Lesson Blueprints - Word Section 1 (1st half)



|Lesson Blueprint |

|Marquee 2010 |

|Application: Word 2010 |

|Lesson: 4 |

|Section 1 Creating and Editing a Document |

|Activities |

|1.1 Completing the Word Processing Cycle |

|1.2 Moving the Insertion Point; Inserting and Deleting Text |

|1.3 Scrolling and Navigating in a Document |

|1.4 Selecting and Deleting Text; Using Undo and Redo |

|1.5 Checking the Spelling and Grammar in a Document |

|1.6 Using AutoCorrect and the Thesaurus |

|Text Page Numbers: 1-19 |

|Learning Objectives |

|- Complete the word processing cycle |

|- Move the insertion point |

|- Insert, replace, and delete text |

|- Scroll and navigate in a document |

|- Select and delete text |

|- Use Undo and Redo |

|- Check spelling and grammar in a document |

|- Use the AutoCorrect feature |

|- Use the Thesaurus feature |

|END-OF-SECTION EXERCISES |

|See Marquee10_Blueprint05_WordS1.doc for end-of-section exercises information for the first Word section. |

|ESTIMATED TIMES |

|Lecture/Demonstration: 30-45 minutes - flexible |

|Section tutorials: 45-60 minutes (homework time needed will vary depending on length of lecture/demonstration) |

|End-of-Section Exercises: Assign after next lesson as homework |

|Student file(s) needed for entire section |

|Activities: FCTVacSpecials.docx |

|MPFax.docx |

| |

|Skills Review: FCTHawaiianSpecials.docx |

|WEIncentiveAgt.docx |

| |

|Skills Assessment: PTMarqueeLtr.docx |

|FCTNorwayTour.docx |

| |

|Marquee Challenge: MPLtrhd.docx |

|FCTRenoTahoe.docx |

|Equipment Check |

|- Students need to copy the files from the WordS1 folder on the CD or from the IRC to a flash drive or other storage media. |

|Instructions for copying a folder are printed on the inside back cover of the textbook. |

|PowerPoint Presentation Available: Marquee10_Presentation_WordS1.ppt, Activities 1.1–1.6 |

|LECTURE/DEMOSTRATION NOTES |

|This lesson is an introduction to using Microsoft Office Word 2010 to create a document, including inserting and deleting text, |

|checking spelling, and using other proofreading tools such as AutoCorrect and Thesaurus. |

| |

|Lesson Lead-In Discussion |

|Word processing software is the application that students who have prior computer experience will most likely have used. Begin by |

|discussing the types of documents that can be created using a word processor. Ask students to list the various school projects for |

|which they have used a word processor and then lead the discussion to the types of documents a business office would create. |

| |

|Write on the board the names of other word processing products. Ask students to tell you about other products they may have used |

|besides Microsoft Word. Students should be able to recognize other applications such as Corel WordPerfect and Lotus Word Pro since |

|these products are in the marketplace. Mention WordPad as a scaled down version of Microsoft Word that is available as an accessory|

|program within Windows. |

| |

|While some of the students will have prior experience in Microsoft Word, it is important to emphasize to the class that learning |

|how to use the program efficiently and learning how to utilize productivity features that they may not have discovered will help |

|them to hone their skills for future tasks. |

| |

|If you have access to a computer connected to a video display projector, demonstrate the following tasks. If time is constrained |

|due to the previous discussion, focus the demonstration on the tasks preceded by an asterisk (*): |

|Have on disk the student data file FCTVacSpecials.docx. |

|* Open Microsoft Word and then open the data file FCTVacSpecials.docx. While opening the file, explain to students how to copy the |

|data files to a removable storage medium or network drive. |

|Have students open their book to page 6 and quickly point out the screen elements shown in Figure 1.1. |

|Demonstrate the difference between scrolling the document using the scroll bars and browsing in a document by moving the insertion |

|point. |

|Show two or three of the keyboard movement commands described in Table 1.3 on page 11. Tell students to try out one or two of these|

|commands in each session so that they quickly become familiar with efficient methods to move the insertion point. |

|* Insert and delete text into a sentence. |

|* Use Overtype mode to change a word. |

|Show two or three of the mouse selection techniques described in Table 1.4 on page 15. |

|* Demonstrate how to use F8 to extend a selection. This is an important technique for students to learn so that they can precisely |

|control the amount of text included in a selection. |

|Delete some text and then show how to use Undo and Redo. |

|Run the Spelling and Grammar check on the document. Point out that the dialog box buttons are described in Table 1.5 on page 17. |

|* By default, readability statistics are turned off. Show students how to turn the feature on before they do Activity 1.5. (Office |

|button / Word Options / Proofing / Show readability statistics) |

|* AutoCorrect is a feature many students are not aware of as a tool with which they can increase their productivity. Show how to |

|add an abbreviated entry to the AutoCorrect dictionary that will replace the abbreviation with the name of your school. Encourage |

|students to consider using abbreviations for long names rather than typing. |

|* Replace a word in the document with a synonym. Discuss how the Thesaurus is a great tool but writers should be careful to choose |

|synonyms that are easily substituted—in other words avoid using the Thesaurus to turn a document into a disjointed reading |

|exercise. |

| |

|Wrap-Up Class Discussion Topics |

|Depending on time available consider the following topic: |

| |

|Students often perform spelling checks in a document but neglect to proofread for words that the spelling check misses. Often, a |

|clean spelling check is assumed to mean the document is error-free. Write a sentence on the board that the spelling and grammar |

|check would pass as error-free and ask students to rewrite the sentence correctly. Some suggested sentences include: |

| |

|Antonyms are words that mean the opposite and are included at the end of the list in the Thesaurus to. |

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|Buy next week you should have completed Word section 1. |

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|Errors should not appear in spelling or grammar check in Word. |

|Teaching Hints |

|Page 7, Step 6: Be sure students are typing the text exactly as shown so they can see the AutoCorrect demonstration. For students |

|who are new to computers and word processing, reinforce the concept of using word wrap instead of pressing enter at the end of each|

|line. |

| |

|Page 11, Step 8: Be sure students follow the formatting instructions given for each task, since the example text might differ in |

|appearance from the way it is to be typed. For example, the text students are to type is shown in magenta, but they are not to make|

|their text magenta. Magenta is used throughout the text to distinguish text to be typed from instructions. |

| |

|Page 12, Step 5: The Browse Object options may not appear in the order shown. Instruct students to use the Go To arrow no matter |

|where it appears in the options. |

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|Page 16: Reinforce to students that spell check is a useful feature to help proofread, but it is only part of proofreading. |

|Students should understand that spell check will not highlight words that are correctly spelled, even if they are not the words |

|they intended to type. For example, in the sentence What time off day shall we meet? The word off will not be highlighted because |

|it is correctly spelled, yet it is not the correct word for this sentence. |

| |

|Page 18: This topic demonstrates using AutoCorrect to minimize the number of keystrokes when typing text: bst is typed as a |

|shortcut for Bahamas Sightseeing Tour. The feature can also be used to correct words students have repeated trouble typing |

|correctly. If the repeated mistake is typed in the Replace text box and the correct version is typed in the With box, the mistake |

|will automatically be corrected. Students quickly become proficient with this feature, since they find it practical and very |

|helpful. |

|At times, students may find certain AutoCorrect features frustrating. When completing Step 2 of this activity, be sure to point out|

|how to turn off individual AutoCorrect options by removing the check marks in the AutoCorrect dialog box. |

|Extra Tips for Students |

|Selecting text using the mouse often causes the document to scroll very quickly, causing too much text to be included. Instruct |

|students not to become frustrated and to keep holding the mouse down but move in the opposite direction. If a student continues to |

|have trouble selecting text using the mouse, encourage him or her to use the F8 key with the cursor movement keys. |

| |

|If your students are good keyboarders, make sure to mention the shortcut keys whenever possible. For example, pressing Ctrl + G is |

|a quick way to display the Find and Replace dialog box with the Go To tab active. Page 30 includes keyboard shortcuts for section |

|1. |

|Possible Work for Advanced Students |

|If you want to challenge advanced students, have them research how to install additional languages so that a document can have |

|multiple languages that Word automatically detects for proofreading tools. |

|Instructor’s Notes |

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