Beacon Lesson Plan Library

The Lost Flyer

Dena Blanchard


Students create a notice of a lost pet flyer in Microsoft Word using a border, exaggerated fonts, colors and clip art. They practice creating, revising, and retrieving information.


The student selects and uses a variety of electronic media (such as the Internet, information services, and desktop-publishing software programs) to create, revise, retrieve, and verify information.


-Microsoft Word version 95 or newer, clip art of animals
-Windows 95 or newer
-Color printer
-8 1/2 x 11 lightly-colored and white printer paper
-Different colored markers
-One diskette per student
-Dry erase board or chalkboard or poster paper or overhead projector (for demonstration)
-Lost Flyer Sample (See Associated File)
-Lost Flyer Criteria (See Associated File)
-Lost Flyer Steps (See Associated File)
-Lost Flyer Assessment Log (See Associated File)


1.Create a flyer of your own or use the Lost Flyer Sample in the associated file and make a copy for each student.
2. Make student copies of the Lost Flyer Criteria and the Lost Flyer Steps documents. (See Associated File)
3. Make needed copies of the Lost Flyer Assessment Log (See Associated File) and enter students' names.
4. Set out listed materials.
5. Check machines to be sure they all have the software and are able to pull up clip art or pictures from a file.


1. Ask class:
Have you ever lost a pet?
Have you ever seen a flyer on a tree about a lost pet?
What about the flyer caught your eye?
What was hard to read?
Discuss possible answers.

2. Refer the class as a group to the white dry erase board, chalkboard, poster paper, or overhead projector.

3. Gather from the students information that is needed on a flyer for a lost pet (i.e., where and when the pet was lost, pet name, type of animal, and contact information).

4. Show a model of a flyer with all the criteria needed for the assignment. (See Associated File for sample)

5. Distribute a copy of the Lost Flyer Criteria (See Associated File) and explain the expectations.

6. Distribute the colored pieces of paper and the option of using a pencil or colored markers.

7. Instruct students to sketch their own flyer for a missing pet. (15 minutes)

8. Students share designs and explain why they chose the styles of wording, size, etc. Give feedback. Have students make revisions where necessary.

9. Using an overhead screen, TV converter or other device, open a word processor and demonstrate how to create the flyer electronically (i.e. format, borders and shading, select a border).

10. Assess students' understanding through verbal feedback as they give step by step directions to the teacher. (See Associated File, Lost Flyer Steps, for steps that are needed.)

11. Students write notes on their sketches of the flyers for each step needed (i.e., adding border, changing font size, inserting clip art).

12. Allow a ten-minute break to stretch.

13. Instruct students to move to a computer station.

14. Students now create the flyers electronically following the Lost Flyer Criteria and Lost Flyer Steps handouts. (See Associated File)

15. Check completed flyer on the computer before printing. Give formative feedback on work.

16. While students are working, use the Lost Flyer Assessment Log (See Associated File) to check and record student progress.

17. Instruct students to save the flyer on a diskette.

18. Instruct the students to close the word processor and open Windows Explorer. View the floppy diskette, double click on lost flyer to retrieve it.

19. Instruct the students to revise the flyer to correct errors.


Note: Disks should contain the original flyer as well as the revised one. Students should print a copy of both for assessment purposes. This lesson does not address verifying information.

1. Formatively assess the studentsí ability to select and use desktop publishing creating a flyer as they create, retrieve, and revise. The flyer includes:
a. A page border
b. One picture of the pet
c. Notice of lost pet with information on where and when the pet was lost, pet name, type of animal, contact information.
Offer help, but the students must be able to do this by themselves after practice.

2. Use the Lost Flyer Assessment Log (See Associated File) to indicate where prompts are needed and to make quick notations of where the student needed the most help. This information is to help both the teacher and the student identify the areas of the lesson that need more attention or refining.
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