Unit & Plans Fall 2002
EDU 35 Prof. Monaco
Unit Plan and Two Lesson Plans
EDU 35 – Professor Monaco
Fall 2002
Course: Information Processing
Using Microsoft Word
Elective Class: High School, Grades 10-12
Prepared by:
Lynne M. Bailey
Lynne Bailey Page 15
Unit & Plans Fall 2002
EDU 35 Prof. Monaco
Table of Contents
Unit: Using Styles in MS Word 1
Week One – Introduction, Style Elements and Menus 2
Lesson 1: Word – What Is It Good For? 2
Lesson 2: Introduction to the Elements of Style 2
Lesson 3: Style and Formatting Menus in Word 2
Lesson 4: Using the Menus to Apply Built-in Styles 2
Lesson 5: Editing a Built-in Style. Assess progress. 2
Week Two – Using Templates and Outline Projects 3
Lesson 6: Project Topics 3
Lesson 7: Using a Template 3
Lesson 8: Templates Review and Project Outline 3
Lesson 9: Apply Styles to Project Outline. 3
Lesson 10: Biographical Research 3
Week Three – Research and Write Individual Project 4
Lesson 11: Input Biographical Text 4
Lesson 12: Writing about the Musical Style or Genre 4
Lesson 13: Continue Second Section 4
Lesson 14: Select Excerpt (Song Lyrics) and Insert Appendix 4
Lesson 15: Write Third Section 4
Week Four – Complete Projects 4
Lesson 16: Inserting Pictures 4
Lesson 17: Table of Contents 4
Lesson 18: Peer Review of Reports 5
Lesson 19: Edit and Print Out Final Projects 5
Lesson 20: Wrap-up 5
NYS Standards 6
Applied Learning: A3 Information Tools and Techniques (High School) 6
Career Development and Occupational Studies 6
Standard 3b – Career Majors 7
Lesson Plan for Lesson 2 9
Lesson Plan for Lesson 17 10
General Format for Final Student Reports 12
Attachments –From Internet Sources 15
Short Multiple-Choice Quiz
Possible Hand-outs
Lynne Bailey Page ii
Unit & Plans Fall 2002
EDU 35 Prof. Monaco
Unit: Using Styles in MS Word
Aim: To understand how documents are designed using Styles in word processing documents, particularly MS Word and how to format well-formed, long documents. Students will also recognize the use of styling in other documents and enhance their writing skills.
Overview: This course teaches students how to use MS Office software in more detail. This part of the course covers MS Word. In this unit, students will learn basic techniques to format long documents, particularly using styles and will have the opportunity to write a report for another subject or another one for specifically for this unit. In the process of teaching this unit, other features may need to be explored and/or reviewed.
Prerequisite: Keyboarding skills, Word knowledge including creating, opening and saving documents, formatting commands, cutting, pasting and copying text, using headers, footers, page breaks, page numbering, spell-checker, find/replace, and paragraph formatting features.
Materials: Classroom with computer stations for each student with installed MS Word software. Student work, documents to demonstrate techniques and for practice. Internet access may be desirable for researching independent projects. Otherwise, students will have to access Internet sources from the library, from home or teacher can provide web pages off-line. Index cards, magazines and multiple copies of publication without a table of contents.
Textbook: unknown – could use handouts and/or PowerPoint presentation to keep on-task in lieu of writing on chalkboard all the time.
Duration: 4 weeks; each class 45 minutes
4 week plan allows five class sessions for researching and writing independent project content while in class. Assignment can be coordinated with some other subject area. Otherwise, students can choose a recording artist as a report subject. Teacher may create student groups by interest to pool research resources on the same subject. Students will, however, write individual reports and be assessed individually.
Assessment: Final project (See Guidelines for Student Report on page 12), one multiple-choice quiz and in-class work and participation.
Week One – Introduction, Style Elements and Menus
Lesson 1: Word – What Is It Good For?
Goal: Understand how using a word processor has eased the task of creating documents and review some of the features that students are familiar with.
Objective: Students will be able to articulate and list the benefits of using word processing.
Procedure: Initiate a whole-group discussion based on the question “Word – What is it good for?” to review the reasons we use computers for creating documents. Has your schoolwork become easier or improved by using a computer? Use small student groups (3 x 3 x 3) to think of and list their own examples. Continue discussion and list items as they are discussed. Items should include: spell check, automatic word-wrap, hyphenation, built-in thesaurus, search and replace, auto-correct, auto page numbering, headers and footers and book-marking features. Stress how multiple formatting commands– bold, underlining, italicizing, changing fonts and font size – can be used together and the automatic processes. Teacher may mention some items students don’t think of – different ways of viewing the documents, saving as a web page, automatic outlining, etc.
Lesson 2: Introduction to the Elements of Style
See complete lesson plan on page 9.
Lesson 3: Style and Formatting Menus in Word
Procedure: Display a well-formatted document and the same document without using styles or multiple formatting. Demonstrate use of Styles within the document. Discuss/review text formatting options under Paragraph options, text options. Show the use of styles in document. Discover the elements that the styled text has. Ask for suggestions to change a Style, do it for class and show how it effects entire document. Apply built-in styles to unformatted text and show the built-in styles that Word has.
Lesson 4: Using the Menus to Apply Built-in Styles
Procedure: Students open common document. Review (Q&A) and demonstrate again how to edit a style. Students open common document and do some changes as a class. In-class assignment: Apply body text and Heading styles to document provided.. Save changes. Students then have free time to try it. Do not save changes.
Lesson 5: Editing a Built-in Style. Assess progress.
Procedure: Direct students to open the document from yesterday. They will remove formatting and reapply styles per teacher’s direction. Demonstrate how to edit the styles. Students repeat procedure. Students directed to apply and edit styles per teacher instructions.
Assessment: Save and print in-class work for assessment.
Assignment: Bring in a CD recording of your favorite musical artist or group.
Week Two – Using Templates and Outline Projects
Lesson 6: Project Topics
Procedure: Teacher has music playing while students are entering class and distributes short form for students to fill out. Do now: Fill out questionnaire, What CD did you bring you to class? Students write their name, artist name, CD title on card. They also list other favorite artists. Teacher collects and discusses project in detail, distributing project guidelines and last week’s graded assignment. Students open document about styles for their own review while teacher reviews student choices and creates groups by student interest (4-5 per group) during class. Groups formed before class ends.
Lesson 7: Using a Template
Aim: Understand the use of templates.
Objective: Students will be able to differentiate between a template and a document. They will be able to open a template, recognize styles in the template and understand the value of starting with a template.
Procedure: Ask students what the word template means to them. Explain their purpose in Word and demonstrate procedure for opening them. All documents in word have a template, even if one is not chosen (normal.dot). Templates are distinguished in the file name extension, dot instead of doc. Student follow teacher demonstration and open template. Review styles available in template. Open additional templates, fax, letter, memorandum. Close with demo of changing and saving as a template.
Assignment: Write out the titles and headings for your reports.
Lesson 8: Templates Review and Project Outline
Procedure: Begin with review of why we would use a template. Open MEMO template. Students will now change and save as template and then open the template as a new document. Direct students to open a new document (normal template). Students will then input the titles and headings for their report. Review (demonstrate by teacher or student) page layout. Create headers and footers, subtitles in class. Save documents.
Assignment: Begin research on your subject.
Lesson 9: Apply Styles to Project Outline.
Procedure: Open project documents. With teacher guidance (projected computer screen) students will add placeholder text for content, apply built-in styles to headings, edit them, update the styles, save as template and reopen as documents for further editing. Students save as documents for future editing.
Assignment: Continue research and bring at least one research source (articles, web sites) to class.
Lesson 10: Biographical Research
Procedure: Class time devoted to group research. Assemble groups to use computers with internet access. Demonstrate simple procedure for copying text from websites into a word document. Each group prints out sufficient copies of relevant material for home use. Concentrate on biographical information.
Assignment: Writing your first section (biographical).
Week Three – Research and Write Individual Project
Lesson 11: Input Biographical Text
Procedure: Half hour of class time devoted to individual projects. Students input assignment. End of class spent reviewing footnotes.
Lesson 12: Writing about the Musical Style or Genre
Procedure: Begin class with discussion of genre. Allow most of class time for students to research and write second section of project.
Assignment: Finish writing second section.
Lesson 13: Continue Second Section
Procedure: Half hour of class time devoted to individual projects. Students input assignment. Students can begin third section, by locating and copying lyrics to include in their report.
Assignment: Decide on lyrics and begin writing third section.
Lesson 14: Select Excerpt (Song Lyrics) and Insert Appendix
Procedure: Maximum of half of class time devoted to individual projects. Students can easily insert copied text into their assignment and find and insert discography. Spend end of class reviewing formatting columns.
Assignment: Finish writing third section.
Lesson 15: Write Third Section
Procedure: Half hour of class time devoted to individual projects. Students input assignment and print out. End of class short multiple-choice quiz.
Assignment: Take home print-out of report, review and edit. Find internet sources for graphics.
Week Four – Complete Projects
Lesson 16: Inserting Pictures
Procedure: Teacher demonstrate and student follow steps to copy graphics from internet and insert into documents. Ask students how they would like to manipulate the text and pictures. Explain different choices. Students insert and choose appropriate layout and word wrapping scheme for their graphics.
Assignment: For those who need more time, computer lab will be available after school all this week.
Lesson 17: Table of Contents
See complete lesson plan on page 10.
Lesson 18: Peer Review of Reports
Procedure: Students will assemble into their subject groups and using the guidelines that teacher provided, they will review each other’s reports.
Lesson 19: Edit and Print Out Final Projects
Procedure: This class will be devoted to students working independently to finish editing their projects. Take 5 in the middle to stand up and stretch. Monitor work as needed. Remind students to do a final spell check, ask any questions, update their tables and save their documents. Students who are finished can print out their projects.
Assignment: Bring in your favorite CD.
Lesson 20: Wrap-up
Procedure: Allow students 10 minutes for final print outs. Summarize unit. concept of styles, the value of using styles: global changes, cross-referencing, table of contents. Extend to a very long document and show them several examples. Let them know that they will be able to use their reports to create presentations in PowerPoint. Spend last 10 minutes listening to student CD’s.
Assessment: Final output and document review. All student projects should have used styles properly throughout the document as appropriate for their project. All documents should have proper page layout, headers, footers, body text, title, subtitle and at least one heading style employed. In addition, there should be at least one list used. Extra credit may be granted for appropriate charts, graphs and/or images.
NYS Standards
Applied Learning: A3 Information Tools and Techniques (High School)
From NYC Board of Education Performance Standards
http://www.nycenet.edu/dis/standards/applied/toc
A3a Gather information to assist in completing project work.
The Student gathers information to assist in completing project work; that is, the student:
§ Identifies potential sources of information to assist in completing the project;
§ Uses appropriate techniques to collect the information, e.g., considers sampling issues in conducting a survey;
§ Interprets and analyzes the information;
§ Evaluates the information in terms of completeness, relevance, and validity;
§ Shows evidence of research in the completed project.
A3c Use word-processing software to produce a multi-page document.
The student uses word-processing software to produce a multi-page document; that is, the student:
§ uses features of the software to create and edit the document;
§ uses features of the software to format the document, including a table of contents, index, tabular columns, charts, and graphics;
§ uses features of the software to create templates and style sheets for the document.
Career Development and Occupational Studies
Standard 3a: Universal Foundation Skills
Communicates thoughts and key information in writing; Organizes ideas
1. Basic Skills
Students will: Use a combination of techniques to read or listen to complex information and analyze what is heard or read; convey information confidently and coherently in written or formal form; and analyze and solve mathematical problems requiring use of multiple computational skills.
Writing skills that may be addressed:
§ Present information selectively and make independent decisions
§ Write in unique and purposeful ways
§ Display high levels of writing skills in areas of specialized knowledge
§ Show originality in writing
§ Manipulate vocabulary for pleasing or striking effects
§ Use appropriate perspective based on the context
§ Use creative and insightful strategies
§ Compose and create documents (manuals, flow charts, graphs, reports, etc.)
2. Thinking skills
Students will: Demonstrate the ability to organize and process information and apply skills in new ways.
§ Extract rules or principles from a set of objects or written text
§ Apply rules and principles to a new situation
§ Determine conclusion when given a set of facts
3. Personal Qualities
Students will: Demonstrate leadership skills in setting goals, monitoring progress, and improving their performance
§ Assimilate a variety of information and draw conclusions
§ Organize and manage work
§ Achieve maximum efficiency
5. Technology
Students will: Apply knowledge of technology to
§ Detect errors from output