Keyboard Stories

Overview

Today students will use new laptops to type and present a short informative paragraph about a chosen topic, focusing on clear digital transcription and using planning and revising strategies to improve meaning and readability.

Learning intentions

• Students will plan an informative paragraph using a simple structure and key sentence starters.
• Students will type a short informative text on a laptop with legible spacing and accurate finger placement (as modelled).
• Students will revise for sentence-level grammar and basic punctuation, guided by a checklist.
• Students will share their work respectfully and respond to feedback.

Success criteria

• I can plan what I will write using a topic sentence and 3 supporting sentences.
• I can type my paragraph neatly with spaces between words and capital letters and full stops.
• I can reread my text and fix at least 3 improvements using the checklist.
• I can explain one change I made during revising.

Curriculum links

• English — EN2-HANDW-02: Students use digital technologies to create texts, focusing on handwriting legibility and fluency and typing in a software environment.
• English — EN2-CWT-02: Students plan, create and revise written texts for informative purposes, using text features and sentence-level grammar, punctuation and word-level language for a target audience.
• English Stage 2: sentence-level grammar, punctuation (capital letters and full stops), and planning/monitoring/revising.

Lesson structure (60 minutes)

1. 0–5 min · Hook & laptop routine. Teacher displays the introduction slides and shows a “before/after” screenshot of a paragraph (messy spacing vs neat typed text), asking: “Which one would be easiest to read and why?” Students share quick reasons with a partner, then listen for laptop care reminders (screen, mouse, headphones, saving).

2. 5–15 min · Direct teach: planning an informative paragraph. Teacher returns to the introduction slides to model a simple plan: Topic sentence + 3 supporting details + concluding sentence (teacher chooses a familiar example such as “How to look after a pet”). Students copy the structure onto a planning template in their workbook/notebook using a pencil (no laptops yet). Teacher checks understanding by asking: “Where does the most important information go?”

3. 15–22 min · Setup on laptops (new tech). Teacher guides students through opening the prepared document template (school system) shown on the introduction slides: title line, paragraph area, and the save name format (e.g., Firstname_Topic_Date). Students practise with a short “trial line” typed together: one sentence with capital letter and full stop, focusing on spaces and correct punctuation.

4. 22–40 min · Main writing on laptops (draft). Teacher distributes the informative paragraph worksheet and students use it to draft their ideas: students choose a topic, write key words for each sentence, then type the paragraph into the laptop document. Teacher circulates, prompting for legibility (spacing), correct sentence boundaries, and using sentence starters provided on the worksheet. Students remind themselves of the plan and keep typing until they have a complete paragraph.

5. 40–50 min · Revision using a checklist. Teacher brings students back to the introduction slides and shows the revision checklist:

• Capital letter at the start of each sentence
• Full stop at the end
• Spaces between words
• At least 1 sentence that starts differently (e.g., “Also…”, “Another…” as modelled) Students reread their own text, underline where they need changes, then revise directly on the laptop. Teacher encourages one “upgrade” beyond basics (swap a vague word for a more specific word from their worksheet).

6. 50–57 min · Share and feedback (quick). Teacher uses the introduction slides for a model of respectful feedback: “I like… I wonder… Try…” In pairs, students share their typed paragraph and give one suggestion for improvement based on the checklist. Teacher listens for accurate use of feedback language.

7. 57–60 min · Plenary & exit check. Teacher asks students to respond to the question on the introduction slides: “What is one thing you fixed during revising?” Students submit responses verbally to the teacher (or quick show of hands if time is tight), and teacher confirms readiness for the next drafting/revision lesson.

Resources

• the introduction slides (hook before/after, planning model, laptop setup visuals, revision checklist, feedback sentence starters, plenary prompt)
• the informative paragraph worksheet (topic selection, sentence planner, word bank, revision checklist reminders)
• Laptops with the prepared document template available
• Headphones (optional, for focus if devices include audio distractors)
• Teacher USB/charging station access and a class saving reminder sheet on screen
• Projector/screen for modelling and troubleshooting
• Pencil and workbook/notebook for planning steps

Assessment

• Formative during drafting: teacher checks whether students use the plan (topic + supporting details) and meet basic transcription expectations (spaces, punctuation).
• Formative during revision: teacher spot-checks at least 5 students for checklist evidence (capital letters/full stops/spaces/varied sentence starters).
• Quick exit ticket (verbal): student identifies one revision they made.

Differentiation

• Support: provide sentence starters from the informative paragraph worksheet and allow students to type from their keyword plan; offer a “check with me” pass for early laptop setup issues.
• Support for fine motor/processing: allow use of copy-paste for a single corrected sentence after teacher confirmation; focus on accuracy of one paragraph rather than length.
• Extension: students add a text feature such as a bolded keyword (if the template supports it) and include one extra detail sentence, then revise again using the checklist.
• EAL/SEN: reduce language load by offering a small word bank and modelling one complete example sentence per student topic; allow oral planning first, then type.
• Behavioural/digital safety: establish a clear “Stop—Ask—Fix” routine for when students get stuck (hands up, wait for teacher).