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Teacher-Facing Resources

Type:Lesson

Estimated Time:15 minutes

Grades:5-8

Score Type:Automatically Graded

Work completed by a student will be automatically graded and the grade will be sent to the Learning Management System (LMS) gradebook

Available Languages: English, Spanish


Vocabulary: IM, Internet, Internet safety, collaborate, communicate, contact list, emoticon, instant message, netiquette, online safety, password, punctuation


Primary Objectives:

  • Student demonstrates a sound understanding of the nature and operation of instant messaging systems.
  • Student becomes proficient in the use of instant messaging.
  • Student practices responsible use of instant messaging systems, information, and software.
  • Student uses instant messaging to enhance learning, increase productivity, and promote creativity.
  • Student uses instant messaging to help solve problems and make informed decisions.
  • Student learns about Internet safety.
  • Student learns to only IM people that they know.
  • Student learns to never IM personal information.
  • Student learns to ignore and reject unexpected links, files, and invitations, to only click if they know who sent it and why.
  • Student learns to never meet someone offline if they only know them online.
  • Student learns to use netiquette, use punctuation marks and emoticons to communicate emotion, to never type in all caps.
  • Student learns to think before they type, to never type anything they wouldn’t say in person.
  • Student learns to how to create a strong password.
  • Student learns to only add people they know to their IM contact list.

Secondary Objectives:

  • Student understands, manages, and creates effective communication.
  • Student accesses, analyzes, manages, integrates, evaluates, and creates information.
  • Student express voice in text messages.

Subjects:

Adjusts Accordingly / Identify

Language Arts > Communication > Speaking Strategies / Presentations > Audience > Adjusts Accordingly / Identify

Identify Message

Language Arts > Communication > Media Literacy / Viewing > Main Idea > Identify Message

Instant Messaging 

Technology Education > Information Technology > Internet > Instant Messaging 

Instructions

Language Arts > Communication > Listening Strategies / Context > Follow Directions > Instructions

Negative Impact 

Technology Education > Information Technology > Internet > Negative Impact 

Notes Messages Correspondence Invitation Email

Language Arts > Writing > Letters / Correspondence > Informal > Notes Messages Correspondence Invitation Email

On-line Etiquette 

Technology Education > Information Technology > Basic Operations and Concepts > On-line Etiquette 

Online collaboration 

Technology Education > Information Technology > Internet > Online collaboration 

Personal Safety / Use / Online

Science > History / Technology / Social Perspectives > Computer Science > Personal Safety / Use / Online

Privacy 

Technology Education > Media and Culture > Law and Legal Issues > Privacy 

Problem Solving 

Technology Education > Information Technology > Student Use > Problem Solving 

Security Options 

Technology Education > Information Technology > Internet > Security Options 

Security and Privacy 

Technology Education > Information Technology > Internet > Security and Privacy 

Social Influences, Impact and Issues 

Technology Education > Information Technology > Technology and Society > Social Influences, Impact and Issues 

Societal Impact

Science > History / Technology / Social Perspectives > Technology > Societal Impact

Spoken Vs. Written English

Language Arts > Communication > Listening Strategies / Context > Function of Language > Spoken Vs. Written English

Student Communication with Others 

Technology Education > Information Technology > Digital Communications > Student Communication with Others 

Student Evaluation and Selection of Tools / Software for Task 

Technology Education > Information Technology > Student Use > Student Evaluation and Selection of Tools / Software for Task 

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing

Websites / Blogs / Email / Internet

Language Arts > Computer Literacy Skills > Personal Use > Websites / Blogs / Email / Internet
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  • In this lesson, students add an avatar to their IM profile. To help expand this skill for real-world application, you might want to show students how to crop and resize graphics to be 100 x 100 pixels or less. Then, allow students to practice this skill if time permits.

  • Many IM acronym lists are available online. If desired, conduct an Internet search to find acronyms that students might find useful in their online communications. Share the acronyms with the class.

  • While most Instant Messaging programs offer similar capabilities, their interfaces vary widely. For example, in Windows Live Messenger version 8.1, you access the menus by clicking the small down-arrow in the upper-right corner. Furthermore, many interfaces offer a large collection of emoticons (many more than the basic emoticons introduced in the lesson). You might want to point out some features in the IM program used in your school if necessary.

  • The underlying theme throughout this unit is the role of effective writing in all walks of life throughout the world and throughout history. The lessons are presented against a backdrop of music festivals held around the world, and the accompanying activities are based on Shakespearean works. Note that music compositions and plays draw heavily on many basic writing and communication principles and skills. By exploring words in the context of music and poetic discourse, students can expand their perceptions of the multipurpose and cross-cultural aspects of written communication.

  • Using paper and pen, students can fine-tune their Instant Messaging skills. Begin by having the class brainstorm as many known IM abbreviations as possible. If necessary, support the brainstorming session by providing some examples (such as BRB, LOL, G2G, and so forth) found online after conducting an Internet search. List the common abbreviations on the board to serve as a reference. Then, have student pairs simulate an instant messaging session by silently passing a notebook or piece of paper back and forth. Instruct student pairs to work together to solve a specific logic puzzle or riddle, create a plan (such as choosing a research topic), or complete an assigned task of your choice. Tell students they must solve their problem using only one side of the sheet of paper. Recommend that they limit each turn to a maximum of two sentences, and remind them that they may use abbreviations if desired. The goal is to communicate as clearly and concisely as possible.
S.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
S.2.a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
S.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
S.2.d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
S.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.6.d Students publish or present content that customizes the message and medium for their intended audiences.
S.7.a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
S.7.b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
1B-NI-05 Discuss real-world cybersecurity problems and how personal information can be protected. (P3.1)
2-IC-22 Collaborate with many contributors through strategies such as crowdsourcing or surveys when creating a computational artifact. (P2.4, P5.2)
2-NI-05 Explain how physical and digital security measures protect electronic information. (P7.2)
ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
ELA-Literacy.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
ELA-Literacy.W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.