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Rachel TaneyEDU 214 SpringMarch 16, 2017Midterm Part 1ApplicationWeb AddressAge/ Grade Application useWord Processing 1 2nd GradeStudents will apply the click and drag function in word processing to sequenceevents in a story.Word Processing 2 2nd GradeStudents will use cut and paste strategies to match titles of stories with events fromthe stories.Spreadsheets 1 3rd GradeStudents will be able to copy and paste The Pledge of Allegiance on a spreadsheet.Spreadsheets 2 1st GradeStudents will be able to copy and paste Weather Graphics on a spreadsheet. Presentation Software 1 5th- 6th GradesStudents will be able to complete a PowerPoint presentation to show the3 parts of government.Presentation Software 2 4th- 5th GradesStudents will be able to type, edit, and present a journal entry from the viewpoint of an immigrant using power point.Word Processing 1 Lesson plan: What happened when?Suggested Time: About 30 minutesTechnology Literacy Standards for Students? Technology for Learning and Collaboration: Use of a variety of technologies forlearning and collaboration.? Encourage Productivity: Use and understand how technology increases productivity.Use templates provided by the teacher to complete learning assignments.Objective: Students will apply the click and drag function in word processing to sequenceevents in a story.Resources Needed:? Computer with for each student? MS Word? What’s Wrong Fluent Student Activity document? What's Wrong Emergent Student Activity document? What's Wrong Early Emergent Student Activity documentLinks to Prior Knowledge: Knowledge of right and left click, knowledge of events in GoldilocksStoryProcedures:The students will open the What’s Wrong Fluent, What's Wrong Emergent , or What's WrongEarly Emergent Student Activity document from the Student Resource Page. After typing theirname in the appropriate place, the students will read the three brief paragraphs aboutGoldilocks and the Three Bears. The sequence of these three paragraphs or pictures is wrong.The students will drag the paragraph or pictures into the correct sequence using the mouse.The students will print their sheet when done.Assessment: Three jumbled GOLDILOCKS AND THE THREE BEARS paragraphs placed in thecorrect sequence using point/click, selecting, and dragging/dropping.Follow-Up: Students will type 3 sentences in the wrong order and have a classmate place theminto the correct sequence.Accommodations:? A track-ball mouse or touch screen could be used to accommodate a student withdisabilities? Activity is differentiated by reading level.Word Processing 2 Lesson plan: Title MatchSuggested Time: 30 minutesTechnology Literacy Standards for Students:? Technology for Learning and Collaboration: Use of a variety of technologies forlearning and collaboration.? Encourage Productivity: Use and understand how technology increases productivity.Use template provided by the teacher to complete learning assignments. Edit workcreated using concept mapping, work processing, or presentation software.Objective: Students will use cut and paste strategies to match titles of stories with events fromthe stories.Resources Needed:? Computer for each student? MS Word? Copy and Paste Activity sheet? Cut and Paste Sheet with BoxesLinks to Prior Knowledge: Ability to use a mouse, knowledge of fairy tales and characters in themProcedures:? Directions: Tell students this activity is designed to help them practice using copy andpaste functions.? The students will open the Copy and Paste Activity sheet or Cut and Paste Sheet withBoxes from the Student Resource Page.? These documents contain a list of fairy tale quotes and a list of fairytales. (Differentiation-Teacher decides which page to assign by ability.)? After typing their name in the appropriate area, the students will copy and paste thename of the correct fairy tale under each quote.? The student will print out their completed work.Assessment: Completed cut and paste activity, teacher observationAccommodations:? Track-ball mouse-Pair students who need help with students able to maneuver themouse? Decide which sheet would be better to use with your studentsExtensions: Students can add clip art to their chart, and they can describe how the quotes wereused (what story events occur around the quote)Spreadsheets 1 Lesson plan: Secret Message- Pledge of AllegianceSuggested Time: 45 minBehavioral Objective: Students will be able to copy and paste on a spreadsheet.Resources Needed:? MS Excel? Secret Message template? Student DirectionsLinks to Prior Knowledge: Students need to know the Pledge of Allegiance and how to copyand paste. Students also need to know how Excel works with cell numbers and letters.Procedures:1. Readiness Activity: Stand and say the Pledge of Allegiance2. Students open the Secret Message template (see worksheet)3. Model for the students how to complete the first couple of cells (see student directions).Continue until students are comfortable using the program.4. Students will complete the activity as outlined on the worksheet5. Using your discretion, the students can save and/or print the document.Assessment: Completed Excel documentFollow-Up/Extensions:? Modify the template to include any message you want to reinforce with students- theclass mission statement, for example- and then have students decode the message.? Students who complete the assignment quickly can make up a message of their own forother students to decode. They print out the template and answer sheet for he teacher tocheck, and this is then copied for the class to complete.? Go to Ben’s Guide website to learn more about the Pledge of Allegiance.Accommodations:? Limit number of cells that need to be completed? Hard copy of student directions provided? Students may work in partnersSpreadsheets 2 Lesson plan: Weather monitoring Suggested Time: 45 minutesObjectives: Students will organize and display data to make picture graphs. Studentswill interpret data contained in picture graphs. Students will use the mouse/touch pad correctlyto perform specific tasks and update a graph using a template by entering info into a cell.Students will collect, analyze, and display data and information using tools.Resources Needed: weather picture graph docLinks to Prior Knowledge: Classroom students doing calendar (weather) each day. Ideally, thecalendar person would change on a weekly basis. By the end of the year, each student willhave had an opportunity for one-on-one instruction in these areas. Students should be familiarwith logging on and off computer and opening documents.Readiness Activity:? Discuss weather poll as a class? What is your favorite season?? Open weather bar graph doc.? Scroll to bottom.? Chart and graph are created; just change the numbers in the chart and the graph willautomatically change for you.Procedures:1. Model for students on presenter how to copy and paste weather symbol onto graph. (Ifit is sunny, copy and paste sun in column over sun etc..)2. To copy and paste: move mouse so the arrow is on the picture you want to copy andright click. Left click on copy. Move the mouse so the cross symbol is centered over thecell where you want to paste the symbol. Left click. Right click on paste. Left click anddrag picture to the center of the cell. Note: Cells on the spreadsheet that should not bechanged are locked.3. Allow students time to become familiar with copy and paste procedures.4. Some students may be able to open, save, and close document. Each student shouldmaster a little bit more each day.Assessment: Noted observations collect, analyze and display weather data, updated (copy andpaste) graph document.Presentation Software 1 Lesson Plan: National Government-3 Branches of GovernmentSuggested Time: 45-minutesBehavioral Objective: Students will be able to complete a PowerPoint presentation to show therole of governmental leaders.Resources Needed:? MS PowerPoint? The National Government (PowerPoint File)? Note-taking sheetLinks to Prior Knowledge: Students are familiar with using Microsoft PowerPoint. Studentshave also learned about state governments and how communities make and enforce laws. Thislesson can be used in place of Unit 5 Lesson 4.Procedures:1. Readiness Activity:? Choose one student from the class to create 2-3 new rules for everyone tofollow. Also, have them create consequences for those rules.? Ask students if they feel that it is fair for only one person to create the rules andconsequences for everyone to follow. (No.)? Ask students what would be more fair. (Divide the job of making laws andconsequences up between several people).? Tell students that today they will be learning how the National Governmentdivides the power to make and enforce laws for the country.2. Students will open The National Government on the student resources page underUnit 5 National Government.3. Tell students that they are to read the entire PowerPoint slideshow so that they will beable to create their own PowerPoint to answer the focus question: Whose job is it tomake and enforce the laws for our country?4. Pass out the note-taking sheet for students to use as they are reading the slide show.5. Allow student time to read and take notes.6. When students have finished, instruct them to open a new document in PowerPointby clicking on File, then New.7. Review with students how to choose an appropriate slide layout for what they aregoing to create (most likely the slide layout should include space for a title, text, and apicture-see below)8. If the slide layout screen does not automatically appear when you open MSPowerPoint, instruct students to click on Format then choose Slide Layout.9. You might want to leave the assignment direction on a presenter for students to referto while working or you can pass out a copy of the slide show presentation.10. As students are working on their PowerPoint, circulate to assist as needed.11. Tell students to save their show using file name government.Assessment: Completed PowerPointPresentation Software 2 Lesson Plan: Tour of Ellis Island/Journal Entry Suggested Time: 45 minutesBehavioral Objectives: Students will be able to understand life for immigrantspassing through Ellis Island. Students will also be able to type, edit, and present ajournal entry from the viewpoint of an immigrant.Resources Needed:Computer Lab/Classroom Computers, Internet access, printer, pencilsMicrosoft Word, Microsoft PowerPointFile~ TourofEllisIsland.pps, File~ JournalEntryPageLinks to Prior Knowledge:Students should be familiar with the Theme: American Stories. Students shouldknow how to print a document.Procedures:1. Discuss the Theme: American Stories with students and ask them what all ofthe stories have in common. (All of the stories are about people who havecome to America from different countries.)2. Tell students that a long time ago immigrants had to go through a place calledEllis Island in order to become U.S. citizens.3. Tell students that they will be taking a Tour of Ellis Island on the computerand then writing a journal entry as though they are immigrants passing throughEllis Island.4. Students should log onto the computer and go to the Tour of Ellis Island onthe Student Resource Page.5. Students should now be able to open the File~ TourofEllisIsland.pps.6. Students should read through the presentation independently and follow thedirections to take the tour and write their journal entry. Students should savetheir journal entry to their number.7. Remind students to be aware of capitalization, punctuation, and spelling asthey write. They should also reread their journal entry to be sure that it makessense.8. If some students finish early they may share their journal entry with anotherstudent that is finished.9. When all students have finished, have student volunteers share their journalentries with the class.Assessment: teacher observation, completion of journal entryFollow-Up: Students may read about three children who are recent immigrants . They may also ask a question to those children through the website.Accommodations: Students may work in pairs or groups. A modified journal page islinked to the student resource page.Extensions: Students will revisit this entry to proofread their journal entry and also tolearn the skill of finding and replacing text. (see minilesson) Students can completethe follow up activities, and they can find or draw pictures to put into their journalentry. ................
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