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.