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Daily Lesson Plan

The daily lesson plan teaches students how to use Microsoft Word to write and edit simple assignments. Students will learn how to insert tables, pictures, headers and footers. They will then apply these skills by developing a business idea and writing steps to start their business using the design cycle. Students will also analyze different types of documents and criteria for what makes a good document. Their work will be assessed based on the business plans they create and save in Word and PDF formats.

Uploaded by

Osama Daraghme
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27 views2 pages

Daily Lesson Plan

The daily lesson plan teaches students how to use Microsoft Word to write and edit simple assignments. Students will learn how to insert tables, pictures, headers and footers. They will then apply these skills by developing a business idea and writing steps to start their business using the design cycle. Students will also analyze different types of documents and criteria for what makes a good document. Their work will be assessed based on the business plans they create and save in Word and PDF formats.

Uploaded by

Osama Daraghme
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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Daily Lesson Plan

Teachers’ Names: Standalone


Osama Daraghmeh
Approaches to Learning Communication Skills:

 Record information and observations by hand and


through digital technologies

 Organize information logically

 Communicate using a range of technologies and


media

Day Saturday
Date 22th of October, 2022
What do we want  Uses a desktop publishing or a word Time Resources
students to learn? processing application to write.
Content/ Objective
 Uses a desktop publishing or a word processing Microsoft Word
application to write, edit, and save simple
assignments

How will students  Revision: What did we learn last week? 2 min
learn?  Design Cycle: Empathize, Define, Ideate, 5 min
Prototype, Test.
Differentiation: older students are taught the Middle
Years Programme Design cycle before they start
applying and coming up with their business idea
 Insert tab: Tables, designing tables, pictures, 5 min
shapes, icons, header, footer, page numbers, text
boxes. 3 min
 Table/Shape/Picture tools.
 Students apply their learning by thinking of a 45 min
business idea they would like to create and write
it on a Microsoft Word document. Students
create steps on how they would like to start
their business. Students are reminded to use the
Design cycle.
3 min
 Students are taught what is the Bloom’s
Taxonomy of learning.
2 min

 Divide students into 3-4 groups depending on


attendance.
5 min
 Students discuss the following:
o What are the different purposes for
creating Microsoft Words documents?

 Students are regrouped into focus groups of


the types of documents they came up with 5 min
(School work homework, business proposal,
story or book, resumes, brochures, reports…
etc.)
o Students create analyze and come up
with criteria for a good document
based on their focus group.
 Jigsaw strategy: Students are regrouped with 20 min
1 from each group to discuss their findings,
each group must write the criteria on a Word
document to deliver it.
 Students are back each to their own business 15 min
idea to apply the criteria they created. 5 min
 Save your work as a PDF into a folder.
 Wrap up:
5 min
o What did I already know about this class?
o What did I learn today?
o What don’t I yet understand?
o Did we enjoy our new found knowledge?
 Next week:
o “Gallery walk” strategy for evaluation and
feedback
o Time for modifying your business idea
document
o PowerPoint. Teacher asks: “Why do you
think PowerPoint is a good tool for the
next class?”
How will I know what Students’ business plans saved as a Word and as a PDF
they have learned? file.
Students’ criteria for each type of a document.

Teacher's Role Teacher to take descriptive notes for each students’ work for evaluation.
Support Role Teacher to have a checklist and show it to students as a criteria they are being
evaluated on.
Notes/ Reflection
Follow Up
A:
B:
C:

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