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Garden City School Library: Keep Out!

Essential Question

How can I protect my information and online accounts with a strong password?

Lesson 1 - Tips

  • Introduction: Remind that we discussed "Rings of Responsibility" last week, and that keeping your information private is a way to be responsible to yourself. One way people sometimes give away info is by including it in their passwords (date of birth, pet name, etc.). Tell them that today, we'll learn some tips for creating strong passwords that are not too hard to remember.
  • Discussion: This lesson is based on the Common Sense Media "Strong Passwords" lesson materials, which have been retired. "Ask the students to list examples of non-electronic security devices that people use to protect their possessions from being stolen or used by others (ex. locks). Then ask for examples of when you use passwords for electronic devices (ex. logging on to a computer). Finally, ask for examples of what could happen if someone got hold of your passwords."

    Go over the following tips: 
    • Don't share your passwords with anyone but your parents.
    • Don't use easy-to-guess words, like your nickname or favorite number.
    • Don't include any info like where you live or your birthday in the password.
    • Don't use dictionary words.
    • Use at least 8 characters, with a combination of letters, numbers, and symbols. 

One way to pick a hard password is to come up with a phrase and then use the first letter of each word in that phrase. For example: My family likes to hike in the fall: mfl2hitF

  • Activity/assessment: Hand out the assignment below, which asks students to come up with a famous person or character and create a weak password for them and then a strong one. Do one together on the whiteboard. (Example: Tom Brady - weak = QB12patriot; strong = TAOG144ilf [greatest of all time backwards, 12x12, "I love football]).

    • 4 = super creative PWs related to the details shared about the chosen person
    • 3 = strong PW has at least 8 characters with a combination of letters, numbers, and/or symbols
    • 2 = not enough differentiation between week/strong and/or strong PW does not meet the stated requirements
    • 1 = student does not demonstrate any understanding of how to construct a strong PW



Lesson 2 - Okay or No Way?

  • Review: Ask the kids to explain what plagiarism is and to give examples.
  • Assessment: Hand out the "Okay or No Way?" assignment from CommonSense Media's original curriculum lesson "Whose Is It, Anyway?". As the students choose their answers in their groups, walk around the tables and make note of how many situations they have assessed correctly.

    3.5 = all four correct 
    3 = three correct
    2 = two correct
    1 = one correct
  • Discussion: This may need to happen the following week. Go over the correct answers.

Lesson 3 - Summarizing Plots 2

  • Review: Ask the students to explain the difference between retelling and summarizing.  Then ask them to give the words that SWBST stand for and write them on chart paper.
  • Readaloud: Read Rumpelstiltskin by Paul O. Zelinsky to the students. Before having the students start their summaries, review the list of potential “somebodies” – the girl, the king, Rumpelstiltskin.
  • Individual work: Using the template below, students summarize the story.

  • Assessment:

    plus = exceptionally well-written summary

    check = all elements within framework included and make sense

    minus = summary element missing or nonsensical​

  • Extra Credit: Check with classroom teachers to see what whole-class novels they’ve covered. Have an additional summarizing paper available with those titles for the kids to choose from. 
  • Follow-up: Later in the year, I do a lesson on primary v. secondary sources and read Jon Sciezka’s The True Story of the Three Little Pigs to the students to demonstrate the “three sides to every story" adage.


Standards Addressed

AASL:  1.1.6 - Read, view, and listen for information presented in any format in order to make inferences and gather meaning; 2.1.2 Organize knowledge so that it is useful; 3.1.3 - Use writing and speaking skills to communicate new understandings effectively; ​4.1.3 - Respond to literature and creative expressions of ideas in various formats and genres

Common Core: SL.5.2 - Summarize a written text read aloud; RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text; RL.5.6Describe how a narrator’s or speaker’s point of view influences how events are described.