Lesson Plan
Unit 3: Microsoft Excel 2010
Topic: Excel Terminology
Framework: CBA 3.1
ELA Standards: R11.9.1, R11.10.1, R11.11.1, R11.12.1
CCSS: RST 9.4, RST 10.4
(Authors: Shannon Terry and Sherry Magness)
 What concept within the framework is to be developed? What is the specific objective of
the lesson?
Define terminology related to spreadsheets (3.1)
The learner will define and apply terminology related to spreadsheets.
 What do students probably already know about the content? What prior knowledge
needs to be activated?
Students probably already know:
*Math knowledge
*Chart/Graph
Prior knowledge to be activated:
Use of examples of science labs/organization
 What don’t they know?
Absolute & Relative Cell References
What-If Analysis
Cell Reference
Column vs Row
 Is there potential for misconception?
Some Excel terminology is referred to as things other than what might be defined if the word
was used in a different context.
 What should students be able to do at the end of the lesson?
Describe and relate Excel terminology using real word language.
 What resources are available to develop the concept?
How Well Do I Know These Words strategy will be used for each Excel chapter. The words
from the frameworks will be sectioned by individual chapter (Microsoft Office 2010—
Introductory, Shelly/Vermaat) so that there are only 8-10 words given.
This resource will be followed by Internet research for the student to define the terminology
both verbally and visually…Cornell Notes template will also be used.
 What questions will focus students’ thinking on the concept and help guide learning?
Ask students:
*Give an example of when you have used a graph/chart.
*How has that graph/chart helped you to understand the data you were working with?
*How would Excel knowledge have helped you to determine a mathematical equation in a
more timely manner?
*How would using Excel IF statements and Assumptions help to make decisions in various
aspects of business or life? (Inventory, budget, savings, grades, etc)
 How will I assess students’ understanding of the essential concepts and major details?
Assessment will be done by walking around the room to check for understanding.
Using the visual representations provided the students will create a WOW wall of exemplary
examples.
There will also be Chapter tests that will incorporate terminology.
Description of Lesson
Part of
Lesson
Before
Strategy
What Students Will Do
What Teacher Will Do
How Well
Do I Know
These
Words?
Part I
They will see the 10 vocabulary
words from the unit and will
complete the handout. Then
students will partner with someone
to discuss words and definitions.
The teacher will observe/listen as
students complete the handout.
Listen for the following cues:
categorize, transferring prior
knowledge and discussing terms
with partner for understanding.
During
Cornell
Notes
Students will use their Cornell Note
template to define terms and add a
visual representation.
The teacher will observe as students
complete their Cornell Notes.
Monitoring for appropriate content
and visuals.
After
How Well
Do I Know
These
Words?
Part II
Students will reevaluate their
understanding of the animation
terms to see if there has been a
change.
Through class discussion, the
teacher will discover any terms that
need further discussion for better
understanding.
WOW Wall
Students will select one visual
representation per term per class
period.
The teacher will guide the students
through the selection process and
display exemplary examples on the
WOW wall.
How Well Do I Know These Words…
Excel 2010
Part I (Before Instruction) Directions: Read the words in the middle section of the page silently. After you read each one, write
the words from the bottom of the page in the column that best describes what you know about the word. Discuss the words with
your partner and move them to another column if possible.
Don’t know at all
Have seen or heard—don’t I think I know the meaning
know meaning
I know a meaning
WORDS:
●
●
●
●
●
●
●
●
●
●
●
●
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Active Cell
Chart/Graph
Column
Column Chart
Fill
Format
Range
Row
Spreadsheet
SUM
Value
Workbook
Worksheet
Part II (During/After Instruction) Directions: As you read/listen and encounter the words, your understanding of the words should change.
Write the words in the column that best describes what you know about the word after your lesson(s).
I still need help understanding this
I think I know the meaning
I know a meaning
word
Adapted from Janet Allen, Words, Words, Words. Stenhouse Publishers.