Beashua Spearman ETEC 5743 Lesson Plan

Adapted from "Learning Activity Organizer," from Dean, G. J. (2002) Designing instruction for adult learners (2nd. ed.) Malabar, FL: Krieger.

Title

Basic Keyboarding & Word Processing

Time Needed

80 minutes: 1 class period

Subject Area

Business Technology/ Vocational Technology Education: Digital Literacy

Educational Functioning Level(s) Addressed Description of Learning Activity (Include order and methods to be used to introduce content.)

5.0-9.0 Step one: Introduction of basic keyboarding skills, and free keyboarding websites such as:
http://www.freetypinggame.net/ http://www.sense-lang.org/typing/ http://www.typingweb.com/ http://www.learn2type.com/

This lesson was created to teach basic computer students the basic skills of keyboarding and basic word-processing before we begin the Email communication lesson.

Step one: Basic Keyboarding skills introduce the lesson, ask the students with a cell phone to take it out and look at it. Ask the class this question, who has a Qwerty keyboard? If the students do not answer, ask the students with the qwerty keyboard to view their phones and look at the letters QWERTY on the desktops keyboard. Ask the students if they have noticed something similar. Explain the similarities between the Qwerty keyboard on a computer and the Qwerty keyboard on a cell phone. Step two: Introduce the students to the following FREE keyboarding site and inform them of the summer 2012 free keyboarding course offered at the Fort Smith Adult Education Center.

Step 3: Instruct the students to open the first free keyboarding website: http://www.freetypinggame.net/ Allow the students to find a game they feel prefer and them to play it with within a limit of 5 minutes per website. Instruct them to find one website and pay with it for 20 minutes. After they have chosen one

website, instruct them to practice the websites keyboarding skills with for 20 minutes. Step 4: Handout the following Word processing worksheet: http://www.docstoc.com/docs/15559978/Word-Processing-Worksheet-1 and ask them to do their best to type, ask questions, and do not worry about grammar, typos, and punctuation. This exercise is to teach you the basic keyboarding skills. Walk around the room to ensure each student is completing the assignment correctly; troubleshoot any problems the student may encounter. Step 5: Once the students have completed the worksheet, please review the worksheet and ask them students if they have any questions. Allow the last 10-15 minutes of class to summarize the lesson, allow time for a question and answer session.

Evaluation or Assessment Procedure(s)

This is a low-stake assessment. The students will complete this worksheet as an independent practice. http://www.docstoc.com/docs/34264910/WordProcessing-Worksheets

Reflection and Closure 1. (Describe methods to 2. Summarize the lesson; ask the students what they learned and how they link this activity to will use what they have learned. Ask the students of they have any previous knowledge.)

question, comments, or concerns, if so answered them all. If not, introduce the students to the next topic.

Technology, Equipment, Materials and Facilitates Needed

Laptop or desktop computer, Google Chrome or any Internet Browser, High Speed Internet, Projector, Projector Screen, Student Handouts, Students need to have pencils or ink pens. Allow the students to choose which keyboarding site they prefer, write a list of the free keyboarding hyperlinks on the board.
http://www.freetypinggame.net/ http://www.sense-lang.org/typing/ http://www.typingweb.com/ http://www.learn2type.com/

Word Processing Worksheet: http://www.docstoc.com/docs/15559978/Word-Processing-Worksheet-1

Adaptations or Accommodations for Students with Learning Disabilities or Differences

Students with ADHD, ADD, and Dyslexia will receive an alternate classroom setting that is created for private learning, testing, and is clear of any interruptions and distractions of other students. Classroom behavior rules and guidelines will be enforced but positive behavior will be rewarded. Students will Dyslexia will receive additional help: for example, he or she may receive additional help from a strong reading student during group assessments. Additional time will be given to the student to ensure he or she completes the assignment. Students with Dyslexia, Dysgraphia, Dyscalculia, and other learning disabilities will receive additional time to complete their evaluation/assessment, and assignments. These students will be paired with students who are strong in reading, math, and writing to encourage a positive learning atmosphere. Assistive Technology such as audio books, word prediction, electronic dictionaries, or spell check will be allowed. Students who are visually impaired will receive assistive technology such as a large print text, screen reader, tape recorder (to record the lesson), or a Braille text reader; students who are verbally impaired will receive extra time and the instructor will repeat instructions that are not clear to the student. Students who are hearing impaired will receive a note taker and a sign language interpreter.

Notes and Comments

Notes:
References Literacy & Learning Disabilities (2006). Adaptations, Accommodations, and Technology. Retrieved February 16, 2012 from http://ldlink.coe.utk.edu/adaptations.htm#what Free Keyboarding links:

http://www.sense-lang.org/typing/ http://www.freetypinggame.net/ http://www.typingweb.com/ http://www.learn2type.com/

Word Processing Worksheet: http://www.docstoc.com/docs/15559978/Word-Processing-Worksheet-1