Document Organizing_Bridge I
Document Organizing: Curriculum (Bridge I)
FastTRAC Bridge Project
Designer: Elizabeth Andress
Page
Contents
1
Table of Contents
2
Planning Map
3
Benchmarks
4-5
6
Overview
Daily Planning Calendar
Elizabeth Andress_FastTRAC Bridge Project_4/22/11
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Document Organizing_Bridge I
Product-Based Unit Plan: Document Organizing
Activity Product 2
* Documents in the
workplace – table
with existing
knowledge
Activity Product 3
* Documents in the
workplace – team plan
for further
investigation
Section Product 1
* Presentation of
information on documents
in the workplace, in table
format and verbally
Activity Product 2
* Organizing our
class materials –
options for
organizing class
materials
Activity Product 1
* Organizing our
class materials –
analysis of class
materials as group
Activity Product 1
* Organizing
Information and
Documents – sorted
cards
Final Product:
* Personal folder/binder
with all class materials
organized; with self-,
peer and teacher
evaluation using rubric
Section Product 2
* Evaluation rubric for
organization of student
class materials
Activity Product 4
* Document
organization
practice evaluation
– use with sample
folders/binders
Activity Product 4
* Documents in the
workplace – completed
table with
investigation findings
Activity Product 5
* Documents in the
workplace – Word
document of table
with findings
Elizabeth Andress_FastTRAC Bridge Project_4/22/11
Section Product 3
* Organized
computer files
and folders on
own file-saving
device
Activity Product 3
* Tools for
organizing
materials –
personal
organizing plan
Activity
Product 1
* Computer
Basics – online tutorial
Activity
Product 2
* File Mgt. –
on-line
tutorial and
exercises
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Document Organizing_Bridge I
Module Benchmarks
SCANS Skill Focus: Information – Acquires and uses information – Organizes and maintains information
Final Module Product (Description): Organized class materials, with self-, peer and teacher evaluation
Section Product:
Reading
 Learners will produce… *Grammar Focus
 Presentation of
 Identify and use
information on
resources to
documents in the
investigate
workplace, in table
questions
format and verbally
Conversation
Writing
Work/Soft Skills
Technology
*Grammar Focus
*Grammar Focus
 Report investigation  Write information in  Identify and define
 Use Microsoft
findings
a grid in correct rows various methods for
Word to create and
and columns
organizing materials
fill in a table
 Draw from prior
knowledge to answer
questions
 Evaluation rubric for
 Read and complete  Ask and answer
 Write evaluation
organization of student
evaluation rubric
questions in pairs and comments based on
class materials
in large-group
established criteria
discussions
 Use modal “can” to
describe organizing
options
 Use critical thinking
to analyze types of
documents and
organizing options

 Organized computer

files and folders on their
own file-saving device
or remote file-saving
location

 Use a flash drive,
Google Docs or
Dropbox to save
and organize
computer files

Elizabeth Andress_FastTRAC Bridge Project_4/22/11

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Document Organizing_Bridge I
Learning Module Overview
Module Title: Document Organizing CASAS or TABE Form/Level: Adv. ESL/Low Interm. ABE
Module Duration: part of 9 class periods
SCANS Skill Focus: Information – Acquires and uses information – Organizes and maintains information
Section Product 1 (S1)
Materials
Activity Product 1 (S1-A1) Activity Product 2 (S1-A2) Activity Product 3 (S1-A3)
Organizing
Information and
Documents in the workplace –
Documents in the workplace –

Organizing
Information
and
Description: Presentation of
Documents
–
sorted
cards
partially
filled-in
table
based
on
team plan for further
Documents
–
worksheet
and
information on documents
existing knowledge
investigation
cards (S1-A1)
in the workplace, in table
 Documents in the Workplace –
Activity Product 4 (S1-A4) Activity Product 5 (S1-A5) Activity Product 6 (S1-A6)
format and verbally
instruction sheet, table, example
Documents in the workplace –
(S1-A2,3,4,5)
completed table with
Materials:
 Microsoft Word Skill Checklist
investigation findings
Teacher computer, LCD projector (S1-A5)
or Flipchart paper, markers
Student computers, printer, paper
Section Product 2 (S2)
Description: Evaluation
rubric for organization of
student class materials
Materials
Documents in the workplace –
Word document of table with
findings
Activity Product 1 (S2-A1) Activity Product 2 (S2-A2) Activity Product 3 (S2-A3)
 Organizing Our Class Materials
– discussion guide and ideas
grid (S2-A1,2)
 Tools for Organizing Materials
(S2-A3)
Materials:

Document Organization
Filled-in evaluation form as
Practice Evaluation form (S2created by students
A4)
Example of form for teacher use
Organizing Our Class Materials – Organizing Our Class Materials – Tools for Organizing Materials –
analysis of class materials as
options for organizing class
personal organizing plan
group
materials
Section Product 3 (S3)
Description: Organized
computer files and folders
on own file-saving device
or remote file-saving
location
Activity Product 1 (S3-A1) Activity Product 2 (S3-A2) Activity Product 3 (S3-A3)
Materials
 Organizing Documents and
Files on the Computer –
instruction sheet (S3-A1,2)
Activity Product 4 (S2-A4) Activity Product 5 (S2-A5) Activity Product 6 (S2-A6)
Document Organization Practice
Evaluation – evaluation of sample
folders / binders
Computer Basics: Icons and
Windows – completed on-line
tutorial
Windows XP File Management
lessons – completed exercises at
end of each lesson
Activity Product 4 (S3-A4) Activity Product 5 (S3-A5) Activity Product 6 (S3-A6)
Materials:
Student flash drives (optional)
Computers for student use
Elizabeth Andress_FastTRAC Bridge Project_4/22/11
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Document Organizing_Bridge I
Final Product (FP)
Personal folder/binder with 
all class materials
organized; with self-, peer
and teacher evaluation
using rubric
Materials
Elizabeth Andress_FastTRAC Bridge Project_4/22/11
Final Product Description
Students spend time organizing their folders/binders individually.
Each student completes a self-evaluation of his/her own folder/binder.
Then students pair up and evaluate a classmate’s folder/binder.
Finally, the teacher circulates and completes an evaluation of each student’s
folder/binder.
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Document Organizing_Bridge I
Sample Planning Calendar
Hour Plan
by
Hour
1
Introduce module, goals/benchmarks, purpose, value
S1-A1: Organizing Information and Documents – class discussion; terms for methods; card
sorting; debrief
S1-A2, A3: Documents in the Workplace – Steps 1-4 = tap existing knowledge, form teams, plan
investigation; see teacher example, may choose to model this with some existing knowledge
students have
Homework (Step 5): 1-2 days to complete investigation about workplace documents
2
S1-A4 (Step 6): Team completes written table with findings; teacher feedback
3
S1-A5 (Step 7): Each student or team types up team table in Word; use Microsoft Word Skills
Checklist
4
S1: Each team presents their findings; project table via LCD projector or overhead projector; or
draw on board or flipchart paper
5
S2-A1, A2: Organizing our class materials – class discussion, student interaction
S2-A3: Tools for organizing materials – teacher/student show-and-tell of tools; use computers to
find more on office supply store website; students choose their methods and tools
Homework: Obtain any new organizing tools you need per your plan (allow 1-2 days)
S2-A4: Document organization practice evaluation – using all that’s been learned, establish 5
criteria together as a class for well-organized class materials for this class, students write the
criteria into the evaluation rubric; students evaluate 3 examples you prepare and bring in
Students work individually to organize their materials using their chosen method and tools, in
preparation for tomorrow’s evaluation
S2: Teacher homework: Type criteria into S2 evaluation rubric for use tomorrow
FP: Self-, peer and teacher evaluation of student document organization
Debrief all
6
7
8
9
S3-A1, A2 (optional): on-line tutorials on organizing computer files and folders – view
individually or as a class; students can do select exercises at end of each lesson of second tutorial
Each student decides how they will save personal files – flash drive, Dropbox, Google Docs, other;
guide students in getting this set up
S3: students create various computer files, then create folders and organize files inside folders
Elizabeth Andress_FastTRAC Bridge Project_4/22/11
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