Darleane Lucero 1
Lesson Plan 2 for EDUC 518 M72
Making A Brochure : YUM YUM
Grade Level: 5th
Standards/Benchmarks for NETs:



Standard1 B- creates original works as a means of personal expression.
Standard 4 b- plan and manage activities to develop a solution or complete a project.
Standard 5a- advocate and practice safe, legal, and responsible use of information and
technology
Goals: Students will learn how to safely and responsible use Publisher to create a brochure.
Learning Objectives: Students will use Publisher to create a brochure. Students will practice
safe and responsible use of the computer.
Materials:



Computer
Scratch paper
Internet access
Procedures:
1. Go over safe and responsible computer use. Make expectations clear. Write on chart
paper and post.
2. Ask students what their favorite food is and why. Have them share with their table
group. Allow five minutes. Walk the room.
3. Have a few share theirs.
4. Tell students they will be learning how to research, copy and paste, and make a
brochure. Give them the criteria of what you want the brochure to include. In my case
I would like pictures of their favorite food, persuasive paragraph in their brochure on
why we should try their favorite food, Title, recipe, created by, where they might get the
best of their favorite food, and a catchy phrase.
5. Have students write notes on scratch paper. You can have them make a web or some
other form of organizational chart.
6. In a computer lab, begin by going over Publisher.
7. Then begin the research and creation of their brochures.
Darleane Lucero 2
Lesson Plan 2 for EDUC 518 M72
Assessment: Use the rubric below.
Reflection: Have students write about their thoughts on the project.
Anticipatory set: Remind students of your expectations about being good listeners and
respecting others opinions and ideas.
Darleane Lucero 3
Lesson Plan 2 for EDUC 518 M72
Teacher Name: Mrs. Lucero
Student Name:
________________________________________
CATEGORY
Writing Organization
4
Each section in the
brochure has a
clear beginning,
middle, and end.
3
Almost all sections
of the brochure
have a clear
beginning, middle
and end.
2
Most sections of
the brochure have
a clear beginning,
middle and end.
1
Less than half of
the sections of the
brochure have a
clear beginning,
middle and end.
Writing - Grammar
There are no
grammatical
mistakes in the
brochure.
Spelling &
Proofreading
No spelling errors
remain after one
person other than
the typist reads
and corrects the
brochure.
The authors
correctly use
several new words
and define words
unfamiliar to the
reader.
The brochure has
exceptionally
attractive
formatting and
well-organized
information.
Careful and
accurate records
are kept to
document the
source of 95-100%
of the facts and
There are 1-2
grammatical
mistakes in the
brochure even
after feedback
from an adult.
No more than 3
spelling errors
remain after one
person other than
the typist reads
and corrects the
brochure.
The authors try to
use some new
vocabulary, but
may use 1-2 words
incorrectly.
There are several
grammatical
mistakes in the
brochure even
after feedback
from an adult.
Several spelling
errors in the
brochure.
Writing Vocabulary
There are no
grammatical
mistakes in the
brochure after
feedback from an
adult.
No more than 1
spelling error
remains after one
person other than
the typist reads
and corrects the
brochure.
The authors
correctly use a few
new words and
define words
unfamiliar to the
reader.
The brochure has
attractive
formatting and
well-organized
information.
The brochure has
well-organized
information.
Careful and
accurate records
are kept to
document the
source of 94-85%
of the facts and
Careful and
accurate records
are kept to
document the
source of 84-75%
of the facts and
The brochure's
formatting and
organization of
material are
confusing to the
reader.
Sources are not
documented
accurately or are
not kept on many
facts and graphics.
Attractiveness &
Organization
Sources
The authors do not
incorporate new
vocabulary.
Darleane Lucero 4
Lesson Plan 2 for EDUC 518 M72
Knowledge Gained
Graphics/Pictures
graphics in the
brochure.
graphics in the
brochure.
graphics in the
brochure.
All students in the
group can
accurately answer
all questions
related to facts in
the brochure and
to technical
processes used to
create the
brochure.
Graphics go well
with the text and
there is a good mix
of text and
graphics.
All students in the
group can
accurately answer
most questions
related to facts in
the brochure and
to technical
processes used to
create the
brochure.
Graphics go well
with the text, but
there are so many
that they distract
from the text.
Most students in
the group can
accurately answer
most questions
related to facts in
the brochure and
to technical
processes used to
create the
brochure.
Graphics go well
with the text, but
there are too few
and the brochure
seems "textheavy".
Several students in
the group appear
to have little
knowledge about
the facts or
technical processes
used in the
brochure.
Graphics do not go
with the
accompanying text
or appear to be
randomly chosen.