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SteveN BRADBURY
0 0 Last Updated: March 8, 2018 Shared: Public Individual (2)

About This Lesson

DESCRIPTION
Students will be creating an advertisement for any existing, or hopeful, school club, team or activity. Students have been spending time
learning about different productivity tools within Office 365 and G-Suite for Education. They can use any of these tools to complete their
advertisement, but are also not limited to these specific platforms. This is the culmination of the online productivity tools unit, so the goal
is to see what students have learned about creating original works with appropriate tools. Students may work individually, or with a
partner. Evidence of collaboration or peer editing should appear with the final product. Students will be graded based upon a rubric, and
are encouraged to use this rubric as a self-assessment.

PREREQUISITES
Students had time to investigate and practice with the different tools offered through G-Suite for Education and Office 365. Within this
investigation, students discussed different purposes for the tools and which would be suitable for different types of assignments or
tasks. Students have also discussed similarities and differences between the different platforms (ie., G-Suite vs. Office365).

ESTIMATED TIME
1.5 hours

Potential Use
PURPOSE: Classroom Instruction
GRADES: 3-5
CONTENT AREAS: Other
COMMON CORE: College and Career Readiness: Anchor Standards
Writing
Production and Distribution of Writing
CCSS.ELA-Literacy.CCRA.W.4 Produce clear and
coherent writing in which the development,
organization, and style are appropriate to task,
purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.6 Use technology,
including the Internet, to produce and publish
writing and to interact and collaborate with others.

Goals
INSTRUCTIONAL GOALS
Students will create a visually appealing advertisement for a school club, team, or activity.

Students will justify the use of their selected tool(s) used to complete the advertisement.

OBJECTIVES
Students will utilize at least one appropriate online productivity tool.
Students will show evidence of collaboration (ie., through commenting or group submission).
Students will appropriately insert text and graphics.
Students will utilize spell and grammar checks as needed to assist with fixing errors.

VARIABILITY
Students will come with varied levels. All will have options and tools at their disposal in order to meet success. Below are some of
these options and tools:

Students have the choice to work alone (though there is an expectation of collaboration which can be done online) or with a
partner.
Students will have options of which tool(s) they are most comfortable using to complete their work.
Within G-Suite, Office 365 or Windows itself, there are tools to help with translation, text to speech, and speech to text.
Templates are also offered to help get students started with ideas and layouts.

Author's Reflection
 The means remain flexible in the sense that students can choose from a range of productivity tools in order to
show what they have learned. Giving options allows for more student freedom to use tools with which they are
more comfortable. There is some inflexibility in that I still want to see students utilizing an online productivity tool
because that is what is being studied, and ultimately assessed. However, this tool can be utilized within a larger
concept, such as a brief video ad, or commercial.

Assessments
FORMATIVE ASSESSMENTS
Students will utilize at least one appropriate productivity tool.

Students will show evidence of collaboration (ie., through commenting or group submission).

Students will appropriately insert text and graphics.

Students will utilize spell and grammar checks as needed to assist with fixing errors.

Classroom observation will serve as my primary formative assessment for each of the objectives listed above.

Student feedback will also serve as formative assessment when students utilize the rubric to gauge their understanding and
demonstration of the desired skills.

SUMMATIVE ASSESSMENTS
The completed advertisement will be the summative assessment. The assessment will be based on the rubric provided.

Author's Reflection
The classroom observations allow a lot of flexibility to address the variability of learners within the class. The
observations will be based on the skills identified in the rubric to help see where students may need more
assistance as they work towards their final product.

Instructional Methods
OPENING
Hook

You want to get the word out about your exciting club, team, or school activity. You are tasked with creating an advertisement to
promote your club and encourage other students to join. Be sure to include all relevant information such as (but not limited to):

What is it?
When does it meet?
How long does it last?
Where does it meet?
Why would I want to join?
Graphics to illustrate the activity

DURING
Pose Leading Questions
How can we utilize online productivity tools in an authentic manner?

Why do we need to know these skills?

Do you need to learn everything about each productivity tool? Why or why not? (This leading question is probing at the concept that
many skills are transferable across tools and platforms.)

Guided Practice
Teacher shows some sample advertisements for activities and clubs. Do these ads make you want to join the club or activity? Why or
why not?

Teacher briefly models how to use multiple tools within one project (using a spreadsheet within a presentation, or link a form/survey
within a word processing document).

Students review how to add and manipulate text and graphics. Their review takes the form of instructing the teacher how to complete
these tasks on the modeled project started above.
Independent Practice
Students start creating their advertisement based on the task and rubric.

Teacher circulates to check for understanding and help with any technical problems.

Students use the rubric to help self-assess as they work through the assignment.

CLOSING
Synthesize
Students complete their assignment and share it online with the teacher. Within the sharing, students add a note (in text or audio)
which incorporates two aspects:

1. What grade did you give yourself and why?

2. Justify your use of tool(s).

Review
Did we meet the objectives? Class reviews each obejctive and discusses how they were achieved, or not.

Closing - Students pick two questions to reflect on their experience

How might you really use these tools outside of class?

What did you find easy?

What did you struggle with?

How did collaboration help/hurt you in this task?

How could this task be improved?

Author's Reflection
When submitting their work and explaining, students have the option of using text or audio. In addition, the closing
questions offer different ways for students to sum up their work and experience. Students are not expected to
anwer all questions, but could pick two that would help summarize their understanding and display what they've
learned.

Materials
MATERIALS AND SUPPLIES
Laptops
Advertisement examples
Google accounts
Office 365 accounts
Projector
Online Document Rubric

RESOURCES INCLUDED
Online Document Rubric Document
Why it's included:
This rubric is the guide to help students self-assess, and will ultimately be the summative piece.

0 0 Last Updated: March 8, 2018 Shared: Public Individual (2)

Author's Reflection
The task is completed primarily on the computer which allows for a variety of tools to help address learner
variability.

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