Learning Plan in COMPUTER 7

LESSON 2
PROCESSES IN WORD PROCESSING
LESSON OUTCOMES
After discussing the subject matter, the learners are expected to be able to:
1. Be familiar with the basic operations in word processing.
2. Be acquainted with the processes and commands of Microsoft® Word.

1. LECTURE
A. Enduring Understanding
 What are the basic operations in word processing?
 How does Spelling and Grammar Checker makes the processes in Word 2016
accurate and easier to use?

B. Content Standards
 Recognize the different operations in word processing using
Microsoft Word.

C. Topic Outline
 Starting a Word Processing Program
 Typing, Erasing, and Editing Text
 Find and Replace
 Spelling, Grammar, and Thesaurus
 Saving, Retrieving and Printing Documents
 Page Layout
 Formatting Texts and Paragraphs
 Previewing a Document and View Options

D. Performance Standards
 Identify the different commands used in word processing.
 Perform the laying out of basic documents using word processing.

E. Intended Lesson Outcome

Familiarize in the fundamental operations of word processing and be
acquainted with the processes and commands of Microsoft Word.

F. Teaching Techniques
The suggested teaching technique for this lesson is through lecture and demonstration
supported with individual and group activities.
 G. Methodology
1. Checking of Assignment

Ctrl + N (to create a new document)

Ctrl + F (to display the Find and Replace dialog box)
Ctrl + S (to save a document)
Ctrl + O (to open a previously saved file)
Ctrl + P (to print a copy of the document)
Ctrl + D (to display the Font dialog box

2. Review

Let the learners recite individually. Ask them to:

• Describe an office productivity suite.
• Enumerate the components of an office suite

3. Motivation

Tell the learners to browse on their composition notebooks then ask how
long it took them to write by hand a page or two. When they committed
an error or want a substitute for a redundant word what did they usually
do?
Also, ask if anyone still has a typewriter at home and if he or she is
familiar with its workings. After hearing the learners’ experiences on
using these traditional ways of writing, introduce the topic of word
processing. Emphasize to the class how the advent of word processing
programs revolutionized the way people produce documents.

4. Lesson Proper

Turn on the computer and start the word processor. Then demonstrate
fundamental word processing operations to the class. After acquainting
the learners with the basic tools of word processing, introduce them to
useful keyboard shortcuts.

2. APPLICATION
A. Engagement Activity

Start the engagement activity by asking the learners to prepare a

document describing themselves in no less than 100 words. Provide
specifics on the formatting like font, margin, paper size, and orientation.
Encourage the learners to experiment with the spelling and grammar
checker and thesaurus as well as the keyboard shortcuts. Let them save
and print their compositions upon completion.
B. Reinforcement Activity

Before plunging into the world of desktop publishing, the learners have to be
familiar first with the word processing features of the word processing
program used in the book. They should also be able to hone their organizational
skills and sharpen their English language proficiency on the given text.

Instructions:
Edit and format the word processing file according to the following specifications:
a. Underline the chapter name only (not including the chapter number), then put
it in boldface.
 b. Justify all the paragraphs.
c. Indent the first sentence of every paragraph.
d. Remove the double-spacing in-between paragraphs.
e. Leave one space between the chapter name and the first paragraph.
f. Find the term “live” in the passage (not the one in the title at the last
line) and put it in boldface.
g. Correct the adverb that was misspelled.
h. Change the words in British English (those with red jagged lines, excluding
the proper nouns) into Standard American English.
i. Put the words inside quotation marks in boldface italics.
j. Every first letter of the paragraphs on the first page should be in Times New
Roman, font size 14pt.
k. The whole passage should be in gray-80%, Verdana, font size 11.5pt.
l. The chapter name and the last line should be in black, Verdana, font size 12pt.
m. Right-align the last line. Italicize and underline the title, excluding the
comma (,).
n. Write your name, class number, year, and section, and the date today centered
and on separate lines at the bottom part of the page, two lines after the last line.
Their font size should be 11pt only.
o. Save the file as “DP_Lesson2_Exercise_<YourName>.”

3. EVALUATION
Let the learners answer A and B Measure portion of Lesson 1.

4. SYNTHESIS

Ask the following questions for discussion purposes:

1. What other sections could you change in order to make the document more
pleasing to the reader’s eye?
2. Can you give the directions on how to change the page orientation into landscape
and how to alter the margins?

5. ASSIGNMENT

Explain the difference between raster graphics and vector graphics.