Lesson+Plan+-+Word+Processing

Focus, content, organization, style, and conventions work together to impact writing quality Identify a specific audience and write about one topic (focus) Frame ideas for writing and identify appropriate topic-specific content that is supported by details. (content) Write a series of sentences or paragraphs that relate to the topic.
 * Writing **
 * Enduring Understanding: **
 * Writing is a means of documenting thinking
 * Essential Question: **
 * What role does writing play in our lives?
 * Core Objectives: **

**Source:** [|**http://www.pdesas.org/module/sas/curriculumframework/**] Part I: Students will edit a teacher created template to practice basic word processing editing tools. Part II: Students write and word process a writing piece to demonstrate basic word processing editing tools.
 * Technology Objectives: **

**Bloom's Level (highest): Analyze ** This telelearning activity addresses Bloom’s taxonomy in the following way: 1. Students create an end product that communicates and effectively supports their selection through written expression (Evaluate and Analyze).


 * Recommended Grade Level: 3 **

3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 5.Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
 * Common Core Standards: **
 * Key Ideas and Details **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: medium;">Craft and Structure **
 * Integration of Knowledge and Ideas **

Source: []

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. · <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 7.5pt;">[|[SOURCE]] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Students employ a wide range of strategies as they write and use different writing process elements appropriately.
 * National Language Arts Standards: **
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> [|NL-ENG.K-12.4] COMMUNICATION SKILLS ** ||  ||
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> [|NL-ENG.K-12.5] COMMUNICATION STRATEGIES ** ||  ||

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** Pennsylvania Language Arts Standards: ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1.4.3.B: Write informational pieces using illustrations when relevant (e.g., descriptions, letters, reports, instructions).

**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">NETS Standards - Teachers **

 * Facilitate and Inspire Student Learning and Creativity**

1. promote, support, and model creative and innovative thinking and inventiveness. 2. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. 3. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. 4. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
 * Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:**


 * 2. Design and Develop Digital-Age Learning Experiences and Assessments**

1. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 2. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. 3. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. 4. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
 * Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:**


 * 3. Model Digital-Age Work and Learning**

1. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. 2. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. 3. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. 4. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
 * Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:**

**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">NETS Standards - Students: **
** Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ** 1.b create original works as a means of personal or group expression. A
 * Creativity and Innovation **


 * Lesson Delivery Suggestions: **

<span style="font-family: 'Arial','sans-serif';">1. Teacher directs students to access “Word Processing Template – Oceans” to practice word processing formatting skills. <span style="font-family: 'Arial','sans-serif';">2. Students follow the “student centered activities” as outlined in the Student Resource Handout.
 * Days One and Two:**

<span style="font-family: 'Arial','sans-serif';">**Days Three and Four:**

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1. Students word process their own writing piece based on Rock Out on Rocks Lit Trip Research exported from Kidspiration. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">2. Students format fonts, colors, and insert an appropriate picture for letter.


 * Assessment: **


 * Suggested Rubric:**

Name: Points of 10 possible points:

□ I put the name of the person to whom I am writing at the top □ I have included a description of what my rock looks like. □ I have where in PA my rock is found. □ I have included one interesting fact about my rock □ I have why I chose my rock. □ I have typed a closing □ I have typed my name under the closing □ I fixed all spelling mistakes within the document. □ I changed the font style of the paragraph to one that I like. □ I added a picture of my favorite rock (extra) □ I added a wordart (extra) □ I saved the file as “My Favorite Rock” in my F: drive.