Digital Communication Etiquette

Overview

This 45-minute session is the 5th in a 6-lesson unit Communications in Action. It aims to develop students’ understanding and skills in respectful, effective digital communication, focusing on emails and social media. The session respects diverse learning needs of ASD students in mixed-ability LCA and L2 classes, with dyslexia-friendly materials and tailored activities.

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Curriculum Alignment

IE Curriculum: Junior Cycle Framework for Communication (adapted for LCA and L2 contexts)

• Learning Outcomes:

  • Develop personal and interpersonal skills to communicate appropriately in different contexts.
  • Understand and apply digital communication principles including tone and professionalism.
  • Recognise diversity in communication needs and adjust messages accordingly.

• Key Competencies (LCA Strand 2 & 3; L2 English):

  • Communicate effectively using a range of media.
  • Show awareness of audience and purpose in communication activities.
  • Demonstrate understanding of respectful and ethical communication.

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Learning Objectives

By the end of the lesson, students will:

1. Identify key elements of digital communication etiquette, including tone and professionalism.
2. Understand the impact of tone in emails and social media messages.
3. Apply appropriate language and structure when composing a professional email or social media post.
4. Reflect on digital communication challenges and how to overcome them, especially considering ASD and mixed ability needs.

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Success Criteria

Students will be successful when they:

• Can explain two important rules of digital etiquette.
• Write a clear, polite email message using appropriate tone and format.
• Discuss differences in tone between professional emails and social media posts.
• Use dyslexia-friendly tools or strategies when reading or writing digital messages.

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Resources

• Dyslexia-friendly text handouts: easy-read of digital etiquette rules with symbols and spacing adjustments
• Whiteboard and markers
• Printed scenarios (email/social media) for group discussion
• Tablets or computers with simple email and social media simulators (optional)
• Visual prompt cards: emotions, tone words, professional vs casual phrases

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Lesson Structure

1. Warm-up (5 minutes)

• Greet students and ask a simple question: “How do you talk to a friend online vs to a teacher through email?”
• Record answers on whiteboard under two columns: Friend / Teacher
• Share brief review of last lesson to build continuity.

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2. Introduction to Digital Etiquette (10 minutes)

• Present 3 key principles of digital etiquette (simple language, visuals):
  1. Think about your tone – How would your words sound?
  2. Keep it professional for emails; informal but respectful for social media.
  3. Check your message before sending – spelling, clarity, meaning.
• Read a short dyslexia-friendly passage aloud; students follow along with their handouts.
• Use emotion cards to match tones (friendly, rude, professional). Ask: “Which is better for a teacher’s email? Why?”

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3. Group Activity: Spot the Right Tone (15 minutes)

• Divide students into pairs or small groups (according to ability).
• Provide scenario cards with short emails or social media posts showing inappropriate or appropriate tones.
• Students discuss and highlight: What’s wrong or good? How can they improve it?
• Use phrase cards to help rewrite sentences with better tone/form.
• Groups share one improved example aloud.

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4. Independent Practice: Write Your Email (10 minutes)

• Students compose a professional email (on paper or device) to a teacher requesting help or information.
• Provide dyslexia-friendly templates with sentence starters and checklists (greeting, body, closing).
• Teacher supports students individually, especially those with additional needs.

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5. Reflection and Wrap-Up (5 minutes)

• Quick round-table: “What did you learn today? What is one rule you will remember?”
• Use a ‘traffic light’ system with coloured cards to indicate confidence level:
  • Green = I’m confident about digital etiquette
  • Amber = I need some more help
  • Red = I’m still confused

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Differentiation Strategies

• Use visual aids and scaffolds for ASD and dyslexic learners.
• Verbal explanations and repetition as needed.
• Mixed-ability pairing: peer support for writing and understanding tone.
• Allow alternative responses: drawings or voice recordings instead of text where appropriate.

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Extension Opportunities for Advanced Learners

• Explore how digital etiquette differs across platforms (e.g., professional LinkedIn vs casual Instagram).
• Role-play challenging digital communication scenarios (e.g., responding to online conflicts politely).
• Research and present on the importance of digital footprints and privacy settings.

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Assessment

• Formative: Observe participation in discussions and group activity.
• Written/email assignment reviewed against success criteria.
• Exit ‘traffic light’ reflection for self-assessment.

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Teacher’s Notes

• Create a calm, structured environment with predictable routines to support ASD learners.
• Be explicit about expectations and provide clear examples.
• Use positive reinforcement to encourage engagement and confidence.
• Consider brief sensory breaks if needed during group or independent work.

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This lesson promotes respectful, confident digital communicators ready for today’s diverse personal and professional environments, fully aligned with the IE Curriculum framework and adapted specifically for your ASD and mixed-ability cohort.