WCS--First+Grade

=WCS First Grade = = **Shapes** = //**Week of Nov. 11th**//
 * // [|Lesson 11 in Workbook] //**

Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button.


 * What shapes are students talking about in class? Have them share their thoughts.
 * Do students see shapes they mentioned in classroom around them?
 * Point something out they haven’t mentioned. How would students use shapes to create what you point at (say, shelves, the CPU).
 * Open drawing program; open template with shapes. Demonstrate how to find the template. In KidPix, this includes changing the file type to one that includes the template. Take this opportunity to discuss what is meant by ‘jpg’ and ‘bmp’.
 * Discuss different shapes. Ask students to identify them. What are their attributes? Demonstrate on SmartScreen how to add color (with fill bucket) and name (with text tool) to each shape. Students know these skills. Remind them. You will help if needed.
 * Have students add color. Add names also.
 * Export with assistance and print as independently as possible, even if not finished.
 * As you teach, incorporate lesson vocabulary.
 * Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
 * Remind students to transfer this knowledge to the classroom or home.
 * Show students how to use Alt+F4 to close a program. Some will get it, others not. That’s fine. Tuck chairs under desk, headphones over tower; leave station as it was.

**More**:
 * I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.
 * Assessment strategies--see textbook. Questions? Use Discussion Button above.
 * Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher]
 * keyboarding--always watch for good habits. 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="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above.


 * //<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. //**

= **Thanksgiving Greetings** = //**Week of Nov. 2nd**//
 * // [|Lesson 10 in Workbook] //**


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss the meaning of Thanksgiving. Bring out that it is a time to say ‘thank you’ for gifts students have.
 * [[image:k-3tech/THANKFUL.jpg align="right" caption="THANKFUL.jpg"]]<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Today, students create a card showing in words and pictures what they are thankful for. It uses skills they are familiar with so they will be expected to export and print without a practice class.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open drawing software (like KidPix or TuxPaint).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Select a color from palette that represents ‘Thanksgiving’; select a festive font, size 48.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add greeting, “I am thankful for…” Do not complete the sentence with words—use images instead. Use caps lock or punctuation—whatever works best for your student group (inset has caps lock); put ellipse at end. What’s an ‘ellipse’?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add 5 stamps of what student is thankful for.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add student name.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Share card with neighbor. Do they understand what classmate is thankful for? Did the images communicate his/her ideas effectively? Make changes if required.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use greeting card projects to reinforce tech skills learned in prior lessons. Guide students to remember solutions on their own. They have used all of these skills before.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Export so drawing can be used in Open House slideshow; print.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Those who finish: Practice keyboarding on software or an online program like [|Brown Bear].
 * <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;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.
 * <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;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher]
 * keyboarding--always watch for good habits. 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="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above.


 * //<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. //**

= **Fills** = //**Week of Oct. 28th**//
 * // [|Lesson 9 in Workbook] //**


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss coloring books with students. How do students use them? They have a picture divided into sections and student colors each section—right?[[image:k-3tech/paint_bucket.jpg align="right" caption="paint_bucket.jpg"]]
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">This can be done on the computer, too.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">It starts with ‘fill’ tool. Explain the purpose of fills (remember kindergarten?).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open drawing program (KidPix, Pixie, Kerpoof, or similar). Open coloring page from the program or find a holiday one from a site such [|as this] ( [] ).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">We will use KidPix. Today: students use each of the three buckets on three separate drawings.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Select a color-me page from ‘background’ tool. We’ll color this three ways:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">One color, many textures //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Rainbow fill //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Realistic fills //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use paint bucket #1 to fill color; use only one color and different textures (see first inset). This is an intriguing representation of ideas.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now try a different background with paint bucket #2 (see second inset)—wild![[image:k-3tech/paint_bucket2.jpg align="right" caption="paint_bucket2.jpg"]]
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now try a color-me background and paint bucket #3. Make it realistic (see house inset). Scroll through the tools to find a fill that fits your drawing.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use text tool to add student name—font 36.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Print favorite and export to file folder. Why export rather than save? This will be part of student End-of-year slideshow. More on that later.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Those who finish, practice keyboarding on installed software (like Type to Learn Jr.) or online program (like Brown Bear—see more options in Appendix). Pay attention to hand position, legs and keyboard in front of body, elbows at sides.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary into teaching.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continually throughout class, check for understanding. Expect students to make decisions.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer this 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;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.
 * <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;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher]
 * keyboarding--always watch for good habits. 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="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above.


 * //<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. //**

= **Intro** **to the Internet** = //**Week of Oct. 21st**//
 * // [|Lesson 8 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.
 * [[image:k-3tech/digital neighborhood copy.jpg align="right" caption="digital neighborhood copy.jpg"]] ||
 * Here's how I explain the 'digital neighborhood'--the internet--to K-2 ||
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Practice keyboarding with installed software or online site (Have pdf? Find websites in Appendix. Print book? Go to [|http://askatechteacher.com], Great Websites, 1st grade).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Practice with good habits—body centered in front of computer, both hands on keyboard, elbows at sides.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before visiting internet website, discuss what the internet and the **internet neighborhood** is. Read poster as a class on next pages and discuss.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Watch and discuss these videos as a class on safe internet use:
 * [|//BrainPop Jr—Internet Safety//]
 * [|//My Online Neighborhood//] //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">( // [|//https://www.youtube.com/watch?v=3oOZ93jfAhg//] //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">) //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Want more before starting internet use:
 * [|//Try this read-along book//]
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students play // [|//Bad Guy Patrol//]
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Model for students how to get to internet, class start page, and links being used today. Point out ads to be avoided. Point out bling—don’t get distracted.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">What’s the correct way to use a link:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Stay on the website it takes you to //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">If you get off of it, use back arrow or start page tab to return //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Find internet icon on desktop—double-click. What’s a ‘browser’? A ‘search engine’? How do they help students find websites?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Go to class internet start page and links teacher has provided for today’s lesson. Two good ones are //Starfall, Bbc.co.uk/cbeebies.//
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Explore; use back button to go back where you were that you liked.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to classroom or home. 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;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.
 * <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;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher]
 * keyboarding--always watch for good habits. 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="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above.


 * //<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. //**

= Intro to Google Earth = //**Week of Oct. 14th**//
 * // [|Lesson 7 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="font-family: Verdana,Geneva,sans-serif;">**More**:
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Practice keyboarding on installed software or online program. Remind students about good typing habits.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before beginning Google Earth, circle back on Lesson 4 discussion about symbols. How do symbols help understanding of a concept? How can they help students make decisions as they are learning? Today, students will use Google Earth to visit American symbols (or your country symbols). Once students discover Google Earth, you won’t be able to keep them off of it.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open program with assistance—blue-and-white globe on desktop. How can exploring the world with Google Earth share information students can’t find in books? What can they discover by zooming in on a site, dropping into the countryside or towns, entering a building, seeing where it is in relation to other geographic locations?How can this be useful in research and problem-solving?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Project a list of American symbol locations on SmartScreen.Show students how to ‘fly to’: Type in symbol name (with correct spelling); push enter (or spy glass). Google Earth flies there. Use mouse wheel (between mouse buttons) to pan in/out; click-drag left mouse button to move around screen without panning; click-drag mouse wheel to change horizon perspective.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Make sure ‘3D Buildings’ under ‘layers’ is checked. Demonstrate by visiting White House. What can students tell about the White House that they didn’t know before? Now drop Street View guy into building and tour White House. What details are revealed in this way?Next, visit Statue of Liberty, Pentagon, Washington Monument, Golden Gate Bridge, or others on list.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Walk around room and help with skills students can’t remember.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Close program without assistance.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer this 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;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.
 * <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;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher]
 * keyboarding--always watch for good habits. 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="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above.


 * //<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. //**

= = = Holiday Greetings = //**Week of Oct. 7th**//
 * // [|Lesson 6 in Workbook] //**


 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 13.3333px;">Discuss letter writing. What is it? How is ‘letter writing’ different from other writing? How have they written letters in the past? What are the steps teacher has students follow to write a letter (greeting, body, close)?
 * <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: justify;">When I only have one week for a 1st grade project, I start with the project, follow up with a second activity (like keyboarding) for those who have time.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Open KidPix or other drawing program with minimal adult assistance
 * <span style="font-family: Verdana,Geneva,sans-serif;">ABC tool; use font size 72, caps lock. Show students how to select a Halloween color
 * <span style="font-family: Verdana,Geneva,sans-serif;">Write a short letter to parents (see example in text on pg. 24). Follow class rules for letter writing:Add 5 stamps (remember this skill from last year?) for Halloween. Why 5? Students like putting dozens if not limited!
 * greeting
 * body
 * closing
 * <span style="font-family: Verdana,Geneva,sans-serif;">Extra: Add student name with dog alphabet (remember last week?)
 * <span style="font-family: Verdana,Geneva,sans-serif;">Export--explain why they export. This provides an opportunity to chat about the end-of-year project that will be a slideshow of all student drawings
 * <span style="font-family: Verdana,Geneva,sans-serif;">Done? Go to a website on the class internet start page (students should get there on their own) that ties into class discussion, i.e.,
 * <span style="font-family: Verdana,Geneva,sans-serif;"> [|Hangman]
 * <span style="font-family: Verdana,Geneva,sans-serif;"> [|Color US symbols]

<span style="font-family: Verdana,Geneva,sans-serif;">**More**:
 * <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 (none on this lesson). Questions about them--post to the Discussion Button above.
 * <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;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher]
 * keyboarding--always watch for good habits. 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="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above.

<span style="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.

= Software = //**Week of Sept. 30th**//
 * // [|Lesson 5 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="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach this lesson, be sure students understand the difference between 'software', 'online tools'. This is domain-specific language.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open installed keyboarding software (why is it software?) or online site (why is this an online tool? Aren't they both on the computer?). Have students practice as independently as possible. Remind students of correct posture, correct hand position on home row, elbows at sides, legs in front. Guide this behavior as they work.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review parts of the computer—CPU and power button; monitor and power button, mouse—right/ left button, wheel in center; review correct hand position on mouse—fingers on buttons, thumb on side, palm on bottom; keyboard; headphones—volume control for headphones. Review these often until they make sense.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss computer operation. Programs are required to enable student to accomplish a task. That can be installed software or an online widget.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss software. How is it different from internet-based tools? What software have they used at home (this may surprise you)?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open a software program on the Smartsreen (i.e., Thinkin’ Things or other installed 1st grade software). Where are the tools and toolbars on a software program? Compare this new software to the familiar KidPix (or other drawing program). Encourage students to transfer knowledge of KidPix (or other familiar software) to this new program. Give them time to experiment.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open an online program and follow the same learning curve.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Make several programs—installed and online—available for students to experiment with. Ask them to find:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tools[[image:k-3tech/start_button.png align="right" caption="start_button.png"]] //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Toolbars //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Close //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Print //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Take a moment to show students how to locate software (rarely does this list include online tools on the computer. See inset.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary. Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to classroom computers (if available) 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.

And, each lesson includes domain-specific language and tech problems that students can be expected to solve that relate to this lesson. Any question on either of these--leave them in the Discussion tab. Symbols is a great lesson. Relate this to what they're studying in class, what they see around them--whatever works. Circle back on this often.

**<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">More: **
 * //I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.//
 * //Assessment strategies--see textbook. Questions? Use Discussion Button above.//
 * Three overarching topics you'll want to pay attention to every lesson:
 * //keyboarding--always watch for good habits. 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: #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. //**

= Symbols = //**Week of Sept. 23rd**//
 * // [|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 and tech problems that students can be expected to solve that relate to this lesson. Any question on either of these--leave them in the Discussion tab. Symbols is a great lesson. Relate this to what they're studying in class, what they see around them--whatever works. Circle back on this often. **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">More: **
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review hardware problems. Students should feel comfortable with basic hardware problem solving.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review care and feeding of computer:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">No food or drink around computer //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">No banging on keyboard //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">No touching other students’ mouse, keyboard, screen. Help them with words. //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open drawing program (KidPix, Paint, Pixie, [|TuxPaint] or [|Kerpoof] —Google names for website addresses) with teacher assistance as needed. Students get better at this each week so refrain from jumping in to help when they seem stuck. If you have parent helpers, let them know this strategy.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss what ‘symbols’ are—icons, tools, signs, etc. Discuss the idea of a picture being worth a thousand words. Discuss math symbols they’ve used in class.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students will draw a symbol that represents their country. Discuss national ‘symbols’. Tie into classroom inquiry. Brainstorm for a list students can use. If necessary, students can practice one week, redo and print the next.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Draw a picture of a national symbol using the paint or pencil tool. Use five colors. Add student name. Use text tool to add ‘God Bless America’ (or similar). Pick font size 72; caps lock.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Print with teacher assistance as needed; save to network file folders with student last name and project name.
 * <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 for student name. See how their files show up even if not saved right (i.e., under //My Documents// instead of network)—as long as student saved it to network. Putting a last name in file name makes it harder to lose their work.
 * <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.
 * //I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.//
 * //Three overarching topics you'll want to pay attention to every lesson://
 * //keyboarding--always watch for good habits. 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: #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. //**

= Tools and Toolbars = //**Week of Sept. 16th**//
 * // [|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.

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">And, each lesson includes domain-specific language and tech problems that students can be expected to solve that relate to this lesson. Any question on either of these--leave them in the Discussion tab.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review hardware problems discussed last week. Ask students for help with solutions. You want them to independently solve these problems within a few weeks. You don't want them moving seats because their computer 'doesn't work':
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Volume doesn’t work—are headphones plugged in? Is volume on? Is student using correct headphones? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Monitor doesn’t work—is power on? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Computer doesn’t work—is power on? Is monitor on? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Mouse doesn’t work—is there a light showing it’s plugged in? Is student holding it correctly? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Keyboard doesn’t work—push Num Lock. If that light works, keyboard works //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Practice with installed keyboarding software or online site (see text appendix for suggestions). Let students open program independently. See what they remember from kindergarten. They’ll figure it out and be excited they did. Anecdotally observe their skills using the “Keyboarding Technique Checklist” at end of lesson.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students of correct keyboarding habits (see poster—“Assume the Position”—at end of lesson). Any time they sit at the computer--whether it's the tech lab, the classroom, or home, they should follow these good habits:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">legs in front //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">elbows at sides //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">hands on keyboard, on their own side //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">keyboard in front of body //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">mouse to right/left of keyboard //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Dole out hints on next pages (from “Great Keyboarding Hints for K-2) as students are ready for them throughout the year. Be sure to share all of them by year’s end.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Double-click icon to open; if too difficult, push enter.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done keyboarding? Open drawing program (KidPix, Pixie, Paint, Kerpoof, TuxPaint or similar) with nominal adult assistance. If using a web-based program like Kerpoof, remind students what they know about using the internet safely.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Don’t use headphones—they’re distracting.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students notice tools and toolbars. Do they remember from last year? Some are ‘nested’ and others appear at bottom. We will get to most of these before the year ends.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Explore paint tool and color palette; try brushes. Remember these from last year.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer this knowledge to the classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Close program with file-close. Tuck chairs under desk; leave station as they found it.

**<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">More: **
 * //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.//
 * //Three overarching topics you'll want to pay attention to every lesson://
 * //keyboarding--always watch for good habits. 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: #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. //**

= Mouse Skills = //**Week of Sept. 9th**//
 * // [|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="font-family: Verdana,sans-serif; font-size: 13.3333px;">More: **
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review keyboard—most common keys (see text). Hold up a keyboard to show students. Have them find each key on their own keyboard. If you have parent helpers, have them assist students in finding keys they are unfamiliar with. Start with three:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">enter—for log-on and if double-click doesn’t work //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">backspace—to fix a mistake in typing //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">spacebar—to put a space between words, after commas and periods //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review mouse basics (see poster from text):
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">left mouse button—use when I say ‘click’ //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">right mouse button—use when I say ‘right click’ (won’t happen until 2nd grade) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">how to hold mouse (palm at bottom, thumb on side, fingers on buttons exposing mouse wheel) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">how to double click //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">how to hover //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">mouse wheel—use to scroll down a page, like a webpage //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use the domain-specific terms for the mouse parts. Expect students to understand and use them.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Practice mouse skills with drawing program (KidPix, Pixie, Paint, Kerpoof, [|TuxPaint] —Google for website—or program you use). this is a good formative exercise to see what they remember of these drawing programs from last year. If you used the SL curriculum, they used the drawing program a lot in kindergarten. Demo tools, toolbars.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students log in. Why is there a user name and password? Briefly discuss protecting data stored on a computer.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students explore pencil tool as a method of practicing mouse skills.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary listed at the start of the lesson. Use these words and expect students to use/understand them. They are foundational to technology.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson. They know a lot from last year. Remind them and then expect them to use it. What do they do when the monitor doesn't work? They know that answer. What if a double-click doesn't work--they know this.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Expect students to make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer this knowledge to the classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Close program. Tuck chairs under desk, headphones over tower; leave station as you found it. I leave monitors on so I can be sure students closed down their programs.
 * //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.//
 * //Three overarching topics you'll want to pay attention to every lesson://
 * //keyboarding--always watch for good habits. 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: #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. //**

= = = Welcome Back! = //**Week of Sept. 3rd**//
 * // [|Lesson 1 in Workbook] //**

<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tour classroom so students become comfortable in the place they’ll visit every week. [| Here are pictures of mine.] I discuss everything students will see on the walls. Any questions about any of these pictures--leave a note in the Discussion Button.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Gather students on the rug and collect class rules including: //No excuses, Don’t blame people or computer for problems. Save early, save often, No food or drink around computer**,** Respect the work of others and yourself.// Make sure list includes Common Core discussion guidelines such as //1) listening to others, 2) taking turns while speaking, 3) waiting to be called on before speaking.//
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Assign students to their seats (however you do that) and let them be excited about this wonderful computer system. After a few minutes, review parts of computer—touch and feel CPU, mouse, keyboard, monitor, power buttons, headphones. Follow cords to connections to CPU.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review mouse skills—two mouse buttons, left and right (more detail in Lesson 2):
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">how to hold mouse (palm at bottom, thumb on side, fingers on buttons exposing mouse wheel) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">how to click and double click //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">how to hover //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Demonstrate how students access websites from class internet start page. See article at end of Lesson discussing Internet Start Pages ( [|here's mine] --I use it every day). This is where to keep a running list of websites students visit each week.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before students visit websites, review internet use. This is familiar from last year:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">stay on assigned website—avoid ads //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">use back button to go where you were //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">use class start page tab to return to list //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students visit mouse websites on class start page. Need mouse websites? See Appendix.
 * <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.

**<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Trouble-shooting: ** //Check the Problem Solving listed at the top of the lesson. These are the most commonly faced by students with this lesson. Be sure you know the answers and expect students to learn them. Each week, the student problem solving toolkit grows through these.//

**<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Extension: **
 * //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.//
 * //Three overarching topics you'll want to pay attention to every lesson://
 * //keyboarding--always watch for good habits. 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;">More Information: **
 * //<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: #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="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="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 = Pages or Tux Paint - Mother’s Day Card = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 29-May 3, 2013 = BBC Dance Mat Typing and Power Typing Games Students will practice the basics of keyboarding including home row position, posture and practice. **<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 22-26, 2013 ** BBC Dance Mat Typing and Power Typing Games Students will practice the basics of keyboarding including home row position, posture and practice. = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 15-19, 2013 = BBC Dance Mat Typing and Power Typing Games Students will practice the basics of keyboarding including home row position, posture and practice. = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 25px;">Week of April 8-12, 2013 = Reading on the Internet Lesson 14-15 from [|__workbook__]

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 1-5, 2013 =
 * This week, start students on a new keyboard program, one more suited to their growing knowledge. I go from BBC Dance Mat Typing to Power Typing.
 * When students are comfortable with the new site (say, 15-20 minutes), move on to online reading websites
 * I use these websites for options in library as well.

Easter Break = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 25-29, 2013 =

Reading on the Internet Lesson 14-15 from [|__workbook__]


 * This week, start students on a new keyboard program, one more suited to their growing knowledge. I go from BBC Dance Mat Typing to Power Typing.
 * When students are comfortable with the new site (say, 15-20 minutes), move on to online reading websites
 * I use these websites for options in library as well.

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 18-22, 2013 =
 * Classroom Architect**

Students will create a floor plan of their classroom. We will discuss length and width as well as various shapes. Students will use the drag and drop feature.
 * Students will complete a project to aid understanding of blueprints, room layout, and three-dimensional thinking. They’ll experiment with spatially laying out a three-dimensional structure on a two-dimensional paper. When completed, they’ll discuss with neighbors, practicing good listening skills learned in class.
 * Start with a discussion of design. This includes size, shape, texture, proportion, scale, mass and color. We will apply these to rooms, buildings, neighborhoods. Encourage students to think and analyze critically as they work and engage in their own learning.
 * Before opening websites, review how to be a good digital citizen. Demonstrate on SmartScreen where today’s digital neighborhood is in websites being used. Ask for input on where ‘problem areas’ might be (ads, distractions, off-topic websites)
 * Visit [|__Classroom Architect__] and design classroom with drag-and-drop pieces. Demo first, taking suggestions from class on layout. Students must think about where tables and storage are relative to other items. This is an active learning lesson that encourages visual thinking. Draw a sample based on class input and show how to make corrections if necessary.
 * Students develop their own floorplan.
 * When finished, have students participate in collaborative conversations with a partner about design they created, steps required, and how this relates to class conversations on ‘structures’ and ‘architecture’. Follow agreed-upon rules for discussions:
 * //listen to each other with care//
 * //speak one at a time//
 * //build on each others’ conversations//
 * //ask clarifying questions//
 * If necessary, model these for students.
 * Print; save to network with assistance

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

Students will complete their Cut and Paste exercise and then will continue with keyboarding skills: BBC Dance Mat Typing Cut and Paste - Students will practice using the cut and paste function in Pages by working on a Weather Words

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 4-8, 2013 = Cut and Paste - Students will practice using the cut and paste function in Pages by working on a Weather Words =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 22-29, 2013 = **Reading on the Internet**
 * //Week of December 17th-January 1st//**
 * //Lesson 14-15 from [|workbook] //**

Finish class with reading.
 * Warm up with keyboarding. This week, start students on a new keyboard program, one more suited to their growing knowledge. I go from Type to Learn Jr. to Type to Learn. Use whatever installed software is available at your school for the older gades or the online site. Students are likely tired of keyboard basics and need the motivation of a more sophisticated program
 * When students are comfortable with the new site (say, 15-20 minutes), move on to online reading websites
 * I use these websites for DEAR programs--on an iPad, of course.
 * Show students the joy of reading stories online.
 * Theme the websites to the genre of reading being done in the classroom. Here are some of my favorites:
 * [|Fables--Aesop, nicely done]
 * [|Fables--Aesop, beautiful]
 * [|Stories--signed]
 * [|Fables and Fairy Tales]
 * [|Aesop Fairy Tales]
 * [|Fairy tales]
 * [|Story Maker]
 * [|Stories--animated]
 * [|Story Maker (Carnegie)]
 * [|Storytime for me]
 * [|Stories]
 * [|Stories--Mighty stories]
 * [|Starfall]
 * [|Magic Keys--stories for different ages]
 * [|Ivy Joy Fables]
 * [|MeeGenius]
 * [|Interactive storybook collection]
 * [|ZooBurst--create pop up stories (log-in)]

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

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of February 4-8, 2013 = = **Pages** - Continued. Student will learn to use the inspector icon and the media icon to insert pictures from a shared file. Students will choose a penguin picture - insert it into a pages document and then write one sentence or fact about the picture. = Students will save and print. <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 18px; line-height: 27px;">**Week of February 4-8, 2013** Students will save and print. <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 22px;">**Week of January 28-February 1, 2013** = TuxPaint(or other drawing program)—valentine card –pg. 42 of workbook. Remind students of the importance of tools and toolbars. = •a. Draw a heart (or other holiday symbol) •b. Fill in heart and background •c. Create border •d. Write message with abc tool •e. Save and print
 * Pages** - Continued. Student will learn to use the inspector icon and the media icon to insert pictures from a shared file. Students will choose a penguin picture - insert it into a pages document and then write one sentence about the picture.

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of January 21-25, 2013 = = Emphasis on Keyboarding skills  = Students will continue with BBC Dance Mat Typing.

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of January 14-18, 2013 = This grade will create the letters of the alphabet using Pages. They will learn how to change font size, style and color using the menu bar. Students will learn to insert a picture of an animal or clipart of an item that corresponds to the letter of the alphabet. This exercise will be practiced for several letters =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of January 7-11, 2013 = This grade will create the letters of the alphabet using Pages. They will learn how to change font size, style and color using the menu bar. Students will begin with their first name and create their own style!

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 18px;">Week of November 26-30, 2012 =

= My Story Book =
 * Week of November 29th**
 * //or Lesson 8 in [|workbook] //**

Went to a wonderful story creating website called [|My Storybook] to collaborate with your unit on How We Express Ourselves. It’s put out by the Carnegie Library and walks kids through the rudiments of writing a story.
 * [[image:smaatechk-3/story.jpg caption="story.jpg"]] ||
 * story.jpg ||

= **<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 13px;">Week of November 19-23, 2012 ** =
 * We printed and collated stories as time permitted.
 * Students who finished--well, no one finished with extra time.
 * Type toBig Brown Bear Typing (Five minute warmup)
 * Double-click to open TuxPaint
 * Continue with this lesson using TuxPaint to reinforce classroom study of shapes. Students create Thanksgiving turkey with ovals, decorate and print.
 * Open TuxPaint. Draw Thanksgiving turkey with five feathers as done last week.
 * Advanced: use unfilled circle shape and fill with paint bucket fills;
 * Option: For students who struggle with the fine motor requirements of this project, let them draw the turkey with a paint brush 5 colors and 5 brushes
 * Use stamp tool to add turkey’s face, ribbon, boots, Show students how resize the shapes using the ‘blue arrow’ on tool bar,
 * Use text tool (ABC tool), caps lock, font size 48, to add greeting; don’t forget the space between words!
 * Export with assistance; print with assistance.

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">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; font-size: 1.4em;">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

Sending Email
Students will:
 * Understand that the Internet provides a means of communicating with real people
 * Describe how email messages are sent and received
 * Demonstrate an appreciation of how real people send messages to one another on the Internet through role-play activity

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of October 29-November 2, 2012 =

= Fill Tool =
 * // [|Lesson 7 in Workbook] //**


 * Warm up with installed keyboard software (i.e., TTL Jr.) or online program
 * Open TuxPaint.
 * This will take two weeks (as do most kindergarten projects). Practice first week; print the next
 * Students
 * Draw a Halloween shape
 * segment it. Discuss how this applies to a classroom math lesson (if it does)--a whole can be divided into halves, quarters, etc.
 * fill in each segment with a different texture from paint bucket
 * add student name with Typing Font
 * Done? Go to [|Kindergarten Math] and practice skills.

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 16px; line-height: 24px;">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="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.

Going Places Safely
Students will: = =
 * Discover that computers can be used to visit far-away places and learn new things
 * Understand that staying safe online is similar to staying safe int eh real world.
 * Learn rules for traveling safely on the internet

= **__<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 1-5, 2012 __

Lesson #4 from workbook - Continued - Tux Paint Brushes and Typing Programs Lesson #5 from workbook - Review parts of the Computer 1. Review care of computer
 * no food or drink
 * no banging on computer
 * don't touch neighbor computer parts

2. Review parts of the computer 3. Go to BBC Dance Mat Typing (20 minutes) > 4. TuxPaint (or Kerpoof) = = __<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of September 24-28, 2012 __
 * Monitor and power button
 * Mouse - right and left button, wheel in center; review correct hand position on mouse; fingers on buttons, thumb on side, palm on bottom
 * Keyboard; headphones - volume control for headphones.
 * Explain Posture, correct hand position, legs in front, elbows at side.
 * Add the rubber band barrier to reinforce left side from right side of the keyboard.
 * Have students open program with assistance.
 * Try tools you remember from last year
 * Prepare this lesson by meeting with classroom teacher to see what they're discussing that students can draw a picture of.
 * Draw a picture
 * Add your name
 * Practice first week; save and print second

Clifford's Birthday Webcast - Clifford Games.

Lesson #4 from workbook - Continued - Tux Paint Brushes and Typing Programs Lesson #5 from workbook - Review parts of the Computer

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

Lesson #4 from workbook - Tux Paint Brushes and Typing Programs

1. Go to BBC Dance Mat Typing (20 minutes) 2. Introduce Tux Paint (20 minutes)
 * Explain Posture, correct hand position, legs in front, elbows at side.
 * Click Penguin icon on dock at bottom of desktop - Explore Paint Tool and Color Pallette

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

Lesson #2 from workbook - Introduction to Tux Paint

> Review parts of mouse
 * 1) Review Rules
 * 2) Parts of a Computer (CPU, Mouse, Keyboard, Monitor, Printer)
 * 3) Headphones; Workstation assignments (by cubby number)
 * 4) Go to Internet start page—mouse skills
 * Review Mouse Skills - Left, Right and Double Click
 * Review Keyboard - Common Keys - Enter; Space Bar; Backspace
 * Play Bees and Honey
 * Play Tidy the Classroom
 * 1) Introduce Digital Camera and Movie

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

No Class - Labor Day

= How I Became a Hero =
 * //Week of April 22nd-29th//**
 * //Lesson 29// //in [|workbook] //**

> ** [|//Arthur//]
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students use comics to explore a topic, then publish and present completed piece to peers in a read-aloud format.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before starting, chat with students about topic you're covering. What are they saying in class?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students open an online comic creator like:
 * [|//Boy’s Life//]
 * [|//Disney Comic Creator//]
 * [|//Garfield//]
 * [|//Lego.com//]
 * [|//Make Belief Comics//]
 * [|//ReadWriteThink//]
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss how comics relay a story differently from other methods of story-telling. What do students think of a focus on drawings rather than words? Do you think they appeal more to younger audiences? How about making a serious theme more light-hearted? What do students like about comics?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">We’ll use ReadWriteThink (See the text for an example using Lego Comics). Review program with students. Demonstrate basics, but leave much to student discovery. This project is about experiential learning, investigating tools, taking current technology knowledge and applying it to a new medium.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students can work in pairs to write narratives that recount two or more appropriately sequenced events. Include details regarding what happened, use temporal words to signal event order, and provide a sense of closure.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Select three panels. Follow classroom writing conventions including good grammar and spelling. Have students read it together and out loud before publishing.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When done, save as a pdf and print.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary. Check this line if you did that!
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
 * <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.

//** 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. **//

= Book cover =
 * //Week of April 8th-15th//**
 * //Lesson 28// //in [|workbook] //**

Create one book cover each week, to support a class-generated book on fairy tales (or whatever inquiry your class is following)


 * 1.** **KidPix—fantasy background and hand-drawn cover**
 * **a.** **add text**
 * **b.** **save and print**
 * || [[image:smaatechk-3/bookcover.jpg caption="bookcover.jpg"]] ||
 * bookcover.jpg ||  ||


 * [[image:smaatechk-3/ONCE.jpg caption="ONCE.jpg"]] ||
 * ONCE.jpg ||


 * 2.** **practice slideshow for Open House**

//** 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 Fairy Tales =
 * //Week of April 1st//**
 * //Lesson 27// //in [|workbook] //**


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Practice keyboarding with installed software or online program. Use correct posture, hand position. Observe student habits and guide them.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Students will read a story on internet and explore the details together
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">First: Circle back on discussions about internet safety from last week. What do students remember about
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">internet use //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Staying safe in the digital neighborhood //


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open internet to [|class home page] (click for sample of mine) Have 3-4 online stories there that collaborate with class discussion. Divide class into groups and assign each one story (inset uses fairy tales). Give them 5-10 minutes to read story to themselves. Ask them to pay attention to characters’ adventures and experiences.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When done, have each group discuss with each other while you open three graphic organizers on SmartScreen. The inset example is from Word (see end of lesson for more graphic organizer options).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Explain purpose of the graphic organizer—how it organizes like elements and points out those that are different. What do students think of this?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now, one group at a time, shares thoughts with class on their story. As they share, add details to the graphic organizer on SmartScreen.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When all groups are done, discuss as a class what is alike and different about elements. Were characters similar? Experiences? Or how they reacted to experiences? How did ‘setting’ contribute to experiences?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">If time, have students read more stories, thinking about the conversations just shared.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary. Check this line if you did that today!
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
 * <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.

//** 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. **//

= Easter Greeting =
 * //Week of March 18th-25th//**
 * //Lesson 26// //in [|workbook] //**

<span style="font-family: Candara,sans-serif;">Finished? Math websites or whatever ties in with class inquiry.
 * Practice TTL Jr
 * <span style="font-family: Candara,sans-serif;">Create an Easter card in a drawing program using tools learned through the year. [[image:smaatechk-3/Easter.jpg caption="Easter.jpg"]]
 * <span style="font-family: Candara,sans-serif;">What’s the purpose of greeting cards in technology
 * <span style="font-family: Candara,sans-serif;">Reinforce learned skills
 * <span style="font-family: Candara,sans-serif;">Repetition is the key to learning
 * <span style="font-family: Candara,sans-serif;">Students will work hard to remember required skills so they can create artwork for parents
 * <span style="font-family: Candara,sans-serif;">Practice the first week, print and export the next.
 * <span style="font-family: Candara,sans-serif;">This can be a formative, to determine what students remember of these skills

//** 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. **//

= Floor Plan =
 * //Week of March 11th//**
 * //<span class="wiki_link_ext">Lesson 25 from [|workbook] //**


 * <span style="font-family: Candara,sans-serif;">Students will complete a project to aid understanding of blueprints, room layout, and three-dimensional thinking. They’ll experiment with spatially laying out a three-dimensional structure on a two-dimensional paper. When completed, they’ll discuss with neighbors, practicing good listening skills learned in class.
 * <span style="font-family: Candara,sans-serif;">Start with a discussion of design. This includes size, shape, texture, proportion, scale, mass and color. We will apply these to rooms, buildings, neighborhoods. Encourage students to think and analyze critically as they work and engage in their own learning.
 * <span style="font-family: Candara,sans-serif;">Before opening websites, review how to be a good digital citizen. Demonstrate on SmartScreen where today’s digital neighborhood is in websites being used. Ask for input on where ‘problem areas’ might be (ads, distractions, off-topic websites)
 * <span style="font-family: Candara,sans-serif;">Visit [|Classroom Architect] and design classroom with drag-and-drop pieces (see sample pg. 51 or below). Demo first, taking suggestions from class on layout. Students must think about where tables and storage are relative to other items. This is an active learning lesson that encourages visual thinking. Draw a sample based on class input and show how to make corrections if necessary.


 * <span style="font-family: Candara,sans-serif;">Students develop their own floorplan.
 * <span style="font-family: Candara,sans-serif;">When finished, have students participate in collaborative conversations with a partner about design they created, steps required, and how this relates to class conversations on ‘structures’ and ‘architecture’. Follow agreed-upon rules for discussions:
 * //<span style="font-family: Candara,sans-serif;">listen to each other with care //
 * //<span style="font-family: Candara,sans-serif;">speak one at a time //
 * //<span style="font-family: Candara,sans-serif;">build on each others’ conversations //
 * //<span style="font-family: Candara,sans-serif;">ask clarifying questions //
 * <span style="font-family: Candara,sans-serif;">If necessary, model these for students.
 * <span style="font-family: Candara,sans-serif;">Print; save to network with assistance
 * <span style="font-family: Candara,sans-serif;">Based on conversations, students design a virtual town in [|Mr. Rogers Neighborhood] . Think about their home town. Are there stop signs? What types of buildings? See example on pg. 51.
 * <span style="font-family: Candara,sans-serif;">If there’s time, discuss drawing with neighbor on other side following same discussion rules as first time.
 * <span style="font-family: Candara,sans-serif;">Print and save to network file with assistance
 * <span style="font-family: Candara,sans-serif;">As you teach, incorporate lesson vocabulary.
 * <span style="font-family: Candara,sans-serif;">Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
 * <span style="font-family: Candara,sans-serif;">Remind students to transfer knowledge to the classroom or home.
 * <span style="font-family: Candara,sans-serif;">Close to desktop—find exit or use Alt+F4. Tuck chairs under desk, headphones over tower; leave station as you found it

//** 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. **//

= Open House Project =
 * //Week of Feb. 25-March 4th//**
 * //<span class="wiki_link_ext">Lesson 23-24 from [|workbook] //**

//** Scroll down for lesson 22. Because it is making a St. Pat's Day card, I've added these two lessons. Feel free to flip them in your instruction. **//


 * Finish the last slide for Open House about what students do during the day. Have them write a sentece using correct grammar conventions. For example, "This is what I do during the day." When you write it on the Smartscreen, what conventions do students notice:
 * Cap at beginning of sentence
 * Punctuation at end
 * Cap for pronoun
 * What else ties in with class conversations about writing?
 * Have students write a sentence a draw a picture using skills already learned (see example on pg. 48 and 49 of text). This can be a formative assessment for both writing and tech skills.
 * Alternative: Draw their town. Use the paint buckets, 5 stickers. Next, we'll turn your pictures into a slideshow to play for parents.
 * Use a full sentence, i.e., This is my town., font size 48, good grammar and spelling
 * Practice one week; export the next


 * Those who finish, go to [| Starfall Greek Myths] or [|Winged Sandals] for stories and games, or other websites that tie into class units of inquiry

//** 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. **//

= St. Pat's Day Card in KidPix = //**Week of February 18th**//
 * //<span class="wiki_link_ext">Lesson 22 from [|workbook] //**

**// St. Pat's Day Card--we're early on this one so I've added Lesson 23-24 above. Feel free to flip those two with this so you're closer to St. Pat's Day //**


 * Finish up the drawing started last week. Use it as a formative assessment to see how well students are remembering tech skills from one week to the next. Export (for Open House slideshow) and print
 * Those who finish can create independently a St. Patrick's Day card. Use tools already learned and see how much they remember.
 * I use all greeting card lessons as an opportunity for assessment. They are student-directed, with no right/wrong answer. I want to know students are transferring knowledge from a lesson to their everyday life. I want to see them scaffolding comprehension of tech skills required for other classes.
 * [[image:smaatechk-3/stpats.jpg caption="stpats.jpg"]] ||

Finished? Go to [|Brown Bear Typing] and practice key placement or installed software. Remind students of proper posture. Finished? Go to Greek-Roman websites or a similar topic being discussed in class. Post the links on the class internet start page.
 * [|Pharoah's Tomb]
 * [|Starfall Greek Myths]
 * [|Winged Sandals]
 * [|Egyptians Madlibs]

//** 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. **//

= Open House Drawing #3 = //**Week of Feb. 11th**//
 * //Lesson 21 from [|workbook] //**

.
 * Remind students we are preparing for Open House. What's that mean? Shh!! This drawing is a surprise for parents.
 * Draw house in a drawing program (I use KidPix) that has architectural tools to collaborate with classroom discussion on structures and buildings. Discuss 'structures' with students before beginning. What have they talked about in the classroom?
 * Done? Practice keyboarding on installed software or an online site like Brown Bear Typing
 * //Want another sample? See pg. 47 in text.//**

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. **//

= Tools/Toolbars = //**Week of Feb. 4th**//
 * //Lesson 18 from [|workbook] //**

1. KidPix (or other drawing program)—valentine card –pg. 42 of workbook. Remind students of the importance of tools and toolbars.
 * a. Draw a heart (or other holiday symbol)
 * b. Fill in heart and background
 * c. Create border
 * d. Write message with abc tool
 * e. Save and print
 * || [[image:smaatechk-3/val.png caption="val.png"]] ||
 * val.png ||  ||


 * [[image:smaatechk-3/val.jpg caption="val.jpg"]] ||
 * val.jpg ||

3. Go to our [|class start page] and play
 * 2.** Those who finish can practice keyboarding on installed software or online program
 * [|Groundhog Day Song]
 * [|Groundhog Day]

Before visiting the internet, remind students how to travel there safely and stay within their digital neighborhood

4. Done? [|Hangman--if you haven't tried this website yet with 1st graders, do it! They love 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. **//

= Open House project =
 * //Week of Jan. 21st-28th//**
 * //Lesson 19-20 in [|workbook] //**

3. Those who finish: Practice keyboarding on installed software or online program
 * 1.** **KidPix—This is my Family--second drawing in the 4-drawing series for the Open House slideshow. Export when done**
 * 2.** Remind students these are skills they know how to use so should be done as independently as possible. No printing--these drawings are a surprise for parents for Open House
 * 3.** Or, visit websites that tie in with class conversations.

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. **//

= Open House Drawing #1 =
 * //Week of January 7th-14th//**
 * //Lesson 16-17 from [|workbook] //**

> Every time students go onto the internet, remind them of the proper way to visit the internet neighborhood. > As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
 * Students will create a slideshow of drawings for Open House that show parents the range and depth of skills learned in technology this year. It starts today, with the introduction to the slideshow: a picture of the student
 * Use whatever drawing program you typically use at your school. Here, I'll use KidPix
 * Demonstrate, showing students on the class Smartscreen as you draw a picture of yourself using five colors, add a title and a supporting sentence, and export (see example on pg. 40)
 * Students will follow all grammar rules (what is grammar?)
 * Allow students to complete this project as independently as possible. They've used the tools before. Remind them rather than teach.
 * Expect grammar mistakes. This is as much because keyboarding is foreign to students as any other reason. When students catch an error, remind them of the difference between backspace and delete when editing.
 * First week: Don't save. It is practice only.
 * Second week: Export rather than save. Do students know why? (Because it saves it in a way other programs--like the slideshow program--can read)
 * Those who finish can practice keyboarding on installed software or online typing website
 * Those who do 10 minutes of keyboarding can go to webistes that tie into class discussion on the class internet start page. Or websites like these:
 * ** [|Zoopz]
 * [|Hangman]
 * [|Drag and Drop games]

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. **//

= Reading on the Internet =
 * //Week of December 17th-January 1st//**
 * //Lesson 14-15 from [|workbook] //**

Finish class with reading.
 * Warm up with keyboarding. This week, start students on a new keyboard program, one more suited to their growing knowledge. I go from Type to Learn Jr. to Type to Learn. Use whatever installed software is available at your school for the older gades or the online site. Students are likely tired of keyboard basics and need the motivation of a more sophisticated program
 * When students are comfortable with the new site (say, 15-20 minutes), move on to online reading websites
 * I use these websites for DEAR programs--on an iPad, of course.
 * Show students the joy of reading stories online.
 * Theme the websites to the genre of reading being done in the classroom. Here are some of my favorites:
 * [|Fables--Aesop, nicely done]
 * [|Fables--Aesop, beautiful]
 * [|Stories--signed]
 * [|Fables and Fairy Tales]
 * [|Aesop Fairy Tales]
 * [|Fairy tales]
 * [|Story Maker]
 * [|Stories--animated]
 * [|Story Maker (Carnegie)]
 * [|Storytime for me]
 * [|Stories]
 * [|Stories--Mighty stories]
 * [|Starfall]
 * [|Magic Keys--stories for different ages]
 * [|Ivy Joy Fables]
 * [|MeeGenius]
 * [|Interactive storybook collection]
 * [|ZooBurst--create pop up stories (log-in)]

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. **//

= KidPix Holiday Card = = = = =
 * //Week of December 3rd-10th//**
 * //Lesson 12-13 from [|workbook] //**
 * Have students use shapes to create holiday pictures
 * circles for snowmen
 * circles for wreaths
 * triangles for trees
 * squares for snowmen and gifts
 * Also, students can create a gift for parents
 * Add graphic—your picture
 * Add paint bucket fill behind
 * Add 5 stamps
 * Add text and your name
 * Extra: add frame
 * Save and print
 * See samples on pg. 34 in text

= =

Done? Go to some of the holiday websites listed under Lesson 11

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 Nov. 19-26th**//
 * //Lesson 11 from [|workbook] //**


 * You have probably noticed recurring problems students have with Windows basics
 * taskbar
 * clock
 * start button
 * wallpaper changes (from older students who know how to change it)
 * icons are messed up on the desktop
 * Review them with students so all can see solutions as a group
 * Find out what problems students have faced that they would like solutions to. Answer them as a group
 * Have students create last week's drawing and export and print.
 * **Note: If students completed this card the prior week, take the opportunity to review the correct way to use the internet:**
 * **stay in the website that the link goes to (the 'neighborhood')**
 * **don't get distracted by ads and other links**
 * **be aware of their surroundings--what's around the website**
 * **Have some holiday themed websites available for them, i.e.:**
 * [|Holiday—North Pole Academy]
 * [|Holiday—match game]
 * [|Holiday hangman]
 * [|Holiday—Math Facts]
 * [|Holiday Crossword]
 * [|Holiday Hangman II]
 * [|Holiday—find the word]
 * [|Holiday—Design a Gingerbread House]
 * [|Holiday Elf Games]

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.

//** If you don't get through everything, check completed items in textbook 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. **//

= Holiday Greetings = //**Week of Nov. 12th**//
 * //Lesson 10 from [|workbook] //**


 * Today, we make a holiday card. This uses skills students are familiar with so we'll export/print on this, the first time
 * Discuss 'Thanksgiving' with students, tying into classroom discussion.
 * Use Kidpix, TuxPaint, or any art program you have on your computer (Kerpoof, Paint) (see samples on pg. 31 of text)
 * This project uses
 * text tool
 * stamps
 * dog alphabet
 * Add a greeting 'I am thankful for...' in CAPS LOCK
 * Student explores the programs stamps to find images of what they are thankful for
 * Add student name with dog alphabet (or some other special way appropriate to the program you're using
 * Export for Open House slideshow (what is that?) and print
 * Done? Practice keyboarding on installed software or online program

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.

//** If you don't get through everything, check completed items in textbook 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. **//

= Fills = //**Week of Nov. 5th**//
 * //Lesson 9 from [|workbook] //**

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
 * Remind students what 'tools' and 'toolbars' mean.
 * Go to the 'paint bucket fill' tool. We'll work with that today.
 * Model how this works
 * bring up a coloring book page in KidPix or be prepared with a free copy you found on the internet students can bring into their art program
 * show students how to select a fill bucket from the three, select the fill from the toolbar, pour it in and it stays between the lines
 * Model one paint bucket at a time. Model, have students practice. Then model the next one.
 * #1: use one color and different textures (see sample on pg. 30)
 * #2: crazy stuff--rainbows!
 * #3: encourage students to be as realistic as possible with this one
 * Have students pick the fill the most like, pick a color-me background, complete their drawing
 * Add their name; export and print
 * Ask students why we are exporting. Remind them of the end-of-year slideshow where they will share all of their work with their parents at Open House
 * Done early? Either circle back on letter websites to support classroom discussion or have students practice keyboard skills with installed software or Brown Bear

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. **//

= = = Explore the Internet = //**Week of Oct. 29th**//
 * //Lesson 8 from [|workbook] //**


 * Make sure you have links for two websites that tie into class discussion (the text uses Starfall for reading and BBC's Cbeebies)
 * Ask students how they get to the internet. Most should remember by now.
 * Go there, to the class internet start page.
 * Use this opportunity to look around the class internet start page. Is this a good safe neighborhood? Are there ads? Is there distracting bling? What should students do about that?
 * Help students identify the address bar and the search bar (sometimes these are the same). When they get older, they can type addresses directly into these spots
 * Remind students where links being used during class are typically located--or have a student come up and show the class on the Smartscreen
 * Click the link to Starfall. Does this look like a good neighborhood? Discuss.
 * Show students how to identify links (with hand), back button--or have students point these out.
 * Now show students how they go back to the class internet start page with the tabs at the top of the screen. Select another link that is prepared for today.
 * Let students explore with nominal adult assistance. If they get 'distracted', remind them how to go back to a safe neighborhood.
 * Those who finish can practice keyboard skills in installed software or an online program of your choice

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. **//

= Explore Google Earth = //**Week of Oct. 22nd**//
 * //Lesson 7 from [|workbook] //**

Google Earth--Find each of these American symbols (be sure 3d buildings are selected). Demo how to find a symbol.

Start with the White House. This one has 3D buildings, and has 'Look Inside' with the Street View guy. Bring up the White house and show students how to drop the Street View guy into the building and then tour the White house.

Next do these three or others students have visited during their class time: Those who finish can have free time on Google Earth
 * Statue of Liberty
 * Pentagon
 * Washington monument

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 Greetings = //**Week of Oct. 15th**// Done? Go to a website on the class internet start page (students should get there on their own) that ties into class discussion, i.e.,
 * //Lesson 6 from [|workbook] //**
 * When I only have one week for a 1st grade project, I start with the project, follow up with a second activity (like keyboarding) for those who have time.
 * Open KidPix or other drawing program with minimal adult assistance
 * ABC tool; use font size 72, caps lock. Show students how to select a Halloween color
 * Write a short letter to parents (see example in text on pg. 24). Follow class rules for letter writing:
 * greeting
 * body
 * closing
 * Add 5 stamps (remember this skill from last year?) for Halloween. Why 5? Students like putting dozens if not limited!
 * Extra: Add student name with dog alphabet (remember last week?)
 * Export--explain why they export. This provides an opportunity to chat about the end-of-year project that will be a slideshow of all student drawings
 * [|Hangman]
 * [|Color US symbols]

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

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. **//

= Software =
 * //Week of October 8th//**
 * //Lesson 5 from [|workbook] //**

Practice keyboarding using whichever keyboarding program you have at your school. Make a point of pointing out whether it's 'software' or 'online'. Review parts of the computer as a circle back on earlier lessons Discuss the difference between 'software' and 'online programs' Visit a software program you have on the lab computers (the text uses 'Thinkin' Things').
 * Watch for good habits--feet in front, elbows at sides
 * Have students keep keyboard in front with mouse at side
 * What's that mean?
 * What software do students have at home?
 * Which sites to they visit online? (i.e., Lego.com, etc)
 * What's the difference?
 * Where are the tools and toolbars discussed last week?
 * What are its symbols?
 * Finish class by students using this software

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

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. **//

= Symbols =
 * //Week of Sept. 24th-October 1st//**
 * //Lesson 3-4 from [|workbook] //**

Review care of computer
 * no food or drink
 * no banging on computer
 * don't touch neighbor computer parts

KidPix (or the free TuxPaint or Kerpoof)
 * Have students open program with assistance.
 * If you're using KidPix, skip the headphones. They are distracting from the task.
 * Try tools you remember from last year
 * Prepare this lesson by meeting with classroom teacher to see what they're discussing that students can draw a picture of. We're doing symbols
 * Draw a picture of an American symbol (or your country's symbols)
 * Add ‘God Bless America’ (or similar) and your name
 * Practice first week; save and print second
 * [[image:smaatechk-3/FLAG.jpg caption="FLAG.jpg"]] ||
 * FLAG.jpg ||


 * [[image:smaatechk-3/GOD_BLESS_AMERICA2.jpg caption="GOD_BLESS_AMERICA2.jpg"]] ||
 * GOD_BLESS_AMERICA2.jpg ||

Extra: revisit mouse websites (see below)

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

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. **//

= Mouse Skills =
 * //Week of September 17th//**
 * //Lesson 2 from [|workbook] //**


 * take student pictures with a digital camera and place in their file folders or a class file folder. Or, use those from your class directory (if available. Discuss 'digital'.
 * show students how to log-in
 * I don't have students do Ctrl+Alt+Del until the end of the year, but I do want them to learn to enter their UN and PW
 * discuss why we have UN and PWs
 * take this opportunity to discuss 'backspace' as a method of correcting errors
 * discuss the enter key as a means of entering data
 * review basic keyboard skills
 * besides 'enter', 'backspace'
 * also: spacebar
 * practice mouse skills
 * what if mouse doesn't work?
 * remind them how to hold the mouse
 * remind them of mouse skills
 * mouse skill websites
 * [|Mouse song]
 * [|Click the square]
 * [|Mousing around]
 * [|Tidy the classroom]
 * [|Bees and Honey]
 * [|Jigzone--puzzles]
 * [|K-1 mouse practice]
 * [|Jigsaw puzzles]
 * [|Mouse exercises--for olders too]
 * [|Mouse movement--bomono]
 * [|Mouse and tech basics--video]
 * [|Wack-a-gopher (no gophers hurt in this)]
 * practice/review KidPix paint and pencils to prepare for next week's project
 * review screen
 * let students explore

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

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. **//

= Technology Intro =
 * //Week of September 10th//**
 * //Lesson 1 from [|workbook] //**


 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Assign seats
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">tour classroom--walk around
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Collect class rules from students, to be posted later
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Review mouse skills from kindergarten
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">double-click--what if double click doesn't work? (push enter)
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">L/R button--don't use right till 2nd grade
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">mouse wheel
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">hand position
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">review parts of the computer and how to solve common problems related to them
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Extra: overview of [|internet start page] --
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">show students how to click an icon to access a site
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">show students how to maneuver through a website (basics)
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">visit mouse websites with remaining time

//** 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. **//

= Memorial Day Card = //**Week of May 21st**// //**Or Lesson 29 in __<span style="background-color: initial; color: #551a8b; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">[|workbook] __**//


 * Discuss Memorial Day with students
 * Draw a Memorial Day card in KidPix
 * [[image:smaatechk-3/MEMORIAL1.jpg caption="MEMORIAL1.jpg"]] ||
 * MEMORIAL1.jpg ||


 * Done? Go to [|Big Site of Great Kids Websites] and pick a website under 1st grade

= Book cover =
 * //Week of May 7th-14th//**
 * //Lesson 28// //in [|workbook] //**


 * 1.** **KidPix—fantasy background**
 * **a.** **add text**
 * **b.** **save and print**
 * || [[image:smaatechk-3/bookcover.jpg caption="bookcover.jpg"]] ||
 * bookcover.jpg ||  ||
 * bookcover.jpg ||


 * [[image:smaatechk-3/ONCE.jpg caption="ONCE.jpg"]] ||
 * ONCE.jpg ||

= = = = = = Slideshow = = MindMapping =
 * 2.** **practice slideshow for Open House**
 * //Week of April 23rd-30th, 2012//**
 * //or Lesson 14-15 in [|workbook (reading stories on the internet)] //**

Review how to run slideshows of student pictures using Windows Brainstorm as a group (using class SmartBoard or screen) to support fairy tale unit being discussed in class Open KidPix
 * use 'start button', 'computer', go to network drive, select student file
 * Now select 'slide show' from toolbar at top
 * Put Bubbl.us or iMindMap on screen
 * Put 'Fairy Tales' in the middle bubble
 * have students share fairy tales they've read in class. Add those as bubbles
 * have students take each fairy tale and add details--characters, setting, ending. Add those as child bubbles
 * save image with screen shot
 * Here's how far we got the first week:
 * [[image:smaatechk-3/imindmap.png caption="imindmap.png"]]
 * have students add image to KidPix canvas
 * add stamps/stickers supporting the fairy tales discussed
 * add their name
 * save and print

= = = Coloring Book in KP =
 * //Week of April 16th//**
 * //Lesson 9 in [|workbook] //**

Have students make up any pictures they are missing for Open House slideshow Have students practice showing their pictures in a slideshow format for parents Show students how to use the Color Me background in KidPix to create pictures.
 * Start button, Computers
 * Drill down to their file folder
 * Double click one of their pictures
 * Select the slideshow button at the bottom
 * Pick a background
 * Use 5 paint bucket fills and 5 textures
 * Use only one color and create interest with the textures
 * Save for Open House slideshow

= = = Easter Greeting =
 * //Week April 2nd//**
 * //Lesson 26// //in [|workbook] //**


 * Practice TTL Jr
 * Make an Easter card in KidPix. Export and print
 * [[image:smaatechk-3/Easter.jpg caption="Easter.jpg"]] ||


 * [[image:smaatechk-3/easter2.jpg caption="easter2.jpg"]] ||


 * Those who finish, go to Everyday Math Online

= = = Open House Project =
 * //Week of March 19th, 26th//**
 * //Lesson 23 in [|workbook] //**


 * Finish the last slide for Open House about your town. Use the paint buckets, 5 stickers. Next, we'll turn your pictures into a slideshow to play for parents.
 * Use a full sentence, i.e., This is my town., font size 48, good grammar and spelling
 * Practice one week; export the next


 * Those who finish, go to [| Starfall Greek Myths] or [|Winged Sandals] for stories and games

= St. Pat's Day Card in KidPix = //**Week of March 5th-12th**//
 * //<span class="wiki_link_ext">Lesson 22 in //****// [|workbook] //**


 * 1. St. Pat's Day Card**
 * [[image:smaatechk-3/stpats.jpg caption="stpats.jpg"]] ||

Finished? Go to [|Brown Bear Typing] (first week only) Go to Greek-Roman websites (second week) Done? Go to [|Math Websites]
 * [|Pharoah's Tomb]
 * [|Starfall Greek Myths]
 * [|Winged Sandals]
 * [|Egyptians Madlibs]

= Paint Brush Tool--KidPix =
 * //Week of Feb. 13th, 27th//**
 * //Lesson 19-20 from [|workbook] //**


 * 1.** **KidPix—This is my Family--export**
 * export for Open House movie
 * 2.** **view rainforest videos from [|internet start page] **
 * 3. Done? TTL Jr or Brown Bear Typing**

= KidPix Tools/Toolbars = //**Week of Jan. 30th-Feb. 6th**//
 * //Lesson 18 from [|workbook] //**


 * 1.** **KidPix—valentine card –pg. 36 of workbook**
 * **a.** **Draw a heart**
 * **b.** **Fill in heart and background**
 * **c.** **Create border**
 * **d.** **Write message with abc tool**
 * **e.** **Save and print**
 * [[image:smaatechk-3/val.png caption="val.png"]] ||

Done? [|Hangman]
 * 2.** **TTL 4**
 * 3. Go to our [|class start page] and play**
 * [|Groundhog Day Song]
 * [|Groundhog Day]

= = = KidPix = = =
 * //Week of Jan. 16th-Jan. 23rd//**
 * //Lesson 16-17 from [|workbook] //**
 * 1.** **KidPix--first of four Open House pictures for a slideshow. Practice today; export next week**
 * **Discuss Open House**
 * **Draw a picture of you. Add text: My name is** **. I hope you enjoy me pictures**
 * **Practice first week. Export the next**
 * = PICTURES =

Done? practice TTL Jr. Done?
 * [|Zoopz]
 * [|Hangman]
 * [|Drag and Drop games]

= Where I Live =
 * //Week of Jan. 1st--Jan. 8th//**
 * //Lesson #21// //from [|workbook] //**

.
 * Draw your house in KidPix using architectural tools to collaborate with classroom discussion on structures and buildings
 * Done? practice keyboarding on Jr

= Classroom Floorplan = = Holiday sites =
 * //Week of Dec. 12th//**
 * //or Lesson 8 from [|workbook] //**


 * Create a class floor plan on the [| web here]
 * Done? Visit these holiday websites
 * [|12 Days of Xmas]
 * [|NORAD Santa]
 * [|Penguin Show]
 * [|Reindeer Orchestra]

= = = KidPix Holiday Card =
 * //Week of Nov. 28th-December 5th//**
 * //Lesson 12-13 from [|workbook] //**


 * Have students use shapes to create holiday pictures
 * circles for snowmen
 * circles for wreaths
 * triangles for trees
 * squares for snowmen and gifts
 * Also, students can create a gift for parents
 * a. Add graphic—your picture
 * b. Add paint bucket fill behind
 * c. Add 5 stamps
 * d. Add text and your name
 * Save and print
 * See samples below

Other cards students can make, using shapes:



= = = KidPix Holiday Card = //**Week of Nov. 7th-14th**//
 * //Lesson 10 from [|workbook] //**
 * create a Thanksgiving card in KidPix using good grammar and spelling
 * use stamps, stickers, text
 * or use a background and text
 * practice keyboard skills on TTL Jr.
 * Finished? Free time on [|Starfall.com]

= = = Rainforest =
 * //Week of October 31st//**
 * //Lesson 18 from [|workbook] //**


 * 1) Use KidPix to draw a rainforest picture to collaborate with classroom discussion on this topic
 * find the rainforest background on the Kidpix tool bar
 * use stickers to place animals, birds, bugs, critters in their appropriate spot in the rainforest
 * add text with This is my rainforest and student name
 * Export and print
 * 1) Those who finish, practice keyboarding in TTL4

= = = Halloween Project = //**Week of Oct. 17th-24th**//
 * //or Lesson 6 from [|workbook] //**

Done? Go to
 * Draw a Halloween symbol in KidPix
 * Use paint brush
 * Segment the symbol
 * Fill each segment with a different fill from Paint Bucket #1 (be sure to match the colors)
 * Add HAPPY HALLOWEEN with ABC tool
 * Add five stickers from 'Scary'
 * Add your name with dog alphabet
 * Does it look like this:
 * [|Hangman]
 * [|Color US symbols]

= Google Earth = //**Week of Oct. 10th**//
 * //Lesson 7 from [|workbook] //**


 * Google Earth--Find each of these American symbols (be sure 3d buildings are selected): (demo first)**
 * **a.** **White House**
 * **b.** **Statue of Liberty**
 * **c.** **Pentagon**
 * **d.** **Washington** **monument**
 * Free time on Google Earth**

= = = American Symbols =
 * //Week of Sept. 26th-Oct. 3rd//**
 * //Lesson 3, 4 from [|workbook] //**


 * 1.** **TTLJr**
 * **Correct posture**
 * both hands on keyboard, homerow
 * 2.** **KidPix**
 * **Try different tools you remember from last year**
 * **Pencil tool**
 * **Picture of American symbol**
 * **Add ‘God Bless America’ and your name**
 * **Practice first week; save and print second**


 * 3.** **Mouse websites (see below)**

= Mouse Intro =
 * //Week of September 19th//**
 * //Lesson 1, 5 from [|workbook] //**


 * practice mouse skills on websites
 * [|More Mouse Skills]
 * [|Mouse Song]
 * [|Mouse Use Video]
 * [|Mouse—Tidy the Classroom]
 * [|Mouse—Wack a Gopher]
 * [|Mousing Around]
 * practiced/reviewed KidPix paint and pencils to prepare for next week's project

= Technology Intro =
 * //Week of September 12th//**
 * //Lesson 1, 5 from [|workbook] //**

= = = Memorial Day Card = //**Week of May 23rd**// //**Or Lesson 29 in __<span style="background-color: initial; color: #551a8b; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">[|workbook] __**//
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Assign seats
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">tour classroom--walk around
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">This month's EC: find QR codes as you're out shopping
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Review double-click, L/R button
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">overview of [|internet start page] --
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">go to mouse skills
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">TAKE PICTURE OF EACH STUDENT FOR WALL MONTAGE while doing mouse skills


 * Discuss Memorial Day with students
 * Draw a Memorial Day card in KidPix
 * Done? Go to [|Big Site of Great Kids Websites] and pick a website under 1st grade

= Book cover =
 * //Week of May 9th-16th//**
 * //Lesson 28// //in [|workbook] //**


 * 1.** **KidPix—fantasy background**
 * **a.** **add text**
 * **b.** **save and print**
 * [[image:smaatechk-3/bookcover.jpg caption="bookcover.jpg"]] ||
 * bookcover.jpg ||

= = = = =
 * 2.** **practice slideshow for Open House**

KidPix Review= = =
 * //Week of May 2nd//**
 * //Lesson 30// //in [|workbook] //**

Students reviewed KidPix skills by creating a Mother's Day card using the skills they've learned throughout the year. Student were challenged to use only the skills they could remember, without teacher assistance. Those who finished could go to any of the following websites to support classroom inquiry into story telling: 1. [|Aesop’s Fables] 2. [|Aesop Fables—no ads] 3. [|Badguy Patrol] 4. [|Childhood Stories] 5. [|Classic Fairy Tales] 6. [|Fairy Tales and Fables] 7. [|Make Your Story] 8. [|Make your own Story] 9. [|Make your story a newspaper clipping] 10. [|Make another story] 11. [|Mighty Book] 12. [|Stories—Signed] 13. [|Stories to read] 14. [|Stories to read for youngsters] 15. 16. [|Stories to read—International Library] 17. [|Stories to read -- Starfall] 18. [|Storybook Maker] 19. [|Storytime for me] [|Web-based Madlibs]

= Online Story Sites =
 * //Week April 25th//**
 * //Lesson 27// //in [|workbook] //**

Visit these story websites: [|Stories to read] [|Stories to read -- more]
 * [|Stories for children]
 * [|Stories from PBS]

[|Stories to read—International Library] [|Talking Pets] =

= = Easter Greeting =
 * //Week April 18th//**
 * //Lesson 26// //in [|workbook] //**


 * Practice TTL4
 * Make an Easter card in KidPix
 * [[image:smaatechk-3/Easter.jpg caption="Easter.jpg"]] ||
 * Easter.jpg ||

= =


 * [[image:smaatechk-3/easter2.jpg caption="easter2.jpg"]] ||
 * easter2.jpg ||

=
 * Those who finish, practice slideshow for open house
 * Those who finish, go to Everyday Math Online

= = Coloring Book in KP = = = Have students practice showing their pictures in a slideshow format for parents > = = Show students how to use the Color Me background in KidPix to create pictures.
 * //Week of April 11th//**
 * //or Lesson 14-15 in [|workbook] //**
 * Start button, Computers
 * Drill down to their file folder
 * Double click one of their pictures
 * Select the slideshow button at the bottom
 * Pick a background
 * Use 5 paint bucket fills and 5 textures
 * Use only one color and create interest with the textures
 * Save for Open House slideshow

= Easter Greeting =
 * //Week March 28th//**
 * //Lesson 26// //in [|workbook] //**
 * Practice TTL4
 * Make an Easter card in KidPix
 * [[image:smaatechk-3/Easter.jpg caption="Easter.jpg"]] ||
 * Easter.jpg ||


 * [[image:smaatechk-3/easter2.jpg caption="easter2.jpg"]] ||
 * easter2.jpg ||

=
 * Those who finish, free time on KidPix

= = Open House Project = = = =
 * //Week of March 21st//**
 * //Lesson 23 in [|workbook] //**
 * Finish the last slide for Open House about your town. Use the paint buckets, 5 stickers. Next, we'll turn your pictures into a slideshow to play for parents.
 * Use a full sentence, i.e., This is my town., font size 48, good grammar and spelling
 * Those who finish go to [|Brown Bear Typing] ; continue until you get a score of 20.
 * Those who finish, go to [| Starfall Greek Myths] or [|Winged Sandals] for stories and games

= = St. Pat's Day Card in KidPix =


 * Week of March 8th-15th**
 * //<span class="wiki_link_ext">Or Lesson 22 in //****// [|workbook] //**


 * 1. St. Pat's Day Card**
 * [[image:smaatechk-3/stpats.jpg caption="stpats.jpg"]] ||
 * stpats.jpg ||

Finished? Go to [|Starfall Greek Myths] =

= = Open House project =
 * //Week of Feb. 28th-March 7th//**
 * //Follow directions below or use Lesson 5 (using new software) in [|workbook] //**

[|3. Everyday Math Online]
 * 1.** **KidPix—This is where I live**
 * 2.** **TTL 4**

= KidPix Tools/Toolbars = = = //**Week of Jan. 31st-Feb. 14th**//
 * //Lesson 18 from [|workbook] //**


 * 1.** **KidPix—valentine card –pg. 36 of workbook**
 * **a.** **Draw a heart**
 * **b.** **Fill in heart and background**
 * **c.** **Create border**
 * **d.** **Write message with abc tool**
 * **e.** **Save and print**
 * [[image:smaatechk-3/val.png caption="val.png"]] ||
 * val.png ||




 * 2.** **TTL 4**
 * 3. Go to our [|class start page] and play [|Hangman] **

= Paint Brush Tool--KidPix =
 * //Week of Jan. 24th-31st//**
 * //Lesson 19-20 from [|workbook] //**


 * 1.** **KidPix—This is my Family--export**
 * export for Open House movie
 * 2.** **TTL 4**
 * 3.** [|Everyday Math Online]

= Rainforest =
 * //Week of Jan. 17th//**
 * //Lesson 18 from [|workbook] //**


 * 1) Use KidPix to draw a rainforest picture to collaborate with classroom discussion on this topic
 * find the rainforest background on the Kidpix tool bar
 * use stickers to place animals, birds, bugs, critters in their appropriate spot in the rainforest
 * add text with This is my rainforest and student name
 * Export and print
 * 1) Those who finish, practice keyboarding in TTL4

= KidPix =
 * //Week of Jan. 3rd-Jan. 10th//**
 * //Lesson 16-17 from [|workbook] //**


 * 1.** **KidPix--first of four Open House pictures for a slideshow**
 * **a.** **My name is** **. I hope you enjoy me pictures**
 * **b.** **Practice first week. Export the next**




 * 2.** **TTL 4--introduce new typing program**
 * 3.** **Done? Go to math websites on [|internet start page] **

= KidPix Holiday Card =
 * //Week of Dec. 6th//**
 * //Lesson 12-13 from [|workbook] //**


 * Have students use shapes to create holiday pictures
 * circles for snowmen
 * circles for wreaths
 * triangles for trees
 * squares for snowmen and gifts
 * **Also, students can create a gift for parents**
 * **a.** **Add graphic—your picture**
 * **b.** **Add paint bucket fill behind**
 * **c.** **Add 5 stamps**
 * **d.** **Add text and your name**
 * **Save and print**
 * See samples below

Other cards students can make, using shapes:




 * 2.** ** [|Norad Santa] when done** (Only available during December)

= KidPix Holiday Card =
 * Week of Nov. 15th**


 * //Lesson 10 from [|workbook] //**

=
 * create a Thanksgiving card in KidPix using good grammar and spelling
 * use stamps, stickers, text
 * or use a background and text
 * practice keyboard skills on TTL Jr.
 * Finished? Free time on [|Starfall.com]

= Architecture--floorplans = =
 * //Week of Nov. 8th//**
 * //or Lesson 8 from [|workbook (intro to the internet)] //**
 * go to the website [|Create your classroom]
 * think about how your classroom looks; drag and drop the items that belong where in your class
 * save and print
 * Finished? go to TTL Jr. for keyboard practice

= = Open House Kidpix drawing = =
 * //Week of Nov. 1st//**
 * //Lesson 6 from [|workbook] //**
 * Draw your house in KidPix using the architectural tools. Add a sentence about your family. This supports the classroom inquiry into Architecture and Design
 * Finished? Go to [| Big Brown Bear Typing] and practice keyboard skills

= = Halloween Greeting = = Online Letters = = = = = =
 * //Week of Oct. 11th - Oct. 25th//**
 * //or Lesson 6 from [|workbook] //**
 * TTL Jr.
 * Open KidPix
 * Use current list of Orton Gillingham words to create a sentence or several sentences.
 * Use at least two words.
 * When you're done, decorate the page with Halloween stickers
 * Export and print
 * Those who finish, go to [|Halloween games] and [|Halloween videos]

= = Google Earth =
 * //Week of October 4th//**
 * //Lesson 7 from [|workbook] //**


 * 1.** **TTLJr**
 * 2.** **Google Earth--Find each of these American symbols (be sure 3d buildings are selected): (demo first)**
 * **a.** **White House**
 * **b.** **Statue of Liberty**
 * **c.** **Pentagon**
 * **d.** **Washington** **monument**
 * **e.** **Free time on Google Earth**
 * [[image:smaatechk-3/GE_symbols.gif caption="GE_symbols.gif"]] ||
 * GE_symbols.gif ||

= American Symbols =
 * //Week of Sept. 20th-27th//**
 * //Lesson 3, 4 from [|workbook] //**


 * 1.** **TTLJr**
 * **Correct posture**
 * both hands on keyboard, homerow
 * 2.** **KidPix**
 * **Try different tools you remember from last year**
 * **Pencil tool**
 * **Picture of American symbol**
 * **Add ‘God Bless America’ and your name**
 * **Practice first week; save and print second**


 * 3.** **Starter links on [| start page] or any of the story websites**
 * [|Starfall]
 * [|Stories read by actors]
 * [|Audio stories]

= Technology Intro =
 * //Week of September 13th//**
 * //Lesson 1, 5 from [|workbook] //**
 * assign seats
 * Tour classroom
 * Tour computer
 * Take pictures
 * Put your name on your binder
 * Go to internet. Explain start page
 * Go to [|Mouse sites] under 'bookmarks'

= Memorial Day Greeting =
 * //Week of May 17th//**
 * //See [|Lab Toolkit VI] for example//**


 * 1. TTL4 or Dance Mat Typing or Brown Bear Typing**
 * 2. KidPix--Memorial Day card--practice**
 * **Discuss Memorial Day**
 * **Discuss symbols**
 * **Practice a card--print next week**

= Fantasy Picture =
 * //Week of May 10th//**
 * //Lesson 28// //in [|workbook] //**


 * 1.** **KidPix—fantasy picture**
 * **a.** **Use paint brush or pencil**
 * **b.** **add text**
 * **c.** **save and print**
 * 2.** **practice slideshow for Open House**
 * 3.** **TTL4 or [|Dance Mat Typing] **

= Book Cover again = = Windows slideshow =
 * //Week of May 10th//**
 * //Lesson 28// //in [|workbook] //**


 * 1.** **KidPix—fantasy picture**
 * a.** **Use paint brush or pencil**
 * b.** **add text**
 * c.** **save and print**
 * 2.** **practice slideshow for Open House**
 * 3.** **TTL4**

= Book cover =
 * //Week of May 3rd//**
 * //Lesson 28// //in [|workbook] //**


 * 1.** **KidPix—fantasy background**
 * **a.** **add text**
 * **b.** **save and print**


 * 2.** **practice slideshow for Open House**
 * 3.** **KidPix**
 * **a.** **Mother’s Day card**
 * **b.** **Save and print**

= Windows Slideshow =
 * //Week of April 26th//**
 * //Lesson 24// //in [|workbook] //**


 * **TTL4 or keyboard program on [| internet start page] **
 * **Practice showing slideshow of pics on Windows slideshow viewer**
 * **KidPix--draw a color me with only one color**

= Greek Myths/Fables =
 * //Week of April 19th//**
 * //or Lesson 22// //in [|workbook] //**


 * 1) ** Finished up drawings for our Open House project **
 * 2) ** Practiced TTL4 **
 * 3) ** Visited [|Greek myths] and [|fables] on the internet **
 * 4) ** Those who finished went to [|math websites]  **

= Reading Online =
 * //Week April 12th//**
 * //or Lesson 21// //in [|workbook] //**


 * 1. TTL4 for those who finish, or**
 * ** [|Dance Mat Typing] **
 * ** [|Typing Web] **
 * 2.** **Read from internet start page**
 * **a. [|Fables] **
 * **b.** ** [|Starfall Greek Myths] **
 * 3. Those who finish, go to** ** [|Everyday Math Online] **

= Easter Greeting =
 * //Week March 29th//**
 * //Lesson 26// //in [|workbook] //**
 * Practice TTL4
 * Make an Easter card in KidPix
 * Those who finish, free time on KidPix

= Open House Project = = =
 * //Week of March 22nd//**
 * //Lesson 23 in [|workbook] //**
 * Finish the last slide for Open House about your town. Next, we'll turn your pictures into a slideshow to play for parents.
 * Use a full sentence, i.e., This is my town., if you prefer
 * Those who finish, go to TTL4

= Math Online = = Open House project =
 * //Week of March 15th//**
 * //Follow directions below or use Lesson 5 (using new software) in [|workbook] //**

[|3. Everyday Math Online]
 * 1.** **KidPix—This is where I live**
 * 2.** **TTL 4**

= Open House project =
 * //Week of March 1st-8th//**
 * //Lesson 19-20 in [|workbook] //**


 * 1.** **KidPix—This is my Family--export**
 * 2.** **TTL 4**
 * 3.** [|Everyday Math Online]

= Drag-anddrop Skills = = Architecture =
 * //Week of Feb. 22nd//**
 * //Or use Lesson 11-12 (St. Patrick's Day greeting in Publisher) in [|workbook] //**


 * 1.** **TTL 4**
 * 2.** **Create a [|classroom layout] **
 * 3.** [|drag-and-drop skills]
 * 4.** ** [|Everyday Math Online] **

= Valentine Greeting =
 * //Week of Feb. 8-15th//**
 * //Lesson 18 from [|workbook] //**


 * 1.** **KidPix—valentine card –pg. 36 of workbook**
 * **a.** **Draw a heart**
 * **b.** **Fill in heart and background**
 * **c.** **Create border**
 * **d.** **Write message with abc tool**
 * **e.** **Save and print**


 * 2.** **TTL 4**
 * 3.** [|Everyday Math Online]
 * 4.** **Done? Go to math websites on [|internet start page] **

= Rainforest picture =
 * //Week of Feb. 1st//**
 * //Lesson 18 from [|workbook] //**

= = = = = =
 * 1.** **KidPix**
 * **a.** **Find rainforest background**
 * **b.** **Put animals in it, where they belong from** **stamps and stickers under ‘animals’, ‘birds’, ‘critters’**
 * **c.** **Add ‘this is my rainforest’ with ABC, font 48, white or yellow**
 * **d.** **Add your name with ABC tool**


 * 2.** **TTL 4**
 * 3.** [|Everyday Math Online]
 * 4.** **Done? Go to math websites on [|internet start page] **

= = = Open House KidPix Project =
 * //Week of Jan. 25th//**
 * //Lesson 16-17 from [|workbook] //**


 * 1.** **KidPix**
 * **a.** **My name is** **. I hope you enjoy me pictures**
 * **b.** **Export**
 * **c.** **Print**
 * 2.** **TTL 4**
 * 3.** [|Everyday Math Online]
 * 4.** **Done? Go to math websites on [|internet start page] **

= Math Online = = Reading Online =
 * //Week of Jan. 11-18th//**
 * //Lesson 15 from [|workbook] //**


 * 1.** **TTL 4**
 * 2.** [|Everyday Math Online]
 * 3.** **Done? Go to [|math websites] on internet start page**
 * 4. Go to [|reading] and [|story] websites on the internet, or...**
 * [|Starfall]
 * [|Stories read by actors]
 * [|Audio stories]

= Math Online =
 * //Week of Jan. 4th//**
 * //Lesson 14 from [|workbook] //**


 * 1.** **TTL Jr.**
 * 2.** [|Everyday Math Online]
 * 3.** **Done? Go to math websites on [|internet start page] **
 * 4. Go to Starfall for reading practice**

= Shapes for Holidays =
 * //Week of Dec. 7-21//**
 * //Lesson 12-13 in [| workbook] //**


 * 1.** **KidPix holiday card (not Ochs, Eshleman)**
 * **a.** **Add graphic—your picture**
 * **b.** **Add paint bucket fill behind**
 * **c.** **Add 5 stamps**
 * **d.** **Add text and your name**
 * **Some classes made holiday cards without the student picture, using tools learned throughout Trimester One**
 * **e.** **Save and print**

Other cards students can make, using shapes:
 * 2.** ** [|Norad Santa] when done** (Only available during December)

= Paint Bucket Fills =
 * //Week of Nov. 30th//**
 * //Lesson 9 from [|workbook] //**


 * 1.** **TTLJr**
 * 2.** [|Brown Bear Typing]
 * 3. KidPix--use the coloring book to learn paint bucket fills**
 * 4.** **internet**
 * **a.** ** [|Animated Christmas] **
 * **b.** [|Hangman]
 * **c.** ** [|coin counting websites] **

= Writing Sentences =
 * //Week of Nov. 9th--16th//**
 * //Lesson 10 from [|workbook] //**


 * 1.** **TTLJr**
 * 2.** **KidPix—practice Thanksgiving card**
 * I am thankful for... **

> || Bold ||
 * 3.** **internet**
 * **a.** **Word Practice**
 * **b.** [|Alphabetic order]
 * [[image:http://www.wikispaces.com/i/c.gif caption="Bold" link="http://www.crickweb.co.uk/assets/resources/flash.php?&file=wordorder1a"]] ||

= Online Keyboarding = = Letters =
 * //Week of Nov. 2nd//**
 * //Lesson 8 from [|workbook] //**


 * 1.** **TTLJr**
 * 2.** ** [|Big Brown Bear] typing**
 * 3.** **Done? Go to [|Benbo’s Zoo] on start page**

= = = Holiday Greeting in KP = //**Week of Oct. 19th-26th**//
 * //Lesson 6 from [|workbook] //**


 * 1.** **TTLJr**
 * 2.** **KidPix**--export and print
 * **add Halloween picture with paint brush**
 * **add stickers**
 * **mixer tool to mix up picture**

= Tech Introduction = //**Week of September 14th**//
 * //Lesson 2 from [|workbook] //**

<span style="font-family: Arial,Helvetica,sans-serif;">**1.** **go to TTLJr** <span style="font-family: Arial,Helvetica,sans-serif;">**2.** **review parts of mouse**
 * [|More Mouse Skills]
 * [|Mouse skills]
 * [|Mousing Around]
 * [|Drag and drop puzzles]
 * [|Drag and drop skills]

<span style="font-family: Arial,Helvetica,sans-serif;">**3.** **Go to [|Internet start page] —mouse skills** <span style="font-family: Arial,Helvetica,sans-serif;">**4.** **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 22pt;">go to math websites, [|Starfall] ** 5. Introduce KidPix--brushes for next week's project