Académique Documents
Professionnel Documents
Culture Documents
Amanda Sikes
Part 1: Identification of Learning Problem
General Audience
The audience consists of 6th grade students in Business Computer Science class at Long County
Middle School. These students are from a wide variety of backgrounds and locations. There are
19 students in the class. They attend BCS each day for a period of 50 minutes. The class lasts for
9 weeks.
Problem Identification
The problem is that incoming 6th graders do not have the skills necessary to produce business
documents successfully. In fact, they do not even have the basic skills needed to pick the correct
program to use for creating a business document.
This problem was identified after the pre-test was given on the second day of class. The pre-test
asked the students to choose a program to create a flyer on Internet Safety. Of the 19 students,
only 2-3 students knew how to access Microsoft Word from the desktop. The rest of the students
were trying all sorts of programs. One student used Paint to make the flyer. The others did not
attempt to do the pre-test because they did not know how to use Microsoft Word or even get it
open on the screen.
There is a huge need for instruction in this area. By 6th grade, students should be able to create
and produce a number of business documents using Microsoft Word. They should be able to use
design principles and create flyers, memos, business letters and other important documents. This
skill is essential to be successful in the business world.
Instructional Goals
Sixth grade BCS students will be able to use Microsoft Word efficiently.
Sixth grade BCS students will be able to create and produce business documents.
Sixth grade BCS students will be able to incorporate design principles and make their
business documents visually appealing and professional.
teachers. There are 2 students in this group that are a part of the STAR program for students with
extremely disruptive behavior problems or multiple office referrals. 53% of the 17 students have
attended Long County schools since Pre-k. 41% of the 17 students come from single parent
homes and 1 student lives with his Grandmother. To get this information about the learners,
several methods were used. The information about free and reduced lunch, special education
services, and retentions came from school records. The other information was based on teacher
observations and a student questionnaire.
Entry Skills and Prior Knowledge
When entering the class, the students were able to log on to the computer. They were able to use
the Internet to find information. They were not able to answer simple questions about programs,
applications, saving, inserting pictures and numerous other basic concepts of Business Computer
Science. On the pretest, only 2 students knew how to access Microsoft Word to begin the flyer.
100% of the students failed the pretest given on the second day of the 9 week segment. The
average score was 29%. The range of scores was 6-44.
Attitudes toward Content & Academic Motivation
Most of the students felt that learning how to use a computer to produce business documents was
important. The students were asked to rate their understanding of computers on a scale of 1-100
with 100 being the highest understanding possible. The average understanding rating was 37.
The learners were also asked to rate their motivation to learn computers on a scale of 1-100. The
average rating was 75. Several students rated their motivation to learn at 100% motivated to
learn more while others rated their motivation slightly lower. This information was gathered
from a student survey.
Educational Ability Levels
There are students from all different educational ability levels in this class. I have gifted students
that I can partner with other students to help when needed. I also have some of the projects that
are group projects where they can work together to complete a task.
General Learning Preferences
Most learners said they prefer group projects as opposed to individual projects. However, they
did not want to be assigned with a group. They wanted to pick their own group. They also like
learning games and making things that are relevant to their lives. When asked, most students said
their favorite project was the business letter that they could type to their friend or favorite
teacher. This information was also gathered from a student survey.
Attitude toward Teachers & School
The majority of the students said they respect the teacher and the teacher has helped them learn.
They were asked to rate the respect they have for their teacher on a scale of 1-100. When
surveyed, 98% of the students said their level of respect for the teacher was at 100%. A few of
the students rated the level of respect at 99% and one student rated the teacher at 81%. The
students were also asked to rate the overall school on a scale of 1-100. The school rating was
78%. There were 4 students who said they feel the school is 100% wonderful. There was one
student that rated the school being only 1% and a few others that were in the middle with their
overall school rating. When asked if they liked coming to school, most students said they did.
Reasons given were: to learn, to hang out with friends and to get a good education. Only one
student said he came to school because his parents make him and he does not enjoy it.
Group Characteristics
The school is located in Ludowici, Georgia. The median income is $29,263 for this city. During
this school year, 72% of the total students at Long County Middle qualified for free or reduced
lunch. This school is considered a Title 1 school.
Part III: Task Analysis
I conducted the task analysis using a procedural analysis to make sure I listed as much
information as possible to guide the process of creating a flyer. I started my running through the
process myself since this was the easiest way to make sure I didnt miss any steps.
I listed each step beginning with logging on to the computer and ending with logging off from
the computer. My outline should be easy to follow and students should have no trouble creating
their flyer using these steps.
Task Analysis Description
1. What is a Microsoft Word used for?
1.1. One use of Microsoft Word is to type business documents.
1.2. Important example: Flyer
2. Benefits of a using Microsoft Word
2.1. Built in spell check/grammar check
2.2. Ability to change font
3.2.
Password LongStudentID
2A: Identify the 3 main ways to insert images (clipart, from file, from Internet)
2B: Describe the differences and benefits of using these methods
Terminal Objective 3
To determine if the flyer completed is visually appealing and communicates a clear message.
3A: Identify the ways that your partner has made the document appealing. (text, graphics,
borders, word art, color)
3B: Describe the message your partner is trying to communicate to make sure it is clear.
Georgia Performance Standards
MSBCS-BCSI-11: Students will develop and apply basic desktop publishing skills.
a) Identify the purpose and type of documents produced utilizing desktop publishing software.
b) Understand when desktop publishing software is an appropriate tool.
c) Demonstrate knowledge of desktop publishing terminology.
d) Complete basic desktop publishing assignments.
MSBCS-BCSI-6: Students will utilize the Internet as a resource.
a) Model ethical use of Internet resources (Piracy, Plagiarism, Copyright, etc.).
b) Access and examine available Web sites on the Internet, using different search engines to find
information.
c) Copy/Save text and images from the Internet, citing references according to copyright laws
MSBCS-BCSI-8: Students will utilize word processing software.
a) Identify and explain basic word processing terminology (file, open, save, print, copy, paste,
toolbar, highlight, font, etc.).
b) Create and save a basic word processing document.
d) Retrieve, edit, manipulate, and print a document.
e) Format various business and personal document
Classification of Instructional Objectives
Performance
Content
Fact
Concept
Principles
Procedures
Interpersonal
Attitude
Recall
Application
1A, 2A, 3A
1B, 2B, 3B
3A, 3B
4
The flyer includes all
required elements as
well as additional
information.
Graphics - Relevance All graphics are
related to the topic
and make it easier to
understand.
Content - Accuracy At least 5 accurate
facts are displayed
on the flyer.
Attractiveness
The flyer is
exceptionally
attractive in terms of
design, layout, and
neatness.
Copyright/Plagiarism All copyright laws
were followed. No
plagiarism is found.
Sources are cited.
Mechanics
Proofreading
3
2
All required
All but 1 of the
elements are
required elements
included on the
are included on the
poster.
poster.
All graphics are
All graphics relate to
related to the topic the topic.
and most make it
easier to understand.
3 accurate facts are 2 accurate facts are
displayed on the
displayed on the
flyer
flyer.
The flyer is attractive The flyer is
in terms of design, acceptably attractive
layout and neatness. though it may be a
bit cluttered.
1
Several required
elements were
missing.
Graphics do not
relate to the topic
1accurate fact is
displayed on the
flyer
The flyer is
distractingly
cluttered or very
poorly designed. It is
not attractive.
Some copyright laws Very few copyright Copyright laws were
were followed. No laws were followed. not followed.
plagiarism is found. Some plagiarism is Student plagiarized.
Some sources are
found. No sources
No sources were
cited.
were cited.
cited.
Capitalization and
There is 1 error in
There are 2 errors in There are more than
punctuation are
capitalization or
capitalization or
2 errors in
correct throughout punctuation.
punctuation.
capitalization or
the flyer.
punctuation.
There are no
There is 1
There are 2
There are more than
proofreading
proofreading mistake proofreading
2 proofreading
mistakes on the flyer. on the flyer.
mistakes on the flyer. mistakes on the flyer.
Description
Describe what makes a flyer visually appealing.
Inserting Images into a flyer.
Defining copyright/plagiarism.
Feedback from Partner
Objective
1A, 1B
2A, 2B
3A, 3B
On Day 1, the pretest is given. Students have the entire period to complete the pretest.
On day 2, The lesson begins with an introduction to using Microsoft Word including the basics
of how to open, edit, save, and print a document using Microsoft Word. Examples of effective
flyers are provided to demonstrate how a visually appealing document should look. Examples of
flyers are also provided that demonstrate clear messages and meanings. Students will also watch
a video that details a great example of a flyer and step by step directions for creating the flyer.
The video is found at https://www.youtube.com/watch?v=Yc6XehtnMRo
On day 3, more instructions are provided for how to create an effective flyer. Students are shown
how to insert images through clip art, by using the Internet, or inserting images from a file saved
on their computer. They are also given examples of copyright laws and plagiarism fact to help
make sure they are using appropriate images. They will watch a short video that explains how to
format a picture after inserting it. The video can be found at
https://www.youtube.com/watch?v=uvrWRixEZEO
Finally, on day 4, the students will get in partners and discuss their flyers and how to revise/edit
the flyer to make it more visually appealing. A rubric is provided and partners are chosen based
on ability level data from pretest.
On the final day of the unit, the students will complete the post test.
Differentiation is used throughout the lesson because students that are having trouble are able to
refer back to the video with the step by step directions for creating a flyer. A rubric is also
provided to allow students to choose how many points they want to get on the flyer. Partners will
be determined by pre-test data so that lower scoring partners are placed with higher scoring
partners.
Lesson 3:
Using a rubric
the student will
determine the
message from
their peer flyer.
Using a rubric,
the student will
Objectives
UDL
Assessment
To use MS Word
to create a flyer.
-flyer includes a
clear message.
-flyer includes
visually
appealing
graphics and
designs.
Show videos to
help students
understand how
to make a flyer.
Provide
examples of
appropriately
designed flyers
Assessment is
not timed.
To use MS Word
to design a flyer
by using
appropriate
images and
designs.
-images are not
copyrighted.
-text is not
plagiarized.
Definitions &
Quiz
Provide
examples of
appropriate
images
Assessments are
not timed.
Students will be
able to use
Microsoft Word
to create and
produce a
visually
appealing
document.
Differentiation
on the quiz by
allowing some
students to use
multiple choice
instead of short
answer
To use a rubric to Partners are
determine if peer assigned based
flyer is visually
on data collected
appealing and
from the pre-test
clear.
score. One low
-identify how
partner and one
-identify
high partner.
message
Feedback is
Peer Review
Rubric and Post
Test
determine if their
peers document
is visually
appealing.
given and
students are able
to revise.
Strongly
Agree
5
Agree
4