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

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1 Subject: 7 th Grade Computer Grade: 7th Mr. Holmes Unit Lesson Layer Duration Unit 1 Word PROJECT 3: TOURING Applied (do) 2/12/12-2/22/12 Processing SHAKESPEARE S GLOBE 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 apply font styles? 2. How would you insert section breaks? 3. How do you add footnotes? 4. How do you use the thesaurus? 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. apply heading and font styles 2. use the thesaurus 3. create a bulleted list 4. cut, copy, and paste text 5. insert page breaks, section breaks, and page numbers 6. add footnotes Key Terms 1. antonym 2. bulleted list 3. Clipboard task pane 4. Continuous section break 5. copying and pasting 6. cutting and pasting 7. endnote 8. font style 9. footer 10. footnote 11. hard page break 12. header 13. Heading 1 style 14. Next Page section break 15. note reference mark 16. note separator line 17. numbered list 18. Office Clipboard 19. ordered list 20. page number 21. section break 22. side heading

2 23. soft page break 24. source 25. synonym 26. thesaurus 27. unordered list 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. 2. Students should not have to reach far to use their mouse. Have students check the position of their mouse and mouse pad. These items should be within easy reach at the left or right side of the keyboard. Make sure students follow not just read the instructions in the Ergonomics Tips that appear in each project. Procedure 1. Trail Marker 1: Instruct students to read the Trail Marker section and discuss it with them. Have Describe the Bold, Italic, and Underline Font styles used to emphasize characters. Remind students that applying font styles is part of character formatting. The Bold style is used to emphasize text by making it darker. The Italic style slants text to the right. Tell students that the names of books, plays, magazines, and journals are formatted with the Italic style. The default Underline style adds a line below both words and spaces. You may want to have students look at the additional Underline styles and other character formatting options in the Font dialog box. To open the Font dialog box, click the Dialog Box Launcher icon in the Font group on the Home tab. Explain that a side heading is a short phrase that begins at the left margin and introduces a section of a report. Side headings are formatted with the Heading 1 style. 2. Trail Marker 2: Instruct students to read the Trail Marker section and discuss it with them. Have Describe Word s built-in thesaurus and how it is used to replace a word with a synonym or an antonym. Demonstrate how to use a shortcut menu to replace a word with a synonym or an antonym by right-clicking a word and pointing to Synonym. Students can identify words in the list as antonyms because they are followed by (Antonym). For more options, students can click Thesaurus at the end of the synonym list to open the Research task pane. If time permits, show students how to open the Research task pane by clicking the Research or Thesaurus button in the Proofing group on the Review tab. Remind students that multiple text selections can be formatted the same way all at once to

3 save time. Demonstrate, if necessary, how to select multiple text selections by tapping the ctrl key and dragging across the text with the I-beam or double-clicking a single word. Remind students that tapping the ctrl + home or ctrl + end keys moves the insertion point to the top or bottom of the document, respectively. 3. Trail Marker 3: Instruct students to read the Trail Marker section and discuss it with them. Have Remind students that in a Word document, a paragraph is all of the text that precedes a paragraph mark whether that text is one word, a phrase, a complete sentence, or multiple complete sentences. Describe a list as two or more short paragraphs that itemize information in a document. Remind students that they created one type of list a multilevel list in the previous project. Describe two other types of lists: a bulleted list and a numbered list. Explain that adding bullets to an unordered list or adding sequential numbers to an ordered list makes the itemized information easier to read. If time permits, demonstrate how to create a bulleted list or a numbered list from scratch by clicking the Bullets button or the Numbering button in the Paragraph group on the Home tab and then keying a short paragraph. Each time the student taps the enter key, Word automatically inserts a bullet graphic or the next number in sequence before the student begins keying the new paragraph. When they finish keying the list, students should tap the backspace key to remove the last unwanted bullet graphic or number. If time permits, demonstrate how to click the Bullets or Numbering button arrow to display a gallery of bullet graphic or numbering options. Then have students explore different options for their bulleted or numbered lists. 4. Trail Marker 4: Instruct students to read the Trail Marker section and discuss it with them. Have Describe the Office Clipboard as a special place in the computer s memory used to temporarily store multiple cut or copied items. Describe the Clipboard task pane, which might automatically appear when you cut or copy text. To manually display the Clipboard task pane, click the Dialog Box Launcher in the Clipboard group on the Home tab. The major portion of the task pane is used to display items being copied or cut. The Paste All and the Clear All buttons are located at the top of the task pane. To paste an item, instruct students to click the item or to click the item s drop-down arrow and click Paste. From the drop-down menu, students can also delete the item from the task pane by clicking Delete. Tell students that cutting text means to remove it from its current location and store it temporarily on the Office Clipboard. Then the text can be placed in a new position by pasting it. Use the Cut and Paste buttons in the Clipboard group on the Home tab to cut and paste text. Explain that text can be duplicated by copying it to the Office Clipboard and then pasting the copy in another location in the document. Use the Copy and Paste buttons in the Clipboard group on the Home tab to copy and paste text. Demonstrate how to select a large amount of text using the shift + click method: move the insertion point to the beginning of the selection, tap the shift key, and click at the end of the selection. Tell students that this method of selecting a large amount of text is easier than attempting to drag the I-beam across the text, especially when the text spans more than one page.

4 5. Trail Marker 5: Instruct students to read the Trail Marker section and discuss it with them. Have Tell students that the amount of text that can fit on a single page is determined by the page margins, indents, font size, title and side heading styles, and other formatting. Make sure students understand the difference between a soft page break and a hard page break. Some students may not know how to insert a page break, and they may continue to tap the enter key until the insertion point reaches the bottom of the page, allowing Word to insert a soft page break. Describe how Word automatically inserts a soft page break when a page is full of text, forcing the remaining text to a new page. If students change margins, indents, line spacing, or other formatting that alters the amount of text that can fit on a page, Word automatically adjusts the soft page breaks. Explain that students can override a soft page break by inserting a hard page break above the soft page break. This action forces Word to begin repaginating the document from the position of the hard page break. If students insert a hard page break directly below a soft page break, they will create a blank page. Warn students that Word cannot move or delete hard page breaks! Students must manually move or delete them, if necessary, if they change the formatting or add or delete text. Emphasize that it is a good idea to use Print Place or Print Preview to preview a document that contains hard page breaks, just to make certain that the page breaks are positioned correctly. A quick way to insert a hard page break is to tap the ctrl + enter keys. Explain that a section break is another type of break that allows a page to have different formatting, such as different margins or text in columns, from the other pages in the document. Students learn to create a page break and a section break at the same time using the Next Page section break. Point out that all of the pages that follow the Next Page section break will have the same formatting. Using a Continuous section break to create newspaper-style columns is discussed in a later project. Section and page breaks can be inserted using the Insert Page and Section Breaks button in the Page Setup group on the Page Layout tab. You can also insert a page break by clicking the Page Break button in the Pages group on the Insert tab. Tell students that multipage reports should have page numbers on all of the pages except the first page. Page numbers are always inserted in a header or footer. Students insert page numbers using the Page Numbers button in the Header & Footer group on the Insert tab. 6. Trail Marker 6: Instruct students to read the Trail Marker section and discuss it with them. Have Emphasize the importance of citing, or giving credit to, sources when preparing a report. Describe footnotes as citations that appear at the bottom of the page and endnotes as citations that appear on a separate page at the end of the report. Remind students to review the different citation formats for books, magazines, journals, and online resources located in the appendix. You might need to revise the Apply It! steps if your school s approved citation style differs from the style used in this book. 8. 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

5 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 insert footnotes and section breaks. 9. Assign in-class work or homework to strengthen student understanding and skills (end-of-project 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).