• K-2: 2.1Follow classroom rules for the responsible use of computers, peripheral devices, and resources.

2. SWBAT practice typing simple letters with correct finger placement

3. SWBAT interact with an online resource

F: ask what finger types the letter __ and to show you

S: Exit ticket; write down which letters you learned to type today, what is the name of the row we used today?

S: Each student will be asked to type 5-7 assigned letters as the teacher records students' correct number of letters typed on a paper and observes.

-Headphones

-Pencil

-Handout

-Exit ticket 

-Exit tickets

-Own laptop

-Projector 

-Website 

-Checklist 

• T: “Today we are going to learn how to type on a computer. Typing is something that helps us write stories, essays, and even talk to friends and families. Instead of using a writing tool such as a pencil, we use our fingers on a keyboard. Just like in writing, we need to start with a how-to process. In typing we need to start with the right finger placement.”

• T: Ask the students and call on a few, “Has anyone used a keyboard before? Or typed on a computer to play games?”
  
  

• T: Show a large keyboard (projector/smartboard if available). Highlight the home row keys (A, S, D, F, J, K, L, ;) with color or pointing.
  
  

• T: Model finger placement by putting your hands on a keyboard and saying:
  “See how my fingers rest here in the middle? This is called the home row. Our fingers always come back here, just like home.”
  
  

• ACTIVITY:
  “Now let’s try a fun typing game called BBC Dance Mat Typing. It has silly animals that teach us which finger presses which key.”

Teacher Demonstration (5 minutes:

• Open BBC Dance Mat Typing (Level 1-Home Row) on the projector.
  
  

• Show an example clip of how the animated animal gives directions.
  
  

• Model typing a few letters correctly, saying aloud:
  “I use my left pointer finger for the F. My right pointer finger is for J.”
  
  

• Emphasize correct posture and keeping fingers on the home row.
  
  

Guided Practice (10 minutes):

• T: Give each student a handout 

• T: Explain each step of the handout, to make sure students who can’t read well understand what is expected of them. 

• T: “At the top of your handout is the name of the typing game. I want each of you to please type into your computer the link name to get there.

• T: “Give me a thumbs up when you have made it to the website
  
  

• Students will log in to BBC Dance Mat Typing on their own devices.
  
  

• Students begin the first stage, practicing home row letters.
  
  

• Teacher will be walking around through this time to:
  
  

  • Correct finger placement
    
    

  • Encourage students to keep their fingers home
    
    

  • Offer help for struggling learners
    
    

  • Quick check-in midway: Ask everyone to pause, lift their hands, and wiggle the correct finger for typing D or K.
    
    

Independent Practice (10 minutes):

• Students continue the stage at their own pace.

• For those who are advancing throughout the home row level quickly, the teacher can give students permission to move on to the next level.

• The teacher will walk around and ask each student to type 5-7 letters and observe their hand placement and which they got correct.

• The teacher may make notes on who is doing well and who may need additional practice on the home row.

• The teacher will bring students together and ask them to log off of Dance Mat Typing.

• T: “Great job typing today everyone! I hope you all feel good about the home row. We will keep revisiting Dance Mat Typing weekly for additional practice and learning more letter placements. As we close this lesson today I have a few questions for you, and an exit ticket to complete.
  
  

• T: “What row of keys do we always come back to?” 

  • S: (Home row)
    
    

• T: “Which finger types the letter F?”

  • S:  (Left pointer finger)
    
    

• T: “Why do you think typing is an important skill for school?”

  • Students will respond with their own answers; open ended