Elementary, Language Arts (English), Technology

1-2

Word processing application

Students will write a number of descriptive words or sentences. They will then use various fonts, text sizes and colors to display their interpretation of the descriptive words.

Adams 12 Technology Skills Continuum Standard #2: Students use technology tools to enhance learning, increase productivity, and promote creativity.
- Uses special function keys such as: tab, number pad keys, keyboard shortcuts, alt, control and symbols ($, #, %, etc.).
- Edits text by using select /deselect, cut/copy/paste, delete, and undo.
- Places the cursor at a specific location.
- Begins using spell check and thesaurus.
- Changes character formatting such as: font, font size, and font style (B, I, U).
- Begins to utilize different document layouts. (i.e. letter, sign, banner, etc.)

Students will broaden their vocabulary while creating a concrete visual interpretation.

Teacher will do an individual assessment on the students' finished product, looking for creative ways in which the word(s) can be emphasized through use of different fonts, color, size and/or line placement.

The Conventions section of the attached rubric may also be used to evaluate students' sentences.

Basic knowledge of the keyboard, fonts, colors and sizes of fonts.

Younger students will need to have a list of descriptive vocabulary words. Older students should put those words into sentences, or depending on their typing skills, sentences may be drafted on the computer.

2 class periods. 40 Min. per class.

Day 1
1. Teacher gives list of discriptive words to students.
2. Class brainstorms ideas of visualizing the various words.
3. Students open a word processing document.
4. Students type words into document. Older students may draft their sentences.

Day 2.
1. Review of visualization.
2. Open document.
3. Use the various fonts, sizes and colors to create their visual ideas.

Computers with a word processing application are needed. It would be ideal for each student to have their own computer, but pairs would work as well.

The teacher should create a list of descriptive words which match the reading abililty of the students. Spelling word lists may also be used.

I found that with the second grade students, I was able to write drafts with the children in the lab. We worked a lot with visual imaging in the classroom before going into the computer lab.