Educator’s Guide to Using Excel to Model and
Teach the Word Choice
Overview:
While Excel is not the typical program one would choose to model the writing process, it provides an
intriguing way to engage and motivate students. Many students are familiar with Mad Libs – the word
game that prompts players to insert specific words in blanks. A funny story is typically the result. Using
Excel, students can type in the selected part of speech and then see the story “magically” appear.
Grades and Subject Areas:
Grades 5 – 8; Language Arts
Objectives:
Students will:
! Demonstrate how adjectives increase the interest in the story
! Demonstrate how Excel worksheets and cells can be linked
I Can Statements:
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I can use adjectives to enhance/increase the interest level of my writing.
I can link Excel cells to other cells and different worksheets.
Curriculum Connections:
Alaska Content Standards:
English/Language Arts
Writing Performance Standards
W2. 3a. Use a variety of simple and complex sentence structures in written work.
W2.4 a. Revise writing to improve the logical progression of ideas and supporting information.
Created by Kathy Port
July 2011
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W2.6 Use resources such as computers, word processing software, dictionaries and thesauruses to make choices
when writing.
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ISTE Student Standards:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using
technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
b. select and use applications effectively and productively.
ISTE Teacher Standards:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that
advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
1a. promote, support, and model creative and innovative thinking and inventiveness
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop the knowledge,
skills, and attitudes identified in the NETS•S. Teachers:
2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
learning and creativity.
Technology Integration:
Hardware and Software Needs
Computers with Excel or similar spreadsheet software.
Resources:
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Documents needed:
Lesson Plan – pdf
Original Adjective Story – pdf
Adjective Story – xls
Created by Kathy Port
July 2011
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Video Tutorials:
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Adjective Story.swf
Creating Your Own Adjective Story.swf
Web resources
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Wacky Web Tales: http://www.eduplace.com/tales/
Created by Kathy Port
July 2011
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Lesson Plan
Prep Time:
15 – 30 minutes
Background Knowledge:
1. Previous Lesson on adjectives
2. Prior knowledge of Excel – particularly worksheets. If not, plan on spending a few minutes on
demonstrating how worksheets work and their purpose.
Prior to Lesson:
1. Upload the Excel document: Adjective Story to file server or other place that students can access the
document.
2. Bring an interesting object to class.
3. See video tutorial: Adjective Story.swf for narrated directions on creating this story.
Time Needed for Lesson:
60 minutes
Directions:
1. Review adjectives and their purpose in writing
2. Adjectives are describing words; they give us details about nouns
3. Ask students to work with their partner using the Think/Pair/Share strategy to brainstorm as many
adjectives about the objective as they can in a specified amount of time.
4. Ask students to log on to the site or place where you have uploaded the Excel document: Adjective
Story.
5. Students should fill in the appropriate cell on Worksheet A. Give students about 5 minutes to complete
this activity.
6. Have students select Worksheet B. This page will look blank.
7. Students should select cells 1A – H through 25 A – H
8. Go to the font tool. Currently the font is set to white. Change the font to black.
9. The story, along with the student-selected adjectives will show up. The adjectives should be bolded
and in a larger font.
10. Have students read their stories to their shoulder partner. Then answer these questions:
a. Do my adjectives enhance the writer’s interest in the story?
b. Do my adjectives make sense in the story?
c. Are there different adjectives I could use to make the story more interesting?
Created by Kathy Port
July 2011
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11. Ask students to go back to Worksheet A and make changes to the adjectives that don’t clarify or make
sense in the story. They should go back to the story and see if indeed these adjectives did improve the
story.
12. Ask students to save or print their story – depending on what works best for the teacher.
13. Read the original story to students. Document: Original Adjective Story
Assessment: Exit Slip
1. How do adjectives improve writing?
2. Was the second draft of the story better? Why or why not?
Extension/Challenge:
Ask students to create their own story. Student should highlight specific part of speech, or for reviewing alternate
words for “said,” that is being used as the “Mad Lib.”
See video tutorial: “Creating Your Own Adjective Story” for directions.
Created by Kathy Port
July 2011
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Adjective Story
One dark and stormy night I decided that I was the bravest person in the world. I wanted
to prove to my bratty little sister that I wasn’t afraid of the dark. So in my teenage
wisdom, I decided that I would walk through the deep woods just to prove to myself that
I could do it.
I hadn’t gone too far when I began to hear these soft chuffing noises behind me. I kept
looking back – but couldn’t see anything. The scary noise kept getting closer and closer.
I could feel the little goosebumps tingling all over my clammy body.
The noise was now only inches behind me. Crunch, crunch, crunch went the snow.
Pound, pound, pound went my aching heart. Finally, I had the courage to look around –
there was the monstrous creature, lurking behind a birch tree.
It was my little dog – Rocky!!! He had apparently snuck out the door behind me –
knowing full well that I wasn’t the bravest person in the world. However, he was
shivering and whimpering, because he was not even close to being the bravest dog in the
world.
I quickly grabbed him, ran back into my warm and safe house. Rocky and I then shared a
very welcome cup of tea and a plateful of chocolate chip cookies.
Created by Kathy Port
FNSBSD
July 2011