competency objective essential question …new.schoolnotes.com/files/funderburkegd/3.02.pdf · •...

COURSE 6411

Computer Applications I Unit B Software Applications for Business

COMPETENCY 3.00 B2 32% Understand documents and publications used in business.

OBJECTIVE 3.02 B2 10% Understand business publications.

ESSENTIAL QUESTION

• What are five design principles and what impact do they have on publications? • What are four characteristics of the target audience that affect the design and

development of publications? • What publication is the most effective means for communicating information to

the selected audience and for the selected topic?

6411 – Computer Applications I Summer 2008, Version 2 Unit B – 3.02 – page 215

UNPACKED CONTENT Business Publications

Notes to Teacher In today’s information age, society has become desensitized to words and prose that

require more than a cursory glance to comprehend.

Readers must instantly recognize that a message is important enough to warrant further investment of their time.

Information that is delivered must be arranged attractively and consistently in the publication, accurately presented, and concisely stated.

Information must be delivered with a hook that will grab the reader’s attention.

Selection of an appropriate type of publication is dependent upon: o knowledge of design principles, o characteristics of the target audience, and o the desired effect of the communication.

I. Design Principles

A. Balance – graphics don’t overpower text and the page is not too heavy on one side or the other

B. Proximity/unity – the distance between elements on a page. Used to demonstrate a relationship or lack of a relationship between elements

C. Alignment – justification of elements. Related items should be justified the same to emphasize their relationship to each other.

D. Repetition/consistency – consistent pattern of font and color schemes and graphic types; repeated fonts, color schemes, or graphics

1. Specific font, size, and style for headings, subheadings, and body text. 2. Do not mix photographic images and cartoon images on the same page.

E. Contrast – the use of size and color to emphasize the most important elements on a page

F. White space – the blank or negative space on a page that is used to give the reader’s eyes a break. White space does not have to be white.

II. The Target Audience Knowledge of the target audience is critical to effective communication through publications. The identifying characteristics of the target audience provide the “hooks”

UNPACKED CONTENT


for grabbing their attention by appealing to their age, ability, special interests, and group memberships. A. Age – What is the general age of the target audience?

1. Is the publication being prepared for young children to entertain them and tell a story at a birthday party?

2. Is it for a classroom to inform students about a topic? 3. The age of the target audience will assist in choosing design elements

that will be used in the publication. B. Educational Background – What is the general education level of the target

audience? If it can be defined, knowledge of the educational background will determine the amount of text, word choices, and amount of graphics used in the publication.

C. Interests – Does the audience share common interests, such as knitting, doll collecting, or kayaking?

D. Group Memberships – Does the audience share similar group memberships, such as Boy Scouts, FBLA, sororities or fraternities?

III. Purpose of Publication A. Identify and provide contact information for a business or individual that often

includes the name, address, phone numbers, email address, web address, and a logo or picture. Two publications with common information: 1. Business card – A business card is a publication that contains contact

information for a business or individual. • Used to help recipients remember you or your business and

typically includes the contact’s name, company, logo, address, telephone and cell phone numbers, email address, and fax number

2. Letterhead stationery – the phrase letterhead stationery implies the use of a heading at the top and sometimes also at the bottom of a letter

• Used by businesses, organizations, or individuals to communicate a message and relay contact information

B. Advertise, Educate, Inform about an event, product, or idea 1. Flyer – used to advertise a one-time upcoming event such as a play or

PTSA meeting a. Typically used to convey information that is temporary in nature

and has a short life span b. Advertises a single event and is used for a one-time purpose

2. Brochure – used to inform or advertise, such as a description of the AP program at a school or the pathways within each career cluster a. Provide information, educate, or advertise a specific topic or

product b. Describe a single entity in detail such as a course or a product or

service c. More long-term nature than that of a flyer

3. Newsletter – used to provide informational updates to a specific club, group, or organization on a regular basis – weekly, monthly, or quarterly a. Describe a variety of events over a specific time period b. Usually tailored to a specific group

INSTRUCTIONAL ACTIVITIES


Instructional Activities Relevancy Resources

1. Preparation: Prior to this activity, gather an assortment of business cards, letterhead stationery, flyers, newsletters, and brochures from your personal cache, the Internet, or other sources. Suggest that students bring examples from home as well

Divide students in groups and distribute one of the following publications to each group: Business card Letterhead stationery Flyer Brochure Newsletter

Distribute a Publication Examination sheet to each group. Instruct each group to examine their publication using the questions on the Publication Examination sheet as a guideline. One member of each group should record the answers

Facilitate a class discussion of responses from each group

Helps students UNDERSTAND (B2) design principles including alignment, consistency, contrast, proximity/unity, and white space

Publication samples supplied by teacher or brought to class by students Publication

Examination group activity

2. Using a digital projector, view and discuss the Design Principles PowerPoint while students take notes using the Design Principles graphic organizer

Facilitate class discussion to review each design principle. Ask students to describe each principle in their own words and record their answers on the board.

Helps students UNDERSTAND (B2) the six design principles used to create effective business publications

Design Principles PowerPoint Design

Principles graphic organizer

3. Distribute the Principle’s Description activity to students as a short quiz OR display the activity using a projector and have students record their answers on scrap paper.

Review the answers as a class The answers to the matching are as follows:

F; 2. D; 3. C; 4. A; 5. B; 6. E The teacher key for the second part of the

activity provides suggested answers, but student answers may differ.

Checks to see if students UNDERSTAND (B2) design principles

Principle’s Description activity Design Key



Instructional Activities Relevancy Resources 4. Distribute the Classify the Design Principle

activity to students and display Figure 1 while guiding students through discussion and selection of each answer.

Identify key words that help the students link the design principle to the descriptions.

Helps students CLASSIFY (B2) the characteristics of each design principle

Classify the Design Principle activity and key Figure 1 Figure 1

5. Distribute the Design Principles in Action activity to students and display Figure 2 using a digital projector.

Instruct students to complete the activity independently and then share and compare their answers with a partner.

Once all students have finished, go over the activity with the class and discuss why students selected each answer.

Identify key words that help the students link the design principle to the descriptions.

Helps students UNDERSTAND (B2) the characteristics of each design principle

Design Principles in Action activity and key Figure 2 Figure 2

6. Distribute Traits of the Target Audience to students for their use in taking notes while viewing The Target Audience PowerPoint

Facilitate class discussion concerning student interpretations of the PowerPoint and to review their notes

Review the characteristics of age, education, interests, and group membership

Helps students UNDERSTAND (B2) the three traits of the target audience that need to be addressed when creating publications

The Target Audience PowerPoint Traits of the

Target Audience graphic organizer

7. View the Publications PowerPoint and facilitate class discussion as students take notes using the Publications graphic organizer

Note: This is an interactive PowerPoint; not a linear PowerPoint; you will need to click the hyperlinks and should preview the PowerPoint before presenting it to the class

Facilitate class discussion about the different types and purposes of publications.

Check for understanding to make sure all students have appropriate notes in proper place on graphic organizer.

Helps students UNDERSTAND (B2) the types of publications and their uses as related to the purpose of the communication

Publications PowerPoint Publications

graphic organizer

8. Distribute What Publication Am I? to students and instruct them to use their notes to complete the activity

Upon completion of the activity, review the answers with the class. Ask students to state the reasons why they chose each document. Ask students why one document is preferred over another in each scenario.

Helps students UNDERSTAND (B2) the characteristics and uses of publications

What Publication Am I? activity and key



Instructional Activities Relevancy Resources 9. Distribute Guided Practice: Business Card to

students for their use in taking notes while describing the purpose of a business card.

Facilitate class discussion and instruct students to record the answers about the characteristics of the target audience for this publication. The characteristics of the target audience will be different for the independent practice activities.

Using a digital projector, demonstrate how to format a business card as students continue to take notes on the Guided Practice: Business Card activity sheet and follow along at their computers to format the publication.

Facilitate class discussion about the three characteristics of the target audience as they apply to the business card in this activity. Ask students the following questions: Is the font and color scheme used in the

business card for this activity appropriate for the target audience? Why/why not?

Why is knowledge of the target audience an important design consideration?

Why would the owner of the shop need a business card?

Helps students UNDERSTAND (B2) the characteristics of a target audience and the use of a business card as a means of communicating information through guided practice

Guided Practice: Business Card 3.02/

Publication Samples/ Petals Card

10. Distribute Independent Practice: Business Card and instruct students to complete the activity according to directions.

Monitor/provide assistance as necessary Note: If desired, allow students to select a

business different than the surf shop for all independent practice publications. Some students may wish to develop a portfolio.

Display student work around the room or view using a digital projector.

Facilitate class discussion using the following questions about the target audience: What do they think is the average age of the

surf shop customers? What about the educational background of

the target audience? In what kind of groups might they

participate? How did these characteristics influence their

design?

Helps students UNDERSTAND (B2) the characteristics of a target audience and the use of a business card as a means of communicating information through independent practice

Independent Practice: Business Card activity



Instructional Activities Relevancy Resources 11. Distribute Guided Practice: Letterhead

Stationery to students for their use in taking notes while describing the purpose of letterhead stationery.

Ask students for examples of situations in which the flower shop owner could use letterhead stationery.

Using a digital projector, demonstrate how to format letterhead stationery as students take notes on the Guided Practice: Letterhead Stationery activity sheet and follow along at their computers to format the publication.

If desired, view and/or use online templates for letterhead stationery at http://office.microsoft.com/en-us/templates/CT101043261033.aspx

Helps students UNDERSTAND (B2) the use of letterhead stationery as a means of communicating information through guided practice

Guided Practice: Letterhead Stationery Internet (optional) 3.02/

Publication Samples/ Petals Letterhead

12. Distribute Independent Practice: Letterhead Stationery and instruct students to complete the activity according to directions

Monitor/provide assistance as necessary Ask for student responses as to the differences

and similarities between a business card and letterhead stationery

Display student work around the room or view using a digital projector

Helps students UNDERSTAND (B2) the use of letterhead stationery as a means of communicating information through independent practice

Independent Practice: Letterhead StationerY

13. Distribute Guided Practice: Flyer to students for their use in taking notes while describing the purpose of a flyer.

Using a digital projector, demonstrate how to format a flyer as students continue to take notes and follow along at their computers to format the publication.

Ask students for additional examples of how the owner of the flower shop would use a flyer

Facilitate a class discussion about the design principles used in this activity (uses of proximity, white space, font styles, and font sizes, color scheme), the purpose of a newsletter, and the characteristics of the target audience

If desired, view or use online templates for flyers at http://office.microsoft.com/en-us/templates/TC060862091033.aspx?CategoryID=CT101043281033&av=ZWD000

Helps students UNDERSTAND (B2) design principles and the use of a flyer as a means of communicating information through guided practice

Guided Practice: Flyer Internet (Optional) 3.02/

Publication Samples/ Petals Flyer

http://office.microsoft.com/en-us/templates/CT101043261033.aspx�

http://office.microsoft.com/en-us/templates/CT101043261033.aspx�

http://office.microsoft.com/en-us/templates/TC060862091033.aspx?CategoryID=CT101043281033&av=ZWD000�





Instructional Activities Relevancy Resources 14. Distribute Independent Practice: Flyer and

instruct students to complete the activity according to directions.

Monitor/provide assistance as necessary Facilitate discussion about the characteristics of

the target audience for this activity. What is the average age of the people

targeted by the flyer information? Can they assume anything about the

educational background of their target audience?

Of what other groups might the target audience be members?

Display student work around the room or view using a digital projector.

Ask students for additional examples of how the surf show owner could use a flyer.

Helps students UNDERSTAND (B2) design principles and the use of a flyer as a means of communicating information through independent practice

Independent Practice: Flyer

15. Distribute Guided Practice: Brochure to students for their use in taking notes while describing the purpose of a brochure.

Facilitate class discussion and instruct students to record the answers about the differences and similarities between brochures, newsletters, and flyers.

Using a digital projector, demonstrate how to format a brochure as students take notes on the Guided Practice: Brochure activity sheet and follow along at their computers to format the publication.

Discuss with students the design principles, purpose of the brochure, and characteristics of the target audience.

If desired, view and/or use online templates for brochures at http://office.microsoft.com/en-us/templates/TC060862091033. aspx?CategoryID=CT101043281033&av=ZWD000

Helps students UNDERSTAND (B2) the use of a brochure as a means of communicating information through guided practice

Guided Practice: Brochure Internet (Optional) 3.02/

Publication Samples/ Petals Brochure

http://office.microsoft.com/en-us/templates/TC060862091033.%20aspx?CategoryID=CT101043281033&av=ZWD000�





Instructional Activities Relevancy Resources 16. Distribute Independent Practice: Brochure

and instruct students to complete the activity according to directions.

For this activity, students will need to compose the content for the brochure. Facilitate class discussion to generate suggestions for content and/or allow students to work in groups.

Monitor/provide assistance as necessary Display student work around the room or view

using a digital projector Discuss students’ designs and review the design

principles, purpose, and characteristics of their target audience.

Ask students for additional examples of how the surf shop owner could use a brochure.

Helps students UNDERSTAND (B2) the use of a brochure as a means of communicating information through independent practice

Independent Practice: Brochure

17. Distribute Guided Practice: Newsletter to students for their use in taking notes while describing the purpose of a newsletter.

Facilitate class discussion and instruct students to record the answers about the differences and similarities between a flyer and a newsletter for this activity.

Using a digital projector, demonstrate how to format a newsletter as students take notes on the Guided Practice: Newsletter activity sheet and follow along at their computers to format the publication.

Discuss with students the design principles, purpose of the newsletter, and characteristics of the target audience.

Facilitate a discussion about the similarities and differences between a brochure and a newsletter.

If desired, view/use online templates for flyers at http://office.microsoft.com/en-us/templates/TC060862091033. aspx?CategoryID=CT101043281033&av=ZWD000

Helps students UNDERSTAND (B2) the use of a newsletter as a means of communicating information through guided practice

Guided Practice: Newsletter Internet

(Optional) 3.02/

Publication Samples/ Petals Newsletter







Instructional Activities Relevancy Resources 18. Distribute Independent Practice: Newsletter

and instruct students to complete the activity according to directions.

In this activity, students are creating a newsletter for the surf shop and must create the content. Facilitate class discussion to generate suggestions for the content and/or allow students to work in groups.

Ask students to share their plans for the newsletter content by answering the following questions: What topics of information do they plan to

include? Will graphic images be used? What font scheme will they use and why?

Monitor/provide assistance as necessary Display student work around the room or view

using a digital projector Ask students for additional examples of how the

surf shop owner would use a newsletter.

Helps students UNDERSTAND (B2) the use of a newsletter as a means of communicating information through independent practice

Independent Practice: Newsletter

19. Distribute the Publications Characteristics graphic organizer to students

AND Instruct them to use their notes to summarize and

describe each publication OR Assign students to groups and instruct them to

complete the activity together. AND Instruct students to use a unique symbol to

identify characteristics that are common between two or more publications. For example, a brochure and a flyer are both

used to advertise or provide information. Students would write the characteristic in both boxes and place a star beside each

Students should use unique symbols for each grouping of common characteristics

Facilitate a class discussion about the differences and similarities of each publication

Helps students UNDERSTAND (B2) the formatting guidelines, characteristics, similarities and differences, and uses of each publication

Publications Characteristics graphic organizer and key


Instructional Activities Publication Examination .......................................................................................................... 225 Design Principles .................................................................................................................... 226 Principle’s Description ............................................................................................................. 227 Classify the Design Principle ................................................................................................... 229 Classify the Design Principle Key ............................................................................................ 231 Design Principles in Action ...................................................................................................... 232 Design Principles in Action Key ............................................................................................... 234 Traits of the Target Audience .................................................................................................. 235 Publications ............................................................................................................................ 237 What Publication Am I? ........................................................................................................... 238 What Publication Am I? Key .................................................................................................... 239 Guided Practice: Business Card ............................................................................................ 240 Independent Practice: Business Card .................................................................................... 241 Guided Practice: Letterhead Stationery .................................................................................. 242 Independent Practice: Letterhead Stationery ......................................................................... 243 Guided Practice: Flyer ............................................................................................................ 244 Independent Practice: Flyer ................................................................................................... 245 Guided Practice: Brochure ..................................................................................................... 246 Independent Practice: Brochure ............................................................................................. 247 Guided Practice: Newsletter ................................................................................................... 248 Independent Practice: Newsletter........................................................................................... 249 Publications Characteristics .................................................................................................... 250 Publications Characteristics Key ............................................................................................. 251

Publication Examination Group Activity Student Names: Date:


PUBLICATION EXAMINATION Directions: Select a member of your group to record answers to the questions below about the publication your group has been assigned to examine.

1. In what order do students read the information (left to right, top to bottom)?

2. How are the text and objects aligned?

3. Is there a color scheme?

4. What do students notice about the font size and style?

5. What types of graphics have been used?

6. How do the graphics relate to the topics of each publication?

7. What part of the publication caught their eye first? Why?

8. What do students notice about the relationship between the graphics and the text they represent?

9. What is white space and what is its purpose?

Design Principles graphic organizer Student Activity Student Name: Period: Date:


DESIGN PRINCIPLES Six Design Principles

1. Balance 4. Repetition/Consistency

2. Proximity/Unity 5. Contrast

3. Alignment 6. White Space

Principle’s Description Student Activity

Student Name: Period: Date:


PRINCIPLE’S DESCRIPTION Directions: Select the description from the right that best describes each design principle.

Principle Description

1. Balance a. Blank space

2. Alignment b. Font and color schemes

3. Proximity/unity c. Grouping of related items

4. White space d. Justification

5. Repetition/ Consistency e. More important elements are emphasized

6. Contrast f. Graphics don’t overpower text or vice versa

Each design in the table below has been labeled with its primary design principle. Describe how each principle is demonstrated.

Design Principle

Alignment Appalachian State University, located in beautiful Boone, North Carolina is the temporary home of over 16,000 students. The 1,300 acre campus is nestled in the Appalachian Mountains.

Principle’s Description Student Activity



Design Principle

Balance

Repetition/consistency

Proximity/unity

Yosef is the Happy Appy Mountaineer and mascot for Appalachian State. His motto is “be yourself.”

Meet Yosef

ASU

Arts & Culture Arts, performances, entertainment

Recreation Paddling, hiking, climbing, skiing

Service Outreach, food banks, at-risk youth

Student Life

www.appstate.edu

Classify the Design Principle Student Activity Student Name: Period: Date:


CLASSIFY THE DESIGN PRINCIPLE Directions: Select the design principle described in each item while referring to Figure 1 on the next page.

1. In Figure 1, the small graphics do not distract from the text. This is an example of which design principle?

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity

e. Repetition/consistency

f. White space

2. In Figure 1, the body text is left justified. This is an example of which design principle?

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity


f. White space

3. In Figure 1, blank space is used to break up the text boxes between each section. This is an example of which design principle?

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity


f. White space

4. In Figure 1, the headings for each section are keyed in Georgia 14 pt font and the body is keyed Gill Sans MT 12 pt font. This is an example of which design principle?

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity


f. White space

5. In Figure 1, the graphics are placed close to the related text. This is an example of which design principle?

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity


f. White space

6. In Figure 1, the text boxes are highlighted with a light blue background. This is an example of which design principle?

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity


f. White space

.

Figure 1

6411 – Computer Applications I Summer 2008 Unit B – 3.02 – page 230

Classify the Design Principle Teacher Key


CLASSIFY THE DESIGN PRINCIPLE KEY Directions: Select the design principle described in each item while referring to Figure 1 on the next page.

1. In Figure 1, the small graphics do not distract from the text. This is an example of which design principle?

a. Alignment

b. Balance c. Contrast

d. Proximity/unity


f. White space

2. In Figure 1, the body text is left justified. This is an example of which design principle?

a. Alignment b. Balance

c. Contrast

d. Proximity/unity


f. White space

3. In Figure 1, blank space is used to break up the text boxes between each section. This is an example of which design principle?

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity


f. White space

4. In Figure 1, the headings for each section are keyed in Georgia 14 pt font and the body is keyed Gill Sans MT 12 pt font. This is an example of which design principle?

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity

e. Repetition/consistency f. White space

5. In Figure 1, the graphics are placed close to the related text. This is an example of which design principle?

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity e. Repetition/consistency

f. White space

6. In Figure 1, the text boxes are highlighted with a light blue background. This is an example of which design principle?

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity


f. White space

Design Principles in Action Student Activity Student Name: Period: Date:


DESIGN PRINCIPLES IN ACTION Directions: Select the design principle described in each item while referring to Figure 2 on the next page.

1. In Figure 2, one graphic is used to enhance and illustrate the title of the publication.

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity


f. White space

2. In Figure 2, the body text is justified.

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity


f. White space

3. In the middle panel of Figure 2, blank space is used to separate each design strategy.

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity


f. White space

4. In Figure 2, the main heading, Principles of Design, is keyed in Lucinda Sans 20 pt, section headings are keyed in Arial 14 pt, subheadings are keyed in Lucinda Sans 11 pt, and body text is keyed in Arial 11 pt.

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity


f. White space

5. In Figure 2, the graphic is placed directly below the introductory text about principles of design.

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity


f. White space

6. In Figure 2, the text boxes are highlighted with different shades of background color.

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity


f. White space

Figure 2


Design Principles in Action Teacher Key


DESIGN PRINCIPLES IN ACTION KEY Directions: Select the design principle described in each item while referring to Figure 2 on the next page.

1. In Figure 2, one graphic is used to enhance and illustrate the title of the publication.

a. Alignment

b. Balance c. Contrast

d. Proximity/unity


f. White space

2. In Figure 2, the body text is justified.

a. Alignment b. Balance

c. Contrast

d. Proximity/unity


f. White space

3. In the middle panel of Figure 2, blank space is used to separate each design strategy.

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity


f. White space

4. In Figure 2, the main heading, Principles of Design, is keyed in Lucinda Sans 20 pt, section headings are keyed in Arial 14 pt, subheadings are keyed in Lucinda Sans 11 pt, and body text is keyed in Arial 11 pt.

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity

e. Repetition/consistency f. White space

5. In Figure 2, the graphic is placed directly below the introductory text about principles of design.

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity e. Repetition/consistency

f. White space

6. In Figure 2, the text boxes are highlighted with different shades of background color.

a. Alignment

b. Balance

c. Contrast

d. Proximity/unity


f. White space

Traits of the Target Audience Student Activity



TRAITS OF THE TARGET AUDIENCE Directions: As you view the Target Audience PowerPoint, take notes about how the four traits affect the design of a publication. For each trait, describe the appropriate combinations and amounts of text and graphics that should be used in a flyer you are creating for a group of middle school (preteen) children about FBLA.

How well do they read? Use this information to determine the amount of text, graphics, and white space.

Color and font schemes are used to set mood and should appeal to age of audience.

What color and font schemes are appropriate for the preteens AND the message?

What kind of graphics would appeal to preteens? – Cartoons or photographic images?

What else?

Age

Educational Background

Continued on next page

Traits of the Target Audience Student Activity



What common interests does the group share? Do they all like to text, visit chat rooms, watch cartoons, ride skateboards, etc.? What jargon or buzzwords would appeal to them? What graphics will grab their attention?

You know their main group is preteens, but what subgroups are popular for preteens?

Boy Scouts? Girl Scouts? Band? FBLA?

Group

Membership

Interests

Put all of the characteristics you have gathered about the target audience in a brief paragraph. Describe the color and font schemes, the amount of text and the type of graphics that are appropriate for the age of the audience and the mood of the message.

Summarize

Publications graphic organizer Student Activity Student Name: Period: Date:


Select the Publication

PUBLICATIONS

Define the Purpose

What Publication Am I? Student Activity Student Name: Period: Date:


WHAT PUBLICATION AM I? Directions: Read each scenario and determine the type of publication that is the most appropriate means of communication. Place the letter of the publication in the blank provided.

A. Brochure D. Business card

B. Newsletter E. Flyer

C. Letterhead

1. Susan wants her neighborhood babysitting clients to remember her and have quick access to her phone number whenever they are in need of a babysitter.

2. Jane wants to advertise the upcoming blood drive at her school.

3. Mark wants to send a professionally prepared communication to potential clients to introduce himself, provide contact information, and describe his web development services.

4. Sam is trying to drum up new FBLA members and wants to describe the purpose of FBLA and some of the different activities in which the club participated in previous years. He also wants to include a few pictures of students at different FBLA regional competitive events and community service projects.

5. Jay is the communications specialist for his Boy Scout troop. He wants to send monthly updates to the members of his troop and their parents about recent activities, make announcements about honors some of the members have received, and provide information about upcoming events.

What Publication Am I? Teacher Key


WHAT PUBLICATION AM I? KEY

Directions: Read each scenario and determine the type of publication that is the most appropriate means of communication. Place the letter of the publication in the blank provided.

A. Brochure D. Business card

B. Newsletter E. Flyer

C. Letterhead

D 1. Susan wants her neighborhood babysitting clients to remember her and have quick access to her phone number whenever they are in need of a babysitter.

E 2. Jane wants to advertise the upcoming blood drive at her school.

C 3. Mark wants to send a professionally prepared communication to potential clients to introduce himself, provide contact information, and describe his web development services.

A 4. Sam is trying to drum up new FBLA members and wants to describe the purpose of FBLA and some of the different activities in which the club participated in previous years. He also wants to include a few pictures of students at different FBLA regional competitive events and community service projects.

B 5. Jay is the communications specialist for his Boy Scout troop. He wants to send monthly updates to the members of his troop and their parents about recent activities, make announcements about honors some of the members have received, and provide information about upcoming events.

Guided Practice: Business Card Teacher Demonstration Student Name: Period: Date:


GUIDED PRACTICE: BUSINESS CARD Directions: For this activity, you will follow along with your teacher to create a business card for a client who owns a flower and gift shop. Think about what information should be included and how it should be presented on the card. Use the following questions as guidelines for planning the publication. If additional space is needed for notes, use the back of this sheet.

1. Describe the purpose of this publication.

2. Describe the characteristics of the target audience that is likely to use this information.

a. Age

b. Education

c. Interests

d. Group memberships

3. Formatting instructions:

Independent Practice: Business Card Student Activity Student Name: Period: Date:


INDEPENDENT PRACTICE: BUSINESS CARD Directions: For this activity, you will work independently to create a business card for a client who is opening a surf shop. Think about what information should be included and how it should be presented on the card.

Describe the purpose of this publication.

Describe the characteristics of the target audience that is likely to use this information.

a. Age

b. Education

c. Interests

d. Group membership

Guided Practice: Letterhead Stationery Teacher Demonstration Student Name: Period: Date:


GUIDED PRACTICE: LETTERHEAD STATIONERY Directions: For this activity, you will follow along with your teacher to create letterhead stationery for the flower shop.

What is the purpose of letterhead stationery?

List examples of how letterhead stationery can be used for the flower shop.

Formatting instructions:

Independent Practice: Letterhead Stationery Student Activity Student Name: Period: Date:


INDEPENDENT PRACTICE: LETTERHEAD STATIONERY Directions: For this activity, you will work independently to create a letterhead for a client who is opening a surf shop. Use the same design and color scheme as the business card you created in Independent Practice: Business Card.

List examples of how the surf shop owner will use the letterhead stationery.

Describe the differences and similarities of the letterhead stationery and the business card you created.

Guided Practice: Flyer Teacher Demonstration Student Name: Period: Date:


GUIDED PRACTICE: FLYER

Directions: For this activity, you will follow along with your teacher to create a flyer for the flower shop advertising a Mother’s Day Special. 1. What is the purpose of a flyer? 2. Describe the characteristics of the target audience. 3. What are some additional examples of how the owner of the

flower shop could use a flyer?

4. Is the color scheme appropriate for this publication? Why or why not? Formatting notes:

Independent Practice: Flyer Student Activity Student Name: Period: Date:


INDEPENDENT PRACTICE: FLYER

Directions: For this activity, you will work independently to create a flyer for the surf shop advertising a Memorial Day Special.

What is the purpose of this flyer?

Describe the characteristics of the target audience that are likely to use this information.

a. Age

b. Education

c. Interests

d. Group membership

Guiding Questions for the Flyer: What kind of sale are you planning? What products are you selling? Will the sale offer a 10% discount on all merchandise or just some? List additional examples of how the surf shop owner could use a flyer.

Guided Practice: Brochure Teacher Demonstration Student Name: Period: Date:


GUIDED PRACTICE: BROCHURE Directions: For this activity, you will follow along with your teacher to create a brochure about fall gardening that is used by the Petals in the Wind Garden Club. Use the back of this sheet for additional space to record formatting notes.

1. What is the purpose of a brochure?

2. How is a brochure different from a newsletter?

3. How is a brochure similar to a newsletter?

4. How is a brochure different from a flyer?

5. How is a brochure similar to a flyer?

Record formatting notes on the back of this activity sheet.

Independent Practice: Brochure Student Activity Student Name: Period: Date:


INDEPENDENT PRACTICE: BROCHURE

Directions: For this activity, you will work independently to create a brochure for the surf shop. Possible topics for the brochure:

• Features of a specific surf board

• Tidal information and cautions

• How to surf

• Great surf destinations

Describe the characteristics of the three traits of the target audience that are likely to use this information.

a. Age

b. Education

c. Group membership

Guided Practice: Newsletter Teacher Demonstration Student Name: Period: Date:


GUIDED PRACTICE: NEWSLETTER Directions: For this activity, you will follow along with your teacher to create a newsletter for the Petals in the Wind Ladies’ Garden Club that is hosted by the flower shop.

What is the purpose of a newsletter?

How is the newsletter different from a flyer?

How is the newsletter similar to a flyer?

Formatting notes:

Independent Practice: Newsletter Student Activity Student Name: Period: Date:


INDEPENDENT PRACTICE: NEWSLETTER Directions: For this activity, you will work independently to create a newsletter for the Wave Catcher’s Club that is sponsored by the surf shop.

1. What topics of information do you plan to include in the newsletter?

2. Do you plan to use any graphic images and if so, from which resources (list them separately)?

3. What font scheme will you use? Why?

Publications Characteristics graphic organizer Student Activity Student Name: Period: Date:

6411 – Computer Applications I 2008 Competency B – 3.02 – page 250

PUBLICATIONS CHARACTERISTICS Directions: Use the graphic organizer to describe the characteristics of a business card, letterhead stationery, a flyer, a newsletter, and a brochure. Use a unique symbol of your choice to indicate similarities among the publications.

Brochure

Flyer

Newsletter

Business Card Letterhead Stationery

6411 – Computer Applications I 2008 Competency B – 3.02 – page 251

PUBLICATIONS CHARACTERISTICS KEY Directions: Use the graphic organizer to describe the characteristics of a business card, letterhead stationery, a flyer, a newsletter, and a brochure. Use a unique symbol (your choice) to indicate similarities among the publications.

Flyer Printed on one page Distributed as an email attachment, displayed on

bulletin boards or telephone poles. Usually short-term Usually displays date, time, location of and event Used to advertise or provide information

Newsletter Usually keyed in columns May require one or more pages Usually prepared for a specific organization, company,

or group to provide updates and information about group members.

Brochure

Usually printed on high quality paper

Information is of longer-term than a flyer

Uses color and graphics

Requires more than one page

Printed in bi-fold, tri-fold, or booklet form

Used to advertise or provide information

Business Card Contains contact information Usually contains a logo Usually printed on cardstock Used as a remembrance

Letterhead Stationery Contains contact information in the header and

sometimes in the footer Usually contains a logo Used to identify a company or organization and the

design scheme used is similar for all publications they produce.

competency objective essential question …new.schoolnotes.com/files/funderburkegd/3.02.pdf · •...

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