The Downsides of the Internet — Lesson Plan, Grade 9
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Lesson plan
| Section |
Digital Communication and Media Literacy
|
| Lesson title |
The Downsides of the Internet
|
| Class |
9
|
| Lesson objectives according to program |
9.1.3.1 Уважать различные точки зрения
9.1.10.1 Использовать устную или письменную речь для проведения анализа и изучения широкого спектра мнений и взглядов на мир
9.6.6.1 Использовать относительные, демонстративные, неопределенные и количественные местоимения и большое количество рефлексивных местоимений по многим знакомым общим и учебным темам
|
| Lesson objectives |
Students know common disadvantages of internet use, including misinformation, cyberbullying, privacy risks, and excessive screen time.
Students know how to compare differing opinions about internet use and support a viewpoint with reasons.
Students know how to use relative, demonstrative, indefinite, quantitative, and reflexive pronouns accurately when discussing internet-related topics.
|
| Values |
Respectful dialogue: students listen to and consider differing views about internet use without dismissing others.
Responsible digital citizenship: students recognize the importance of protecting privacy and using online spaces thoughtfully.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Opening and Prior Knowledge 5 min |
Organisational moment:
Welcome students, check attendance, and introduce the topic, “The Downsides of the Internet.”.
Ask students to name one way the internet helps people and one possible problem it can cause.
|
Students greet the teacher and prepare their materials. Students share a benefit and a possible downside of internet use. | Shares one relevant internet benefit — 1 point. Shares one relevant downside — 1 point. Stage maximum — 2 points. | board, notebooks |
| Exploring Key Ideas 8 min |
New material explanation:
Present key concepts: misinformation, cyberbullying, privacy risks, and excessive screen time.
Explain that internet use can have both benefits and drawbacks, and that people may hold different perspectives.
Review relative, demonstrative, indefinite, quantitative, and reflexive pronouns using examples: “websites that spread false information,” “these risks,” “someone online,” “many users,” and “protect themselves.”.
Slide 1 — The Downsides of the Internet
Slide 2 — A message shared in a group chat can reach people far beyond the person who first sent it.
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Four Common Risks
Slide 5 — Weighing Internet Use
Slide 6 — Which concern should schools and families address first, and what reasons support your ch…
Slide 7 — Relative and Demonstrative
Slide 8 — Indefinite, Quantitative, Reflexive
Slide 9 — Key Takeaways
Slide 10 — Recall and Apply
|
Students listen, record key terms, and identify the pronoun types in the examples. Students give one additional example sentence about an internet risk. | Identifies at least three downsides correctly — 1 point each, max 3 points. Correctly identifies two pronoun types — 1 point each, max 2 points. Stage maximum — 5 points. | |
| Viewpoints and Evidence 8 min |
Questions to the class:
What risks can arise when people share personal information online?
How can cyberbullying affect someone?
Do you think the internet is mostly harmful or mostly helpful? What evidence supports your view?
Answers:
Personal information can be misused, shared without permission, or used to target someone.
Cyberbullying can cause distress, isolation, or harm to a person's confidence.
Accept reasoned answers on either side, supported by relevant examples or evidence.
|
Students consider the questions and respond with relevant examples. Students listen respectfully to different opinions and distinguish claims from supporting evidence. | Gives a relevant answer to each of the first two questions — 1 point each, max 2 points. Gives a supported viewpoint for the third question — 2 points. Stage maximum — 4 points. | discussion prompt cards, board |
| Opinion Sorting Game 7 min |
Instructions:
Organize students into small groups and give each group cards with statements about internet use.
Ask groups to sort the statements into “risk,” “possible benefit,” or “depends on use.”.
Ask groups to justify one choice and use at least two target pronoun types in their explanation.
|
Students sort the statements, discuss different interpretations respectfully, and explain one choice using at least two target pronoun types. | Correctly sorts four statements — 1 point each, max 4 points. Gives one reasoned explanation using two target pronoun types — 2 points. Stage maximum — 6 points. | |
| Language Practice Assignment 7 min |
Instructions:
Hand out a short writing task: write a paragraph of four to five sentences about one downside of the internet and one way to reduce its harm.
Require at least four different pronoun types from the lesson and one sentence that acknowledges another point of view.
Remind students to give a clear reason or example.
|
Students write an individual paragraph, apply the target pronouns, and include a respectful reference to a different viewpoint. | Explains one downside and a way to reduce harm — 2 points. Uses at least four target pronoun types accurately — 1 point each, max 4 points. Acknowledges another viewpoint respectfully — 1 point. Stage maximum — 7 points. | |
| Knowledge Check Quiz 6 min |
Instructions:
Give students a short quiz with five items: identify a downside, select a suitable relative pronoun, identify a demonstrative or indefinite pronoun, choose a quantitative or reflexive pronoun, and select a supported opinion.
Review the answers briefly after students complete the quiz.
|
Students complete the five quiz items independently and check their responses during the brief review. | Correct response to each quiz item — 1 point each. Stage maximum — 5 points. | |
| Reflection 4 min |
Runs the "Reflection" reflection. End the lesson with quick student feedback — emoji vote and share the results.
|
Students complete the "Reflection" reflection and assess their understanding of the topic. | Names one internet risk accurately — 1 point. States one respectful discussion practice or responsible online action — 1 point. Stage maximum — 2 points. |
Health and safety compliance
| Health and safety compliance | Remind students not to share personal, identifying, or sensitive information during classroom discussions or in any online examples. If digital devices are used, maintain a comfortable posture and take brief eye breaks. |
Material details
- Material type
- Lesson Plan
- Grade
- Grade 9
- Language
- English
- Education direction
- Humanitarian
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