Publications: Presentation and Privacy
The second lesson introduces web languages as a digital method of accomplishing the “Production and Distribution” standard in the writing standards. Within this lesson, the teacher also has an opportunity to talk about the benefits and dangers of publishing online; this accomplishes a piece of the second computer technology standard “Understand the importance of social, ethical, and human issues associated with technology” by discussing privacy. This lesson fulfills the writing standard expectations using technology as the medium to accomplish it.
The SWBAT (Students Will Be Able To) Objectives for this lesson include: Explain why English is important on the Internet, create a text-based website using HTML (Hyper Text Markup Language), and identify personal information & decide if it should be shared.
The SWBAT (Students Will Be Able To) Objectives for this lesson include: Explain why English is important on the Internet, create a text-based website using HTML (Hyper Text Markup Language), and identify personal information & decide if it should be shared.
Standards Achieved
English Language Arts: Writing
6.W.PDW.6:
“Use Technology, including the Internet, to produce and publish writing and to interact and collaborate with other” |
CCSS.ELA-LITERACY.W.7.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. |
Computer Technology
TN CTS 7.2.3a
Students will understand the ethical, cultural, and societal issues related to technology. (subpoint: invasion of privacy) TN CTS 7.3.1 Students will use technology tools to enhance learning, increase productivity, and promote creativity. |
ISTE Standard 6:
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. ISTE Standard 2a: Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world. |
Step 1: EngageDescription of activity: To engage students in the topic we will first initiate a discussion on how poor writing skills can hurt users’ perception of an entity or person. To begin choose a website that communicates poorly, either due to content, length or layout of the page. Discuss what the factors are and how they could be resolved with better word choice and organization of content.
Example website for critique: http://www.roverp6cars.com/ |
Higher Order Questioning Prompts:
- What impression do you get from this website? Do you think the organization is organized, efficient, or even able to do what they say?
- What is annoying about this page?
- What is incorrect on this page?
- What seems unorganized or confusing on this page?
- Can you tell what this organization even does?
Step 2: Explore
Description of activity: The class will learn how to create their own websites. The emphasis is on structuring it properly. Conveniently, the structure of websites is similar to research papers in terms of hierarchy of ideas (Think like an outline with main points and subpoints). To start with though students will simply mess around with some of the basic HTML tags in no particular order. They can use the <p>...</p> tag which stands for paragraphs, the link tag <a href="URLhere">visible text</a> and the header tags <h1>Read below for more instructions</h1>.
Example:
<h1> Title goes here </h1>
<h2> Main point #1 goes here </h2>
<h3> Subpoint here: Creating paragraphs</h3>
<p> The actual paragraphs go here. One paragraph per tag pair </p>
<p> If you want another paragraph, you simply use another set of p tags </p>
<h3> Another subpoint here: Using links </h3>
<p> Links are used like citations; they provide the reader with more information. The additional information can be accessed instantly and may be another type of media entirely. </p>
<a href=“www.google.com”> This is an example link </a>
<h2> Main point #2 goes here </h2>
<p> Copy all of this into a notepad++, save it as a Hyper Text Markup Language (html) document. Then right click it and choose “open with Google Chrome/Mozilla Firefox/Opera/Internet Explorer” </p>
<p> It should create a website for you with all of this text. </p>
Example:
<h1> Title goes here </h1>
<h2> Main point #1 goes here </h2>
<h3> Subpoint here: Creating paragraphs</h3>
<p> The actual paragraphs go here. One paragraph per tag pair </p>
<p> If you want another paragraph, you simply use another set of p tags </p>
<h3> Another subpoint here: Using links </h3>
<p> Links are used like citations; they provide the reader with more information. The additional information can be accessed instantly and may be another type of media entirely. </p>
<a href=“www.google.com”> This is an example link </a>
<h2> Main point #2 goes here </h2>
<p> Copy all of this into a notepad++, save it as a Hyper Text Markup Language (html) document. Then right click it and choose “open with Google Chrome/Mozilla Firefox/Opera/Internet Explorer” </p>
<p> It should create a website for you with all of this text. </p>
Trouble Shooting:
- What do these letters stand for?
- h = header
p = paragraph
a = anchor
href = hypertext reference - How do turn this text into a website?
- Make sure their document is saved as a .html file type. Go to File --> Save as --> Save as type: {choose Hyper Text Markup Language}
- How do I open it in a web browser?
- Go to the folder your html file is in. Then right click the icon and choose “Open with”. If that doesn’t give you the option of a web browser (such as Mozilla Firefox, Google Chrome, Safari, etc), then check that the file type is actually html (and not just txt) by right clicking the icon and choosing “Properties”
Lastly, if it is an html, but not opening properly, you can try dragging the icon into the web browser.
Step 3: Explain
Description of activity: Use this time to reinforce the importance of learning English and writing concepts for use in the digital world. All forms of communication are better with some form of structure and flow. Just like research papers are simpler and stronger with main points and evidence backing it up, a website makes more sense when the topics are organized under separate headings.
The teacher should explain how outlines help organize a paper’s argument, how a website needs structure to keep users from leaving the page out of frustration, and elaborate on the similarities and differences of written works (such as research papers) and online works (such as websites)
Example similarities and differences:
*Structure is paramount for websites, since as we saw earlier websites without clear structure are frustrating and unappealing
*Thorough explanations help your website users navigate your page effectively
*In a persuasive paper the call to action / request is at the end of the paper after you have given them all the evidence and explanation. On a website the call to action is sometimes also placed at the top of the page since your website visitors may exit the page quickly when they get bored and miss the important request at the bottom of your long page.
*Websites can be more interactive then papers by providing users with links directly to sources.
The teacher should explain how outlines help organize a paper’s argument, how a website needs structure to keep users from leaving the page out of frustration, and elaborate on the similarities and differences of written works (such as research papers) and online works (such as websites)
Example similarities and differences:
*Structure is paramount for websites, since as we saw earlier websites without clear structure are frustrating and unappealing
*Thorough explanations help your website users navigate your page effectively
*In a persuasive paper the call to action / request is at the end of the paper after you have given them all the evidence and explanation. On a website the call to action is sometimes also placed at the top of the page since your website visitors may exit the page quickly when they get bored and miss the important request at the bottom of your long page.
*Websites can be more interactive then papers by providing users with links directly to sources.
Higher Order Questioning Prompts:
- How are research papers and websites similar?
- Shared purpose of communicating / persuading audience
- Both are based on outlines
- How are research papers and websites different?
When would it be better to publish your work on a physical piece of paper?
When would it be better to publish your work on the Internet?
When would it be better to publish something using some type of Social Media? and which one would be best for that?
Does your platform choice change based on topic or based on the people you want to reach?
Step 4: Evaluate
Description of activity: Have students create a digital outline that serves as an “About Me” page. Don’t give them too many instructions on what to write since the next section is more powerful if they write what they think is necessary. Have students swap pages for proofreading and have them provide feedback on structure and mechanics (i.e. grammar, spelling, etc).
Trouble Shooting / Preparation for student questions:
- What should I write? Write about yourself! Your goal is to provide information about yourself, so your reader can learn who you are.
- How long does it have to be? It must have at least 3 different points. But they can be as short as a sentence each if you would like.
- Can I add colors? See the Octopus example. You can change the color on the element in the .css file
Resources:
Download all the pieces below to see how it all fits together!
Step 5: Elaborate
Description of activity: Once students are finished adjusting their websites, begin a discussion on personal information and how much should actually be published. This can be done by asking students about the type of information they put on their website and how they think someone might perceive this information or how they may abuse it (impersonating them or worse, finding where they live and harming them).
Teachers can count how often students included personal information on their website and begin a discussion based on those trends.
Teachers can count how often students included personal information on their website and begin a discussion based on those trends.
Critical Examination Questions:
- Does the website do a good job describing your partner? Does your website do a good job describing you? What made it a strong website?
Privacy Questions:
How many of you put down part of where you live or go to school?
How many of you wrote down your extracurricular activities? (i.e. the activities and places you go after school)
How many of you wrote about your interests or hobbies?
How many of you wrote about your family or what your parents do for a living?
How many of you wrote about your friends or pets?
How many of you wrote your age or birthday?
How many of you wrote your full name? (i.e. first and last name)
Do you think that any of that is wise to publish online for anyone to see?
Do you think any of that information should be published on your social media accounts?
How would you feel if someone saw the website in the future such as your boss or classmate?