Planning Guide

Creating Learner-Focused
Schools

 

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

 

LU Title: How to Create Publications for a School Event

Author(s): Natalie Bakert

Grade Level: 9-12

School Address: 352 Gros. Blvd.

Subject Area: Business Education

School Phone/Fax: (315) 867-2011

 

CONTENT KNOWLEDGE

Declarative

Procedural
  • The students will be able to explain the desktop publishing documents needed to plan a school event. These documents are as follows:
  • The students will be able to electronically create the following desktop publication knowing that:
  • A school announcement for the event
  • A school announcement answers what type of event, when (including the day, time, and date) and place. This should be in poster format
  • A school invitation to a school official
  • A school invitation answers the who, what, when, and where concerning the event
  • A school calendar for one particular month listing the school functions for that month
  • A school calendar posting the school events for that month
  • A school newsletter
  • A school newsletter for a particular month discussing the event. This newsletter should be complete with graphics
  • A new letterhead for the school
  • A school post-card that could be sent to the student's who show academic excellence. This post-card should have the school logo on it and should match the logo on the new school letterhead.
  • A school post-card given for academic excellence
  • A banner used at the school event
  

 

 

ESSENTIAL QUESTIONS

 

INITIATING ACTIVITY

 The teacher introduces the unit by explaining its purpose (preparing the planning for a school event). To complete the unit, the students work through a number of tasks. Each task is labeled with a work folder which houses the directions to complete the task. Each student works individually on the computer.

 

Connection to State Learning Standards

Content Area: Business Education

Level: 9-12

Learning Experiences

Declarative Knowledge

What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

 Students will know or understand that the computer can be used as a tool to create publications of all kinds.

 The students will engage in the following activities: creating school event publications

 Lectures, demonstrations, and examination of business documents will be used as learning strategies throughout this unit.

 Students will examine business documents that are currently being used in real life situation and then attempt to replicate them when designing school event publications.

 

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

 Use desktop publishing software to create each required task.

 Students will be asked to collect and then examine real life documents (for example newsletters used in area businesses.)

 Students create a portfolio of school event documents that will be demonstrated and presented to the class.

 

 

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

 The students will be extending their knowledge of basic word processing and the use of clip art.

 Comparing

  • Classifying
  • Inductive Reasoning
  • Deductive Reasoning

 Error Analysis

 Analyzing Perspectives

 Constructing Support

  • Abstracting
  • Other:

 The students will extend their knowledge by learning more complex software such as Publisher 98. In addition, they will be refining their graphic arts abilities by cropping images to fit their publication.

 

Planning Guide

  

Unit:

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.
 

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcomming constraints or lmiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

Products/Performances

Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

Element #1

Element #2

Element #3

Element #4

Elements

Scale

 

 

 

 

Weights

 

 

 

 

4

 

 

 

 

3

 

 

 

 

2

 

 

 

 

1

 

 

 

 

 NOTE: Rubric or other performance asessment instruments may be used.

 

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4

Score Point 3

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

Score Point 2

Score Point 1

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

 

Have You Considered These Yet?

 

Learn to Learn Skills:

 

Assessment Modifications:

 

Unit Schedule/Time Plan: one semester

 

Written Overview: This unit was created to provide the student with desktop publishing experience within a project based learning environment. Emphasis was placed in the realistic creation of such documents as well as the accuracy within them. Students were challenged to prepare and then finally present their products to the entire class. In turn, the class was responsible for evaluating the products that were presented to them. Prior to this evaluation, the students were involved in the creation of a checklist that was used as a uniform instrument for evaluation. In addition, the rubric for this unit was given to students and explained to them prior to their commencing work on the unit.