Elementary Library

DIRECT INSTRUCTION & PRACTICE Step 1: Read Aloud & Discuss Introduce selected books and remind students of polite listening behavior and story time procedures. Use best practices while reading aloud. Use open-ended questions during story read aloud to help students notice how characters behave and feel before, during, and after screen time. Examples: What do you see (character) doing? How does that make them feel?

How does (character) feel while using their device? What makes you say that? How does (character) feel when they unplug from technology? How do you know? Have you ever felt like (character)? What did you do?

With assistance, students should be able to recognize that characters feel bored or alone while on devices too long, and happy and connected to others when they unplug.

Step 2: Brainstorm alternatives to screen time When the story has ended, return to the stated learning objective and ask: Why is unplugging and setting limits on screen time good for you?

Say: What are other things we can do instead of using technology when we want to have fun?

Allow students to share examples. Make a list on a whiteboard or poster of student ideas. Have students pretend to do each activity.

Step 3: Model positive activity Say: All of these examples are so fun! Something I love to do with all of you is dance. Let’s dance together today! Lead students through a dance to favorite music. Remind them about respecting each other’s space. It is important not to display any videos with this activity. Rather, let it be a screenless dance party. You can use manipulatives such as scarves, streamers, or shakers for added fun.

Some suggested music available online: • “I Really Love to Dance” by Laurie Berkner • “Silly Dance Contest” by Jim Gill • “The Shimmie Shake” by The Wiggles

Say: Let’s wrap up. Today we learned to set limits on our technology use. That’s one way we can be safe digital citizens. I want you to think about our objective today–“I can be a good digital citizen by setting limits for technology.” Silently ask and answer to yourself, do I understand why setting limits for technology is good for me? Review “I can” statements and ask students for thumbs up or thumbs down if they think they mastered today’s learning.

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