Computer Applications and Keyboarding Applications...Keyboarding The curriculum developer and...

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Computer Applications

and Keyboarding Curriculum

Grade 6


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

June 26, 2019 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Dorothea L. Fernandez, President

Laura G. Granelli, Vice President

Brady M. Connaughton Nicole M. Green

Jerome H. Hubbard Jason A. Jones

Mark A. Matson Michelle A. Moss

Donna Puryear Antonio Lopez, Neptune City Rep.

SCHOOL DISTRICT ADMINISTRATION

Tami R. Crader, Ed.D.

Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent of Schools

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Sally A. Millaway, Ed.D.

Director for Curriculum, Instruction & Assessment

Kathleen M. Skelton

Director of Special Services

Heba Abdo, Ed.D.

Supervisor of STEM

Lakeda Demery-Alston

Supervisor of Humanities & ESL

Charles Kolinofsky

Supervisor of Data & Information

Kathleen M. Thomsen

Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Lori B. Burns, Ed.D., Early Childhood Center

Joshua Loveland, Gables

James M. Nulle, Green Grove

Mark K. Alfone, Ed.D., Midtown Community

Janelle Williams, Shark River Hills

Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION

Arlene M. Rogo, Ed.D., Principal

Thomas Decker, Vice Principal

Michael V. Smurro, Vice Principal

HIGH SCHOOL ADMINISTRATION

Jennifer C. Joseph, Principal

Titania M. Hawkins, Ed.D., Vice Principal

Kevin McCarthy, Vice Principal

James H. Whitson, Vice Principal

Richard Arnao, Administrator for Athletic & Co-Curricular Activities

DEPARTMENT CHAIRPERSONS

Kelly Baldino

Juan Beltran

Dawn Reinhardt

Nicole Sanyigo

Tara L. Stephenson

Karen Watt

Hillary L. Wilkins


COMPUTER APPLICATIONS

AND KEYBOARDING

CURRICULUM

Table of Contents

Acknowledgements ............................................................................................................i

District Mission Statement ............................................................................................... ii

District Educational Outcome Goals .............................................................................. iii

Course Description........................................................................................................... iv

Curriculum

Unit Title Page

Microsoft EXCEL and Google Sheets .............................................................................. 1

Team Standings .......................................................................................................... 13

Calendar ..................................................................................................................... 14

Survey ........................................................................................................................ 16

Holiday Wish List ...................................................................................................... 17

Buying a Car .............................................................................................................. 18

GROUPON ................................................................................................................ 20

Microsoft PowerPoint and Google Slides ....................................................................... 22

Who Are You? ........................................................................................................... 35

How Do You Become….? ......................................................................................... 36

Planning a Vacation ................................................................................................... 38

Keyboarding .................................................................................................................... 39

Internet Knowledge: How to Use the Internet .......................................................... 53

Cyberbullying ............................................................................................................ 55

Keyboarding ............................................................................................................... 56

Pacing Guide ................................................................................................................... 57


Computer Application and Keyboarding

Acknowledgements

The Neptune Township School District is dedicated to preparing our students with the skills and

knowledge necessary to be effective contributors and active participants of the 21st century. As

students master the technology standards, they will gain the skills necessary to be successful in

the ever changing world.

The Computer Applications and Keyboarding curriculum was developed for Neptune Middle

School through the efforts of Michael Jahoda, Neptune Middle School Computer Science

Teacher, under the guidance of Dawn Reinhardt, Department Chairperson, Heba Abdo, Ed.D.,

Supervisor of STEM, and Sally A. Millaway, Ed.D., Director for Curriculum, Instruction and

Assessment. Mr. Jahoda is to be commended for his dedication in creating this curriculum to

include both Microsoft and Google platforms, formatting it into UbD, and utilizing his expertise

in the area of computer applications.

This curriculum guide enhances the students’ skills in computer applications which include, but

are not limited to:

Microsoft Word, EXCEL, and PowerPoint

Google Docs, Sheets, and Slides

Keyboarding

The curriculum developer and administration recognizes that students must be able to use many

types of technology to research topics, collect information, manage data, and create multimedia

presentations. It is our hope that this guide will serve as a valuable resource for the staff

members who teach this course and that they will feel free to make recommendations for its

continued improvement.

The Computer Applications and Keyboarding curriculum guide was written with a related pacing

guide in alignment to the 2016 New Jersey Student Learning Standards for Technology (NJSLS-

Technology) and the International Society for Technology in Education (ISTE) Standards.

i


DISTRICT MISSION STATEMENT

The primary mission of the Neptune Township School District is to prepare students for a life-

long learning process in a complex and diverse world. It is with high expectations that our

schools foster:

• A strong foundation in academic and modern technologies.

• A positive and varied approach to teaching and learning.

• An emphasis on critical thinking skills and problem-solving techniques.

• A respect for and an appreciation of our world, its resources, and its people.

• A sense of responsibility, good citizenship, and accountability.

• An involvement by the parents and the community in the learning process.

ii


Educational Outcome Goals

The students in the Neptune Township schools will become life-long learners and will:

Become fluent readers, writers, speakers, listeners, and viewers with comprehension and

critical thinking skills.

Acquire the mathematical skills, understandings, and attitudes that are needed to be

successful in their careers and everyday life.

Understand fundamental scientific principles, develop critical thinking skills, and

demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,

and interpreting information.

Become technologically literate.

Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).

Develop the ability to understand their world and to have an appreciation for the heritage

of America with a high degree of literacy in civics, history, economics and geography.

Develop a respect for different cultures and demonstrate trustworthiness, responsibility,

fairness, caring, and citizenship.

Become culturally literate by being aware of the historical, societal, and multicultural

aspects and implications of the arts.

Demonstrate skills in decision-making, goal setting, and effective communication, with a

focus on character development.

Understand and practice the skills of family living, health, wellness and safety for their

physical, mental, emotional, and social development.

Develop consumer, family, and life skills necessary to be a functioning member of

society.

Develop the ability to be creative, inventive decision-makers with skills in

communicating ideas, thoughts and feelings.

Develop career awareness and essential technical and workplace readiness skills, which

are significant to many aspects of life and work.

iii

COMPUTER APPLICATIONS

AND KEYBOARDING

COURSE DESCRIPTION

Computer Applications and Keyboarding is designed for students in the sixth grade. In this

course, students will learn an overview of computer hardware and software. They will also learn

how to use basic computer programs to design and create various projects. Programs include:

Microsoft Platform: Word, EXCEL, and PowerPoint

Google Platform: Google Classroom, Docs, Sheets, and Slides

Keyboarding

Students will also learn the importance of internet usage and safety, while using the internet as a

research venue.

iv

1

Unit Plan

Microsoft Excel and Google Sheets

Suggested Time

Frame

31 class blocks

Overview / Rationale

In this unit, students will learn the purpose and functionality of Microsoft Excel/Google Sheets

by introducing keywords and concepts. Students will learn terminology, how to format cells,

styles, colors, fills, and basic equation functions. As students skills grow with Excel/Sheets

they will explore the graphing and summation tools to further build knowledge of the

programs. Students will ultimately learn skills that are essential for workplace productivity.

Stage 1: Identify Desired Results

NJSLS for Technology

NJSLS 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaborate and create and communicate knowledge

Strand A. Technology Operations and Concepts

8.1.2.A.3 Compare the common uses of at least two different digital applications and

identify the advantages and disadvantages of using each.

NJSLS 8.2 Technology Education, Engineering, Design and Computational Thinking All students will develop an understanding of the nature and impact of technology,

engineering, technological design, computational thinking and the designed world as they

relate to the individual, global society, and the environment.

Strand A. The Nature of Technology: Creativity and Innovation

8.2.2.A.1 Define products produced as a result of technology or of nature

8.2.2.A.2 Describe how designed products and systems are useful at school, home and

work.

8.2.2.A.3 Identify a system and the components that work together to accomplish its

purpose

8.2.2.A.5 Collaborate to design a solution to a problem affecting the community.

Strand B. Technology and Society 8.2.2.B.1 Identify how technology impacts or improves life

8.2.2.B.3 Identify products or systems that are designed to meet human needs.

8.2.2.B.4 Identify how the ways people live and work has changed because of

technology.

Strand C. Design

8.2.2.C.1 Brainstorm ideas on how to solve a problem or build a product.

2

International Society for Technology in Education (ISTE) Standards

1. Creativity and innovation Students demonstrate creative thinking, construct

knowledge, and develop innovative products and processes using technology. a. Apply

existing knowledge to generate new ideas, products, or processes b. Create original works as a

means of personal or group expression c. Use models and simulations to explore complex

systems and issues d. Identify trends and forecast possibilities.

2. Communication and collaboration Students use digital media and environments to

communicate and work collaboratively, including at a distance, to support individual

learning and contribute to the learning of others. a. Interact, collaborate, and publish with

peers, experts, or others employing a variety of digital environments and media b.

Communicate information and ideas effectively to multiple audiences using a variety of media

and formats c. Develop cultural understanding and global awareness by engaging with learners

of other cultures d. Contribute to project teams to produce original works or solve problems.

3. Research and information fluency Students apply digital tools to gather, evaluate, and

use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate,

synthesize, and ethically use information from a variety of sources and media c. Evaluate and

select information sources and digital tools based on the appropriateness to specific tasks d.

Process data and report results.

4. Critical thinking, problem solving, and decision making Students use critical thinking

skills to plan and conduct research, manage projects, solve problems, and make

informed decisions using appropriate digital tools and resources. a. Identify and define

authentic problems and significant questions for investigation b. Plan and manage activities to

develop a solution or complete a project c. Collect and analyze data to identify solutions

and/or make informed decisions d. Use multiple processes and diverse perspectives to explore

alternative solutions.

5. Digital citizenship Students understand human, cultural, and societal issues related to

technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and

responsible use of information and technology b. Exhibit a positive attitude toward using

technology that supports collaboration, learning, and productivity c. Demonstrate personal

responsibility for lifelong learning d. Exhibit leadership for digital citizenship.

6. Technology operations and concepts Students demonstrate a sound understanding of

technology concepts, systems, and operations. a. Understand and use technology systems b.

Select and use applications effectively and productively c. Troubleshoot systems and

applications. Transfer current knowledge to learning of new technologies.

3

Essential Questions: Enduring Understandings:

1. How can I transfer what I know to new

technological situations/experiences?

2. How has the use of digital improved

opportunities for communication and

collaboration?

3. Why is the evaluation and appropriate

use of accurate information more

important than ever in the information

age?

4. Digital tools provide opportunities for

people to have new experiences,

recognize problems, design solutions,

and express their ideas.

Students will understand that…

1. A tool is only as good as the person

using it.

2. Digital tools allow for communication

and collaboration anytime/anyplace

worldwide.

3. Information is spread worldwide within

seconds due to technological

advancements and has an immediate

impact.

4. How can digital tools be used for

creating original and innovative works,

ideas, and solutions?

Knowledge: Skills:

Students will know…

Use Microsoft Excel to gather data and

create a survey spreadsheet.

Use Microsoft Excel to generate a

spreadsheet to calculate, graph, and

present information.

Use Microsoft Excel to learn how to

use the toolbar and shortcuts

effectively.

How to change font styles, size, fills,

and colors.

How to create a graph with recorded

information.

How to use basic functions.

Students will be able to…

Demonstrate how to gather data and

create a spreadsheet.

Create a spreadsheet to calculate,

graph, and present information.

Apply shortcuts in Microsoft Excel

effectively.

Change font style, size, color, and fills.

Create graphs and record information.

Demonstrate how to use basic

functions.

4

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

E – encouraged

T – taught

A – assessed

Career Ready Practices

9.1 Personal Financial

Literacy

ETA CRP1. Act as a responsible and contributing

citizen and employee.

x Income and Careers

ET CRP2. Apply appropriate academic and

technical skills.

x Money Management

E CRP3. Attend to personal health and financial

well-being.

x Credit and Debt

Management

ETA CRP4. Communicate clearly and effectively

and with reason.

x Planning, Saving, and

Investing

ET CRP5. Consider the environmental, social

and economic impacts of decisions.

x Becoming a Critical

Consumer

ETA CRP6. Demonstrate creativity and

innovation.

x Civic Financial

Responsibility

ETA CRP7. Employ valid and reliable research

strategies. Insuring and Protecting

ETA CRP8. Utilize critical thinking to make sense

of problems and persevere in solving them.

9.2 Career Awareness,

Exploration, and

Preparation

ET CRP9. Model integrity, ethical leadership and

effective management.

x Career Awareness

ETA CRP10. Plan education and career paths

aligned to personal goals.

x Career Exploration

ETA CRP11. Use technology to enhance

productivity.

x Career Preparation

ETA CRP12. Work productively in teams while

using cultural global competence.

Career Awareness, Exploration, and Preparation

Computer Programmer

Software Developer

Administrative Assistant / Data Entry

IT Technician

Analyst

Web Developer

5

Interdisciplinary Connections

New Jersey Student Learning Standards - ELA

RL.7.1. Cite several pieces of textual evidence and make relevant connections to support

analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting

shapes the characters or plot).

W.7.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,

or trying a new approach.

W.7.6. Use technology, including the Internet, to produce and publish writing and to interact

and collaborate with others.

W.7.8. Gather relevant information from multiple print and digital sources, assess the

credibility and accuracy of each source, and integrate the information while avoiding

plagiarism

Technology Integration

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate,

and synthesize information in order to solve problems individually and collaborate and to

create and communicate knowledge.

Google Suite - Docs, Sheets, Slides, Forms

NJSLS 8.2 Technology Education, Engineering, Design and Computational Thinking

All students will develop an understanding of the nature and impact of technology,



6

Integrated Social and Emotional Learning Competencies

The following social and emotional competencies are integrated in this curriculum document:

Self-Awareness

☐ Recognize one’s own feelings and thoughts

☐ Recognize the impact of one’s feelings and thoughts on one’s own behavior

☒ Recognize one’s personal traits, strengths and limitations

☒ Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management

☐ Understand and practice strategies for managing one’s own emotions, thoughts and

behaviors

☒ Recognize the skills needed to establish and achieve personal and educational goals

☒ Identify and apply ways to persevere or overcome barriers through alternative

methods to achieve one’s goals

Social Awareness

☐ Recognize and identify the thoughts, feelings, and perspectives of others

☐ Demonstrate an awareness of the differences among individuals, groups, and

others’ cultural backgrounds

☒ Demonstrate an understanding of the need for mutual respect when viewpoints

differ

☒ Demonstrate an awareness of the expectations for social interactions in a variety of

setting

Responsible Decision Making

☒ Develop, implement and model effective problem solving and critical thinking

skill

☒ Identify the consequences associated with one’s action in order to make

constructive choices

☐ Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills

☒ Establish and maintain healthy relationships

☐ Utilize positive communication and social skills to interact effectively with others

☐ Identify ways to resist inappropriate social pressure

☐ Demonstrate the ability to present and resolve interpersonal conflicts in

constructive ways

☒ Identify who, when, where, or how to seek help for oneself or others when needed

7

Teacher Resources

Websites Hyperlinks for Team Standings www.espn.com

www.NFL.com

www.classroom.google.com

www.freetypinggame.net

Hyperlinks for Calendar http://www.ducksters.com/history

http://www.ticketmaster.com

www.nhl.com

www.nba.com

Hyperlinks for Holiday Wish List http://www.toysrus.com

https://www.amazon.com

Hyperlinks for Vehicle Websites http://www.chevy.com/

https://www.mbusa.com/

http://www.bmwusa.com/

http://www.chrysler.com/en/

http://www.ford.com/

https://www.mazdausa.com/

http://www.cadillac.com/

http://www.buick.com/

http://automobiles.honda.com/

https://www.hyundaiusa.com/

https://www.audiusa.com/

http://www.infiniti.com/

https://www.nissanusa.com/

http://www.toyota.com/

http://www.gmc.com/

http://www.dodge.com/

http://www.kia.com/

http://www.carpaymentcalculator.net/

Hyperlinks for GROUPON

https://www.groupon.com/getaways

https://www.expedia.com

Additional Hyperlinks

www.brainpop.com

www.coolmath4kids.com

Stage 2 – Assessment Evidence

Other Evidence: Formative Assessments

Informal Observations

Exit Slips

Self-Assessments

Games

Questioning

Other Evidence: Pre-Assessments & Summative Assessments

Rubric based scoring

Formative Assessments

Performance Assessments

http://www.espn.com/

http://www.nfl.com/

http://www.classroom.google.com/

http://www.freetypinggame.net/

http://www.ducksters.com/history

http://www.ticketmaster.com/

http://www.nhl.com/

http://www.nba.com/

http://www.toysrus.com/

https://www.amazon.com/

http://www.chevy.com/

https://www.mbusa.com/

http://www.bmwusa.com/

http://www.chrysler.com/en/

http://www.ford.com/

https://www.mazdausa.com/

http://www.cadillac.com/

http://www.buick.com/

http://automobiles.honda.com/

https://www.hyundaiusa.com/

https://www.audiusa.com/

http://www.infiniti.com/

https://www.nissanusa.com/

http://www.toyota.com/

http://www.gmc.com/

http://www.dodge.com/

http://www.kia.com/

http://www.carpaymentcalculator.net/

https://www.groupon.com/getaways

https://www.expedia.com/

http://www.brainpop.com/

http://www.coolmath4kids.com/

8

Accommodations and Modifications

Below please find a list of suggestions for accommodations and modifications to meet the

diverse needs of our students. Teachers should consider this a resource and understand that

they are not limited to the recommendations included below.

An accommodation changes HOW a student learns; the change needed does not alter the

grade-level standard. A modification changes WHAT a student learns; the change alters the

grade-level expectation.

Special Education and 504 Plans

All modifications and accommodations must be specific to each individual child’s IEP

(Individualized Educational Plan) or 504 Plan.

Pre-teach or preview vocabulary

Repeat or reword directions

Have students repeat directions

Use of small group instruction

Pair visual prompts with verbal presentations

Ask students to restate information, directions, and assignments

Repetition and time for additional practice

Model skills/techniques to be mastered

Extended time to complete task/assignment/work

Provide a copy of class notes

Strategic seating (with a purpose - eg. less distraction)

Flexible seating

Repetition and additional practice

Use of manipulatives

Use of assistive technology (as appropriate)

Assign a peer buddy

Emphasize key words or critical information by highlighting

Use of graphic organizers

Scaffold with prompts for sentence starters

Check for understanding with more frequency

Provide oral reminders and check student work during independent practice

Chunk the assignment - broken up into smaller units, work submitted in phases

Encourage student to proofread assignments and tests

Provide regular home/school communication

Teacher checks student planner

Provide student with clear expectations in writing and grading criteria for assignments

(rubrics)

9

Testing Accommodations:

Students should receive all testing accommodations for Benchmark assessments that they

receive for State testing.

Setting: Alternate setting for assessments, small groups, screens to block distractions

Presentation: large print, test readers, use of audio, fewer questions on each page

Response: answer verbally, use large block answer sheet, speech-to-text dictation,

accept short answers

Allow for retakes

Provide study guides

Use of reference aids such as glossary, multiplication tables, calculator

Choice of test format (multiple-choice, essay, true-false)

Alternate ways to evaluate (projects or oral presentations instead of written tests)

Open-book or open-note tests

English Language Learners:

All modifications and accommodations should be specific to each individual child’s LEP level

as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.





Scaffold language based on their Can Do Descriptors

Alter materials and requirements according to Can Do Descriptors

Adjust number of paragraphs or length of writing according to their Can Do Descriptor

TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts

through multi-sensory forms such as with body language, intonation



Model skills and techniques to be mastered

Native Language translation (peer, assistive technology, bilingual dictionary)





Use of self-assessment rubrics

Increase one-on-one conferencing; frequent check ins

Use study guide to organize materials

Make vocabulary words available in a student created vocabulary notebook,

vocabulary bank, Word Wall, or vocabulary ring

Extended time

10

Select text complexity and tiered vocabulary according to Can Do Descriptors

Projects completed individually or with partners

Use online dictionary that includes images for words:

http://visual.merriamwebster.com/.

Use online translator to assist students with pronunciation:

http://www.reverso.net/text_translation.aspx?lang=EN.

Students at Risk of Failure:

Use of self-assessment rubrics for check-in


Ask students to restate information and/or directions

Opportunity for repetition and additional practice


Extended time

Provide copy of class notes

Strategic seating with a purpose

Provide students opportunity to make corrections and/or explain their answers

Support organizational skills

Check daily planner

Encourage student to proofread work

Assign a peer buddy

Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal);

Logical (reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of

self); Visual Spatial Intelligence; Interpersonal Intelligence (the ability to interact with

others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles:

Visual; Auditory; Tactile; Kinesthetic; Verbal

High Achieving:

Extension Activities

Allow for student choice from a menu of differentiated outcomes; choices grouped by

complexity of thinking skills; variety of options enable students to work in the mode

that most interests them

Allow students to pursue independent projects based on their individual interests

Provide enrichment activities that include more complex material

Allow opportunities for peer collaboration and team-teaching

Set individual goals

Conduct research and provide presentation of appropriate topics

Provide students opportunity to design surveys to generate and analyze data to be used

in discussion

Allow students to move through the assignment at their own pace (as appropriate)

http://visual.merriamwebster.com/

http://www.reverso.net/text_translation.aspx?lang=EN

11

Strategies to Differentiate to Meet the Needs of a Diverse Learning Population

Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of

similar/different rather than memorizing definitions

Provide “Realia” (real life objects to relate to the five senses) and ask questions

relating to the senses

Role Play-students create or participate in role playing situations or Reader’s Theater

Moving Circle-an inside and outside circle partner and discuss, circles moves to new

partner (Refer to Kagan Differentiated Strategies)

Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to

music. Group discusses topic and responses on paper. Groups rotate twice to see

comments of others. (Refer to Kagan Differentiated Strategies)

Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts

and rotate.

Chunking-chunk reading, tests, questions, homework, etc to focus on particular

elements.

Think Pair Share Write

Think Talk Write

Think Pair Share

Note-taking -can be done through words, pictures, phrases, and sentences depending

on level

KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I

Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ

(Know, What to Know, Learned, Questions I Still Have) Charts

Corners Cooperative Learning Strategy:

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.

Circle Map strategy- place the main topic in a small circle and add student ideas in a

bigger circle around the topic. Students may use their native language with peers to

brainstorm.

Flexible grouping -as a whole class, a small group, or with a partner, temporary groups

are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-

strategy.

Jigsaw Activities -cooperative learning in a group, each group member is responsible

for becoming an "expert" on one section of the assigned material and then "teaching" it

to the other members of the team: http://www.adlit.org/strategies/22371/.

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners

http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy


http://www.adlit.org/strategies/22371/

12

Rubric Spreadsheet & Slideshow

Rubric

Categories5 4 3 2 1

Content

Content is

accurate and

information is

presented in a

logical order.

Content is

accurate but

some

information is

not presented

in a logical

order, but is

still generally

easy to follow.

Content is

accurate but

information is

not presented

in a logical

order, making it

difficult to

follow.

Content is

questionable

and information

is not presented

in a logical

order, making it

difficult to

follow.

Content is

inaccurate and

information is

not presented

in a logical

order, making it

difficult to

follow.

Slide/

Spreadsheet/

Creation

Presentation

flows well and

logically.

Presentation

reflects

extensive use of

tools in a

creative way.

Correct

number of

slides/cells.

Presentation

flows well.

Tools used

correctly.

Correct

number of

slides/cells.

Overall

presentation is

interesting.

Presentation

flows well.

Some tools

used to show

acceptable

understanding.

Correct

number of

slides/cells.

Presentation is

unorganized.

Tools are not

used in a

relevant

manner.

Lacking in

number of

slides/cells.

Presentation

has no flow.

No tools used.

Insufficient

number of

slides/cells.

Mechanics

No spelling

errors. No

grammar

errors. Text is

in authors' own

words.

Few spelling

errors. Few

grammar

errors. Text is

in author's own

words.

Some spelling

errors. Some

grammar

errors. Text is

in author's own

words.

Some spelling

errors. Some

grammar

errors. Most of

text is in

author's own

words.

Many spelling

errors and/or

text is copied

Technology

Connection

Comprehensive

use of

technology is

apparent.

General

understanding

of technology.

Acceptable

understanding

of technology.

Little

understanding

of technology.

No

understanding

of technology.

Layout,

Pictures,

Videos &

Background

Images are

appropriate.

Layout of

images is

pleasing to the

eye.

Images are

appropriate.

Layout is

cluttered.

Most images

are

appropriate.

Layout is

unorganized..

No images.

Images are

inappropriate.

Layout is

nonexistent.

13

Stage 3 – Learning Plans

Team Standings (3 Class Periods)

Instructional

Strategies

Descriptions

Lesson Objective: We are learning to…

Use Microsoft Excel to create individual spreadsheets for

statistical computation.

Use Microsoft Excel to gather data and information.

Suggested Student

Learning Activities:

Day 1: Students will create a sports Excel spreadsheet that will be

updated each day. The Excel spreadsheet will include various cells

with live data and various summations. (Team, Wins, Losses, Games

Back From First Place, Winning Percentage)

Font size must be 14.

Cells must be color blocked.

Text must be in at least 2 different colors.

Format all cells so that the alignment is center for top to

bottom and left to right.

Utilize the border tool to create a border on a group of cells.

Utilize the summation tool.

Day 2: Students will begin inputting data into their Excel

spreadsheets using various internet resources. The students will use

the summation tool to arrange their data into a proper “standings”

format.

Day 3: Students will continue to enter “sports” data daily into

Microsoft Excel as they keep track of the “standings” spreadsheet

they created.

This activity will become a recurring “Do Now” which will run the

length of the marking period as students become more comfortable

with Microsoft Excel.

14

Calendar (5 Class Periods)

Instructional

Strategies

Descriptions


Use Microsoft Excel to create an individual “calendar”

spreadsheet to organize information.

Use Microsoft Excel to learn how to use the toolbar and shortcuts

effectively.

Suggested Student


Day(s) 1-4: Students will complete a one month calendar using

Microsoft Excel including a variety of events for the month that

follows the start of the marking period. (October, February, March,

June)

Upload the blank calendar and complete the following:

Make a title for the month at the top on the first row. Color-Block

this row.

Label the second row with each day of the week starting with

Sunday and ending with Saturday.

Number each day with a date. Start with the 3rd row.

Include all classes for each day.

Research a movie title that you would like to watch featured at

the AMC Movie Theatre at Monmouth Mall and include the

movie title and start time of a date on your calendar.

Research a concert at any venue in New York City or

Philadelphia and include the concert title and start time of a date

on your calendar.

Include the following Holiday’s that falls during that particular

month.

Include the following Neptune Staff Meetings

Faculty Meeting

Computer Science Staff Meeting

Include abbreviated school days.

Include days in which you have no school.

Choose your favorite basketball team and research 2 dates that

your favorite team will be playing games. Include both opponents

and the time of the date for each event on your calendar. Use the

New York Knicks as a default if you do not have a favorite

basketball team.

15

Choose your favorite hockey team and research 2 dates that your

favorite team will be playing games. Include both opponents and

the time of the date for each event on your calendar. Use the New

Jersey Devils as a default if you do not have a favorite hockey

team.

Research 2 historical events that occur during the month and

include those events on your calendar.

Day 5: Upon completion of the “calendar” assignment students will

confirm their work with their teacher. Students who finish early will

move on to use www.freetypyinggame.net to reinforce keyboarding

skills.

http://www.freetypyinggame.net/

16

Survey (4 Class Periods)

Instructional Strategies Descriptions


Use Microsoft Excel to gather data and create a survey.

Use Microsoft Excel to generate a spreadsheet to calculate,


Use Microsoft Excel to learn how to use the toolbar and

shortcuts effectively.

Suggested Student


Day(s) 1-4: Students will create a survey and gather data to be

included on an organization model using Microsoft EXCEL.

Simple survey topics could include: favorite ice cream flavors,

favorite colors, favorite video games, etc. Students will learn how

to organize their data and use a summation tool to arrive at totals

for each selection on their survey. A more detailed list of tasks

include:

Create a survey that middle school students can participate

in by offering them at least 4 choices.

Create a Microsoft EXCEL spreadsheet for the survey that

can be used to collect data.

Survey at least 30 middle school students using the EXCEL

spreadsheet. Students may hand write all of the answers

onto the spreadsheet and then type them when they return to

the computer lab.

Enter the collected information onto the EXCEL

spreadsheet. All entries must be typed.

Make totals at the bottom of your spreadsheet using the

summation tools.

Use this information to make a circle or a bar graph using

Microsoft EXCEL or Microsoft Word.

Share your results with the student body.

Day 4: Upon completion of the “calendar” assignment students will

confirm their work with their teacher. Students will then present

their survey to the class to share their results. Students who finish

early will move on to use www.freetypyinggame.net to reinforce

keyboarding skills.

http://www.freetypyinggame.net/

17

Holiday Wish List (5 Class Periods)



Use Microsoft Excel to purchase products and to generate

an itemized spreadsheet using a budget.

Use Microsoft Excel to generate a spreadsheet to organize,

price, calculate and present information.

Use Microsoft Excel to learn how to use the toolbar and


Suggested Student


Day(s) 1-5: Students will create a Holiday Wish List using

Microsoft Excel. Students will follow the following parameters:

Create a Holiday Wish List by visiting www.toysrus.com or

www.amazon.com and have students select 15 items that they wish

to receive for any holiday that they might celebrate this year or

next. Students can only select 15 items and they do not have to be

age appropriate.

Using Microsoft EXCEL have students place their items,

manufacturer name, and price of item on an organized spreadsheet.

Include the following characteristics on the organized spreadsheet:

Font size must be 14.

Cells must be color blocked.

Text must be in at least 2 different colors.

Cells must be formatted so that the alignment is center for

top to bottom and left to right.

Utilize the border tool to create a border on a group of cells.

Utilize the summation tool to arrive at a grand total for all

the items on your wish list.

Include age

Insert one or more pictures of the items that are listed.

Include the item name, manufacturer name, and price.

http://www.amazon.com/

18

Buying a Car (4 Class Periods)



Use Google Sheets to generate a build sheet for purchase

of a new vehicle using a distinct budget and to include

sales tax and insurance charges.

Utilize a car payment calculator to provide a spreadsheet

of monthly payments for each student’s vehicle purchase.

Use Google Sheets to generate a spreadsheet to calculate,


Use Google Sheets to learn how to use the toolbar and


Suggested Student


Day(s) 1-4: Students will begin the “Buying a Car” assignment

by:

Viewing a Presentation titled “Buying a Car”.

Students will then log into their computers and access

Google Classroom and utilize the “new vehicle hyperlink”

to build a new vehicle.

Students will be expected to use the build sheet to build

their knowledge associated with Google Sheets and design

a spreadsheet to organize, better understand, and share the

information from the build sheet.

The Spreadsheet will include; Base Price, Price of Vehicle

Options, Tax of Vehicle, Rebates and Incentives of

Vehicle, Vehicle Insurance Price, Total Price.

Students will then generate a pie graph in Google Sheets to

represent all expenses for purchasing a new car.

Finally, students will utilize a car payment calculator to

provide a spreadsheet of monthly payments for each

student’s vehicle purchase.

Once the assignment is complete, students will print out all

of their research and organize it into a package to be

submitted.

19

Optional Additional Assignment:

Upon completion of the car buying search the student will be asked

to create a Google Slides presentation featuring information on the

car they purchased. The presentation must include:

Three pictures of the car they created

One video, inserted of the vehicle

Examples include: Commercial of the car, test drive of the

vehicle

A spreadsheet that shows the payment information of the

vehicle

A list of options that they chose to have in the vehicle

20

GROUPON (10 Class Periods)



Use Google Sheets and Microsoft PowerPoint to generate a

vacation package that is organized through a specific

spreadsheet and PowerPoint template.

Review the basic functions and features of Google Sheets

and Microsoft PowerPoint.

Use Google Sheets to generate a spreadsheet to calculate,

organize, and present information.

Use Google Sheets to learn how to use the toolbar and


Suggested Student


Days 1-5: Students will use the skills that they learned in previous

units to complete an advanced Google Sheets and PowerPoint

project. The project will involve researching information using the

internet and recreating a GROUPON travel advertisement. A

detailed list of tasks include:

Brainstorming places they might want to visit via a google

and YouTube search. Once students have completed their

brainstorming search they will then move onto the actual

planning stage.

A guided research document with questions and links will

be provided to all students.

As the student's research their vacation destination, they

will be inputting all of their data in Google Sheets

spreadsheets, keeping track of:

Flight Times and Flight Prices and Dates

Hotel prices and dates

Restaurant prices and menu options

Museum and Historical site prices

Attraction prices

Grand total of the whole vacation package

21

Days 5-10:

GROUPON creation that will ask the students to create a

GROUPON advertisement using a Microsoft PowerPoint template

provided by the teacher that must be formatted with the following

criteria. The Groupon must include:

A textbox Headline

A textbox with 4-5 pictures of the vacation

A textbox displaying flight information and hotel

accommodations

A textbox displaying the restaurant's, meals and prices

A textbox displaying historical sites, a brief explanation and

prices

A textbox displaying attractions to visit and a brief

explanation.

A textbox displaying the full price of the vacation package.

Assignment Completion: The students will check the rubric one

last time making sure they meet all of the requirements necessary

for completion. Once all students are finished; they will present

their GROUPON Vacation package to the class.

22

Unit Plan

Microsoft PowerPoint and Google Slides

Suggested Time

Frame

25 class blocks


In this unit, students will be learning how to create organized, detailed and aesthetically

pleasing presentations using Microsoft PowerPoint and Google Slides. Students will be

assessed on their effort, creativity, and ability to follow directions, research and quality of

work. Students will be responsible for researching information via the web as well as utilizing

teacher directed websites to construct presentations that meet the guidelines provided by the

teacher.

As the students gain more knowledge and skills with using PowerPoint and Slides, the

guidelines and criteria for each project will become more advanced. Students will evaluate

each other on design, layout, presentation skills, information, and overall creativity as a

component of the assessment of this unit. The culmination of this unit will show that students

can use PowerPoint and Slides to create fully formatted and aesthetically pleasing

presentations.

23



NJSLS 8.1 Educational Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in



8.1.2.A.3 Compare the common uses of at least two different digital applications and

identify the advantages and disadvantages of using each.






8.2.2.A.1 Define products produced as a result of technology or of nature


work.


purpose


Strand B. Technology and Society

8.2.2.B.1 Identify how technology impacts or improves life

8.2.2.B.3 Identify products or systems that are designed to meet human needs.


technology.

Strand C. Design


24



































25


In a world of constant change, what

skills should we learn?

How do I choose which technological

tools to use and when is it appropriate

to use them?

How can I transfer what I know to

new technological

situations/experiences?

How can digital tools be used for

creating original and innovative

works, ideas, and solutions?

Why is the evaluation and appropriate

use of accurate information more

important than ever in the

technological age?


Technology is constantly changing

and requires continuous learning of

new skills

Selection of technology should be

based on personal and/or career needs

assessment.

A tool is only as good as the person

using it.

Digital tools provide opportunities for

people to have new experiences,

recognize problems, design solutions,

and express their ideas.

Information is spread worldwide

within seconds due to technological

advancements and has an immediate

impact.

Knowledge: Skills:


The proper way to search for

information on the Internet.

The process behind creating a simple

presentation using PowerPoint/Google

Docs.

How to create a multimedia

presentation including text, images

and sound.

How to apply design layouts and color

schemes that are formatted and

organized.

How to produce and present their

information.


Use PowerPoint/Google Slides to

create a multimedia presentation

including text, images and sound.

Use PowerPoint/Google Docs to

familiarize and complete web based

research.

Design layouts and color schemes that

are formatted and organized.

Use the internet to find reliable

sources as a means for information

when creating a presentation.

Design layouts and color schemes that

are formatted and organized.

Create an informational presentation

displaying facts about a particular

subject.

26



21st Century Themes


E – encouraged

T – taught

A – assessed



Literacy

ET CRP1. Act as a responsible and contributing



ET CRP2. Apply appropriate academic and

technical skills.

x Money Management

ETA CRP3. Attend to personal health and financial

well-being. Credit and Debt

Management

ETA CRP4. Communicate clearly and effectively

and with reason.

x Planning, Saving, and

Investing


and economic impacts of decisions. Becoming a Critical

Consumer

ETA CRP6. Demonstrate creativity and

innovation.

x Civic Financial

Responsibility






Exploration, and

Preparation



x Career Awareness

ETA CRP10. Plan education and career paths



ET CRP11. Use technology to enhance

productivity.


ET CRP12. Work productively in teams while



Computer Programmer

Software Developer


IT Technician

Analyst

Web Developer

27


ELA Common Core State Standards

2.SL.1. Participate in collaborative conversations with diverse partners about grade 2

topics and texts with peers and adults in small and larger groups.

2.SL.1.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful

ways, listening to others with care, speaking one at a time about the topics and texts under

discussion).

2.SL.1.b. Build on others' talk in conversations by linking their comments to the remarks

of others.

Reading: Key Ideas and Details:

2.RL.1. Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text.

2.RI.7. Explain how specific images (e.g., a diagram showing how a machine works)

contribute to and clarify a text.L.2.e. Consult reference materials, including beginning

dictionaries.










28



Self-Awareness





Self-Management


behaviors




Social Awareness





differ


setting



skill




Relationship Skills





constructive ways


29

Teacher Resources

Websites Hyperlinks for Career Project

http://vacareerview.org/68/check-it/who-r-u/

https://www.bls.gov/k12/content/students/careers/career-exploration.htm

https://prepscholar.com/sat/s/


www.brainpop.com





Exit Slips

Self-Assessments

Games

Questioning


Rubric based scoring




https://www.bls.gov/k12/content/students/careers/career-exploration.htm

https://prepscholar.com/sat/s/



30






















Flexible seating




Assign a peer buddy











(rubrics)

31








Allow for retakes































Extended time




32










Extended time





Check daily planner


Assign a peer buddy






High Achieving:











in discussion









33








and rotate.


elements.


Think Talk Write

Think Pair Share


on level








brainstorm.



strategy.








34


Rubric

Categories5 4 3 2 1

Content

Content is

accurate and

information is

presented in a

logical order.

Content is

accurate but

some

information is

not presented

in a logical

order, but is

still generally

easy to follow.

Content is

accurate but

information is

not presented

in a logical

order, making it

difficult to

follow.

Content is

questionable

and information

is not presented

in a logical

order, making it

difficult to

follow.

Content is

inaccurate and

information is

not presented

in a logical

order, making it

difficult to

follow.

Slide/

Spreadsheet/

Creation

Presentation

flows well and

logically.

Presentation

reflects

extensive use of

tools in a

creative way.

Correct

number of

slides/cells.

Presentation

flows well.

Tools used

correctly.

Correct

number of

slides/cells.

Overall

presentation is

interesting.

Presentation

flows well.

Some tools

used to show

acceptable

understanding.

Correct

number of

slides/cells.

Presentation is

unorganized.

Tools are not

used in a

relevant

manner.

Lacking in

number of

slides/cells.

Presentation

has no flow.

No tools used.

Insufficient

number of

slides/cells.

Mechanics

No spelling

errors. No

grammar

errors. Text is

in authors' own

words.

Few spelling

errors. Few

grammar

errors. Text is

in author's own

words.

Some spelling

errors. Some

grammar

errors. Text is

in author's own

words.

Some spelling

errors. Some

grammar

errors. Most of

text is in

author's own

words.

Many spelling

errors and/or

text is copied

Technology

Connection

Comprehensive

use of

technology is

apparent.

General

understanding

of technology.

Acceptable

understanding

of technology.

Little

understanding

of technology.

No

understanding

of technology.

Layout,

Pictures,

Videos &

Background

Images are

appropriate.

Layout of

images is

pleasing to the

eye.

Images are

appropriate.

Layout is

cluttered.

Most images

are

appropriate.

Layout is

unorganized..

No images.

Images are

inappropriate.

Layout is

nonexistent.

35


Student Autobiography: Who are you? (5 Class Periods)



Log into Google Classroom to access the class

assignment.

Use Microsoft PowerPoint to create a multimedia

presentation including text, images and sound.

Create a multimedia presentation including text, images

and sound.

Design layouts and color schemes that are formatted and

organized.

Suggested Student


Day(s) 1-5: The students will be completing a Power Point

Presentation about themselves called “Who are you, False or

True”. The presentation will be an autobiography and will

include:

Students must create a SIX slide presentation about their

life. The FIRST slide must be a title slide with their

name and the title of the project.

THREE of the slides must be something TRUE about the

students life and TWO of the slides must be something

made up about their life!

Each Slide must have at least ONE caption and ONE

piece of information (text) that explains about the

student's life.

Each Slide must have (at least) 2 pictures detailing

something about the student's life.

There must be TWO (appropriate) video’s inserted into

the slideshow presentation.

At the end of the assignment, students will present their

slide show to the class.

36

Career Project: How do you become…? (10 Class Periods)



Use Google Slides to create a multimedia presentation

including text, images and sound.

Use Google Docs to familiarize and complete web based

research.


organized.

Demonstrate a how a person can reach a particular career.

Describe different careers and paths on getting there.

Explain about a certain type of career and what it in entails.

Create an informational flyer for students to learn about a

career.

Research/Include information about high school, college

and career.

Suggested Student


Day(s) 1-5: The students will begin class by following instructions

that will lead them to google classroom asking all students to click

on a link that will direct them to a career survey.

Once the students have reached the “Survey Login Page” they will

be asked to pause, and to begin reviewing a Teacher Directed slide

show that is designed to give the students instructions for the

upcoming assignment; “How do you become a _______? Careers

Assignment.”

A rubric will be handed out before and during the assignment

allowing for discussion and feedback from students. The

assignment will include:

Days 1-5

Career Survey (Students will learn about which careers

interest them)

Guided Research Document with questions and links

provided to all students for use with Google Docs and the

internet.


37

Days 6-10: Google Slides creation that will ask the students to

make a ONE SLIDE FLYER that will be used as an information

FLYER to be posted around the school for their peers to see. The

FLYER slide must include:

The FLYER must have a heading on it, properly formatted

and sized.

Text boxes with proper information included (k-12,

College, Facts about the college, What they do (job), Facts

about becoming that career).

The FLYER must have 3 pictures that fit on the page and

pertain to that career.

The FLYER must have a simple background color and fonts

must be colored based on category.

Assignment Completion: The students will check the rubric

one last time making sure they meet all of the requirements

necessary for completion. Once all students are finished;

they will present their “How do you become FLYERS” to

the class. Once presentations are finished, we will post our

FLYERS in a designated area in the school for all students

to see.

38

Planning a Vacation (6 Class Periods)



Use Google Slides/Microsoft PowerPoint to create a

multimedia presentation including text, images and sound.

Use the internet to find reliable sources as a means for

information when planning a vacation.


organized.

Create an informational presentation displaying facts about

a particular location.

Suggested Student


Day(s) 1-6: The students will be completing a PowerPoint/Google

Slides Presentation called “Planning a Vacation” which will have

students researching using google, google earth, docs and slides

about FOUR places they would like to visit around the world. Each

slide will include:

Each Slide must have information about the city, country

and location they would like to visit. The location must be

specified and labeled on the slide.

Each Slide must have at least 3 pictures of a historical sight

or attraction they would like to visit from their vacation

destination. Prices must be labeled for the attractions they

would like to visit.

Each Slide must have at least ONE (appropriate) travel

video inserted into it for each destination.

All of the slides must have a google map labeled on it

showing the distance from New Jersey to the destination

they chose.

39

Unit Plan Keyboarding/Google Docs/Internet Safety

Suggested Time Frame 15 class blocks


In this unit, students will focus on strengthening their keyboarding skills by using Google

Docs and a select number of keyboarding websites as resources. Students will use

www.freetypinggame.net to develop proper keyboarding techniques that will focus on typing

speed and accuracy. Students will also use Google Docs as a resource to practice their typing

techniques as well as learn how to align margins, text and format pictures.

Assisting in this process will be teacher led discussions and “computer scavenger hunts” that

will guide the students through several web quests to familiarize with themselves with the

internet and computer terminology.

Students will also learn about internet safety, cyberbullying and how it can have negative

effects and consequences on teenagers and adults. Students will learn how to use safe and

kind internet communication amongst each other, while developing skills for responding

productively to online bullying and social aggression. Students will view videos and internet

websites to explore the ways in which internet communication can amplify hurtful words and

to practice responses to hurtful online messages. Students will also focus on ways that they

can use the internet to make others feel good and implement online kindness through a

Google Doc typed letter.


40



NJSLS 8.1 Educational Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in



8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual

environments (i.e. games, museums).







work.


purpose


Strand B. Technology and Society

8.2.2.B.1 Identify how technology impacts or improves life


technology.

Strand C. Design


41



































42


Why must students use proper

keyboarding technique when typing?

What are the benefits to using the

home row keys?

How does the use of document based

software prepare students for their

future?

How will precise use of the Google

Docs toolbars and shortcuts help in

creating documents which are properly

formatted and published?

What resources are available for help

while working with different

applications?

What appropriate features/ functions

can be used to design, format and

publish a document?

What are the best practices for safe

internet usage?


Proper technique using the home row

keys is essential to attain maximum

speed levels and accuracy.

Creating documents using Google Docs

processing software gives students a

valuable 21st century skill set that

prepares them for college and career.

A tool is as only good as the person

using it.

A computer is an adaptable tool for

organizing information and solving

problems that facilitates lifelong

learning.

A computer is an adaptable tool for

organizing information and solving

problems that facilitates lifelong

learning.

Technology use can have a positive or

negative impact on both users and those

affected by their use. Recognize and

practice how to stay safe online.

Knowledge: Skills:


The importance of home row on a

keyboard.

How to use to proper typing technique.

How to change font styles, size, and

colors.

How to format a picture to send it

behind the text.

Align text in a straight line from the

top of the page to the bottom.

General understanding on threats on

the Internet.

Identify when there is cyber-bullying

occurring and know what to do about

it.


Identify the home row keys.

Demonstrate proper keyboarding

technique.

Change font style, size, color, and

highlighting.

Format a picture to send it behind text.

Align text in a straight line from the top

of the page to the bottom.

Identify threats over Social Networks.

Demonstrate a proactive response in

case they are being cyber-bullied

43



21st Century Themes


E – encouraged

T – taught

A – assessed



Literacy

ET CRP1. Act as a responsible and contributing



ETA CRP2. Apply appropriate academic and

technical skills. Money Management

E CRP3. Attend to personal health and financial

well-being. Credit and Debt

Management

ET CRP4. Communicate clearly and effectively

and with reason. Planning, Saving, and

Investing


and economic impacts of decisions. Becoming a Critical

Consumer

ET CRP6. Demonstrate creativity and

innovation. Civic Financial

Responsibility






Exploration, and

Preparation



x Career Awareness

ET CRP10. Plan education and career paths



ETA CRP11. Use technology to enhance

productivity.


ET CRP12. Work productively in teams while



Computer Programmer

Software Developer


IT Technician

Analyst

Web Developer

44


ELA Common Core State Standards

2.SL.1. Participate in collaborative conversations with diverse partners about grade 2

topics and texts with peers and adults in small and larger groups.

2.SL.1.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful

ways, listening to others with care, speaking one at a time about the topics and texts under

discussion).

2.SL.1.b. Build on others' talk in conversations by linking their comments to the remarks

of others.

Reading: Key Ideas and Details:

2.RL.1. Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text.

2.RI.7. Explain how specific images (e.g., a diagram showing how a machine works)

contribute to and clarify a text.L.2.e. Consult reference materials, including beginning

dictionaries.










45



Self-Awareness





Self-Management


behaviors




Social Awareness





differ


setting



skill




Relationship Skills





constructive ways


46

Teacher Resources

Websites Hyperlinks for Keyboarding

www.freetypinggames.net

www.kidztype.com

www.abcya.com

www.nitrotype.com

Hyperlinks for Cyberbullying

https://www.youtube.com/watch?v=4nVeHJjvMr8

http://www.theloveletterproject.ca/category/growing-up/bullying/


www.brainpop.com





Short Typing Tests

Exit Slips

Self-Assessments

Games

Questioning


Rubric

Typing Accuracy Assessment



http://www.freetypinggames.net/

http://www.kidztype.com/

http://www.abcya.com/

http://www.nitrotype.com/

https://www.youtube.com/watch?v=4nVeHJjvMr8

http://www.theloveletterproject.ca/category/growing-up/bullying/



47






















Flexible seating




Assign a peer buddy











(rubrics)




48





Allow for retakes































Extended time









49







Extended time





Check daily planner


Assign a peer buddy






High Achieving:











in discussion










50





and rotate.


elements.


Think Talk Write

Think Pair Share


on level








brainstorm.



strategy.








51


Rubric

Categories5 4 3 2 1

Content

Content is

accurate and

information is

presented in a

logical order.

Content is

accurate but

some

information is

not presented

in a logical

order, but is

still generally

easy to follow.

Content is

accurate but

information is

not presented

in a logical

order, making it

difficult to

follow.

Content is

questionable

and information

is not presented

in a logical

order, making it

difficult to

follow.

Content is

inaccurate and

information is

not presented

in a logical

order, making it

difficult to

follow.

Slide/

Spreadsheet/

Creation

Presentation

flows well and

logically.

Presentation

reflects

extensive use of

tools in a

creative way.

Correct

number of

slides/cells.

Presentation

flows well.

Tools used

correctly.

Correct

number of

slides/cells.

Overall

presentation is

interesting.

Presentation

flows well.

Some tools

used to show

acceptable

understanding.

Correct

number of

slides/cells.

Presentation is

unorganized.

Tools are not

used in a

relevant

manner.

Lacking in

number of

slides/cells.

Presentation

has no flow.

No tools used.

Insufficient

number of

slides/cells.

Mechanics

No spelling

errors. No

grammar

errors. Text is

in authors' own

words.

Few spelling

errors. Few

grammar

errors. Text is

in author's own

words.

Some spelling

errors. Some

grammar

errors. Text is

in author's own

words.

Some spelling

errors. Some

grammar

errors. Most of

text is in

author's own

words.

Many spelling

errors and/or

text is copied

Technology

Connection

Comprehensive

use of

technology is

apparent.

General

understanding

of technology.

Acceptable

understanding

of technology.

Little

understanding

of technology.

No

understanding

of technology.

Layout,

Pictures,

Videos &

Background

Images are

appropriate.

Layout of

images is

pleasing to the

eye.

Images are

appropriate.

Layout is

cluttered.

Most images

are

appropriate.

Layout is

unorganized..

No images.

Images are

inappropriate.

Layout is

nonexistent.

52

Keyboarding Rubric

Lessons Looks At

Completed Fingers

4

Commendable

3

Acceptable

2 Looks between

Progressing25-50% of the

time

1

Needs

Improvement

0

Unsatisfactory

Has not met

goal and/or is

not making

adequate

progress

Has not met

goal and/or is

not making

adequate

progress

Completed few

lessons and

activities above

65% accuracy.

Looks more

than 50% of

time

Poor effort

Has not met

goal and is not

making any

progress

Has not met

goal and is not

making any

progress

Completed no

lessons and

activities

Must look at

fingers to be

able to type

Talking - not

trying,

distracting

others

Met goal

and/or shown

moderate level

of improvement

Met goal or

shown

moderate level

of improvement

Completed

most lessons

and activities

above 80%

accuracy

Almost never

looks

Good to high

effort

Has not met

goal and/or is

only making

some progress

Has not met

goal and/or is

only making

some progress

Completed

some lessons

and activities

above 75%

accuracy

Good effort

Level Accuracy Speed (WPM) Effort

Met goal and

shown high

level of

improvement

Met goal or

shown high

level of

improvement

Completed all

lessons and

activities above

90% accuracy

Never looks Very high effort

53


Internet Knowledge: How to use the internet (3 Class Periods)

Instructional

Strategies

Descriptions


Explain which icons and tools are used to search the internet.

Identify which applications and keywords are useful for a web search.

Locate information on various websites using multiple search

methods, such as search bars, search menus, and search engines.

Suggested Student


Day(s) 1-2: The students will complete a “computer scavenger hunt”

that will help them learn how to use the internet and to make proper

searches. This “computer scavenger hunt” will offer the students’

knowledge towards using the internet and searching for information.

A Google Doc will be provided to the students with “search”

questions that will serve as a guide.

Using the Google “search engine” students will look to make

correct searches to find the answers to the Google Doc guide

provided to them.

Day(s) 3-4: The students will complete a “proper techniques” of

searching the internet presentation. A slideshow will be used to guide

the students along in discussing proper etiquette of using the the

internet. Topics will include;

how to use the URL box

the ‘back” and “forward” button

using the “search” window in google

keywords when searching

finding appropriate links when doing a search

copying and pasting links

understanding “com”, “org”, edu”

learning how to do an “image” search and understanding

image size resolutions.

The students will then practice this skill with a “computer

scavenger hunt” Part Two; practicing the information they

learned through the presentation.

Day(s) 5-6: The students will complete a simulation on how to use

applications inside google chrome (Drive, Docs, Gmail). The students

will then learn the skills on how to use Google Drive properly and the

software included. Activities will include:

54

Creating a folder in Google Drive and naming it

Using Google Docs and naming a doc

Placing a Google Doc inside a folder

Logging into Gmail

Learning Gmail and the many uses if Email

Composing an Email (Recipient, Subject, Body)

Attaching a document to an email

Sending an email and replying

Upon completion of the lesson the students will be asked to

send an email to me to their teacher attaching document they

have previously worked on.

55

Cyberbullying (2 Class Periods)

Instructional

Strategies

Descriptions


Demonstrate reasons why kids cyberbully.

Describe different ways that kids cyberbully.

Explain how to be a bystander and an “upstander”

Write a letter to a cyberbullying victim using Google Docs.

Research the internet to include a specific song that has lyrics

that can be used as a tool to stop cyberbullying.

Suggested Student


Day(s) 1-2 The students will focus on learning key areas of

cyberbullying via a google slide presentation:

Defining cyberbullying

Examples of cyberbullying

Guided questions

Class discussion

The students will then watch brief videos on cyberbullying

(Celebrities who have been bullied, Amanda Todd Story).

After the students view videos on cyberbullying they will complete a

cyberbullying activity using Google Docs. Activities will include:

Write a letter to a child who has been cyberbullied, offering

compassion, understanding, advice and guidance about their

situation and tips on how to deflect bullying.

Search for an “uplifting and positive song” that have positive

lyrics and offer inspiration to that student.

Find one empowering line/lyric from that song and explain in

their letter to the student how this song and specific lyric can

inspire them to stay POSITIVE.

Once the students’ letters are complete, they will print them

out.

56

Keyboarding (5 Class Periods)

Instructional

Strategies

Descriptions


Become familiar with the proper techniques of

keyboarding. (e.g. posture, touch method, finger position,

hand-arm position)

Show improvement of keyboarding speed and accuracy.

Suggested Student


The students will complete a program of customized drills,

exercises, and timings to reinforce touch operation of the keyboard

and to increase speed and accuracy. Using the website

www.freetypinggame.net students will complete keyboarding

lessons (1-30) to strengthen their typing skills. Lesson examples

include:

Lesson #1: Home Row “f” and “j” keys

Lesson #2: Home Row “d” and “k” keys

Lesson #3: Home Row “s” and “l” keys

Lesson #30: “ ”

Following the lessons, typing games are available on certain

websites that will strengthen the students keyboarding skills.

Upon completion of lessons 1-30, students will complete a series of

typing tests to check for the development of keyboarding speed and

accuracy.


57

Day Lesson Topic / Activity Day Lesson Topic / Activity Day Lesson Topic / Activity

1 INTO TO COMPUTER LAB 16 Survey 31 Keyboarding

2 PRE-Assessment 17 Survey 32 GROUPON

3 Team Standings 18 Survey 33 GROUPON

4 Team Standings 19 Survey 34 GROUPON

5 Team Standings 20 Keyboarding 35 GROUPON

6 Internet Knowledge 21 Holiday Wish List 36 GROUPON



9 Calendar 24 Holiday Wish List 39 GROUPON

10 Calendar 25 Holiday Wish List 40 GROUPON

11 Calendar 26 Keyboarding 41 GROUPON

12 Calendar 27 Buying a Car 42 Keyboarding

13 Calendar 28 Buying a Car 43 Keyboarding

14 Cyberbullying 29 Buying a Car 44 POST-Assessment

15 Cyberbullying 30 Buying a Car 45 LAST DAY OF MP

Computer Applications and Keyboarding - Daily Pacing Guide

MS

Exce

l &

Google

Sh

eets

MS

Exce

l &

Google

Sh

eets

MS

Exce

l &

Google

Sh

eets


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753

An Affirmative Action Equal Opportunity Employer

2019

Computer Applications and Keyboarding Applications...Keyboarding The curriculum developer and...

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