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Teacher-Facing Resources

Type:Lesson

Estimated Time:15 minutes

Grades:6-8

Score Type:Automatically Graded

Work completed by a student will be automatically graded and the grade will be sent to the Learning Management System (LMS) gradebook

Available Languages: English, Spanish


Vocabulary: aesthetics, alignment, borders, collaborative, color, communication, documents, graphic design, indents, landscape orientation, margins, page layout, portrait orientation, ribbon toolbar, spacing, visual contrast, word processing


Primary Objectives:

  • Students can create a unique document by changing the page orientation and paper size.
  • Students learn how color can affect mood.
  • Students learn how design can help readers understand information.
  • Students learn that the Page Layout tab can be used to select color and alignment.
  • Students understand that indents and page margins help control spacing.
  • Students use borders to make their documents stand out.

Secondary Objectives:

  • Students choose appropriate design techniques to present their work to others.
  • Students correctly use word processing to communicate and work collaboratively.
  • Students learn the advantages of word processing.
  • Students understand the benefits of word processing.
  • Students use ribbon toolbar buttons to clarify written communication.

Subjects:

Adjusts Accordingly / Identify

Language Arts > Communication > Speaking Strategies / Presentations > Audience > Adjusts Accordingly / Identify

Advanced Feature

Technology Education > Information Technology > Software Applications > Word Processing > Advanced Feature

Bold Italicized Headings Layout

Language Arts > Writing > Visual Aids Fiction > Text Features > Bold Italicized Headings Layout

Bold Italicized Headings Layout

Language Arts > Writing > Visual Aids Expository > Bold Italicized Headings Layout

Color Manipulation 

Technology Education > Information Technology > Digital Communications > Color Manipulation 

Communication to Others

Library Media > Information Technology > Student Use > Communication to Others

Communication to Others 

Technology Education > Information Technology > Student Use > Communication to Others 

Communication 

Technology Education > Information Technology > Internet > Communication 

Create Communication Products 

Technology Education > Information Technology > Digital Communications > Create Communication Products 

Intermediate Feature

Technology Education > Information Technology > Software Applications > Word Processing > Intermediate Feature

Listening / Pay Attention

Language Arts > Communication > Media Literacy / Viewing > Comprehension > Listening / Pay Attention

Principles of Design 

Technology Education > Information Technology > Digital Communications > Principles of Design 

Student Evaluation and Selection of Tools / Software for Task 

Technology Education > Information Technology > Student Use > Student Evaluation and Selection of Tools / Software for Task 

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing

Visual Impact

Technology Education > Media Literacy > Visual Impact

Visual Literacy 

Technology Education > Information Technology > Student Use > Visual Literacy 
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  • Review word processing techniques with students and how this valuable technology saves time and improves written communication. Online resources can enhance your knowledge of web design. Search for information on Usability.gov.

  • Have students analyze recipe websites. Then they use word processing to write and format a class cookbook.
  • Students can enhance foreign language vocabulary study by using word processing to create a class dictionary.
S.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
S.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
ELA-Literacy.W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
ELA-Literacy.W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.