Hello World Kids

Lessons plans
Level 1

Hello World Kids

The Teacher Guide and
Instructions for Junior 2 Material
Junior 2 Plans
Hello World Kids
Lessons plans
Junior 2

Contents
Unit 1 .........................................................................................................................2
Meet Processor.......................................................................................................3
Meet the Memory ...................................................................................................6
Portable Storage Devices .......................................................................................9
Files and Folders ................................................................................................... 12
Hardware and Software ....................................................................................... 15
Unit Exercises Solutions ....................................................................................... 17
Unit 1 ....................................................................................................................... 18
Guess the Next Shape .......................................................................................... 19
The Coloring Game ............................................................................................... 21
Unit 2 – Lesson 3................................................................................................... 23
The table of Shapes .............................................................................................. 23
The Magical Table................................................................................................. 26
Challenges ............................................................................................................ 29
Unit 3 ....................................................................................................................... 32
Meet Microsoft Word ........................................................................................... 33
Meet the Keyboard ............................................................................................... 37
Style Your Text 1.................................................................................................. 40
Style Your Text 2.................................................................................................. 42
Copy and paste ..................................................................................................... 44
Unit Four .................................................................................................................. 48
Helpful keys.......................................................................................................... 49
Insert Shapes ........................................................................................................ 52
Insert Pictures ...................................................................................................... 54
My Wonderful page 1 ........................................................................................... 56
My Wonderful page 2 ........................................................................................... 58

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Unit 1
Hello Computers

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Unit 1 – Lesson 1
Meet Processor

Objectives
 Remembering computer parts
 Identifying the processor

Terms and Concepts

 Processor

Introduction
 Tell the students: “First we will refresh our memories and remember what
we have learned about computer parts, input and output devices are you
ready?” The teacher should show the parts and show if they are input or
output devices using a prepared power point slide (ppt slide).

Explanation
 Display the prepared slide on the screen, then ask the students the
following :
1. What is this part’s name?
2. What does this part do?
3. Is it input or output?

Activity
Bring a separated case, show it to the students, ask them what is this? What do
think it does?
*Listen to all of the students answers

 After the discussion, tell the students: “The case is somehow different , and
inside it there are special electronic components that process information
and control the computer, and the case’s job is to protect these electronics”
 Now let us look at Reddo and Greeno. A slide should be shown on the board
with the same picture shown on page 8. Tell the students that Greeno
wants to listen to some music, he asked Reddo to play the music for him
and Reddo told Greeno that the music will be ordered by the Processor.
 You can perform the conversation between Reddo and Greeno by puppet
show.
 Now, the teacher will explain that all of the computer components what
ever they are, can not perform any action unless the processor ask them to
do it. Give the students an example, that all of your body parts are
controlled by your brain. If there is a problem in your brain; then your body

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will not act properly. The same thing for the computer. The computer brain
is the processor

Activity
Choose four students, and divide them as following:
The First student: The keyboard
The second students: the speaker
The Third student: The case
The fourth student: Processor
1. Ask the fourth student which is the processor to set beside the case and
let the first and the second student catch the thirds students hands.
2. The keyboard, speakers should be holding the case hands, the case
should set beside the processor.
3. Now, explain for the students that the speaker and the keyboard cannot
work unless they are connected to the case. After this, let the students
notice that processor is inside the case.
4. Now, ask the speaker to play music. The student will not do anything
because the processor did not order him to play music.
5. Now, let the processor order the speakers to play music.
6. The speaker will play music because the processor ordered it to do it.
7. The student can play music by singing.

 After the activity mention that this is what happens inside the computer,
nothing happens unless the processor orders the parts to work.

 Now, tell the students that the processor is called the brain of the
computer. As it is responsible for giving and managing all of its parts.

Activity
o Choose three students to do the following:
1. The first student writes a mathematical equation on a paper, then
gives it to the second student
2. The second student should solve the equation, but not to show the
students the result, then give the paper to the third student
3. The third student shows the class the result (show them the paper)

Tell the students that the computer is similar to this activity, you enter a
mathematical equation using the keyboard, the processor does the calculation
then displays the result on the screen

 Tell the students: “The faster the processor work, the faster the computer
operates”
 If there is a problem with the processor, the computer will not work
properly.

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Wrap-up
 Ask the students: “is the case an input or an output device?”

 Display an image for the processor on the screen, then ask the students
what is this component called? Where does it exist? And what does it do?

Exercise
On a ppt slide, show the exercise page 9 and solve it with the students on the
board.

Exercise Solution
1. processor
2. Reddo clicked on play music.
3. processor
4. The processor sends orders to the speakers to play music

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Unit 1 – Lesson 2
Meet the Memory

Objectives
 Identifying the different types of computer memories
 Identifying the hard disk

Terms and Concepts

 Memory
 RAM
 Hard Disk
 Store

Introduction
 Display a ppt slide on the screen, then ask the students “What is shown on
the screen?
*The answer should be processor, the brain of the computer

 Display a ppt slide on the screen, then ask the students “Which processing
components controls computer parts, does calculations and prepares the
result for the output devices?”

 Mention that the processor is inside the case

 Now ask the students a question, your calculation is done by the processor,
but what if I want to save the value? What if I want to store some
information? Who is responsible for that?

Explanation
 Ask the students what does the term information mean? the computer uses
and deals with, data and information, they can be words, numbers, images
and sounds.

 Tell the students: “The computer save data in memory and the computer
has different types of memories, each one has its own job and properties,
today I will introduce to you some of them”

 Tell the students: “There is a type of memories loses its data when the
computer is turned off, Dear students, let’s meet the RAM”

 Ask the students to say “Hello RAM” in a loud voice together, display the
RAM picture on the screen, then mention that the RAM is the one of
computer memories

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 Display the RAM picture on the screen, then mention the following:
1. The RAM is the Random Access Memory, it is also inside the computer
case and it’s super fast
2. The computer uses the RAM to get information about programs
3. The RAM holds information about the programs while they are opened,
so when the program is closed or the computer is turned off it lose all
the information it has

 Tell the students: “I know that you have the same question, so I will tell you
about the storage devices, they save your documents and paintings and all
other programs, let’s meet the first storage device the Hard disk”

 Ask the students to say “Hello Hard disk”, then display its picture on the
screen

 By displaying the HDD on the screen, mention the following:

1. The Hard disk is inside the computer case
2. It stores the computer programs and all of your data
3. It doesn’t lose the data when the computer is turned off
4. It is a read/write memory (which means that you can save on it
whenever you want, and you can open and read everything saved on it)
5. It is a little bit slow but it can store large amount of data

Wrap-up
 Tell the students: “Today you have learned about the computer memory
types”

 Ask the students to mention the computer memory that we discussed today
*They should mention RAM
Ask them what does the abbreviation RAM stand for?
*The answer is Random Access memory

 Ask the students “Where are your documents, paintings and all other
programs saved?”
*They should answer Hard disk

 Tell the students: “Right, your document and paintings are saved on the
Hard disk, it is a storage device that exists inside the computer case ”

Exercise
The exercise should be shown on a ppt slide.

Exercises solution:

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1. HDD
2. RAM
3. HDD

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Unit 1 – Lesson 3
Portable Storage Devices

Objectives
 Recognizing the “portable storage device” term
 Mentioning the portable storage devices types
 Mentioning flash memory and external hard disk properties

Terms and Concepts

 Portable
 USB
 Port
 External

Introduction
 Start by telling the students that yesterday you were in a trip, you took
some pictures and you want to give them to your friend. Ask them, what do
I need to do this?
 Hold a USB flash and raise it, tell the students “I am holding a storage
device”

 Ask the students “if anyone can guess what is it?” and “Is it possible to
carry a storage device?”

 Tell the students: “Today you will meet new storage devices, but they are
different a little bit, they are portable devices”

Explanation
 Display a ppt slide on the screen with title “Portable storage devices”, then
mention what portable storage devices mean

 Tell the students: “So I’m carrying a portable storage device, let’s meet the
first portable storage device: the USB flash”

 Ask the student to say “Hello USB flash” in a loud voice together, then
display a ppt slide with USB Flash on the screen then mention the
following:
1. The USB flash is a read/write memory (We can get data from it and we
can save data on it)
2. It has a small size but it can store large amount of data

 Ask the students, I have this USB flash but were should it be connected?
Where do I put it if I want to open its content?

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 On a ppt slide, show the USB port.

 Explain what the port is, tell them that the USB port is used to connect the
USB storage with the computer
 Now, connect the USB that you have with the computer by putting it in the
USB port.
 Ask the students what do you notice on the task bar one we plug the USB ?
*The answer is that there will be a small icon on the task bar showing that
the USB is connected
* A slide should be shown showing the icon that will be shown once the USB is
connected to the computer.

 Now, ask the students what if I have a very big data to be stored and the
Flash size is not enough? What can I do?
*Listen to all of there answers.
 The answer is “External HD”
 Show the eternal HD picture on the screen using a ppt slide.
 Ask the students do you remember the HD? Why does it exist? And Where?
The answer is that the HD is used to store data. But what if we have data to
be sent on a HD? Then we have external HD that can be used as a portable
storage like the USB flash but with bigger size.
 Ask the students, Where do think the external HD should be connected?
The answer is through the USB Port.

Wrap-up
 Tell the students: “Today you met the portable storage devices”

Activity
Show the USB flash and the external HD on the screen and ask them what are
these? And why do we use them.

Ask the students the following questions:

 Which device can store the largest amount of data? USB flash or external
HD
 Ask the students, why do we call it “External” HD?

Exercise
Show the exercises page 16 on the screen using a ppt slide

Exercise 1 solution:
The students should have colors, The flash should be colored with red and the
externa HD Should be green

Exercise 2 solution:

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USB port connects between the computer and the storage devices.

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Unit 1 – Lesson 4
Files and Folders

Objectives
 Creating folders
 Moving files
 Deleting files and folders

Terms and Concepts

 Organize
 File
 Folder
 Container

Introduction
 Add a group of files (documents, audios, paintings) to your desktop, then
display it on the screen

 Ask the students if they think that your desktop is messy

 Tell the students: “Today you will learn how to organize your desktop, but
first you will meet two friends”

Explanation
 Ask the students to say “Hello Files” in a loud voice together.

 Tell the students: “The images, documents, audios and videos saved on your
computer are called files”

 Ask the students to say “Hello Folders” in a loud voice together.

 Tell the students: “The folders are just like containers, they can have files
and other folders inside them, and you can use them to organize your
computer”

 Do the following activity in the class:

1. Bring two folders and a group of papers
2. Show the students the papers, and mention that those are our
documents
3. Show the students one of the folders, put the papers inside it, mention
that the folder is a container for the papers
4. Show the students the other folder, put another group of papers inside it
5. Put one folder inside the other one

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6. mention that the files and folders in computer are similar to those
folders

 Tell the students: “Dear students, now I will tell you how you can create a
folder on your computer”

 Follow the steps of creating a folder with the students

*Focus on using the right click of the mouse to open a menu with actions
* Tell the students that the folder color is yellow, show the folder icon on a
slide.
* The part were you add the folder name, tell the students that they can not
use (\ / : * ? “ < > |) symbols in naming the folder.

Activity page 19

 Ask all of the students to create a folder on the desktop and name it by
their names.

Activity page 20

 Tell the students: “Now I will teach a new thing about the files and the
folders, I will show you how to copy a file”

 Follow the steps of copying a file with the students

 Ask the students to try copy a folder on their computers

 Tell the students: “Dear students, what about deleting a file or folder, let’s
explore the steps”

 Ask the students to try deleting a file

Wrap-up
 On the screen, point to a file then ask the students “What is this?”

 Tell the students: ”This is a file, and all the images, documents, paintings,
audio files saved on your computer are called files”

 On the screen point to a folder then ask the students “What is this?”

 Ask the students what is the difference between the file and the folder?

 Tell the students: “This is a folder, and it works as a container, it can have
files and other folders inside it”

 Repeat the steps of copying/deleting file/folder on the screen

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Exercise
Page 21.
Exercise Solution:
1- Files
2- Folders
3- The students should follow the steps of creating a folder.
4- The students should follow the steps of copying a file inside a folder
5- The students should follow the steps of deleting a file from a folder

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Unit 1 – Lesson 5
Hardware and Software

Objectives
 Distinguishing between hardware and software

Terms and Concepts

 Hardware
 Software
 Classified

Introduction
 Ask the students to mention all the computer parts and programs they
learned about

 Tell the students: “Dear students, all computer parts and programs can be
classified in two groups hardware and software”

 Show Reddo and Greeno conversation under page 23 on the board using a
ppt slide

Explanation
 Tell the students: “Now I will tell you an example of each one and let you
guess the difference between hardware and software”

Class Discussion

 After the discussion tell the students: ”I will tell you the difference between
hardware and software, all the physical parts of the computer that you can
see and touch are called hardware, and all the programs and applications
that you can use are called software”

 Tell the students, hardware means that all of the computer parts that I can
touch.

Activity

 Tell the students: “Now that you know the hardware and the software, and
now I will tell a new secret, Do you know that there are a lot of devices that
contain computers other than the desktop and the laptop?”

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 Then tell them that many devices contain computers, but they have special
types of computers. Which means that they have different types of software
and special hardware

 Display a ppt slide for page 24 on the screen, it has examples of devices
have computers

Class discussion
Talk to the students about the mentioned computers under page 24

Wrap-up
 Tell the students: “Today you know that the computer parts and programs
are classified in two groups hardware and software”

 Ask the students to mention examples of hardware and software

 Mention that all the physical parts of the computer are called hardware

 Mention that all the programs and applications are called software

 Ask the students to mention devices that have special computers

Exercise
Exercise should be shown using ppt Slides

 Ask the students about the options one by one, after they answer ask them
to write the answer on their books inside the table

Exercise 1 Solution
Hardware:
USB, Mouse, processor

Software:
Paint

Exercise 2 Solution
Calculator
Microwave

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Unit 1
Unit Exercises Solutions

Exercise 1
The students should match the name with the image:
Soltion:

Exercise 2

Students should have colors. Hardware box shuld be colored with green
software with red.

Exercise solution:

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Unit 1
Let us Have Fun

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Unit 2 – Lesson 1
Guess the Next Shape

Introduction
 Tell the students:
o Today we will play a game called guess the next shape
o In this game we have to guess the missing shape that should be filled in
the blank

Explanation
 Tell the students: “Dear students, let’s start with the first game. Reddo will
help you in this one”

 Display a ppt slide on the screen for page 31, then point to the pattern and
say the shapes names loudly (Apple, Caterpillar, Apple, Caterpillar, Apple,
Caterpillar, ……) then stop talking when you reach the blank, Reddo will
appear on the slide and point to the apple option and say: It is easy!

 Tell the students: ”Reddo guessed the missing shape because Reddo noticed
that there is a pattern. Which means after each apple comes a caterpillar,
and after each caterpillar comes an apple” Point to the shapes while you
are telling them that

 Tell the students: “Now it’s you turn”

 Display a ppt slide for page 31 (cat and milk) on the screen, then do the
following:
1. Start pointing to the shapes and say their names in a loud voice
2. Ask the students to say the names with you
3. When you reach the blank, stop talking, the students will guess the
missing shape
4. Tell the students: “Great, you guessed the missing shape, circle the
answer on your books”
5. Ask the students “how did you guess the missing shape?”

 Tell the students: “The game will be harder, are you ready?”

 Display ppt slides on the screen for each activity under this lesson, then do
the same steps for the new patterns
o The students may see that this pattern is harder, since it consists of two
or more shapes
o If they didn’t guess the missing shape point to the first shapes and to the
last shapes and mention that they are similar, so the shapes in the
middle must be the same

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 Tell the students: “Now the game will change a little bit and we will use our
colors”

 Display a ppt slide for the colors pattern under page 33 on the screen, then
do the same steps for the new pattern, instead of circling the answer they
will color the empty boxes

Activities Solutions
 Pattern 1
1. Apple

 Pattern 2
1. Cat

 Pattern 3
1. beet

 Pattern 4
1. Jar

 Pattern 5
1- Red circle
2- Blue Square

 Pattern 6
1- Blue Square
 Pattern 7
1- Green circle
2- Red Triangle
 Pattern 8
1- Green
2- Red
 Pattern 9
1- Blue
2- Green

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Unit 2 – Lesson 2
The Coloring Game

Objectives
 The students should be familiar with the term border.
 They should name all of the shapes.
 The students should know all of the colors.

Terms and Concepts

 Border
 Shapes
 Colors

Introduction
 Tell the students that sure they know the shapes and their names.
 Draw some shapes and ask the students about their names.
 Show some colors and ask the students about them.
 Tell the students: “Today we will play a coloring game, but with a different
rule, let’s explore it”

Explanation
 Start with drawing a triangle on the board, and show the students the
triangle borders

 Draw another triangle on the board, ask the students to mention where the
triangle borders are

 Make sure that the students know shape borders

 Draw two triangles with a shared border on the board

 Ask the students to mention each triangle’s borders, mention that these two
triangles have a shared border and point at it

 Tell the students: “This game is about coloring shapes, but it has a rule:
shapes with shared borders cannot have the same color”

 Display the triangles in page 35 on the screen, then mention the following:
o This drawing has 4 triangles
o Triangle 1 and triangle 2 have a shared border, so they cannot have the
same color

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 Ask the students to mention which triangles have a shared border, and
which triangles don’t have a shared border

 Point to the triangles that have a shared border and mention that the
triangles have different colors

 Tell the students: “Now it’s your turn to color this drawing, but first let’s
check the shapes with a shared border ”

 On the screen mention with the students each shape border, and which
shapes have a shared border

 Show them the mistakes done under page 36, as triangle 1 and triangle 2
have shared borders with the same color which is wrong.

 Show for the students the triangles under the same page in the next
coloring, tell them that they were colored correctly.

Activity:
 Ask the students to color the drawing on their books under page 36

 Check their coloring and give comments while they are drawing.

 Tell them to remember following the rule ”Shared borders with different
colors”

Activities Solutions

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Unit 2 – Lesson 3
The table of Shapes

Objectives
 Students should understand the terms (Column, row and table)
 The students should know why do we need to use tables.

Terms and Concepts

 Column
 Row
 Table

Introduction
 Prepare a slide that has a cross word game. The words in it should be related to
one the concepts given before (Computer parts, input, output…etc)
 Show for the students that the cross word has squares above and beside each
other.
 Tell the students: “Today we will play a new game with shapes ”

Explanation
 Now, draw three or more squares above each other and show for the
students that they are similar to a column and they are also called columns.
 Draw different squares beside each other and let the students guess what is
its name, and after that tell them that it is called row.

 Bring a group of boxes (3-4 boxes)

o Put the boxes next to each other, then mention that when you have
boxes arranged next to each other they are called a row
o Put the boxes above each other, then mention that when you have
boxes arranged above each other they are called a column
 Display the image under page 40 on the screen, then mention that you have
a group of shapes and an empty row, the first rule of the game is to put the
shapes inside the boxes’ row but not to put the same shape more than once

 Tell the students: “Dear students, it’s your turn to fill a row with shapes”

 Ask the students to fill the row in their books

 Tell the students: “Now you will move to the second rule, which is related
to the columns”

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 Display the image under page 40 on the screen, then mention that you
have a group of shapes and an empty column, you have to fill the column
with the shapes but not to put the same shape more than once

 Tell the students: “Dear students, it’s your turn to fill a column with shapes”
in your books page 40

 Tell the students: “Dear students, the game starts now, I will give you a
group of rows and columns and you have to fill the empty boxes with the
right shapes”

Activity 1
 Display the table under page 41 on the screen, start telling the students
how they can fill this table:
1. Tell the students: “Here you have a group of rows and columns”
2. Point to each row and each column, mention that this is a row/ a
column
3. Start with the first row, mention that this row has a square and a circle
and the missing shape in the box should not be repeated in the same
row and the same column.
4. Point to the empty box in the first row, mention that “you have to add
the missing shape (which is the Triangle) here”, but first you should
notice that this empty box is shared between a row and a column (Point
to the row and to the column) so I have to check that this column
doesn’t have another triangle, then I can add a square in the box under
the same column
5. Then start filling the other empty boxes following the same rule.

Activity 2
*Repeat the same steps in each column/row (point to the empty box, point
to which column and row the box is shared with)

 Display the same table with the shapes under page 41 for the second
activity on the screen then:
1. Ask the students to solve the game on their books
2. Give the students enough time to solve it
3. Solve the game with the students in the same steps mentioned before

Wrap-up
 Let the students draw their own table with the shapes they want and fill the
table with the missing shapes.

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Activities solution

Activity 1:

Activity 2:

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Unit 2 – Lesson 4
The Magical Table

Objectives
 The students should be able to combine the column and the row to take
the table information.

Terms and Concepts

 Magical table
 Information table
 Block

Introduction
 Draw a table with three columns and three rows on the board.
 Ask the students how many rows and columns does the table have?
 Add names inside each square in the table and tell the students that each square is
called block.
 Tell the students: “Today we will play a new game it mixes between colors
and shapes, are you ready? ”

Explanation
 Display page 43 table on the screen, then tell the students the following:
1. This is a magical table, it has colors above it and shapes on the left side
2. The colors and the shapes meet inside the table’s boxes
3. For example look at the first row:
o in the first box the square meets the red color so we have a red
square
o in the second box the square meets the green color so we have a
green square
o in the third box the triangle meets the red color so we have a red
triangle
o In the fourth square the triangle meets the green color then we have
a green triangle.

 Tell the students: “Now the game will be harder, and the magical table has
new rules ”

 Display the second magical table under page 44 on the screen, mention that
now we have letters instead of colors, and numbers instead of shapes

 Tell the students:

1. In this game you have the box name and the box color, and you will
color the boxes

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2. For example we have the box B,2 (point to the box mention that B is
from the column and 2 is from the row) has a green color
3. Write on the board B,2 is green

 Display the information table under page 44 on the screen, mention that
this table has information for you to color your magical table
Under the information table:
 Point to the first column, mention that here you have the boxes’ name

 Point to the second column, mention that here you have the boxes’ color

 Ask the students to open their books on page 44 to color the table together

 Display the magical table on the screen, then do the following:

1. Point to the first box
2. Ask the students what is the name of this box  (A1)
3. After they answer go to the information table, ask the students to find
the box in the table to know its color
4. After they find the color, ask the students to color the box on their
books
*Repeat the previous steps until they fill all the boxes

 Display the information table and the magical table under page 43 on the
screen, mention that now we have the same game but in a different way,
we have to fill the information table and the magical table together

 Ask the students to open their books on page 45, then do the following:
1. Point to first box, then ask the students what is the name of this box
2. Ask the students what is the box color
3. After they answer go to the information table(it will be filled), and let
them check their answers
*Repeat the same steps for each box, if the box name or color is missing ask
the students to fill it in their books


Wrap-up
 Now, the column will be given with colors as information
 The rows will be given with shapes as information table.
 The students should combine the column color with the row shape to add the
colored shape inside the table blocks.

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Activities solutions

1-

2-

3-

4-

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Unit 2

Challenges

Challenge 1
 The students should have colors and they should add the missing shape with
the correct color.

Solution:

Challenge 2
 The students should have colors.

Solution:
 The coloring should be based on the rule which is the shapes with the same
borders should be colored with different colors..

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Challenge 3

 The students should add the missing shape.

Solution:
 The rule for the shapes is that you should not have the same shape in the same
column and row.

2. There are repeated shapes under the same column and the same row.

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Challenge 4
 The students should have colors

Solution:
 Based on the information table, 1,1 should be colored with blue, 1,2 should be
yellow, 2,1 should be red and 2,2 should be colored with green.

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Unit 3
Hello Documents

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Unit 3 – Lesson 1
Meet Microsoft Word

Objectives
 Opening the Word program
 Identifying the Word program parts
 Using the space key
 Using the enter key

Terms and Concepts

 Cursor
 Character
 Space

Introduction
Discussion
o Tell the students: Have you ever thought how people type long texts
with different styles and sizes on the computer?”

 Tell the students: “in this unit you will learn a lot about the keyboard keys,
and you will explore a wonderful typing program called Microsoft Word”

Explanation
 Display an image of the keyboard on the screen, then ask the students the
following:
1. What does this device do?
2. Is this an input or an output device?

 Tell the students: “The keyboard is an input device, used to type on the
computer, and now you will explore a program to type”

 Tell the students: “Let’s start with opening the Microsoft Word program”

 Go through the steps of opening the Microsoft Word program, mention that
the steps are similar to the steps of opening the Paint program

 After opening the Word program, start pointing to the program parts, and
mention what each part does (page 57)

 Point to the document, mention that here is where you can use your
keyboard to type

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 Tell the students: “To start typing move your pointer to the document and
click”, do the same on the screen

 The cursor will appear, point to the cursor, then ask the students if anyone
knows what this is?

 Tell the students: “This is called the cursor, it shows where your character
will be added in the document”

 Tell the students: “The characters are letters, numbers or symbols”

Activity
o Ask the students to move their pointer and click on the document

 Now do the following to start typing:

1. Let the students look at you
2. Raise your hands
3. Tell the students: “I will type my name name”
4. Use one hand to press the first key of your name
5. Point to the added letter on the document, mention that the letter is
added before the cursor not after it
6. Continue typing your name

Activity
o Ask the students to type their names on their documents

 Tell the students: “Now I will type my father’s name beside my name ”

 Type your father’s name beside your name without adding a space
 name, point to the names on the screen, ask the students: “do you notice
that there is a problem?”
*The students may mention that the two names are stuck together

 Tell the students: My name and my father’s name are stuck together, so
you need to add a space between them, our wonderful keyboard has a key
that can help us in adding a space between their names”

 Display the keyboard image on the screen, point to the space key, mention
that this key is used to add a space between words

 Go back to the Word program, tell the students the following steps while
you are doing them:
1. To add a space between the names I need to change my cursor’s
location
2. I will move my pointer to be between the names, then I will click there
3. My cursor’s location is changed, now I can press on the space key to add
a space
4. Point to the added space to show it to the students

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Activity
o Ask the students to type their father’s name beside their name on their
documents

 Tell the students: “Now I will tell about a new key, that will help you type
on a new line”

 Display the keyboard image on the screen, point to the enter key, mention
that this key is used to move your cursor to a new line

 Go back to the Word program, tell the students the following while you are
doing them:
1. Now I will make my name and my father’s name each on different lines
2. I will move my cursor to be between them
3. After you move your cursor, click on the enter key
4. Point to the screen, mention that the names are on different lines

Activity
o Ask the students to type their names and their father’s name each one in
a separate line.

Wrap-up
 Tell the students: “Today you met a wonderful typing program called
Microsoft Word”

 Go through the steps of opening the Word program

 Click on the document, point to the cursor, mention that this is called
cursor

 Type the school name, mention that the letters appear before the cursor

 Type the class name, mention that we use the space key to add a space
between the words

 Make the school name and class name each on a line, mention that we use
the enter key to move the cursor to a new line

Exercise
1. Ask the students to open the Word program then do the following:
2. Type your name and your father’s name with a space between them
3. Your friend’s name on a new line

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Exercise 2 Solution:

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Unit 3 – Lesson 2
Meet the Keyboard

Objectives
 Using the backspace key
 Using the Shift key

Terms and Concepts

 Capital

Introduction
Discussion
 Open MS word, and write your name with mistakes in it, then ask the
students: can I fix my mistakes? Listen to their answers by how we can
do this.
 Now tell the students that today we well learn how to do some
interesting actions on our word file.

Explanation

 Now go back to the Word program, type the class name, and make a
mistake with one letter

 Tell the students: “I typed a wrong letter in our class name, so I will use a
key that will help me to delete this letter”

 Display the keyboard image on the screen using a ppt slide, point to the
backspace key, mention that this key is used to delete the character before
the cursor

 Go back to the Word program, then tell the students the following:
1. I will move my cursor to be after the letter I want to delete
2. I will press on the backspace key
3. Point to the word, mention that the wrong letter has been deleted

Activity
o Ask the students to type their name then delete it

 On the screen, type the following: My name is “Your name”

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 Tell the students: “the English language has a rule, the names first letter
should be capitalized, so I will tell you about a new key that will help you
do this”

 Display the keyboard image on the screen using a ppt slide, point to the
shift key, mention that you press this key before typing any letter then you
press the letter while you are pressing the shift key

 Go back to the Word program, then tell the students the following:
1. I will move my cursor after the first letter on my name, then press on the
backspace key to delete it
2. I will press on the shift key before typing the first letter on my name
again then I will type the first letter while pressing on the shift key
3. Point to the first letter, then mention that it’s capitalized now

 Tell the students: “After you press and hold the shift key all the typed
letters will be capitalized until you remove your hand from it again”

 Tell the students the following steps while you are doing them:
1. I will press the shift key, then I will type A B C
2. The typed letters will be capitalized since I pressed on the shift key
3. I will remove my finger from the shift key and type a b c
o Mention that the letters are back to being small letters since you did not
press the shift key while typing them.

Activity
Ask the students to type their names all of it capitalized using the shift key

 Now, using MS Word, type a question without a question mark and ask the
students what is missing from the question? The answer should be “The
question mark symbol”
 Now tell the students that as you can see, there are some symbols above
some letters and numbers on the keyboard, can you see them? Do you
know how we can add them to our typing page when we need them? The
answer is we can add these symbols by using also the shift key. The same
way we capitalize the letters we add the symbols.
 Now add the “?” symbol while pressing the shift key.
 Now show a ppt slide with the position of the “?” symbol.
 Ask the students: Who can tell me how can I add the “#” symbol?
 Listen to their answers
 The answer is: By clicking on the number 3 while pressing the shift key

Activity
1. Ask the students to retry adding the @ symbol on their documents
2. Ask the students to try the shift key with letters
Activity
Ask the students , what happens when I press the shift key with number 2?

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1. Ask the students to try the shift key with letters

Activity:

Ask the students to open MS word and write (@Hello World Kids)^^
Let it be as a challenge, the first fast five students will gain a gift.

Wrap-up
 Go through the steps of opening MS Word

 Ask the students what each key does:

1. Space key
2. Enter key
3. Shift key
4. Backspace key

Exercise
1-

2-

3- Ask the students to type:

Can Reddo dance backwords?

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Unit 3 – Lesson 3
Style Your Text 1

Objectives
 Formatting text

Terms and Concepts

 highlight
 font
 size
 font color
 font type
 save

Introduction
 Tell the students: “Dear students, do you know that your books were
written on a word document before they were printed”

 Tell the students: “Today you will learn how to format your text by
changing its color and size ”

 Tell them, in paint, when we want to keep out painting, what did we do?
They will answer that they save. Tell them that we do the same thing in MS
Word.

Explanation
 Open the Word program on the screen, type a text to start formatting it

 Tell the students: “First you have to highlight the text to format it”

 Go through the highlighting process: Put our cursor in the right place, left
click your mouse, hold the left key and stop when you reach the whole
wanted text.

 Now, remind the students with the word window. The ribbon, under the
ribbon focus on the format text tools.

 Show the tools on a ppt slide. Then go to MS word and point to them as
mentioned under page 65.

 Write your name on the board and highlight it, now click to change the text
with red, ask the students what happened? What did they notice?

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 *Repeat for font size and font type.

 Let the students do what ever you do.

 Tell the students the typed text in word is called font.

Class Discussion page 65 and ppt slide should be used

 Ask the students if they can guess how to change text effects

 Tell the students: “there is a wonderful option in the Word program to

format your text”

 Add a text, highlight it, point to the Word Art icon, show the students the
options

 Try different Word Art effects to show the students the effect

 Tell the students that all of the text editing options used are called text
format.

 Now, ask your students, who remembers paint? Who can tell me why do I
need to save? Can we save aa word document?

 Then, go through the saving steps and let the students save their documents
too

Wrap-up
 Go through all of the font format types used, and ask the students about
them
 Go through the saving steps and let the students do the same
 Try to format a text without highlighting and ask the students why the
format was not applied?

Exercise
Type the text under page 67 and put it on the screen. Let the students type the
same text with the same format and then save it.

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Unit 3 – Lesson 4
Style Your Text 2

Objectives
 Continue Formatting text

Terms and Concepts

 Bold
 Italic
 Underlined
 Align
 Open

Introduction
 Tell the students: “Dear students, do you know that your books were
written on a word document before they were printed”

 Tell the students: “Today you will learn how to format your text by
changing its color and size ”

Explanation
 Open the Word program on the screen, type a text to start formatting it

 Tell the students: as you remember, First you have to highlight the text to
format it”

 Point to each tool in the toolbar, then mention what this tool does (page
69)

 Try the tool, to show the students what it does

Class Discussion page 69

 Ask the students if they can guess how to change text color

 Go back to the Word program, type a text, mention that “I have to highlight
the text to format it”

 Point to each tool in the toolbar, then mention what each tool does (page
69)

 Point to the bucket icon, then ask the students if anyone remembers what
this tool does

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 Mention that the bucket tool used to change the background color, try it on
the screen to show the students the output

 Write (Hello), which tool is used to change the font color, font tpe and font
size.

 Under the tools box, make the text Bold, ask the students what did they
notice? Write the word bold on the board and then ask the students what
do they notice? They should notice that the word Bold starts with B and the
tool name is Bold, which means that the B letter is the first letter of the tool
name

 Repeat the same thind with underlined and italic.

Activity page 69

 Now let the students do the activity under page 69

 Then, for the same text typed under the activity, type it on the screen in
front of the students, use the alignment types, ask the students what did
they notice.

Activity page 70
Let the use the alignment tools for the same text thet typed under page 69 for
the activity

 Now, ask the students, can I open a saved word document? The answer is
yes.
 Go through the open steps under page 71.
 Let the students practice how to open

Wrap-up
 Point to the tools in the toolbar, ask the students what each tool does

 After they answer, mention what the tool does

 Go through the open steps.

Exercise page 72
Ask the students to open word and type the needed texts under the two
exercise.

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Unit 3 – Lesson 5
Copy and paste

Objectives

 Copying and Moving a text using the toolbar options

 Copying and Moving a text using the keyboard shortcuts

Terms and Concepts

 Copy
 Paste
 Cut
 Shortcut

Introduction
 Tell your students, do you remember the keyboard keys we used in the
previous lesson? Who can mention them?
 Let the students mention them
 Tell the students: “today you will also explore new keyboard keys”

Explanation
 Go through the steps of opening a saved document
o Focus on the open document dialog parts (where your document is
saved, what is your document’s name)
o Mention that after you choose where your document is saved, you can
search for it

 Tell the students: “Now that you know a lot about the keyboard keys and
can type a long text, you have to learn how to add symbols and special
characters to your document”

Activity
o Ask the students to type the following text 5 times on their documents
~ Hello World Kids **

 Tell the students:

1. In the previous activity, you typed the same text more than once. It was
boring, wasn’t it?

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2. Now I will tell about a magical way to copy and paste the text as much
as you want

 Go back to the Word program, tell the students the following:

1. I have to type the text for the first time (type: I love the computer)
2. To copy and paste the text, I have to highlight the text
3. To highlight the text, I will put the cursor on the beginning of the text
then I will click and drag until the end of the text
4. Point to the highlighted text to show it to the students
5. After highlighting the text, I will click on the copy option in the toolbar
(point to the copy option in the toolbar)
6. I will move the cursor where I want to copy my text
7. Click on the paste option from the toolbar (point to the paste option in
the toolbar)
8. Point to the copied text to show it to the students

 Tell the students: “Now I will tell you how you can move a text to another
place in your document ”

 Go back to the Word program, tell the students the following:

1. Type a text on the document
2. Highlight the text
3. Click on the cut option from the toolbar (point to the cut option in the
toolbar)
4. Move your cursor to where you want to move the text
5. Click on the paste option
6. Point to the moved text to show the students how the text moved

 Tell the students: “dear students, you can copy, cut and paste using
keyboard keys”

 Go back to the Word program, tell the students the following:

1. Type a text on a word document
2. Highlight the text
3. Press on Ctrl + C keys together to copy the text
4. Move your cursor where you want to copy the text
5. Press on Ctrl + V keys together to paste the text

 Tell the students the following:

1. Type a text on a word document
2. Highlight the text
3. Press on Ctrl + X keys together to cut the text
4. Move your cursor where you want to move your text
5. Press on Ctrl + V keys together to paste the text

 Display a ppt slide on the screen, mention that those are called keyboard
shortcut

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Wrap-up
 Go through the steps of opening a saved document

 Repeat that the shift key is used to type symbol and capital letters

 Display a ppt slide on the screen, and mention what each shortcut does

Exercise

Under page 78, type the text using the copy and paste technique

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Unit Exercise
Ask the students to open MS Word and do the exercises under page 78

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Unit Four
Hello Wonderful
Documents

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Unit 4 – Lesson 1
Helpful keys

Objectives
 Using the caps lock key
 Using the tab key

Terms and Concepts

 Capital

Introduction
Discussion
 Tell your students that today you will explore new keys on the keyboard
that help you a lot in typing and make your typing faster and easier.

Explanation

o Ask the students all to write their names using MS word

 On the screen, type the following: My name is “Your name”

 Ask the students, who remembers what is the key on the keyboard that is
used to capitalize letters? Their answer should be “the shift” key
 Now, tell them, is there another key that does the same? Listen to their
answers
 Now, show the keyboard picture on the board using a ppt slide.
 Point on the Caps Lock key
 Mention that once this key is clicked, then all the letters we type will be
capital letter

 Now, tell the students: “the English language has a rule, the names first
letter should be capitalized, so we will try to capitalize the first letter using
the Caps Lock key

4. Move my cursor after the first letter on my name, then press on the
backspace key to delete it

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5. I will press on the caps lock key before typing the first letter on my
name again
6. Point to the first letter, then mention that it’s capitalized now

 Tell the students: “After you press the caps lock key all the typed letters will
be capitalized until you press it again”

 Tell the students the following steps while you are doing them:
4. I will press the caps lock key, then I will type A B C
5. The typed letters will be capitalized since I didn’t press the key again
6. I will press the caps lock key again, then type a b c
o Mention that the letters are back to being small letters since you pressed
the caps lock key again

Activity page 84
o Ask the students to type the following on their computers:
GOOD MORNING using the caps lock key not the shift key

Activity page 84
o Ask the students to type the following on their computers:
Redddo and greeno, at first they should not use caps lock, then they
should repeat them using the caps lock.
Ask them what is the difference?

 Tell the students: “Now I will tell you about a new key”

 Display the keyboard image on the screen using a ppt slide, point to the tab
key, mention that this key is used to add a group of spaces

 Go back to the Word program, then tell the students the following:
1. I will type Reddo and Greeno’s names again
2. I want to add a group of spaces between their names
3. I will move the cursor to be between their names
4. I will press on the tab key to add the group of spaces
5. Point to the spaces, mention that “I used the tab key to add those group
of spaces”

Activity page 83
o Ask the students to do the the following on their computers:
1- Add a dot
2- Press tab then type your name
3- Move to the next line and add another dot.
4- Add a space then type your friends name
5- Ak them what do they notice?
They notice that the tab key adds more spaces than the space key

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Wrap-up
 Go through the steps of saving a document again

 Ask the students what each key does:

5. Space key
6. Caps lock key
7. Backspace key
8. Tab key
9. Ask the students what is the difference between the space and the tab
key

Exercise

 Ask the students to open the Word program and use the tab and caps lock
key to type the text under exercise page 85


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Unit 4 – Lesson 2
Insert Shapes

Objectives

 Adding a shape to a word document

 Formatting a shape using MS word

Introduction
 Tell the students:
Suppose that I typed a letter to my mom and I want to insert a heart shape, do
you thing that I can do this in MS word?

Let us see If we can and how

Explanation
 Go through the steps to open word program, type the following sentence:
I love you mom
 Now, ask the students: What do I want to do? The answer is: Insert shape,
then tell them that if I want to insert a shape then I should click on the
insert tab then choose shapes

 Go through the steps of adding a shape on the screen (page 87)

 Tell the students: “after adding a shape, a new option will be added to the
toolbar to format your shape”

 Point to the “Shape Fill” option, mention that this option is to change the
shape color, then try it on the screen to show the students the result

 Point to the “Shape Outline” option, mention that this option is to change
the shape borders’ color, then try it on the screen to show the students the
result

 Point to the shape effects and show for the students what does this tool do

Activity
 Under your sentence (I love you mom) add the heart shape and fill it with
red, make the borders dashed, use 3D effect
 Let the students do the same

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Wrap-up

 Go through the steps of adding shapes very quickly

 After adding a shape, point to the formatting shape options, then ask what
each option does

Exercise

 Display the page on the screen, using a ppt slide then ask the students to
add the shapes under page 89 related to the exercise

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Unit 4 – Lesson 3
Insert Pictures

Objectives
 Adding a picture to a word document
 Formatting a picture

Introduction
 Tell the students:
I want to write a report about Petra city and I want to add some pictures, do
thing I can do this with word? In the previous lesson we added some shapes,
and today, with the same way we will learn together how to add pictures.
Are you ready???

Explanation
 Go through the steps of adding a picture on the screen (page 91)

 Mention that the picture will be added where your cursor is located

Activity
Add a picture from the computer and let the students add a picture
o Make sure that the students have at least one picture on their desktops
before they starts this activity

 Go through the steps of adding the picture lowly and let the students do it
with you

 Tell the students: “after adding a picture, a new option will be added to the
toolbar to format your picture

 Click on the format tab

 Point to the “color” option, mention that this option is to change the
picture color, then try it on the screen to show the students the result

 Point to the “artistic effects” option, mention that this option is to add
artistic effects to the picture

 Point to the “picture border” option, mention that this option is to add a
border to your picture and also colors the border, mention the border
weight and styles options too.

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 Point to the “Picture effects” option, mention that this option is to add
effects to the picture, try different effects and explain each one.
 Now, ask the students what if there is a part in the picture that I do not
want, what do you think o can do? The answer is crop, go through the crop
option and explain how to use it.
 Point to the rotate option and apply it to your picture.
 Tell the students that the picture format tools will not be shown unless you
click on the picture.

Wrap-up
 Point to the insert tab, mention that from this tab you can add pictures and
shapes

 Go through the steps of adding pictures very quickly

 After adding a picture, point to the formatting picture options, then ask
what each option does

Exercise
Ask the students to follow the steps mentioned under page 94 after inserting
their pictures.
 Ask them to save their documents.

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Unit 4 – Lesson 4
My Wonderful page 1

Objectives
 Adding header to a document
 Adding page number (footer)
 Add page border

Introduction
Prepare a word document with header, page number and page border. Say that
do you notice how much this document is organized? Do you notice that there
is the same thing repeated on the top? Point to the page number and talk about
it and final point to the page border and say how fancy is this!

Explanation
 Go through the steps of opening Word.
 Now, tell the students that you will teach them how to add repeated wors
or sentences on the top of each page.
 Go through inserting a Header under page 96
 Tell them that the header will be shown on each inserted page without the
need to write it again. We need only to type it once!
 Tell the students that as you notice, the header is on the top of the
document as our head is on the top of our body
 To go out of the header area, double click on the middle of the document
Activity
Add the following sentence as a header and let the students do the same
“My Journey is the Computer World”

 Now, tell the students, the head is on the top, what do you think the
end is called? It is called footer.
 Tell them that the footer is used to insert a page number that will be
completed automatically
 Go through inserting a page number under page 97

Activity

Ask the students to add page numbers as footer to their document

 Now, dear students, let us make our document more fancy by inserting
a very fancy line around it. Try to draw a line around the document
using the board marker then add it using Word tool mentioned under
page 98

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 Try different styles and options under the page border.

Wrap-up
 Point to the insert tab, mention that this tab is used to insert:
1- Shape
2- Picture
3- Header
4- footer

 Go through the steps of adding each one

 Point to the design tab, mention that this tab is used to add a page border

 Go through the steps to add a page border.

Exercise
 On a ppt slide, show the needed things under the exercise page 99

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Unit 4 – Lesson 5
My Wonderful page 2

Objectives

 Adding cover page to a document

Introduction
Tell the students that today we will learn how to make our document
wonderful and nicely designed.

Explanation
 Go through the steps of opening Word.
 Now, tell the students that you will teach them how to add a cover page to
the document.
 Tell them that the cover page is the first page that is shown in the
document and it should be nicely designed
 Go through the steps to add a cover page under page 101
 Try different templates and explain that you can remove it as mentioned
under page 101
 Make the font size small and ask if you can zoom to enlarge the page size
 Click on the zoom option as shown under page 102
 Tell them what this option does.
Activity
Insert a cover page and let the students also add a cover page that they want.
Let them try to remove it and add it again
Ask them to zoon in and then zoom out

 Tell them that now we will move to another option that plays with the
way your page are shown under the document.
 Go through the viewing options under page 103

Activity
Try the same options for the viewing option under page 103 and let the
students do the same thing with you

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Wrap-up
 Point to the insert tab, mention that this tab is used to insert a cover page

 Go through the viewing options quickly

Exercise
 On a ppt slide, show the needed things under the exercise page 104 and ask
the students to do the same thing shown

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Unit Exercise
On a ppt slide, show the same mentioned things under the exercise page 105 and
ask the students to do the same

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