TECHNOLOGY

Subject Matter/Life Skill Area: Technology with emphasis on Job Readiness and Academics

Learning Level/Prerequisite Skills: Some experience with Internet, 9^th grade reading/math level

The instructor will lead a brief discussion on what was learned in the first week and what students want to know more about. Following whole group discussion, students will break into small groups to develop technical vocabulary lists and resources. Students will add to their lists during a closing discussion.

Students will need to have an awareness of the technical language that is used in the workplace. By increasing technology vocabulary, students can work to develop a comfort level by integrating technological language with acquired technical skills.

At the completion of this lesson, students will build computer skills by increasing awareness of technical language and it's meaning. Students will further develop Job Readiness skills by increasing workplace vocabulary.

Skills: reading, creative thinking, material and facilities, participates as a team member

The instructor should take some time to become familiar with the computer magazines and have an idea of which technology vocabulary is common in the workplace. The instructor will need to have a working knowledge of computers/programs and technology vocabulary, and will need to have resources available in which to help students define technology vocabulary.

KWL- Tell students they are going to take a few quiet minutes to think about what they learned last week in the lab, what they would like to learn this week, and if they have any questions they would like to be addressed.

Give students an agenda for the week's activities, highlighting the Internet and Microsoft Word skills. Also, let students know that they can continue with the Typing Tutor thirty minutes everyday, but we will also take thirty minutes everyday to use Instructional Software, and that sometimes one will replace the other in the time slot.

KWL- Have students recall some of the things they learned in the computer lab the previous week. Write on board. If possible, elicit categories from students, such as: software, hardware, etc.

Ask students if they have any questions and give possible resources for finding answers. Let them find the answers, but assure them that you can lend support. Ask students to copy lists to a Technology vocabulary list in their notebooks.

Have students form groups of four and hand out a magazine to each student. Direct students to work in groups developing a new vocabulary list of technical words. Have them focus on words that might be used in an office environment or a data processing center. Words must be new or unfamiliar to a member of the group.

Each group will make a list of ten words long (or longer). Students should decide as a group which words can be used on the list according to the criteria.

Students must then use available resources, such as: magazines, dictionaries, and the Internet, to define each word.

Students work together in groups to make a group list and provide a definition for each word.

Students can use technology as the resource for defining the words. If resource software such as dictionary or encyclopedia programs are available, encourage students to use them. Also, encourage using the Internet as a resource.

Give students fifteen minutes to compile and define list, then bring the whole class back to a group discussion of the lists.

Elicit vocabulary words from students and write on the board. Students can copy new words to notebook. Students will serve as the resource for each other for defining the meanings of each word. Ask students which words they would find in an office environment, and how will they begin to use a vocabulary that reflects knowledge of the computer and programs?

Did working in groups help students further develop technology language skills? Did they practice this language in groups?

Subject Matter/Life Skill Area: Technology with emphasis on Job Readiness and Academics

Learning Level/Prerequisite Skills: Beginning level of Microsoft Word, 9^th grade reading/math level

Instruction Type: Whole group instruction with instructor assisting individuals as they work individually. Students can also serve as resources or support a partner.

Students will type a Cover letter, which will be used in the Job Readiness strand. As students type their letter, they will begin to learn about format features available in Microsoft Word. Students need to become familiar with MS Word formatting features, how to find them, and how to use them.

At the completion of this lesson, students will be able to access format features from the menu bar in Microsoft Word.

Skills: Creative thinking, decision making, problem solving, monitors and corrects performance, selects and applies technology to task

The instructor should be familiar with formatting in Microsoft Word, should be able to help students find and use the menu bar, and should be familiar with a cover letter.

KWL- Ask students what they remember from using Microsoft Word in the previous week and write responses on board. Address any questions that arise.

Let students know that they are going to learn how to format their cover letter. Let students know that they will be working with Word nearly everyday and ask what else they would like to know how to do. Write responses on board.

Draw a diagram on the board of the menu bar with the nine items listed. (File, Edit, View, Insert, Format, Tools, Table, Window, Help) Ask students where Format is located on the diagram. Explain to students that they will be using this menu bar throughout the week.

Handout Draft of a Cover Letter and briefly describe the reasons for using a cover letter. Have students look at the handout and make comments and observations. The cover letter will be covered in-depth in Job Readiness. The intent is not to teach to the cover letter, but to use it as a tool for accessing Word.

Have students begin Microsoft Word and have them type the cover letters using the handout as a guide. After they have typed their letters, have them make a disk copy to their 3.5 diskette. Leave the file open however.

Ask students to help each other locate the menu bar in Microsoft Word. Ask students to then locate Format. Have them drop the menu down by clicking on Format. Explain the first three features: Font, Paragraph, and Bullets and Numbering. Have students click on each of the features, one at a time and become familiar with each toolbox. Instruct them to use Cancel to exit the various toolboxes. At the moment, students are just browsing the Format features.

Have students practice Font, Paragraph, and Bullets and Numbering using their cover letter file. Instruct students on experimenting with these three format features. When they are finished with experimenting, have them exit the program without saving.

Students should be able to find the menu bar, locate Format and be familiar with the three toolboxes visited today, in the next Microsoft Word lesson. Students should have been able to type their document and save it to a 3.5 diskette. Have students print a hard copy to take back to Job Readiness.

Were students successful in accessing some of the formatting features? Students should reflect upon locations of some of the tools visited today and how they will be applied to a document.

Students will save their Cover Letter document to a 3.5 diskette to be used again throughout the course. Any mistakes students have made can be used to demonstrate formatting skills in the next Microsoft Word class.

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.

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

Learning Level/Prerequisite Skills: 9^th grade reading/math level, working knowledge of the Internet

Students will have the opportunity to locate time management articles on the Internet. They will have the opportunity to practice the download skills they previously.

At the completion of this lesson, students will be able to locate and download articles from the Internet that effectively discuss how to manage time. The student will be able to communicate with each other during this activity and support each other with downloading skills.

Skills: Reading, listening, speaking, decision making, sociability, applies/ selects technology

The instructor can prepare a list of keywords that would help students locate information about time management on the Internet.

Ask students to recall the download procedures from the last class. Write their answers on the board.

Ask students to recall what skills were needed in searching on the Internet. Write their answers on the board.

Have students compare the board information with their handout from last week. Get them to tell you what information is missing, if any, and write it on the board. Review.

Let students know that they will have a limited time during this activity to accomplish the task. Let them know that after 15 minutes of search time, they will also need to download the article from the address listed under materials.

Ask students what key words they could use to make their search time effective. Write the words on the board.

Have students break in to pairs to work together on the search activity. Let them know that they will have to copy two copies of the articles they find.

Allow students about fifteen minutes to search the Internet for articles on time management. Some students may find commercial sites. Use these "hits" as an example of something not to print.

After the students have found some articles, make sure that they also download the article mentioned previously. Pairs should support each other with the download process. Classmates may lend support as needed. Try to have the students do creative problem solving when running into problems.

Students should save articles on a diskette to the 'A' drive. Give students the opportunity to work in pairs to accomplish this task. Remind students that all work should be saved on a diskette for future use either in Technology or in another strand.

Give students some time, about five minutes to share some of the sites that they found.

Students should be able to find articles on the Internet while working in pairs. Students will begin to recognize the difference between a site that is commercial and a site that is informational.

Were students able to recall the download steps learned earlier? Were they successful in locating articles on the Internet? Did students form partnerships and support each other for this activity?

Subject Matter/Life Skill Area: Technology with Emphasis on increasing Academic Skills

Learning Level/Prerequisite Skills: Some familiarity with computer keyboarding, navigating with a mouse, Software will list grade level target and requirements.

Instruction Type: Students will be working individually on various instructional academic software programs. Students will select software programs according to skills they would like to strengthen.

Students will generally have thirty minutes each day during the Technology strand to improve academic skills using instructional based software.

Students will select software programs according to skills they need to strengthen or skills that need improvement as recommended by the instructor. Using instructional software will also increase the student's familiarity with navigation through various programs using the keyboard and a mouse.

At the completion of this lesson, students will increase skills in the Academic areas of math, English, reading, and writing. While using instructional software, students will also increase skills in software familiarity and navigation.

Skills: Basic skills, decision making, self-management, monitors and corrects performance, selects and applies technology

Various instructional software programs that offer online instruction in reading, math, English, and writing (Please see: Teacher Resources for Instructional Software Program Recommendations)

The instructor should have a working knowledge of available instructional software, how to navigate through the programs, and how to facilitate troubleshooting skills for students when problems arise.

Be ready to outline to students what programs are available, their intended use, and what skills they will be able to work on with each of the programs. Encourage students to browse all of the available programs and become familiar with the start-up process. Also, ensure that students know how to exit the programs. The instructor should also spend time meeting with each student individually to set some short-term goals while using the instructional software.

Lead the time period with a whole group discussion. Ask students which academic skills they would like to work on in the lab and write responses on board.

Introduce the instructional software that is available in the lab by listing the programs on the board. Give an overview of what is available with each program, but encourage students to explore all of the options when they access the software.

Have students respond to which programs will help with which skills that are listed on the board. Match up programs with skills listed on board by writing the name of the program by each skill listed.

Have students take their places at a terminal with the desktop open. Guide students to the locations of the various software programs (either by an icon or through programs) and through the start-up procedure. Give assistance as needed.

Go through each program so that students are familiar with the desktop location and know how to start and exit each program.

Allow students individual time to explore by randomly selecting an academic software program and becoming familiar with the Start-up procedure for the selected software.

Give students enough time to navigate through any tutorials that are available. Encourage students to use any tutorials or assessments that are available with the programs at the next session as this session is primarily for exploration.

While students are working individually, meet individually with each student to set some short-term goals that may be accomplished while using academic software.

Have students exit any programs that they are working in. Ask students which programs they visited and what features were available. Record responses on the board. Encourage students to discuss any features and ask any questions that they may have.

Assign the appropriate assessment (based on short-term goals) as the assignment for tomorrow's academic software time. Students need to print out the assessment and file the copy in their portfolio.

While working with instructional software to increase academic skills, students should be working towards increasing proficiency with software navigation. The instructor will want to re-visit student's short term goals about mid-term.

Students should rotate amongst different programs according to needs and short-term goals. This time period will be an ongoing self-directed time slot and students will want to use the assessment tools available periodically and print the results to add to their portfolio.

Subject Matter/Life Skill Area: Technology with emphasis on Job Readiness, Reading

Learning Level/Prerequisite Skills: Some familiarity with the Internet, 9^th grade Reading level

Instruction Type: Initially whole group discussion followed by small group activity.

Students will learn about search engines that are available on the World Wide Web. They will then use a search engine to find articles on "Barriers to Work."

Students will learn about some of the widely used search engines and how you can access information on the Internet using a search engine.

At the completion of this lesson, students will be able to describe and use some various search engines. Students will be able to access the World Wide Web for information, resources, and research.

Skills: Decision making, participates as a member of a team, understands systems, selects and applies technology

The instructor should have enough copies for each student of the following lesson from the Internet:

This site has everything you could possibly want to know about search engines. Available is a guide for first-time visitors, a "Search Engine Status Report," reviews and comparisons of various search engines, tutorials on how to use them, history of the major engines, and search engines in the news.

Students will be using the online tutorial, but they should have a hard copy for their notebooks.

Tell students that they are going to learn to use "Search Engines" on the Internet and that they will be discovering which is their favorite search engine, how you can use Search Engine math to get a good "hit," as well as look for articles related to work.

Give students the handout to use as a reference during the KWL discussion. Initiate the discussion on search engines by asking students what they know about them and what they would like to know about them. Write responses on board. Students can use the handout if they are unfamiliar with search engines. Encourage questions and whole group discussion of search engines and the Internet.

Go over handout with students. Explain briefly some of the differences between search engines. Have students log on to the Internet and type in the first address from the handout.

Students will begin to work individually looking at the different search engines that are available and compare their differences. Students can use the online tutorials that are available, such as: Search Engine Math, Power Searching For Anyone, Search Assistance Features, and The Search Engine Report. Allow twenty-five minutes for this activity.

After the time frame above, have students form small groups to look for articles on "Barriers to Work." Ask students what key words would be helpful for the topic and list those words on the board. They will be using key words such as, "Barriers to work, job barriers, job readiness, employability skills, " etc.

Students can continue to use the search engines but with the goal of locating an article on Barriers to Work. Students will locate an article on the Internet, print it out, and discuss the articles in small groups.

Near the end of the time allotted for this activity, bring the class back to a whole group discussion on the search results and the experience of using a search engine. Allow some time for each group to discuss their article and the activity of using a search engine. Ask students to comment on which search engines serve as a good resource for various classroom projects.

Have students add their favorite search engine to "Favorites" or bookmark to use again for future searches. Ask students if anyone had the opportunity to use a search engine tutorial. If not, allow for this activity at a later time.

Assign an out of class activity of going to the library to search for an additional article on barriers to work, printing the article, bringing it to class, and discussing it at the next session.

Were students successful with their Internet searches? Did they become familiar with the search engines and did they choose a favorite?

Subject Matter/Life Skill Area: Technology with emphasis on Job Readiness and Academics

Learning Level/Prerequisite Skills: Beginning level of Microsoft Word, 9^th grade reading/math level

Instruction Type: Whole group discussion and presentation followed by students working individually.

Students will continue learning Microsoft Word: Format from the menu bar and will also learn how to use the format features available on the toolbar. Students need to become familiar with the menu bar and the toolbar in MS Word, where to find them, and how to use them.

Students will practice using Format on the menu bar. Students will also learn to use the toolbar for formatting a document.

The instructor should be familiar with formatting in Microsoft Word, understand the differences between the menu bar and the toolbar, and should be able to help students find and use the menu/tool bars.

Ask students what they remember about formatting a document from Monday's activity. (Students were basically viewing the format features and did not apply any formatting skills to the activity.) Write responses on board. Answer any questions that arise.

Tell students that they will be reviewing the Format feature from the menu bar, but that they will be learning some shortcuts for formatting. Ask students what shortcuts they might be familiar with. Write responses on board.

Let students know that they will be practicing three skills from the toolbar: boldface, italic, underline.

Instruct students to start Microsoft Word and open their Cover Letter document from the diskette. Give students twenty minutes to practice the Formatting features from the menu bar. Lend help where necessary.

Instruct students to use a certain font, double space, use a bullet, or add a border. After practice of menu bar formatting, have students find the same three features on the toolbar.

Have students boldface the Dear portion of letter. Have students italicize the signature block. Have students underline the date.

Show students how to undo changes from the Edit feature on the menu bar. Give students time to practice all of the formatting features that they have learned in the last two days.

Help students troubleshoot formatting errors, if any, or returning text to it's original state. At the end of practice, have students save to the diskette.

Give students enough time to practice using both the menu bar and the toolbar, about fifteen minutes. Students should now be familiar with some more formatting terminology, as well as where to find the menu and tool bars, and how to use some formatting skills.

The teacher should reflect upon whether to teach from the menu bar or from the toolbar in a particular order. Allow that students will gravitate towards their preferred technology style. Some will want to use a keyboard, others will navigate primarily with the mouse. The same will be true for the menu/toolbar choices.

Students will continue with Word and learning formatting features. Keep track of how students are doing with the menu/toolbars, as well as navigating in the document. Students will learn to select text to format, as well as new formatting skills.

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.

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

Lesson Title: Using Microsoft Word: Format to produce a Cover Letter, Continued from Week Two, Day One and Day Three

Subject Matter/Life Skill Area: Beginning level of Microsoft Word, 9^th grade reading/math level.

Learning Level/Prerequisite Skills: Beginning level of Microsoft Word, 9^th grade reading/math level.

Instruction Type: Whole group discussion and presentation followed by students working individually.

Students will continue learning about Microsoft Word formatting features from the menu and tool bars. They will also learn to select text for formatting, aligning text, and choosing font and point sizes.

Students need to become familiar with the menu bar and the toolbar in Word, where to find them, and how to use them.

At the completion of this lesson, students will add new formatting skills to their skill list and will continue to practice formatting skills previously learned. Students will learn how to select text for formatting, as well as have an understanding of what tools are available on the tool bar.

Skills: Problem solving, knowing how to learn, monitors and corrects performance, selects and applies technology

The instructor should be familiar with formatting in Microsoft Word and should be able to help students find and use the menu/tool bars.

Let students know that there are more formatting features that can be used in Word. Ask students what other features might be important in a business document. Write responses on board.

Have students recall the formatting features that they have learned so far. Write on board. Ask whether these features are located on the menu bar or the tool bar.

Let students know that they can change text after it has been typed, and can align, change font and point size.

Direct students to their terminals and have students open their cover letter document. Show students how to select text by clicking and dragging the mouse across a section.

Show students how to change the alignment by selecting the four different alignment patterns available on the tool bar.

Show students how to change the font and the point size using the select text method with the mouse. Repeat any skills that students would like to see again.

Have students practice selecting text, aligning text, and changing font and point size using their cover letter as the practice sheet.

Give students time to change text in their cover letter and repeat previously learned formatting skills.

When students have finished the practice session, insure that all cover letters are print ready and have students print a final copy for Job Readiness. Students should also save the file to a diskette.

Have students team up with a partner. Students are to take turns 'teaching' their partner a formatting skill of their choice, making sure to cover all of the formatting skills learned during this week. This is a role-playing exercise and students will take on the roles of teacher and student, switching after each skill is taught.

Students should be able to find formatting features on the tool and menu bars, and should be able to select text for formatting.

Did students have enough time to practice formatting skills? Students should begin to feel very comfortable with some features of Microsoft Word. What other applications can these skills be applied to?

Students will be working on a resume. Initiate a discussion from students as to what formatting features they might use on a resume.

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.

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

Subject Matter/Life Skill Area: Technology with an emphasis on Job Readiness

Learning Level/Prerequisite Skills: Familiarity with the Internet, 9^th grade reading level.

Instruction Type: Whole group discussion followed by self-directed cyber-journeys and Internet searches

The instructor will lead a discussion on workplace skills and attitudes. After whole group discussion on attitude, students will be reviewing Internet search skills in a brief whole group discussion. Then students will use search engines to find Career Magazine: Employer Profiles. Students will read Employer profiles and philosophies.

Students will reflect upon workplace attitudes and what qualities they are seeking in an employer. Students should become familiar with using the Internet as a resource for job hunting and information, as well as develop a sense of company philosophies.

At the completion of this lesson, students will be able to further information seeking skills on the Internet and will become familiar with the idea that companies have philosophies. Students will become aware of their own workplace attitudes and how they will fit the Employer philosophy. Students will begin to understand how matching personal interest and company philosophy will help to improve the individual's personal work ethic.

Skills: Creative thinking, self-esteem, self-management, integrity and honesty, understands systems

The instructor should have enough copies of the handout for each student and be prepared to discuss the continuum process. The instructor should be familiar with the following site, but the students will be using search engines to locate and do a self-directed study.

Introduce the activity by stating that employees, as well as employers have personalities and this lesson will examine personal belief systems. Students will also look at Employer Profiles and companies.

Pass out handout Workplace Skills and Attitudes. Instruct students on how the continuum process works on the handout. Students are to agree or disagree (or choose some place on the continuum that they agree with) with the statements. Have students complete the handout in a reflective manner.

Follow with a discussion of workplace attitudes. Ask students to comment on attitudes that employers are looking for. Write responses on board and add comments as needed. Tell students that companies and employers have attitudes also and that they will explore company philosophies and profiles on the Internet.

Ask students which search engines they prefer. List the names on the board. Review using search engines to find information on the Internet.

Working individually, have students use a search engine of their choice to find information on Employer Profiles. Students can use a company name or Employer Profile to search.

Give students time to search the Internet, encourage students to share "hits" when they find something they want to share. They could type the Internet address on the board for sharing. Allow about twenty-five minutes for searching.

At the end of the search time, ask students to find "Career Magazine." If students have a difficult time, write the address on the board. Once at careemag.com, have students look at Employer Profiles. They can choose a company that they would like to review. Have students bookmark Career Magazine for a future visit.

After students have had the opportunity to read employer profiles, ask students to close the Internet and lead a discussion on the information and resources students accessed. Answer any questions and further explain any areas of difficulty.

If time allows, ask students to revisit the tutorials from Week Two, Day Two. Students should be able to log on to the Internet and use a search engine. Students should be able to find information/or similar information, requested by the teacher on the Internet.

Did students reflect upon attitudes that are acceptable in the workplace? Were students able to successfully complete searches? What other information did they find?

Students can bookmark their preferred search engine to the desktop for future use. Encourage students to practice search techniques learned previously.