Brief Description

Students will complete three Advanced Word Activities. Parts I and II provide step-by-step instruction for eleven different skills. Part III allows the students to create a document of choice incorporating the eleven different skills.

Standards and Frameworks

Technology Standards

3T-E1. Students will use formatting capabilities of technology tools for communicating and illustrating.

R-F7. Technical Reading.

Academic

After a demonstration, students will read and follow several series of complex instructions for using advanced features of Microsoft Word.

Students will write a creative piece or choice applying advanced features of Microsoft Word.

Students will learn and apply advanced features of word:

Formatting text, style, fonts, paragraphs, shading and bullets;
Inserting text, graphics, word art, tables and page breaks;
Using draw tools.

Use of mouse; correct use of right and left click.
Familiarity with keyboarding.

Materials
Handouts with step-by-step directions.

• Handout A1
• Handout A2
• Handout A3

Accommodations for Special Needs

NES and ESL students need additional visual modeling.
Advanced students will be able to work ahead and will need an additional/alternate assignement when they complete Parts I, II and III.

Procedures
This lesson will take 3-5 class periods. It could take longer depending on how "creative" students are with their products in Part III.
Day One:
Give an overview of the project, and show students models from Part I and Part II.
Distribute handouts for Part I and have students volunteer to read aloud the first part of the directions.
Explain that the only thing students need to type is what is in the box--everything else on the handout is formatting that text.
Demonstrate Part I.
Students work independently until completing Part I. Faster students may finish early and can begin Part II.

Day Two:
Distribute handouts for Part II.
Demonstrate Part II. You may also want to explain Part III and show models in case some students finish Part II early.
Students work independently completing Part I (if necessary) and Part II. Faster students may finish early and can begin Part III.
 

Day Three:
Explain the criteria for Part III and show models.
At this point, students will be working on various pieces (Parts I, II or III) and will select the necessary handouts. It is helpful for students working on Part III to also have the handouts for Parts I and II as they have the step-by-step directions for each feature which needs to be added:

NOTE: One of the objectives for this lesson is for the students to do more "technical" reading, so when they need help, I refer them to the directions on the handouts and the posted models. We go through the directions again together until they understand what they need to do, but after the initial modeling I do not show them again how to do something.
 

Assessment
Students will print each document. Part I and Part II should match the models. Part III will contain all 11 components. Students will continue working on each assignment until all criteria are met as determined by the teacher and the student.

Teacher Name: Cynthia Rolewski
Site: La Cima
Date Submitted: January 2002