Digital Citizenship: Student Exit Tickets

This week I got to go into 4 different 6th grade classrooms to deliver lessons on digital citizenship.  The media specialist and I decided to have students fill out exit tickets at the end of the class to see what they have learned, what they are still wondering about, and/or what they think we could talk more about next time.  Here are some sample tickets.  I’ll only post 6 here (they are all anonymous) but you can see a longer list of the most common responses here.  I feel like the students were really engaged and listening to what we had to say, but at the same time I feel heartbroken that these babies (yes, 6th graders are still babies!) already have to deal with such serious issues (cyberbullying, suicide, online predators, etc.).  We try our best to protect our kids, and we equip them with all these tools that they can use to protect themselves, but are those bubbles strong enough to keep them safe?

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Digital citizenship presentation for middle schoolers

This is week 2 of my 5-week placement at a middle school.  So far, I’ve been doing vastly different things than when I was at the elementary school.  Enjoyable, but different.  For one, I haven’t had a chance to really interact with the students, except for yesterday, when I went into a 7th grade health class and co-taught a digital citizenship seminar with the health/PE teacher.

It was good practice for the five 6th-grade classes I will be teaching this Thursday.  While I think I did okay on Monday, I think Thursday will be better because I will be teaching from material I put together myself.  (Talking off someone else’s slides was not ideal because I didn’t know the little anecdotes the teacher had to go with his points.  He had to interrupt me a few times to tell his stories…which made me feel/seem unprepared, even if I knew the topic well!)  Anyway, here’s a link to my presentation.  I am hoping that whoever sees it will give me some feedback of what to add, what to take out, etc.  I will have these 6th-graders for about an hour (I believe), and I don’t want to lose their attention or run out of things to say before the hour is up.  Thanks in advance for your feedback!


Lesson Plan: Resources in the Virtual Library

This is a lesson plan I created for a class at the technical college I work at.  The full-time librarian and I have noticed a lack of information literacy skills in the adult students (see my previous post about this), and we are making a concerted effort to collaborate with the instructors to incorporate these skills into the classroom.  For this class, the students are working on a project in which they have to create a database from scratch, using what they have learned in class, through their textbook, and articles they can access through the school’s virtual library, which most of the students are unfamiliar with and reluctant to try (of course, they prefer Google!).  The plan is shown below; depending on how the students are able to follow along, I might have to visit the class a second time.  Fingers crossed that it goes well!

Resources in the Virtual Library

Project: To create a database that tracks faculty and staff computers and software.

Learning Objectives:

  • To familiarize students with the Virtual Library and identify types of resources available.
  • To locate resources in the Virtual Library that will help students with database building/development.
  • To practice using the citation tool in databases.
  • To encourage collaboration through use of Google Docs.


  • XML document
  • XPath statements
  • XML schemas
  • normalized logical database design
  • Microsoft Visio
  • MySQL
  • database queries
  • jQuery
  • relational databases

Activity (demo this first, then have students try it on their own)

  • Open up Google Doc created for this class. [Link not included here]
  • Have students pair up with a partner.  Assign one of the keywords.
  • Conducting searches in the Virtual Library:
  1. In another tab or window, log onto the Virtual Library.
  2. In the Basic Search field, type in your search term, then scan the first page of your results.
  3. Click on a resource that you think will be relevant to your project. This will take you to the Detailed Record page.
  4. On the right of your screen, click Cite, then scroll to find the APA citation style.
  5. Highlight the citation (triple-click), then press Ctrl+C to copy. Navigate back to the result list.
  6. Switch to the window that has the shared Google Doc open.  Paste this citation into the Google Doc under references.
  7. Repeat until each pair has located and cited at least 3 resources and transferred them into the Google Doc.


  • Students might end up with same resources — this is okay since many of these keywords are related!
  • Students might have to go to the second page of results to find something relevant, or revise their initial search to find relevant resources.

Lesson Plan: Courage (1st & 2nd Grades)

Lesson: Courage

Grade: 1st & 2nd

Content Objectives:

  • Students will discuss what it means to have courage.
  • Students will analyze the pros and cons of taking risks.
  • Students will make text-to-self connections.
  • Students will make text-to-text connections.
  • Students will practice using KidPix and saving content onto their H: drive.


Owen by Kevin Henkes

Courage by Bernard Waber

Video: (if time allows)

Scaredy Squirrel by Mélanie Watt

Before the read-alouds/video:

  1. Discuss being courageous/brave with students. Define what it means to have courage and ask students about times in their lives where they have chosen to be courageous even when they felt scared inside. Brainstorm with students about different times and reasons people choose to be brave or not. Are there pros and cons to being brave?  Can being courageous/brave be dangerous at times?  Record students’ ideas on the whiteboard.  (Text-to-self connections)
  2. Tell students that we are going to read a couple of stories about courage, and watch a video about a squirrel who is terrified of everything. Encourage students to watch and listen for ways that his life is positive because he doesn’t do anything, and the way it’s negative because he doesn’t do anything.

Read-alouds (+ video, if time)

Computer: KidPix — have students draw a picture of a time when they were courageous.  Demo this on Smartboard.

Exit ticket (if time allows): Have kids complete the following sentence (either with words or drawing) – “Courage looks like…” on a post-it and post it to the whiteboard as they line up.  Read a couple of them while we wait for the teacher.

Work Samples:


“Courage is…going up to the water slide for the first time!”


“Courage is…dancing on stage.”

"Courage is...swimming underwater."

“Courage is…swimming underwater.”


Lesson Plan: Information Books (2nd Grade)

This lesson plan is inspired by a successful collaboration between a second grade teacher and my mentor Jenny during my elementary school placement.

The context: Second graders at Hampton will be performing a dissection of an eyeball (sheep’s, I think…lovely). Part of their assessment will include a labeled drawing of the eyeball.  Jenny offered to have the kids practice labeling something during their visit to the media center, using a kids drawing program called KidPix.

I thought this could easily be used as a part of a lesson on information books, as well.  Here it is:

Lesson: Features of Information Books

Grade: 2nd

Content Objectives:

  • Students will be able to identify different features of an informational book.
  • Students will learn how to label a picture.
  • Students will label 5 body parts on an animal using KidPix and save content onto their H: drive.


  • Owls by Gail Gibbons
  • Penguins by Norman Barrett


  • What is an informational/non-fiction book?  How is it different from fiction?  Show a couple of fiction books about owls/penguins — what makes them fictional?
  • Discuss different features typical of informational books: pictures with captions, labels, pronunciation guides, table of contents, glossary, index, etc. How do these features help the reader?
  • Do both books we read have these features?  Show a chart that compare/contrast features of the two books.  Have students go to the board and “check” appropriate boxes. (Smartboard)  (Could include columns for fiction titles too.)
Owls Penguins
Pictures with captions
Pronunciation guides
Table of contents
  • Tell students we’ll be practicing labeling pictures today in KidPix.  They have to first insert a picture of an animal, then use the Line and Textbox tools to label at least 5 body parts.  Demo this on the Smartboard (asking students to help where appropriate):
    • Start KidPix.
    • Inserting a picture of an animal into KidPix.
    • Demo how to use the Line tool in Kidpix to add lines to their picture.
    • Demo how to use the Textbox tool in Kidpix to add text (or labels) to their picture. Show how to move the text box to the right place.
    • Use the Textbox tool to add a title and the student’s name.
    • Save the file onto the student’s H: drive.

Work Samples:

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Multicultural Display at Hampton

One of the projects I took on during my first couple of weeks at Hampton was to create a multicultural display for the media center. I thought this would be a relevant project given the diverse population at the school.  It also gives me an opportunity to run an analysis of the current multicultural collection and create a consideration file for Jenny.

Here are some pictures of the display and a link to the consideration file I created:

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