Technology 7

Formatting in Microsoft Word

Teacher Name:
Kerekes
Lesson Date and Time:
10/7-8, 3rd hour
Number of Students: 30
Miscellaneous Information (special considerations for instruction):
1 student with Individualized Education Plans
1 student with 504
2 English Language Learners one has an IEP for language support
7th grade students
Students have a classroom computer.
Students have a folder on the school network so that they can access their information from
anywhere on campus.
Instructional Context:
What do I know about my students that will inform this lesson?
Students are still learning to identify the parts of the screen, so I need to work slowly and
describe where the tools and features are as we work on the demonstration together.
How does this lesson connect with and build on previous lesson(s) or learning?
Students have learned how to read content-specific text and how to highlight information to
summarize what they have read. Students have created a file management system. Students
have learned basic vocabulary related to MS Word and have labeled their screen shots.
Students have learned how to create and save documents and access files using Microsoft
Word. Students will use these skills as they learn todays lesson.
How do you expect to build on this lesson in subsequent lessons?
Students will use their ability to format documents to demonstrate a transferability of skills in
Google. Students will use the ability to format documents in the next unit also.
Materials and Resources:
Computer, whiteboard, markers
Notes in Moodle Lesson 3 Bring physical copies for students who need reading support.
Activities in Moodle - Try It Out, Painter, Activity 3
What is the lesson objective?
(What will the students learn and/or demonstrate?)
Students will:
- Format documents using Microsoft Word to make them more visually appealing
- Practice following precisely a multi-step procedure when performing technical tasks
Standards addressed and expectations of students:
(MN State or National Standards)
- Identify, select and use applications National Business Standard - VII Applications
- Determine the central ideas of a text - MN Academic Standards for ELA - 6.13.2.2
- Follow precisely a multi-step procedure when performing technical tasks - MN Academic
Standards for ELA - 6.13.3.3
Anticipatory Set:
(The hook - something to excite the students about the subject matter)

Students will see how they learned by self-assessing their learning on their goal sheets for the
prior lesson. Instructor will tell students what they learned to do the past two days (prior
knowledge) and give them the goal for the day.
Academic Language/Language Function Objectives:
(Vocabulary that is essential for you as a teacher to include in this lesson and for the students to
understand and use)
Design, font, format, point (pt.), default settings, application, file, folder, ribbon, toggle, insertion
point, select
Teaching/Instructional Strategies and Learning Tasks (procedures and timelines):
(Teacher talk/Input, modeling, and checking for understanding)
Day 1
Time
Instructional Strategies and Learning Tasks
3 min
Warm up Self-assess for Lesson2 in the section called After Practice. If you
score yourself to the far right, it means that if you had a test today, you would get
a 100% on it. If you didnt finish Activity 2 yesterday, there are probably things
that you still are wondering about. Think of some questions for Mrs. Kerekes.
5 min
OK, you looked at your Lesson2 learning, and you should be higher on the chart
After Practice than you were Before Learning. Based on your self-assessment
over Lesson2 learning, what questions do you still have?
5 min
Yesterday, you learned how to create and save documents in Microsoft Word and
then you opened them from your digital locker. The thing about those files that
you created is that they look pretty boring just a bunch of plain words on the
page.
Well today, you are going to learn how to make words look nicer in Microsoft
Word. You are going to design a document meaning that you are not only
going to create something, but you are going to format it based on the
instructions that you get. We will be talking about those words design and
format as we continue over the next few days.

12 min

20 min

Before we get started, please self-assess yourself Before Learning for Lesson 3
learning objectives.
-----Okay, lets get started!
In Moodle, please open the document called Office Basics Lesson 3 Notes
The document will open in Google, so make a copy and name it Notes-OBLesson3-Your Name.
I am going to give you 10 minutes to read the notes and summarize what you are
reading by highlighting. You should have:
- One color for vocabulary words
- One color for how to do something
- One color for other interesting things
Share the notes that you created in Google. Those of you who want a physical
copy and want the notes read to you, bring highlighters and go next door.
Some of what you read may be confusing, but it is normal to be confused when

we are first learning something. We are going to get more familiar with what you
just read by going through two assignments together. Then you will be able to do
one on your own.
You have a job to do. Your job is to follow along with me and let me know if there
is something that you dont understand or if you feel like I am going too fast. After
we finish the assignments, you will be submitting them for credit. If you do not
follow along, you will end up having to do the assignment on your own.

2 min

Day 2
Time
1 min

5 min

40 min

1 min

Go through OB - L3 - Try it Out #1 and Painter activities as a class.

- modeling technical reading and following a multi-step procedure,
developing discourse, discussing problem-solving.
- Thumbs up after each line item.
- Upload assignment into Moodle
Today, you designed a document in Microsoft Word. You created it and formatted
the document by following the instructions. Tomorrow you will have time to
practice this on your own.
Instructional Strategies and Learning Tasks
Today we will finish going through the instructions that we began yesterday for our
Painter assignment (if this wasnt finished the prior day). Then you will do an
assignment to test yourself to see how well you understand what we have
learned. On Monday, you will have a quiz over this material, so you need to
practice and see what you still need to learn.
If necessary, continuing from the day before - As a group, read through each line
of instruction and format the document.
Thumbs up after each section.
Activity 3 is open in Moodle. Work on this for the rest of the class period. You
need to upload your completed files when you are finished in order to receive
credit for the assignment. I will be walking around to see how you are doing.
Today, you designed documents in Word you created them and formatted them
according to the instructions. Tomorrow, you are going to have a quiz over your
screen shots, so make sure that you take them home and study them. We will
also spend time talking about vocabulary tomorrow to get you ready for your quiz
that you will have on Monday.

Independent Practice/Assignment:
(This can be a question or problem for students to ponder on their own or in small groups or
pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real
world settings.)
Students will
- practice content-specific reading and summarizing by highlighting
- practice creating, formatting, and saving a document in Microsoft Word
Guided practice and monitoring and assessments:

(Monitor orally individually or together; monitor via written language or via a task performance;
monitor via group sampling or visual answers, e.g. thumbs. Monitor to know if the students
are learning the lesson and the objectives are being met)
Students will:
- Create, format and save documents and access files while following along with
instructor.
Instructor will:
- Model technical reading in order to show students how to follow precisely a multi-step
procedure while performing technical tasks
- Walk around as students practice designing a document to informally assess students
abilities
Closure:
(Statements or actions by you that help students make sense out of what has just been taught,
to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major
points to be learned)
Instructor will:
- State what learning took place
- Inform students what will happen the next day
Differentiation (Accommodations/Modifications):
Student 1 (GB) After his work has been checked, allow student to be a coach to other
students (explain common misconceptions to look for).
Student 2 (EH) Instructor will check with student frequently to identify any words in the
instruction that he does not understand.
Student 3 (LW) Allow student to read instructions and work on his own. Instructor personally
check with him frequently to see if there are words that he needs help with or if there is
something that he needs additional help with. Allow extra time in completing assignments.
Other Students:
- Complete work quickly and accurately see Student 1 instruction
- English Language Learner student (JM) see Student 2 instruction
- Difficulty in reading (DH, OM, BM, JP, TSh, AL, FO, DR, TR, TSp, AP ) Use Student 1
(and others) to be coaches to class. Provide physical copies of instructions for students
who need them.
- Focus problems (LR, SB, JM) Instructor personally check with these more frequently.
Reflection:
(What worked and didnt work for whom and why? What are instructional next steps based on
the data from this plan?)
TBD