SLAM! Foundation'sHIGH SCHOOL

EXPLORATORY WHEEL CURRICULUM FRAMEWORK

EXPLORATORY WHEEL PROGRAM COURSE OF ACTION Sports Broadcasting This course is an introductory course for the sequence of Broadcasting courses offered SLAM. Students enrolled in Introduction to Broadcasting will experience both television and radio production. The shift will leverage in the curriculum important visual media literacy skills. Through a strategic approach which promotes “hands-on” experimentation the course will prepare students for advanced offerings within the broadcasting umbrella and also imbue within students a core set of transferable skills. Sports Medicine This course introduces students to the field of sports medicine. Sports medicine is a broad profession that requires the cooperation of many allied health and medical professionals. This course has a strong focus on human anatomy and physiology, prevention of athletic related injuries, and basic first aid. Sports Marketing A project-based business course that develops student understanding and skills in the functional areas of marketing: channel management, marketing-information management, market planning, pricing, product/service management, promotion, and selling. Students acquire an understanding and appreciation of each of the marketing functions and their ethical and legal issues. Information Technology Using project based instruction; students are introduced to the principles of business in the 21st century while refreshing their keyboarding skills. This course should also help students to use computers effectively in their lives, thus providing a connection of computer science and business careers. In this course, middle school students build a knowledge base of computer applications, information systems, internet safety, 21st century skills, and business and computer science careers of the 21st century. Exposure to networking and programming will also be important threads in this course.

COURSE TITLE: Sports Broadcasting – High School COURSE DESCRIPTION: Students enrolled in Introduction to Broadcasting will discover a world of emerging technologies, as well as time tested storytelling and scriptwriting assignments. The ability to create video based projects will allow students to enter the world of visual media which is so prevalent in society today. This creativity will hopefully spark an interest in video journalism, comedy, public service, school initiatives, community activities, and much more. In addition, the mastery of skills used in this class will be used in other courses throughout SLAM. RESOURCES: Textbook - Television Production & Broadcast Journalism 2nd Edition by Phillip L. Harris Software – Microsoft Office Unit Plans Unit 1: Fundamentals of Television

• Define terms, relevant details, facts and specifications; use industry terms appropriately in context; identifies relevant details, facts, and specifications.

• Discuss ethical approaches in television; analyze codes of ethics of national and international media associations; use industry terms appropriately in context; communicates a thought, idea, or fact in spoken form.

• Identify the governing body of television broadcasting in the United States; discuss the role and purpose of the FCC; identifies relevant details, facts, and specifications.

Unit 2: Pre-Production

• Define terms; use industry terms appropriately in context; identifies relevant details, facts, and specifications.

• Identify organizational skills necessary for pre-production; apply proper brainstorming techniques; apply proper research techniques; prepare a storyboard; prepare a script; contributes to group with ideas, suggestions, and effort; converts quantities and measurements from one form to another; prepares a complex document in a concise manner; writing checks and revises document for correct information, appropriate emphasis, form, grammar, spelling, and punctuation.

Unit 3: Production

• Define production terms; use industry terms appropriately in context; uses technical terms as appropriate to audience. • Understand the different types of production; describe a field production; communicates a thought, idea, or fact in spoken

form; identify roles and responsibilities of field production personnel; comprehends ideas and concepts related to TV personnel; describe a studio production; imagines the flow of work activities from narrative descriptions; identify roles and responsibilities of studio production personnel; comprehends ideas and concepts related to TV personnel.

• Demonstrate basic camera setup and operation; perform white balance function in appropriate settings; uses equipment and techniques to white balance a camera; apply appropriate focusing techniques; applies knowledge to complete a practical task; apply appropriate iris control; applies a scientific principle to solve a problem; demonstrate appropriate audio control usage; reads measurements from audio measuring devices; demonstrate appropriate use of tripod; uses equipment and techniques to properly mount cameras.

• Discuss proper camera framing techniques; apply basic camera shots (wide, medium, tight, etc.); uses equipment and techniques to acquire basic camera shots; apply the rule of thirds; Solves practical problems using scientific methods; apply proper spacing in camera shots (head room, nose room, etc); us es equipment and techniques to acquire correct camera shots; identify the different types of camera movement (pan, zoom, etc.); listens to follow directions.

• Discuss proper camera composition techniques; demonstrate basic composition rules; explains scientific principles related to camera composition.

• Explain proper audio techniques; demonstrate the proper use of microphones; applies scientific principles related to audio pickup; identify pick up patterns; comprehends written information and applies it to a task; demonstrate the proper use of natural sound (nats); monitors variables in different audio situations.

Unit 4: Post Production

• Define terms; use industry terms appropriately in context; uses technical terms as appropriate to audience.

• Explain proper editing technique; demonstrate the proper use of an editing system; comprehends ideas and concepts related to television editing; acquire and log raw footage; compile and arrange selected footage; creates new design by applying specific criteria; add additional audio to selected footage; uses senses to perceive the over-all effect of combining elements; add additional video elements to selected footage; Organizes and processes images-video, special effects, graphics, characters, etc.

• Discuss proper distribution of final product; demonstrate the proper technique of exporting the final product; comprehends ideas and concepts related to distribution of final product.

SPORTS BROADCASTING SLAMIFIED PROJECT

Sports Drink Infomercial An infomercial is a commercial television or radio program, or relativity long commercial segment, offering consumer information related to a sponsor’s product or service. Infomercials are those mainstays of late-night television that try to sell everything from self-improvement tapes to jewelry to furniture. Fascinating infomercial facts: Last year infomercials generated over $18 million in sales. Consumers spent an average of $178 on items from infomercials. This industry brings in more than $2 billion a year. In groups of 3 or 4, you are going to develop an infomercial about a new sports drink you are introducing to the market. This advertisement should be no more than 5 minutes in length. The infomercial should “hypothetically” demonstrate what the product does and point out advantages to the consumer. (You also identify the price and how consumers can order.) When presenting, be ENTHUSUASTIC, and really “SELL” your product – this will be part of your grade for the infomercial. You will use a flip camera to record your infomercial and then Windows Movie Maker to add all of the special effects. The attached documents will help you in planning your infomercial. You will find a checklist, how you will be graded, and much more. Good Luck!

COURSE TITLE: Sports Medicine – High School COURSE DESCRIPTION: The Sports Medicine course is designed as an introduction to the field of sports medicine. There is a strong focus on the basic principles of injury prevention, recognition, and rehabilitation. Students will learn basic human anatomy, physiology, and biomechanics. Students will also have the opportunity to become certified in CPR and first aid. RESOURCES: Textbook - Health Opportunities Through Physical Education Software – Microsoft Office Unit 1: Introduction to Sports Medicine Course • Students will identify and demonstrate an understanding of the course objectives and appropriate behaviors in classroom, laboratory, and field trip environments. Introduction to Sports Medicine Related Professions • Students will identify sports medicine related professions and recognize the correlations of this course to possible future career choices. Unit 2: Legal and Ethical Issues in Sports Medicine • Students will demonstrate an understanding of the laws and legislation related to allied health and medical practices. Terminology • Students will define sports medicine related terminology.

Unit 3: Preparing for Emergency Situations/Sports First Aid • Students will identify possible emergency situations that may occur in sports and how to prepare for emergency situations. • Students will complete the American Heart Association’s Heartsaver First Aid course to obtain certification. • Students will complete the American Heart Association’s BLS for Healthcare Providers CPR course to obtain certification. Unit 4: Prevention of Sports Related Injuries • Students will recognize the many factors that contribute to injury prevention including physical condition, protective equipment, playing environment, and rules. • Students will be able to identify the common causes, signs and symptoms, and treatment of frequently occurring sports related injuries.

SPORTS MEDICINE SLAMIFIED PROJECT

“How To Be a Successful Athlete” Project Overview: In today’s world everyone wants to be the superstar athlete or the best at their sport/activity. With all the technology and research, there are many theories on what it takes to be the best and maximize your potential as an athlete. Although there are similarities amongst the sports, there are some distinct differences when it comes to training, nutrition, skills, and ergogenic aids. You are going to create an informational video or “how to” video on what it takes to be the best at a chosen sport. Create to the video as if you were going to show SLAM middle school athletes what it takes to be a successful varsity athlete at SLAM. You will use information you learned in class along with additional research to create a media presentation that highlights and demonstrates skills, habits, and resources to make you an expect at a chosen sport. Project Criteria: Below is a list of the criteria and required components you should include in your video. Use information you learned in class and provide any additional information you find that may be relevant to your topic.

Introduction: Define success in your sport/activity

• Brief history of SLAM tradition in that sport

• What does it look it to be successful and what it take to be successful

• Interviews from successful SLAM student/athletes and coaches

• Highlights from SLAM sports

Content Information Essential skills and body movements

• Use proper terminology

• Common muscles used/dominant muscles

Ergogenic aids

• Various types of ergogenic aids used.

• Show specific examples SLAM athletes use

Nutrition (diet of an athlete)

• Type of diet needed to be successful (nutrient breakdown)

• Pre-game and post game meal (actual food)

Training programs (weight training, conditioning, preseason)

• Principles of conditioning

• Type of exercises specific to sport/activity

Common injuries and what to do to prevent

• Describe common injuries associated with your sport/activities

• How to treat common injuries

• Where to treat injuries

Conclusion/Final thoughts

• Advice from current SLAMstudent athletes

Part 1: Pick Group/Create Script

1. Select 2-3 group members and a sport/activity.

2. Create a script that includes a well-planned, detailed process how on your will complete the video and meet the criteria on the rubric. Below is a list of what should be included in the script:

a. Include all members roles and contributions b. Highlight at least 4 specific concepts (nutrition, training programs, etc.) you are going to focus on in your video. c. Include specific lines/topics for each group member and video shots that will accompany those lines/topics.

Essentially, plan how/what your video will look like. d. Your video will be assessed using the 21st century skills rubric. The rubric includes six essential skills for a 21st century

learner. In your script, describe how you will demonstrate those skills in your video. Below is a list of the skills. i. Collaboration and Communication

ii. Creativity and Innovation iii. Research and Information Fluency iv. Digital Citizenship v. Critical Thinking, Problem Solving, and Decision Making

vi. Technology Operations and Concepts Part 2: Create Video

1. Using the script you created, create the video using I-movie. 2. The video should include the highlighted criteria/content you detailed in your script. 3. The video will be assessed using the 21st Century skills rubric. Please refer to that rubric! 4. The video should be 3-5 minutes in length and demonstrate all of the skills assessed on the rubric.

Part 3: Submit/Share Video

1. Your video must be uploaded to a designated Google sites page for the entire class to view. 2. As long as the videos are appropriate and of quality, we will be sharing them with the AD post on social media and with the

middle school and youth community coaches. There will more details forthcoming once projects are completed.

COURSE TITLE: Sports Marketing – High School COURSE DESCRIPTION: This course will examine the historical development, current trends, best practices, and future trends of sport management. Foundational principles will be taught within the framework of professional, collegiate, interscholastic, non-traditional, and youth and community sport in select subject areas including: (a) the history of sport management and current curriculum, (b) careers in sport management, (c) marketing, (d) ethics, (e) finance, (f) law, (g) management, (h) communications, (i) facility design and management, and (j) sociology. Current managers and practitioners in a wide variety of sport categories will regularly supplement class materials as guest lecturers to add practical experience to theory and practices offered by the course text. RESOURCES: Textbook - Marketing Essentials, Student Edition by McGraw-Hill/Glencoe Software – Microsoft Office Unit 1: Sports and Entertainment Marketing Overview

• The student will define entertainment.

• The student will describe the impacts of advances in entertainment technology on

• entertainment marketing.

• The students will explain how marketing entertainment is associated with selling related

• products.

• The student will describe the history of entertainment.

• The student will explain the importance of customer feedback for the entertainment

• industry.

• The student will explain the growing popularity of reality television shows.

Unit 1 - Embedded Assessments Changing Nature of Television Shows Assignment Formal Assessment Television shows have changed dramatically during the last 50 years. What was funny or popular 1, 5, or 10 years ago, is now obsolete. The innocence of popular television shows from the 1960s has been overtaken with shows that would have been too risqué in the past. Watch one episode of “Leave It To Beaver” or “Andy Griffith.” Then watch an episode of a current popular weekly television show that is suitable for family viewing. Take notes to compare and contrast the television shows. Then write a report that describes how television shows have changed. Explain the role that culture, trends, and demographics have on television shows. Your paper should describe the central theme for the television show and the characters. The paper should also indicate the statement that the show is trying to make. Describe how humor has changed in television programming. You must describe what was/is happening in society during the production of the television shows and explain how societal events have influenced television content. Unit 2: Economics and Finance

• The student will define profit.

• The student will define the profit motive.

• The student will describe cultural entertainment opportunities for profits.

• The student will explain the economics of sports and entertainment marketing.

• The student will define the different types of economic utility.

• The student will describe the latest conveniences offered to customers of sports and

• entertainment events.

Unit 2 - Embedded Assessments Planning an Entertainment Event Your team has been asked plan a talent show based upon the television show “America’s Got Talent.” Since you are managing the event you must develop the strategy for planning, organizing, implementing, and controlling the event. You must explain all details for the entertainment event (number of rounds, judges, schedule, number of auditions that will be selected, etc.) You will write a report that describes all management functions for the event. The project will be evaluated using the assigned rubric. Unit 3: Functions of Marketing

• The student will define marketing for the sports and entertainment industry.

• The student will explain the marketing mix for sports and entertainment.

• The student will define the six core standards of marketing associated with sports and

• entertainment.

• The student will explain the core marketing standards associated with sports and

• entertainment. Unit 3 - Embedded Assessments Added Value Assignment Directions: • Conduct research to determine the price of souvenir t-shirts sold at concerts, rodeos, and other sporting events • Determine the initial cost of the plain t-shirt, art work, screen printing, and royalties owed to the famous person, group, team, or university • Use fabric paint to design a shirt for an entertainment event • Determine a price to charge for the shirt based upon cost of production and consumer demand • Write a paper that describes what you learned from this project and tell the class about your final product

Unit 4: Product and Event Marketing

• The student will define a product’s tangible and intangible parts.

• The student will explain the product mix.

• The student will define product extensions.

• The student will explain the difference between the basic and enhanced product.

• The student will describe product components.

• The student will define product line.

• The student will explain the importance of packaging.

• The student will define a brand and explain different levels of brand recognition.

• The student will list and describe the stages of the product life cycle.

• The student will explain how products are positioned in the marketplace.

Unit 4 - Embedded Assessments

• Product Life Cycles PowerPoint (team project: 2 students per team)

• Select four sports and entertainment products that are in the four product life cycles.

• Prepare a PowerPoint presentation that describes each of the four products and explains the

• life cycle for each product.

• The PowerPoint presentation must describe marketing strategies for each of the four products.

SPORTS MARKETING SLAMIFIED PROJECT

SHARK TANK: THE SITUATION You are to assume the role of the marketing director for your marketing idea that you’ve worked on all semester. You have a meeting planned with executives at FirstFin Capital (the “Sharks”), one of the top venture capitalist firms in the country. You are meeting with FirstFin to ask them to partner with you to provide money, mentorship and strategic business advice and guidance to turn your marketing idea into a reality. The FirstFin executives are aware that your idea is just that – an idea, and not an actual, product, service, or event. You are presenting to the Sharks in order to partner with you do make your idea a reality. You will have to convince them that you have fully researched and developed a solid marketing plan (the 4 P’s) so that, with their support, your idea would become a realistic success. After your presentation, the Sharks will ask you a variety of questions before they make their decision to partner with you. THE PRESENTATION You will present your plan to the Sharks in a meeting to take place in FirstFin’s corporate offices. They will have the following for you to use: • 2 outlet power source • An LCD projector • PC with internet access • One large student desk • Remote wireless keyboard and mouse • Speakers • Easel board stand You will have 1 minute to set up your presentation using those and any other resources you provided. This 1 minute is NOT part of your actual presentation time. The Sharks and your teacher cannot assist you with this. Your teacher will have a document with a link to your commercial – you will not have to log in. However, you may get a classmate to help you if needed.

The Sharks will begin the meeting by greeting you and asking to hear your marketing idea. You will then have no more than 4 minutes to present your marketing idea to the Sharks. You must incorporate the following in your presentation:

• Your commercial

• Your “pitch” to the Sharks

• A separate, supporting visual. Suggestions include:

• A poster board/display board • Flip Chart display • A demonstration or other performance

After your presentation, The Sharks will be given time to ask you questions related to your marketing idea. You should be prepared to answer their questions. The Sharks will then provide you with feedback and a score on your presentation and idea. I will provide you, in advance, with a list of possible questions the Sharks might ask you. While the Sharks will give you feedback and a score, I will ultimately be grading your final presentations with a rubric to be provided. Shark Tank Possible Questions: 1. How did you come up with your idea?? 2. Tell us more about your product design? What will be at your event? When it will be held? 3. Who is your target market? 4. Who is your competition, and why are you better? What set you apart from your competition? 5. What consumer wants or needs does your idea fulfill? How big of a consumer need is there for your item with the public? 6. What can you tell us about your industry? What are the trends/history of your industry? 7. What kind of market research did you do? What did your market research tell you? 8. How will you market your product/service and advertise it to your target audience? 9. How much will you sell your product for? What pricing strategy or strategies will you use and why? 10. What is your distribution strategy? Where will you sell your product, on-line, your own retail store, in other stores? How do you plan on getting the product out to the customers? 11. Describe some issues, problems and/or challenges you see with your idea. 12. What do you see as the future for your product/service/event?

COURSE TITLE: Information Technology – High School COURSE DESCRIPTION: Using project based instruction; students are introduced to the principles of business in the 21st century while refreshing their keyboarding skills. This course should also help students to use computers effectively in their lives, thus providing a connection of computer science and business careers. In this course, middle school students build a knowledge base of computer applications, information systems, internet safety, 21st century skills, and business and computer science careers of the 21st century. Exposure to networking and programming will also be important threads in this course. RESOURCES: Textbook - The Dream Team, A Microsoft Office Sports Marketing Simulation Software – Microsoft Office UNIT 1 - KEYBOARDING AND ERGONOMICS: Students will develop and apply keyboarding skills utilizing current technology.

• Students will reinforce keyboarding techniques.

• Identify and demonstrate appropriate techniques.

• Identify ergonomic issues.

• Refine touch method keyboarding speed and accuracy skills using the Alphanumeric and Numeric keypad. Unit 1 - Embedded Assessments

• Three (3) Minute timed writing each day as a bell ringer

• Record GWAM and errors on a spreadsheet

• End of course graph the data

Unit 2 - COMPUTER APPLICATIONS: Students will show mastery of computer application software that encompasses word processing, spreadsheet, database, presentation/multimedia, web page, and desktop publishing. Skills will be demonstrated by creating projects.

• The student will utilize word processing software.

• Identify uses of word processing software and careers related to word processing.

• Identify and explain word processing terminology.

• Create basic word processing documents related to business and computer science careers.

• Retrieve, edit, manipulate, and print documents. Unit 2 - Embedded Assessments

• Compose a personal business letter to a friend.

• Create mailing labels

• Folding and inserting letters into envelopes

• Students will compose a business letter using Letter Wizard requesting information from the local Chamber of Commerce Businesses (hiring practices, educational requirements, and/or employee benefits).

• Create a Word Table compare and contrast information received. Unit 3 - The student will utilize spreadsheet software.

• Identify uses of spreadsheet software and careers related to spreadsheet.

• Identify and explain spreadsheet terminology.

• Create and save basic spreadsheets and apply formulas related to business and computer science careers.

• Retrieve, edit, manipulate, and print various spreadsheets.

• Create various charts/graphs from spreadsheets. Unit 3 - Embedded Assessments

• Using career chosen for career unit, create a personal monthly budget using spreadsheet software.

• Format a payroll spreadsheet.

• Create a line graph of your three (3) minute timed writings. (bell ringers)

• Use Mail Merge Wizard to create mailing labels.

Unit 4 - The student will utilize presentation/multimedia software.

• Identify uses of presentation/multimedia software in today’s workplace.

• Identify and explain presentation/multimedia terminology.

• Plan and design a multimedia presentation.

• Create, save, print, and present a multimedia presentation on a business related career. Unit 4 - Embedded Assessments

• Create a PowerPoint or Movie Maker of a state assigned by teacher after researching necessary criteria.

• Create a PowerPoint on a post-secondary institution that offers their career from career pathway unit.

INFORMATION TECHNOLOGY SLAMIFIED PROJECT

A Microsoft Office Sports Business Simulation Project

Introduction Just about everybody loves sports! Whether, its basketball, baseball, football, hockey, or soccer, audiences are captivated by the highlights on TV, scores, statistics, and the roars from fans cheering in the spirit of competition. What sports fans don’t get to see is what happens behind the scenes. In The Dream Team, you will get this opportunity by starting, creating, and owning your own professional sports team. In The Dream Team, you will take on the role of Microsoft Office Sports Marketing Specialist to start your own professional sports franchise team. From creating a team name and logo to designing VIP passes for your new stadium, you will learn first‐hand what it’s like behind the scenes of professional sports. The project will include: Logo, Letterhead, Memo with 3 paragraphs and a table, promotional letter, and a flyer. In short, here’s what you will do in The Dream Team simulation: • Develop and organize professional documents needed to promote and manage the team using Microsoft Office Word 2010. • Design eye‐catching marketing documents to advertise your company • Use creative, critical thinking and decision‐making skills Congratulations and Welcome to The Dream Team. You have been hired to work in the Information Processing Department because of your skills using many different kinds of software applications. You were highly recommended by your teacher. We hope you will find your work here challenging and exciting. The Dream Team has been in business for about three years. It has become the leading entertainment venue in Miami, Florida. We provide 1-, 2-, 3-, and 4-day sports entertainment packages. These packages furnish everything needed for a wonderful and exciting experience watching professional sports. Our customers come from all over the Western United States. As a new employee in the Information Processing Department you will have your own desk with a fast multimedia PC connected to the local area network and the Internet. We expect many great and creative things from you. Thanks! PS. Login to your machine and create a new directory to save all your work in.

Instructions: 1. Go to your Keyboarding directory. 2. Create a new directory named "The Dream Team” to save all your work in. Since you have been hired on here at The Dream Team, we would like you to design a new logo for our company. It should reflect our company name. It should have something to do with athletics and large athletic contests or performances. It can be stylized or more of a pictorial representation. It wants to be about 1.5 inches by 1 inch or 170 by 100 pixels. You can start with a clipart picture and modify it if you would like. When you have a draft of your design done, let me okay it. Instructions: Open up the paint, draw, or clip art program you are going to be using. 1. Set the size of your drawing area to about 1.5 by 1 inches if possible. 2. Start drawing or check your clip art and modify it. 3. Adjust any colors or sizes as needed. 4. Make any additional adjustments as needed to improve the design of the logo so it is balanced and looks good. 5. Include your initials in the bottom right of your logo in really tiny writing. 6. Save in The Dream Team folder. 7. Save it in pdf file format also. We probably will want to use it in flyers, letterheads, and Web pages in the future. 8. Preview your logo for balance and layout on the page. Make any adjustments needed to create a well designed flyer. Create a new letterhead for The Dream Team. On the letterhead include the company name, address, city, state, zip, phone number, and your name as the computer specialist, and also the logo. The letterhead information can all be at the top of the document or part on the top in a header and part on the bottom in a footer. Use horizontal lines to separate the letterhead information from the body of the letter.

Information: The Dream Team, 563 East Canyon Road, Beaver, OR 97713, 541-438-9103, Your Name, Computer Specialist Instructions: 1. The top of the letterhead needs to be in the top 2 inches of the paper. 2. The bottom needs to be within 1 inch of the bottom of the paper. 3. Set margins for 1.5 to 2 inches at the top. 1.25 inches on the left and right, 1 inch on the bottom. Adjust the header and footer margins if needed. 4. Use the decorative font you have been using for the company name in a large font (24-18 points). 5. On the line(s)underneath or in the footer area use a normal sized font (12-14 points) to write the address, phone number and additional information. 6. Include the logo. 7. Add a horizontal line(s) to separate the letterhead from the body of the letter. 8. Save the letterhead as a template so it can be used over and over. At The Dream Team, we use memorandums to communicate within the company. The preferred style for memos is the Simplified Memo format but we also use a regular Memorandum format. You can find the simplified memo format in the keyboarding textbook. Information: From: Company President, Joseph Bradshaw To: All Employees Date: ___ 1st Paragraph: Write telling the employees that here is the new price list for the coming summer. 2nd Paragraph: Make a 4-column table using the following price information. (The "|" tells where the columns are.)

Venue | Days | Amenities | Cost Civic Stadium | 1 day | Meals and Ticket | $25 High Desert Raceway | 1 day | meals and guide | $50 Roadrunner Soccer Stadium | 1 day/night | meals, lodging and ticket | $450 ATV Trail | 5 days | meals, lodging and guide |$650 Bike'n Fish | 2 days | meals, lodging and guide | $300 Custom Tours | __ days | meals, lodging, etc. | CALL Paragraph 3: Tell the employees you are looking forward to a "banner" summer. Then thank them for the good work they have been doing. Instructions: 1. Load the company letterhead 2. Set the font to 12 or 14 point serif style. 3. Use a Simplified Memo format. 4. Use the information above to write the memo in your own words as if it came from the president. 5. Use your initials as the typist at the bottom. 6. Proofread, save, and print. We need a promotional letter written and sent to many of the local businesses asking them if they would like to be a sponsor for the up-coming "Pioneer Day Bike Tour." Write a block style letter on the company letterhead. The letter will be written to the Beaver County Travel Council and signed by the company president, Joseph Bradshaw. Information: Inside Address: Mr./Ms. Kris Smith PO Box 272 Beaver, OR 97713

First Paragraph: Tell Ms. Smith we have appreciated the travel council's support in the past and for letting us place pamphlets at their office. Second Paragraph: Ask the council to include our July 24th Pioneer Day Bike Tour on their calendar of events. Ask them if they would be willing to support the event with $100 in prizes and we will put their logo on all of our printed flyers and T-shirts. Ask them to contact us by next Friday. (Find out what that date would be.) Last Paragraph: Thank them for their support. Tell them we are looking forward to hearing from them and working with them. Closing: Use a "Sincerely yours," and typed signature of the president, Joseph Bradshaw. Add your initials as the typist. Instructions: 1. Load the company letterhead. 2. Set the font to 12 or 14 point serif style. 3. Use a block style letter format. 4. Date the letter today. 5. Write the letter to the travel council using the supplied information on the company letterhead. 6. Preview, proofread, save, and print. Create a flyer that can be put in the local newspaper and mailed out with our promotional letters. The flyer will include four elements: (1) a border, (2) the title, (3) a graphic or logo, and (4) the details of our promotion. It will be printed on an 8.5 by 11 sheet of paper. Instructions: 1. Load your desktop publishing software. 2. Choose the poster or flyer option. Orient the page to portrait. 3. Place a border around the outside of the document. It can be a line border or a picture border. 4. Insert a title in the top 1/4 of the document. The title can be in a very large (48-72 points) decorative font. Change the shape of the title using WordArt if you would like. The title is "July 24th Mountain Bike Ride." 5. Add a graphic or picture in the middle part of the document. It could be a mountain biker, a mountain, or a scenic picture.

6. Add details in the bottom of the flyer. Use a large serif or sans serif font (20-36 points). Include: "July 24th 10K Bike Ride", "Meet at the Swimming Pool at 8:00 AM", "465 E 30th in Beaver, OR", "Cost is $10 each", "Free T-shirts to all finishers", "Bring the Whole Family." 7. Add another section of details in the middle part beside the picture. Use a large serif or sans serif font (20-36 points). Include: "The Dream Team", "563 East Canyon Road", "Beaver, OR 97713", "541-438- 9103." 8. Add your initials or name in the bottom right hand corner in a very small font (6-10 points). 9. Preview your flyer for balance and layout on the page. Make any adjustments needed to create a well designed flyer. 10. Proofread, save, and print. When you are completely finished with your project, notify the instructor. Your project will be graded in your online folder, so make sure it is saved correctly!