Unit Plan and Two Lesson Plans
EDU 35 – Professor Monaco
Fall 2002
Course: Information Processing
Using Microsoft Word
Elective Class: High School, Grades 10-12
Prepared by:
Lynne M. Bailey
Unit & Plans
EDU 35
Fall 2002
Prof. Monaco
Table of Contents
Unit: Using Styles in MS Word ............................................................................................... 1
Week One – Introduction, Style Elements and Menus ......................................................... 2
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5:
Word – What Is It Good For? ........................................................................... 2
Introduction to the Elements of Style ............................................................... 2
Style and Formatting Menus in Word ............................................................... 2
Using the Menus to Apply Built-in Styles ......................................................... 2
Editing a Built-in Style. Assess progress.......................................................... 2
Week Two – Using Templates and Outline Projects ............................................................. 3
Lesson 6:
Lesson 7:
Lesson 8:
Lesson 9:
Lesson 10:
Project Topics.................................................................................................. 3
Using a Template ............................................................................................ 3
Templates Review and Project Outline ............................................................ 3
Apply Styles to Project Outline. ....................................................................... 3
Biographical Research .................................................................................... 3
Week Three – Research and Write Individual Project ......................................................... 4
Lesson 11:
Lesson 12:
Lesson 13:
Lesson 14:
Lesson 15:
Input Biographical Text .................................................................................... 4
Writing about the Musical Style or Genre......................................................... 4
Continue Second Section ................................................................................ 4
Select Excerpt (Song Lyrics) and Insert Appendix ........................................... 4
Write Third Section .......................................................................................... 4
Week Four – Complete Projects ............................................................................................. 4
Lesson 16:
Lesson 17:
Lesson 18:
Lesson 19:
Lesson 20:
Inserting Pictures ............................................................................................. 4
Table of Contents ............................................................................................ 4
Peer Review of Reports ................................................................................... 5
Edit and Print Out Final Projects ...................................................................... 5
Wrap-up .......................................................................................................... 5
NYS Standards.......................................................................................................................... 6
Applied Learning: A3 Information Tools and Techniques (High School) ............................. 6
Career Development and Occupational Studies................................................................. 6
Standard 3b – Career Majors ............................................................................................. 7
Lesson Plan for Lesson 2 .......................................................................................................... 9
Lesson Plan for Lesson 17 ...................................................................................................... 10
General Format for Final Student Reports.......................................................................... 12
Attachments –From Internet Sources .................................................................................. 15
Short Multiple-Choice Quiz
Possible Hand-outs
Lynne Bailey
Page ii
Unit & Plans
EDU 35
Fall 2002
Prof. Monaco
Unit: Using Styles in MS Word
Aim: To understand how documents are designed using Styles in word processing documents,
particularly MS Word and how to format well-formed, long documents. Students will
also recognize the use of styling in other documents and enhance their writing skills.
Overview: This course teaches students how to use MS Office software in more detail. This
part of the course covers MS Word. In this unit, students will learn basic techniques to
format long documents, particularly using styles and will have the opportunity to write
a report for another subject or another one for specifically for this unit. In the process
of teaching this unit, other features may need to be explored and/or reviewed.
Prerequisite: Keyboarding skills, Word knowledge including creating, opening and saving
documents, formatting commands, cutting, pasting and copying text, using headers,
footers, page breaks, page numbering, spell-checker, find/replace, and paragraph
formatting features.
Materials: Classroom with computer stations for each student with installed MS Word
software. Student work, documents to demonstrate techniques and for practice.
Internet access may be desirable for researching independent projects. Otherwise,
students will have to access Internet sources from the library, from home or teacher
can provide web pages off-line. Index cards, magazines and multiple copies of
publication without a table of contents.
Textbook: unknown – could use handouts and/or PowerPoint presentation to keep on-task in
lieu of writing on chalkboard all the time.
Duration: 4 weeks; each class 45 minutes
4 week plan allows five class sessions for researching and writing independent project
content while in class. Assignment can be coordinated with some other subject area.
Otherwise, students can choose a recording artist as a report subject. Teacher may
create student groups by interest to pool research resources on the same subject.
Students will, however, write individual reports and be assessed individually.
Assessment: Final project (See Guidelines for Student Report on page 12), one multiplechoice quiz and in-class work and participation.
Lynne Bailey
Page 1
Unit & Plans
EDU 35
Fall 2002
Prof. Monaco
Week One – Introduction, Style Elements and Menus
Lesson 1: Word – What Is It Good For?
Goal: Understand how using a word processor has eased the task of creating documents and
review some of the features that students are familiar with.
Objective: Students will be able to articulate and list the benefits of using word processing.
Procedure: Initiate a whole-group discussion based on the question “Word – What is it good
for?” to review the reasons we use computers for creating documents. Has your
schoolwork become easier or improved by using a computer? Use small student
groups (3 x 3 x 3) to think of and list their own examples. Continue discussion and list
items as they are discussed. Items should include: spell check, automatic word-wrap,
hyphenation, built-in thesaurus, search and replace, auto-correct, auto page
numbering, headers and footers and book-marking features. Stress how multiple
formatting commands– bold, underlining, italicizing, changing fonts and font size –
can be used together and the automatic processes. Teacher may mention some items
students don’t think of – different ways of viewing the documents, saving as a web
page, automatic outlining, etc.
Lesson 2: Introduction to the Elements of Style
See complete lesson plan on page 9.
Lesson 3: Style and Formatting Menus in Word
Procedure: Display a well-formatted document and the same document without using styles
or multiple formatting. Demonstrate use of Styles within the document.
Discuss/review text formatting options under Paragraph options, text options. Show
the use of styles in document. Discover the elements that the styled text has. Ask for
suggestions to change a Style, do it for class and show how it effects entire document.
Apply built-in styles to unformatted text and show the built-in styles that Word has.
Lesson 4: Using the Menus to Apply Built-in Styles
Procedure: Students open common document. Review (Q&A) and demonstrate again how to
edit a style. Students open common document and do some changes as a class. In-class
assignment: Apply body text and Heading styles to document provided.. Save
changes. Students then have free time to try it. Do not save changes.
Lesson 5: Editing a Built-in Style. Assess progress.
Procedure: Direct students to open the document from yesterday. They will remove
formatting and reapply styles per teacher’s direction. Demonstrate how to edit the
styles. Students repeat procedure. Students directed to apply and edit styles per teacher
instructions.
Assessment: Save and print in-class work for assessment.
Assignment: Bring in a CD recording of your favorite musical artist or group.
Lynne Bailey
Page 2
Unit & Plans
EDU 35
Fall 2002
Prof. Monaco
Week Two – Using Templates and Outline Projects
Lesson 6: Project Topics
Procedure: Teacher has music playing while students are entering class and distributes short
form for students to fill out. Do now: Fill out questionnaire, What CD did you bring
you to class? Students write their name, artist name, CD title on card. They also list
other favorite artists. Teacher collects and discusses project in detail, distributing
project guidelines and last week’s graded assignment. Students open document about
styles for their own review while teacher reviews student choices and creates groups
by student interest (4-5 per group) during class. Groups formed before class ends.
Lesson 7: Using a Template
Aim: Understand the use of templates.
Objective: Students will be able to differentiate between a template and a document. They
will be able to open a template, recognize styles in the template and understand the
value of starting with a template.
Procedure: Ask students what the word template means to them. Explain their purpose in
Word and demonstrate procedure for opening them. All documents in word have a
template, even if one is not chosen (normal.dot). Templates are distinguished in the
file name extension, dot instead of doc. Student follow teacher demonstration and
open template. Review styles available in template. Open additional templates, fax,
letter, memorandum. Close with demo of changing and saving as a template.
Assignment: Write out the titles and headings for your reports.
Lesson 8: Templates Review and Project Outline
Procedure: Begin with review of why we would use a template. Open MEMO template.
Students will now change and save as template and then open the template as a new
document. Direct students to open a new document (normal template). Students will
then input the titles and headings for their report. Review (demonstrate by teacher or
student) page layout. Create headers and footers, subtitles in class. Save documents.
Assignment: Begin research on your subject.
Lesson 9: Apply Styles to Project Outline.
Procedure: Open project documents. With teacher guidance (projected computer screen)
students will add placeholder text for content, apply built-in styles to headings, edit
them, update the styles, save as template and reopen as documents for further editing.
Students save as documents for future editing.
Assignment: Continue research and bring at least one research source (articles, web sites) to
class.
Lesson 10: Biographical Research
Procedure: Class time devoted to group research. Assemble groups to use computers with
internet access. Demonstrate simple procedure for copying text from websites into a
word document. Each group prints out sufficient copies of relevant material for home
use. Concentrate on biographical information.
Lynne Bailey
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Unit & Plans
EDU 35
Fall 2002
Prof. Monaco
Assignment: Writing your first section (biographical).
Week Three – Research and Write Individual Project
Lesson 11: Input Biographical Text
Procedure: Half hour of class time devoted to individual projects. Students input assignment.
End of class spent reviewing footnotes.
Lesson 12: Writing about the Musical Style or Genre
Procedure: Begin class with discussion of genre. Allow most of class time for students to
research and write second section of project.
Assignment: Finish writing second section.
Lesson 13: Continue Second Section
Procedure: Half hour of class time devoted to individual projects. Students input assignment.
Students can begin third section, by locating and copying lyrics to include in their
report.
Assignment: Decide on lyrics and begin writing third section.
Lesson 14: Select Excerpt (Song Lyrics) and Insert Appendix
Procedure: Maximum of half of class time devoted to individual projects. Students can easily
insert copied text into their assignment and find and insert discography. Spend end of
class reviewing formatting columns.
Assignment: Finish writing third section.
Lesson 15: Write Third Section
Procedure: Half hour of class time devoted to individual projects. Students input assignment
and print out. End of class short multiple-choice quiz.
Assignment: Take home print-out of report, review and edit. Find internet sources for
graphics.
Week Four – Complete Projects
Lesson 16: Inserting Pictures
Procedure: Teacher demonstrate and student follow steps to copy graphics from internet and
insert into documents. Ask students how they would like to manipulate the text and
pictures. Explain different choices. Students insert and choose appropriate layout and
word wrapping scheme for their graphics.
Assignment: For those who need more time, computer lab will be available after school all
this week.
Lesson 17: Table of Contents
See complete lesson plan on page 10.
Lynne Bailey
Page 4
Unit & Plans
EDU 35
Fall 2002
Prof. Monaco
Lesson 18: Peer Review of Reports
Procedure: Students will assemble into their subject groups and using the guidelines that
teacher provided, they will review each other’s reports.
Lesson 19: Edit and Print Out Final Projects
Procedure: This class will be devoted to students working independently to finish editing
their projects. Take 5 in the middle to stand up and stretch. Monitor work as needed.
Remind students to do a final spell check, ask any questions, update their tables and
save their documents. Students who are finished can print out their projects.
Assignment: Bring in your favorite CD.
Lesson 20: Wrap-up
Procedure: Allow students 10 minutes for final print outs. Summarize unit. concept of styles,
the value of using styles: global changes, cross-referencing, table of contents. Extend
to a very long document and show them several examples. Let them know that they
will be able to use their reports to create presentations in PowerPoint. Spend last 10
minutes listening to student CD’s.
Assessment: Final output and document review. All student projects should have used styles
properly throughout the document as appropriate for their project. All documents
should have proper page layout, headers, footers, body text, title, subtitle and at least
one heading style employed. In addition, there should be at least one list used. Extra
credit may be granted for appropriate charts, graphs and/or images.
Lynne Bailey
Page 5
Unit & Plans
EDU 35
Fall 2002
Prof. Monaco
NYS Standards
Applied Learning: A3 Information Tools and Techniques (High School)
From NYC Board of Education Performance Standards
http://www.nycenet.edu/dis/standards/applied/toc
A3a Gather information to assist in completing project work.
The Student gathers information to assist in completing project work; that is, the student:
 Identifies potential sources of information to assist in completing the project;
 Uses appropriate techniques to collect the information, e.g., considers sampling
issues in conducting a survey;
 Interprets and analyzes the information;
 Evaluates the information in terms of completeness, relevance, and validity;
 Shows evidence of research in the completed project.
A3c Use word-processing software to produce a multi-page document.
The student uses word-processing software to produce a multi-page document; that is, the
student:



uses features of the software to create and edit the document;
uses features of the software to format the document, including a table of contents,
index, tabular columns, charts, and graphics;
uses features of the software to create templates and style sheets for the document.
Career Development and Occupational Studies
Standard 3a: Universal Foundation Skills
Communicates thoughts and key information in writing; Organizes ideas
1. Basic Skills
Students will: Use a combination of techniques to read or listen to complex information and
analyze what is heard or read; convey information confidently and coherently in written or
formal form; and analyze and solve mathematical problems requiring use of multiple
computational skills.
Writing skills that may be addressed:

Present information selectively and make independent decisions

Write in unique and purposeful ways

Display high levels of writing skills in areas of specialized knowledge

Show originality in writing

Manipulate vocabulary for pleasing or striking effects

Use appropriate perspective based on the context
Lynne Bailey
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Unit & Plans
EDU 35
Fall 2002
Prof. Monaco

Use creative and insightful strategies

Compose and create documents (manuals, flow charts, graphs, reports, etc.)
2. Thinking skills
Students will: Demonstrate the ability to organize and process information and apply skills in
new ways.

Extract rules or principles from a set of objects or written text

Apply rules and principles to a new situation

Determine conclusion when given a set of facts
3. Personal Qualities
Students will: Demonstrate leadership skills in setting goals, monitoring progress, and
improving their performance

Assimilate a variety of information and draw conclusions

Organize and manage work

Achieve maximum efficiency
5. Technology
Students will: Apply knowledge of technology to

Detect errors from output

Generate workable solutions to correct errors

Break down component parts and identify underlying principles
6. Managing Information
Students will: select technology to acquire, organize, and communicate information
by entering, modifying, retrieving, and storing data.

Choose format for display (e.g., line graphs, bar graphs, tables, pie charts, narrative)

Convert information to appropriate format

Determine when information must be created or edited

Synthesize and integrate information from two or more sources
Standard 3b – Career Majors
2. Business-Related Technology
Students will: Select, apply, and troubleshoot hardware and software used in the processing of
business transactions.

Identifying and selecting software:
Lynne Bailey
Page 7
Unit & Plans
EDU 35


Fall 2002
Prof. Monaco
application and other software to perform business tasks and solve problems:
application software products for various platforms purpose and use of application
software
Using software:

Lynne Bailey
word processing software to create, input, edit, and print reports and
correspondence
Page 8
Unit & Plans
EDU 35
Fall 2002
Prof. Monaco
Lesson Plan for Lesson 2
Lesson 2
Discovering the Elements of Style
Goal
Understand that design is all around us and recognize the elements of text
design.
Objective
Students will be able to identify different styles in printed material and list the
elements that differentiate the styles
Materials
Student and teacher provided magazines or other publications. Well formed
documents for illustration to be displayed on computer projector.
Prerequisite
Skills
Students are familiar with MS Word and have knowledge and practice formatting
paragraphs and pages.
Motivation
Direct students to the publications they brought to class.
Procedure

Initiate class discussion. Let’s take a close look at these magazines.
What caught your eye when you looked at it?

Review publications (magazines, books, newspapers) to discuss the
design elements. Tie into how the computer helps to do this. Create a
list as discussion continues. Discuss consistency and global changes in
a document. Article headings contain multiple formatting commands–
bold, underlining, italicizing, changing fonts and font size – and are used
throughout the publication.

Use small groups (3 x 3 x )to identify style elements in their publications
Whole class discussion to put list together. Discover headings, body
text, captions, etc. Define Style: Combination of formatting instructions
that apply to particular text. Look for these combinations. What kinds of
documents do you imagine this would be most important for? Law
documents, books, manuals – almost every document can benefit. Any
software application that is used primarily for word processing or
publication design has options for creating and editing styles
(QuarkXpress, WordPerfect, MS Word, InDesign). Be aware that
everything that is printed is designed. Packaging, product
advertisements and inserts, publications of all kinds, posters,
professional web pages, business cards, letterhead, envelopes, legal
briefs, etc.

Teacher quickly demonstrates some styles in a document on-screen.
Summary
Review highlights of class discussion. Demonstrate as time allows some of the
ways using styles changes look of a document. Discuss project: “Over the next
3-4 weeks we’ll be learning how to create and use styles and we will use this in
our own documents. Next week we’ll select our topics and review the guidelines.
Don’t worry too much! You’ll be able to write about your favorite performer or
complete an assignment from another class.”
Assignment
Students will write a report specifically for this class or they may use an
assignment from another class. Guidelines for the report are on page 12.
Assessment
Completion of the project includes using the styles throughout the document.
Lynne Bailey
Page 9
Unit & Plans
EDU 35
Fall 2002
Prof. Monaco
Lesson Plan for Lesson 17
Lesson 17
Where in the Document is …?
NYS Standard
A3c Use word-processing software to produce a multi-page document.(p. 6)
Goal
Understand usefulness of a Table of Contents (TOC) and how to create and
update a TOC using MS Word
Objective
The student will be able to insert a TOC in Word, alter the formatting to suit their
reports and update the TOC using F9 command.. This lesson plan is one of
several comprising the formatting of multi-page reports and documents.
Materials
Students’ files with work-in-progress, sample and practice document. “How-to”
handout for students to follow.
Prerequisite
Skills
Students are familiar with MS Word and have knowledge and practice using the
Styles feature.
Motivation
What section of the newspaper do you like to read?
Procedure
Lynne Bailey

Allow some answers to your question.

Group students by 4’s and distribute a publication (newspapers?) to
each group that is missing the Table of Contents and ask them to find a
feature.

Continue discussion. “What took you so long?”. “What would have
helped you find that?” Produce the missing page.

Display a student report in progress or use sample document and ask
about finishing touches – first obvious suggestion of how to locate items
in the report should be the TOC – other suggestions include an Index, a
Bibliography.

Display another finished product that includes a Table of Contents.

Review the value of a TOC and ask how a word processing program
could ease the creation and updating of one.

Explain that by using styles in our Reports that have conformed to our
outlines, we can most easily create a TOC. We can use those styles –
Heading 1, 2, 3, etc. – to indicate the topics in our TOC.

Delete the TOC and demonstrate the procedure for inserting one.

Distribute hand-out.

Have students work with the same sample to create a TOC.

Explore the different formats, leader lines, options available.

Answer any questions about the menu options.

Show procedure for updating our TOC. Use F9 key.

Students proceed to inserting TOC into their project documents,
changing the text of the headings updating the TOC.

Observe and coach as needed.
Page 10
Unit & Plans
EDU 35
Fall 2002
Prof. Monaco
Summary
Display one student’s in-class work. Ask students to re-cap procedure and
highlight the use of the F9 key to automatically update the TOC.
Assessment
Class participation, monitoring student work in class. Successful completion of
the day’s assignment includes an accurate TOC using the style headings in the
sample documents for 2 levels. Final project will include a well-formed and
accurate TOC.
Assignment
Insert a TOC in your own reports.
Lynne Bailey
Page 11
Unit & Plans
EDU 35
Fall 2002
Prof. Monaco
General Format for Final Student Reports
Report Item
Guidelines
Example
Page Layout
From the Page Setup Menu
format your Page Layout to have
a different first page
Cover Page
Vertically center your cover page
and include your Title and Subtitle
Title
Use Style: Title
Format for Accent
A Quick Look at The Beatles
Subtitle
Use Styles: Subtitle
Prepared by Ms. Bailey
October, 2002
Table of
Contents
Create from document and
update automatically
Hint: Use a separate style for the TOC
heading.
1st Heading
Biography
Who Were The Beatles?
Use Heading 1 Style; Edit the
Style that is built-in; Do the same
with other Heading Styles if you
use them.
SubHeadings
Use Heading 2 Style throughout
document if sub-headings are
needed.
Paragraph 13
Use Body Text Style: Edit the
built-in style.
John Lennon, Paul McCartney, George
Harrison and Ringo Starr …
Provide basic biographical
information. If only one artist, be a
bit more detailed. You may
include fan club and contact
information. Do include career
highlights
From their humble beginnings in Liverpool,
England, The Beatles debuted in America
…
Graphic 1
Include a graphic image of your
subject.
2nd Heading
Area of Expertise
The Music of the Beatles
Use Heading 1 Style.
Lynne Bailey
Page 12
Unit & Plans
EDU 35
Fall 2002
Prof. Monaco
Report Item
Guidelines
Example
Paragraphs
1-3
General information of the genre,
political or social perspective.
The Beatles wrote and performed popular
music in the 1960’s.. During this time, Rock
and Roll …
Politically, there was …
They also made several films. Much to the
dismay of their fans, The Beatles broke up
in 1970… though they continued their
musical careers individually.
3rd Heading
Specific information of the artist’s
role in that genre.
The Beatles were at the forefront of popular
music during the decade. As the political
and social environment changed, their
music reflected (etc.)
Provide a transition to your next
section.
Some of their songs reflected the drug
culture of the times.
Specific Contribution
Lucy in the Sky with Diamonds
Use Heading 1 Style.
Paragraph 1
General thoughts about this work.
What work did it come from (book
or essay written, recording,
speech given)
It is generally thought that the title of the
song referred to the hallucinatory drug,
L.S.D.
Paragraph 2
Using the column feature, include
an excerpt, such as the song
lyrics, a speech excerpt (political
figures), or book excerpt (author).
Create a unique style for the text.
Cite the work the excerpt is from.
Picture yourself on a boat in a river with
tangerine trees and marmalade ..
Graphic 2
Include a picture or graphic image
that illustrates source.
Insert picture of album (CD) jacket that
included this song
Paragraph 3
Describe your thoughts about the
excerpt. What is your analysis, is
it representative of your subject’s
work. What makes it particularly
significant or unusual?
This was not the only song written which
reflected the drug culture. Another song
was Lady Madonna. While ‘Lucy’ may have
glorified the drug experience, Lady
Madonna portrayed the pitfalls …(etc.).
Lynne Bailey
Page 13
Unit & Plans
EDU 35
Fall 2002
Prof. Monaco
Report Item
Guidelines
Example
4th Heading:
Appendix
Use Heading 1 Style.
Discography
In table format include a list of
your subject’s works (Complete
list if less than 20 items, major
highlights if more). Include the
date produced and information
appropriate to your selection.
Date Issued/ Album Title / Record Label
Use a List
Use at least 1 list in your report.
Create your own style for the list.
It can be a numbered or bulleted
list.
Header and
Footer
Use Header and Footer Styles.
Edit to suit.
July 22, 1963/ Introducing the Beatles/ Vee
Jay Records
No header on front page. Footer
not required on front page.
Include your name, date of
assignment, page numbers and
document title.
Footnotes
Use Footnote style.
Include footnotes on the pages
where they occur. Word makes
this easy. Use proper format. Cite
Internet sources when used!
5th Heading
Bibliography
Use Heading 1 Style.
General
In addition to content and format,
readability, spelling and grammar
will count towards your final
grade.
Lynne Bailey
Include resources for your report.
Use proper format. Cite Internet
sources, books, magazine
articles, etc. Use at least one
non-Internet source.
Hint: Use the spell check and thesaurus
features. Read and edit your work as you
proceed. Review entire report before you
hand in the final version.
Page 14
Unit & Plans
EDU 35
Fall 2002
Prof. Monaco
Attachments –From Internet Sources
Short Multiple-Choice Quiz
Possible Hand-outs
Lynne Bailey
Page 15