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, www.readwritethink.org
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:
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
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
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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
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
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.
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
Inserting text boxes
Changing font style, color, size
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
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Number of days: 5
Estimated total time: 250 minutes
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:
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.
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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,
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.
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
http://www.will-harris.com/design/biz-cards.htm 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 www.images.google.com 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.
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
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?
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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.)
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:
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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.
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.
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
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
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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
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
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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
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