Blank Business Card Templates by mpg65334


More Info
									              Michigan Department of Education
         Technology-Enhanced Lesson Plan                 Harry Potter
                                                         Brave, Confused, Powerful
Title:    Character Business Cards
Adapted by: Jennifer Laginess, Bedford Public Schools
Author: Traci Gardner,
Unit of Study: Writing                                                               School of Witchcraft Wizardry
Lesson Abstract: Students will use a word processor or desktop publishing program to
create a business card that represents a character from a story they have read. This
activity invites the student to think symbolically. The students, using a word processor or
desktop publishing program, will choose elements that represent a character. They will
select fonts, find icons or graphics, compose related text using adjectives, and employ
creative design. The student product provides comprehension of the ideas and
characters in the text in a creative and concise form.

Subject Area: English Language Arts
Grade Level: 3
MDE Technology-Enhanced Lesson Plan Code: TEEN03PT03
Michigan Educational Technology Standards Connections:
Grades 3-5
1. Basic Operations and Concepts
      b. Students are proficient in the use of technology.
         8. Students proofread and edit writing using appropriate resources (e.g.,
            dictionary, spell check, grammar check, grammar references, writing
            references) and grade level appropriate checklists both individually and in
3. Technology productivity tools.
      a. Students use technology tools to enhance learning, increase productivity, and
         promote creativity.
         1. Students know how to use menu options in applications to print, format, add
            multimedia features; open, save, manage files; and use various grammar
            tools (e.g., dictionary, thesaurus, spell-checker).
         2. Students know how to insert various objects (e.g., photos, graphics, sound,
            and video) into word processing documents, presentations, or web
         3. Students use a variety of technology tools and applications to promote their

4. Technology communications tools
      a. Students use telecommunications to collaborate, publish, and interact with
         peers, experts, and other audiences.

Michigan Grade Level Content Expectations (GLCE) Connections:

ELA, Grade 3, Writing Process-Personal Style

                    b3ef4130-c653-48e9-aa1c-daa476f983c4.doc - Page 1 of 8
W.PS.03.01 Exhibit individual style and voice to enhance the written message (e.g., in
narrative text: varied word choice and sentence structure, character description in
informational text: examples, transitions, grammar usage).

ELA, Grade 3, Reading-Narrative Text
R.NT.03.01 Explain how characters in literature and other texts express attitudes about
one another in familiar classic and contemporary literature recognized for quality and
literary merit.
R.NT.03.03 Identify and describe characters’ thoughts and motivations, story level
themes (e.g., good vs. evil), main idea, and lesson/moral (e.g., fable) in narrative text.

ELA, Grade 3, Reading-Word Recognition and Study
R.WS.03.06 Acquire and apply strategies to construct meaning, self-monitor, and
identify unknown words or word parts (e.g., predict and self-correct)
—knowledge of language
—sound/symbol/structural relationships

ELA, Grade 3, Writing-Writing Process
W.PR.03.01 Set a purpose, consider audience, and replicate authors’ styles and
patterns when writing narrative or informational text.
W.PR.03.06 Edit and proofread their writing using appropriate resources (e.g.,
dictionary, spell check, writing references) and grade level appropriate checklist both
individually and in groups.

Michigan Curriculum Framework Connections:

English Language Arts

ELA.III.5.LE.5 Describe how characters in literature and other texts form opinions
about one another in ways that can be fair and unfair.
ELA.III.5.LE.3 Demonstrate awareness that characters and communities in literature
and other texts reflect life by portraying both positive and negative images.

Technology skills:
      Using a menu
      Using print preview and undo function
      Using tools to create lines and shapes
      Using the Fill command for colors and Fill effects
      Layering graphics
      Inserting text boxes
      Changing font style, color, size
      Rotating graphics
      Deleting text box border lines
      Resizing and repositioning graphics
      Searching and navigating a graphics library
      Grouping and ungrouping objects
      Adjusting line spacing

Estimated time required to complete lesson or unit:
Daily estimate: 50 minutes

                  b3ef4130-c653-48e9-aa1c-daa476f983c4.doc - Page 2 of 8
Number of days: 5
Estimated total time: 250 minutes

Instructional resources:
  A story with vivid or prominent characters.
  A 3.5” x 2” blank piece of construction paper for each student.
  A collection of various business cards accumulated from individuals and/or
  Optional: pre-cut and perforated blank business cards found at office supply stores or
      business card size (3.5” x 2”) stickers to be placed on heavier weight card stock.
This is a thesaurus used to find synonyms for expanding student vocabulary.
This site contains simple explanations and illustration of synonyms, as well as interactive
synonym games and printable practice activities.
This is a great site to use for teaching adjective use and practice in writing. Students
who can read may use it independently or it can function as a teacher directed activity.
ml Adjective games, writing practice, fact sheet and printable activities.
Business card backgrounds by topic—backgrounds can be copied and pasted to a word
processor or desktop publishing program for students to use when making their
character business card. Additional ideas for non-traditional business cards are also

Lesson Preparation: This lesson is written to assume that students have already been
introduced to the concept of adjectives. This lesson could also be presented as an
introduction to adjectives.

Sequence of Activities:

Lesson 1

   1. The class could either: a.) listen to a story read aloud by the teacher or b.) read
      the same story independently.
   2. After reading the story, the teacher may conduct a brief pre-assessment (Option
      A) and proceed to step 3 OR students may complete pre-assessment (Option B) if
      students need more experience with adjectives then go to step 4.
   3. After the pre-assessment (Option A), the teacher will encourage students to share
      the adjectives they chose for the characters and have a class discussion to
      brainstorm additional adjectives or possible synonyms.
   4. The teacher reviews the answers to the pre-assessment and encourages students
      to brainstorm additional adjectives that could be used.
   5. The teacher asks students to bring in a business card from a family member,
      neighbor, or local business.

                  b3ef4130-c653-48e9-aa1c-daa476f983c4.doc - Page 3 of 8
Lesson 1a-(Optional lesson for development of adjective use)

   1. The teacher asks students to recall what an adjective is and how it is effectively
      used to make writing more interesting.
   2. Using the website, the
      teacher will review the concept of an adjective and have students collaboratively
      participate in the online activity. (Students could also use this online page
      independently depending on their knowledge of adjectives and availability of
      computer access for students.)
   3. The student completes the printable worksheet found on the webpage.

Lesson 2

   1. Before the lesson, students will have read a story. This lesson could be used with
      stories that have been read in class or read independently by students. (If
      students create cards on stories that have been collectively read in class, all
      students would possess background knowledge of the characters and collectively
      share their product. If students created cards on stories that were read
      independently or in a small group students could share their cards to spark
      interest for others to read the story and learn why classmates created specific
      cards for a particular character.)
   2. On the day of the lesson the teacher asks students to look at the business cards
      they brought to class and share with their peers, paying particular attention to
      what items or ideas make the card interesting, persuasive, or memorable.
   3. The teacher will then project websites from the Internet for students to view and
      discuss. This is a website that shows a
      graphic artist’s work of business cards and how images and text are used to
      influence an audience.
      Go to and type the phrase “business card designs.”
      Browse the images to discuss with students… the use of color, font, style,
      graphics, logos, tag lines, etc. that are effective in communicating to an audience.

Lesson 3
   1. Discuss the project of creating a business card to describe/advertise a character
      from the story they read. Lead students through a list of considerations.
                i. What are the important characteristics of a tagline or description of a
                   business or professional? What adjectives in the tagline on the sample card
                   tell you about the character?

                ii. What details make sense for the character? Is there an address?
                    Would phone or e-mail information make sense?

               iii. What products and/or services can you associate with the character
                    or author?

               iv. What font best fits the character or author? How large should it be?

               v. What colors belong on the business card? How do the colors relate to
                  the other elements of the card?

               vi. What kind of a logo would best represent the character and why?

                 b3ef4130-c653-48e9-aa1c-daa476f983c4.doc - Page 4 of 8
              vii. How do the symbols on the business card relate to the text? What
                   ideas might you keep in mind as you choose clip art?

   2. Share the planning sheet and review the evaluation rubric with students. Give
      students time to ask questions.
   3. Students (either given time in class or as a homework assignment) must choose
      from a list of elements on the planning sheet and then use it to produce a
      prototype of their character card. The planning sheet and prototype will be used
      as a reference when in the computer lab.

   Optional: Depending upon your goals and the resources available, students can also
   draw original images on their business cards with markers, create images in a
   program such as Paint or KidPix, or scan images for their cards.

   Prerequisite technology skills:
   Teachers will likely need to show students how to layer graphics and text using the
   Order command, i.e., send to front, back, in front and back of text. (Found on the
   drawing toolbar in MS Word and Publisher.)

Lesson 4
   1. Students must show the teacher their completed prototype and planning sheet in
      order to begin creating the card in the computer lab. (This step is imperative in
      order to monitor student progress and encourage efficient use of lab time. This
      planning step reduces idle and off-task time.)
   2. Students will work in the computer lab to create the character card. Have students
      follow these basic steps which may need to be customized to your specific
      software. (Optional: Microsoft Office gallery online has many business card
      templates that could be used for this project. Microsoft Publisher also has a blank
      business card template in the Blank Publication section>business cards.) If you
      are using perforated business card forms, follow the instructions that are included
      with the forms. The teacher could also create a template that students download
      from their network.
          a. Open the word processor and using the rectangle tool create a 3.5” x 2”
             rectangle using the ruler. (Students may also choose to create other shapes
             rather than a traditional card.)
          b. Students may want to include information on the back of the card. If using
             a word processor, the student could copy and paste the rectangle object
             and delete elements of the card that are unwanted. If using MS Publisher,
             the student will need to add another “page” to the card template by going
             to Insert menu>Duplicate page.

   3. When students’ cards are completed, invite them to use the print preview function
      prior to actually printing.
   4. Students will share their cards with classmates receiving peer feedback.
   5. Students then attach the prototype and real character card to their original
      planning sheet and submit to the teacher for evaluation.
   6. Cards can be displayed in classroom or school media center.


   Pre-Assessment for Literature:

                 b3ef4130-c653-48e9-aa1c-daa476f983c4.doc - Page 5 of 8
   Option A: After reading or listening to the story, the teacher will conduct a pre-
   assessment by asking students to write the names of three characters from the story
   and list at least one word describing each character from either: a.) the student’s
   point of view or, b.) one of the other characters’ point of view.

   Option B: Pre-assessment for adjective use--grammar
   Using the website,
   Students will play one of the online adjective quizzes (3 difficulty levels available) and
   print out the results for the teacher to evaluate student understanding.

Scoring Criteria:
Option A: The teacher will read through student work evaluating whether the adjective
accurately describes each character using the following scale:
            4                         3                       2                        1
Descriptive word          Descriptive word        Descriptive word         Descriptive word does
represents the            accurately represents   represents the           not represent the
character in a specific   the character.          character in a general   character.
and interesting way.                              way but lacks focus.

Option B: Answer key from the website

The teacher will use the rubric to evaluate the planning sheet and character business

Scoring Criteria: See rubric below. The teacher may assign points to the rubric levels.

Technology (hardware/software):
Computers with a desktop publishing program or word processor may be used.

(This lesson could be done in a computer lab environment or on a single classroom

Key Vocabulary:
Tag line

Application Beyond School:
Students could create a business card for a family member or a business card for
themselves reflecting a special talent or ability they possess to give to classmates.

Teacher Reflection and Notes:
This lesson could also be adapted to create business cards for authors.

                          Character Business Card Planning Sheet
                     b3ef4130-c653-48e9-aa1c-daa476f983c4.doc - Page 6 of 8
Student name: _________________________________

Name of Story or Book: _____________________________________________

Name of character                       Job Title of Character                      Tagline/adjectives
Logo                                    Images/pictures                             Decoration/design
Personal Contact Information: address, phone number, email or web address

Consider these questions to assist in your card design:

What elements could be included to make a business card interesting or memorable?
What kind of logo and/or graphic best represents the character? What colors, font style,
font size, etc. best symbolizes the character?
Where or to whom would the character distribute the business card?

Complete the following questions before you design your card.

1. What specific job or special talent does the character have in the story?

2. What words or ideas relate to, explain, or describe the character?

       2a. Explain the evidence found in the story.

3. Should the card be fancy, simple, silly, serious, etc.?

       3a. Explain the evidence found in the story.

4. What images will relate to the character and would help others be more interested in
the book/story?

       4a. Explain the evidence found in the story.

5. What colors best suit the character?

       5a. Explain the evidence found in the story.

6. Who would be the most likely audience for the character’s card in the story?

                6a. Explain the evidence found in the story.

                       Character Business Card Scoring Rubric

Appropriate          All information on       All information on       All information on       Information does
adjectives or        the card is related to   the card is related to   the card is related to   not relate to the
                    b3ef4130-c653-48e9-aa1c-daa476f983c4.doc - Page 7 of 8
tagline and/or      the character and      the character and      the character but       character. There are
other details       the connections are    most connections       the connections are     poor or no
                    easy to understand.    are easy to            less obvious.           connections.
Size and style of   Text is easy to read   Text is easy to read   Text is slightly        Text is difficult to
text and images     and the style of the   and the style of the   harder to read in       read. The style of
                    font and layout is     font and layout is     places on the card.     the font and layout
                    unique and creative.   good. It matches the   The style of the font   does not match the
                    It matches the         character.             and layout are          character.
                    character well.                               acceptable.
Relates images,     Graphic elements       Graphic elements       Graphic elements        Graphic elements
colors, and         are related to the     are related to the     are related to the      seem randomly
graphics to         character, are of      character, and are     character and are of    chosen, are of low
character           high quality, and      of good quality, and   good or moderate        quality, or distract
                    enhance reader         enhance reader         quality, but do not     the reader.
                    interest or            interest or            enhance reader
                    understanding.         understanding.         interest or
Spelling,           There are no           There are 1-3          There are 4-5           There are more
punctuation, and    spelling,              spelling,              spelling,               than 5 spelling,
grammar             punctuation, or        punctuation, and       punctuation, and        punctuation, and
                    grammar errors.        grammar errors.        grammar errors.         grammar errors.
Planning sheet      Planning sheet was     Planning sheet was     Planning sheet was      No planning sheet
                    complete and well      complete. Clear        incomplete.             was submitted or no
                    done. Clear            evidence from the      Evidence from the       evidence from the
                    evidence from the      story was provided     story was provided      story was provided.
                    story was provided     in 4-5 sections.       in 1-3 areas.
                    in all sections.
Use of Time         Student was always          Student was       Student was mostly      Student was not on
                    on task and used        frequently on task    on task in class and    task and did not
                    time in class and        and used time in     the lab and             respond to teacher
                    the lab wisely.          class and the lab    responded to            reminders. Student
                                                   wisely.        teacher reminders.      was off-task

                    b3ef4130-c653-48e9-aa1c-daa476f983c4.doc - Page 8 of 8

To top