WCS--Second+Grade

=WCS Second Grade =

= Graphic Organizers = = = //**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. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab = = = = = = = = **More ** = = = = = =
 * This is the last project in MS Word/word processing unit. After this, expect students to be able to use this program with nominal assistance for class projects.[[image:k-3tech/pyramid.png align="right" caption="pyramid.png"]]
 * Every year starting in second grade, students create a project that communicates an idea using visual organizers. This is it.
 * What is a visual organizer (graphic organizer)? How does it help to communicate information (by displaying information in a picture format)? How does it facilitate sharing? Show students examples from last year’s 2nd, 3rd, 4th grade classes. Is information clear? Do they understand the message?
 * This project supports a classroom conversation and can be done in various word processing programs, i.e., Open Office, Google Docs. We use MS Word. Visual organizer can be from various online sites (see extensions). We use Word’s SmartArt.
 * Demonstrate (see inset): Open Word; add heading. Why heading?
 * Add title (//How I’m Organized//) font size 16, centered and bold. Push enter so graphic organizer will appear underneath.
 * Insert SmartArt. Word offers many—choose one that works for your student group. Once you’ve selected it, add shapes to get six (or number you need for your topic).
 * Add text to each layer as fits topic.
 * Format with ‘change colors’ and ‘SmartArt Styles’
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add student name at pinnacle with WordArt
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use ‘print preview’ to be sure all information appears on one page. If not, resize as needed and print.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save to network; save-as to flash drive (if available). What’s the difference between save and ‘save-as’? Why include student last name in file name?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When students finished, ask them what digital tools were used today (Hint: software, internet, online tools, printer).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continually throughout class, check for understanding. Expect students to solve problems as they 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;">As you teach, incorporate lesson vocabulary.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When students finish, practice keyboarding using online website that focuses on one row at a time (i.e., DanceMat Typing, Nimble Fingers). This month: Concentrate on QWERTY row. Watch posture. Keep hands on keyboard. Use finger closest to key.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Close program (with Alt+F4).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it
 * <span style="font-family: Arial,Helvetica,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher]
 * <span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * <span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * <span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collaboration? Use Discussio //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">n //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Button above //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">. //

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

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Holiday Letter in Word I = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Nov. 4th **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 10 in Workbook] //

<span style="display: block; font-family: Verdana,Geneva,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, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">This is second of two-week MS Word project (or another word processing program) to teach formatting skills as well as reinforce classroom study on grammar, spelling and elements of a letter.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open student letter started last week as independently as possible.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Can’t find it? Check ‘My Documents’—student may have saved it wrong. If not there, show student how to search using their last name.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review writing conventions.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Click inside a word; change font color, font look, and font size (as done before).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add three pictures to body of letter (not heading or closing) using clip art as learned in Lesson 7. Resize as needed so letter fits one page. See inset for example.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use computer, practice good habits.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add festive border.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Show students how to check page count to see if letters fits one page. Adjust font and picture sizes as needed.
 * <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 make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Check rubric at end of Lesson to be sure all required elements are included. Students submit rubric with printed letter.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save and print without assistance. Should students save or save-as?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to the classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Leave station as it was (chairs in, desktop clean, headphones over tower, textbook behind monitor).

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">**<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">More **
 * <span style="font-family: Arial,Helvetica,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher]
 * <span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * <span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * <span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collaboration? Use Discussio //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">n //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Button above //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">. //

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

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Letter Writing = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Oct. 28th **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 9 in Workbook] // = = <span style="display: block; font-family: Verdana,Geneva,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, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">**<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">More ** = = <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 13.3333px; text-align: left;">**//<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. //**
 * [[image:k-3tech/MS_word_doc.gif align="right" caption="MS_word_doc.gif"]]<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">This is a two-week project in word processing, to teach formatting skills while reinforcing classroom study on grammar, spelling and elements of a letter.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open word processing program (Word, Google Docs, Open Office or similar) as independently as possible.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Type heading (name, teacher, date—enter between each line). Explain alignment, that this is left aligned. Show Word’s alignment tools.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss letter writing skills students have learned in class, like:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">write a letter //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">describe actions, thoughts, and feelings where required //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">use temporal words to signal event order where required //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Type a letter to parents about why students are thankful. Use font size 14-16. Adjust font look as learned in Lesson 7. Remind students text wraps to next line—no need to push enter. See samples on next page.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As students type, reinforce keyboarding skills such as elbows at sides, hands on homerow, legs in front of body. Remind students: Every time they use computer, practice good habits.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Check grammar/spelling; clear red/green squiggles.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Work with neighbor to strengthen writing by adding details, clarifying issues.
 * <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;">As you teach, incorporate lesson vocab. Check this line item if you did that today!
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Letter must be one page. Show students how to check if they have accomplished this goal.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save (or should they ‘save-as’?) with last name in file name (why?). Tuck chairs under desk, headphones over tower; leave station as you found it.
 * <span style="font-family: Arial,Helvetica,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher]
 * <span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * <span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * <span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collaboration? Use Discussio //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">n //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Button above //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">. //

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Reading on the Internet = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Oct. 21st **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 8 in Workbook] // = = <span style="display: block; font-family: Verdana,Geneva,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, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Warm up by keyboarding home row with an online site like [|DanceMat Typing] or [|Nimble Fingers] :
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">hands in home row position, curved over keys //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">posture—body centered in front of keyboard, legs in front of body //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">technique—use finger closest to required key; control flying fingers/hands //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Before students read a story from internet, discuss internet neighborhood. How should they stay safe in this unknown world?
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Stay on assigned link //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">If you get off of it, use back arrow or start page tab //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Only go to websites teacher has approved //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Don’t talk to strangers //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Watch these two videos on safe internet use:
 * [|//BrainPop Jr—Internet Safety//]
 * [|//My Online Neighborhood//]
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Want more before starting internet use? Watch this [|internet safety video].
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Model how to 1) access internet, 2) find class start page, and 3) go to links being used today. Point out ads to be avoided. Point out bling.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Today, we read. What can you do on an internet story you can’t do on a book story? (Answers: click links for enrichments, take a pile of books wherever you go, not worry about ripping pages—anything else?).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open browser—what’s a ‘browser’? How does it help students find websites?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Select a story from class list (see examples at end of lesson). Take students on a tour—tool bars, links, ‘hand’ that identifies link, back/forward button, home tool, address bar, browser tabs. Clarify where they can go on a site and where they can’t (i.e., ads, any link out of teacher-provided one).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use tabs on browser to move between class internet start page and approved links.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now set students lose to read!
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When done, students share details of story with neighbor. Show comprehension of story, plot, characters, and vocabulary. Ask each other for help decoding prefixes and suffixes and unknown words. Follow class rules for conversations (speak one at a time, listen to each other with care, gain floor in respectful ways--as outlined in [|CCSS.ELA-Literacy.SL.2.1a] )<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary. Throughout class, check for understanding. Expect students to solve problems 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. Close to desktop. Tuck chairs under desk, headphones over tower; leave station as it was.

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">**<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">More **
 * <span style="font-family: Arial,Helvetica,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher]
 * <span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * <span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * <span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural)

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

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Halloween Greeting = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Oct. 14th **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 7 in Workbook] //

<span style="display: block; font-family: Verdana,Geneva,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, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">This is the final week of Word story project. Open project (drill down to file folder on network). If not there, check ‘My Documents’ or show students how to search.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">This week, students decorate story to fit theme. Discuss how color and visual can communicate ideas as well as words.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Triple-click title (to select a sentence); change to WordArt so it stands out (see inset). In body of story, change color for 3 words by clicking inside word and going to ‘font color’ tool; match color to word, i.e. make ‘pumpkin’ orange. Add art border that fits the holiday either from Page Borders or Clip Art. Change font size for three words by clicking inside word and going to ‘font size’ tool; i.e. make ‘guess’ font size 72 (to make it emphatic). [[image:k-3tech/halloween--2nd.jpg align="right" caption="halloween--2nd.jpg"]]<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Change font for three words by clicking inside word and going to ‘font’ tool; i.e. use ‘Chiller’ for ‘haunted house’. Add three pictures by clicking where pictures belong. Show students the blinking cursor that marks insertion point. Resize as needed.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Show students how to see if story fits one page by checking bottom right corner. If story is more than one page, resize font/ images.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Check rubric (see end of lesson in text) to ensure project has required elements.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save with or without assistance with student last name and project name (why student name?); print (Ctrl+P, File-print).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Ask students: What digital tools are used in this project? (Hint: software, printer). What else could be used? (Hint: online images, email, pdf). How would they create this story without digital tools? What do they think of that?
 * <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.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as it was

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">**<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">More **
 * <span style="font-family: Arial,Helvetica,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. This week there's one titled, //Is Keyboarding Dead//?.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher]
 * keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collaboration? Use Discussio //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">n Button above. //

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

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Halloween Greeting I = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Oct. 7th **// <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: justify;">//<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 6 in Workbook] //

**<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">More **
 * [[image:k-3tech/MS_word_doc.gif align="right" caption="MS_word_doc.gif"]] <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss writing. What strategies have students learned? With student input, develop a list of skills to use during this exercise.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">What is the difference between writing by hand and on a computer? Consider 1) trying to remember where keys are, 2) typing while thinking, 3) hand gets tired, 4) handwriting is slow 5) computer typing is slow in 2nd grade, 6) which is harder/easier? Discuss how all of these might change as they get older.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss difference between typing from a written copy and typing from thoughts in student’s head. Which is harder? The students’ answers may surprise you.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Today, students start a two-week project writing a story in MS Word (or Google Docs or Open Office—whatever word processing program your school uses). Show sample inset--sure, this is from Christmas. The book has one for Halloween. Students always get excited by colors, fonts, clipart. They don’t believe they’ll be able to do this in two weeks!
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open MS Word. Review last week skills: fonts, sizes, insert, tools, toolbars
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students they will use same writing skills here they use for class literacy projects.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add heading at top (name, teacher, date). Why a heading? Add two enters to leave room for the title. That will be added later.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Change font to 48. Sentence starts with capital, ends with period; space after period/ comma. What other writing rules did class come up with that should be used today?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Follow class strategies for story writing (i.e., Bold Beginning, Mighty Middle, Exciting Ending). Start with an introduction (i.e., Once upon a time, there was a ghost…), tell a bit about the story characters, tell what problem they faced and how they solved it. Include details to describe actions, thoughts, and feelings. Use temporal words to signal event order. Provide a sense of closure. Three-four sentences are fine.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Every time students sit at computer, remind them to use good keyboarding skills—correct posture, elbows at sides, mouse to right (or left), keyboard centered.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Show students how to verify story fits one page and adjust font size if needed.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Correct red (spell-check) and green (grammar) squiggly lines When do they use backspace or delete to make corrections? What are the blue squiggly lines—can students figure that out?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add title. How do students know the title? Discuss how it comes from story. Discuss writing ‘headlines’ and ‘titles’—that they draw reader in and make them want to continue.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When done, work with a neighbor. Read through each other’s story and suggest edits.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continually throughout class, check for understanding. Expect students to solve problems as they make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students take their time during this project. Here, they learn many Word basics.
 * <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;">Save to network file folder with student last name and project name. Do they ‘save’ or ‘save-as’? What’s the difference? Why must their last name be in the file name?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Close to desktop. 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 it was.
 * <span style="font-family: Arial,Helvetica,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. This week there's one titled, //Is Keyboarding Dead//?.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher]
 * keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collaboration? Use Discussio //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">n 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="font-family: 'Arial Black',Gadget,sans-serif;">Meet MS Word = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 30th **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|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. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on th <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 13.3333px; text-align: left;">e Discussion Tab <span style="font-family: Verdana,Geneva,sans-serif;">Read 'MS Word' as 'word processing'. Whatever word processing tool or software you use is fine. This lesson is neutral in that regard. Just adapt the lesson to your program (GAFE, OO, Notes, etc.)

<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">) on Smartscreen. This can be shortened or lengthened to serve your needs, i.e., you may want more triple-digit numbers for Common Core. What is a number square? Is it familiar to students? Do they see how each row is a bundle of 10? How many is a bundle of ten tens? Discuss the place value of each digit in a number. Notice how each column is laid out (remember ‘columns’ from Excel). = = **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">More **
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students who haven’t, finish Google Earth project. Those who completed it last week can practice home row on an online keyboarding website (see appendix of textbook for choices). Remind students to use correct posture, hands on home row, keep elbows at sides.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">This lesson starts a 7-week unit to familiarize students with MS Word (or other word processing program like Google Docs, Open Office). It includes:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Intro to basics //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">2 writing projects //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">1 graphic organizer //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">By the end of this unit, students will know Word basics that will get them through anything required in second grade.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Word on Smartscreen; review layout and demonstrate pieces (for a clever way to open Word, see the 'how to' inset--on opening with a right-click. Any shortcut way to use tech is fun for students):[[image:k-3tech/How_to_open_Word_doc_without_MS_Word.png align="right" caption="How_to_open_Word_doc_without_MS_Word.png"]]
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">appearance of screen //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">tools and toolbars //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">menus and ribbons students will use //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">cursor: tells user where they are //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss the difference between **menus, ribbons, toolbars,** and **taskbar**. Ask students for their thoughts. These organizational techniques are confusing. Be prepared to circle back on them often. Expect students to use the correct term.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open //Number Square// (see sample at end of lesson or here <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">[[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="Number_Square.docx" link="file:k-3tech/Number_Square.docx"]]
 * [|Details]
 * [[file:k-3tech/Number_Square.docx|Download]]
 * 18 KB
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Demonstrate how to type student name and teacher into blanks. If you’re not in typeover, it will push line out. Demonstrate this and how to fix. Second graders may have no experience with wor
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review MS Word basics they will use today:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">show where font size/color/type tools are //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">discuss difference between backspace and delete (see next pages) //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Demo first line of Number Square:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">fill in missing numbers //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">change fonts as required in directions //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">change colors as required in directions //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">change font sizes as required in directions //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Don’t expect students to finish project. The goal is to get comfortable using tools, changing fonts, formatting a document. These are skills they will use often.
 * <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;">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;">Save to network folder with student last name and project name. Print. Assist if required. What’s the difference between ‘save’ and ‘save-as’ (see next pages)?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Why is it important to include student last name in file name (remember last week?)
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Close program with file-close or Alt+F4; leave station as it was (chairs in, desktop clean, headphones over tower, text behind monitor).
 * <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: Arial,Helvetica,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. This week there are none.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:Questions? Go to [|Ask a Tech Teacher]
 * keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collaboration? Use Discussio //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">n Button above. //
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collaboration? Use Discussio //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">n 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="font-family: 'Arial Black',Gadget,sans-serif;">Google Earth = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 23rd **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 4 in Workbook] //

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab //This is a favorite lesson of students. Be prepared to let students take as long as they are engaged. Let them direct inquiry, pace, coverage. There are a lot of extensions on this unit tht enable you to take the exploration as far as students want. And second graders have lots of enthusiasm for learning!//

**<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">More **
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Practice keyboarding with a program that focuses on one row at a time. For the first three months of school, spend one month on each row: 1) home row, 2) QWERTY row, 3) lower row. My favorite sites: [|DanceMat Typing] and [|Nimble Fingers] (Google names for addresses). See checklist at end of lesson for anecdotal assessment.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use correct hand position, legs in front, elbows at side. Review hints (see list at end of lesson in textbook) for better keyboarding, but dole them out as students are ready for them.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Google Earth. Discuss how this program uniquely contributes to and clarifies understanding of a topic:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">see a country’s relationship to the world //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Zoom in or out to get a better perspective //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Drop into Street View to see firsthand what the world looks like //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review program—zoom in/out, drag map, use street view, tour 3d buildings, use arrows. Give students time to remember skills from 1st grade and kindergarten. Use this as a formative assessment on those skills if you'd like.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Demo today’s project
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Find country of origin //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Explore country. Use Street View and 3D layer for full experience //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Adjust view so country is recognizable on screen. Zoom in/out and drag map with mouse to display country nicely //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Take a picture with Google Earth and save to student folder //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now it’s student’s turn to find their country of origin, adjust it and save image to network folder. Let them experiment with tools. Don’t worry if it’s not perfect.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When finished, give students time to explore their homeland.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Close Google Earth and open drawing program (we use KidPix). Expect students to remember how to use this program from last week and prior years.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Demonstrate this next stage of project:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add saved image to canvas //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add flag for student country of origin //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add student name with ABC tool in any font, size 48, any color //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now students do this.
 * <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;">Throughout class, check for understanding. Expect students to solve and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save to network file folders with student last name and project name; print.
 * <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 students of their name. See how their files show up even if they didn’t save it right—as long as they saved it to network? Putting a last name in file name makes it harder to lose 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. Questions about them--post to the Discussion Button above. This week there are two://
 * //Do you make these 9 mistakes//
 * //Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 15 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!//
 * //Three overarching topics you'll want to pay attention to every lesson://
 * //keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> [|K-8 Keyboard Curriculum] //
 * //Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> [|digital citizenship curriculum] for K-8, click the link //
 * //vocabulary (no more word lists. Use the right words; decode; make it natural)//
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Questions? Go to // [|Ask a Tech Teacher]
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Collaboration? Use Discussion Button above. //


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

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Meet Your Computer = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 16th **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 3 in Workbook] //

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">More **
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss the proper care and feeding of a computer. Can students think of rules to add to the following list?
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">No food or drink around computer—not even water //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">No banging on keyboard, monitor or any other part of computer //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Demonstrate how to help a neighbor: Use words, don’t touch their computer parts—mouse, keyboard, etc. //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review Windows or Mac screen. These are domain-specific words students should hear and be able to use. They'll help them to communicate ideas/problems and help you understand what they are talking about:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Desktop—front of monitor, ‘screen’, icons //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Taskbar—bar at bottom of screen, with clock and ‘Start’ button //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Clock—on right side of taskbar (hover for date) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Start button—click to bring up programs (or use flying windows key) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Show students how to find network folders with Start button-Computer-Network (nested by grade, teacher—or however your school does it) //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review hardware—monitor, CPU, keyboard, mouse, headphones, peripherals—and related problems. 2nd graders should know what to do when their hardware doesn't work. Ask them. Let them show off.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use drawing program (KidPix, TuxPaint, Kerpoof, or other) to explore how technology communicates ideas. Remind students: Grammar and spelling count in tech class. If you use a web-based drawing program, start with an internet introduction--how do students visit the neighborhood called the 'web' safely:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open drawing program //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Enlarge font size to 72 and add ‘My name is’; capitalize first letter; add student name with ‘dog alphabet’ (animation tool in KidPix) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Draw student picture with paint and pencil //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Print with assistance ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> (file-print or Ctrl+P); show how to save to network file folders //
 * <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;">Those who finish: Practice keyboarding on installed software or online program (see appendix for suggestions). Use good keyboarding habits. Remind students: any time they use the computer, use it correctly, whether it's in the lab, the classroom or at home. Make it a habit.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Close program with file-close or Alt+F4 (2nd graders love shortkeys). Start mentioning shortkeys so students get used to considering them an option.
 * <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 student found it.
 * //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. This week there are two://
 * //Do you make these 9 mistakes//
 * //Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 15 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!//
 * //Three overarching topics you'll want to pay attention to every lesson://
 * //keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> [|K-8 Keyboard Curriculum] //
 * //Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> [|digital citizenship curriculum] for K-8, click the link //
 * //vocabulary (no more word lists. Use the right words; decode; make it natural)//
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Questions? Go to // [|Ask a Tech Teacher]
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Collaboration? Use Discussion Button above. //


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

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Introducing Tools and Toolbars = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 9th **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 2 in Workbook] //

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button.

> ** //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Ctrl+P //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Circle back on last week's discussion of the major parts of computer—CPU, monitor, keyboard, mouse, headphones, volume, printer, power buttons, USB ports, peripherals. Show how they connect to computer. Discuss trouble-shooting hardware problems:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">if volume doesn’t work, check headphones and volume control //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">if mouse doesn’t work, is it lit up (which means mouse works) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">If keyboard doesn’t work, does NumLock work (which means keyboard works) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">if headphones don’t work, are they plugged in? In correct CPU? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">If monitor doesn’t work, is it on? Is mouse awake? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">If computer doesn’t work, is it on? Is it hibernating? //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss important keys (see poster at end of lesson—and discuss shortcut keys) students should know by the end of this year. Model them with students.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss shortkeys students like Alt and Ctrl are familiar with (see end of lesson for an age-appropriate list):
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Ctrl+S //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Alt+F4 //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Ctrl+V //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Ctrl+C //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Alt+Tab //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Practice keyboarding using software or online website (see appendix for suggestions). Before beginning, discuss proper posture—hands on home row, legs in front of body, elbows at sides, keyboard in front of body, mouse to right (or left if appropriate). Discuss your expectations about keyboarding for second graders (that they become comfortable and familiar with it). Discuss what's expected of 4/5th graders (type 1-2 pages at a sitting). Questions about this? L
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to use:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">thumb for spacebar //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">finger closest to key for letters //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Open drawing program (KidPix, free TuxPaint, other). Art programs are great to teach mouse skills, tools, and toolbars. They’re fun so students practice skills.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">What are tools? Toolbars? Which ones do students remember from prior years? Come the icons on toolbars to symbols.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Allow students to explore program.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary. This is domain-specific. You want students to use these words as well as you.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Close to desktop (Alt+F4). Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it.

**<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">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. None today!//
 * //Three overarching topics you'll want to pay attention to every lesson://
 * //keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> [|K-8 Keyboard Curriculum] //
 * //Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> [|digital citizenship curriculum] for K-8, click the link //
 * //vocabulary (no more word lists. Use the right words; decode; make it natural)//
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Questions? Go to // [|Ask a Tech Teacher]
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Collaboration? Use Discussion Button above. //


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

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Welcome Back! = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 3rd **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|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.By second grade, I may/may not have them join me on the tour. I may assign their seats first and then point out important items, changes. I may ask them what they see that's changed from last year. Do what works for your group.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss why students use technology.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review a suggested list of class rules (see poster at end of unit) and then collect student ideas including:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save early, save often—every 10 minutes //
 * //<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;">Respect the work of others and yourself //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Include Common Core class discussion guidelines such as:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">listen to others //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">take turns while speaking //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">wait to be called on before speaking //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review hardware. I do this by having students touch and feel the parts, then discussing where everything can go wrong if the part isn't working correctly--and what students can do about it. For example, if the monitor appears to be broken (because it's black), students can check if the power button is on:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Mouse buttons—left and right, double click, scroll; how to hold mouse //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">CPU—power button, disk drives, connections //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Monitor—power button, screen //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Headphones—volume, port //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Keyboard—see next pages for important keys //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Peripherals—what are those? //


 * <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="color: #ff0000; font-family: Verdana,sans-serif; font-size: 13.3333px;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. //** = <span style="font-family: 'Comic Sans MS',cursive;"> = = = = = =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of June 3-7, 2013 = = = = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of May 27-31, 2013 =

= <span style="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 = Missionary Project Students are introduced to research. They will complete a form from the teacher and will learn to navigate to websites. Lessons include evaluating a good website. Keywords: How to use them. Finding the flag of a country. Saving the JPEG and printing. Students will work on their research questionnaire = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 29-May 3, 2013 = Missionary Project Students are introduced to research. They will complete a form from the teacher and will learn to navigate to websites. Lessons include evaluating a good website. Keywords: How to use them. Finding the flag of a country. Saving the JPEG and printing. **<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 22-26, 2013 ** Keynote Slideshow - All About Me (Beginning)

Students will be introduced to Keynote and the purpose of this software. Students will incorporate skills previously learned in computer class (creating a tux paint project and adding it to a slide. Finding a clip art and photograph and adding it to a slide) Students will have a cover and ending slide. The Keynote will tell the class things like their favorite foods; classes; if they have pets, etc.

Vocabulary includes: Slide, Title, Clipart, Text box, master slides. Discovery Education Project: The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map. = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 15-19, 2013 = Keynote Slideshow - All About Me (Beginning)

Students will be introduced to Keynote and the purpose of this software. Students will incorporate skills previously learned in computer class (creating a tux paint project and adding it to a slide. Finding a clip art and photograph and adding it to a slide) Students will have a cover and ending slide. The Keynote will tell the class things like their favorite foods; classes; if they have pets, etc.

Vocabulary includes: Slide, Title, Clipart, Text box, master slides. = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 25px;">Week of April 8-12, 2013 = Keynote Slideshow - All About Me (Beginning)

Students will be introduced to Keynote and the purpose of this software. Students will incorporate skills previously learned in computer class (creating a tux paint project and adding it to a slide. Finding a clip art and photograph and adding it to a slide) Students will have a cover and ending slide. The Keynote will tell the class things like their favorite foods; classes; if they have pets, etc.

Vocabulary includes: Slide, Title, Clipart, Text box, master slides. = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 1-5, 2013 =

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

Students will be introduced to Keynote and the purpose of this software. Students will incorporate skills previously learned in computer class (creating a tux paint project and adding it to a slide. Finding a clip art and photograph and adding it to a slide) Students will have a cover and ending slide. The Keynote will tell the class things like their favorite foods; classes; if they have pets, etc.

Vocabulary includes: Slide, Title, Clipart, Text box, master slides.

= <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 = CONTINUED - Lucky Charms Project. - Intro to Numbers - Two week project. Students will count the lucky shapes in a box of Lucky Charms. These totals will be data entered into a spreadsheet. This spreadsheet will then be added to a National spreadsheet - collaborating with several hundred schools across the nation. Potential to Skype with a class from another state.

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 4-8, 2013 = Lucky Charms Project. - Intro to Numbers - Two week project. Students will count the lucky shapes in a box of Lucky Charms. These totals will be data entered into a spreadsheet. This spreadsheet will then be added to a National spreadsheet - collaborating with several hundred schools across the nation. Potential to Skype with a class from another state. =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 25px; line-height: 38px;">Week of February 25-March 1, 2013 = = **PowerPoint slideshow--About Me** = //Lesson 27-30 in <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">workbook //
 * //Week of March 25th-April 23th//**

1. PP--see examples of slides on page 60 of text 2. TTL4 for those who finish each week, or
 * Show samples from last year's students
 * Explain layout of PP screen
 * Add cover slide with title
 * Add 5 more slides
 * Adjust slide layout to show title at top and nothing else (room for picture at bottom)
 * Add designs--right-click so each slide has a different design
 * Add title to top of each slide--this will be the name of each picture inserted
 * Add transitions
 * Adjust speed of slide transition to be slow or medium
 * Add auto-advance--5 seconds
 * Add sounds--only those available on the Slide Transition section
 * Add animation to each slide
 * Add Word Art The End to last slide
 * Add a picture to each slide that reflects what's happening on the slide
 * Add two gifs to each slide to reflect what's happening on the slide
 * ** [|Dance Mat Typing] **
 * ** [|Typing Web] **



Done with all slides? Fill out the rubric to see your grade: 3. Finished? Let students go to any bookmarks on the [| internet start page]. 4. Presentations can be done as students finish or at the end of the multi-week unit, or after the MS Word report (Lesson 23-26). Presentations are a great way to end the year!

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.

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of February 18-22, 2013 = = Students will practice keyboarding skills. BBC Dance Mat typing. = Teacher reviews Position of Student: Legs centered in front of body; Body centered in front of keyboard; Hands curved over home row; Document is to the left of the computer; Use the right thumb for space bar; eyes on screen.

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of February 11-15, 2013 = = Name chant (completed) =

Students will practice writing “I Spy” poems (similar to the Walter Wick books) and photograph pictures of “stuff”. These pictures will be downloaded and saved. Students will learn how to save jpeg files, while honing poetry skills. Students will also be using PAGES to create their I SPY books. <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 22px;">**Week of February 4-8, 2013** = CONTINUED: PAGES - Students will create a PAGES document by typing a poem that is styled to the student. Using Handouts - the student will type the “Name Chant” using a stylized font and size. Colors and borders may be incorporated. = Students will learn to use the menu bar and tool bars for fonts. They will also practice file management by saving the file with a name and to their file folder. Upon successful completion of the project - students will print a copy of their poem. USING THE CALCULATOR - Students will practice using the numbers of the keyboard as well as the calculator application on the computer. A math worksheet will be completed.
 * I Spy Poetry/Tech Activity**

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of January 28-February 1, 2013 = = = PAGES - Students will create a PAGES document by typing a poem that is styled to the student. Using Handouts - the student will type the “Name Chant” using a stylized font and size. Colors and borders may be incorporated. Students will learn to use the menu bar and tool bars for fonts. They will also practice file management by saving the file with a name and to their file folder. Upon successful completion of the project - students will print a copy of their poem.

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of January 21-25, 2013 = <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Students will practice creating and typing poems in PAGES. <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Students will create a "Name Chant" poem and practice centering the document. Explore fonts and sizes. 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 = = 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 7-11, 2013 = =Poetry Unit= Students will create __Name Acrostic__ __Review where to save files__ Open, Save, Format. Font, Text style, font size, font style, delete, copy

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

Holiday cards using Pages. Students will create their own holiday cards. Students will learn to use templates, clip art, font styles and color, alignment. Students have their pictures taken with a digital camera and then learn to incorporate the JPEG image into a holiday card. Right Click; Copy image. Right Click; Paste Image Students will also learn how to vertically and horizontally align a text box. **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. =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of November 19-23, 2012 = = Privacy and Digital Footprints = Students learn that the Internet is a public space, and then develop skills to protect their provacy and respect the provacy of others. Students will: Become aware of the digital footprint they leave online and refelct on the kind of personal information to share about themselves Celebrate a “culture of sharing” through digital media while considering some possible harmful effects of over-sharing Learn to respect the provacy of others online Develop privacy management skills and personal and community privacy codes of conduct
 * We printed and collated stories as time permitted.
 * Students who finished--well, no one finished with extra time.

If time permits: Thanksgiving Wordle

=<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;">Unit: Digital Life =
 * __<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Common Sense Media: Digital Citizenship __**
 * Understand that when they are online, they are communicating with real people
 * Consider their responsibilities to their offline and online communities
 * Learn that when they are online, they are responsible for themselves and for others
 * Understand that good digital citizens are responsible for themselves and respectful in the online world and beyond

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

Follow the Digital Trail
Students will: = = =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 80%;">Week of October 29-November 2, 2012 = Safety and Security Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission. Students will
 * Learn that their online information leaves a digital footprint or "trail"
 * Explore which information is appropriate to put online
 * Judge the nature of different types of digital footprints by following the information trails of two fictional animals
 * __<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Common Sense Media: Digital Citizenship __**
 * Compare and contrast online friends with real-life friends, face to face pals.
 * Understand that Private Information should not be given to anyone online without the permission of a trusted adult.
 * Learn how to respond if an online friend asks them personal questions.

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

Staying Safe Online
Students will: = = = **__<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="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 18px;">Understand that being safe when they visit websites is similar to staying safe in real life.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 18px;">Learn to recognize websites that are good for them to visit.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 18px;">Recognize if they should ask an adult they trust before they visit a particular website.

= __<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of October 1-5, 2012 __ =

Lesson Introduction to Word Clouds

>>> - Students will have an opportunity to create a Word Cloud for the Book Fair using the Scholastic Book Fair flyer. >>> - Students may create a Word Cloud for their favorite book. = = = __<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of September 24-28, 2012 __ =
 * 1) Open [|ABCya Word Clouds for Kids].
 * 2) Let students explore Word Clouds using this program.
 * 1) Have students add their name.
 * 2) Save and Print.

Lesson #4 Introduction to Google Earth

>>> - Students will save an image from Google Earth by choosing "Print" then Save as PDF; then saving to the desktop (or file folder); >>> - Open Pages - Blank document (portrait). From menu bar - choose Insert; From dropdown box choose "Choose"; From Desktop or file folder - choose saved PDF
 * 1) Open Google Earth.
 * 2) Find the state of Delaware. Show students how to zoom in and drag map with mouse so it's displayed nicely; save image to network file folder or save to desk top.
 * 1) Give Students time to explore their state or neighborhood. **Show them our school**. Show them how Google Earth works - drag map with mouse, zoom in/out/change perspective. Use street view to visit the school and 3D Buildings.
 * 2) Open Pages. Add image of your state or neighborhood to document.
 * 1) Have students add their name - any font - size 48.
 * 2) Save and Print.

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

Lesson #3 from workbook - Meet Your Computer


 * 1) Introduce BBC Dance Mat Typing.
 * Review Posture
 * Sit straight - elbows in - feet in front - eyes straight ahead
 * Home Row position
 * Fingers on the home row - ASDF and JKL: (Thumb on space bar)
 * 1) Start Tux Paint
 * Students should draw themselves with Paint or Pencil. Using the font tool - students should add "My Name is"; Capitalize first letter; add student name.

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

Lesson #2 from workbook - Introduction to Keyboarding and Tux Paint

> Escape; Backspace; Delete; Cap Locks light; Enter (Return); Shift; Control/Alt/Delete; Space Bar; Command; Caps Lock; Tab indent
 * 1) Review Rules
 * 2) Go to Internet start page—introduce widgets and bookmarks
 * 3) Important Keyboard Keys:
 * 1) Keyboard Practice -ABCya - Cup Stacking and other online keyboarding sites.
 * Explain proper posture-hand position (home row), legs in front, elbows at side.
 * 1) Introduce Tux Paint (Penguin shortcut icon on desktop at dock)

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

Lesson #1 from workbook - Computer Basics and Using an Internet Start Page (Protopage - Formerly known as Weblinkers)


 * 1) Revew Rules
 * 2) Parts of a Computer (CPU, Mouse, Keyboard, Monitor, Printer)
 * 3) Headphones; Workstation assignments (by cubby number)
 * 4) Go to Internet start page—introduce various widgets and bookmarks
 * 5) Introduce Digital Camera and Movie

= **PowerPoint slideshow--About Me** = //Lesson 27-30 in [|workbook] //
 * //Week of March 25th-April 30th//**

//** If you are too early in the year for a research project (often, it's an end-of-year writing/research project), Lessons 22-26 can be flipped with Lessons 27-30 (on PowerPoint). I have them all posted for you. **// 1. PP--see examples of slides on page 60 of text 2. TTL4 for those who finish each week, or
 * Show samples from last year's students
 * Explain layout of PP screen
 * Add cover slide with title
 * Add 5 more slides
 * Adjust slide layout to show title at top and nothing else (room for picture at bottom)
 * Add designs--right-click so each slide has a different design
 * Add title to top of each slide--this will be the name of each picture inserted
 * Add transitions
 * Adjust speed of slide transition to be slow or medium
 * Add auto-advance--5 seconds
 * Add sounds--only those available on the Slide Transition section
 * Add animation to each slide
 * Add Word Art The End to last slide
 * Add a picture to each slide that reflects what's happening on the slide
 * Add two gifs to each slide to reflect what's happening on the slide
 * ** [|Dance Mat Typing] **
 * ** [|Typing Web] **



Done with all slides? Fill out the rubric to see your grade: 3. Finished? Let students go to any bookmarks on the [| internet start page]. 4. Presentations can be done as students finish or at the end of the multi-week unit, or after the MS Word report (Lesson 23-26). Presentations are a great way to end the year!

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. **//

= = = MS Word Reports =
 * Week of February 25th-March 18th**
 * //(Lesson 23-26 in [|workbook] )//**

//** If this research project (including a 5-week end-of-year writing/research project) is too early, Lessons 22-26 can be flipped with Lessons 27-30 (on PowerPoint). I'll post them all for you. **// Students will spend the next 4 weeks writing reports for the classroom, in this case, on Life Cycle of an Animal
 * Start by drawing a picture of the child's animal using their KidPix skills. Export to their network file folder
 * Open MS Word (or the word processing program you are using). Change font to 36, bold. Center. Typing cover page including:
 * animal name
 * student name
 * teacher name
 * insert the KidPix animal drawing below this information (see example on page 56)
 * Enter a border if you'd like
 * Center horizontally on the page by zooming out until student can see the entire page, then pushing enter at the top until the page is centered (this can be done through tools, but the 'enter' solution is much simpler for second graders)
 * Push Ctrl+Enter at the page bottom to move to a new page
 * Before continuing, have students push Ctrl+S to save and save to their network folder. From here on, all they need do is push Ctrl+S every ten minutes. You might even set a timer on your phone to remind them.
 * Add a footer to the report with student name and page number
 * Type report.
 * Center headings
 * Indent paragraphs
 * Follow all writing conventions
 * Clear red and green squiggly lines
 * Show students the 'show/hide' tool that reveals whether students are allowing Word to wrap to the next line or student is doing it themselves
 * After each section, insert one of the pictures saved from the internet. Make sure it is the right animal stage. Center it. See samples on pg. 56-57 in text.
 * When done, review, revise and edit as needed before printing.
 * Print two-sided.
 * Ctrl+S often. Close to network folder when done.
 * Done? Students can visit Life Cycle websites from class internet strt page:
 * [|Lifecycles]
 * [|Plant life cycle]
 * [|Frog life cycle]
 * [|Life cycle of a frog--scroll to Ch 2]
 * [|Life cycle of a snake]

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

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

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

= Internet Research =
 * Week of February 18th**
 * //(Lesson 22 in [|workbook] )//**

**// If this research project (including a 5-week end-of-year writing/research project) is too early, Lessons 22-26 can be flipped with Lessons 27-30 (on PowerPoint). I'll post them all for you. //**

This begins a writing project on Life Cycles in 2nd grade. We start by learning to research on the internet so students can use those skills to find the information they need and write the report in MS Word (or Google Docs)
 * Students will find 5 pictures of the stages in an animal's life using the internet.
 * Start with a discussion on internet safety, how to legally and safely use internet images
 * You may want to protect student search for images by:
 * using [|Google's safe search mode] (change settings--it's under 'advanced search'). [|Click for more information]
 * use only images from these [|kid-safe image collections] (they're listed in the middle of the post, with links)
 * review how to use the internet to search
 * Walk them through how to search for appropriate images using a browser. Remind them of problem searches like 'chicks'--use 'baby chickens' instead
 * demonstrate how to find an image and save it to the student network folder

Done early? Create a birthday card for a friend, or go to websites on the class start page that align with units of inquiry being discussed in the classroom. Here are some of mine, on 'Life Cycles':
 * [|Lifecycles]
 * [|Plant life cycle]
 * [|Frog life cycle]
 * [|Life cycle of a frog--scroll to Ch 2]
 * [|Life cycle of a snake]

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. **//

= Writing Skills in KP =
 * Week of February 11th**
 * //(Lesson 21 in [|workbook] )//**

1. KidPix—Open House slideshow--#4
 * This is closure of your story see another sample on pg. 53 of text). You can use the paint brush tool and the paint bucket--but only #1 or the realistic fills from #3
 * When done, practice keyboarding skills on installed software or online website
 * [|Done with that? Game Goo] or [|Zoopz] for those who finish

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. **//

= Label the Body =
 * //Week of Feb. 4th, 2013//**
 * //Lesson 20 in [|workbook] //**


 * I'm posting Lesson 20 because Lesson 19 is a Valentine card. It's arrived a bit early so feel free to flip these two lessons. **

1. Open KidPix or other drawing program that allows you to bring a graphic in and edit ( [|Nanoogo] 's another example) 2. Done? Go to human body websites on [|internet start page or select from this list:]
 * Open ‘human body template’ graphic. I got this template online. If you're not discussing the human body in your school, find a template that works for your unit. There are lots of them at [|EnchantedLearning.com]
 * Add student name to the top
 * Label all body parts with the words used in the classroom (for example do they use 'jaw' or 'mandible'?)
 * Add face, etc. with KidPix stamp tool--cutouts
 * Add clothes with the KidPix pencil or paint brush (see below for finished sample)
 * Save and print
 * Find lesson Vocabulary and Problem solving on pg. 51 of text
 * [|Blood Flow]
 * [|Body Systems]
 * [|Build a Skeleton]
 * [|Find My Body Parts]
 * [|How the Body Works]
 * [|Human Anatomy Online]
 * [|Human body—explore it]
 * [|Human Body Games]
 * [|Human Body websites]
 * [|Human Body—by a 2nd grade class—video]
 * [|Human Body—videos on how body parts work]
 * [|Inside the Human Body: Grades 1-3]
 * [|Inside the Human Body: Grades 4-6]
 * [|Kid’s Biology]
 * [|Matching Senses]
 * [|Virtual Body]
 * [|Weird stuff your body does]
 * [|World Book Online]
 * [|Brain Pop--the Human Body]
 * [|Mr. Bones--put his body together]
 * [|Label the body]
 * [|Health games]
 * [|Muscles game]
 * [|Nutrition music and games from Dole]
 * [|Human body--interactive]

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. **//

= = = Valentine Letter to Parents =
 * //Week of Jan. 28th//**
 * //Lesson 19 in [|workbook] //**


 * This Valentine lesson came early this year, so I'm posting Lesson 20 also--you can flip them if you want) **

1. Use MS Word—decorate Valentine card 2. Done? Practice keyboarding on installed software like TTL4 or [|online website] 3. Done? Go to internet start page, check out these websites that tie into class discussion. Mine are on the human body:
 * 1st week: write a short letter to your parents
 * review MS Word. Walk students through all the tools/ribbons students will need for this project
 * review parts of a letter--tie them into classroom teacher's explanation
 * heading
 * greeting
 * body
 * closing
 * Use font 18
 * Add border
 * Change fonts, colors, font sizes for 3 words in the letter (or more)
 * Add three pictures--show students how the picture goes where the cursor is blinking
 * Save and print--or publish to class website, wiki, or blog
 * Don't want to use Word? Use KidPix or another drawing program (see pg. 50 in text for example)


 * [|Weird Stuff your body does]
 * [|Match senses]
 * [|Human Body videos]
 * [|Match body parts]

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. **//

= = = Writing Skills in KP =
 * Week of January 21st**
 * //(Lesson 18 in [|workbook] )//**

1. KidPix—Open House slideshow--#3
 * Remind students of the story writing guidelines they have learned in class:
 * Bright beginning
 * Mighty middle
 * Exciting ending
 * or
 * characters
 * plot
 * setting
 * This is like the Mighty Middle or the plot in a story. What action happens based on the characters and setting established in drawing 1 and 2?
 * You can use the paint brush tool and the paint bucket file--but only #1 or realistic fills from #3
 * Export when done--don't print. This is a surprise for parents for Open House
 * Those who finish can practice keyboarding on installed software or online website
 * [|Those who finish go to Game Goo] or [|Zoopz] for logical thinking fun (or other site that ties in with classroom 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. **//

= = = Story Writing =
 * //Week of January 14th//**
 * //Lesson 17 in [|workbook] //**

1. KidPix Open House project—2 of 4
 * Continue with 'story writing' using drawing software like KidPix or an online site
 * Type two sentences—//S/he lived in a house with// ***//. They//** //*//


 * [[image:smaatechk-3/house.gif align="center" caption="house.gif"]] ||


 * 3. Done? Go to** [|Brain Pop--Body--UN smaa PW techclass]
 * 4. Done? TTL4**

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. **//

= = = Story Writing =
 * //Week of Jan. 7th//**
 * //Lesson 16 in [|workbook] //**


 * KidPix Open House project—1 of 4**


 * **Type two sentences—//Once upon a time, there was a//** //* named ***. S/he** *//
 * Tell me something about yourself using good grammar and spelling
 * font size 24
 * Any font and color
 * Add a picture that says the sentence
 * Need more details? Check pg. 47 of textbook
 * Export to use in your upcoming PowerPoint slideshow

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. **//

= Around The World = = = Done? Visit websites that tie into classroom discussions
 * //Week of December 17th-January 1st//**
 * //Lesson 14-15 in [|textbook] //**
 * Warm up with typing practice on installed software or online keyboard website
 * Discuss the planet's layout in general terms--continents, oceans, north and south pole
 * today students will label continents and follow directions for coloring them
 * Have students open the template in a drawing program like KidPix, TuxPaint or other
 * put name at top with text box. Discuss how to use and resize the text box
 * label each continent. I provide the names with correct spelling on the rubric on pg. 44
 * color continents according to directions (see pg. 45)
 * when done, fill out rubric to verify all steps completed
 * export and print

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 Card =
 * //Week of December 10th//**
 * //Lesson 13 in [|workbook] //**


 * Discuss the difference between software like Publisher and online greeting cards like Kerpoof or Hallmark Greetings.
 * [|Kerpoof] --create a card online and save it as a picture file to print or share
 * Hallmark--create a card online and email it
 * Publisher--create a card from a template using software, print, fold and hand out
 * What is student experience with all these types? Who has used online card creators? Who has received one?
 * Use Publisher to create a holiday card
 * create from a template (what's a template?)
 * only add a picture to pg. 2 and change the name on pg. 4
 * print
 * these stories can be shared with family or used as a community service project for a local rest home or military base
 * This is an easy project students love.
 * visit holiday websites like these:
 * [|12 Days of Christmas]
 * [|Penguin Show]
 * [|Reindeer Orchestra]
 * [|NORAD Santa]
 * [|Elf Academy]

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. **//

= = = Problem Solving =
 * //Week of December 3rd//**
 * //Lesson 12 in [|workbook] //**


 * Warm up with keyboarding on installed software or online program (see [|Ask a Tech Teacher--Keyboarding] for ideas)
 * Remind students of good posture--elbows at sides, both hands on keyboard, legs in front, body centered
 * Review problem solving strategies
 * what has worked in past?
 * what did teacher suggest?
 * look around the screen and see if there are any ideas
 * be an explorer--don't be afraid to experiment. How far can you get without asking for help
 * review problems covered this year in 'Problem Solving' section of each lesson (see text)
 * review problems on pg. 41 of text
 * Ask students what problems they have faced that they need help with. Write them down and post them on the 'Problem Solving Board'. Can any other students help?
 * Extra: Have a Challenge
 * break students into groups
 * give each group 10 minutes to studey the problem solving list on pg. 41 then collect the sheets
 * Ask Team 1 how to solve one of the problems. Give them five seconds to confer and provide the answer
 * Right answer? Award a point. Wrong answer? Let Team 2 try to answer, and so forth until you run out of teams or get the right answer
 * Ask Team 2 how to solve one of the problems. Follow the same process as above
 * When all questions answered or you run out of time, who has the most points? Award a prize that works for your group

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 Letter in Word =
 * //Week of Nov. 12th-26th//**
 * //Lesson 10/11 in [|workbook] //**
 * Because of Thanksgiving's timing this year, you might want to change this project to a Christmas/December theme.
 * This letter project uses the same skills as the Halloween project, done a little more proficiently because 2nd graders are familiar with them!
 * This is the last project in the Word unit that included (see samples on pg. 34 of text):
 * 2 Word documents
 * 1 graphic organizer
 * After this, we can expect students to have a comfortable level of skills in using Word for projects in the classroom
 * Open MS Word (or other word processing program)
 * Spend one week writing a letter to parents/other on what they're thankful for or other holiday topic
 * start with heading
 * remind students how to change font to 14-18
 * discuss rules of letter writing--greeting, body, closing
 * use good grammar and spelling.
 * reinforce ideas like 'wrapping', creating new paragraphs, etc
 * show students how to correct errors with red/green squiggly lines
 * While students type, remind them to use good keyboarding habits, as practiced on their keyboarding lessons
 * elbows at sides
 * both hands on keyboard
 * fingers move, not hands
 * good posture
 * If there's time in Week One, have students add pictures
 * show students how to search for the clipart they want and insert it where the cursor is blinking
 * resize as needed
 * drag-drop to a new location if necessary
 * Keep letter on one page. Resize font and images if required to do this
 * Week two: finish adding pictures, format, save and print
 * Format 5 words with color, font size, font type
 * add a border
 * Print preview before printing to be sure everything is on one page
 * Print and save
 * Those who finish: practice keyboard skills using installed software or online programs

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

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

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

= Graphic Organizers =
 * //Week of Nov. 5th//**
 * //Lesson 9 in [|workbook] //**


 * Remember Lesson 5-6 intro to Word. Demo tools, toolbars, screen layout for students as a refresher.
 * Today, we'll do graphic organizers--a visual way to share information
 * Use a topic being discussed in class that requires subsets of sets--or groups within groups
 * Use the pyramid graphic organizer or another that works for your purposes (see example pg. 32)
 * Directions on pg. 31
 * Add WordArt for student name and clipart to reinforce categories if enough time.
 * I've found this one takes most of the class
 * Save to network (ask them whether they should save or save-as); print. Show students how to use Print Preview to be sure all clipart is on one page (they forget to resize sometimes)
 * Done early? Practice keyboarding--DanceMat Typing, QWERTY row (done with homerow--move on)

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

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

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

= Internet Books =
 * //Week of Oct. 29th//**
 * //Lesson 8 in [|workbook] //**


 * Have reading websites available on the class internet start page for students to select from. The most popular by far was this [|collection of signed stories] (audio also available). The stories are beautifully illustrated!
 * More story websites [|are here], on the right side toward the bottom:
 * Review the internet with students--tools, toolbars, back button, links, tabs for pages
 * Show a video on safe internet use like this YouTube video-- [|Internet Safety] --to prepare students for internet use. Reivew what using the internet safely looks like. Discuss with students.
 * Model going to one of the reading websites, exploring it, then going back to the strt page to try another
 * Now let student explore
 * Those who finish can practice keyboard skills using installed software or online program like Dancemat Typing

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. **//

= MS Word =
 * //Week of Oct. 8th-22nd//**
 * //Lesson 5-7 in [|workbook] //**

Use these three lessons to introduce students to MS Word. They may have done a simple project on it in 1st grade (or not). Still, start as though they had never seen it before.
 * TTL4 (or other online keyboarding program--I like starting with something like DanceMat Typing that focuses on one row at a time)
 * have students open independently
 * be there if they require assistance
 * use correct hand position, posture, etc (see hints on pg. 27)
 * 3 weeks on this project so you can use it as a review of word processing/Word/Google Docs (whatever you use):
 * Wk 1--write story
 * Wk 2--finish story; start formatting
 * Wk 3--finish formatting; save and print
 * Open MS Word
 * review start-up screen (or intro if this is the first time)
 * review ribbons, tools (or intro if this is the first time)
 * Add heading at top
 * leave space for title
 * Discuss how they will write a Halloween story (or a story themed to whatever is current in your school)
 * What is the protocol for writing a story
 * Three paragraphs?--intro, body, closing?
 * Or do they follow :
 * 1st paragraph: intro characters and setting
 * 2nd paragraph: develop plot
 * 3rd paragraph: climax and solve the problem
 * remind them of the format being used in your 2nd grade classes
 * type story about last Halloween or this Halloween with larger font (see textbook pg. 22)
 * Now that the story is written, add the title. Discuss how a title comes from the story.
 * spell check and grammar check with red and green squiggly lines
 * save for next week

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

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

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

Integrate two programs
//**Week of Oct. 1st**// If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, **// [|How to Jumpstart the Inquiry-based Classroom.] //** This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
 * //Lesson 4 in [|workbook] //**
 * TTL4 (or other online keyboarding program--I like starting with something like DanceMat Typing that focuses on one row at a time)
 * have students open independently
 * be there if they require assistance
 * use correct hand position, posture, etc (see hints on pg. 27)
 * Google Earth-KidPix project--talk to classroom teachers about what supports their discussions and/or units. Or, use an upcoming field trip--explore where they are going
 * go to Google Earth
 * review all Google Earth skills--zooming, dragging globe, double-clicking, 3D buildings, Street View. Check some of the user pictures that have been uploaded. See more ideas on lesson page.
 * go to country of origin (or other) using 'fly to'
 * zoom around to explore. Go into Street View if available. Explore
 * save the picture to class network folder
 * Open KidPix independently
 * Add image—your country of origin or other
 * Add the country flag
 * Add student name
 * Save and print as independently as possible

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

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

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

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

= Meet Your Computer =
 * //Week of Sept. 24th//**
 * //Lesson 3 in [|workbook] //**


 * review hardware problems students could face
 * volume doesn't work--check connection, volume control, correct headphones being use
 * computer doesn't work--check power
 * monitor doesn't work
 * review and discuss proper care of computer
 * no food or drink
 * no banging on computer
 * don't touch neighbors computer parts
 * Explain how to help neighbor--by telling not doing
 * discuss Windows--what 'desktop' means, taskbar, start button, etc. Discuss how Macs are different, Linux,
 * start KidPix project--drawing with tools, toolbars, text (I like the animated letters, too). Chat with classroom teacher and draw a picture that ties into class discussion on a unit. Print with assistance as necessary. Save to network file folders for a future project.

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

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

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

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

= Intro to Tools, Toolbars =
 * //Week of Sept. 17th//**
 * //Lesson 2 in [|workbook] //**


 * Discuss parts of the computer and how they are connected; review problems that results from malfunctioning hardware (see PS at top of page)
 * See pg. 17 for list of keys students should know by the end of 2nd grade
 * start keyboard practice
 * Review finger exercises to prepare for keyboarding
 * start keyboarding with your school's keyboard software (TTL4, Mavis Beacon, etc) or an online site like [|DanceMat Typing-] -Review 2nd grade skills for keyboarding:
 * hands on their own side of keyboard
 * elbows at sides
 * legs in front
 * etc
 * If you have the [|K-8 Keyboard Curriculum], follow those instructions
 * start KidPix (or the free TuxPaint)--this is how we teach tools, toolbars, mouse skills--fun, effective way to accomplish these goals
 * Overview of program (students are familiar from K, 1)
 * let students explore tools, toolbars
 * Extra time: If you use an online math program, take a moment to show students how to access it (we use Everyday Math Online)

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

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

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

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

= **Intro to 2nd Grade Tech** =
 * //Week of Sept. 10th//**
 * //Lesson 1 in [|workbook] //**


 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Assign seats boy-girl
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">tour classroom--walk around. Any questions about what they see on the walls?
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">collect rules for the classroom, for the year
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">review mouse
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">review posters (if available)
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">review right-left mouse buttons--this year, they use right button, too
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">review how to hold the mouse
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">review double-click to open programs--what do you do if double click doesn't work? (push enter)
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Parts of computer--headphones, volume, mouse rt and left button, connections
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">how are the parts connected
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">review common hardware-based problems and how to solve them
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">what's the difference between a PC and a Mac? What is in the lab?
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;"> [|internet start page] --explore with balance of 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. **//



= **Report in MS Word** = //**Week of May 14th-28th**// //**Lesson 22-26 in [|workbook] **//

1. Life cycle bug report
 * o** Collect 5 pictures from Google images—2T
 * o** Start report—cover page
 * o** Start typing report
 * [[image:smaatechk-3/bug_report.gif caption="bug_report.gif"]] ||
 * bug_report.gif ||

= = = **PowerPoint slideshow--About Me** = //Lesson 28-30 in [|workbook] //
 * //Week of April 2nd-April 30th//**

1. PP 2. TTL4 for those who finish, or
 * Show samples
 * Explain layout of PP screen
 * Add cover slide with title
 * Add 5 more slides
 * Adjust slide layout to show title at top and nothing else (room for picture at bottom)
 * Add designs--right-click so each slide has a different design
 * Add title to top of each slide--this will be the name of each picture inserted
 * Add transitions
 * Adjust speed of slide transition to be slow or medium
 * Add auto-advance--5 seconds
 * Add sounds--only those available on the Slide Transition section
 * Add animation to each slide
 * Add Word Art The End to last slide
 * Add a picture to each slide that reflects what's happening on the slide
 * Add two gifs to each slide to reflect what's happening on the slide


 * ** [|Dance Mat Typing] **
 * ** [|Typing Web] **



Done with all slides? Fill out the rubric to see your grade: 3. Finished? Any bookmarks on the [| internet start page]. 4. Presentations as students finish

= = = **Comic about Zero to Hero** =
 * //Week of March 19-26th//**
 * //or Lesson 14-15 in [|workbook] //**

TTL4 Done? Students created a [|comic using an online site] to support learning in the classroom about heroes. Students used traits of heroes (courage, confidence, etc) to show them starting out as an ordinary person and rising to the occasion when required:

= = = Writing Skills in KP =
 * Week of March 13th**
 * //(Lesson 18 in [|workbook] )//**

1. KidPix—Open House slideshow--#3
 * This is like the plot in a story. You are here (what are you doing now?) and you end up here at the end of your life story (what are your goals in life?). You can use the paint brush tool and the paint bucket file--but only #1 or the realistic fills from #3
 * TTL4 when you're done
 * [|Game Goo] or [|Zoopz] for those who finish

= Story Writing =
 * Week of March 5th**
 * //Lesson 17 in [|workbook] //**

1. TTL4 2. KidPix Open House project—2 of 4
 * Type two sentences—//S/he lived in a house with// ***//. They//** //*//


 * [[image:smaatechk-3/house.gif align="center" caption="house.gif"]] ||


 * 3. Done? Go to** [|Brain Pop--Body--UN smaa PW techclass]
 * 4. Done? TTL4**

= = = Story Writing =
 * Week of Feb. 27th**
 * //Lesson 16 in [|workbook] //**


 * KidPix Open House project—1 of 4**


 * **Type two sentences—//Once upon a time, there was a//** //* named ***. S/he** *//
 * Tell me something about yourself using good grammar and spelling
 * font size 24
 * Any font and color
 * Add a picture that says the sentence
 * Export to use in your upcoming PowerPoint slideshow

= = = Label the Body =
 * //Week of Feb. 6th-13th//**
 * //Lesson 20 in [|workbook] //**

1. KidPix 2. when done, go to human body websites on [|internet start page or select from this list:]
 * Open ‘human body template’ graphic
 * Add your name to the top
 * Label all body parts
 * Add face, etc. with KidPix stamp tool--cutouts
 * Add clothes with the KidPix pencil or paint brush (see below for finished sample)
 * Save and print
 * [|Blood Flow]
 * [|Body Systems]
 * [|Build a Skeleton]
 * [|Find My Body Parts]
 * 5. [|How the Body Works]
 * [|Human Anatomy Online]
 * [|Human body—explore it]
 * [|Human Body Games]
 * [|Human Body websites]
 * [|Human Body—by a 2nd grade class—video]
 * [|Human Body—videos on how body parts work]
 * [|Inside the Human Body: Grades 1-3]
 * [|Inside the Human Body: Grades 4-6]
 * [|Kid’s Biology]
 * [|Matching Senses]
 * [|Virtual Body]
 * [|Weird stuff your body does]
 * [|World Book Online]
 * [|Brain Pop--the Human Body]
 * [|Mr. Bones--put his body together]
 * [|Label the body]
 * [|Health games]
 * [|Muscles game]
 * [|Nutrition music and games from Dole]
 * [|Human body--interactive]

= = = Valentine Letter to Parents =
 * //Week of Jan. 23rd-30th//**
 * //Lesson 19 in [|workbook] //**

1. MS Word—decorate Valentine card
 * 1st week: write a short letter to your parents
 * include the parts of a letter
 * heading
 * greeting
 * body
 * closing
 * Use font 18
 * 2nd week: Add border
 * Add fonts, colors, font sizes
 * Add pictures
 * Save and print

2. Done? TTL4 3. when done, (on internet start page), check out these websites on the human body:


 * [|Weird Stuff your body does]
 * [|Match senses]
 * [|Human Body videos]
 * [|Match body parts]

= Writing Fables = = Story Websites = //**Week of Jan. 9th-16th**// //**or Lesson 13 in**// **// [|workbook] //**

Go to [|Story Maker (Carnegie)] = = =  =
 * Create a 4-page fable--practice today; print next week
 * Title--edit this at the end
 * 1st page: tell me about characters
 * 2nd page: tell me about the setting
 * 3rd page: tell me what the problem is
 * 4th page: Middle of plot--what is the character doing to solve it
 * 5th page: resolve it -- what's the moral of the story
 * follow classroom guideline for writing stories

= Word Basics = = Story Websites = //**Week of Jan. 2nd**// //**or Lesson 12 in**// **// [|workbook] //** <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> **File Not Found**
 * Completed My Number Square in Word

[|Fables and Fairy Tales] [|Story Maker] [|Stories--animated] [|Story Maker (Carnegie)] [|Stories] [|Stories--Mighty stories] [|Fairy tales] [|Aesop Fairy Tales] ||
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 17 KB
 * Visit story websites from this list:
 * || [|Stories--signed]
 * [|Storytime for me]

= = = Holiday Websites = //**Week of Dec. 12th**//
 * //or Lesson 9 in [|workbook] //**

Visit holiday websites:
 * [|12 Days of Xmas]
 * [|NORAD Santa]
 * [|Penguin Show]
 * [|Reindeer Orchestra]

= Excel = //**Week of Dec. 5th**//
 * //or Lesson 11 in [|workbook] //**


 * Open Excel--this is 2nd graders first introduction to Excel
 * Review Excel--rows, columns, paint bucket
 * Follow directions on sheet to reveal a holiday picture
 * Be sure to add your name to the bottom and a gingerbread man by the door
 * save and print
 * [[image:smaatechk-3/ginger.gif caption="ginger.gif"]] ||
 * ginger.gif ||

The secret picture comes out like this:
 * [[image:smaatechk-3/ginger2.gif caption="ginger2.gif"]] ||
 * ginger2.gif ||


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

= Stories = = Publisher Card =
 * //Week of Nov. 28th//**
 * //Lesson 8 in [|workbook] //**


 * Use Publisher to create a holiday card
 * only add a picture to pg. 2 and change the name on pg. 4
 * print
 * visit story websites to collaborate with classroom discussion on stories
 * [|Stories--signed]
 * [|Fables and Fairy Tales]
 * [|Story Maker]
 * [|Stories--animated]
 * [|Story Maker (Carnegie)]
 * [[image:http://protopage.com/web/images/spacer.gif caption="external image spacer.gif"]]
 * [|Storytime for me]
 * [|Stories]
 * [|Stories--Mighty stories]
 * [|Fairy tales]
 * [|Aesop Fairy Tales]

= = = Trunk in KidPix =
 * //Week of Nov. 14th//**
 * or //Lesson 7 in [|workbook] //**
 * Practice TTL4
 * Open KidPix--create a trunk that contains items significant to you, your mom and your dad
 * draw a trunk in KidPix
 * add text to show the three individuals with artifacts in the trunk
 * use stickers to add items to the trunk
 * save and print
 * Here's a sample


 * Finished? Visit c [|oin counting] and [|money] websites to support class discussion of these skills

= Country of Origin =

KidPix
//**Week of Oct. 31st-Nov. 7th**//
 * //Lesson 4 in [|workbook] //**
 * TTL4
 * Google Earth-KidPix project--your country of origin
 * go to Google Earth
 * go to your country of origin
 * save the picture
 * go to KidPix
 * Add image—your country of origin
 * Add the flag for your country
 * Add your name
 * Save and print

= Halloween =
 * //Week of Oct. 31st//**
 * //Lesson 6 in Workbook//**

= = = MS Word =
 * //Week of Oct. 17th-24th//**
 * //Lesson 5 in [|workbook] //**


 * Introduce MS Word
 * review ribbons, tools
 * review start-up screen
 * Add heading at top
 * center title 'Halloween'
 * type story about last Halloween or this Halloween
 * Add border
 * add 3 pictures
 * add 3 fonts/color
 * Does your letter look like this?

= = = =

= = = Moneyville = = Dancemat Typing =
 * //Week of Oct. 3rd-Oct. 10th//**
 * //or Lesson 10 in [|workbook] //**
 * [|DMT] practice--homerow only. Those who felt ready put cloths over their hands so they couldn't see the keys.
 * We played [|Moneyville] to tie in with classroom discussion on money. Great simulation. Kids loved it.

= = = Internet skills =
 * //Week of Sept. 26th//**
 * //Lesson 3 in [|workbook] //**


 * visit [|this website] and put your face on money
 * Go to [|Dance Mat Typing], Level 1, Step one, and practice home row keys

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


 * finger exercises to prepare for keyboarding
 * start [|DanceMat Typing-] -home row only
 * try not to look at your hands
 * EMO--try log in; play games

= = = **Intro to 2nd Grade Tech** =
 * //Week of Sept. 12th//**
 * //Lesson 1 in [|workbook] //**

= = = **Comic about Zero to Hero** = //Lesson 31 in [|workbook] //
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Assign seats boy-girl
 * <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 how to hold mouse
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;"> [|internet start page] --explore
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">mouse skills while taking pictures
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">review mouse posters
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">TAKE PICTURE OF EACH STUDENT FOR WALL MONTAGE
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Parts of computer--headphones, volume, mouse rt and left button, connections
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">put label on binder
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">put sheet with PWs on it inside
 * //Week of May 31st//**

Have four more students give their PowerPoint presentations

Students created a [|comic using an online site] to support learning in the classroom about heroes. Students used traits of heroes (courage, confidence, etc) to show them starting out as an ordinary person and rising to the occasion when required: <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> **File Not Found**


 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 250 KB

=

= = **Report in MS Word** = //**Week of May 2nd-May 24th**// //**Lesson 22-26 in [|workbook] **//

1. Life cycle bug report =
 * o** Collect 5 pictures from Google images—2T
 * o** Start report—cover page
 * o** Start typing report

= = **PowerPoint slideshow--About Me** = //Lesson 28-30 in [|workbook] //
 * //Week of March 21st-April 29th//**

1. PP

2. TTL4 for those who finish, or
 * Show samples
 * Explain layout of PP screen
 * Add cover slide with title
 * Add 5 more slides
 * Adjust slide layout to show title at top and nothing else (room for picture at bottom)
 * Add designs--right-click so each slide has a different design
 * Add title to top of each slide--this will be the name of each picture inserted
 * Add transitions
 * Adjust speed of slide transition to be slow or medium
 * Add auto-advance--5 seconds
 * Add sounds--only those available on the Slide Transition section
 * Add animation to each slide
 * Add Word Art The End to last slide
 * Add a picture to each slide that reflects what's happening on the slide
 * Add two gifs to each slide to reflect what's happening on the slide


 * ** [|Dance Mat Typing] **
 * ** [|Typing Web] **



Done with all slides? Fill out the rubric to see your grade: 3. Finished? Any bookmarks on the [| internet start page]. 4. Presentations as students finish

= Writing Skills in KP =
 * Week of March 7th**
 * //(or Lesson 21 in [|workbook] )//**


 * 1) KidPix--Open House slideshow #4 of 4
 * draw a picture of yourself thinking
 * title it If I had one wish, it would be
 * add stamps of what you'd wish for
 * circle the stamp that is your favorite
 * export
 * 1) Done? Go to [| Game Goo][| or Zoopz]

= Writing Skills in KP =
 * Week of Feb. 28th**
 * //(or Lesson 18 in [|workbook] )//**

1. KidPix—Open House slideshow--#3 of 4


 * This is my dream. This is like the plot in a story. You are here (what are you doing now?) and you end up here at the end of your life story (what are your goals in life?). You can use the paint brush tool and the paint bucket file--but only #1 or the realistic fills from #3
 * TTL4 when you're done
 * [|Game Goo] or [|Zoopz] for those who finish

= Label the Body =
 * //Week of Feb. 7th-14th//**
 * //Lesson 20 in [|workbook] //**

1. KidPix 2. when done, go to human body websites on [|internet start page or select from this list:]
 * Open ‘human body template’ graphic
 * Add your name to the top
 * Label all body parts
 * Add face, etc. with KidPix stamp tool--cutouts
 * Add clothes with the KidPix pencil or paint brush (see below for finished sample)
 * Save and print
 * 1. [|Blood Flow]
 * 2. [|Body Systems]
 * 3. [|Build a Skeleton]
 * 4. [|Find My Body Parts]
 * 5. [|How the Body Works]
 * 6. [|Human Anatomy Online]
 * 7. [|Human body—explore it]
 * 8. [|Human Body Games]
 * 9. [|Human Body websites]
 * 10. [|Human Body—by a 2nd grade class—video]
 * 11. [|Human Body—videos on how body parts work]
 * 12. [|Inside the Human Body: Grades 1-3]
 * [|13.] [|Inside the Human Body: Grades 4-6]
 * 14. [|Kid’s Biology]
 * 15. [|Matching Senses]
 * 16. [|Virtual Body]
 * 17. [|Weird stuff your body does]
 * [|World Book Online]

=

= = Valentine Letter to Parents =
 * //Week of Jan. 24-31st//**
 * //Lesson 19 in [|workbook] //**

1. MS Word—decorate Valentine card
 * **write a short letter to your parents**
 * include the parts of a letter
 * heading
 * greeting
 * body
 * closing
 * Use font 18
 * Add border
 * Add fonts, colors, font sizes
 * Add pictures
 * Save and print

2. Done? TTL4 3. when done, (on internet start page), check out these websites on the human body:


 * [|Weird Stuff your body does]
 * [|Match senses]
 * [|Human Body videos]
 * [|Match body parts]

= Story in Four Parts =
 * Week of Jan. 17th**
 * //Lesson 17 in [|workbook] //**

1. TTL4 2. KidPix Open House project—2 of 4--demo
 * Type two sentences—//S/he lived in a house with// //. They *//


 * [[image:smaatechk-3/house.gif caption="house.gif"]] ||
 * house.gif ||

=
 * 3. when done, go to internet start page**
 * ** [|Speakaboo Fables] **
 * ** [|Your Personal Fable] **
 * ** [|Aesop's Fables] **

= = Story Writing =
 * Week of Jan. 10th**
 * //Lesson 16 in [|workbook] //**


 * KidPix Open House project—1 of 4**


 * **Type two sentences—//Once upon a time, there was a//** //* named ***. S/he** *//
 * Tell me something about yourself using good grammar and spelling
 * font size 24
 * Any font and color
 * Add a picture that says the sentence
 * Export to use in your upcoming PowerPoint slideshow

= Writing Fables =
 * Week of Jan. 3rd**
 * //or Lesson 12 in [|workbook] //**


 * visited several sites where students read fables. This reminded students of what fables are:
 * characters with problems
 * characters solve their problem
 * there is a moral, which shows the character's growth throughout the fable
 * Fable sites were:
 * [|Aesop's Fables] (audio and visual)
 * [|Aesop's Fables] (audio and visual)
 * students wrote their own 4-page fable using [|My Story Maker] (see Dec. 6th)
 * one page to introduce characters
 * one page to explain the problem
 * one page to solve the problem
 * one page for the moral

=

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


 * Open Excel--this is 2nd graders first introduction to Excel
 * Review Excel--rows, columns, paint bucket
 * Follow directions on sheet to reveal a holiday picture
 * Be sure to add your name to the bottom and a gingerbread man by the door
 * save and print
 * [[image:smaatechk-3/ginger.gif caption="ginger.gif"]] ||
 * ginger.gif ||

The secret picture comes out like this:
 * [[image:smaatechk-3/ginger2.gif caption="ginger2.gif"]] ||
 * ginger2.gif ||


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

= My Story Book =
 * Week of Dec. 6th**
 * //or Lesson 8 in [|workbook] //**

Practiced keyboarding on TTL4 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.
 * We printed and collated stories as time permitted.
 * Students who finished--well, no one finished with extra time.

= DTP Holiday Cards = = Internet Safety =
 * Week of Nov. 29th**
 * //Lesson 11, 13 in [|workbook] //**


 * Create a holiday card in PUblisher using the provided templates.
 * Students should independently work through card selections, to the one they like
 * Adjust color schemes to preference and create card
 * Leave cover unchanged
 * Page 2 (inside left)--add student picture and a frame around it
 * insert-clipart and search frames. Pick one student likes
 * add class picture on top
 * Page 3--make no changes
 * Page 4 (back)--add student name
 * Save and print
 * Done? Go to [|Webonaut Academy] to learn internet safety. Also try:
 * [|Faux Paws internet safety]
 * [|Net Smartz]

= MS Word Graphic Organizers =
 * //Week of Nov. 8th-Nov. 15th//**
 * //Lesson 9 in [|workbook] //**
 * week 1 of 2 on creating a graphic organizer about what makes up a person (culture, religion, hobbies, etc.). This is also an introduction to MS Word's ribbon interface
 * Open MS Word
 * Review ribbon and menu bars
 * Add SmartArt for a pyramid
 * Show students how to expand the pyramid and type in the bullet list
 * add details about religion, culture, clubs, country of origin, neighborhood, extended family and immediate family, broken into layers on the pyramid
 * format the pyramid with colors
 * add pictures in one row at the top to decorate. Students will learn to add clip art and resize as necessary.

= Money--online =
 * //Week of Nov. 1st//**
 * //or Lesson 5-7 in [|workbook] //**


 * Students create money with their picture to go along with their classroom unit on money**
 * **Go to this [|website] **
 * Pick the type of money you wish your picture to be in (upper right corner)
 * upload your picture from our collection of school pictures
 * [[image:smaatechk-3/MONEY.gif caption="MONEY.gif"]]
 * save and print with the print screen key

= Holiday card in KidPix = //**Week of Oct. 25th**//
 * //or Lesson 5-7 in [|workbook] //**

Draw a picture of Halloween in KidPix Add a sentence about Halloween Add your name with the dog alphabet (animations) Export and print =

= = Card in Google Earth--KidPix = //**Week of Oct. 11th-Oct. 18th**// //Lesson 4 in [|workbook] //
 * TTL4
 * Google Earth-KidPix project--your country of origin
 * go to Google Earth
 * go to your country of origin
 * save the picture
 * go to KidPix
 * Add image—your country of origin
 * Add the flag for your country
 * Add your name
 * Save and print
 * Done? ** [|Dance Mat Typing] ** [|Internet start page] for [|Coin counting] and [|counting coins] (challenging and a big hit)

= What I love in KidPix = or //Lesson 3 in [|workbook] // = = =
 * //Week of Oct. 4th//**
 * Practice TTL4
 * Open KidPix--create a trunk that contains items significant to you, your mom and your dad
 * draw a trunk in KidPix
 * add text to show the three individuals with artifacts in the trunk
 * use stickers to add items to the trunk
 * save and print
 * Here's a sample
 * Finished? Visit c [|oin counting] and [|money] websites to support class discussion of these skills

= MS Word--first letter = //**Week of Sept. 20th-27th**// or //Lesson 2 in [|workbook] //
 * Practice typing on TTL4
 * Open Word for Week 1 of 2 on introductory to MS Word
 * explain basics of Word screen
 * explain backspace-delete
 * explain enter moves down the screen
 * type heading--name, teacher, date
 * Pretend you are an immigrant. Type a letter to someone you left behind.
 * Dear
 * **1-2 sentence**
 * **Close with Love and your name**
 * **Save--here's a sample**

= **Intro to 2nd Grade Tech** =
 * //Week of Sept. 13th//**
 * //Lesson 1 in [|workbook] //**


 * assign seats
 * tour classroom
 * take a picture
 * get workbooks--add your name, list of passwords and seat
 * review mouse skills
 * **review parts of the computer**

= **Report in MS Word** = //**Week of May 10th-May 24th**// //**Lesson 22-26 in [|workbook] **//

1. Life cycle bug report
 * o** Collect 5 pictures from Google images—2T
 * o** Start report—cover page
 * o** Start typing report

= **PowerPoint Presentations** = //**Week of May 3rd**// //**Lesson 28-30 in [|workbook] **//

1. TTL4 2. Slideshow presentations 3. Finish up PowerPoint slideshows--and peer reviews 4. ** [|Spelling City] ** —your class word lists

= **PowerPoint Presentations** = //**Week of April 26th**// //Lesson 28-30 in [|workbook] //

1. TTL4 or other typing programs on [|internet start page] 2. Start PowerPoint presentations 3. Finished? Any bookmarks on the [| internet start page].

= **PowerPoint Slideshow** = //**Week of March 22nd-April 19th**// //Lesson 28-30 in [|workbook] //

1. PP

2. TTL4 for those who finish, or
 * Show samples
 * Explain layout of PP screen
 * Add cover slide with title
 * Add 5 more slides
 * Adjust slide layout to show title at top and nothing else (room for picture at bottom)
 * Add designs--right-click so each slide has a different design
 * Add title to top of each slide--this will be the name of each picture inserted
 * Add transitions
 * Adjust speed of slide transition to be slow or medium
 * Add auto-advance--5 seconds
 * Add sounds--only those available on the Slide Transition section
 * Add animation to each slide
 * Add Word Art The End to last slide
 * Add a picture to each slide that reflects what's happening on the slide
 * Add two gifs to each slide to reflect what's happening on the slide


 * ** [|Dance Mat Typing] **
 * ** [|Typing Web] **



= **Slideshow #4--My town** = = **St. Pat's Greeting** = //**Week of March 8th - 15th**// //Replaces Lesson 21 in [|workbook] //


 * 1.** KidPix—Open House slideshow

2. Those who finish--make a St. Patrick's Day card for your family in KidPix 3. Those who finish, go to TTL4 for typing practice
 * This is my neighborhood.
 * Then write a second sentence that tells me something about your town (you always go to the dog park, you love hiking with your mom and dad, etc.)
 * Add stickers of vehicles, people, etc.
 * Finish up all four drawings for Open House (see samples in other weeks)

= Slideshow #3--Family = //**Week of March 1st**// //Replaces Lesson 18 in [|workbook] )//

1. KidPix—Open House slideshow


 * This is my family.
 * Then write a second sentence that tells me something about your family (Brother loves skateboarding; mom loves showing the dog, etc)
 * For those who finish, go to [|Zoopz] or [|Game Goo] on [|second grade Internet Start Page] **

= **Internet Websites** = //**Week of Feb. 22nd**// //Or follow Lesson 8 in [|workbook] //

1. TTL4 2. ** [|Spelling City.com] ** 3. when done, (on [|internet start page] )
 * · [|EMO] **
 * · [|Zoopz] **
 * · ** [|Game Goo]

= Letter in Word = = Internet Sites = //Lesson 19 in [|workbook] //
 * Week of Feb. 8th**

1. MS Word—decorate Valentine card


 * **o** Add border
 * **o** Add fonts, colors, font sizes
 * **o** Add pictures
 * **o** Save and print
 * If you have time, check against the rubric:**

2. TTL4 3. when done, (on internet start page)

= =
 * [|EMO]
 * [|Zoopz]
 * [|Game Goo]

= =

= **Letter in Word** = //Lesson 19 in [|workbook] //
 * Week of Feb. 1st**

1. TTL4 2. MS Word

3. when done, go to websites on ** [|internet start page] **
 * **o** Review basics
 * **o** Write a Valentine letter to your parents
 * **o** Font 22,
 * **o** Heading at top
 * **o** Dear Mom and Dad (greeting)
 * **o** Body of letter
 * **o** Closing (your name and 'love')
 * **o** Save for next week


 * [|EMO]
 * ** [|Zoopz] **
 * ** [|Game Goo] **

= **KidPix Human Body Template** = //Lesson 20 in [|workbook] //
 * Week of Jan. 25th**

1. KidPix

2. [|Dance Mat Typing] 3. when done, (on [|internet start page] )
 * **o** Open ‘human body template’ graphic
 * **o** Label all body parts
 * o Add face, etc. with KidPix stamp tool--cutouts
 * o Add clothes with the KidPix pencil or paint brush
 * **o** Save
 * · ** [|EMO]

= Spelling City = //Not in workbook//
 * Week of Jan. 18th**

1. TTL4—introduce 2. ** [|Spelling City] **

3. when done, [|EMO] (on [|internet start page] )
 * **o** Log in with UN and PW provided by teacher--probably the same as Everyday Math Online
 * Teacher has entered a list of spelling words
 * **o** Do Words 1-25

= Open House #2--House = //Lesson 17 in [|workbook] //
 * Week of Jan. 11th**

1. TTL4 2. KidPix Open House project—2 of 4--demo
 * o** Type two sentences—//S/he lived in a house with// //. They *//




 * 3. when done, go to internet start page**


 * ** [|Speakaboo Fables] **
 * ** [|Your Personal Fable] **
 * ** [|Aesop's Fables] **

= Drawings for PP Slideshow--#1 = //Lesson 16 in [|workbook] //
 * Week of Jan. 4th**


 * 1.** [|Dance Mat Typing]
 * 2. KidPix Open House project—1 of 4**

Add a picture that says the sentence
 * **Type two sentences—//Once upon a time, there was a//** //* named ***. S/he** *//
 * good grammar
 * font size 24
 * Any font and color

= Word--Formatting = //Lesson 10-12 in [|workbook] //
 * Week of Dec. 7th**

= = 1. MS Word—open last week’s letter

2. TTL4 3. Problem solving--remind students to solve their own problems 3. when done, [|Classic Fairy Tales.com] (on internet start page)
 * **o** Border
 * **o** Wordart title
 * **o** 3 pictures
 * **o** 3 font colors, sizes, looks
 * **o** Save
 * **o** Print

= Letters in Word = //Lesson 10-11 in [|workbook] //
 * Week of Nov. 30th**

1. TTL3 2. MS Word


 * **o** Write a letter to parents about Thanksgiving or Xmas, the holidays, anything—your favorite holiday, what’s happening this year, etc.
 * **o** Use your writing skills
 * **§** Grammar
 * **§** Spelling
 * **§** Voice
 * **§** idea development
 * **§** conventions
 * **§** word choice

> 3. when done, [|NORAD Santa]

= **Cards in Publisher** = //Lesson 13 in [|workbook] //
 * Week of Nov. 16th**

1. Publisher—Thanksgiving card


 * **o** Create a card
 * **o** print

2. when done, [|Dance Mat Typing] or TTL3 3. when done, free time

= Graphic Organizer in Word = Week of Nov. 2nd-9th //Lesson 5-7, 9 in [|workbook] //

1. ** [|Dance Mat Typing] ** 2. Word**-**-introduce students to toolbars, layout

3. Go to [|Big Brown Bear Typing] to test yourself
 * **o** Add diagram
 * **o** Fill in levels


 * **o** Goal: score of 25

= **Trunk Project in KidPix** = //Extra--not in [|workbook] //
 * Week of Oct. 19th**

1. KidPix—students will draw the trunk they brought into their classroom as well as the three items it contained

> **o**Add three items to it > **o**Write a descriptive sentence about each 2. Go to Money Websites ( [|Checkout Challenge], [|Budgie’s Budget] , [|Money Challenges] )
 * **o** Use pencil tool to draw the trunk you brought into your classroom
 * **§** One from you
 * **§** One from your mom
 * **§** One from your dad
 * **§** Leave font at 14
 * **§** Capitalize the first letter
 * **§** Period at the end
 * **o** print

= **Google Earth-KidPix project** = //Lesson 4 in [|workbook] //
 * Week of October 5th-12th**

1. Pic of your country of origin

2. ** [|Dance Mat Typing] ** 3. [| Internet start page] for [|Coin counting] and [|counting coins] (challenging and a big hit)
 * **o** go to Google Earth
 * **o** go to your country of origin
 * **o** save the picture
 * **o** go to KidPix
 * **o** Add image—your country of origin
 * **o** Add the flag for your country
 * **o** Add your name
 * **o** Save and print

= **Intro to keyboarding** = = **Intro to Google Earth** = //Lesson 4 in [|workbook] //
 * Week of September 28th**

1. ** [|Dance Mat Typing] ** 2. KidPix—two sentences

3. go to Google Earth
 * **·** //Hayley loves math class because she can always figure out the right answer.//(Add a second sentence telling me more about this)
 * **o** Adjectives
 * **o** Describing words
 * **o** Who, what, when, where, why
 * **·** Draw a picture to go with this

**File Not Found**
 * introduce Google Earth
 * **o**watch Mr. Bland’s excellent adventure<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">[[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="Mr. Bland's Excellent Adventure.kmz" link="file:smaatechk-3/Mr. Bland's Excellent Adventure.kmz"]]
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 3 KB

4. Pick Math sites on [|start page]
 * **o** check out pictures

= **Intro to KidPix** = //Lesson 3 in [|workbook] //
 * Week of September 21st**

1. TTL4 2. pass out binders—add stickers with names 3. KidPix--remember skills from last year. Draw a picture of yourself 4. Pick Math sites on [|start page] 5. Free time—any bookmarks on start page

= **Intro to 2nd Grade Tech** = //**Week of September 14th**// //Lesson 2 in [|workbook] //

1. TTL4—add your name 2. Take pictures of class with digital camera 3. Go to ** [|Internet start page] ** 4. Go to ‘Mouse Skills

5. Pick Math sites on** [| start page] ** 6. Free time—any bookmarks on start page**
 * ** [|More Mouse Skills] **
 * ** [|Mouse skills] **
 * ** [|Mousing Around] **
 * ** [|Drag and drop puzzles] **
 * ** [|Drag and drop skills] **