INSTRUCTIONAL GOALS: -Students will be exposed to the technology of ‘blogging' and will be comfortable with using blogs and other online discussion methods as tools of communication. -Students will understand netiquette and its relevance to their life.

LEARNING OBJECTIVES: Students in the 3rd through 6th grades will successfully carry out a discussion on the class blog about the intended topic. Students in the 3rd through 6th grades will be able to explain three reasons why netiquette is important in online communication and is relevant to their lives.

MOTIVATIONAL GOALS: -Encourage students to have fun with a new technology while learning new skills relevant to their life. -Establish the importance of developing communication skills adapted for online resources (i.e., blogs, discussion boards, mailing lists, etc.) -Enable students to feel confident with their new skills.

Day One

Introduction

1. In collaboration with the class teacher, choose a book for the students to read. This should be part of an already existing English unit set up by the teacher.

2. When students enter the class, have pictures of different online communication symbols printed on posters and hanging around the room (;), LOL, , etc.)

3. Begin the instruction by asking the students how they communicate in different ways for different situations. (i.e., Do you smile while you tell the joke? How do you speak when you are in the library? How do you speak when you are on the playground? How do you communicate in class that you would like to ask your teacher a question? How do you talk differently to your principal and teachers versus your friends?) Engage the class in a conversation about how body language, tone of voice, inflection, etc. communicates in addition to the words. Take care to ask students their opinions.

4. Pass around the handout on netiquette.

5. Explain to students that just as they have ways of communicating nonverbally face to face, there are ways to communicate non-verbally online. Talk to students about how communication differs online. Give them example by discussing IM'ing with friends. What is different about IM'ing with friends and talking to their friends at school?

6. Go through the list of netiquette "tips" and explain each one, offering relevant hypothetical examples where appropriate.

7. Ask the students to brainstorm other symbols they know or have used online.

8. Explain that for this assignment, the students will be discussing the book they are reading for their English unit with their classmates, but in a way they have never done before.

9. Next, explain to students that as they read their book, they will be discussing their reading on a blog.

10. Explain to students what a blog is. A blog can take the place of a print journal or a face-to-face discussion. Instead of writing down their thoughts or talking with their classmates face to face, they will post their thoughts and questions online and comment on their classmatesí thoughts online.

11. Have a blog for the class already set up. Go to the blog and demonstrate step by step how students would: a) post their own thoughts; b) respond to someone else's post. Go through the mechanics of the site to ensure students feel comfortable with the site. Tell students where to go for help (send you/teacher an email or come to talk to you/teacher).

12. Explain to students that while they are reading their book, they should go to the blog where they will find a few questions to get them started. The questions will be about the reading they are doing and will be intended to encourage creative, thoughtful discussion. (Did you like the book? Did you like/dislike any of the characters?)

13. Tell the students that they are required to do two of three things:

1. Respond to an already existing question;

2. Post their own question;

3. Respond to a classmate's post.

14. Explain to the students that they will not be graded on what they say, only on their participation. Also, explain that you will be reading the blog, making sure they understand how to use the blog. (In fact, the instructor should email students when they comment on the board, encouraging them and providing feedback.) Explain to students that they should email you or come to the library if they have questions.

15. At this point, reiterate netiquette. Make sure to explain to students that they should be employing the netiquette and ask them to think about how they use it for discussion in the next class period.

16. Explain to students that they should have their two discussion questions/comments posted by the next library class period (or whatever due date you designate).

17. Explain to students that in their next library class time, the class will discuss how they used the blog, what interesting things they "talked" about with their classmates, how they may or may not have had difficulty "talking" online, etc.

Day Two

1. Have the blog up and projected at the front of the room when the students enter. Ask for volunteers to share an idea/thought/criticism that they had about their book that they shared on the blog. Ask other students if they responded to that posting. Continue this until you get through the class (or a few examples if the class is too large!)

2. Brainstorm with students what was good/bad about discussing their book on the blog. Discuss with students why they felt the way they did.

3. Ask students what netiquette from the handout they employed or considered in their discussions. Did anyone use the symbols suggested? Have students give examples.

4. End the class with a conclusion of using the blog to discuss their book. (If it is your goal, you might explain that you hope to use the blog as the school year progresses to discuss other assignments.)