Department of College and Career Readiness Office Specialist Curriculum 5.0 Credits

Unit Three

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Microsoft Office Specialist Course Description

This Specialist course introduces students to the features and functionalities of Microsoft® Office while preparing them for the Microsoft Office Specialist (MOS) certification exam. Through hands on instruction, interactive skills demonstrations, practice assignments, and unit-level assessments, students will become proficient in , Excel, PowerPoint, Access, and Outlook. By the end of the course, students are prepared to take the MOS certification exam.

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Microsoft Office Specialist

Pacing Guide

Unit Topic Suggested Timing

Unit 1 Microsoft Word and Outlook approx. 8 weeks

Unit 2 approx. 10 weeks

Unit 3 Microsoft PowerPoint approx. 10 weeks

Unit 4 approx. 8 weeks

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Educational Technology Standards

8.1.12.A.2, 8.1.12.A.3, 8.1.12.B.2, 8.1.12.D.1, 8.1.12.F.1

 Technology Operations and Concepts

. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Example of use within unit: Use online forums and social media to analyze the social affect email and digital tools have had on the world.

. Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. Example of use within unit: Develop an original brochure or newsletter using MS Office and present document to peers for review.

 Creativity and Innovation

. Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Example of use within unit: Use online tutorials to create an informative video for MOS students.

 Digital Citizenship

. Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Example of use within unit: Cite copywritten material to create an original MS Office document.

 Critical Thinking, Problem Solving, Decision Making

. Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Example of use within unit: Compare and contrast old snail mail vs email/ data management and their impact on communication and life styles.

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Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.  Example of use within unit: Using MS Word and Outlook create a flyer about a Great Falls Clean Up and email groups of students and community members participate.

CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation.

 Example of use within unit: Use word processing software and online search tools and software to create lesson on MS Word and Outlook aimed at inspiring teens. .

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready

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Career Ready Practices individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.  Example of use within unit: Create a presentation/poster or list outlining the various jobs that use the MS Office Suite. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.  Example of use within unit: Develop an original Word document using templates in MS Office and customize the Outlook interface using creative tools and settings.

CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.  Example of use within unit: Student groups will create a manual outlining the most efficient ways to use email to communicate within the workplace.

CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.  Example of use within unit: Student teams work together to create a cultural events calendar for the school in MS Outlook and analyze climate change data in Excel.

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WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:

 Specialized or technical language reflective of the content areas at grade level  A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified 6- Reaching grade level  Oral or written communication in English comparable to proficient English peers  Specialized or technical language of the content areas  A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or 5- Bridging reports  Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.

 Specific and some technical language of the content areas  A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs  Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support 4- Expanding

 General and some specific language of the content areas  Expanded sentences in oral interaction or written paragraphs  Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support 3- Developing

 General language related to the content area  Phrases or short sentences  Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support 2- Beginning

 Pictorial or graphic representation of the language of the content areas  Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or 1- Entering statements with sensory, graphic or interactive support

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Culturally Relevant Pedagogy Examples

 Relationships: Learn about your students’ individual cultures. Adapt your teaching to the way your students learn Develop a connection with challenging students Communicate and work with parents/guardians on a regular basis (email distribution, newsletter, phone calls, notes, meetings, etc.)

 Curriculum: Incorporate student- centered stories, vocabulary and examples. Incorporate relatable aspects of students’ lives Create lessons that connect the content to your students’ culture and daily lives. Incorporate instructional materials that relate to a variety of cultures

 Instructional Delivery: Establish an interactive dialogue to engage all students Continuously interact with students and provide frequent feedback Use frequent questioning as a means to keep students involved Intentionally address visual, tactile, and auditory learners Present relatable real world problems

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Differentiated Instruction Strategies to Accommodate Students Based on Individual Needs

Time/General Processing Comprehension Recall

 Extra time for assigned  Extra Response time  Precise step-by-step  Teacher-made checklist tasks directions  Have students verbalize  Use visual graphic  Adjust length of assignment steps  Short manageable tasks organizers

 Timeline with due dates for  Repeat, clarify or reword  Brief and concrete  Reference resources to reports and projects directions directions promote independence

 Communication system  Mini-breaks between tasks  Provide immediate  Visual and verbal reminders between home and school feedback  Provide a warning for  Graphic organizers  Provide lecture transitions  Small group instruction notes/assignments, and tutorials outline  Video lessons online  Emphasize multi-sensory learning

Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization

 Computer/whiteboard  Adjusted rubrics for projects  Consistent daily structured  Individual daily planner routine  Video lesson  Study guides  Display a written agenda  Simple and clear classroom  Spell-checker  Shortened tests rules  Note-taking assistance

 Text speech software  Read directions aloud  Frequent feedback  Color code materials

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Differentiated Instruction Strategies to Accommodate Students Based on Content-Specific Needs

 Extra time for assigned tasks

 Adjust length of assignment

 Timeline with due dates for reports and projects

 Communication system between home and school

 Small group instruction

 Assistive Technology

 Translation Software

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Enrichment Strategies Used to Accommodate Based on Students Individual Needs:

 Adaption of Material and Requirements

 Evaluate Vocabulary

 Elevated Text Complexity

 Elevated Projects Rubrics

 Independent Written and Video Online Tutorials

 Projects completed individual or with Partners

 Self Selection of Research

 Tiered/Multilevel Activities

 Online Learning Communities

 Individual Response Board

 Independent Book Studies

 Open-ended activities

 Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments

 Storyboards  Teacher-created Unit Assessments, Topic Assessments, Quizzes  Teacher-created DBQs, Essays, Short Answer  Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share  Projects, Portfolio, Presentations, , Gallery Walks  Homework  Concept Mapping  Primary and Secondary Source analysis  Photo, Video, Political Cartoon, Radio,  Create an Original Song, Animation, Document  Tumblr and Vlog Developments  Khan Academy Microsoft Office Tutorials

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Interdisciplinary Connections

English Language Arts Math  Close reading of professional MS Office related content.  Calculate the impact of digital productivity on company or (NJSLSA.R1) personal profit. (N.Q.A.1)  Write a review of the MS Office Suite. (NJSLSA.W2)  Use proportions to understand graphic scaling for MS Office documents or publisher features. (N.Q.A.2) Social Studies  Research the history of MS Office and Email. (6.1.12) Fine & Performing Arts  Research the social impact and economic impact of MS Office  Compare graphics and formatting used in personal, and digital office tools. (6.3.12) professional, and education documents. (1.2.12)  Critique the images used in MS Office. (1.4.12) World Language  Use the translate features in MS Office (7.1.ILA) Science  Create a translated index of MS Office vocabulary (7.1.ILA)  Research latest developments in the MS Office Suit (HS- ETS1-4)  Investigate applicable-careers in STEM fields that use MS Office. (9.2.12)

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New Jersey Student Learning Standards (NJSLS)

8.1–Educational Technology

 8.1.12.A.2: Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.  8.1.12.D.5: Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs.  8.1.12.F.1: Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

9.3– Career and Technical Education

Career Cluster: Business Management and Administration

 9.3.12.BM.3: Explore, develop and apply strategies for ensuring a successful business career.

Pathway: General Management

 9.3.12.BM‐MGT.4: Employ and manage techniques, strategies and systems to enhance business relationships.  9.3.12.BM‐MGT.7: Plan, organize and manage an organization/department to achieve business goals.

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Common Career Technical Core (CCTC)

Career Cluster: Business Management and Administration

 BM.3: Explore, develop and apply strategies for ensuring a successful business career.

Pathway: General Management

 BM‐MGT.4: Employ and manage techniques, strategies and systems to enhance business relationships.  BM‐MGT.5: Plan, monitor, manage and maintain the use of financial resources to ensure a business’s financial wellbeing.  BM‐MGT.7: Plan, organize and manage an organization/department to achieve business goals.

New Jersey Student Learning Standards (NJSLS)

English-Language Arts

Research to Build and Present Knowledge:

 W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Range of Writing:

 W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

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Course: Microsoft office Specialist Unit Overview: Students will examine how Microsoft PowerPoint is used in the personal, professional and educational setting with an emphasis on the Microsoft Office Specialist Exam Unit: 3 – Microsoft requirements. In addition, students will look at the power of presentations. PowerPoint

Grade Level: 9-12 New Jersey Student Learning Standards (NJSLS): 8.1.12.A.2; 8.1.12.D.5; 8.1.12.F.1; 9.3.12.BM.3; 9.3.12.BM‐MGT.5; 9.3.12.BM‐ MGT.7, W.11-12.7; W.11-12.10 Common Career Technical Core (CCTC): BM.3; BM-MGT.5; BM-MGT.7

Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) Presentation Skills:  Identify your Examine the role of How can presentation Journal: http://www.skillsyoune audience. presentation skills and skills help you succeed? What makes a good ed.com/presentation-  Keep text brief career and academic presentation? How do skills.html and to the point. success. What is a good you think good presentation?  Use attractive presentation skills will Presentation Skills NJSLS: 8.1.12.A.2; color schemes. help you in the career of Linked to Career 8.1.12.D.5; 8.1.12.F.1;  Use animation your choice? Success, Survey Finds 9.3.12.BM.3, W.11-12.7; sparingly. http://www.itbusinesse W.11-12.10  Rehearse and Who am I? dge.com/blogs/from- revise your Presentation under-the- CCTC: BM.3 presentation. Create a short rug/presentation-skills-  Speak clearly and PowerPoint presentation linked-to-career- to your audience. about who you are and success-survey- present to your class. finds.html Students will peer review

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) using a rubric. Why learn PowerPoint? . Create a new Importance of Create and Manage presentation, Tutorial: PowerPoint Skills presentations in MS What is the impact of a create a Create a PowerPoint http://www.businesstrai PowerPoint presentation on an presentation tutorial outlining the ningdirect.co.uk/refere audience? based on a importance of the nces/powerpoint-skills- NJSLS: 8.1.12.A.2; template, import application and how it 07-01-08.php 8.1.12.D.5; 8.1.12.F.1; Word document can be used in 9.3.12.BM.3, W.11-12.7; outlines academics as well as Factors and Benefits of W.11-12.10 . Insert specific career settings. Presentation Skills slide layouts; http://www.businesstrai CCTC: BM.3 duplicate existing Journal: ningdirect.co.uk/refere slides; hide and Does PowerPoint help or nces/factors-and- unhide slides; hinder learning? benefits-of- delete slides; presentation-skill-08- apply a different 09-08.php slide layout; modify individual The Importance of slide PowerPoint in backgrounds; Business insert slide https://www.linkedin.co headers, footers, m/pulse/what- and page importance- powerpoint-business- . Change the slide rajnikant-khatri master theme or background, modify slide

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) master content, create a slide layout, modify a slide layout, modify the handout master, modify the notes master . Create sections, modify slide order, rename sections . Change slide size, change views of a presentation, set file properties . Print all or part of a presentation; print notes pages; print handouts; print in color, grayscale, or black and white . Create custom slide shows, configure options, rehearse slide show timing,

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) present a slide show by using Presenter View

. Insert text on a Formatting Exercise: Insert and format text, slide, apply http://www.abss.k12.nc.u shapes, and images in How do tools for formatting and s/Page/14839 PowerPoint Formatting MS PowerPoint formatting content help styles to text, http://eslide.com/power create consistent apply WordArt Practical Image Tips point-formatting/ NJSLS: 8.1.12.A.2; presentations? styles to text, and Exercises for 8.1.12.D.5; 8.1.12.F.1; format text in PowerPoint Presentation 9.3.12.BM.3; 9.3.12.BM‐ multiple columns, https://www.webjunction. Consistence Tips MGT.5; 9.3.12.BM‐ To what extent does create bulleted org/content/dam/WebJun http://www.presentatio MGT.7, W.11-12.7; formatting impact a and numbered ction/Documents/webJun n- W.11-12.10 presentation? lists, insert ction/Practical_PPT_Ima process.com/powerpoi hyperlinks ge_Tips.pdf nt-slide-design- CCTC: BM.3; BM- . Insert or replace tips.html MGT.5; BM-MGT.7 shapes, insert text Presentation Lesson 1. boxes, resize and Activities shapes and text http://georgeacademics.c boxes, format om/LessonPlans/CompA shapes and text pps/lessonCompApps.ht boxes, apply m styles to shapes and text boxes . Insert images, resize and crop images, apply

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) styles and effects . Order objects, align objects, group objects, display alignment tools

. Create a table, Creating an Effective Effective Presentations Identify the skills insert and delete PowerPoint: Using http://www.emlf.org/clie required to insert tables, How should a table rows and color, language, font and ntuploads/speaker_info charts, SmartArt, and presentation be prepared columns, apply formatting choose a /Effective.PowerPoint.p media to maximize its table styles, presidential candidate df import a table and present them to the effectiveness? NJSLS: 8.1.12.A.2; . Create a chart, class. 8.1.12.D.5; 8.1.12.F.1; import a chart, 9.3.12.BM.3; 9.3.12.BM‐ How can data be change the Chart Business Report: Strong PowerPoint MGT.5; 9.3.12.BM‐ presented to achieve Type, add a Imagine you are the Skills MGT.7, W.11-12.7; universal understanding? legend to a chart, CEO of the Coca Cola http://www.ncbi.nlm.nih W.11-12.10 change the chart Corporation. Present the .gov/pmc/articles/PMC4 style of a chart current state of the 189377/ CCTC: BM.3; BM- . Create SmartArt company using public MGT.5; BM-MGT.7 graphics, convert data via PowerPoint lists to SmartArt Presentation. graphics, add shapes to Print Handouts: SmartArt Open the presentation graphics, reorder for which you want to shapes in print handouts.

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) SmartArt 1. Click the Microsoft graphics, change Office Button, the color of click the arrow SmartArt graphics next to Print, and . Insert audio and then click Print video clips, Preview. configure media 2. In the Page Setup playback options, group, click the adjust media arrow under Print window size, set What, and then the video start and select the handout stop time, set layout option that media timing you want from the options list.

. Insert slide PowerPoint Animation transitions, set Children’s Internet and Motion Effects Apply transitions and What advanced tools in transition effect Safety PowerPoint: https://elearningart.co animations PowerPoint can I use to options In groups of 3-5 students m/blog/powerpoint- my presentation more . Apply animations will plan and produce an stop-motion-animation- NJSLS: 8.1.12.A.2; attractive? to objects, apply animation sequence for effects/ 8.1.12.D.5; 8.1.12.F.1; animations to text, young children on 9.3.12.BM.3, W.11-12.7; How can transitions and set animation internet safety using W.11-12.10 animations impact the effect options, set technology tools to Creating Flashcards in effectiveness of a animation paths import images. PowerPoint: CCTC: BM.3 presentation? . Set transition http://www.ispringsolut effect duration, Journal: ions.com/blog/creating- configure What is animation and flashcards-in-

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) transition start and how can it be used in the powerpoint-using- finish options, workplace? trigger-animations/ reorder animations on a Quick Write and Share: slide What is the most Add, change, or attractive and remove transitions appropriate template for between slides: business and why? https://support.office.c om/en-us/article/add- Creating Moving change-or-remove- Animations in transitions-between- Microsoft® PowerPoint slides-3f8244bf-f893- ® 4efd-a7eb- i. To make an object 3a4845c9c971 or image move, select Slide Show> Custom Animation. ii. From the Custom Animation task pane, select Add Effect> Motion Path. Choose a motion path to suit. You may like to use a simple line or perhaps you would like to

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) draw a free hand motion path for your character to follow: iii. Adjust the Start: option to With Previous. This way the animation will start at the same time as the music file. Adjust the speed of the motion to suit: iv. Adjust the Start: option to With Previous. This way the animation will start at the same time as the music file. Adjust the speed of the motion to suit.

Animated Stories using Microsoft PowerPoint Select a blank page in

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) Microsoft PowerPoint. Student will create an animated story of their life using the MS PowerPoint skills they have acquired. Students will present their stories to the class.

Tutorial Presentation: Manage Multiple Manage multiple . Insert slides from What advanced tools in Create a presentation in Presentations: presentations another PowerPoint can I use to PowerPoint, insert voice https://www.lynda.com/ presentation, my presentation more compare two files, animations, and PowerPoint- NJSLS: 8.1.12.A.2; attractive and appealing? presentations, transitions while outlining tutorials/Solution- 8.1.12.D.5; 8.1.12.F.1; insert comments, how to manage your Manage-multiple- 9.3.12.BM.3; 9.3.12.BM‐ What skills can I learn to review comments multiple presentations. presentations/531465/5 help me to better 84833-4.html MGT.5; 9.3.12.BM‐ . Protect a MGT.7, W.11-12.7; manage my presentation, Presentations: W.11-12.10 presentation? inspect a Individually students will Combine Content from presentation, create a resume PPT, a Multiple Presentations personal introduction in PowerPoint: CCTC: BM.3; BM- proof a MGT.5; BM-MGT.7 presentation, PPT, and a a college https://study.com/acad preserve application presentation. emy/lesson/combine- presentation They will merge the content-from-multiple- content, export presentations and presentations-in- presentations to present to the class. powerpoint.html 26 | P a g e

Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) other formats

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Unit 3 Vocabulary Animation Placeholders Background Slide Blank Layout Bullets Slide Master Clip Art Slide Sorter Design Template Slide Show Effects Slide View Handout Title Slide Hyperlink Summary Slide Multimedia Transitions Notes Page View Buttons Outline View

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Suggested Unit Projects Choose At Least One Animation PPT DEVELOP A POWERPOINT PRESENTATION ON A TOPIC OF YOUR CHOICE. Introduction EACH PRESENTATION MUST INCLUDE THE Students LOVE to use animation schemes in PowerPoint FOLLOWING: (minimum of 6 slides) presentations. Frequently, these schemes are used 1. CUSTOM BACKGROUND WHICH INCLUDES AT inappropriately, and the focus of the presentation becomes the LEAST ONE EACH OF: animation, not the information. NOT THIS TIME! This  COLOR presentation is about Custom Animation in PowerPoint  GRADIENT presentations. We will discover and share appropriate ways to  TEXTURE use this tool.  PATTERN Procedure  PICTURE FROM WEB 1. Open PowerPoint, select and last first ppt animation 2. TEXT ON ALL SLIDES WHICH PROVIDES A LOGICAL 2. Select and PRESENTATION 3. Select one of the themes from the lower right pane 4. Select and and then the Title 2 3. DIFFERENT SIZE, SHAPE AND COLOR FONT ON column slide EACH SLIDE 5. Select and 6. Build 6 slides: 4. BOLD, ITALIZE, UNDERLINE, CENTER, LEFT AND o 2 for "add effects" Entrance RIGHT JUSTIFY (DO EACH OF THESE ON AT LEAST o 2 for "Emphasis" TWO SLIDE o 2 for Exit

7. On each slide provide: o Title 5. CUSTOM BULLETS ON TWO SLIDES o 3 examples of choices available for each animation o Comments 6. GRAPHICS WHICH INCLUDE 8. For example ... See this 2 slide PowerPoint presentation . A. CLIPART FROM POWERPOINT OR THE WEB (1 It will give you a very clear idea of what you are trying to SLIDE) accomplish 29 | P a g e

9. Notice the following in the PowerPoint presentation: B. ONE PICTURE FROM THE WEB o Consistent theme on both slides C. ONE ANIMATED GIF FROM THE WEB o Consistent title (type, color, size, bolding) D. WORDART (2 SLIDES) o Consistent use of font (type, color, size, bolding) E. SCANNED PICTURE (1 SLIDE) o Correct use of bullets as lists F. CROPPED PICTURE (1 SLIDE) 10. Build an intro slide 7. SOUND o Include: 1. Name, Period, Title A. POWERPOINT SOUND (2 SLIDES) 2. Some kind of graphic that relates to this B. WEB SOUNDS (2 SLIDES) presentation 8. TRANSITIONS FOR EACH SLIDE 11. Build a concluding slide. GO WILD!! Use all kinds of animation just for fun! 9. ANIMATION EFFECTS ON EACH SLIDE

10. DIM ON THREE SLIDES

11. INTRODUCE TEXT DIFFERENTLY…BY LETTER, BY WORD, AND ALL AT ONCE (at least one example of each)

12. GROUP BY DIFFERENT LEVELS, 1ST, 2ND, AND 3RD

13. PUT NAME AS A FOOTER ON EACH SLIDE

14. SAVE ON T DRIVE, IN THE SUBDIRECTORY OF YOUR COURSE NUMBER (example etec305-05), USING THE FILE NAME OF PPT1 AND YOUR LAST NAME. AFTER USING SAVE AS INITALLY CLICK ON DISK ICON.

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Suggested Structured Learning Experiences

Google Inc. William Paterson University Address: 76 9th Ave, New York, NY 10011 College of Business Phone: (212) 565-0000 Address: 1600 Valley Rd, Wayne, NJ 07470 Phone:(973) 720-3855

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