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| Overview |
In the busi ne s world, people often exchange business cards when they meet. When this  ppens, a single 3.5" by 2" card k contains b ll the nformation that the eople share. After returning to the office anlooking at that business card again, will the cipient truly remembe Porn  he person related to the card? Will the words and images on the card help? Will the business card do its job?
We can extend this idea to the literature classroom by having students make business cards for characters and authors. When students make business cards they're invited to think symbolically to create a short, simple text that represents the target appropriately—providing a title, relevant images, and other pertinent information. In short, in a very small space, writers have to create a text that will make the character or author memorable.
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| From Theory to Practice |
This activity invites the student to think symbolically. The students choose a font for their character or author, find icons or images for the character or author, and compose related text. These student representation of the character or author with their multifaceted
texts using color, symbols, images, texts, and metaphor succeed in the classroom because they provide a snapshot of the students' comprehension of the ideas in the texts in a very concise form.
Adapted from Gretchen Lee. 2000. "Technology in the Language Arts Classroom: Is It Worth the Trouble?" Voices from the Middle 7.3 (March): 24-32.
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| Student Objectives |
Students will
- identify appropriate symbols that relate to their authors or characters.
- interact with classmates to give and receive feedback.
- explore how audience and purpose shape their writing.
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| Instructional Plan |
Resources
- Copies of the example business cards for Tom Sawyer, Hermione Granger, and Gandalf; or create overhead transparencies to share with students
- Copies of the Business Card Planning Sheet
- Copies of the Rubric for Business Cards
- Computers with word processor software
- Sample business cards from various local businesses or people you've met. (Note: many businesses have business cards propped up and available for the taking near the receptionist or checkout area. If you pick up cards as you see them, you'll always have a ready collection on hand. You might also check with local printers who make business cards for samples.)
- Optional—business card blanks or heavy stock paper cut to the appropriate size; or perforated business card pages for a laser or inkjet printer (available in office supply stores).
- Optional—peel-and-stick magnetic sheets precut to the size of business cards. These magnetic sheets are typically available in stationery and office supply stores, and the business cards can be attached to these magnetic sheets to make refrigerator/white board magnets. This makes an impressive classroom display at the end of the project.
Preparation
- Before this lesson, students will read a book independently, in literature
circles, or as a whole class.
- Ask students to bring copies of the book that will be the focus of their
business cards to class for reference.
- Make copies or overheads of the sample business cards, the planning sheet, and the rubric.
- Practice the steps for creating business cards with a word processor using
your computers and software. You may want to provide your students with more specific instructions that are customized for your software program.
- Find sources for clip art that are appropriate for your class. Typically
a small clip art library is included with word processing programs; however,
additional images may be needed. Have URLs on hand that students can use
to find images for their business cards.
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 PhotoShop, or scan images for their cards.
Instruction and Activities
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