Lesson

Title/Focus

Where has all the media gone?

Date

September 19, 2013

Subject/Gra
de Level

BIT- Information Processing

Time
Duratio
n

90 minutes

Unit

INF 1030- Word Processing 1

Teacher

Miss Rosentreter

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Specific
Learning
Outcomes:

1.
2.
3.
4.
5.
6.
7.
8.

Create and customize documents

Format Content
Work with visual content
Organize content
Review documents
Apply consistent and appropriate work station routines
Demonstrate basic competencies
Make personal connections to the cluster content and processes to
inform possible pathway choices
1.1 Create and format simple documents; e.g., letter, memorandum, report,
correspondence and tables suitable for personal use applications by:
1.2 Lay out documents by:
2.1 Format text and paragraphs by:
2.2 Manipulate text; e.g., cut, copy, paste
2.3 Control pagination by:
3.1 Insert illustration; e.g., pictures, clip art
3.2 Format text graphically; e.g., word art
3.3 Insert and modify text boxes
4.1 Insert tables and lists to organize content
4.2 Modify tables; e.g., merge/split cells, use shading, insert rows/column
5.1 Preview documents using:
5.2 Use spell and grammar check
5.3 Print preview documents
6.1 Demonstrate good health and safety; e.g., posture, positioning of hardware and
furniture
6.2 Employ practices that provide security for hardware, software, supplies and
personal work
7.1 Demonstrate fundamental skills to:
7.2 Demonstrate personal management skills to:
7.3 Demonstrate teamwork skills to:
8.1 Complete/update a personal inventory; e.g., interests, values, beliefs, resources,
prior learning and experiences
8.2 Create a connection between a personal inventory and occupational choices

LEARNING OBJECTIVES
Students will:
1. Create a multimedia document containing three media pieces
2. Modify and format illustrations in a word document
3. Demonstrate safe practices when surfing the Internet

ASSESSMENTS
Observations:

Key Questions:

Make sure that the Internet media that students are accessing are
appropriate and acceptable.
Are the students able to format the pictures to fit into this document?
Ensure that there are no last questions that the student need answered
before starting the assignment
Allow ample time for students to finish their task and answer any
questions they may have.
How do I format a picture either from the Internet or Word into
my document?

Products/Performan
ces:

How will media influence my view of a document that I am

presenting?
Students will complete an online worksheet called Multimedia
Inserts. They will have to find media and place them in this
document. The students will need to send the document to the
teacher.
They will also work on their keyboarding program in which they
will increase efficiency in typing.
There will be an exit slip regarding any questions the students
may have for the next assignment (Are there any last questions
before we start this assignment?).

LEARNING RESOURCES CONSULTED

CTS Program of Studies
ICT Curriculum

MATERIALS AND EQUIPMENT

Computers
Microsoft Word
Multimedia Inserts (online)
Smart Board
Exit Slip
Keyboarding Program

PROCEDURE
Introduction
Attention Grabber
Ok students begin working on your keyboarding program.
Assessment of Prior Students will begin working on their keyboarding program as
Knowledge
usual. They will become more efficient at typing which is an
asset in everyday lives. They will continue on the lesson they
left off on until the teacher starts the class.
Expectations for
Students will diligently work on their keyboarding program until
Learning and
the teacher starts the class. Students are expected to turn off
Behaviour
their monitor when the teacher begins the class. Students will
be expected to listen to teacher when the teacher is speaking
and work on the tasks provided by the teacher.
Advance
1. Keyboarding program
Organizer/Agenda
2. Demonstration of multimedia
3. Multimedia inserts
4. Assignment #4 explanation
5. Exit Slip
Transition to Body
Alright class, we are going to learn about multimedia and how
to insert it into the word document.
Body
Learning Activity
Direct Instruction: The teacher will show students using the
#1
smart board how to insert an illustration into a word document.
The teacher will explain how to insert an illustration from Word
and from the Internet. The teacher will also explain the risks of
using the Internet (Digital Citizenship). There should be some
precautions when using the Internet, which will be explained by
the teacher.
Assessments/
Students will turn off their monitors when listening to the
Differentiation:
teacher talk about multimedia. This ensures that the students
will be listening to the teacher and not be playing on the
computer. Digital citizenship will be explained during this
section regarding the pictures taken off the computer.
Learning Activity
Students will be given a worksheet (online) where they will
#2
insert different multimedia into a document that was created by
the teacher. The document will have three different spots where
the students will place the illustrations. They may use pictures
from the Word program or research it from the internet (Digital
Citizenship). They will need to save it on their hard drive and
send it to the teacher through email.

Time
1 minute
16
minutes

1minute

1 minute

1 minute
Time

20
minutes

1 minute

25
minutes

Assessments/
Differentiation

Learning Activity
#3

Assessments/
Differentiation

Assessment of
Learning:
Feedback From
Students:

How this task will be graded will be by completion. If the

student finishes the task and emails the teacher they will be
given the mark. The teacher can then assess what needs to be
worked on and if there needs to be explained again in the later
classes. The teacher will look at these after school and assess
whether the student understood the concept or not.
Direct Instruction: The teacher will bring the class back
together by having them turn off their monitors. The teacher
will explain the different parts of Assignment #4. First the
students will brainstorm and plan the newsletter. Next they will
research the different aspects they will include in their
newsletter. The students will then begin working on their
assignment. After they will proofread and edit their final copy.
The students will print only one copy that will be handed into
the teacher. The teacher will arrange the students into partners
for this assignment.
The students will be assessed by a rubric. The rubric is broken
down into 4 sections: Demonstration use of software functions,
create and edit newsletter, apply workstation routines, and
time management. Each section is graded out of 8. They will
need to practice good digital citizenship and practice good
Internet ethics. There is also a peer evaluation sheet that will
be handed in at the end of the project showing how well the
partners worked together and if everyone contributed equal
amount of effort.
Closure
Students will be assessed through the multimedia inserts task
as well as the rubric for assignment #4.
There will be an exit slip the students will need to complete.
The exit slip will say Are there any last questions before we
start this assignment? If the students need any extra help
they can always ask the teacher or fellow classmates. The
students will be let out for break before starting the
assignment.

5 minutes

10
minutes

5 minutes

Time

4 minutes

Transition To Next
Lesson

Ok after the break we will begin our assignment.

Sponge
Activity/Activities

If students finish the multimedia inserts assignment early they can begin
looking at Assignment #4 or they work on their keyboarding program.

Reflections from the

lesson