Students will choose a font of their own to research. After choosing the font and conducting research, students will create a typography poster that uses a body font to present the background, and then uses the font itself as the headline and all other decorative fields.
- Students will conduct online research to gather background information about a chosen font.
- Students will assess the validity and accuracy of websites by using multiple sites to verify information.
- Students will create a proper citation for each website they use in their research using proper formatting.
- Students will produce a poster with the history of the font and visually appealing elements created using only characters of the chosen font.
Common Core State Standards
|CCSS.ELA.Literacy.W-9-10.2d||Use precise language and domain-specific vocabulary to manage the complexity of a subject.|
|CCSS.ELA.Literacy.L.9-10.3||Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.|
|CCSS.ELA.Literacy.L.9-10.4||Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibly from a range of strategies.|
|CCSS.ELA.Literacy. L.9-10.6||Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.|
Computers with Internet access and/or mobile devices
1. Introduction — 5 minutes
To pique students’ interest, consider beginning with a simple trivial question using three common fonts to ask students which is the oldest and award a prize for the correct answer. Explain that today students will select a font to research in terms of its history and common uses.
2. Research — 50 minutes
Students will pick a font from the Font List handout or a list you generate based on common fonts available to them. Avoid duplication. Students will research their chosen font and record the information on the handout Research Notes. Recording the notes by hand is recommended so students must paraphrase and summarize rather than copy and paste directly from their sources.
3. Application — 50 minutes
After students have finished their research, they will create a poster to present the background information about the font, using the font itself to design elements on the poster, including the headline. (See Typography Poster Sample handout). The headline should state the font’s name using the font itself. The body of the poster that gives the information researched should be in a font suitable to body copy.
4. Group sharing — 15 minutes
Divide students into small groups for sharing, either on the computer screen or based on printed copies of their completed posters. Students will turn in their posters at the end of the lesson.
|Fair(0 points)||Good(10 points)||Excellent(20 points)||Total points|
|Design||The poster does not have a headline, or it is not presented in the chosen font. No design elements are included, or the elements included are sloppy and poorly executed. The color choices distract from the content, or color has not been used. Black and white is not used effectively and with purpose.||The poster includes the headline in the chosen font, as well as design elements created from characters in the font. Some of the designs, however, are poorly executed or not clearly defined. The poster contains color but may not be used properly.||The poster includes the headline in the chosen font, as well as design elements created from characters in the font. The designed elements add to the appeal of the poster, and all shapes are clearly discernible. The poster uses color effectively.||____ / 20|
|Background information||The poster does not include most of the background requested: creator, creation date, purposes/ uses, font classification, style and history.||The poster provides most, but not all, of the background requested: creator, creation date, purposes/ uses, font classification, style and history.||The poster displays a detailed background that includes creator, creation date, purposes/ uses, font classification, style and history.||____ / 20|
|Writing||The body copy is poorly done, sounding as if it comes from a textbook. Very few details are included, and it is confusing or does not keep the interest of the reader.||The body copy is written well, and somewhat demonstrates the student’s voice. Although detailed, parts of it sound as if they came from a website and not written by the student. The content sometimes loses the reader’s attention.||The body copy is clear and presented in an interesting way, demonstrating the student’s voice and fitting the font style. It is detailed and compels the reader to keep reading.||____ / 20|
|Grammar/ spelling/ punctuation||The poster contains more than five spelling, grammar and/or punctuation errors.||The poster contains 3-5 errors in spelling, grammar and/or punctuation errors.||The poster contains no more than two errors in spelling, grammar and/or punctuation errors.||____ / 20|
|Total points||____ / 80|