Computer Skills Curriculum

Word Processing Lesson Plan

Title: Zap It!

Other Curriculum Objectives that can be addressed by this lesson plan
English Language Arts: 2.1, 2.3; Computer Skills: 2.4; Information Skills 1.4, 1.5

Grade: 2

Competency 2.4: Identify word processing terms (e.g., word processing, cursor, load, save, print).

Measure 2.4.1: Given a list of word processing terms, circle the correct term as the teacher describes or models each term.

Materials Needed: Computer with LCD palette and overhead projector or connection to a large TV/monitor; word processing software, 2 sets: large and small cards with word processing terms; Zap It! worksheet.

Time: Three fifteen minute sessions; repeat as necessary.

Terms: word processing, load, print, cursor, save



Pre-Activities: Teacher Preparation
Plan to introduce the vocabulary for this lesson in three separate activities:

  1. One session:
    • word processing- A process using a computer to input, edit, and output text; a computer application that resembles typewriting but allows instant correction of errors, moving text to different locations, and other editing functions.
    • cursor- A highlighted or bright sometimes blinking line or other mark that shows where the next letter or character will appear. Sometimes the cursor is a special picture or icon.
  2. One session:
    • save- To store a file on diskette or hard drive for future use.
    • load- To enter a program or file into a computer's memory.
  3. One session: (Also, review all terms.)
    • print- To produce a copy of the document onto paper, computer screen, or diskette.

Note: Plan to use a computer, LCD palette or large monitor and a word processing program for these activities.

    With the Students

  1. Discuss with students the ways a computer can be used (i.e., games, to help learn new skills, writing).
  2. Type the list generated by the students as they give it to you.
  3. Ask the children to describe what you're doing and introduce the concept of a word processor. Emphasize that you are using word processing software to type their list of computer uses. The teacher should state that word processing software is used for writing.
  4. Point to the cursor and explain why it is important and its use.
  5. Give students an opportunity to type in their names. Introduce the concept of saving a file, then save the file in use. Call it Names.
  6. Shut down the computer. Ask students to tell you what they think happened to their name list. Introduce the concept of loading a file. Then load the file called Names.
  7. Print the Names file for the students to see. Ask them if the list is the same or if it changed any.
  8. Review all terms.


  1. Divide the class into relay teams.
  2. Have two sets of word processing terms printed on cards at the front of the room.
  3. Each team also has a set of the terms printed on small cards.
  4. Call out a term and have the first team member in each relay team "zap" the larger card by sticking the smaller card to the larger one.
  5. Students do this several times until they are comfortable with the words. Each team gets a point for each correct answer.
  6. Review the meaning of the terms.
  7. Read the definition of a word processing term, letting team members run to the front of the room with the correct term. Each team gets a point for each correct answer.
  8. Repeat the activity until students are comfortable with the word processing terms. You may wish to do this activity several times during a week.


  • In small groups, a student plays the role of teacher to describe a word processing term and the students name the term. This activity is repeated until all students have had a turn "being the teacher."
  • Given a list of recent classroom activities, have the students put a check beside the ones that they could do, using word processing software.


Tell students that they are going to review the word processing terms that they have learned. Pass out the worksheet of word processing terms. With the terms on a worksheet, describe a word processing term. Give students time to identify the correct response by marking a "z" across the term that matches the description. The teacher should reteach and provide additional practice as necessary.