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Date: Period: Subject: Computing
Duration: 80 Minutes Strand 2: Productivity Software
Class: Basic 7 Class Size: Sub-Strand 1: Introduction To Word Processing
Content Standard
Indicator: B7.[Link]. Lesson
B7.2.1.1 Demonstrate how to
Explain the importance of word processing software 1 of 1
use Microsoft Word (Editing)
Performance Indicator: Learners will be able to explain word processing Core Competencies
software, give its importance and give examples. CC8.2, DL5.1
Keywords: Word Processing, Format, Create. Edit, Save, Document.
Phase/Duration Learner’s Activities Resources
Activity:
1. Greet students and establish a warm learning environment.
Phase 1: Starter – 2. Display a sample printed document and ask students:
Introduction - How do you think this was created?
(10 Minutes) - What software or tools could have been used?
3. Encourage students to share ideas freely. Summarize responses to
introduce the concept of "Word Processing."
Activity:
1. Meaning of Word Processing Software:
- Explain that word processing software is used to create, edit, format,
and save text documents.
2. Importance of Word Processing Software:
- Lead a brainstorming session with questions such as:
"Why do people use word processors?" or "What are the benefits of
using them in school or work?"
Phase 2: Main
- Write responses on the board (e.g., ease of editing, professional
(New learning)
including appearance, efficient communication, storage of documents).
assessment and 3. Examples of Word Processing Software: Printed
lesson development - Display examples on the board (e.g., MS-Word, Corel WordPerfect, sample
(50 Minutes) AbiWord, Google Docs, LibreOffice Writer, Notepad, WordPad). documents
- Engage students in a quick matching activity where they match
examples to their features.
Assessment:
- Ask students to identify the importance of word processing software
in groups and share their findings.
- Provide a scenario where students choose a word processor for a task
and justify their choice.
Activity:
1. Recap the lesson by reviewing key points:
- Definition of word processors.
- Importance of word processors.
Phase 3:
- Examples of common word processing software.
Plenary/Reflection
2. Ask students to reflect on the following:
(20 Minutes)
- "Which word processor do you think is most useful to you and why?"

- "How would you teach someone else to use a word processor?"

3. Collect feedback on what they enjoyed or found challenging.

Date: Period: Subject: Computing

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Duration: 80 Minutes Strand 2: Productivity Software

Class: Basic 7 Class Size: Sub-Strand 1: Introduction To Word Processing
Content Standard
B7.2.1.1 Demonstrate how Indicator: B7.[Link]. Demonstrate how to insert, Lesson
to use Microsoft Word select, delete and move text 1 of 1
(Editing)
Performance Indicator: Learners will be able to demonstrate how to Core Competencies
Insert, Select, Delete, and Move Text in MS Word DL5.1
Keywords: Backspace Key, Delete Key, Insert, Interface, Microsoft Word, Arrow Keys, Right
Clicking, Dragging, Cut, Copy, Paste.
Phase/Duration Learner’s Activities Resources
Activity: Computer
1. Begin with a brief discussion: and
- Ask students if they have ever used a computer to write a projector
(or printed
Phase 1: Starter – document.
interface
Introduction - Ask: "What challenges do you face when editing text?" images)
(10 Minutes) 2. Show a picture or project the MS Word interface and ask:
- "What do you think these icons or tools are used for?" Sample
3. Introduce the day’s objective: learning to insert, select, delete, documents
and move text. for practice
Phase 2: Main Activity:
MS Word
(New learning) 1. Demonstration of MS Word Interface:
software
including - Using a computer and projector (or printed pictures), show the
assessment and MS Word interface. Highlight key editing tools like the cursor,
lesson right-click options, and the toolbar.
development 2. Inserting Text:
(50 Minutes) - Demonstrate typing in a blank document and how the cursor
works.
- Explain how to enable the "Insert" mode by right-clicking the
status bar and choosing the insert option.
3. Selecting Text:
- Demonstrate selecting text using the mouse (click and drag) or
keyboard shortcuts (e.g., Shift + Arrow Keys).
4. Deleting Text:
- Demonstrate deleting text using the Backspace and Delete keys.
Explain the difference between the two.
5. Moving Text:
- Demonstrate how to cut (Ctrl + X), copy (Ctrl + C), and paste
(Ctrl + V) text in different parts of the document.
- Show how to drag and drop text using the mouse.

Assessment:
- Give students practice activities:

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- Insert a sentence into a sample document.
- Select and delete specific words.
- Move a paragraph to a different location.
Activity:
1. Recap the lesson by asking students to explain the steps for
inserting, selecting, deleting, and moving text.
Phase 3: 2. Ask reflective questions:
Plenary/Reflection - "Which editing tool was the easiest or hardest to use?"
(20 Minutes) - "How will learning these tools help you with your
schoolwork?"
3. Allow students to share their learning experiences. Collect
feedback on their understanding of the tools.

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Date: Period: Subject: Computing
Duration: 80 Minutes Strand 2: Productivity Software
Class: Basic 7 Class Size: Sub-Strand 1: Introduction To Word Processing
Content Standard
Indicator: B7.[Link]. Demonstrate how to find Lesson
B7.2.1.1 Demonstrate how to
and replace content and undo edited changes. 1 of 1
use Microsoft Word (Editing)
Performance Indicator: Learners will be able to demonstrate hoe to use
Core Competencies
the Find & Replace tool in Microsoft Word and also explore the editing
DL5.1
group.
Keywords: Replace, Find, Autosave, Redo, Undo, Editing, Tabs, Ribbon.
Phase/Duration Learner’s Activities Resources
Activity: Computer
1. Begin with a scenario: and
- "Imagine you wrote a long essay and realized you used the projector
Phase 1: Starter – wrong name or word throughout the document. How would you (or
Introduction fix it quickly?" screenshots
(10 Minutes) 2. Show a brief overview of MS Word’s "Home" tab and ask: of the MS
- "What tools do you think can help us find or replace words?" Word
3. Introduce the lesson objective: learning how to use the Find interface)
and Replace tool and how to undo changes.
Activity: Sample text
1. Finding Content: document
- Open a sample document and demonstrate how to use the "Find" for practice
option under the Editing group on the Home tab.
- Show how to type a specific word in the search box and MS Word
navigate through the results. software
Phase 2: Main 2. Replacing Content:
(New learning) - Demonstrate how to use the "Replace" option to replace a word
including or phrase throughout the document.
assessment and - Emphasize checking results before replacing all occurrences.
lesson 3. Undoing Changes:
development - Demonstrate how to undo changes using the Undo button on the
(50 Minutes) Quick Access Toolbar or the Ctrl + Z shortcut.
- Show how to redo changes using the Redo button or Ctrl + Y.
Assessment:
- Provide students with a sample text document:
- Ask them to find a specific word and replace it with another.
- Ask them to undo a few changes they’ve made.
- Monitor and assist as they work on the tasks.
Phase 3: Activity:
Plenary/Reflection 1. Recap the lesson by reviewing key points:
(20 Minutes) - How to find specific content.
- How to replace text in a document.
- How to undo or redo changes.

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2. Ask reflective questions:
- "How does the Find and Replace tool make editing easier?"
- "When would you use the Undo option in your work?"
3. Allow students to share what they found most useful or
challenging during the lesson.

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Date: Period: Subject: Computing
Duration: 80 Minutes Strand 2: Productivity Software
Class: Basic 7 Class Size: 11 Sub-Strand 1: Introduction To Word Processing
Content Standard Indicator: B7.[Link]. Demonstrate how to spell
Lesson
B7.2.1.1 Demonstrate how to check, carry out content translation, language
1 of 1
use Microsoft Word (Editing) setting
Performance Indicator: Learners will be able to demonstrate how to spell Core Competencies
check, carry out content translation, language setting. DL5.1
Keywords: Error, Thesaurus, Grammar, Spell Check, Language, Translate.
Phase/Duration Learner’s Activities Resources
Activity: Computer
1. Begin with a discussion: and
- "Have you ever typed something and realized there were projector
spelling or grammatical errors?" (or
Phase 1: Starter –
- "What tools can help you correct these errors or translate your screenshots
Introduction
work into another language?" of the MS
(10 Minutes)
2. Show a quick example of a word underlined in red or blue in Word
MS Word and ask students to guess what it means. interface)
3. Introduce the objectives: learning how to use Spell Check,
Translation, and Language settings in MS Word. Sample text
Phase 2: Main Activity: document
(New learning) 1. Spell Check: for practice
including - Open a sample document with intentional spelling errors.
assessment and - Demonstrate how to use the "Spelling & Grammar" tool under MS Word
lesson the Review tab to identify and correct errors. software
development - Explain the significance of red and blue underlines.
(50 Minutes) 2. Thesaurus and Grammar Tools:
- Demonstrate how to use the Thesaurus to find synonyms and
improve word choice under the Review tab.
- Show how grammar suggestions improve sentence structure.
3. Content Translation:
- Demonstrate how to use the "Translate" tool under the Review
tab to translate text into another language.
- Provide examples of when translation might be useful (e.g.,
writing to someone in a different country).
4. Language Setting:
- Show how to change the document’s language by navigating to
the "Language" option under the Review tab.
- Explain why setting the correct language is important for
accurate spell check and grammar suggestions.
Assessment:
- Provide students with a sample document containing spelling
and grammar errors, as well as text requiring translation.
- Ask students to correct the errors, find synonyms, translate a

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sentence, and set the document language to their preferred choice.
Activity:
1. Recap the lesson by reviewing key points:
- How to use Spell Check and Grammar tools.
- How to use the Thesaurus and Translate features.
Phase 3:
- How to set the language in a document.
Plenary/Reflection
2. Ask reflective questions:
(20 Minutes)
- "How do these tools help improve the quality of your work?"
- "Which tool do you think will be most useful for your studies?"
3. Collect feedback on what students found easy or difficult and
address any remaining questions.

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Date: Period: Subject: Computing
Duration: 80 Minutes Strand 2: Productivity Software
Class: Basic 7 Class Size: 11 Sub-Strand 1: Introduction To Word Processing
Indicators
1: B7.[Link].5
Content Standard Demonstrate how to use text-decoration, change text
B7.2.1.1 Demonstrate how case, text size, and colour. Lesson
to use Microsoft Word 2: B7.[Link].6 1 of 1
(Editing) Demonstrate how to align text, indent paragraphs, use
bullets, adjust line spacing, and apply shading.

Performance Indicator: Learners will be able to use text-decoration,

Core Competencies
change text case, text size, and colour and align text, indent paragraphs, use
DL5.1, CI5.4
bullets, adjust line spacing, apply shading in Ms Word Document
Keywords: Error, Text-decoration, text case, font size, font colour, Font group, paragraph
alignment, indentation, bullets, line spacing, shading, MS Word.
Phase/Duration Learner’s Activities Resources
Activities:
1. Warm-Up:
Projector/
o Greet the students and briefly review previous
Computer
lessons on MS Word basics.
with MS
2. Engaging Question:
Word
o Display a sample document. Ask:
displayed.
 "What makes this document look
professional?"
Printed
Phase 1: Starter –  "How do you think changes in text style and
screenshots
Introduction alignment affect readability?"
of the Font
(10 Minutes) 3. Introduction to Today’s Objectives:
and
o Explain that today’s lesson will cover two key
Paragraph
areas:
groups on
 Text formatting using the Font group (text-
the Home
decoration, text case, text size, and colour).
tab.
 Paragraph formatting using the Paragraph
group (alignment, indentation, bullets, line
spacing, and shading).

Phase 2: Main Part A: Text Formatting (Indicator 1) Computers

(New learning) 1. Demonstration: with MS
including o Open a sample document in MS Word. Word
assessment and o Show the Font group on the Home tab and installed.
lesson highlight features for text decoration (e.g., bold,
development italic, underline). Sample
(50 Minutes) o Demonstrate how to change the text case (e.g., documents
sentence case vs. all caps), adjust font size, and or texts for

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change the font colour. practice.
2. Guided Practice:
o Ask students to open a blank document or a Projector/
provided sample document. screen for
o Instruct them to type a short paragraph, then apply live
various text decorations: demonstrati
 Change some words to bold, italic, or on.
underlined.
 Modify the text case of a sentence.
 Adjust the font size and colour for emphasis.
3. Class Discussion:
o Invite a few students to share their screens and
explain the changes they made.
Part B: Paragraph Formatting (Indicator 2)
1. Demonstration:
o Transition to the Paragraph group on the Home
tab.
o Demonstrate how to align text (left, center, right,
and justified) and show the effect of each
alignment on a paragraph.
o Illustrate how to indent paragraphs and use bullets
for lists.
o Use the Dialogue Box Launcher to set custom line
spacing and add shading/borders.
2. Guided Practice:
o Provide a sample text that includes several
paragraphs.
o Instruct students to:
 Align one paragraph using each alignment
option.
 Indent the first line of paragraphs and add
bullets to a list.
 Adjust the line spacing using the dialogue
box and apply a shading effect to a selected
text block.
3. Interactive Activity:
o In pairs, students review each other’s work,
identify any issues, and suggest improvements
based on the formatting demonstrated.
Phase 3: Activities:
Plenary/Reflection 1. Recap Discussion:
(20 Minutes) o Summarize the key points for text formatting and
paragraph formatting.
o Ask the class:

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 "How does changing text decoration or
alignment improve a document?"
 "Which feature did you find most useful or
challenging?"
2. Reflective Questions:
o "How can you apply these formatting techniques to
make your school assignments look more
professional?"
o "What alternatives did you consider when
formatting your document?"
3. Feedback and Q&A:
o Invite students to ask questions or share any
challenges they encountered.
o Provide additional tips and clarify any doubts.
4. Closing Activity:
o Have students save their formatted document and
share one formatted section with the class via
screen sharing or a printed copy for peer review

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Date: Period: Subject: Computing
Duration: 80 Minutes Strand 2: Productivity Software
Class: Basic 7 Class Size: 11 Sub-Strand 1: Introduction To Word Processing
Content Standard
Indicators
B7.2.1.1 Demonstrate how Lesson
B7.[Link] Demonstrate how to set tabs and apply
to use Microsoft Word 1 of 1
formatting
(Formatting Text)
Performance Indicator: Learners will be able to use text-decoration,
Core Competencies
change text case, text size, and colour and align text, indent paragraphs, use
DL5.1, CI5.4
bullets, adjust line spacing, apply shading in Ms Word Document
Keywords: Tabs, Centre Tab, Right Tab, Formatting, Microsoft Word, Tab Stop, Ruler,
Paragraph, Office Applications.
Phase/Duration Learner’s Activities Resources
Activities:
1. Warm-Up Discussion: Projector/
o Greet the students and ask: Computer
 "What are some ways you can organize text with MS
in a document?" Word
 "Have you ever seen text aligned differently displayed.
Phase 1: Starter – in a document (e.g., left, centre, or right)?"
Introduction 2. Introduction to Tabs: Printed
(10 Minutes) o Briefly explain that setting tabs is a method to align screenshots
text consistently and professionally in Microsoft of the Tab
Word. Settings in
3. Objective Sharing: Word
o State that in today’s lesson, learners will explore
the use of the Tab button to set centre and right tabs
and apply related formatting.
Phase 2: Main Part A: Demonstrating Tab Settings Computers
(New learning) 1. Live Demonstration: with MS
including o Open a new document in MS Word and display the Word
assessment and ruler. installed.
lesson o Show the Tab button on the ruler and explain its
development purpose. Sample
(50 Minutes) o Demonstrate how to click on the ruler to set a left, documents
centre, or right tab stop. or texts for
o Focus on setting a centre tab and a right tab by: practice.
 Clicking the Tab button until the desired tab
icon appears (centre or right). Projector/
 Dragging the tab stop to the desired position screen for
on the ruler. live
2. Explanation: demonstrati
o Explain the difference between left, centre, and on.
right tabs.
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o Discuss scenarios where a centre tab or right tab
might be useful (e.g., creating titles, aligning page
numbers in headers/footers, formatting a resume).
Part B: Guided Practice with Formatting
1. Practical Activity:
o Ask learners to create a short document (for
example, a simple invitation or a resume header)
that requires the use of centre and right tabs.
o Instruct students to set a centre tab for the
document title and a right tab for aligning
additional information (like a date or page
number).
2. Teacher Support:
o Circulate in the class to provide assistance as
students experiment with setting tabs and
formatting their text.
3. Exploration and Problem-Solving:
o Encourage learners to try adjusting the tab stops
and observe how the text moves.
o Prompt students to troubleshoot any issues (e.g.,
text not aligning correctly) by revisiting the tab
settings.
Assessment:
 Ask individual students to share their documents on
screen (or via printed copies) and explain how they set
their centre and right tabs.
 Pose questions such as:
o "How did you decide where to set your tabs?"
o "What challenges did you face when aligning your
text?"
Phase 3: Activities
Plenary/Reflection  Recap and Discussion:
(20 Minutes)  Review key points: how to access and use the Tab button,
set centre and right tab stops, and apply these formatting
techniques.
 Ask:
o "What benefits do you see in using tabs for
document formatting?"
o "How might this skill help in creating professional
documents?"
 Reflective Questions:
 "How did setting tabs improve the overall appearance of
your document?"
 "What alternatives did you consider before deciding on

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centre or right tabs?"
 Feedback:
 Invite students to share their experiences or any
challenges they encountered.
 Address any questions and provide tips for future practice.
 Closure:
 Summarize the lesson and remind learners that mastering
tabs and text formatting can enhance the readability and
professional look of their documents.

MIRACLE AMOAH | YAW OWUSUKROM D/A BASIC SCHOOL