Subject: 7 th Grade Computer Grade: 7th Mr. Holmes Unit Lesson Layer Duration Unit 1 Word Processing

Transcription

1 Subject: 7 th Grade Computer Grade: 7th Mr. Holmes Unit Lesson Layer Duration Unit 1 Word Processing PROJECT 2: SAILING INTO EDO BAY WITH COMMODORE PERRY Applied (do) 10/1/12-10/11/12 Essential Questions What do you think about, prove, apply, what if, what would you do if, evaluate, how would this be different if, suggest? 1. How would you correct spelling and grammar errors in a document? 2. How would you create a multilevel list? 3. How do you use the page setup dialog box? 4. How do you change a font and page format? Objectives/Standards Standards: 1. 7.CT.2.1 ~ Recognize differences between applications and their uses CT.2.3 ~ Create projects using technology applications and tools CT3.1 ~ Evaluate the effectiveness of new tools IL.2.1 Categorize validated and non-validated sources. Objectives: 1. check spelling and grammar 2. create a multilevel list 3. position text on a page 4. change text font, font size, and case 5. format a single-page unbound report Key Terms 1. character formatting 2. demoting 3. First Line Indent marker 4. font 5. font size 6. Hanging Indent marker 7. horizontal alignment 8. indented 9. Left Indent marker 10. line spacing 11. lowercase 12. main heading 13. margin 14. multilevel list 15. paragraph formatting 16. point 17. promoting 18. Right Indent marker 19. typeface 20. unbound report 21. uppercase

2 Materials 1. Computer 2. Data files 3. Textbook 4. video display projector Differentiation Hands-on Four square Anticipatory Set 1. Instruct students to read the opening page for this project and perform the Starting Out activity. Make certain students can see their monitor screens without tilting their heads up or down. If necessary, reposition the monitor so that they look straight ahead to see the screen. Make sure students follow not just read the instructions in the Ergonomics Tips that appear in each project. Procedure

3 Teaching Strategies 2. Trail Marker 1: Instruct students to read the Trail Marker section and discuss it with them. Explain how to use the Spelling & Grammar button in the Proofing group on the Review tab to open the Spelling and Grammar dialog box. Remind students that they should not add misspelled words or proper names to the Word dictionary. Point out the wavy red and green lines below potential spelling and grammar errors. If time permits, demonstrate how to use a shortcut menu to correct spelling and grammar. Right-clicking the misspelled word opens the shortcut menu. Word s suggestions appear in bold at the top of the menu. If the correct word appears, click it to replace the misspelled word in your document. If the desired word does not appear, click Spelling to open the Spelling dialog box for more options. Explain to students that they should carefully view the spelling suggestions and select the correct word. Often the first word on Word s list will not be the word students want. Sometimes the word they want will not appear at all. Remind students that it is important to check the spelling and grammar in all of their work. Stress that they should check the spelling and grammar in their documents even when there are no instructions to do so. Remind students that Word s spelling and grammar checker does not catch all errors, such as keying to in error instead of the number two; therefore, carefully proofreading of all documents is essential. 3. Trail Marker 2: Instruct students to read the Trail Marker section and discuss it with them. Explain that an outline, or multilevel list, is often created to organize research notes and to provide a framework for writing a report. Describe a multilevel list as a document with numbered main topics, subtopics, and details. The main topics begin at the left margin. Subtopics are indented below the main topics. Details are indented below the subtopics. Describe the most common numbering system for a multilevel list: I, II, III (main topics); A, B, C (subtopics); 1, 2, 3 (details). Demonstrate how to use the Word Multilevel List feature to format a list of topics (short paragraphs) as a multilevel list and then promote or demote topics in the outline using the Increase Indent or Decrease Indent buttons in the Paragraph group on the Home tab. Another more complicated method of creating an outline is to view a document in Outline view and work with buttons on the contextual Outlining tab on the Ribbon to create the outline. Using Outline view is not discussed in this text. Use the tip to remind students that each topic in the list is for formatting purposes just a very short paragraph. Have them turn on the view of formatting marks, if necessary. Remind students how to select random text using the CTRL key.

4 Note that the most efficient way to work in the Word application is to key the document text first and then format it. Having students format an existing list of topics as a multilevel list reinforces the key then format process. 4. Trail Marker 3: Instruct students to read the Trail Marker section and discuss it with them. Explain that Word provides several ways to position text attractively on the page: setting document margins, aligning paragraphs horizontally and vertically, changing paragraph line spacing, and indenting paragraphs. Demonstrate that margins are changed by selecting a margin setting from the Margins button gallery in the Page Setup group on the Page Layout tab or by creating custom margins in the Page Setup dialog box. Some students may be confused by the term paragraph as it is used to describe certain formatting options in a Word document. Remind students that in a Word document, a paragraph is all of the text that precedes the paragraph formatting mark, which is inserted each time the ENTER key is tapped. Therefore, both a short report main heading and a multilevel list topic followed by a paragraph formatting mark are paragraphs for formatting purposes. Encourage students to turn on the view of nonprinting formatting marks to see the paragraph formatting marks as they work. Indenting, aligning, and line spacing are all part of paragraph formatting. To select a single paragraph for formatting, move the insertion point into the paragraph. To select multiple paragraphs for formatting, use the I-beam or another selection method to select the paragraphs. Neat tip: You can select the paragraph mark at the end of a paragraph and apply new formatting that will be applied to the entire paragraph. Paragraphs are aligned horizontally at the left or right margins or at the center point between the margins by clicking the Align Text Left, Center, or Align Text Right buttons in the Paragraph group on the Home tab. Justified alignment is not discussed in this text. Line spacing is changed by clicking the Line and Paragraph Spacing button in the Paragraph group on the Home tab and clicking a line spacing option. You might ask students to practice changing the line spacing using the data files. Students can also practice changing line and paragraph spacing by completing the supplemental Exercise 1 located on the IRCD. Paragraph formatting can also be applied with options in the Paragraph dialog box. Open the Paragraph dialog box by clicking the Dialog Box Launcher in the Paragraph group on the Home tab. 5. Trail Marker 4: Instruct students to read the Trail Marker section and discuss it with them. Explain that changing the way one or more characters of text appear is called character formatting. Character formatting includes changing the font, font size, and case of text. Describe a font or typeface as the shape of text characters. Tell students that the three most commonly used fonts are Calibri, Arial, and Times New Roman. The default font

5 for all new Word documents is Calibri. You may want to have students look at examples of fonts, both serif (Times New Roman) and sans serif (Arial). Serifs are short lines at the ends of the strokes of a letter. Describe font size as the size of the characters of text on the page. Note that font size is measured in points; the larger the point, the larger the size of the characters. The default font size for body text in all new Word documents is 11 point. Demonstrate how to select a word or a character and change the font and font size. You can make changes by clicking the Font or Font Size buttons in the Font group on the Home tab or by choosing options in the Font dialog box, which is opened with Dialog Box Launcher in the Font group. Remind students that uppercase characters are keyed in ALL CAPS. Demonstrate how to change the case of existing text by clicking the Change Case button in the Font group on the Home tab. Have students practice selecting an entire document using the CTRL + A keyboard shortcut. You might choose to demonstrate clicking the Select button in the Editing group on the Home tab and then clicking Select All to select an entire document. 6. Trail Marker 5: Instruct students to read the Trail Marker section and discuss it with them. A single-page unbound report in this text is formatted with a 2-inch top margin; 1-inch left, right, and bottom margins; a main heading paragraph formatted with the Title style; body text formatted with the default Calibri 11-point font; and 1.15-inch line spacing with 10 points of additional space between paragraphs. You might choose to modify the Apply It! steps if you change this formatting to agree with a different document style used at your school. Point out the indent markers on the left and right edge of the Horizontal Ruler. Have students use ScreenTips to locate the indent markers on their screens. Tell students that indenting is part of paragraph formatting. Describe Left, Right, First Line, and Hanging indents. Explain that students can set the indent for one or more paragraphs by selecting them and then dragging the desired indent marker to the correct position on the Horizontal Ruler. Demonstrate how to indent one or more paragraphs using the indent markers. Note: Some students may be familiar with using the TAB key and the default 0.5- inch tab stop to indent the first line of a paragraph. In this text, paragraphs are indented using the indent markers. It is more efficient to select the paragraphs and drag an indent marker to indent paragraphs. In addition, it is easier to change the first line indentation for multiple paragraphs if the indent markers are used, rather than tab stops and tab formatting marks. Setting tab stops and using the tab formatting marks to position text in tabbed columns is discussed in a later project.

6 You may want to note that the Increase Indent button that students used earlier to demote outline topic paragraphs creates a Left Indent. Point out the tip about printing documents. Students are not told when to print a document. However, you may want to remind them to use Print Place or Print Preview to see what their completed work would look like if it were printed. 7. Review student learning (Project Skills Review) and determine if additional instruction is needed in specific areas. Use the Project Skills Summary to quickly review with students the skills they learned/practiced in the project. Invite students to tell what they enjoyed most or found difficult in this project. As you review the skills, encourage students to use their student rubric to assess their progress. Tell students to include notes on the rubric about different functions they have learned and tips they want to remember, such as how to use the indent markers. 8. Assign in-class work or homework to strengthen student understanding and skills (end-ofproject activities). Assessment Additional Skill Building. Instruct students to complete additional skill-building activities as needed. Vocabulary Flash Cards Keywords List (password protected; teacher access only) Supplemental Exercises (password protected; teacher access only) Post-Assessment Project (password protected; teacher access only) Assessment. Administer either the ExamView test or Quick Quiz (password protected; teacher access only).