Laptop Skills

Overview

Today’s lesson introduces students to using new laptops safely and effectively to create and share an informative text. Students will practise planning short text, typing sentences with correct punctuation, and using simple text features while following classroom digital routines.

Learning intentions

• Students will learn how to log on, open files, save work, and shut down a laptop safely.
• Students will learn how to use a word processor to type an informative paragraph with correct punctuation.
• Students will use a checklist to plan, create, and revise their writing for an audience.
• Students will practise respectful, safe online and classroom technology use.

Success criteria

• I can log on, open the correct document, and save my work in the right place.
• I can type an informative paragraph using clear sentence boundaries and capital letters and full stops.
• I can use a simple text feature (e.g. a bold heading) to help my reader.
• I can check my writing using a checklist and improve at least one sentence.

Curriculum links

• EN2-CWT-02: 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: use planning, monitoring and revising during and after writing.
• EN2-HANDW-02: use digital technologies to create texts using typing and software functions.

Lesson structure (60 minutes)

1. 0–5 min · Hook & routines. Teacher shows a quick “Before we type” slide from the introduction slides with the question: “What could go wrong when we use laptops at school?” Students turn-and-talk, then share one class rule they think we need.
2. 5–12 min · Direct teach: login and saving. Teacher demonstrates (projected) how to log on, open the shared writing template, and save using the class naming method, modelling “save often”. Students follow along step-by-step on their own laptops.
3. 12–18 min · Mini teach: word processor basics. Teacher demonstrates how to highlight text, use bold for a heading, and use backspace/undo appropriately while keeping cursor control steady. Students practise typing a 1-sentence example and make it match: capital letter at start and full stop at end.
4. 18–25 min · Planning for informative writing. Teacher returns to the introduction slides for a planning example: “My Topic: Trees” with 3 dot points (what it is, where it grows, why it matters). Students choose an informative topic from a teacher-provided list (or teacher-approved choice) and fill a simple plan.
5. 25–38 min · Create: type the paragraph. Teacher reads the success criteria and demonstrates how to turn 3 dot points into 3–4 sentences, including one bold heading. Students type their informative paragraph into the template, aiming for:

• a heading
• 3–4 sentences that explain clearly for a class audience
• correct punctuation (full stops, capital letters) and careful spelling as best they can.

6. 38–47 min · Revise using a checklist. Teacher distributes the laptop writing checklist worksheet and revisits the introduction slides to show the checklist in student-friendly language. Students tick checklist items, then revise one improvement (add a full stop, fix a capital letter, rephrase a sentence for clarity, or check heading).
7. 47–55 min · Share and respond (audience focus). Teacher models how to read another student’s writing respectfully (based on what they can see on screen or what they share in class). Students share one “Glow” (one thing done well) and one “Grow” (one helpful suggestion) using stems shown on the introduction slides.
8. 55–60 min · Plenary & exit ticket. Teacher takes a quick exit ticket check by asking students to close laptops and raise a hand for “I saved successfully” and “I used punctuation.” Students submit a final reflection on a short prompt in the laptop writing checklist worksheet: “One thing I will do next time is…”

Resources

• the introduction slides (hook image, laptop routine steps, word processor basics, planning model, checklist reminders, share stems)
• the laptop writing checklist worksheet (planning box + checklist + reflection prompt)
• 20 laptops with logon access and a pre-set shared template file
• Projector or teacher screen for modelling
• Headphones optional (if your devices require audio settings during login)
• Timer visible to students (on board or slide)

Assessment

• Formative: teacher observation during login/saving and word processor practice (can students follow steps and stay on task?)
• Formative: review of the typed paragraph against the checklist (punctuation, capital letters, heading/text feature, sentence clarity)
• Exit check: students’ final reflection (“One thing I will do next time…”) to confirm understanding of revision and digital routines

Differentiation

• Support: provide sentence starters in the template (e.g. “Trees are…”, “They grow…”), and allow students to choose from a short topic list.
• Support: display the checklist on the introduction slides and read it aloud; model one revision together before independent revision.
• Extension: challenge students to add one linking word at the start of a sentence (e.g. “Because…”, “For example…”) and include an extra detail sentence if time allows.
• EAL/SEN: keep instructions short and repeat key steps; allow oral rehearsal of sentences before typing; provide additional time for saving and revising.