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Business Applications

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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:90 minutes

Grades:6-8

Score Type:Mixed Graded

Work completed by a student will be graded through a variety of scoring options including participation, student self-assessment and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include opened-ended questions, correct/incorrect responses, a final product and/or a self-assessment

Available Language: English


Vocabulary: Desktop Publishing Software, Formatting, Language Arts, Technical Writing


Primary Objectives:

  • Student uses knowledge of design and formatting to create useful and understandable documents.
  • Student uses multiple types of software to create a final product.

Secondary Objectives:

  • Student evaluates writing to determine whether it achieves its purposes.
  • Student uses technical writing skills to create a set of instructions.
  • Student identifies effective technical writing strategies.
  • Student creates illustrations and diagrams.
  • Student proofreads and corrects errors.
  • Student uses knowledge of design and formatting to create useful and understandable documents.

Subjects:

Answer Qs Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Answer Qs Nonfiction

Audience Definition 

Technology Education > Information Technology > Digital Communications > Audience Definition 

Communication to Others

Library Media > Information Technology > Student Use > Communication to Others

Communication to Others 

Technology Education > Information Technology > Student Use > Communication to Others 

Create Communication Products 

Technology Education > Information Technology > Digital Communications > Create Communication Products 

Create Presentations 

Technology Education > Information Technology > Digital Communications > Create Presentations 

Critical Thinking and Decision Making Process 

Technology Education > Information Technology > Student Use > Critical Thinking and Decision Making Process 

Desktop Publishing 

Technology Education > Information Technology > Software Applications > Desktop Publishing 

Develop Products 

Technology Education > Information Technology > Student Use > Develop Products 

English Language Arts 

Technology Education > Information Technology > Connects to Other Disciplines > English Language Arts 

From Nonfiction Material

Language Arts > Research > Collect Data / Note Taking > Gather Facts Information Highlighting > From Nonfiction Material

Functional

Language Arts > Writing > Products / Formats > Technical > Functional

Hardware / Software Applications

Language Arts > Computer Literacy Skills > Personal Use > Hardware / Software Applications

Manuals / Warranties / Functional Text

Language Arts > Reading / Literature > Genre > Technical > Manuals / Warranties / Functional Text

Nonfiction

Language Arts > Writing > Visual Aids > Graphic Organizers / Webs / Clustering > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Sequence / 1st 2nd 3rd / Chronological > Nonfiction

Presentation Software 

Technology Education > Information Technology > Software Applications > Presentation Software 

Script and Written Components 

Technology Education > Media Production > Multimedia / Video Production > Script and Written Components 

Student Communication with Others 

Technology Education > Information Technology > Digital Communications > Student Communication with Others 

Student Evaluation and Selection of Tools / Software for Task 

Technology Education > Information Technology > Student Use > Student Evaluation and Selection of Tools / Software for Task 

Student Presentations

Library Media > Media Literacy > Student Presentations

Student Presentations

Technology Education > Media Literacy > Student Presentations

Student Technical Writing and Documentation Production 

Technology Education > Information Technology > Student Use > Student Technical Writing and Documentation Production 

how-to / process writing

Language Arts > Writing > Directions Instructions > how-to / process writing
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EXCEEDS (4)MEETS (3)APPROACHES (2)DOES NOT MEET (1)
Directions and Participation The student followed all directions and went above and beyond in answering all questions in the assignment.The student followed all directions and answered all questions in the assignment.The student followed most directions and answered most questions in the assignment.The student did not follow directions or answer the questions in the assignment.
Required Final Product Components The final product includes additional elements to enhance the assignment beyond the required components.The final product includes all components required by the assignment.The final product includes most of the components required by the assignment.The final product does not demonstrate the components required by the assignment.
Organization and Originality The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application The final product clearly demonstrates an accurate and deep level of understanding of the concept.The final product demonstrates an accurate and appropriate level of understanding of the concept.The final product demonstrates some understanding of the concept.The final product demonstrates little to no understanding of the concept.
S.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
S.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
S.5.d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards