Sharing Stories with Docs

Overview

In this lesson, students are introduced to Google Docs through teacher modelling and guided practice. They will learn to open a document, type simple text, use basic formatting (bold, font size, alignment), and save their work.

Learning intentions

Students will:

• open Google Docs and create a new document
• type a short message using a keyboard
• save their document and recognise their document title
• apply basic formatting to improve how their text looks

Success criteria

I can…

• open Google Docs and start a new document
• type my name and one or two short sentences
• find where to save and check that my document is saved
• use at least one formatting tool (bold, change font size, or centre/left align)

Curriculum links

• TE4-DIG-02: Students use data and digital systems to code, design and produce projects (creating and editing a simple digital text with a digital system)
• TE4-DIG-01: Students demonstrate technological literacy to safely interact in digital environments (using devices appropriately and following respectful digital behaviour)
• TE4-DIG-02: Students test and evaluate data, tools, systems and technologies (checking formatting and making improvements to their document)

Lesson structure (45 minutes)

1. 0–5 min · Welcome and routine. Teacher explains today’s goal: “We will make a document to share a story.” Students place their hands ready, listen for rules (touch gently, look when someone is speaking, ask for help).

2. 5–10 min · Show: opening Google Docs. Teacher demonstrates on the screen how to open Google Docs and create a new document (show where the “New” button is and the document opens). Students watch and then sit at their devices ready for the guided step.

3. 10–18 min · Guided practice: first typing. Teacher says, “Type your name, then one sentence about yourself.” Students type with teacher “pause and check” prompts, focusing on:

• correct starting point (cursor is blinking)
• using capitals and full stops
• leaving spaces between words Teacher circulates and gives quick feedback (e.g. “Great spacing,” “Remember a full stop.”)

4. 18–25 min · Guided practice: saving and checking. Teacher models saving (how the document stays saved, where the title/document name appears, and how to recognise it is saved). Students follow the same steps and then do a “check”: they point to the document name/title and teacher confirms.

5. 25–32 min · Direct teach: basic formatting. Teacher models 3 simple formatting options using one student example:

• bold selected words
• change font size (choose a larger readable size)
• alignment (left or centre) Students choose one option to try and make one improvement to their own text. Teacher reminds: “Only format your own writing.”

6. 32–38 min · Partner share: quick improvement. Students work in pairs (1 document between two if needed) or check each other’s screen respectfully. Each student must give one positive feedback and one suggestion, using sentence starters:

• “I like your…”
• “You could make it easier to read by…” Teacher checks for safe and kind digital communication.

7. 38–45 min · Exit activity: show and reflect. Students return to their seats and submit a quick show-check to the teacher (teacher selects 3–5 students to demonstrate on screen, or students hold up device for a teacher scan). Students answer one question aloud: “What did you type, and what formatting did you use?”

Resources

• Class devices (e.g. Chromebooks/tablets) with Google Docs access
• Teacher laptop and projector/screen
• Student logins (already prepared) and a saved classroom template or starter document (optional but helpful)
• Printed “Steps to make my Doc” card (1 page, 4–5 steps only)
• Keyboard/typing prompt (e.g. name line + sentence frame)
• Timer (visible) for transitions
• Teacher checklist for observing skills

Assessment

• Observation checklist during guided practice (open Docs, type name/sentence, saving check, formatting used)
• Quick teacher conference after saving: “Show me where it’s saved. Point to the title.”
• Exit check: students demonstrate their formatting or explain one formatting change they made

Differentiation

• Support:
• Provide sentence starters (e.g. “My name is __. I like __.”)
• Use a “Steps to make my Doc” card at each device
• Offer keyboard support (highlighting where the cursor is, reminder about capitals/full stops)
• EAL/SEN:
• Allow drawing or adding 1–2 typed words if typing is difficult (still meet the save and basic formatting goal)
• Use visual examples for formatting (bold icon clearly labelled with a teacher explanation)
• Extension:
• Students add a second sentence or centre-align the whole line
• Students use two formatting tools (e.g. bold one word and change font size)