TECHNOLOGY
WEEK ONE DAY ONE
First
Exercise
Lesson
Title: Orientation
to the Computer Lab
Subject
Matter/Life Skill Area: Technology
Learning
Level/Prerequisite Skills: 9th
Grade level
Lesson
Length: Forty-five
Minutes
Instruction
Type: Pairs
with whole group discussion.
Overview
and Rationale:
Students will work in pairs to locate and describe
items found in a computer lab, as well as work on definitions for computer lab
terminology. Pairs will report back information to whole group discussion.
Students will work to acquire some working knowledge of the computer lab and
its contents, and develop a form of technical dialogue.
Learning
Objectives/ Skills:
At the completion of this lesson, students will be
able to identify and define basic hardware components found in the computer lab,
understand how a computer lab operates and the student's obligation in
compliance with computer lab rules and regulations.
Skills: Responsibility, using resources,
interpersonal, systems, selects and applies technology
Materials/
Equipment Needed:
Lab
rules and regulations, one copy for each student
Handout:
Computer Lab Orientation
Pen/pencil
Highlighters
How
to Prepare:
Instructor should make copies of handout for
pair-work. Instructor should have appropriate number of computer lab rules and
regulations for each student, which will be placed in computer lab notebook.
Also the instructor should have technology resources for students to refer to
when defining terms.
Introduction
/ Warm Up / Review:
Ask students to share any past experience with
computer labs. Ask if anyone has a computer at home. As students to discuss
their experiences and write any pertinent vocabulary words on the board.
Presentation
of Lesson:
Pass out the handout to each student. Ask them to
take a few minutes to look over the handout and clarify any questions students
might have. Explain directions to students for handout exercise. Ask again if
there are any questions.
Practice
/ Activity:
Let students know that they have about twenty minutes
to work together with a partner on the handout. Ask students to find a partner
to work with in finding items listed on the handout. Students will also define
the items listed on the handout. For students unfamiliar with the terminology,
refer them to the technology resources you have made available. Students should
work together and pairs may lend support to others if necessary.
Application
/ Transfer:
Bring students back to whole group at end of time
limit. Elicit verbal reports from students and record on board. Ask students to
share knowledge that was newly learned during this exercise. Ask students to
share any questions they might have. Randomly select some terms from the handout
and ask students to share their definitions with the class. Feedback/ paraphrase
to students as necessary.
Reflection
by Teacher:
Were students engaged in pair work and did they
participate in whole group discussion?
Planning
for Next Lesson:
Record or reflect upon the dialogue that took place during this lesson. Students will recount information from orientation and address questions pertaining to the lab in the next exercise.
COMPUTER LAB ORIENTATION
WELCOME TO THE COMPUTER STRAND!
Congratulations! You will be the first to use the new
laptop computers! They will be your responsibility (during computer instruction
time) in the next eight weeks and I have organized some guidelines to help you
learn how to take care of the laptops!
Golden
Rule: Never
touch the laptop screen! They are highly sensitive!
Classroom
Rules:
þ
No
food or beverages are allowed near the computers.
þ
No
personal belongings on the computer tables.
þ
You
will be instructed on how to plug/unplug the laptops. Please follow the
instructions. Ask for help anytime!
þ
Let
me know if you think something is wrong with your computer.
Instruction
Rules:
þ
We
will set up and break down our lab each day. We will need extra time to do this
so I will give you instructions when our break down time has arrived.
þ
When
setting up and breaking down, follow exact instructions for handling the laptop
and for storage.
þ
Use
the same laptop everyday.
þ
Laptops
are sensitive. It is not necessary to tap the keypad with force. Use a gentle
touch.
þ
Never
touch the screen with your hand or any other object.
þ
Never
leave the room without asking someone to attend to your laptop.
þ
The
laptop must stay in the classroom except when storing.
þ
When
asked to save a document, save to the A: drive (diskette).
þ
Do
not print any material unless asked to do so.
þ
Do
not scan any material unless asked to do so.
þ
During
instruction time, follow along. Ask for help anytime! There will be time for
individual exploration!
COMPUTER SKILLS SURVEY
1.
Have
you ever used a computer before?
2.
If
yes, when and what for?
3.
If
not, why not?
4.
Why
do you want to learn how to use a computer?
5.
What
computer skills do you think are important?
6.
Do
you think that the computer can help you study for the GED? How?
7.
Do
you think that having computer skills can help you to get ready for employment,
or help you obtain a job? If you are already working, will computer skills be
beneficial to your performance at work?
8.
Have
you ever used the Internet? If so, what for?
Word
Processing
Styles
Forms
Database
Mail Merges
Microsoft Word Graphics Word Perfect
Templates
Other
specify_________________________
Excel
Spread Sheets
Databases
Linking Sheets or Files
Other
specify_________________________
Windows
95/98
Start
Menu
Shortcuts
Control Panels
Explorer
Briefcase
Installing
Other
specify_________________________
Files
Management
Briefcase
Shortcuts Archives
Other
specify_________________________
Address
Book
Mailing List
Attachments Forwarding
Discussion
Group Folders
Opening/Send Mail
Other
Specify________________________
Browsing
Navigation/Netscape Search Tools
Archives
Downloading
Word
Search
Other
specify________________________
Presentation
Power
Point
CD-ROM
Transparencies
Other
specify________________________
Second Exercise
Lesson
Title: What
Students Already Know, What They Want to Know, What They Will Learn
Subject
Matter/Life Skill Area: Technology
Learning
Level/Prerequisite Skills: 9th
Grade level
Lesson
Length: Twenty-five
minutes
Instruction Type (small group, individual, lecture etc.):
Whole group discussion with individual assessment
handout activity. Instructor will further assess students individually.
Overview
and Rationale:
This activity will give students the opportunity to
share prior knowledge about computer skills and will initiate a verbal and
written response from students as to what they know and what they would like to
learn. The instructor will facilitate a whole group discussion on what students
know about technology in general. Students will also demonstrate pre-computer
skills one-on-one with instructor at a later time.
Learning
Objectives / Skills:
At the completion of this lesson, students will be
able to assess individual needs for learning technology. Students will fill out
a checklist, which will give the instructor a written pre-assessment of
pre-existing technology skills of students.
Skills: reading, writing, speaking, self-management,
selects technology
Materials/
Equipment Needed:
Blackboard
and chalk
Pencils,
pens
Handout:
Checklist of Computer Skills
How
to Prepare:
The instructor can have ready, a list of questions
that elicit feedback from students on what they already know and what they want
to know. Instructor should have copies of the handout: Checklist of Computer Skills
Introduction
/ Warm Up / Review:
Propose discussion questions to students and record
responses on board. The instructor can make recommendations to the list.
Questions:
What do you already know about computer technology?
What would you like to learn about computer
technology?
Presentation of
Lesson:
Pass out the handout and ask students to look over
list for anything they would like to add to the board that has not been
mentioned. After a discussion of information that has been listed to the board,
ask students if there is any information they would like to add. Ask students if
there is anything that needs clarification.
Practice
Activity:
Ask students to come to the board and place their
initials by each item listed that they would like to learn about. Feedback
briefly after students have initialed the board. Students will then work
individually filling out the checklist for skills that they would like to
learn..
Application
/ Transfer:
After students have finished their checklists, ask
them to share orally what they have listed. Give students an overview of the
skills that they will be learning during the course. Discuss checklist
individually with each student after students begin working with Mavis Beacon
Typing Tutor.
Reflection
by Teacher:
Instructor should reflect upon class discussion and
how to fully engage student participation.
Planning
for Next Lesson:
Individual assessment can be done while students work with Mavis Beacon. The Mavis Beacon Introduction can be done right after the handout but before the individual assessment.
Third Exercise
Lesson
Title: Portfolio
Overview for GTE Course and Goals Statement
Subject
Matter/Life Skill Area: Goals
statement: All GTE Curriculum strands with emphasis on Portfolio development in
Technology strand.
Learning
Level/Prerequisite Skills: 9th
Grade level
Lesson
Length: Twenty
minutes.
Instruction
Type (small group, individual, lecture etc.): Whole group discussion with individual Goal Setting.
Overview
and Rationale:
This activity will introduce students to the contents
of the required Portfolio. The instructor will inform the students that much of
the instruction on the Portfolio items will occur in the other two strands and
that many of the Portfolio items will "travel" between strands. Final
products will be formulated within the Technology strand and will be stored in
the student's portfolio located in the Technology classroom.
Learning
Objectives / Skills:
At the completion of this lesson, students will be
able to identify what items are required for the Portfolio and will learn how to
keep a Portfolio with work "in progress" as well as current/completed
works. Students will physically develop and file their Portfolio in space
provided.
Skills: Writing, responsibility, self-management,
resources
Materials/
Equipment Needed:
Portfolio
container for each student
Labels
and markers
Handout:
Portfolio Criteria
How
to Prepare:
Instructor
should provide a sampling of Portfolio items to each student.
Introduction
/ Warm Up / Review:
Distribute portfolio handout to each student.
Facilitate a discussion about the portfolio items as students look at handout.
Answer any questions students may have about the Portfolio requirements.
Presentation of
Lesson:
Explain the concept of the three-strand curriculum
and how many projects will 'travel' to another strand. Let students know that
the Portfolio will be helpful in this process, but that it will also be evidence
of work, a qualitative assessment of their work that they can share with future
employers.
Practice /
Activity:
After discussion of Portfolio handout, distribute
materials to make the Portfolio container.
Application /
Transfer:
None
Reflection
by Teacher:
None
Planning
for Next Lesson:
Post Portfolio Criteria list on bulletin board so
that students have a reminder of the portfolio items required for the course.
Highlight items as they are completed. Encourage students to highlight their
individual handout now located in their portfolio.
 |
Fourth Exercise
Lesson
Title: Introduction
to Mavis Beacon Teaches Typing (MBTT)
Subject
Matter/Life Skill Area:
Technology Skills Development
Learning
Level/Prerequisite Skills: 9th
Grade level
Lesson
Length: Thirty
minutes.
Instruction
Type (small group, individual, lecture etc.): Large group introduction to students on the Mavis
Beacon Teaches Typing Program with individual assessment period.
Overview
and Rationale:
Students will be using MBTT everyday in the computer
lab to learn how to type or to increase speed for existing typing skills. MBTT
will be a self-directed activity and each student will most likely be at
different skill levels. Students will periodically do a self-assessment and add
a printed copy to their Portfolio.
Learning
Objectives / Skills:
At the completion of this lesson, students will begin
to learn computer keyboarding and will become proficient in typing to increase
their typing speed to thirty words per minute.
Skills: Knowing how to learn, self-direction, selects
and applies technology
Materials/
Equipment Needed:
Computer
lab equipment
Mavis
Beacon Teaches Typing program (or other suitable typing software)
How
to Prepare:
The instructor should become familiar with the MBTT
program to guide students through the menu selections. The instructor should be
prepared to lend assistance or help students troubleshoot any problems that
arise. The instructor should lead in a way as to promote self-direction in
students.
Introduction
/ Warm Up / Review:
Begin by asking students about their level of
typing/keyboarding skills. Write responses on board. Let students know that the
typing portion of the day will accommodate all skill levels, even if one is
starting at the beginning. Ask students to discuss why keyboarding is an
important skill both in the workplace and for personal skills. Ask students to
share some locations/activities where they need keyboarding skills and write the
responses on the board. (Library, post office, bank, workplace, home PC, etc)
Presentation of
Lesson:
Ask students if any of them know the "home
keys." Introduce or review the home keys on the board. Ask students how you
might utilize other keys if your fingers are on the home keys. Write any
comments/suggestions on the board.
Let students know that they will be learning
keyboarding skills with a program Mavis Beacon Teaches Typing. If available,
pass around the software packaging while you explain some of the features of the
program. (Beginning keyboarding skills, improving existing skills, performance
and speed building, games and other evaluations also included)
Practice /
Activity:
Have students sit at the computer terminal. Guide
students in turning on the computer, using START in Windows to find MBTT, and
start the program. After using the registration wizard, guide the students to
the "Speed Testing" toolbar and initiate the typing test. The
instructor will instruct students on how to print the results. Students will
also use the Ergonomic Evaluation after completing the typing test.
Application /
Transfer:
Students will then print speed testing
results/ergonomic evaluation results for assessment purposes to be placed in
Portfolio. Students will then use the "Registration Wizard" to design
each typing lesson to meet their individual goals and needs. Students will have
some free time to become familiar with MBTT, about ten minutes for exploration.
Reflection
by Teacher:
The instructor should evaluate whether
"talking" students through the activity was more productive than
demonstrating the skill. Evaluate the self-directed time to see that students
are engaged in the activity.
Look over the assessment pieces to see what the
scores are and at what level students are with their keyboarding skills. The
objective is to build skills and accuracy first, then to build speed to at least
thirty words per minute. Some students may need more time and others may already
be there. Since MBTT is a self-directed activity, students who may not need the
thirty minutes a day should be encouraged to use more of the time for other
instructional software.
Planning
for Next Lesson:
Students should repeat the same tests for the next
MBTT class time to become familiar with what they already have accessed.
TECHNOLOGY
WEEK ONE DAY
TWO
First Exercise
Lesson
Title:
Introduction to the Internet
Subject
Matter/Life Skill Area: Technology
with emphasis on Job Readiness
Learning
Level/Prerequisite Skills: 9th
Grade level
Lesson
Length: Thirty
minutes
Instruction
Type (small group, individual, lecture etc.): Whole group discussion/ instruction with applied
lessons following discussion.
Overview
and Rationale:
Students may or may not have experience with the
Internet. Students will need to become familiar with the Internet for job
searches as well as researching and accessing information for the other two
strands.
The instructor will lead a discussion on Introduction
to the Internet and ethics while using the Internet. The instructor will then
guide students to the Internet and walk students through the Browser and some
important tools to use while using a Browser.
Learning
Objectives / Skills:
At the completion of this lesson, students will begin
to have familiarity with the Internet and guidelines for using the Internet,
with a browser and it's tools, and accessing information found on the Internet.
Skills: Listening, speaking, understands systems,
selects and applies technology
Materials/
Equipment Needed:
Handout:
(1st) The Net: User Guidelines and Netiquette, http://www/fau.edu/netiquette/net/
(Appropriate to this activity: Cover page, preface, acknowledgements,
introduction, The Ten Commandments from the Computer Ethics Institute) Source:
Arlene Rinaldi, Florida Atlantic University
Materials/
Equipment Needed, continued:
(2nd) Byte
Back Intro to Internet Class - Study Sheet
http://www.byteback.org/handouts/InternetIntro.doc
(Use this as a written resource guide)
Source: Kerry Jo Richards, Byte Back, a
501(c) 3 non-profit organization which collaborates with other DC organizations
to provide services to inner city residents.
Computer terminals for each student (with Internet
access)
Chalk and chalkboard
How
to Prepare:
The instructor will need enough copies of both
handouts for each student. The handouts will serve as an introductory resource,
but this is a hands-on activity. The instructor should be familiar with the
Internet and accessing information on the Internet, as well as being familiar
with the Browser that is available in the lab.
Introduction
/ Warm Up / Review:
Facilitate a class discussion on the Internet to get
a feel for the experience level of students. Begin by asking students to share
experience and knowledge of their understanding of the Internet. Ask students to
share favorite sites and any other information students want to share. Ask why
students use the Internet or why they might want to use the Internet.
Presentation
of Lesson:
Pass out the handout on the first handout on
Netiquette so that students will have a resource as discussion progresses. Ask
students to think about the word "Netiquette" and possible meanings.
Write elicited answers on the board and lead a discussion on using manners while
using the Internet. For instance, using capitals implies shouting, managing
electronic mail files, sending SPAM, forwarding mail without permission, etc.
Refer also to the last page on computer ethics. Have students read these Ten
Commandments allowed. Explain any misunderstandings.
Pass out the second handout, Byte Back Intro to Internet Class - Study Sheet. Ask students to
look over the handout and encourage students to find words that they are
unfamiliar with. Elicit responses and write these words on the board. Rather
than explain fully, let students know that they will 'search' for the
meaning/location of these words at this time.
Practice
/ Activity:
Ask students to move to the terminals and turn on
computers. When Windows desktop is activated, ask students to find the
appropriate Internet browser icon and double click. (The handout uses Internet
Explorer) Ask students to find the Menu Bar at the top. Elicit what students
find on the Menu Bar. Have students find the Address Bar and type in: http://www.byteback.org/handouts/InternetIntro.doc
Provide useful tips such as typing addresses exactly as stated, using the enter
key or mouse to click to site location, etc. Ask students to describe where they
are and if it looks familiar. Have students locate the Favorites Menu and guide
them through saving this site.
Ask students to look at number three on the Byte Back
handout and recite the two addresses listed on the handout. (www.hotmail.com
and www.yahoo.com
) Ask them if they are familiar with these sites and explain 'search engines'
briefly. Let students know that they will be using search engines in the next
activity.
Refer to
any vocabulary words listed on the board throughout the practice activity.
Application
/ Transfer:
Allow students exploring time (ten minutes) to become
familiar with the Internet browser. Encourage students to 'look in' on neighbors
to see what they are doing. The next activity will direct students to look for
specific information on the Internet using the browser.
Reflection by Teacher:
The
instructor should reflect upon facilitating the discussion on the Internet and
whether
the discussion beforehand lends itself to a Computer Lab setting.
Planning
for Next Lesson:
Students will remain at their terminals and logged on
to the Internet for the next lesson, which is a Team Activity using Internet
searches.
Second Exercise
Lesson Title: Team Internet Search and Recovery
Subject
Matter/Life Skill Area: Technology,
with emphasis on Job Readiness Skills
Learning
Level/Prerequisite Skills: 9th
grade level
Lesson
Length: One
hour
Instruction
Type (small group, individual, lecture etc.): Small groups with a whole group discussion at the end
of the Team search.
Overview and
Rationale:
Students will begin to develop using the Internet to
look for and retrieve appropriate resources for this class. Students will work
together to access information on the Internet. By working in teams, students
will support each other and work collaboratively to access information that the
Instructor has prescribed.
Learning
Objectives / Skills:
At the completion of this lesson, students will
become familiar with the Internet Search Engines that are available and will be
able access the Internet to find information.
Skills: Listening, speaking, creative thinking,
selects and applies technology
Materials/
Equipment Needed:
Handouts
from previous activity
Handout:
Team Internet Topics
Computer
Lab with Internet access
Chalk
and Chalkboard
How
to Prepare:
The instructor should be familiar with the Internet
Browser used in the lab and should be familiar with Search Engines. The
instructor should do a search on additional Internet sites that are available
that would be the "Hits" that students find when they use a Search
Engine to find information from the handout or certain topics.
Introduction
/ Warm Up / Review:
Students should still be logged on from the previous
activity. End the exploring time and follow-up with any questions students might
have. Ask them to remain 'logged on' and refer back to the vocabulary words that
are on the board. Elicit in definitions students might now have and encourage
them to add any new words to the list.
Presentation
of Lesson:
Briefly explain the concept of using keywords. Ask
students think about what words they would use to help them find information (on
the Internet) on building job skills. List these words under "Job
Skills" on the board. Make the same headings for "Using the Internet,
Careers, Newspapers, Math, English. Ask for a listing of keywords for each
category and write responses in appropriate category. Let students know that
using a combination of keywords changes the results for the 'hit.'
Practice
/ Activity:
Pass out the handout Team Internet Topics to each person and break students in to small
teams. Each team will be assigned one of the topics listed on the board and will
then be given a time limit (thirty minutes) on finding the search topics. Teams
should make a list of the sites they find that are appropriate for their
assigned category. Instruct students to begin the activity by typing the address
for a search engine in the address bar. Use the search engine for this activity.
If a group finishes before another group, the first
group can use the time to find additional sources for the other topics listed.
Application
/ Transfer:
At the end of the exploration time, have groups write
down on the board, keywords and Internet site addresses they located under their
assigned heading. Ask students/ groups to share their findings with the class.
Have students write down other group's findings on their handouts.
Facilitate a group discussion on what key words were
used and what sites were visited? What observations can students make from this
activity?
Instruct the class to begin to construct an Internet
resource file. This file will be added to each time the class uses the Internet
for resources. An easy way to construct this file would be to print out the
website resource and file in an appropriate category.
Reflection
by Teacher:
The instructor should reflect upon whether teams
provided enough opportunity for collaboration and exploration, offered technical
support to each other, and facilitated individual learning as well.
Planning
for Next Lesson:
Facilitate students in constructing the file for
Internet Resources and update this file each time students use the Internet.
Job Skills
Key Words
Internet Addresses
Using the
Internet
Key Words
Internet Addresses
Careers
Key Words
Internet Addresses
Newspapers
Key Words
Internet Addresses
Math Skills
Key Words
Internet Addresses
English Skills
Key Words
Internet Addresses
Lesson Title: Mavis Beacon Teaches Typing tutor practice
Subject
Matter/Life Skill Area: Technology
with Job Readiness skill building
Learning
Level/Prerequisite Skills: 9th
grade reading/math level, Students should have had "Introduction to MBTT"
lesson previously.
Lesson
Length: Thirty
minutes each day
Instruction
Type: Individual
practice in a self-directed format
Brief
Description of Lesson: Students
will have thirty minutes each day to advance keyboarding and typing skills.
Overview
and Rationale:
By spending a portion of computer lab time on
keyboarding and typing, students will become proficient with these skills. These
skills are applicable to any other application that will take place in the
computer lab and will also provide students with a foundation of skills needed
for an office work setting applications.
Learning
Objectives / Skills:
At the completion of this lesson, and continuing
throughout the course, students will develop and improve proficiency in
keyboarding and typing.
Skills: Responsibility, self-management, monitors and
corrects performance, applies technology to task
Materials
/ Equipment Needed:
Computer
lab with a terminal for each student
MBTT
program for each student
How
to Prepare:
The instructor will need to insure that all students
have already had the "Introduction to Mavis Beacon" lesson previously.
(In this curriculum, Week One, Day One) No other preparation is necessary.
Introduction
/ Warm Up / Review:
Ask students to recall using Mavis Beacon yesterday.
Ask students to share any comments about accessing the program. Review the steps
for beginning the MBTT program. Write these steps on the board so that students
have them available during this time block.
Presentation
of Lesson:
Remind students that they will be using the typing
tutor generally everyday during their Technology class. Generally, the typing
practice time will be about thirty minutes but may vary depending on other
activities. Ask students to comment on why this activity is scheduled as a daily
activity. Write responses on board and ask students to make a correlation
between daily practice and efficiency (this could be any activity).
Practice
/ Activity:
Ask students to return to their same terminal as they
have already 'logged on' with their user name. Have students initiate the
program and direct them to begin typing at their appropriate level in a
self-directed mode. Students may also want to spend some time exploring the MBTT
program.
Application
/ Transfer:
Students will be directed weekly to do a
self-assessment and print a copy for their portfolio. Students can test their
skills at any time during this activity, but encourage them to concentrate on
accuracy rather than speed. Games are also available with this program and
should be encouraged as part of the skill building practice.
Reflection
by Teacher:
The instructor should periodically "visit"
student Portfolios for an assessment of progress with the MBTT program. Schedule
time to meet individually with students to discuss progress.
Planning
for Next Lesson:
This format will occur each time that MBTT is used
unless otherwise noted. There may be Internet sources available that may enhance
the use of this program and could be an activity for further planning. The new
activities could be integrated into the structure of this lesson.
TECHNOLOGY
WEEK ONE DAY
THREE
Lesson
Title: Microsoft
Word (Word): Introduction to the Basics
Subject
Matter/Life Skill Area: Technology
with emphasis on Job Readiness and Academics.
Learning
Level/Prerequisite Skills: 9th
grade reading/math level
Lesson
Length: One
and one-half hours
Instruction
Type: Group
instruction with individuals working at their terminals as discussion is led.
Students may wish to pair up to provide support.
Overview
and Rationale:
The Instructor will introduce the students to Word by
accessing it through Windows. Students will be guided through the Menu bar
options to access Word templates for business letters. The instructor will lead
an ongoing discussion about the various template formats. Students will then
have the opportunity to type a business letter using a template. The context of
the lesson will be in learning about various business letter formats but the
delivery format will utilize Word.
Learning
Objectives/ Skills Developed:
At the completion of this lesson, students will be
familiar with the business letter templates that are available in Word. In the
process of studying business letter formats, students will begin to develop some
understanding of Word. Students will further their understanding of business
letters by utilizing a template from Word and practice typing with the template.
Skills: Listening, speaking, problem solving, knowing
how to learn, selects and applies technology
Materials/
Equipment Needed:
Computer
lab with a terminal for each student,
Microsoft
Word (referred to in this curriculum as Word)
NOTE: Different versions vary.
A
diskette for each student
Chalk
and chalkboard
Paper
and pencil for notes
How
to Prepare:
The Instructor will need to be or become familiar
with Word, as well as the Business Letter templates that are available with the
Word program.
Introduction
/ Warm Up/ Review:
Facilitate a discussion on what word processing
programs can be used for in the workplace and in the daily living cycle. Write
responses on board.
Ask students to share their experience with word
processing programs. Assure students that no experience is necessary but that
they will begin to build or further define word processing skills with this
activity, as well as during the course.
Presentation
of Lesson:
Introduce Microsoft Word by relaying personal
experience with this program and some history of its creation (optional). Let
students know that this is a hands-on activity and that they will be guided
through most of the lesson but will have some time for exploration near the end.
Practice
/ Activity:
Ask students to go to their terminals and access Word
either from an icon on the desktop or from Start/Programs. Show them both ways
if available. When Word has been brought up, ask students to select new and take
a look at the Word Menu/toolbars. Instruct students to guide their mouse over
the bars stopping at each of the icons when they see a label. Allow some time
(five minutes) for students to become familiar with the menu and toolbars.
Answer any questions that arise.
On the board write:
Letters and Faxes
Contemporary Letter
Elegant Letter
Professional Letter
Practice
/ Activity, continued:
Instruct students to close the new file from the file
menu and choose new. From the new box, choose Letters and Faxes tab, then choose
Contemporary Letter. Students 'choose' by double clicking with the mouse on the
appropriate choice. Allow some time for exploration of the letter format and let
students know that they can also view the other two letter templates during this
time period. Ask students to make notes about their observations of the three
letter templates. (About thirty minutes)
When students have finished viewing and becoming
familiar with the three letter templates, facilitate a discussion on student's
observations. Write comments on the board and answer any questions students
might have. This time can also be used to get up and move to a terminal for
clarifying any questions that comes up, as well as making sure students have the
same information and understanding.
Application
/ Transfer:
After the discussion, instruct students to close any
template screens they have open, select new from the file menu, and choose
Letter Wizard from the Letters and Faxes tab.
Let students know that they can use the remainder of the time to use the
Letter Wizard to write a letter (about thirty minutes). They can choose the
content of the letter but encourage them to reflect a business setting rather
than personal.
When students have finished typing their letters,
guide them through saving the file to a diskette. Choose File from the Menu Bar,
select save as, select Floppy A: and title the File Business Letter.
Reflection
by Teacher:
The instructor should reflect upon whether having an
ongoing discussion during hands-on time is beneficial to the learning process.
Planning
for Next Lesson:
Students will be continuing the Business Letter
activity in the lab tomorrow using Word and a handout.
TECHNOLOGY
WEEK ONE DAY
FOUR
Lesson
Title: Microsoft
Word Business Letter, continued
Subject
Matter/Life Skill Area: Technology
with emphasis on Job Readiness and Academics.
Learning
Level/Prerequisite Skills: 9th
grade reading/math level
Lesson
Length: One
and one- half hours
Instruction
Type: Group
instruction with individuals working at their terminals as discussion is led.
Students may wish to pair up to provide support.
Overview
and Rationale:
Students will explore Word and its attributes
in-depth. The focus of the lesson will be on the Business Letter but with the
intent of using the letter as a vehicle to explore Word. Students will become
familiar with word processing applications such as: Creating, formatting,
editing documents; Using the Word toolbars; Saving, closing, and opening a
document.
Students need to develop word processing skills to be
adept in many work settings. Word processing skills also enhance the ability to
work on the Academic related skills.
Learning
Objectives / Skills:
At the completion of this lesson, students will have
a functional knowledge level and understanding of Word, as well as word
processing skills. Students will practice and learn to start the program, type
and use some basic formatting skills, saving a file, closing a file, and opening
a file (File management).
Skills: Thinking skills, understands systems, selects
and applies technology
Materials
/ Equipment Needed:
Computer
lab with a terminal for each student
Microsoft
Word
Diskette
with file Business Letter
Handout:
The Business Letter
Chalk
and Chalkboard
Paper
and pencil
How
to Prepare:
The
Instructor will need to be familiar with Word, as well as Business Letter
formats that are available.
Introduction
/ Warm Up / Review:
Review yesterday's learning activity and ask students
to comment on the skills that they learned. Have students review the skills by
opening Word and finding the templates. Give students about ten minutes to
review the skills learned yesterday.
Presentation of
Lesson:
After students have reviewed the templates, instruct
them on inserting their diskette and opening the file Business Letter. This file will be used for learning about the
functions of the various keyboard keys (Enter, shift, tab, space, and
backspace). Students can practice using their keyboard keys by randomly
positioning the cursor (using either the mouse or the arrow keys) and by using
the keys experimentally. Allow about 25 minutes for this exploration time.
Practice /
Activity:
Bring the attention of the students back to a whole
group format and elicit comments, questions, and concerns about the
experimentation using the keyboard. Take the opportunity to demonstrate any
skills that need to be demonstrated. Let students know that they will have more
time to experiment with keyboard functions.
Pass out the handout The Business Letter. (This handout will also be used for another
activity in the Academic strand, Week 3 Day 3) Ask a student to read over the
handout and elicit in comments or questions from students on the handout.
Instruct students to type the business letter using
basic skills acquired at this point. Allow adequate time for typing. After the
letter is typed, the instructor will introduce basic formatting of text
(double-click to select one word, boldface, italics, underlining, fonts, fonts
and font size) by accessing the format icons from the toolbar.
Students will randomly make individual changes to their document using a
self-directed method of exploration. Allow about 45 minutes for this activity.
Application /
Transfer:
Have students pair up and demonstrate their activity
to their partner. Students can move about to use respective terminals. Help
students become a resource for each other, but be available for troubleshooting
and support.
Each student should save the file to a diskette and
close the program. Make sure students have put their name on their diskette.
Reflection
by Teacher:
The instructor should reflect upon when to assist
students in the troubleshooting mode and when to allow students enough
troubleshooting time to assist themselves.
Planning
for Next Lesson:
Review
all skills learned today at next Word lesson.
Draft of a Cover Letter
Directions: Circle all letters that need to be capitalized in blue and add all the necessary punctuation marks in red.
396 washington street
fairfax va 22044
october 14 1999
mr john w nelson
personnel manager
united electronics
1246 chain bridge road
mclean va 22048
dear mr nelson
i would like to apply for the position of administrative assistant which was advertised in the washington post on october 10 1999
as you can see from my enclosed resume i have had two years experience as a filing clerk and i have recently completed a job training course to update my office skills
i would appreciate the opportunity to talk to you about my background and skills at your earliest convenience
sincerely
preston q stevens
enclosure
TECHNOLOGY
WEEK ONE DAY
FIVE
Lesson
Title: Using
the Internet for Information and Resources
Subject
Matter/Life Skill Area: Technology
with some related Academic math and reading skills. Students will also integrate
Job Readiness skills.
Learning
Level/Prerequisite Skills: Some
experience with Internet, 9th grade reading/math level
Lesson
Length: One
and one-half hours
Instruction
Type: Whole
group discussion with small groups working on Internet searches
Overview
and Rationale:
Students will explore the Internet by using a search
engine to find a web site that contains a multitude of useful information and
resources. From this site (askjeeves.com) students will link to money topics
that touch upon lifeskills issues as well as topics pertinent to employment and
finances.
Learning
Objectives / Skills:
At the completion of this lesson, students will have
further developed Internet access skills. They will become knowledgeable in
using the Internet for information and resources while developing navigation
skills while using the Internet.
Skills: reading, speaking, sociability, participates
as a team member, negotiates, selects and applies technology
Materials/
Equipment Needed:
Computer
lab with Internet access
Handouts: AskJeeves:
Web page printout and printout of link to Money topics
http://www.askjeeves.com/
and http://www.askjeeves.com/channels/money/
AND Web Page
Design Rubric
Overhead Projector with transparencies and markers
for each group
Chalk
and chalkboard
Paper
and pencil
How
to Prepare:
The instructor will need to become familiar with the
Internet site and the information found there. Although students can easily type
in the address for the site, encourage them to use a search engine, but specify
access in other ways. Become familiar with the Money link and the four ASK!
subjects found there. The 3rd and 4th subjects use drop
down menus and the two choices are buying a car and budget (see handout). The
instructor should also be familiar with the topics to facilitate a discussion
when groups present their findings.
If
time, askjeeves has an Internet
Resource center that should be book-marked for this course.
Introduction
/ Warm Up/ Review:
The instructor should lead a discussion on the last
Internet lesson and review the browser skills learned from that lesson. Hand out
the Website Evaluation Rubric so that students have a reference point for the
next discussion. Lead a discussion on evaluating Websites and how you know when
you have found a good site. Write student responses on board and briefly address
any questions students have from the discussion.
Presentation
of Lesson:
Let students know that the Internet will/can be an
important tool to use during the instruction of this course and can be used to
access information important to our daily living. Facilitate a brief discussion
on the four money topics:
1.
How can I get a raise at work?
2.
What is a cafeteria plan?
3.
How can I plan financially for buying a car?
4.
Where can I learn to budget?
The discussion can include personal experiences,
resources that students have identified, and any other information that is
related to the topic. Let students know that they will be working in small
groups to access information on the Internet related to these topics and present
their findings with the Overhead Projector. If anyone does not know how to use
the projector, explain that it will also be an opportunity to learn how to use
it.
Practice
/ Activity:
Have the students form four groups and pass out the
handout on askjeeves. Assign one topic
to each group. The topics are listed on the second page. Write the following on
the board:
Find the askjeeves
website
Find the money web page using the money link
Go to your assigned topic and research your topic
Write a summary of information collected (using the
OHP and transparency)
Practice and present your summary to the group (one
page or less, five minutes or less)
Have the four teams go to a computer terminal with
Internet access and log on to the web browser. Direct student's attention to the
handout and the address that is located in the bottom left corner. Let students
know that an easy way to get to this website is by typing the address in the
address bar and click go, but that you don't always have an address. Also,
students should gain some practice using a search engine and that you would like
them to use a search engine to locate the sight with the same address listed on
the first page of the handout.
After students have found the website, have them
access the money link and then they can link to their assigned topic. Each topic
link has many links that will provide information and resources for students.
Help students navigate by using their backward/forward browser buttons, as well
as the address bar down arrow. Allow about forty minutes for the practice
activity.
Application
/ Transfer:
When students have finished their research, each
group will present a summary of their topic, using the OHP. Allow that students
may be nervous with this activity and be ready to lend support. If possible,
encourage each member of the group to have a part in the presentation. Allow
thirty minutes for the presentations.
After presentations, lead a discussion on the
information gathering process. Reference some of the Internet skills students
have learned during the process: Searches, links, browser buttons such as
backward/forward, address bar. Answer any questions students have about the
activity. This might include the topics as well as the technology applications.
Reflection
by Teacher:
The instructor should evaluate the group process for
accessing the Internet and presentations to the whole group. The instructor
should have a feel for the comfort level of students while they are accessing
technology.
Planning for Next Lesson:
Revisit any Internet skills that were newly learned
in this exercise. Use the OHP again so that students can further develop
presentation skills, as well as accessing this form of technology.
To score a web page, use the following scoring system to assess each criterion:
1 = Poor, 2 = Good, and 3 = Excellent.
|
Criteria |
Description |
Score |
|
Format is WELL ORGANIZED |
· Site's structure makes sense and it is easily navigated. · Consistency between pages |
|
|
Format is EASY to use |
· Page loads quickly · Graphics are interesting and relevant · Text is easy to read |
|
|
Format is aesthetically pleasing |
· Demonstrates an attractive use of graphics, color, and page layout · Background coordinate with text colors and graphics · Animation (if used) is justifiable · Uniformity of design |
|
|
Content is Reliable |
Information is · Accurate · Complete · Current |
|
|
Content is Useful |
· Content is meaningful and important · Contact information is included |
|
|
Content is Rich |
·
Information is interesting and likely to be revisited |
|
|
Additional Criteria For Teaching Materials Only |
||
|
Lesson is Engaging |
·
Learner is actively involved in the process |
|
|
Lesson uses activities that use multiple
sensory modes
(visual, auditory, verbal, tactile/touching, olfactory/smelling,
gustatory/tasting) |
·
Effectively integrates at least 2 sensory modes |
|
|
Lesson uses Teacher Plans |
·
Gives adequate instructions to teachers on its use and
includes printouts where appropriate |
|
|
|
TOTAL |
|
Source: Debra H. Cargill