence of
critical thinking skills.
Three or more elements

are not original in
composition and
delivery. No evidence of
critical thinking skills.
Storyboard
Complete and detailed

evidence of the planning
throughout entire
storyboard including
sketches, sequencing,
pacing, and consistent
storytelling.
Evidence of planning
throughout 2/3 of the
storyboards including
pacing, and storytelling.
Evidence of planning
throughout 1/3 of the
storyboards including
Little to no evidence of
planning including
minimally completed
Content and
Theme
Content is clearly relevant

to story and theme.
Message it distinctly clear
Content has same

relevance to story and
theme. Message is clear
with some confusing
points.
Content has little relevance

to story and theme.
Message is not clear.
Content has no relevance

to story and theme.
There is no message.
Criteria
Needs Development
1 point
Unsatisfactory
0 points
Planning
Mechanics
Timeliness
Project turned in at the

beginning of class.
Project turned in by the

end of the day.
Project turned in one day

late.
Documentation
All sources are cited

completely in required
format and all copyrighted
material, if used, is
identified and used with
written permission.
One source is not cited

properly according to
the required format
and/or one copyrighted
piece of material is not
identified properly or
was not given written
permission.
Two sources are not cited

properly according to the
required format and/or two
copyrighted pieces of
material are not identified
properly or were not given
written permission.
Project turned in two or

more days late.
Three or more sources
are not cited properly
according to the required
format and/or three or
more copyrighted pieces
of material are not
were not given written
permission.
Group Dynamic
Work Delegation
Work was divided equally

among both members.
Collaboration &
Contribution
Collaboration and
contribution of ideas from
each group member.
Respect
Each member treated each

other and his/her ideas
with respect.
Work was
predominantly
completed by one of the
group members.
Collaboration and
contribution of ideas
given predominantly by
one of the group
members.
Respect was shown to
group members most of
the time.
Work was solely completed

by one of the group
members.
Some of the project is not

completed due to group
disaccord.
Contribution of ideas given

solely by one of the group
members.
Lack of contribution and

collaboration among the
group members.
Evidence of respect shown

intermittently between
group members.
Lack of respect evident

in group interaction.
Total Score
Score
Sarah Penn
Kemp Model
Assessment 2: Paraphrasing & Citing Sources
This assessment will be completed individually. Each learner must complete a research report
on a Greek God or Goddess of their choice. Guidelines are used to allow learners preference in
the selection of the God or Goddess and the sources containing the content. Learners will be
graded using the rubric below.
Report should include
Research questions to spark learning.
Organized notes answering the research questions
Paraphrased information from the selected sources
Properly cited sources
Lesson 2: Paraphrasing & Citing Sources

Criteria
Exemplary
3 points
Research
Questions
Selection of
Sources
All questions clearly

written, creative and
interesting to fit the topic.
Identified useful sources
in various formats
(books, journals, online).
Note Taking
Organized neat and easy

to read notes.
Proficient
2 points
Needs Development
1 point
Unsatisfactory
0 points
Planning
All questions clearly
written to fit the topic.
Most question clearly

written to fit the topic.
Many questions
written, but many do
not fit the topic.
Identified useful sources

in a few formats (books,
journals, online).
Identified very few

useful sources in one or
two formats.
Identified no useful
sources in any formats.
Organized notes that are

mostly neat and easy to
read.
Notes are not organized.

Many notes are messy
and hard to read.
Notes are not

organized. All notes
are very messy and
hard to read.
Mechanics
Sharing
Information
All information is highly

effective and creatively
paraphrased.
Most information is
effective and creatively
paraphrased.
Information is
minimally effective
and/or not paraphrased.
Information was not

effective and not
paraphrased.
Presenting
Information
All information is
presented clearly and
organized.
Most information is
presented clearly and
organized.
Presented information is
either poorly organized
or difficult to
understand
Documentation
of Sources
All sources are cited

completely in required
format and all
copyrighted material, if
used, is identified and
used with written
permission.
One source is not cited

properly according to the
required format and/or
one copyrighted piece of
material is not identified
properly or was not
given written permission.
Two sources are not

cited properly according
to the required format
and/or two copyrighted
pieces of material are
not identified properly
or were not given
written permission.
Timeliness

beginning of class.

end of the day.
Project turned in one

day late.
Presented information
is very poorly
organized and very
hard to understand.
Three or more sources
are not cited properly
according to the
required format and/or
three or more
copyrighted pieces of
material are not
were not given written
permission.
Project turned in two
or more days late.
Total Score
Score
Sarah Penn
Kemp Model
Assessment 3: Cyberbullying
This assessment will be completed with a partner or in a small group. Each learner can represent
a Greek God or Goddess and create a Fakebook account. As a group, the learners will create a
cyberbullying scenario on Fakebook. The group of learners will also create a fake text
message cyberbullying scenario starring the Greek Gods and Goddesses. Learners will be
graded using the rubric below.
Lesson 3: Cyberbullying
Criteria
Exemplary
3 points
Proficient
2 points
Creativity
Complete with
originality in
composition and
delivery. Strong
thinking skills.
One element is not

and delivery. Some
thinking skills.
Originality
Product shows a large

amount of original
thought. Ideas are
creative and inventive.
Product shows some

original thought. Work
shows new ideas and
insights.
Organization
Content is well
organized using
headings or bulleted
lists to group related
material.
Headings or bulleted lists

are used to organize, but
the overall organization
of topics appears flawed.
Needs Development
1 point
Unsatisfactory
0 points
Planning
Two elements are not
original in
composition and
delivery. Little
thinking skills.
Uses other people's
ideas (giving them
credit), but there is
little evidence of
original thinking.
Content is logically
organized for the most
part.
Several elements are not

and delivery. No
thinking skills.
Uses other people's
ideas, but does not give
them credit.
There was no clear or
logical organizational
structure, just lots of
facts.
Mechanics
Attractiveness
Makes excellent use of

font, color, graphics,
effects, etc. to enhance
the presentation.
Makes good use of font,

color, graphics, effects,
etc. to enhance to
presentation.
Timeliness

beginning of class.

end of the day.
Work Delegation
Work was divided

equally among all
members.
Collaboration &
Contribution
Collaboration and
from each group
member.
Work was predominantly

completed by a few of
the group members.
Collaboration and
given predominantly by a
few of the group
members.
Respect
Each member treated

each other and his/her
ideas with respect.
Makes use of font,

color, graphics,
effects, etc. but
occasionally these
detract from the
presentation content.
Project turned in one
day late.
Use of font, color,

graphics, effects etc. but
these often distract from
the presentation content.
Project turned in two or
more days late.
Group Dynamic
Respect was shown to

group members most of
the time.
Work was solely

completed by one of
the group members.
Some of the project is

not completed due to
group disaccord.
Contribution of ideas
given solely by one of
the group members.
Lack of contribution and

collaboration among the
group members.
Evidence of respect
shown intermittently
between group
members.
Lack of respect evident

in group interaction.
Total Score
Score
Sarah Penn
Kemp Model
Assessment: The learners will create a digital story about Greek Gods or Goddesses while
avoiding plagiarism. Learners will be graded using a rubric.
UDL: This assessment addresses multiple means of representation and engagement. The
assessment requires learners to address the learning objectives.
Assessment: The learners will complete a research report on a Greek God or Goddess of their
choice. Guidelines are used to allow learners preference in the selection of the God or Goddess
and the sources containing the content. Learners will be graded a rubric.
UDL: This assessment addresses multiple means of representation and engagement. The
assessment requires learners to address the learning objectives. However, learners are given
preferences in the content they choose to achieve these objectives.
Assessment: The learners will create a Fakebook scenario and fake text message scenarios
using the Greek Gods or Goddesses as the subjects. Learners will be graded using a rubric.
UDL: The assessment addresses multiple means of expression and engagement. The assessment
requires learners to address the learning objectives. However, the learners are given preference
in how they achieve these objectives by what the scenarios they produce.
Part VI: Content Sequencing and Instructional Strategies

Sequence
1
2
3
Description
Copyright & Plagiarism
Paraphrasing & Citing Sources
Cyberbullying
Objective
1
2
3
The strategy I used for sequencing the content was learning-related. I felt the instruction would
be best delivered using the five concepts of the learning-related strategy: identifiable
prerequisite, familiarity, difficulty, interest, and development. The first lesson starts out by
having the learner define copyright and plagiarism. Then, learners will work with a partner
(familiarity) to get familiar with copyright and plagiarism by creating a digital story
(development). After accomplishing the first lesson, learners will select resources of their choice
(interest) to complete a research report. Finally, in the third lesson, learners will create a
cyberbullying scenario (difficulty) using the information they gained throughout this unit.
Sarah Penn
Kemp Model
1: Learners will be able to define and identify copyright and plagiarism.
1A. Explain the importance of copyright and plagiarism.
1B. Explain the consequences behind copyright and plagiarism.
1C. Demonstrate how to avoid plagiarism.
Initial Presentation: Learners will begin this lesson by watching two BrainPOP videos titled,
Plagiarism and Copyright. These videos will explain plagiarism and copyright as well as the
importance of each relating to legal and personal issues. Differentiation: Using the videos will
increase variety and entice the interest for learners (Morrison, Ross, Kalman & Kemp, 2013).
Generative Strategy: Learners will discuss how copyright and plagiarism can greatly affect
someones life. Student-to-student communication will be encouraged by having learners post
questions and/or answers to Google Classrooms discussion board (Kerr, 2011). Learners will
create a digital story about Greek Gods and Goddesses with a partner. Differentiation: The
instructional strategies used for this lesson will be fact/recall and procedure/application
(Morrison et. al., 2013). Learners will develop a working understanding of the content by having
communication with each other about copyright and plagiarism and completing the digital story
(Conrad, 2008).
2: Learners will be able to paraphrase and cite sources properly.
2A. Explain how to paraphrase properly.
2B. Explain how to cite sources properly.
2C. Demonstrate how to check your work for plagiarism.
Initial Presentation: Learners will begin this lesson by watching two BrainPOP videos titled,
Paraphrasing and Citing Sources. These videos will explain the importance of paraphrasing
and citing the sources you use while obtaining information about a topic. Differentiation:
Resources used within the lesson will support learning for visual/spatial and verbal/linguistic
learners (Baki-Miri, 2010).
Generative Strategy: Learners will discuss the importance of paraphrasing and citing sources
properly. Student-to-student communication will be encouraged by having learners post
questions and/or answers to Google Classrooms discussion board (Kerr, 2011). Learners will
write a research report by selecting one of the Greek Gods or Goddesses. Differentiation: The
instructional strategies used for this lesson will be concept/recall and procedure/application
Sarah Penn
Kemp Model
(Morrison et. al., 2013). The lesson provides information that will be engaging to the learner
because it is in direct relation to the learners goals.
3: Learners will be able to define and identify cyberbullying.
3A. Explain how cyberbullying is closely related to bullying.
3B. Explain the consequences behind cyberbullying.
3C. Demonstrate how to avoid cyberbullying.
Initial Presentation: Learners will begin this lesson by watching a BrainPOP video titled,
Cyberbullying. This video gives a great overview of cyberbullying and the importance of not
sharing personal information online. Differentiation: The principles of UDL will be
incorporated by providing multiple means of expression and engagement (Rose & Gravel, 2010).
The lesson provides information that will be engaging to the learner because it is in direct
relation to the learners goals.
Generative Strategy: Learners will discuss the importance of reporting any cyberbullying
situations to an adult. Student-to-student communication will be encouraged by having learners
post questions and/or answers to Google Classrooms discussion board (Kerr, 2011). Learners
will create fake cyberbullying scenarios by using Greek Gods and Goddesses. Differentiation:
The instructional strategies used for this lesson will be concept/recall and procedure/application
(Morrison et. al., 2013). Learners will present content that is relevant and authentic to their
learning goals. Also, choices are given for how learners will express their knowledge.
References
Baki, M. (2010). Multiple intelligences theory - a milestone innovation in english language
teaching at the university of ni medical school. Acta Medica Medianae, 49(2), 15-19.
Conrad, D. (2008). Building knowledge through portfolio learning in prior learning assessment
and recognition. Quarterly Review of Distance Education, 9(2), 139-150.
Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom.
TechTrends, 55(1), 28-31.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective
instruction. USA: John Wiley & Sons, Inc.
Rose, D. H. & Gravel, J. W. (2010). Universal design for learning. In P. Peterson, E. Baker, and
B. McGraw(Eds.) International encyclopedia of education. (pp. 119-124). Oxford: Elsevier.
Sarah Penn
Kemp Model
Part VII: Design of Instruction
Instructional
Strategies
Lesson 1:
a video about copyright
and plagiarism. They
will then create a digital
story about a Greek God
or Goddess by avoiding
plagiarism.
Fact/Recall &
Lesson 2:
a video on paraphrasing
and properly citing
sources.
They will then create a
research paper about a
Greek God or Goddess
by paraphrasing and
citing all sources
properly.
Concept/Recall &
Lesson 3:
a video on
cyberbullying. They
will then create a
Fakebook and fake text
message scenario about
cyberbullying using
Greek Gods and
Goddesses.
Concept/Recall &
Goals
Objectives
UDL
Assessments
Define & identify

copyright and
plagiarism.
Explain the
importance and
consequences of
copyright and
plagiarism.
Demonstrate how
to avoid
plagiarism.
Identify the
importance of
paraphrasing and
citing sources
properly.
Demonstrate how
to check work for
plagiarism.

define and identify copyright
and plagiarism.
1A. Explain the importance
of copyright and plagiarism.
behind copyright and
plagiarism.
avoid plagiarism.
Learners are
provided
multiple means
of representation
and engagement.
Create a digital
story about Greek
Gods or
Goddesses
demonstrating
how to avoid
plagiarism.
Learners will be
graded using a
rubric.

paraphrase and cite sources
properly.
2A. Explain how to
paraphrase properly.
2B. Explain how to cite
sources properly.
check your work for
plagiarism.
Learners are
provided
multiple means
of representation
and engagement.
Create a research
report on a Greek
God or Goddess
demonstrating
how to paraphrase
and cite sources
properly.
Learners will be
graded using a
rubric.

define and identify
cyberbullying.
3A. Explain how
cyberbullying is closely
related to bullying.
behind cyberbullying.
avoid cyberbullying.
Learners are
provided
multiple means
of representation
and engagement.
Create a
Fakebook and
ifaketext
cyberbullying
scenerios using
Greek Gods and
Goddesses.
Learners will be
graded using a
rubric.
Define & identify

cyberbullying.
Explain the
consequences of
cyberbullying.
Demonstrate how
to avoid
cyberbullying
situations.
Part VIII: Formative Evaluation Plan

Learner evaluation will be collected through a survey at the end of the unit. Learners will be
able to provide any necessary feedback on the content. The survey will be on Google Forms and
attached to the website as well as Google Classroom.
Sarah Penn
Kemp Model
SME and Learner Evaluation
1. Were you satisfied with what you learned in this unit?
1
Completely satisfied
Completely dissatified
2. Did you learn new information?

1
3. Learned many new things
5
Did not learn anything
4. Did you like that the unit had very little teacher interaction?
Yes
No
5. Would you like to learn other content similar to the design of this unit?
Yes
No
6. What did you enjoy most about the unit?
7. What did you enjoy least about the unit?

Collaborative Unit of Digital Citizenship

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Collaborative Unit of Digital Citizenship

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Sarah Penn

FRIT 7739 Collaborative Unit on Digital Citizenship

Learners will define copyright and plagiarism.

Part II: Learner Analysis

Part III: Task Analysis

Part IV: Instructional Objectives

Define & identify

1: Learners will be able to

2: Learners will be able to

3: Learners will be able to

Define & identify

Lesson 1: Copyright & Plagiarism

Complete with originality

One element is not

Two elements are not

Three or more elements

Complete and detailed

Content is clearly relevant

Content has same

Content has little relevance

Content has no relevance

Project turned in at the

Project turned in by the

Project turned in one day

All sources are cited

One source is not cited

Two sources are not cited

Project turned in two or

Work was divided equally

Each member treated each

Work was solely completed

Some of the project is not

Contribution of ideas given

Lack of contribution and

Evidence of respect shown

Lack of respect evident

Lesson 2: Paraphrasing & Citing Sources

All questions clearly

Organized neat and easy

Most question clearly

Identified useful sources

Identified very few

Organized notes that are

Notes are not organized.

Notes are not

All information is highly

Information was not

All sources are cited

One source is not cited

Two sources are not

Project turned in at the

Project turned in by the

Project turned in one

One element is not

Product shows a large

Product shows some

Headings or bulleted lists

Several elements are not

Makes excellent use of

Makes good use of font,

Project turned in at the

Project turned in by the

Work was divided

Work was predominantly