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Introduction to Computers and the Internet: Language Arts Skills – Unit Plan Lesson Plan

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Lesson Plan #: AELP-EDT0204
Submitted by: Travis Olson and Gwen Stevens
Email: tolson@theramp.net
Endorsed by: Lynne Ruben
             Western Illinois University

Date:
November 15, 2001


Grade Level: Kindergarten, 1

Subject(s):

  • Computer Science
  • Language Arts/Alphabet
  • Language Arts/Process Skills

Description: At the beginning of this unit, students learn how to use the mouse and the keyboard to interact with the computer. Throughout the rest of the unit, students use web sites to practice various language arts skills. (Depending on the skills of the students, the lessons can be completed in a two-week time period or interspersed throughout the year.) Note: The use of a computer lab is recommended for these lessons .

Unit Goals: To provide a language and experience rich environment which promotes the development of oral language (listening and speaking skills), emergent literacy (early reading and early writing skills), and technology skills.

Unit Objectives:

  • Students will be able to press the left mouse button to interact with the computer.
  • Students will press the left mouse button on specified areas of the screen to interact with the computer.
  • Students will develop a left-to-right progression across a page.
  • Students will press a specified key on the keyboard to interact with the computer.
  • Students will correctly identify letters of the alphabet.
  • Students will be able to match rhyming words.
  • Students will correctly identify blending (cluster) sounds.
  • Students will be able to correctly sequence events in a story.
  • Students will be able to identify differences between real and make-believe stories.
  • Materials:

    • computers with Internet access (must have current Shockwave program installed)
    • projector
    • headphones
    • small stickers
    • paper
    • crayons

    Unit Assessment: Students will be informally assessed throughout the unit as they develop skills in using the mouse and the keyboard. (Please see other assessments as indicated below.)


    Table of Contents

    Lesson 1: Introduction to the Mouse – Choo Choo Train
    Lesson 2: Using the Mouse – Honey Pot Hunt
    Lesson 3: Using the Mouse – Space Germs!
    Lesson 4: Using the Keyboard
    Lesson 5: More Practice with the Keyboard
    Lesson 6: Rhyming Words
    Lesson 7: Blends
    Lesson 8: Story Sequencing
    Lesson 9: Real and Make-Believe Stories

    Lesson #1
    : Introduction to the Mouse – Choo Choo Train Duration: 30 minutes

    Objective: Students will be able to press the left mouse button to interact with the computer.

    Materials:

    • computers with Internet access
    • projector
    • headphones
    • small stickers

    Procedure:
    Introduction:
    Begin the lesson by discussing how things interact. Give several examples, such as how a student must press a crayon on the paper in order for the color to show on the paper and how students must button their shirt buttons in order for the shirt to stay closed. Ask the students how they interact with the computer, that is, what they do that makes the computer do something. Focus the students, with prompts, to find out how they use the mouse.

    Demonstration:
    Show the computer mouse to the class. Explain that usually the user clicks on the left mouse button to interact with the computer. Point out this button to the students. Then place a small sticker on that button to further identify it. Use the projector to show students the web site for Choo Choo Train . Demonstrate how to place the mouse on the area that you want to interact with. To do this, help students place the mouse over various parts of the train and then have students volunteer to click with the left mouse button (the one with the sticker).

    Practice:
    Have the Choo Choo Train web site bookmarked on all computers in the computer lab. Put a sticker on each left mouse button (keep the stickers on for the duration of the unit). Students will practice using the left mouse button by clicking on various parts of the train. Students can use headphones (if available) to hear the sounds that occur when they click on different parts of the train. Assessment: Informal assessment as students listen to the train sounds. Are any students having difficulty using the left mouse button?

    Useful Internet Resource:
    * Choo Choo Train
    http://www.bbc.co.uk/cbeebies/funandgames/clickapics/choochootrain.shtml



    Lesson #2
    : Using the Mouse – Honey Pot Hunt Duration: 30 minutes

    Objective: Students will press the left mouse button on specified areas of the screen to interact with the computer.

    Materials:

    • computers with Internet access
    • projector

    Procedure:
    Introduction:
    Begin the lesson by reminding students how they interacted with the computer during their last trip to the computer lab. Ask students what they did in the computer lab. Discuss students’ answers, highlighting the idea that they used the left mouse button to interact with the computer. Ask students what the computer did when they clicked the left mouse button. Discuss students’ answers, highlighting the train’s sound effects. Then explain to the students that sometimes the computer tells you where to click in order to interact with it.

    Demonstration:
    Show students the computer mouse. Remind students that usually the user clicks on the left button to interact with the computer. Point out this button to the students. Remind students of the small sticker on that button. Use the projector to show students the Honey Pot Hunt game. Then demonstrate how to use the mouse to select the color that the bear indicates.

    Practice:
    Have the Honey Pot Hunt web site bookmarked on all computers in the computer lab. Make sure there is a sticker on each left mouse button. Students will practice using the left mouse button by clicking on the colors as indicated. Assessment: Students will be informally assessed as they use the mouse.

    Useful Internet Resource:
    * LittleFingers Online Games – Honey Pot Hunt
    http://www.little-g.com/shockwave/honey.html



    Lesson 3
    : Using the Mouse – Space Germs! Duration: 30 minutes

    Objective: Students will develop a left-to-right progression across a page.

    Materials:

    • computers with Internet access
    • projector

    Procedure:
    Introduction:
    Begin the lesson by reminding students how they interacted with the computer during their last trip to the computer lab. Ask students what they did. Discuss students’ answers, highlighting the idea that they used the mouse to interact with the computer. Then ask the students what the computer did when they clicked the left mouse button. Discuss students’ answers, highlighting the idea of trying to find the honey jars by clicking on the colors.

    Demonstration:
    Use the computer and the projector to show the Space Germs game. Select the very slow game. Remind students of how to use the left mouse button (the one with the sticker on it). Also point out how the space germs are moving across the screen in a left to right fashion.

    Practice:
    Have the Space Germs web site bookmarked on all computers in the computer lab. Make sure there is a sticker on each left mouse button. Students will use the left mouse button to catch the space germs as they move from left to right across the screen. Monitor and assist students as needed. Assessment: Students will be informally assessed as they use the mouse.

    Useful Internet Resource:
    * LittleFingers Online Games – Space Germs!
    http://www.little-g.com/shockwave/germs.html



    Lesson 4
    : Using the Keyboard Duration: 30 minutes

    Objective: Students will be able to press a specified key on the keyboard to interact with the computer.

    Materials:

    • computers with Internet access
    • projector

    Procedure:
    Introduction:
    Begin the lesson by reminding students how they interacted with the computer during their last trip to the computer lab. Ask the students what they did. Discuss students’ answers, highlighting the idea that they used the mouse to catch the space germs. Remind students that in previous classes they used the mouse to click on the correct color and to hear the train sounds. Explain to the students that sometimes you have to use the keyboard in order to interact with the computer.

    Demonstration:
    Show students the computer keyboard. Explain that sometimes you need to use the keyboard to tell the computer what you want to do. Then ask students what they see on the keyboard buttons. Discuss the answers given, highlighting the idea that the letters of the alphabet are on the keyboard. Use the projector to show students the On-Line Bubbles game. Click on Begin bubbles. Demonstrate how to press the keyboard button that has the same letter as shown on the screen. Ask for volunteers to help demonstrate the game.

    Practice:
    Have the On-Line Bubbles game web site bookmarked on all computers in the computer lab. Students will go to the web site and click on Begin Bubbles. Students will use the keyboard to identify the letters as shown. Assessment: Students will be informally assessed as they use the keyboard. Are any students having difficulty locating letters on the keyboard?

    Useful Internet Resources:
    * Typing Master: On-Line Bubbles
    http://www.typingmaster.com/index.asp?go=bubbles

    * Keyboard Layout
    http://www.educate.org.uk/it/it_keyboard_layout.pdf



    Lesson 5
    : More Practice with the Keyboard Duration: 30 minutes

    Objective: Students will correctly identify letters of the alphabet.

    Materials:

    • computers with Internet access
    • projector
    • headphones

    Procedure:
    Introduction:
    Begin the lesson by asking students to recite the letters of the alphabet. As a large group, students will respond saying the letters that they know. Then ask students how they can interact with the computer. Discuss the answers given, highlighting the use of the mouse and the keyboard. Ask the students if they remember how they interacted with the computer during the last trip to the computer lab. Discuss the answers given, highlighting that the students pushed keyboard buttons that corresponded with alphabet letters on the screen.

    Demonstration:
    Use the computer and projector to show students the Alphabet Action game. Instruct students how to select a letter by clicking the left mouse button. When a letter is clicked, students will hear the letter said as they watch the letter and a word that starts with that letter appear on the screen. Select a few students to help demonstrate the game.

    Practice:
    Have the Alphabet Action web site bookmarked on all computers in the computer lab. Students will use the left mouse button to click on the letters of the alphabet.

    Enrichment:
    Advanced students may be beyond this lesson. Students that have gone beyond this objective can go to the A.B.Cow web site , playing the easy game . At this web site, students need to decide which letter is missing from the alphabet. Once they have discovered which letter is missing, they need to press that letter on the keyboard. Assessment: Informal assessment as students use the mouse and/or keyboard

    Useful Internet Resources:
    * Learning Planet – Alphabet Action
    http://www.learningplanet.com/act/fl/aact/index.asp

    * PBS Kids – Between the Lions: A.B.Cow
    http://pbskids.org/lions/games/abcow2.html



    Lesson 6
    : Rhyming Words Duration: 45 minutes

    Objective: Students will be able to match rhyming words.

    Materials:

    • computers with Internet access
    • projector

    Procedure:
    Introduction:
    Begin the lesson by reviewing what students experienced on their last trip to the computer lab. Ask students if they remember how they interacted with the computer during their past trips. Discuss the various answers given, highlighting the fact that they used the mouse and the keyboard. Then ask the students what they did during their past trips. Again, discuss the various answers and highlight hearing letters, picking colors, catching space germs, and listening to the train.

    Inform students that today they are going to be working with rhyming words. Ask students to define what rhyming words are (words that have different beginning sounds but the same sounds throughout the rest of the word).

    Guided Practice:
    Use the board to show students several rhyming words. Ask students how the words are the same. Underline the letters that both words have in common. Repeat this exercise several times.

    Demonstration:
    Using the computer and the projector, go to Digby Mole’s Word Game . Ask for volunteers to help demonstrate the game.

    Practice:
    Have the Digby Mole’s Word Game web site bookmarked on all computers in the computer lab. Students will use the left mouse button to click on the correct rhyming word.

    Enrichment:
    Some students may understand this objective quicker than others. Those students who pick up the objective quickly can go on to either http://www.quia.com/jg/65870.html or http://www.quia.com/jg/65765.html . Both of these sites are from Quia. Both sites feature matching, concentration, and word searches for rhyming words. Assessment: Students will be informally assessed as they use the mouse. Are any students having difficulty identifying rhyming words?

    Useful Internet Resources:
    * The Little Animals Activity Centre – Digby Mole’s Word Game
    http://www.bbc.co.uk/schools/laac/words/dgi.shtml

    * Quia – Rhyming Words
    http://www.quia.com/jg/65870.html

    * Rhyming Words – Kindergarten
    http://www.quia.com/jg/65765.html



    Lesson 7
    : Blends Duration: 30 minutes

    Objective: Students will be able to correctly identify blending (cluster) sounds.

    Materials:

    • computers with Internet access
    • projector
    • headphones

    Procedure:
    Introduction:
    Begin the lesson by reviewing how to use the mouse to interact with the computer. Ask the students what they do to make the mouse work. Discuss the various ideas given by the students, but highlight clicking on the button with the sticker on it. Ask the students what they have done so far by clicking the mouse button. Discuss the various items mentioned, highlighting selecting the colors, catching the space germs, hearing the train parts, and selecting the rhyming word.

    Inform students that today they are going to be working with blends. Write examples of blends on the board. Ask students which part of the word is the blend. Discuss the various answers given and highlight the correct choice. Underline the blends as they are named.

    Demonstration:
    Using the computer and projector, demonstrate the Wordblender game. Repeat the word given and then ask the students what cluster the word starts with. If students are having trouble identifying the sound, name the possible choices. After students have identified the beginning cluster, select that choice, being sure to remind students how to left click. Repeat the process with the end blend.

    Practice:
    Have the Wordblender web site bookmarked on all computers in the computer lab. Students will use the left mouse to click on the letter clusters. Assessment: Students will be informally assessed as they identify blends.

    Useful Internet Resource:
    * BBC Education – Wordblender Game
    http://www.bbc.co.uk/schools/wordsandpictures/clusters/blender/index.shtml



    Lesson 8
    : Story Sequencing Duration: 45 minutes

    Objective: Students will be able to correctly sequence events in a story.

    Materials:

    • computers with Internet access
    • projector
    • headphones
    • paper
    • crayons

    Procedure:
    Introduction:
    Review the mouse skills that students have used in the previous lessons. Remind students of how they have interacted with the computer by using the left mouse button (the button with the sticker) and how they pressed the letter buttons on the keyboard.

    Instruction:
    Tell the students a simple story, such as the story of The Three Little Pigs . Ask students what happened first. Illustrate the beginning of the story on the board. Ask what happened next; illustrate this as well. Ask for a few more events and illustrate them on the board. Finally, ask what happened last. Then illustrate this last scene.

    Demonstration:
    Use the computer and projector to show the Storyplace Preschool Library . Select a story using the mouse. Remind students how to use the left mouse button to click on the arrow in order to continue the story. After the story has been completed, ask the students how the story began; illustrate this. Ask, What was the main thing that happened in the story? Continue to illustrate on the board. Lastly, ask the students how the story ended. Illustrate the ending on the board as well. Explain to the students that for today’s activity they will be listening to a story and then drawing pictures to show what happened and what order the events happened.

    Practice:
    Take the students to the computer lab. All computers should have the Storyplace Preschool Library bookmarked. Students will select a story from the list. After students have finished the story, they will place their keyboard on top of the computer. Each student will be given paper and crayons. Students will be asked to draw at least three pictures that show what happened in the story.

    Enrichment:
    Students that have begun to read may be placed on Storyplace Elementary Library . This site is slightly more advanced and requires students to do some reading. This site also allows the students to enter names, making it more interactive. Assessment: Collect students’ drawings and assess the sequence of the pictures.

    Useful Internet Resources:
    * Storyplace Preschool Library
    http://www.storyplace.org/preschool/other.asp

    * Storyplace Elementary Library
    http://www.storyplace.org/eel/other.asp



    Lesson 9
    : Real and Make-Believe Stories Duration: 30 minutes

    Objective: Students will be able to identify differences between real and make-believe stories.

    Materials:

    • computers with Internet access
    • projector
    • headphones

    Procedure:
    Introduction:
    Begin the lesson by reminding students of the computer skills, specifically using the mouse and keyboard, that the students have developed. Tell the students a make-believe story and ask the students if the story was real or make-believe. On the board, make a list of the reasons that the students give for the story being make-believe.

    Instruction:
    Discuss the list of make-believe elements that the students have given. Tell the students that make-believe stories are stories that couldn’t really happen. Then tell the students a real story. Ask if this story is real or make-believe. Ask the students to name what makes the story real. On the board, list and discuss the reasons given. Explain that real stories are stories that could happen in real life

    Demonstration:
    Use the computer and projector to show Tina’s World . Students will listen as Tina explains the differences between real and make-believe stories. Then guide students through the first story. At the end of the story, ask the students if the story was real or make-believe. Ask the students to name why they think so. Click on the choice that the students think is correct.

    Practice:
    Take the students to the computer lab. All computers should have Tina’s World bookmarked. Students will use the mouse to select stories to read. Assessment: Informal assessment as students advance through the web site.

    Useful Internet Resource:
    * Tina’s World – Real of Make Believe
    http://www.cogcon.com/gamegoo/games/tina/tina.html