Pg 155Briefly introduce which topics will be covered in this lesson so students are aware of the new skills they will learn. Remind students also that all the information is available in the book as a reference so they don’t need to commit anything to memory or take notes.
Pg 156Objective 4.1This topic will likely be what students have been waiting for; promote this as where the fun begins with Word, and where students will see the power of Word to create professional looking documents that include more than just text.Discuss the difference between using pictures and clip art. Clip art does include photographs but you are still going through the Insert Clip Art task pane to find and use them, whereas this feature usually means you have the pictures stored on your local drive. Give the example of being able to add personal pictures that they’ve uploaded from their digital camera to the hard drive.Ensure the classroom has access to a location that everyone can go to find some pictures to insert; alternatively, have them use those provided with the student data disk.
Pg 157Objective 4.3Ensure you allocate enough time for this topic as students will want to start exploring once you introduce this option. This is more true once you show them Office.com online where they can find numerous other graphics.If the installation of Office was an upgrade, you will still have all the clip art you may have downloaded previously (look in your Pictures folder for the Microsoft Clip Organizer folder).
Pg 157-158Objective 4.3In your demo for inserting clip art images, choose one that has a number of pictures so you can include a quick discussion of this menu. In most cases, students will just click the image to insert it automatically into the document. However, include in your discussion the benefits in this menu, such as using copy to collect a number of pictures into the Office Clipboard for insertion later into the document.As they look at the ScreenTip, mention how this shows the keywords that describe this image that can be used to search for similar images.
Pg 159Objective 4.1, 4.3As soon as a picture is inserted, the Picture Tools ribbon appears (review contextual ribbons and also how they can tell which one is which – 2010 uses different colors to differentiate them). A demo you can do that combines the skills from Lesson 7 on tables and this is to have them insert a graphic into the table and have Word show both ribbons that are contextual and different colors.Students will become more excited at all the options that are now available for working with pictures. This goes beyond just changing the brightness and contrast of earlier versions. Office 2007 introduced Picture Styles which Microsoft has not changed in 2010, but the commands at the left of the Styles enables the user to become very creative with the image and not need a dedicated graphics program to apply artistic effects on the picture.
Pg 159Objective 4.1, 4.3Before trying any of these tools, make sure students understand that the picture must be selected prior to making any changes. Just as with text, they may need to be reminded that unless the picture displays the handles, no changes will be made to the picture.You may want to try and control the pace when discussing handles, ensuring students are following you closely. Some students will get a head of you and try all the handles once they’ve tried one of them, and then find the picture is nothing like what the rest of the class is doing. Remind students how they can use Undo to reverse the last action so they can go back to where they were when the first started manipulating the picture.Alternatively, point out the Reset button which they can use at any time to reset the picture back to its original form.
Pg 160Objective 4.1, 4.3Make sure students understand that sizing here refers only to the height or width of the picture; if they are thinking it will allow them to size the picture to only an item in the picture (such as a person), that task is handled by the Crop feature which is not as flexible as a dedicated graphics program. Word has enhanced this tool to allow for different shapes but you are still limited by the shape’s perimeter – you cannot do custom shapes such as tracing the outline of a flower with multiple petals.Provide examples of when you may want to resize a picture only horizontally or vertically, e.g., to make the shape taller in appearance or to stretch a picture. Discuss what proportionally means for those who may not quite understand this concept; you may to provide a demo that exaggerates the picture appearance when you resize it in one direction only.Try to include all the different methods to resize a picture with examples of when or why, e.g., resizing proportionally from the center means the picture stays in this location and the sizing occurs around the outside, saving you the time and effort to reposition the picture in the original location after the sizing.
Pg 160Objective 4.1, 4.3In all likelihood, students will change the size of a picture by dragging the appropriate handle, or by entering a measurement in the Size group of the Picture Tools ribbon. However, when more precise measurements or a scale factor is needed, the Size dialog box is needed.Provide examples of when you may want to change the scale instead of just the size, e.g., your graphics design person has asked you to set all pictures for a report at 75% as this maintains quality even though you have sized down the picture.Further to this discussion, ensure students understand that making a picture larger doesn’t always make it look better in the document. Depending on the picture, it may become more blurry or details can get lost. Even when you adjust the sharpness it may not change the picture, or not enough to keep it at a large size. The same problem can occur when you size a picture down as you will definitely begin to lose details.
Pg 161Objective 4.1, 4.3Ensure students understand what it means to crop a picture. This feature has been enhanced since 2007 and now enables you to manipulate a picture more during a crop instead of just cropping horizontally or vertically.Using one of the pictures from your demo, have students try cropping more than just the background color so they can see how the final picture will appear. Discuss how this feature now also gives you a preview of the crop so you can see what will be cropped if you accept these changes. Include the visual clues for the handles to show you are in Crop mode and not just select mode.If one of the pictures in your demo is a person, you may want to set the demo to have them crop the picture to show just the person’s head and then crop it to a shape (such as a heart) so they can see how they can create a more customized picture using these options. This was much easier than inserting a picture as a fill to a shape (fewer steps) as with earlier versions.
Pg 162Objective 4.1, 4.3See notes from the previous slide although you can use this slide as the main view when discussing or going through the demo together during the crop process.Mention how you can turn the Crop feature off by clicking the same button, or clicking elsewhere in the document.As a word of caution, have the students try cropping a picture and then try moving the picture while it is still in Crop mode. Click the Crop button or click anywhere in the document so they can see what changed. They should notice that they not have moved the cropped picture to a new location but instead have moved the picture within the crop frame, thereby setting up a different area to be cropped.
Pg 162-163Objective 4.1, 4.3Be sure you have examples of when you might want to rotate a picture, e.g., appear as if there is a strong wind against the boat, the picture isn’t quite straight, the picture was saved in an upside down format, etc.Ensure your demo can show students what happens to a picture when you flip it horizontally or vertically. This can create a completely different effect than just angling the picture.More emphasis is placed on rotating a picture in the certification exam than flipping a picture.
Pg 163Objective 4.1, 4.3Most people will likely use the Rotate button from the Arrange group to make any rotations. However, for more precise options, they will need the Format Picture dialog box. Alternatively, show students how they can further manipulate the picture by adding a 3-D effect.It isn’t necessary to spend a lot of time here but worth the time for a demo of how this can be done and the effect it has on the picture.
Pg 165Objective 4.1, 4.3This feature will be of interest to students who want to know how to have the text wrap around the picture as typically seen in magazines or newspapers. They may have tried to make this happen before and weren’t able to figure it out.As you discuss In Line with Text versus another text wrapping style, ensure the students are following one of your demos and have them use the handles as a guide to which type of wrapping style is set with the picture currently. Students may not necessarily remember the terms but they will remember what happens when they try to move the picture (see slide 16). You may want to use a document with some text already in it where they can insert a picture to see what the default text wrapping style is and how an Inline graphic behaves.As you go through the different wrapping styles, provide examples of when you might want to use one style over another, e.g., Top and Bottom when you want to ensure the pictures always sits in an area of its own (text never wraps around it), have the logo move to the “background” and text flows in front of it, etc.
Pg 164Objective 4.1, 4.3For more precise placements of pictures, students will need to use the Layout dialog box. It isn’t necessary to spend a lot of time here although it is worth introducing with your demo so they understand they can also customize this area.Be sure to mention there is an area for the wrapping option as well as to position the picture in a specific spot, if required.
Pg 164-165Objective 4.1, 4.3Here’s where you can clearly demonstrate the difference between an inline or floating graphic – moving an inline picture should remind them of the dragging text. Use the visual clues for the cursor to your advantage to help them understand what is happening on the screen.Explain what the term “nudging” means as it will likely come up with advanced options they use with pictures for documents such as newsletters, proposals, manuals, etc.
Pg 168-169Objective 4.1, 4.3Focus now shifts to the Picture Styles group and what options are available to affect the appearance of the picture. This is a good time to remind students about checking that the enhancements do not detract from the message of the document or the purpose of this picture in the document.As with many of the other features, the Live Preview is very advantageous to have so you can see how applying this style would affect the picture in this location of the document.You may want to include a discussion about how many effects you should have in a document – there is no one correct answer as this really is at the discretion of the user and the audience of this report. Some people like to stay consistent and use only one or two styles, while others use several, including mixing the styles on the same page.
Pg 169Objective 4.1, 4.3These features should be used with discretion and added only when needed or it will truly enhance the picture more than with a simple style. There may be a fine line between what is considered a professional business document versus other types of audiences.Take a few moments to look quickly at each of the options within these features so students can decide how much enhancement is needed for the picture.
Pg 170Objective 4.1, 4.3A new feature in Office 2010, this goes beyond a simple brightness and contrast effect. Point out how the first row aids in making the picture more sharp or in some cases, softens the picture. You can then adjust the brightness or contrast using the subsequent rows.Ensure students understand the difference between brightness and contrast: brightness means how much light or where the light is shining on the picture, whereas contrast is how dark or intense are the colors in the picture.Point out that the number or type of corrections available will vary with the picture. As well, the correction options vary if it is a clip art image:
Pg 170Objective 4.1, 4.3This feature has been enhanced from earlier versions giving you more choices to adjust the color of the picture. Point out that the number or type of colors available will vary with the picture and this is not to change individual colors in the picture itself (need a dedicated graphics program to handle those tasks). As well, the color options vary if it is a clip art image:
Pg 171Objective 4.1, 4.3This feature is new and gives you more choices for applying effects to a picture. Effects are not available for clip art images.Take note that while the artistic effects are the same, some are more noticeable depending on the picture.
Pg 171Objective 4.1, 4.3This is rapidly becoming more important with more collaboration and sharing documents between people. If documents have a lot of pictures, especially after applying numerous effects to them, the larger the document can become and not be able to be e-mailed or displayed in other delivery mediums such as an intranet, a Web page, or just being viewed on a computer system.Ensure students understand the downside of compressing a picture and how it can affect the quality of the picture. In a situation where the quality must stay high for the pictures, encourage students to reduce the size of the picture using a dedicated graphics design program instead of this option. These types of programs are designed with numerous options to keep the quality intact but make the picture sizes smaller so they can also keep a document’s file size small.Where possible, try to have copies of documents where the pictures have been compressed and how they appear in the different resolutions. Alternatively, be prepared to discuss the differences and preferences when changing the resolution. For example, if you can’t send a contract with a signature via email to someone, you can likely get away with a smaller resolution for the signature picture as the person may only want to see an actual signature and not use it in another purpose. Alternatively, if the document is going to be shared on the company intranet, you may want to keep the resolution of the picture to ensure everyone can see the details of the product you’re selling.
Pg 172-173Objective 4.2Provide examples of when you may need to create shapes for a document, e.g., creating your own diagrams, adding emphasis to an area in the document, etc.Have students display the Shapes menu to see the variety of shapes and how they have been organized. Remind students that this listing is the same throughout all the Office apps.
Pg 173Objective 4.2The drawing canvas can be a very handy tool when creating several shapes that are related to each other; it enables all the shapes to be located in one spot for selection without you having to try and “find” the object to select it. This latter case can occur when you have a large amount of text that could be set up in a table, other pictures, or other shapes in the same vicinity as the shape you want to select, e.g., trying to select an arrow drawn overtop a picture, or an arrow drawn overtop a text box positioned at the edge of a picture.There is no deciding factor that says you should use drawing canvases all the time, so it’s important to point out that it can be done, but it may not be a requirement for an end user all the time. Do point out how the drawing canvas can be resized as any other shape.Be sure you do discuss the drawing canvas as this tool appears with specific features such as SmartArt, or tables in PowerPoint. This can be the first introduction for them as another visual clue to notice when working with objects other than text.
Pg 173Objective 4.2This is another contextual ribbon you can point out, again with a different color that helps see several ribbons at the same time and shows that these are not the “regular” tabs of the Word ribbon.Don’t spend a lot of time discussing each of the options in this ribbon as many of them will be used later in the lesson as well as in the exercise. What you do want to point out is how you need to select a tool for each object to draw. This is an advantage as it prevents you from accidentally creating more one and reminds you to select a tool to draw another object; it’s also a disadvantage because you have to remember to select or reselect a tool to draw another object.Have students try creating different shapes to demonstrate the point about how most objects are drawn the same way, i.e., click at top left and draw to required size. Also have them try creating objects where there’s really only two sides as with lines or arrow lines.Be sure to show them the different ways to select objects, especially if there are multiple shapes they want to modify. The marquee is a cool option but sometimes may include more than you want.
Pg 173-174Objective 4.2Point out how working with shapes is similar to working with pictures for sizing, moving, or deleting the item.Gridlines can be turned on at any time, not just when creating objects. Discuss how you can also use the gridlines or guides to help with position pictures, if needed.Have students try creating an arrow using Shift and then Ctrl so they can see what these tips do. You may want to open the discussion as to when they might want to use these options.
Pg 174Objective 4.2, 4.4When drawing multiple objects, you may want to arrange them to connect them for a specific purpose, as seen in the samples on this slide. One shows how you can connect lines and the other is for a particular design.The first point is a hint and a tip for students to consider when “joining” objects.Adding text to an object is much simpler and you need only to begin typing after the object is drawn. They may still need to manipulate the shape size or font size but the process to add text is much faster than creating a separate text box overtop the object. Take note that there will be occasions when you will still have to resort to the latter option as some objects (such as pictures and lines) do not enable you to add text automatically. You may want to point out the Draw Text Box button in the Insert Shapes group of the Drawing Tools button to quickly create text boxes (same process as choosing the Text Box shape). Remember if you use the Draw Text Box feature that it is positioned overtop the previous shape and you will need to remove the fill or outline to see the other object.The exercise is a very simple one designed to show hoe to create and edit shapes. Even though SmartArt is coming up and it is the faster way to do flow charts like this, allude to this as a tool for charts. The purpose here is to demonstrate how to create or edit shapes – the same process for all objects no matter what feature they are available in.
Pg 175Objective 4.2Discuss how the handles work, and especially the yellow diamond that gives the object another effect or dimension. Every object except a straight line, displays the yellow handle, and in some cases, may have more than one.Have students try playing with the yellow handle to see how it can change the shape or design of the object.
Pg 175Objective 4.2The commands for these two groups offer the same options regardless of whether it is on the Drawing Tools, Picture Tools, or WordArt/SmartArt Tools (coming up shortly). Discuss how these can be used to arrange and position the objects for specific effects, i.e., layering. You may want to include in your discussion how you can get quite detailed in creating shapes and arranging them, and in fact, you could dedicate the time and effort to create your own design, similar to creating one using a dedicated graphics program. There will still be some limitations but it could likely be done although it may take you longer.
Pg 179-180Objective 4.2Discuss what WordArt and when you may want to use it. The exercise demonstrates a very simple example of how to use WordArt but you could provide a demo of how to create your own greeting card using a combination of skills learned to this point. For instance, create a 2x2 table where one row represents the outside of the card and the other represents the inside of the card. Assuming you use the top row for the outside of the card, this is where you may have to use WordArt to create text that would be upside down so it faces the right way when the paper is folded. A picture can be placed on the front (as well as inside) and then other objects could be drawn to complete the card. An example is shown of a custom birthday card (available in the Extra IR Files folder so you can print out for students to use as a reference). Alternatively refer them to the exercise in Lesson 1 where they used a template to create the Welcome greeting card.
Pg 181Objective 4.4Drop caps should be used sparingly in a document, and then usually to emphasize a specific point such as the start of a new section, to denote a special document within the report, etc.Have students try this to see the effect in the document, as well as switching between the options in the menu. Ensure students understand the difference between positioning it within the paragraph margins or in the margin area.
Pg 181Objective 4.4As with the options on the previous page, go through these with the students so they can see how Word enables them to customize the drop cap a bit more, especially if they want a specific font or size for the drop cap.
Pg 181-182Objective 4.1This is another method to use text boxes that was introduced in Office 2007. Provide examples of when you might want to use these types of text boxes instead of creating your own. Reassure students that they don’t have to use these boxes and if they want to create their own, they can then move to using the Text Box gallery to save their
Pg 181-182Objective 4.1Take the time to go through this option with students so they understand what is happening here when saving to a gallery and how this works in Word. This can be an introduction to the last Lesson where Quick Parts and AutoText are discussed. If students grasp the concept of saving to a gallery, this will be easy for them to understand and comprehend whenever they come across a gallery, such as with Quick Styles, Quick Tables, etc.
Pg184-185Objective 4.2For those people who have not used Office 2007 or had to draw diagrams on their own (or had to draw objects as in a previous exercise), this is a truly wonderful feature that can make them more productive and is a huge time saver.Your demo should include at least one hierarchy diagram to demonstrate how to create organization charts, as well as a quick discussion of when to use the other types of diagrams. You don’t need to go into specifics for each type but give examples of how they may be used, e.g., a cycle diagram can be used to show how payroll enters data for pay days, a process chart to show how the design of a product will take place, etc.
Pg185Objective 4.2Another contextual ribbon that has two tabs with options to enhance the diagram. Ensure students recognize that the options will vary with the type of diagram they create although many of the design elements remain the same.
Pg185Objective 4.2Entering text in the Text Pane is similar to entering text in the Draft or Outline view where you can focus on entering and arranging the text. As you enter, promote and demote text in the Text Pane, the SmartArt shape adjusts automatically to position text in the correct position. Using SmartArt is much faster than drawing and arranging individual shapes.
Pg 187Objective 4.1Provide examples of when captions may be used, along with how they help a document. For instance, many large documents include captions to help guide the reader along for the large number of statistics, charts, tables, or pictures they include in the document. Alternatively, a caption may be used in place of a text box to quickly identify a particular picture or chart in a document.
Pg 138Objective 4.1This is a new feature in Office 2010 and can be very handy when you want to take a screen for your own documents. This option does enable you to create your own training/policy/procedure reports using this feature to capture instructions or commands. It isn’t as flexible as a dedicated screen capture program but is useful for simple documents. This feature is also very handy to capture error messages that you can then send to the IT administrator or technical support for their reference.You may want to include other ways this feature can be handy to use in any of the Office programs.
Pg 189Briefly review what topics were covered in this lesson so students are aware of the new skills they learned. Remind students also that all the information is available in the book as a reference.
Pg189As time permits, go through the questions with students, or choose to assign these for groups or homework review.
