Danica Radil Unit Plan -

Poetry and Microsoft 365

Outline:
In this unit, students will learn how to write poems which will showcase their voice and express feelings
around a topic of their choice. Using a community of learners model, they will learn how to write, edit and
revise their poems with peer interaction and contribution. Community of Learners is a classroom set up
model where students share, question and collaborate with their peers during writing or other activities.
Once they have created individual poems, they will be introduced to Microsoft 365 as a cloud based
classroom and submission system. Students will then learn how to access MO 365 and will learn skills
around cloud based storage systems. They will work to submit their poems using this online system.

Unit: Poetry and Microsoft 365 - Literacy (poetry) and computer skills with an open online cloud based
system

Grade: 3

Class Profile: I have 24 learners in a face to face setting. We have limited access to technology. In my
class I have 2 IEPs as well as 2 LDs that I need to be aware of. They have no background knowledge
besides a basic login to the main computer system.

Learning objectives:
Language Arts Grade 3:
Language and story can be a source of creativity and joy.
Using language in creative and playful ways helps us understand how language works.

Applied skills and technology Grade 3:

Technologies are tools that extend human capabilities.
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others.

Timeline:
This unit is to be done over the course of a couple of weeks. It is planned as 5 lessons but will most likely
need these lessons to be broken down as well as more time given to places where they are not
understanding.

Design Process:
I have chosen to work through my unit rebuild using the Backwards design model. I already use
this in most of my planning but definitely need to brush up and make sure that I am indeed
planning with the end in mind.
The design topic I chose is blending a literacy and poetry unit with a Microsoft 365 cloud based
system. I will be teaching students how to access their cloud based drives as well as how to use

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the online versions of Microsoft word and classroom in order to revise and submit their work to me.
It is going to be challenging as I am working from a place of 0 understanding around internet and
the safety pieces of it. I will be planning for introductions to 365 as well as poetry in our face to face
class and then we will blend with the use of our computer lab and a very small pod of iPads. The
challenge is once again partially with technology. I have had to try and bed borrow and steal (not
literally) these iPads in order to be able to work with the 365 program. Having grade 2 and 3
students makes it challenging to release them to work independently. Nevertheless, I am going
forward and am hopeful that I can teach my students enough that their word view on technology
may once again grow. I am trying to equip them for a future that is unclear and a future where they
will need these skills.

Resources:
For this unit I used free resources including Youtube and other free web based systems. I used resources
that I also created and did not use any OERs. For the free resources I only needed to reuse them not
revise, remix, redistribute or retain so OERs were not required.

Learning theories and Credo:

There are a few learning theories that connect to my credo. The first one that I really connect with is
Constructivism. I appreciate that learning is seen as external as well as internal. I think it is important to
remember that there is a person at the center of all learning. They are the variable that changes. We form
connections between information and that can be dependent on what experiences and knowledge you
already have. In having older students help mine with the MO 365 system login, they are working together in
order to accomplish a goal.

The second theory is that of connectivism. I feel that this one aligns the closest to my personal beliefs
around learning and the acquisition of knowledge. I see that our world is rapidly changing. We are preparing
our students for jobs that we dont even know of at this point. We are trying to teach them transferable skills.
We are wanting them to access knowledge that is there. It is essential for students to have experiential
learning. They will learn through doing. We can facilitate this by having blended programs, or parts of our
programs blended. In starting to teach them about a cloud based system, I am starting the process of
learning the needed skills for future learning.

UnitOverview:
(Completed pre lesson planning)
Stage 1 Desired Results

Established Goal(s)/Content Standard(s):

Learning Objectives:

Language Arts Grade 3:

Language and story can be a source of creativity and joy.
Using language in creative and playful ways helps us understand how language works.

Applied skills and technology Grade 3:

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Technologies are tools that extend human capabilities.
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others.

Students will collaborate with peers in a community of learners model.

Students will be able to write a poem and submit the poem using a cloud based storage system.
Students will be able to access Microsoft 365.
Students will be able to utilize a cloud based system.
Students will be able to word process and submit a poem online.
Students will be able to edit and revise their written work using Microsoft 365 as a tool.

Understanding (s) Essential Question(s):

Students will understand that: Literacy Based (for poems):

What are the big ideas? What is a poem?

What specific understandings about them are
desired?
What misunderstandings are predictable?
Students will understand that poetry is one
way to express thoughts, feelings and ideas.
Students will understand that they need to
re-read, edit and improve upon their own
writing.
Students will understand that writing can be
done over multiple days and that everyone will
complete it at their own pace.
Students will understand that Microsoft 365
takes their word processing online.
Students will understand how to access
microsoft 365 and will ask questions when
they are unclear.
Students may struggle with accessing the
online classroom.
Students will need specific instructions as well
as passwords and logins available to them as
needed.
What kind of words can we use to
express feelings?
How can we tell about an experience and
have our audience visualize it?
How can we make sure that our voice is
heard through our writing?
Where can I go to find words that may
be a fit for my writing?
Technology based (for Microsoft 365):
How do we log onto the computer?
How do we log onto Microsoft 365?
Who can help me when I am stuck?
What devices can I use to access
Microsoft 365?
Does my work save automatically?
How do I share my work with my
teacher?
How can I print my work?

Student objectives (outcomes):

What key knowledge and skills will students acquire as a result of this unit?
Students will be able to log onto the computer and access microsoft 365 classroom.
Students will be able to access an assignment through classroom as well as submit the
assignment when finished.
Students will be able to write poetry as well as revise, edit and re read their own work.
Students will be able to showcase knowledge of poetry as a means of self expression.

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What should they eventually be able to do as a result of such knowledge and skill?

Students will be able to independently access Microsoft 365.

Students will be able to revise, edit and submit assignments.
Students will be able to use a cloud based storage system for their own work.
Stage 2 Assessment Evidence
Performance Task(s): Other Evidence:
Through what authentic performance task(s) will students Through what other evidence will
demonstrate the desired understandings? students demonstrate achievement of
Submitted poems. the desired results?
Ability to independently access MO 365.
Daily writing, editing of poems. Conversations at the carpet to
Submission of edited poem to teacher. check for understanding. .
Peer Editing their poems. Thumbs up, thumbs down,
thumbs to the side.
By what criteria will performances of understanding be Checking for understanding.
judged? Observation of use.
Writing rubric. Sharing their poems during
Oral Language SD72 Rubric. (When sharing poem with Author of the day.
the class as well as answering questions during author
of the day time.)
Self Assessment of 365 skills.
Submission of poem to teacher.
Stage 3 Learning Plan
Learning Activities:
W= Where the unit is going?
H= Hook and hold interest
E= Equip all students
R= Rethink and Revise their understanding
E= Evaluate their work
T= Tailored learning (personalization to needs)
O= Organized to maximize engagement

Lesson 1:
Posted learning outcomes -Where the unit is going
Poetry Introduction:
-Example https://youtu.be/xSVO5VloDlc?list=PLLvdSfZYtsxiVC91Yrx6jdVT399ZABSsO
BACON AND I -HOOK
Brainstorm on the smartboard -Juicy words.
Free time to write, Community of Learners model. CoL will help to equip all students.

4
Lesson 2:
Own poem revision (Ipads thesaurus for words)- Rethink/Revise
Writing time - to extend current poem or create another.
Edit a friends poem - working in partners.
Re-write poem, be ready to type it up.

Lesson 3:
Teacher will Introduce 365 projected from iPad.
Explain their project and their goal.
Show the screen and give them their instructions sheet -
Write down Logins and passwords.

Lesson 4: Rethink/Revise
Students will bring Logins with printed steps to the computer lab -Organized
Students will bring edited poems to computer lab
We will go to the computer Lab with Older student mentors - Tailored Learning
Teacher will model as students login independently or with a helper.
We will login to computer.
We will open sd72 website.
We will open m365 classroom.
We will open assignment.
Students will learn how to edit document, and then will be taught to sign out at the end.

Lesson 5: (not attached)

Login to computers in the computer lab.
Students will start writing on their assignment.
Explain how it auto Saves.
Re read poems once typed.
Students will submit to teacher.
**Possibly using a Pod of Ipads in the classroom. Tailored learning

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UbDLessonPlan1
Plan for Instruction
Subject: Objectives:
Literacy and computer skills Students will be able to identify and write a poem which will
showcase a feeling around a time in their life.
TITLE (if applicable):
Introduction to Poetry

Brief Overview (Summary) of the Unit / Big Ideas:

In this unit, students will learn how to write poems which will showcase their voice and express feelings around a
topic of their choice. Using a community of learners model, they will learn how to write, edit and revise their
poems with peer interaction and contribution. Once they have created individual poems, they will be introduced to
Microsoft 365 as a cloud based classroom and submission system. Students will then learn how to access MO 365
and will learn skills around cloud based storage systems. They will work to submit their poems using this online
system.

Information from UbD Stage 1: Desired Results

Competency (Key knowledge, Language and story can be a source of creativity and joy.
skill and/or misconceptions will Using language in creative and playful ways helps us understand how
be addressed): language works.

Enduring Understanding(s):
Essential Question(s) could be
used as an Academic Prompt):
Students will understand that poetry is one way to express thoughts,
feelings and ideas.
Students will understand that they need to re-read, edit and improve
upon their own writing.
What is a poem?
What kind of words can we use to express feelings?
How can we tell about an experience and have our audience
visualize it?
How can we make sure that our voice is heard through our
writing?
Where can I go to find words that may be a fit for my writing?

Accommodations and Modifications:

Students who need support with writing will potentially have a scribe.
Some students may have access to an ipad or chromebook with the clicker program.
Peer support with some spelling, Ideas as well as access to the technology.

Plans for after this learning/competency is complete: What will the students do if they finish early?
Students will work until the timer has chimed. This is part of our consistent routine for writing.

6
Information from UbD Stage 3 - Learning Plan, Experiences, Instruction and Learning Activities:
Consider the WHERETO elements
The Teacher will The Student will
W Showcase Poetry and support students Create a poem that encapsulates a
Where are we going? through the following questions : personal experience. They will use
What is expected? What is a poem? feeling words, as well as visualizing in
What kind of words can we use to order to make their audience see
express feelings?
How can we tell about an what they are telling.
experience and have our audience
visualize it?
How can we make sure that our
voice is heard through our writing?

H https://youtu.be/xSVO5VloDlc?list=PLL Watch the Video and explain to a partner why

How will we hook vdSfZYtsxiVC91Yrx6jdVT399ZABSsO they did or did not enjoy it.
(Introduce this to) the -What made it special?
students? Bacon and I Youtube video.
E I will pre teach and post the learning Be able to explain why we are working on the
How will we equip outcomes. current project.
students for expected
performances?
R Share their thinking and their poems during our
How will we rethink or Observe students as they work, see community of learners writing time. (They have
revise? where they may need more support in a chance to go to their community and share
the form of a mini lesson. their writing or ask for help from their
community).
E Teacher will observe conversations with Students will reflect as they share their writing
How will students peers, as well as the editing process. with a partner.
self-evaluate and reflect
their learning?
T Choice in topic, flexible seating, pod of Working within the whole Community and
How will we tailor iPads for writing if needed. Adult working from a community of learners model.
learning to varied needs, support for some students who mau
interests, and learning need it.
styles?
O 3. We will : Brainstorm on the board -Juicy
How will we organize 1. I will posted learning words and also share some ideas of times
the sequence of learning outcomes -Where the unit is and experiences they can write about.
during the lesson?
going
2. I will do a poetry Introduction: 4. They will: Have free time to write,
-Example Community of Learners model. CoL will
https://youtu.be/xSVO5VloDl help to equip all students.
c?list=PLLvdSfZYtsxiVC91Yr
x6jdVT399ZABSsO BACON
AND I -HOOK

Information from Stage 2: Evidence

7
Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used.
Informal Check (formative Group conversations at the carpet during the lesson - Observation.
evidence such as Teacher observation of the sharing and dialogue and community support
conferencing, group Q/A, happening during Community of Learners writing time.
Observation, Dialogue (Kid
Talk and or Kid-Teacher
happening during the
learning):
Quiz/Test (optional): n/a
(attach copy of assessment)

Performance Task/Project: Writing Rubric attached. To be used once the poem is edited and
(attach rubric) submitted.

Other:

Resources Used/Materials Needed: Websites, books, video, etc.

Type of Resource(s): Name of Resource(s):
Free Youtube
Free Poem from a grade 5 student

UbDLessonPlan2
Plan for Instruction

8
Subject: Objectives:
Poetry and microsoft 365 Students will be able to revise, edit and rewrite a poem of
their own as well as one of their peers.
TITLE (if applicable):
Poetry work time

Brief Overview (Summary) of the Unit / Big Ideas:

In this unit, students will learn how to write poems which will showcase their voice and express feelings around a
topic of their choice. Using a community of learners model, they will learn how to write, edit and revise their
poems with peer interaction and contribution. Once they have created individual poems, they will be introduced to
Microsoft 365 as a cloud based classroom and submission system. Students will then learn how to access MO 365
and will learn skills around cloud based storage systems. They will work to submit their poems using this online
system.

Information from UbD Stage 1: Desired Results

Competency (Key knowledge, Language and story can be a source of creativity and joy.
skill and/or misconceptions will Using language in creative and playful ways helps us understand how
be addressed): language works.

Enduring Understanding(s):
Essential Question(s) could be
used as an Academic Prompt):
Students will understand that they need to re-read, edit and improve
upon their own writing.
Students will understand that writing can be done over multiple days and
that everyone will complete it at their own pace.
What is a poem?
What kind of words can we use to express feelings?
How can we tell about an experience and have our audience
visualize it?
How can we make sure that our voice is heard through our
writing?
Where can I go to find words that may be a fit for my writing?

Accommodations and Modifications:

Students who need support with writing will potentially have a scribe.
Some students may have access to an ipad or chromebook with the clicker program.
Peer support with some spelling, Ideas as well as access to the technology.

Plans for after this learning/competency is complete: What will the students do if they finish early?

Students will work until the timer has chimed. This is part of our consistent routine for writing.

Information from UbD Stage 3 - Learning Plan, Experiences, Instruction and Learning Activities:
Consider the WHERETO elements
The Teacher will The Student will

9
W Explain Please work on the poem
Where are we going? from yesterday and have your Work on own poem and edit a partner's poem.
What is expected? partner beside you read it with you
and ask questions of you when you
are finished.
Questions to ask your partner will be
posted.

H Carpet time introduction. This model of Meet the teacher at the carpet for the
How will we hook writing is done daily. instructions.
(Introduce this to) the
students?
E Expectations for the day posted on the Refer to the white board and ask 3 friends
How will we equip whiteboard. before asking the teacher for directions.
students for expected
performances?
R Based on observations and Share their thinking and their poems during
How will we rethink or conversations. our community of learners writing time. (They
revise? have a chance to go to their community and
share their writing or ask for help from their
community).
E Teacher will observe partner work. Self evaluate with a partner based on the pre
How will students arranged criteria.
self-evaluate and reflect
their learning?
T Choice in topic, flexible seating, pod of Working within the whole Community and
How will we tailor iPads for writing if needed. Adult working from a community of learners model.
learning to varied needs, support for some students who mau
interests, and learning need it.
styles?
O
How will we organize I do: You do:
the sequence of learning 2. 10 mins Stop writing, meet at 1. 30 mins Free write to start.
during the lesson? carpet for Mini Lesson: Direction : Please work on the poem from
-Where can I go to find words that yesterday and have your partner beside
may be a fit for my writing? -Online you read it with you and ask questions of
Thesaurus or go to your community you when you are finished.
with your questions. Questions to ask your partner will be
posted.
:

We do:
3. Students will help a partner edit their
work based on the writing criteria that has
been establlished prior.

Information from Stage 2: Evidence

Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used.
Informal Check (formative Group conversations at the carpet during the lesson - Observation.

10
evidence such as Teacher observation of the sharing and dialogue and community support
conferencing, group Q/A, happening during Community of Learners writing time.
Observation, Dialogue (Kid
Talk and or Kid-Teacher
happening during the
learning):
Quiz/Test (optional): n/a
(attach copy of assessment)

Performance Task/Project: Same Rubric as lesson 1.

(attach rubric)

Other:

Resources Used/Materials Needed: Websites, books, video, etc.

Type of Resource(s): Name of Resource(s):
Free http://www.kidthesaurus.com/

11
UbDLessonPlan3
Plan for Instruction
Subject: Objectives:
Poetry and microsoft 365 Students will learn how to login to microsoft 365 as well as
learn their own passwords.
TITLE (if applicable):
Introducing Microsoft 365

Brief Overview (Summary) of the Unit / Big Ideas:

In this unit, students will learn how to write poems which will showcase their voice and express feelings around a
topic of their choice. Using a community of learners model, they will learn how to write, edit and revise their
poems with peer interaction and contribution. Once they have created individual poems, they will be introduced to
Microsoft 365 as a cloud based classroom and submission system. Students will then learn how to access MO 365
and will learn skills around cloud based storage systems. They will work to submit their poems using this online
system.

Information from UbD Stage 1: Desired Results

Competency (Key knowledge, Technologies are tools that extend human capabilities.
skill and/or misconceptions will Use trial and error to make changes, solve problems, or incorporate
be addressed): new ideas from self or others.

Enduring Understanding(s): tudents will understand that Microsoft 365 takes their word processing
S
online.
Students will understand how to access microsoft 365 and will ask
questions when they are unclear.

Essential Question(s) could be

used as an Academic Prompt):
How do we log onto the computer?
How do we log onto Microsoft 365?
Who can help me when I am stuck?
What devices can I use to access Microsoft 365?
Does my work save automatically?
How do I share my work with my teacher?
How can I print my work?

Accommodations and Modifications:

Students who need support with writing will potentially have a scribe.
Some students may have access to an ipad or chromebook with the clicker program.
Peer support with some spelling, Ideas as well as access to the technology.

Plans for after this learning/competency is complete: What will the students do if they finish early?
Students will be working as a whole group so they should not be completed early. If an alternative
activity is needed, students can work further on a poem or edit with one more partner.

12
Information from UbD Stage 3 - Learning Plan, Experiences, Instruction and Learning Activities:
Consider the WHERETO elements
The Teacher will The Student will
W Show and prepare students for Microsoft
Where are we going? 365 and explain that their poems will now Be able to login to microsoft using the
What is expected? be word processed online. directions and login that they have written
down.
H Show microsoft 365 and how to get into it Observe, question and understand how the
How will we hook on the projector. I will hook up my steps work. Follow the directions sheet.
(Introduce this to) the computer so that they see exactly what it
students? will look like.
E Create a directions sheet. Use the directions as the teacher is showing
How will we equip the site.
students for expected **Auto Save
performances? **LOGIN TO COMPUTER USING OWN
PASSWORD.
R Ask questions when unsure and also answer
How will we rethink or Re teach parts based on class the questions that the teacher may be
revise? understaning. asking to check for understanding.
E Ask a series of questions around MO 365 Respond truthfully and respond
How will students and check for understanding. appropriately with thumbs up or thumbs
self-evaluate and reflect down.
their learning?
T Provide flexible seating choices. Body Choose tools that work for them to regulate
How will we tailor break in the middle of the lesson. Visual, through the lesson.
learning to varied needs, Auditory instructions.
interests, and learning
styles?
O 5. Ask questions/answer questions.
How will we organize 1. Teacher will Introduce 365 6. Write down Logins and
the sequence of learning projected from iPad. passwords.
during the lesson?
2. Explain their project and their
goal.
3. Show the screen and give them
their instructions sheet -
4. Teach them about Auto Save,
and how to submit as well as
log off.

Information from Stage 2: Evidence

Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used.
Informal Check (formative Conversations, observed comments and questions from the carpet time.
evidence such as Questioning for deeper understanding. Thumbs - To check for
conferencing, group Q/A, understanding at the carpet.
Observation, Dialogue (Kid

13
Talk and or Kid-Teacher
happening during the
learning):
Quiz/Test (optional): n/a
(attach copy of assessment)

Performance Task/Project: Self assessment to be done in lesson 4

(attach rubric)

Other: n/a

Resources Used/Materials Needed: Websites, books, video, etc.

Type of Resource(s): Name of Resource(s):
Free Microsoft 365
Free Teacher Created Instructions for login
Free Word Online

14
UbDLessonPlan4
Plan for Instruction
Subject: Objectives:
Poetry and microsoft 365 Students will be able to login to Microsoft 365 classroom,
open and edit an assignment.
Students will be able to submit an assignment to the teacher
using Microsoft 365.
TITLE (if applicable):
Computer lab time with Poem submission

Brief Overview (Summary) of the Unit / Big Ideas:

In this unit, students will learn how to write poems which will showcase their voice and express feelings around a
topic of their choice. Using a community of learners model, they will learn how to write, edit and revise their
poems with peer interaction and contribution. Once they have created individual poems, they will be introduced to
Microsoft 365 as a cloud based classroom and submission system. Students will then learn how to access MO 365
and will learn skills around cloud based storage systems. They will work to submit their poems using this online
system.

Information from UbD Stage 1: Desired Results

Competency (Key knowledge, Technologies are tools that extend human capabilities.
skill and/or misconceptions will Use trial and error to make changes, solve problems, or incorporate
be addressed): new ideas from self or others.

Enduring Understanding(s): Students will be able to log onto the computer and access microsoft 365
classroom.
Students will be able to access an assignment through classroom as well
as submit the assignment when finished.

Essential Question(s) could be

used as an Academic Prompt):
How do we log onto the computer?
How do we log onto Microsoft 365?
Who can help me when I am stuck?
What devices can I use to access Microsoft 365?
Does my work save automatically?
How do I share my work with my teacher?
How can I print my work?

Accommodations and Modifications:

Students who need support with writing will potentially have a scribe.
Some students may have access to an ipad or chromebook with the clicker program.
Peer support with some spelling, Ideas as well as access to the technology.

Plans for after this learning/competency is complete: What will the students do if they finish early?

15
Students will work on a second poem if their first has been submitted.

Information from UbD Stage 3 - Learning Plan, Experiences, Instruction and Learning Activities:
Consider the WHERETO elements
The Teacher will The Student will
W Model login and editing of a document in MO
Where are we going? 365. Access the assingment in M0 365 with
What is expected? support.
H Pre taught the MO 365, i will once again model Bring logins to the computer.
How will we hook on the projector in the computer lab. Bring Poems to the computer lab.
(Introduce this to) the Login with support.
students?
E Pre taught lesson, Model on the projector in the Written down logins.
How will we equip lab. Ask for help from a grade 5 helper.
students for expected
performances?
R Extension : iPads in the classroom.
How will we rethink or Extension : iPads in the classroom. .
revise? Rethink: It will take a couple of days for them to
be able to login quick enough to have work time.

E Self assessment rubric to be completed after 2 Self assessment rubric to be

How will students work sessions in the lab. completed after 2 work sessions in the
self-evaluate and reflect lab.
their learning?
T Support from the grade 5s in order to login. Support from the grade 5s in order to
How will we tailor Teacher observations for students needs. login. Teacher observations for
learning to varied needs, students needs.
interests, and learning
styles?
O I do: Model on the projector.
How will we organize We do: They do :
the sequence of learning 1. Bring Logins with printed steps with Work time, submit when finished.
during the lesson? (May take multiple days).
us to the computer lab..
2. Bring edited poems to computer lab
3. Use the computer Lab with Older
student mentors - Tailored Learning
4. Login to computer
-Open sd72
-Open m365
-Classroom
-Assignment
- submit
-Log off

16
Information from Stage 2: Evidence
Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used.
Informal Check (formative Observations.
evidence such as Conferencing with students as possible to check for understanding, ease
conferencing, group Q/A, of use etc.
Observation, Dialogue (Kid
Talk and or Kid-Teacher Poll the students on : Ease of use, would they like to see this program
happening during the used again, troubleshooting etc. (to consider when using this MO 365
learning): product in the future.)
Quiz/Test (optional): N/a
(attach copy of assessment)

Performance Task/Project: Self Assessment Rubric to be completed after 2 work sessions.

(attach rubric)

Other: n/a

Resources Used/Materials Needed: Websites, books, video, etc.

Type of Resource(s): Name of Resource(s):
Free Microsoft 365
Free Word Online

17
*** Both Assessments are a PDF and I cannot attach properly!
** Self assessment also has another part.

18