to Create Book Report Brochures
Links to Files Associated with This Lesson
Area Objectives Addressed:
Punctuation of sentences, book titles, and authors
Reading for interest
Home row position for keyboarding
Editing skills (backspacing, deleting, arrow keys)
Using Microsoft Publisherä:
Creating text boxes (as well as resizing and moving)
Importing graphics from another directory
Saving to home directory
Using the Internet for research (both writing URL’s and using Search feature)
was the process that your students went through to complete this lesson?
During daily skills lessons I taught the content objectives. During computer center rotations I taught the technology objectives to prepare the students to use Microsoft Publisherä.
did you monitor student progress?
I had several checkpoints as I progressed through the steps. Students completed language activities for writing titles and authors using traditional worksheets and using a template onthe computer. Students wrote summaries of their favorite book that I checked and edited with the students in preparation for making the final project on Microsoft Publisherä. They also filled out an author research guide when using the Internet and books to find information on their author, which I screened. The final product, the three-fold brochure, was graded using a rubric I created for the project
there a template or an example that the students were expected to follow?
I had a blank template for them to use only as a guide for the spacing on a three-fold brochure. Students then modified the text frames, added pictures and WordArt, as they liked. I also had a sample of a book brochure that I had made. This gave the students an idea of one way it could look.
How much time did you
dedicate to this project?
Total: This is hard to calculate. I spent 2 hours in the lab for the big lesson, plus center rotations times for three weeks. This doesn’t count the language arts skills I taught as a matter of routine. Oral presentations took two 25-minute sessions.
Daily (approximate) 15 minutes 2x a week for three weeks.
How was the final product
The final product, and the goal of this project, was a book fair where students could share information and their excitement about a favorite book/author with their peers. Students each distributed their brochures and answered questions about their books.
was the audience for the final product?
The audience was initially their classroom peers. Then we invited another second grade class to come and receive brochures. Ultimately, brochures were shared at the school book fair. This wasn’t filmed because of the requirement of the release form.
What prior knowledge was required on the part of the students in order for them to be successful in this project? (include curriculum and technology knowledge)
knowledge was listed in the objectives.
Essentially, I taught the skills needed for the lesson. Second graders usually have limited knowledge of using word processing skills.
was the student to computer ratio?
For this project, it was five students to one computer for most of the activities. For the Publisher lesson, we used the computer lab so students could practice the skills right away.
did you schedule for students’ computer time?
My students use the computers during center rotations on a daily basis. This is built into my lesson plans. I simply made the computer activity relate to my project goals when necessary.
was the location of the computers and other technology equipment used by
Most of the time my students were using the five computers in my classroom. One lesson was taught whole group in the computer lab to expedite the lesson
would you suggest beginning teachers obtain computer resources for their
students? (Knowing some of your strategies would be valuable for our pre-service
Good software to use as a teaching tool can be found in a variety of places. I always look at the Scholastic Software Club orders. They have a good selection that includes many quality programs. The sale bins at Comp USA have some treasures sometimes, too. Don’t overlook the cereal boxes! I purchased approximately 40 software titles (five of eight programs) that I use to integrate my science and social studies curriculum by sending in cereal box offers!
the level of supervision required for students during the project, specifically
for computer and other technology use-high, medium, low.
Initially, the level for supervision for the introductory lessons was very high. I like to work with five students at a time during center rotations. Once the students became familiar with Microsoft Publisher, I could let them work and spot-check their progress. My students are quite adept at quietly coaching and helping each other.
hardware was required for your project?
Students needed access to computers and a high quality printer. I also used a scanner at home to scan their book and hand-drawn pictures.
software was required for you project?
We used Microsoft Publisher and the Internet.
What kind of assessment did you use for this project? (Include a copy if you can.)
I used a grading rubric that I designed for this project (included in the packet.)
categories did you assess?
Since this project involved more than just technology objectives, I included three areas to assess: curriculum skills, technology skills, and oral presentation skills.
does the product that you submitted compare with the other students’ products
for this same project?
I am including a brochure from a gifted student, an English-as-a-Second-Language student, a resource room student, and several average students. Some students required more help with editing, but ALL students learned the technology skills at about the same rate.
did you like best about this project?
I really like the absolute pride the students have in their final product. They could not wait to take a copy home to show their parents. I noticed that many carried the brochure in their hand rather than in their backpacks as they left school.
did the students like best about this project?
There were several things the students liked. They obviously liked the final product, but they loved having their own drawing included. They really enjoyed researching their author even though it was sometimes difficult to find much information.
was glad that Dr. Steiner came out to help the students that day.
the level of student involvement in this project.
the level of student interest in this project.
you teach this lesson again?
Yes, the value of skills and concepts learned definitely merit the time spent working on this project.