Grade 9 Word Processing — Weekly Lesson
Plan
About this plan
This plan covers the Word Processing content area of the CSEC Information Technology syllabus, organised into three topic
blocks of 3–4 weeks each so it fits alongside your other IT topics this term (roughly Weeks 1–10; Weeks 11–15 remain free for
other content).
Every week follows the same layout — objectives, two 40-minute periods, a group activity, an individual/SBA-linked practice
task, resources, and a quick assessment check — so it can be used directly as a class guide for all four classes, whatever day each
one meets.
Dates assume classes run as scheduled from September 7. Please shift dates for any week affected by a school holiday, exam
period, or other interruption — Week 7 already flags National Heroes Day (Oct 19).
Block overview
• Block 1 (Weeks 1–4): Word Processing Fundamentals — creating, editing, formatting, page setup, and proofing tools.
• Block 2 (Weeks 5–7): Tables, Visual Elements & Document Security — tables, images, protection, track changes, and Table
of Contents.
• Block 3 (Weeks 8–10): Mail Merge & Electronic Forms — mail merge from setup to completion, and basic electronic forms.
Block 1 · Word Processing Fundamentals
Builds the core typing, editing, formatting, and page-setup skills every later block depends on.
BLOCK 1 · WORD PROCESSING FUNDAMENTALS
Week 1 (Sep 7 – 11) — Getting Started: Creating, Entering & Saving Documents
Objectives
• Create a new document and enter/edit text (insert, select, delete)
• Use cut, copy, paste, and drag-and-drop to move text
• Save a document, use autosave, and create a backup copy
Period 1 (40 min)
Intro to the word processor interface (ribbon/toolbar, tabs). Demo: create a new document, type
a short paragraph, practise basic editing (select, delete, cut/copy/paste). Guided practice:
students type and correct a given paragraph.
Period 2 (40 min)
Drag-and-drop to reorder text. Saving vs Save As, file naming conventions, autosave, and
creating a backup copy. Practice: reorganise a jumbled paragraph using cut/paste and drag-anddrop, then save it correctly with a backup.
Group Activity
In pairs, one student dictates a short paragraph (favourite subject) while the other types it; then
they swap and edit each other's work using cut/copy/paste.
Individual / SBAlinked Practice
Each student creates and saves a one-paragraph “About Me” document, including a backup copy
— building the file-management habit needed later for SBA project files.
Resources
Computers with Word/Google Docs, sample paragraph handout, shared drive folder or USB for
backups.
Assessment / Check for
Understanding
Walk-around checklist: can each student save, rename, and locate her file; paragraph correctly
edited.
BLOCK 1 · WORD PROCESSING FUNDAMENTALS
Week 2 (Sep 14 – 18) — Formatting Text and Paragraphs
Objectives
• Apply font formatting: typeface, size, style, colour, case
• Apply paragraph formatting: alignment, line/paragraph spacing, indents
• Apply bullets and numbering
Period 1 (40 min)
Character formatting — typeface, size, bold/italic/underline, colour, case change. Demo, then
guided practice on a sample document.
Period 2 (40 min)
Paragraph formatting — alignment, spacing, indents, bulleted/numbered lists. Practice: reformat
a plain block of text into a neat, structured handout.
Group Activity
Small groups receive the same unformatted notice; each group formats it in a different style (e.g.
flyer vs memo), then the class compares choices and discusses readability.
Individual / SBAlinked Practice
Each student formats a one-page personal profile or club notice, applying at least five formatting
features, saved to her folder.
Resources
Unformatted sample text handout, formatting-features checklist/rubric.
Assessment / Check for
Understanding
Rubric check: individual document shows at least five correctly applied formatting features.
BLOCK 1 · WORD PROCESSING FUNDAMENTALS
Week 3 (Sep 21 – 25) — Page Setup, Headers/Footers & Footnotes
Objectives
• Set margins, page orientation, and page size
• Insert page breaks and set up columns
• Insert headers, footers, page numbers, and footnotes
Period 1 (40 min)
Margins, orientation, page size, page breaks, and multi-column layout (e.g. a newsletter-style
page).
Period 2 (40 min)
Headers, footers, page numbers, and footnotes. Practice: apply all of these to a two-page sample
document.
Group Activity
Groups design a two-page “class newsletter” together — one portrait page with header/footer,
one page in two columns — assigning roles (layout, header/footer, proofreading).
Individual / SBAlinked Practice
Each student sets up a personal reusable footer (name, class, page number) that she will use on
every Word Processing document for the rest of the term.
Resources
Sample two-page article, newsletter layout idea sheet.
Assessment / Check for
Understanding
Check that each student's reusable header/footer is correctly applied and will carry forward.
BLOCK 1 · WORD PROCESSING FUNDAMENTALS
Week 4 (Sep 28 – Oct 2) — Find & Replace, Proofing Tools & Consolidation
Objectives
• Use find and replace
• Use spell-check, grammar-check, thesaurus, and word count
• Combine Weeks 1–3 skills into one polished document
Period 1 (40 min)
Find & replace demo and practice; spelling/grammar check; thesaurus; word count.
Period 2 (40 min)
Consolidation practical: produce one document combining typing/editing, formatting, page
setup, headers/footers, and proofing tools.
Group Activity
Peer-review swap: students exchange consolidation documents with a partner, who runs
spell/grammar check and gives written feedback on a feedback slip.
Individual / SBAlinked Practice
Complete and submit the Block 1 consolidation practical — a short formative assessment
covering everything so far.
Resources
Consolidation task brief/rubric, peer-feedback slip.
Assessment / Check for
Understanding
Mini practical test against a Block 1 rubric; results guide pacing before Block 2 begins.
Block 2 · Tables, Visual Elements & Document Security
Adds tables, images, protection, and navigation features used in longer, multi-page documents.
BLOCK 2 · TABLES, VISUAL ELEMENTS & DOCUMENT SECURITY
Week 5 (Oct 5 – 9) — Working with Tables
Objectives
• Insert and resize a table; add/delete rows and columns
• Merge and split cells
• Apply borders and shading; convert text to a table and back
Period 1 (40 min)
Insert a table; add/delete rows and columns; resize; merge/split cells.
Period 2 (40 min)
Apply borders and shading; convert text to a table and vice versa. Practice: build a timetable or
price-list table.
Group Activity
Groups build a table together representing something familiar (e.g. their class timetable or a
school event schedule), then format it with borders and shading.
Individual / SBAlinked Practice
Each student builds and formats her own table (e.g. a personal weekly study schedule) — the
exact table-formatting skill assessed in SBA-style tasks.
Resources
Sample data sets for tables, table-formatting checklist.
Assessment / Check for
Understanding
Check table structure: merged header row, borders/shading applied, data accurate.
BLOCK 2 · TABLES, VISUAL ELEMENTS & DOCUMENT SECURITY
Week 6 (Oct 12 – 16) — Images, Objects & Document Protection
Objectives
• Insert an image/object and apply text wrapping
• Apply document protection (restrict editing / password)
• Use track changes and insert comments
Period 1 (40 min)
Insert an image/shape/object and apply text-wrapping styles. Practice: insert an image into last
week's document and wrap text around it.
Period 2 (40 min)
Document protection — restrict editing, set a password; track changes and comments. Practice:
protect a sample document and add/reply to a comment.
Group Activity
In pairs, students exchange documents, add tracked-change edits and comments to each other's
work, then reconcile and accept/reject the changes together.
Individual / SBAlinked Practice
Add a suitable image with correct text wrap to an earlier document, then apply password
protection — recording the password securely.
Resources
Royalty-free images/clip art, document-protection how-to sheet.
Assessment / Check for
Understanding
Confirm the image/wrap is applied correctly and the document opens with the password set.
BLOCK 2 · TABLES, VISUAL ELEMENTS & DOCUMENT SECURITY
Week 7 (Oct 19 – 23 (note: Oct 19 is National Heroes Day — a public holiday; shift Mondaybased classes' Period 1 activity to their next period)) — Table of Contents & Block Review
Objectives
• Apply built-in heading styles
• Generate and update an automatic Table of Contents
• Integrate Block 2 skills into one document
Period 1 (40 min)
Apply Heading 1/2 styles to a multi-section document; insert an automatic Table of Contents;
update it after edits.
Period 2 (40 min)
Consolidation practical: a multi-page document with headings, auto-TOC, at least one table, one
wrapped image, header/footer, and password protection.
Group Activity
Groups assemble a short multi-section “class magazine” — each member writes one heading
section — then merge sections and generate one shared Table of Contents.
Individual / SBAlinked Practice
Each student completes her own protected, multi-section practical document with an accurate
auto-TOC — closely mirroring an SBA-style deliverable.
Resources
Multi-section content outline/template, Table of Contents style guide.
Assessment / Check for
Understanding
Practical rubric covering heading styles, TOC accuracy, table, image, and protection.
Block 3 · Mail Merge & Electronic Forms
Applies everything so far to mail merge and simple electronic forms, closing with the unit's summative practical.
BLOCK 3 · MAIL MERGE & ELECTRONIC FORMS
Week 8 (Oct 26 – 30) — Introduction to Mail Merge
Objectives
• Explain the purpose of mail merge
• Set up a main (form) document with placeholder text
• Create/import a data source and insert merge fields
Period 1 (40 min)
Concept introduction — what mail merge is and why it's used (letters, invitations, certificates).
Set up a main document with placeholder text.
Period 2 (40 min)
Create or import a data source (a table of names/details); insert merge fields into the main
document.
Group Activity
In groups, brainstorm three real uses of mail merge at school (e.g. award letters, event
invitations, certificates) and draft the wording for one main document.
Individual / SBAlinked Practice
Each student creates her own data source table (e.g. five classmates' names and details), ready to
merge next lesson.
Resources
Sample letter template, sample data table.
Assessment / Check for
Understanding
Check that main-document placeholders and the data source table are correctly structured.
BLOCK 3 · MAIL MERGE & ELECTRONIC FORMS
Week 9 (Nov 2 – 6) — Completing the Mail Merge; Intro to Electronic Forms
Objectives
• Preview and complete a mail merge (to a new document or printer)
• Insert basic content controls: text field, checkbox, dropdown list
Period 1 (40 min)
Insert merge fields, preview results, complete the merge; troubleshoot common errors
(mismatched fields).
Period 2 (40 min)
Introduce electronic forms — enabling the Developer tab, inserting a text field, checkbox, and
dropdown control; protecting a form for filling in.
Group Activity
In pairs, students check each other's completed mail-merge letters for accuracy (matching data)
and troubleshoot together.
Individual / SBAlinked Practice
Complete a personal mail-merge task from start to finish (e.g. five personalised certificates or
letters).
Resources
Data source from Week 8, form-design quick-reference sheet.
Assessment / Check for
Understanding
Printed/exported merge output checked for accuracy — five correctly personalised documents.
BLOCK 3 · MAIL MERGE & ELECTRONIC FORMS
Week 10 (Nov 9 – 13) — Electronic Forms Practical & Unit Assessment
Objectives
• Design a short functional electronic form using content controls
• Integrate the full range of Word Processing skills covered this unit
Period 1 (40 min)
Build a short electronic form (e.g. a student-information or event sign-up form) with text fields,
checkboxes, and a dropdown; protect it for filling in only.
Period 2 (40 min)
Unit practical assessment: one integrated task combining formatting, tables, images,
headers/footers/TOC, protection, and mail merge — completed individually under test
conditions.
Group Activity
Before the assessment, run a revision “carousel” — groups rotate through stations, each
covering one skill (formatting, tables, mail merge, forms).
Individual / SBAlinked Practice
The Period 2 unit practical is itself the summative, SBA-style individual assessment.
Resources
Revision station cards, unit assessment task sheet/rubric.
Assessment / Check for
Understanding
Graded unit practical against a rubric covering all major Word Processing objectives; results flag
students needing support before the next IT topic.