SUBJECT: Language Arts/Social Studies
GRADE: Sixth
TECHNOLOGY: Word Processor/Paint Program
BY: Katie Nelson

Editing and Map Making
(in conjunction with a study of the Olympics)

Objectives:
Students will correctly edit a document for proper sentence and paragraph structure, punctuation, spelling, and capitalization using ClarisWorks.
Students will use the ClarisWorks drawing function or pencil and paper to complete a map of the course using the description in the diagram.
Students will use ClarisWorks to create an original script for a skit using the Olympics theme.
Students will use and manipulate ClarisWorks program. (if the computer is used)
Students will explore the personal experiences of Olympic competition through reading a document written from the perspective of an Olympic skier.

Purpose:
 This lesson would be taught to sixth graders, in conclusion to a study of sentence and paragraph structure and punctuation, and in conjunction with a study of the Olympics. This lesson will give students the opportunity to use ClarisWorks to edit a document. Students may not have had the opportunity to practice or demonstrate editing skills on a computer although they have the skills to edit a document with pencil and paper. The lesson also allows students to use the ClarisWorks draw function which will give students practice in manipulating the functions of the program, while also improving spatial sense through translating the directions in the document into a picture. The group presentations will allow students to practice their editing skills and demonstrate their ability to interpret an aspect of the Olympics discussed in class. Students will have the opportunity to creatively express an aspect of Olympic competition. Students should have background information for the presentations from previous lessons about the Olympics.

Materials:
each student should have a computer with ClarisWorks program to use the word processor and draw functions (not necessary, but helpful), copies of incorrect documents, and pencil and paper(if draw function or word processing are not available)

Introduction:
The teacher will ask students what they think an Olympic skier is concentrating on as he or she is racing in an Olympic event. What is going through their minds? What emotions are they feeling? What are they concerned about?

Procedure:
Present each student with the uncorrected documents. Instruct students on the use of basic editing keys such as: insert, delete, backspace, caps lock, shift, and tab. Also note the functions of the menus at the top of the screen and the ways in which the text font or type and text size can be changed. Tell students about the different ways in which the text can be manipulated: through underlining, and making it bold or italicized. Demonstrate the use of the menus; students should highlight the text that they would like to change, and then point and click to change the text. Students should print the edited documents when they have completed correcting the document. They should also save the file with their name as the file title. Using the corrected document (in printed form) students should use the draw function to create a map of the Olympic ski course depicted in the document. Students should draw and label the landmarks noted in the document. They should save this file as “draw-student name” inserting their own name for “student name.” Students should copy their drawing and paste it below the word processing file they edited. Students should use their own name as the title for the file with the document and the new drawing (replacing the old file).
The amount of help students will need with this assignment will vary. Some students will be able to complete the work based on these instructions. Other students will need detailed help and instructions. Students who complete the activity quickly should help other students or work on the activity part of the assignment.

Activity:
Once students have completed both the editing and drawing portions of the lesson, in groups of 2-4 they may choose one of the following activities:
1. students may write and act out a live commentary of an Olympic event for any sport studied in class
2. students may act out the participants’ perspective of any Olympic event studied in class
3. students may write and act out any original skit pertaining to the Olympics (must be approved)
Groups should write at least two double-spaced pages for their script of the skits. Scripts should be written in ClarisWorks and be error free before the performances can be presented to the class. All skits should be 2-5 minutes in length.

Conclusion:
The teacher should ask students if they learned any “new tricks” that might be helpful to other students when using the editing or draw tools. Allow a few students to present their course maps to the class. Will every student’s map be the same? What parts of the map should be similar? Which parts would probably be different? What was difficult about drawing the map? What could have made the task easier? Ask students how realistic they think the document is. What parts or words made it seem realistic?

Evaluation:
Students should write down three things learned from these activities. Collect students’ “I learned” statements.
Elements of evaluation in this lesson: corrected document, map of course, scripts and presentations, and “I learned” statements.


DIRECTIONS: Correct this document. Fix all errors (sentence structure, paragraph structure, spelling, punctuation, and capitalization). Save the file when you are finished. The title should be your name. Print a copy of the completed document. When you have finished correcting the document, use the ClarisWorks Drawing function (go to File, New) to draw and label a map of the race course taken by the skier. Use your printed copy of the document to help with the drawing. When you have finished the drawing save it in a file “draw-your name,” inserting your own name. Paste the drawing onto the bottom of your corrected document. Save this new file (corrected document and drawing). Your name should be the title of this new file (it will replace the old file with only the corrected document). Good luck! Begin the activity when you have completed the editing and drawing portions of the assignment.

At speeds of 100 km/h, the skier sees only a blur, but his mind is crisp and sharp? In order to give his body time to react, he must constantly visualize the familiar courst 150 meters ahead. By the time he is thinking “S-Turn,” he is there, and his body reacts as his mind races on to the next challenge. reto barrington, who skied with Canada’s “A” Team for four year, says of the downhill skier: “You don’t see a stupid champion. He must be totally mature, conscious, aware of his maximum capacity. He must take himsilf to a level of performance few people ever experience.
It all begin in a plywood hut perched high above the timberline, on Mount Whitehorn’s downhill run. You be in the starting gate, concentratly totally on the race, unaware of outside stimuli, unaffected by fears or frustrations. Physically and mentally focused on the moment, you are aware only of the risks you will ask your body to take in the next two minutes and of your ability to cope with these demands as you hurtle down 3,600 meters of icy mountainside.
You stand with poles ahead; adrenalin Pumps through your arteries, Feeding your muscles an extra surge of energy. You hear the 10 second warning, register the five seconds of silence before the clock beeps--5 seconds . . . 4. . . 3 2. . . and then the higher BEEP
You speed out of the bowl and onto the Upper Wiwaxy, a long gradual decline which makes a good tuck position essential. Then on to Coaches’ Corner (a vantage point favored by coaches watching the race) and over a steep and sudden drop at The Pitch. Here the course. luge events are fun levels out into a small flat before the S-Turn, the most critical technical section of the course. You must make a small turn to the right, followed by a left turn that sweeps across a fallaway, then a wide wide right-hand turn, this time with the hill, to complete the bottom of the S. Once out of the S-Turn, you find yourself in the even steeper Cannon Barrel, a chute-like 100 m stretch that propels you out into the Upper Flats. This brings Alan to Double Trouble, two bone-jarring bumps which are the most airborne part of the course. You flash out of double trouble and onto an icy pitch with a few gentler rolls and into the finish area. You are beginning to wear out and you need double concentration in order to maintain your speed over the remaining meters. Your body breaks the light beam at the finish line and the timer stops. the world comes into focus again and you become aware of the brightly coolored clothes of the crowd, the noise, the lights flashing your times onto the scoreboard.
Seventy skiers will, follow, you, down the mountain at one minute intervals but, for you, the first World Cup race at Lake Louise is over.

Answer Key:
The words in bold denote an error in the prior document.

At speeds of 100 km/h, the skier sees only a blur, but his mind is crisp and sharp. In order to give his body time to react, he must constantly visualize the familiar course 150 meters ahead. By the time he is thinking “S-Turn,” he is there, and his body reacts as his mind races on to the next challenge. Reto Barrington, who skied with Canada’s “A” Team for four year, says of the downhill skier: “You don’t see a stupid champion. He must be totally mature, conscious, aware of his maximum capacity. He must take himself to a level of performance few people ever experience.”
It all begins in a plywood hut perched high above the timberline, on Mount Whitehorn’s downhill run. You are in the starting gate, concentrating totally on the race, unaware of outside stimuli, unaffected by fears or frustrations. Physically and mentally focused on the moment, you are aware only of the risks you will ask your body to take in the next two minutes and of your ability to cope with these demands as you hurtle down 3,600 meters of icy mountainside.
You stand with poles ahead; adrenalin pumps through your arteries, feeding your muscles an extra surge of energy. You hear the 10 second warning, register the five seconds of silence before the clock beeps--5 seconds . . . 4. . . 3 . . . 2. . . and then the higher BEEP.
You speed out of the bowl and onto the Upper Wiwaxy, a long gradual decline which makes a good tuck position essential. Then on to Coaches’ Corner (a vantage point favored by coaches watching the race) and over a steep and sudden drop at The Pitch. Here the course levels out into a small flat before the S-Turn, the most critical and technical section of the course. You must make a small turn to the right, followed by a left turn that sweeps across a fallaway, then a wide right-hand turn, this time with the hill, to complete the bottom of the S. Once out of the S-Turn, you find yourself in the even steeper Cannon Barrel, a chute-like 100 m stretch that propels you out into the Upper Flats. This brings you to Double Trouble, two bone-jarring bumps which are the most airborne part of the course. You flash out of Double Trouble and onto an icy pitch with a few gentler rolls and into the finish area. You are beginning to wear out and you need double concentration in order to maintain your speed over the remaining meters. Your body breaks the light beam at the finish line and the timer stops.
The world comes into focus again and you become aware of the brightly colored clothes of the crowd, the noise, the lights flashing your times onto the scoreboard.
Seventy skiers will follow you down the mountain at one minute intervals but, for you, the first World Cup race at Lake Louise is over.
This is an example of what the map may look like using the draw feature. Allow for variation and creativity in the map-making, but places should be labeled and appear in the correct order.