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ICT
... Word Processing - Year 3 ...

Our assumptions for this module:
1. Children learn ICT best when they are in pairs - one typing and the other supporting. This way development is collaborative
2. Differentiated pairs are more difficult initially to manage in a whole class setup, but the advantages far outweigh the disadvantages for ALL children in the long run.
Mixed ability pairs are easier to manage, BUT, the more able children are not extended, and the less able children seldom acquire even them most basic skills such as loggin on.
Therefore, similar ability children should be paired together. The more able children will work together to extend each other, whilst the less able will work together and also extend each other.
During the introductions and plenary the LA children can be used to demonstrate consolidation work, whilst the HA children can contribute from their extention activities.
1
Learning Intention:
To log on, type and save
Instruction and differentiated activities:
PRE-PREPARATION
*Preparation: Before beginning, tell children their usernames and passwords. Get the children to write them down and check them. Explain that passwords are case sensitive
BACKGROUND INFORMATION
*Respecting the work of others: Explain the importance of usernames and secret passwords (but that for practice we have class passwords) HOWEVER …. This still means that other people’s work is still to be respected! (Rather like text books – we would not open other people’s text books and write in them without their permission. Electronic data is no different. It is still special work that belongs to someone else.)
*Networks: Explain to the children that we work on a network and that work saved in the N: drive on the computer, is actually saved on the server (you can show them the server, it is in the suite) so that they can get to their work from any computer that is joined to the server
*Saving: Remind children that their work may remain in their folders until they leave the school. It therefore needs to be named carefully when saving
*Working in Pairs: Pairs have been chosen especially so that you are able to work together and help each other. Remember to listen to the teacher and work woen you are logged in under your password – and support your partner without typing – as your teacher tells you.
*Logging on: Show children how to log on correctly by first typing their surnames and first initial then the password.
*Network Layout and Wordpad / Word: Explain to children the layout of network and how to find WordPad/Word, and how to open it
*Enter Text – perhaps an introductory sentence for topic of work chosen
*Save and exit

Main Activity:
LA - LI: To logon, type and save. Simple sentence to be typed
MA - LI: To logon, type and save. Type one to two sentences
HA - LI: To logon, type and save. Type several sentences. If children appear confident, ask them to modify appearance of text. This will also help identify starting points for HA next lesson

*Children to work in differentiated pairs (some pairs must therefore be expected to work at a pace well above that of their peers) Each child to take turns
*Logon, type work as required, save and log off
*Swop with partner

Plenary:
*Use whiteboard for the plenary. Children to take it in turns to demonstrate each phase of the work learned. Teacher should ask children, who they are not sure of, or children who are unsure and would benefit from the consolidation
Resources:
*Computer Suite
*Interactive whiteboard (desirable)
ICT Opportunities:
ICT lesson
2
Learning Intention:
To vary font face
To open a saved document
Instruction and differentiated activities:
Intro:
*Recap: Open up the class username. Remind children what they learned last lesson. Children to take it in turns to come up and demonstrate as the teacher talks the class through the recap.
*Open a saved document: Children to work in the document they started last time. How do we find it? How do we open it? How do we save over it?
*Font face: What is font face? Where do we find it in Word? How do we change it?
*Font size: Where is font size? Where do we find it? Why do we use it?

Main Activity:
LA - LI: To vary the font face. To open a saved document. Type one sentence. Use a new font (not the default - Times New Roman!)
MA - LI: To vary font face To open a saved document. Type three sentences. Use a different font for each new sentence
HA - LI: To vary font face and size To open a saved document. Type four sentences and a heading. Use a larger font size for the heading. Use a different font for each new sentence

*Children to work in differentiated pairs (some pairs must therefore be expected to work at a pace well above that of their peers) Each child to take turns
*Logon, type work as required, save and log off
*Swop with partner

Plenary:
*Use whiteboard, recap work from last two lessons – use children to demonstrate what they have learned. Teacher to ask children that they are not sure of, or children who would benefit from the reinforcement. Repeat steps that children find difficult
Resources:
*Computer Suite
*Interactive whiteboard (desirable)
ICT Opportunities:
ICT lesson
3
Learning Intention:
To use 'Bold', 'Underline', and 'Italics'
Instruction and differentiated activities:
Intro:
*Recap: Recap work done so far, (use children to demonstrate on the Whiteboard as you go Use LA children who need extra reinforcement). Identify that these are all ways to modify the appearance of the text
*Presentation: Identify that text can be varied to support presentation. Focus from now on will be on suitable presentation
*Bold, Italics, Underline: Introduce these functions. Identify they are also used to vary the appearance of a text. Explain WHY and WHEN these variations are applied appropriately

Main Activity:
LA - LI: To use the bold function. Type one sentence. Type the important words in Bold
MA - LI: To use Bold, Underline and Italics. Type three sentences. Use B, U and I appropriately
HA - LI: To use B, U and I and all methods learned to vary the appearance of a font. Include Bold, Underline and Italics. Type four sentences and a heading. Use each variation appropriately (e.g. bigger, bold heading, B, U or I for important words

*Children to work in differentiated pairs (some pairs must therefore be expected to work at a pace well above that of their peers) Each child to take turns
*Logon, type work as required, save and log off
*Swop with partner

Plenary:
*Use whiteboard, recap ways to vary font and how this affects presentation – use children who would benefit from the re-inforcement, to demonstrate.
Resources:
*Computer Suite
*Interactive whiteboard (desirable)
ICT Opportunities:
ICT lesson
4
Learning Intention:
To vary colour of text
To investigate how different fot attributes affect presentation
Instruction and differentiated activities:
Intro:
*Recap: Recap work done so far, (use children to demonstrate on the Whiteboard as you go Use LA children who need extra reinforcement). Identify that these are all ways to modify the appearance of the text
*Colour and Presentation: A further way to modify the appearance of a text is to vary its colour. Children to come up and demonstrate changing the colour of a font. Use a few colours – then ask children to identify possible advantages and disadvantages - i.e how might colour affect effective presentation
*Combination of colour and other font presentation attributes: Focus on HA children when asking questions regarding how colour could be used instead of Bold etc – WHY might we want to do this? When is it NOT a good idea to use colour (think about the photocopy machine)

Main Activity:
LA - LI: To vary colour of text. Type one or two sentences. Make different words or sentences a different colour>
MA - LI: To vary colour and font of text appropriately
HA - LI: : To use vary text appropriately in a way that reinforces appropriate presentation Include colour. Children to work investigate two variables (colour and font) Are some fonts easier to read using lighter colours? Why?

*Children to work in differentiated pairs (some pairs must therefore be expected to work at a pace well above that of their peers) Each child to take turns
*Logon, type work as required, save and log off
*Swop with partner

Plenary:
*Use whiteboard, recap work all – use children who would benefit from the re-inforcement, to demonstrate and focus on work that needs extra support.
*HA children describe their investigations and demonstrate to show what they have learned regarding font face and use of light colours. Ask children to describe WHY they think some fonts are better suited to lighter colours
Resources:
*Computer Suite
*Interactive whiteboard (desirable)
ICT Opportunities:
ICT lesson
5
Learning Intention:
To vary text justification
Instruction and differentiated activities:
Intro:
*PREPARATION: A poem may be written and prepared in another topic for typing here – if a more ‘finished’ product is required
*Recap: Recap work done so far, (use children to demonstrate on the Whiteboard as you go Use LA children who need extra reinforcement). Identify that these are all ways to modify the appearance of the text
*Justify Text: Identify presentation reasons for varying text justification – when do we use this?
*Printing: Explain that printing is expensive and the printer cannot print 30 pieces of work at once. Therefore – ask teacher before printing, and push the print button ONCE only!!

Main Activity:
LA - LI: To centre justify text. Centre text and write a poem / menu. Print with support
MA - LI: To vary justification of text. To print independently. Centre text and write a poem / menu. Left justify name. Print independently.
HA - LI: To vary justification of text – and presentation. To print independently. To vary presentation of text when writing a poem, using justification and any font variation to enhance presentation of a poem / menu. Can children think of appropriate reasons for using EACH type of justification in one piece? Print independently.

*Children to work in differentiated pairs (some pairs must therefore be expected to work at a pace well above that of their peers) Each child to take turns
*Logon, type work as required, save and log off
*Swop with partner

Plenary:
*Use whiteboard, recap work all – use children who would benefit from the re-inforcement, to demonstrate and focus on work that needs extra support.
*HA children to be used towards the end of the plenary to demonstrate reasons / uses of justification that may not have been covered. Also, HA children to demonstrate any effective presentation techniques that teacher might have identified during the lesson
Resources:
*Computer Suite
*Interactive whiteboard (desirable)
ICT Opportunities:
ICT lesson
6
Learning Intention:
To copy and paste (pictures and text)
Instruction and differentiated activities:
Intro:
*Recap: Recap work done so far, (use children to demonstrate on the Whiteboard as you go Use LA children who need extra reinforcement). Identify that these are all ways to modify the appearance of the text We have learned ALL the different ways to modify text.
*Copy and Paste: Demonstrate a simple copy and paste of text on the whiteboard. When might we use this? Why?
Demonstrate copying and pasting of text and of a picture. It will be quite complex to locate a picture so may be more suitable for HA children.
*Emphasise that PLAGARISM is illegal – and also definitely immoral (would you like someone to steal your work?) Copy and paste should therefore be used carefully!!!

Main Activity:
LA - LI: To copy and paste. Produce a short brochure / booklet. Use copy and paste. Print.
MA - LI: To copy and paste a picture. Produce a short brochure / booklet.Use copy and paste to insert a picture (use copy and paste for text if children find it to hard to locate a picture and work with different screens). Print independently
HA - LI: To copy and paste text and pictures. To produce a short brochure / booklet, using ALL presentation methods that may be suitable. To use copy and paste to insert both text and pictures. Print independently.

*Children to work in differentiated pairs (some pairs must therefore be expected to work at a pace well above that of their peers) Each child to take turns
*Logon, type work as required, save and log off
*Swop with partner

Plenary:
*Use whiteboard, recap work all – use children who would benefit from the re-inforcement, to demonstrate and focus on work that needs extra support.
*HA children to be used towards the end of the plenary to demonstrate inserting of pictures – and also to identify appropriate presentation techniques that have been used.
Resources:
*Computer Suite
*Interactive whiteboard (desirable)
ICT Opportunities: ICT lesson

ICT lesson

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Last modified: 7 January 2005
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