Overview

Grade: 6
Subject: Technology – Digital Literacy / Media Arts
Unit Dates: April 13 – 17, 2026
Class Size: 25 students
Class Duration: 60 minutes per day
Facilitator: Ms. Kenya Akins
School: John R. Griffin Middle School

---

Unit Summary

Students will create a digital flyer titled "The Dream Destination Flyer" while learning essential desktop publishing skills including file management, typography, image handling, list organization, editing, and peer review. The project builds foundational digital literacy aligned with Common Core standards (ELA and Technology-enhanced literacies). By the week’s end, students will have produced a professional-quality digital flyer showcasing their dream travel destination.

---

Day 1: File Management & Typography

Learning Objective

• Students will set up a desktop publishing workspace, demonstrate effective file naming, and apply typography concepts such as alignment, font sizing, and visual hierarchy.
• CCSS Alignment:
  • CCSS.ELA-LITERACY.W.6.2: Write informative texts using domain-specific vocabulary.
  • CCSS.ELA-LITERACY.SL.6.5: Use digital media to add visual displays to presentations.
  • ISTE Standards for Students (1a & 2d): Use technology to enhance creativity and communication.

Materials

• Computers with desktop publishing software (e.g., Microsoft Publisher or Word)
• Sample flyer template
• Projector/screen for demo

Warm-Up (10 minutes)

• Activity: Quick discussion: "What makes a flyer easy to read and attractive?" Capture ideas on whiteboard focusing on font size, alignment, and organization.
• Check Understanding: Quick poll: What is ‘file naming’? Why is it important?

Direct Instruction (15 minutes)

• Demonstrate desktop publishing workspace setup. Explain file management: naming conventions (e.g., LastName_Day1_Flyer).
• Teach typography basics: alignment (left, center, right, justified), font sizing (larger titles, smaller body text), and visual hierarchy.
• Show how to use rulers and guides to align text.

Student Activity (25 minutes)

• Students open a new document and create a new flyer workspace.
• Task: Create a title using appropriate font size and alignment.
• Save their file using the correct naming convention.
• Add 2 text boxes: one heading with larger font, one body with smaller font; experiment with left and center alignment.

Assessment & Checks for Understanding (10 minutes)

• Peer review pairs check each other’s file names and flyer titles for alignment and font size.
• Teacher walkthrough providing feedback.

“I Can” Statements

• I can name and save my file following a clear, organized system.
• I can choose font size and alignment to create a clear title and body.
• I can set up a workspace for desktop publishing.

---

Day 2: Visual Impact (Images)

Learning Objective

• Students will source appropriate images, resize with maintained aspect ratio, and use the text wrap tool to integrate images within text smoothly.
• CCSS Alignment:
  • CCSS.ELA-LITERACY.W.6.6: Use technology to produce and publish writing.
  • CCSS.ELA-LITERACY.RI.6.7: Integrate information presented visually.
  • ISTE Standards (1d, 6a): Understand rights and responsibilities of digital content.

Materials

• Computers & software with image tools
• Pre-approved image bank or access to copyright-friendly image sources
• Projector/screen demo

Warm-Up (8 minutes)

• Show examples of flyers with good vs. poor image use. Discuss effect of images on message.

Direct Instruction (12 minutes)

• Demonstrate how to insert images, resize maintaining aspect ratio using Shift key or handles, and position images relative to text.
• Explain wrap text options (tight, square, behind text, etc.).

Student Activity (30 minutes)

• Students insert an image related to their dream destination.
• Resize it keeping aspect ratio intact.
• Use text wrap to wrap the flyer’s body text around the image.
• Adjust placement for best visual impact.

Checks for Understanding (10 minutes)

• Teacher-led gallery walk of screens; spot-check students’ image resizing and wrap application.
• Exit ticket: Write one “Why is resizing with aspect ratio important?”

“I Can” Statements

• I can insert and resize images properly without distortion.
• I can use text wrap tools to improve flyer layout.
• I can confidently choose images that support my message.

---

Day 3: Organized Information (Bulleted Lists)

Learning Objective

• Students will use bulleted lists to present information clearly and organize text efficiently in their flyer.
• CCSS Alignment:
  • CCSS.ELA-LITERACY.W.6.2: Write informative texts with organized structure.
  • CCSS.ELA-LITERACY.L.6.2: Use conventions of capitalization, punctuation, and spelling.

Materials

• Computers with desktop publishing program
• Example flyer with bulleted list

Warm-Up (7 minutes)

• Quick writing: List 3 “must-see” spots for your dream destination. Discuss how bullets make lists easier to read.

Direct Instruction (15 minutes)

• Demonstrate how to create and format bulleted lists. Discuss indentation, bullet symbol options, and spacing.

Student Activity (30 minutes)

• Add at least one bullet list to their flyer describing features or attractions of the destination.
• Format bullets for visual clarity (appropriate indentation and spacing).

Checks for Understanding (8 minutes)

• Pair-share to review each other’s bullet lists for clarity and uniform formatting.

“I Can” Statements

• I can use bulleted lists to organize information clearly.
• I can format bullets to make my flyer easy to read.

---

Day 4: Quality Control & Editing

Learning Objective

• Students will use proofing tools to correct spelling and grammar and adjust the page layout to improve flyer quality.
• CCSS Alignment:
  • CCSS.ELA-LITERACY.L.6.2: Showcase conventions of grammar and spelling.
  • CCSS.ELA-LITERACY.W.6.5: Conduct short research projects using technology.

Materials

• Computers with spellcheck feature active
• Printed or screen copies of flyers for peer editing

Warm-Up (5 minutes)

• Mini-quiz: "What is proofreading and why is it important?"

Direct Instruction (15 minutes)

• Demonstrate using spellcheck and grammar check tools in the publishing software.
• Show how to adjust page layout: margins, spacing, alignment tweaks for professional appearance.

Student Activity (30 minutes)

• Students run spellcheck on their flyer, correct mistakes.
• Edit layout for alignment and visual hierarchy refinement.
• Save updated file with “_final” in filename.

Checks for Understanding (10 minutes)

• Peer proofreading pairs swap flyers to check for overlooked errors.
• Teacher confers individually with students needing extra help.

“I Can” Statements

• I can use spelling and grammar tools to improve my work.
• I can make layout adjustments to enhance flyer appearance.

---

Day 5: Gallery Walk & Submission

Learning Objective

• Students will present their flyers, give and receive peer feedback, reflect on their learning, and submit the final version.
• CCSS Alignment:
  • CCSS.ELA-LITERACY.SL.6.1: Engage effectively in collaborative discussions.
  • CCSS.ELA-LITERACY.SL.6.4: Present information clearly with appropriate multimedia.
  • ISTE Standards (6b, 6c): Curate and share digital content responsibly.

Materials

• Computers/projector for gallery walk
• Peer feedback forms
• Submission instructions

Warm-Up (5 minutes)

• Brief review of criteria for a good flyer (rubric posted). Discuss constructive feedback importance.

Activity (40 minutes)

• Gallery Walk: students browse peers’ flyers on computers or projector.
• Complete peer feedback forms using rubric focused on typography, image use, bulleted lists, and overall design.
• Reflect in writing: What did I learn? What would I improve next time?

Final Submission (10 minutes)

• Students rename files to “LastName_Destination_Final” and submit via LMS or USB drive.

Checks for Understanding

• Spot check peer feedback quality and student reflections.

“I Can” Statements

• I can give helpful feedback on others’ digital work.
• I can explain what I learned about desktop publishing.
• I can submit my work properly and on time.

---

Additional Teacher Notes

• Encourage dyslexia-friendly fonts (e.g., OpenDyslexic) and high-contrast backgrounds for accessibility.
• Use scaffolded mini-tutorials or videos for complex tasks.
• Keep instructions visual, step-by-step, and offer one-on-one support as needed.
• Reinforce digital citizenship around respectful peer feedback and copyright-free images.

---

This detailed week-long plan integrates Common Core standards with practical desktop publishing skills, fostering media literacy and digital creativity in a manner tailored to 6th graders’ developmental level. It balances direct teaching, hands-on practice, collaboration, and reflection, equipping students with lasting 21st-century skills.