Title: Being a Digital Citizen- Using Chinese Online

Grade: 6th
Overall Goal: This lesson should leave students with the ability to discern appropriate and
inappropriate online behavior, formal vs. informal online communication, and provide them
with an opportunity to practice their written Chinese.

Standards Learning Objective Assessment

2.1.5 Exchange familiar
information and opinions in
written form.
Examples: Letters, emails, etc.
Students will be able to exchange Students will write
information like their names, ages, sample emails or
occupation, likes and dislikes in social media posts
written language using Chinese when they play an
characters. “Action Card” in the
game.

2.1.6 Make requests and ask
questions for information.
Students will be able to ask others Students will
for information like their names, evaluate
ages, hobbies, etc. conversations
containing requests,
as well as compose
sample requests in
the “Action Card”
rounds.

Key Terms & Definitions:

● Internet Safety: behaving in a way online that protects your information and yourself from
others on the internet who might want to harm you in some way
● Privacy & Security: things you do online to make sure unwanted parties don’t get any
information of yours that could put you at risk, such as having strong passwords and
watching where you go and what you download on the internet
● Relationships & Communication: how we behave and interact with our peers online in a
socially positive, responsible way that won’t have negative consequences in offline social
context
● Cyberbullying & Digital Drama: when people behave online in a way meant to demean or
put others down, similar to bullying and drama offline
● Digital Footprint & Reputation: the image people give themselves by their interactions and
behavior online and how it can have positive or negative connotations for their reputation
and how they’re perceived by others
● Self-Image & Identity: behaving or interacting online in a healthy way that positively
represents and goes along with an individual’s personality and character rather than
being a hidden, altered self than the offline individual
 ● Information Literacy: having the ability to find useful, reliable information online amongst
the large portion of online information that is false or has a bias towards specific ways of
thinking
● Creative Credit & Copyright: giving credit to the original creator of content or ideas that
may be used academically or professionally and the law, copyright, that protects those
original ideas

Lesson Introduction (Hook, Grabber):

To introduce this lesson, we will address how important it is to be prepared for the real world,
and to keep yourself safe online. The lesson will be opened by showing a video of students
sharing advice and real situations they have experienced communicating online. Because the
students in the video are similarly aged and using similar digital platforms to the students in our
class, it will be a relatable way to spark conversation on the topic of online communication. We
will then have a class discussion with students, hearing from them about what they would
consider safe online behavior, and how to distinguish formal vs informal settings online. After the
class discussion, we will present a Google Slides Presentation addressing proper online
communication and conduct. Then, board game will then be introduced, with the rules being
gone over.

Lesson Main:

The lesson will involve the students getting out the “Using Chinese Online” Board Game, reading
the rules on how to play the game, and playing the game after they understand how to do so.
The game will help the students with their digital literacy as far as how to properly act online,
properly write emails, and they’ll learn about the key terms of digital citizenship listed above. The
game should take 10-20 minutes to play depending on the Chinese competence of the student
and will need a “moderator” such as an advanced student, TA, or teacher for some parts of the
game.

Lesson Ending:

The lesson ends when one of the players successfully gets to the “Finish” part of the board and
completes and wins the game. Through the amount of turns and activities used to play the game,
regardless of being a winner or loser, all students should’ve learned plenty about digital
citizenship, internet literacy, and the Chinese language. The game will be judged as “successful”
if all students followed the rules of the game properly and learned about these topics in this way,
which will be assessed in the rubric. After the game is complete, it will be put away nice and
neatly for future use.

Assessment Rubric:
Great (5pts) Average (3pts) Poor (1pt)

Active Students actively Students do not have All students do not

Participation participate in the game, enthusiasm in active participate, either not
take turns fairly, and participation, but the taking their turn, or
follow rules. rules of the game are preventing other
followed at each turn. students from taking
a turn. The rules are
ignored, or students
make up their own.

Learning Students actively learn Students learn Students do not care

Outcomes about Chinese and digital somewhat but seem about the academic
citizenship from their distracted or care material of the game
interactions with the little about the whatsoever and only
game, whether through academic content of use it as a social
correct responses or the game. activity or way to pass
learning from mistakes. class time rather than
learn.

Digital Literacy Students take concepts Students take a good Students play the
learned from the board majority of concepts game and may
game and apply them to from the board game understand the
their computational skills and apply some concepts of digital
outside of the game. positive changes to citizenship
their computational introduced, but rarely
skills and digital or never apply them
literacy. to their digital
behavior away from
the board game.

Resources / Artifacts:

● Introductory video https://www.youtube.com/watch?v=UkxCQUojOFo

● Informational Presentation (lesson starter)- Miah
https://docs.google.com/presentation/d/1la5NGR1blda7LLK-
NqMsWAyx0N1C_QYXoyRFFhOS-AE/edit#slide=id.p
● Instructional Video-
https://www.youtube.com/watch?time_continue=181&v=ymGn5_AtX2o
Differentiation:

1. Differentiation for ability levels

● High ability learners will serve as moderators in the game, assessing the players
responses for correctness and running the Jeopardy round
2. Differentiation for demographics
● Gender, race, culture, and/or sexual identity should not play a role in this activity. It is a
board game, and the same rules apply to everyone regardless of demographic
differences

3. Differentiation for languages

● ESL, EFL, ENL students will be paired with native English speakers for help if needed
during the game

4. Differentiation for access & resources

● Computers, Internet connection, and/or Wifi access will not be an issue since the game
will be played in the classroom and devices that can scan QR codes

Anticipated Difficulties:

If technology malfunctions, the game may be impaired by the inability to scan QR codes, and thus
an inability to play those spaces and questions.