Teaching Plan

Subject: Computer Studies Std: IV Time Duration: 270 minutes

Chapter: Formatting and Editing Tools of OpenOffice Writer Term: II

Concepts/Subtopics Teaching Strategies

1. Formatting text 1. Flipped classroom

2. Changing the line spacing 2. Activity-based learning

3. Changing the indentation 3. Demonstration

4. Using bullets and numbering 4. Think-Pair-Share

5. Editing tools 5. Questioning

Reference Books: Tech Talk 4 Textbook, Tech Talk 4 Workbook

Resources
Entry Task (Diagnostic Test) - AS of Entry Task (Diagnostic Test) -

Exit Task (Achievement Test) 3 AS of Exit Task (Achievement Test) 3

PPT 3 Video 2

Workbook 1 AS of Workbook 1

Quiz - Graphic Organiser -

Activity Sheet/Worksheet - AS of Activity Sheet/Worksheet -

Weblinks - Any other -

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 Teaching Plan

Lesson Goal/ Purpose of the Lesson

Students will be able to format and edit a document in OpenOffice Writer by using some of its features.

Prerequisite Knowledge
 NA

Entry Task (Diagnostic Test)

 The Entry Task (Diagnostic Test) is a Baseline Test which assesses the student’s prior/prerequisite knowledge, skill level, and gaps of missing
information.
 The student is not informed in advance about the test. The test will give the teacher accurate information about the student’s capabilities.
 The text will be available on the Loop Learning platform for schools enrolled in Loop Learning. The test can be conducted through Google
Forms for schools not yet on Loop Learning.
 Loop Learning platform offers self-learning PPTs and videos for students who score less than 60%. These resources are designed to help
students bridge their learning gaps.

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Concepts/Sub Topics
 Formatting text
 Making text bold, italic or underlined
 Aligning text
Learning Outcome
Students will be able to:
 understand the meaning of text formatting
 apply bold, italic, and underline styles to text
 align text using left, right, center, and justified alignments
 use shortcut keys for formatting

Teaching strategy: Flipped classroom

Vocabulary/Keywords
references [TIP Strategy]
Use the "Vocab_CB_IV_CS_ Formatting and Editing Tools of OpenOffice Writer " vocabulary builder PPT.
Student Learning Resources at Home
Go through the presentation PPT1_CB_IV_CS_ Formatting and Editing Tools of OpenOffice Writer on the Loop learning platform to
understand the concept of text formatting.
Student Learning Activities at Home
 Take notes on the key concepts covered in the presentation.
 Explore some of the features mentioned in the presentation and use them to format a document in Writer.
Classroom Activities

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Introduction:
 Start the class with a quick "Spot the Difference" game. Show PDF1_CB_IV_CS_ Formatting and Editing Tools of OpenOffice Writer on
the screen.
 Ask the following questions.
 What differences do you notice between these two versions?
 Which version is easier to read and why? (The second version stands out more because of the bold, italic, and aligned text. Formatting
helps make text more readable and visually appealing.)

Recap of Pre-Class Content

 Ask the following questions to check students understanding from the presentation:
 Can someone explain what it means to format text?
 How do we make text bold? What's the shortcut key to make text bold?
 What are the different ways we can align text in OpenOffice Writer?
 When would you use justified alignment instead of left or center alignment?

Demonstration:
 Demonstrate the steps to do the following:
 To make text bold, italic, and underlined.
 Align the text in various ways
 Use shortcut keys to apply the same changes.

Hands-On Activity:
 Ask the students to open a new document in OpenOffice Writer and type the following poem:
A tiny, spiny dinosaur
was racing through my house:
a tiny, spiny dinosaur
no bigger than a mouse.
That tiny, spiny dinosaur,
it leapt up on my bed.
It chased me from my bedroom

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 Teaching Plan

and pursued me down the stairs.

 Instructions:
 Make the first two lines bold.
 Italicise the next two lines.
 Underline the word ‘dinosaur’.
 Align the title in the center, and the rest of the text to the left.
 Move around the classroom to provide assistance and answer questions of the students.

Think-Pair-Share
 Students think about the formatting they used in their guided activity.
 Pair up with a classmate to discuss how they applied formatting in their document.
 Share with the class which formatting style they liked the most and why.

Closure/Wrap-up:
 Ask students to think about the different formatting operations of OpenOffice Writer that they learned in class today.
 Ask: Which formatting style do you think is the most useful, and why?
How does formatting help improve the appearance of a document?
 Discuss the importance of using formatting to make documents clear and professional.
Assessment
 Use Exit test 1 (on loop)

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Concepts/Sub Topics
 Changing line spacing
 Changing the indentation
 Using bullets and numbering
Learning Outcome
Students will be able to:
 understand line spacing and its importance in formatting text
 learn how to apply indentation and its effect on paragraph alignment
 explore how to create and manipulate ordered and unordered lists

Teaching strategy: Flipped classroom

Vocabulary/Keywords
sequence [TIP Strategy]
Use the "Vocab_CB_IV_CS_ Formatting and Editing Tools of OpenOffice Writer " vocabulary builder PPT.
Student Learning Resources at Home
Go through the presentation PPT2_CB_IV_CS_ Formatting and Editing Tools of OpenOffice Writer on the Loop learning platform to
understand the concept of line spacing, indentation and different types of list in OpenOffice Writer.

Student Learning Activities at Home

 Take notes on the key concepts covered in the presentation.
 Try the basic formatting in a document (changing line spacing, increasing/decreasing indentation, and creating lists) using OpenOffice
Writer.

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Classroom Activities
Introduction:
 Begin with a quick, interactive poll asking: "What type of spacing do you think is the most comfortable to read in a document: single,
double, or 1.5 spacing?"
 Discuss answers briefly and connect it with how different line spacing impacts readability.
 Ask: Have you ever noticed how some text is difficult to read because the lines are too close or too far apart?
 Show an exaggerated document on the projector where the line spacing is 3x the normal size and ask students why it might be hard to
read. Then gradually bring the spacing back to a more readable size.

Demonstration: Line Spacing

 Demonstrate how to change line spacing in a document.
 Walk students through these steps:
 Select text.
 Go to the Format menu.
 Select Paragraph.
 Choose different spacing options (Single, Double, 1.5).
 Ask: What do you think will happen if we use the shortcut Ctrl+2? (it changes to double spacing.)

Hands-on Activity:
 Provide two short paragraphs on their computers. (from the book)
 Ask students to adjust the line spacing from single to double and back using both the menu method and the keyboard shortcuts (Ctrl+1,
Ctrl+2, Ctrl+5).

Demonstration: Indentation
 Demonstrate the Increase Indent and Decrease Indent options in a document.
 Show how the text moves closer to or further from the margins.

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 Ask: Why do we use indentation in a paragraph? (It helps structure the document, making it easier to follow or emphasize certain sections.)
 Ask: If you click the Increase Indent three times, what do you think will happen to the text?
 Encourage students to experiment with multiple indentations and observe the results.

Demonstration: Creating Ordered and Unordered Lists

 Demonstrate creating an unordered list (bullets) and an ordered list (numbered).
 Show how the list changes when you switch between bullets and numbers.
 Ask: When will you use a numbered list instead of a bulleted one? (When the order matters, like instructions or steps.)

Hands-on Activity
 Ask students to create two lists:
 A bulleted list of their favourite animals.
 A numbered list ranking their favourite fruits from most to least favourite.

Closure/Wrap-up:
 Ask students to discuss what they found most useful today.
 Allow students to pair up and quiz each other on the shortcuts (Ctrl+1, Ctrl+2, Ctrl+5) and the steps for changing indentation or creating
lists.
 Ask: If you wanted to make a list of your favourite books but didn’t care about the order, would you use bullets or numbers?

Homework:
 Ask students to create a short paragraph using single line spacing, increase the indentation, and include a numbered list of their favourite
games.
Assessment
 Use Exit test 2 (on loop)
 Ask students to try out Activity 2 and 3, given in the textbook.

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Concepts/Sub Topics
 Editing tools
 Find and Replace
 Using the Thesaurus option
 Checking for spellings
 Using Format Paintbrush
Learning Outcome
Students will be able to:
 understand how to use Find and Replace to locate and substitute words in a document
 learn to improve vocabulary with the Thesaurus option
 identify and correct spelling errors using the built-in spell-check
 apply consistent formatting to a document using the Format Paintbrush
Teaching strategy: Flipped classroom

Vocabulary/Keywords
synonyms, vocabulary [TIP Strategy]
Use the "Vocab_CB_IV_CS_ Formatting and Editing Tools of OpenOffice Writer " vocabulary builder PPT.
Student Learning Resources at Home
 Go through the video Vid1_CB_IV_CS_Formatting and Editing Tools of OpenOffice Writer on the Loop learning platform to understand
how to find and replace a word in a Writer document.
 Watch the Vid2_CB_IV_CS_Formatting and Editing Tools of OpenOffice Writer video on the Loop learning platform to learn how to
find synonyms and antonyms in a Writer document.
 Watch the Vid3_CB_IV_CS_Formatting and Editing Tools of OpenOffice Writer video on the Loop learning platform to learn how to

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identify and correct spelling errors in Writer document.

 Go through the presentation vid4_CB_IV_CS_ Formatting and Editing Tools of OpenOffice Writer on the Loop learning platform to learn
how to apply consistent formatting to a document using the Format Paintbrush.
Student Learning Activities at Home
 Take notes on the key concepts covered in the videos.
 Open any document in OpenOffice Writer and try to perform the activities covered in the videos.
Classroom Activities
Introduction:
 Show students a paragraph filled with obvious mistakes (misspellings, redundant words, inconsistent formatting).
 Ask: "What would happen if you had to fix this manually, one word at a time? Wouldn't it be easier if there were tools to help?"
 What tools do you think we could use to make editing easier? (Encourage responses about spell check, thesaurus, etc.)

Recap of Pre-Class Content

 Ask the following questions to check students understanding from the videos:
 Which editing tools did you learn about in the videos?
 What challenges did you face while using the Find & Replace tool at home? (Discuss the value of replacing words carefully using the
Replace button rather than Replace All.)
 How does the Thesaurus help improve your writing?
 Can anyone share how they corrected spelling errors? What steps did you follow?
 Why do you think the Format Paintbrush tool can be useful?

Hands-On Activities:
Find & Replace Challenge
 Provide students with a sample document that contains repeated words.
 Give them 5 minutes to replace all instances of the word using the Find & Replace tool.

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 Ask: What happens when you use Replace All without reviewing the changes?
Thesaurus Word Hunt
 Give students a list of common words in a paragraph.
 Ask them to use the Thesaurus option to replace words like “big,” “nice,” and “happy” with more interesting synonyms.
 Ask: How did your paragraph improve with the new words?

Spell Check Relay

 Divide the class into teams.
 Give each team a paragraph filled with intentional spelling errors.
 The first team to use the Spell Check feature to correct all errors wins.
 Ask: Why is it important to use Spell Check but only after reviewing the given suggestion?

Format Paintbrush Practice

 Provide two paragraphs—one properly formatted (bold, italic, different font size) and one plain.
 Ask students to use the Format Paintbrush to copy the formatting from the first paragraph to the second.
 Interactive Discussion: Why do you think copying formatting saves time? Can you think of a situation where this would be useful?

Closure/Wrap-up:
 Which tool did you find most helpful today, and why?
 How can these tools help us when working on longer documents?
 Summarise the key points about each editing tool.
 Ask students to share one way they will use these tools in their next writing project.

Homework:
 Create a new document in Writer and type an essay or poem. Use the following features to edit and format this document.
 Find a particular word and replace it with another word.

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 Use the Thesaurus to replace some words with their synonyms.

 Spell-check the document to correct errors.
 Change the formatting of one heading and apply it to other headings in the document.
Assessment
 Use Exit test 3 (on loop)
 Ask students to try out Activity 4 and 5, given in the textbook.

NOTE FOR THE TEACHER

 The Exit Task (Achievement Test) is a Benchmark Test, which is an interim assessment [between formative and summative assessments] to
identify the student’s academic progress.
 Inform the students well in advance to revise the chapter.
 The text will be available on the Loop platform for schools enrolled in Loop. For schools not yet on Loop, the test can be conducted
through Google Forms.
 More than 75% of students should score 60% or more than 60% marks.
 The test result gives accurate information on the student’s strengths and weaknesses. Analyse the test results and give feedback to
the students, understand which part of the chapter needs to be retaught, and which students require assistance for enhancement
[remediation] or guidance for enrichment [high achievement].

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