Course Profile Information Technology in Business (BTX4E), Grade 12, Workplace Preparation, Catholic

Unit 1: Applications and Research

Time: 25 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Description

This unit introduces advanced desktop and file management techniques, personal and business organization, and distribution of data. All of these concepts are covered through hands-on activities using integrated software applications.

In Activity 1, students review the elements of a computer desktop and the importance of organized file storage. Electronic file management, organization of data and computer files, use of folders, bookmarks, and the electronic arrangement of files are stressed. Students create a religion directory and a sub-directory called clipart. Students are given a large number of religious clipart images to categorize, e.g., by book in the Bible, etc., and put into appropriate additional folders in the clipart directory. Clipart is used instead of text or other types of files to encourage students to be more analytical in their directory organization and file naming structure.

In Activity 2, students select one graphic from the library and research the biblical event using a variety of Internet search engines and print resources. Students validate any resources and then present their findings to the class using presentation software.

In Activity 3, students discuss different methods and tools used to facilitate time management including Personal Digital Assistants (PDA’s) and other calendar/scheduling tools and the advantages and disadvantages of each. Students use a desktop publishing or graphics program, to create a calendar of deadlines and important dates for this course. Students also include important school activities. The calendar should be published to be readily accessible and updateable. This calendar should be stored in electronic format for easy access and updated regularly.

In Activity 4, students discuss the differences and benefits of both the two-dimensional and the relational database. Students create a database of the parishes in their diocese in the most appropriate database format utilizing all the appropriate tools to ensure the accuracy of the data. Students sort and select data from the database to review the data manipulation processes and options available.

In Activity 5, individual students create a newsletter about school events to send to each of the parishes in the diocese. All the newsletters should be professional quality and printed in colour if possible. Students individually create a cover letter to accompany the newsletter. Students use the database created in Activity 4 to merge the parish information, e.g., address, recipient, etc., with the cover letter. All newsletters and cover letters are submitted to the teacher for assessment. The teacher determines which newsletter is sent out. Students distribute the newsletter and cover letter to designated parishes in the most efficient manner.

Unit Synopsis Chart

Activity	Time	Learning Expectations	Assessment Categories	Focus
1	2.5 hours	SIV.02, SI2.03 CGE4f	Application Knowledge/Understanding	Files and Folders
2	7.5 hours	SI1.03, ER1.01, ER1.02, ER1.03 CGE2b, CGE4f	Application Thinking/Inquiry Communication	Research and Presentation
3	5 hours	SIV.01, ER1.04, SI1.03, SI2.01 CGE4e	Application Communication Thinking/Inquiry	Time Management
4	3.75 hours	SIV.01, SIV.02, SI2.02 CGE3c, CGE4f	Application Thinking/Inquiry	Databases
5	6.25 hours	SIV.01, SI1.02, SI1.03 CGE5h, CGE3c	Application Communication Knowledge/Understanding	Automated Correspondence

Activity 1: Files and Folders

Time: 2.5 hours

Description

Students review the elements of a computer desktop and the importance of organized file storage. Electronic file management, organization of data and computer files, use of folders, bookmarks, and the electronic arrangement of files in folders to save time and enhance organization are stressed. Students create a religion directory and a sub-directory called clipart under the religion directory. The students are given a large number of religious clipart images to categorize, e.g., by book in the Bible, etc., and place into appropriate additional folders in the clipart directory. Students are expected to create a directory structure for this course for storing notes and files.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations: CGE4f.

Strand(s): Software Applications and Information Management

Overall Expectations

SIV.02 - manage, electronically, information and business files.

Specific Expectations

SI2.03 - organize their computer files into appropriately named folders.

Planning Notes

· Prepare a common directory on the network and put all the unzipped files in the common network directory.

· Prepare overhead, slide, board note or a handout of a sample directory structure as per
Appendix 1.1.1.

· Ensure that there is sufficient space for all the graphics files in each student’s directory.

Prior Knowledge & Skills

· Basic knowledge of Windows Explorer (or MAC Equivalent) to navigate network directory structure

Teaching/Learning Strategies

The teacher:

· reviews the importance of organization and the different methods of making and moving folders and files to maintain an organized desktop;

· instructs students about the importance of logical planning, time and resource management, and effective decision making when organizing one’s electronic resources;

· shows students the directory structure for clipart on the Corel Draw/CD as an example;

· instructs students about appropriate directory names in computer environments, i.e., no special punctuation;

· demonstrates the methods of previewing and moving files from one directory to another;

· directs students to rename the files if it helps to organize the data more effectively;

· gives a sample directory structure for the graphics in the shared directory to clarify instructions (Appendix 1.1.1);

· instructs students to reorganize all the files into a directory structure under their own identification (ID);

· directs students, in pairs, to search their own directory structure for specific graphics to demonstrate the benefits of organized storage (as per Appendix 1.1.2);

· selects two or three of the better structures and has students give their planning for the structure;

· works with the class to develop a note to outline the benefits of organized storage and lists the file management tools they used;

· has students revise their directory structure prior to assessment;

· instructs students on how to create a preliminary directory structure for the course based on the course outline supplied Appendix 1.1.4;

· directs students to keep notes and assignments in organized directory structures to be evaluated based on a teacher developed rubric;

· discusses with students the benefits of organized storage.

· evaluates each student’s graphic directory structure based on rubric.

Students:

· review methods of making and moving folders and moving and renaming files in a directory structure;

· review the graphics in the network drive and plan out an appropriate method of folder organization for the graphics folders;

· follow their plan and preview and copy files from the network directory to their own directory structure;

· rename the files if it helps to organize the data more effectively;

· ensure that all the files in the network directory are now contained in their own directory structure under their own ID;

· in pairs, determine how efficient their directory structure is by searching for specific files as directed by the teacher (Appendix 1.1.2);

· prepare a note on benefits of organized storage and list the file management tools they used;

· revise their directory structure prior to the assessment based on the teacher-developed rubric;

· create a preliminary directory structure based on the course outline supplied (Appendix 1.1.4).

Assessment & Evaluation of Student Achievement

The teacher and students gather assessment information based on the specific expectations, including:

· a self- and peer assessment of database management using a checklist;

· a summative assessment of the activities in this unit using a teacher-developed rubric.

Accommodations

The following are ways in which the activities can meet each student’s individual needs:

· strong students act as peer tutors to provide extra assistance to students who need it;

· encourage students who require enrichment to research and provide other ways of organizing files;

· provide flexible timelines when appropriate.

Resources

File and Directory Management

http://www.gwu.edu/~teachme/pp/tm_winfm/ppframe.htm (George Washington University Windows file management slide show)

http://csssrvr.entnem.ufl.edu/ctlweb/CTLfaq/fileexplore.htm (University of Florida Windows 2000 notes)

http://csssrvr.entnem.ufl.edu/CTLWeb/filemanage.htm (University of Florida Windows 95 notes)

http://www.chhs.net/departments/math/workshop/files.htm (Chapel Hill H.S. Windows Explorer notes)

Appendix 1.1.1

Possible Directory Structure

Appendix 1.1.2

Graphics Search Sheet

Instructions

Students are to work in groups of 2 and each student is to record the time for his/her partner. For each of the graphic descriptions in the chart, record how long it takes each student to find each graphic that meets the content description and has the same graphic file size.

Graphic Content (Description)	Graphic Size (in KB)	Time Taken (in seconds)
		Student 1	Student 2
1. Jesus’ ascension wearing a white robe and carrying a flag with a red cross.	46 KB
2. Mary holding the infant Jesus looking to the sky. The image has a blue and yellow background.	30 KB
3. Black and white picture of Jesus in a wide robe at the edge of a body of water and two fishermen on a boat in the background.	20 KB
4. Jesus looking up and praying to God. Jesus is wearing red and white clothing. The picture has a 3-D appearance to it.	28 KB
5. A picture depicting the Last Supper. Jesus is wearing blue and red clothing. Jesus is holding some bread in His left hand.	117 KB
Total Time Taken (in seconds)

Summarize the experience by filling in the following observations

Factors that could have slowed down the retrieval of the graphic files.

Factors that helped speed up the retrieval of the graphic files:

Appendix 1.1.3

Course Structure Directory

Unit 1 Applications and Research (Catholic)

1. Files and Folders

2. Research and Presentation

3. Time Management

4. Databases

5. Automated Correspondence

Unit 2 The Electronic Environment

1. IT Innovations – MP3

2. The E-Business Experience

3. Product Selection and Promotion

Unit 3 Teamwork and Business Skills (Public)

1. Personal Self-Assessment and Teamwork

2. Interview and Group Presentation

3. Organizational Structures

4. Strategic Plan

Unit 4 Business Plan

1. The Research and Planning

2. Written Project Proposal Preparation

3. Preparation and Presentation of Findings

Unit 5 Web Pages

1. Selecting the Global Message

2. Internal vs. External Data

3. Selecting the Tools Needed

4. Creating the Product

Unit 6 Careers

1. Self-Assessment

2. IT Job Search

3. Job Search Document Preparation

4. Interview Process Research and Presentation

5. Portfolio Creation and Updating

6. Career Plan

7. Personal Income Tax Return Creation

Activity 2: Research & Presentation

Time: 7.5 hours

Description

In Activity 2, students imagine they are employees of a business that researches and prepares professional presentations for others. The business has been hired to create a presentation that will be used as a resource by the religion teachers of a school board. For this activity, students select one graphic from the library sent to them in Activity 1 and using a variety of Internet search engines and print resources, research and bring to life the biblical event associated with this graphic through a slide presentation (see Appendix 1.1.1 for possibilities). Students validate their graphic and text resources, prepare a slide presentation using presentation software, and then present their findings to the class (who pose as the client).

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations: CGE2b, CGE4f

Strand(s): Software Applications and Information Management,
Electronic Research and Communication

Overall Expectations

SIV.01 - demonstrate the appropriate use of integrated software to produce customized business documents;

ERV.01 - conduct electronic research for a specific business task.

Specific Expectations

SI1.03 - demonstrate how to produce customized business documents (e.g., formatted and integrated documents, graphics, graphs, reports, presentations);

ER1.01 - demonstrate the use of a variety of search engines (e.g., educational, single, multiple, utility) to locate websites for specific purposes;

ER1.02 - access a variety of electronic media (e.g., newsgroups, CD-ROMs, intranets) to gather information for specific purposes;

ER1.03 - analyse information gathered from a variety of electronic media and evaluate it for validity, bias, appropriateness, accuracy, and confidentiality.

Planning Notes

· Discuss the assignment in Appendix 1.2.1 with the school library staff or get help from members of the religion department (school or board-based) to determine the resources available within the school.

· Prepare necessary handouts for a review of slide presentation software, Internet searching, and resource assessment.

· Photocopy Appendices 1.2.1, 1.2.2, and 1.2.3.

Prior Knowledge & Skills

· Basic slide presentation software skills

Teaching/Learning Strategies

The teacher:

· reviews the use of slide presentation software, including insertion of graphics, use of speaker’s notes, animation, transitions and timing;

· reviews the use of Internet search engine;

· discusses other forms of electronic media resources available, particularly in the school library and local library, e.g., newsgroups, CD-ROMS;

· reviews evaluation criteria for information acquired from the Internet: validity, bias, appropriateness, accuracy, and confidentiality;

· reviews appropriate slide and oral presentation skills;

· distributes the assignment sheet found in Appendix 1.2.1 and the evaluation rubric Appendix 1.2.2;

· assists students with technical problems and provides feedback during the preparation of his/her slide presentation;

· instructs students to send the presentation file to the teacher’s directory;

· establishes order of student presentations;

· evaluates each student’s presentation using Appendix 1.2.2;

Students:

· review use of presentation software, use of search engines and assessment of information criteria for information acquired from the Internet;

· choose a biblical event from the files provided for Activity 1 and conduct research into this event;

· prepare a slide presentation using graphics, “nuggetted” lists, speaker’s notes, custom animation, and automatic timings;

· save the file in the correct folder in his/her directory (e.g., Unit 1 Research and Presentation);

· send the file to the teacher for evaluation;

· present his/her research to the class;

· assess their peers on the basis of their presentations.

Assessment & Evaluation of Student Achievement

The teacher and students gather assessment information based on the specific expectations, including:

· a summative evaluation of the slide presentation (Appendix 1.2.2);

· a peer assessment of the slide presentation (Appendix 1.2.3).

Accommodations

The following are ways in which the activities can meet each student’s individual needs:

· provide individual or small group support to students who are weak in the background skills (hand-outs included);

· group strong students with peers who require extra assistance;

· provide computer access outside of class time;

· suggest headings or areas of research that might be included;

· encourage use of more advanced functions in slide presentation program, e.g., creation and insertion of Flash video, inclusion of sound, animation, objects, etc.

Resources

Rubrics

http://school.discovery.com/schrockguide/assess.html (numerous rubric and assessment links)

Presentation Skills

http://www.presentersonline.com/ (downloads and resources available)

http://208.152.64.46/training/ (delivery techniques, message, visual aids discussed)

Endicott, Jim and Scott W. Lee. The Presentation Survival Skills Guide. Distinction Publishing, 2001.
ISBN 0970672705

Kroehnert, Gary. Basic Presentation Skills. McGraw-Hill, 1999. ISBN 0074706063

Appendix 1.2.1

Research and Presentation Assignment

Task: Prepare a Slide Presentation Depicting the Event

Choose one of the graphics made available to you in Activity 1. Research the biblical event using a variety of search engines on the Internet and any other forms of electronic media available to you. Prepare a slide presentation to inform the class about one of the biblical events and present your findings to the class.

Required Elements

Graphics	Sound	“Nuggetted” text	Speaker’s Notes
Custom Animation	Automatic Timing	Transitions	Bibliography

Time

Minimum - four minutes, Maximum - six minutes

Advanced Features

Addition of Flash or video clips, originally created graphics

Appendix 1.2.2

Presentation Evaluation Rubric

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Thinking/Inquiry - depth of research - supporting information	- limited facts presented - few citations/sources	- some facts presented - some citations/sources	- considerable facts presented - appropriate citations/sources	- numerous facts presented - extensive citations/sources
- evaluation of appropriateness of information	- selected information from sources with limited validity	- selected information from sources with some validity	- selected information from sources with considerable validity	- selected information from sources with high degree of validity
Communication - presentation skills (volume, tone, enunciation, eye contact, posture, confidence, enthusiasm, engagement of audience)	- uses presentation skills with limited effectiveness	- uses presentation skills with some effectiveness	- uses presentation skills with considerable effectiveness	- uses presentation skills with high degree of effectiveness
- language convention	- uses languages conventions with limited accuracy and effectiveness	- uses languages conventions with some accuracy and effectiveness	- uses languages conventions with considerable accuracy and effectiveness	- uses languages conventions with a high degree of accuracy and effectiveness

Appendix 1.2.2 (Continued)

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
- organization pattern	- demonstrates limited ability to use an organizational pattern	- demonstrates some ability to use an organizational pattern	- demonstrates considerable ability to use an organizational pattern	- demonstrates a high degree of ability to use an organizational pattern
Application - use of equipment, materials and technology	- demonstrates limited ability to use strategies for style, text, background, timing or transitions	- demonstrates some ability to use strategies for style, text, background, timing or transitions	- demonstrates considerable ability to use strategies for style, text, background, timing or transitions	- demonstrates high degree ability to use strategies for style, text, background, timing or transitions
- graphics/sound/animation effectiveness	- limited effective contribution to the event	- some effective contribution to the event	- considerable effective contribution to the event	- significant effective contribution to the event
- layout	- has limited coherence	- has some coherence	- has considerable coherence	- has a high degree coherence
- text readability	- limited clarity	- some clarity	- considerable clarity	- high degree of clarity

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 1.2.3

Peer Evaluation of Presentation

Students should work in pairs

Presenter: _____________________________________

Biblical Event: ________________________________________

Assessed By: __________________________________

Assess the student’s presentation in each of the following areas:

Criteria	Comments
Content/Information: well-researched, fully developed
Organization: introduction, logical sequence of events, conclusion
Oral Presentation Skills: clear, good volume, not too fast or slow, eye contact, relaxed
Technical: all components enhance information presented, clear graphics, smooth transitions, no technical problems/errors, readability of text
Overall Quality/Interest Level
Total (out of 50)

Activity 3: Time Management

Time: 5 hours

Description

In Activity 3, students discuss different methods and tools used to facilitate time management including PDAs and other calendar/scheduling tools and the advantages and disadvantages of each. Students use a desktop publishing or graphics program, to create a calendar for important dates and assignment deadlines for this course. Students also include important school activities. Calendars are to be kept readily accessible and updateable (i.e., on student desktop) and in electronic format.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations: CGE4e.

Strand(s): Software Applications and Information Management

Overall Expectations

SIV.01 - demonstrate the appropriate use of software to produce customized business documents;

Specific Expectations

SI1.03 - demonstrate how to produce customized business documents (e.g., formatted and integrated documents, graphics, graphs, reports, presentations);

SI2.01 - demonstrate the appropriate use of software to manage their time (e.g., use of a to-do list, electronic calendar, electronic planner);

ER1.04 - summarize, electronically, electronic media resources that require continuous updating (e.g., electronic calendar, electronic address book, bookmarks, virus checks).

Planning Notes

· Obtain a list of important school activity dates.

· Create a list of important dates for this course (decide on a few fictitious conflicting dates).

· Prepare a list of local businesses with addresses, phone numbers, postal codes, URLs, etc.
(for Activity 1.3.2).

· Prepare a second list of additional local businesses for Activity 1.3.2.

Prior Knowledge & Skills

· Use of fonts, justification, margins, layout (portrait versus landscape)

· Copying and pasting of clipart between applications

· Basic desktop publishing or graphic software skills, e.g., Corel Draw, Publisher, acquired in BTA30

Teaching/Learning Strategies

Activity 1.3.a - Creating a Calendar

The teacher:

· elicits from students the importance of being organized daily for assignment deadlines and tests;

· takes a poll of the class to determine the number of students who use their school planners/agendas;

· discusses the use of PDAs and the advantages and disadvantages of PDAs and printed calendars;

· in random order, outlines specific deadlines and important dates for this course while students take these dates down on paper (fictitious dates that create a conflict on the calendar are included);

· outlines important school activities on the board and directs students to copy the activities onto their papers as well;

· instructs students to create a twelve-month calendar using graphics or desktop publishing software (i.e., set up the months, dates, etc.);

· teaches students how to access clipart on the school network and on the Internet;

· instructs students to insert clipart into their calendars;

· instructs students to enter the events from their notes into the electronically created calendar.

Students:

· participate in class discussion;

· enter advantages and disadvantages of PDAs and calendars into their electronic notebooks;

· record dates given by the teacher onto paper;

· create an electronic calendar according to the teacher’s instructions.

Activity 1.3.b – Creating an Electronic Address Book

The teacher:

· discusses the purpose of address books with the class;

· discusses the difference between print, electronic and hand-held (PDA) address books;

· demonstrates the creation of an electronic address book;

· demonstrates the advantages of using a spreadsheet, database, or E-mail client, e.g., Outlook Express, in creating an address book;

· instructs students how to create an address book using one of the following methods: a spreadsheet, a database, or an E-mail client;

· sends a data file to students containing the first set of local business addresses;

· instructs students to incorporate the first set of addresses into their address books;

· gives students a short list of additional business addresses for the students to input into their address books.

Students:

· participate in class discussion;

· receive software instruction on the creation of an electronic address book;

· create an electronic address book according to the teacher’s instructions listed above.

Activity 1.3.c – Creating a To-Do List

The teacher:

· outlines the differences between a calendar and a to-do list;

· instructs students to create a to-do list using an appropriate software package;

· asks students to incorporate ten short-term goals they need to accomplish in the next week into their to-do list.

Students:

· participate in class discussion;

· receive software instruction on the creation of a to-do list;

· create a to-do list.

Activity 1.3.d – Using the Calendar, Address Book, and To-Do List

The teacher:

· reviews the identification of most appropriate tool(s) used for each entry;

· discusses which of the planning tools would be used most frequently and why;

· distributes a data file to students outlining the following: local business names and their addresses, dates of meetings with businesses, times of meetings, important information for each meeting;

· instructs students to create one or all of the following using the appropriate software: a calendar, address book, and/or to-do list to file the data file information in the most appropriate manner;

· instructs students to send completed files to the teacher.

Students:

· participate in class review;

· access data file and use the appropriate software to create one or all of the following: a calendar, address book, and/or to-do list to file the data file information in the most appropriate manner;

· send completed files to the teacher.

Assessment & Evaluation of Student Achievement

The teacher and students gather assessment information based on the activities described:

Note: Formative assessment could be self, peer and/or teacher using their checklist

· A formative assessment that involves a checklist found in Appendix 1.3.1;

· A formative assessment that involves a checklist found in Appendix 1.3.2;

· A formative assessment that involves a checklist found in Appendix 1.3.3;

· A summative evaluation based on a teacher-developed rubric for the Calendar, Address Book and To-do list.

Accommodations

The following are ways that the activities can meet the student’s individual needs:

· adopt a colour code to represent course and school events and add personal components;

· encourage students who require enrichment to add a specially colour-coded section for personal contacts to their address books in Activity 1.3.2;

· encourage students who require enrichment to prioritize their to-do list (Activity 1.3.3) in order of importance from most to least important.

Resources

<Help> feature in graphics software programs

Time Management

http://www.rio.maricopa.edu/distance_learning/tutorials/study/time.shtml (Rio Salado College, Managing Your Time Effectively)

Activity 4: Databases

Time: 3.75 hours

Description

Through teacher instruction, students develop an understanding of the differences and similarities of two-dimensional and relational databases. Students create a database of the parishes in their diocese/archdiocese using an appropriate database format (most legible and accessible). Students sort, retrieve, and select data from the teacher provided database to ensure an understanding of the concepts taught. Students create a database of parishes in their diocese from information found on the supplied website.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations: CGE3c, CGE4f

Strand(s): Software Applications and Information Management

Overall Expectations

SIV.01 - demonstrate the appropriate use of integrated software to produce customized business documents;

SIV.02 - manage, electronically, information and business files.

Specific Expectations

SI2.02 - demonstrate the appropriate use of software to maintain a “client list” (e.g., use of a database, electronic address book, electronic agenda).

Planning Notes

· Have examples of relational and two-dimensional databases ready to demonstrate.

· Have a database ready for instruction of sorting and selecting information.

· Ensure an integrated software package is used or that the database software is compatible with the merge feature of the word processing software.

· Have a URL available listing parishes and addresses in your diocese (see Resources).

Teaching/Learning Strategies

The teacher:

· demonstrates and discusses with the class the uses of two-dimensional and relational databases;

· reviews with students how to input records into the database;

· reviews with students how to sort and select records in a teacher-provided database;

· discusses the steps in planning a database (i.e., what fields need to be created, the order they should be created in, the type of data stored in each field, size of the field, etc.);

· instructs students how to create a database of parishes in their diocese/archdiocese using an integrated software package;

· instructs students to search for parish information using the Internet and to create a database with the information;

· assesses database sent by students using the checklist in Appendix 1.4.1.

Students:

· record a note electronically on the advantages and disadvantages of the two-dimensional and relational database;

· access teacher-provided database and sort and select records from instructions given by the teacher;

· discuss planning their parish database;

· search for parish information using the teacher-provided website (see Resources);

· transfer parish data to database;

· send database to the teacher for assessment.

Assessment & Evaluation of Student Achievement

The teacher and students gather assessment information based on the specific expectations, including:

· formative assessment using checklist found in Appendix 1.4.1.

Accommodations

The following are ways that the activities can meet each student’s individual needs:

· pair students to provide peer support for students having difficulties with database concepts;

· students requiring enrichment opportunities should be encouraged to create an attractive database layout, to incorporate value lists for ease of data entry, and to incorporate other advanced database features.

Resources

www.cccb.ca/english/map_ontario_e.asp (list of dioceses and archdioceses of Ontario)

Activity 5: Automated Correspondence

Time: 6.25 hours

Description

In this activity, students individually create a newsletter of professional quality that details past and future school events that will be sent to each of the parishes in the diocese. Students then create a cover letter using business format (full block, no indentation) highlighting the accomplishments of the school and future events that may interest parishioners. Through peer- and teacher-assessment, the best newsletter and cover letter are selected for distribution to all of the parishes. The teacher distributes the selected cover letter to all students who then modify the cover letter to include the merge fields that correspond with the database in Activity 4. Each student merges the letter with the database information. Students submit the merged document for teacher assessment. Students copy, collate, and distribute the newsletter and cover letter to all the parishes in the most efficient manner.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations: CGE5h, CGE3c.

Strand(s): Software Applications and Information Management

Overall Expectations

SIV.01 - demonstrate the appropriate use of integrated software to produce customized business documents.

Specific Expectations

SI1.02 - select the most appropriate integrated software application for creating customized business documents;

SI1.03 - demonstrate how to produce customized business documents (e.g., formatted and integrated documents, graphics, graphs, reports, presentations).

Prior Knowledge & Skills

· Knowledge of business letter format

Planning Notes

· Inform principal about the newsletter project

· Consult with school and/or board official and diocesan officials about protocols for distributing the newsletter

Teaching/Learning Strategies

The teacher:

· leads a discussion regarding the merits of the different newsletters and cover letters to determine the “best” submission for each;

· instructs students how to create a newsletter;

· instructs students to create a newsletter that details past and future school events that will be sent to each of the parishes in the diocese;

· informs students of good practices in creating a business letter, including line spacing and parts of the letter;

· instructs students to create a cover letter using business format (full block, no indentation) highlights the accomplishments of the school and future events that may interest parishioners;

· directs students to submit their completed newsletters and cover letters to the teacher for peer and teacher assessment;

· organizes the selection of the most desirable newsletter from those submitted by the class;

· distributes the selected cover letter to all students who then modify the cover letter to include the merge fields that correspond with the database in Activity 4;

· instructs students how to merge the database (Activity 4) and the business letter;

· directs each student to merge the letter with the database information and submit his/her merged document for assessment;

· coordinates the copying, compilation, and distribution of the newsletter to the parishes.

Students:

· create a newsletter according to teacher instructions;

· create a business cover letter that outlines recent and future school events;

· submit their newsletters for assessment and evaluation;

· submit their cover letters to the teacher for assessment;

· participate in peer assessment of newsletters and cover letters;

· modify the cover letter sent to them by the teacher by adding the merge fields;

· merge the cover letter with the database;

· submit their merged documents for assessment;

· participate in the compilation and distribution of the newsletters.

Assessment & Evaluation of Student Achievement

The teacher and students gather assessment information based on the specific expectations, including:

· a formative assessment using the checklist for the business letter (Appendix 1.5.1);

· a formative assessment using the checklist for the merged document (Appendix 1.5.2);

· a summative evaluation of the newsletter using a rubric (Appendix 1.5.3).

Accommodations

The following are ways that the activities can meet each student’s individual needs:

· provide additional demonstrations to enhance understanding of merge concept;

· encourage students who require enrichment to implement additional graphic effects into the different components of the newsletter or create mailing labels.

Resources

http://www.cyberbee.com/science/letpart.html (parts of a business letter)

http://msms.essortment.com/businessletter_opy.htm (how to create a business letter)

http://www.setcampus.com/docs/Word.pdf (how to create a business letter)

http://www.my-ecoach.com/opportunities/z15.html (part 1 – word processed newsletter)

http://www.my-ecoach.com/opportunities/z16.html (part 2 – word processed newsletter)

http://www.smartcomputing.com/editorial/article.asp?article=articles%2F2001%2Fs1209%2F50s09%2F50s09%2Easp (Publisher – how to create a newsletter)

http://www.itsconnection.com/Word/newlsetterinword.rtf (Word – how to create a newsletter)

http://www.geocities.com/k6tech/newsletter.html (Word – how to create a newsletter)

http://www.msu.edu/user/stewa158/newsletter2.doc (Word – how to create a newsletter)

http://www.hopewellcrest.org/tech%20articles/newsletter.htm (Word – how to create a newsletter)

www.csus.edu/uccs/documents/pgmaker2.pdf (PageMaker – how to create a newsletter)

Appendix 1.3.1

Checklist for Calendar

Change page setup to landscape	Y	N
Create correct number of rows	Y	N
Create correct number of columns	Y	N
Centre the table vertically on the page	Y	N
Centre the table horizontally on the page	Y	N
Use a larger font for title of calendar (Example - October, Year)	Y	N
Use a different and smaller font for days of the week	Y	N
Use a different font for the date numeral	Y	N
Insert clipart	Y	N
Input deadlines and important dates for course into calendar	Y	N
Input deadlines and important dates for school events into calendar	Y	N

Appendix 1.3.2

Checklist for Electronic Address Book

Business Name	Y	N
Address	Y	N
City, Province, Postal Code	Y	N
Phone Number, Fax Number	Y	N
URL	Y	N
President or Business Contact	Y	N
All information inputted and accurate	Y	N

Appendix 1.3.3

Checklist for To-Do List

Period 1	Y	N
Period 2	Y	N
Period 3	Y	N
Period 4	Y	N
Period 5	Y	N
3:00 – 4:00 p.m.	Y	N
4:00 – 5:00 p.m.	Y	N
5:00 – 6:00 p.m.	Y	N
6:00 – 7:00 p.m.	Y	N
7:00 – 8:00 p.m.	Y	N
8:00 – 9:00 p.m.	Y	N
9:00 – 10:00 p.m.	Y	N

Appendix 1.4.1

Checklist for Parish Database

Name of Parish	Y	N
Street Address	Y	N
City/Town	Y	N
Telephone Number	Y	N
Fax Number	Y	N
E-mail	Y	N
Website	Y	N
Pastor	Y	N
Priest(s)	Y	N
Pastoral Minister	Y	N
Parish Secretary	Y	N
Saturday Vigil Mass	Y	N
Sunday Mass 1	Y	N
Sunday Mass 2	Y	N
Sunday Mass 3	Y	N
Sunday Mass 4	Y	N
Sunday Mass 5	Y	N
Accuracy of Information	Y	N

Appendix 1.5.1

Checklist for Business Letter

Correct spacing between letterhead and dateline	Y	N
Dateline	Y	N
Correct spacing between dateline and inside address	Y	N
Inside address	Y	N
Correct spacing between inside address and salutation	Y	N
Salutation	Y	N
Blank line between salutation and first paragraph	Y	N
First paragraph (no indentation)	Y	N
Blank line between first and second paragraph	Y	N
Second paragraph (no indentation)	Y	N
Blank line between second and closing paragraph	Y	N
Closing paragraph (no indentation)	Y	N
Blank line between closing paragraph and complimentary closing	Y	N
Complimentary closing	Y	N
Correct spacing between closing and typed name	Y	N
Typed name	Y	N
Signed name	Y	N
Written in proper and professional business English	Y	N

Appendix 1.5.2

Checklist for Merged Document

Completed data base	Y	N
Merge codes included in letter	Y	N
Successfully merged document	Y	N
Proper spacing in merged document	Y	N

Appendix 1.5.3

Newsletter Evaluation Rubric

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding - of the newsletter features	- demonstrates limited knowledge of newsletter features	- demonstrates some knowledge of newsletter features	- demonstrates considerable knowledge of newsletter features	- demonstrates thorough knowledge of newsletter features
Communication - ability to communicate relevant ideas	- communicates relevant ideas in own words with limited clarity	- communicates relevant ideas in own words with some clarity	- communicates relevant ideas in own words with considerable clarity	- communicates relevant ideas in own words with exceptional clarity
Application - clarity and conciseness in communication	- demonstrates clarity and conciseness in communication to a limited degree	- demonstrates clarity and conciseness in communication to a moderate degree	- demonstrates clarity and conciseness in communication to considerable degree	- demonstrates clarity and conciseness in communication to an exceptional degree

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

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