Title: Stop the haters!

Lesson plan elaborated by: Magdalena Trysińska

Topic:

Stop the haters! About netiquette and how to stop haters.

Target group:

8th‑grade students of an elementary school.

Core curriculum

II. Language education.

2. Differentiation of language. Student:

1) recognises the diversity of vocabulary, including recognizing national vocabulary and limited vocabulary (eg scientific terms, archaisms, colloquialisms); recognizes native and borrowed words, knows types of abbreviations and abbreviations - defines their functions in the text;

3. Language communication and language culture. Student:

1) understands what language politeness consists of and uses it in the statements.

III. Creating statements.

1. Elements of rhetoric. Student:

1) functionally uses rhetorical means and understands their impact on the recipient;

7) agrees with other people's views or polemicizes with them, substantively justifying their own opinion.

IV. Self‑study. Student:

1) reliably, with respect for copyrights, uses information;

8) develops the ability to think critically and formulate opinions.

The general aim of education

Students learn to recognise hate and seek ways to counteract it.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• digital competence;

• social and civic competences;

• sense of initiative and entrepreneurship.

Learning outcomes

Student:

• enriches communication skills;

• characterises changes in linguistic communication related to the development of its forms (here: Internet communication);

• defines the differences between traditional oral or written communication and communication over the Internet;

• defines the features of the style of online expression and values the messages created by Internet users;

• applies the language label rules in oral and written statements appropriate to the situation.

Teaching methods / techniques

• problematic: directed conversation, discussion;

• programmed: using a computer and e‑textbook;

• practical: subject exercises.

Forms of work

• individual activity;

• collective activity;

• group activity.

Lesson plan overview (Process)

Introduction

1. The teacher determines the purpose of the classes and sets criteria for success together with the students.

2. Brainstorming: the pros and cons of online communication. Students write their answers in notebooks or on a school board, e.g. in a table. They should pay attention to the positives, e.g. the Internet enables communication with people from all over the world, instant contact, and negatives, e.g. being an anonymous participant in Internet communication is conducive to offensive or dishonest behaviors.

Realization

1. Continuing, the teacher provokes a discussion about the role of the Internet in everyday life. He asks students:

• Is the Internet important to you?

• How often do you use it?

• Can you imagine life without access to the web?

• Are you passive recipients of the Internet, or are you also creating your messages?

• Have you ever met with hate on the Internet? What were the situations?

2. Exercise 2, matching fragments of text to subheadings. In this way, students create a text about the role of the Internet and netiquette.

3. Students talk about the label in electronic means of communication. They answer questions:

• Are good manners needed there?

• Does anonymity favor politeness?

• How do Internet users offend others?

Then they jointly write down the rules they consider necessary when using electronic means of communication.

4. Students in groups create two emoticon lists: the first one will contain only „friendly” emoticons; the second one will contain only „hostile” emoticons. Students compare their lists, or complement them.

The teacher asks: with which emoticons do you meet more often? What are the reasons for using „hostile” emoticons? What can you do to reduce negative emotions in Internet communication?

5. Students on the board form a common map of associations with the word HEJT. They wonder what is the relationship between hate and netiquette. Then they create their own definition of hate.

6. Performing a poster about netiquette. Students in groups create an information poster on ways to prevent hate and the principles of netiquette.

7. For those interested: the teacher starts the recording with the song „Przytul hejtera”, followed by the films „Dodaj znajomego” and „Nie hejtuj” (realised by students from Bielsk Podlaski). Students talk about these actions and ways to fight against hate.

Summary

1. The teacher asks students what they have learned today, whether the lesson was interesting for them. He asks them to evaluate their own work during the lesson. For this purpose, he can use the questionnaire or decision tree prepared earlier or carry out an oral evaluation.

2. Students write in their notebooks the key words to the lessons they consider the most important.

Homework

How to fight hate on the Internet? Write down your suggestions in a notebook (at least 6 sentences).

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Stop the haters!

The Internet enables people from all over the world to communicate, but it also carries a high risk, associated with the fact, that the network users are anonymous. Being an anonymous participant of the Internet communication favours the offensive or dishonest behaviour. Some people try to create a false image of themselves, they want to demonstrate that they mean something, and so they become obtrusive and aggressive.