NYS Common Core Learning Standard(s)

NYS Common Core Learning Standard(s)

Writing; focus on various text types, response to research, and reading.

Reading; focuses on the comprehensibility and complexity of a text.

Speaking and listening; ensure that all students participate fully in the lesson.

Language; ensure the language used is understandable by every student, and all vocabulary relating to typing is covered.

Learning Objective(s)

After the lesson all the students should be able to;

Locate and identify keys in the keyboard.

Show their ability to type complete sentences.

Materials

Computers with keyboards.

Keyboard templates.

Sentences or words for the students to type for relay race activity

Yellow, purple, blue, green, and pink colored pencils

Body of Lesson

The entire lesson is about typing. Typing is an easier task, but it requires proper positioning. While typing an individual should;

Sit up straight.

Elbows bent at sides.

Thumbs are resting at the space bar.

Feet flat on the floor.

Fingers curved and resting on home row keys.

Eyes straight on the monitor.

Apart from the posture, students should be taught to edit, deleting, copying, inserting, cutting, and saving the text.

Introduction/Motivation

Start the lesson by giving keyboard templates for every student.

Ask the students to observe the template keenly and discuss in pairs of two;

1. what they learn on the arrangement of letters.
2. what do you notice about the numbers and letters.

Who knows the software we use to type documents?

Who can name any key in a keyboard?

What do you use words for? Words are used to make sentences

. We are going to use a program called pages to write documents. We can write words and sentences in pages just as we write the word in our books. All our punctuation marks, letters, symbols, and numbers present in our keyboard.

Instructional Strategies

Direct instruction;

Have the student locate the QWERTY letters in the templates, let the read ‘QWERTY’ loudly, and ask students why are they arranged in this QWERTY form rather than alphabetical order.

Look at the images of keys in the lesson and allow the student to shade using their colored pencils as they appear in the lesson templates.

Divide the students into groups of two students, having them practicing together one as a typer and the other as the caller.

As the students are practicing in groups, work around the room, helping them to adopt correct finger placement on the keyboard.

Teach students how to open, save, and edit word documents.

Read the summary of the lesson together with the students and allow the students to ask questions.

Independent practice

have students open the word documents and type story about their first experience in typing lessons.

Ensure every student has typed their experience in the correct format.

Technology Component

Inform the students about the existence of several typing technologies.

Touch typing: the typist use a home row method, where the typewriter keeps their wrist up rather than sitting on a desk

Hunt and Peck: can also be referred to as two-finger typing. A typer always presses each key individually in this typing technology.

Buffering: buffering combines both touch and hunt and peck.

Differentiation

Monitor each student’s progress by going around the classroom and checking the typing capability of each student.

Have a document that indicates where changes should be made. Print off flip charts practice pages for students who are behind and those who are ahead.

Academic Languages

Use both oral and written and oral languages to identify whether the students understand the concept delivered during the lesson.

Language Function

Ask the students to show how to insert, cut, add and copy a text in a document

Let the students type their favorite school moments

Let the students save the text as “favorite.”

Academic vocabulary

o Domain-Specific

show each students procedures for formatting, deleting, copying, cutting, replacing and editing text

o General vocabulary

Provide students with under-outs showing procedures for saving, editing, and formatting documents

Syntax

Read a small paragraph and let the student type it on their computers.

Examine the texts typed by the students and compare it with your lesson expectations. Check whether their sentence patterns and grammatical structures are similar to what you read.

Discourse

Allow students to read sentences on papers as they type on the computer.

Instruct students to compete against each other when typing.

Closure

Allow the students to ask questions.

Answer essential questions

Allow them to draw a conclusion

Make the connection between theoretical and practical aspects.

Review key points and steps of typing

Preview future lessons.

Assessment

Give short questions to the students that will not count in the final grade.

In the final few minutes, divide students into groups and ensure every student participates actively in the discussion.

Re-engagement

Revisit the questions asked by the students

Examine the way students are holding their keyboards and inform them of the need for placing their hand correctly during typing.

Engage the entire class in discussion and explain their views on typing

critique wrong opinions given by the students.