1.)Day 1 - Distribute copies of novel; provide time for students to examine the cover.
2.)Pass out Cyber Facts worksheet, scoring rubrics, and samples of brochures (see attached); make sure students have paper and pencil for taking notes. This will be the first item in their "Reader's Journal" for the duration of the unit.
3.)Use Watson.ppt to begin orientation of author study. Slide one: book cover- discuss photos and the year 1963; slide 2: author's picture- discuss what you would ask in an interview; slide 3: Project - Explain the project; show several examples of brochures from area groups, events, or businesses; slide 4: project - discuss what is expected on each brochure, give students rubric to review; slide 5: 1st activity - give each student a copy of Cyber Facts to review what will be done on the computer, explain that all answers are to be written out in correct format and that this information will be used to compile the brochure; slide 6: reminders - basic concepts of computer use and writing activities.
4.)Instruct students to open Web browser such as Internet Explorer from the desktop.
5.)Review the Cyber Facts sheet; remind students that notes will be taken with paper and pencil and that these notes will later be written in complete sentences and this information will be used to create their brochures.
6.)Monitor students as they visit various sites to gather information; assess student behaviors and abilities with the technology and assist as needed. Students with less experience using searches may need to work in pairs. Both student must keep their own notes.
7.)At the end of day one, students who have not answered all questions and obtained necessary information may require computer time before or after school. Check students' notes for completion and accuracy.
8.)Day 2 - Students compile information on paper and design the layout. Present the layout on overhead or class display monitor - Page 1, column one is the back of the brochure that will fold to the inside; column two is the back and should have organization info; column three is the front cover. Page 2, columns 1, 2, and 3 will contain required information and are the inside of the brochure.
9.)Students complete the Cyber Facts sheet by answering all questions in complete sentences with correct spelling.
10.)Day 3 (Computer Lab) Students begin creating brochures using Microsoft Word or other word processing or desktop publishing software. Instruct whole class to follow along by setting page as landscape and creating 3 columns using icon on toolbar. Students must have the template created on paper to continue.
11.)Once the document has been set as columns and in landscape, stop all work and save. All students will follow the steps to save as the teacher walks through. All documents will be saved to the server in the teachers folder and specific class period --or to floppy disks if this option is not available.
12.)Monitor students as they insert graphics, clip art, borders and backgrounds. Remind students to list the URL with information such as biographical and book summaries, and always refer to rubric. Assist as needed with formatting font, backgrounds, borders and illustrations.
13.)Students save all work at the end of the class. This is a good time to make additions or changes as needed to the paper template.
14.)Day 4 (Computer Lab) Students complete the brochure, spell check and save. The teacher will begin printing brochures. This may need to be done after the class is dismissed.
15.)Day 5 - Students will present brochures in class. In groups of two, students will perform a mock introduction of the author at the event. Each student will be given equal time for the introduction. The teacher may choose to videotape the presentations.
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