Teacher Candidate Name:
Chelsea Zeman
Faculty Advisor:
Barbara Spilchuk
Subject, Grade & Class size:
Business Education, Gr. 9, 24
School Advisor:
YY YYYYY
Date + Time of demo/class:
Mon. October 24, 2012, 10:30 am
Block + Classroom:
2:4 , Rm 304
Topic:
Subject matter
Explain about the
material/technology to be
taught/demonstrated
Goals:
Aims/Outcomes
BC IRPs
Word-processing basic formatting options and tools
Apply appropriate formatting techniques to create word-processed business documents
Objective: Upon completion of the next two lessons, students will be able to:
1. Navigate through the Microsoft Office Word program and understand the purpose and use
of the various functions and formatting tools
2. Insert date/time, auto texts i.e. attention lines/salutations, pictures and tables and align
pictures using wrap text or background
Objectives:
Performance/ Behavioural
Indicators
What will students be able to do/
know by the end of the lesson?
3. Insert page breaks, number pages and create table of contents
4. Align text using left, right or full justification, use bullets/numbering and adjust line
spacing
5. Create and apply heading styles. Practice proofreading and edit using spelling and grammar
check tool. Use thesaurus and synonyms tool
6. Read and comprehend written instructions and verbally explain and demonstrate to a small
group
7. Demonstrate ability to work together as a group and to train others
8. Read and comprehend new Word-processing terminology
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Instructional Materials:
Aids/AV/Technology
List the necessary materials:
For Teacher / For Students
Introduction:
Hook: Focus student attention
Pre-test / starter:
Activate and diagnose prior
knowledge
1.
2.
3.
4.
5.
Projector
Laptops with Microsoft Office Word for every student (or computer lab)
Internet
Laptop with Microsoft Office Word for teacher
Jigsaw handout – the instructions of the word-processing functions that will be learned. [ 1.)
Insert date/time, auto texts i.e. attention lines/salutations, pictures and tables and align
pictures using wrap text or background; 2) Insert page breaks, number pages and create
table of contents; 3.) Align text using left, right or full justification, use bullets/numbering
and adjust line spacing; 4.) Create and apply heading styles. Practice proofreading and edit
using spelling and grammar check tool. Use thesaurus and synonyms tool
[Handout is written with simple language so that EAL students can understand.]
6. Word Practice Sheet – saved in their google docs.
Hook: Ask the class what they think is the most common word-processing program used for
Business communication is? To get students to think about how they can use word-processing in a
business setting ask the class what kind of things/projects/classes have they have used
Microsoft Word for in the past? Then ask student what kind of jobs or areas would they use
word-processing for in the business world? i.e. can you use it to make brochures, reports, memo’s
cover letters and resumes etc.
Tell the class that the objective of today’s lesson is to introduce them to a variety of functions
of Microsoft Word because they will continue to use this program for their work in the business
world and as they continue their education. They will also be starting their ‘interview an
entrepreneur’ project in the next week, so they will be using Word to create their reports. [2-3
mins]
To understand the extent of student’s knowledge of Microsoft Word ask students what kinds of
functions they think the Word program can do? For instance, can it spell check, can it include
pictures, can it automatically add page numbers etc. Also, prior knowledge will be identified when
asking the class what kinds of things/projects/classes have they used Word in the past.
2
[1 mins]
Definition of terms included on Instructional jigsaw worksheet for student to keep for future
reference.
New Terms:  Word-processing
Vocabulary/
 Alignment
List and define new terms
 Justification
 Auto text
 Salutation
Procedure:
How much time will you spend on
individual parts of the lesson?
List steps necessary for using or
applying the tool or process.
Modeling/Explanation
Demonstration
Jigsaw: [total time 20mins]
1. Before handing out the Word-processing Instructions sheet tell the class the jigsaw
instructions. Tell the class that the handouts will each have a number 1,2,3, or 4, written on it
(the numbers will be written beside the function/technique). Give example: The number 2 will
be written beside 2 Insert pictures, graphs and tables and format them using wrap text or
background, and then show the class the number on the handout. They are to get in a group
with their same number. Ex. All of the number 2’s will get together in a group, there should be
six people per group. As a group they will be given 2 minutes to read their instructions of
their functions only and then teach each other and practice it using a blank Word document.
(Having students teach each other by demonstration and practice will further help EAL
students follow and understand the written instructions). Ex. For the 2’s they will learn how
to insert page breaks, numbers, and table of content. Each student will have their laptops so
that they can practice it. Inform the students that each group must ensure everyone in the
group knows how to do this function because after 5 mins they will be going into a different
group of four to teach them how to do it. Have one of the students repeat your instructions to
the class to ensure they understand the activity. [3 mins for teacher instruction]
2. Have the sheets in two piles at the front and get the students to come pick up a sheet. Let
the students find their group members and get settled. Students are to read their
instructions for their designated functions and teach each other how to do it. [5-6 mins]
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3. Stop the class. Tell them that now they know how to do their function, they are going to teach
their next group how to do that function by demonstrating it on their laptops. Their next
group is based on the colour of their written number. Give Ex. The number 2 is written in
green and there are 3 other numbers, 1, 3 and 4, that are also written in green, so they all
form one group. [7-9 mins to find their group and teach them their function]
4. After 7 or 8 minutes ask the class if each person had a chance to go through their functions.
Depending how much time is left if the majority of groups did get through all 4 functions, tell
the class that they can follow along with the class as they do the Practice Sheet together. If
most groups need more time then give the class 2 more minutes. Any groups that did finish
they can practice the functions that they just learned on their laptops. [1-2 mins]
Practice Worksheet: [total time 15 mins]
1. After the students have settled back into their own seats, tell them to look up at the
projector screen because they are going to do a practice worksheet of the functions they just
learned. On the projector demonstrate you going into your google docs and selecting the
“Word Practice Sheet” and downloading it onto the desktop. Get the class to open their google
doc. (The class has used google docs before so they already know how to do this). Ask the
class if everyone has found it and if they all have it downloaded it on their desktop. [1-2 min]
2. Go through the first two or three question on the sheet together with the class. To get
students engaged, ask the class to explain to you how to do the actions requested on the
sheet. Be sure to explain why certain functions or formatting techniques are used, so students
understand why they are learning these techniques. Ex. The reason we use bullet points is to
draw attention to important information so readers can identify key issues and facts quickly.
Bullet points are a good tool to use in your resumes. [1 - 2 mins]
3. Then have the class get into pairs to work together and help each other finish the rest of the
questions. There will not be enough time to get through all of them, so after 10 minutes stop
the practice worksheet and tell the students that they will finish the worksheet next class.
Get the students to upload their word document into the google docs Class Folder, so that you
can review their worksheets to check for understanding. [10 – 11 mins]
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


Special Safety:
Any special safety precautions
Guided Practice: 
Guided/Monitored Activity.
Application of knowledge,
classroom activities for students,
problem to solve, etc.




Accommodations:
Differentiated Instruction
Check For Understanding
(Questions):
Assessment/Feedback


Students are not to have any open lid drinks near laptops
Students must ensure their power cords are safely tucked in so they can not be tripped over
Students must ensure their laptop is properly placed upon their desk. No computers on the
edges or corners of desks and they are not to be used on student’s laps.
Cooperative learning – interactive Jigsaw activity - group discussions
Modeling Demonstrations – teacher going through the practice worksheet and students
following
Practice and experience with practice worksheet
Direct instruction for jigsaw activity
Ensure EAL students are placed in groups that have at least one strong reader so they can get
extra help from them if they need to while reading the explanation of their Word function.
During first part of jigsaw activity go to the groups with EAL learners and get them to
demonstrate that they can do their Word-processing functions.
If certain groups are having difficulty reading the instructions, help them understand by
showing them on the computer. Students may have difficulty with creating the table of
contents. Tell the class that you will be going over that one in greater detail for the entire class
and they will get to practice making it.
During the practice worksheet, the students are to explain out loud how to do the steps for
completing each question and then they are also to do it themselves. Ask the class questions such
as where do I go to insert a page break, or to check for spelling and grammar, etc.
During the jigsaw ask students to demonstrate how to do specific formatting tasks.
During the practice worksheet ask students what kinds of documents could they use bullet points
in. Or what do they think the purpose of AutoText is.
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Evaluation/Assessment:
Measures of Progress
How does this lesson relate to
assignments/homework/readings.
Closure:
Wrapping it up/
Recap Key Concepts
Diagnostic:
 The extent to which the student provides suggestions and participates in the opening
discussion questions; i.e. functions in Word, types of jobs that would use Word, when
they’ve used Word in the past etc.
Formative:
 Monitoring and observing Jigsaw activity - extent to which a student is participating in
discussion of their function assigned to them and practicing on their laptop (first part of
activity). Assess student’s understanding of the various functions through ability to explain
their own function to the group, their listening and attention to the rest of the group while
explaining their functions, and through participation, co-operation, and practice.
Summative:
 Exit slip – students write two things that they learned today.
 Practice Sheet – extent to which the students were able to perform the required tasks on
the practice sheet. Assess through review the students practice sheets that were saved in
the google docs Class Folder.
Last 5 minutes of class, ask students to write an exit slip by finishing these two sentences:
1. Two things I learned today were…..
2. I would like to learn more about…..
Ask the students to hand them in at the front of the class.
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Teacher Reflections:
To be completed
after lesson!
Notes for yourself
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Word-Processing Practice Worksheet
Name:
1. Go to File and select ‘download as Microsoft Word’ to save it on your hard-drive. Then save it as the first letter of your first
name and your full last name and the letters WP. Example: JsmithWP. Once you are finished for today, upload the Word
document into the google doc ‘Class Folder’.
2. Add bullet points to the following list.
Reports
Letters
Memo’s
Brochures
Resumes
Faxing
3. Change the following paragraph from left justified to fully justified and make it double spaced.
With the awareness that effective business communication is a prerequisite for success in the business world and the general acceptance
of using computers as an aid to raising efficiency in study and the workplace, it is important that students should be equipped with a solid
knowledge of business communication to produce appropriate business documents through the use of a word processing software.
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4. Use the auto text and insert an attention line.
5. Insert the date at the top of this worksheet and left align it.
6. Use the auto text and insert a salutation.
7. Add roman numeral numbering to the following list.
Parts of a formal business letter include:
return address
date
address of recipient
attention line
salutation
body of letter
closing
8. Spell and grammar check the following paragraph.
Spring is the bst time of yere. I love seeing the birds fly by. The robin is the furst bird I usualy see. My friend Bob loves the Fall. He aslo
likes the spring wether. He loves to go for walks. He doesn’t walk as much in the winter. It are too cold here in Canada for that.
9. Proofread the following poem.
I have a spelling checker,
It came with my PC.
It plane lee marks four my revue
Miss steaks aye can knot sea.
Eye ran this poem threw it,
Your sure reel glad two no.
Its vary polished in it's weigh.
My checker tolled me sew.
A checker is a bless sing,
It freeze yew lodes of thyme.
It helps me right awl stiles two reed,
And aides me when eye rime.
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10. Use the auto text and insert a closing for a letter requesting an interview.
11. Insert a picture and format it behind the text.
12. Insert a table with 4 columns and 3 rows.
13. Per Wikipedia, communication (from Latin "communis", meaning to share) is the activity of conveying information through the
exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behavior. Communication requires a
sender, a message, and a recipient, although the receiver need not be present or aware of the sender's intent to communicate
at the time of communication; thus communication can occur across vast distances in time and space. - Use the Thesaurus to
find another word for ‘communicate’.
14. Insert page breaks after questions 5, and 9 and 13.
15. Modify Heading 1 style as comic sans 14 bold underlined and then add the following titles to the top of each page using the
Header 1 style. Page 2 – Pager Numbers and Bullets, Page 3 – Aligning Texts, and Page 4 – Pictures, Tables and Charts
16. Add page numbers at the bottom right corner of each page. Do not show number on first page.
17. Insert a page break at the very beginning. Insert a table of contents using the Modern format on the very first page.
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Word-Processing Instructions Sheet
New Terms:

Word-processing - writing, editing, and production of documents, as letters, reports, and books, through the use of a computer program. Of all
computer applications, word processing is the most common

Alignment - refers to lining up the top, bottom, sides, or middle of text or graphic elements on a page

Justification - is the aligning of the top, bottom, sides, or middle of text or graphic elements on a page. While text can be left- or right-justified,
justified text typically refers to text that is aligned to both the left and right margins — also called fully-justified or full justification.

Auto text - Auto-text is a portion of a text that is saved in the computer memory so that it can be re-used in new documents. It allows you to insert
or type the same thing over and over, but with fewer keystrokes.

Salutation – an opening word or statement of greeting used to begin a letter. Ex. To Whom It May Concern:
Instructions of Word Formatting Functions and Tools
1. Insert date/time, auto texts i.e. attention lines/salutations, pictures and tables and align pictures using wrap text or background.
How to:
 Insert date and time: Put your curser where you would like the date or time to be placed. Go to the Insert menu, select ‘Date and
Time….’, select one dates under the Available formats: and then click OK.

Insert AutoTexts: Put your curser where you want the AutoText to be entered. Go to the Insert menu, move your curser over
‘AutoTexts’, from the additional drop down menu pick any one of the following AutoTexts:
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
Insert picture: Put your mouse where you would like the picture to be placed. Go to the Insert menu, select picture. To insert a picture
from Word’s Clip Art gallery select ‘Clip Art’, pick a category from the right side, for example ‘Animals’, then pick your picture, for
example ‘cow’.

Insert Table: Under the ‘Table' menu, select ‘Insert’, then under the drop down menu select ‘Table…’. In the Insert Table box choose the
number of columns and rows you wish to have, then click OK.
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To align the picture: Click on the picture so you can see the black outline around it, then go to the ‘Format’ menu and select ‘picture…’. Go
to the ‘Layout’ tab and select the ‘Wrapping style’ that you want, then click OK.
2. Insert page breaks, number pages and create table of contents
 Insert page break: Put your curser where you would like the page break. Go to the Insert menu, select ‘Break’, and then under the
dropdown menu select ‘Page break’.

Insert page numbers: Go to the Insert menu, select ‘Page Numbers…’.

Insert Table of Contents: For any headings that you would like to inclue in
your table of contents, highlight the heading, then go to ‘Format’ menu, select ‘Style’, select ‘Heading 1’ in the list and click Apply. Then go
to Insert menu and select ‘Indexes and Tables…’ Under the ‘Table of Contents’ tab, select the format that you want from the list on the
right side, then click OK.
3. Align text using left, right or full justification, use bullets/numbering and adjust line spacing
 Align text using left, right or full justification: Highlight the paragraph you wish to adjust the alignment. Then go to edit bar and click
the button that says align text left, align text right, align centre or justify.
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
Bullets and Numbering: Select the text you wish to add bullets to. Then go to the Format menu, select ‘Bullets and Numbering’, and pick
the format of bullets or numbers that you want.

Adjust paragraph spacing: Highlight the paragraph you wish to adjust the spacing. Then go to the Format menu, select ‘Paragraph…’, then
under the ‘Spacing’ section, choose from the drop down menu the line spacing you want.
4. Create and apply heading styles. Practice proofreading and edit using spelling and grammar check tool. Use thesaurus and synonyms tool
 Create and apply Styles to text: Highlight the text you wish to change the Style. Go to Format menu and select Style. In the Style box
chose Normal from the list on the right, then click Modify at the bottom. In the Modify Style box change the name of the style to a new
name. Then change the formatting to however you want the Style to be. Ex. Arial, 16, bold and underlined.

Edit using spelling and grammar check tool: Go to the Tools menu, select Spelling and Grammar and go through the document. Select
‘change’ to fix an error, or ‘ignore’ to ignore the correction.

Thesaurus tool: Put your cursor on the word you wish to use to search the Thesaurus. Go to the Tools menu, select Thesaurus, in the
Synonyms list highlight the word you wish to use, then click ‘insert’ below.
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