The document describes an instructional unit on digital citizenship for 7th-9th grade students. It includes a 27-step procedural analysis of the instruction. The goal is for students to learn appropriate ways to show digital citizenship and how to respond to cyberbullying. Assessments include questions, role determinations, and a comic strip project. The unit will be delivered using modeling, group work, and external online resources. Differentiation strategies are outlined for struggling and advanced learners.

1. Practicum in Instructional Technology
Instructional Design: Collaborative Unit on Digital Citizenship
Meagan Harrelson
Dr. Downs
Fall 2017
Identification of Learning Problem

2. The target audience for this learning problem will be 7th-9th grade students at New Brockton
High School (middle school section). The last few months on our campus have been filled with
drama from all directions. Students have been constantly called out of class to the office for
discipline issues; students who were once best friends are no longer speaking; parents of students
are angry at other parents; and the list goes on and on. The root of the problem seems to stem
from one thing--social media. As an adult, it is sometimes so hard to listen to the petty drama of
teenagers, but the more I listened, the more I began to realize that our students really do not have
a solid foundation in what is okay and not okay online. Mrs. Martin is our media center
specialist and Spanish teacher, and she is known for having great rapport with students. I
decided to speak with her on the issue, and she agreed that she too has been trying to counsel
students on cyberbullying, but we decided a collaborative unit on digital citizenship would be
beneficial to all students.
Goal of Instruction: Students will be able to identify appropriate ways to show digital
citizenship, avoid cyberbullying, and react to cyberbullying.
Learner Analysis
The learners are 7th-9th graders at New Brockton High School (divided into middle school and
high school). Of those students, 84% are White, 9% Black, 2% American Indian/Alaskan
Native, and 4% Hispanic. The total free and reduced lunch percentage is 55%. Several students
received special education or 504 accommodations.
Task Analysis
The task analysis I will be performing for the specified learning problem will be a procedural
analysis. This type of analysis will work best because not only will it keep instruction organized,
but any observer of the instruction will be able to easily follow the process of instruction. A
procedural analysis will also help differentiate instruction, as prior knowledge will at times
determine the cues. For example, if a student has already mastered a particular step or
understands the vocabulary, he or she may be prompted to move on, while a struggling learner
may need to slow down.

3. I will be serving as the subject matter expert (SME) for instruction of this learning task. I have
not only taken the courses and gained the experience necessary to advise others in the area of
digital citizenship, but also have ample resources available to assist with instruction.
Procedural Analysis: Digital Citizenship
Step Cue
1. Open your Chromebook and sign in
using your Coffee County Schools
student login.
2. Open Google Classroom.
3. Click the link to the web repository for
Digital Citizenship.
4. Read the description on the Home
page.
5. Click on the page titled Nearpd Unit:
Digital Citizenship.
6. Click on the link for the Nearpod
lesson from Common Sense Media.
7. Explore themes and wallpaper.
8. Before revealing the definition,
discuss with a partner what you think
is the meaning of “perspective.”
9. Click to reveal the definition of
perspective.
10. Respond to the question on page 7.
11. After you submit, discuss your answer
with your table.
12. Click through to learn the character
descriptions for the upcoming videos.
13. Before revealing the definition,
discuss with a partner what you think
is the meaning of the word
“bystander.”
14. Click to reveal the definition of
bystander. .
15. Before revealing the definition,
discuss with a partner what you think
is the meaning of the word
“upstander.”
16. Click to reveal the definition of
upstander.
17. Watch the video clips from Friday
Night Lights TV Series.
If using a phone, skip this step.
If you were way off, be sure to write down the
definition.
Volunteers may share with the class.
Struggling learners need to write down these
descriptions for future reference.
If you were way off, be sure to write down the
definition.
If you were way off, be sure to write down the
definition.
As you watch, look for the roles of bystander,
target, offender, and upstander.

4. 18. In your groups, discuss the answers to
each of the questions and use your
responses to determine Lyla’s role.
Use the text tool on Nearpod to fill in
the blank.
19. In your groups, discuss the answers to
each of the questions and use your
responses to determine Buddy’s role.
Use the text tool on Nearpod to fill in
the blank.
20. Answer the question about being a
bystander in 3-5 sentences in the blank
space provided on Nearpod.
21. Discuss with your table: How can
upstanders help those who face online
cruelty? How can they help defuse
online cruelty before it escalates?
22. Answer the next question in the blank
provided on Nearpod, then discuss
your answer with your table.
23. Take the quiz.
24. Complete the reflection using the
assignment on Google Classroom.
25. On the web repository, click the page
titled Comic Strip Project.
26. Follow the directions on that page to
complete the Comic Strip Project.
27. Turn in Comic Strip, outline, and final
reflection to the Google Classroom
assignment.
Volunteers may share with the class.
Volunteers may share with the class.
Volunteers may share with the class.
Be sure to click TURN IN when finished.
Instructional Objectives
1. Articulate why it's important to consider the perspectives of others, on and offline.
○ This objective is in the cognitive domain. It falls into the Application category of
Bloom’s Taxonomy.
2. Appreciate the motivations and feelings of all the parties involved in an incident of online
cruelty.

5. ○ This objective is in the cognitive domain. It falls into the Application category of
Bloom’s Taxonomy.
3. Draw conclusions about how you should respond when someone is the target of online
cruelty.
○ This objective is in the cognitive domain. It falls into the Application category of
Bloom’s Taxonomy.
Assessments
1. Respond to the question on page 7 of the Nearpod lesson.
2. In your groups, discuss the answers to each of the questions and use your responses to
determine Lyla’s role. Use the text tool on Nearpod to fill in the blank.
3. In your groups, discuss the answers to each of the questions and use your responses to
determine Buddy’s role. Use the text tool on Nearpod to fill in the blank.
4. Answer the question about being a bystander in 3-5 sentences in the blank space provided
on Nearpod.
5. Quiz at the end of the Nearpod lesson.
6. Comic Strip Project using ToonDoo.
These are the 6 ways students will be assessed throughout the collaborative unit on Digital
Citizenship to measure their ongoing understanding and their ultimate learning experience.
Students with disabilities will be allowed to write their responses on paper if needed. Students
with more severe learning disabilities will be allowed to draw their comic strip. Advanced
students may be asked to work independently on the comic strip project.
Content Sequencing and Instructional Strategies
*All modeling done using a SMART Interactive Panel connected to a Chromebook.
Sequence Description Objective
1 Give brief overview of the
digital citizenship unit.
1
2 Model how to sign in and
access the Google Classroom.
3 Model finding the link and
accessing the web repository.
1
4 Discuss the information on
the Home page.
1

6. 5 Model clicking through the
pages of the web repository
and accessing the external
links.
1, 2, 3
6 Model creating a ToonDoo
account.
2, 3
7 Model turning in a project
and outline to Google
Classroom.
1, 2, 3
Instructional Strategies per Sequence:
1. Recall
2. Recall
3. Recall
4. Recall
5. Integration
6. Integration
7. Integration
Differentiation Plan:
Students with disabilities will be allowed to write their responses on paper if needed. Students
with more severe learning disabilities will be allowed to draw their comic strip. Advanced
students may be asked to work independently on the comic strip project.
Instructional DesignSummary
Gaining the Attention of Learners:
In order to gain the attention of the learners I will begin by bringing up the tv series Friday Night
Lights, since I know it is popular among the students here. I will then ask if students can identify
any examples of someone being mean online in the show.
Informing Students of the Objectives:
Once students have shared their examples of meanness or cruelty from Friday Night Lights, I
will explain that they have just gotten a glimpse of the first objective, which is related to

7. appreciating the feelings of others. I will then direct students to the objectives on the homepage
of the web repository.
Activating Prior Knowledge/Content Delivery/Feedback:
To activate prior knowledge, I will ask students to share what they know about digital
citizenship. I will then go through the sequence of instruction, including one aspect of digital
citizenship--cyberbullying.
Sequence of Instruction
Sequence Description Objective
1 Give brief overview of the
digital citizenship unit.
1
2 Model how to sign in and
access the Google Classroom,
then direct students to do so.
3 Model finding the link and
accessing the web repository,
the direct students to do so.
1
4 Discuss the information on
the Home page, allowing
student volunteers to read.
1
5 Model clicking through the
pages of the web repository
and accessing the external
links.
1, 2, 3
6 Model creating a ToonDoo
account.
2, 3
7 Model turning in a project
and outline to Google
Classroom.
1, 2, 3
8 Direct students back to the
homepage and allow them to
begin, working through the
pages and slides with the
other members of their tables.
1, 2, 3
Universal Design for Learning:

8. As described previously, I will differentiate this assignment for my struggling learners as well as
my advanced learners. Also, throughout the unit, Mrs. Martin and I will be circulating and
helping students one-on-one as needed. During the time that students are working on their
projects, I will ask that the advanced learners help others. Mrs. Martin and I will need to assist
the struggling learners with the comic strip project.