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Teacher-Facing Resources

Type:Lesson

Estimated Time:15 minutes

Grades:6-8

Score Type:Automatically Graded

Work completed by a student will be automatically graded and the grade will be sent to the Learning Management System (LMS) gradebook

Available Languages: English, Spanish


Vocabulary: Autocorrect, bullets, collaborative, comma, comma splice, conjunction, documents, em dash, en dash, grammar, proofread, punctuation, review tab, ribbon toolbar, semi-colon, sentence fragment, spelling, subject, typo, verb, word processing


Primary Objectives:

  • Students identify red lines as spelling errors and green lines as grammar and punctuation errors.
  • Students learn that a comma splice occurs when two complete sentences are joined together with only a comma instead of a comma and a conjunction or a comma and semi-colon.
  • Students learn when to use en dashes and em dashes.
  • Students organize their writing by inserting page numbers and bullets.
  • Students recognize that word processing may not find homonyms that are used incorrectly.
  • Students recognize the convenience of Autocorrect.
  • Students understand that correct punctuation makes their documents easy to read.
  • Students use the spelling and grammar check to make their writing error-free.

Secondary Objectives:

  • Students choose appropriate spelling and grammar to present their work to others.
  • Students correctly use word processing to communicate and work collaboratively.
  • Students learn the advantages of word processing.
  • Students understand the benefits of word processing.
  • Students use ribbon toolbar buttons to clarify written communication.

Subjects:

Bold Italicized Headings Layout

Language Arts > Writing > Visual Aids Fiction > Text Features > Bold Italicized Headings Layout

Bold Italicized Headings Layout

Language Arts > Writing > Visual Aids Expository > Bold Italicized Headings Layout

Communication to Others

Library Media > Information Technology > Student Use > Communication to Others

Communication to Others 

Technology Education > Information Technology > Student Use > Communication to Others 

Create Communication Products 

Technology Education > Information Technology > Digital Communications > Create Communication Products 

Fragments

Language Arts > Writing > Grammar / Language Structure > Sentences > Fragments

General

Language Arts > Writing > Writing Process - Revision Editing > General

Homonym

Language Arts > Vocabulary > Grammar / Language Structure > Homonym

Intermediate Feature

Technology Education > Information Technology > Software Applications > Word Processing > Intermediate Feature

Listening / Pay Attention

Language Arts > Communication > Media Literacy / Viewing > Comprehension > Listening / Pay Attention

Principles of Design 

Technology Education > Information Technology > Digital Communications > Principles of Design 

Proofreading and Editing

Library Media > Information Literacy > ALA Information Literacy > Writing Skills > Proofreading and Editing

Spelling Caps Punctuation

Language Arts > Writing > Writing Process - Revision Editing > Mechanics > Spelling Caps Punctuation

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing
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  • Review word processing techniques with students and how this valuable technology saves time and improves written communication. Online resources can enhance your knowledge of proofreading and support student learning. Search for information on sites such as Purdue Owl: Proofreading, or Alan Cooper’s Homonyns.

  • Have students use word processing to create a list of homonyms. Each homonym should be used correctly in a sentence and distinguish words such as: their, there, they’re; to, too, two.
  • Have teams develop and exchange homonym quizzes. Which team can quickly choose the correct homonyms to complete each sentence?
S.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
S.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
S.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 53.)
ELA-Literacy.W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)
ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)
ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
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