kaylahemminger.weebly.comkaylahemminger.weebly.com/uploads/9/6/8/5/9685660/unit_plan.docx · Web viewUnit Plan – Brochures. Teacher:

Unit Plan – BrochuresTeacher: Kayla Hemminger Publisher Brochure

Grade: 10-12 Approximate Time Required: 9 Days

Introduction: The following unit is an introductory unit about brochures. In this unit students will learn the advantages and disadvantages about brochures and what makes a attractive looking brochure. Students will learn how to format text by using drop cap, stylistic sets, and ligatures. Students will also learn how to insert and edit clip art.

Purpose of the Unit: This unit serves to teach students the appropriate way to create a brochure. If a student needs to create one in the near future for a company, they will have a familiar background with them.

Pennsylvania Department of Education Academic Standards

1.2.11.A: Evaluate and critique text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic, and reasoning.

1.2.11.B: Distinguish among facts and opinions, evidence, and inference across a variety of texts by using complete and accurate information, coherent arguments and points of view.

1.6.11.A: Listen critically and respond to others in small and large group situations. 3.4.12.C2: Apply the concept that engineering design is influenced by personal

characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly.

3.4.12.C3: Apply the concept that many technological problems require a multi-disciplinary approach.

1.5.11.D: Write with an understanding of style using a variety of sentence structures and descriptive word choices. Create tone and voice through the use of precise language.

Pennsylvania Business Computer Information Technology Academic Standards

15.4.12.A: Apply the creative and productive use of emerging technologies for educational and personal success

15.4.12.D: Evaluate emerging input technologies. 15.9.12.I: Design a comprehensive promotion plan for a product or service. 15.4.12.G: Create an advanced digital project using sophisticated design and appropriate

software/applications 15.2.12.H: Demonstrate appropriate behavior for an interview.

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15.2.12.K: Apply networking skills as a resource for further career portfolio development and career opportunities.

15.2.12.L: Analyze how personal qualities and behavior apply in the workplace 15.3.12.M: Critique etiquette skills for building and maintaining a professional image

I. Objectives Students will explain the advantages of a brochure. Student will be able to choose the appropriate brochure options. Students will be able to format text with italic, underline, bold, and drop cap. Students will be able to determine the differences between stylistics sets, alternates, and

ligatures. Students will be able to explain how to insert clip art and edit it’s captions Students will explain the appropriate manners to have at a professional business dinner. Students will demonstrate how to set a proper place setting. Students will explain how to use the utensils appropriately at a place setting. Student will distinguish the do’s and not to do’s at a professional business dinner

II. Content Creating a Trifold Brochure

o Advantages & Disadvantages of brochureso Making appropriate choices about brochure options

Formatting Characterso Italicize texto Underline a wordo Bold texto Stylistic setso Drop capo Ligatureso Font Effectso Format Painter Button

Clip Arto Replace a graphic using the clip art task paneo Resize a graphico Insert a new graphic using clip art

Captionso Edit captionso Use captions gallery

Checking the Publicationo Check the spelling of the publication

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o Understand and run design checker Preview and Print

o Preview multiple pages before printingo Print on both sides

In Additiono Learn professional table etiquette

III. Vocabulary1. Audio Clips – does not display a graphic, but play a sound if the speakers are

turned on2. Brochure – high quality publication with lots of color and graphics created for

advertising purposes3. Bold – characters appear somewhat thicker and darker than those that are not bold 4. Caption – a explanatory or identification text or a title that accompanies a

graphic, figure, or photo5. Character Formatting – the process of changing the way characters appear on a

screen and in print 6. Clip Art – predefined graphic7. Clip Art Task Pane – replaces the supplied graphic8. Design Checker – finds potential design problems in the publication9. Drop cap – a decorative large initial capital letter extending below the other

letters in the line10. Effect - a special font option to add distinction to your text, including such

ornamentation as outlining, embossing, and shadows11. Formatting Mark – nonprinting character, it is a special character that Publisher

displays on the screen, but it’s not visible on a printed publication.12. Format Painter – a way to apply specific formatting is to copy the formatting

from existing text or objects13. Glyph – a special stroke that appears in text that is not part of the normal font set14. Grouped objects – each check box and its text are grouped together15. In house – creating a brochure with desktop publisher rather than by an outside

service16. Italicized – text has a slanted appearance17. Ligatures – two or more characters combined into a single character in order to

create more readable or attractive text, especially in larger front sizes18. Open Type – a font that is a cross platform, scalable font format with a wider

range of characters that true type or post script 19. Page Size – refers to the number of panels in the brochure20. Paste Options – small thumbnails representing format choices that appear in

small gallery on the short cut menu

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21. Photographs – are pictures of real objects22. Typography - refers to specialized effects and font including drop caps, number

styles, and glyphs23. Stylistic set – an organized set of alternate letters and glyphs, allowing you to

change what the font looks like24. Subscript – text that is slightly lower than other text on a line such as used in

scientific formula25. Subsetting – embedding only part of a font 26. Superscript – a character that appears slightly higher than other text on a line

such as that is used in footnotes27. Swash – an exaggerated serif or glyph that typically runs into the space above or

below the next letter28. SWOP – a widely accepted set of color standards used in Web offset printing29. Underline – emphasizes or draws attention to specific text30. Video – includes all clips that contain any kind of animation or action31. Word-wrap – allows you to type words in a text box continually without pressing

ENTER key at the end of each line

IV. Accommodations for Students ( Individual Differences)

The teacher will accommodate for individual differences by:

Providing objectives for students Include group activities in the classroom Use hands-on activities in the classroom Modify lessons as necessary for students with IEPs Provide visual aides ( Ex. Pictures and Videos) Give detailed instructions to students for assignments by reading them out loud Provide one-on-one help for students when necessary Modify testing for students that need individual modification Move at moderate pace for all students

V. Procedures, Activities, Evaluationa. Class Discussion:

i. Students will take an active part in the class discussion each day to gain the full understanding of the content being discussed. Especially while doing the guided practice because that is where most of the learning will take place in the unit.

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ii. Students will be formatively assessed each day during the opening and closing segments of the lesson as topics from the previous classes through creative exit strategies.

b. Projects:i. Students will be evaluated on their projects that they complete throughout the

unit. Students will complete 3 brochure projects in this unit. 1. The first one will be a Apply Your Knowledge in the Publisher book.

Students will create a menu2. The second one will be an etiquette brochure. Students will create a

Design Your Own (DYO) brochure on table etiquette.3. The third brochure will be an vacation brochure. Students will have to

create a brochure on their favorite vacation spot.c. Other exercises to enhance learning:

i. Students will be given a pre and post test of their brochure vocabulary. Knowing the vocabulary terms will help enhance their knowledge on brochures.

VI. Material Used

The following materials will be needed for this unit:

Handouts Publisher Program Projector Unit PowerPoint Program Tableware YouTube Example Brochures

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VII. Time Schedule

Day 1Lesson Topic: Introduction to BrochuresLesson: 1.) Students will take a pre test on Vocab

2.) Discuss what a brochure is 3.) Look at several examples of good and bad brochures

4.) Talk about how brochures are on a more durable piece of paper5.) Talk about the different options you can choose in backstage view

a.) Page sizeb.) Color Schemec.) Font Schemed.) Form Options

6.) Copy and Paste optionsActivity: Students will learn through a guided practice in the book where they will follow along with me as we learn the new concepts covered in day 1. Evaluation: Students will be evaluated on their class participation through the guided practice each day.

Day 2Lesson Topic: Formatting CharactersLesson: 1.) Discuss what formatting a character means

2.) Discuss the different types italicize, bold, and underline text3.) Discuss what a stylistic set is4.) Discuss what a drop cap is5.) Discuss what a ligatures is6.) Go over the different font effects that are available7.) Discuss format painter

Activity: Students will learn through a guided practice in the book where they will follow along with me as we learn the new concepts covered in day 2Evaluation: Students will be evaluated on their class participation through the guided practice each day.

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Day 3Lesson Topic: Clip Art and Captions, Checking the Publication, and Previewing and PrintingLesson: 1.) Discuss what clip art is and how to insert it

2.) Resize graphics3.) Discuss why captions are important and how to edit them4.) Check for spelling and grammar errors5.) Discuss and run design checker6.) Printing options for a brochure

Activity: Students will learn through a guided practice in the book where they will follow along with me as we learn the new concepts covered in day 3.Evaluation: Students will be evaluated on their class participation through the guided practice each day.

Day 4Lesson Topic: Brochure on MenusLesson: Students will create a brochure through an Apply Your Knowledge.Activity: Students will create a menu brochure on page 120. They will follow the directions to create a brochure on menus. Evaluation: Students will be evaluated when they complete the project. Once students finish the assignment they will raise their hand and I will grade their project. Students will receive 10 points if they finish the project.

Day 5/ 6Lesson Topic: Vacation BrochureLesson: Students will create a brochure through a DYO (Design Your Own)Activity: Students will create a brochure on their favorite vacation spot and if they don’t have one they can choose a spot where they wish to go in the near future. In these students will research and create their brochure.Evaluation: Students will be evaluated according to the rubric that was created. Students will receive 25 points if the assignment is done correctly.

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Day 7Lesson Topic: Table Etiquette LessonLesson: PowerPoint lecture on table etiquette

1.) Discuss what etiquette and manners are2.) Discuss when it is appropriate to sit down3.) Discuss when to order4.) Discuss the appropriate table setting5.) Discuss the different styles of eating (American and European)6.) Discuss how to pass items at a dinner

Activity: Students will participate in class discussions. Students will also participate in setting a proper table setting.Evaluation: Students will be evaluated on if they can set an informal place setting.

Day 8Lesson Topic: Table Etiquette Lesson/ Begin BrochureLesson: Finish PowerPoint topics

1.) Napkin Etiquette2.) When to start to eating3.) How to talk to waitress/waiter4.) Cell phone/ text messages

Activity: Student will begin working on their etiquette brochure. They will apply what we learned through the table etiquette lesson.Evaluation: Students will be evaluated according to the rubric that was made for this lesson. The etiquette brochure will be worth 20 points.

Day 9Lesson Topic: Etiquette BrochureLesson: Students will work on their etiquette brochure.Activity: Student will finish their etiquette brochure. They will apply what we learned through the table etiquette lesson. After students are done with the assignment they will take the post vocabulary test.Evaluation: Students will be evaluated according to the rubric that was made for this lesson. The etiquette brochure will be worth 20 points. Students will be graded on their post test each question will be worth ½ a point = 6 points.

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Lesson Plan

PublisherGuided Practice-Chp. 2 (Brochures) February 25 - 27Teacher- Kayla Hemminger 3 Days

PA Standards







BCIT Standards



software/applications

Objectives

Students will explain the advantages of a brochure. Student will be able to choose the appropriate brochure options. Students will be able to format text with italic, underline, bold, and drop cap. Students will be able to determine the differences between stylistics sets, alternates, and

ligatures. Students will be able to explain how to insert clip art and edit it’s captions.

Beginning Activities

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Preliminary Activitieso Ice Breakero Assessment of Learnerso Take Attendance

Materials Neededo Computerso Publisher o Internet

Anticipated Difficulties and Solutions

Difficulties SolutionsNetwork is down for students Just have students observe me Trouble within PowerPoint Work through the problems as a class

Methods/ Media

This particular lesson will be a guided practice in the book.

Introduction

Students will take a pre test on publisher vocabulary before we even start the lesson. (They will take a post test at the end of the unit.)

To begin the chapter I would like students to understand what a brochure is.o We will take a look at several examples of brochures and discuss them.

Then we will talk about what a good brochure and a bad brochure. In chapter 2 we will learn:

o How to choose brochure optionso Format characterso Use stylistic sets, alternates, and ligatureso Use format paintero Insert clip art and edit captionso Run Design Checker

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Development/Application

We will be doing a guided practice together starting on page 66 in the Publisher Microsoft 2010 book.

Guided practice is designed for students to follow along with me as I go through the book.

I plan for this guided practice to take 3 days.

Review

To end each class students will send me an email each day.o Day 1: List one thing they learned about brochures.o Day 2 List one thing you’re confused about.o Day 3 Tell me what ligatures are?

Evaluation

Students will be evaluated by completing the guided practice with me. They will receive 5 points if they complete the assignment. (If they are absent they will have to make up the work on their own).

Accommodations for students with learning disability

To accommodate students with a learning disability they will take a different pre- test that will be highlighted to decrease the amount of choices that are available. It will be difficult for a student with a learning disability to follow me through a guided practice. I plan to go at moderate pace so the student will understand the concepts that I’m trying to teach. I will continue to keep an eye on this individual to make sure we are on the same page. It might actually help for this student to have a book in front of them so they can follow

Reflections of the Lesson

The guided practice lesson plan went really well. Students were very active throughout the learning experience. The accommodations for my lesson plan worked well with the students that have a learning disability. I went at the appropriate pace to allow them to follow my directions. The pre- test was made a lot easier by narrowing down the choices, this really helped the students. For the other students it was interesting to see how they did on the pre-test. We went over the words after they took the test, so when we went over the guided practice they were familiar with the words which was nice to see in the students.

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Lesson Plan

PublisherMenu ( Brochures ) February 28Teacher- Kayla Hemminger 1 Day

PA Standards







BCIT Standards



software/applications

Objectives.

Students will be able to format text with italic, underline, bold, and drop cap. Students will be able to determine the differences between stylistics sets, alternates, and

ligatures. Students will be able to explain how to insert clip art and edit it’s captions.


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Preliminary Activitieso Ice Breakero Assessment of Learnerso Take Attendance




Methods/ Media

Students will complete the exercise out of the book independently.

Introduction

Review what we learned in the guided practice about brochures. Have the students look at several menus brochures to have a understanding of what one

looks like.


Students will complete the Apply Your Knowledge (Menu Brochure) on page 120. This exercise allows the students to practice the skills that they learned in the guided

practice.

Review

As a class we will go over vocabulary flash cards to review for our post test.o Scite.com/pub2010/learn o Flashcards

Evaluation

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Student’s will be evaluated by completing the assignment. They will receive 10 points ( If they are absent they will have to make up the work on their own).

I will walk around to check this assignment.


For this particular assignment students will be graded on completion so if the student completes the assignment they will receive 10 points. I will be walking around to make sure they are completing the brochure and I will be available if there are any questions. The student will have the directions available for the assignment. If they need more time to complete the assignment it will be given to them.


This activity was an Apply Your Knowledge out of the book. I went over the assignment and the directions before I gave the students the assignment. I found that the students were really confused by follow the steps to create the menu in the book. Looking back on the assignment I feel students do better in DYO’s (designing your own) projects. It allows them to think outside of the box. Overall, I don’t think I would do this assignment again, at least out of the book. The students that had a learning disability had a lot of trouble with the assignment. I had to sit with them to complete the assignment.

Lesson Plan

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PublisherVacation Brochure March 5 -6Teacher- Kayla Hemminger 2 Days

PA Standards







BCIT Standards


15.4.12.D: Evaluate emerging input technologies. 15.2.12.H: Demonstrate appropriate behavior for an interview. 15.2.12.K: Apply networking skills as a resource for further career portfolio development

and career opportunities. 15.2.12.L: Analyze how personal qualities and behavior apply in the workplace 15.3.12.M: Critique etiquette skills for building and maintaining a professional image

Objectives

Student will be able to choose the appropriate brochure options. Students will be able to format text with italic, underline, bold, and drop cap. Students will be able to determine the differences between stylistics sets, alternates, and

ligatures. Students will be able to choose an apropriate clip art and edit it’s captions.


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Preliminary Activitieso Ice Breaker

Have students tell me one thing they learned about brochures.o Assessment of Learnerso Take Attendance




Methods/ Media

This type of lesson is a DYO ( Design Your Own) on a vacation location.

Introduction

I will begin today’s lesson by talking about the student’s favorite vacation.


Students will apply what they have learned about brochures in a DYO (Design Your Own) exercise on vacations.

They will choose their favorite vacation spot and create a brochure about what it has to offer. If some students haven’t been to many places they may choose a place they wish to go to in the near future.

If students complete the assignment ahead of schedule have them work on enrichment work.

Review

As an exit strategy students will share their brochure by passing them around.

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o Students will have to choose the best brochure and tell me why they think it is the best.

o Winner will receive a prize

Evaluation

Students will be evaluated on their vacation brochure. It will be worth 25 points.o Specifications will be listed on the rubric. This can be found in the 107 drive/

student apps/ publisher


To accommodate for students with a learning disability I will go over the rubric with them personally to see if they have any questions about the assignment. I will also be walking around the room to make sure all the students are on task.


The vacation brochure was a great idea. Students really enjoyed sharing their favorite vacation. They were very creative with their brochures. The one problem that I ran into was that I had to remember that not every student has gone on a special vacation. So to accommodate to those students I told them to pick somewhere special that they would like to go in the near future. This was they got to share a vacation and didn’t feel left out of the assignment. I realized that a teachers needs to understand that every students home life is different and some might not have the opportunity to go on luxury vacation like some of the others.

Grading Rubric – Publisher 2010

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DYO Vacation Brochure

Name:___________________ Period:_________

Assignment: Create and design a brochure on your favorite vacation spot. If you do not have a favorite vacation then please choose somewhere you wish to go in the near future. Research your choice and create a brochure on your findings. You may use your photos from the vacation or internet photos. When complete please print the brochure out and turn it in with your rubric into the correct turn-in bin. Have fun and be creative!

Description Pts StudentGrade

TeacherGrade

Brochure is school appropriate 3Brochure has appropriate color 2Format characters( drop cap, ligatures, stylistic sets, bold, etc)

3

Inserts pictures with captions 3Proper use of design(white space etc.)

4

Prints brochure correctly 2NO spelling or grammar errors 3On task 5TOTAL 20

Lesson Plan 18 | P a g e

PublisherEtiquette Lesson March 11-13Teacher- Kayla Hemminger 3 Days

PA Standards







BCIT Standards


15.4.12.D: Evaluate emerging input technologies. 15.2.12.H: Demonstrate appropriate behavior for an interview. 15.2.12.K: Apply networking skills as a resource for further career portfolio development

and career opportunities. 15.2.12.L: Analyze how personal qualities and behavior apply in the workplace 15.3.12.M: Critique etiquette skills for building and maintaining a professional image

Objectives

Students will explain the appropriate manners to have at a professional business dinner. Students will demonstrate how to set a proper place setting. Students will explain how to use the utensils appropriately at a place setting. Student will distinguish the do’s and not to do’s at a professional business dinner.


Preliminary Activities

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o Ice Breaker What does etiquette mean?

o Assessment of Learnerso Take Attendance




Methods/ Media

I will teach the students with a Power Point presentation about table etiquette.

Introduction

I will begin by asking the students what they think etiquette and manners mean. We will have a short class discussion about it and then we will begin with the PowerPoint

presentation. o Tell students to pay attention to what we are talking about because this is what

they will do their next brochure on.

Development

I will go over each topic in the PowerPoint and give several examples of how someone should act at a business dinner.

Students will be allowed to give their input about what we are discussing. This is a very important topic and I feel we should take as much time as needed to discuss the proper way to act at a business dinner.

Application

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Students will create will have the opportunity to set a proper place setting in groups. (Their group will be the row the students are in).

o Each group will show me how to set a place setting before I go over it, then we will discuss the proper way.

After I am done going over the etiquette lesson students will apply what they learned about etiquette and brochures to create an etiquette brochure.

o Students are allowed to use the internet to find interesting pictures and facts about table etiquette.

Review

Students will email me each day for an exit strategy.o Day 1: Students will tell me why they think table etiquette is important in today’s

society?o Day 2: Students will tell me two things they learned about table etiquette and one

thing they would like to know more about.

Evaluation

Students will be evaluated on their etiquette brochure. It will be worth 25 points.o Specifications will be listed on the rubric. This can be found in the 107 drive/

student apps/ publisher


To accommodate for students with a learning disability I will go over the rubric with them personally to see if they have any questions about the assignment. I will also be walking around the room to make sure all the students are on task.


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Grading Rubric – Publisher 2010DYO Etiquette Brochure

Name:___________________ Period:_________

Assignment: Create and design a brochure on table etiquette. Use the information that we learned about etiquette in the previous class or the internet. Remember what we learned about brochures. Follow the rubric to see what needs to be included in the brochure. When complete print out brochure and place it in your correct turn-in bin with your grading rubric attached.

Description Pts StudentGrade

TeacherGrade

Brochure is school appropriate 3Brochure has appropriate color 2Format characters( drop cap, ligatures, stylistic sets, bold, etc)

3

Inserts pictures with captions 3Proper use of design(white space etc.)

4

Prints brochure correctly 2NO spelling or grammar errors 3On task 5TOTAL 20

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Documents

kaylahemminger.weebly.comkaylahemminger.weebly.com/uploads/9/6/8/5/9685660/unit_plan.docx · Web viewUnit Plan – Brochures. Teacher: