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Lesson Plan
Course Title:
Printing & Imaging Technology
Session Title:
Typesetting Basics: Schedule Layout
* This is Lesson #19 if used as part of the overall unit on Printing & Imaging Technology.
This lesson establishes the criteria for the final Desktop Publishing Project, but may be
taught as a stand-alone project if desired.
Lesson Duration:
Approximately two to four 90-minute class periods
[Lesson length is subjective and will vary from instructor to instructor]
Project overview:
Days 1-2: Understand criteria for the “schedule of events” required in the final project
Days 3-4: Students create a “schedule of events” for their event program
Performance Objective: Upon completion of this assignment, the student will create a
schedule of events to be used in their event program. The completed event program will be the
final Desktop Publishing Project for this course.
Specific Objectives:
1. Layout a “schedule of events” for the final project program.
2. Meet the established criteria for the “schedule of events”.
3. Use desktop publishing software to lay out a “schedule of events” for the program.
Preparation
TEKS Correlations:
§130.96
(1) The student applies academic knowledge and skills in printing and imaging projects. The
student is expected to:
(A) apply English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; using correct grammar, punctuation, and
terminology to write and edit documents; and composing and editing copy for a
variety of written documents such as brochures, programs, and newsletters; and
(B) apply mathematics knowledge and skills by identifying whole numbers, decimals,
and fractions applied to measurement and scale; demonstrating knowledge of
arithmetic operations; using conversion methods such as fractions to decimals and
inches to points; and applying measurement to solve a problem.
(11) The student develops a technical understanding of printing and imaging. The student is
expected to:
(F) apply desktop publishing to create products by:
(i) using word processing, graphics, or drawing programs; and
(H) demonstrate knowledge and appropriate use of hardware components, software
programs, and storage devices.
AAVTC: Print and Imaging Technology: Typesetting Basics: Schedule Layout
Copyright © Texas Education Agency, 2013. All rights reserved.
1
Instructor/Trainer
References:
Industry standard software: Help menu or Tutorial
Author’s expertise
Instructional Aids:
Laying Out The Schedule slide presentation
Laying Out The Schedule Rubric
Typesetting and Formatting Concepts - Student Handout
Typesetting and Formatting Concepts - Teacher Handout
Materials Needed:
Industry standard desktop publishing software
Equipment Needed:
Computer and projection system with appropriate software to display slide presentation
Classroom set of computers with Industry standard desktop publishing software
Learner
Recommended: Completion of previous lessons in the project sequence.
Introduction
MI
Introduction (LSI Quadrant I):
ASK: What is the most important part of a printed program? Why create one at
all? What information are you trying to get into the attendees’ hands?
SAY: Programs have many elements from maps to advertisements, but the main
reason for printing a program is to include the “schedule of events”. The
information in the “schedule of events” lets attendees know which events are
happening when and where.
Outline
MI
Outline (LSI Quadrant II):
I. The main reason for printing a program is to
include information about the event or the
“schedule of events”
A. The schedule lists event times so attendees
know when things are going to happen
B. Different types of events will have different
types of “schedules”
II. Some different types of events include:
A. Plays
B. Graduations
C. Recitals
D. Etc…
Instructor Notes:
Note: Use the slide
presentation to go over each
point and help students
understand the importance of
having a “schedule of events”.
Identify different types of
events and discuss the
different elements that should
be placed in the program for
each one.
AAVTC: Print and Imaging Technology: Typesetting Basics: Schedule Layout
Copyright © Texas Education Agency, 2013. All rights reserved.
2
III. Schedule of Events criteria
A. Should indicate the type of event
B. Should be legible and easy to read
C. Should be properly formatted
IV. Some Typesetting / Formatting Concepts
A. Text Styles Compared
i. Bold
ii. ALL CAPS
iii. Regular
iv. Narrow
v. Underlined
vi. Italics
B. Text Alignments Compared
i. Left Adjusted
ii. Centered
iii. Right Adjusted
iv. Justified
C. Outlining Your Information
i. Helps convey importance
ii. Helps group concepts
iii. Helps sort information
D. Why Font Size Matters
i. Helps convey importance
ii. Helps group concepts
iii. Helps sort information
Note: For the final project, the
schedule will be placed in the
center of the program. The
center two pages of the 12
page final program will be
pages 6 and 7.
To be properly formatted
means that if a student uses
an outline to display the
schedule of events, then the
schedule should follow the
correct form and formatting of
an outline.
Please provide the students
with the ‘Typesetting and
Formatting Concepts
Handout’. Use the teacher’s
handout to discuss the
different concepts and how
they could be used to lay out
their “schedule of events”.
Application
MI
Guided Practice (LSI Quadrant III):
Discuss the importance of the information or the “schedule of events”. Identify
different types of events and discuss which elements should be placed in the
program for each one. Discuss the criteria for creating a “schedule of events”.
MI
Independent Practice (LSI Quadrant III):
Students will select an event and determine the type of information needed for their
schedule. Students will then generate (or gather) the needed information for their
“schedule of events”.
Using industry standard desktop publishing software, students will lay out the
“schedule of events” on two pages. (For the Final Project, students will need to be
able to lay out the schedule on the 2 center pages of the program.)
AAVTC: Print and Imaging Technology: Typesetting Basics: Schedule Layout
Copyright © Texas Education Agency, 2013. All rights reserved.
3
Summary
MI
Review (LSI Quadrants I and IV):
Review the criteria for “Schedule of Events” for the printed program.
Review why the “Schedule of Events” is important to a program.
Observe students’ progress, ask questions, and encourage creativity as they lay out
their “Schedule of Events” with elements that reflect the theme of the program.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Teacher will monitor students’ progress while they use the desktop publishing
software to create a “Schedule of Events” for their program.
The teacher will:
… make sure the student understands all of the criteria for the “Schedule of Events”.
… make sure the student knows where the “Schedule of Events” will go in the
program and how it will look when it is printed.
MI
Formal Assessment (LSI Quadrant III, IV):
The teacher will use the Laying Out The Schedule Rubric to evaluate students’
“Schedule of Events”. The teacher should also conference with each student to
provide one-on-one feedback of the student’s work.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Students may wish to add graphic elements to their “Schedule of Events” that fit the
theme of the overall program in order to make their final project look more
professional.
AAVTC: Print and Imaging Technology: Typesetting Basics: Schedule Layout
Copyright © Texas Education Agency, 2013. All rights reserved.
4
Typesetting and Formatting Concepts
STUDENT HANDOUT
Bold Text vs. ALL CAPS TEXT vs. Regular Text vs. Narrow Text vs. Underlined Text
Left Adjusted
Centered
Outlining Your Information
Right Adjusted
Why Font Size Matters
1) First level one
a) Second level one
b) Second level two
2) First level two
Why
Font Size Matters
Size
Why Font
Matters
Type Styles Compared
a) Second level one
In the first row of the above box, several type styles are compared. Which type style do
b) Second level two
you see first? Why do you see that style first? Which one do you see second? Why?
Matters
Size
Discuss some reasons why you would use differentWhy
typeFont
styles
for your information.
Type Alignments Compared
In the second row of the box, several type alignments are compared. Discuss some
reasons why you would use different type alignments for your information.
Outlining Your Information
Can you name some reasons why you would need to place your information in an
outline?
Why Font Size Matters
Can you name some reasons why you would need to use varying font sizes for
information?
AAVTC: Print and Imaging Technology: Typesetting Basics: Schedule Layout
Copyright © Texas Education Agency, 2013. All rights reserved.
5
Typesetting and Formatting Concepts
TEACHER HANDOUT
Type Styles Compared
Which type style do you see first?
The student’s eyes should be drawn to the bold text first.
Why do you see that style first?
The contrast of the bold type conveys importance.
Which one do you see second?
Most students will notice the underlined text next, while some may see the ‘all caps’ text.
Why?
Again the amount of contrast of the underlined text conveys importance, but for some
students, the proximity of the ‘all caps’ text to the bold text means it will get their attention.
Discuss some reasons why you would use different type styles for your information.
Type Styles help convey importance.
Type Styles help group concepts.
Type Styles help arrange information.
Type Alignments Compared
Discuss some reasons why you would use different type alignments for your
information.
Type Alignments help convey importance.
Type Alignments help group concepts.
Type Alignments help arrange information.
Outlining Your Information
Can you name some reasons why you would need to place your information in an
outline?
Outlines help convey importance.
Outlines help group concepts.
Outlines help arrange information.
Why Font Size Matters
Can you name some reasons why you would need to use varying font sizes for
information?
Font Size helps convey importance.
Font Size helps group concepts.
Font Size helps arrange information.
AAVTC: Print and Imaging Technology: Typesetting Basics: Schedule Layout
Copyright © Texas Education Agency, 2013. All rights reserved.
6
LAYING OUT THE SCHEDULE RUBRIC
Criteria
Completeness
(10 pts)
Application of
Layout
Concepts
(30 points)
Design
elements –
Criteria
(30 pts)
Creativity
(20 points)
Professional
Appearance
(10 pts)
Comments:
Exceptional
Above Average
Below Average
Unacceptable
9-10 points
5-8 points
1-4 points
0 points
Work is
complete and
presents a
unified whole.
Work is
complete, but
lacks unity in the
composite.
Work is
incomplete.
No attempt was
made to produce
the document.
25-30 points
12-24 points
1-11 points
0 points
Demonstrated
knowledge of
the Layout
Concepts is
exceptional.
Layout Concepts
are used, but
more practice is
needed to
demonstrate full
knowledge.
Attempt is made
to use Layout
Concepts, but it
is evident that
knowledge is
very limited.
No evidence of
knowledge of
Layout Concepts.
25-30 points
12-24 points
1-11 points
0 points
Design elements
are successfully
applied.
Design elements
are applied but
need refinement
to achieve
success.
Design elements
are poorly
applied.
No evidence of
application of
design elements.
17-20 points
8-16 points
1-7 points
0 points
Design ideas
are original in
thought and
exceptionally
creative.
Design ideas are
somewhat
original and
creative.
Limited
evidence of
creativity and
originality in
thought.
No evidence of
creativity or
originality in
thought or
execution of
project.
9-10 points
5-8 points
1-4 points
0 points
Professional
project.
Final product is
neat and
professionally
presented.
Good
presentation of
project. Only
minor corrections
are needed
Fair
presentation of
project. Several
errors are
evident.
Project is
unprofessional.
Errors distract
significantly from
the content.
TOTAL
POINTS:
AAVTC: Print and Imaging Technology: Typesetting Basics: Schedule Layout
Copyright © Texas Education Agency, 2013. All rights reserved.
7
Points