DIGITAL LITERACY

IMPLEMENTATION GUIDE
An Educator ’s Guide to Integrating
Computer Ess entials into the Classroom

Senior Consultant: Steph Haggard

Contributors: Laura Shi, AJ Crowell, Brittney Napolitano, Dan Griffith, and Charlie Weeks

Over 100+ Activities, Lesson Plans, and Templates

E
ssential Education is committed to partnering with adult educators to improve
digital literacy skills. However, we understand incorporating these skills
into instruction can be difficult. This guide provides teachers with different
ways to integrate digital literacy into their curriculum. Here, you will find activities,
lesson plans, and templates that are easily adaptable to many different learning
environments. By discovering ways to add more digital literacy learning in and out
of the classroom, you will see your students’ knowledge level and competencies
grow. They will gain confidence in their digital literacy skills and begin to move
towards their academic and career goals.
 AUTHOR’S LETTER
Dear Educator,

Let us be the first to say “thank you” for reading this letter! Your time is precious,
so we are honored you are choosing to read these words. The implementation of
digital literacy is such an important topic in the field of adult education. We hope
that the contents of this guide give you back time—time to do what you do best—
work with and help your students.

As adult educators, we know that our students need digital literacy. In fact, many
programs require us to have digital literacy lessons in our curriculum. But how do we
make sure we are hitting the mark and students are getting what they need? Easy
answer: you incorporate Computer Essentials, assign its usage, and let the students
do the rest! But where do you best fit in this new content? And how do we get our
students to see the need for digital literacy? Without guidance, it can be difficult to
know where to start. In the world of smartphones and apps for everything, many
adult learners feel they have enough knowledge and their focus is on getting their
HSE credential, boosting a placement test score for college, or raising TABE/CASAS
scores to move forward in their learning. And let’s be honest as adult educators,
we feel the same way. How much more can we cram into a few hours of class per
week?

The goal of this guide is to give you a concrete start for how to use Computer
Essentials with your students. There are specific lesson plans, general activities,
pacing guides, and other resources to help you make the best use of Computer
Essentials. We hope that within the pages of this guide, you find simple ways to
incorporate Computer Essentials into your classroom, maybe just once a week for
10 minutes of whole group time, or maybe you take these lessons and design a
new curriculum around your teaching style. We at Essential Education believe the
content, activities, and guidance contained in this guide can become a robust piece
of your classroom.

vi essentialed.com | (800) 931-8069

Our wish for you is to embrace Computer Essentials and find great ways to
make it your own. Discover what works for you and your students. As you begin
implementing Computer Essentials, we want to hear from you. Please reach out to
us and share your successes and any questions or barriers you may bump into. All
the best on your journey to improve digital literacy skills!

Chat soon,

Steph Haggard
[email protected]
and the Educator Support Team

essentialed.com | (800) 931-8069 vii

TABLE OF CONTENTS
SECTION 1: INTRODUCTION AND IMPLEMENTATION MODELS............................1
.....................................................................................................
Introduction 1
The Three Models of Implementation .................................................................... 1
Model 1: Educator Adding Basic Digital Literacy Content (15-30 minutes/week) .....................
2
Model 2: Educator With Mandate to Teach Digital Literacy (30-90 minutes/week) ..................
2
Model 3: Educator Teaching a Digital Literacy Course (2+ hours/week) ..............................
3
General Implementation Strategies and Activities ...................................................
4
Content Overview ............................................................................................ 8

SECTION 2: PACING GUIDES.............................................................................. 9

Pacing Guide for Implementation Model 1 ............................................................. 9
Pacing Guide for Implementation Model 2 ............................................................11
Pacing Guide for Implementation Model 3 ............................................................14

SECTION 3: EXAMPLE LESSON PLANS FOR EACH UNIT......................................21

Computer Essentials Module Lesson Plan Template ..............................................
22
Computing Fundamentals Lesson Plan Examples .................................................
26
Example 1: Computer Skills Overview [Unit 1] ..........................................................26
Example 2: Getting Started [Unit 2]..................................................................... 32
Example 3: Using Computers [Unit 3] ................................................................... 38
...........................................................................
Example 4: Navigating [Unit 4] 44
Example 5: Understanding Computers [Unit 5] ........................................................
50
Example 6: Understanding the Internet [Unit 6] .......................................................
56

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 Key Applications and Information Lesson Plan Examples ..........................................
62
Example 7: Finding Information [Unit 7] ...................................................................62
Example 8: Organizing Information [Unit 8] ..............................................................68
Example 9: Interpreting and Showing Information [Unit 9] .............................................
74
Example 10: Collaboration [Unit 10]....................................................................... 80
Living Online Lesson Plan Examples ..................................................................... 86
Example 11 Social Interaction [Unit 11]..................................................................... 86
Example 12: Privacy and Security [Unit 12] ...............................................................92
Example 13: Technology Risks [Unit 13] ................................................................... 98
Example 14: Online Services [Unit 14] .................................................................... 106
Example 15: Finding a Job [Unit 15]...................................................................... 112
Example 16: Technology for Job Search [Unit 16] .......................................................
118
Example 17: Mobile Devices [Unit 17] ..................................................................... 124

APPENDIX..................................................................................................... 131
Computer Essentials Module Lesson Plan Template ...................................................
132
Computer Essentials Pacing Guide Template ...........................................................
136
Menu and Shortcut Icons Worksheet .................................................................... 138
Hybrid Classroom Activity Template ..................................................................... 140
........................................................................................
KWL Chart Example 141
.....................................................................................
Frayer Chart Example 147
Semantic Map Template ................................................................................... 153

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SECTION 1: INTRODUCTION AND IMPLEMENTATION MODELS
INTRODUCTION
Essential Education is committed to working with Model 1

adult educators in order to make the biggest I have 15 to 30 minutes a

impact possible in the lives of our students. This week I can devote to digital
guide is one example of that commitment. We literacy.
understand that educators may have difficulty
visualizing how a new instructional resource
could fit into their classroom. This section outlines
three models of implementation that educators
can choose from in order to easily implement
Computer Essentials. All three models are
appropriate for in-class instruction or distance Model 2
learning. I’ve been
given spec
ific
requirements
to teach digit
al
literacy.

THE THREE IMPLEMENTATION MODELS

We have identified three different types of
implementation models (Figure 1.1). Check, circle,
or make a note of the one that best describes
your situation.
Model 3
nd-alone digital
I teach a sta
s.
literacy clas

Figure 1.1
Three types of implementation models.

Introduction and Implementation Models 1

 Model 1
Model 2 Model 3

Model 1: class

The Educator Wanting to Integrate • Grants teachers the ability to assign content

Basic Digital Literacy into Classroom for individual work inside or outside of class
• Provides ways to recap coursework at the
The first implementation model focuses on the end of the week or during a designated time
educator who only has a short amount of time with period
Computer Essentials each week. Digital literacy • Gives confidence that students are learning
is likely important in this program or state, and the necessary skills and knowledge through
the educator wants to incorporate some digital the content covered by Computer Essentials
literacy elements into their classroom. This might
be 15 to 30 minutes per week. Most Computer To help you get started, we have included an

Essentials lessons are a minimum of 20 minutes. example 17-week pacing guide in Section 2

To work through the content, teachers may so you can see how the Computer Essentials

need to assign lessons for out-of-class work and content will fit into your academic calendar.
plan to use class time for unit introductions or
summaries. The example lessons in Section 3 Model 2:
will provide educators with three main activities The Educator Who Has a Mandate
to teach the content as needed. This first model from a Local, State, or Federal Entity
includes the following activities:
The second implementation model focuses on the
1. Unit/lesson introduction
educator who plans on spending a bit more time
2. Ways to incorporate the specific Computer
with Computer Essentials each week. This might
Essentials lesson or content
be 1 to 2 hours in class per week. This educator
3. Unit conclusion
may have a mandate from local or state officials to
teach digital literacy skills. The example lessons
This implementation model gives teachers the
in Section 3 will build on the three activities
following benefits:
from model 1 above. These lessons also include
• Provides assurance that important digital
options to extend the learning.
literacy topics are being introduced during

2 Introduction and Implementation Models

 Model 1
Model 2

1. Unit/lesson introduction end of the week or during a designated time

2. Lesson warm-up period
3. Ways to incorporate the specific Computer • Gives confidence that students are learning
Essentials lesson or content the necessary skills and knowledge through
4. Unit conclusion the content covered by Computer Essentials

5. Resources and ideas for additional activities, To help you get started, we have included an
including academic integration, ways to example 17-week pacing guide in Section 2
assess, more practice, and extension so you can see how the Computer Essentials
activities (optional) content will fit into your academic calendar.

This model is ideal for teachers with a mandate

Model 3:
to spend time focusing on Computer Essentials
The Educator Who Teaches a
or digital literacy skills. Implementation model 2
Specific, Stand-Alone Digital Literacy
provides the following benefits:
Class
• Allows teachers the opportunity to spend
more time on Computer Essentials content The third implementation model focuses on
• Instructs how to integrate more activities, the educator who teaches a stand-alone digital
including practice, ways to assess, and literacy class. This might be 3 to 6 hours of
extension activities instruction per week. This educator may also have
• Gives students more ways to engage with a mandate from local or state officials to teach
digital literacy skills and concepts digital literacy skills. There may even be a set
• Provides assurance that important digital of objectives that have to be met. The example
literacy topics are being introduced during lessons in Section 3 will provide educators with
class the same activities as models 1 and 2 above.

• Grants teachers the ability to assign content However, now the additional activities at the end

for individual work inside or outside of class of each lesson plan are not optional and should
be incorporated into instruction. Implementation
• Provides ways to recap coursework at the

Introduction and Implementation Models 3

 Model 3

model 3 will provide educators with: • Instructs how to integrate academic content

1. Unit/lesson introduction and digital literacy skills

2. Lesson warm-up • Gives students more ways to engage with

3. Ways to incorporate the specific Computer digital literacy skills and concepts

Essentials lesson or content • Provides assurance that important digital

4. Unit conclusion literacy topics are being introduced during

class
5. Resources and ideas for additional activities,
including academic integration, ways to • Grants teachers the ability to assign content

assess, more practice, and extension for individual work inside or outside of class

activities • Provides ways to recap coursework at the

end of the week or during a designated time
This implementation model is ideal for teachers period
who have dedicated time to spend in and out of • Gives confidence that students are learning
class focusing on Computer Essentials and digital the necessary skills and knowledge through
literacy. This implementation model provides the the content covered by Computer Essentials
following benefits:
We have included both a 17-week and a 9-week
• Gives teachers the ability to introduce topics,
pacing guide in Section 2 so you can fit the
lead classes through pertinent discussion, or
Computer Essentials content to your specific
introduce other pre-learning activities
instructional schedule.
• Allows teachers to systematically work
through the entirety of the Computer
Essentials curriculum
• Incorporates assessments, extension
GENERAL IMPLEMENTATION STRATEGIES
activities, and other additional practice AND ACTIVITIES
• Allows teachers the opportunity to spend
more time focusing on Computer Essentials Let’s consider some basic strategies you can use
content with any of the more specific suggestions in this

4 Introduction and Implementation Models

guide. You can combine these activities with any
Tips for Great Class Discussions:
of the lessons in Computer Essentials. Drawing
on these simple strategies will let you make the 1. Give students time to gather their

most of the time you devote to digital literacy thoughts before they share with the class

in your classroom. You know your students or one another. Prompt them to make a

best, so choose which activities will keep them bulleted list of ideas or points they have

progressing and engaged. on the topic.

2. Give students structure for them to build
Content Discussions off of during discussions (such as a
graphic organizer or visual on a board).
The topics covered in Computer Essentials
For example, if you want them to talk
lessons make for effective class discussions.
about “Privacy on the Internet,” you may
This is a great way to activate prior knowledge
want them to think of real-life examples,
or help students absorb what they have learned.
things they’ve read or seen, pros, cons,
To find discussion topics in Computer Essentials
etc. about that specific topic. A bit more
content, instructors can:
structure can lead to more effective
• Review lessons for specific vocabulary words
interactions amongst your students.
or buzzwords
3. Summarize and link relevant discussion
• Review a lesson’s instruction for questions
points with the Computer Essentials
posed to the learner
content that will be covered or that was
• Review unit and lesson titles for big picture covered. This will help students connect
ideas and conversations starters the dots, absorb learned material, and/or

Once you choose a topic, the next step is deciding apply prior knowledge and experiences.

where to place it in the lesson plan. Determine if

the discussion should happen before the lesson,
during the activity, or afterwards. By having
students discuss these topics with a partner and
then with the larger group, teachers can facilitate
a sense of community and a connection with what
students are doing independently. Furthermore,
discussions amongst the whole class will lead to
students sharing insights and knowledge with
each other. And that will be advantageous for
everyone!

Introduction and Implementation Models 5

Vocabulary Activities
Understanding specific vocabulary and the wider
context of lessons is crucial for a student’s overall
success in a course. Vocabulary activities are
great for helping students connect what they
know to concepts or topics they don’t know. You
can use these activities as a way to introduce
units or lessons. They can also be the gateway
to help students comprehend harder or more
technical concepts. Below are three example
activities to include:

1 2 3
KWL Chart: Frayer Model: Semantic Map:
This activity is great to use as an A Frayer model is a type of This activity is a way to visually
introduction and a conclusion. graphic organizer that asks represent concepts and their
It’s flexible and can be done students to put a word or topic relationships. Other names for
individually, in pairs, or as a into the center of the page. this type of activity include “idea
whole group brainstorming Then, students complete these web” and “brainstorming web.”
activity. See Appendix page 141 four sections about the word: This is a great tool to use at
for an example of a KWL graphic definition, examples, non- the beginning of a lesson when
organizer. examples, and characteristics. students are first learning about
This activity is great to use as a topic or idea and building
an introduction, conclusion, or their “mental framework.” It
KWL generally stands exercise throughout the learning could also be used by students
for (1) what a student process. It’s flexible and can be while working through a lesson.
Knows about a word done individually, in pairs, or as They could jot down ideas and
or topic, (2) what a a whole group brainstorming connections as they read or
student Wants to activity. Teachers could also use learn about them. This activity
know about a word this activity as a way to assess could also be used as a way
learning on a specific lesson to assess learning about a
or topic, and (3) what
or topic. See Appendix page particular topic at the end of a
a student Learned
147 for an example of a Frayer lesson. See Appendix page 153
about a word or topic.
model graphic organizer. for an example of a semantic
map graphic organizer.

6 Introduction and Implementation Models

Writing Activities class as a way to help students reflect upon
Writing activities are much like the discussions and absorb the content they learned during
above, but work really well when you their time with Computer Essentials. This can
want students to work independently or be taken home and completed as homework
asynchronously. Teachers can focus on helping as well.
improve their students’ writing skills while
Application / Projects / Research
incorporating Computer Essentials topics into the
Extending the learning through projects or
classroom. That’s one way to achieve two goals
other types of research is another great way for
at the same time! For writing activities, a teacher
students to continue diving deeper into a topic.
may pose a question or prompt on a board for
Since students are learning about digital literacy,
students to work on. Below are different ways to
having them complete tasks using computers
incorporate writing activities.
is a great way to help students apply their
• Introductory Activity: Incorporate as students learning. For example, students can demonstrate
are getting into class and getting settled as a competence by using the internet or software
way to help them “wake up” their brains and applications. Teachers should review Computer
activate prior knowledge. Essentials to determine which lessons would
• Pre-Content Activity: Incorporate writing work best for their class but shouldn’t feel limited
before lessons, so students will brainstorm, by a unit’s title or content. Below are possible
apply prior knowledge, and come into a topics for student research or projects.
lesson more prepared and engaged.
• Online Job Searching
• Post-Content Activity: Incorporate writing
• Social interaction online
after lesson completion, so students will
• Finding and Organizing Information
reflect on and synthesize their learning.
• Privacy and Security
• Closing Activity: Incorporate at the end of

The above research topics also lend themselves to additional activities. An instructor can give students a
research task and direct them to search the internet for information. Students can then create a report on
the assigned topic using the information they found.

Research Tips Practice Tips

• Give students questions or topics to • Have students watch an applicable, short YouTube video
research. that demonstrates the task or skill you want them to
• Provide students with a starting practice.
point or initial website where they • Demonstrate a skill through a projector while students
can begin to get information. watch, ask questions, and take notes.
• Suggest Google search ideas and • Have students work in pairs when initially practicing a new
strategies to direct their research. skill to help one another before they try it on their own.

Introduction and Implementation Models 7

CONTENT OVERVIEW
Amount of Content and Time Required to Computer Essentials Scope and Sequence
Complete Below, you will find the names of the three
Computer Essentials modules in Computer Essentials and a list of the

• Number of Modules: 3 17 units.

• Number of Units: 17 Module 1:

• Number of Lessons: 76 Computing Fundamentals
• Number of Quizzes: 17 (Approximately 8 hours to complete this module)

• Number of Assessments: 4 ☐ Unit 1: Computer Skills Overview

• Hours to Complete: approximately 28 (** if ☐ Unit 2: Getting Started
started at base level) ☐ Unit 3: Using Computers
☐ Unit 4: Navigating
☐ Unit 5: Understanding Computers
☐ Unit 6: Understanding the Internet

Module 2:
Key Applications and Information
(Approximately 7.5 hours to complete this module)

☐ Unit 7: Finding Information

☐ Unit 8: Organizing Information
☐ Unit 9: Interpreting and Showing Information
☐ Unit 10: Collaboration

Module 3:
Living Online
(Approximately 12.5 hours to complete this
module)

☐ Unit 11: Social Interaction

Ce
☐ Unit 12: Privacy and Security
☐ Unit 13: Technology Risks
☐ Unit 14: Online Services
☐ Unit 15: Finding a Job
☐ Unit 16: Technology for Job Search
☐ Unit 17: Mobile Devices

8 Introduction and Implementation Models

SECTION 2: PACING GUIDES
PACING GUIDE FOR IMPLEMENTATION
MODEL 1
We designed this pacing guide for the educator
who plans to spend a small amount of class time
each week on Computer Essentials. The example
pacing guide below (Figure 2.1) assumes one unit
will be completed per week. The teacher will Teachers may need to
spend 15 minutes or so introducing a Computer
Essentials unit at the beginning of the week and set aside more class
assigning content to students. This pacing guide
time to assign additional
also assumes students will need to spend some
time outside of class to complete the assigned lessons and communicate
lesson or lessons. At the end of the week,
with students about the
the teacher will then spend 15 minutes or so
concluding the unit. This can include answering expectation for out-of-
questions, facilitating class discussions, or
class work. Students may
wrapping up the unit in other ways. By following
this pacing guide, the teacher can introduce and also need additional time
touch on all 17 units in 17 weeks. This leaves
week 18 for reviewing the lessons with students
to work on other lessons
and assigning the final assessment. within each unit.
Teachers should reference the example lesson
plans in Section 3 and pay particular attention
to the “Unit Introduction,” “Computer Essentials
Content,” and “Conclusion” sections. These
example lesson plans provide ideas and ways to
integrate the Computer Essentials content into
the classroom. Example lesson plans cover just
one lesson in a unit.

Pacing Guides 9
Model 1 Pacing Guide
Figure 2.1
Example Pacing Guide for Implementation Model 1.

Week # Dates Module and Unit Names

Week 1 Computing Fundamentals: Computer Skills Overview

• Course Introduction (10 min)
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 2 Computing Fundamentals: Getting Started
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 3 Computing Fundamentals: Using Computers
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 4 Computing Fundamentals: Navigating
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 5 Computing Fundamentals: Understanding Computers
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 6 Computing Fundamentals: Understanding the Internet
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 7 Key Applications and Info: Finding Information
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 8 Key Applications and Info: Organizing Information
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 9 Key Applications and Info: Interpreting and Showing Information
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 10 Key Applications and Info: Collaboration
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 11 Living Online: Social Interaction
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 12 Living Online: Privacy and Security
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)

10 Pacing Guides
Model 1 Pacing Guide (cont.)

Week # Dates Module and Unit Names

Week 13 Living Online: Technology Risks

• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 14 Living Online: Online Services
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 15 Living Online: Finding a Job
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 16 Living Online: Technology for a Job Search
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 17 Living Online: Mobile Devices
• Unit Introduction Activity (15 min)
• Unit Conclusion Activity (15 min)
Week 18 Review and Final Assessment (Optional)
• Review (30 min)
• Final Assessment (50 min)

specific lesson warm-up activities and more time

PACING GUIDE FOR IMPLEMENTATION for explicit instruction of the Computer Essentials

MODEL 2 content. At the end of the week, the teacher

will then spend time concluding the unit. This
can include answering questions, facilitating
We designed the example pacing guide below
discussions, or wrapping up the unit in other
(Figure 2.2) specifically to fit the needs of the
ways. By following this pacing guide, the teacher
educator with a local or state mandate to teach
can introduce and teach all 17 units in 17 weeks.
digital literacy skills in the classroom. This pacing
This leaves week 18 for reviewing the lessons
guide is also ideal for the educator who plans on
with students and assigning the final assessment.
spending 1 to 2 hours of class time each week on
Computer Essentials. The example plan below Teachers should reference the example lesson
assumes one unit will be completed per week. plans in Section 3 and pay particular attention
During class time, the teacher will introduce to the “Unit Introduction”, “Lesson Warm-Up,”
a Computer Essentials unit, the content that “Computer Essentials Content,” and “Conclusion”
students will be responsible for while in or out of sections. These example lesson plans provide
class, and any other expectations. Furthermore, ideas and ways to integrate the Computer
this pacing guide reserves additional time for Essentials content into the classroom.

Pacing Guides 11
Model 2 Pacing Guide
Figure 2.2
Example Pacing Guide for Implementation Model 2.

Week # Dates Module and Unit Names

Week 1 Computing Fundamentals: Computer Skills Overview

• Course Introduction (10 min)
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 2 Computing Fundamentals: Getting Started
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 3 Computing Fundamentals: Using Computers
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 4 Computing Fundamentals: Navigating
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 5 Computing Fundamentals: Understanding Computers
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 6 Computing Fundamentals: Understanding the Internet
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 7 Key Applications and Info: Finding Information
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)

12 Pacing Guides
Model 2 Pacing Guide (cont.)

Week # Dates Module and Unit Names

Week 8 Key Applications and Info: Organizing Information

• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 9 Key Applications and Info: Interpreting and Showing Information
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 10 Key Applications and Info: Collaboration
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 11 Living Online: Social Interaction
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 12 Living Online: Privacy and Security
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 13 Living Online: Technology Risks
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 14 Living Online: Online Services
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 15 Living Online: Finding a Job
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)

Pacing Guides 13
Model 2 Pacing Guide (cont.)

Week # Dates Module and Unit Names

• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 16 Living Online: Technology for a Job Search
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 17 Living Online: Mobile Devices
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
Week 18 Review and Final Assessment (Optional)
• Review (30 min)
• Final Assessment (50 min)

PACING GUIDES FOR IMPLEMENTATION class, and any other expectations. Furthermore,
the pacing guide also reserves additional
MODEL 3 time for the teacher to introduce academic
integration activities and extension activities as
needed. At the end of the week, the teacher will
The pacing guide for this model was designed for
then spend time concluding the unit. This can
the educator who has an entire class dedicated to
include answering questions, facilitating class
digital literacy and can spend more than 2 hours
discussions, or wrapping up the unit in other
a week with Computer Essentials. For this pacing
ways. By following this pacing guide, the teacher
guide there are two formats: a 17-week plan with
can introduce and teach all 17 units in 17 weeks.
a longer pacing and a 9-week plan with a shorter
This leaves week 18 for reviewing the lessons
but faster pacing.
with students and assigning the final assessment.

17-Week Plan Teachers should reference the example lesson

plans in Section 3 and think through how to
The 17-week pacing guide below (Figure 2.3)
incorporate some aspect or activity from each
assumes one unit will be completed each week.
part of the lesson plan. These example lesson
During class time, the teacher will introduce
plans provide ideas and ways to integrate the
the Computer Essentials unit, the content that
Computer Essentials content into the classroom.
students will be responsible for while in or out of

14 Pacing Guides
Model 3 (17-Week) Pacing Guide
Figure 2.3
Example Pacing Guide for Implementation Model 3, 17-Week.

Week # Dates Module and Unit Names

Week 1 Computing Fundamentals: Computer Skills Overview

• Course Introduction (10 min)
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 2 Computing Fundamentals: Getting Started
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 3 Computing Fundamentals: Using Computers
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 4 Computing Fundamentals: Navigating
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 5 Computing Fundamentals: Understanding Computers
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 6 Computing Fundamentals: Understanding the Internet
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)

Pacing Guides 15
Model 3 (17-Week) Pacing Guide (cont.)

Week # Dates Module and Unit Names

Week 7 Key Applications and Info: Finding Information

• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 8 Key Applications and Info: Organizing Information
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 9 Key Applications and Info: Interpreting and Showing Information
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 10 Key Applications and Info: Collaboration
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 11 Living Online: Social Interaction
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 12 Living Online: Privacy and Security
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 13 Living Online: Technology Risks
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)

16 Pacing Guides
Model 3 (17-Week) Pacing Guide (cont.)

Week # Dates Module and Unit Names

• Computer Essentials Instruction (45 to 60 min)

• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 14 Living Online: Online Services
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 15 Living Online: Finding a Job
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 16 Living Online: Technology for a Job Search
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 17 Living Online: Mobile Devices
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Week 18 Review and Final Assessment (Optional)
• Review (30 min)
• Final Assessment (50 min)

Pacing Guides 17
9-Week Plan include answering questions, facilitating class
discussions, or wrapping up the unit or units in
Next, the 9-week pacing guide below (Figure 2.4) other ways. By following this pacing guide, the
assumes two units will be completed per week. teacher can introduce and teach all 17 modules
During class time, the teacher will introduce two in 9 weeks. This leaves week 10 for reviewing
Computer Essentials units each week, the content the lessons with students and assigning the final
that students will be responsible for while in or out assessment.
of class, and any other expectations. Furthermore,
Teachers should reference the example lesson
this pacing guide reserves additional time for
plans in Section 3 and think through how to
the teacher to introduce academic integration
incorporate some aspect or activity from each
activities and extension activities as needed.
part of the lesson plan. These example lesson
At the end of the week, the teacher will then
plans provide ideas and ways to integrate the
spend time concluding the unit or units. This can
Computer Essentials content into the classroom.

Model 3 (9-Week) Pacing Guide

Figure 2.4
Example Pacing Guide for Implementation Model 3, 9-Week.

Week # Dates Module and Unit Names

Week 1 Computing Fundamentals: Computer Skills Overview and Getting Started

• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Total Time Per Unit = 105 to 160 min per unit covered
Week 2 Computing Fundamentals: Using Computers and Navigating
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Total Time Per Unit = 105 to 160 min per unit covered

18 Pacing Guides
Model 3 (9-Week) Pacing Guide (cont.)

Week # Dates Module and Unit Names

Week 3 Computing Fundamentals: Understanding Computers and Understanding the Internet
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Total Time Per Unit = 105 to 160 min per unit covered
Week 4 Key Applications and Info: Finding Information and Organizing Information
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Total Time Per Unit = 105 to 160 min per unit covered
Week 5 Key Applications and Info: Interpreting and Showing Information and Collaboration
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Total Time Per Unit = 105 to 160 min per unit covered
Week 6 Living Online: Social Interaction and Privacy and Security
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Total Time Per Unit = 105 to 160 min per unit covered
Week 7 Living Online: Technology Risks and Online Services
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Total Time Per Unit = 105 to 160 min per unit covered

Pacing Guides 19
Model 3 (9-Week) Pacing Guide (cont.)

Week # Dates Module and Unit Names

Week 8 Living Online: Finding a Job and Technology for a Job Search
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Total Time Per Unit = 105 to 160 min per unit covered
Week 9 Living Online: Mobile Devices
• Unit Introduction Activity (15 min)
• Lesson Warm-Up (10 to 25 min)
• Computer Essentials Instruction (45 to 60 min)
• Unit Conclusion Activity (15 min)
• Additional Activity (20 to 45 min)
Total Time Per Unit = 105 to 160 min per unit covered
Week 10 Review and Final Assessment (Optional)
• Review (30 min)
• Final Assessment (50 min)

20 Pacing Guides
SECTION 3: EXAMPLE LESSON PLANS FOR EACH UNIT
Having an example to work from makes things a ☐ Example 9: Interpreting and Showing
lot easier, especially if you are doing something for Information [Unit 9]
the first time. In this section, you will find a lesson ☐ Example 10: Collaboration [Unit 10]
plan template and seventeen unique lesson plans
Living Online Lesson Plan Examples
that you can use as you begin implementing
Computer Essentials. These examples will give ☐ Example 11: Social Interaction [Unit 11]
you the guidance and structure you need to build ☐ Example 12: Privacy and Security [Unit 12]
confidence incorporating this new curriculum ☐ Example 13: Technology Risks [Unit 13]
into your classroom instruction. Please use the ☐ Example 14: Online Services [Unit 14]
resources as sparingly or completely as you
☐ Example 15: Finding a Job [Unit 15]
need. Different lesson plans feature different
☐ Example 16: Technology for Job Search
activities and ideas. By teaching from a few of
[Unit 16]
them, you will learn a lot of different ways that
digital literacy content can be incorporated into ☐ Example 17: Mobile Devices [Unit 17]

your classroom.

Computer Essentials Module Lesson

Plan Template

Computing Fundamentals Lesson Plan

Examples
☐ Example 1: Computer Skills Overview [Unit 1]
☐ Example 2: Getting Started [Unit 2]
☐ Example 3: Using Computers [Unit 3]
☐ Example 4: Navigating [Unit 4]
☐ Example 5: Understanding Computers [Unit 5]
☐ Example 6: Understanding the Internet
[Unit 6]

Key Applications and Information Lesson

Plan Examples
☐ Example 7: Finding Information [Unit 7]
☐ Example 8: Organizing Information [Unit 8]

Example Lesson Plans for Each Unit 21

COMPUTER ESSENTIALS MODULE LESSON PLAN TEMPLATE
Module:

Unit:

Lesson:

Objective:
The objectives included in each lesson can be found by educators in the Content Maps section of the
Learning Management System.

Preparation Needed:
Each lesson in this guide lists the resources needed to fully teach the lesson. Sometimes the resources
link to examples found online that can be used, and sometimes they require the instructor to create a
template or outline. The “Preparation Needed” section will always note these additional resources.

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

Lessons are grouped into units based on their common skills and content. Each unit consists of a test-
out quiz, a varying number of lessons, and a unit quiz. This section introduces the main themes of the
unit and a recommended vocabulary review.

22 Example Lesson Plans for Each Unit

 Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Each lesson includes a warm-up and introduction. These activities help set the stage for the lesson
and provide at least one activity to incorporate into the beginning of your lesson. The “Conclusion” and
“More Activities” sections, found at the end of each lesson, often revisit or expand upon these activities.

Example Lesson Plans for Each Unit 23

Ce Computer Essentials Content
This section provides several options for implementing Computer Essentials lessons and content,
whether you will have students work independently or through teacher-led small and whole group
activities. The instructions often contain specific information. This can include recommending you pause
to review a certain portion of the lesson video or look at a “Guided Practice” or “Try It!” question.

24 Example Lesson Plans for Each Unit

Conclusion (Appropriate for Implementation Models 1, 2, and 3)
The conclusion brings closure to the lesson. Use it to review the ideas and activities discussed in the
warm-up and lesson introduction. You can customize your implementation by picking and choosing the
suggestions and activities that best fit your classroom.

More Activities (Appropriate for Implementation Models 2 and 3)

The activities in this section serve as a throughline. They extend the learning environment by connecting
post-lesson activities to ideas and concepts discussed in the “Warm-Up” and “Conclusion” sections.
Pick the one that fits best with your class, or use all if you have time available.

Example Lesson Plans for Each Unit 25

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 1
Module:
Computing Fundamentals
Unit:
Computer Skills Overview [Unit 1]

Lesson:
Course Introduction & Common Computer Skills

Objective:

• The student will review the structure of Computer Essentials lessons, including the unit test-out quiz.
• The student will use a mouse to click buttons, links, and menus.
• The student will use icons to open, close, move, and resize windows, as well as use scroll bars.

Preparation Needed:

• Ability to display or share an online video and images.

• Prepare a short digital literacy survey to complete with students as part of the lesson warm-up.
(optional)
• Have some examples of hardware to discuss with students, such as a mouse, keyboard, and USB
drive. (optional)

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

This unit is titled “Computer Skills Overview.” It is part of the first module, “Computing Fundamentals.” It
covers common computer skills and activities, such as using a mouse to perform a variety of tasks like
clicking buttons and links, opening and closing windows, and navigating the computer desktop.

This Unit Has the Following Lessons:

1. Common Computer Skills (current lesson plan)

2. Computer Activity Skills
3. Computer Skills Overview Unit Quiz & Test-Out Quiz

Key Vocabulary Encountered in This Unit:

• Mouse
• Keyboard

26 Example Lesson Plans for Each Unit

 • Cursor
• Click
• Drag
• Buttons
• Icon
• Menu
• Window
• Scroll Bar
• Radio Buttons
• Text Field
• Copy, Cut, and Paste

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Start this lesson with a group discussion on student goals for digital literacy, their biggest fears around
using a computer, and any notable disasters or successes. Be sure to contribute your own stories
regarding times when you felt like a techno-wiz or when you were afraid you broke the computer.

Activity 1
To help students get acquainted with the course, use your Educator account to watch the orientation
video together as a group (instructions on this below). Leonard asks several questions in the video
that would be great opportunities to pause and have a class conversation.

For instance, around the 2:15 mark of the video, Leonard asks students to think about what they
see on the screen, what they think they could click on, and what that would do. Facilitate a small
conversation on how to navigate the page.

Instructions on showing the orientation video:

• After logging into the LMS, click the Go to Student Homeroom link in the top right corner.
• Select the Computer Essentials course.
• Watch the “Getting Started” video.

Example Lesson Plans for Each Unit 27

 • To reset the course so the video plays again in the future, click the orange Reset Progress
link in the top left corner.
• When you’re done demonstrating the Student Homeroom, click the orange Return to LMS
button near the top.

Activity 2
If time allows, group students together to complete a short digital literacy survey. Use this activity to
extend the goal-setting conversation or as a starting point for them to think about their current level
of digital literacy skills. Review the survey and responses again at the end of the course.

Ce Computer Essentials Content

Three Ways to Integrate Computer Essentials

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Use the drop-down to select the correct module.
6. Then, scroll down to the specific unit and lesson and click Assign.
7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

(2) Teacher-Led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

28 Example Lesson Plans for Each Unit

 2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Answer the “Guided Practice” and “Independent Practice” questions together, or assign the lesson
for students to complete the “Independent Practice” questions on their own.

• Pause after the “Instruction 1” video and ask students to describe the buttons they see on
the lesson window. Ask them what they think each button does. (For instance, the speaker
button adjusts volume, the circle arrow button replays the video, etc.)
• Similarly, complete question 2 of 4 (after the “Instruction 2” video) as a group, asking
students to explain what the buttons on the screen are likely to do.
• Complete question 3 of 4 (after the “Instruction 3” video) as a group, and ask students what
happens to links when you click on them. Depending on the group’s discussion before, you
might explain that not every link can be trusted, and list scenarios to be suspicious. This
concept will be discussed in depth in module 3, “Living Online.”

(3) Teacher-Led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Answer the “Guided Practice” questions together, and consider assigning the lesson for students to
complete the “Independent Practice” questions on their own or as a small group.

• Pause after the “Instruction 1” video and ask students to describe the buttons they see on
the lesson window. Ask them what they think each button does. (For instance, the speaker
button adjusts volume, the circle arrow button replays the video, etc.)
• Similarly, complete question 2 of 4 (after the “Instruction 2” video) as a group, asking
students to explain what the buttons on the screen are likely to do.
• Complete question 3 of 4 (after the “Instruction 3” video) as a group, and ask students what
happens to links when you click on them. Depending on the group’s discussion before, you
might explain that not every link can be trusted, and list scenarios to be suspicious. This
concept will be discussed in depth in module 3, “Living Online.”

Example Lesson Plans for Each Unit 29

Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use any or
all of the activities below to wrap up the content before moving on to the next unit or lesson. Talk to your
students about the following ideas:

• Ask students to share any parts of the lesson they were nervous about—likewise, ask students
to share if any of the tasks wound up being easier than they expected. You may consider having
students submit their answers anonymously to ensure more feedback.

Activity 1
Use the lesson’s vocabulary as a final activity before the end of class. Ask students to define or
explain the use for various concepts. This can be done verbally or students can write down their
answers.

Activity 2
Take a moment to explore more of the Student Homeroom as a group. Examine the Study Time box
(This is easier if logged in as a student because recently completed study time will show up here.),
the Progress box, and especially the Learning Plan box. Make note of the test-out quiz option for
students who feel they can move ahead more quickly.

More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

More Practice

• To measure progress, ask students to take a typing test today and again at the end of the
course. They can measure their word-per-minute speed and set a goal to beat. There are several
you can find online which can be completed during or outside of class.

Ways to Assess

• Check that students have completed the Computer Essentials lesson through Essential
Education’s student summary report or by student confirmation. Likewise, you can examine the
survey responses if you used activity 2 in “Lesson Warm-Up.”

Extension Activities

• To help students overcome any fears or anxieties about using computers, take some time to
brainstorm the many ways digital literacy can enhance their lives. This can be done as a whole

30 Example Lesson Plans for Each Unit

 class, small group, or individually (and can be assigned as homework).
• To connect to language arts, ask students to write a letter to themselves to open at the
conclusion of the course. The letter should include what they hope to be able to do and how
they anticipate digital literacy skills to improve their daily lives.

Example Lesson Plans for Each Unit 31

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 2
Module:
Computing Fundamentals
Unit:
Getting Started [Unit 2]

Lesson:
Getting Started on a Computer

Objective:

• Students will use a mouse and type with a keyboard.

• Students will click on buttons, links, and menus.
• Students will enter text in form fields, select items from drop-downs, use context menus, and drag
with the mouse.

Preparation Needed:

• Ensure ability to display lessons for class if doing whole group instruction.
• Have examples of a keyboard, mouse, and monitor for reference.
• Create or find an idiom story.

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

In this unit students will learn the basics of getting started with a computer, including learning the parts
of a computer and the correct ways to apply computer skills.

This Unit Has the Following Lessons:

1. Getting Started on a Computer (current lesson plan)

2. The Computer Desktop
3. Getting Started Unit Quiz/Test-Out Quiz

Key Vocabulary Encountered in This Unit:

• Basic Foundation
• Practice
• Browser
• Monitor
• Mouse

32 Example Lesson Plans for Each Unit

 • Keyboard
• Cursor
• Double Click
• Drag-and-Drop
• Desktop
• Computer Screen
• Organized
• Link
• Icon
• Button

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Students will encounter many technology-related idioms as they become more familiar with computers.
To get started, begin this lesson with a quick discussion and tell a short story that uses several idioms.
Then, ask students to summarize what they heard. Have them discuss how they knew what the story
was about and if there was language that made the story more colorful. Next, explain what an idiom is
and how they will relate to the lesson “Getting Started on a Computer.”

Finally, tell students that today’s lesson will focus on identifying the parts of a computer and their usage.

Activity 1
Discuss a few common idioms and then have students create their own list. Next, have students
share their idioms and explain the meanings as needed.

Also, explain to students that this Computer Essentials lesson will include several idioms, including
the following phrases: “left to sink or swim,” “face up to it,” “left behind,” and “jump in.”

Activity 2
Question of the Day: Why should we learn to use computers?

Students can make a bulleted list of answers, or they can write a paragraph or two with reasons
why someone should learn to use computers. Possible answers could include these reasons: to stay
current with society, to get a good job, to find needed information, and for education.

Example Lesson Plans for Each Unit 33

Ce Computer Essentials Content
Three Ways to Integrate Computer Essentials

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Use the dropdown to select the correct module.
6. Then, scroll down to the specific unit and lesson and click Assign.
7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

(2) Teacher-Led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson, and click to view.

Instructor should have an example of a keyboard, mouse, and monitor for reference. How does
knowing about computers help with students’ education goals?

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the “Guided Practice” questions as a group. Make sure to go
through each explanation given in the “Guided Practice” section.

34 Example Lesson Plans for Each Unit

 Independent Practice:
Have students record their own answers to the “Guided Practice” questions, or have students
take turns answering them during the lesson. Then, stop to discuss each answer and clear up any
misunderstanding.

(3) Teacher-Led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Activity 1
Have students practice typing and using a keyboard. This can be done using the following website:
Learn to Type with Free Typing Games.

Activity 2
Play pictionary with students. Draw an Idiom on the whiteboard. Have students guess what it is.
Then have students take turns coming to the board and illustrating an idiom while the class guesses.

Activity 3
Have students complete the lesson independently through their own account.

Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use the
activity below to wrap up the content before moving on to the next unit or lesson.

Activity 1
At the end of this lesson, check for understanding and discuss the following computer-related idioms:
“computer crash,” “pull the plug,” “restart,” “refresh,” “glitch in the system,” “back door,” “dark web,”
“problem exists between chair and the keyboard” (PEBCAK).

Students can give their thoughts on where these came from and/or what they mean. Have students
use these in sentences with a technology scenario and a real-life situation.

More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

More Practice

• Have students label devices using sticky notes. This can be done in class or around the school
as appropriate.

Example Lesson Plans for Each Unit 35

 • Explore idioms from other countries/cultures. Ask students if they know of idioms from other
countries. If not, have students do a quick Google search for “common idioms across cultures.”
Find common idioms and have students explain why common idioms may exist across the
country or world.

Ways to Assess

• Have students reflect on the lesson and write down their three biggest takeaways from the
lesson.
• If students have access to GED or HiSET Academy, assign the language subject lesson titled,
“Cliches.”
• Have students create a few idioms, use them in context to show meaning, and then share the
idiom(s) with classmates for feedback.

Extension Activities

• Have students work together to come up with a combined list of five things everyone should
know about a computer. Then, have students create a handout that displays those five things.

36 Example Lesson Plans for Each Unit

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 3
Module:
Computing Fundamentals
Unit:
Using Computers [Unit 3]

Lesson:
Using Forms

Objective:

• Students will be able to recognize types of forms on the internet.

• Students will interact with the computer using forms and fields.
• Students will complete forms within a computer program or online site.

Preparation Needed:

• Ability to display Essential Education content onto screen or whiteboard.

• Prepare a semantic map handout (see Appendix page 153) in advance for use with the warm-up.
• Create sample forms for students to fill out–online and by hand. Google Forms and
SurveyMonkey are good examples of places to create forms.

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

This unit gives students an overview of forms, media, touchscreens, and keyboarding. This specific
lesson introduces students to searching fields, finding and understanding forms, and filling out forms.

This Unit Has the Following Lessons:

1. Using Forms (current lesson plan)

2. Using Media
3. Using Touchscreens
4. Keyboarding
5. Using Computers Unit Quiz/Test-Out Quiz

Key Vocabulary Encountered in This Unit:

• Flash Drive
• Media
• SD Cards

38 Example Lesson Plans for Each Unit

 • Touchscreen
• Accessibility
• Interface
• Input
• Forms
• Interact/Interaction
• USB

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Students will often need to enter information into forms and other fields using a computer, such as on a
website or in a computer program. Begin the lesson by asking students if they know what a form is. Then
have a quick discussion about written and digital forms. Include this definition from Merriam-Webster:
“a printed or typed document with blank spaces for insertion of required or requested information.” Ask
students how often they have used forms and to give examples of forms they have completed.

Finally, tell students today’s lesson will focus on finding forms, the different uses for forms, and how to
fill out an online form using search fields.

Activity 1
Have students complete a semantic map for the word “form.” This can include other words to describe
forms, what a form does, who uses forms, where they can be found, etc. At the end of the exercise,
remind students that forms are a way to give your computer input or information. A template of a
semantic map can be found in the appendix of this guide.

Ce Computer Essentials Content

Three Ways to Integrate Computer Essentials

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Example Lesson Plans for Each Unit 39

 Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Use the dropdown to select the correct module.
6. Then, scroll down to the specific unit and lesson and click Assign.
7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

(2) Teacher-Led Whole Group (Appropriate for Implementation Model 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if
they have any questions. Then, answer the “Guided Practice” questions together as a group. While
viewing the lesson, stop and discuss the “Deeper Learning” section. Next, you can either work
through the “Independent Practice” questions together as a class, or you can assign the lesson for
students to complete on their own.

See Figure 3.1 for an example of how to navigate through a Computer Essentials lesson using the
menu.

40 Example Lesson Plans for Each Unit

 Figure 3.1
Navigating a Computer Essentials lesson.

(3) Teacher-Led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the “Guided Practice” questions together as a group. While viewing
the lesson, stop and discuss the “Deeper Learning” section. Next, you can either work through the
“Independent Practice” questions together as a class, or you can assign the lesson for students to
complete on their own. See the screenshot above for an example of how to navigate through a Computer
Essentials lesson using the menu.

Activity 1
Amazon Shopping: Have three items that students can look up on Amazon. Students then choose one

Example Lesson Plans for Each Unit 41

 and research the best price. They select color, date of delivery, etc. and take a screenshot of their cart
to email to the instructor.

Activity 2
Have students create an email asking for some information that could then be used to create a poll. For
example, create an email that asks other students what they might like to know about their classmates.

Possible Responses:

• Favorite Food
• Dog or Cat
• Number of Children
Then these questions can be used to create a poll or survey with one of the responses. Have students
share their poll or survey and let other students answer. Share results if time permits.

Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use the
activity below to wrap up the content before moving on to the next unit or lesson.

Activity 1
Have a discussion reviewing the different uses of forms. Let students explain how they can use
forms to interact with computers and input information.

More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

More Practice

• Show this URL to your class or share it with students to practice on their own: Practice webform
for learners | Digital Unite
• If students have access to TABE 11/12 Academy or CASAS GOALS Academy, assign them the
following lessons in the reading subject:
✓ Simple Instructions
✓ Simple Forms

42 Example Lesson Plans for Each Unit

 Ways to Assess

• Students can complete forms supplied by the teacher–these would ideally be on the computer.
(Google Forms is a great resource.)
• Students could be given a form and asked to list directions for completion.
• Give students a form (hard copy) or website and ask for a paragraph explaining the form, what it
does, how to complete, etc.

Extension Activities

• Students can create their own forms–they can write these out for practice, creating drop-down
choices (multiple choice, single answer) or create a Jotform.
• Students can use the USPS site's Postage Price Calculator and calculate the cost of sending
birthday cards to friends in other countries.

Example Lesson Plans for Each Unit 43

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 4
Module:
Computing Fundamentals
Unit:
Navigating [Unit 4]

Lesson:
Navigating Using Menus

Objective:

• Students will discuss ways to find menus in a program.

• Students will use menus to create a word processing document.
• Students will be able to complete permutation combinations.

Preparation Needed:

• Ensure ability to display Essential Education content onto screen or whiteboard.

• Have examples ready to show students what will be expected of them.

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

When using a computer, the word “navigating” means opening and moving through computer menus
like the Start Menu to view files, open documents, and run software. In this unit, students will use their
mouse and keyboard along with logical thinking to navigate a variety of programs.

This Unit Has the Following Lessons:

1. Navigating Using Menus (current lesson plan)

2. Navigating Using Links
3. Navigating Using Search
4. Using Help
5. Adapting to New Technology
6. Navigating Unit Quiz / Test-Out Quiz

Key Vocabulary Encountered in This Unit:

• Navigating
• Menus
• Links

44 Example Lesson Plans for Each Unit

 • Search
• Search Engine
• Algorithm

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Activity 1
Begin this lesson by asking students where they are likely to find menus. One likely response is food
establishments. Lead students into a discussion about computers and how they use menus as well. Talk
about how menus give choices/options and how sometimes those choices/options can be confusing.

Ask students the following:

• Is it better to explore the choices or to focus on what you need?

• What happens when you become distracted or too focused on one thing?
• Do you feel comfortable navigating computers using menus?

Ce Computer Essentials Content

Three Ways to Integrate Computer Essentials

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Use the drop-down to select the correct module.

Example Lesson Plans for Each Unit 45

 6. Then, scroll down to the specific unit and lesson and click Assign.
7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

(2) Teacher-Led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the “Guided Practice” questions together as a class. Next, work
through and discuss the “Deeper Learning” section as a group or in pairs. Then, you can either
work through the “Independent Practice” questions together or assign the lesson for students to
complete on their own.

(3) Teacher-Led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the “Guided Practice” questions together as a class. Next, work
through and discuss the “Deeper Learning” section as a group or in pairs. Then, you can either
work through the “Independent Practice” questions together or assign the lesson for students to
complete on their own.

Activity 1
Students will watch the lesson with a partner and take notes. What was important to their learning?

46 Example Lesson Plans for Each Unit

 Do they have more questions? Students can create an information sheet to give to others that shares
the information learned. Allow students time to design and illustrate their handout.

Activity 2
Students may work in pairs to create a word document that shows at least five different things they
can do using a menu. If they need help, have them go back and watch the “Introduction” section of
the lesson.

Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use the
activity below to wrap up the content before moving on to the next unit or lesson.

Activity 1
At the end of this lesson, have students write down three things they learned. Then, have them work
in small groups and combine their lists into one. Have each group share their combined list with the
class.

More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

More Practice

• Continue talking with your students about menus, have them use the worksheet at the end
of this lesson plan to research various shortcuts and icons for different functions in Microsoft
Word. If you or your students don’t have access to Microsoft Word, you may want to reference
the Menu and Shortcut Icons Worksheet (Appendix, p. 138) in Figure 4.1 as a guide and create
something similar for another program or application.

Ways to Assess

• Have students write an essay about either of the two prompts below:
✓ Explain how a computer menu uses logical thought processes to guide the user through needed
tasks. (Research and examples should be encouraged.)
✓ Do you agree that a computer menu uses a logical thought process to guide a user through
tasks–why or why not? (Research and examples should be encouraged.)

Example Lesson Plans for Each Unit 47

 Extension Activities

• To create an academic integration, consider looking at or sharing either of the following URLs
with your students:
✓ How Many Different Meals Are Possible?
✓ Permutations and Combinations

MENU AND SHORTCUT ICONS WORKSHEET

Microsoft Word Icons Do You Know Your Icons?

Here are some of Word’s more commonly used An icon is a small symbol or picture that represents
icons with their shortcut keys (if applicable) and a series of instructions or programs.
descriptions.

ICON Name / Function / Shortcut Command

Save (Ctrl + S)

Undo (Ctrl + Z)

Redo (Ctrl + Y)

Paste (Ctrl + V)

Cut (Ctrl + X)

Copy (Ctrl + C)

Bullets - Start a bulleted list

Numbering – Start a numbered list

Multilevel List – Start a multilevel list

Borders

48 Example Lesson Plans for Each Unit

ICON Name / Function / Shortcut Command

Shading – Colour background

Show/hide paragraph marks

Line & paragraph spacing

Decrease indent

Font (Ctrl + Shift + F)

Font size (Ctrl + Shift + P)

Bold (Ctrl + B)

Italic (Ctrl + I)

Underline (Ctrl + U)

Text effects

Text Highlight Color

Font Color

Align Text Left (Ctrl + L)

Center (Ctrl + E)

Align Text Right (Ctrl + R)

Justify (Ctrl + J)

Change Case

Increase indent

Example Lesson Plans for Each Unit 49

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 5
Module:
Computing Fundamentals
Unit:
Understanding Computers [Unit 5]

Lesson:
Computer Programs

Objective:

• Students will discuss input and output with examples.

• Students will be able to interact with computer programs.
• Students will be able to explain how a computer program interacts with a computer.

Preparation Needed:

• Ability to display Essential Education content onto screen or whiteboard.

• Ensure that the URLs mentioned in this lesson can be accessed.
✓ Input and Output Devices
✓ Input and Output Tables (Function Tables) | Adding, Subtracting, Multiplying, and Dividing
✓ Explore Economics - Productivity
✓ 15 Free Coding Games to Improve and Level Up Your Coding Skills (optional)
✓ 100+ Free Online Resources to Learn to Code for Beginners - Skillcrush (optional)
✓ What Is a Computer Programmer? | ComputerScience.org (optional)

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

This unit gives students the opportunity to understand the way a computer interacts with the user,
programs, and operating systems.

This Unit Has the Following Lessons:

1. Ways to Interact with Computers

2. Computer Programs (current lesson plan)
3. What Is a Computer
4. Operating Systems
5. Understanding Computers Unit Quiz / Test-Out Quiz

50 Example Lesson Plans for Each Unit

 Key Vocabulary Encountered in This Unit:

• Tablet
• Interaction
• Built in
• Touchpad
• Joystick
• Wireless
• Port
• Software
• Hardware
• Relationship
• Hard Drive
• RAM
• Processors
• Operating Systems

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Begin the lesson with a quick discussion about what inputs and outputs are.

• An input can be any resource used to create goods, services, information, material, equipment,
etc.
• An output can be the amount of something produced, delivered or supplied.

Activity 1
Watch Input and Output Devices and have students take notes on the video. Then, have them share
one takeaway.

Activity 2
Have students list things that would be labeled input and those that would be output. Encourage
students to think about things in everyday life. Provide a few examples if students seem to be
struggling with coming up with their own examples.

Example Lesson Plans for Each Unit 51

 Activity 3
If you’d like to demonstrate an academic connection, show the Input and Output Tables (Function
Tables) | Adding, Subtracting, Multiplying, and Dividing video to students to help them visualize the
general concept of the lesson.

Activity 4
If students need more information, please share the Explore Economics - Productivity video that
helps explain inputs and outputs.

Ce Computer Essentials Content

Three Ways to Integrate Computer Essentials

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Use the drop-down to select the correct module.
6. Then, scroll down to the specific unit and lesson and click Assign.
7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

(2) Teacher-Led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.

52 Example Lesson Plans for Each Unit

 3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson, and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the “Guided Practice” questions as a group. Spend time looking
at the “Deeper Learning” section and use it as a check for understanding. Next, you can either
work through the “Independent Practice” questions together or assign the lesson for students to
complete on their own.

(3) Teacher-Led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson, and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the “Guided Practice” questions as a group. Spend time looking
at the “Deeper Learning” section and use it as a check for understanding. Next, you can either
work through the “Independent Practice” questions together or assign the lesson for students to
complete on their own.

Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use any or
all of the activities below to wrap up the content before moving on to the next unit or lesson.

Activity 1
Revisit the warm-up lesson activities used and discuss any further questions or thoughts.

Activity 2
Have students pair off and create a list of questions they still have about this lesson and its content.
Have students share a few examples with the class. Assist students with finding answers as
appropriate.

Example Lesson Plans for Each Unit 53

 More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

More Practice

• Provide students with a link to 15 Free Coding Games to Improve and Level Up Your Coding
Skills. Have them read through the list of coding games and find one they’d like to try.
• If there are any of the warm-up activities from the beginning of this lesson plan that weren’t used,
they can be included now as appropriate.

Ways to Assess

• Have students complete the lesson independently.

• Have students start or complete the writing assignment from Activity 2 in the lesson warmup
section.

Extension Activities

• Have students do more research into computer programming. Have them review the following
URLs and others as appropriate and have them write a short informational essay about computer
programming:
✓ 100+ Free Online Resources to Learn to Code for Beginners - Skillcrush
✓ What Is a Computer Programmer? | ComputerScience.org

54 Example Lesson Plans for Each Unit

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 6
Module:
Computing Fundamentals
Unit:
Understanding the Internet [Unit 6]

Lesson:
Getting Around the Web

Objective:

• Students will be able to read and understand a URL.

• Students will be able to begin to enter a URL to find a webpage they are looking for.

Preparation Needed:

• Ability to project Essential Education content onto screen or whiteboard.

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

In this unit students will learn more about the internet. They will become familiar with URLs and the
internet’s structure. Students will navigate the web using URLs and understand browser basics.

This Unit Has the Following Lessons:

1. Getting Around the Web (current lesson plan)

2. What is the Internet
3. How You Connect to the Internet
4. Understanding the Internet Unit Quiz / Test-Out Quiz

Key Vocabulary Encountered in This Unit:

• URL
• Browser
• Structure

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

56 Example Lesson Plans for Each Unit

 Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Begin the lesson with a quick discussion on how we move around the internet. During the discussion
ask students to think about and discuss how the internet helps connect us to other people; perhaps
share a story of how the instructor has found ways to stay connected with others.

Activity 1
Ask students to explain what is the internet is. Record those thoughts on a mind map or chart. A template
of a semantic map can be found in the Appendix of this guide.

Activity 2
Poll students on their thoughts of if the internet is safe or not and whether it is private or public. Elicit
reasons why they feel this way.

Ce Computer Essentials Content

Three Ways to Integrate Computer Essentials:

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Use the dropdown to select the correct module.
6. Then, scroll down to the specific unit and lesson and click Assign.
7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

Example Lesson Plans for Each Unit 57

 Ask students to journal one to two paragraphs on how they plan to change their internet browsing
habits, or if they will stay the same. They should share this with you or post it on the group discussion
board.

(2) Teacher-Led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the “Guided Practice” questions as a group. Next, you can either
work through the “Independent Practice” questions together or assign the lesson for students to
complete on their own.

Deeper Learning: This part of the lesson discusses what is a URL, how you navigate to specific
websites and the navigation features. Think of this as a review and discussion point before the
independent practice section. Check with students to see if there are any questions about URLs or
how to navigate to websites.

(3) Teacher-Led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Access the lesson using the steps listed above in the “Whole Group Lesson” section. Have small
groups of students take turns completing the lesson as a group. This group can be teacher supported
or student-led. If it is teacher supported, refer to the whole group lesson guidance above for more
instructions. Then, complete the following activity with students:

Activity 1
Students will practice finding specific URLs. Have students find the URLs for the following:

• United State Postal Service

• National Labor Relations Board
• Equal Employment Opportunity Commision
Students can list the name of the government agency, give the URL, and a brief description of the
agency similar to the table shown in Figure 6.1.

58 Example Lesson Plans for Each Unit

 USPS www.usps.com Provides postal service

NLRB www.nlrb.gov Enforces labor law in relation to collective bargaining

and unfair labor practices
EEOC www.eeoc.gov Protects employment rights

Figure 6.1
Activity 1 table example.

Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use the
activity below to wrap up the content before moving on to the next unit or lesson.

Activity 1
Have students journal about creating a business. What URL would they want to purchase to bring
viewers to their business? Have them provide reasons why.

More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

More Practice
Write the following questions on the whiteboard:

• What is a URL? (web address)

• What does a URL do? (describes location of the webpage you are looking at)
• What is a web browser? (software designed to show you a website)
• What is a search engine? (program used through a web page)

Ways to Assess

• Have students jot down a few thoughts about a favorite website. Then, have volunteers come up
and enter that website on your computer and tell others why they like that website.

Extension Activities
Have students brainstorm and create their own poster on errors with URLs. If students are having trouble
coming up with ideas, here are some prompts for them to consider.

Example Lesson Plans for Each Unit 59

 • Leaving out part of the URL
✓ Did you include all the parts of the URL?

• Wrong domain designator (ending of URL)

✓ Does your URL end with the correct letters?
- military - .mil
- education - .edu
- organization - .org
- commercial - .com
- government - .gov

• Punctuation errors
✓ Example: Every dot, slash, or underscore is needed to take you to the correct site. Some common
punctuation errors include:
- using a forward slash (/) instead of a backslash (\)
- using a hyphen (-) when an underscore (_) is needed

• Spelling errors
✓ Example: Every letter and number is necessary to take you to the correct site. Common spelling
errors include:
- using a 1 in place of l
- using a 0 in place of an O

60 Example Lesson Plans for Each Unit

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 7
Module:
Key Applications and Information
Unit:
Finding Information [Unit 7]

Lesson:
Evaluating Information

Objective:

• Students will be able to evaluate online information.

• Students will be able to identify how computers are used in different areas of work, school and
home.

Preparation Needed:

• Make sure you can access the following online resources:

✓ Evaluating Online Sources | Learning for Justice
✓ Why fake news stories thrive online (opinion) | CNN
✓ The Fake News Game (optional)
✓ Gerrymandering: Crash Course Government #37 | Episode 37 | PBS (optional)
✓ Lesson of the Day: A Gerrymandering Game - The New York Times (optional)
✓ Gerrymandering: Where Do We Draw the Line? (Infographic) | iCivic (optional)

• Do a Google Search for “persuasive commercials” and find a class-appropriate video to show
students that gives examples of persuasive language that students can evaluate (optional)

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

This unit provides instruction on finding information on the internet. Items discussed include Boolean
searches and advanced search options. Students will be exposed to how to define information needed
for a problem, project, or decision. The unit will show how to identify and evaluate online sources of
information.

This Unit Has the Following Lessons:

1. Defining Needed Information
2. Sources of Information
3. Finding Information Using Searches

62 Example Lesson Plans for Each Unit

 4. Evaluating Information (current lesson plan)
5. Using Traditional Tools
6. Drawing Conclusions from Information
7. Finding Information Unit Quiz / Test-Out Quiz

Key Vocabulary Encountered in This Unit:

• Quality
• Relevance
• Reliable vs. Unreliable
• Information
• Fact vs. Opinion
• Bias
• Author’s Purpose
• Controversial
• Political Ploy
• Problem
• Project
• Decision
• World Wide Web
• Boolean Searches
• Advanced Search Options
• Synthesize

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Begin the lesson with a quick discussion.

Setting the Stage:

This lesson is titled “ Evaluating Information,” and it will look at the five ways that we should evaluate
information.

• Date of information

Example Lesson Plans for Each Unit 63

 • Relevance
• Source
• Accuracy
• Purpose

Activity 1
The website, Evaluating Online Sources | Learning for Justice, is a great source to discuss evaluating
online sources. Review the site with students and ask them what they might be interested in covering.
Take a few minutes to plan other activities guided by students.

Activity 2
Discuss with students the importance of assessing the accuracy and authenticity of information they
find on the internet. Explain the importance of fact-checking sources because information found
online could be fake. This video, Why fake news stories thrive online (opinion) | CNN, can be used
as a lead-in to conversation about the need to be able to analyze and evaluate information.

Ce Computer Essentials Content

Three Ways to Integrate Computer Essentials

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Use the drop-down to select the correct module.
6. Then, scroll down to the specific unit and lesson and click Assign.
7. You can assign a lesson to an individual student or to a whole class.

64 Example Lesson Plans for Each Unit

 Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

(2) Teacher-Led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and cclick to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if
they have any questions. Then, answer the “Guided Practice” questions together. Next, display the
“Independent Practice” questions and have students answer them on their own without discussion.
After everyone has answered each question, discuss the correct answers as a group.

(3) Teacher-led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if
they have any questions. Then, answer the “Guided Practice” questions together. Next, display the
“Independent Practice” questions and have students answer them on their own without discussion.
After everyone has answered each question, discuss the correct answers as a group.

Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use the
activity below to wrap up the content before moving on to the next unit or lesson.

Example Lesson Plans for Each Unit 65

 Activity 1
Ask students to brainstorm and write about a recent experience where they evaluated the information
they were receiving and why the information was valid or not. Ask them to include at least one of the
five ways to evaluate in their reasoning.

More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

More Practice

• Discussion: Lead students through the following topics. Asking them how they might evaluate
information based on various differences in each topic.
✓ Date: Historical—is there newer information?
✓ Relevance: Does it matter, or is it fluff?
✓ Source: Is it reliable, expert data?
✓ Accuracy: Can the information be verified?
✓ Purpose: Author’s purpose and POV—is there bias?

• Do a Google search for “persuasive commercials.” Find a handful of examples that you can show
the class. Discuss what the goal of the advertisement is and how the advertisement is attempting
to persuade or inform.

Ways to Assess

• Have students review the lesson and complete the independent practice on their own.
• Project this website on the board or provide this link to students to play this game.
✓ The Fake News Game

• If students have access to GED or HiSET Academy, assign them a Writing Essay Practice Test.

Extension Activities

• If students have access to GED or HiSET Academy, assign them the following lessons in the
Reading / Language Arts subject as appropriate:
✓ Applying Information
✓ Checking Reasoning and Support
✓ Analyzing POV
✓ Evidence for Inference
✓ Comparing Author’ Purpose

66 Example Lesson Plans for Each Unit

 ✓ Analyzing Primary and Secondary Sources
✓ Development of a Claim
✓ Evaluating Support of an argument

• Lead students through a discussion on gerrymandering. Use the following links as resources as
necessary.
✓ Gerrymandering: Crash Course Government #37 | Episode 37 | PBS
✓ Lesson of the Day: A Gerrymandering Game - The New York Times
✓ Gerrymandering: Where Do We Draw the Line? (Infographic) | iCivic

Example Lesson Plans for Each Unit 67

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 8
Module:
Key Applications and Information
Unit:
Organizing Information [Unit 8]

Lesson:
Organization in Your Life

Objective:

• Students will understand that organization is necessary and can be simple.

• Students will be able to identify ways that technology can help organize their life.
• Students will recognize the need for a pattern.

Preparation Needed:

• List of time management applications for phone.

• List of time management and organizational examples for students.

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

Organizing information or files on a computer can be similar to organizing in real life. Understanding that
organization involves patterns will help students recognize methods for arranging items and develop
organization skills.

This Unit Has the Following Lessons:

1. Types of Files
2. Organization in Your Life (current lesson plan)
3. File Structures
4. Spreadsheet Organization I
5. Spreadsheet Organization II
6. Spreadsheet Organization III
7. Organizing Information Unit Quiz / Test-Out Quiz

Key Vocabulary Encountered in this Unit:

• Files
• Spreadsheet

68 Example Lesson Plans for Each Unit

 • Data
• Formulas
• Function

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Start the lesson with the following discussion:

Do you have experience with organization? Let's discuss what organization is and what it means to you.

Have you done any of the following?

• Made a budget
• Kept up with things on a calendar
• Made a To-Do list
• Organized a bookshelf, a closet, or your kitchen
What other things in your life have been organized? Have you used your phone or computer to help you
make a list, or look up ways to organize?

Is organization predictable?

Ce Computer Essentials Content

Three Ways to Integrate Computer Essentials

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.

Example Lesson Plans for Each Unit 69

 3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Use the drop-down to select the correct module.
6. Then, scroll down to the specific unit and lesson and click Assign.
7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

(2) Teacher-Led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

To display the Computer Essentials lesson, follow the steps above. Navigate by clicking through the
lesson and instructions. Make sure to stop and ask students if they have any questions. Then, answer
the “Guided Practice” questions together. Then, you can either work through the “Independent
Practice” questions together or assign the lesson for students to complete on their own.

(3) Teacher-Led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the “Guided Practice” questions together. Then, you can either
work through the “Independent Practice” questions together or assign the lesson for students to
complete on their own.

Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use any or
all of the activities below to wrap up the content before moving on to the next Unit/Lesson.

70 Example Lesson Plans for Each Unit

 Activity 1
Discuss organization skills and what students need to understand to help them better organize
their study time and their successes. What does a person need to ensure that they understand the
organization of a computer?

Activity 2
Ask students to make a list of two or three things they took away from this lesson. Ask students to
share how they plan to implement the takeaways, or if the learning today will lead them to change
the way they manage their time and/or their efforts?

More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

More Practice

• Have students create their own organizational tool to help them track and manage their time.
Examples include: a checklist, spreadsheet, or other ideas generated by a student.
• Have students go into the LMS and write a brief description of each widget/box in the
Homeroom. Have them include what information or content is organized in each widget/box.
Then, ask students to discuss how each part of the page helps them manage their learning.
• Have students watch this YouTube video: 20 Quick Tips for Better Time Management. Then,
have them make a list of the tips included in the video. Next, have them analyze the list and
circle the five tips they believe would help them. Finish this activity by having students write a
reflection on how they will implement one of those tips. Encourage them to be as specific as
possible.

Ways to Assess

• Have students complete the lesson as assigned from their account as independent work.
• Ask these questions to check for understanding:
✓ How would you organize a box of books that were all on the same subject?
✓ What if they are on different subjects?
✓ Have students give several ways to organize the above. Then, have students develop their
thoughts into an essay.

Example Lesson Plans for Each Unit 71

 • Have students create a Venn diagram about the similarities and differences between real life
organization and computer organization.

Extension Activities

• To help students with their organizational skills and mental dexterity, share any of the following
links with your students:
✓ How to Make a Pattern: Learn How to Draw Patterns Step by Step
✓ Sudoku
✓ Forward Junction Puzzles

72 Example Lesson Plans for Each Unit

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 9
Module:
Key Applications and Information
Unit:
Interpreting and Showing Information [Unit 9]

Lesson:
Creating Tables, Charts and Graphs 1: Tables

Objective:

• Students will be able to create tables that can be easily read and evaluated.

Preparation Needed:

• Ability to project the computer screen onto a whiteboard.

• Be ready to draw a table on the whiteboard or share a digital version of one.
• Individual computers or laptops for students to access a word processing program.

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

In this unit, students will learn how to use basic word processor features, organize written information
in a computer program, create tables, charts, and graphs using computer programs, and create basic
presentations with presentation software.

This Unit Has the Following Lessons:

1. Organizing Written Information I
2. Organizing Written Information II
3. Creating Tables, Charts, and Graphs I (current lesson plan)
4. Creating Tables, Charts, and Graphs II
5. Creating Tables, Charts, and Graphs III
6. Presenting Information I
7. Presenting Information II
8. Presenting Information III
9. Interpreting and Showing Information Unit Quiz / Test-Out Quiz

74 Example Lesson Plans for Each Unit

 Key Vocabulary Encountered in this Unit:

• Distilled Information
• Redundant Words
• Chart
• Graph
• Table
• Word Processor
• Presentation Software

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Begin the lesson with a quick discussion and ask students to list times they have used charts, graphs
or tables. (This is also a great time to talk about how these items will show up on the GED/HiSET test.)

Activity 1
Ask students to try and define the following terms:

• Chart
• Graph
• Table
After a few minutes, ask students for their definitions. Then, give them the following definitions:

• Chart: A chart is a visual representation, a sheet of information that can be in table or graph
form.
• Graph: A graph is a visual representation of information, can be pictorial or numerical.
• Table: A table is similar to a spreadsheet. Uses rows and columns. Collection of data. Usually
data and numbers.
Next, have them take two more minutes and list what else they know about these things (hint: when,
where, how, etc.).

Activity 2
The following questions come from the lesson. Ask these questions and have students respond
verbally.

Example Lesson Plans for Each Unit 75

 • Question 1: How familiar are you with tables, charts, and graphs?
• Question 2: How easy or hard is it for you to understand tables, charts, and graphs?
• Question 3: Has a table, chart, or graph ever made you see or understand information in a
new way?

Activity 3
How to Create a Table of Information:

1. The teacher can start this activity by asking the class: “What does a table look like?”
2. Next, draw a picture of a table on the whiteboard or share a picture digitally. Then, give
students five minutes to create a table using the following information:

• AJ drank 8 glasses of water on Saturday and 12 glasses on Sunday.

• Brittney had 3 sodas on Saturday, 6 glasses of water and a glass of milk on Sunday, and only
1 orange juice on Monday.
• Charlie had 2 coffees on Saturday, 4 glasses of water on Sunday, and 5 root beers on
Monday.
While students are working, check in with each student individually if possible and see what they are
working on. If students are struggling, ask them to make groups of information from the list above
(names, days, amount of drinks per day, types of drinks, etc.). Once students are done, have them
show their table to a partner and explain how they organized the information. Then, ask for a few
volunteers to present their information to the class.

Ce Computer Essentials Content

Three Ways to Integrate Computer Essentials

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.

3. Then, click on the Content Maps tab.

76 Example Lesson Plans for Each Unit

 4. Next, click on Scope and Sequence.

5. Use the drop-down to select the correct module.

6. Then, scroll down to the specific unit and lesson and click Assign.

7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

(2) Teacher-Led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the “Guided Practice” questions together. Then, you can either
work through the “Independent Practice” questions together or assign the lesson for students to
complete on their own.

Leonard says that tables are similar to a spreadsheet. Ask students if they agree or disagree. Why or
why not? Next, ask students if they know the difference between a row and a column (use a visual
to show the difference)? Rows row across the page like a boat rows across water. Columns climb to
the sky ( or down to the ground). Let students know that tables are read left to right, top to bottom.

(3) Teacher-led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they

Example Lesson Plans for Each Unit 77

 have any questions. Then, answer the “Guided Practice” questions together. Then, you can either
work through the “Independent Practice” questions together or assign the lesson for students to
complete on their own.

Activity 1
Take Maria’s information and give it to students, have them work on creating the table, as explained
in the lesson – this data can be found under resources as shown below in Figure 9.1.

• Columns would be: Diploma, Associate Degree, Bachelor’s Degree

• Rows would be: Hospital, Nursing Home/Extended Care, Academic Education Program,
Home Health Setting

Figure 9.1
Creating a Table lesson example.

Activity 2
Students can take the table they collected and create a table using a word processing document.
Show students where they can locate word processing options under the "Resources" section of the
lesson.

78 Example Lesson Plans for Each Unit

 Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use the
activity below to wrap up the content before moving on to the next unit or lesson.

Activity 1
Check For Understanding: To show how they feel about their comfort level of creating tables, have
students write a short reflection on what they learned about creating tables, when they think they
could use tables in their lives, and questions or issues they still have about the content or skill.

More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

More Practice

• Students can visit one of the resources listed in the lesson to find more information and create
a table. Tell students that they can access the “Resources” section of a lesson by opening the
lesson and clicking on the “Resources” link in the upper right part of the window.

Extension Activities

• If students have access to GED Academy or HiSET Academy, assign them any of the following
lessons:
✓ Social Studies: “Working with Social Studies Data” unit
✓ Math: “Graph and Charts” unit
✓ Science: “Science Tables and Diagrams”
✓ Science: “Science Graphs”

Example Lesson Plans for Each Unit 79

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 10
Module:
Key Applications and Information
Unit:
Collaboration [Unit 10]

Lesson:
Getting Started with Google Drive

Objective:

• Students will be able to log into websites or applications using Google Drive.

Preparation Needed:

• Create a Google Drive study guide for students: An example of this resource can be found at
the end of this lesson plan. It can be printed or shared. The instructor can use the study guide to
direct discussion, create a note-taking sheet, or help students review the lesson.

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

This unit gives students an overview on using computer programs and applications to work, organize,
and collaborate with others.

This Unit Has the Following Lessons:

1. Introduction to Digital Collaboration
2. Chat and Messaging
3. Voice and Video Calls
4. Review and Feedback
5. Getting Started with Google Drive (current lesson plan)
6. Using Google Drive
7. Collaboration Unit Quiz / Test-Out Quiz

Key Vocabulary Encountered in this Unit:

• Messaging
• Collaboration
• Google Drive
• Rules

80 Example Lesson Plans for Each Unit

 • Password Manager
• Email Application
• Digital Collaboration
• Synchronous
• Asynchronous

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Begin the lesson with a quick discussion. What do students know about Google Drive? Ask for examples
of using Google in general and its online applications.

Activity 1
Pass out the Google Drive Study Guide. The instructor can use the study guide to direct discussion,
create a note-taking sheet, or help students review the lesson.

Activity 2
Have students set up a Google account if they don’t already have one.

To set up a new account, follow these steps:

1. Go to www.google.com to sign up.

2. Click Sign In in the top right corner of the webpage and then click Create an Account (create
an email and password).
3. Add additional information (security and birthdate).
4. Verify phone number (if added).
5. Accept privacy and terms.

Example Lesson Plans for Each Unit 81

Ce Computer Essentials Content
Three Ways to Integrate Computer Essentials:

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class.

Show students how to access the lesson or assign it for easy access. To assign a lesson, follow these
steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Use the drop-down to select the correct module.
6. Then, scroll down to the specific unit and lesson and click Assign.
7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

(2) Teacher-Led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on th`e Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if
they have any questions. The six questions in this lesson can either be completed together or as
independent work.

82 Example Lesson Plans for Each Unit

 Go over the steps that were used to create an account, remind students to have a professional
username. Discuss why a professional username is important. (Note - This is discussed in the lesson.)

Go through the questions together, make sure to look at all the answers choices and explanations.

1. Marcus wants to get a Google Drive account. What should Marcus do first?
2. What happens when you click on the icon (square with nine dots) in the top right corner on
the Google website?
3. What will happen when Shawna clicks Send?
4. What should Milo put in the text box that says Confirm?
5. Where can you click on Google’s Privacy and Terms to opt out of personalized ads?

(3) Teacher-Led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Activity 1
Have students set up a Gmail account.

Activity 2
Students can work together to answer the questions in the Learning Management System – have
these on random cards so students can take turns answering.

1. Marcus wants to get a Google Drive account. What should Marcus do first?
2. What happens when you click on this icon on the Google website (nine dots)?
3. What will happen when Shawna clicks Send?
4. What should Milo put in the text box that says Confirm?
5. Where can you click on Google’s Privacy and Terms to opt out of personalized ads?

Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lesson and ensure students understand key vocabulary. Use any or all
of the activities below to wrap up the content before moving on to the next unit or lesson.

Example Lesson Plans for Each Unit 83

 Activity 1
Begin a discussion about the experience of creating a Gmail account and exploring Google Drive.
Discuss any next steps as needed. Then, preview the next lesson, “Using Google Drive,” if appropriate.

Activity 2
Create a document in Google Docs and set the sharing permissions to “anyone with the link.” Then,
email your class the link and ask them to each add the following information to the doc:

Name:

• What I like about Google Drive:

• What I don’t like about Google Drive:
• One thing I still don’t understand about Google Drive:

More Activities (Appropriate for Models 2 and 3)

Provide at least one of the following:

More Practice

• Have students complete the lesson and prepare a presentation in Google Slides on how to
create a Gmail account.

Ways to Assess

• Each student will have a Gmail account and access to Google Drive.
✓ Have students send you an email from their Google account.
✓ Have students create a document in Google Docs and share the file with you from their
Google Drive.

Extension Activities

• Have students work together to create a slideshow presentation in Google Slides about a topic
of their choice.

84 Example Lesson Plans for Each Unit

Example of Study Guide for Google Drive Lesson

Google Drive is very useful. What do you know about Google Drive?

What are two things discussed at the beginning of the lesson?

• (free)
• (gives storage space online)
• (there is a app for your phone)
• (upload files and get from any web browser)

What do each of these do? (all automatically saved in Google Drive)

• Google Docs: (place to create word processing documents)

• Google Sheets: (place to organize data and numbers in spreadsheets)
• Google Slides: (place to create presentations)

If you already have a Gmail address, then you already have access to Google Drive.

If you have an account, you can go to https://drive.google.com to access Google Drive. You can also
access Google Drive via your Google email inbox by clicking on the nine dots in the upper right corner
and then clicking Drive.

Use the space below to make note of any other thoughts, questions, or ways you can use Google Drive.

Example Lesson Plans for Each Unit 85

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 11
Module:
Living Online
Unit:
Social Interaction [Unit 11]

Lesson:
Social Interaction on the Internet (Pt. 1)

Objective:

• The student will be able to choose content to share on social websites.

• The student will understand how content is created and shared on the internet.

Preparation Needed:

• Ability to display or share an online video and images.

• Prepare a handful of popular memes, as discussed in the lesson below. Some will need to be
displayed and discussed, while others can be printed off for additional activities. A quick Google
search for “popular memes” will provide you with sufficient options.
• Link students to a meme generator either in or out of class as an additional activity.
• Use an online discussion board to generate further engagement with students. See the
“Extension Activities” section, page 90, for more details.

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

This unit is titled “Social Interaction.” It covers aspects of the social web, including internet communities,
social websites, and questions of anonymity on the web.

This Unit Has the Following Lessons:

1. Participating in Internet Communities I
2. Participating in Internet Communities II
3. Social Interaction on the Internet I (current lesson plan)
4. Social Interaction on the Internet II
5. Anonymity on the Internet
6. Social Interaction Unit Quiz / Test-Out Quiz

86 Example Lesson Plans for Each Unit

 Key Vocabulary Encountered in this Unit:

• Social Media or Social Network

• Echo Chamber
• Hashtag
• Forums (Online)
• Emoji
• “CC” vs “BCC"

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Instruct students that today’s lesson will focus on how interacting with people online can be different
than in-person due to the unique culture and communication of the internet. Share a few popular memes,
such as “grumpy cat” or “success kid,” to demonstrate how images and text can be combined to create
unique messages or express ideas.

Activity 1
Ask students to take a few minutes to jot down any abbreviations they use in texting or online, such
as “lol” for “laugh-out-loud.” Afterwards, ask students to share from their list, creating a group list
on the white board or collaborative space. To speed things up, ask students to only share ones that
haven’t already been shared.

Activity 2
Ask students to take a few moments to create a sentence using as many abbreviations from the list
as possible. Have students share if they can use more than four or five in one sentence. Write the
best or most complicated one on the white board or collaborative space and point out places for
correct punctuation.

Activity 3
Pair or group students and give them a few popular memes to choose from that already have text
communicating a message. Ask students to write a three to five sentence explanation of what
the meme is trying to communicate. Students should pay special attention to sentence structure,
spelling, and grammar.

Example Lesson Plans for Each Unit 87

Ce Computer Essentials Content
Three Ways to Integrate Computer Essentials:

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Use the drop-down to select the correct module.
6. Then, scroll down to the specific unit and lesson and click Assign.
7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

(2) Teacher-led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Answer the “Guided Practice” and “Independent Practice” questions together, or assign the lesson
for students to complete the “Independent Practice” questions on their own.

• Pause after the introduction to discuss how technology impacts communication with friends,
coworkers, or your boss, and how that compares to face-to-face communication.
• After watching the text message conversation with Becca and Dwayne, ask students to share
if they’ve ever been caught-up in a miscommunication online, and how they resolved it.

88 Example Lesson Plans for Each Unit

 • Ask students to keep a running list of acronyms and review them together after the lesson.
• After watching the face-to-face conversation with Maria and Sherman, ask students if they
feel the edits to the original comments make the intent more clear. Is there anything they
would do differently?
(3) Teacher-led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Display the Computer Essentials on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and cclick to view.

Answer the “Guided Practice” questions together, and consider assigning the lesson for students to
complete the “Independent Practice” questions on their own or as a small group.

• Pause after the introduction to discuss how technology impacts communication with friends,
coworkers, or your boss, and how that compares to face-to-face communication.
• After watching the text message conversation with Becca and Dwayne, ask students to share
if they’ve ever been caught-up in a miscommunication online, and how they resolved it.
• When reviewing emojis and acronyms, review the list from the warm-up activity to see if you
need to add any new ones.
• After watching the face-to-face conversation with Maria and Sherman, ask students if they
feel the edits to the original comments make the intent more clear. Is there anything they
would do differently?
• If time allows, assign students to complete the GED or HiSET Academy Reading lesson,
“Context in a Text,” to test their ability to pull meaning from context.

Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use any or
all of the activities below to wrap up the content before moving on to the next unit or lesson. Talk to your
students about the following ideas:

• The importance of keeping your audience in mind when writing.

• Is the language you’re using appropriate for who will be reading it?
• Is it too informal, is there too much jargon, or are you speaking down to others?

Example Lesson Plans for Each Unit 89

 Activity 1
Watch this clip from an Amazon Prime show called “The Patriot” filled with technical jargon, but
drawn into an infographic. Ask students to share a time when they were part of a miscommunication
on the internet, and what they did to fix the situation.

Activity 2
Use a quiz like this to guess popular song titles using emojis. Break students into teams if time
allows to create competition.

Activity 3
Using a meme generator to ask students to create a meme summing up what they learned from
today’s lesson. They can use “socially awkward penguin” to write about a past miscommunication,
“success kid” to talk about a win they experienced, or similar. Share this as a class or post them to a
collaborative online space.

More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

More Practice

• Assign the “Joining Sentences” lesson from GED or HiSET Academy Writing to give students
more practice with writing clear and effective sentences.

Ways to Assess

• Check that students have completed the Computer Essentials lesson through Essential
Education reports or student confirmation.

Extension Activities

• If your class uses an online discussion board, create a post on the class discussion board about
a cultural issue, such as school dress codes, pineapple on pizza, or people who don’t return their
shopping cart to the corral.

Ask students to create two posts:

1. Use memes, emojis, or internet abbreviations to express an opinion.

2. Write a clear and concise three to five sentence response to the topic free of spelling and
grammar errors.

90 Example Lesson Plans for Each Unit

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 12
Module:
Living Online
Unit:
Privacy and Security [Unit 12]

Lesson:
Internet Security Issues III

Objective:

• Students will be able to identify scams encountered through suspicious emails, texts, and other
communications.

Preparation Needed:

• Brainstorm scams that you’ve heard of, seen, or experienced. Make a list and be prepared to
share some of them with the class.
• Ability to display a lesson onto a whiteboard or Smartboard.
• Gather construction paper or printer paper for students to create posters for the more practice
activity at the end of this lesson plan. (optional)
• Print out this handout to do the extension activity at the end of this lesson plan. (optional)
✓ Phishing | Nonfiction Reading Activity

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

The overall unit is called “Privacy and Security” and teaches students how to understand and make
decisions about their internet privacy. This specific lesson plan covers “identifying scams” and is about
identifying and avoiding scams encountered through email, text, and other communications.

This Unit Has the Following Lessons:

1. Maintaining Privacy I & II
2. Privacy and Use Policies
3. Internet Security Issues I, II, & III (current lesson plan)
4. Internet Copyright Issues I, II, & III
5. Privacy and Security Unit Quiz / Test-Out Quiz

92 Example Lesson Plans for Each Unit

 Key Vocabulary Encountered in this Unit:

• Privacy
• Malware and Viruses
• Antivirus Software
• Phishing
• Scams
• Copyright

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Activity 1
Tell the class that today’s lesson will be about “identifying scams.” Ask students to spend a minute or
two to jot down what they know about scams. Then, provide students with a few examples of scams
that you’ve heard of, seen, or experienced. Next, elicit answers from students and record these
responses on a whiteboard or collaborative space.

Activity 2
Ask students:

1. If they’ve ever encountered a scam?

2. What happened?
3. Discuss with a partner then share with the class.

Activity 3
Ask students to write a paragraph with reasons why identifying scams is an important skill.

Example Lesson Plans for Each Unit 93

Ce Computer Essentials Content
Three Ways to Integrate Computer Essentials

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Use the drop-down to select the correct module.
6. Then, scroll down to the specific unit and lesson and click Assign.
7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

Ask students to journal one to two paragraphs on what steps or actions they will take in the future to
identify scams. They should share this with you or post it on the group discussion board.

(2) Teacher-Led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the five “Guided Practice” questions as a class. You can either
work through the five “Independent Practice” questions together or assign the lesson for students

94 Example Lesson Plans for Each Unit

 to complete on their own. See Figure 12.1 for an example of how to navigate through a Computer
Essentials lesson using the menu.

Figure 12.1
Navigating a Computer Essentials lesson.

To continue the whole class instruction, do the following:

• After the lesson content, ask students to list out the various methods they can use to protect
themselves from scams.
• Then, pair students and ask them to create a list ranking the identified methods from easiest to
implement to most difficult. Have students share these lists as a whole group or post them to an
online collaboration space.
(3) Teacher-Led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

To display the Computer Essentials lesson, follow the steps above. Navigate by clicking through the
lesson and instructions. Make sure to stop and ask students if they have any questions. Then, answer
the five “Guided Practice” questions as a class. You can either work through the five “Independent
Practice” questions together or assign the lesson for students to complete on their own. See the
screenshot above for an example of how to navigate through a Computer Essentials lesson using
the menu.

Example Lesson Plans for Each Unit 95

Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use any or
all of the activities below to wrap up the content before moving on to the next unit or lesson.

Activity 1
Ask students to spend a minute or two to jot down what they learned about scams. Then, elicit
answers from students and record answers on a whiteboard or collaborative space.

Activity 2
Ask students to write a paragraph with ways to identify scams and reasons why this is an important
skill.

More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

More Practice

• Use the link below or something similar to show examples of illustrations on explaining phishing
and other scams. Have students create Warning Posters or Informational Handouts.
✓ What is phishing? How to recognize and avoid phishing scams | NortonLifeLock

Ways to Assess

• Have students create a table of types of scams. Create the following table on the whiteboard or
post something similar into an online space. Have students fill in the blanks and complete the chart.

Directions: Create an example in the table below.

Phishing Scam Example

Too Good to be True

96 Example Lesson Plans for Each Unit

 Link

Unknown Sender

Poor Spelling

Extension Activities

• Phishing | Nonfiction Reading Activity: Print out this handout. Have students read the text and then
answer the questions at the end handout.
• Use the Learning Management System Messaging to send scam emails and have students respond
by explaining where the errors or scam occur. This could also be used for daily edit practice.

Example:

“dear friend.
I write this to let you know that I have found money that i though is your. To be sure ya will need to
send me some proof of yours identity. How bout your SS#?”

Example Lesson Plans for Each Unit 97

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 13
Module:
Living Online
Unit:
Technology Risks [Unit 13]

Lesson:
How Websites Track You

Objective:

• The student will demonstrate how website navigation tracking works, and the security concerns
related to navigation tracking.
• The student will demonstrate potential uses and benefits for private mode web browsing.

Preparation Needed:

• Ability to display or share a one minute YouTube link.

• Develop a short “get-to-know-you” quiz for students to answer (individually, with partners, etc.).
• Example Questions from Team Building Website
✓ Example Questions from Team Building Webiste (optional)

• KWL Chart (optional)

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

This unit teaches about the risks of using technology and how to deal with them, including mental and
physical health risks as well as risks like scams and identity theft.

This Unit Has the Following Lessons:

1. How Websites Track You (current lesson plan)
2. Keeping Phones and Devices Safe
3. The Health Risks of Technology
4. Keeping Kids Safe Online
5. Technology Risks Unit Quiz / Test-Out Quiz

Key Vocabulary Encountered in this Unit:

• IP Address
• Cookies

98 Example Lesson Plans for Each Unit

 • Fingerprinting
• Identity Theft
• Misinformation
• VPN (Virtual Private Network)
• Spyware
• Malware
• Spoofing
• Web Cache

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Begin the lesson with a quick discussion. Ask students to raise their hands if they’ve ever bought anything
on the internet. Then, ask students to share if they’ve ever seen their internet ads change based on their
searches—OR if an ad convinced them to buy something they otherwise wouldn’t have purchased.

Play this short (1 minute) video about internet privacy from the popular sitcom “Parks and Recreation.”

Tell students today’s lesson will be focused on the many ways they are tracked on the internet, and how
that can lead to more than just changes in their targeted ads.

Activity 1
To get students thinking about the risks of sharing too much information on the internet, create a
fun “get-to-know-you quiz.” Have students respond with genuine answers. This can be done as a
group or as a “people bingo” or “people scavenger hunt” activity (e.g., find someone born in your
hometown).

Example questions include:

• In what city were you born?

• What is the name of your most beloved pet?
• What was your high school mascot?
• What was your first car?
• Where did you meet your spouse?
After students have completed the quiz activity, explain that their online accounts often use
these answers for security questions. Seemingly harmless online quizzes, such as those found on

Example Lesson Plans for Each Unit 99

 Facebook, often ask these types of questions. However, sharing personal information like this online
increases the risk of identity theft.

Activity 2
Have students use a KWL chart for this activity. Ask students to jot down two to four scenarios when
it would be better to use private browsing instead of regular web browsing. Answers could include:
when accessing bank information; when using a public computer (like at the library); and when you
don’t want sites like Facebook or Google to track your web traffic. Ask students to share a few
examples, and then revisit this activity during the conclusion to add new information.

Ce Computer Essentials Content

Three Ways to Integrate Computer Essentials

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Use the drop-down to select the correct module.
6. Then, scroll down to the specific unit and lesson and click Assign.
7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

Ask students to journal one to two paragraphs on how they plan to change their internet browsing
habits, or if they will stay the same. They should share this with you or post it on the group discussion
board.

100 Example Lesson Plans for Each Unit

 (2) Teacher-Led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the three “Try It” questions as a group. Next, you can either work
through the eight practice questions together or assign the lesson for students to complete on their
own. See Figure 13.1 for an example of how to navigate through a Computer Essentials lesson using
the menu.

Figure 13.1
Navigating a Computer Essentials lesson.

To continue the whole class instruction, do the following:

• Display practice question 2 of 8 (see Figure 13.2): Ask students to respond and discuss how
some answers are very personal, while others are more harmless.

Example Lesson Plans for Each Unit 101

 • After watching the section on how tracking works and security concerns online, have a
discussion to ensure students understand the difference between cookies and fingerprinting
(answer: cookies track your web traffic, fingerprinting tracks you and your device).
• After the lesson content, ask students to list out the various methods they can use to protect
themselves on the internet (private browsing; private search engines like duckduckgo; vpn,
etc.).
• Then, pair students and ask them to create a pro/con list for each method listed in the last
step. Share these as a whole group or post them to an online collaboration space.

Figure 13.2
Practice question 2 of 8.

(3) Teacher-Led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

102 Example Lesson Plans for Each Unit

 Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the three “Try It” questions as a group. Next, you can either work
through the eight practice questions together or assign the lesson for students to complete on their
own. See the screenshot above for an example of how to navigate through a Computer Essentials
lesson using the menu.

• Display practice question 2 of 8—ask students to respond and discuss how some answers
are very personal, while others are more harmless.
• After watching the section on how tracking works and security concerns online, have a
discussion to ensure students understand the difference between cookies and fingerprinting
(answer: cookies track your web traffic, fingerprinting tracks you and your device).
• After the lesson content, ask students to list out the various methods to protect themselves
on the internet (private browsing; private search engines like duckduckgo; vpn, etc.). Partner
students and ask them to create a pro/con list for each option. Share these as a whole group
or post them to an online collaboration space.

Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use any or
all of the activities below to wrap up the content before moving on to the next Unit/Lesson.

Activity 1

• Talk with your students about the following concepts:

✓ Internet Cookies: What are they, what risks do they pose, and what’s an easy way to protect
yourself from dangerous cookies?
✓ Sharing personal information on the internet. What are the risks, and what are the easy
pitfalls on social media that make you vulnerable?
✓ What to do when a website’s security is breached.

Activity 2
Revisit the lesson warm-up activity on private browsing. Ask students to share any new ideas or
scenarios when private browsing would be the best option.

Example Lesson Plans for Each Unit 103

 More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

More Practice

• Advise students that sometimes websites will change the price of merchandise based on your
browser history. Sometimes you can get a discount for sharing your email address or other
information. Complete the following assignments for more practice on percent based problems.
✓ Assign the “Working with Percents” and “Solving Percent Problems” from GED or HiSET Academy
Math to give students more practice solving real–world percent problems.

Ways to Assess

• Check that students have completed the Computer Essentials lesson through Essential
Education reports or student confirmation.
• Ask students to share at least one practical measure they can take at home to avoid being
tracked on the internet. Examples include using a private browsing window, using a VPN, etc.

Extension Activities

• A common practice when websites track you is to fill your social media feeds with very specific
and targeted posts and information. (Remember the Cambridge Analytica example from the
lesson?). Sometimes, this includes seeing lots of misinformation. Visit these websites and take
the misinformation quizzes to see if you can spot the fakes.
✓ Buzzfeed Fake News Quiz
✓ Youth Online Fake Headlines Quiz

104 Example Lesson Plans for Each Unit

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 14
Module:
Living Online
Unit:
Online Services [Unit 14]

Lesson:
Civic Life Online

Objective:

• The student will be able to engage in aspects of civic life online.

Preparation Needed:

• Ability to display the virtual lesson as a large or small group.

• Develop a short email and letter template students can use to fill in their own thoughts. This will
be used for an email or letter writing campaign to advocate for change or improvement in the
community.
• Brainstorm graphic organizer. Websites like this have several you can choose from. There is
also a semantic map template in the Appendix, page 153. (optional)

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

This unit focuses on using the internet to identify and research a variety of resources and their uses,
including social services, transportation, entertainment, education, civics, and more.

This Unit Has the Following Lessons:

1. Social and Consumer Services
2. Community Resources
3. Online Entertainment Services
4. Transportation Services
5. Education and Lifelong Learning
6. Civic Life Online (current lesson plan)
7. Online Services Unit Quiz / Test-Out Quiz

106 Example Lesson Plans for Each Unit

 Key Vocabulary Encountered in this Unit:

• HUD
• LIHTC
• Medicare vs. Medicaid
• eBooks and ePub
• Streaming
• Podcasts
• Ride-Share
• Lifelong Learning

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Share this quote from the lesson with the class: “Civic life is the conversation of our community.”

Leonard tells us that civic life is about quality of life, and not just our own, but of our whole community.
It’s about the rights and responsibilities of being an individual member of a larger group. Ask students
about their experience volunteering and helping their community.

• Have you volunteered before? Perhaps for your children’s school, a local charity, or church?
• Have you ever picked up litter even though it wasn’t yours?
• Have you ever voted in a local, state, or federal election?
• Have you gone to a community event, like a parade, festival, or farmer’s market?
• Have you ever reached out to a leader about something important to you—be it a new rule or
issue at your children’s school; a city worker about construction or a business; or even an elected
official about a new bill or law?
Next, tell students to take a moment and think about their everyday life. The route they drive. The places
they buy food. And the people they interact with.

Then, ask them this prompt: Imagine you had a magic wand and could make just one change. What
would it be?

Remind students to keep this one change reasonable and on-topic. For example, they could change a
stop light that’s too quick, a park that always has litter, or a program at the library that may run out of
funding.

Example Lesson Plans for Each Unit 107

 Next, tell students this second half of the prompt: With your one thing you could change, ask yourself:
who has the power to make that change? A city employee? A board member of an organization? A
politician? Make a mental note of what you’d like to see improved, and who you might be able to
persuade.

Activity 1
Ask students to pair up or get into small groups to share a time when they volunteered or were
able to benefit from receiving a good or service from volunteers. Encourage students to think about
the organization behind the end recipient of the good or service—i.e., who organized the event;
who publicized it; who acquired the goods, transported them, and made sure they made it to the
right people; was there training or education involved? Ask students to discuss what would have
happened if the volunteering did not occur: who would miss out, or what vital service would be lost?
How would the people or community cope with that loss? To summarize, create a running list on the
whiteboard of all the volunteer workers mentioned in class (i.e., tutors, poll workers, etc.).

Activity 2
Either in pairs, small groups, or individually, ask students to brainstorm about their “one thing” they
want to see changed. Students should use their notebooks or a brainstorm graphic organizer
to identify the problems and solutions surrounding their “one thing”. Encourage them to list both
positive and negative reasons for the change (i.e., the issue has x and y negative effects on their
personal life or community, and change could result in a and b positive impacts). Their brainstorm
should also identify who needs to hear the message and who can ultimately make the changes.

Ce Computer Essentials Content

Three Ways to Integrate Computer Essentials

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.

108 Example Lesson Plans for Each Unit

 5. Use the drop-down to select the correct module.
6. Then, scroll down to the specific unit and lesson and click assign.
7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

(2) Teacher-Led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Watch the lesson with students, being sure to pause and ask clarifying and comprehension check
questions. Pause for each of the four “Try It!” questions and discuss why the right answer is correct
and why the other answers don’t work.

• For example, “Try It!” 1 of 4 asks which websites would be a good resource to find volunteer
opportunities in Stanley’s neighborhood. The answers suggesting to use a federal or U.S.
government website are wrong because Stanley wants to volunteer locally. If anyone feels
the federal sites are appropriate, take a moment to discuss what types of volunteering occur
at that more global level (initiatives like Teach for America, etc.)
• A main component of the section on advocacy is understanding who is responsible. “Try It!”
2 of 4 helps us see how to effect change in local schools. Ask students to review their warm-
up activity on their “one thing” they want to change. Have a discussion on who might be
responsible for those changes. Ensuring students see a clear path here will help with some of
the extension activities below.
• You may want to set some ground rules for discussion on section 4, “Politics.” Encourage
students to think critically about the importance of local elections and the types of decisions
made at this level. This includes city planning, city budgets and priorities, school board
decisions, and which roads get repaired by the county commissioner. Ask students to identify
a few reliable sources for news and information on local issues. If appropriate, allow some
time to use their mobile phones or class computers to search the web for these sources.
Either complete the eight “Time for Practice” questions together as a group and discuss the

Example Lesson Plans for Each Unit 109

 right and wrong answers, or assign the lesson to the students to complete these questions
independently.

(3) Teacher-Led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Watch the lesson with students, being sure to pause and ask clarifying and comprehension check
questions. Pause for each of the questions and discuss why the right answer is correct and why the
other answers don’t work.

Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use the
activity below to wrap up the content before moving on to the next unit or lesson.

Remind students the point of today’s lesson is to recognize the importance of and impact of local
volunteering. Review some of the examples from the lesson warm-up, such as tutors, volunteer nurses,
etc. Ask students to consider what would happen if these services were not provided—who would suffer,
and how would the need be met?

Activity 1
As a final activity, ask students to share their “one thing” to change. Ensure they include a follow-
up step to see that change, such as contacting a local official, organizing a group of volunteers, or
seeking out mutual aid.

More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

More Practice

• Ask students to practice writing a letter or email asking for help from an organization or
government office (or official). Students should keep their writing brief (between five and ten

110 Example Lesson Plans for Each Unit

 sentences) and focus on 1) explaining how the problem is affecting them or the community; 2)
how a change could have a positive impact; 3) how the organization, agency, or official can make
that change; 4) a sincere thanks and closing. Students can share their responses in-class or on
the class website or discussion board.

Ways to Assess

• Check that students have completed the Computer Essentials lesson through Essential
Education reports or student confirmation.
• Ask students to share their composure and provide feedback. This could be done in small
groups or whole-class.

Extension Activities

• Review the “one thing” changes and decide as a class to choose one to take action on. The goal
here is to kickstart action from the party responsible. This could be as simple as a letter writing
campaign to a government office or organization and posting a picture to social media. Students
can tag one another and share the posts to gain traction.

Example Lesson Plans for Each Unit 111

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 15
Module:
Living Online
Unit:
Finding a Job [Unit 15]

Lesson:
Researching Job Openings

Objective:

• Students will be able to identify and articulate details in text or online.

• Students will be able to read a job description and discuss their own qualifications as applied to
the description.

Preparation Needed:

• Find and print KWL charts for the first extension activity. A KWL template can be found in the
appendix section of this guide. (optional)
• Review the lesson “Researching Job Openings”. It can be accessed through Content Maps →
Scope and Sequence.

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

This unit describes effective ways to contact employers; find out about job opportunities; and interpret
information about a job, company, or industry. Students will learn to use online resources to find
information about job opportunities and companies. They will also learn to identify and avoid common
job opportunity scams.

This Unit Has the Following Lessons:

1. The Hawk and the Crows
2. Networking
3. Finding Jobs Online
4. Researching Job Openings (current lesson plan)
5. Identifying Job Scams
6. Finding a Job Unit Quiz / Test-Out Quiz

112 Example Lesson Plans for Each Unit

 Key Vocabulary Encountered in this Unit:

• Networking
• Department of Labor
• Job Opportunities/Leads
• Scams

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Begin the lesson with a quick discussion about job hunts students have experienced.

Activity 1
This unit is all about finding a job. There are many different ways to find a job these days. Tell
students that you all are going to focus on using the internet to find jobs. Tell them to take 5 minutes
and write down three different ways you can find a job online. Then, write down the pros and cons
of each method.

Activity 2
Using answers from activity 1 or a prepared list, discuss common ways people find jobs online (social
media, job sites like Monster and Indeed, and other methods like researching companies and making
connections). Ask students about their experiences with the above methods and what they learned
through that process.

Activity 3
Ask the class how finding a job has changed over time. Discuss the positives and negatives of those
changes.

Activity 4
Remind students of the concept of main idea and supporting details.

• The main idea is the central idea of the grouped details.

• Supporting details are ideas that tell more about the main idea.
When researching a job, it is important to thoroughly read and understand the job description. This
includes paying attention to all the information listed. Understanding this will help students decide
if they are qualified and/or interested in a job. Remind students that these details are also important

Example Lesson Plans for Each Unit 113

 to focus on for resumes, cover letters, and interviews. Students can think of these details as keywords
to highlight.

Ce Computer Essentials Content

Three Ways to Integrate Computer Essentials

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Use the drop-down to select the correct module.
6. Then, scroll down to the specific unit and lesson and click Assign.
7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

Ask students to journal one to two paragraphs on how they plan to change their internet browsing
habits, or if they will stay the same. They should share this with you or post it on the group discussion
board.

(2) Teacher-Led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.

114 Example Lesson Plans for Each Unit

 4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Answer the “Try It” and practice questions together as a group, stopping to clear
any misunderstanding and taking time to discuss wrong answers.

(3) Teacher-Led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Have students work in pairs to complete the lesson. This lesson is one that lends itself to repetition.
Continue warm-up activities here as appropriate.

Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use any or
all of the activities below to wrap up the content before moving on to the next unit or lesson.

When we are looking for a job/new career we need to spend time reading job descriptions and applying
our knowledge and experience to the details listed. Knowing how to identify the main goals of the
job and the skills needed to be successful will help us tailor our job search, cover letter, resume, and
interview responses.

Activity 1
Discussion Question or Writing Prompt:

What is one thing you learned about researching job openings that you will use the next time you
need to find a job?

If a friend asked you what the secret to researching and finding the right job opening is, what would
you tell them?

Activity 2
Create a diagram that shows how researching a job opening has changed over time. Ask others in
your class or research to help with any information you may need.

Example Lesson Plans for Each Unit 115

 Activity 3
If you have more time to explore this topic and want to show your students how this particular
Computer Essentials topic is tied to other academic skills, consider the following activities:

• GED Academy RLA: Main Ideas and Details

• GED Academy RLA: Themes and Details

More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

Ways to Assess

• Independent completion of lesson

• Give students a job listing online (indeed.com)—have them look up the company, list
requirements, and write an email applying for the job (including details from the listing). This
email can be sent to the teacher.

Extension Activities

• Use the KWL template in the Appendix, page 141 and have students research more information
about the job of a salesperson using the following URL, https://bit.ly/3Xc5x8O.
✓ What do you already know about being a salesperson?
✓ What would you like to know about being a salesperson?
✓ Using this page, what did you learn about being a salesperson?
✓ Review the details they knew and those they learned.
✓ Share stories about working as a salesperson.

• Other Ideas for extension activities

✓ Close reading practice, reading for detail
✓ Summarizing and paraphrasing–example resume and cover letter
✓ Summarizing and paraphrasing lessons in Essential Education

116 Example Lesson Plans for Each Unit

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 16
Module:
Living Online
Unit:
Technology for Job Search [Unit 16]

Lesson:
Online Searching

Objective:

• The student will demonstrate how to sign up for and use job search websites to find job
opportunities.

Preparation Needed:

• Ability to print or share the following article.

✓ 5 Tips for a More Successful Online Job Search

• Provide KWL charts for each student.

• Ensure a way to be able to project content.
• Create or find a sample LinkedIn page.

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

This unit teaches students how to use Microsoft Word and Google Docs to create resumes. Students will
also learn about online and desktop email. Finally, students will learn about online job searches and job
applications. This includes finding job opportunities and filling out job applications.

This Unit Has the Following Lessons:

1. Microsoft Word for Resumes and Cover Letters
2. Google Docs for Resumes and Cover Letters
3. Online and Desktop Email
4. Online Searching (current lesson plan)
5. Online Job Application Forms
6. Technology For Job Search Unit Quiz / Test-Out Quiz

Key Vocabulary Encountered in this Unit:

• Template

118 Example Lesson Plans for Each Unit

 • Keywords
• Email alerts
• Attachments

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Begin the lesson with a quick discussion. Ask students to verbally list any job search sites they currently
use or have used in the past.

Next, tell students today’s lesson objectives.

Activity 1
Ask students to write down successes and challenges they have encountered when searching for
jobs online. Once they are finished, have them verbally share their list with a partner. Then, elicit
answers from the class and write down reoccurring successes or challenges on the board.

Ce Computer Essentials Content

Three Ways to Integrate Computer Essentials

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out
of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Use the drop-down to select the correct module.

Example Lesson Plans for Each Unit 119

 6. Then, scroll down to the specific unit and lesson and click Assign.
7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

(2) Teacher-Led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. Click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the three “Try It” questions as a group. Next, you can either work
through the eight practice questions together or assign the lesson for students to complete on their

Figure 16.1
Navigating a Computer Essentials lesson.

120 Example Lesson Plans for Each Unit

 own. See Figure 16.1 for an example of how to navigate through a Computer Essentials lesson using
the menu.

(3) Teacher-Led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the three “Try It” questions as a group. Next, you can either work
through the eight practice questions together or assign the lesson for students to complete on their
own. See the screenshot above for an example of how to navigate through a Computer Essentials
lesson using the menu.

• Ask students to write down five things they have learned (2 minutes). Next, ask them to find a
partner. Then, have one student talk for 2 more minutes about what they learned. At the end
of those two minutes, call for a stop/switch. The other student now talks for 2 minutes but is
not permitted to repeat anything that has been stated by their partner. After those 2 minutes,
call for a stop/switch. Begin the cycle again with new partners and the same rules (not
repeating what another student has said) but now for only one minute. Do the same for the
other partner for one minute (call stop/switch). Finally, at the end of those two, one-minute
intervals, ask each pair to now take 30 seconds to write one sentence that summarizes what
they have learned (collectively).

Conclusion (Appropriate for Implementation Models 1, 2, and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use the
activity below to wrap up the content before moving on to the next unit or lesson.

Activity 1
Students will write a journal entry of how they will set up a professional online profile and take
advantage of job site features. Students will create a short, specific goal around online job searching.

Activity 2
Ask students to write down five things they have learned (2 minutes). Next, ask them to find a
partner. Then, have one student talk for 2 more minutes about what they learned. At the end of those

Example Lesson Plans for Each Unit 121

 two minutes, call for a stop/switch. The other student now talks for 2 minutes but is not permitted to
repeat anything that has been stated by their partner. After those 2 minutes, call for a stop/switch.
Begin the cycle again with new partners and the same rules (not repeating what another student has
said) but now for only one minute. Do the same for the other partner for one minute (call stop/switch).
Finally, at the end of those two, one-minute intervals, ask each pair to now take 30 seconds to write
one sentence that summarizes what they have learned (collectively).

More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

More Practice

• Have students read the following article. Then, have them write a paragraph summarizing the
tips.
✓ 5 Tips for a More Successful Online Job Search

Ways to Assess

• Have students create a “What to Do” vs. “What Not to Do” list for online job searching and
applying.
• Students will use a given template to create an online resume to upload into a job search site
profile.

Extension Activities

• Using the Resources tab (Figure 16.2) from the lesson (accessed through the instructor’s view of
the lesson), have students research a specific job title across at least three of the sites listed and
explore the requirements of each position. You may want to share the links for each position with
the class for easy access.

122 Example Lesson Plans for Each Unit

 Figure 16.2
Resource tab example.

Example Lesson Plans for Each Unit 123

COMPUTER ESSENTIALS LESSON PLAN: EXAMPLE 17
Module:
Living Online
Unit:
Mobile Devices [Unit 17]

Lesson:
Using Apps

Objective:

• The student will be able to find new apps and programs.

• The student will demonstrate using shopping apps.
• The student will understand how to manage money securely using apps.

Preparation Needed:

• Have app examples ready on a classroom mobile device (multiple if possible).

• Have pages 49 and 74 from the “Hybrid Classroom Activity Templates” printed out or
downloaded for sharing.
• Ensure ability to print or share the following article.
✓ The Do's and Don'ts of Using Shopping Mobile Apps | Money

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

This unit teaches students about purchasing, maintaining, and disposing of digital devices. Students will
learn about using apps to shop and manage their money securely. Finally, students will learn about the
differences between Wi-Fi and cellular data.

This Unit Has the Following Lessons:

1. Device Ownership
2. Using Apps (current lesson plan)
3. Wi-Fi and Cellular Data
4. Mobile Devices Unit Quiz / Test-Out Quiz

Key Vocabulary Encountered in this Unit:

• Template
• Keywords

124 Example Lesson Plans for Each Unit

 • Email alerts
• Attachments

You may want to pre-teach these terms. For ideas on how to incorporate vocabulary activities, please navigate to
the “General Implementation Strategies and Activities” section.

Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Begin by describing what an app is and where they can be found. Explain that there are different types
of apps, including paid and free versions. Also, discuss how students can find free apps through their
mobile device’s app store. Next, use a mobile device to display some apps. Allow students to toggle
between a few. Then, explain the lesson objectives in detail.

Activity 1
Have students make a list of daily, weekly, and monthly errands they have to complete for their
households that require them visiting stores or offices.

After making a list, have students share their answers. Discuss the convenience and other benefits
of using online accounts and apps over in-person transactions. Share an example of how an app
has saved you time.

Activity 2
Have students complete the “Compare/Contrast Collaboration” document (page 49 of the Hybrid
Classroom Activity Templates) to dissect the differences and similarities between a “website” and
an “app.” Then, use the “Think, Chat, Share” document (page 74 of the Hybrid Classroom Activity
Templates).

Ce Computer Essentials Content

Three Ways to Integrate Computer Essentials

(1) Student Independent Study (Appropriate for Implementation Models 1, 2, and 3)

Independent Lesson:
Students will complete the lesson on their own during independent work in class or on their own out

Example Lesson Plans for Each Unit 125

 of class. Show students how to access the lesson or assign it for easy access. To assign a lesson,
follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Use the drop-down to select the correct module.
6. Then, scroll down to the specific unit and lesson and click Assign.
7. You can assign a lesson to an individual student or to a whole class.

Have students take notes of any questions, words, or concepts they are having difficulty with.
Discuss these as a group during whole class activities or encourage students to post them to a
group discussion board.

Ask students to journal one to two paragraphs on how they plan to change their finance management
habits, or if they will stay the same. They should share this with you or post it on a group discussion
board.

(2) Teacher-Led Whole Group (Appropriate for Implementation Models 2 and 3)

Whole Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the three “Try It” questions together. Next, you can either work
through the eight practice questions together or assign the lesson for students to complete on their
own. See Figure 17.1 for an example of how to navigate through a Computer Essentials lesson using
the menu.

To continue the whole class instruction, do the following:

• Start by reviewing and fixing phone settings and permissions using the resources in the
Learning Management System (Figure 17.2).
• Review what a website is and then discuss the key differences and similarities in a website
and app.

126 Example Lesson Plans for Each Unit

 Figure 17.1
Navigating a Computer Essentials lesson.

Figure 17.2
Resource tab example.

Example Lesson Plans for Each Unit 127

 • Pause and allow students to share any previous experience and prior knowledge about apps.
(3) Teacher-Led Small Group (Appropriate for Implementation Models 2 and 3)

Small Group Lesson:

Display the Computer Essentials lesson on a whiteboard. To access a lesson, follow these steps:

1. First, click on the Product tab.

2. Click Computer Essentials and click Save.
3. Then, click on the Content Maps tab.
4. Next, click on Scope and Sequence.
5. Then, scroll down to the specific unit and lesson and click to view.

Navigate by clicking through the lesson and instructions. Make sure to stop and ask students if they
have any questions. Then, answer the three “Try It” questions together. Next, you can either work
through the eight practice questions together or assign the lesson for students to complete on their
own. See the screenshot above for an example of how to navigate through a Computer Essentials
lesson using the menu.

• Use stations in your classroom in which students have the opportunity to research and
download useful apps.

Conclusion (Appropriate for Implementation Models 2 and 3)

Summarize the main points of the lessons, and ensure students understand key vocabulary. Use the
activity below to wrap up the content before moving on to the next unit or lesson.

Activity 1
Have your students write down five things they plan to do differently when using shopping or banking
apps.

More Activities (Appropriate for Implementation Models 2 and 3)

Provide at least one of the following:

More Practice

• Have students read the following article. Then, have them write a paragraph summarizing the
tips.
• The Do's and Don'ts of Using Shopping Mobile Apps | Money

128 Example Lesson Plans for Each Unit

 Ways to Assess

• Check that students have completed the Computer Essentials lesson through the Essential
Education student summary report or by student confirmation.
• Have students create a step-by-step “how-to” on researching, downloading, and using an app to
make a bank transaction.
• As a writing assignment, have students describe how they could use an app or apps to make
three separate errands easier.

Extension Activities

• In small groups or with a partner, have students create a pretend app that handles a common
household chore and “sell” it to the class.
• Find and share apps that may be helpful to classmates.

Example Lesson Plans for Each Unit 129

APPENDIX
Computer Essentials Module Lesson Plan Template ......................................................... 132

Computer Essentials Pacing Guide Template ................................................................. 136

Menu and Shortcut Icons Worksheet ........................................................................... 138

Hybrid Classroom Activity Templates .......................................................................... 140

KWL Chart Example .............................................................................................. 141

Frayer Chart Example............................................................................................ 147

Semantic Map Template ......................................................................................... 153

Appendix 131
COMPUTER ESSENTIALS MODULE LESSON PLAN TEMPLATE
Module:

Unit:

Lesson:

Objective:

Preparation Needed:

Unit Introduction (Appropriate for Implementation Models 1, 2, and 3)

132 Appendix
 Lesson Warm-Up (Appropriate for Implementation Models 2 and 3)

Appendix 133
Ce Computer Essentials Content

134 Appendix
Conclusion (Appropriate for Implementation Models 1, 2, and 3)

More Activities (Appropriate for Implementation Models 2 and 3)

Appendix 135
COMPUTER ESSENTIALS PACING GUIDE TEMPLATE
Week # Dates Module and Unit Names Notes
Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

136 Appendix
Week # Dates Module and Unit Names Notes
Week 11

Week 12

Week 13

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Appendix 137
MENU AND SHORTCUT ICONS WORKSHEET

Microsoft Word Icons Do You Know Your Icons?

Here are some of Word’s more commonly used An icon is a small symbol or picture that represents
icons with their shortcut keys (if applicable) and a series of instructions or programs.
descriptions.

ICON Name / Function / Shortcut Command

Save (Ctrl + S)

Undo (Ctrl + Z)

Redo (Ctrl + Y)

Paste (Ctrl + V)

Cut (Ctrl + X)

Copy (Ctrl + C)

Bullets - Start a bulleted list

Numbering – Start a numbered list

Multilevel List – Start a multilevel list

Borders

Shading – Colour background

Show/hide paragraph marks

138 Appendix
ICON Name / Function / Shortcut Command

Line & paragraph spacing

Decrease indent

Font (Ctrl + Shift + F)

Font size (Ctrl + Shift + P)

Bold (Ctrl + B)

Italic (Ctrl + I)

Underline (Ctrl + U)

Text effects

Text Highlight Color

Font Color

Align Text Left (Ctrl + L)

Center (Ctrl + E)

Align Text Right (Ctrl + R)

Justify (Ctrl + J)

Change Case

Increase indent

Appendix 139
HYBRID CLASSROOM ACTIVITY TEMPLATES

The Hybrid Classroom Activity Templates

140 Appendix
KWL SHARED DOCUMENT
In this activity, students will use the Know, Want to Know, Learn technique to increase their knowledge
from reading. This active, collaborative version of KWL will help students develop communication and
cooperative skills.

Why use it?

• Connect to prior knowledge.
• Create comprehension through purpose-driven reading and self-monitoring.
• Encourage cooperative learning.
• Increase technology use.

When to use it?

• Use this techinique when students need to increase their understanding from reading or absorb key
concepts from text.
• Think critically about a science, technology, or history text.
• Expand knowledge beyond a text.
• Develop research skills.
• Absorb fundamental concepts of math applications.

Appendix 141
ACTIVITY TEMPLATE—KWL SHARED DOCUMENT
LESSON PLAN TITLE DATE

OBJECTIVES/TARGETS

REQUIRED MATERIALS

ANTICIPATORY SET ( MINUTES)

INSTRUCTION ( MINUTES)

ACTIVITY ( MINUTES)
Passage
Know — Share a document with a three-column table through an online word processor, or share the document on
the screen and use annotation tools. Label the first column Know, and ask students to brainstorm what they know
about the topic of the reading.
Want to Know — Label the second column Want to Know. In this column, ask students to contribute questions
about what they want to know about the topic.
Learn — Label the third column Learn. Share the passage, and have students read independently and add answers
to their questions or important points in the Learn column. After students complete the reading, review the Learn
column. To extend learning, assign independent research to answer unanswered questions.

142 Appendix
GUIDED PRACTICE ( MINUTES)

INDEPENDENT PRACTICE ( MINUTES)

REFLECTION ( MINUTES)

ASSESSMENT ( MINUTES)

Appendix 143
Name Date

KWL SHARED DOCUMENT

Passage

WHAT I KNOW WHAT I WANT TO KNOW WHAT I LEARNED

144 Appendix
KWL SHARED DOCUMENT EVALUATION
Class Date
Student Name Participation Speaking Listening Understanding

Appendix 145
Name Date

KWL SHARED DOCUMENT (PART 2)

Passage
ADDITIONAL AND UNANSWERED QUESTIONS RESEARCHED ANSWERS AND SOURCES

146 Appendix
FRAYER VOCABULARY CONNECTIONS
In this activity, students will investigate and expand the meanings of important vocabulary words. Use this
learning strategy in your online classroom to develop comprehension of critical concepts.

Why use it?

• Cement understanding of important terms and vocabulary words.
• Develop critical thinking and collaboration tools.

When to use it?

• Use this techinique for developing vocabulary that defines important concepts in the learning.
• Geometry terms
• Terms for elements of mathematical expressions
• Science terms
• Civics and government terms
• Vocabulary words for reading passages

Appendix 147
ACTIVITY TEMPLATE—FRAYER VOCABULARY CONNECTIONS
LESSON PLAN TITLE DATE

OBJECTIVES/TARGETS

REQUIRED MATERIALS

ANTICIPATORY SET ( MINUTES)

INSTRUCTION ( MINUTES)

ACTIVITY ( MINUTES)
Terms

Group Chat — Introduce students to the list of vocabulary terms, and break students up into groups or pairs using
the “private chat” or room feature in your online meeting program. Assign each group 1 to 2 vocabulary terms.
Have the students complete a Frayer model vocabulary sheet on each term.
Classroom Review — Have students present their Frayer model vocabulary sheets to the class. For extended
learning, have each student write a definition and example sentence for each vocabulary word.

148 Appendix
GUIDED PRACTICE ( MINUTES)

INDEPENDENT PRACTICE ( MINUTES)

REFLECTION ( MINUTES)

ASSESSMENT ( MINUTES)

Appendix 149
Name Date

FRAYER VOCABULARY CONNECTIONS

DEFINITION CHARACTERISTICS OR DETAILS

WORD

EXAMPLES NON-EXAMPLES

150 Appendix
FRAYER VOCABULARY CONNECTIONS EVALUATION
Class Date

Student Name Participation Speaking Listening Definitions

Appendix 151
Name Date

FRAYER VOCABULARY CONNECTIONS (PART 2)

Word Definition Sentence

152 Appendix
SEMANTIC MAP TEMPLATE

Appendix 153
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$19.95
ISBN 978-1-940532-52-3
51995>

9 781940 532523