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Jay School Corporation Business Curriculum Guide – Desktop Publishing 2012-2018

Jay County High SchoolBusiness Curriculum Guide

Desktop PublishingGrades 9 – 12


DTP 1.1 Content Standard: Students evaluate the purposes, functions and features ofdesktop publishing software

Business Academic Standard

Literacy Embedded Standard

Mathematics Embedded Standard

Learning Activities Assessment(s)

DTP 1.1.1 Define terms related to desktop publishing.

10.1.1 Understand technical vocabulary in subject area reading.10.1.2 Distinguish be-tween what words mean literally and what they imply, and interpret what words imply.

Define and establish the purpose of Desktop Publishing.

Quiz or test over terminology

DTP 1.1.2 Describe the hardware components used in desktop publishing.

Discuss and Demonstrate: the need and language for desktop publishing.

Label and identify the hardware components used in class

DTP 1.1.3 Compare and contrast software used for desktop publishing.

11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organi-zation, repetition of the main ideas, orga-nization of language, and word choice in the text.11.2.6 Critique the

Have students bring in examples of various desktop publications.

Show examples of various desktop publications (i.e. newsletter, magazines,

Compare and contrast paper


power, validity, and truthfulness of argu-ments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the ar-guments anticipate and address reader concerns and counter-claims.12.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organi-zation, repetition of the main ideas, orga-nization of language, and word choice in the text.12.2.6 Critique the power, validity, and truthfulness of argu-ments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the ar-guments anticipate and address reader concerns and counter-

newspapers, sales brochure, name tags, business cards, etc.)

Compare and discuss operating systems and hardware requirements for desktop publications.Discuss different software programs available for desktop publishing and photo editing.

Have students determine the best program for specific assignments.


claims.DTP 1.1.4 Identify tools in toolbars and palettes.

Label screen parts, toolbox, and palettes.

Label and identify the desktop software window, toolbars, and palettes

Tests and quizzesDTP 1.1.5 Demonstrate knowledge of measure-ment tools.

A1.2.1 Solve linear equations.A1.2.2 Solve equations and formulas for a specified variableA1.2.6 Solve word problems that involve linear equations, formulas, and inequalities.A1.3.1 Sketch a reasonable graph for a given relationship.

Complete worksheets.

Draw using the tools available.

Design a personal logo using the tools.

Worksheet on measurements—how to read a ruler.

Review the rulers in different views.

Measure in picas and measure in inches.

Learn and use ruler guides and “snap to” options.

Label ruler

Quiz over ruler measurements

Evaluate logo design using Desktop Publishing Project Assessment Form

DTP 1.1.6 Discover ef-fective color utilizations.

10.3.11 Evaluate the aesthetic qualities of

Discover and discuss the color wheel for

Tests and quizzes


style, including the impact of diction and figurativelanguage on tone, mood, and theme.

both print and Web publications.

Prepare a PowerPoint indicating the meanings of the various colors

DTP 1.1.7 Explore Web features of desktop publishing software.

Guest speaker from advertising agency to discuss color.

Compare and contrast different colors models and libraries (Grayscale, CMYK, RGB, Web, etc.).

Samples of good color use and bad color use.

Discover Web components.

List Web publications such as e-mail letter, Web form, product list, etc.

Classify color usages


DTP 2.1 Content Standard: Students develop and demonstrate desktop publishingsoftware skills.





DTP 2.1.1 Use editing techniques.

Discuss editing features:

Search and replace

Cut, copy, and paste

Select all and deselect

Page breaks Grouping Arrange Cropping Rotating Text wrapping Flip Web page

navigation

Demonstrate and utilize spell check, grammar check, and design check features.

Give students a document to proofread

On-screen evaluations to determine use of the editing features

Rubric or checklist for projects incorporating the techniques

Peer evaluation of projects

Proofreading quizzes


and edit.

Create a table and use table formatting features.

DTP 2.1.2 Access avail-able resources for soft-ware assistance.

11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.11.4.2 Demonstrate an understanding of the el-ements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descrip-tive writing assign-ments.11.4.5 Enhance mean-ing using rhetorical de-vices, including the ex-tended use of parallel-ism, repetition, and analogy and the is-suance of a call for ac-tion.11.4.6 Use language in creative and vivid ways to establish a specific tone.12.4.1 Engage in con-

Show students how to use the Help tab for assistance.

Research the Internet for software assistance.

Utilize reference materials available:

Reference manuals

On-line resources

Tutorials

Create technical instructions on how to solve a problem utilizing resources to answer questions.

Complete instructions verbatim to evaluate process

Observation evaluation


versations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to ex-plain personal reaction to the task.12.4.2 Demonstrate an understanding of the el-ements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descrip-tive writing assign-ments.12.4.3 Use point of view, characterization, style, and related ele-ments for specific nar-rative and aesthetic (artistic) purposes.12.4.4 Structure ideas and arguments in a sus-tained and persuasive way and support them with precise and rele-vant examples.12.4.5 Enhance mean-ing using rhetorical de-vices, including the ex-tended use of parallel-


ism, repetition, and analogy and the is-suance of a call for ac-tion.12.4.6 Use language in creative and vivid ways to establish a specific tone.

DTP 2.1.3 Modify docu-ment setup default.

11.4.10 Review, evalu-ate, and revise writing for meaning, clarity, achievement of pur-pose, and mechanics.11.4.11 Edit and proof-read one’s own writing, as well as that of oth-ers, using an editing checklist.11.4.12 Revise text to highlight the individual voice, improve sen-tence variety and style, and enhance subtlety of meaning and tone in ways that are consis-tent with the purpose, audience, and form of writing.

Work with an existing publication and give students different setup requirements.

Redo a preprinted brochure.

Give the students a document that they need to modify correctly.

Peer evaluation


12.4.10 Accumulate, re-view, and evaluate writ-ten work to determine its strengths andweaknesses and to set goals as a writer.12.4.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist.12.4.12 Further develop unique writing style and voice, improve sen-tence variety, and en-hancesubtlety of meaning and tone in ways that are consistent with the purpose, audience,and form of writing.

DTP 2.1.4 Create master pages.

11.4.3 Use point of view, characterization, style, and related ele-ments for specific nar-rative and aesthetic (artistic) purposes.11.4.4 Structure ideas

Discuss master page layouts and the purposes for them.

Discover master pages in printed documents like newspapers and

Quiz

Master page checklist


and arguments in a sus-tained and persuasive way and support them with precise and rele-vant examples.

magazines. Bring in examples.

Design a certificate of achievement using a master page.

Create headers and footers.

Design a logo for a company to be used as a master page.

Design a letterhead for a company to be used as a master page.

DTP 2.1.5 Apply knowl-edge of printing proce-dures.

A1.9.1 Use a variety of problem-solving strategies, such as drawing a diagram, making a chart, guess-and-check, solving a simpler problem, writing an equation, and working backwards.

Discuss printing requirements.

Discuss printable Web components.

Show examples of different print qualities.

Research and discuss the options of printers: pricing, quality, ink jet vs. laser jet.

Give an assignment

Desktop Publishing Project Assessment Form

Write a compare and contrast paper on different printing options.

Create a rating chart for printers based on research.


A1.9.2 Decide whether a solution is reasonable in the context of the original situation.

A1.9.6 Distinguish between inductive and deductive reasoning, identifying and providing examples of each.

A2.6.2 Add, subtract, multiply, divide, and simplify algebraic fractions.

A2.6.5 Solve word problems involving fractional equations.

that has the students determine the best printing options.

Demonstrate color separations.

Create a table to determine the following:

Number of copies Printing source Paper quality Shelf life Color Turnaround time Cost Convenience

Visit a local print shop and investigate printing your publication.

DTP 2.1.6 Utilize paste- Demonstrate the Teacher observation


board. concept of why you would use the pasteboard.

Give students all of the files on disk and have them put the publication together using the pasteboard.

Edit graphics utilizing the pasteboard.

DTP 2.1.7 Modify tem-plates.

Input text and graphics into templates.

Checklist for assessment

DTP 2.1.8 Create tem-plates.

Design and develop a new template for a magazine or CD cover.

Design templates for various publications.

Design and develop a new template for a Web page.

Use common Web components such as navigation bar, Web masthead, hotspots, form controls, etc.


DTP 2.1.9 Use special format features.

Demonstrate appropriate use of

Create a newsletter using leading,


leading, kerning, tracking, text formats, and alignment.

kerning, tracking, text formats, and alignment. Use an assessment checklist.

DTP 2.1.10 Use ad-vanced special features.

Demonstrate how to set Web control properties using desktop publishing software

Demonstrate navigation bar features of desktop publishing software.

Incorporate HTML code fragments in a Web publication.

Apply Web page options (title bar, metatags, search engine keywords, page naming, etc.)

Bring in examples and discuss use of sidebars and pull quotes.

Create a multiple page publication incorporating

On-screen evaluation of features

Rubric for project evaluation

Assign projects to focus on specific special features


pagination, table of contents and indexing features.

DTP 2.1.11 Create and adjust text block at-tributes.

Work with the flow of text blocks and continuation lines.

Discuss the various alignments, colors, fills, textures, patterns, and gradients.

Give an assignment where there is too much text for the page, but all text must be on the page.

DTP 2.1.12 Apply layer-ing techniques.

Utilize layering or ordering feature. Show and hide different layers.

Create a publication with at least three different layers.

Design a front-to-back flyer of an open house using autoshapes and layering.

Take an existing publication and break the elements into different layers.

On-screen evaluations to determine use of layers


Peer evaluation of projects

Proofreading quizzes

DTP 2.1.13 Demonstrate understanding of file for-

Create a list of formats accepted by

Graphic file formats checklist


mats. application program.

Explain the differences among file formats (.doc, .pub, .pdf, .txt, .wps, .indd, .rtf, .html, etc.)

Discuss why all formats do not work.

Import and export different file types.

Create a table listing various file formats, corresponding software, and advantages

DTP 2.1.14 Create and discuss sample publica-tions both print and Web.

10.3.2 Compare and contrast the presenta-tion of a similar theme or topic across genres (different types of writ-ing) to explain how each genre shapes the author’s presentation of the theme or topic.10.3.5 Compare works that express a universal theme and provide evi-dence to support the views expressed in each work.10.5.6 Write technical documents, such as a manual on rules of be-

Create one of each of the following publications:

Flyer or Poster Newsletter Brochure E-mail Letter Merge Letter Letterhead Envelope Label Greeting Card Calendar Business Form Web Page Coupon Advertisement

Complete instructions verbatim to evaluate process


Design a table listing the benefits and advantages for each medium


havior for conflict reso-lution, procedures for conducting a meeting, or minutes of a meeting that: Report information

and express ideas logically and cor-rectly.

Offer detailed and accurate specifica-tions.

Include scenarios, definitions, and ex-amples to aid com-prehension.

Anticipate readers’ problems, mistakes, and misunderstandings.

10.5.7 Use varied and expanded vocabulary, appropriate for specific forms and topics.10.5.8 Write for differ-ent purposes and audi-ences, adjusting tone, style, and voice as ap-propriate.10.6.1 Identify and cor-rectly use clauses, both main and subordinate; phrases, including

Gift Certificate E-commerce Site

Correctly use Object Linking and Embedding (OLE).

Invite a physical therapist to give instructions on the proper way to lift, carry, or move large objects.

Teacher observation of students taking notes. Design a safety manual to be used in a job setting or classroom.


gerund, infinitive, and participial; and the me-chanics of punctuation, such as semicolons, colons, ellipses, and hy-phens.10.6.2 Demonstrate an understanding of sen-tence construction, in-cluding parallel struc-ture, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.11.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics.11.5.7 Use precise tech-nical or scientific lan-guage when appropri-ate for topic and audi-ence.12.4.9 Use technology for all aspects of creat-ing, revising, editing, and publishing.12.5.2 Write responses to literature that: Demonstrate a com-

prehensive under-


standing of the sig-nificant ideas in works or passages.

Analyze the use of imagery, language, universal themes, and unique aspects of the text.

Support important ideas and viewpoints through accurate and detailed refer-ences to the text and to other works.

Demonstrate an un-derstanding of the author’s style and an appreciation of the effects created.

Identify and assess the impact of per-ceived ambiguities, nuances, and com-plexities within the text.

12.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics.12.5.7 Use precise tech-nical or scientific lan-guage when appropri-ate for topic and audi-


ence.

DTP 2.1.15 Incorporate database features in desktop publishing.

10.5.5 Write business letters that: Provide clear and

purposeful informa-tion and address the intended audience appropriately.

Show appropriate use of vocabulary, tone, and style that takes into account the intended audi-ence’s knowledge about and interest in the topic and the na-ture of the audi-ence’s relationship to the writer.

Emphasize main ideas or images.

Follow a conven-tional style with

Create a merge letter and database.

Use stored information data fields.

Explore advanced skills such as the creation of message boxes, interactive calendars, VBA script, HTML script, integration with other applications, creating a database using desktop publishing software.

Create, merge, and send invoices to a customer list

Write a letter of support or of complaint in response to service that you received at a store or restaurant. Address the letter to the manager, including a clear account of the incident and requesting that he or she take appropriate action in response.


page formats, fonts (typeface), and spac-ing that contribute to the documents’ readability and im-pact.

11.6.1 Demonstrate control of grammar, dic-tion, paragraph and sentence structure, and an understanding of English usage.11.6.2 Produce writing that shows accurate spelling and correct punctuation andcapitalization.11.6.3 Apply appropri-ate manuscript conven-tions in writing — in-cluding title page pre-sentation, pagination, spacing, and margins — and integration of source and support ma-terial by citing sources within the text, using direct quotations, andparaphrasing.12.6.1 Demonstrate control of grammar, dic-tion, paragraph and sentence structure, and


an understanding of English usage.12.6.2 Produce writing that shows accurate spelling and correct punctuation andcapitalization.12.6.3 Apply appropri-ate manuscript conven-tions in writing — in-cluding title page pre-sentation, pagination, spacing, and margins — and integration of source and support ma-terial by citing sources within the text, using direct quotations, andparaphrasing.


DTP 3.1 Content Standard: Students import, manipulate and integrate data and graphicimages.





DTP 3.1.1 Incorpo-rate text files and word processing doc-uments into publica-tions.

10.2.1 Analyze the structure and format of various informa-tional documents and explain how authors use the features to achieve their pur-poses.

Place a text document into a publication.

Obtain text files from various storage media (CD’s, jump drives, ect.) and place them into a publication.

Work with the Chamber of Commerce to get permission for logo use, import the logos into the publication.

Incorporate spreadsheets, charts, and graphs into the publication.

Checklists

Tests and quizzes

Production tests

Create a table listing various graphic file formats, corresponding software and advantages

DTP 3.1.2 Insert graphics from various sources.

10.2.3 Demonstrate use of sophisticated technology by following technical directions.

Determine graphic size and attributes before placements.

Practice manipulating

Write a paragraph about when to use photographs vs. images


graphics in the publications by cropping, grouping, resizing, rotating, and flipping.

Explain the differences among graphic file formats for both print and web publications (.jpg, .gif, .tif, .bmp, .eps, etc.)

Explore animated graphics and audio for web publications (.gif, .png, .wav, etc.)

Create and format lines and shapes.

Teacher observation

Checklists to verify techniques have been done

DTP 3.1.3 Utilize scanner and digital camera.

Scan a picture at three different resolutions and print it out to see the differences (refer to scanner software and printer manuals for options).

Demonstrate digital cameras by actually taking pictures. Adjust the camera

Observation evaluation of equipment use

Checklists for graphic attributes


settings to show different outputs.

DTP 3.1.4 Use Optical Character Recognition software.

Scan a college application using OCR software. Place the application into a publication and complete the application.

Production quiz or test

DTP 3.1.5 Generate text and graphic files.

10.3.6 Evaluate an author’s development of time and sequence, including the use of complexliterary devices, such as foreshadowing (providing clues to fu-ture events) or flash-backs(interrupting the se-quence of events to include information about an event thathappened in the past).

Type a word processing document and save it in proper format to be placed in a publication.

Create a PDF or EPS file from an existing publication.

Introduce and utilize a photo editing and/or a drawing program to create a small graphic and save it in proper format to be placed in a publication.

Production Test

DTP 3.1.6 Modify text and graphic files.

10.3.8 Interpret and evaluate the impact of ambiguities, sub-tleties, contradictions, ironies, andinconsistencies in a

Make changes to previously generated text or graphics.

Change colors of graphics.

Checklist for graphic editing

Teacher observation

Peer evaluation


text.Change font attributes to previously generated text.

Use packaging capabilities of the software to transfer files with embedded fonts, graphics, and colors.

DTP 3.1.7 Export files.

Utilize exporting features of the software feature including Send As.

Peer evaluation

DTP 4.1 Content Standard: Students apply principles and techniques of publication designand layout.





DTP 4.1.1 Determine the target audience and purpose of the publication.

10.2.4 Evaluate an author’s argument or defense of a claim by examining the rela-tionship between gen-eralizations and evi-dence, the compre-hensiveness of evi-

Discuss the following:

Who will be using the publication?

How often it will be used.

Why you need the publication.


Production test

Peer evaluation


dence, and the way in which the author’s in-tent affects the struc-ture and tone of the text.

Duration of the publication.

Show examples and have students determine the audience and purpose of the publication.

Invite a guest speaker in to share ideas of different publications.


Checklists/Rubrics

Post a publication to the Internet or on a web bulletin board (ftp, web folder, etc.).

DTP 4.1.2 Create an effective focal point.

Explain what a focal point is.

Have students bring in examples of effective and ineffective use of focal points. Discuss all of the different focal points.

Use different formats for focal point: text, pictures, shapes, color, lines, texture, patterns, and headlines.

Peer evaluation

Checklists



DTP 4.1.3 Determine and adjust type at-tributes.

Discuss typography, fonts (serif, sans serif, script, and novelty), typefaces, styles, and history of printing.

Develop and complete a worksheet on fonts.

Discuss: Keep it legible. Reverse text.

Explain printer fonts and screen fonts.

Discuss history of fonts and typeface and the development of fonts and typeface.

Discuss consistency and why it is important.

Rubric and checklists

Write a document on history or styles

Production tests

Create a Webquest

Peer evaluation

DTP 4.1.4 Determine and apply character and paragraph at-tributes.

Use tabs and indents with leaders and adjust alignments.

Create styles for headlines, text, and captions.

Rubrics

Checklists

Teacher Observation


Utilize bulleted lists and numbered lists.

Incorporate hyphenation and widow/orphan control.

DTP 4.1.5 Adjust or change color combinations.

Discuss the color wheel and what colors go together. Warm colors, cool colors, analogous, monochromatic, complementary and triadic.

Define Pantone colors (exact color management).

Design logos where you use only text, shapes, and color. Discuss the emphasis of the color.

Discuss color models and libraries—CMYK, RGB, HLS, spot colors, and process colors.

Create a new color in each model for use in a publication.

Have a professional come in and critique students’ work

Have students critique an example

Peer review and critique

Tests and quizzes

Checklists/rubrics


DTP 4.1.6 Use white space effectively.

Define white space. Explain that white space is not a bad thing when used effectively. Show examples with white space—good and bad.

Create publications and evaluate the use of white space.

Give students a cluttered publication and have them incorporate white space.

DTP 4.1.7 Evaluate readability and attrac-tiveness of publica-tion.

Show examples of good and bad readability and discuss the various components:

Too much text. Too many

graphics. Use of fonts. Inappropriate

graphics size. Pictures pixilated. Unoriginal and not

creative.

Have students find and discuss examples of effective and ineffective Web publications.

Peer edit publications from the class

Production evaluation

Checklists/Rubrics

DTP 4.1.8 Create publications Peer evaluation.


Incorporate proper design and layout in a complete publication.

that meet industry standards. Refer to an industry checklist.

Decide what is attractive and what is not and make appropriate design choices (buttons, backgrounds, readability, textures, graphics, etc.).

Create an e-commerce solution using:

Home page Form controls Web site

submission button Shopping cart

technology Product lists Hyperlinks Supporting print

publications

Rubrics/checklists.

Create a complete e-commerce CD deliverable to a local not-for-profit agency.

DTP 5.1 Content Standard: Students demonstrate organizational and professional skills.



Mathematics Embedded



StandardDTP 5.1.1 Explain and comply with copyright and licens-ing issues.

10.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.10.4.4 Use clear research questions and suitable re-search methods, including texts, electronic resources, and personal interviews, to compile and present evi-dence from primary and secondary print or Internet sources.10.6.3 Produce legible work that shows accurate spelling and correct use of the conventionsof punctuation and capital-ization.10.6.4 Apply appropriate manuscript conventions — including title page pre-sentation,pagination, spacing, and margins — and integration of source and support ma-terial by citing sources within the text, using di-rect quotations, and para-phrasing.

Define copyright, trademark, and licensing terminology.

Give examples of inappropriate use of software, graphics, and text of both print and Web publications.

Demonstrate the accurate way to cite a resource.

Obtain a copy of the copyright laws.

Discuss legal and illegal use of licensed graphics or scanned images.

Discuss courtesy permission: For use of pictures. For quotations. For use of internet

images.

Write a paper comparing and contrasting ethical and legal issues

Tests and quizzes

Checklists/rubrics

Have students create a brochure on the copyright regulations.

DTP 5.1.2 Discuss 10.4.2 Establish a coher- Distinguish between Have students create


and incorporate ethi-cal and legal stan-dards.

ent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.10.4.3 Use precise lan-guage, action verbs, sen-sory details, appropriate modifiers, and theactive (I will always re-member my first trip to the city) rather than the passive voice (My first trip to the city will always be remembered).10.4.5 Develop main ideas within the body of the composition through sup-porting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.10.4.7 Integrate quota-tions and citations into a written text while main-taining the flow of ideas.10.4.8 Use appropriate conventions for documen-tation in text, notes, and bibliographiesfollowing the formats in different style manuals.

ethical and unethical content. Nothing slanderous or inflammatory.

Discuss American Disability Act compliance.

Discuss privacy and security issues related to publications and password protection.

Compare and contrast secure versus non-secure Websites.

a flyer about secure vs. non-secure Websites.

Have students create a PowerPoint on the American Disability Act.

Write a compare/contrast paper over any of these issues.


10.7.1 Summarize a speaker’s purpose and point of view and ask questions concerning thespeaker’s content, deliv-ery, and attitude toward the subject.10.7.4 Use props, visual aids, graphs, and elec-tronic media to enhance the appeal andaccuracy of presentations.10.7.6 Analyze the occa-sion and the interests of the audience and choose effective verbal and non-verbal techniques (includ-ing voice, gestures, and eye contact) for presenta-tions.10.7.7 Make judgments about the ideas under dis-cussion and support those judgments withconvincing evidence.10.7.8 Compare and con-trast the ways in which media genres (including televised news, news mag-azines, documentaries, and online information) cover the same event.10.7.10 Assess how lan-


guage and delivery affect the mood and tone of the oral communication and make an impact on the au-dience.10.7.11 Evaluate the clar-ity, quality, effectiveness, and general coherence of a speaker’simportant points, argu-ments, evidence, organiza-tion of ideas, delivery, choice of words, and use of language.10.7.15 Deliver expository (informational) presenta-tions that: Provide evidence in

support of a thesis and related claims, includ-ing information on all relevant perspectives.

Convey information and ideas from primary and secondary sources ac-curately andcoherently.

Make distinctions be-tween the relative value and significance of specific data,facts, and ideas.

Include visual aids by


employing appropriate technology to organize and displayinformation on charts, maps, and graphs.

anticipate and address the listeners’ potential misunderstandings, bi-ases, andexpectations.

use technical terms and notations correctly.

10.7.19 Deliver descriptive presentations that: Establish a clear point

of view on the subject of the presentation.

Establish the relation-ship with the subject of the presentation (whether the presenta-tion is made as an unin-volved observer or by someone who is per-sonally involved).

Contain effective, fac-tual descriptions of ap-pearance, concrete im-ages, shiftingperspectives, and sen-sory details.

11.5.8 Deliver multimedia presentations that:


Combine text, images, and sound and draw in-formation from many sources,including television broadcasts, videos, films, newspapers, magazines, CD-ROMs,the Internet, and elec-tronic media-generated images.

Select an appropriate medium for each ele-ment of the presenta-tion.

Use the selected media skillfully, editing appro-priately, and monitoring for quality.

Test the audience’s re-sponse and revise the presentation accord-ingly.

11.7.1 Summarize a speaker’s purpose and point of view and ask questions to drawinterpretations of the speaker’s content and atti-tude toward the subject.11.7.4 Use logical, ethical, and emotional appeals that enhance a specific


tone and purpose.11.7.5 Use appropriate re-hearsal strategies to pay attention to performance details, achievecommand of the text, and create skillful artistic stag-ing.11.7.6 Use effective and interesting language, in-cluding informal expres-sions for effect,Standard English for clar-ity, and technical language for specificity.11.7.8 Evaluate when to use different kinds of ef-fects (including visuals, music, sound, andgraphics) to create effec-tive productions.11.7.9 Analyze strategies used by the media to in-form, persuade, entertain, and transmitculture (including advertis-ing; perpetuating of stereotypes; and using vis-ual representations, spe-cial effects, and language).11.7.11 Interpret and eval-uate the various ways in which events are pre-


sented and informationis communicated by visual image-makers (such as graphic artists, documen-tary filmmakers, illustra-tors, and news photogra-phers).11.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oralcommunication and the impact the words may have on the audience.11.7.15 Analyze the tech-niques used in media mes-sages for a particular audi-ence andevaluate their effective-ness.11.7.19 Deliver multime-dia presentations that: Combine text, images,

and sound by incorpo-rating information from a wide range ofmedia, including films, newspapers, maga-zines, CD-ROMs, online information,television, videos, and electronic media-gener-ated images.



Use the selected media skillfully, editing appro-priately and monitoring for quality.


12.5.8 Deliver multimedia presentations that: Combine text, images,

and sound and draw in-formation from many sources,including television broadcasts, videos, films, newspapers, magazines, CD-ROMs,the Internet, and elec-tronic media-generated images.


Use the selected media skillfully, editing appro-priately, and monitoring for quality.



12.7.1 Summarize a speaker’s purpose and point of view and ask questions to drawinterpretations of the speaker’s content and atti-tude toward the subject.12.7.4 Use logical, ethical, and emotional appeals that enhance a specific tone and purpose.12.7.5 Use appropriate re-hearsal strategies to pay attention to performance details, achievecommand of the text, and create skillful artistic stag-ing.12.7.6 Use effective and interesting language, in-cluding informal expres-sions for effect,Standard English for clar-ity, and technical language for specificity.12.7.8 Evaluate when to use different kinds of ef-fects (including visuals, music, sound, and


graphics) to create effec-tive productions.12.7.9 Analyze strategies used by the media to in-form, persuade, entertain, and transmitculture (including advertis-ing; perpetuating of stereotypes; and using vis-ual representations, spe-cial effects, and language).12.7.11 Interpret and eval-uate the various ways in which events are pre-sented and informationis communicated by visual image-makers (such as graphic artists, documen-tary filmmakers, illustra-tors, and news photogra-phers).12.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oralcommunication and the impact the words may have on the audience.12.7.15 Analyze the tech-niques used in media mes-sages for a particular audi-ence andevaluate their effective-


ness.12.7.19 Deliver multime-dia presentations that: Combine text, images,

and sound by incorpo-rating information from a wide range ofmedia, including films, newspapers, maga-zines, CD-ROMs, online information,television, videos, and electronic media-gener-ated images.


Use the selected media skillfully, editing appro-priately and monitoring for quality.



DTP 5.1.3 Explore careers in desktop publishing.

10.4.9 Use a computer to design and publish docu-ments by using advanced publishing software and graphic programs.

Introduce different areas that incorporate desktop publishing:

Newspapers

Rubrics and checklists

Professional and peer evaluation


10.4.10 Review, evaluate, revise, edit, and proofread writing using an editing checklist.10.4.11 Apply criteria de-veloped by self and others to evaluate the mechanics and content of writing.10.4.12 Provide construc-tive criticism to other writ-ers with suggestions for improvingorganization, tone, style, clarity, and focus; edit and revise in response to peer reviewsof own work.11.5.5 Write job applica-tions and résumés that: Provide clear and pur-

poseful information and address the intended audienceappropriately.

Use varied levels, pat-terns, and types of lan-guage to achieve in-tended effects andaid comprehension.

Modify the tone to fit the purpose and audi-ence.

Follow the conventional

Magazines Printers Ad agencies Web design

companies

Research a career in desktop publishing and create a brochure, flyer, or newsletter about the career utilizing desktop publishing skills.

Have industry guest speakers come in and evaluate the students’ work.

Interview a Web master about how he/she uses Web publications and write a report.


style for that type of document (a résumé or cover letter ofapplication) and use page formats, fonts (typeface), and spacing that contribute tothe readability and im-pact of the document.

DTP 5.1.4 Participate in a team project.

10.5.1 Write biographical or autobiographical narra-tives or short stories that: Describe a sequence of

events and communi-cate the significance of the events to the audi-ence.

Locate scenes and inci-dents in specific places.

Describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of short stories or autobiographical narra-tives, use interior

Determine what each member of the team needs to do.

Introduce brainstorming ideas and group activities.

Incorporate cost and budget restraints.

Discuss skills on presenting final project to end-user.

Create a poster or display.

Peer evaluation.

Checklists/rubrics.

Professional evaluation.

Desktop Publishing Project Assessment Form.

Observation/evaluation of group work.


monologue (what theCharacter says silently to self) to show the character’s feelings.

Pace the presentation of actions to accommodate changes in time and mood.

DTP 5.1.5 Prioritize project components.

10.5.3 Write expository compositions, including analytical essays and re-search reports that: Gather evidence in sup-

port of a thesis (posi-tion on the topic), in-

Determine what needs to be completed and create a flow chart for the publications.

Create mock

Checklists/rubrics.


cluding informationon all relevant perspec-tives.

Communicate informa-tion and ideas from pri-mary and secondary sourcesaccurately and coher-ently.

Make distinctions be-tween the relative value and significance of specific data,acts, and ideas.

Use a variety of refer-ence sources, including word, pictorial, audio, and internet sources to locate information in support of a topic.

Include visual aids by using technology to or-ganize and record infor-mation oncharts, maps, and graphs.

Anticipate and address readers’ potential mis-understandings, biases, andexpectations.

Use technical terms and notations correctly.

layouts/storyboards and establish a timeline.

Have students gather ALL components before designing the publication.


11.5.1 Write fictional, au-tobiographical, or bio-graphical narratives that: Narrate a sequence of

events and communi-cate their significance to the audience.

Locate scenes and inci-dents in specific places.

Describe with specific details the sights, sounds, and smells of a scene and thespecific actions, move-ments, gestures, and feelings of the charac-ters; in the caseof autobiography or fic-tion, use interior mono-logue (what the charac-ter says silentlyto self) to show the character’s feelings.


12.5.1 Write fictional, au-tobiographical, or bio-graphical narratives that: Narrate a sequence of

events and communi-cate their significance


to the audience. Locate scenes and inci-

dents in specific places. Describe with specific

details the sights, sounds, and smells of a scene and thespecific actions, move-ments, gestures, and feelings of the charac-ters; in the caseof autobiography or fic-tion, use interior mono-logue (what the charac-ter says silentlyto self) to show the character’s feelings.


DTP 5.1.6 Present an accurate and

10.5.4 Write persuasive compositions that:

Create a course outline/syllabus for

Observation/evaluation of group


complete project to the end-user.

Organize ideas and ap-peals in a sustained and effective fashion with the strongestemotional appeal first and the least powerful one last.

Use specific rhetorical (communication) de-vices to support asser-tions, such as

Clarify and defend posi-tions with precise and relevant evidence, in-cluding facts,expert opinions, quota-tions, expressions of commonly accepted be-liefs, and logicalreasoning.

Address readers’ concerns, counterclaims, biases, and expectations.

students in brochure format for the first day of school.

work

Peer evaluation

Professional evaluation

jay school corporation music curriculum guide · web viewa1.2.6 solve word problems that involve...

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