Unit Plan Word Processing - EarthLinkhome.earthlink.net/~l.bailey/academic/wordunit.doc · Web viewAim: To understand how documents are designed using Styles in word processing documents,

Unit Plan and Two Lesson PlansEDU 35 – Professor Monaco

Fall 2002

Course: Information ProcessingUsing Microsoft Word

Elective Class: High School, Grades 10-12

Prepared by:Lynne M. Bailey

Unit & Plans Fall 2002EDU 35 Prof. Monaco

Table of Contents

Unit: Using Styles in MS Word................................................................................................1

Week One – Introduction, Style Elements and Menus..........................................................2Lesson 1: Word – What Is It Good For?.............................................................................2Lesson 2: Introduction to the Elements of Style.................................................................2Lesson 3: Style and Formatting Menus in Word.................................................................2Lesson 4: Using the Menus to Apply Built-in Styles...........................................................2Lesson 5: Editing a Built-in Style. Assess progress............................................................2

Week Two – Using Templates and Outline Projects.............................................................3Lesson 6: Project Topics....................................................................................................3Lesson 7: Using a Template...............................................................................................3Lesson 8: Templates Review and Project Outline..............................................................3Lesson 9: Apply Styles to Project Outline...........................................................................3Lesson 10: Biographical Research.......................................................................................3

Week Three – Research and Write Individual Project.........................................................4Lesson 11: Input Biographical Text......................................................................................4Lesson 12: Writing about the Musical Style or Genre...........................................................4Lesson 13: Continue Second Section...................................................................................4Lesson 14: Select Excerpt (Song Lyrics) and Insert Appendix.............................................4Lesson 15: Write Third Section.............................................................................................4

Week Four – Complete Projects..............................................................................................4Lesson 16: Inserting Pictures...............................................................................................4Lesson 17: Table of Contents...............................................................................................4Lesson 18: Peer Review of Reports.....................................................................................5Lesson 19: Edit and Print Out Final Projects........................................................................5Lesson 20: Wrap-up..............................................................................................................5

NYS Standards..........................................................................................................................6Applied Learning: A3 Information Tools and Techniques (High School)..............................6Career Development and Occupational Studies...................................................................6Standard 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...................................................................................15Short Multiple-Choice QuizPossible Hand-outs

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Unit: Using Styles in MS WordAim: 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 minutes4 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.

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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 WordProcedure: 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 StylesProcedure: 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.

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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 OutlineProcedure: 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 ResearchProcedure: 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.

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Assignment: Writing your first section (biographical).

Week Three – Research and Write Individual Project

Lesson 11: Input Biographical TextProcedure: 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 GenreProcedure: 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 SectionProcedure: 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 AppendixProcedure: 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 SectionProcedure: 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 PicturesProcedure: 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 ContentsSee complete lesson plan on page 10.

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Lesson 18: Peer Review of ReportsProcedure: 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 ProjectsProcedure: 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-upProcedure: 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.

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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 SkillsCommunicates thoughts and key information in writing; Organizes ideas

1. Basic SkillsStudents 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

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Use creative and insightful strategies

Compose and create documents (manuals, flow charts, graphs, reports, etc.)

2. Thinking skillsStudents 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 QualitiesStudents 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. TechnologyStudents will: Apply knowledge of technology to

Detect errors from output

Generate workable solutions to correct errors

Break down component parts and identify underlying principles

6. Managing InformationStudents will: select technology to acquire, organize, and communicate information

by entering, modifying, retrieving, and storing data.

Choose format for display (e.g., line graphs, bar graphs, tables, pie charts, narrative)

Convert information to appropriate format

Determine when information must be created or edited

Synthesize and integrate information from two or more sources

Standard 3b – Career Majors

2. Business-Related TechnologyStudents will: Select, apply, and troubleshoot hardware and software used in the processing of business transactions.

Identifying and selecting software:

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application and other software to perform business tasks and solve problems: application software products for various platforms purpose and use of application software

Using software:

word processing software to create, input, edit, and print reports and correspondence

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Lesson Plan for Lesson 2Lesson 2 Discovering the Elements of Style

Goal Understand that design is all around us and recognize the elements of text design.

Objective Students will be able to identify different styles in printed material and list the elements that differentiate the styles

Materials Student and teacher provided magazines or other publications. Well formed documents for illustration to be displayed on computer projector.

Prerequisite Skills

Students are familiar with MS Word and have knowledge and practice formatting paragraphs and pages.

Motivation Direct students to the publications they brought to class.

Procedure Initiate class discussion. Let’s take a close look at these magazines. What caught your eye when you looked at it?

Review publications (magazines, books, newspapers) to discuss the design elements. Tie into how the computer helps to do this. Create a list as discussion continues. Discuss consistency and global changes in a document. Article headings contain multiple formatting commands– bold, underlining, italicizing, changing fonts and font size – and are used throughout the publication.

Use small groups (3 x 3 x )to identify style elements in their publications Whole class discussion to put list together. Discover headings, body text, captions, etc. Define Style: Combination of formatting instructions that apply to particular text. Look for these combinations. What kinds of documents do you imagine this would be most important for? Law documents, books, manuals – almost every document can benefit. Any software application that is used primarily for word processing or publication design has options for creating and editing styles (QuarkXpress, WordPerfect, MS Word, InDesign). Be aware that everything that is printed is designed. Packaging, product advertisements and inserts, publications of all kinds, posters, professional web pages, business cards, letterhead, envelopes, legal briefs, etc.

Teacher quickly demonstrates some styles in a document on-screen.

Summary Review highlights of class discussion. Demonstrate as time allows some of the ways using styles changes look of a document. Discuss project: “Over the next 3-4 weeks we’ll be learning how to create and use styles and we will use this in our own documents. Next week we’ll select our topics and review the guidelines. Don’t worry too much! You’ll be able to write about your favorite performer or complete an assignment from another class.”

Assignment Students will write a report specifically for this class or they may use an assignment from another class. Guidelines for the report are on page 12.

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Assessment Completion of the project includes using the styles throughout the document.

Lesson Plan for Lesson 17Lesson 17 Where in the Document is …?

NYS Standard A3c Use word-processing software to produce a multi-page document.(p. 6)

Goal Understand usefulness of a Table of Contents (TOC) and how to create and update a TOC using MS Word

Objective The student will be able to insert a TOC in Word, alter the formatting to suit their reports and update the TOC using F9 command.. This lesson plan is one of several comprising the formatting of multi-page reports and documents.

Materials Students’ files with work-in-progress, sample and practice document. “How-to” handout for students to follow.

Prerequisite Skills

Students are familiar with MS Word and have knowledge and practice using the Styles feature.

Motivation What section of the newspaper do you like to read?

Procedure Allow some answers to your question.

Group students by 4’s and distribute a publication (newspapers?) to each group that is missing the Table of Contents and ask them to find a feature.

Continue discussion. “What took you so long?”. “What would have helped you find that?” Produce the missing page.

Display a student report in progress or use sample document and ask about finishing touches – first obvious suggestion of how to locate items in the report should be the TOC – other suggestions include an Index, a Bibliography.

Display another finished product that includes a Table of Contents.

Review the value of a TOC and ask how a word processing program could ease the creation and updating of one.

Explain that by using styles in our Reports that have conformed to our outlines, we can most easily create a TOC. We can use those styles – Heading 1, 2, 3, etc. – to indicate the topics in our TOC.

Delete the TOC and demonstrate the procedure for inserting one.

Distribute hand-out.

Have students work with the same sample to create a TOC.

Explore the different formats, leader lines, options available.

Answer any questions about the menu options.

Show procedure for updating our TOC. Use F9 key.

Students proceed to inserting TOC into their project documents,

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changing the text of the headings updating the TOC.

Observe and coach as needed.

Summary Display one student’s in-class work. Ask students to re-cap procedure and highlight the use of the F9 key to automatically update the TOC.

Assessment Class participation, monitoring student work in class. Successful completion of the day’s assignment includes an accurate TOC using the style headings in the sample documents for 2 levels. Final project will include a well-formed and accurate TOC.

Assignment Insert a TOC in your own reports.



General Format for Final Student ReportsReport Item

Guidelines Example

Page Layout

From the Page Setup Menu format your Page Layout to have a different first page

Cover Page Vertically center your cover page and include your Title and Subtitle

Title Use Style: Title Format for Accent

A Quick Look at The Beatles

Subtitle Use Styles: Subtitle Prepared by Ms. BaileyOctober, 2002

Table of Contents

Create from document and update automatically

Hint: Use a separate style for the TOC heading.

1st Heading Biography

Use Heading 1 Style; Edit the Style that is built-in; Do the same with other Heading Styles if you use them.

Who Were The Beatles?

Sub-Headings

Use Heading 2 Style throughout document if sub-headings are needed.

Paragraph 1-3

Use Body Text Style: Edit the built-in style.

Provide basic biographical information. If only one artist, be a bit more detailed. You may include fan club and contact information. Do include career highlights

John Lennon, Paul McCartney, George Harrison and Ringo Starr …

From their humble beginnings in Liverpool, England, The Beatles debuted in America …

Graphic 1 Include a graphic image of your subject.

2nd Heading Area of Expertise

Use Heading 1 Style.

The Music of the Beatles



Report Item

Guidelines Example

Paragraphs 1 - 3

General information of the genre, political or social perspective.

The Beatles wrote and performed popular music in the 1960’s.. During this time, Rock and Roll …

Politically, there was …

They also made several films. Much to the dismay of their fans, The Beatles broke up in 1970… though they continued their musical careers individually.

Specific information of the artist’s role in that genre.

The Beatles were at the forefront of popular music during the decade. As the political and social environment changed, their music reflected (etc.)

Provide a transition to your next section.

Some of their songs reflected the drug culture of the times.

3rd Heading Specific Contribution


Lucy in the Sky with Diamonds

Paragraph 1

General thoughts about this work. What work did it come from (book or essay written, recording, speech given)

It is generally thought that the title of the song referred to the hallucinatory drug, L.S.D.

Paragraph 2

Using the column feature, include an excerpt, such as the song lyrics, a speech excerpt (political figures), or book excerpt (author). Create a unique style for the text. Cite the work the excerpt is from.

Picture yourself on a boat in a river with tangerine trees and marmalade ..

Graphic 2 Include a picture or graphic image that illustrates source.

Insert picture of album (CD) jacket that included this song

Paragraph 3

Describe your thoughts about the excerpt. What is your analysis, is it representative of your subject’s work. What makes it particularly significant or unusual?

This was not the only song written which reflected the drug culture. Another song was Lady Madonna. While ‘Lucy’ may have glorified the drug experience, Lady Madonna portrayed the pitfalls …(etc.).



Report Item

Guidelines Example

4th Heading:Appendix


In table format include a list of your subject’s works (Complete list if less than 20 items, major highlights if more). Include the date produced and information appropriate to your selection.

Discography

Date Issued/ Album Title / Record Label

July 22, 1963/ Introducing the Beatles/ Vee Jay Records

Use a List Use at least 1 list in your report. Create your own style for the list. It can be a numbered or bulleted list.

Header and Footer

Use Header and Footer Styles. Edit to suit.

No header on front page. Footer not required on front page. Include your name, date of assignment, page numbers and document title.

Footnotes Use Footnote style.

Include footnotes on the pages where they occur. Word makes this easy. Use proper format. Cite Internet sources when used!

5th Heading Bibliography


Include resources for your report. Use proper format. Cite Internet sources, books, magazine articles, etc. Use at least one non-Internet source.

General In addition to content and format, readability, spelling and grammar will count towards your final grade.

Hint: Use the spell check and thesaurus features. Read and edit your work as you proceed. Review entire report before you hand in the final version.



Attachments –From Internet Sources

Short Multiple-Choice Quiz

Possible Hand-outs


Documents

Unit Plan Word Processing - EarthLinkhome.earthlink.net/~l.bailey/academic/wordunit.doc · Web viewAim: To understand how documents are designed using Styles in word processing documents,