TECHNOLOGY
WEEK FOUR DAY
ONE
Lesson
Title:
Review
of Week Three and Overview of Week Four
Subject
Matter/Life Skill Area:
Technology Strand
Learning
Level/Prerequisite Skills: 9th
grade reading/math level, working knowledge of the Internet
Lesson
Length: Ten
to thirty minutes.
Instruction
Type: Whole
group discussion with individual reflection.
Overview
and Rationale:
Students need to have the opportunity to reflect back
on their learning and how learning is significant to them.
Learning
Objectives/ Skills:
At the completion of this lesson, students will be
able to critically reflect upon their learning that has taken place in the
last week. The student will be able to communicate in writing, significant
learning activities that have affected their learning.
Skills: Reading, writing, listening, speaking,
creative thinking, develop and express sense of self, self-esteem and
self-management
Materials/
Equipment Needed:
Handout:
Critical Incident Questionnaire
Pencil
and paper
Chalkboard
and chalk
How
to Prepare:
The instructor can become familiar with the
philosophy of Critical Reflection. A good source for this teaching technique
is available in Becoming A Critically Reflective Teacher, Brookfield,
S., P 114.
Introduction
/Warm up /Review:
Ask students to recall some of the activities that
took place during the Technology Strand last week. Write 'ACTIVITIES' on the
board. Write their responses on the board under activities and fill in any
gaps in lessons that were not mentioned.
Ask students to recall what skills were learned
during these activities. Write 'SKILLS' on the board. Write their responses on
the board under skills and fill in any gaps in skills that were not mentioned.
Presentation
of Lesson:
Discuss briefly, the philosophy of critical
reflection and how it can be applied to personal lives and workplace
situations. Hand out Critical Incident Questionnaire and give students a few
minutes to read it over. Ask if there are any questions and respond
accordingly.
Practice
/Activity:
Allow
students about five minutes to answer the questions (individually) and reflect
upon the learning that has taken place in the last week.
Application
/ Transfer:
Ask students to share (orally) their reflective
comments. Allow students some time to share with each other, ask questions of
each other, and connect their learning experiences to each other by shared
experiences.
Encourage students to share comments about learning
whether the experience was positive or negative. If a student has a negative
learning experience, share that these can be valuable learning experiences and
that they are part of the learning process.
Reflection
by Teacher:
Students should be able to fill out the
questionnaire. Not all students will take part in the discussion, however.
What were the skills and activities that students
remember learning about? Did they elicit a complete picture of last week's
learning activities? What were the experiences that students shared in the
classroom? How do their reflections impact your teaching style? Are there any
adjustments that you can make to implement any changes that would accommodate
their reflections?
Planning
for Next Lesson:
This critical incident format can be used again in a
variety of situations, such as to reflect upon learning, to reflect upon
experiences students have during the job hunt (interviews, etc.), and to
reflect upon conflict and how to manage it effectively.
Critical Incident Questionnaire
Please
take a few minutes to respond to each of the questions below about this week's
class (es). Don't put your name on the form-your responses are anonymous. When
you have finished writing, please turn it in. We will be sharing responses
with the group. Thanks for taking the time to do this. What you write will
help make the class more responsive to your concerns.
Source:
Brookfield, Stephen D. Becoming
a Critically Reflective Teacher
1.
At
what moment in the classes this week did you feel most engaged with what was
happening?
2.
At
what moment in the class this week did you feel most distanced from what was
happening?
3.
What
action that anyone (teacher or student) took in class this week did you find
most puzzling or confusing?
4.
What
action that anyone (teacher or student) took in class this week did you find
most affirming and helpful?
5.
What
about the class this week surprised you the most? (This could be something
about your own reactions to what went on, or something that someone did, or
anything else that occurs to you.)
Lesson
Title: Microsoft
Word: Dissecting Affirmative Action Articles
Subject
Matter/Life Skill Area:
Technology Strand
Learning
Level/Prerequisite Skills: 9th
grade reading/math level, working knowledge of the Internet
Lesson
Length: Thirty
minutes to one hour
Instruction
Type: Whole
group instruction with individuals working alone.
Overview
and Rationale:
Students will have the opportunity to use some
Microsoft Word formatting skills while they are identifying writing
applications such as: Main idea, topic or supporting sentences, etc.
Learning
Objectives/ Skills:
At the completion of this lesson, students will be
able to apply formatting features to an article previously downloaded from the
Internet. Students will practice using Bold, underline and changing
font color by selecting text or highlighting text.
Skills: Reading, writing, creative thinking,
understands systems, improves or designs Systems, selects/ applies technology
Computers
with Internet access
Microsoft
Word
Diskette
with file of Affirmative Action article
Pencil
and paper
Chalkboard
and chalk
How
to Prepare:
The instructor can prepare by reviewing the codes
assigned to certain parts of the article that should be identified.
Introduction
/ Warm up /Review:
Have students recall what formatting skills they have
learned in the last few weeks and where they would select those features.
Write responses on the board. Students should have elicited answers such as:
Changing font, font size, bold, italicize, underline, aligning text, selecting
text, changing spacing, and adding bullets.
Presentation
of Lesson:
Let students know that they will review two features
in formatting and will apply a new skill to this document. They will review
using bold and underline, and will learn how to change the font to another
color using select text.
Let students know that they will have a limited time
during this activity to accomplish the task.
Students
will be following these formatting guidelines:
BOLD: The
main idea of the article will be bolded.
Underline: The topic sentences of the article will be
underlined.
Supporting sentences: The
supporting sentences will be in a different font color.
Practice
/ Activity:
Write these on the board. Ask students
where they can find bold and underline. They should respond that they are on
the tool bar. Let them know that they can change font color and it is also on
the toolbar. Have them see if they can find it.
When students have located the font color
icon, have them click and look at the drop down menu. Ask students if they
remember the 'select text' feature and let them know that they will select
supporting sentences and give them a new font color. Students can choose the
color.
Application /
Transfer:
Have students open their affirmative action article
file from their diskette. They should also have their paper copy of the
article from Academic Preparation. This article has already been dissected on
paper. Students will have identified the three sentence styles that they will
be formatting in Word.
Students should locate the three types of sentences
in the article and follow directions of which format feature to use. Students
will work individually but can lend support when needed.
After using the format features, have students print
out the article. Students should also save their changes to the diskette.
Reflection
by Teacher:
Students should be able to use formatting features in
Microsoft Word with ease. Were students able to recall the formatting skills
learned in previous weeks? Were they successful in making formatting changes
to the article?
Planning
for Next Lesson:
Review
any material needed for the next assignment in Microsoft Word, as well as the
copy, paste and edit features.
TECHNOLOGY
WEEK FOUR DAY
TWO
Lesson
Title: Microsoft
Word, Affirmative Action Essay
Subject
Matter/Life Skill Area: Technology
Learning
Level/Prerequisite Skills: 9th
Grade level
Lesson
Length: One
Hour
Instruction
Type: Lecture
with Individual Practice
Overview
and Rationale:
This lesson is designed to enhance and introduce new
word processing skills using Microsoft Word. The following features will
provide students with the opportunity to practice formatting, using spell
check, double spacing, and centering. Students will use these skills while
typing their affirmative action essay for GED.
Learning
Objectives/ Skills:
At the completion of this lesson, students will be
able to utilize the formatting features listed above and will be able to apply
them to a Microsoft Word document.
Skills: Using resources, selects and applies
technology, proofreading, reading, writing
Materials/
Equipment Needed:
Computers
and printers
Printer
paper
Handout:
Formatting
Features: Margins, Line Spacing, and Font Size
Diskette-
one per student
Pen/pencil
Highlighters
How
to Prepare:
The instructor should be familiar with the handout
and make copies of handout. The instructor should be familiar with the
formatting features that will be utilized in this lesson.
Introduction
/ Warm Up / Review:
Ask students to share what formatting features they
have learned so far and write the answers on the board. Have students locate
the features in Microsoft Word and give them about five minutes to explore and
re-familiarize themselves with the features.
Presentation
of Lesson:
Ask students to type a few lines on a blank page.
After students have typed a few lines, introduce each of the new features:
Line spacing, centering, indenting, font size, and margins. Have students
locate each of these features as you demonstrate how to find them in Microsoft
Word. Allow students about ten minutes to find the features on their own and
while they are doing that, write the following on the board:
1.
File
2.
Page Setup (if necessary, click the margins tab when the page setup
dialog box opens)
3.
Change top and bottom margins to 1" and left and right margins to
1.25"
4.
Click the OK button.
5.
Exit page setup.
Line Spacing
1.
Format
2.
Select Paragraph
3.
Select the line spacing box arrow and select double
4.
Click the OK button.
5.
Exit Format.
Font Size
1.
Format
2.
Select Font.
3.
Select Size 12 font.
4.
Exit Format.
Practice
/ Activity:
Pass
out handout on the formatting features. Ask them to set the margins according
to the handout. Have them set the font size according to the handout.
Have students select centering on the tool bar and
have them type their name, the date, and the title of their essay (each on a
line). Then have them enter again and select the left- align icon on the
formatting toolbar.
Have students use tab to indent the first line of the
first paragraph, stopping before they get to the end. Have them follow the
handout instructions for line spacing and have them double space for their
essay.
Students can continue typing their essay, making sure
to indent for the first line of each paragraph. Help them to re-format when
necessary. The essay should have centered name, date, title, and line spacing
set on double. Ask students not to correct errors, but let them know that they
will learn how to correct with spell check.
Application
/ Transfer:
As students finish their essay, ask them to recall
the formatting features learned today. Ask students where they are located and
what they do. Write the answers on the board. Have students save their essay
to a diskette.
Reflection
by Teacher:
Were students able to locate and understand how to
use the formatting features?
Planning
for Next Lesson:
Students should be able to apply these skills in the
next Microsoft Word lesson. Ask students to recall the format skills learned
today at the beginning of the next lesson.
Formatting Features: Margins, Line Spacing, Font Size, Spell Check
Margins
1.
File
2.
Page Setup (if necessary, click the margins tab when the page setup
dialog box opens)
3.
Change top and bottom margins to 1" and left and right margins to
1.25"
4.
Click the OK button.
5.
Exit page setup.
Line Spacing
1.
Format
2.
Select Paragraph
3.
Select the line spacing box arrow and select double
4.
Click the OK button.
5.
Exit Format.
Font Size
1.
Format
2.
Select Font.
3.
Select Size 12 font.
4.
Exit Format.
Spell
Check
1.
Select
the spell check icon.
2.
Follow
prompts to make corrections.
TECHNOLOGY
WEEK FOUR DAY
THREE
Lesson
Title: Field
trip scheduled during this time slot.
Subject
Matter/Life Skill Area:
Technology Strand
Learning
Level/Prerequisite Skills: 9th
grade reading/math level, working knowledge of the Internet
Lesson
Length: Two
Hours
Instruction
Type: Individual
work
Overview
and Rationale:
Students will have the opportunity to type their
resumes that they are working on in Job Readiness.
Learning
Objectives/ Skills:
At the completion of this lesson, students will be
able to create and format a resume that meets the standards of the program
Skills: Reading, creative thinking, problem solving,
understands systems, monitors and corrects performance, improves or designs
systems, selects/technology, maintains and troubleshoots equipment
Materials/
Equipment Needed:
Computers
and printers, Printer paper
Handout:
Resumes brought from Job Readiness
Diskette-
one per student
Pen/pencil,
Highlighters
Practice
/ Activity:
Students
will work individually typing and formatting their resumes. The instructor
should be familiar with the resume templates/wizards available in Word.
If
time allows, another lesson.
TECHNOLOGY
WEEK FOUR DAY
FIVE
Lesson
Title:
Adding
Charts/Graphs to the final version of the Affirmative Action Essay
Subject
Matter/Life Skill Area:
Technology Strand
Learning
Level/Prerequisite Skills: 9th
grade reading/math level, working knowledge of the Internet
Lesson
Length:
One
hour and a half.
Instruction
Type: Whole
group instruction with students working in individually. Students will work
individually to create a chart or graph in their article.
Overview
and Rationale:
Students will have the opportunity to practice using
charts and graphs skills within Microsoft Word.
Learning
Objectives/ Skills:
At the completion of this lesson, students will be
able to add a chart or graph to their essay. Students will be able to locate
appropriate tools on either the Menu Bar or the Toolbar and use them
accordingly. Students will be able to access help to guide them through the
activity.
Skills: Reading, arithmetic/mathematics, creative
thinking, problem solving, understands systems, monitors and corrects
performance, improves or designs systems, selects/technology, maintains and
troubleshoots equipment
Materials/
Equipment Needed:
Computers
with Internet access
Microsoft
Word
Diskette
with file of Affirmative Action essay from the previous day
Pencil
and paper
Chalkboard
and chalk
GED
book that has an example of graphs. A good source would be Contemporary's Book
Five: Math, page 177.
The instructor can prepare by reviewing the skills
and steps necessary for adding a graph to a document. The instructor should
also understand the components of a graph or chart.
Introduction
/ Warm up / Review:
Have students turn to the GED book and find an
example of a graph. When someone has found an example, ask everyone to turn to
the same page.
Ask students to explain what kind of information a
graph provides. Write responses on board. Let them know that two important
features of a graph are the numbers and the labels.
Let students know that can make a simple chart in
Microsoft Word by using the help menu. Also let them know that if they want to
make a complicated chart, Microsoft Excel is a good program for charts/graphs.
Presentation
of Lesson:
Have students decide what information they will use
for making a graph. Most likely it will be statistics available from their
article. If they do not have statistics, ask students to provide some
numerical information from their articles and write the information on the
board in a chart format. An example would be:
|
Affirmative
Action Policies in the Workplace are Good for Workers |
|
|
Agree |
Disagree |
|
56% |
44% |
|
Affirmative
Action Policies in the Workplace are Reverse Discrimination |
|
|
Agree |
Disagree |
|
66% |
34% |
Practice
/ Activity:
Have
students open help and type in "Adding a graph to a document" and
then click search. The first choice in the help box will be "Add a chart
to a Word document." Students should select this choice.
Give
students time to read through the directions. They can reposition the help box
to work with their document and have the help box available online.
Directions:
1.
Locate Insert
on the Toolbar and choose Object.
2.
Scroll
down and find Microsoft Graph 97.
3.
Select
the Float over text check box.
4.
Click OK.
Application
/ Transfer:
Allow students the time to achieve the steps listed
in Help. Give them time to practice finding and locating the directions listed
previously. You may want to write the directions on the board if students are
having difficulty with Help, but you do want them to follow Help directions.
After students have inserted their graph, have them
follow step 5 in Help. They can use the data listed on the board from the
Affirmative Action discussion. Help them to delete any fields that are
unnecessary from the graph.
Have students practice clicking and dragging their
graph to another location in the text. Students can also practice sizing and
re-sizing the graph size by using the double arrow to shape the graph.
Remind students that they can use Edit/
Undo to undo the last application that they have tried. Have students
practice this editing skill also.
Students should eventually move their graph to the
last page of their essay so that the essay stays intact. Save to the disk and
print a final copy for Academic Preparation.
Ask students for feedback on this activity. Write
responses on board and facilitate any conversation related to the skills of
this task.
Students should begin to understand how to add a
graph to Microsoft Word. Adding a graph is an advanced skill so they will need
to practice it again. They should also be able to access help when needed for
any Microsoft Word application.
Reflection by
Teacher:
Were students able to provide feedback on this
activity? What was the range of ability with this activity? Were students able
to access Help and understand the steps necessary to add a graph?
Share with students that since this activity is not
practiced regularly by most users of Microsoft Word, we often refer to Help to
remind us of how to accomplish tasks that we don't use regularly.
Planning for
Next Lesson:
Make sure that students know that they need to copy the essay to put in their portfolios in Academic Preparation.