WCS--Third+Grade

=WCS Third Grade =

= Holiday Greetings = = = __**If you would like a 15-30 minute video on this lesson, [| click here] (there's a fee, but not much. It's monthly--join for a month and drop out when you want to). **__ = = Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these. //Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster. //
 * //Week of Nov. 11th //**
 * // [|Lesson 11 in Workbook] //**
 * Ask who has evidence of learning for Evidence Board.
 * Sign up for Speak Like a Geek presentations today (see next pages). This is second Board Presentation. Students define word, use it in a sentence, answer questions. It takes about three minutes. Presentations start after holidays.
 * Speak Like a Geek covers words used during tech class—likely from lessons in this curriculum. Students independently figure out meanings of these words using parents, friends, classmates, even you as teacher if they get desperate. Students may look words up on internet, but caution them not to use terminology they don't understand.
 * Open word processing program like Word, Open Office, Google Docs. Add heading to top of doc.
 * Review writing rules that apply to whatever type of writing students will do during this project. It can be letters, stories, poetry—anything that supports classroom inquiry. Students should have a writing project with them that they completed in their class.
 * Give students ample time to type. While they type, have them take turns signing up for Speak Like a Geek. Be sure they fill out a sheet with their name, vocabulary word, and presentation date (see end of lesson).
 * When done typing, select entire piece (Ctrl+A), change font size to 14-18 (depending upon how much they wrote).
 * Change font, font size, and font color of three-five words in project (see inset).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add a title.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add festive border.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add pictures that fit the theme of the story. Remember: pictures communicate information. Use them in that manner. Remind students picture goes where cursor is blinking.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before printing, insure everything fits on one page. If not, resize images and/or font.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Those who don’t finish: No worries. Finish next week while others create a holiday card in Publisher.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use the computer, practice good keyboarding skills.
 * Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Visit holiday websites like:
 * [|//12 Days of Christmas//]
 * [|//NORAD Santa//]
 * [|//Penguin Show//]
 * [|//Reindeer Orchestra//]
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save (Ctrl+S), save as to flash drive for back-up, print (Ctrl+P). Ask students about difference between ‘save’ and ‘save-as’? And why back up? Is that really necessary?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, remember to use correct vocabulary. Find opportunities to incorporate lesson vocab.


 * <span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">More **
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">MS Word Tricks Students Should Know //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher] Collaboration? Use Discussion Button above. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum] //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural) //


 * //<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. //**

= = <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Tables II = <span style="font-family: 'Comic Sans MS',cursive;">**//<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Nov. 4th //** **//<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 10 in Workbook] //**  = <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">__**<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you would like a 15-30 minute video on this lesson, [| click here] (there's a fee, but not much. It's monthly--join for a month and drop out when you want to). **__ <span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button. And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these. = <span style="font-family: 'Comic Sans MS',cursive;">//<span style="font-family: 'Arial Black',Gadget,sans-serif;">Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster. // = = <span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: Verdana,Geneva,sans-serif;">More **  = = <span style="font-family: 'Comic Sans MS',cursive;">**//<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. //** =
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Finished Problem Solving Board presentations.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Anyone have transfer of knowledge from tech to classroom or home? Share with class and put a badge on Evidence Board. Do this every 2-3 weeks.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Word (or similar word processing program that allows for tables). Before starting this week’s project, review MS Word tips on next pages. Demonstrate what they are and how they help. Have students follow on their computers.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open last week’s table project. Finish landforms and examples.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Demonstrate how to find images for ‘Picture’ column of table:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Go to Google Images //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Search for pictures of landforms. //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Copy-paste from internet to table cell where it belongs //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Resize so it fits well. //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Point out how to toggle between internet and table with shortkey, //Alt+Tab.// Have them try it. Those who don’t get it can continue to toggle off taskbar.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before students start: Discuss images. Do they enhance communication of this topic? How does understanding change based on words or pictures?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Also: Discuss use of internet images. Is it OK to use any internet-based images without crediting creator? This will be covered thoroughly in Lesson 15.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students complete their table. When done, discuss how grouping information and providing images makes the topic clearer.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use the computer, practice good keyboarding skills.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Save to network folder; save-as to flash drive if appropriate. What’s the difference? Close with Alt+F4.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocab. Check this item if you did that today!
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Those who finish: Practice QWERTY row on online site. Remember that speed and accuracy count in third grade. Keep hands curved over home row; body square in front of keyboard, good posture; elbows at sides; eyes on screen
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to classroom or home
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocab. Check this item if you did that today!
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">For those done, make a Thanksgiving/holiday card in Publisher using 2nd grade skills.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Close to desk top with ‘x’ or Alt+F4.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it.
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">MS Word Tricks Students Should Know //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher] Collaboration? Use Discussion Button above. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum] //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural) //

= = <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Tables = <span style="font-family: 'Comic Sans MS',cursive;">**//<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of October 28th //** **//<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 9 in Workbook] //**  = <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">__**<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you would like a 15-30 minute video on this lesson, [| click here] (there's a fee, but not much. It's monthly--join for a month and drop out when you want to). **__ <span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button. And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these.

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//<span style="font-family: 'Arial Black',Gadget,sans-serif;">Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster. // <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: justify;">
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continue Problem Solving Board.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Word (or similar word processing programs that allows creation of tables) and put standard heading at top of page—name, teacher, date. Use keyboard shortcut for date (Shift+Alt+D).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss the meaning of ‘table’. Why would one organize information in a table (Hint: It’s a great way to group related information)?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Where have students seen tables before (sports roster?). Show students what information looks like 1) in a table, and 2) in paragraph format. Which is easier to understand? How does arranging information by category and group aid in comprehension?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Relate this information arrangement to graphic organizers—wasn’t the graphic organizer in the previous unit easier to understand than the text?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Model how to add a table. Leave one row out to show how easily rows are added. Type in column and row categories (see inset).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss the meaning of ‘headings’ and ‘categories’
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students add a table with three columns, four rows—we’ll add extra rows as needed.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add heading to each column—we’ll use ‘landform’, ‘example’, picture’ in this lesson.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss each landform. As a group, come up with exemplars for ‘Example’ column. These can come from class discussion or student personal knowledge. Notice how cell grows to accommodate information.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tab to move to next cell. Continue with all landforms.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Here are basics to move around table:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tab—move right //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Shift+tab—move left //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Enter—create a second line in cell //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tab in last cell of table—add a new row //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use the computer, practice good keyboarding skills.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students will add pictures next week.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Save to network folder, save-as to flash drive (if available). What’s the difference between ‘save’ and ‘save as’?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Those who finish: Practice keyboarding on installed software or online site. Speed and accuracy counts in third grade. Keep hands curved over home row; body square in front of keyboard; elbows at sides; eyes on screen.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students every week to transfer knowledge to the classroom or home. Tuck chairs under desk, headphones over tower; leave station as you found it.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocab. Check this item if you did that today!


 * <span style="font-family: Verdana,Geneva,sans-serif;">More **
 * //<span style="font-family: Verdana,Geneva,sans-serif;">How do I determine keyboarding speed? If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster) //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. //
 * Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 25 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher] Collaboration? Use Discussion Button above. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum] //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural) //


 * //<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. //**

= <span style="font-family: Verdana,Geneva,sans-serif; text-align: left;">Word Story II =
 * //<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of October 21st //**
 * //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 8 in Workbook] //**

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">__**<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you would like a 15-30 minute video on this lesson, [| click here] (there's a fee, but not much. It's monthly--join for a month and drop out when you want to). **__

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button. And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these.

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//<span style="font-family: 'Arial Black',Gadget,sans-serif;">Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster. // <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: justify;">
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Homework due last day of each month. See end of text for assignments.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Anyone have transfer of knowledge from tech to classroom or home? Share with class and put a badge on Evidence Board. Do this every 2-3 weeks.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continue Problem Solving Board presentations.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Word (or similar word processing program); open story saved last week.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Spell check (right-click on red squiggly lines). Model if necessary.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Grammar-check (right-click on green squiggly lines).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use the computer, practice keyboarding skills.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now that story is written, student knows title. It is exciting, pulls the reader in, is short and concise. Add it to story.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Finish story formatting using skills learned last year. Demonstrate and then guide students to achieving them:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Change font/size/color of three words by clicking inside word (not highlighting) and selecting tool from ribbon. //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add a festive border. Be sure it’s a ‘page border’. //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add three pictures by clicking where picture should go. Notice blinking cursor. That’s where image will go. Insert from clipart. Use handles ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> to resize. Story must fit one page. //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When student thinks s/he’s done, fill out rubric with a partner (next pages) to verify all skills are included.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Check Print Preview to be sure story fits one page. Print (Ctrl+P). Save (Ctrl+S); save-as to flash drive. Discuss difference between ‘save’ and ‘save-as’.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Mulligan Rule is in effect with this project.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Close down to desktop (Click all ‘x’s and save, or Alt+F4).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Those who finish: QWERTY row practice on online typing site. Goal: 15 wpm by end of third grade. Correct posture, legs in front; hands in home row, curved over keys.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocab.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students every week to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it.


 * <span style="font-family: Verdana,Geneva,sans-serif;">More **
 * //<span style="font-family: Verdana,Geneva,sans-serif;">How do I determine keyboarding speed? If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster) //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. //
 * Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 25 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher] Collaboration? Use Discussion Button above. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum] //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural) //


 * //<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. //**

= <span style="font-family: Verdana,Geneva,sans-serif; text-align: left;">Word Story 1 =
 * //<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of October 14th //**
 * //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 7 in Workbook] //**

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">__**<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you would like a 15-30 minute video on this lesson, [| click here] (there's a fee, but not much. It's monthly--join for a month and drop out when you want to). **__

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button. And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these.

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//<span style="font-family: 'Arial Black',Gadget,sans-serif;">Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster. // <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;"> = =
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remember: Homework due at end of each month.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Problem Solving Board presentations today (and every week). See grading rubric under Lesson #4. Are there any problems presenters are having (i.e., not speaking loudly enough)? Review before today’s presentations for the benefit of all.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Start Word project—Week 1 of 2. Open MS Word (or your school word processing program. Be sure it allows for insertion of pictures). This project will review what students know.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Start with heading—name, teacher, date. Why is a heading helpful?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use keyboard shortcut for date (Shift+Alt+D).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Copy story on next page (see inset) including crossed out words and misspellings—don’t change them! As students type, display it on SmartScreen.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use the computer, practice good keyboarding skills.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">What are red, green and blue squiggly lines? Demonstrate how to use right-click to correct misspellings, grammar errors. Have them do this also.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Explain a ‘synonym’. Can anyone suggest synonyms for crossed out words ‘little’ and ‘fun’? Why is ‘little’ not very descriptive? A mouse is little compared to an elephant, but not so little compared to a grasshopper. Think of the word ‘old’. Students consider twenty old. Others consider it young. What’s a better description that everyone would get? Scribe to SmartScreen the terms students think up. Pick one. How does it tweak meaning? Is this your intention? Now try synonyms for ‘fun’ as a group. Now have students add more synonyms to their story.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Next, add sentence(s) to story that include detail on character(s), setting, plot. It should develop experiences or events using descriptive detail and clear event sequences. Demonstrate what this means and have students add sentence(s) to their story.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Finally, add an ending sentence that provides a sense of closure. Demonstrate what this means. Have students add closing sentence.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Next week, students will finish story and decorate.
 * T hroughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Those who finish: Practice Home row using online keyboard program. Third grade goal: 15 wpm.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to maintain correct posture, legs in front; hands in home row, fingers curved over keys every time they sit at the computer—not just for keyboard practice.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocab.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save (Ctrl+S). What’s the difference between ‘save’ and ‘save-as’? When do you ‘save’ and when ‘save as’?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Close down to desktop (Alt+F4).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students every week to transfer knowledge to the classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it.
 * <span style="font-family: Verdana,Geneva,sans-serif;">More **
 * //<span style="font-family: Verdana,Geneva,sans-serif;">How do I determine keyboarding speed? If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster) //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. //
 * Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 25 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher] Collaboration? Use Discussion Button above. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum] //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural) //
 * //<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. //**

= <span style="font-family: Verdana,Geneva,sans-serif;">Graphic Organizers II = //**<span style="font-family: Verdana,Geneva,sans-serif;">Week of Oct. 7th **// //**<span style="font-family: Verdana,Geneva,sans-serif;"> [|Lesson 6 in Workbook] **//


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Practice keyboarding with [|DanceMat Typing] or [|Nimble Fingers] (Google name for website). Only homerow this first month! Review good posture tenants with students.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Problem Solving Board presentations start today. Remind students what is required in a presentation (see rubric at end of Lesson 4). Follow agreed-upon discussion rules (per Common Core Standards—ask questions respectfully, listen to others with care, speak on topic one at a time).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss presentations. What have students learned about presentations?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">This is Week 2 of 2 on graphic organizers. Students can sit in their groups if doing this project in that manner. See samples in text.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continually throughout the class, check for understanding. Expect students to solve problems and make decisions.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to save early/save often. Why? What does this accomplish? (see poster in text).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Finish labeling each layer. Remember grammar/spelling.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Format graphic organizer to reflect student unique communication of information.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save project to student file folder; save-as to flash drive (if available). Why save a second copy? Prompt students to understand why they ‘save’ once and ‘save-as’ the next time.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Print (Ctrl+P); close Word (Alt+F4)
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocab. Check this item if you did that today!
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Those who finish: Go to websites on an inquiry topic. Check appendix for list by subject. Remind students how to use the internet safely.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it.
 * <span style="font-family: Verdana,Geneva,sans-serif;">More **
 * //<span style="font-family: Verdana,Geneva,sans-serif;">How do I determine keyboarding speed? If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster) //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. //
 * Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 25 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher] Collaboration? Use Discussion Button above. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum] //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural) //
 * //<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. //**

= <span style="font-family: Verdana,Geneva,sans-serif;">Graphic Organizers I = //**<span style="font-family: Verdana,Geneva,sans-serif;">Week of Sept. 30th **// //**<span style="font-family: Verdana,Geneva,sans-serif;"> [|Lesson 5 in Workbook] **// = = <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**//<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">In the set of all students in class, Joey is a subset of students who have read hair, like soccer, and have a dog. //** <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Warm up with keyboarding with [|DanceMat Typing] or [|Nimble Fingers] (Google name for website). Only homerow this first month! Review good posture tenants with students.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Take a few minutes to review most important keyboard keys (see end of lesson).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Homework has started. Any questions?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Problem solving Board starts next week. Any questions?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review last week’s Hardware Quiz? Any answers routinely missed? What’s the Mulligan Rule?[[image:k-3tech/whats a mulligan.jpg align="right" caption="whats a mulligan.jpg"]]
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Today, we use a word processing program (in this case, Word, but pick any that allows editing of graphic organizers. The lesson is program-neutral as long as it's word processing) to help understand sets. What are sets? Likely, this is a new concept. Ask a few leading questions:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Is this class made up of boys and girls? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Do girls in this class have blonde, black, brown hair? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Is there someone in the class who is a girl and has black hair? //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Here’s a third grade definition: //Sets organize membership in groups.//
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Start with one student in class—‘Joey’. On SmartScreen, open SmartArt in Word. Pick ‘target’ and put ‘Joey’ at center (see below). Can someone describe Joey?
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">He likes soccer //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">He has a dog //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">He has red hair //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Poll class on who else has these factors. Results will be something like this:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have red hair—2 //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Like soccer—8 //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have a dog—20 //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now ask everyone in class to stand up. Those who like soccer, remain standing. Everyone else sit down. Those who have a dog and are standing, remain standing. Those with red hair and like soccer and have a dog remain standing.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Order Target diagram from lowest number (Joey) to highest (class). That means:

= = > //<span style="font-family: Verdana,Geneva,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Not very clear? What if I wrote it visually, like the inset in the textbook. The smallest number (Joey) goes in the middle. The largest (entire class) goes on outside rim. The rest are sorted in between. This is a viable mathematical model for this organizational problem.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Let’s try it on the space science unit being discussed in class (or what fits your class). How is the Universe organized? Gently, take student suggestions until you get these categories:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">City //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">County //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">State //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Country //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continent //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Hemisphere //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Planet //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Solar system //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Galaxy //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">[[image:k-3tech/SAVE EARLY SAVE OFTEN.jpg align="right" caption="SAVE EARLY SAVE OFTEN.jpg"]]
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students organize categories. Write their thoughts on SmartScreen. Work together until students agree on the order, from smallest to largest: Are all counties in a state? Are all states in a country? And so forth.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open word processing program used in your school that accommodates visual diagrams. Review menus, ribbons, tools, page layout. What do students remember from last year? Use this as a formative assessment if you'd like.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Put heading (name-teacher-date) at top of page (see textbook inset for sample). How do students figure out date?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add title centered. Why are titles centered?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Insert SmartArt.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Start with smallest group in center (city); fill each level outward with next largest as agreed upon by class.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Discuss each level—What’s the name of our solar system? Is there more than one Universe?
 * <span style="font-family: Verdana,Geneva,sans-serif;">When done, have students replicate on their own computers, in groups if you wish. When all layers complete, check grammar and spelling.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Format graphic organizer with tools.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use the computer, practice good keyboarding skills.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to save early/save often. Why? What does this accomplish?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save project to student network folder. We’ll finish next week. Remind students of the difference between ‘save’ and ‘save-as’.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Why is it important to put student name in file name? Demonstrate a search of student name. See how their files show up even if they didn’t save it right—as long as they saved it to network? Putting their last name in the file name makes it to lose their work.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocab. Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students every week to transfer knowledge to the classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as they found it.
 * <span style="font-family: Verdana,Geneva,sans-serif;">More **
 * //<span style="font-family: Verdana,Geneva,sans-serif;">How do I determine keyboarding speed? If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster) //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above. //
 * Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 25 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher] Collaboration? Use Discussion Button above. //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum] //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural) //


 * //<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. //**

<span style="display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Problem Solving <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 23rd **// <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 4 in Workbook] //

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button. And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these. <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;"> //<span style="font-family: 'Arial Black',Gadget,sans-serif;">Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster. // <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Hardware Quiz today (see Lesson 2 for sample). Give students about ten minutes. They know this material. Remind them spelling counts. This is a good focus area for domain-specific language. Any questions before beginning?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Those who finish practice keyboarding on [|DanceMat Typing] or [|Nimble Fingers] until all students finish. Only homerow! Observe students for correct posture, hand position, legs in front of body. Remind students: Every time they use the computer, use good keyboarding habits.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When everyone done, remind them of Mulligan Rule. What’s that (there's a poster in the book about this)? Any golfers? What’s a mulligan in golf? Here, it means: If they don’t feel they showed their true knowledge on any quiz or project, they can retake for full credit. Few will; those that do work hard to do better.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review hardware problems—i.e., volume doesn’t work, computer doesn’t work—and how to solve them.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review keyboard shortcuts (shortkeys) with students (see list in book of most common 3rd grade shortkeys) as an approach to problem solving. Ask students to start using these. For example, instead of using File-exit to close a program, use Alt+F4. When saving, use Ctrl+S. When printing, use, Ctrl+P. Students love shortkeys. They will challenge each other to see who can get a task done fastest.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review Problem solving (see textbook for list) in preparation for upcoming Problem Solving Board. Do this as Q&A—ask question; see who answers.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Sign up for Problem Solving Board. I get a lot of questions on this Board so feel free to post yours on the Discussion Tab. Chances are, someone else has the same concern. Problem Solving Board is the first of three Board presentations students will participate in during the school year to practice speaking and listening skills:
 * 1) //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Problem solving board //
 * 2) //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Speak Like a Geek—vocabulary board //
 * 3) //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Google Earth Board //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review Speaking/Listening skills:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Come to Presentation prepared //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Follow agreed-upon rules for asking questions in respectful ways, listening to others with care, speaking one at a time about topic under discussion //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Ask questions to check understanding, stay on topic, and link comments to remarks of others //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Explain ideas and understanding //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Problems solved on this Board cover issues raised during class (collect problems throughout year for next year's Board). Students can think back on how they were solved in the past, ask friends/family, ask you as a last resort. During presentation, students will relate problem and how to solve it, and answer questions. It takes about three minutes.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review grading (see textbook).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students sign up while others visit [|class internet start page] for websites that go along with inquiry.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it.

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">**<span style="font-family: Verdana,Geneva,sans-serif;">More **
 * <span style="font-family: Verdana,Geneva,sans-serif;">How do I determine keyboarding speed? If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
 * I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break.
 * Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster)
 * <span style="font-family: Verdana,Geneva,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
 * Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 25 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
 * <span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher] Collaboration? Use Discussion Button above.
 * keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * vocabulary (no more word lists. Use the right words; decode; make it natural)


 * //<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. //**

= <span style="font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Intro to Email = <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 16th **// <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 3 in Workbook] //

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button. And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these. <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Explain the Evidence Board to students. How have students taken what they learned in class into their lives and other classes? Ask about this several times a month, starting with today. Don't worry if not many share at first. They will, as they get excited about what you're teaching.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Hardware quiz next week. Complete study guide under Lesson #2 as a group and use as reference. Questions? If you have GAFE, add this to the calendar as a reminder. Better: Make one student responsible for all calendar entries. Show the class how to do this and take volunteers. This can rotate monthly.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss results of keyboard speed quiz. Everyone passed. This was a benchmark.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Practice keyboarding home row with [|DanceMat Typing] or [|Nimble Fingers] . Observe students for correct posture, hand position, legs in front of body. See keyboarding anecdotal observation checklist at end of lesson.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As students practice, share problems you observed when they took speed quiz last week (i.e., flying fingers, flying hands, flying elbows, thumbing in keys as though they were texting).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review Homework Policy again—due last day of month at midnight, via email. Homework is as follows:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">October: Home row //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">November: QWERTY row //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">December: Lower Row //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Jan-May: All rows using installed software or online website //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Ask a student: When is October homework due? //October 31st?// Ask another student: What is it? //Home row.//
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Pick lessons on DanceMat and/or Nimble Fingers that deal with row being emphasized, i.e., this month, it’s homerow.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss purpose of email. What are student thoughts on that? Is it more like Snail Mail or texting? Or somewhere in between? How might the structure of email differ based on its purpose? Should it be long or short? Formal or informal? What tasks is it best suited for—stories? Opinion pieces? Informative discussions? For the conveyance of information and data? Persuasive pieces? Go through the types of writing students will work on this year. How many students have email accounts? Which of these suit email—if any?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open lab email software on SmartScreen. Review layout (see inset—this sample is from Gmail). Remind students: There are many email programs. The one they have at home may be different from the school’s. Ask parents to help.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review email fields. Use tab to move between fields:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">To: Spell address correctly or it won’t reach recipient //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Cc: send copy to anyone mentioned //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Bcc: send copy without telling sendee //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Subject: Summarize purpose //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Body of email: Be brief. Use correct grammar and spelling. You can include pictures, links, and text //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Attach: This is how you include a file in email //
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review how to attach a document and how to open one that is attached. Pause here to discuss whether students should open documents attached to emails. Anyone have family who had problems from doing that? In short: Only open attachments from people you know.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Discuss email etiquette (see list in textbook).
 * <span style="font-family: Arial,Helvetica,sans-serif;">Have students do a sample email (if your set-up allows this) aligned with a writing style they are covering in class. Include text, images, links, and an attachment. Walk around and help. Experiment with editing tools—similar to MS Word.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Have students address it to you. This is a good opportunity to see if they know your email (for homework and projects).
 * <span style="font-family: Arial,Helvetica,sans-serif;">Show students how to check ‘Sent’ file to be sure email went out.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Show how to ask for a receipt.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Arial,Helvetica,sans-serif;">As you teach, incorporate lesson vocab. Check this item if you did that today!
 * <span style="font-family: Arial,Helvetica,sans-serif;">Remind students every week to transfer this knowledge to classroom or home.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Tu <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">ck chairs under desk, headphones over tower; leave station as students found it.


 * <span style="font-family: Arial,Helvetica,sans-serif;">More **
 * <span style="font-family: Arial,Helvetica,sans-serif; text-align: left;">How do I determine keyboarding speed? If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
 * <span style="font-family: Arial,Helvetica,sans-serif;">I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster)
 * <span style="font-family: Arial,Helvetica,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 25 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher]
 * <span style="font-family: Arial,Helvetica,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * <span style="font-family: Arial,Helvetica,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collaboration? Use Discussion Button above.

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: justify;">**//<span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 13.3333px;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. //**

<span style="display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Parts of the Computer <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 9th **// <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 2 in Workbook] //

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button. <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">If you have GAFE, students can fill a template of the study guide out while the class reviews for the quiz and have it available online for studying. <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review parts of computer (see textbook)—quiz in two weeks (the review and the quiz are the same document. You can change that if you want). It will include major parts (CPU, monitor, keyboard, mouse, headphones, USB port, peripherals, important keys. Fill the study guide out as a class and let students know that the quiz looks much like the study guide...
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students are graded on spelling (because there’s a word bank; all they have to do is copy). The words are domain-specific vocabulary students should use when they discuss any of the computer's parts.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Keyboard speed quiz today. Students have one quiz per grading period. Warm up with installed software or online program (see appendix for suggested sites).
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review keyboarding hints (see text). Circle back on these throughout year.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Give students 5-10 minutes to practice, then start. Practice with the quiz or on TypingTest.com (take a three-minute quiz)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Open MS Word (or similar word processing program). Use this opportunity to review word processing program used in your school (Word, GAFE, OO, Text, other). Review program layout—menu bar, ribbons, blinking cursor (these are good domain-specific words). Students will remember most of this from 2nd grade. Have students put heading at top of page (their name, teacher, date). Review: What is a heading?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Speed quiz is 5 minutes (see sample in text). Tell students not to correct spelling/grammar during test. They’ll have one minute to correct after buzzer. Remind them to use F7 or right click on squiggles.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Can students take the quiz online through TypingTest.com? Sure, but I prefer using the word processing program. It gets us back into the program early in the school year and word processing is a skill many 3rd grade classes require for classwork/homework. <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">


 * <span style="font-family: Arial,Helvetica,sans-serif;">At end of quiz, have students type word count at bottom of quiz. Where's the word count? Have students look around screen until they find it. Don't jump in to help too fast. You want students to get comfortable with how to search out answers themselves.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review grading policy—that grade is based on improvement (see text for breakdown). Review grade level standards (see detail in text--your school may differ). I give Free Dress Passes (great for uniform schools) to students who meet third grade expectation of 15wpm. This is optional. I do find students who want that prize will practice and retake quiz in an effort to win it (I allow them to retake all quizzes as often as they want without penalty)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Save to student network folder or Google Drive where you can access for grading (no need to print).
 * <span style="font-family: Arial,Helvetica,sans-serif;">Discuss evidence of learning for Evidence Board. How do students take a tech skill like keyboarding and transfer it to their lives and other classes? Ask about this several times a month and post the evidence for all students to benefit from.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Tuck chairs under desk, headphones over tower; leave station as you found it.


 * <span style="font-family: Arial,Helvetica,sans-serif;">More **
 * <span style="font-family: Arial,Helvetica,sans-serif; text-align: left;">How do I determine keyboarding speed?If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
 * <span style="font-family: Arial,Helvetica,sans-serif;">I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster)
 * <span style="font-family: Arial,Helvetica,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher]
 * <span style="font-family: Arial,Helvetica,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * <span style="font-family: Arial,Helvetica,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collaboration? Use Discussion Button above.

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: justify;">**//<span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 13.3333px;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. //**

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Welcome Back! = <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 3rd **// <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 1 in Workbook] //

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button. <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;"> <span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: justify;">//Not: I want to learn PowerPoint// <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: justify;"> //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Rather: I want to learn to communicate more effectively // <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;"> **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">More ** = <span style="font-family: 'Comic Sans MS',cursive;"> = = = = = = = =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of June 3-7, 2013 = = = = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of May 27-31, 2013 =
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tour classroom ( [|click here] for pictures of mine). Show students where everything is. Likely, students are used to your set-up by now. Review important posters (see those at end of unit), i.e., difference between ‘save’ and ‘save-as’, difference between ‘backspace’ and ‘delete’, ‘save early save often’, ‘select-do’ (or whichever you consider most important). Pay special attention to Evidence Boards (see inset picture). This is where you collect evidence that students transferred skills learned in tech class to other classes, home. Let the students know you'll provide more detail later.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Ask for student suggestions about rules they think help class to run smoothly (see list at end of lesson):
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">No excuses; don’t blame people; don’t blame the computer //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">No food or drink around computer. Period. //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Respect the work of others and yourself //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Make sure list includes Common Core class discussion guidelines such as 1) listen to others, 2) take turns speaking, 3) wait to be called on before speaking.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review computer hardware (this should be easy for students. Let them come up with all the information):
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Mouse—left and right buttons, mouse wheel, click and double click, hover, drag-and-drop //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">CPU—point out power button, CD drive, USB port //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Monitor—point out power button, screen //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Headphones—point out volume control and show how to adjust //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Keyboard ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">—point out home row ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">, F4 ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">, enter, spacebar (see list of important keys under Lesson 5) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Power buttons—on monitor ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> and CPU. Know the difference //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Station number—behind monitor (or wherever yours is) //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review how hardware causes problems and what to do about it (again, by 3rd grade, students should know this information):
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Mouse—not plugged in, light off on bottom, asleep (and computer doesn’t seem to work) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Headphones—not plugged in, using wrong headphones, volume control //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">CPU/Monitor—power off //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Keyboard—if NumLock doesn’t work, keyboard isn’t working //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">[[image:k-3tech/photo.JPG align="right" caption="photo.JPG"]]
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review Problem Solving Board. On the first day, I have these sign ups quite visitble on the walls so students are curious. You may choose to do this online--that works great, too. These are tech problems students should be able to solve by year end, such as (let students know you'll have more on this later):
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Difference between ‘save’ and ‘save as’ //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Difference between backspace and delete //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Difference between format and edit //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review homework policy (see monthly homework in back of text) if you're assigning homework.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss student tech goals in terms of blended learning—how technology supports education and life. What are student goals? Help them phrase goals organically, as authentic tasks:
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss how students transfer what they learn from class to their lives and other classes. Ask about this several times a month and post the evidence on Evidence Board for the benefit of all students.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open class internet start page on SmartScreen (see article at end of lesson and see a [|sample of my page here)] . What is the ‘class internet start page’? Do students remember it from last year? This is where students find websites to be used during the current week, bundles of themed websites, and a class ‘to do’ list.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary found at the top of the lesson. Make this natural. Expect students to understand this domain-specific vocabulary.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continually throughout class, check for understanding.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Expect students to solve problems and make decisions.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have you answered the Essential Question? Have you covered the Big Idea?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it.
 * //If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.//
 * //I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. None today!//
 * //Three overarching topics you'll want to pay attention to every lesson://
 * //keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> [|K-8 Keyboard Curriculum] //
 * //Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> [|digital citizenship curriculum] for K-8, click the link //
 * //vocabulary (no more word lists. Use the right words; decode; make it natural)//
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Questions? Go to // [|Ask a Tech Teacher]
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Collaboration? Use Discussion Button above. //

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of May 20-24, 2013 =

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 25px;">Week of May 13-17, 2013 =

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of May 6-10, 2013 = Research on the crayfish. Students are reintroduced to Nettrekker. Explore creative ways to report about crayfish: Voicethread; Glogster.edu; = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 29-May 3, 2013 = Continued: Students will practice using keynote to create slides for chapel using various worship songs. Skilss include adjusting for font styles and size; importing backgrounds; shade tool. Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation. Discovery Education Project: The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map. **<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 22-26, 2013 ** Students will practice using keynote to create slides for chapel using various worship songs. Skilss include adjusting for font styles and size; importing backgrounds; shade tool. Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation. Discovery Education Project: The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map. = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 15-19, 2013 = Students will practice using keynote to identify and describe crayfish within the classroom. This lesson involves some research skills. Students may use Instagrok from the previous week. = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 25px;">Week of April 8-12, 2013 = Introduce students to __InstaGrok__ a research tool that allows the student to visually map out research. Choose a topic that is currently being used in science class: Crayfish? Continue with Type to Learn 4 = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 1-5, 2013 = Easter Break

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 25-29, 2013 = Introduction to KEYNOTE/POWERPOINT - Final Class


 * Keynote** presentation - Students will present their keynote to the class. Students will be expected to face the audience, introduce themselves, introduce the topic, speak loudly and clrealy and answer questions. POSITIVE critiquing only! This is a learning experience for the students and an opportunity to develop speaking skills.

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 18-22, 2013 = Introduction to KEYNOTE/POWERPOINT - CONTINUED


 * Keynote** presentation - Students will present their keynote to the class. Students will be expected to face the audience, introduce themselves, introduce the topic, speak loudly and clrealy and answer questions. POSITIVE critiquing only! This is a learning experience for the students and an opportunity to develop speaking skills.

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 11-15, 2013 = Introduction to KEYNOTE/POWERPOINT - CONTINUED


 * Keynote** Introduction - Students will create a keynote presentation on the solar system. This lesson will take several weeks to complete and incorporates a current class unit. First lessons will include research skills using Nettrekar. Students will learn to save images to their file folder while doing research. They will also need to investigate distance and measurements of the inner and outer planets. Students will then create a presentation using Keynote. 2 Slides per planet.

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 4-8, 2013 = Introduction to KEYNOTE/POWERPOINT - CONTINUED


 * Keynote** Introduction - Students will create a keynote presentation on the solar system. This lesson will take several weeks to complete and incorporates a current class unit. First lessons will include research skills using Nettrekar. Students will learn to save images to their file folder while doing research. They will also need to investigate distance and measurements of the inner and outer planets. Students will then create a presentation using Keynote. 2 Slides per planet.

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of February 11-15, 2013 = = Introduction to KEYNOTE/POWERPOINT =

= = =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of February 4-8, 2013 = **Introduction to KEYNOTE/POWERPOINT**
 * Keynote** Introduction - Students will create a keynote presentation on the solar system. This lesson will take several weeks to complete and incorporates a current class unit. First lessons will include research skills using Nettrekar. Students will learn to save images to their file folder while doing research. They will also need to investigate distance and measurements of the inner and outer planets. Students will then create a presentation using Keynote.


 * Keynote** Introduction - Students will create a keynote presentation on the solar system. This lesson will take several weeks to complete and incorporates a current class unit. First lessons will include research skills using Nettrekar. Students will learn to save images to their file folder while doing research. They will also need to investigate distance and measurements of the inner and outer planets. Students will then create a presentation using Keynote.

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of January 28-February 1, 2013 = = Shadows All Around Us – Lesson will review the Drawing toolbar and shadow styles in PAGES. Students will manipulate the drawing tools and shapes to create shadows. Smartboard Lesson:Groundhog Day and Shadows **Type To Learn 4** Continued. Hand placement and posture will be revisited. =

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of January 14-18, 2013 = =Emphasis on Keyboarding skills= Students will continue with Type to Learn 4. Students will continue practicing with Nettrekker for Research skills: President's report. Solar System. = = =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of January 7-11, 2013 = = Presidents Report - share Nettrekker and how to use this resource. = Brainpop - US Presidents. Students will use Nettrekker to find and print an image of their president to use for their reports.

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of December 3-7, 2012 though December 10-14, 2012 =

Holiday cards using Pages. Students will create their own holiday cards. Students will learn to use templates, clip art, font styles and color, alignment. Students have their pictures taken with a digital camera and then learn to incorporate the JPEG image into a holiday card. Right Click; Copy image. Right Click; Paste Image Students will also learn how to vertically and horizontally align a text box. <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 22px;">**Week of November 26-30, 2012 - December 2012** <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Continued from last week - this lesson incorporates using the table and research on Indians.
 * Start Indian table in PAGES
 * Open template page layout to "landscape"
 * Add Title "Indians" and center it.
 * Push Enter twice (to place your table lower)
 * Add table with 7 rows and 6 columns
 * Add labels as shown in the example in row one and column 2-7
 * Add an Indian tribe from each Territory
 * Copy and paste a picture of each Indian Tribe from Yahoo Images or Nettrekker or the sites that we are using. (Right click on image; copy; right click on cell; paste)
 * Add one fact about each Tribe.
 * Repeat for all Tribes
 * Save and print
 * Review saving to personal file folder.

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 22px;">Week of November 19-23, 2012 =


 * //Lesson 9-10 of [|workbook] //**
 * Discuss what are tables and why are they used. Share common ways people use tables. Why might tables assist in organizing information? Relate tables to purposes students might be familiar with, i.e., sports rosters
 * Open PAGES--add heading. Why a heading
 * Add title--centered. This should be a topic that ties in with classroom conversation. I'm using 'THANKSGIVING'.
 * Model adding a table, then add column headings and row categories. Discuss why headings and categories
 * Have students add table (see pg. 48 for details)
 * Fill table in together with info learned in class. Fill in 'FOOD', 'FOOTBALL' and 'GAMES columns Fill this in together as students come up with examples and definition.
 * Done? practice keyboarding using installed software or online website

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 22px;">**Week of November 12-16, 2012** <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">No School - Veteran's Day Weekend = = =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of November 5-9, 2012 = Digital Life Students are introduced to their roles as digital citizens in an online community where they reflect on how they are responsible not only for themselves but for others, in order to create a safe and comfortable environment. Students will: =<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Unit: Digital Life =
 * __<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Common Sense Media: Digital Citizenship __**
 * Understand that when they are online, they are communicating with real people
 * Consider their responsibilities to their offline and online communities
 * Learn that when they are online, they are responsible for themselves and for others
 * Understand that good digital citizens are responsible for themselves and respectful in the online world and beyond

My Online Community
Students will:
 * Consider what it means to go online and use the Internet
 * Compare and contrast how they are connected to different people and places, in person and on the Internet
 * Demonstrate an appreciation of how people can connect on the Internet by drawing a map of their online community

Follow the Digital Trail
Students will:
 * Learn that their online information leaves a digital footprint or "trail"
 * Explore which information is appropriate to put online
 * Judge the nature of different types of digital footprints by following the information trails of two fictional animals

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 22px;">**Week of October 29-November 2, 2012** Safety and Security Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission. Students will
 * __<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Common Sense Media: Digital Citizenship __**
 * Compare and contrast online friends with real-life friends, face to face pals.
 * Understand that Private Information should not be given to anyone online without the permission of a trusted adult.
 * Learn how to respond if an online friend asks them personal questions.

Keep it Private
Students will: = = =**__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of October 22-26, 2012 __**= Safety and Security Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission. Students will
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; vertical-align: baseline;">Recognize the kind of information that is private.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; vertical-align: baseline;">Understand that they should never give out private information on the Internet
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; vertical-align: baseline;">Learn to create effective user names that protect their private information.
 * __<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Common Sense Media: Digital Citizenship __**
 * Compare and contrast online friends with real-life friends, face to face pals.
 * Understand that Private Information should not be given to anyone online without the permission of a trusted adult.
 * Learn how to respond if an online friend asks them personal questions.

Staying Safe Online
Students will: > Learn to recognize websites that are good for them to visit. > Recognize if they should ask an adult they trust before they visit a particular website. > >
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; vertical-align: baseline;">Understand that being safe when they visit websites is similar to staying safe in real life.

=**__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of October 15-19, 2012 __**= Book Fair week - students will practice keyboarding skills with a substitute teacher. =__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of October 8-12, 2012 __= Lesson #5 from workbook - Graphic Organizers - Continued from September 24th.

Introduction to Type to Learn - Students will be given usernames and passwords. Username: First Name and Last Name (all one word - no spaces.

Password: wcs

Introduce Type to Learn 4 via the Brightlink and show students each category of each mission.


 * 1) Begin Type to Learn 4 program. Students MUST begin with the first "mission" and continue from there.

Students will get familiar with the program and may type for 10 minutes. Review good posture tenants with students. Take a few minutes to review the location of the most important keys on the keyboard (delete, space key return(enter), shift, home row)

Lesson Plan (takes two weeks)

Using Pages, students will create a target diagram to organize the Universe. This is a great way to show kids how they can organize their thoughts with pictures, diagrams, tables, etc.

Open Pages: Type Names at the top of the page.

Using the Shapes Tool - students will add 9 circles. The first circle is made the largest by dragging the corner. Each remaining circle will be made progressively smaller and different colors until you have nine nested circles. Explain the right click function on each circle to make it appear forward or backward so that the circles nest.

Advanced: Add a table at the bottom to show another way to organize this same information.

This lesson is an introduction to File Management

Review FILE MANAGEMENT - Student Folders, Grades, Teacher File, Student File = __<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of October 1-5, 2012 __ =

Lesson Introduction to Word Clouds

>>> - Students will have an opportunity to create a Word Cloud for the Book Fair using the Scholastic Book Fair flyer. >>> - Students may create a Word Cloud for their favorite book.
 * 1) Open [|ABCya Word Clouds for Kids].
 * 2) Let students explore Word Clouds using this program.
 * 1) Have students add their name.
 * 2) Save and Print.

= **__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of September 24-28, 2012 __** = Introduction to Type to Learn - Students will be given usernames and passwords. Students will get familiar with the program and may type for 10 minutes. Review good posture tenants with students. Take a few minutes to review the location of the most important keys on the keyboard (delete, space key return(enter), shift, home row) Lesson Plan (takes two weeks) Using Pages, students will create a target diagram to organize the Universe. This is a great way to show kids how they can organize their thoughts with pictures, diagrams, tables, etc. Open Pages: Type Names at the top of the page. Using the Shapes Tool - students will add 9 circles. The first circle is made the largest by dragging the corner. Each remaining circle will be made progressively smaller and different colors until you have nine nested circles. Explain the right click function on each circle to make it appear forward or backward so that the circles nest. Advanced: Add a table at the bottom to show another way to organize this same information.

=__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of September 17-21, 2012 __=

Lesson #4 from workbook - Problem Solving


 * 1) Computer Hardware Assessment quiz. Students should sit quietly and take this quiz. Then review in class. Collect at the end of the review.
 * 2) Review FILE MANAGEMENT - Folders, Grades, Teacher File, Student File (Save this for when I return)
 * 3) Introduce Type to Learn 4 via the Brightlink and show students each category of each mission.
 * 4) Begin Type to Learn 4 program. Students MUST begin with the first "mission" and continue from there.

=__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of September 10-14, 2012 __=

Lesson #2 from workbook - Parts of the Computer


 * 1) Review Parts of the Computer
 * Students will complete the Computer Hardware Assessment page and hand in to teacher
 * 1) For 10 minutes, students will use BBC Dance Mat typing for warm up before a timed typing quiz.
 * 2) Have students go to PowerTyping.com and take the keyboard quiz using the Qwerty keyboard. Teacher should review each evaluation on the student desktop screen.
 * 3) Introduce Type to Learn 4 - Students will be given their username and password

=__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of September 3-7, 2012 __=

Lesson #1 from workbook - Introduction, Using an Internet Start Page (Protopage - Formerly known as Weblinkers) and Keyboarding


 * 1) Review Rules
 * 2) Review parts of a Computer (CPU, Mouse, Keyboard, Monitor, Printer)
 * 3) Introduce WORD WALL
 * 4) Headphones; Workstation assignments (by cubby number)
 * 5) Go to Internet start page—introduce various widgets and bookmarks
 * 6) Discuss FILE MANAGEMENT - Folders, Grades, Teacher File, Student File
 * Explain difference between 'Save' and 'Save As"
 * Backspace; Delete; EDIT UNDO

= Oregon Trail =
 * //Week of April 22nd-29th//**
 * //Lesson 31-32 in [|workbook] //**


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">This week, ‘gamify’ education with the popular simulation, Oregon Trail. This serves a dual purpose:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Teach about Westward expansion to tie in with class unit //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Teach about problem solving (see article at end of lesson) //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before beginning, students download ‘Oregon Trail’ Word doc from network folder (where you put it). Save-as to student folder (see doc on next pages). Keep open on computer so students can toggle between program and doc.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As students play the simulation, toggle between questions and game to type answers to questions (explain how to use ‘over-type’ on ‘insert’ key).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">If program freezes (older version doesn’t play well with Win7), teach students:
 * **//<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Alt+F4 //**//<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> toclose down and start //
 * **//<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Ctrl ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">+Alt+Del, Task Manager //**//<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> to close down and start over //
 * **//<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Alt+tab //**//<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> to cycle through open screens if Oregon Trail hidden //
 * **//<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Check taskbar //**//<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> if Oregon Trail falls asleep and/or disappears //
 * **//<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use a splitter //**//<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">if students are collaborating on a game //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocab.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Can’t find answers in the game? Draw on information learned in class and/or Ctrl+click links on page 2 of questionnaire.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When time is up, print worksheet and close to desktop. Tuck chairs under desk, headphones over tower; leave station as you found it.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students every week to transfer knowledge to classroom or home.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= MS Word--Book Report =
 * //Week of April 8th-15th//**
 * //Lesson 29-30 in [|workbook] //**


 * 1.** **Type book report**
 * **a.** **Title page**
 * **b.** **Header**
 * **c.** **Double-space**
 * 2.** **those who finish, go to**
 * **a.** ** [|Everyday Math Online] or**
 * **b.****Free choice of bookmarks on [|internet start page] **
 * [[image:smaatechk-3/br.png caption="br.png"]] ||
 * br.png ||


 * [[image:smaatechk-3/br2.png caption="br2.png"]] ||
 * br2.png ||

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= PowerPoint =
 * //Week of March 4th-April 1st//**
 * //or Lesson 24-28 in [|workbook] //**


 * Begin PowerPoint slideshows with a discussion on your topic. We're doing ours on government, focusing on the three to be discussed in the classroom—monarchies, democracies, dictatorships. Students will finish the year by creating a PowerPoint slideshow on Governments around the world.
 * We filled in the storyboard as a group as follows:



//<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Design is important to content // //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Layout communicates // //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Few words, lots of images // || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Text-based // //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Design is secondary to content // //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Layout may detract from words // //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Primarily words communicate // || <span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: justify;">Add your own thoughts.
 * <span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: justify;">They will have this week to research and then three weeks to create a slideshow (PowerPoint or similar, i.e., Google Docs) that shares their understanding of government with classmates, including illustrations and images that aid comprehension. Students may work in groups.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Show sample slideshows from last year. This always excites students.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Pass out storyboard that sorts evidence into required categories (see sample at end of lesson). It includes facts, definitions and details, all of which students have covered in class conversations, textbooks, library resources, videos, personal inquiry. They need to do no research for this project. But, provide several internet websites they can visit if necessary (see Extension section of lesson).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">With students in their groups, go over storyboard:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Put group member names and teacher at top //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Only answer questions with a line next to it //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Leave completion of Slide 8—About the Author—for later //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open storyboard on Smartscreen and go over questions as a group. Solicit student ideas, answers, thoughts. Write them in their spot on storyboard.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Encourage critical thinking. Solicit input from students who have lived under a monarchy or a dictatorship
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When finished going over answers, give students the balance of class to add their thoughts, additional research, extra details.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When students finish, have them review their notes and revise as necessary to be sure they answer questions. Storyboard will be submitted with completed rubric at the end of this project.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">If students finish, go to government websites listed on class start page.
 * Students then created the slideshow following the storyboard
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss program layout—slides on the left, slide they’re working on in middle. What do students remember from 2nd grade?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add 9 slides. Watch them populate on left.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before filling in slides, discuss difference in writing with PowerPoint and Word:
 * **<span style="font-family: Verdana,sans-serif;">Element ** || **<span style="font-family: Verdana,sans-serif;">PowerPoint ** || **<span style="font-family: Verdana,sans-serif;">Word ** ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Purpose ** || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Presentation // || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Word processing // ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Basics ** || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Graphics-based //
 * **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Basics ** || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Graphics-based //
 * **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Sentences ** || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Bulleted, phrases // || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Full sentences with proper conventions // ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Content ** || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Slides cover basics, to remind presenter what to say // || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Thorough discussion of a topic. Meant to be complete document // ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use ** || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As a back-up to presentation // || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As complete resource // ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Presentation ** || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Speaker presents with their back to the slideshow // || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Speaker reads from document // ||
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Click Slide #1 and add title ‘Governments’ (or your title). Click to add subtitle—student name and teacher
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Slide 2: Table of Contents—add entire list from storyboard. Use bullet list—capitalize each bullet; push enter to add new bullet
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Slide 3 through 9 will correspond to the Table of Contents. Enter the titles in the same order and always capitalize the first letter of each word in heading. Fill in bullet points from storyboard.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Slide 10—The End in WordArt
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Don’t worry about pictures. Get typing done first.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Go to Slide #1. Test out a variety of backgrounds and select one that fits topic. Notice all slides change to that background
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">But, we want at least three slides to have different backgrounds. Right click on another background to select it for a single slide.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Animate each slide title with ‘Animation’—only titles. Discuss the word ‘animate’. What does it mean?
 * Add a picture to reinforce what the text says. Pictures can be static or moving—discuss the difference. PowerPoint calls the moving ones ‘movies’ but sometimes they’re called ‘animated gifs’.
 * To each slide: <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">add two pictures, one moving and one static. Use clipart or Google images for static. Use ‘movies’ for moving. Show students how to tell difference (movies have star in lower right corner). Make sure image message matches text.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">To each slide: select ‘transition’ from menu bar. Discuss what ‘transition’ means. What’s the prefix ‘trans-‘ indicate? What are other trans- words? Select a transition you like.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before leaving slide, go to right end of ribbon and check box ‘after’; make it 5 seconds. This will auto-advance the slideshow without clicking mouse
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Repeat these steps for each slide, with a different transition
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Push F5 to test slideshow. Does it auto-advance? If not, go into the slide where it stopped; check that you have transition auto-advanced.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When done, complete grading rubric/check list with a partner. Grade each other’s slideshows using the rubric. Discuss and make suggestions.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Submit rubric with storyboard. Presentations start next week. Presentations include eye contact, no umms, no slang (see check list on rubric)
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Do practice run. This can also be done with partners. Go through presentation. Match speed of slideshow (under auto-advance) with speed of presentation
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continually throughout the class, check for understanding. Expect students to solve problems and make decisions.
 * Students present slideshows to class following this grading rubric:

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Wallpaper = //**Week of Feb. 25th**//
 * //Lesson 23 in [| workbook] //**

A few things have changed in creating wallpaper since the book was published, so I'm going to update it. If that's a problem for anyone, follow the directions in the book. Or send me a note through the discussion board.

Start with a discussion on 'What is wallpaper? Why change it?'. This might start because students see that the wallpaper changed, are excited by it and ask, 'How?' (Love that entry)

Here are five options for creating wallpaper with students--all student-directed and authentic (see examples on pg. 79): <span style="font-family: Verdana,sans-serif;">This lesson enables students to personalize their station--important in taking responsibility for their own learning.
 * <span style="font-family: Verdana,sans-serif; font-size: 10pt;">One: Right click on Windows desktop; go to ‘personalize’, ‘desktop background’ and pick one. Depending upon your version of Windows, this may differ slightly.
 * <span style="font-family: Verdana,sans-serif; font-size: 10pt;">Two: Go to ‘Pictures’ folder on computer; double click picture you like to open in Windows Photo Viewer. Right click and select ‘set as desktop background’
 * <span style="font-family: Verdana,sans-serif; font-size: 10pt;">Three: Go to one of the many wallpaper websites (‘wallpaper’ is another term for ‘desktop background’) and download one. Try [|National Geographic] —they have beautiful nature wallpapers.
 * <span style="font-family: Verdana,sans-serif; font-size: 10pt;">Four: Go to internet; right click on a picture you like and select ‘set as desktop background’
 * <span style="font-family: Verdana,sans-serif; font-size: 10pt;">Five: Create your own in the school’s drawing program (KidPix, Paint, TuxPaint, or other).

<span style="font-family: Verdana,sans-serif;">Done? Have students practice keyboarding on installed software or an online website.

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= ASCII Art = //**Week of Feb. 18th**//
 * //Lesson 22 in [| workbook] //**


 * Start by practicing keyboarding. Remind students of good habits.
 * Continue with Speak Like a Geek presentations. Everyone who hasn't gone, will go today
 * Sign up for Google Earth Board presentations--they start next week. See full directions in text, pg. 72-77)
 * Discuss ASCII art with students
 * what is it
 * why learn it (to improve keyboarding, to have fun with keyboarding, to create art)
 * have students find an internet image that aligns with a topic being discussed in class (i.e., westward expansion). To work best, it should be graphic, no background, not too busy (see robot example on pg. 72 of text)
 * Create ASCII art
 * add a watermark of a picture that aligns with class conversations (the robot example is from 5th grade robotics)
 * select keyboard keys to type over the image until it's completely covered
 * change colors to reflect shadows, shades in drawing, etc.
 * delete the watermark
 * save and print
 * If this goes well, students will have a new-found enthusiasm for keyboarding!

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Excel Formulas =
 * Week of Feb. 4th-11th**
 * //Lesson 20-21 in [| workbook] //**

> || excel_f.png ||
 * 1) Warm up with keyboarding on installed software or online website
 * 2) Continue with Board Presentations (if you're doing this)
 * 3) start formulas in Excel. As an example, create a formula that will add two numbers.
 * **Our formula: = c4+c5**
 * **Our data:**
 * type the number 99 in c4
 * type the number 33 in c5
 * the formula looks like this:
 * [[image:smaatechk-3/excel_f.png caption="excel_f.png"]] ||
 * **Formula Steps**
 * To add 99 and 33 and have the answer appear in cell c6:
 * Type an equal sign in cell c6.
 * Click on cell c4 with the mouse pointer.
 * Type a plus sign in cell c6.
 * Click on cell c5 with the mouse pointer.
 * Press the **ENTER** key on the keyboard.
 * The answer should be present in cell c6.
 * Even though you see the answer as a number, if you click on that cell you will see our formula in the formula bar above the work area.
 * Here's a sample worksheet (pg. 70 of text):
 * [[image:smaatechk-3/excel.png caption="excel.png"]] ||
 * excel.png ||


 * Experiment by replacing numbers, see how Excel recalculates the answer.
 * Use math problems students are currently working on
 * This is a good tie-in for pre-programming, logical thinking, critical thinking

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Excel Graphs =
 * Week of Jan. 28th**
 * //Lesson 19 [| workbook] //**


 * Take a class survey (here, it's about student favorite classes) and create a graph (using F11). Then format the chart:
 * [[image:smaatechk-3/excel_graph.jpg caption="excel_graph.jpg"]] ||
 * excel_graph.jpg ||

This data became this graph:
 * [[image:smaatechk-3/excel_graph2.jpg caption="excel_graph2.jpg"]] ||
 * excel_graph2.jpg ||


 * If possible, tie into a class conversation. For example, if students collected data on a science experiment, use this for the table and chart.

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Magazine in Publisher = //**Week of January 7th-21st**// //**Lesson 16-18 [|(workbook)] **//

We will create a magazine to support classroom inquiry into Indigenous Cultures (as an example--see samples on pg. 63-66):
 * Discuss why students would use Publisher over a word processing program or PowerPoint
 * Discuss projects students have completed in the past in Publisher
 * Open Publisher
 * Select one of the 'Quick Publications' for the cover sheet
 * Add the title, your name, teacher name, date and a picture of either Navajos or Egyptians
 * Go into the Master
 * add a border (or a 'frame' as Publisher calls it in 2007)
 * add a footer with your name and the page number
 * Exit the master
 * add 4 pages
 * add a Table of Contents to pg. 2
 * add a banner title to pg. 3--Navajo--in WordArt
 * add a banner title to pg. 4--Egyptians--in WordArt
 * add two pictures at the bottom of the page on the assigned topic
 * add a final 'the end' page with Wordart and a collage of pictures
 * Done? Fill out the grading rubric to be sure you have everything.

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Internet Research = //**Week of January 1st**//
 * //Lesson 15 of [|workbook] //**


 * Start or continue Speak Like a Geek presentations. This is as much about learning tech vocabulary as presentation skills.
 * Warm up with keyboard practice. Goal is 15 wpm in third grade with good habits.
 * fingers on home row (feel the bump on f and j)
 * elbows at sides
 * body in front of keyboard
 * fingers stretch for keys closest to them
 * Homework for the month is due. Submit via email, Discussion Board, or however you have arranged with students
 * Review internet research basics from Lesson 13 (keywords, reliable websites)
 * Review safe use of the internet from video watched in Lesson 13 (the 'digital neighborhood')
 * Discuss extensions on websites--how do they indicate reliability (What's .gov, .edu, .org, .net, .com?)
 * Demo how to use an asterisk in a sentence to get the answer to a question (see inset on page 60)
 * Before letting students begin in research, have a quick discussion on plagiarism--what can they/can't they copy from the internet and how. There is a thorough lesson plan for third graders on this topic in the [|K-8 Digital Citizenship curriculum from Structured Learning.]
 * Using a topic being studied in the classroom, have students visit the research websites on Page 62 and take notes on the topic with copy-paste and crediting the author.

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Google Earth--Lats and Longs = //**Week of December 17th**//
 * //Lesson 14 of [|workbook] //**


 * **//Warm up with typing on installed software or online programs//**
 * **//Review speed quiz. Common problems//**
 * **//use thumb for spacebar//**
 * **//use all hands//**
 * **//no flying fingers/flying hands//**
 * **//don't put the paper over the screen//**
 * **//Start Speak LIke a Geek Presentations (if this is after the holiday)//**
 * **//review grading//**
 * **//review who will be next week//**
 * **//Discuss the layout of the planet//**
 * **//we identify locations with a system of latitudes and longitudes--lats and longs//**
 * **//show students what these look like on Google Earth//**
 * **//Show the major lats and longs//**
 * **//show how you can zoom in and get a detailed lat and long to within a few feet//**
 * **//show students how to find a location by their lat and long (as they will do on the worksheet)//**
 * **//Students open Google Earth. Work in pairs to complete the worksheet on pg. 59//**
 * **//Extra time: Discuss where Santa lives//**
 * **//Where is North Pole; what's it's lat and long//**
 * **//discuss the difference between true north and relative north//**

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Intro to the Internet = //**Week of December 10th**//
 * //Lesson 13 of [|workbook] //**


 * Start with trimester speed quiz--explain grading to students
 * anecdotally observe skills and take one point off if students aren't using good typing skills
 * all fingers
 * hands on their own sides
 * thumb on spacebar
 * elbows at sides
 * no flying hands
 * Done? Share some of the problems you saw
 * Take a few minutes to do finger exercises to remind students that all fingers work
 * See speed quiz rules under Lesson 2
 * Homework reminder
 * Problem solving board should be done
 * have sign-up sheet for Speak Like a Geek and discuss with them (info under Lesson 11). Starts after holiday
 * Internet practice
 * What is the internet--demo
 * back button
 * home button
 * tabbed browsing
 * what links look like
 * 'little hand'
 * Discuss what the digital neighborhood is like. Good video: []
 * Watch this BrainPop video together and discuss: []
 * Take the quiz together. Discuss as answering questions. Show students how the results can be emailed to teacher (for future quizzes)
 * Have a [| list of websites] that support class discussion or the holiday theme to have students go to. Remind them:
 * stay in the neighborhood
 * ignore bling
 * don't talk to strangers
 * Encourage them to try to solve their own problems

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Holiday Greetings = //**Week of December 3rd**//
 * //Lesson 12 of [|workbook] //**

> Last week, you created a holiday story in Word. This week, students will use Publisher (or another Desktop Publishing software) to create a card
 * Finish Problem solving board presentations and/or sign up for Speak Like a Geek presentations (details pg. 52-53 in text)--start these after the holiday
 * Review Speak Like a Geek and have sign-up materials available. Presentations start **after the holiday**.
 * Have students select the template and the color schemes, then click 'Create'
 * If this is their first year using Publisher cards, have them edit only page two (add a holiday image) and pge four (add their name)
 * If they made cards in 2nd grade, they can also edit the greeting
 * Print
 * Show them how to fold it
 * When done, keyboard practice in DanceMat Typing to prepare for **speed quiz next week**

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Thanksgiving Greetings = //**Week of Nov. 19-26th**//
 * //Lesson 11 of [|workbook] //**


 * Problem-solving Board presentations
 * Review Speak Like a Geek and have sign-up materials available
 * Prepare a brief poem in Word that ties in with the holiday
 * Decorate it with clipart. Add a border. Add a title using Wordart
 * Print and save
 * Done? Practice keyboarding on installed software or online sites

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= = = Tables = //**Week of Nov. 5th-12th**//
 * //Lesson 9-10 of [|workbook] //**


 * Problem-solving Board presentations
 * Discuss what are tables and why are they used. Share common ways people use tables. Why might tables assist in organizing information? Relate tables to purposes students might be familiar with, i.e., sports rosters
 * Open Word--add heading. Why a heading
 * Add title--centered. This should be a topic that ties in with classroom conversation. I'm using 'landforms'.
 * Model adding a table, then add column headings and row categories. Discuss why headings and categories
 * Have students add table
 * Fill table in together with info learned in class. Fill in 'Landform' and 'Examples' columns first week, 'Pictures' second week
 * Done? practice keyboarding using installed software or online website
 * Done? Visit landform websites like these:
 * [|Landform Detective]
 * [|Landform matching game]
 * [|Landform matching game--BrainPop]
 * [|Rainforest treehouse game]
 * [|Rivers you can see from space]
 * [|Geography game--GeoNet]
 * [|US Geography game]
 * [|Geography games--collection--good]
 * [|Landforms--overview]
 * [|Virtual tour of America]
 * [|Virtual tour--Google Wonders of World--Nature]
 * [|Virtual tour--forest]
 * [|Virtual tour--undersea]

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Halloween Rebus = //**Week of Oct. 29th**//
 * //Lesson 8 of [|workbook] //**

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
 * Problem-solving Board presentations
 * Open story started last week. Problems? Help students figure out where they might have saved their story--'documents', class file rather than theirs?
 * Clear all spelling errors. Show students how to add teacher name to dictionary
 * Remind students what a 'rebus' is. They will find three words and replace them with pictures that show the word. Model this: Find the word 'pumpkin'. Delete it by double-clicking. Show that the cursor is blinking there and that's where the picture will go. Add clipart of a 'pumpkin' to communicate the idea.
 * Add three pictures that fit the story.
 * Pick two common words in story and find synonyms. Model this first so students can see how it works.
 * Change font size/color/type for three words. Model first.
 * Remind students how to add a border--they did this last year. Model first.
 * Before printing, fill out rubric on pg. 45. You as teacher can use this for grading.
 * Check print preview before printing--is everything on one page? How can students adjust story so it fits on one page (usually it's the image size)
 * Should students 'save' or 'save-as'?

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Halloween Rebus = //**Week of Oct. 22nd**//
 * //Lesson 7 of [|workbook] //**


 * Problem solving board--presentations
 * Discuss what a rebus is with students. How do we communicate ideas? How do non-verbal communications sometimes work better than words?
 * Display the story on pg. 42 of text (or write your own). There are misspellings--leave them.
 * Ask students to use right click tools to:
 * correct spelling
 * find synonyms for crossed out words
 * Give students the rest of the class to finish the Halloween story. They will decorate it next week.
 * Remind them to use the same writing skills they learned in class for this story
 * Remind them to use good typing habits any time they sit down at the computer to type
 * Those who finish: practice keyboarding on installed software or an [|online site here]
 * Leave stations as students found it

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Graphic Organizers = //**Week of Oct. 8th-15th**//
 * //Lesson 5-6 of [|workbook] //**

As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
 * 1) Warm up with the keyboard program of your choice. See [|choices here].
 * 2) October homework started. Review. Take questions.
 * 3) Oct. 8th: Review Hardware quiz. What's the Mulligan Rule? (they can retake any quiz for full credit)
 * 4) Question Board starts w/o Oct. 15th. Do students know their question and presentation date? Model a presentation. Make sure students know they can get help from you if they've tried everywhere else. Review details on pg. 28-30.
 * 5) Review location of keys on pg. 33
 * 6) Oct. 15th: Start Problem Solving Board. Review how students should present (tie into class discussion on this if possible). Review grading. Take three students each week.
 * 7) Open MS Word—2 weeks for this project
 * Review layout, tools, ribbons. Remember lessons from last year.
 * Review what a Graphic organizer is. Discuss what it does, how it helps learning
 * Select a topic being discussed in class (where students live, biological classification, sets and subsets, etc.)
 * Add heading and tittle, Where We Are (see sample on pg. 34)
 * Add the target Smart Art
 * Add notation for each layer
 * Add a sentence about each location under graphic organizer
 * Format--this is the fun part for students
 * save to network file folder. Review the difference between save and save-as. What do they do the first time they save (Oct. 8th)? What do they do Oct. 15th?

Extension: Have websites that tie into classroom discussion on the class internet start page for those who finish early

Extension: Instead of this, do MS Word Assessment (I've heard from teachers they require assessments for school admin. This is a good opportunity to complete one).

Close down to desktop, headphones over tower, chairs tucked under.

//** If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. **//

= Problem Solving = //**Week of Oct. 1st**//
 * //Lesson 4 of [|workbook] //**
 * Hardware quiz today (pg. 18 in text). Give them only 10 minutes. Expect correct spelling.
 * If student didn't do as well as hoped for, they can retake
 * Take this opportunity to review hardware-based problem solving
 * While students finish, have others practice keyboarding on the program of your choice
 * Discuss the importance of shortkeys in problem-solving (ask them why. Explain how shortkeys provide more options for reaching a solution). See pg. 25 for a list
 * Question board starts in two weeks. These are the most common tech-based problems they'll run into when using computers
 * review guidelines (see pg. 24)
 * review wall posters of problem-solving (i.e., backspace-date, save-save as, etc)
 * see templates you can use for sign up on pg. 28-29
 * review grading rubric on pg. 30
 * have students sign up while practicing keyboarding
 * Done? Go to sponge sites that support classroom discussion on a topic (arranged ahead of time). See [|this list] for age-appropriate themed websites

If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, **// [|How to Jumpstart the Inquiry-based Classroom.] //** This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.

As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.

Extension: Have websites that tie into classroom discussion on the class internet start page.

Close down to desktop, headphones over tower, chairs tucked under.

//** If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. **//

= = = Email = = Homework =
 * Week of Sept. 24th**
 * //Lesson 3 of [|workbook] //**
 * review speed quiz from last week. Which class was fastest? Post that on the Keyboard Board. Reivew universal problems you observed (i.e., flying hands, flying elbows)
 * practice keyboarding with TTL4 or similar program that allows you to monitor progress (free program: [|Typing Web] )
 * review homework--sent via email. We'll discuss that today
 * Discuss email
 * demo if possible on lab software (gmail, Outlook--even if they aren't connected)
 * See pg. 22 of text for details on what/how to cover
 * review hardware for next week's quiz (see pg. 18 for sample quiz)

If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, **// [|How to Jumpstart the Inquiry-based Classroom.] //** This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.

As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.

Extension: Have websites that tie into classroom discussion on the class internet start page.

Close down to desktop, headphones over tower, chairs tucked under.

//** If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. **//

= Keyboarding = = Hardware =
 * Week of Sept. 17th**
 * //Lesson 2 of [|workbook] //**

> That's about all we get through in this class. Because students are new to MS Word, reviewing the skills takes more time than it will in later years.
 * Review parts of the computer (see pg. 18)
 * Keyboard speed quiz
 * this is the first one students will have (they don't take them in K-2)
 * warm up with Dance Mat Typing or Nimble Fingers or another keyboard program of your choice
 * Open MS Word (introduced last year). Review screen, ribbons, tools. Take time to explain this word processing program
 * Add heading as prescribed by your needs (name, teacher, date, etc)
 * Provide a speed quiz to type from (see sample, pg. 19). Students type for 5 minutes
 * During: Watch students for good typing habits (posture, elbows at sides, hands on home row, etc)
 * End: Have students type word count at bottom (find it in lower left of doc) and spell check. Review this skill
 * Extra: Mental math--how many wpm did they type?
 * As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.

As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.

Extension: Have websites that tie into classroom discussion on the class internet start page.

Close down to desktop, headphones over tower, chairs tucked under.

//** If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. **//

= Class Intro = = Question Board =
 * Week of Sept. 10th**
 * //Lesson 1 of [|workbook] //**


 * 1) Assign seats
 * 2) Tour classroom--what changed
 * Lab hours
 * Collect lab rules from students to post later
 * discuss homework in back of this book or in [|K-8 Keyboard curriculum] )
 * 1) every trimester, you'll be graded on key placement
 * 2) every month, I watch you type with cloth over your hands
 * 3) due end of month
 * notes on wall with major skills
 * 1) Log onto computer with username (first.last) and unique id
 * 2) Open internet to [|class start page]
 * 3) tour internet start page
 * 4) go to school webpage (if available--i.e., Schoology, Veracross, etc.)
 * 5) log in
 * 6) change PW
 * 7) Explore 'classes'. Go through tech class page
 * 8) find discussions and comment
 * 9) Take pictures or show students how to copy from the school directory and paste into their network folders
 * 10) When picture done, take a binder.
 * 11) Decorate cover in KidPix
 * 12) add page with PWs
 * 13) Review hardware
 * 14) parts of computer
 * 15) how do they connect
 * 16) common problem-solving issues
 * 17) Sign up at the front of the classroom for the Question Board before 9/24 (There's a sheet there for your grade level). You must select a date and a question. The first presentation starts week of 10/1.**See samples on pages 28-30, list of common problems on pg. 26.**

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of this lesson--helping students find a comfort level with technology--clarifying questions take more time than I'd expect at times. I'm fine with that. There'll be lessons later that move faster than I planned. **//



= PowerPoint =
 * //Week of April 16th-May 31st//**
 * //or Lesson 24-28 in [|workbook] //**

Test the hypothesis: 3rd grade students type faster than they handwrite. Discuss each step in the scientific method, what each would be in this experiment, share alternate hypothesis, collect data—which will be shared next week--and adjust thinking based on the experiment Students will finish the year by creating a PowerPoint slideshow on Governments around the world.
 * We began our PowerPoint slideshows on Governments with a discussion on government, focusing on the three to be discussed in the classroom—monarchies, democracies, dictatorships (I’m a big ahead, but must be to get the slideshows done for Open House)
 * We filled in the storyboard as a group as follows:

= = >
 * Students then created the slideshow following the storyboard
 * Students presented their slideshows to the class following this grading rubric:

= Venn Diagram = //**Week of March 26th-April 2nd**// //**or Lesson 13, 15 in [|workbook] **// > > > __**<span class="wiki_link_ext">Info for thought: **__ > [] > [] > [|http://www.isu.edu/~trinmich/Sites.html] > [] > [] > [] > A map of the Oregon Trail > [] > Many links for more information > [] > Westward to Home: Joshua's Oregon Trail Diary
 * Homework due end of week
 * Finish Venn Diagrams
 * Play the simulation Oregon Trail with a partner
 * What was the weather like
 * What diseases they faced
 * What hardships they faced
 * Mistakes they made along the Trail
 * Why did settlers head out this way
 * What were the covered wagons like
 * Life along the Trail
 * Map of the trail
 * Historic sites
 * Hardships
 * Why settlers headed out this way
 * Landmarks
 * Why settlers headed out this way
 * What the wagons were like
 * Hardships
 * Diseases


 * Program is quirky so use these skills to get out of trouble:
 * Alt+F4 to shut down program
 * Ctrl+Alt+Del to shut down program
 * Check taskbar to re-activate program
 * Alt+Tab to get back into program

= = = Web 2.0 Communication Tools = = Venn Diagram = //**Week of March 19th**// //**Lesson 16-18 [|(workbook)] **//

Remember the QR People we created in October? Let's scan them! Done? Start Venn Diagram
 * Overview of the iPads
 * remove carefully from cart
 * correct treatment of iPads--handle carefully, don't drop, don't touch screen with anything other than your finger
 * open, home, tap apps to make them open
 * explore iPad. Open a few apps
 * Find 'scan' app
 * Can't find it? Use search
 * show how to use Scan app
 * See if you can guess who the person is on the wall
 * Use the iPad Scan app to see if you guessed correctly
 * compare Egyptian and Navajo cultures using a Venn Diagram
 * [[image:smaatechk-3/venn.gif caption="venn.gif"]]

= = = Magazine in Publisher = //**Week of Feb. 13th-March 12th**// //**Lesson 16-18 [|(workbook)] **//

We will create a magazine to support classroom inquiry into Indigenous Cultures:
 * Open Publisher
 * Select one of the 'Quick Publications' for the cover sheet
 * Add the title, your name, teacher name, date and a picture of either Navajos or Egyptians
 * Go into the Master
 * add a border (or a 'frame' as Publisher calls it in 2007)
 * add a footer with your name and the page number
 * Exit the master
 * add 4 pages
 * add a Table of Contents to pg. 2
 * add a banner title to pg. 3--Navajo--in WordArt
 * add a banner title to pg. 4--Egyptians--in WordArt
 * add two pictures at the bottom of the page on the assigned topic
 * add a final 'the end' page with Wordart and a collage of pictures
 * Done? Fill out the grading rubric to be sure you have everything.

= = = Excel Formulas =
 * Week of Jan. 30th-Feb. 6th**
 * //Lesson 19-21 [| (workbook)] //**

> >> Here's a sample worksheet we worked from: This data became this graph: = Typing Practice = //**or Lesson 7-8 in [|workbook] **//
 * 1) 3B took hardware quiz
 * 2) continued Speak like a Geek. Be sure to be ready!
 * 3) started formulas in Excel. As an example, lets create a formula in cell C1 that will multiply the contents of cell B1 from cell A1.
 * **Our formula: = D1 * D2**
 * **Our data:**
 * type the number 20 in cell D1
 * type the number 10 in cell D2
 * the formula looks like this:
 * **Formula Steps**
 * To multiply 10 to 20 and have the answer appear in cell E1:
 * Type an equal sign in cell E1.
 * Click on cell D1 with the mouse pointer.
 * Type an asterisk sign ( * ) in cell E1.
 * Click on cell D2 with the mouse pointer.
 * Press the **ENTER** key on the keyboard.
 * The answer 200 should be present in cell E1.
 * Even though you see the answer in cell E1, if you click on that cell you will see our formula in the [|formula bar] above the work area.
 * Took a class survey of student favorite classes and created a graph (using F11). Then we formatted the chart:
 * Week of Jan. 23rd**


 * Continue Speak Like a Geek
 * Log onto TTL4
 * log in is the same at home
 * make sure everyone's log-in works
 * if you can't download TTL4 at home, use [|Typing Web]
 * take pre-test as required
 * Test your typing speed on [| Typing Test]
 * Done? Go to [|Typing Defense.] Play!

= Water Usage--Excel = //**Week of Jan. 16th**// //**or Lesson 7-8 in [|workbook] **//

Open Excel **File Not Found**
 * Open template<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">[[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.spreadsheetml.sheet.png width="32" height="32" caption="water conservation wkly tally.xlsx" link="file:smaatechk-3/water conservation wkly tally.xlsx"]]
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 49 KB


 * review Excel
 * Review parts of template
 * Demo adding data
 * Students open template from K-4 students, 3rd grade
 * Save-as to their file folder
 * Students add their name and teacher
 * Have students add their data
 * Extra time? Add an image that correlates with the task
 * Save to your file folder and print

= Water Cycle = //**Week of Jan. 1st-Jan. 8th**// //**Lesson 6 in [|workbook] **// Review hardware for upcoming quiz. Students fill out a study guide, go over as a group. Use it to study for quiz.
 * Review Speak Like a Geek--starts next week
 * Review Dec./Jan. homework
 * Start water cycle diagram in Word using SmartArt
 * Start water cycle project (finish next week)
 * [[image:smaatechk-3/water.png caption="water.png"]]

= MS Word Story =
 * //Week of Dec. 5th-12th//**
 * //or Lesson 11-12 in [|workbook] //**

= = Done? Try these holiday-themed websites:
 * Sign up for Speak Like a Geek
 * Students write a story in MS Word using the 6+1 traits of good writing. They decorated it with
 * border
 * fonts, colors, sizes
 * pictures
 * This reinforced practice on MS Word with the Halloween story.
 * Students printed and saved. Here's a sample:
 * [|12 Days of Xmas]
 * [|NORAD Santa]
 * [|Penguin Show]
 * [|Reindeer Orchestra]

= = = Speed Quiz = = Survival on Landforms =
 * //Week of Nov. 28th//**
 * //Lesson// //9-10 in [|workbook] //**

**File Not Found**
 * Take T2 speed quiz
 * Review November homework--submit to dropbox on your own this time!
 * Visit websites on Survivals List<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">[[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="How to survive on a landform--3rd grade.docx" link="file:smaatechk-3/How to survive on a landform--3rd grade.docx"]]
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 25 KB


 * Sign up for Speak Like a Geek

= Submit Homework to Dropbox = = Tables in Word = //**Week of Oct. 31st, Nov. 14th**// > Those who are finished may create a Thanksgiving card in Publisher.
 * //Lesson 9-10 in [|workbook] //**
 * continued with problem solving skills and Question Board presentations
 * submitted homework as a class to My Falcon Dropbox. This included:
 * a verification that homework had been completed--10 min. / week, 40 minutes for the month
 * a reflection on the typing--homerow, covering hands, DanceMat Typing
 * thoughts on how this month of practice will affect the future homework
 * Created a table in Word with landforms, examples of the landform and a picture of it
 * [[image:smaatechk-3/landforms_talbe_2011.gif caption="landforms_talbe_2011.gif"]]
 * Those who finished with the first half visited landform websites on the [|internet start page]
 * [|landform games]
 * [|African rivers]
 * [|Ocean floor animations]
 * [|Deserts and the Colorado River]
 * [|Rivers from Space]

= = = QR Codes = //Week of Oct. 10th-24th//
 * //or Lesson 4-5 of [|workbook] //**


 * **//Review homework--questions?//**
 * discuss the importance of blending multiple programs to communicate an idea. We'll do that with internet-KP-MS Word
 * Create a QR code. Tell us your name and one fun fact about yourself
 * Save a screenshot
 * Insert as graphic into KidPix
 * Draw yourself around it
 * Export as image to use in MS Word
 * Open MS Word; add heading at top
 * Add QR image
 * Add three clues about yourself
 * Save and print

= = = Question Board = = Google Earth Lats and Longs =
 * Week of Oct. 3rd**
 * //Lesson 4-5 of [|workbook] //**
 * Question board started (scroll down for sample questions)
 * Grading as follows (students weren't required to post to the My Falcon Discussion Board or answer questions there this trimester)
 * [[image:smaatechk-3/question_board_rubric.png caption="question_board_rubric.png"]]:
 * Worked on GE lats and longs in pairs (see Sept. 26th notes)
 * Done? Played on GE or went to geography websites from start page
 * [|Geography games]
 * [|Geogreeting]
 * [|Map reading skills]

= Speed quiz = = Google Earth Lats and Longs =
 * Week of Sept. 26th**
 * //Lesson 3 of [|workbook] //**

t
 * **//Speed quiz//**
 * review homework
 * Go to [|Dancemat Typing]
 * Work only on homerow keys
 * 10 minutes a week, 40 minutes a month
 * Verification submitted via MyFalcon HW dropbox
 * Question Board starts next week
 * Google Earth lat and long project
 * work with partners
 * find two continents on each major lat and long
 * fill out sheet

= Keyboarding = = EMO log-in = = MyFalcon log-in =
 * Week of Sept. 19th**
 * //Lesson 2 of [|workbook] //**


 * [|Test your typing speed] --quiz next week
 * log into EMO
 * MyFalcon--got everyone on

= = = Class Intro = = Question Board =
 * Week of Sept. 12th**
 * //Lesson 1 of [|workbook] //**


 * 1) Assign seats
 * 2) Tour classroom--what changed
 * QR codes--extra credit for QR codes you see out and about this week
 * sign up for QB
 * Lab hours
 * discuss homework--changes
 * 1) every trimester, you'll be graded on key placement
 * 2) every month, I watch you type with cloth over your hands
 * 3) due end of month
 * notes on wall with major skills
 * Vocabulary Wall--prepare for Speak like a Geek
 * 1) Log onto computer with username (first.last) and unique id
 * 2) Open internet. Set start page to| SMAA Internet Start Page ( [] ) by going to tools-internet
 * 3) tour internet start page
 * 4) go to [|SMAA webpage]
 * 5) log in with UN: firstname.lastname PW Falcon2011
 * 6) change PW
 * 7) go to MyFalcon on left sidebar
 * 8) explain
 * 9) Explore 'classes'. Go through tech class page
 * 10) find discussions and comment
 * 11) Take pictures
 * 12) When picture done, take a binder.
 * 13) Decorate cover in KidPix
 * 14) add page with PWs
 * 15) Sign up at the front of the classroom for the Question Board before 9/23 (There's a sheet there for your grade level). You must select a date and a question. The first presentation starts week of 10/3. See below for samples:


 * || [[image:smaatechk-3/Question_board_questions.png caption="Question_board_questions.png"]] ||
 * Question_board_questions.png ||  ||
 * Question_board_questions.png ||

Here's the grading rubric:

= = = PowerPoint =
 * || [[image:smaatechk-3/question_board_rubric.png caption="question_board_rubric.png"]] ||
 * question_board_rubric.png ||  ||
 * question_board_rubric.png ||
 * //Week of April 18th-May 31st//**
 * //or Lesson 24-28 in [|workbook on Internet math websites] //**

Students will finish the year by creating a PowerPoint slideshow on Governments around the world. Click on this widget to download the storyboard <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> **File Not Found**
 * We filled in the storyboard as a group as follows:

=
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 46 KB
 * Students then created the slideshow following the storyboard
 * Students presented their slideshows to the class following this grading rubric:

= = Miscellaneous =
 * //Week of April 11th//**
 * //or Lesson 22 in [|workbook on Internet math websites] //**

=
 * Review the new Schoology website
 * Continue with Speak like a Geek (see below)
 * Visit [|Animated Atlas] to watch westward expansion in the US)
 * Print But I Was Here First magazine from Publisher
 * Review top keyboarders in fourth grade
 * Visit [|Big List of Great Kids Websites], go to fourth grade and enjoy

= = Oregon Trail =
 * //Week of March 21st-28th//**
 * //Follow below or Lesson 4 in [|workbook] //**


 * 1.Speed quiz**
 * 2.** **Play the simulation Oregon Trail** **with a partner**

__**<span class="wiki_link_ext">Info for thought: **__ [] [] [|http://www.isu.edu/~trinmich/Sites.html] [] [] [] A map of the Oregon Trail [] Many links for more information [] Westward to Home: Joshua's Oregon Trail Diary
 * What was the weather like
 * What diseases they faced
 * What hardships they faced
 * Mistakes they made along the Trail
 * Why did settlers head out this way
 * What were the covered wagons like
 * Life along the Trail
 * Map of the trail
 * Historic sites
 * Hardships
 * Why settlers headed out this way
 * Landmarks
 * Why settlers headed out this way
 * What the wagons were like
 * Hardships
 * Diseases


 * 4.** **Test your [|typing speed] **

= Magazine in Publisher = //**Week of Feb. 14th-March 14th**// //**Lesson 16-18 [|(workbook)] **//

We will create a magazine to support classroom inquiry into Indigenous Cultures: = = =
 * Open PUblisher
 * Select one of the 'Quick PUblications' for the cover sheet
 * Add the title, your name, teacher name, date and a picture of either Navajos or Egyptians
 * Go into the Master
 * add a border (or a 'frame' as Publisher calls it in 2007
 * add a footer with your name and the page number
 * Exit the master
 * add 4 pages
 * add a Table of Contents to pg. 2
 * add a banner title to pg. 3--Navajo--in WordArt
 * add a banner title to pg. 4--Egyptians--in WordArt
 * add two pictures at the bottom of the page on the assigned topic
 * add a final 'the end' page with Wordart and a collage of pictures
 * Done? Fill out the grading rubric to be sure you have everything.

= = Excel Formulas =
 * Week of Jan. 24th-Feb. 9th**
 * //Lesson 19-21 [| (workbook)] //**

> >> Here's a sample worksheet we worked from: This data became this graph:
 * 1) took our hardware quiz
 * 2) started Speak like a Geek. Be sure to be ready!
 * 3) started formulas in Excel. As an example, lets create a formula in cell C1 that will multiply the contents of cell B1 from cell A1.
 * **Our formula: = D1 * D2**
 * **Our data:**
 * type the number 20 in cell D1
 * type the number 10 in cell D2
 * the formula looks like this:
 * **Formula Steps**
 * To multiply 10 to 20 and have the answer appear in cell E1:
 * Type an equal sign in cell E1.
 * Click on cell D1 with the mouse pointer.
 * Type an asterisk sign ( * ) in cell E1.
 * Click on cell D2 with the mouse pointer.
 * Press the **ENTER** key on the keyboard.
 * The answer 200 should be present in cell E1.
 * Even though you see the answer in cell E1, if you click on that cell you will see our formula in the [|formula bar] above the work area.
 * Took a class survey of student favorite classes and created a graph (using F11). Then we formatted the chart:

= Internet Security = = Hardware Quiz =
 * Week of Jan. 17th**
 * //or Lesson 14 in [|workbook (vocabulary quiz, keyboarding)] //**


 * Review for Speak Like a Geek, starting next week
 * show students how to use Google.com to define their word using //define:their word//. Have each student try this out.
 * discuss the fastest average class on the speed quiz, and the fastest students. Explain what that means for year goals in keyboarding
 * Review hardware for upcoming quiz. Students fill out a study guide, go over as a group. Use it to study for quiz.
 * Discuss internet security
 * Create an avatar in avator creator [|1], [|2] or [|3]
 * Visited other internet security sites like [|Webonaut Academy], [|Faux Paws,] and [|Surf Swell Island]

= Speed Quiz = = Speak Like a Geek = = Water Cycle in MS Word =
 * Week of Jan. 3rd-10th**
 * //Lesson 5-6 in [|workbook] //**

=
 * Speed quiz
 * Started Speak Like a Geek
 * 1) sign up for a week
 * 2) sign up for a word
 * 3) be ready to present on your day
 * create a water cycle diagram using MS Word SmartArt to collaborate with classroom discussion on this topic

= = Excel Drawing =
 * Week of Dec. 6th-13th**
 * //or Lesson 11-12 in [|workbook] //**


 * Open Excel
 * Review Excel-->
 * Follow directions on sheet to reveal a holiday picture
 * Be sure to add your name to the bottom and a gingerbread man by the door
 * save and print

The secret picture comes out like this:


 * Students could work in pairs for this projects.
 * Those who finished went to any links on our [|internet start page.]

= Question Board = = DTP Holiday Card =
 * Week of Nov. 29th**
 * //or Lesson 11-12 in [|workbook] //**


 * Finish Question Board presentations. Vocabulary Board will start after the holiday
 * Use skills learned for Thanksgiving card to create a Christmas Holiday card
 * add class picture
 * add a border around the picture


 * Finished? Go to [|Webonaut Academy]

= DTP--Holiday Card =
 * Week of Nov. 8th-15th**


 * //or Lesson 9-10 in [|workbook] //**
 * Went to [|TypingText.com] to practice keyboard skills for T2 speed quiz (coming in a few weeks)
 * continued with Question Board
 * Created a Thanksgiving card in PUblisher--this is a review of skills learned last year
 * personalize font and color schemes
 * edit text on page 3
 * add pictures on page 2
 * add your name to page 4
 * Went to websites about surviving on landforms. Students could work with a partner or by themselves. List includes text, videos, games and more:

** How to survive ** ** 3rd Grade ‘Survivor’ Unit **

In the Jungle [|Jungle survival] [|Orangutan Island game] [|Life and death in the jungle] [|Jungle] [|Survive a rainforest]

In the Desert [|Desert survival] [|Deserts] [|Moab Desert] [|Canyon obstacle]

In the Mountains [|Survive a snowstorm] [|Everest and beyond] [|The Andes] [|An avalanche] [|How to find water] [|How to avoid hypothermia]

In the Prairies [|Savanna predators] [|How to find dinner] [|How to send a smoke signal]

In the Ocean [|Life and Death] [|Survive a shipwreck]

In the Rivers [|Raging Rapids]

General [|Build a Tornado]

[|Build a Volcano]

[|Fear—Man vs. Wild]

[|Man vs. Wild—the game]

= MS Word Tables = //**Week of Oct. 25th-Nov. 1st**// = = = MS Word Story =
 * //Lesson 9-10 in [|workbook] //**
 * continued with problem solving skills and Question Board presentations
 * Created a table in Word with landforms, examples of the landform and a picture of it
 * Those who finished with the first half visited landform websites on the [|internet start page]
 * [|landform games]
 * [|African rivers]
 * [|Ocean floor animations]
 * [|Deserts and the Colorado River]
 * [|Rivers from Space]
 * //Week of Oct. 11th-18th//**
 * //or Lesson 7 in [|workbook] //**

Here's a grading rubric: (from SL technology curriculum, 3rd grade, pg. 25)
 * continued with problem solving skills with Question Board presentations
 * Students wrote a story in MS Word using the 6+1 traits of good writing. They decorated it with
 * border
 * fonts, colors, sizes
 * pictures
 * Students printed and saved. Here's a sample:
 * Those who finished early played an a [|nimal adaptation matching gam] e or designed their own animal in [|Switcheroo Zoo]

= MS Word Tables =
 * //Week of Oct. 4th//**
 * //or Lesson 5-6 in [|workbook] //**
 * Start question board (see below for questions)
 * Speed quiz-->
 * Start Animal table in Word

= Google Earth Lats and Longs = =
 * //Week of Sept. 20-27th//**
 * //Lesson 3 in [|workbook] //**
 * practice keyboarding in TTL4
 * sign up for Question Board--starts next week
 * Google Earth project
 * Find continents using GE that are on the listed latitudes and longitudes
 * Take GE animal tours--find 2 animals for each continent and list them on the worksheet
 * See sample below

= Question Board--Tech Problem Solving = or **//Lesson 1-2 in [|workbook] //**
 * //Week of September 13th//**
 * 1) Introduction
 * 2) Sign up for Question Board.
 * 3) Here's the list of questions:

Here's the grading rubric:



= MS Word--Book Report =
 * //Week of April 26th-May 24th//**
 * //Lesson 29-30 in [|workbook] //**


 * 1.** **Type book report**
 * **a.** **Title page**
 * **b.** **Header**
 * **c.** **Double-space**
 * 2.** **those who finish, go to**
 * **a.** ** [|Everyday Math Online] or**
 * **b.****Free choice of bookmarks on [|internet start page] **

= Keyboarding = = WPP =
 * //Week of April 19th//**
 * //Follow below or Lesson 23 (keyboard skills) in [|workbook] //**


 * 1.** **Announce fastest keyboard class**
 * 2. Announce** **fastest keyboard 3rd grader**
 * 3.** **WPP submittal—3rd Grade—Easter Story**
 * 4.** **those who finish, go to TTL4**
 * 5.** **those who finish, go to [|volcano pics] on [|5th grade start page] **
 * 6.** **those who finish, go to**
 * **a.** [|Everyday Math Online] **or**
 * **b.****Free choice of math bookmarks on [|internet start page] **

= Online Keyboarding = = WPP =
 * //Week of April 12th//**
 * //Follow below or Lesson 14 (keyboard skills) in [|workbook] //**

= = = =
 * 1.** **WPP submittal—**
 * 2.** **those who finish, go to TTL4** or
 * [|Dance Mat Typing]
 * [|Typing Web]
 * 3.** **those who finish, go to**
 * **a.** [|Everyday Math Online] **or**
 * **b.** **Free choice of bookmarks on [|internet start page] **

= Oregon Trail =
 * //Week of March 15-29th//**
 * //Follow below or Lesson 4 in [|workbook] //**


 * 1.** [|WPP] **– summative assessment on Native Americans**
 * 2.** **Oregon Trail** **with a partner**

[] [] [|http://www.isu.edu/~trinmich/Sites.html] [] [] [] A map of the Oregon Trail [] Many links for more information [] Westward to Home: Joshua's Oregon Trail Diary
 * What was the weather like
 * What diseases they faced
 * What hardships they faced
 * Mistakes they made along the Trail
 * Why did settlers head out this way
 * What were the covered wagons like
 * Life along the Trail
 * Map of the trail
 * Historic sites
 * Hardships
 * Why settlers headed out this way
 * Landmarks
 * Why settlers headed out this way
 * What the wagons were like
 * Hardships
 * Diseases
 * 3.** **TTL4**
 * 4.** **Test your [|typing speed] **

= Internet--Grammar websites =
 * //Week of March 8th//**
 * //Follow below or Lesson 11 (Holiday card in Publisher) in [|workbook] //**


 * 1.** **TTL4**
 * 2.** ** [|Test your typing speed] **
 * 3.** [|Animated Atlas]
 * 4.** **any grammar websites on start page**
 * 1. [|Dolch Site Word Activities]
 * 2. [|Grammar—Adjectives]
 * 3. [|High-frequency words—hangman]
 * 4. [|High-frequency words—practice]
 * 5. [|Spelling practice—use with spelling words]
 * 6. [|Stories with Dolch Words]
 * 7. [|Vocabulary Fun]
 * [|5. EMO] **
 * 6. Lesson 11--greeting card in Publisher for St. Patrick's Day**

= WPP = = Keyboard practice =
 * //Week of March 1st//**
 * //Follow below or Lesson 22 (Internet math websites) in [|workbook] //**


 * 1.** [|WPP Online] **--enter narrative writing about Myths**
 * 2.** **TTL4--practice typing. You should be up to Lesson 4 by now.**
 * 3.** [|EMO]

= =

= WPP =
 * //Week of Feb. 22nd//**
 * //Follow below or Lesson 19-21 (Excel basics) in [|workbook] //**
 * **1.** [|WPP Online] **—Unassisted writing assessment**
 * **2.** **TTL4**
 * **3.** [|EMO]

= WPP =
 * //Week of Feb. 1st-8th//**
 * //Follow below or Lesson 19-21//** **//(Excel basics)//** **//in [|workbook] //**


 * 1.** [|WPP Online] **—Story of a Drop of Water**
 * **a.** **Type**
 * **b.** **Do lessons**
 * 2.** **Done? [|EMO] or math websites** [|on internet start page]

= WPP = = Speed Quiz = = =
 * //Week of Jan. 25th//**
 * //Follow below or Lesson 19-21//** **//(Excel basics)//** **//in [|workbook] //**


 * 1.** **TTL4**
 * 2.** [|WWP] **—introduce**
 * **a.** **Weather**
 * **b.** **Favorite sport**
 * **c.** **Holiday** **story**
 * 3.** **Results of speed quiz—** [|check my blog]
 * **a.** **Hint: Fastest class: M at 10.53**
 * **b.** **Fastest 3rd grader: Ryan**
 * **c.** **Most improved 3rd grade class: H at 9.4**
 * 4.** **Ryan—help me find your picture**
 * 5.** **Done? [|EMO] or [|math websites] or [|word study] **

= WPP =
 * //Week of Jan. 18th//**
 * //follow below or Lesson 16-18 (Magazine in Publisher) in [|workbook] //**


 * 1.** **TTL4**
 * 2.** ** [|WPP] —introduce**
 * 3.** **Done? [|EMO] or math websites or word study** [|(from internet start page] )

= MS Word--paragraphs =
 * //Week of Jan. 11th//**
 * //follow below or Lesson 16-18//** **//(Magazine in Publisher)//** **//in [|workbook] //**

= =
 * 1.** **TTL4--introduce**
 * 2.** **MS Word—type paragraph**
 * **a.** **Print**
 * **b.** **save**
 * Done? [|EMO] or [|math websites] on start page**

= MS Word--numbered lists =
 * //Week of Jan. 4th//**
 * //follow below or Lesson 16-18//** **//(Magazine in Publisher)//** **//in [|workbook] //**


 * 1.** **MS Word—New Year’s resolutions**
 * **a.** **Numbered list**
 * **b.** **Up to ten**
 * **c.** **Add border if finished**
 * **d.** **Add pictures if finished**
 * **e.** **Print**
 * **f.** **save**
 * 2.** [|Dance Mat Typing] **or [|Typing Web] **
 * 3.** [|EM] **or math websites on [|internet start page] **

= MS Word--type a story =
 * //Week of Dec. 7th-14th//**
 * //Lesson 8 in [|workbook] //**


 * 1.** **MS Word—typing test**
 * **a.** **Print**
 * **b.** **save**
 * 2.** **Holiday** **story in MS Word—the one you bring from class**
 * **a.** **Open new doc**
 * **b.** **Heading**
 * **c.** **Title**
 * **d.** **Font 18**
 * **e.** **Any font look**
 * **f.** **Type only—we’ll decorate next week**
 * Done?** [|Noradsanta.com]

= Internet--survival websites =
 * //Week of Nov. 30th//**
 * //Lesson 15 in [|workbook] //**

**__How to survive__** //3rd Grade ‘Survivor’ Unit// In the Jungle [] [] [] [] [] [] [] In the Desert [] [] [] [] [] [] [] In the Mountains [] [] [] [] [] [] [] In the Prairies [] [] [] [] [] In the Ocean [] [] [] In the Rivers [] [] Build a Tornado [] Build a Volcano []
 * 1.** **TTL3**
 * 2.** **Question Board**
 * 3.** **Visit How to Survive websites for summative project (find list under K-4—3rd grade—How to Survive**)

= Internet--Survival websites =
 * //W////eek of Nov. 16th//**
 * //or Lesson 15 (internet research) in [|workbook] //**


 * 1.** **TTL3**
 * 2.** **Question Board**
 * 3.** **Visit How to Survive websites for summative project (find list under K-4—3rd grade—How to Survive**
 * 4.** **Those who finish: visit [|grammar-adjective] websites on internet start page**

= Publisher--cards =
 * //Week of Nov. 9th//**
 * //Lesson 10, 12 in [|workbook] //**


 * 1.** **TTL3**
 * 2.** [|typing test.com] **—on start page**
 * 3.** **Publisher**
 * **a.** **Make a card**
 * **b.** **Save and print**
 * 4.** **Visit [|landform websites] on internet start page**
 * 5. visit [|math websites] on internet start page**

= Poetry--Internet =
 * //Week of Nov. 2nd//**
 * //Lesson 13 in [|workbook] //**


 * 1.** **Question Board**
 * 2.** **Cinquain poem— [|website] **
 * **a.** **Create a poem**
 * **b.** **Copy-paste it into the [|‘shape poem’ site] **
 * **c.** **print**
 * 3.** **TTL3**
 * 4.** **Free time**
 * **a.** **Visit landforms websites on internet start page**
 * **b.****visit math websites on internet start page**

= MS Word--Tables =
 * //Week of Oct. 26th//**
 * //Lesson 9-10 in [|workbook] //**


 * 1.** **Question Board**
 * 2.** **Landforms table in Word. Finish next week**
 * 3.** **TTL3**
 * 4.** **Free time: visit [|math websites] and [|here] on [|internet start page] **

= MS Word--Tables--Landforms =
 * //Week of Oct. 19th//**
 * //Lesson 9-10 in [|workbook] //**
 * **TTL3**
 * **Question Board**
 * **Landforms table in Word—just categories. Finish next week. Here's a sample:**


 * **Free time: visit math websites on [|subtraction] and [|math facts] **

= MS Word--Writing stories =
 * //Week of October 5th//**
 * //Lesson 7-8 in [|workbook] //**


 * 1.** **TTL3**
 * 2.** **pass out binders (keep flash drives here if you’d like)**
 * 3.** **Review October Homework--due October 31st**
 * 4.** **Question Board**
 * 5.** **Story in Word**
 * **a.** **Must make sense**
 * **b.** **Have characters (describe them), setting (where is it—describe this), plot (problem, resolution), climax, ending**
 * **c.** **Good grammar and spelling**
 * **d.** **Review grading rubric**
 * 6.** **Free time: visit math websites on [|internet start page] **

= Google Earth Lats and Longs = = Google Earth tours =
 * //Week of Sept. 28th//**
 * //Lesson 3 in [|workbook] //**

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 * 1.** **Dance Mat Typing**
 * 2.** **pass out binders; add your name and seat (keep flash drives here if you’d like)**
 * 3.** **Homework due today at midnight**
 * 4.** **Top keyboarding class: Ms. B**
 * 5.** **Top keyboarder Arabella**
 * 6.** **Question Board**
 * 7.** **Google Earth**
 * **a.**Take tour of Mr. Bland’s Excellent Adventure (open with Google Earth)<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">[[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="Mr. Bland's Excellent Adventure.kmz" link="file:smaatechk-3/Mr. Bland's Excellent Adventure.kmz"]]
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 3 KB


 * **b. visit pics**
 * **b.** **Fill in lat/long worksheet with partner**
 * [[image:smaatechk-3/ll3rd.gif caption="ll3rd.gif"]]


 * 8.** **Free time: visit math websites on [|internet start page] **

= Flash Drives = = MS Word Review = = Tech Problems--Question Board =
 * //Week of September 21st//**
 * //Lesson 5-6 in [|workbook] //**


 * 1.** **TTL3**
 * 2.** **sign up for Question Board during TTL3**
 * 3.** **Speed quiz for Ms. Burchill**
 * **a.** **Spell check**
 * **b.****Save—lastname grade Q1**
 * **c.** **Print**
 * 4.** **How to use flash drive**
 * 5.** **MS Word—wk 2 of 2 (first for Burchill)**
 * **a.** **Review**
 * **b.****Graphic organizer—Where We Are (see sample)**
 * **c.** **Add a sentence about each location under graphic organizer**

= MS Word Diagrams =
 * //Week of September 14th//**
 * //Lesson 5-6 in [|workbook] //**

1. TTL3—warm up 2. Speed quiz 3. Meet start page 4. Meet wiki 5. Sign up for Question Board by end of week 6. MS Word—wk 1 of 2
 * a.Spell check
 * b.Save—lastname grade Q1
 * c.Print
 * a.Review
 * b.Graphic organizer—Where We Are (see sample)
 * c.Add a sentence about each location under graphic organizer



= Intro to Tech = //**Week of September 7th**//
 * //Lesson 1-2 in [|workbook] //**
 * assign seats
 * tour room--what changed?
 * Sign up for Question Board by 9/25. See 'Calendar' for start date
 * Parent orientation 9/17
 * take pictures.
 * After picture, get a binder and a label. Put the label on the front with your name and seat number.
 * Review Win 7 changes
 * Review hardware
 * Practice TTL3 for quiz next week
 * Free time--go to 'Links' for ideas