Lesson-Exemplar_-Obj 7_TLE7_GermelenLozaga.docx

Republic of the Philippines Department of Education  **Schools Division OF NEGROS ORIENTAL** **A Semi-Detailed Lesson Exemplar for TLE 7** **Component Area**: [INFORMATION AND COMMUNICATION TECHNOLOGY] **Quarter**: **Grade**: +-----------------------------------+------...

Republic of the Philippines Department of Education  **Schools Division OF NEGROS ORIENTAL** **A Semi-Detailed Lesson Exemplar for TLE 7** **Component Area**: [INFORMATION AND COMMUNICATION TECHNOLOGY] **Quarter**: **Grade**: +-----------------------------------+-----------------------------------+ | III. **CURRICULUM CONTENT, | | | STANDARDS, AND LESSON | | | COMPETENCIES** | | +===================================+===================================+ | A. Content Standards | The learners demonstrate an | | | understanding of using | | | productivity software. | +-----------------------------------+-----------------------------------+ | B. Performance Standards | The learners perform the | | | utilization of productivity tools | | | in a safe and responsible manner. | +-----------------------------------+-----------------------------------+ | C. Learning Competencies and | The learners shall be able to: | | Objectives | | | | - create MS word documents with | | | page breaks, auto tables of | | | contents, mail merge, and | | | references. | | | | | | At the end of the lesson, the | | | learners shall be able to: | | | | | | K-- understand the importance of | | | utilizing page breaks, auto | | | tables of contents, mail merge, | | | and references in MS Word | | | documents | | | | | | S -- demonstrate the step-by-step | | | on how to effectively incorporate | | | page breaks, auto tables of | | | contents, mail merge, and | | | references in MS Word documents. | | | | | | A -- appreciate the impact of | | | using the MS word function page | | | breaks, auto tables of contents, | | | mail merge and references. | +-----------------------------------+-----------------------------------+ | D. Content | Word Processing Software | | | | | | - page breaks | | | | | | - auto tables of contents | | | | | | - mail merge | | | | | | - references | +-----------------------------------+-----------------------------------+ | E. Integration | Science | | | | | | Parts of the | | | Body-Systems Organ-Parts of the | | | system organ | +-----------------------------------+-----------------------------------+ | I. **LEARNING RESOURCES** | | +-----------------------------------+-----------------------------------+ | A. Textbooks | | +-----------------------------------+-----------------------------------+ | B. Magazines | | +-----------------------------------+-----------------------------------+ | C. Articles | | +-----------------------------------+-----------------------------------+ | D. Real objects, images and | | | pictures | | +-----------------------------------+-----------------------------------+ | E. Other electronic and online | | | resources | | +-----------------------------------+-----------------------------------+ | II. **TEACHING AND LEARNING | | | RESOURCES** | | +-----------------------------------+-----------------------------------+ +-----------------+-----------------+-----------------+-----------------+ | **MATATAG | **Main Parts** | **Descriptions* | **Teachers' | | Prompts** | | * | Notes** | +=================+=================+=================+=================+ | **M** | A. Activating | Prayer | | | | prior | | | | Mind and Mood | Knowledge | Checking of | | | | | attendance | | | | | | | | | | Review | | | | | | | | | | The teacher | | | | | will conduct a | | | | | review activity | | | | | to assess what | | | | | students | | | | | remember from | | | | | their previous | | | | | lesson on | | | | | Microsoft Word. | | | | | He will ask | | | | | questions about | | | | | the steps that | | | | | guide students | | | | | to recall the | | | | | different parts | | | | | and functions | | | | | of MS Word. | | | | | | | | | | Step 1: | | | | | Familiarize | | | | | Yourself with | | | | | the Ribbon | | | | | | | | | | Step 2: Learn | | | | | to Use the | | | | | Quick Access | | | | | Toolbar | | | | | | | | | | Step 3: Master | | | | | Document | | | | | Navigation | | | | | | | | | | Engage the | | | | | students in a | | | | | jumbled words | | | | | activity and | | | | | form the | | | | | correct | | | | | statement that | | | | | will introduce | | | | | them to the | | | | | terminology | | | | | used throughout | | | | | the lesson and | | | | | assist them in | | | | | identifying the | | | | | key concepts of | | | | | today\'s | | | | | lesson. | | | | | | | | | | **Introductory | | | | | Activity**: | | | | | | | | | | In 3 minutes | | | | | arrange/assembl | | | | | e | | | | | the jumbled | | | | | words to form | | | | | the correct | | | | | statement. | | | | | | | | | | [JUMBLED | | | | | WORDS]{.underli | | | | | ne} | | | | | | | | | | documents using | | | | | MS Word and | | | | | references | | | | | Creating | | | | | | | | | | with page break | | | | | mail merge auto | | | | | tables of | | | | | contents | | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | **A** | Establishing | In this lesson, | | | | Lesson Purpose | the students | | | Aims | | will learn how | | | | | to create | | | | | professional | | | | | documents in | | | | | Microsoft Word, | | | | | utilizing | | | | | features such | | | | | as page breaks, | | | | | automatic | | | | | tables of | | | | | contents, mail | | | | | merge, and | | | | | references. | | | | | These skills | | | | | are essential | | | | | for producing | | | | | structured and | | | | | efficiently | | | | | organized | | | | | documents, | | | | | particularly | | | | | useful in | | | | | business, and | | | | | various | | | | | professional | | | | | settings. | | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | **T** | B. Developing | **Lesson | *After the | | | and | proper** | students share | | Tasks and | Deepening | | their opinion, | | Thought | Understandi | Start the | knowledge and | | | ng | discussion by | experiences as | | | | letting the | their | | | | students focus | definition of | | | | on one topic | page break, the | | | | page break and | teacher will | | | | let them give | define and | | | | their ideas | explain what | | | | about their | page break is.* | | | | prior | | | | | knowledge. | | | | | | | | | | What is a Page | | | | | Break? | | | | | | | | | | *The teacher | | | | | must provide | | | | | examples of | | | | | human organ | | | | | systems and | | | | | parts of these | | | | | organ systems | | | | | for | | | | | integration.* | | | | | | | | | | Many people | | | | | encounter | | | | | novels, books, | | | | | and other works | | | | | organized into | | | | | chapters or | | | | | employing | | | | | various paper | | | | | orientations, | | | | | such as | | | | | shifting from | | | | | portrait to | | | | | landscape. | | | | | These chapters | | | | | often mark | | | | | changes in the | | | | | storyline, | | | | | introducing new | | | | | events or | | | | | perspectives. | | | | | Have you ever | | | | | wondered how | | | | | authors | | | | | achieved this | | | | | effect? Could | | | | | Microsoft Word | | | | | be useful for | | | | | this purpose? | | | | | Microsoft Word | | | | | can be likened | | | | | to a human body | | | | | composed of | | | | | different organ | | | | | systems, each | | | | | made up of | | | | | various parts | | | | | that work | | | | | together to | | | | | solve specific | | | | | problems. | | | | | Similarly, Word | | | | | consists of | | | | | different | | | | | components, and | | | | | within each | | | | | component are | | | | | essential tools | | | | | like page | | | | | breaks or | | | | | section breaks | | | | | that play a | | | | | crucial role in | | | | | controlling the | | | | | layout and flow | | | | | of text. | | | | | Understanding | | | | | these tools | | | | | allows authors | | | | | to effectively | | | | | structure their | | | | | writing, | | | | | guiding readers | | | | | through the | | | | | narrative with | | | | | clarity and | | | | | impact. | | | | | | | | | | *The teacher | | | | | will ask the | | | | | learners to | | | | | read each step | | | | | and she will do | | | | | the actual | | | | | demonstration | | | | | of how page | | | | | breaks are | | | | | used.* | | | | | | | | | | Step in | | | | | Inserting Page | | | | | Breaks: | | | | | | | | | | - Open | | | | | Microsoft | | | | | Word and | | | | | start a new | | | | | blank | | | | | document. | | | | | | | | | | - Type some | | | | | text or | | | | | import | | | | | content if | | | | | needed. | | | | | | | | | | - Position | | | | | the cursor | | | | | where you | | | | | want to | | | | | insert a | | | | | page break | | | | | (e.g., | | | | | between | | | | | sections or | | | | | chapters). | | | | | | | | | | - Go to the | | | | | \"Insert\" | | | | | tab on the | | | | | ribbon. | | | | | | | | | | - Click on | | | | | \"Page | | | | | Break\" in | | | | | the | | | | | \"Pages\" | | | | | group. | | | | | | | | | | - Alternative | | | | | ly, | | | | | press | | | | | Ctrl + | | | | | Enter on | | | | | your | | | | | keyboard to | | | | | insert a | | | | | page break. | | | | | | | | | | - Repea | | | | | t | | | | | as | | | | | necessary | | | | | to | | | | | structure | | | | | your | | | | | document | | | | | with | | | | | distinct | | | | | sections. | | | | | | | | | | Step in | | | | | removing page | | | | | break | | | | | | | | | | - Click on | | | | | the page | | | | | break line. | | | | | | | | | | - Press | | | | | delete or | | | | | backspace | | | | | on your | | | | | keyboard to | | | | | remove it | | | | | | | | | | Section break | | | | | | | | | | - Place your | | | | | cursor at | | | | | the end of | | | | | the content | | | | | that you | | | | | want to | | | | | keep in | | | | | portrait | | | | | orientation | | | | |. | | | | | | | | | | - Go to the | | | | | \"Layout\" | | | | | tab in the | | | | | top menu. | | | | | | | | | | - Click on | | | | | \"Breaks\" | | | | | in the | | | | | \"Page | | | | | Setup\" | | | | | group. | | | | | | | | | | - Choose | | | | | \"Next | | | | | Page\" | | | | | under the | | | | | \"Section | | | | | Breaks\" | | | | | section. | | | | | This action | | | | | inserts a | | | | | section | | | | | break and | | | | | starts a | | | | | new section | | | | | on the | | | | | following | | | | | page. | | | | | | | | | | - Click on | | | | | the page | | | | | where you | | | | | want the | | | | | orientation | | | | | to change | | | | | (the new | | | | | section). | | | | | | | | | | - Navigate to | | | | | the | | | | | \"Layout\" | | | | | tab again. | | | | | | | | | | - Click on | | | | | \"Orientati | | | | | on\" | | | | | in the | | | | | \"Page | | | | | Setup\" | | | | | group. | | | | | | | | | | - Choose | | | | | \"Landscape | | | | | \" | | | | | from the | | | | | drop-down | | | | | menu. This | | | | | changes the | | | | | orientation | | | | | of the | | | | | pages in | | | | | the new | | | | | section to | | | | | landscape. | | | | | | | | | |  | | | | | | | | | | Ask the | | | | | learners: | | | | | | | | | | 1. How do you | | | | | find the | | | | | demonstrati | | | | | on? | | | | | Easy? Hard? | | | | | | | | | | 2. Can you | | | | | follow the | | | | | steps? | | | | | | | | | | Activity 2 | | | | | | | | | | 1. Divide | | | | | yourself | | | | | into 5 | | | | | groups and | | | | | have each | | | | | member | | | | | perform the | | | | | demonstrati | | | | | on. | | | | | All | | | | | demonstrati | | | | | ons | | | | | should be | | | | | finished | | | | | within 5 | | | | | minutes. | | | | | | | | | | 2. Each group | | | | | must choose | | | | | 1 member to | | | | | present the | | | | | group | | | | | demonstrati | | | | | on. | | | | | | | | | | Ask learners: | | | | | | | | | | 1. How do you | | | | | find the | | | | | activity? | | | | | Easy? Hard? | | | | | | | | | | 2. Is there | | | | | any way you | | | | | can | | | | | describe | | | | | how this | | | | | activity | | | | | will help | | | | | you as a | | | | | student or | | | | | in the | | | | | future? | | | | | | | | | | 3. Explain the | | | | | importance | | | | | of using | | | | | page breaks | | | | | in MS Word? | | | | | | | | | | *The teacher | | | | | will wrap up | | | | | the lesson.* | | | | | | | | | | When you are | | | | | looking for a | | | | | specific topic | | | | | within the | | | | | book, where do | | | | | you go first? | | | | | | | | | | Give any idea | | | | | about the table | | | | | of contents. | | | | | | | | | | In your | | | | | opinion, is | | | | | creating the | | | | | table of | | | | | contents easy | | | | | after seeing | | | | | the list of | | | | | topics and the | | | | | pages listed in | | | | | the book? Did | | | | | you know that | | | | | MS Word allows | | | | | you to | | | | | automatically | | | | | create a table | | | | | of contents | | | | | with less | | | | | hassle? Yes, | | | | | it\'s possible | | | | | to create a | | | | | table of | | | | | contents | | | | | manually, but | | | | | it will take a | | | | | lot of time | | | | | since if the | | | | | placement of | | | | | each section of | | | | | your book | | | | | changes, you | | | | | must do it all | | | | | again. | | | | | | | | | | However, modern | | | | | word processing | | | | | software like | | | | | MS Word offers | | | | | an automated | | | | | feature for | | | | | generating a | | | | | table of | | | | | contents. This | | | | | automated | | | | | process | | | | | dynamically | | | | | updates page | | | | | numbers and | | | | | section titles | | | | | whenever the | | | | | structure of | | | | | the document | | | | | changes. It | | | | | significantly | | | | | simplifies the | | | | | task, saving | | | | | time and | | | | | reducing the | | | | | risk of | | | | | inaccuracies | | | | | associated with | | | | | manual updates. | | | | | | | | | | To | | | | | do this you are | | | | | required to | | | | | have basic | | | | | familiarity | | | | | with Microsoft | | | | | Word and a | | | | | document with | | | | | headings | | | | | formatted using | | | | | Word\'s heading | | | | | styles (Heading | | | | | 1, Heading 2, | | | | | etc.). For | | | | | example, you | | | | | have an | | | | | introduction | | | | | section, | | | | | Chapter 1 and | | | | | Chapter 2. | | | | | | | | | | Familiarized | | | | | the steps | | | | | below: | | | | | | | | | | Creating an | | | | | Auto Table of | | | | | Contents: | | | | | | | | | | - Place the | | | | | cursor | | | | | where you | | | | | want to | | | | | insert the | | | | | table of | | | | | contents | | | | | (usually at | | | | | the | | | | | beginning | | | | | of the | | | | | document). | | | | | | | | | | - Go to the | | | | | \"Reference | | | | | s\" | | | | | tab on the | | | | | ribbon. | | | | | | | | | | - Click on | | | | | \"Table of | | | | | Contents\" | | | | | in the | | | | | \"Table of | | | | | Contents\" | | | | | group. | | | | | | | | | | - Cho | | | | | ose | | | | | one of the | | | | | automatic | | | | | styles, | | | | | such as | | | | | \"Automatic | | | | | Table 1\" | | | | | or | | | | | \"Automatic | | | | | Table 2\". | | | | | | | | | | - MS Word | | | | | will | | | | | generate a | | | | | table of | | | | | contents | | | | | based on | | | | | the | | | | | headings in | | | | | your | | | | | document. | | | | | | | | | | - Updating | | | | | the Table | | | | | of | | | | | Contents: | | | | | | | | | | - After | | | | | making | | | | | changes to | | | | | your | | | | | document | | | | | (e.g., | | | | | adding or | | | | | modifying | | | | | headings), | | | | | right-click | | | | | on the | | | | | table of | | | | | contents. | | | | | | | | | | - Select | | | | | \"Update | | | | | Field\" \> | | | | | \"Update | | | | | Entire | | | | | Table\" to | | | | | refresh the | | | | | table of | | | | | contents | | | | | with the | | | | | latest | | | | | heading | | | | | | | | | | Ask the | | | | | learners: | | | | | | | | | | 1. How do you | | | | | find the | | | | | demonstrati | | | | | on? | | | | | Easy? Hard? | | | | | | | | | | 2. Can you | | | | | follow the | | | | | steps? | | | | | | | | | | *Provide an | | | | | activity that | | | | | learners can | | | | | handle and help | | | | | them to finish | | | | | their tasks.* | | | | | | | | | | Activity 1 | | | | | | | | | | 1. Split up | | | | | into 5 | | | | | groups and | | | | | each member | | | | | should | | | | | perform the | | | | | demonstrati | | | | | on. | | | | | All | | | | | demonstrati | | | | | ons | | | | | must be | | | | | finished in | | | | | 15 minutes. | | | | | | | | | | 2. Each group | | | | | is required | | | | | to select | | | | | one member | | | | | to present | | | | | the group | | | | | demonstrati | | | | | on | | | | | within 4 | | | | | minutes. | | | | | | | | | | Ask learners: | | | | | | | | | | 1. How do you | | | | | find the | | | | | activity? | | | | | Easy? Hard? | | | | | | | | | | 2. Explain the | | | | | importance | | | | | of using | | | | | auto tables | | | | | of contents | | | | | in MS Word? | | | | | | | | | | *The teacher | | | | | will wrap up | | | | | the lesson.* | | | | | | | | | | REFERENCE/CITAT | | | | | ION | | | | | | | | | | In Microsoft | | | | | Word, the | | | | | reference or | | | | | citation | | | | | feature allows | | | | | you to manage | | | | | and insert | | | | | citations and | | | | | bibliographies | | | | | into your | | | | | documents. | | | | | | | | | | Citations | | | | | credit | | | | | creators, | | | | | enhancing your | | | | | work\'s | | | | | credibility and | | | | | distinguishing | | | | | between | | | | | original and | | | | | borrowed ideas | | | | | to maintain | | | | | academic | | | | | integrity. They | | | | | provide context | | | | | for readers and | | | | | foster further | | | | | research by | | | | | tracing related | | | | | studies and | | | | | ideas, thereby | | | | | promoting | | | | | knowledge | | | | | expansion. | | | | | References, | | | | | detailed at the | | | | | end of academic | | | | | writing, | | | | | bolster | | | | | credibility by | | | | | relying on | | | | | reputable | | | | | sources and | | | | | upholding | | | | | academic | | | | | integrity | | | | | through proper | | | | | attribution. | | | | | They verify | | | | | information, | | | | | guide further | | | | | reading, and | | | | | support | | | | | knowledge | | | | | expansion, | | | | | playing a | | | | | crucial role in | | | | | maintaining | | | | | accountability | | | | | and backing | | | | | arguments with | | | | | credible | | | | | sources for | | | | | scholarly | | | | | integrity. | | | | | | | | | | Now, why do we | | | | | go through all | | | | | this effort? | | | | | Why can\'t we | | | | | simply use | | | | | information | | | | | from any | | | | | source? The | | | | | primary reason | | | | | we use | | | | | citations and | | | | | references is | | | | | to avoid | | | | | plagiarism. | | | | | Plagiarism | | | | | happens when | | | | | you pass off | | | | | someone else\'s | | | | | work as your | | | | | own, which can | | | | | result in | | | | | serious | | | | | consequences | | | | | such as | | | | | copyright | | | | | infringement | | | | | claims. | | | | | | | | | | *Present the | | | | | actual | | | | | demonstration | | | | | to the learners | | | | | by following | | | | | the steps | | | | | mentioned | | | | | below.* | | | | | | | | | | The steps for | | | | | inserting | | | | | citations and | | | | | references in | | | | | your work are | | | | | provided below. | | | | | | | | | | - Place the | | | | | cursor | | | | | where you | | | | | want to | | | | | insert a | | | | | citation or | | | | | reference | | | | | in your | | | | | document. | | | | | | | | | | - Go to the | | | | | \"Reference | | | | | s\" | | | | | tab on the | | | | | ribbon. | | | | | | | | | | - Click on | | | | | \"Insert | | | | | Citation\" | | | | | in the | | | | | \"Citations | | | | | & | | | | | Bibliograph | | | | | y\" | | | | | group. | | | | | | | | | | - Choose | | | | | \"Add New | | | | | Source\" to | | | | | enter | | | | | details | | | | | about the | | | | | source | | | | | (e.g., | | | | | author, | | | | | title, | | | | | year). | | | | | | | | | | - Select the | | | | | citation | | | | | style | | | | | (e.g., APA, | | | | | MLA) from | | | | | the | | | | | dropdown | | | | | menu. | | | | | | | | | | - Insert the | | | | | citation | | | | | into your | | | | | document. | | | | | | | | | | - To manage | | | | | sources, | | | | | click on | | | | | \"Manage | | | | | Sources\" | | | | | to view, | | | | | edit, or | | | | | delete | | | | | existing | | | | | sources. | | | | | | | | | | Ask the | | | | | learners: | | | | | | | | | | 1\. How do you | | | | | find the | | | | | demonstration? | | | | | Easy? Hard? | | | | | | | | | | 2\. Can you | | | | | follow the | | | | | steps? | | | | | | | | | | *Engage | | | | | learners in an | | | | | activity to | | | | | familiarize | | | | | them with the | | | | | steps and | | | | | enhance their | | | | | understanding. | | | | | Guide them | | | | | through | | | | | completing | | | | | their tasks | | | | | effectively.* | | | | | | | | | | *Start the | | | | | lesson with a | | | | | review of MS | | | | | Word page | | | | | breaks, auto | | | | | table contents | | | | | and references | | | | | application and | | | | | its | | | | | importance.* | | | | | | | | | | CONTEXTUAL | | | | | ASSESSMENT: | | | | | | | | | | If your boss | | | | | requested you | | | | | to mail and | | | | | print letters | | | | | and envelopes | | | | | for the 100 | | | | | clients of your | | | | | company, how | | | | | would you | | | | | handle it? | | | | | Explain your | | | | | answer. | | | | | | | | | | Mail merge is a | | | | | helpful tool in | | | | | word processing | | | | | that helps | | | | | personalize and | | | | | automate | | | | | document | | | | | creation, | | | | | especially for | | | | | mass mailings | | | | | like letters, | | | | | envelopes, | | | | | labels, and | | | | | emails. It lets | | | | | you combine a | | | | | template | | | | | document with a | | | | | list of names | | | | | and addresses | | | | | or other | | | | | information. | | | | | This way, you | | | | | can quickly | | | | | make many | | | | | personalized | | | | | copies of | | | | | documents. | | | | | | | | | | *Show the | | | | | learners the | | | | | actual | | | | | demonstration | | | | | by following | | | | | the steps | | | | | listed below.* | | | | | | | | | | Step 3: Mail | | | | | Merge | | | | | | | | | | - Setting Up | | | | | Mail Merge: | | | | | | | | | | - Create or | | | | | open a main | | | | | document | | | | | (e.g., a | | | | | letter) | | | | | that you | | | | | want to | | | | | personalize | | | | | for | | | | | multiple | | | | | recipients. | | | | | | | | | | - Go to the | | | | | \"Mailings\ | | | | | " | | | | | tab on the | | | | | ribbon. | | | | | | | | | | - Click on | | | | | \"Start | | | | | Mail | | | | | Merge\" and | | | | | choose the | | | | | type of | | | | | document | | | | | you want to | | | | | create | | | | | (e.g., | | | | | Letters, | | | | | Email | | | | | Messages, | | | | | Envelopes). | | | | | | | | | | - Select | | | | | \"Use an | | | | | Existing | | | | | List\" to | | | | | use an | | | | | Excel | | | | | spreadsheet | | | | | or other | | | | | data source | | | | | or choose | | | | | \"Type a | | | | | New List\" | | | | | to create a | | | | | new list. | | | | | | | | | |  | | | | | | | | | | - Insert | | | | | merged | | | | | fields into | | | | | your main | | | | | document | | | | | where you | | | | | want | | | | | personalize | | | | | d | | | | | information | | | | | to appear | | | | | (e.g., | | | | | recipient\' | | | | | s | | | | | name, | | | | | address). | | | | | | | | | | - Preview | | | | | your | | | | | letters or | | | | | documents | | | | | to ensure | | | | | the merge | | | | | fields are | | | | | correctly | | | | | populated. | | | | | | | | | | - Complete | | | | | the merger | | | | | to generate | | | | | individuali | | | | | zed | | | | | documents | | | | | for each | | | | | recipient. | | | | | | | | | | Ask learners: | | | | | | | | | | 1\. How do you | | | | | find the | | | | | activity? | | | | | Easy? Hard? | | | | | | | | | | 2\. Can you | | | | | follow these | | | | | steps? | | | | | | | | | | *Facilitate a | | | | | hands-on mail | | | | | merge activity | | | | | for learners | | | | | and assist them | | | | | in completing | | | | | the tasks.* | | | | | | | | | | Activity 1 | | | | | | | | | | 1\. Divide | | | | | your group | | | | | into 5 and | | | | | have everyone | | | | | perform the | | | | | demonstration | | | | | within 15 | | | | | minutes. | | | | | | | | | | 2\. Each group | | | | | must choose 1 | | | | | member to | | | | | present the | | | | | group | | | | | demonstration. | | | | | | | | | | The learners | | | | | should answer | | | | | the questions | | | | | below: | | | | | | | | | | 1\. What | | | | | challenges do | | | | | you encounter | | | | | during the | | | | | mail merge | | | | | activity? | | | | | | | | | | 2\. Can you | | | | | describe how | | | | | it will aid | | | | | you as a | | | | | student or in | | | | | the future? | | | | | | | | | | 3\. What is | | | | | the | | | | | significance | | | | | of mail merge | | | | | in word | | | | | processing? | | | | | How can it be | | | | | beneficial | | | | | for business | | | | | and | | | | | marketing? | | | | | | | | | | 4\. What | | | | | considerations | | | | | or things | | | | | should be | | | | | remembered | | | | | when using | | | | | the mail | | | | | merge | | | | | command? | | | | | Explain your | | | | | answer. | | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | **A** | D. Making | Ask the | | | | Generalizations | learners to | | | Abstractions | | summarize what | | | | | they learned | | | | | throughout the | | | | | entire lesson | | | | | regarding using | | | | | the advanced | | | | | features of MS | | | | | Word page | | | | | breaks, auto | | | | | table of | | | | | contents, mail | | | | | merge and | | | | | reference. | | | | | Remember to | | | | | emphasize the | | | | | importance of | | | | | utilizing these | | | | | advanced | | | | | features | | | | | effectively and | | | | | giving proper | | | | | credit to the | | | | | owners of | | | | | information | | | | | cited in your | | | | | documents. | | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | **IV. | | | | | EVALUATING OF | | | | | LEARNING : | | | | | FORMATIVE | | | | | ASSESSMENT AND | | | | | REFLECTION** | | | | +=================+=================+=================+=================+ | **T** | A.Evaluating | A. Formative | | | | Learning | Test: | | | Tools for Test | | | | | | | True or False | | | | | Test | | | | | | | | | | B. Summative | | | | | Test: | | | | | | | | | | Performance | | | | | Task 1: | | | | | | | | | | This | | | | | performance | | | | | task aims to | | | | | assess your | | | | | ability to | | | | | effectively | | | | | utilize | | | | | Microsoft | | | | | Word\'s | | | | | advanced | | | | | features for | | | | | document | | | | | creation like | | | | | using page | | | | | break, auto | | | | | table of | | | | | contents, mail | | | | | merge and | | | | | reference, | | | | | demonstrating | | | | | your knowledge | | | | | in producing | | | | | reports and | | | | | personalized | | | | | correspondence. | | | | | | | | | | Ask the | | | | | learners to | | | | | create a | | | | | document or | | | | | research paper | | | | | on the Top 3 | | | | | Trends in ICT | | | | | in the field of | | | | | Education. | | | | | Break the pages | | | | | into several | | | | | sections like | | | | | the Cover page, | | | | | Introduction, | | | | | Related | | | | | Literature, and | | | | | Reflection. | | | | | Apply Auto | | | | | Table of | | | | | Contents. Save | | | | | your work, | | | | | follow the | | | | | naming | | | | | convention and | | | | | directory | | | | | folder where to | | | | | | | | | | Performance | | | | | Task: | | | | | | | | | | Let the learner | | | | | create a | | | | | document | | | | | applying Mail | | | | | Merge, this | | | | | time they will | | | | | do it on their | | | | | own. Provide | | | | | the learners | | | | | with the list | | | | | of prospective | | | | | clients' | | | | | profiles for | | | | | reference in | | | | | encoding in the | | | | | database. | | | | | | | | | | Save your work, | | | | | follow the | | | | | naming | | | | | convention and | | | | | directory | | | | | folder where to | | | | | save it as | | | | | instructed by | | | | | the |