TECHNOLOGY

Instruction Type: Whole group review and individual practice utilizing computers.

Students will have the opportunity to review and reflect upon all technology applications learned during the previous two weeks.

At the completion of this lesson, students will be able to reflect upon technology learning skills previously learned. Students will also have the opportunity to identify skills that they would like to learn in the coming weeks and use Microsoft Word to record their reflections.

Skills: Creative thinking, knowing how to learn, monitors and corrects performance, applies technology to task.

Ask students to take a few moments and think about the skills that they have learned in the technology lab in the last few weeks. After a few moments of quiet reflection, elicit answers or thoughts from the students and list on the board.

Ask students to take a few moments and think about some skills that they have not yet learned to do and that they are interested in accomplishing during the technology strand in the next few weeks. After a few moments of quiet reflection, elicit answers or thoughts from the students and list on the board.

Review the skills with the students, allowing for a discussion or question and answer time.

1. List the three most interesting skills that you have learned in the last two weeks.

2. List the three most interesting activities that you have had the opportunity to engage in during the technology strand time.

3. List three skills that you would like to learn in Technology that you have not yet had the opportunity to learn.

Review the statements or questions with students and ask for oral feedback. Take time to facilitate a discussion if one occurs. Clarify any skills that students have questions about.

Have students turn on computers and activate Microsoft Word. Have them type in their names and today's date. Use the "Heading Style" dropdown menu from the toolbar and select a heading. Title this paper "Reflective Review of Technology Skills."

Have students then return to the normal selection after typing the header. Students should then select the "Numbering" selection from the toolbar and type the four statements/questions, leaving space to respond between each statement.

After students have formatted their page for this exercise, they can take some time to respond to the questions/statements by typing in their response.

After they have finished their response, students should print and save the file. The printed copy goes in the student portfolio.

Students should feel comfortable with skills learned during the previous weeks and how many skills have been acquired in a short time. By eliciting feedback on skills, students have the opportunity to reflect upon how many skills have been acquired and to think about what skills they would like to have the opportunity to learn. Students have the opportunity to reflect upon these skills and documenting what has been important to their learning process.

Were students able to engage in a discussion of skills that have been acquired? Were students able to complete the Microsoft Word project with efficiency and in a self-directed fashion? Have students developed ease in computer applications (using a mouse/keyboard, activating a program, etc) and have basic skills become systematic or second nature?

Read over student's work to assess student's needs and if the program is matching students' expectations. Schedule conference time with each student to address the review.

Lesson Title: Microsoft Word: Exploring Wizards/Templates for Business Correspondence

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

Instruction Type: Whole group instruction while individuals are working individually. Students will have the opportunity to lend support to each other when necessary.

Students will have the opportunity to learn about and utilize a feature available with Microsoft Word that will enable them to reference online, a variety of templates for business correspondence. Students will become familiar with the Wizard feature available in Microsoft Word.

At the completion of this lesson, students will be able to utilize templates available in Microsoft Word, how they work and when to use them. Students will also have the opportunity to identify various paper selections that are available in any business supply store that may enhance the look and feel of resumes and other correspondence.

Skills: Creative thinking, material and facilities, monitors and corrects performance

Printer paper, as well as a variety of high-grade papers suitable for business correspondence and resumes

Open a discussion of help features on Microsoft Word by asking students to recall some of the ways they have learned features of Microsoft Word. Some responses would be moving the mouse over the toolbar until a prompt appears, using help, etc.

Let students know that there are several other features that provide help while using Microsoft Word and that these particular features are especially helpful in the world of work.

Ask students if they have ever used a pattern in sewing or putting together a model, painting by number, etc. Ask how they accomplished putting the project together. Answers will be something like: following the directions, filling in certain areas, tracing

Tell students that we are going to use Wizards/Templates that are available in Microsoft Word that will help to design a professional looking business document.

Have students turn on computers and activate Microsoft Word. Write these directions on the board:

After they have finished viewing previews, have students select the Other Documents Tab, then double click on Professional Resume

Ask students to take a look at the template document that is now on the screen and to remark on any features that they see, particularly the format and the format wording (click here to insert text, click here and type address, etc.)

Have students move cursor (by moving mouse) to the top right and type in address and phone number. Do the same for their name, replacing the template name.

Briefly discuss an objective and have students type in their objective. Explain that this can be edited in the future and that they will be developing an objective for their resume in Job Readiness.

When students have finished typing in this information and have become somewhat familiar with the template, have them minimize this template and select a new template. This template should be one of their choosing from the Letters and Faxes Tab.

Allows students time to explore the new template and to practice inserting text and information in the appropriate places.

Have students compare the two templates by using minimize/maximize options to view the documents, then close them both down without saving.

Have students again select New from the File menu. Students should begin to type Cover Letter handout until the Wizard appears and suggests his help. Students should then follow the prompt from the Wizard and continue with the typing assignment.

Allow students time to get started with the Wizard but they will also be able to continue in a future class. Save on a diskette to use again.

Were students able to navigate with the wizards and templates offered by Microsoft Word with efficiency and in a self-directed fashion? How many students feel that the wizards and templates might be a useful tool? How many students feel that more practice is necessary in order to be efficient with the tools?

Students should feel that they have an additional resource to use when they are searching for a job, as well if they are going to work in an office environment. Templates and wizards take a lot of practice to navigate through and students should be allowed more time to practice these skills. Encourage students to practice the template skills when in the computer lab. Review any skills students need extra assistance with.

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 the Internet to Explore Careers and Corporate Spotlights

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

Students will have the opportunity to explore Internet sites of local companies that were featured in the November, 1999 issue of the Washingtonian Magazine.

At the completion of this lesson, students will be able to identify local companies that are available in the area and look at payscales, benefits, interesting places to work, and what constitutes a "friendly" office environment. Students will also have the opportunity to identify various paper selections that are available in any business supply store that may enhance the look and feel of resumes and other correspondence.

Skills: Reading, human resources, understands systems, selects/applies technology

If not available, have copies of the article for each student to work with or other similar material related to learning objective.

Share some of your previous work experiences, what made them good, what you didn't like, and what made some jobs unbearable.

Ask students to do the same. Have a discussion of the collective experiences of everyone and encourage questions.

Ask students what companies they might be familiar with in the Washington area that they would be interested in working for. List on the board.

Ask students why they are interested in working for these companies, what qualities do these companies have that would make them interesting to work for. List on board.

If students are unfamiliar with any companies in the area, ask them to imagine a company and what qualities this imagined company would have that would entice them to work there. List those qualities on the board also.

Show students your copy of the Washingtonian, but let students know that they can read many magazines and newspapers online, generally for free. Share any publication sites that you are familiar with and why you like to visit these sites.

Have students find a partner to work with and assign one company per team for research. (There are about 29 companies listed and most have an Internet address listed in the article.)

Have pairs find the sight and locate the article. Then have them find their particular company listing. They can read the brief description of the company and then go to the Internet site listed in the description.

When students have located the company site, they should make notes of the company philosophy, as well as how to file an application. They can also bookmark/add to favorites, their site so they may revisit at another time.

Give students about fifteen minutes to find the site and pick out the main ideas of the company philosophy and hiring procedures.

Have each pair report their findings back to the group. After reporting back, ask students what company sites they would now like to visit. Have students return to the Washingtonian Internet site and browse the other company listings. Let students know that they can use the company address to link to the company itself for more information.

Allow twenty minutes for students to browse the company listings. About ten minutes before the close of the hour have students bookmark the site so that they can return for more information when it is time to apply for jobs. Let students know that they can also use this sight to link to other job information. Ask students to share any information that they feel would benefit the group.

Have students reflect upon which companies might be interesting to work for and how their own personal philosophy of work matches that company. What "perks" did companies have that students found interesting? What was the procedure for applying for a job and how do students feel about that process?

Were students able to connect to Internet sites and access information? What comments did students contribute during the sharing time?

Keep an informal list of sites that students visited and take some time to research company philosophies of the sites listed. Use this as background information for Job Readiness topics.

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

Instruction Type: Students will work individually to type their resume in an outline format.

The purpose of this activity is to give students the opportunity to type a draft outline of their resume and take it back to Job Readiness for further development. Students will also continue to work on the Cover Letter punctuation sheet from Monday of this week. They will finish typing and use spell check to make corrections.

At the completion of this lesson, students will be able to use the Outline feature from the View drop down menu on the Menu Bar. Students will become familiar with this formatting feature, as well as develop a further understanding of Microsoft Word. Students will also further their skills in using spell check. Students will be able to work in a self-directed manner and will access online help when necessary.

Skills: Problem solving, reasoning, self-management, monitors and corrects performance, selects/applies technology

Ask students to share the resume writing process from Job Readiness. Answer any questions that students may have about resume writing. Let students know that they will be using a formatting feature that will help them to outline their resume.

Ask students to recall the formatting features that they remember using that are available on the Menu or Tool bars. List their responses on the board.

Ask students what formatting features they would like to learn that they haven't yet learned. List on board and answer any questions students might have.

Have students read the directions on the board and ask students if they have any questions. Let students know that they will be working individually and in a self-directed manner and that if they need any help, activate the Wizard.

Have students begin their tasks and allow them to work independently, but be available for any students who are having difficulty. If a student is having difficulty, suggest that they use the Wizard or Help from the toolbar. Lend assistance if necessary.

Allow students adequate time (20-30 minutes) to work in the Outline format and to type their resumes. When they have finished typing their outline, ensure that they save the file to a diskette and also print a copy to take to Job Readiness.

Have students open their Cover Letter file from Monday. Have them finish typing the Cover Letter if they did not have a chance to do so on Monday. (They should type the letter exactly as it is printed.)

Encourage them to use the Wizard to finish the typing process. When they have finished typing the letter, have them use Spell Check to correct the mistakes.

Students should be familiar with navigating the Menu Bar, as well as using the Wizard and help features. Were students able to work in a self-directed mode, one that simulated an office task?

Look over the work placed in the student notebooks. Revisit any skills that need further work.

Lesson Title: Using Microsoft Word to Outline a Resume, Continued project from Day Three

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

Instruction Type: Students will work individually to type their resume in an outline format. This is a continuation of the lesson from the previous day. For a full set of directions, please see the previous day (Technology, W3D3).

The purpose of this activity is to give students the opportunity to type a draft outline of their resume and take it back to Job Readiness for further development. Students will also continue to work on the Cover Letter punctuation assignment and will finish typing and use spell check to make corrections.

If time allows, students may also type Thank-you letters that were written in Academics.

Skills: Creative thinking, responsibility, material and facilities, monitors and corrects performance, selects/applies technology

Review the previous day's lesson with students. Insure that they have their diskette and that they can open the file to continue work in progress.

Have students outline the tasks for today and write responses on board. Make any corrections to the day's assignments. Answer any questions students have, but encourage students to seek answers from help or wizard, or from each other.

Continue the previous day's lesson. Have students save to the diskette and print a copy of their outline, as well as the Cover Letter assignment.

Review the contents of the resume and the cover letter. Also review the technology applications such as saving to a diskette and printing. Go over any technical skills that need review. If students have time, they may use this period to type the Thank-you letters and follow the same format for making corrections. Save and print the Thank-you letter if finished.

Were students able to work in a self-directed manner, simulating a work environment in which work is expected and must be completed individually?

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

Instruction Type: Whole group discussion followed by students working individually

The purpose of this activity is to give students the opportunity to research the topic of affirmative action. Students will use the Internet to locate information on affirmative action. When they have found articles pertaining to the subject, they will learn how to download the article in to Microsoft Word.

At the completion of this lesson, students will be able to use the Internet to locate articles of interest and use these articles to broaden their understanding of affirmative action. Students will be able to download from the Internet and save in Microsoft Word.

Skills: Reading, creative thinking, reasoning, self-management, selects/applies technology

Ask students if they have had the opportunity to download or copy a file from the Internet. Facilitate any discussion that occurs.

Discuss all three options with students and encourage them to try all three formats. Let students know that this is a practical exercise and it is better to learn by doing.

Let students know that they do need to save to the 'A' drive/ diskette AND print a copy to take to Academics for next week.

Let students know that they have some time to search for their own sites on affirmative action, but that you also have two sites available. Write the addresses on the board.

Review the Internet search engines that are available and discuss any questions students might having about searching. Give students thirty minutes to search for articles on affirmative action.

Have students practice the three techniques listed on the handout when they locate an article on the Internet.

Have students locate the two articles from the addresses listed on the board, have them download them and print a copy to take to Academics.

Make sure that students save the articles to the 'A' drive and have their diskette copy as a backup.

Follow up this activity with a discussion of which process was the easiest to accomplish. (Copy and paste would have been the easiest, but it takes moving between the screens of the Internet and Microsoft Word.)

Students should be able to find articles on the Internet and follow directions on the handout. Students may need practice with the steps and should be given time to practice and acquire these skills.

Were students successful in their Internet searches? Did students begin to get a sense of downloading and the various procedures in which to accomplish the task? Were students successful in printing a downloaded copy for next week's assignment?

Visit the Internet sites for the next Internet lesson. Read over the material and be familiar with the topic.

Downloading from the Internet

There are several ways to copy or download text from the Internet. Here are three ways to accomplish this:

Select the text you wish to copy by clicking the left mouse button, holding it down and dragging across the text.

You should then be able to read the saved version in Microsoft Word exactly as seen on the Internet.

You should then be able to read the saved version in Microsoft Word as a text file (without color or graphics.)