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ICT WEEK 3

The document outlines a learning planner for teaching multimedia document creation using ICT tools, focusing on formatting, managing, and presenting information. It includes learning outcomes, essential questions, pedagogical strategies, and assessments to evaluate student understanding. The lesson plan emphasizes hands-on activities and collaboration among learners to enhance their skills in using Word for document formatting.

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Enoch Kojo Otoo Mensah
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10 views

ICT WEEK 3

The document outlines a learning planner for teaching multimedia document creation using ICT tools, focusing on formatting, managing, and presenting information. It includes learning outcomes, essential questions, pedagogical strategies, and assessments to evaluate student understanding. The lesson plan emphasizes hands-on activities and collaboration among learners to enhance their skills in using Word for document formatting.

Uploaded by

Enoch Kojo Otoo Mensah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Learning Planner

Information & 120


Subject Communications Week 3 Duration minute Form 1
Technology s

ICTs in the Society Organising, Managing and Presenting


Sub-
Strand Information Using Essential
Strand
Productivity Tools

Demonstrate knowledge and understanding of the use of


Content
various computing tools to create multimedia documents containing
Standard
text, images, etc. e.g., birthday cards/Flyers for a specified purpose.

Learning
Create multimedia documents using appropriate computing tools
Outcome(s)

Learning
Formatting, table and picture tools in Word
Indicator(s)
1. How can heading styles be used to create a visual hierarchy in a
long document, and what benefits does this provide the reader?
2. What are some effective ways to use images to support and
Essential enhance the text in a document, and how can distracting or
Question(s) overwhelming the reader be avoided?
3. What mix of pedagogical strategies and teaching and learning
resources can be used to effectively teach formatting in Word?

Tell-it-all
Think-pair-share
Pedagogical Direct instruction
Strategies Demonstration
Practice
Whole class discussion
Laptop
Teaching & Desktop
Learning Tablet
Resources Word processor
Projector
Key Notes on Differentiation

i. Learning Tasks:
 Steps for creating a Bulleted List
o Position the cursor where you want to insert the bullet list
o On the Home tab, under paragraph grouping, click the bullet list button to
display the bullet library
o Choose a desired bullet
o Type any text and press enter key to create the bulleted list
o Press Enter key on the keyboard twice to deactivate the selected bullet
 Steps for creating a Numbered List
o Position the cursor where you want to insert the bullet list
o On the Home tab, under paragraph grouping, click the Numbering button and
choose a desired numbered list
o Type any text and press enter key to create the numbered list
o Press Enter key on the keyboard twice to deactivate the selected bullet, etc.

ii. Pedagogical Exemplars:


 Put learners in groups of at least 4 and ask them to write 5 of their best dining
meals and 5 things they can see in class individually. Ask learners to share their
write up with members in the group, observe the individual lists and describe how
the lists were made. Learners share their responses with the larger group
 In small groups, practically guide learners to explore the options under paragraph
grouping, to make ordered and unordered list, (bullets list, Numbered List and
Multilevel List), increase and decrease indent and sort the list and tables in their
document in any preferred order
 Learners further explore the formatting styles under style grouping of the home tab
and use some of the styles in a document. Guide learners to apply different heading
styles to text in their document and also modify the styles to suit their desires.
 Ask Learners to share with their colleagues how to make ordered list, unordered
list, multilevel list, sort list in order of magnitude and change heading styles and
modify them in their document, etc.

iii. Key Assessments (DoK):


 Level 1: Identify the different types of lists that can be created in Word, such as
bulleted lists and numbered lists
 Level 2: Demonstrate how to create a multilevel list in Word with different levels of
indentation
 Level 3: Evaluate the effectiveness of using custom bullets or numbering formats to
enhance the visual appeal of a list in Word
 Level 4: Predict how advancements in artificial intelligence and machine learning
could automate the process of organising and renumbering lists in Word, etc.

Keywords Formatting, table, graphics, watermark, font, border, shading

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g., 10 minutes)
Ask learners to tell-it-all by sharing with the whole class how they look and feel after they
get a haircut, hair styled, makeup or dress properly.
Link the discussion to the lesson by letting them realise that to improve or enhance the
appearance of a Word document it needs to be properly formatted.
Introductory Activity (e.g., 15 minutes) Introductory Activity (e.g., 15 minutes)
1. Using tell-it-all, let learners share 1. Share their experiences from the
their experiences from the previous lesson and the types of
previous lesson as a quick recap formatting in Word they have used
and also share the types of before (if any).
formatting in Word they have used
before (if any).
2. Task learners to think-pair-share 2. Think-pair-share what the term
what the term ‘formatting’ means. ‘formatting’ means.

Activity 1 (e.g., 40 minutes) Activity 1 (e.g., 40 minutes)


1. In a direct instruction format, 1. Observe and identify the selected
project the Word Home, Insert and tools/button in the Word Home, Insert
Design tab ribbons and guide and Design tab ribbons.
learners to identify the various
tools/buttons that will be covered
in the lesson.
2. Using the projector, demonstrate 2. Observe the demonstrations on how to
how to use the selected formatting, use the selected formatting, table and
table and picture tools, and invite picture tools, and guide the teacher
guidance from learners during the during the second or subsequent
second or subsequent demonstration(s). Ask questions for
demonstration(s). clarifications.

Activity 2 (e.g., 40 minutes) Activity 2 (e.g., 40 minutes)


1. In a practice session, task learners 1. Independently open and format their
to independently open and format document containing the national
their document containing the anthem, national pledge and school’s
national anthem, national pledge ode by adding headings (capitalize
and school’s ode by adding and coloured), using different font
headings (capitalize and styles for all three, and emphasising
coloured), using different font noteworthy words.
styles for all three, and
emphasising noteworthy words.
2. Guide learners to insert a table 2. Insert a table with three columns and
with three columns and six rows, six rows, and type the headings: input
and type the headings: input devices, output devices and storage
devices, output devices and devices. Give five examples of the
storage devices. Under each respective hardware devices under
heading let the learners give five each heading and format the table.
examples of the respective
hardware devices. Ask learners to
use any formatting of their choice
for the table.
3. Let learners insert a picture of any 3. Insert a picture of any of the listed
of the listed devices of their devices, use their first name as a
choice, use their first name as a watermark and save the document.
watermark and save the document.
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 1
What is the keyboard shortcut for underline?

Level 2
An essay is being word processed with the title ‘A brief history of Ghana’. Describe three
types of formatting that could be applied to make this title more prominent.

Level 3
Create a step-by-step guide for how to add the watermark ‘Draft’ to a document.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (e.g., 15 minutes)
In a whole class discussion, let learners share their experiences on the task carried out in
the practice session.
Conclude by asking learners to read on the layout tools for lines, paragraphs and pages in
Word before the next lesson.
Reflection & Remarks
Reflection

What went well in the lesson?


Were the different subgroups in the class catered for?
What must I do to improve on the challenges in the next lesson?

Remarks:

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