Laptop Confidence

Overview

Today you will learn how to set up and use new school laptops safely and responsibly, then practise common tasks needed for classroom learning. You will write a short set of “how-to” instructions for a classmate, linking ideas clearly for an informative purpose.

Learning intentions

• Students will plan and create an informative “how-to” text for a familiar audience about using a school laptop safely.
• Students will use text features (headings, steps, bullet points) to help readers find information.
• Students will apply sentence-level grammar and punctuation suitable for short instructions.
• Students will monitor and revise their writing to make instructions clearer.

Success criteria

• I can write a clear introduction and a numbered set of steps (1–6) for one laptop task.
• I can use simple, correct sentences with capital letters and full stops (and question marks when needed).
• I can include helpful text features such as a short title and step headings.
• I can improve my writing by checking spelling, punctuation, and clarity using a checklist.

Curriculum links

• EN2-CWT-02 — Students plan, create and revise written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience.
• EN2-CWT-02 — Using planning, monitoring and revising to improve clarity for readers.
• EN2-OLC-01 — Students communicate for learning by sharing and presenting instructions to a familiar audience (brief partner check).

Lesson structure (60 minutes)

1. 0–8 min · Introduction. Hook + goal. Teacher plays the introduction slides to show a “safe start” before/after scenario (e.g., messy desktop vs organised learning screen) and prompts: “What should we do first when we get a laptop at school?” Students do a quick turn-and-talk and share 1 idea for safe use.

2. 8–18 min · Direct teach. Laptop rules + text features. Teacher uses the introduction slides to model the process: put on the correct hand position, open/close carefully, keep food/drinks away, use headphones correctly, log in safely, and handle the device respectfully. Students note 3–4 key rules and underline useful instruction words (e.g., “Click”, “Type”, “Wait”, “Check”).

3. 18–28 min · Instruction model. Write an informative “how-to”. Teacher displays a model text on the introduction slides: a title plus short introduction sentence, then numbered steps with action verbs and short sentences. Students help the teacher revise one step to make it clearer (e.g., replacing “Do it” with “Click the Start button”).

4. 28–42 min · Practice 1. Plan your instructions. Teacher distributes the laptop how-to planning worksheet and asks students to choose ONE task from a class list (e.g., “Log in safely”, “Open a document”, “Save work”, “Find classroom folder”, “Submit an assignment”). Students complete the plan: audience (“a classmate”), title, step order, and 1 sentence for a clear introduction.

5. 42–52 min · Practice 2. Draft + sentence/punctuation check. Teacher sets a writing target: 4–6 steps, each step one sentence. Teacher reminds students to use full stops and capital letters and to avoid vague words. Students draft their instructions in neat writing (or keyboard-ready draft if devices are allowed by school routine).

6. 52–57 min · Assessment. Peer check against success criteria. Teacher conducts a fast “Glow and Grow” with the introduction slides showing the checklist. Students swap drafts with a partner and use the checklist to find one strength and one improvement (clarity, punctuation, or a missing step).

7. 57–60 min · Conclusion. Quick share + exit response. Teacher collects the laptop how-to planning worksheet and uses the introduction slides for a final prompt: “Which instruction word helps most: Click, Type, Wait, Check?” Students answer on the board (or verbally) and one student shares an improved step.

Resources

• the introduction slides (hook, safe laptop handling rules, model “how-to” text, peer checklist)
• the laptop how-to planning worksheet (task choice, title, step planner, sentence starters, checklist prompt)
• Classroom laptop safety poster or printed mini-rules (optional reference only)
• Model “how-to” sentence strip cards (optional: “First/Next/Then/Finally”, action verbs)

Assessment

• Formative: Teacher observes partner discussions during the hook and monitors step clarity during writing.
• Formative: Peer checklist (Glow and Grow) using text feature and punctuation criteria.
• Summative for today: Collect the laptop how-to planning worksheet to evaluate planning completeness, step order, and clarity of instruction language.

Differentiation

• Support: Provide sentence starters on the laptop how-to planning worksheet (e.g., “First, you…”, “Then, you…”) and an action-verb bank.
• Support: Offer a “re-write one unclear step” scaffold for students who finish early or need help refining.
• Extension: Challenge students to add one troubleshooting step (e.g., “If it doesn’t open, wait 10 seconds and try again.”) and a concluding safety reminder.
• EAL/SEN: Allow oral rehearsal with a partner before writing; accept shorter steps if punctuation and clarity are present.