Lesson 1: Introduction to Electronic Communication

Drama

B2.1  Reflecting, Responding, and Analysing: construct personal interpretations of drama works, connecting drama issues and themes to their own and others' ideas, feelings, and experiences

Drama

• explore and consider different perspectives on the issue of text messaging
• summarize key ideas as well as personal reactions through choral speaking

Dance 

Dance

I can:

• use body codes and symbols (gestures) to communicate

Language

Media Literacy 1.3: evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts
 

Media Literacy 1.5: demonstrate understanding that different media texts reflect different points of view

Media Literacy 2.1: explain how individual elements of various media forms combine to create, reinforce, and/or enhance meaning

Language

I can:

• read common texting symbols and understand how and why they are used  to communicate meaning
• listen to, think critically about, and respond to various points of view on texting
• recognize a variety of video conventions & techniques; explain how and why they are used to express specific points of view on texting

chart paper and markers
BLM #1 Decoding Texting Symbols (class set of photocopies)
BLM #2 Answers to Decoding Texting Symbols (class set of photocopies)
BLM #3 Venn Diagram Exit Card (one copy per student)
YouTube Videos
TV & VCR or projector
optional - percussion instrument (e.g., drum or tambourine)
optional - CD player and CD of soft instrumental music

Whole Class > Introduction

Introduce the Cyber_Bullying.ca unit to the whole class.  Post the Big Ideas and Guiding Questions for the unit (on chart paper). Keep the chart posted prominently in the classroom throughout the unit.

Whole Class > Mill Mixer

Have the students mill (move) about to music. Each time the music stops, ask the students to find a new partner to discuss one of the following questions:

Key Questions for Discussion:

What are your preferred and/or most frequent means of communication?  Why? (e.g., email, skype, facebook, twitter, YouTube, chat-rooms, MSN, AOL etc.)
How did people communicate before the the computer/Internet was invented? (e.g. pictographs, smoke signals, Morse code, telegrams, letters, etc.)
What are some positive impacts of advances in technology on communication?
How can electronic communication be misused/abused? (e.g. cyber bullying, invasion of privacy, etc.)

Pre-lesson Preparation: 

Write the Big Idea and Guiding Questions for the unit on chart paper.

Prepare a chart or overhead transparency with the Key Questions for Discussion for student reference during the mill mixer.

Make photocopies of BLM #1, BLM #2 and BLM #3.

Select and download one of the YouTube videos on texting from the hyperlinks section below.

Pairs > Decoding Texting Symbols Mixer

Distribute a copy of the BLM #1 Decoding Texting Symbols to each student. Have the students mill about the room to find a peer who can identify one of the symbols on his/her sheet (peer writes the answer and their name in one box). Direct the  students to continue teaming up with new partners to decode as many symbols as possible. Refer to   BLM #2 Answers to Decoding Texting Symbols for translations of the symbols. Students may like to take this guide home and use it in their personal e-communications.

Pairs > Decoding Body Symbols

Discuss with students how codes in texting, which facilitate quick and concise communication, might relate to symbols in body language (i.e., gestures) that we use everyday. For example, when we wave, wink, sigh, shrug, smile, point, blow a kiss, or roll our eyes, we are sharing meanings that would take many words to express. Some "body codes" might be less obvious, such as our posture, focus, or breath.  

Ask the students to find a partner, and stand facing one another. Inform the class that they are going to have a conversation using physical gestures, with no speaking or physical contact. You may wish to provide examples of gestures from the list above. Have one partner begin by performing a gesture to their partner. The other partner responds, and they exchange back and forth in dialogue. Encourage students to play with gestures that have obvious meanings, as well as more subtle ways that they communicate through body language.  Have half of the pairs continue their gestural conversation, while the other pairs observe. Then instruct the groups to switch roles as performers/observers.

Whole Class > Key Questions for Discussion:

What are some differences and similarities between "embodied" (in person) and electronic communication?
How does electronic communication affect your personal relationships with friends and family?
Do you say things online that you wouldn't say in person?
Do you have friends that you only know online? If so, how are your relationships with them different than with friends you know in person?

Whole Class > Viewing and Analysing Media: Texting Videos

Select one of the YouTube videos on texting from the hyperlinks section to the right, and prepare the class to view a televised broadcast about teen texting. Remind them that media texts are never neutral. They are always created with intention for a specific audience. Ask the students to view the broadcast, with focused attention on key messages and the target audience. After viewing the broadcast, invite students to use their critical literacy skills to analyse the media text.
Prompts: What different attitudes (positive, negative or mixed), are expressed towards texting in this video? What audience was this broadcast created for? With whom do you think the broadcasters want us to identify/sympathize?  How is this evident?
 

View the broadcast a second time, directing the students to pay attention to how the broadcasters use sound, framing, camera angles, lighting, facts, opinions, etc. to communicate their ideas about texting. Draw the students' attention to specific examples, by freeze-framing to analyse effects.
 

Prompts: Why do you think the camera moved in for a close-up at this point? What did you notice on a second viewing that you did not see the first time? What other points of view might there be about this issue? Who might hold them?  How would their interests be different from those of the creators? Who is meant to benefit from this text?  Who does not?  Why?

Individual > Popcorn Summary and Choral Speaking

This activity will provide students with an opportunity to debrief their learning about electronic communication. Ask the students to individually think of a single word or short phrase that summarizes an important idea/personal reaction/feeling they have about text messaging. Have the class stand in a circle, and explain that they are going to share their word or phrase in a choral speaking structure.  Tell them that whenever they are ready, without prompting, and whenever and as often as they wish, they can speak their words/phrases out loud. Voices will overlap (pop up randomly like popcorn), to create a chorus of voices. 

Students need to listen to the choral speaking as a whole in order to find suitable times at which to chime in. If effectively performed, there will be moments when one or a few voices are speaking, moments when multiple voices are speaking, and even some moments of silence; it is important that the room does not simply buzz with noise (too many speakers, causing the words to vaguely blend together).  Encourage students to experiment with the volume, rhythm, pace in their speech. After a sufficient length of time, cue the students to stop (students finish what is being said; do not stop abruptly). You may choose to cue students to start/stop with an instrument, such as a drum or tambourine.

Assessment for Learning (AfL) 

Use Appendix B Observation tracking sheet to record anecdotal observations.

Following the choral speaking, use the individual responses/group discussion to assess student knowledge and proficiency with texting codes.

Use the Venn Diagrams to gauge level of student understanding regarding electronic and embodied communication. Identify insightful student examples to share at the beginning of next class, with student permission.

Notes

Preface the "Body Symbols" exercise with a brief discussion of what type of gestures are appropriate in this context. Emphasize that while they are performing in role with their partner, they need to remain respectful at all times. Variation: assign topics for the physicalized conversation: e.g., greetings; goodbyes; thank-you's; pleas for help or assign roles: e.g., parent and teen; boss and worker; best friends; coach and athlete.

Critical Literacy Focus (CL)

Deep-viewing: Examining a media text several times, or listening to it without the visuals, and then viewing it without the sound, helps students identify the means by which texts are constructed and from what points of view.

Hyperlinks

You can use the website KeepVid to  download and save (to your laptop, PC, or memory stick) any video on the Internet by going to the KeepVideo site: https://www.media.io/
and following simple instructions asking you to copy & paste (into the provided text box) the web address of the page your selected video appears on.

Information on Text messaging is available on Wikipedia - "Text Messaging": http://en.wikipedia.org/wiki/Text _messaging

Preview and select one of the following YouTube broadcasts about texting for viewing and analysis:

• "Teen Texting. . . Keeps Parents Clueless"(4:06min.)
• "Text Messaging's New Language of Teens": (3:15 min.)
• "Extreme Teen Texting" (4:16 min.)

You may set a reflective atmosphere by dimming the lights and playing some soft instrumental music in the background.

Whole Class or Individual Response > Discussion

This may be done as a whole group oral discussion or as an individual written response. Prompts: Which words in this choral text stood out for you? Why were these the most powerful for you? 

Individual > Venn Diagram Reflections

Distribute a copy of BLM #3 to each student. Using a Venn diagram, ask students to identify differences and similarities between electronic and embodied communication. 

Assessment for Learning (AfL)

Use questioning to prompt student reflection. Record notable responses on observation tracking sheet.

Collect their Venn diagram reflections and review for understanding.