Word Processing Day 3 Introduction to Descriptive Adjectives Daily Objectives (Students will be able to) Computer Skills: Type and navigate in a Word document Highlight, change font and style of words. Make 2 Columns in a Microsoft Word Document Literacy Skills: Identifying Tone and supporting sentences (in description of characters) Identify fact and opinion. (continued) Tasks (Students will have completed) Microsoft Word Exercises 3 and 4 Tone and Character Packet Vocabulary Materials & Activities (at the end of this lesson) Laptop, Mouse, USB Disk, Headphones, LCD Projector Documents: Microsoft Word Exercises 3 and 4 Tone and Character Packet.
Activity / Time Description Resources Notes Warm-Up 20 min. Demonstration 10 min. Individual Practice 20 min. Concept Review 30 min. New Content Introduction 40 min. As a review of previous week s material, students should complete Microsoft Word Exercise 3. Review skills from previous session, especially highlighting, font changes, etc. Demonstrate how to divide text into two columns. Have Students complete Microsoft Word Exercise 4 Students read a brief article, and again, must circle those statements that they think are facts and underline those that they think are opinions. This time they should open a document and make two columns one for fact and one for opinions and type up the statements from the article. Introduce concepts of Tone and Character Description in writing. Brainstorm adjectives and phrases for describing each. Students practice the concept by reading short selections and answering multiple choice questions. Microsoft Word Exercise 3 Microsoft Word Exercise 4 Fact and opinion article Tone and Character Packet Before the activity you will need to demonstrate how to use internet explorer to get the practice document. You may also want to ask the student to explain how to save (they can refer to Ex. 2.) Especially with review demonstrations, have students narrate, give you direction and demonstrate to the class Before handing out reading, ask students to define or explain what a fact is and what an opinion is. Ask them to generate a fact about the global community and an opinion about the global community. Each section of questions should be timed at 5 minutes (this is practice for testing conditions). Students may be given time at the end to finish what they didn t. Packet should be reviewed at the end of class.
Microsoft Word: Exercise 3 In this exercise, you will practice what you have learned so far. You will find the document on the internet and open it. To start, follow the step-by-step directions. 1. Open Internet Explorer.. 2. Go to http://tinyurl.com/wordformat 3. Click on Formatting Practice. 4. Click on Save. Save the document to your U.S.B. drive. 5. Click on MY COMPUTER. 6. Click on the place where you want to save you files. Click SAVE. = Removable Disk 7. Close Internet Explorer. Now the document is on your USB drive. 8. Now you will open the document you saved. Click on MY COMPUTER and double click on Removable Disk. 9. Click on the document named Formatting Practice. Wait for the document to open. 10. Look at the top of the document. Does it say Microsoft Word? (If not, go back to step number 1) 11. Now follow the directions on the screen. For example, highlight line number 1 and make it bold 12. When you re finished with all 13 lines, save this file. 13. Ask the teacher to check your work. When you are finished they will sign in the box below.
Microsoft Word: Exercise 4 1. Open a new Microsoft Word document. 2. Click on the right alignment button on the toolbar. 3. Type today s date. 4. Now Move the cursor to the center of the page a few lines below the date. The cursor should have several small lines next to it. As you move the cursor from the right to the left the lines will change to show how the program will align the text if you click there. 5. When the cursor looks like this, Double-click. 6. Type the words Chocolate Chip Cookies. See that the title is aligned to the center. 7. Press the ENTER key twice. 8. Click on the LEFT ALIGNMENT button on the toolbar.
9. Type this list of ingredients: ½ cup Lard ½ cup Butter 2 ½ cups All Purpose Unbleached Flour ¾ cup White Sugar ¾ cup Packed Brown Sugar 2 Eggs 1 tsp. Vanilla ½ tsp. Baking Soda ¾ Bag of Milk Chocolate Chips 10. Press the ENTER key two times. 11. Type these directions: Directions: Mix the Lard and Butter until creamy. Mix in some of the flour (about half), the brown sugar, white sugar, eggs, vanilla, and baking soda. Stir until ingredients are thoroughly mixed, then blend in the remaining flour. Add chocolate chips and stir. Drop by the spoonful onto an ungreased baking sheet. Bake at 375 degrees for 8-10 minutes, then enjoy! 12. Highlight just the ingredients. 13. Click on the FORMAT menu. 14. Click on COLUMNS. 15. Click on the picture of two columns. 16. Click on OK.
17. The ingredients should be in two columns. Like this: 18. Save this document on your disk. 19. Ask a teacher to check your work. Your teacher will sign here.
Fact and Opinion Article: Welcome to the Global Village Just two generations ago, at the time our grandparents were children, the world was a much larger place. Most of our grandparents never traveled from their country of birth. Many people throughout the world never watched television regularly. Nonstop international news on stations like CNN didn t exist. There was no World Wide Web to surf; in fact many of our parents didn t have their own telephone. Today the world feels much smaller. We can easily visit different countries as tourists, students and workers. We settle in different countries, bringing our languages and cultures with us. We can turn on T.V., open a newspaper, or go online and instantly find out what is happening around the world.we eat American food in Tokyo and Japanese food in Miami. Many of us speak more than one language, and we have children whose first language is not our first language.the whole world has opened up. So welcome to the global village a new world which seems smaller because we are all more closely connected. We now live in a world where ideas, goods and people move easily across borders. Adapted from Read Ahead: Reading and Life Skills Development 2 By Jo McEntire, Longman, 2004.
The Making of a Pilot Jet pilot Judy Campbell began flying at 17 and had her instructor s license by the time she was 20. The daughter of a US Air pilot, Campbell seemed destined to fly. After she graduated from college, Campbell joined the United States Air Force. She didn t much enjoy officer training You re not treated well, she says. Their sole intent is to turn you into a military officer in three months. Flight training, on the other hand, was a totally different experience especially formation flying. At 500 miles an hour, you re only 20 inches away from the planes you re flying beside.very exciting, Campbell reports. After two years in the air force, Campbell joined TWA. When the Gulf War erupted, Campbell was called back into service. Her job was flying a C-141 cargo plane to Saudi Arabia. Because of the danger, Campbell had to wear chemical warfare gear a heavy rubber suit over her flight suit. Today, as a first officer flying B-727s for Federal Express, Campbell flies less dangerous missions. As for crises, she remarks, We train so much to fly with engines out that when something happens in real life, it s no big deal Adapted from Timed Readings Plus, Book Six By Edward Spargo, Jamestown Education, 1998
Questions for The Making of a Pilot 1. Which sentence supports the idea that Judy Campbell is brave? a. Jet pilot Judy Campbell began flying at 17 b. When the Gulf War erupted, Campbell was called back into service c. Campbell flies less dangerous missions d. At 500 miles an hour, you re only 20 inches away from the planes you re flying beside Very exciting 2. Which sentence supports the idea that Judy Campbell learns fast? a. After she graduated from college, Campbell joined the United States Air Force b. Their sole intent [in the Air Force] is to turn you into a military officer in three months c. Jet Pilot Judy Campbell began flying at 17 and had her instructor s license by the time she was 20. d. She didn t much enjoy officer training 3. What does the author mostly likely mean when he says that Campbell was destined to fly? a. She didn t want to fly but her family made her. b. Being in a family of pilots meant that flying was a natural choice for her. c. She was a very religious person, and that s why she decided to fly planes. d. She knew she wanted to fly planes when she was a baby 4. What two words would best describe Judy Campbell, according to the article? a. Hard-Working, Afraid b. Brave, Lazy c. Hard-Working, Passionate d. Angry, Brave. 5. What statement about Campbell is an opinion? a. Campbell seemed destined to fly b. After she graduated from college, Campbell joined the United States Air Force. c. Her job was flying a C-141 cargo plane to Saudi Arabia d. Because of the danger, Campbell had to wear chemical warfare gear
Elsie She had roles in two movies, ate a gossip columnist s hat, has a star on Hollywood Boulevard and toured the country in her own railroad car. Who was she? She was a sevenyear old Jersey cow who became known to the world as Elsie, the Borden Cow. Born in 1932 on a dairy farm in Brookfield, Massachusetts, Elsie then named You ll Do Lobelia lived a normal cow life until 1939. At that time, the symbol of Borden s Milk was a popular cartoon cow named Elsie. Borden s staff found that the question most people asked was Where s Elsie? Company officials decided that if the public wanted a real Elsie, they should have one. They chose the best-looking cow in the barns the one named You ll Do Lobelia. In July 1940, RKP Pictures offered Elsie the starring role of Buttercup in a film of Louisa May Alcott s Little Men. So Elsie went to Hollywood. More than 12,000 newspaper stories appeared about her trip. Then disaster struck in April 1941. Badly injured in a truck accident, Elsie died 10 days later. Millions mourned her. Today the farm where Elsie was born is a wildlife sanctuary to keep animals safe. Questions for Elsie 1. What word would best describe the tone of this story? a. Humorous b. Mean c. Serious d. Creative 2. What clue do we get in the first sentence that Daisy is not human? a. she had roles in two movies b. she ate a gossip columnist s hat c. she has a star on Hollywood Boulevard d. she toured to country in her own railroad car 3. What sentences supports the idea that Elsie was popular? a. Elsie went to Hollywood b. Borden s staff found that the question most people asked was Where s Elsie? c. Millions mourned her d. They chose the best-looking cow in the barns 4. Which would not be a good word to describe Elsie? a. Unusual b. Famous d. Normal d. Well-Known 5. Which phrase would not make sense in the story? a. Elsie was a very famous cow. b. Elsie was one of the most popular cows in Show Business. c. Elsie worked very hard for her fame. d. Elsie was not your average cow.