CMS Lesson Plan Template
Week of: Feb 16-20
Focused
Standard/Element(s)
Teacher: Elder/Little Course/Level: 6th Grade Computers & Careers
Goals with Smart Art Diagrams
Monday
Career Standards:
MSCA6-6: Students
will utilize the planning
process to assist in the
achievement of
personal, social,
financial, educational,
and career goals.
a) Identify and critique
the difference between
short-term,
intermediate, and longterm goals.
b) Describe actions
needed to obtain shortterm, intermediate, and
long-term goals.
c) Recognize how to
modify and adjust their
goals as growth and
change occur.
Business & Computer
Science Standards:
Business and
Computer Science
Standard:
MSBCS-BCS-8:
Students will utilize
word processing
software.
c) Create and save a
basic word processing
document.
e) Format various
business and personal
documents.
English Language
Proficiency Standard 1:
English language
learners communicate
in English for Social
Tuesday
Career Standards:
MSCA6-6: Students
will utilize the planning
process to assist in the
achievement of
personal, social,
financial, educational,
and career goals.
a) Identify and critique
the difference between
short-term,
intermediate, and longterm goals.
b) Describe actions
needed to obtain shortterm, intermediate, and
long-term goals.
c) Recognize how to
modify and adjust their
goals as growth and
change occur.
Business & Computer
Science Standards:
Business and
Computer Science
Standard:
MSBCS-BCS-8:
Students will utilize
word processing
software.
c) Create and save a
basic word processing
document.
e) Format various
business and personal
documents.
English Language
Proficiency Standard 1:
English language
learners communicate
in English for Social
Wednesday
Career Standards:
MSCA6-6: Students
will utilize the planning
process to assist in the
achievement of
personal, social,
financial, educational,
and career goals.
a) Identify and critique
the difference between
short-term,
intermediate, and longterm goals.
b) Describe actions
needed to obtain shortterm, intermediate, and
long-term goals.
c) Recognize how to
modify and adjust their
goals as growth and
change occur.
Business & Computer
Science Standards:
Business and
Computer Science
Standard:
MSBCS-BCS-8:
Students will utilize
word processing
software.
c) Create and save a
basic word processing
document.
e) Format various
business and personal
documents.
English Language
Proficiency Standard 1:
English language
learners communicate
in English for Social
Thursday
Career Standards:
MSCA6-6: Students
will utilize the planning
process to assist in the
achievement of
personal, social,
financial, educational,
and career goals.
a) Identify and critique
the difference between
short-term,
intermediate, and longterm goals.
b) Describe actions
needed to obtain shortterm, intermediate, and
long-term goals.
c) Recognize how to
modify and adjust their
goals as growth and
change occur.
Business & Computer
Science Standards:
Business and
Computer Science
Standard:
MSBCS-BCS-8:
Students will utilize
word processing
software.
c) Create and save a
basic word processing
document.
e) Format various
business and personal
documents.
English Language
Proficiency Standard 1:
English language
learners communicate
in English for Social
Friday
Career Standards:
MSCA6-6: Students
will utilize the planning
process to assist in the
achievement of
personal, social,
financial, educational,
and career goals.
a) Identify and critique
the difference between
short-term,
intermediate, and longterm goals.
b) Describe actions
needed to obtain shortterm, intermediate, and
long-term goals.
c) Recognize how to
modify and adjust their
goals as growth and
change occur.
Business & Computer
Science Standards:
Business and
Computer Science
Standard:
MSBCS-BCS-8:
Students will utilize
word processing
software.
c) Create and save a
basic word processing
document.
e) Format various
business and personal
documents.
English Language
Proficiency Standard 1:
English language
learners communicate
in English for Social
and Instructional
purposes within the
school setting.
and Instructional
purposes within the
school setting.
and Instructional
purposes within the
school setting.
and Instructional
purposes within the
school setting.
and Instructional
purposes within the
school setting.
Essential Question(s)
What are goals and
why are they
important?
What is the difference
between short term,
intermediate and long
term goals?
What is prioritizing?
Who is responsible for
making changes to your
goals?
What are barriers?
How do you create a
smart art diagram in
Microsoft Word?
What is a basic radial
diagram?
What are goals and
why are they
important?
What is the difference
between short term,
intermediate and long
term goals?
What is prioritizing?
Who is responsible for
making changes to your
goals?
What are barriers?
How do you create a
smart art diagram in
Microsoft Word?
What is a basic radial
diagram?
What are goals and why
are they important?
What is the difference
between short term,
intermediate and long
term goals?
What is prioritizing?
Who is responsible for
making changes to your
goals?
What are barriers?
How do you create a
smart art diagram in
Microsoft Word?
What is a basic radial
diagram?
What are goals and
why are they
important?
What is the difference
between short term,
intermediate and long
term goals?
What is prioritizing?
Who is responsible for
making changes to your
goals?
What are barriers?
How do you create a
smart art diagram in
Microsoft Word?
What is a basic radial
diagram?
What are goals and
why are they
important?
What is the difference
between short term,
intermediate and long
term goals?
What is prioritizing?
Who is responsible for
making changes to
your goals?
What are barriers?
How do you create a
smart art diagram in
Microsoft Word?
What is a basic radial
diagram?
Opening (5-10 min)
Students will have
journal topics related to
the content that they
are learning for the
week. Monday,
students have a
“research topic” to
discover the content of
the current topic. If a
student finishes before
guided instruction, they
work on Micro-type
lessons and practice for
weekly tests.
Students will insert at
KWL Table about
"Goals". Students will
list what they already
know about their future
goals and what they
want to learn or need to
know so they can
achieve their goals.
Students have an
instructional warm-up
each day. They have
journal topics related to
the content that they
are learning for the
week. If a student
finishes before guided
instruction, they work
on Micro-type lessons
and practice for weekly
tests.
(Writing Initiative)
Students have an
instructional warm-up
each day. They have
journal topics related to
the content that they are
learning for the week.
If a student finishes
before guided
instruction, they work
on Micro-type lessons
and practice for weekly
tests.
Students have an
instructional warm-up
each day. They have
journal topics related to
the content that they are
learning for the week.
If a student finishes
before guided
instruction, they work
on Micro-type lessons
and practice for weekly
tests.
Students have an
instructional warm-up
each day. They have
journal topics related to
the content that they
are learning for the
week. If a student
finishes before guided
instruction, they work
on Micro-type lessons
and practice for weekly
tests.
Work-Time Activities (40
min)
Closure Activity (10 min)
Discussion of topics
covered in class.
Demonstration of
learned keyboarding
and computer skills.
Discussion will include
the students answering
essential questions.
Discussion of topics
covered in class.
Demonstration of
learned keyboarding
and computer skills.
Discussion will include
the students answering
essential questions.
Discussion of topics
covered in class.
Demonstration of
learned keyboarding
and computer skills.
Discussion will include
the students answering
essential questions.
Discussion of topics
covered in class.
Demonstration of
learned keyboarding
and computer skills.
Discussion will include
the students answering
essential questions.
Discussion of topics
covered in class.
Demonstration of
learned keyboarding
and computer skills.
Discussion will include
the students answering
essential questions.
Assessment/Evaluation
Rubric attached to
worksheets and
projected on screen.
Performance
Assessment while
monitoring student’s
progress.
Portfolio Assessment
Rubric attached to
worksheets and
projected on screen.
Performance
Assessment while
monitoring student’s
progress.
Portfolio Assessment
Rubric attached to
worksheets and
projected on screen.
Performance
Assessment while
monitoring student’s
progress.
Portfolio Assessment
Rubric attached to
worksheets and
projected on screen.
Performance
Assessment while
monitoring student’s
progress.
Portfolio Assessment
Rubric attached to
worksheets and
projected on screen.
Performance
Assessment while
monitoring student’s
progress.
Portfolio Assessment
Differentiation (targeting
student growth)
Refer to IEP/Extended
time/buddy helpers/On
Your Own
Projects/Exploration of
Computer Skills
Projects designed for
all learning styles:
kinesthetic, auditory,
and visual
Students with vision
problems will use the
magnification tool on
the computer as well as
have enlarged
worksheets and a
keyboard with enlarged
keys.
Peer Teaching:
Students are
encouraged to help
other students when
learning computer
skills and career
content.
Refer to IEP/Extended
time/buddy helpers/On
Your Own
Projects/Exploration of
Computer Skills
Projects designed for
all learning styles:
kinesthetic, auditory,
and visual
Students with vision
problems will use the
magnification tool on
the computer as well as
have enlarged
worksheets and a
keyboard with enlarged
keys.
Peer Teaching:
Students are
encouraged to help
other students when
learning computer
skills and career
content.
Refer to IEP/Extended
time/buddy helpers/On
Your Own
Projects/Exploration of
Computer Skills
Projects designed for
all learning styles:
kinesthetic, auditory,
and visual
Students with vision
problems will use the
magnification tool on
the computer as well as
have enlarged
worksheets and a
keyboard with enlarged
keys.
Peer Teaching:
Students are
encouraged to help
other students when
learning computer skills
and career content.
Keyboarding lessons in
Refer to IEP/Extended
time/buddy helpers/On
Your Own
Projects/Exploration of
Computer Skills
Projects designed for
all learning styles:
kinesthetic, auditory,
and visual
Students with vision
problems will use the
magnification tool on
the computer as well as
have enlarged
worksheets and a
keyboard with enlarged
keys.
Peer Teaching:
Students are
encouraged to help
other students when
learning computer
skills and career
content.
Refer to IEP/Extended
time/buddy helpers/On
Your Own
Projects/Exploration of
Computer Skills
Projects designed for
all learning styles:
kinesthetic, auditory,
and visual
Students with vision
problems will use the
magnification tool on
the computer as well as
have enlarged
worksheets and a
keyboard with enlarged
keys.
Peer Teaching:
Students are
encouraged to help
other students when
learning computer
skills and career
content.
Materials Needed
How is this rigorous
Common Core lesson?
Keyboarding lessons in Keyboarding lessons in Kids Typing Skills and
Keyboarding lessons in Keyboarding lessons in
Kids Typing Skills and Kids Typing Skills and MicroType are selfKids Typing Skills and Kids Typing Skills and
MicroType are selfMicroType are selfpaced and students
MicroType are selfMicroType are selfpaced and students
paced and students
work at their own speed paced and students
paced and students
work at their own
work at their own
and ability level.
work at their own speed work at their own
speed and ability level. speed and ability level. Guided Notes: Students and ability level.
speed and ability level.
Guided Notes: Students Guided Notes: Students will have worksheets
Guided Notes: Students Guided Notes: Students
will have worksheets
will have worksheets
with detailed
will have worksheets
will have worksheets
with detailed
with detailed
instructions and screen
with detailed
with detailed
instructions and screen
instructions and screen
shots/pictures.
instructions and screen
instructions and screen
shots/pictures.
shots/pictures.
Projects are divided
shots/pictures.
shots/pictures.
Projects are divided
Projects are divided
into small manageable
Projects are divided
Projects are divided
into small manageable
into small manageable
parts.
into small manageable
into small manageable
parts.
parts.
When appropriate,
parts.
parts.
When appropriate,
When appropriate,
student(s)will use an
When appropriate,
When appropriate,
student(s)will use an
student(s)will use an
IPad using the
student(s)will use an
student(s)will use an
IPad using the
IPad using the
accessibility features:
IPad using the
IPad using the
accessibility features:
accessibility features:
speak selection, invert
accessibility features:
accessibility features:
speak selection, invert
speak selection, invert
colors, etc.
speak selection, invert
speak selection, invert
colors, etc.
colors, etc.
colors, etc.
colors, etc.
Computers,
Computers,
Computers,
Computers,
Computers,
Worksheets, Projector,
Worksheets, Projector,
Worksheets, Projector,
Worksheets, Projector,
Worksheets, Projector,
Laptop, OLC
Laptop, OLC
Laptop, OLC
Laptop, OLC
Laptop, OLC
Students use appropriate technology such as computers and I-pads to create projects and to show their understanding of the
material and technology skills. When teaching a new concept, we do an example together in class, they produce the required
assignment, and they have an “On Your Own” Project. The “On Your Own” Project allows students to demonstrate acquired
technology skills, critical thinking skills and apply the concept to real life situations. Not only does this allow students to be
creative, but it gives students a choice in how they want to demonstrate what they learned. Our lessons constantly build upon
students’ prior knowledge and skills. For example, before students can learn to change table styles, they have to know how to
insert a table. All activities are student centered and hands-on from the beginning of the lesson to the end. This allows students to
be actively involved in all parts of the lesson.