Printing and Imaging
Practicum
1
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Table of Contents
Introduction
3
Preparation for First Day of Class
4
Useful Websites
5
Practicum Schedule
5
General Housekeeping
6
Training Station Orientation
19
History
27
Leadership
49
Management and Interpersonal Skills
63
Goin’ Global
88
Math
111
Career Exploration
124
Program Forms
151
Additional Activities
167
Career Pathways
179
Personal Management
196
Portfolios
224
Project Management
235
Scholarships
253
2
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Printing and Imaging Practicum
Introduction
This Practicum is designed to be used by new and veteran teachers who would like to enhance their students’
performance by utilizing computer generated projects. The purpose of these lessons is to transform the
classroom into a lab setting with the students becoming self-driven learners and the teacher taking on the role
of a facilitator.
With the exception of the General Housekeeping unit, the material is adaptable and may be presented in any
order the teacher chooses. Because there are so many detailed forms that are necessary to the onset of the
school year or semester, the General Housekeeping unit should be covered first. Detailed lesson plans are
provided which include handouts and activities.
Each unit contains at least one multimedia presentation; therefore, the teacher will need to use a desktop or
laptop computer attached to a projector in order to present the materials to the class.
Customarily, students enrolled in a Practicum course are placed on jobs prior to the onset of the school year.
Of course, a few students may need job placement by the teacher once school starts. Students must be
employed and a training plan must be filed within 14 days of the start of the school year. All Texas Education
Agency rules be followed and adequate records be kept, in the event of an audit by a TEA representative.
The teacher is required to visit each training sponsor regarding student progress at least once per each six
week grading period, regardless of whether or not the school calendar adheres to a six week or nine week
grading period.
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Preparation for the First Class Day
Classroom
 Are the students desks arranged the way you would like them to be for optimal class instruction?
 Is your desk in an area where it will be easy to manage the class?
 Do you have all the things you will need already in place at your desk? (a calendar/unit planner, grade
book, pencils, pens, notepad, etc.)
 Is the furniture easy to walk around?
 Are bulletin boards prepared and attractive to students?
 Do you have a space prepared for students to turn in work?
 Is the lighting in the room appropriate?
 Are the materials organized and easy to access?
 Do you have an emergency exit plan posted in the room?
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Students/Parents
Have you prepared the letters to the students and parents within the General Housekeeping portion of
the Practicum?
Have you prepared home folders for the students?
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Instruction
Have you prepared a script of what you are going to do the first day?
Do you have a classroom management plan prepared to establish?
Do you know what procedures you are going to use in managing your class?
Is there a sign-in paper or do you have a roll calling system ready to put in place?
Do you have an activity/procedure for students who arrive before the bell rings?
Do you have a grading system you would like to use ready?
Do you have ice breakers/team builders ready to do on the first day?
4
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Useful Websites
Texas Education Agency
http://www.tea.state.tx.us
Career and Technical Education
http://cte.unt.edu/
O*NET
http://www.onetonline.org/
All Club Information
The Insert Club Name is an extension of the Printing and Imaging Practicum course instruction. Dues and
registration for most of the youth organizations is conducted on-line.
www.tea.state.tx.us/
Parliamentary Procedure (Robert’s Rules of Order):
http://www.ohio.edu/csen/upload/gen_info_roberts_rules_of_order.pdf
Research
https://www.tsl.state.tx.us/elibrary
http://www.si.edu/
Practicum Schedule
Topic
General Housekeeping
Training Station Orientation
History of Printing & Imaging
Leadership
Management and
Interpersonal Skills
Goin’ Global
Math
Career Exploration
Activity
Time Frame
Forms
Project
Notes, Activities, and Projects
Notes, Activities, and Projects
5 Class Periods
12 Class Periods
5 Class Periods
7 Class Periods
Notes, Activities, and Projects
25 Class Periods
Notes, Activities, and Projects
Notes, Worksheets, and Tests
Notes, Activities, and Tests
5 Class Periods
12 Class Periods
9 Class Periods
Additional Activities
9 Class Periods
*Each Class Period is 45 – 50 minutes in length
5
Copyright © Texas Education Agency, 2015. All Rights Reserved.
General Housekeeping: Forms
Printing and Imaging Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate characteristics necessary to be a successful
student in the Printing and Imaging program.
Specific Objectives
 Students will identify the critical rules of program operation.
 Students will explain the procedures for reporting an absence from school or work.
 Students will learn the policies and procedures of the Printing and Imaging Practicum program.
 Students will obtain the necessary signatures on required forms.
This lesson should take 5 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Practicum in Printing and Imaging Technology
130.98 (c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) apply English language arts knowledge and skills for a variety of written documents in
accordance with industry standards;
(2) The student implements advanced communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and style;
(6) The student applies safety regulations. The student is expected to:
(A) implement personal and workplace safety rules and regulations;
(B) employ emergency procedures;
(9) The student implements employability characteristics. The student is expected to:
(A) identify and participate in training, education, or certification to prepare for employment;
(B) identify and demonstrate positive work behaviors and personal qualities needed to be
employable such as self-discipline, self-worth, positive attitude, integrity, and commitment.
6
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Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to
read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The
student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively in
groups;
(5)(B) use language clearly and appropriately;
Tasks


Students will secure signatures on all forms, as specified by the teacher.
Students will return all paperwork in a timely manner.
Accommodations for Learning Differences
Lessons should accommodate the needs of every learner. These lessons may be modified to accommodate
your students with learning differences by referring to the files found on the Special Populations page of this
website (http://cte.unt.edu)
Preparation
 Display each form on projector screen if possible
 Copy the handout sheets and rubric for the students
 Have materials ready to go prior to the start of the lesson.
SUGGESTION: Make folder packets for each student ahead of time. Have students write their names on the
folder; the folder becomes part of the year’s permanent record files for the school year.
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Instructional Aids
 Student handouts
Materials Needed
 Copies of all forms
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students why rules are necessary.
 Ask why daily attendance is important.
 Explain that is an honor to be accepted into this program and that all students must maintain high
expectations to remain in the class.
Lesson Introduction
 Explain each form in detail and check for understanding.
 Tell the class that all forms must be returned with appropriate signatures by the end of the first week
of class.
 Obviously, if a student has not secured employment by the first day of school, that student will not be
able to fill out the Training Plan form; however, make sure they fill in everything except the
employment information. (They will need to do this once they are employed.)
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Outline
MI
OUTLINE
These forms are included in students’ packets:
Training Plan Form
 Used by the teacher for student’s plan
 Used by the teacher when visiting
stations
Student Responsibilities
 Rules should be strictly adhered to
 Key rule: if a student is absent from
school, that student is not to report to
work
 Key rule: a student may not quit a job
without the teacher’s permission
 Key rule: theft is not condoned –
Immediate removal from the program
Syllabus
 Details what the students will learn
 Grading policy
Classroom Rules
 A must for every teacher
 Personalize to your methods
Unemployed Student Policy
Dependability Grade
Summary Verification Signatures Form
 Ensures the parent received all the
paperwork
Wage and Hour Report
 Keep an accurate record of the hours
worked in the permanent record files
 There are several samples included
o “Mobile Me” Activity
o Students will create a mobile
about themselves and will share it
with the class. Assign this on the
first or second day of class (due by
the end of the first week).
NOTES TO TEACHER
- Copy instructions and rubric;
make into a packet.
- Tell the class about some of
the things you learned at
previous jobs. Explain how
those skills helped you to
become a teacher.
- Explain the necessity of
learning as much as possible
about a job because some of
the skills learned will help
with future employment.
- Explain to the class that
customers see a business
much differently than the
employees see it.
- Ask the class if they ever
wanted to work at a place
where they shopped. Have
them give reasons why they
wanted to work there.
- Go over all the criteria in the
assignment and check for
understanding.
- Teacher will hand out the
instructions go over them for
this assignment
- Hang all of the mobiles in the
classroom for the first few
weeks of school.
9
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will go over each form individually and thoroughly. All students must understand what is
required of them in order to be in the program.
Set a deadline (usually the end of the first week of school) for all forms to be returned with signatures.
Keep in mind that during the first few days of classes, students will leave or enter your program. You will
need to keep up with all paperwork and will need to see that the new students receive all documents.
Independent Practice
 Students will complete all worksheets and forms.
 Students will obtain appropriate signatures as required by the deadline set by the instructor.
Summary
Review
 Why is it important to follow all rules of the program?
 Why do students have to secure permission before they quit their job?
 What happens to a student who is fired from his or her job?
 What is the policy on theft?
Evaluation
Informal Assessment
 Incentive for turning in all forms before the deadline
Formal Assessment
 Daily grade or test grade on the deadline
10
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Printing and Imaging Practicum Syllabus
Welcome to the dynamic world of Printing and Imaging! You have been selected from many applicants to
experience a fun and rewarding year. I intend for you to learn a great deal about the world of work as you
learn about yourself.
This course consists of the following topics:
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General Housekeeping
Goin’ Global
Training Station Orientation
Math
History of Printing and Imaging
Career Exploration
Leadership
Management and Interpersonal Skills
Additional Activities
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously:
READ ALL COURSE MATERIALS!
A lot of information will be given and discussed in class that is not in the text; however, you are
still accountable for reading assigned chapters. Students entered in Computer Technician
Practicum competition are more successful due to reading the material in the text.
GRADING:
Your grade will consist of the following:
 weekly work reports,
 dependability grades (see Dependability sheet),
 individual and group assignments,
 daily work,
 tests, and
 your employer evaluation.
YOUTH ORGANIZATION: Printing and Imaging
All co-op students are expected to join (INSERT YOUR YOUTH ORGANIZATION HERE) and to
participate in competitive events. Dues are $______ for the school year.
_____________________________
___________________________
Parent Signature
Student Signature
11
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Student Responsibilities in Cooperative Training Program
Type Your School District Name Here
Career and Technical Education Department
In order to establish and maintain a responsible, high quality type of Cooperative Training Program for (insert
name of school or school district), it is essential that the student, the parents, the training sponsor, the
coordinator, and school administrators agree to these basic principles:
1.
The coordinator must provide appropriate interview opportunities for student job placement.
The coordinator must grant final approval of all job placements.
2.
The student must remain at the same training station throughout the training period. A change may be
made only when approved by the coordinator.
3.
A student will be removed from the Cooperative Training Program and lose state credits for any of the
following reasons:
a. If the student is dismissed from the training station and the coordinator determines that the
dismissal was for sufficient reasons. Example: theft or un-ethical conduct.
b. The second time a student has been fired and/or quits without the permission of the
coordinator, he/she is released from the program without credit.
c. If a student’s attendance drops below 90%, the student may be removed from the Cooperative
Education Program. Removal from the class would result in loss of credit for the term.
4.
The student is under school supervision at school, and during the work schedule at the training station.
School credit is given for four hours spent on the job, as well as in the classroom. The student must work
a minimum of 15 hours a week, 10 hours of which must be Monday through Friday.
5.
If the student is to be absent from school on any particular day for any reason, the student must notify
the teacher-coordinator no later than 12:00 noon on the day of the absence. They may not report to the
training station without having first received permission from the coordinator. Failure to observe this rule
will result in unexcused absences in all classes missed.
6.
A student who is fired or quits a job shall receive a nine weeks grade no higher than 60 for the grading
period during which they were fired. The student must find their own employment within five days.
Grades will be reduced from the sixth day forward.
7.
Students enrolled in Cooperative Education are expected to belong to the youth organization, as activities
are related.
We enter into this agreement with the above understanding to provide the best training for the individual student.
_____________________________
Parent Signature
_______________________
Student Signature
_________________________________
________________________________________
Coordinator’s Signature
Principal’s Signature
If you wish to communicate via e-mail, please list your e-mail address:
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
Classroom Rules
1. You must be in class on time; failure to do so may result in an after class detention on the
day you are late! Class is from INSERT TIME
2. Bring your materials to class and be ready to work on assignments.
Always bring your textbook.
3. Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.
4. No work from other classes is to be done in our class. You are earning credit for this course,
so you must devote your attention to our subject material.
5. Do not comb hair, put on makeup, paint fingernails, etc. You don’t have to impress us—we
like you as you are.
6. Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.
7. RESPECT each other at ALL TIMES.
Refrain from talking to your neighbors when someone else has the floor.
8. No food or drinks are allowed in our class.
9. You are responsible for your conduct in your other classes. If you are a behavior problem in
another class, it will be brought to my attention. You will be subject to removal from the
co-op program due to behavioral problems.
10. Park in the designated parking lot only. Do not park in the front of school or in the
teachers’ lot.
_____________________________
___________________________
Parent Signature
Student Signature
13
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Dependability Grade
An important characteristic of a good employee is dependability. Students must realize the vital
importance of being dependable on the job and in the classroom. To reinforce this, a
“DEPENDABILITY GRADE” has been created. This is a MAJOR TEST GRADE and is averaged in
with the other major test scores.
When a student is absent from school for ANY REASON, the student must telephone their
Practicum (co-op) teacher before NOON that day. If the teacher’s phone rings to voice mail, the
student should leave the following information:
Name, date, time, reason for absence, and phone number
The student is responsible for phoning their employer to report their absence from work in a
timely manner. Practicum students are also required to sign in each day on the Practicum
Dependability Log, located in the classroom.
Practicum students are required to sign in each day on the Practicum Dependability Log!
Failure to phone the teacher in the event of an absence or to sign in when present will result in
the deduction of points from the “Dependability Grade” in the following manner:
ABSENT
CALLED IN
FAILED TO CALL or SIGN IN
0 DAYS = 100%
1 DAY
97%
87%
2 DAYS
93%
78%
3 DAYS***
90%
65%
4 DAYS
87%
37%
5 DAYS
83%
0
***If you are absent 3 or more continuous days, and you have a doctor’s note, you will be
exempt from this system for the period of time in which you were absent.
As you can see, it is critical that you become a dependable, responsible, young adult!
_____________________________
_________________________
Parent Signature
Student Signature
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
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Policies Governing Unemployed Students
1. If a student is released from a job because he/she has been found guilty of
theft/unethical conduct, the student is released from the program with no credit.
2. Students fired from jobs for reasons other than theft/unethical conduct, even though
they go to work at another job, may receive a NINE-WEEKS / SIX WEEKS (Circle one)
grade of no higher than 60 for the grading period during which they were fired.
3. Students fired from jobs are expected to find their own employment within five
school days. Grades will be reduced from the sixth day forward.
4. Students who are laid off will have ten days to find a job and the coordinator will
assist them in finding a job. Grades will be reduced from the eleventh day forward.
5. If a student quits a job without permission from the coordinator, the student will
receive a NINE-WEEKS / SIX WEEKS (Circle one) grade of no higher than 60 for the
grading period during which the student quit the job.
6. The second time a student has been fired and/or quits without permission from the
coordinator, the student will be released from the program with loss of credit.
I understand that any time the Practicum student is not employed in an APPROVED training
station; he/she must be under the supervision of the Practicum instructor from the end of the
class period through the end of the school day, until a new training station is secured. The
student may be exempt from this restriction if he/she has a scheduled appointment for a job
interview. (Documented proof of interview is required.)
__________________________
___________________________
Parent/Guardian Signature
Student Signature
15
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Summary Signature Verification Form
I have reviewed the following forms:
 Printing and Imaging Practicum (Co-op) Syllabus
 Student Responsibilities in Cooperative Training Program
 Classroom Rules
 Dependability Grade
 Policies Governing Unemployed Students
My signature acknowledges I have read all documents listed above and agree to abide by the
stated policies.
___________________________
_________________________
Parent or Guardian Signature
Student Signature
Please return this form to the teacher.
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Wage and Hour Report
_________________________
Name/ID#
_________________________
Hourly Wage $
_________________________
Training Station
_________________________
Total Hours for 3 Weeks
_________________________
Student Signature
WEEK
Fill in by local
HOURS
From
WORKED
To
MONDAY
TOTAL
HOURS
CLASSES
MISSED
1 2 3
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
SUNDAY
REASON FOR ABSENCE
1 2 3
1 2 3
TOTAL HOURS: MONDAY - FRIDAY
TOTAL HOURS FOR WEEK
17
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Mobile Me
Objective
The student will introduce themselves to the class by creating a mobile that reflects the
individual’s interests and personality.
Materials Needed
 Coat hanger
 String, ribbon or yarn
 A one-hole punch
 Family Pictures
 Pictures and words cut out from magazines
Directions
Make a mobile that depicts who you are and be prepared to share it with the class. You must
include a minimum of three pictures of yourself (or family) and at least six of the following
items:
 Achievements
 Favorite food
 Car you drive
 Favorite color
 Pets
 Favorite music
 Sports
 Quotation
 Favorite nursery rhyme
 The last book you read
 Pet peeve
 Your Choice
Have fun with this project! We will hang them in the classroom after everyone presents theirs to the
class.
18
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Training Station Orientation
Printing and Imaging Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate thorough knowledge of his or her work
place.
Specific Objectives
 Students will learn or reinforce basic knowledge of their respective training stations.
 Students will demonstrate an understanding of what is expected from their training sponsors,
 Students will compile information and will create a multimedia presentation.
 Students will communicate their knowledge orally to their peers,
This lesson should take 12 class days to complete.
Lesson Plan
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
Practicum in Printing and Imaging Technology
130.98 (c) Knowledge and skills.
(2) The student implements advanced communications strategies. The student is expected to:
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals;
(G) exhibit public relations skills to increase internal and external customer/-client
satisfaction;
(4) The student implements advanced information technology applications. The student is
expected to use personal information management, email, Internet, writing and publishing,
presentation, and spreadsheet or database applications for printing and imaging projects.
(7) The student implements leadership characteristics to student leadership and professional
development activities. The student is expected to:
19
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(A) employ leadership skills to accomplish goals and objectives by analyzing the various
roles of leaders within organizations, exhibiting problem-solving and management traits,
describing effective leadership styles, and participating in civic and community leadership
and teamwork opportunities to enhance skills;
(C) establish and maintain effective working relationships by providing constructive praise
and criticism, demonstrating sensitivity to and value for diversity, and managing stress
and controlling emotions;
(D) conduct and participate in meetings to accomplish work tasks by developing meeting
goals, objectives, and agendas; preparing for and conducting meetings to achieve
objectives within scheduled time; producing meeting minutes, including decisions and
next steps; and using parliamentary procedure, as needed, to conduct meetings;
(9) The student implements employability characteristics. The student is expected to:
(B) identify and demonstrate positive work behaviors and personal qualities needed to be
employable such as self-discipline, self-worth, positive attitude, integrity, and
commitment;
(E) demonstrate skills in evaluating and comparing employment opportunities;
(F) examine employment opportunities in entrepreneurship.
(10) The student implements technical skills for efficiency. The student is expected to employ
planning and time-management skills and tools to enhance results and complete work tasks.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies
to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies.
The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
20
Copyright © Texas Education Agency, 2015. All Rights Reserved.
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively in
groups;
(5)(B) use language clearly and appropriately;
(E) interact with audiences appropriately;
Tasks
 Students will interview employer or owner to obtain necessary information.
 Students will obtain company information from employee handouts, trade journals, or employee
handbooks.
Accommodations for Learning Differences
Lessons should accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Secure the computer lab if you do not have immediate access to one in your classroom.
 Copy the handout sheets and rubric for the students
Instructional Aids
 Student handouts
 Grading rubric
 Internet access
Materials Needed
 Paper for essay
 Camera or phone with camera
 Flash drive
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan pictures or materials brought to class
21
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Outline
MI
OUTLINE
NOTES TO TEACHER
Assignment Outline:
I.
II.
III.
IV.
Directions:
a. The packet of information must
be completed by interview,
website, or handbook.
b. Minimum of 12 digital photos
c. Floor plan may be scanned
Grading:
a. Completion of packet
b. Multi-media presentation
c. Pictures
d. Professionalism during
presentation
Presentation must have:
a. Name and logo
b. Floor plan
c. Policies/procedures
d. Company history
e. Supervisor’s or owner’s
previous experience
f. Site of company
g. Organizational chart
h. Inclusion:
i. 3,2,1
Layout format must be followed
***Handout the Portfolio Guidelines (p. 143)
Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Copy the instructions and
grading rubric and make into a
packet.
Tell the class about some of the
things you learned at previous
jobs. Explain how those skills
helped you to become a
teacher.
Explain the necessity of learning
as much as possible about a job
because some of the skills
learned will help with future
employment.
Explain to the class that
customers see a business much
differently than the employees
see it.
Ask the class if they ever wanted
to work at a place where they
shopped. Have them give
reasons why they wanted to
work there.
Go over all the criteria in the
assignment and check for
understanding.
Explain the guidelines. Students
can set it up while working on
the Training Station Orientation
project.
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
22
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Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The student will
follow along and make notes on their hard copy. Students will be strongly encouraged to take the
assignment packet to their job sites so employers will know about the activity.
Ask students to “map” out their plan, using a Mapping Tool from the Appendix of this document.
Give some ideas to students during the brainstorming session before the end of the first class period.
Independent Practice
 Students will work at their own pace to complete this activity.
 All work is to be done in class, with the exception of the interview, so the teacher can check for
understanding.
 Students are strongly encouraged to take ownership of this activity and to establish a workable
pace in order to complete it on time.
 Students will be prepared to present their projects to the class.
Summary
Review
 Why do customers see a different perspective of a business operation that that of the
employees?
 Why is it important to learn as much as possible about the business establishment?
 Why are procedures established and expected to be followed?
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Individual Presentation Rubric to evaluate.
23
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Employer Project
Directions
You are to complete this packet of information by conducting interviews with employers and or coworkers. It you have an employee training manual; you may use it as a source. You might even have to
get some information from your company’s website.
In addition to the packet, you will include a minimum of 12 digital photos in your presentation. You may
bring the pictures to class on a flash drive, a memory card or CD to import into your project.
All information will be compiled to prepare a multi-media presentation which will be shown to the class
when you present your project.
You will be graded on
 Completion of the packet
 Multimedia presentation
 Use of pictures (as specified)
 Professionalism during presentation, including professional dress
**Bonus credit will be given if your employer attends your presentation!
Presentation must have
 Name and logo of company
 Floor plan
 Policies and procedures
 History of the company
 Supervisor (or owner) previous experience
 Site of company (including number of employees)
 Organizational chart
 Miscellaneous supplemental information
 Photos (either interspersed within presentation or at the end of the presentation)
If you were in charge, explain:
 3 things you like about the training station
 2 things you would change
 1 thing you have learned that will help you in your career choice
This project is due on: ___________________________
24
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Layout Format:
1.
2.
3.
4.
Student’s name
Company’s name, address
Type of company
In a minimum of 75 words, (typed and turned in separately) state what your first day on the job
was like.
5. Procedures for reporting to work
6. Procedures for calling in sick or calling in late
7. Procedures for asking for time off
8. What types of benefits are available
9. Length of time the manager or owner has been with company
10. What prior training did the manager or owner have?
11. What type of education is needed for a managerial position with the company?
12. Procedure for handling cash or legal documents(beginning and ending shifts), OR
13. Procedure for accessing or handling clients files
14. Names of competitors and their locations
15. Organizational chart
16. Floor plan
17. Names of vendors and suppliers
18. Procedures for handling returns, issuing credit, keeping clientele happy
19. What types of jobs or careers will your current training station prepare you for?
20. What is the procedure for handling theft (by employees or clientele)?
21. What is the strangest thing that has happened to you on the job?
25
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Individual Presentation Rubric
Presentation Title:
Name
Teacher
ID#
Date of Presentation
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
0–5
Audience cannot
understand
presentation because
there is no sequence
of information.
Student does not have
grasp of information;
student cannot
answer questions
about subject.
Student used no
visuals.
Criteria
6 – 10
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable with
information and is
able only to answer
rudimentary
questions.
Student occasionally
used visuals that
rarely support text
and presentation.
Points
11 – 15
Student presents
information in
logical sequence
which audience
can follow.
Student is at
ease with
content, but fails
to elaborate.
Visuals related
to text and
presentation.
16 - 20
Student presents
information in
logical, interesting
sequence which
audience can follow.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Student used visuals
to reinforce screen
text and
presentation.
Student’s
presentation had four
or more spelling
errors and or
grammatical errors.
Presentation had
three misspellings
and or grammatical
errors.
Presentation had
no more than
two misspellings
and or
grammatical
errors.
Presentation had no
misspellings or
grammatical errors.
Student mumbles,
incorrectly
pronounces terms and
speaks too quietly for
students in the back of
the class to hear.
Student incorrectly
pronounces terms.
Audience members
have difficultly
hearing
presentation.
Student’s voice
is clear. Student
pronounces
most words
correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Total
Teacher Comments:
26
Copyright © Texas Education Agency, 2015. All Rights Reserved.
History of Printing and Imaging
Printing and Imaging Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will have an understanding of the origin and development
of the many different printing and imaging technologies through the years.
Specific Objectives
 Students will be able to explain the origin of printing and imaging.
 Students will describe different printing and imaging processes.
 Students will be able list the elements of a Gutenberg printing press.
 Students will compare and contrast modern printing and imaging processes.
This lesson should take three class days to complete; add at least 2 days for presentations.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may
result in the elimination of any or all of the TEKS listed.
Practicum in Printing and Imaging Technology
130.98 (c) Knowledge and skills.
(4) The student implements advanced information technology applications. The student is
expected to use personal information management, email, Internet, writing and publishing,
presentation, and spreadsheet or database applications for printing and imaging projects;
(5) The student understands printing systems and their uses;
(10) The student implements technical skills for efficiency. The student is expected to employ
planning and time-management skills and tools to enhance results and complete work tasks; and
(11) The student implements an advanced technical understanding of professional printing and
imaging. The student is expected to:
(A) manage the printing process.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies.
The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively
in groups;
(5)(B) use language clearly and appropriately;
Tasks


Students will research modern day technological developments in Printing and Imaging and
add them to their “It’s About Time” project timeline.
Students will select, research, and give a formal presentation regarding two past methods of
Printing and Imaging, and then comparing them with two modern methods of Printing and
Imaging.
Accommodations for Learning Differences
Lessons must accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Copy the handout sheets for the students.
 Have materials ready to go prior to the start of the lesson.
 Secure a computer lab if one is not readily accessible.
Instructional Aids
 Student outline and handouts
 Student Activity sheets
Materials Needed
 Butcher paper or poster board as an option for the “It’s About Time” activity
 Students can provide their own materials
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Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students to describe the first method of printing or imaging they can imagine.
 Ask students why people might want to print or create an image of something.
 Tell students that Printing and Imaging are, in essence, the capturing and reproduction of
imaginations.
Lesson Introduction
 Use multimedia presentation and explain the concepts from early days to modern day.
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
Outline
MI
OUTLINE
History of Printing and Imaging
I. Woodblock Printing
A. Seals and Stamping
B. Rubbings
C. Earliest printings from China
II. Movable Type
A. Metal Type
B. Quicker, more durable
C. Uniform lettering
D. Johannes Gutenberg AD 1439
E. Most important invention 2nd
Millennium
F. Oldest known printed book AD 1377
III. Printing Press
A. Pressmen
C. 3600 Impressions per workday
IV. Printing Houses
A. Master Printers
B. Employees
V. Intaglio Printing (Etching and Engraving
VI. Lithography
A. Smooth flat stone printing
B. Alois Senefelder AD 1796
VII. Color Printing
A. Chromolithography
B. Registering
C. Posters
VIII. Photography
A. Pinhole Camera Obscura
B. Light sensitive chemicals and plates
C. Lenses replaced pinholes
D. Film replaced plates
NOTES TO TEACHER
Notes are provided on the
multimedia presentation for
teacher extension.
Have the Student Notes Outline
ready to hand out at the
beginning of class. Have students
fill in the missing blanks during
your presentation.
1. Do “It’s About Time” which
involves students making and
presenting their own
timeline.
2. Have the students complete
the “Peer Review” that goes
with this assignment.
3. Do “Then and Now” Have
student complete both of
these assignments which will
take at least 4 days total for
all activities, including
student presentations.
4. Use the suggested rubrics for
grading.
30
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IX. Typesetting
A. Hot Metal – Linotype ‘Slugs’
B. Cold Type – Office Phototypesetting
C. CRTs lead to DTPs
X. Offset Printing
A. Modern Lithography
B. Plate cylinder
C. Blanket cylinder ‘offsets’ image
D. Impression cylinder; image to paper
XI. Screen Printing
A. Silk-screen
B. Woven mesh; ink-blocking stencil
C. Ink pressed through to substrate
XII. Dot Matrix Printing
A. Impact printing like old typewriter
B. Tractor-fed paper
C. NLQ – Near Letter Quality
XIII. Inkjet Printing
A. CIJ – Continuous Inkjet
B. Thermal DOD – Drop on Demand
C. Piezoelectric DOD – Drop on Demand
XIV. Dye-sublimation Printing
A. Heat transfers dye
B. Dye bonds with fabric
XV. Xerography
A. Dry photocopying
B. Scanned image exposed to drum
XVI. Laser Printing
A. Electrostatic digital printing
B. Saved image written to drum with
laser
XVII. Digital Photography
A. CCD – Charge-Coupled Device sensors
B. Image stored as a file; no more film
XVIII. 3D Printing
A. Additive Manufacturing
B. 3D Modeling
C. Successive layers of material built
31
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will show the multimedia presentation and explain the progressions made in Printing and
Imaging over the course of time. Point out that change was inevitable as needs became greater. This
should be a reference tool for the writing assignment in this unit.
Independent Practice
Students will perform independent research to complete the following activities:
 Create a timeline detailing printing and imaging events and personal events.
 Write an essay comparing and contrasting two different concepts in printing and imaging.
Summary
Review
 What changes have taken place in Printing and Imaging methods over the years?
 How has Printing and Imaging become more complex?
Evaluation
Informal Assessment
 Daily work on assignments to monitor progress.
Formal Assessment
 Rubrics will be used to assess both activities.
32
Copyright © Texas Education Agency, 2015. All Rights Reserved.
History of Printing and Imaging
Student Notes Outline
I.
Woodblock Printing
a. The first method of printing images, text and patterns on fabrics and other textiles used
wooden blocks
, and then the exposed surface was dipped in paint or ink
and firmly applied or stamped onto the cloth.
b. One early example is the use of seals, blocks carved with images or text, then pressed into
.
c.
are made by placing the cloth on the carved block and the top is rubbed
with a hard substance to create the pressing.
d. The earliest surviving fragments of are from
around AD 200.
e. Woodblock Printing developed in Asia several centuries before ___________.
II.
Movable Type
a. A system of printing using movable pieces of ______ type carved in ______ like
woodblocks.
b. Page setting was _________ and more__________ than woodblock printing.
c. The metal type pieces also helped lettering become more ________, which increased the
quality of printing and lead to the development of ________________.
d.
developed the movable type printing press in Mainz,
Germany around AD 1439.
e. Acknowledged as the most important invention of the
f. Although others in _______ developed movable type systems using __________, wood,
clay and even metal, historians consider Gutenberg’s press as the invention that sparked
the Printing Revolution.
g. The oldest known book printed with movable metal type was printed in ___________
around AD 1377.
III.
Printing Press
a. Process:
i. Movable type pieces were put in a tray (___________) in the bottom of the press
and ink was applied.
ii. Paper was clipped to an extension then ___________ into place above the type.
iii. The paper and type were rolled into place and a ___________ press evenly
applied pressure on the paper pushing it onto the inked type.
iv. The process was reversed and repeated.
b. Men operating the press, a very labor-intensive job, were called ‘________________’.
c. A European printing press in the 16th century could produce about ___________
impressions per workday.
33
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IV.
Printing Houses
a. __________ ___________ owned the shops, selected the manuscripts, determined the
size of print runs, sold the printed works, and organized distribution.
b. The printing was completed by ______________ of the print house.
c. _________________ first set the movable type for printing in a tray.
d. Pressmen then ________ ____ _______ and ________ ____ _______ with the printing
press.
e. ____________ and _____________ had to work for years to become Compositors or
Pressmen.
V.
Intaglio Printing
a. A family of printing techniques in which the ________ is cut into a surface, and the
sunken area holds the ink.
b. Normally ___________ or ____________ plates are used as the surface or matrix.
c. ____________ and ____________ are types of Intaglio.
d. Today Intaglio engraving is used for printing currency and _______________.
VI.
Lithography
a. Printing from a smooth flat _________ or _________ surface (also called a plate) using a
chemical process to create an image.
b. Invented in 1796 by ____________ author and actor Alois Senefelder
c. Process:
i. Because _________ and _________ don’t mix, an oil based image is first created
on a smooth stone or metal surface.
ii. The surface is then treated with an _________ and gum arabic mixture,
_____________ areas not protected by the grease-based image.
iii. The etched area retains _________ and repels the _________ based ink, which
sticks to the image.
iv. The image can then be transferred and _______________ many times on paper
VII.
Color Printing
a. Using different color inks on separate plates
________________________________________ helped achieve color prints, but the
process was costly and very time consuming, taking months to set the colors in the stone
and months to do the multiple pass printing.
b. Master Printers had to correctly line up the color plates (this is called _____________)
c. High quality color prints were called ‘____________’ and used many color plates.
d. Lower quality and lower cost prints could be made by using ____________ of color
requiring fewer color plates; so many ______________ were created this way, it became
a style of image coloring.
34
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VIII.
Photography
a. It is the combination of the pinhole camera obscura concept with the observations that
certain substances are ___________ _____________ by exposure to light.
b. Pinhole Camera Obscura – Light coming through a pinhole projects an image
(____________ and __________ ____________) in a dark box.
c. Different light sensitive ______________, _____________ and _____________ were
tested over many years; each building a quicker more stable camera.
d. Faint ‘latent’ images were enhanced with various vapors decreasing __________ times.
e. Color photographs originally came from _________________ 3 color sensitive images.
f. _______________ replaced the pinhole bringing more clarity and focus to the photos.
g. Metal plates used to capture exposures were eventual replaced by photosensitive
__________ and ___________.
IX.
Typesetting
a. Hot Metal - _____________ machines mechanized letterpress printing (similar to
Gutenberg printing press) by using molten type metal (_______) molded temporarily for
press ink printing.
b. Slugs, or entire ________ ___ __________, were created.
c. After printing, the slugs are reheated and ______________ for use on another print
project.
d. Photo typesetting is a form of _____________ printing in which machines project
characters onto ____________ first.
e. This ‘_____ _____’ typesetting could now be done in an office instead of a warehouse
f. With the development of _____ screens composition and markup became even easier.
g. These advances in typesetting technology would eventually lead to consumers being
capable of _______________ __________ _____________________.
X.
Offset Printing (____________ _____________________)
a. Today, most high volume printing of posters, books and newspapers use offset ______
b. Process:
i. A photographic negative or a CTP (computer-to-plate) laser image is applied to a
______________ _______________ covered with a photosensitive emulsion.
ii. The plate is attached to a _______________ on a printing press where dampening
rollers apply water.
iii. The water is _______________ by the emulsion of the image area, then
hydrophobic ink is applied to the plate, which is _______________ by the water,
but it sticks to the emulsion of the image area.
iv. A rubber ‘_____________’ cylinder squeezes away the excess water.
35
Copyright © Texas Education Agency, 2015. All Rights Reserved.
v. By means of uniform pressure and with the help of an __________________
cylinder the image is finally transferred to the paper.
Screen Printing
a. Also called ___________-_______________ or serigraphy
b. It uses a woven mesh to support an ______-_______ stencil to receive a desired image.
c. The open areas of mesh allow ink to be pressed through to the
______________________ (surface to be printed).
d. Modern uses for screen printing include posters, stickers, vinyl, wood, and of course Tshirts.
e. Screen-printing on ______________ currently accounts for over half of the screen
printing activity in the United States.
XI.
XII.
a.
b.
c.
d.
e.
Dot Matrix Printing
It uses a print head that prints back and forth on a page and impacts an ______________
_______________ like a typewriter creating letters out of dots.
Normally used for high volume data specific printing on _____________-________ paper.
Because it uses impact printing, ____________ _____________ could be printed as well.
Print heads went from 9 pins to 25 pins increasing the _________ and dots per inch of
printouts
_____ _____ ____ (NLQ) was created by printing a second or third pass, but it was slower
XIII.
Inkjet Printing
a. The printing of a digital image by projecting __________________ of ink onto the print
medium; paper, plastic, metal, etc
b. _________________ ________________ (CIJ) – Ink is pumped at high speed through a
microscopic nozzle and separated into drops by a vibrating piezoelectric crystal.
c. In __________________________ (DOD) Drop on Demand an electronic signal heats the
ink just enough to create a drop for printing placement.
d. In __________________________ (DOD) Drop on Demand uses a piezoelectric print head
creating a pulse to force drops out for printing placement.
XIV.
Dye-sublimation Printing
a. Uses ________________ to transfer dye to materials like paper, plastic or fabric.
b. Excellent for printing _________________________.
c. Many consumer ________________ printers are dye-sublimation printers.
d. Slower than _____________ printing.
e. Uses transfer paper to get graphics to fabrics, but better than screen printing because the
image is _________________ with the material not just placed on top of it.
36
Copyright © Texas Education Agency, 2015. All Rights Reserved.
XV.
Xerography (Photocopying)
a. Also called ______________________________, it is a _________ photocopying
technique using an image projected onto an electrically charged drum to create high
quality reproductions of the original.
b. Process:
i. After the drum head is ________ it is charged and readied to receive the image.
ii. The image is scanned and exposed onto the ___ _ drum creating a latent image
iii. Electrically charged powdered ink (__________) is attracted to the latent image
iv. The image is transferred to the _______________.
v. Then heated and pressed through rollers to __ _the toner in place on the paper
XVI.
Laser Printing
a. Actually an _________ digital printing process that uses an image that is laser projected
on a negatively charged drum to create high quality text and graphics with toner
b. Process:
i. After the drumhead is ________, it is charged and readied to receive the image
ii. The image, which is stored in the ______________ memory, is written to the
drum with a laser, creating a latent image.
iii. Electrically charged powdered ink (__________) is attracted to the latent image
iv. The image is transferred to the _______________
v. Then heated and pressed through rollers to ___ the toner in place on the paper
XVII.
Digital Photography
a. Uses a camera to capture images by projecting light through lenses to
__________________ photodetectors (image sensors) instead of film
b. The image sensors are ___________-____________ ______________ (CCDs) which store
information in the form of pixels
c. Images are stored ____________ eliminating the need to purchase film for the camera
d. Digital cameras can also capture images quicker, perform better in low light, have a
greater _______ ___ ______, and they can have a higher resolution than film cameras
e. But regular film cameras do not have _____________ _______________ or unusual
pattern displays on large blocks of color in images
XVIII. 3D Printing
a. Also called ____________ ________________, uses a virtual 3D model to create a
physical ‘print’ by building layers of material to form the finished object.
b. Process:
i. ___ the image requires computer aided design (CAD) software or a 3D scanner
37
Copyright © Texas Education Agency, 2015. All Rights Reserved.
ii. The ‘fix up’ stage makes sure there are no ___________ __________ (e.g. lines
not connecting properly) in the model.
iii. Successive layers of material are then printed from __________ ____________ of
the model and fused to create the final shape.
iv. Completed the printing may require ______________ of edges and/or painting,
which some 3D printers can do.
38
Copyright © Texas Education Agency, 2015. All Rights Reserved.
History of Printing and Imaging
Student Notes Outline Answer Key
I.
Woodblock Printing
a. The first method of printing images, text and patterns on fabrics and other textiles used
wooden blocks carved in relief, and then the exposed surface was dipped in paint or ink
and firmly applied or stamped onto the cloth.
b. One early example is the use of seals, blocks carved with images or text, then pressed into
clay tablets.
c. Rubbings are made by placing the cloth on the carved block and the top is rubbed with a
hard substance to create the pressing.
d. The earliest surviving fragments of are from China around AD 200.
e. Woodblock Printing developed in Asia several centuries before Europe.
II.
Movable Type
a. A system of printing using movable pieces of metal type carved in relief like woodblocks.
b. Page-setting was quicker and more durable than woodblock printing.
c. The metal type pieces also helped lettering become more uniform, which increased the
quality of printing and lead to the development of typography.
d. Johannes Gutenberg developed the movable type printing press in Mainz, Germany
around AD 1439.
e. Acknowledged as the most important invention of the second millennium.
f. Although others in Asia developed movable type systems using porcelain, wood, clay and
even metal, it was Gutenberg’s press that sparked the Printing Revolution.
g. The oldest known book to be printed with movable metal type was actually printed in
Korea around AD 1377.
III.
Printing Press
a. Process:
i. The movable type pieces were put in a tray (coffin) in the bottom of the press and
ink was applied.
ii. The paper was clipped to an extension then folded into place above the type.
iii. The paper and type were then rolled into place and a screw press evenly applied
pressure on the paper pushing it onto the inked type.
iv. The process was reversed and repeated.
b. Men operating the press, a very labor intensive job, were called ‘Pressmen’.
c. A European printing press in the 16th century could produce about 3600 impressions per
workday.
Printing Houses
IV.
39
Copyright © Texas Education Agency, 2015. All Rights Reserved.
a. Master Printers owned the shops, selected the manuscripts, determined the size of print
runs, sold the printed works, and organized distribution.
b. The printing was completed by employees of the print house.
c. Compositors first set the movable type for printing in a tray.
d. Pressmen then inked the type and pressed the paper with the printing press.
e. Apprentices and Journeymen had to work for years to become Compositors or Pressmen.
V.
Intaglio Printing
a. A family of printing techniques in which the image is cut into a surface, and the sunken
area holds the ink.
b. Normally copper or zinc plates are used as the surface or matrix.
c. Etching and Engraving are types of Intaglio.
d. Today Intaglio engraving is used for printing currency and passports.
VI.
Lithography
a. Printing from a smooth flat stone or metal surface (also called a plate) using a chemical
process to create an image.
b. Invented in 1796 by German author and actor Alois Senefelder.
c. Process:
i. Because oil and water don’t mix, an oil based image is first created on a smooth
stone or metal surface.
ii. The surface is then treated with an acid and gum arabic mixture, etching areas not
protected by the grease-based image.
iii. The etched area retains water and repels the oil based ink, which sticks to the
image.
iv. The image can then be transferred and reproduced many times on paper.
VII.
Color Printing
a. Using different color inks on separate plates (chromolithography) helped achieve color
prints, but the process was costly and very time consuming, taking months to set the
colors in the stone and months to do the multiple pass printing.
b. Master Printers had to correctly line up the color plates (this is called registering).
c. High quality color prints were called ‘chromos’ and used many color plates.
d. Lower quality and lower cost prints could be made by using large blocks of color requiring
fewer color plates; so many posters were created this way, it became a style of image
coloring.
40
Copyright © Texas Education Agency, 2015. All Rights Reserved.
VIII.
Photography
a. It is the combination of the pinhole camera obscura concept with the observations that
certain substances are visibly altered by exposure to light.
b. Pinhole Camera Obscura – Light coming through a pinhole projects an image (reversed
and upside down) in a dark box.
c. Different light sensitive materials, chemicals and plates were tested over many years;
each building quicker more stable cameras.
d. Faint ‘latent’ images were enhanced with various vapors decreasing exposure times.
e. Color photographs originally came from overlaying 3 color sensitive images.
f. Lenses replaced the pinhole bringing more clarity and focus to the photos.
g. Metal plates used to capture exposures were eventually replaced by photosensitive
paper and film.
IX.
Typesetting
a. Hot Metal - Linotype machines mechanized letterpress printing (similar to Gutenberg
printing press) by using molten type metal (lead) molded temporarily for press ink
printing.
b. Slugs, or entire lines of type, were created.
c. After printing, the slugs are reheated and recycled for use on another print project.
d. Photo typesetting is a form of offset printing in which machines project characters onto
film first.
e. This ‘cold type’ typesetting could now be done in an office instead of a warehouse.
f. With the development of CRT screens composition and markup became even easier.
g. These advances in typesetting technology would eventually lead to consumers being
capable of desktop publishing.
X.
Offset Printing (Modern Lithography)
a. Today, most high volume printing of posters, books and newspapers use offset
lithography.
b. Process:
i. A photographic negative or a CTP (computer-to-plate) laser image is applied to a
flexible plate covered with a photosensitive emulsion.
ii. The plate is attached to a cylinder on a printing press where dampening rollers
apply water.
iii. The water is repelled by the emulsion of the image area, then hydrophobic ink is
applied to the plate which is repelled by the water, but it sticks to the emulsion of
the image area.
iv. A rubber ‘blanket’ cylinder squeezes away the excess water.
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v. By means of uniform pressure and with the help of an impression cylinder the
image is finally transferred to the paper.
XI.
Screen Printing
a. Also called silk-screen or serigraphy.
b. It uses a woven mesh to support an ink-blocking stencil to receive a desired image.
c. The open areas of mesh allow ink to be pressed through to the substrate(surface to be
printed).
d. Modern uses for screen-printing include posters, stickers, vinyl, wood, and T-shirts.
e. Screen-printing on garments currently accounts for over half of the screen printing
activity in the United States.
XII.
Dot Matrix Printing
a. Uses a print head that prints back and forth on a page and impacts an inked ribbon like a
typewriter creating letters out of dots.
b. Normally used for high volume data specific printing on tractor-fed paper.
c. Because it uses impact printing, carbon copies could be printed as well.
d. Print heads went from 9 pins to 25 pins increasing the quality and dots per inch of
printouts.
e. Near Letter Quality (NLQ) was created by printing second or third pass, but was slower
XIII.
Inkjet Printing
a. The printing of a digital image by projecting droplets of ink onto the print medium; paper,
plastic, metal, etc.
b. Continuous Inkjet (CIJ) – Ink is pumped at high speed through a microscopic nozzle and
separated into drops by a vibrating piezoelectric crystal.
c. In Thermal (DOD) Drop on Demand an electronic signal heats the ink just enough to
create a drop for printing placement.
d. In Piezoelectric (DOD) Drop on Demand uses a piezoelectric print head creating a pulse to
force drops out for printing placement.
XIV.
Dye-sublimation Printing
a. Uses heat to transfer dye to materials like paper, plastic or fabric.
b. Excellent for printing photographs.
c. Many consumer photo printers are dye-sublimation printers.
d. Slower than inkjet printing.
e. Uses transfer paper to get graphics to fabrics, but better than screen printing because the
image is bonded with the material not just placed on top of it.
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Xerography (Photocopying)
a. Also called electrophotography, it is a dry photocopying technique using an image
projected onto an electrically charged drum to create high quality reproductions of the
original.
b. Process:
i. After the drum head is cleaned it is charged and readied to receive the image.
ii. The image is scanned and exposed onto the rotating drum creating a latent image.
iii. Electrically charged powdered ink (toner) is attracted to the latent image.
iv. The image is transferred to the paper.
v. Then it is heated and pressed through rollers to fuse the toner in place on the
paper.
XV.
Laser Printing
a. It is actually an electrostatic digital printing process that uses an image that is laser
projected on a negatively charged drum to create high quality text and graphics with
toner.
b. Process:
i. After the drum head is cleaned it is charged and readied to receive the image.
ii. The image, which is stored in the printer’s memory, is written to the drum with a
laser, creating a latent image.
iii. Electrically charged powdered ink (toner) is attracted to the latent image.
iv. The image is transferred to the paper.
v. Then it is heated and pressed through rollers to fuse the toner in place on the
paper.
XVI.
Digital Photography
a. Uses a camera to capture images by projecting light through lenses to electronic
photodetectors (image sensors) instead of film.
b. The image sensors are Charge-Coupled Devices (CCDs) which store information in the
form of pixels.
c. Images are stored digitally eliminating the need to purchase film for the camera.
d. Digital cameras can also capture images quicker, perform better in low light, have a
greater depth of field, and they can have a higher resolution than film cameras.
c. But regular film cameras do not have digital artifacts or unusual pattern displays on large
blocks of color in images.
XIX.
3D Printing
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a. Also called Additive Manufacturing, uses a virtual 3D model to create a physical ‘print’ by
building layers of material to form the finished object.
b. Process:
i. Modeling the image requires computer aided design (CAD) software or a 3D
scanner.
ii. The ‘fix up’ stage makes sure there are no manifold errors (e.g. lines not
connecting properly) in the model.
iii. Successive layers of material are then printed from cross sections of the model
and fused to create the final shape.
iv. Completed the printing may require smoothing of edges and/or painting, which
some 3D printers can do.
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“It’s About Time”
OBJECTIVE
Students will organize and develop a personal timeline. The purpose of this activity is to classify and
explain key events related to technology in their lifetime.
PROCEDURE
You are to design a personal timeline that includes the following information:
 5 Historic events
 7 Printing and Imaging events
 10 personal milestones in your life
MATERIALS NEEDED:
 Poster boards or butcher paper,
 string or yarn,
 rope,
 pictures,
 computer,
 printer and
 paper.
Be as creative as possible! Use pictures to make your timeline more appealing! No markers or
handwritten information may be used. Everything must be typed, cut, and pasted. The string, yarn or
rope should be used to make the actual timeline and should be adhered to the poster board or butcher
paper.
TIME ALLOTTED:
Be ready to share your timeline with the rest of the class.
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Individual Presentation Rubric
Presentation Title:
Name
Teacher
ID#
Date of Presentation
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
0–5
Audience cannot
understand
presentation because
there is no sequence
of information.
Student does not have
grasp of information;
student cannot
answer questions
about subject.
Student used no
visuals.
Criteria
6 – 10
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable with
information and is
able only to answer
rudimentary
questions.
Student occasionally
used visuals that
rarely support text
and presentation.
Points
11 – 15
Student presents
information in
logical sequence
which audience
can follow.
Student is at
ease with
content, but fails
to elaborate.
Visuals related
to text and
presentation.
16 - 20
Student presents
information in
logical, interesting
sequence which
audience can follow.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Student used visuals
to reinforce screen
text and
presentation.
Student’s
presentation had four
or more spelling
errors and or
grammatical errors.
Presentation had
three misspellings
and or grammatical
errors.
Presentation had
no more than
two misspellings
and or
grammatical
errors.
Presentation had no
misspellings or
grammatical errors.
Student mumbles,
incorrectly
pronounces terms and
speaks too quietly for
students in the back of
the class to hear.
Student incorrectly
pronounces terms.
Audience members
have difficultly
hearing
presentation.
Student’s voice
is clear. Student
pronounces
most words
correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Total
Teacher Comments:
46
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“Then and Now”
OBJECTIVE:
Students will conduct research and investigate similarities and differences between selected forms of
Printing and Imaging by comparing past and present concepts.
PROCEDURE:
You are to research one or two forms of Printing and Imaging from the past. Compare and contrast your
choice(s) with one or two current forms of Printing and Imaging.
Answer these questions in your response:
1. How would you rate your selections?
2. What are your opinions of the two Printing and Imaging methods you selected?
3. How would you compare the day to day activities of the past form of Printing and Imaging to that
of the current form?
4. How did they impact culture?
Summarize your findings in a 450–500 word typed essay.
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Research Report Rubric
Research Report Title:
Name
Teacher
ID#
1
Questions or
problems are
Introduction/Topic
teacher
generated
Criteria
2
Student(s)
require prompts
to generate
questions and or
problems.
A conclusion is
Conclusions
made from the
Reached
evidence offered.
Some detailed
conclusions are
reached from the
evidence offered.
Information is
gathered from
Information
non-electronic or
Gathering
electronic
sources only.
Information is
gathered from
limited electronic
and nonelectronic
sources.
Summary Paragraph
Weakly
organized.
There are four or
Punctuation,
more errors in
Capitalization, and
punctuation and
Spelling
or capitalization.
Well organized,
but demonstrates
illogical
sequencing and
sentence
structure.
There are two or
three errors in
punctuation and
or capitalization.
Points
3
4
Student(s)
Student(s)
properly
generate
generate
questions and or questions and
problems.
or problems
around a topic.
Numerous
Several detailed
detailed
conclusions are
conclusions are
reached from the
reached from
evidence
the evidence
offered.
offered.
Information is
Information is
gathered from
gathered from
multiple
multiple
electronic and
electronic and
non-electronic
non-electronic
sources and
sources.
cited properly.
Well organized,
Well organized,
but
demonstrates
demonstrates
logical
illogical
sequencing
sequencing or
and sentence
sentence
structure.
structure.
There is one
Punctuation
error in
and
punctuation and capitalization
or capitalization. are correct.
Total
Teacher Comments:
48
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Leadership
Printing and Imaging Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership traits, and will
determine the characteristics necessary of successful leaders.
Specific Objectives




Students will explain what people look for in a leader.
Students will evaluate leadership roles.
Students will determine the type of leader they want to be or want to follow.
Students will demonstrate skills necessary for leadership by working in groups to develop a new
programming language.
This lesson should take six to seven class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may
result in the elimination of any or all of the TEKS listed.
Practicum in Printing and Imaging Technology
130.98 (c) Knowledge and skills.
(2) The student implements advanced communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills to increase internal and external customer/-client
satisfaction.
(3) The student implements advanced problem-solving methods. The student is expected to
employ critical-thinking and interpersonal skills independently and in teams to solve problems.
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(7) The student implements leadership characteristics to student leadership and professional
development activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various
roles of leaders within organizations, exhibiting problem-solving and management traits,
describing effective leadership styles, and participating in civic and community leadership
and teamwork opportunities to enhance skills;
(B) employ teamwork and conflict-management skills to achieve collective goals; and
(E) employ mentoring skills to inspire and teach others.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies.
The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively
in groups;
(5)(B) use language clearly and appropriately;
Tasks




Students will complete all note sheets per the multimedia presentations.
Students will complete assigned activities.
Students will participate in group discussions and class activities.
Students will determine the type of leader they want to be or want to follow.
50
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Accommodations for Learning Differences
Lessons must accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Secure computer lab if one is not readily available.
 Copy the handout sheets.
 Have materials ready to go prior to the start of the lesson.
 Have incentives ready, if specified in the activity.
 Have a list of leaders handy to refer to during lecture.
 Identify a personality test from the Internet, or another source, for students to take before
completing activities.
Instructional Aids
 Student handouts
 Multimedia presentations
Materials Needed
 Copies of all activities in this unit
 Incentives (individually packaged candies)
Equipment Needed
 Teacher computer
 Projector (for digital presentations)
Introduction
Learner Preparation




Ask students what they look for in a leader.
Ask what positive skills and negative skills attract or sway them from others.
Ask students if they have held leadership positions and if so, which type?
Hand out Student Notes sheets.
Lesson Introduction
 Have students write a leader’s name that comes to mind on the top of their handout sheet.
 Present multimedia, “How to be a Team Player “, and lead class in discussion. (Take about 15-20
min.)
 Present multi-media, “Leadership Play Book”, and have students take notes. (About 15 min.)
 Show “Leaders in the World”
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
Go around the room and ask students to share the leader’s name they wrote down and tell why
they chose that person. How many students chose the same person?
Outline
OUTLINE
I.
How to be a Team Player
I. How to be a Team Player
II. Are you sensitive when your friend has
personal problems?
III. Are you on time when you are supposed to
meet friends?
IV. Do you offer support or offer to find
someone who can help?
V. Do you accept your friends as they are?
VI. Are you excited for your friends when
something good happens to them?
VII. Do you eagerly lend a helping hand?
VIII. “Yes” to the questions? Then you’re on
your way to being a great teammate!
Leadership Play Book
1. Together Everyone Achieves More
a. What makes a good team?
i. Knowledge
Every member within the group has important
information or skills to share. Learning is a lifelong process. We grow as we learn.
ii. Cooperation
1. All team members must work
together in harmony.
iii. Flexibility
1. Team members must be able to
adjust their ideas and set their
opinions aside in order to achieve
the goal the team is pursuing.
NOTES TO TEACHER
The purpose of this activity is to
demonstrate to students that
compassion is a necessary quality
of a great leader. Often, students
choose their school or team
leaders by how popular or smart
they are, without considering that
anyone with the qualities in this
presentation would make a good
leader.
This lesson is to give introspective
thought to each student in order
to prepare them for the rest of the
activities in this unit.
This presentation explains
qualities of leaders. Students
should write down the notes from
the slides to keep in their folders
for reference.
52
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multimedia presentations and lead the class in discussion during each one.
Students will take the Personality test and will self-grade to get the results. The teacher will lead the
class in a discussion.
There are numerous activities in this unit. Once this test has been done, the order in which the activities
are completed is up to the discretion of the teacher. It is suggested that they be broken up so that they
are all completed within the time frame. Note: There are a couple of activities that may be used as
sponge activities. It is suggested these forms and the activities be kept in the students’ folders for
testing and used in the event a student should decide to run for club office.
Independent Practice
 Students will research an influential leader or innovator in printing and imaging (past or present),
then write a 500-word essay on this person.
Summary
Review
 There are different personality categories and everyone fits into at least one of them.
 It is helpful to know a person’s personality type in order for them to work with others on a team.
 Personality surveys are helpful for use in clubs and other organizations.
 Leaders play a dual role when faced with responsibility.
 Everyone possesses some element of leadership qualities.
Evaluation
Informal Assessment
 Teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grades on class participation, completed activities, presentation, and essay.
53
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Name
Date
Class
Leadership Word Search
Directions
Find all 15 leadership words by circling words that are either horizontal or vertical.
L
V
I
X
M
C
O
N
T
R
O
L
L
E
A
D
E
R
L
I
V
T
M
M
O
N
X
E
N
B
X
I
B
O
N
A
G
U
R
U
T
I
V
Y
X
I
O
N
U
O
L
L
O
F
F
I
C
E
R
A
I
C
H
A
R
A
C
T
E
R
G
G
D
A
D
V
I
S
O
R
B
E
A
E
E
I
B
C
U
Q
C
C
H
O
N
R
O
N
W
S
L
C
H
I
E
F
I
O
M
D
I
R
E
C
T
U
A
B
Z
S
P
U
N
C
T
U
A
L
D
W
E
L
B
O
S
S
N
N
I
O
T
E
R
E
Leader
Character
Officer
Advisor
Organizer
Chief
Boss
Guide
Direct
Punctual
Manager
Mentor
Guru
Head
Control
54
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Name:
DIRECTIONS
Make as many words as you can from the word, “LEADERSHIP” below. You may use a letter more than
once ONLY IF it appears more than once.
LEADERSHIP
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
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IN-CLASS ACTIVITIES
To be used with the Leadership Unit
You may choose to do all or some of the suggested activities below. Since these are just suggestions, by
all means feel free to add your own “spin” to customize the activities for your students.
Leadership Activity #1
1. “Who Did It?”
a. Make a list of things teenagers may have had the opportunity to do from birth to their current
age. (Answers will vary, but here are a few to get you started: played a team sport; played an
individual sport; travelled to another country; planted a tree; rode an elephant; rode on a hot
air balloon; etc.) The number of opportunities should match the number of students in your
class. Give each student a copy of this list and have them go about the room, getting signatures
on each activity as it applies to members of the class. Allow about 10 minutes, and then see if
anyone was able to get all the blanks filled.
b. MATERIALS NEEDED
Pre-determined list designed by teacher, paper and pencil.
c. DISCUSSION: Explain that many people share similar likes and dislikes. This is how groups are
established. Ask if anyone found out something about a classmate they did not know before
taking part in this activity. Also ask the group if they had trouble getting their list filled out in
10 minutes. Discuss how this could be changed if a team effort were to be used when getting
signatures.
NOTES:
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2. “Marooned”
Intended to be used after the Multimedia presentations in the Leadership unit.
a. Divide the class into teams (by drawing numbers, colors, TV shows, etc.)
b. Students are marooned on a deserted island. Depending on how many students are on each
team, have each team member list an item they would bring with them if they knew there was
a chance they would be stranded. They must then discuss the items and select ONE ITEM per
team.
c. Team leaders then write their choices on the board.
d. Have each team leader explain the entire team’s suggestions and how they arrived at the ONE
ITEM.
e. EXTENSION: have students hypothesize how life would be different with only the items the
entire group brought with them to the island. Point out that the key to a successful operation
is COMMUNICATION! If all groups were allowed to communicate with each other, the items
could have been coordinated in a more efficient manner.
f. MATERIALS NEEDED: paper, pencil and whiteboard or poster board and markers.
NOTES:
57
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3. “Take Me to Your Leader”
This activity helps students to recall, brainstorm and identify various leaders in business and
industry.
a. DIRECTIONS:
i. Form teams.
ii. Instruct the leader of each team to estimate the number of candies their group will need. (DO
NOT disclose the objective of this lesson yet!) The leaders will need to get the amount they think
they will need and take the candies to their groups. DO NOT LET THEM EAT THE CANDY! When
all teams are ready, decide how much time you want to allow, and then give them the Student
directions.
b. MATERIALS NEEDED: Paper/pencil, Internet, assorted candy (miniature bars, individual packages,
etc.)
DIRECTIONS TO STUDENTS: The objective of this lesson is to identify as many leaders in business
and industry as possible. Your team will need to brainstorm and identify one leader in business
or industry for each piece of candy at your table. You will need to list the company and leader
associated with it. At the end of the allotted time, your team will have to forfeit any candy that
does not correspond to a name on your list!
c. After the time allotted has expired, (suggested: 15-20 min) have each team share their answers
with the class. Discuss. Eat the candy as a reward!
d. ALTERNATIVE INSTRUCTIONS:
i. The business leader MUST be the current leader and he or she must still be alive. (This makes it
a little tougher)
ii. Divide the requirements into categories, such as: Retail, Sports, Technology, Entertainment,
Food, and Transportation. (You may want to allow more time, but it is your option)
NOTES:
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4. “1000 Words”
a. Divide the class into teams, using your chosen method.
b. Team members will work together to build a story using only images. The story must
have a beginning, middle and an end. (This may take a week to gather images, add
typesetting, and create completed PDF file.)
c. Have each team present their story via computer or projector to the class.
d. MATERIALS NEEDED: Cameras or camera phones, computers with industry standard
photo editing and desktop publishing software, teacher’s computer and projector.
DIRECTIONS TO STUDENTS: “A picture is worth a thousand words,” so the saying goes. Your
team will take original photographs and create a short story. Of course the story will need to
have a beginning, middle and an end. You will need to create a PDF file with all the images in
their proper order as well as a title page. Every team member will also present the story to
the rest of the class.
e. REQUIREMENTS:
i. Title page (with photo authors listed)
ii. Credits page (with list of which team member did what job, team leader, etc…)
iii. 48 images (at least) ALL IMAGES MUST BE THE STUDENTS’ ORIGINALS!
iv. Each student must contribute at least 10 original images to the story.
v. Each image should have the photographer’s name listed, as well as the time and
date the image was taken.
vi. 4 images (at least) must be enhanced or edited with photo editing software.
vii. The story should have 3 acts; beginning, middle and end. (Optional) These can be
designated by a special page showing the name of the act and any subtitle it may
have.
viii. A PDF file must be created for the story with the images in the proper order.
NOTES:
59
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Influential Leaders Report
ASSIGNMENT
Research a leader or innovator in the Printing and Imaging industry that you admire.
Type a report with a minimum of 500 words, and include the following:
 Accomplishments this person has made
 Contributions he or she has made to society on the local, national or international level
 Background
 Personal triumphs
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Character Traits of a Good Leader
DIRECTIONS
Brainstorm with your partner and develop a list of traits, then be ready to share with the class.
Positive Traits
Negative Traits
What traits did others share that were not on your list?
61
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Suggested Club Activities
This list is compiled from various teachers across Texas

























Organize an alumni chapter
Show movies, films, videos, etc. during lunch
Present awards to students who deserve
recognition at an assembly on campus
Be responsible for an entire assembly at
school
Set up a student ethics committee
Work for improved school attendance
Hold an Achievement Day
Present a Teacher of the Month award
Recognize teachers on their birthdays
Build a student lounge our of unused space
Improve the school library
Paint the hall
Serve on principal’s advisory committee
Clean trophy cases and polish trophies
Conduct tours of the school for incoming
freshmen
Plan activities for Crime Prevention Week
Host an awards breakfast or luncheon each
quarter/semester during the year
Host a birthday breakfast for teachers once
a month
Plan an activity to welcome new teachers in
the fall
Plan a Yearbook Signing Party
Host a father and daughter or mother and
son lunch, tea, brunch, etc.
Senior breakfast
Pizza party
Chili cooking contest
Progressive dinner


















Scavenger hunt; include food for a local
pantry on the list and donate what is
collected
Sponsor a Career Day
Invite a guest speaker each month to talk
about careers during lunch
Sponsor tours of local college campuses
Arrange tours of major businesses in the
area
Plant a tree to honor a community leader,
veterans, or distinguished citizen
Participate in a toys for tots campaign
Spend time with children at a shelter or
orphanage
Entertain children while parents vote
Entertain children during open house at your
school
Maintain a community bulletin board
Visit senior citizens in their homes or nursing
homes
Clean up roadsides and parks
Collect books, magazines, etc. for a senior
citizens’ home
Set up a clothing drive for those less
fortunate
Plan a food drive at Thanksgiving, Christmas,
or Easter
Walk dogs for the animal shelter
Sponsor a baby picture contest at your
school. Great for football or basketball team.
Have students enter the contest to guess the
baby picture “match” up
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Management and Interpersonal Skills
Printing and Imaging Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson students will define the purpose of management as it relates to efficient
operation of a business. Students will discuss the relationship of interpersonal and team-building skills and
how they are used by effective managers.
Specific Objectives
 Students will identify the three levels of management.
 Students will theorize how a self-managing team functions.
 Students will evaluate the five functions of management.
 Students will discuss the difference between traditional and horizontal organizations.
 Students will explain how interpersonal and team-building skills are vital to employee, management,
and customer interaction.
 Students will demonstrate effective interpersonal and team building skills.
This unit should take 25 class days to complete, including presentation days.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Printing and Imaging Technology
130.98 (c) Knowledge and skills.
(2) The student implements advanced communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills to increase internal and external customer/-client satisfaction.
(3) The student implements advanced problem-solving methods. The student is expected to employ
critical-thinking and interpersonal skills independently and in teams to solve problems.
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(4) The student implements advanced information technology applications. The student is expected to
use personal information management, email, Internet, writing and publishing, presentation, and
spreadsheet or database applications for printing and imaging projects;
(7) The student implements leadership characteristics to student leadership and professional
development activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various roles of
leaders within organizations, exhibiting problem-solving and management traits, describing
effective leadership styles, and participating in civic and community leadership and teamwork
opportunities to enhance skills;
(B) employ teamwork and conflict-management skills to achieve collective goals;
(C) establish and maintain effective working relationships by providing constructive praise and
criticism, demonstrating sensitivity to and value for diversity, and managing stress and
controlling emotions;
(D) conduct and participate in meetings to accomplish work tasks by developing meeting goals,
objectives, and agendas; preparing for and conducting meetings to achieve objectives within
scheduled time; producing meeting minutes, including decisions and next steps; and using
parliamentary procedure, as needed, to conduct meetings;
(9) The student implements employability characteristics. The student is expected to:
(D) Maintain, update, and present a portfolio with work experiences, licenses, certifications,
and work samples;
(10) The student implements technical skills for efficiency. The student is expected to employ planning
and time-management skills and tools to enhance results and complete work tasks.
(11) The student implements an advanced technical understanding of professional printing and
imaging. The student is expected to:
(A) manage the printing process;
(B) prepare customer documents;
(C) use appropriate printing processes; and
(F) demonstrate folding a variety of print pieces, adapting equipment as needed.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to
read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies.
The student is expected to:
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively
in groups;
(5)(B) use language clearly and appropriately;
Tasks
 Students will take notes, as directed by the teacher.
 Students will complete individual and group assignments.
 Students will present their projects to the class.
Accommodations for Learning Differences
Lessons must accommodate the needs of every learner. These lessons may be modified to accommodate your
students with learning differences by referring to the files found on the Special Populations page of this
website (cte.unt.edu).
Preparation
 Secure a computer lab, if none is readily available in the classroom
 Copy the handouts and assignments
Instructional Aids
 Student handouts and multimedia presentations
Materials Needed
 Copies of all assignment handouts and rubrics
Equipment Needed
 Teacher computer and printer
 Projector (for digital presentation)
65
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Introduction
Learner Preparation
 Ask what makes management effective.
 Ask what character traits are common in “good” managers.
 Explain how interpersonal skills are important in the work place.
Lesson Introduction
 Ask the class if anyone has ever had to “manage” other people.
 Show “Management” and “Interpersonal Skills” slide presentations.
 Explain how effective interpersonal skills are necessary for managers to function in business.
 Tell students the information they will learn in this lesson will be important to them important to them
in their chosen career fields.
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Outline
MI
OUTLINE
Management
I.
II.
III.
IV.
V.
VI.
Management: Another piece of the
puzzle
Terminology
Management Structures
Management Functions
Management Styles
An Effective Manager…
Interpersonal Skills
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
Interpersonal Skills
Personal Traits
Personal Ethics
Creativity, Initiative, Responsibility
Attitude
Self-control/Orderliness
Self-awareness & Willingness to
Change
Self esteem
Empathy
Personal Skills
Goal Setting
NOTES TO TEACHER
Teacher will hand out student
notes sheets and go over the
material, using the multi-media
presentation.
Teacher will lead the discussion of
material, using multimedia
presentations for management
and interpersonal skills.
Students will complete all
activities, whether individually or
in pairs or groups at the discretion
of the teacher.
This unit will easily take 25 class
days due to the length of the
projects assigned.
Teacher will move about the
classroom and will monitor the
students’ progress while the
students assume the role of selfdirector.
It is suggested that the students
present all projects to the class.
Option: The teacher may want to
set up a competition among the
students and offer a small prize.
Counselors or school
administrators could serve as
judges.
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Multiple Intelligence Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multimedia presentations (one each for management and interpersonal skills)
and will have the students complete the include assignments. It is up to the teacher’s discretion whether to
assign some of the larger projects to pairs or small groups instead of to individual students.
Independent Practice
 Students will research and plan a Printing and Imaging EXPO within their community.
 Students will develop a personal brand including additions to their portfolio or creation of a website.
 Students will create a 4-color bound program as a proposal to rebrand an old amusement park.
Summary
Review
 We all possess personal traits that make us unique.
 Everyone has a set of personal ethics; however, the degree to which we use them is an individual
choice.
 Developing and using effective interpersonal skills is necessary for successful managers.
Evaluation
Informal Evaluation:
The teacher has discretion how to grade the daily work and desk assignments. The teacher will
monitor the students’ work to check for understanding.
Formal Evaluation:
Students will complete extensive projects to demonstrate knowledge of material covered in this
unit. Rubrics have been provided.
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Management: Another Piece of the Puzzle
Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION:
______ to __________ management structure of an organization (consists of ____________, ____________,
and __________________levels).
TOP MANAGEMENT:
Makes _______________ affecting ____________; decisions have _______________ effect on the company.
MIDDLE MANAGEMENT:
_________________ the _________________ of ________ management; plan ways to implement
___________; communicate with __________________ level management.
SUPERVISORY LEVEL MANAGEMENT:
_________________ the activities of employees; _________________the instructions of Middle and Top
management; _____________tasks and __________________ performance of employees.
HORIZONTAL ORGANIZATION:
_______________________teams set their own _________ and make their own ______________.
Organized by _____________ instead of ______________.
EMPOWERMENT:
__________________ team members’ _____________________ and willingness to take _________________.
MANAGING:
______________________ the___________ of an organization through its __________ and_______________.
ORGANIZING:
Bringing people, activities, and resources together for the _____________ of the company.
STAFFING:
______________ _______________ with the __________ to be done.
CONTROLLING:
__________________ performance; ___________________performance with company __________________
and goals for effective outcome.
LONG-RANGE PLANNING:
Information is ____________ and _________, serving goals ranging from one to five years; or five to ten years.
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SHORT-TERM PLANNING:
Specific objectives are identified for implementation of _______ year or _______.
Usually evaluated on ________________ or _________________ basis.
MANAGEMENT STRUCTURES:
A. Vertical Organization
1. ________________ performs ___________department function
2. _____ management
3. _______________ management
4. __________________-level
B. Horizontal Organization
1. Became ______________ due to _______________ in the _______ and __________.
2. __________ set own __________ and make own ________________.
3. ________________ oriented
4. Adopted by most _______ manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. __________________
2. __________________
B. Organizing
1. _________________________________
2. _________________________________
C. Controlling
1. Performance is __________________ and _________________ with goals
2. ________________ standards ,areas of improvement
D. Staffing
G. _____________ and________; _________; ______________ performance
E. Leading
1. _____________________ direction of business; ____________________;
_____________________________, drive
MANAGEMENT STYLES
A. __________________:
Makes decisions with virtually no input
“_________________________________”
B. __________________:
Allows employees to make all decisions
Can be a “circus”
C. _________________:
Gets ____________________ and adjusts
when necessary
Can be slow; ___________ can be helpful
D. ______________________:
Allows majority rule; sometimes slow
process,
but it’s easier to get employee’s approval
E. ______________________:
Manager acts as a mentor; allows employees
________ _________
Focus on results, not how work gets done
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F.
______________________:
Makes decision, then takes time to convince
employees it was good
AN EFFECTIVE MANAGER
 Shows a __________ __________
o It’s ok to smile! It’s contagious!
 Cares about ___________
o Encourages and looks for the
_______ in others
o Says “________________”
 Is considerate
o Takes ___________
o Calls people by their __________
o ____________________
birthdays, anniversaries, etc.
 Listens
o _______ questions
o __________ information
 Encourages ________________
o Does not ____________
o Treats everyone ____________
o Is a _________ player
o Is __________________
 Handles ______________ quickly and
fairly
o Resolves ___________
Spend time getting people to “_______”




Communicates
o
o
Appreciates ___________ at appropriate
times
o _________ alleviates stress
o Timing must be _____________
Is ______________
o Walks in “_____________” easily
Isn’t ___________ and doesn’t
__________
o Sets a good ____________
o Isn’t a “________”
AN EFFECTIVE MANAGER also:
A. Is able to give _________ directions
B. Has skills to ___________ employees
adequately
C. Has ____________
D. Is consistent and _______, and
_________
E. Acts as a good _________________
F. Delegates __________________
G. Fosters ________________
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Management: Another Piece of the Puzzle
Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION:
Top to bottom management structure of an organization (consists of Top, Middle, and Supervisory levels).
TOP MANAGEMENT:
Makes decisions affecting entire company; decisions have broadest effect on the company.
MIDDLE MANAGEMENT:
Implements the decisions of Top management; plan ways to implement goals; communicate with Supervisory
level management.
SUPERVISORY LEVEL MANAGEMENT:
Supervise the activities of employees; carry out the instructions of Middle and Top management; assign tasks
and evaluate performance of employees.
HORIZONTAL ORGANIZATION:
Self-managing teams set their own goals & make their own decisions. Organized by process instead of
function.
EMPOWERMENT:
Encourages team members’ contributions and willingness to take responsibility.
MANAGING:
Completing the work of an organization through its people and resources.
ORGANIZING:
Bringing people, activities, and resources together for the benefit of the company.
STAFFING:
Matching workers with the tasks to be done.
CONTROLLING:
Measuring performance; comparing performance with company objectives and goals for effective outcome.
LONG-RANGE PLANNING:
Information is gathered and analyzed, serving goals ranging from one to five years; or five to ten years.
SHORT-TERM PLANNING:
Specific objectives are identified for implementation of one year or less. Usually evaluated on quarterly or
semi-annual basis.
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MANAGEMENT STRUCTURES:
A. Vertical Organization
1. Manager performs particular department function well.
2. Top management
3. Middle management
4. Supervisory-level
B. Horizontal Organization
1. Became popular due to downsizing in the 1980’s and 1990’s.
Self-managing teams set own goals and make own decisions.
2. Customer oriented
3. Adopted by most car manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. Long range
2. Short range
B. Organizing
1. Arrange staff to accomplish goals
2. Organizational chart
C. Controlling
1. Performance is measured and compared with goals
2. Setting standards ,areas of improvement
D. Staffing
G. Recruit and hire; evaluate performance
E. Leading
G. Communicate direction of business; commitment; motivation; drive
MANAGEMENT STYLES
A. Autocratic:
Makes decisions with virtually no input
“My way or the highway”
B.
Chaotic:
Allows employees to make all decisions
Can be a “circus”
C. Consultative:
Gets feedback and adjusts when necessary
Can be slow; Advisory Board can be helpful
D. Democratic:
Allows majority rule; sometimes slow
process, but it’s easier to get employee’s
approval
E. Laissez-faire:
Manager acts as a mentor; allows employees
some control;
Focus on results, not how work gets done
F.
Persuasive:
Makes decision, then takes time to convince
employees it was good. Spend time getting
people to “buy in”
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AN EFFECTIVE MANAGER
 Shows a happy face
o It’s ok to smile! It’s contagious!
 Cares about others
o Encourages and looks for the good in others
o Says “thank you”
 Is considerate
o Takes interest
o Calls people by their names
o Recognizes birthdays, anniversaries, etc.
 Listens
o Asks questions
o Recalls information
 Encourages interaction
o Does not gossip
o Treats everyone equally
o Is a team player
o Is trustworthy
 Handles disagreements quickly and fairly
o Resolves conflict
 Communicates clearly
o Written
o Oral
 Appreciates humor at appropriate times
o Humor alleviates stress
o Timing must be appropriate
 Is empathetic
o Walks in “others shoes” easily
 Isn’t negative and doesn’t whine
o Sets a good example
o Isn’t a “cry baby”
AN EFFECTIVE MANAGER also
A. Is able to give clear directions
B. Has skills to train employees adequately
C. Has vision
D. Is consistent and fair and firm
E. Acts as a good example
F. Delegates responsibilities
G. Fosters initiative
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The ________ County
Printing and Imaging EXPO
OBJECTIVE
Students will use management decision-making skills to complete all the necessary tasks of staging a
Printing and Imaging EXPO for their county.
MATERIALS NEEDED
Computers; projector; Internet access; paper and printer for print items
PROCEDURE
You are the Chairperson of the EXPO Committee. Your goal is to ensure 100% occupancy by Printing
and Imaging providers located within YOUR County. You have space for 45 booths.
The event will take place on PICK A DATE. Your duties are as follows:
1. Determine your Target Market (Who you want to draw to your event)
2. Selecting the Printing and Imaging providers which will participate (plan for variety).
3. Decide on admission charges
4. Plan the arrangement of the floor plan for the event.
5. Secure the site (must be in YOUR County). Look up the location on Internet.
6. Decide how you will promote the event to the public.
7. What type of entertainment will participate? When? Variety?
8. Advertising:
a. 1 direct mail (postcard or flyer)
b. 1 press release (story that tells who, what, where, when, why) and you must include at
least 2 quotes from someone who has participated in the past;
c. 1 TV commercial (use multimedia software or a video production software)
d. 1 Non-traditional promotion such as an airplane trailer, a 3-D printer demonstration,
etc.
9. Design a layout and floor plan and list the participating Printing and Imaging providers in their
booth locations. (Use word processing software.)
10. What considerations did you take in deciding where to locate the participating Printing and
Imaging providers within your chosen site?
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Presentation Rubric
Presentation Title
Name
Teacher
Date of Presentation
Title of Work
0–5
Audience cannot
understand
presentation
Organization
because there is no
sequence of
information.
Student does not
have grasp of
Content information;
Knowledge student cannot
answer questions
about subject.
Visuals
Student used no
visuals.
Student’s
presentation had
four or more
Mechanics
spelling errors and
or grammatical
errors.
Student mumbles,
incorrectly
pronounces terms
Delivery and speaks too
quietly for students
in the back of the
class to hear.
Criteria
6 – 10
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable
with information
and is able only to
answer
rudimentary
questions.
Student
occasionally used
visuals that rarely
support text and
presentation.
Points
11 – 15
Student
presents
information in
logical
sequence
which audience
can follow.
16 - 20
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student is at
ease with
content, but
fails to
elaborate.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Visuals related
to text and
presentation.
Student used
visuals to
reinforce screen
text and
presentation.
Presentation had
three misspellings
and or
grammatical
errors.
Presentation
had no more
than two
misspellings
and or
grammatical
errors.
Presentation had
no misspellings or
grammatical
errors.
Student
incorrectly
pronounces
terms. Audience
members have
difficultly hearing
presentation.
Student’s voice
is clear.
Student
pronounces
most words
correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Total
Teacher Comments:
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Your Personal Brand
Objective
Now is the time to shine and create something all about you! Your job is to create and market a
Printing and Imaging firm that represents you as you look toward life after high school. You will build
either a portfolio or website for marketing purposes.
Materials Needed
 Computer, Internet access, personal pictures, good quality glossy or matte paper, printer
 Select a firm name that represents the “real you”. (This is a ‘made-up’ name, not a real firm
name)
 Create a personal logo and include it on your portfolio cover or website.
 Select a title for your firm that represents how others see you.
 Choose a project manager – your most influential teacher.
 Choose a marketing manager – an influential teacher or employer.
 Design the cover page of the portfolio, or homepage of your website.
 Decide what type of Printing and Imaging solutions you are going to promote: high volume
offset printing, consumer copying and printing services, digital photography sales and service,
etc. Be sure to include your skills in those areas in your portfolio.
Written Report
Type a summary on the following (1 page minimum)
 How would you market your firm?
 Price: How much will you charge (per contract or service)?
 Place: Where can people contact you?
 Promotion: How will you promote your firm?
Extra credit – Design a full website for your firm including the following
 About page – A page about your firm, when it was founded, and a mission statement
 Services offered: Services your firm offers
 Place: Contact information
 Promotion: Home page with links, photos, and your personalized logo
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Personal Brand Project Rubric
Presentation Title:
Name
Teacher
Below
Average
Satisfactory
Excellent
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Managed time wisely
1, 2, 3
1, 2, 3
1, 2, 3
Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
Communicated efforts with teacher
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
Format (required # if slides present)
1, 2, 3
1, 2, 3
1, 2, 3
Mechanics of speaking and or writing
1, 2, 3
1, 2, 3
1, 2, 3
Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
Creativity
1, 2, 3
1, 2, 3
1, 2, 3
Demonstrated knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
Has clear vision of final product.
Directions were followed
Properly organized to complete project
Product (Project)
Total:
Total Score:
Teacher Comments:
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Interpersonal Skills
Student Notes
I.
Personal Traits
Personal ethics
Creativity, initiative and responsibility
Attitude
Self-control or orderliness
Self-awareness and willingness to change
Self esteem
Empathy
Personal ethics:
 _______________________
 _______________________
 _______________________
Creativity initiative and responsibility
 _______________________
 _______________________
 _______________________
Attitude
 _______________________
o _______________________
o _______________________
Self-control or orderliness
 _______________________
 _______________________
Self-awareness and willingness to change
 _______________________
 _______________________
 _______________________

Self-esteem
 _______________________
 _______________________
 _______________________
o
o
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Empathy
 _______________________
 _______________________
I.
Personal Skills
Assertiveness:



Time Management:



Goal Setting:




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Interpersonal Skills KEY
Student Notes
I.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self Esteem
Empathy
Personal ethics:
 Honesty
 Integrity
 Play Fair
Creativity Initiative and Responsibility
 Find new ways to do your job (cuts boredom)
 Doing what needs to be done without being told
 Be accountable for your actions
Attitude
 Develop a positive attitude
o View difficult assignments as a challenge
o Positive attitude flows over into other areas
Self-Control/Orderliness
 Tactfulness…what does it mean?
 A must when dealing with difficult customers
Self-Awareness & Willingness to Change
 Make a list of strengths & weaknesses
 You may think you know everything!
 The first 100 years are the hardest!
 Adaptable employees are valuable
Self-Esteem
 The way you see yourself---your value
 Demonstrate self-esteem on the job by showing confidence in your work
 Build Customers’ self-esteem too
o Call them by name
o Smile and greet them
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Empathy
 Understand another’s situation or frame of mind
 Putting oneself in another’s place
II. Personal Skills
Assertiveness:
 Stand up for yourself, but don’t be pushy
 Don’t boss others
 Make sure you know what you’re talking about
Time Management:
 Budget your time
 Don’t over-commit yourself or you will regret it
 Sometimes “NO” is okay!
Goal Setting:
 What do you want out of:
o Life
o Career?
o Personal Relationships?
 Where do you plan to be in ______ years?
o Continue to ask yourself this question!
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Personal Bucket List”
50 Things You Want to Do Before Age 65
Think about this carefully before you begin.
In your “50 Things”, you will need use word processing program to devise a list of 50 things to do
before you reach age 65, and include a brief (1 or 2 sentence) explanation why you would do each
task/activity. You may not repeat or combine any! Your list must include:








1 challenging sport (counts as one “thing”)
1 regular activity you never tried but would like to
2 sites in the world you would like to see (each counts as 1 “thing”)
2 career options (each counts as 1 “thing”)
2 personal goals (each counts as 1 “thing”)
3 activities that includes your family members
2 things you would do for someone else (each counts as 1 “thing”)
2 activities you would do for your community
The rest are up to you!
Date Due: ______________________
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Amusement Park Image Overhaul
OBJECTIVE
Students will use management and leadership skills learned to successfully complete all assigned tasks
in this amusement park project.
MATERIALS NEEDED
 Computers
 Internet access
 projector for presentations
 printer and paper for proposal and brochure
The local amusement park is old and out of touch with today’s generation, but has recently been
purchased by a new company. In this project, your team, as part of the Marketing Department for
AlphaGenX Entertainment, is trying to update the image and theme of the rides and the park by
creating an extensive proposal program. It will include logos and ‘write-ups’ on all of the major rides,
shows or venues as well as a new name and logo for the park itself. This rebranded, 4-color program
will also include a fold-out map of the park in the center.
The completed program should also be bound properly.
First rule of thumb…Be sure to read the through the whole project before beginning.
Part 1 Group Formation and Preparation
A. Decide on a team leader and divide up all tasks.
B. Create a survey to be given to students in your Math or English class. The survey is to find out
what your peers would like in an amusement park. The survey must include at least 10
QUALITY questions. Type the questions and turn them in and include the number of copies
you will need.
C. After your surveys have been completed, you are to write a final analysis of "A New
Amusement Park for Your Generation," based on personal ideas and survey results.
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Part 2 Research and Development
A. Research 2 different amusement parks that are similar to yours. (They can be amusement
parks anywhere.) For each of the two parks you will need to find the following information.
1. Name of the park
2. Location of the park
3. Number of roller coasters
4. Names of roller coasters
5. Names of park areas/sections
6. Ten other rides (type and name)
7. Water rides
8. Available food and beverages
9. Entertainment offered
10. Services Offered
11. Location of park
12. Surrounding cities
13. Any other pertinent information you discover (be sure you have some pertinent
information)
Part 3: Your Proposed Amusement Park Brainstorming Outline
This is the section where YOUR image overhaul of the amusement park comes to life.
You CANNOT have the same exact ideas, features or themes as another park!
1. Overall park theme; new name; new logo; write-up
2. Principal Sponsor (what company owns the park)
3. Location of park
4. Size of the park in acres
5. Number of rides; new names; new logos; write-ups
6. Kind of rides
7. Number of concession stands/restaurants
8. What food/drink is available for sale
9. Other park attractions/activities; new names; new logos; write-ups
10. Layout of the park
11. Number of souvenir stands/stores; new names; new logos
Considerations
 Define your target market, its location and population of the area. Be prepared to defend
your reasoning.
 What is the name, what type of park will it be and what is the overall theme?
o Include a logo design.
o Who is your park's sponsor and are there any others?
o What types of sections, areas, or divisions will your park have and what will you
name these areas? What kind of rides will be in each section?
o How many roller coasters will you have? What will their names be?
o What other rides will you have and what are their names?
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o
o
o
o
o
o
o
o
o
o
What types of entertainment will you have?
Where will it be located in the park?
Will the venues have names?
What are the general rules and guidelines will you have for the park?
What will be your days and hours of operation?
Will there be any special characters in the park?
What accommodations will you make for handicapped guests to your park?
Describe your parking facilities.
Will you have a shuttle service?
Describe number and location of restroom facilities and concession stands.
You must include the following:
 A typed proposal for the park (limited to 7 pages)
o A detailed 4-color bound program for the park with a detailed fold out map of
the park and surrounding area.
The project needs to be neat and look professional.
All written information must be typed.
Prepare a multimedia presentation or video to use as you present your project to the Board of
Directors.
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Amusement Park Image Overhaul Rubric
Presentation Title
Name
Teacher
Date of Presentation
Title of Work
Criteria
Organization
Content
Knowledge
6 – 10
11 – 15
16 - 20
Audience cannot
understand
presentation because
there is no sequence
of information.
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable with
information and is
able only to answer
rudimentary
questions.
Student occasionally
used visuals that
rarely support text
and presentation.
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical, interesting
sequence which
audience can follow.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Student used visuals
to reinforce screen
text and
presentation.
Student does not have
grasp of information;
student cannot
answer questions
about subject.
Student used no
Visuals visuals.
Mechanics
Delivery
Points
0–5
Student is at
ease with
content, but fails
to elaborate.
Visuals related
to text and
presentation.
Student’s
presentation had four
or more spelling
errors and or
grammatical errors.
Presentation had
three misspellings
and or grammatical
errors.
Presentation had
no more than
two misspellings
and or
grammatical
errors.
Presentation had no
misspellings or
grammatical errors.
Student mumbles,
incorrectly
pronounces terms and
speaks too quietly for
students in the back of
the class to hear.
Student incorrectly
pronounces terms.
Audience members
have difficultly
hearing
presentation.
Student’s voice
is clear. Student
pronounces
most words
correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Total
Teacher Comments:
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Goin’ Global
Printing and Imaging Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will evaluate and conclude why international trade is
vital to a nation’s economy.
Specific Objectives
 Students will discover the interdependence among nations.
 Students will assess the benefits of international trade.
 Students will examine the requirements of a balance of trade and its barriers.
 Students will interpret the standard business practices involved in importing and exporting.
 Students will determine the cultural, economic, and political factors that should be considered
when deciding whether to do business abroad.
This lesson should take 5 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities
may result in the elimination of any or all of the TEKS listed.
Practicum in Printing and Imaging Technology
130.98 (c) Knowledge and skills.
(2) The student implements advanced communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills to increase internal and external customer/-client
satisfaction.
(3) The student implements advanced problem-solving methods. The student is expected to
employ critical-thinking and interpersonal skills independently and in teams to solve problems.
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(4) The student implements advanced information technology applications. The student is
expected to use personal information management, email, Internet, writing and publishing,
presentation, and spreadsheet or database applications for printing and imaging projects;
(7) The student implements leadership characteristics to student leadership and professional
development activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various
roles of leaders within organizations, exhibiting problem-solving and management
traits, describing effective leadership styles, and participating in civic and community
leadership and teamwork opportunities to enhance skills;
(B) employ teamwork and conflict-management skills to achieve collective goals;
(C) establish and maintain effective working relationships by providing constructive
praise and criticism, demonstrating sensitivity to and value for diversity, and managing
stress and controlling emotions;
(D) conduct and participate in meetings to accomplish work tasks by developing
meeting goals, objectives, and agendas; preparing for and conducting meetings to
achieve objectives within scheduled time; producing meeting minutes, including
decisions and next steps; and using parliamentary procedure, as needed, to conduct
meetings;
(8) The student implements ethical decision making and complies with laws regarding use of
technology in printing. The student is expected to:
(A) exhibit ethical conduct related to interacting with others such as client
confidentiality, privacy of sensitive content, and providing proper credit for ideas;
(B) apply copyright laws in relation to fair use and duplication of materials; and
(C) model respect for intellectual property;
(D) demonstrate proper etiquette and knowledge of acceptable use policies; and
(E) understand Creative Commons laws including all licensing.
(9) The student implements employability characteristics. The student is expected to:
(D) Maintain, update, and present a portfolio with work experiences, licenses,
certifications, and work samples;
(10) The student implements technical skills for efficiency. The student is expected to employ
planning and time-management skills and tools to enhance results and complete work tasks.
(11) The student implements an advanced technical understanding of professional printing and
imaging. The student is expected to:
(A) manage the printing process;
(B) prepare customer documents;
(C) use appropriate printing processes; and
(F) demonstrate folding a variety of print pieces, adapting equipment as needed.
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Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies.
The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively
in groups;
(5)(B) use language clearly and appropriately;
Tasks
 Students will take notes and keep them in their notebook.
 Students will complete all assignments in a timely manner.
Accommodations for Learning Differences
Lessons must accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Make copies of all handouts for this unit.
 Secure a computer lab, if one is not readily available to your class.
Instructional Aids
 Student handouts
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Materials Needed
 Copies of assigned activities and rubrics
 Internet access
Equipment Needed
 Computer lab
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask why it is necessary to get goods from other countries.
 Ask why our government puts trade restrictions on imports.
 How do emerging nations become involved in international trade?
Lesson Introduction
 Show the “Goin Global” slide presentation and lead class in a discussion.
 Explain how all leading nations are interdependent.
 Discuss the importance of knowing the cultures, customs, and business protocols of another
country, especially if your company is creating printing and imaging projects that will be used
in that country.
 Discuss the impact of cultural and social environments on global trade.
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Outline
MI
Outline
Terminology
(Students will fill in blanks from the multi-media
presentation)
Business Cycle: (diagram in presentation)
Prosperity
Inflation
Recession
Depression
U.S. and International Trade
”Approximately 1/3 of world-wide production is
sold outside of the “home” country;
Raw materials
Manufactured goods
Services as popular exchanges
Data is transferred
Businesses are Going Global
Changing markets
Foreign markets draw attention
Competition
Demand
Government support
NOTES TO TEACHER
Each student should have a
Student Notes sheet to complete
during the multi-media
presentation. Explain to the class
that the vocab will be on an exam
so it is important they fill in all
blanks.
Have students take notes to keep
in notebook.
Notes Extension Activity: Hand
out the assignment sheet and
complete in class. You may want
the group to partner up or just
have each student complete it
individually. This is one reason
why students should have taken
notes! DISCUSS the questions.
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Importance of International Trade
Over 250,000 U.S. businesses export products
11% of GNP
95% are small to med. Sized
Eight of top 100 SaaS vendors are based in U.S.
Export over $500 billion in products
Wholesalers export over $100 billion
U.S.is 2nd largest exporter
U.S. is home to nine of the world’s largest software
companies
U.S. trade deficit in 1971
Assign “Cultural Differences”
project. This project will take
approximately 3 to 4 class periods
to complete and 1 to 2 class
periods to present to the class.
*Note: prior to the onset of this
activity, the teacher will need to
go to the website and pre-select
the countries to use. Try to get
countries that are not popular and
those that are not in the news as
much, in order for the students to
really learn something when
researching.
This activity allows for great class
discussion, especially when the
students present the final section.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
 The teacher will present the multi-media presentation while students take notes using their
handout.
 Students will work in class to complete the Notes Completion Activity to ensure understanding
of the material.
Independent Practice
 Students will use research skills to investigate the customs and culture of various countries.
 Students will work with a partner to complete the “Cultural Differences” projects.
Summary
Review
 Why do countries trade with each other?
 Why do governments put trade restrictions on businesses?
 Why is it important to an economy to maintain a balance of trade?
 Conduct an online search to determine which country is the most influential.
Evaluation
Informal Evaluation
Daily assessment on progress of projects: The teacher will become the facilitator, since the Cultural
Differences and Globalization activities are student-driven. As a suggestion, the teacher may want to
have students evaluate their peers as well. If so, copy extra rubrics ahead of time.
Formal Evaluation
Rubrics are provided and may be used to assess completed projects.
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Global Economy
Student Notes
Fill in the blanks as we discuss the multi-media presentation. Keep this as a study guide.
TERMINOLOGY:
________:
North American Free Trade Agreement
______:
World Trade Organization
_____:
European Union
International Trade: The _____
of products/services to people in _______ countries
Imports:
Products/services _______________ from another _____________
Exports:
Products/services _______ to _____________ country
Indirect Exporting:
Marketers with ______________ experience __________ the ____________
company; ____________ for the _________ of products in other countries
Direct Exporting:
Company handles ____ responsibilities to market products in other ______
Balance of Trade:
The ________________ between a country’s _________ and __________
Foreign Production: A company ______ and __________ production _________ in another country
Joint Venture:
____ or_____ companies in ____________ countries with ___________
interests develop a ______________ to join in ________________activities
Multinational Companies:
Businesses that have___________ all over the _________ and conduct
planning for _________________ markets
Pre-industrial Economy:
Based on _______ and _____ ____development; ____ standard of living
Post-industrial Economy:
Based on____ of business & consumer _______ produced & marketed in
the__________ marketplace
Gross Domestic Product:
The ______ $ value of all ______ produced within a country in___ year
Gross National Product:
The total_________ of all goods/services (__________ _____________)
produced within a country in one year
Quota:
_________ on the numbers of _______ _______ of products _________
_________________ can ______ in a country
Tariffs:
_________ placed on imported products to increase the ________ __________
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Subsidy:
_____ provided to a business to _____ in the development and sale of products
Standard of Living:
A ______________ of the quality of life for the citizens of a country
Productivity:
The____________ output by workers for a ______________ period of time
Purchasing Power:
The _____ of goods/services that can be bought with a ____$ amount of money
Consumer Price Index: The _____________ in the ________ of a specified set of goods over _______
____________ _________: Consists of 4 stages: Prosperity, Recession, Depression and Inflation
U.S. and International Trade
”Approximately _____ of world-wide production is sold _________ of the _______ country
The bulk of products that Americans use daily are_______________
U.S. __________music, movies, cars, airplanes and food items
International Trade is Changing:
Raw materials once were an _____________ commodity; today makes up less than ____ of
world’s exports
__________________ goods/services are most popular
________(communications, travel, education, and financial) are most popular exchanges between
_________
_______ is transferred via phone, fiber optics, or satellite on a daily basis
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Businesses are Going Global
_____________ are changing.
____________ markets are enticing to ________________ businesses who experience dropping sales
& profit
Foreign markets are another way to expand ________________and increase worldwide
___________for products
Benefit of international marketing: __________________ support is available
Importance of International Trade
U.S. economy: over ___________ businesses _________ products
Accounts for over _____ of GNP
_____ of U.S. exporting businesses are small to medium sized
Manufactures ________ over $500 billion of products
Wholesalers export over $____ billion worth of products
U.S. is __________ largest exporter
_____________ is #1 exporter
U.S. is #1 ___________ of products
Germany is _____ importer
_____ had 1st_________ deficit of the 20th Century in ______
(imports exceeded exports by over $1 billion that year)
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Goin’ Global
Student Notes
UPDATE ACCORDING TO YOUR SUBJECT. EXAMPLE PROVIDED BELOW
Fill in the blanks as we discuss the multi-media presentation. Keep this as a study guide.
TERMINOLOGY:
NAFTA:
North American Free Trade Agreement
WTO:
World Trade Organization
EU:
European Union
International Trade: The sale of products/services to people in other countries
Imports:
Products/services purchased from another country
Exports:
Products/services sold to another country
Indirect Exporting:
Marketers with exporting experience represent the exporting company;
arranges for the sale of products in other countries
Direct Exporting:
Company handles all responsibilities to market products in other countries
Balance of Trade:
The difference between a country’s imports and exports
Foreign Production: A company owns and operates production facilities in another country
Joint Venture:
Two or more companies in different countries with common interests develop a
relationship to join in common business activities
Multinational Companies:
Businesses that have operations all over the world and conduct planning
for world-wide markets
Pre-industrial Economy:
Based on agriculture and raw material development; low standard of
living
Post-industrial Economy:
Based on mix of business & consumer products/services produced &
marketed in the global marketplace
Gross Domestic Product:
The total $ value of all goods/services produced within a country in one
year
Gross National Product:
The total $ value of all goods/services (including imports) produced
within a country in one year
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Quota:
Limits on the numbers of certain types of products foreign companies can sell in
a country
Tariffs:
Taxes placed on imported products to increase the selling price
Subsidy:
Money provided to a business to help in the development and sale of products
Standard of Living:
A measure of the quality of life for the citizens of a country
Productivity:
The average output by workers for a specified period of time
Purchasing Power:
The amount of goods/services that can be bought with a specific $ amount of
money
Consumer Price Index: The variance in the cost of a specified set of goods over time
Business Cycle:
Consists of 4 stages: Prosperity, Recession, Depression and Inflation
Prosperity
Prosperity
Recovery
Recession
Depression
U.S. and International Trade
The bulk of products that Americans use daily are imported
U.S. exports music, movies, cars, airplanes and food items
International Trade is changing:
Raw materials once were an abundant commodity; today make up less than 1/3 of
world’s exports
Manufactured good/services are most popular
Services (communications, travel, education, and financial) are most popular exchanges
between countries
Data is transferred via phone, fiber optics, or satellite on a daily basis
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Businesses are Going Global
Markets are changing.
Foreign markets are enticing to domestic businesses who experience dropping sales &
profit
Foreign markets are another way to expand competition and increase worldwide
demand for products
Benefit of international (INSERT YOUR PROGRAM HERE): Government support is
available
Importance of International Trade
U.S. economy: over 250,000 businesses export products
Accounts for over 11% of GNP
95% of U.S. exporting businesses are small to medium sized
Manufacturers export over $500 billion of products
Wholesalers export over $100 billion worth of products
U.S. is second largest exporter
Germany is #1 exporter
U.S. is #1 importer of products
Germany is #2 importer
U.S. had 1st trade deficit of the 20th Century in 1971
(imports exceeded exports by over $1 billion that year)
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Cultural Differences Project Country Selection
Teacher Directions:
You will need two copies of this list (or add your own selections). One cut in strips so the students can
draw to see which country (and partner) they will get and the other is to be used to write the
students’ names beside the country so you will have record of which students are assigned to which
country.
India
India
Wales
Wales
Portugal
Portugal
Denmark
Denmark
Australia
Australia
Peru
Peru
China
China
Nigeria
Nigeria
Japan
Japan
Poland
Poland
United Arab Emirates
United Arab Emirates
Algeria
Algeria
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Austria
Austria
Norway
Norway
Russia
Russia
Columbia
Columbia
Iceland
Iceland
Korea
Korea
Switzerland
Switzerland
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Cultural Differences
Cultural Differences Part I
OBJECTIVE
Students will work with a partner to research an assigned country and obtain the required
information listed below. Students will use the information to complete two projects.
PROCEDURE
You have been assigned a country to research using the website below. You are to read over the
following categories and take notes. You will use this information to create a Collage Board with
images from your country pertaining to each category below. You will then prepare a multi-media
presentation comparing this country’s information with the United States.
www.cia.gov/library/publications/the-world-factbook/
Country
Language
Religion
General Attitudes:
Personal Appearance:
CUSTOMS AND COURTESIES
1. Greetings
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2. Gestures
3. Visiting
4. Eating
LIFESTYLE
1. Family
2. Dating or Marriage
3. Diet
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4. Recreation
5. Commerce
SOCIETY
1. Government
2. Economy
3. Transportation/communication
4. Education
Literacy Rate:______________________
5. Health
Life Expectancy:_______________
_____
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Cultural Differences Part II
Now that you have concluded your investigation, you will now complete Part II.
Design a Photo Collage Board with images of the country you selected. Use poster boards or art
boards for the base of the collage. Each image should be printed as an 8”x10” photo before being
affixed to the board. Use Printing and Imaging techniques for this project.
The images should represent each of the categories from Part 1, and all copyrights to the images must
be listed and acknowledged. BE CREATIVE, and be prepared to present your project to the class.
Project Pointers:
You will be graded on the following:
1. Participation with your partner
2. Daily progress on the computer
3. Appropriateness of your selections (minimum of 14 photos – one from each category in Part 1)
4. The printed quality of the selections
5. Collage presentation to the class (oral)
6. Overall appearance of collage presentation
7. Your appearance
8. Realistic nature of the project
***All people must present
Be as detailed as possible. Be as creative as possible. Think outside the box.
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Cultural Differences Part III
Once you and your partner have completed the Photo Collage Board, you will now complete Part III.
Your company has the opportunity to redesign an advertising campaign for a major product that will
now be sold in the country you researched (You choose the product). Now that you are familiar with
the customs and culture of this country, how should your group proceed in redesigning the images
and information so they are acceptable and not offensive to the people of this country? Design a
multi-media presentation comparing the country you selected with that of the United States. Include
details regarding considerations and changes that will need to be made to the design (images and
information) so this new advertising campaign will be appropriate and acceptable to the people in this
country.
Be creative! Be prepared to present your multi-media presentation to the class.
Project Pointers:
Your multimedia presentation should include the following:
1. Information about the 2 countries – Make sure you cover each category in Part 1
2. Compare and contrast – Explain the similarities and differences in cultures and customs
between the 2 countries
3. Considerations and changes that will need to be made to the advertising design (Include
needed changes to photos as well as product information)
4. Multi-media presentation to the class (oral)
5. Overall appearance of the presentation
6. Your appearance
7. Realistic nature of the project
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Detail Sheet
Record each person’s responsibilities for each project. Check off the tasks as they are completed.
This will be turned in as a graded portion of your project.
Assigned Task
Name
Task Completed
On (MM/DD/Year)
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Cultural Differences Presentation Rubric
Note: This rubric may be used for both projects
Country
Name
Teacher
ID#
Date of Presentation
Criteria
Organization
0-5
6-10
Audience cannot
understand
presentation
because there is no
sequence of
information
Audience has
difficulty
following
presentation
because student
jumps around
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student
occasional used
visuals that rarely
support text and
presentation.
Presentation had
three
misspellings
and/or
grammatical
errors.
Student
incorrectly
pronounces
terms. Audience
members have
difficulty hearing
presentation.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Content
Knowledge
Student used no
visuals.
Visuals
Mechanics
Delivery
Student's
presentation had
four or more
spelling errors
and/or
grammatical errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for students
in the back of class
to hear.
Points
11-15
16-20
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Visuals related to
text and
presentation.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used
visuals to
reinforce screen
text and
presentation.
Presentation has
no misspellings or
grammatical
errors.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total
Teacher Comments:
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Teacher-Facilitator Rubric
(To be used to grade daily work as part of a major group or partner project)
Name:
Teacher:
Date:
Title of Work:
Skills
Criteria
0
Helping
The teacher observed the None of the
Time
students offering assistance
to each other.
Listening
The teacher observed None of the
Time
students working from each
other's ideas.
Participating:
The teacher observed each None of the
Time
student contributing to the
project.
Persuading:
The teacher observed the
None of the
students exchanging,
Time
defending, and rethinking
ideas.
Sharing:
The teacher observed the
None of the
students offering ideas and
Time
reporting their findings to
each other.
Points
10
15
20
Some of the
Most of the
All of the
Time
Time
Time
Some of the
Most of the
All of the
Time
Time
Time
Some of the
Most of the
All of the
Time
Time
Time
Some of the
Most of the
All of the
Time
Time
Time
Some of the
Most of the
All of the
Time
Time
Time
Total Points
____
____
____
____
____
____
Teacher Comments:
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Math
Printing and Imaging Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will be able to calculate image resolutions and
dimensions for a variety of Printing and Imaging projects.
Specific Objectives
 Students will use different formulas to figure out resolution of images on screen and in print.
 Students will solve basic Printing & Imaging math problems.
 Students will apply math concepts and formulas to a 4 person group project: Doing a “markup”
for a mock newspaper.
This lesson should take 10-12 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities
may result in the elimination of any or all of the TEKS listed.
Practicum in Printing and Imaging Technology
130.98 (c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) apply English language arts knowledge and skills for a variety of written documents
in accordance with industry standards;
(B) apply mathematics knowledge and skills in accordance with industry standards to
solve problems;
(3) The student implements advanced problem-solving methods. The student is expected to
employ critical-thinking and interpersonal skills independently and in teams to solve problems.
(4) The student implements advanced information technology applications. The student is
expected to use personal information management, email, Internet, writing and publishing,
presentation, and spreadsheet or database applications for printing and imaging projects.
(5) The student understands printing systems and their uses.
(7) The student implements leadership characteristics to student leadership and professional
development activities. The student is expected to:
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(A) employ leadership skills to accomplish goals and objectives by analyzing the various
roles of leaders within organizations, exhibiting problem-solving and management
traits, describing effective leadership styles, and participating in civic and community
leadership and teamwork opportunities to enhance skills;
(B) employ teamwork and conflict-management skills to achieve collective goals;
(C) establish and maintain effective working relationships by providing constructive
praise and criticism, demonstrating sensitivity to and value for diversity, and managing
stress and controlling emotions;
(D) conduct and participate in meetings to accomplish work tasks by developing
meeting goals, objectives, and agendas; preparing for and conducting meetings to
achieve objectives within scheduled time; producing meeting minutes, including
decisions and next steps; and using parliamentary procedure, as needed, to conduct
meetings;
(8) The student implements ethical decision making and complies with laws regarding use of
technology in printing. The student is expected to:
(A) exhibit ethical conduct related to interacting with others such as client
confidentiality, privacy of sensitive content, and providing proper credit for ideas;
(B) apply copyright laws in relation to fair use and duplication of materials;
(C) model respect for intellectual property;
(D) demonstrate proper etiquette and knowledge of acceptable use policies;
(E) understand Creative Commons laws including all licensing.
(10) The student implements technical skills for efficiency. The student is expected to employ
planning and time-management skills and tools to enhance results and complete work tasks.
(11) The student implements an advanced technical understanding of professional printing and
imaging. The student is expected to:
(A) manage the printing process;
(B) prepare customer documents;
(C) use appropriate printing processes;
(D) use binding processes, including cutting, folding, and trimming;
(E) calculate paper counts from a stock sheet;
(F) demonstrate folding a variety of print pieces, adapting equipment as needed;
(G) demonstrate saddle stitch, perfect bind, and flat stitching in various printed
materials;
(H) demonstrate padding press operations;
(I) use appropriate embossing, foil stamping, die cutting, and laminating samples;
(J) print appropriate paper labels, ink jet labels, and bulk forms;
(K) demonstrate knowledge of postal regulations related to packages, contents, sizes,
and destinations;
(L) meet customer needs with regard to labeling, packaging, and shipping according to
regulatory standards.
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Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning word(9s, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies.
The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively
in groups;
(5)(B) use language clearly and appropriately;
Tasks
 Students will practice math concepts on worksheets.
 Students will work in groups to create a Newspaper using old “markup” techniques, which
require students to apply the math concepts learned in this lesson.
Accommodations for Learning Differences
Lessons must accommodate the needs of every learner These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (http://www.cte.unt.edu).
Preparation
 Copy the handouts.
 Have multimedia presentations ready to show.
 Have scissors, rulers, markup tape and butcher paper ready to go for the project.
 See if it is possible to get newsprint for the project.
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Instructional Aids
 Student worksheets
Materials Needed
 Copies of handouts
 Pencils
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
 Calculators
Introduction
Learner Preparation
 If you work with images on a computer for screen-based or print-based projects, you will need
to know how to work the math to convert them.
Lesson Introduction
 Say: Math may not be everyone’s favorite subject, but there is a lot of math involved in many
Printing & Imaging projects. The computers and graphics software do most of the math these
days. However knowing how to pick the right image size or image depth for a project may
make all the difference.
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Outline
MI
NOTES TO TEACHER
OUTLINE
The Math of Printing & Imaging
I. Imaging
a. Pixels
b. Resolution
c. Resolution Math
II. Printing
a. Resolution
b. Line Screen
c. Common Line Screen Settings
III. Formatting
a. Markup
III.
IV. Newspaper – 4 person group project
a. Requirements
i. 4 pages
ii. Markup
iii. Contents
The teacher will use the multimedia
presentation to explain the various
formulas for figuring out image
resolution. The students will then
complete the worksheets.
These concepts may be somewhat
difficult for the students to grasp. It
may be necessary for the teacher to
make up additional problems. One
suggestion is to put students into
groups or pairs and have them craft 5
or 10 problems (and work the answer
keys) that could be compiled and
shared with the entire class.
The teacher will use the multimedia
presentation to explain the
Newspaper Markup project.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
 The teacher will use the multimedia presentations to teach the material.
 The teacher will monitor students’ independent practice.
 The teacher will make sure all the students get the project handout.
 The teacher will also assign the groups that will work together on the project.
Independent Practice
 Students will complete the Math worksheet. Key is provided.
 Students will work in groups of 4 to complete the “Newspaper Markup” project.
Summary
Review
 How to figure out the resolution, dimension and image size of images for different situations.
 What are the differences between DPI, PPI and LPI?
Evaluation
Informal Evaluation:
 The teacher will check frequently for understanding and verify students complete the
worksheet.
 The teacher will make daily assessments on the progress of the projects.
Formal Evaluation:
 Rubric provided and may be used to assess completed projects.
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The Math of Printing & Imaging
Practice Worksheet
Students will complete the following math problems after working through the examples in the
multimedia presentation.
1. If a photograph’s image size is 2400x3000 pixels, what will the dimensions be in inches when it
is printed at a resolution of 300 DPI?
2. A business card is 2” x 3.5”. When planning to print it at 300 DPI, what would the dimensions
be in pixels?
a. What would the dimensions be for a 4” x 5” postcard?
b. What would the dimensions be for a 5” x 7” postcard?
3. To print an 11” x 14” photograph at 600 DPI, what should the dimensions be in pixels?
4. A photograph is 1500x2000 pixels. When printing on a flyer at 200 DPI, how big will the image
end up being on paper?
5. What would the dimensions be in pixels of a photograph that covered the entire surface of a
newsletter that is 11” x 17” and printed at 300 DPI?
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6. What are the dimensions (in inches) available when designing a half-page magazine ad, if the
margins are ½” and the magazine is 8 ½” x 11”?
a. What would be the dimensions for designing a quarter-page ad?
b. What would be the dimensions for designing an eighth-page ad?
7. How many images can you fit on a 5” x 7” postcard without having them overlap, if the images
are all 450x600 pixels, and the postcard is printed at 300 DPI with ¼” margins?
8. If a 3 column newsletter is 8 ½” wide and has ½” margins and ¼” alleys, how wide does each
column need to be when it is printed at 300 DPI?
9. What would the dimensions be in pixels of an image designed to wrap around a paperback
book from front to back, if the book is 3.5” x 6” with a ¾” spine (the book cover is to be printed
at 300 DPI)?
10. A standard CD cover is 4 ¾” x 4 ¾” printed at 300 DPI. You are working for a band who wants a
6 page booklet with a center page folding out to contain the lyrics of 12 songs (each page can
hold two songs). However, they want to keep the costs low and use the least amount of paper
possible. With standard, legal and 11” x 17” paper available, how many sheets of paper would
it take to print one booklet? What about 100 booklets?
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The Math of Printing & Imaging
Practice Worksheet Answer Key
1. If a photograph’s image size is 2400x3000 pixels, what will the dimensions be in inches when it
is printed at a resolution of 300 DPI? 8” x 10”
2. A business card is 2” x 3.5”. When planning to print it at 300 DPI, what would the dimensions
be in pixels? 600x1050 pixels
a. What would the dimensions be for a 4” x 5” postcard? 1200x1500 pixels
b. What would the dimensions be for a 5” x 7” postcard? 1500x2100 pixels
3. To print an 11” x 14” photograph at 600 DPI, what should the dimensions be in pixels?
6600x8400 pixels
4. A photograph is 1500x2000 pixels. When printing on a flyer at 200 DPI, how big in inches will
the image end up being on paper? 7 ½” x 10”
5. What would the dimensions be in pixels of a photograph that covered the entire surface of a
newsletter that is 11” x 17” and printed at 300 DPI? 3300x5100 pixels
6. What are the dimensions (in inches) available when designing a half-page magazine ad, if the
margins are ½” and the magazine is 8 ½” x 11”? 7 ½” x 5”
a. What would be the dimensions for designing a quarter-page ad? 3 ¾” x 5”
b. What would be the dimensions for designing an eighth-page ad? 3 ¾” x 2 ½”
7. How many images can you fit on a 5” x 7” postcard without having them overlap, if the images
are all 450x600 pixels, and the postcard is printed at 300 DPI with ¼” margins? 6
8. If a 3 column newsletter is 8 ½” wide and has ½” margins and ¼” alleys, how wide does each
column need to be when it is printed at 300 DPI? 2 ⅓” or 700 pixels
9. What would the dimensions be in pixels of an image designed to wrap around a paperback
book from front to back, if the book is 3.5” x 6” with a ¾” spine (the book cover is to be printed
at 300 DPI)? 2325x1800 pixels
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10. A standard CD cover is 4 ¾” x 4 ¾” printed at 300 DPI. You are working for a band who wants a
6 sheet booklet with a center page folding out to contain the lyrics of 12 songs (each page can
hold two songs). However, they want to keep the costs low and use the least amount of paper
possible. With standard, legal and 11” x 17” paper available, how many sheets of paper would
it take to print one booklet?
The best use of paper would be two 11” x 17” pieces of paper. The CD cover page and back
cover would be connected together (4 ¾” x 9 ½”) and folded. This would only take up part of
the large sheet of paper. The second page and the second to last page of the booklet would be
connected together (4 ¾” x 9 ½”) and folded as well. The total area to be printed would then
be 9 ½” x 9 ½”. Since the center page would need to be tri-folded to create 6 panels for 12
songs, it would need to be on a second piece of paper, because the image dimensions would
be 4 ¾” x 14 ¼”.
What about 100 booklets?
Using the system of printing above would leave space at the bottom of one 11” x 17” piece of
paper for another 4 ¾” x 9 ½” image. With 3 images per piece of paper it would take 33 sheets
to get 99 CD covers printed and 33 more sheets to get 99 of the second page. Add one more
sheet with each image side by side, and it takes 67 sheets to get the smaller images printed.
The tri-fold images will fit two per sheet as well, so it will take 50 sheets to meet the printing
requirement. The total number of 11” x 17” sheets to print 100 booklets is 117, representing
the least amount of paper possible.
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Newspaper Markup
4 Person Group Project hand-out
OBJECTIVE
Students will work together to create 4 pages of a newspaper without using a computer for
completing the layout. Elements of the newspaper, like the story text and images, can be created on
the computer; however the actual “markup” of the newspaper will be done by hand. This will
reinforce the principles of math in Printing & Imaging.
PROCEDURE
Your 4-person team will create 4 pages of a newspaper, doing the markup by hand.
First, brainstorm with the group to come up with a unique name for the newspaper.
Then decide which person will create the content for which page, based on the requirements.
The basic rules that will govern the content layout will also need to be determined.
After the content is created, it will need to be cut and prepared for compositing. Each student will
“markup” an entire page using a team member’s content. The actual “markup” will take lots of trial
and error to get it right. When all the pages are finished with “markup”, it will be time to print copies
(on newsprint if available) for the entire class. Each student will present the page they marked up,
explaining their methods.
MATERIALS NEEDED
 White butcher paper (to use as a base to create newspaper markup )
 Scissors, Pencils, Rulers
 White Markup tape
 Newsprint for finished copy to be printed
REQUIREMENTS:
 Content (Elements for Newspaper)
o Must be all original
o Each member creates one entire page
o Elements to include:
 Masthead (with volume and date info)
 Headline (image and story to go with it)
 Weather (with 7 day forecast, use of graphics)
 Classifieds (these are not ads)
 Obituaries
 At least 4 stories per page (with headers and author name)
 At least 2 images per page (front page will have 3 images) with captions
 At least 2 ads per page (max size 2 column, ¼ height)
 At least 2 sections besides news (e.g. Sports, Lifestyle, etc…)
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REQUIREMENTS (cont.):
 Markup
o Each member does markup on different page using another student’s content.
o Graphic and Word Processing software can be used for elements but not for markup;
that must be done by hand, cutting out the elements and taping them in place using
precise measurements.
o Margins must be a ¼” and gutters must be straight.
o Fonts must be consistent in style and size throughout the paper.
 4 Pages
o Each page is vertical: 12” x 22”
o Total sheet size: 24” x 22”
o 5 column layout
o Justified type for stories
Be creative!
It will take a long time to properly “markup” the newspaper.
The hardest part of the project will be getting the prints made for the class.
Research local printers and see if they can print the newspapers.
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Newspaper Markup Presentation Rubric
Newspaper Name:
Name:
Teacher
ID#:
Date:
Criteria
Organization
0-5
6-10
Audience cannot
understand
presentation
because there is no
sequence of
information
Audience has
difficulty
following
presentation
because student
jumps around
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student
occasional used
visuals that rarely
support text and
presentation.
Presentation had
three
misspellings
and/or
grammatical
errors.
Student
incorrectly
pronounces
terms. Audience
members have
difficulty hearing
presentation.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Content
Knowledge
Student used no
visuals.
Visuals
Mechanics
Delivery
Student's
presentation had
four or more
spelling errors
and/or
grammatical errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for students
in the back of class
to hear.
Points
11-15
16-20
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Visuals related to
text and
presentation.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used
visuals to
reinforce screen
text and
presentation.
Presentation has
no misspellings or
grammatical
errors.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total
Teacher Comments:
123
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O*NET
Career Exploration
Printing and Imaging Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, the student will investigate O*NET to prepare for a future career.
Specific Objectives
 Students will identify the criteria necessary for a resume.
 Students will prepare a cover letter, resume, and letter of resignation.
 Students will evaluate their career readiness by using the O*NET web site.
Terms
 O*NET: a free website that contains hundreds of occupation-specific careers. It helps to
evaluate or investigate career options.
 Resume: a document that is used to “sell” applicant’s abilities to prospective employers.
 Cover Letter: serves as an “introduction” of the applicant and gives an overview of
qualifications.
 Letter of Resignation: formal advance notice of intent to leave current position.
 Basic Skills: entry level; basic math and writing knowledge; little or no experience.
 Advanced Skills: more direct knowledge; complex math and writing abilities; experience
handling complex situations; analytical skills; a track record of successes; leadership skills; may
have advanced computer knowledge of software applications.
Time
This lesson should take 7 to 9 days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities
may result in the elimination of any or all of the TEKS listed.
Practicum in Printing and Imaging Technology
130.98 (c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) apply English language arts knowledge and skills for a variety of written documents
in accordance with industry standards;
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(B) apply mathematics knowledge and skills in accordance with industry standards to
solve problems;
(3) The student implements advanced problem-solving methods. The student is expected to
employ critical-thinking and interpersonal skills independently and in teams to solve problems.
(4) The student implements advanced information technology applications. The student is
expected to use personal information management, email, Internet, writing and publishing,
presentation, and spreadsheet or database applications for printing and imaging projects.
(9) The student implements employability characteristics. The student is expected to:
(A) identify and participate in training, education, or certification to prepare for
employment;
(B) identify and demonstrate positive work behaviors and personal qualities needed to
be employable such as self-discipline, self-worth, positive attitude, integrity, and
commitment;
(C) demonstrate skills related to seeking and applying for employment to find and
obtain a desired job, including identifying job opportunities, developing a resumé and
letter of application, completing a job application, and demonstrating effective
interview skills;
(D) Maintain, update, and present a portfolio with work experiences, licenses,
certifications, and work samples;
(E) demonstrate skills in evaluating and comparing employment opportunities; and
(F) examine employment opportunities in entrepreneurship.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies.
The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently wit comprehension for a sustained period of time.
110.58. Communication Applications
(4) Presentations. The student makes and evaluates formal and informal professional
presentations. The student is expected to:
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(C) research topics using primary and secondary sources, including electronic
technology;
(G) prepare and use visual or auditory aids, including technology, to enhance
presentations;
(H) use appropriate techniques to manage communication apprehension, build selfconfidence, and gain command of the information;
(K) make individual presentations to inform, persuade, or motivate an audience;
§110.54. Practical Writing Skills
(b) Knowledge and skills.
(1) The student uses the conventions and mechanics of written English to communicate
clearly. The student is expected to:
(A) employ written conventions appropriately such as capitalizing and punctuating for
various forms;
(B) use correct spelling;
C) produce error-free writing by demonstrating control over grammatical elements
such as subject-verb agreement, pronoun-antecedent agreement, and appropriate
verb forms;
(D) use varied sentence structures to express meanings and achieve desired effect; and
(E) use appropriate vocabulary.
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or
work-related texts to communicate ideas and information to specific audiences for specific
purposes. Students are expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals, college
applications, operation manuals).
Occupational Correlation (O*Net – www.onetonline.org/)
Job Zone Three: Medium Preparation Needed; most occupations require training in vocational
school, related on-the-job experience, or an associate’s degree. Previous work-related skill,
knowledge, or experience is required for these occupations.
Job Zone Four: Considerable Preparation Needed; most of these occupations require a four-year
bachelor’s degree, but some do not. A considerable amount of work-related skill, knowledge, or
experience is needed.
Job Zone Five: Extensive Preparation Needed; most occupations require graduate school. For
example, they may require a master’s degree, and some require a Ph.D., M.D., or J.D. (law degree)
O*Net Number: Varies, according to each student’s career choice.
Reported Job Titles: Varies, according to each student’s career choice.
Soft Skills:
 Time Management;
 Flexibility;
 Active Learning;
 Personal Effectiveness;
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

Decision Making and
Honesty
Accommodations for Learning Differences
Lessons must accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website http://www.cte.unt.edu
Preparation
 Review and familiarize yourself with the terminology and website links.
Review elements of resume preparation, composing a cover letter, and social media.
 Review and familiarize yourself with functions of O*NET and links listed in the presentation.
 Have materials and websites ready to go prior to the start of the lesson.
References
 O*NET (http://www.onetonline.org)
 Social Media sites
 Job search sites
Instructional Aids
 Portfolio
 “Would YOU Hire YOU?” Digital Presentation
 “Would YOU Hire YOU?” Student Outline Fill-in Notes
 O*NET Scavenger Hunt
 O*NET Scavenger Hunt Answer Key
 O*NET, Part II Activity
 Career Project
 Rubric for Career Project (Resume, Cover Letter, Letter of Resignation)
 Rubric for Career Project (overall project)
 140 Words! Activity
 Internet access
Materials Needed
 Printer paper
 Notebook paper
 Flash drive (optional for students to
save work)
Equipment Needed
 Computers (for students to complete
projects)
 Projector (for digital presentation)
 Internet Access
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Instruction
Learner Preparation
 Ask students to raise their hand if they currently have a job. Ask them if they intend to keep that
job until they retire.
o What was the process when they were hired?
o Did they fill out an application or were they also required to submit a resume?
 Explain that once students graduate from high school, often they will be required to submit a
resume when seeking employment.
 Ask students what they think should be on a resume. List their answers on the board.
 Ask students what qualifies as Social Media. Ask for a show of hands if they have a social media
account.
 Ask if they have ever deleted questionable material from their accounts.
o Explain the importance of maintaining a professional image on all social media when
applying for a job (and college too!)
Lesson Introduction
 Have each student list their strengths and weaknesses on a sheet of notebook paper.
Tell them to be honest!
 Now break the class into pairs. Have them list the Strengths and Weaknesses of each other.
 Take about 10 minutes for this activity. Tell them to look at their lists, compare it to the list their
partners made and put a check mark beside the trait if they agree.
Are the lists similar or different? Tell them to save these papers for future use.
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Outline
MI
OUTLINE
I. OBJECTIVES
Upon completing this unit, the
student-learner will be able to:
a. Investigate the O*NET website
b. Assess necessary skills for
employment
c. Select a prospective career
d. Compare one’s skills with job
requirements
e. Probe techniques that
prospective employers use in the
hiring process
f. Scrutinize possible questions
interviewers may ask on an
interview
II. O*NET
a. What is O*NET and how can I use
it?
1. Free; contains hundreds of
occupation-specific careers
2. Helps to evaluate or investigate
career options
NOTES TO TEACHER
DO: Read these objectives
out loud and have students
copy then onto their
Student Notes Handout.
O*NET is the nation’s
primary FREE source of
occupational information
which contains hundreds of
occupation-specific career
descriptions. This site may
be used throughout your
life in the event you decide
to change jobs later on.
There are surveys which will
lead to career options so
students can investigate
career options and evaluate
career expectations.
Have students write the
web site on their student
note sheet under the
proper section.
Click on the links so the
students can see what you
are referring to. Explain that
there will be an opportunity
later during this unit to
further investigate O*NET.
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III. QUESTIONS:
a. How many times does the
average person change jobs
in a lifetime?
ASK: these questions, one at a time,
then tell the class this lesson will
uncover the answers. They will need
to record their answers on their
Student Notes sheet.
b. What is the difference
between entry-level and
advanced-level skills?
c. What purpose does the
Resume serve?
d. Why is a Cover Letter
important?
e. How is Social Media used
in the job search process?
1. Network with others and
join their networks to
enhance opportunities
2. Has an “apply now”
button for immediate
resume upload; sends it
directly!
3. Some recruiters use
online process because it is
brief
4. Link your social media
accounts and to your personal
web page so recruiters can see
more details of your skills
You may want to check out videos
that help with job searches. There are
several titles posted. Be careful about
watching independent videos because
some of them are satires and give
erroneous tips. There are professional
forms of social media that allow
people to form connections for
networking purposes to aid in the job
search. Also those in your network
can “recommend” as their comments
stay in your profile. People in your
network can also send your resume
and profile information to others
which enhances your chance to land
that interview. Always keep your
professional social media accounts
updated. You never know who is
reviewing your information! You may
get a job offer when you aren’t even
looking! Be sure any comments you
make, especially on professional
social media web-sites, are positive!
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SAY: It costs an average of $3,400 to
hire a new employee. For that
reason, many companies are using
“Screening Systems” to extract names
of likely candidates. Once an applicant
makes it past the screen system, a
recruiter reviews the applicant’s data
and then has him or her complete a
questionnaire about their skills. If the
applicant’s skills are compatible with
the job, then the recruiter schedules
either a live, in-person, or automated
phone interview. BIG TIP: Make sure
you use key words from the job
description in your resume when you
can. Post the dates of employment or
education on the right margin of your
resume because most screen systems
cannot read numbers on the left
margin.
IV. PERSONAL WEB PAGE
a. Increasingly popular
b. Can be linked to your
resume, etc.
c. Display qualifications in
detail, including video,
pictures, samples of your
work, etc.
V. SUMMARY
a. What is O*NET?
b. What is the difference
between entry-level and
advanced level skills?
QUESTION: Does anyone have their
own personal web page?
QUESTION: What sort of categories or
postings should you have on your
personal web page? (List on the
board, if possible)
Possible answers may include:
interests, hobbies, videos,
pictures, personal philosophy,
samples of work,
recommendations, etc.
SAY: O*NET is the nation’s primary
FREE source of occupational
information which contains hundreds
of occupation-specific career
descriptions.
Say: Entry-level skills are very basic,
such as simply math, basic reading
and writing skills; possibly basic
Copyright © Texas Education Agency,
2015. skills.
All Rights Reserved.
computer
131
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Using the digital presentation, the teacher will explain the procedure for career exploration and resume
preparation using O*NET. The teacher will give students the Student Notes Outline to fill in while the
teacher presents the material.
Introductory sponge activity
Teacher will divide the class into partners and instruct them to develop a list of strengths and
weaknesses of each other. Then students will draw up a list of what they consider to be their own
strengths and weaknesses. Then they will compare findings and discuss (approximately 10-15 min.)
Independent Practice
 “Would You Hire YOU?” Students’ Notes Handout
This is to be used in conjunction with the Digital presentation. Students will be given
opportunities to fill in the blanks as the instructor presents the material. The instructor has the
discretion to use this as a daily grade or a completion grade.

O*NET Scavenger Hunt
Students will be given a worksheet to complete while searching for required information using
the O*NET website. The purpose of this activity is to help students to familiarize themselves with
O*NET. An answer key is provided; the teacher should go over the answers and discuss the
material. The teacher is encouraged to refer to O*NET often, during the digital presentation.

O*NET Part II
Students will answer questions pertaining to personal interests. No key or rubric is required. This
is intended as a completion grade.

Career Project
This is a very in-depth assignment. Students will use O*NET to research at least 3 careers; then
write a paper reflecting their research and career choices. Upon completion of part 1, students
will type a resume, cover letter, and letter of resignation using examples found on the Internet.
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Students will also prepare a multi-media presentation which includes things such as, what to
wear on a job interview. Rubrics are provided for this activity. A summary sheet is provided as a
checklist to make sure students have met all requirements for the activity. This sheet may be
turned in to the instructor for grading purposes, if desired.
Summary
Review
Q. What is O*NET?
A. O*NET is the nation’s primary FREE source of occupational information which contains hundreds
of occupation-specific career descriptions.
Q. What is the difference between entry-level and advanced level skills?
A. Entry-level skills are very basic skills, such as basic math, reading and writing skills and basic
computer skills. Advanced skills require more training. Examples would be more difficult math
calculations, interpersonal skills, specific software applications; leadership skills; managerial
experience, etc.
Q. What purpose does the Resume serve?
A. The resume is basically your life on paper, or, when submitted on computer, it is your
professional profile.
Q. Why is a Cover Letter important?
A. The cover letter is used to “introduce you and give an overview of your skills”.
Q. How is Social Media used in the job search process?
A. Social media is becoming a valuable tool for both recruiters and job seekers. It’s more
economical and direct than using classified ads or personnel agencies.
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
Answer Keys have been provided for the following Independent Practice Assignments:
 Would You Hire YOU? Student Notes Handout
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 O*NET Scavenger Hunt
**O*NET Search, Part II is a completion grade; therefore, no rubric or key is provided.
**Use the rubrics included to evaluate the following Independent Practice Assignment:
 Career Project (2 rubrics; one for resume, cover letter, and letter of resignation and one for
project presentation)
Enrichment
Extension
 Students will present their Career Projects to the class.
o A rubric is provided for this activity
 Computer Troubleshooting
o Students will be assigned a computer that has been sabotaged by the instructor. Students
will then diagnose the issues the computer is experiencing and return the computer to a
fully functional state.
o A rubric is provided for this activity.
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Student Portfolio
TASK
Compile a working electronic portfolio and keep it up to date.
OBJECTIVE
To prepare and collect documents necessary for college and employment applications.
MATERIALS NEEDED:
 Computer
 Scanner or cell phone with a scanner app (to add documents to portfolio)
 Paper
 Flash drive or Cloud service (to save portfolio)
TIME ALLOCATED
This is an on-going activity, with deadlines established by the instructor.
DIRECTIONS
As part of this class you will be responsible for the compilation of your personal portfolio. From time to
time you will be expected to add documents to your portfolio, which you will then use when applying for
employment for college. Note: Some documents may need to be scanned into your electronic file.
REQUIRED DOCUMENTS:
 Teacher recommendations (at least five)
 Recommendations from clergy, counselors, family friends
 Employer recommendations
 Documented awards and honors (including academic, sports, and extracurricular activities)
 Transcripts (unofficial)
 ACT or SAT scores
 Community Service Record
 Samples of student-created work
 Resume
 Generic cover letter
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Pointers regarding recommendation requests:
1. Keep your request simple and put it in writing (typed).
State why you are requesting the person’s assistance.
In this case, it is for your professional portfolio.
2. You may need to remind the recipient how you know each other, especially if it has been awhile
since you were in that teacher’s class, or since you have seen this person.
3. State the date you need it by. DO NOT wait until the last minute. Make your request at least one
week prior to the due date. Be sure to return to the teacher on that date (or the day before) to
pick it up.
4. Provide a self-addressed, stamped envelope for those outside of school. For teachers, provide an
envelope with your name on the front. You may want to include the room number of your
Practicum teacher in the event the recipient chooses to hand deliver the material.
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Would YOU Hire YOU?
Student Notes
I. OBJECTIVES
1.
2.
3.
4.
5.
II. O*NET:
1. O*NET is
and contains
2. It helps to
of
-specific
or
.
career
.
3. The Main Web site is:
4. The on-line survey link is: ________________________________________
5. If you already have a career in mind, use this link: _______________________________
6. The average person changes jobs _____ times in a lifetime.
7. The average _________________ age is _______ years.
8. _________________ doesn’t end with _______ ________ or _________ _________________.
9. ___________ -level skills: __________ skills.
10. ________________ skills: require ___________ knowledge pertaining to the job or could be
previous ________ experience.
11. A ____________ is used to “________” abilities to ______________ _______________.
12. A ____________ Letter is used to “_________________” the applicant and give an overview of
one’s _____________________.
13. Resumes may be ______ _______________, _______________, or sent via _________.
14. Some sites allow for ___________________ _____________________.
15. Keep the resume to ______ page.
16. Use ________ phrases; no complete _________________.
17. No more than _____ to ______ words per statement.
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18. Make sure to have a professional ___________ address.
19. Use _________ __________ where applicable.
20. _______________ or use ______ font on section headings.
21. __________ space within sections; ___________ space between sections.
22. Be ______________.
23. Stress your ______________________.
24. If printing, use good, quality _________ _____________.
25. Do not include ____________________ on the resume.
26. ______% of companies research candidates via _______ ____________.
27. Delete ____________________ pictures.
28. Re-evaluate your _____________ on Social Media.
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Would YOU Hire YOU?
Student Notes
ANSWER KEY
NOTE: It is the instructor’s option to use this activity as a daily grade or a completion grade.
I.
OBJECTIVES:
1. Investigate the O*NET Website
2. Assess necessary skills for employment
3. Select a prospective career
4. Compare one’s skills with job requirements
5. Probe techniques prospective employers use in the hiring process
II.
O*NET:
6. O*NET is free and contains hundreds of
occupation-specific careers.
7. It helps to evaluate or investigate career
options.
8. The Main Web site is:
http://www.onetonline.org
9. The on-line survey link is:
http://www.mynextmove.org/explore/ip
10. If you already have a career in mind, use
this link: http://www.mynextmove.org/
11. The average person changes jobs 11 times
in a lifetime.
12. The average retirement age is 67 years.
13. Education doesn’t end with high school or
college graduation!
14. Entry-level skills: basic skills.
15. Advanced skills: require direct knowledge
pertaining to the job or could be possible work
experience.
16. A resume is used to “sell” abilities to
prospective employers.
17. A Cover Letter is used to “introduce” the
applicant and give an overview of one’s
qualifications.
18. Resumes may be hand delivered, mailed, or
sent via e-mail .
19. Some sites allow for immediate uploading.
20. Keep the resume to one page.
21. Use brief phrases; no complete sentences.
22. No more than 10 to 12 words per
statement.
23. Make sure to have a professional email
address.
24. Use bullet points where applicable.
25. Capitalize or use bold font on section
headings.
26. Single space within sections; Double space
between sections.
27. Be honest.
28. Stress your achievements.
29. If printing, use good, quality bond paper.
30. Do not include references on the resume.
31. 37% of companies research candidates via
social media.
32. Delete questionable pictures.
33. Re-evaluate your “friends” on Social Media.
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O*NET SCAVENGER HUNT
(Learn to Navigate O*NET)
DIRECTIONS
Using the Internet, go to www.onetonline.org to complete this activity.
Be prepared to discuss your answers!
1. What is the definition of O*NET?
2. List THREE occupations that fall into the “Rapid Growth” Sector:
a._________________________________________________
b._________________________________________________
c._________________________________________________
3. How many categories fall under the “Rapid Growth” Sector?
4. Looking back at the three occupations you listed in Question #1, list the median wages and the
skills that are necessary for each:
Occupation
Median $$$
Skills
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5. How many “New and Emerging” fields are listed under “Bright Outlook” occupations?
6. How many STEM Disciplinary categories are there?
7. The ________ _____________will cause a change in_______________ employment demand.
8. Green Occupations are linked to _______________ ________________ _________________
9. List the NINE categories one could research using the Advance Search feature:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
______________________
______________________
______________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
____________________________
____________________________
____________________________
___________________________
___________________________
___________________________
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O*NET SCAVENGER HUNT
(Learn to Navigate O*NET)
Answer Key
DIRECTIONS
Using the Internet, go to www.onetonline.org to complete this activity.
Be prepared to discuss your answers!
1. What is the definition of O*NET? Answers will vary; however, it is a free website that contains
hundreds of occupation-specific careers. It helps to evaluate or investigate career options.
2. List THREE occupations that fall into the “Rapid Growth” Sector: Answers will vary
a._________________________________________________
b._________________________________________________
c._________________________________________________
3. How many categories fall under the “Rapid Growth” Sector?
69
4. Looking back at the three occupations you listed in Question #1, list the median wages and the
skills that are necessary for each:
Occupation
Answers will vary based
Median $$$
on answers in question 1
Skills
Answers will vary
5. How many “New and Emerging” fields are listed under “Bright Outlook” occupations? 147
6. How many STEM Disciplinary categories are there? 8
7. The GREEN ECONOMY will cause a change in OCCUPATION’S employment demand.
8. Green Occupations are linked to GREEN ECONOMY SECTORS.
9. List the NINE categories one could research using the Advance Search feature:
(Answers Will Vary)
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
(Answers Will Vary)
142
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O*NET Search, Part II
Congratulations! You are now ready to refine your employment search on O*NET.
1. Go to the O*NET website (www.onetonline.org)
2. Click on “Advanced Search”; next click “Go to Skills Search” which is right under “Skills Search”.
Check the boxes that you think apply to you in each category, then click, “GO”.
Note the assortment of occupation titles that represent your skills interests. Are any titles tagged
“Bright Outlook” or “Green”? _______ Yes _______No
This is one way to use O*NET to direct you toward a prospective career.
Another way to search is to browse under “Find Occupations”. If you select this method, you will
notice a wide variety of choices, which will assist you in your career search.
.
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Career Project
Instruction Sheet
PART I
Use word processing to compose a report, using the research material you gather from the O*NET
website. (www.onetonline.org)
FORMAT FOR PAPER
Use word processing to prepare the report. Begin the report, with the main title centered, on the first
line, Double Space, and then type your name. Triple space after your name. Double space the entire
report and indent paragraphs.
OUTLINE OF PAPER:
 Paragraph 1- Introduce the three careers you researched.
 Paragraph 2- Career 1 (with explanation)
 Paragraph 3- Career 2 (with explanation)
 Paragraph 4- Career 3 (with explanation)
 Paragraph 5- Conclusion (summary and the career you will most likely pursue and why)
The following information MUST be included in each of the three career paragraphs:
 Definition or nature of work
 Requirements for employment
 Opportunities for experience and or exploration
 Related occupations (at least four)
 Methods of entering the field
 Advancement
 Employment outlook
 Earnings (wages) and prospective pay increases
 Conditions of work
 Whether or not this is designated as a “Bright Outlook” or “Green” occupation
All of your research will be done using the Internet, but you may also use other sources, if approved by
your instructor.
Remember: all work must be cited at the end of this project, so keep track of your sources!
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PART II
Once you have completed the essay, you will select one of the careers you explored to complete the
next assignments. You may assume you are a college graduate in order to meet the qualifications. Use
the Internet to find samples of a resume, cover letter, and letter of resignation. Make sure you print the
samples!
Follow these next directions:
1. Type a Cover Letter to introduce yourself to your prospective employer.
2. Type a Resume that reflects skills required of the career you selected.
3. Assuming you are currently gainfully employed, you will type a Letter of Resignation to your
current employer.
PART III
Multimedia Presentation:
Prepare a presentation with illustrations and a minimum of FIVE slides.
(You will probably have more than 5 slides.)
Include the following:
1. What to wear or what not to wear (Male and Female).
2. How to prepare for the interview?
3. Five Interview tips you have researched
4. How to know when it is time to change jobs?
5. How to change jobs?
6. Compile a list of 15 questions that one could be asked on a job interview.
7. Compile a list of at least five questions that are considered illegal and cannot be asked on an
interview.
8. Compile a list of 5 questions one might ask the person conducting the interview.
9. Works cited slide (does not count toward the 5 slide minimum).
If you prefer, you may make a video; however, you must address the same requirements for the slide
presentation.
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Career Project Checklist
Use the checklist below to make sure you have completed all the requirements for this project.
SUMMARY CHECKLIST:
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
All documents typed in a word processer
Career Essay typed in proper format (did you check your spacing?)
Resume completed for career selected
Cover letter completed for career selected (goes on top of resume)
Letter of Resignation completed
Sample of resume from your research (print it and include it)
Sample of cover letter from your research (print it and include it)
Was the cover letter customized to the qualifications for the career?
Sample Letter of Resignation (for your “current job”)
Media Presentation (or Video)
Minimum 5 slides
What to wear or not to wear (male or female)
How to prepare for the interview
5 Interview tips
When to know to change jobs
How to change jobs
15 questions that could be asked on an interview
5 questions that are considered illegal
5 questions an applicant might ask
Works Cited (include all research for this project.)
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Career Project Rubric
Resume, Cover Letter, and Resignation Letter
Name:
Teacher:
Date Submitted:
Title of Work:
Criteria/Point Scale
Criteria
0-5
6-12
13-17
Organization
Sequence of
information is
difficult to
follow.
Reader has
difficulty
following work
because student
jumps around.
Student presents
information in
logical sequence
which reader
can follow.
Content
Knowledge
Student does
not have grasp
of information;
student work
does not
demonstrate
completion.
Student is
uncomfortable
with content
and is able to
demonstrate
basic concepts.
Student is at
ease with
content, but fails
to elaborate/ 1-2
elements are
missing.
Grammar
and Spelling
Work has four or
more spelling
errors and or
grammatical
errors.
Presentation has
three
misspellings and
or grammatical
errors.
Neatness
Work is Illegible
or incomplete.
Attachments
Required
samples were
not submitted
with completed
work.
Work has three
or four areas
that are sloppy.
Work does not
have the
appropriate
number of
required
attachments
included with
completed work.
Presentation has
no more than
two misspellings
and or
grammatical
errors.
Work has one or
two areas that
are sloppy.
Required
samples were
present, but
were attached
out of order.
18-20
Points
Earned
Information is
logical,
interesting;
spacing and
format
directions were
followed.
Student
demonstrates
full knowledge
of topic;
required
paragraphs were
present.
Presentation has
no misspellings
or grammatical
errors.
Work is neatly
typed in
Microsoft Word.
Required
samples were
attached and
entire packet
was submitted
in proper order.
Total Points
Teacher Notes:
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Career Project Rubric
Name:
Date:
Presentation
Below
Satisfactory Excellent
Average
Process
Has clear vision of final product;
Followed directions
Properly organized to complete;
Presentation was easy to follow
Managed time wisely
Acquired needed knowledge base
Works Cited was included
Communicated efforts with teacher
Product (Project)
Format (Correct # of slides)
Mechanics of speaking and or writing
Organization and structure
Creativity
Demonstrates knowledge
Total:
Total Score:
Teacher Comments:
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Below
Satisfactory Excellent
Average
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
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WHAT A CHARACTER!
Enrichment Activity
By now you should be an expert in what it takes to pursue a career! Test your savvy resume writing skills!
DIRECTIONS
Send an abbreviation of your resume in social media language, using 140 characters or less.
It’s that simple…or is it?
Use either a word processor software or media presentation software to count your characters, include your
picture, and then type in your resume.
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Enhancement Rubric
Name:
Date:
What a Character!
Below
Average
Satisfactory
Excellent
Followed directions
1, 2, 3
1, 2, 3
1, 2, 3
Managed time wisely
1, 2, 3
1, 2, 3
1, 2, 3
Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
Quickly diagnosed issue and implemented resolution
1, 2, 3
1, 2, 3
1, 2, 3
Demonstrated appropriate customer service techniques
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
Correctly diagnosed problem
1, 2, 3
1, 2, 3
1, 2, 3
Demonstrated knowledge of troubleshooting techniques
1, 2, 3
1, 2, 3
1, 2, 3
Implemented appropriate problem solution
1, 2, 3
1, 2, 3
1, 2, 3
Installed and updated security software
1, 2, 3
1, 2, 3
1, 2, 3
Installed and updated all required OS updates and patches
1, 2, 3
1, 2, 3
1, 2, 3
Properly completed work order
Total:
1, 2, 3
1, 2, 3
1, 2, 3
Process
Product (Project)
Total Score:
Teacher Comments:
150
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PROGRAM
FORMS
151
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Dear Parent(s):
(Date)
Your son/daughter is enrolled in the Printing & Imaging Practicum (co-op) program for this school year.
This unique course, which runs the entire 36 weeks, enables students to take core courses and work
within the community for (fill in this blank) credits toward graduation.
My job as Printing & Imaging Coordinator is to determine that students are working in jobs that relate to
their interests and that employers are training them adequately and treating them fairly. Employers
must meet specific rules and guidelines when hiring a co-op student. I serve as the liaison between
students and employers. If problems arise on the job, students are to inform me immediately so we can
determine the best way to handle the situation. Likewise, students are expected to behave ethically and
professionally while at work. Students MAY NOT quit a job arbitrarily without the risk of failing the
Printing & Imaging practicum and losing credit for the course.
Because your child is enrolled in this program, they have the opportunity to join DECA, an Association of
Printing & Imaging Students. As members of DECA, students will be given various opportunities to
participate in co-curricular activities such as leadership training, community service and local, state, and
international competition. These activities make the co-op experience unique and add fun to learning.
Membership in (INSERT YOUR YOUTH ORGANIZATION HERE) is $____, which is due by date . (This
includes the $_____ fee for state and national DECA dues. I urge you to encourage your child to
participate in all DECA activities—even encourage your student to run for chapter office! The benefits
and opportunities are invaluable.
The goal of this course is simple: to guide and direct students toward becoming responsible, productive
young adults who can succeed in the “real world”.
It’s going to be a great year! If you should have any questions or concerns, please feel free to call me
anytime at school at (phone number). If you prefer, you may e-mail me at: (email address)
Regards,
(Your Name)
Printing & Imaging Practicum Coordinator and DECA Sponsor
152
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Printing & Imaging Practicum (Co-op) Application
Name
School ID#
Date of Birth
Grade Level
Present age
Address
Cell Phone #
Home Phone #
Father/Guardian Name
Father/Guardian work
Work Phone#
Mother/Guardian Name
Mother/Guardian work
Work Phone#
Will you have transportation to/from job?
What discipline problems have you had?
# of days absent this year ____ fall ____ spring (Practicum students: limit is 3 per nine weeks)
List your school activities
What promoted your interest?
Ask three teachers to sign below as a reference for you:
Name
1.
Course
2.
3.
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List your current schedule:
TEACHER
COURSE
RM. #
Employment History (Leave blank if you have never worked)
COMPANY
SUPERVISOR
REASON FOR LEAVING
______________________
Parent(s) signature:
(Required before application may be processed)
154
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EMPLOYMENT INFORMATION
(Used for student’s Training Plan)
GRADE
AGE
STUDENT NAME
SCHOOL I.D. NUMBER
CELL PHONE NUMBER
COMPANY NAME
DESCRIBE YOUR DUTIES
SUPERVISOR’S NAME
WORK PHONE NUMBER
WAGE PER HOUR
DAYS AND HOURS YOU WORK (if you work various hours/days, then specify as such):
Day
Typical Clock-in Time
Typical Clock-out Time
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
DIRECTIONS TO YOUR TRAINING STATION (YOU MAY DRAW A MAP)
155
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Printing & Imaging Practicum Syllabus
Welcome to the dynamic world of Printing & Imaging Practicum! You have been selected from many applicants to
experience a fun and rewarding year. It is my intent for you to learn a great deal about the world of work as you
learn about yourself.
This course consists of the following topics:
 Economics
 International Business
 Printing & Imaging Practicum Mathematics
 Human Relations
 Management
 Promotion
 Sales
 Visual Merchandising/Advertising
 Business Etiquette
 Entrepreneurship
 Printing & Imaging Practicum Research
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously:
READ ALL COURSE MATERIALS!
While a lot of information given and discussed in class is not in the text; however, you are still
accountable for reading assigned chapters. Students entered in DECA competitions are more successful
due to reading the material in the text.
GRADING:
Your grade will consist of the following:
 weekly work reports;
 dependability grades (see Dependability sheet);
 individual and group assignments;
 daily work;
 tests; and
 your employer evaluation.
156
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(INSERT YOUR YOUTH ORGAZINATION HERE):
All Printing & Imaging Practicum coop students are expected to join (INSERT YOUR YOUTH ORGANIZATION
HERE) and to participate in DECA competitive events. Dues are $______ for the school year.
Parent Signature
Student Signature
157
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Student Responsibilities in:
The Printing and Imaging Practicum Training Program
Type Your School District Name Here
Career and Technical Education Department
In order to establish and maintain a responsible, high quality type of Cooperative Training Program for
(insert name of school or school district), it is essential that the student, the parents, the training
sponsor, the coordinator, and school administrators agree to these basic principles:

The coordinator will provide appropriate interview opportunities for student job placement.
The coordinator must grant final approval of all job placements

The student must remain at the same training station throughout the training period.
A change may be made only when approved by the coordinator

A student will be removed from the Cooperative Training Program and lose state credits for any
of the following reasons:
o If the student is dismissed from the training station and the coordinator determines that
the dismissal was for sufficient reasons.
Example: theft and or unethical conduct.
o The second time a student has been fired and or quits without the permission of the
coordinator, the student will be released from the program without credit.
o If a student’s attendance drops below 90%, the student may be removed from the
Cooperative Education Program. Removal from the class would result in loss of credit for
the term.

The student is under school supervision at school, and during the work schedule at the training
station. School credit is given for four hours spent on the job, as well as in the classroom.
The student must work a minimum of 15 hours a week, 10 hours of which must be Monday
through Friday

If the student is to be absent from school on any particular day for any reason, the student is
required to notify the teacher-coordinator no later than 12:00 (noon) on the day of the absence

The student may not report to the training station without having first received permission from
the coordinator. Failure to observe this rule will result in unexcused absences in all classes
missed

A student who is fired or quits a job shall receive a nine weeks grade no higher than 60 for the
grading period during which the student was fired. The student must then find their own
employment within five days. Grades will be reduced from the sixth day forward
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
Students enrolled in Cooperative Education are expected to belong to the youth organization, as
activities are related.
We enter into this agreement with the above understanding to provide the best training for the
individual student.
Parent Signature
Student Signature
Coordinator
Principal
If you wish to communicate via e-mail, please list your address:
159
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CLASSROOM RULES
 You must be in class on time; failure to do so may result in an after class detention on the day
you are late! Class is from INSERT TIME
 Bring your materials to class and be ready to work on assignments.
ALWAYS BRING YOUR TEXTBOOK.
 Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.
 No work from other classes is to be done in our class. You are earning credit for this course, so
you must devote your attention to our subject material.
 Do not comb hair, put on makeup, paint fingernails, etc.
You don’t have to impress us—we like you as you are.
 Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.
 RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone else
has the floor.
 NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS.
 You are responsible for your conduct in your other classes. If you are a behavior problem in
another class, it will be brought to my attention. You will be subject to removal from the co-op
program due to behavioral problems.
 Park in the designated parking lot only.
DO NOT park in the front of school or in the teachers’ lot.
Parent Signature
Student Signature
160
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Dependability Grade
An important characteristic of a good employee is dependability. Student s must realize the importance
of being dependable on the job and in the classroom. To reinforce this, a “DEPENDABILITY GRADE” has
been created. This is a MAJOR TEST GRADE and is averaged in with the other major test scores.
When a student is absent from school for ANY REASON, the student must telephone their Practicum
(co-op) teacher before NOON that day. If the teacher’s phone rings to voice mail, the student should
leave the following information:
Name, date, time, reason for absence, and phone number
The student must phone their employer to report the absence in a timely manner from work. Practicum
students are also required to sign in each day on the Practicum Dependability Log, located in the
classroom.
Practicum students are required to sign in each day on the Practicum Dependability Log!
Failure to phone the teacher in the event of an absence or to sign in when present will result in points
will be deducted from the “Dependability Grade” in the following manner:
PRESENT EVERY DAY
ABSENT
1 DAY
2 DAYS
3 DAYS***
4 DAYS
5 DAYS
***
100%
CALLED IN
FAILED TO CALL or SIGN IN
97%
93%
90%
87%
83%
87%
78%
65%
37%
0
If you are absent 3 or more continuous days, and you have a doctor’s note, you will be exempt
from this system for the period of time in which you were absent.
As you can see, it is critical that you become a dependable, responsible, young adult!
Parent Signature
Student Signature
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
161
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POLICIES GOVERNING UNEMPLOYED STUDENTS
1. If a student is released from a job because they have been found guilty of theft and or unethical
conduct, the student is released from the program with no credit.
2. Students fired from jobs for reasons other than theft and or unethical conduct, even though they
go to work at another job, may receive a NINE WEEKS/ SIX WEEKS (circle one) grade of no higher
than 60 for the grading period during which the student was fired.
3. Students fired from jobs are expected to find their own employment within five school days.
Grades will be reduced from the sixth day forward.
4. Students who are laid off will have ten days to find a job and the coordinator will assist them in
finding a job. Grades will be reduced from the eleventh day forward.
5. If a student quits a job without permission from the coordinator, they will receive a NINEWEEKS/SIX WEEKS (circle one) grade of no higher than 60 for the grading period during which the
student quit the job.
6. The second time a student has been fired and or quits without permission from the coordinator,
the student will be released from the program with loss of credit.
I understand that any time the Practicum student is not employed in an APPROVED training station; the
student must be under the supervision of the Practicum instructor from the end of the class period
through the end of the school day, until a new training station is secured. The student may be exempt
from this restriction if they have a scheduled appointment for a job interview. (Documented proof of
interview is required.)
Parent Signature
Student Signature
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SUMMARY SIGNATURE VERIFICATION FORM
I have reviewed the following forms:





Computer Technician Practicum (Co-op) Syllabus
Student Responsibilities in Cooperative Training Program
Classroom Rules
Dependability Grade
Policies Governing Unemployed Students
My signature acknowledges I have read all documents listed above and agree to abide by the stated
policies.
Parent Signature
Student Signature
Please return this form to the teacher
163
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(Fill in the Blank) INDEPENDENT SCHOOL DISTRICT
(Fill in the Blank) High School
Evaluation of Student’s Performance at the Training Station
Student Trainee:
Job Classification:
Training Station:
RETURN BY:
FACTOR
WORK VOLUME
DEPENDABILITY
10
Exceptionally fast;
output high
Always on time;
always present
9-8
Usually does more
than expected
Usually on time;
seldom absent
Always neat and
accurate
7-6
Usually on time;
frequently absent
5
Does less than
required
Seldom on time;
excessively absent
Usually neat and
accurate
Sometimes neat and or
accurate
Never neat and or
accurate
Very enthusiastic;
very cooperative
Interested in job;
cooperative
Indifferent to job; some
cooperation
Dislikes job; poor
cooperation
Adequate volume
QUALITY OF
WORK DONE ON
ROUTINE TASKS
ATTITUDE and
ENTHUSIASM
FOR JOB
SUPERVISION
REQUIRED ON
ROUTINE TASKS
JUDGMENT
SHOWN ON THE
JOB
USE OF HUMAN
RELATIONS
SKILLS
APPEARANCE
AND GROOMING
RESPONSE TO
SUGGESTIONS
MADE BY
SUPERVISOR
Finishes
assignments and
takes initiative
Finishes
assignments with
little supervision
Needs some
supervision
Needs constant
supervision
Clearly outstanding
for level of training
Usually correct and
with confidence
Usually correct but
lacks confidence
Poor
Average; often
tactful, poised
Needs improvement;
tries to be tactful
Poor; seldom tactful
or poised
Appropriate for
jobsite
Usually appropriate for
jobsite
Needs improvement
Welcomes
suggestions
Accepts suggestions
Indifferent to
suggestions
Rejects suggestions
RESULTS OF
SUGGESTIONS
Steady
improvement with
minimum
supervision
Steady
improvement with
supervision
Slow improvement with
supervision
No improvement
Above average;
always tactful,
poised
Professional for
jobsite
RATING
TOTAL POINTS
COMMENTS:
DAYS ABSENT AT JOBSITE
DAYS LATE TO JOBSITE
EMPLOYER/SUPERVISOR
DATE
Please return with student or fax to:
(YOUR NAME), Teacher/Coordinator
Fax #
Phone #
164
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_______________________________High School Computer Technician Practicum
Student Disciplinary Action
Student Name
ID#
Grade
1.
Infraction
Date
Time
Location
2.
Description
3.
Disciplinary Action Taken
Teacher
Date
Student
Date
Parent
Date
Counselor
Date
Assistant Principal
Date
165
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WAGE AND HOUR REPORT
Name/ID #
Hourly Wage $
Training Station:
Total Hours for 3 Weeks
Student Signature
Your signature verifies the information on this report is accurate and honest
WEEK
HOURS
From
WORKED
To
TOTAL
HOURS
CLASSES
MISSED
MONDAY
1 2 3
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
1 2 3
SUNDAY
1 2 3
REASON FOR ABSENCE
TOTAL HOURS: MONDAY - FRIDAY
TOTAL HOURS FOR WEEK
166
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Additional
Activities
167
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Activity Evaluation
Using the table below, please rate each activity on a scale of 1 to 10 (with 1 being considered the lowest score
and 10 the highest). List the name of the activity in the space allocated. Total your responses in the last
column.
Activity Name
Assignment
was
intellectually/
academically
challenging
Adequate
time was
allowed
Assignment
instructions
were clear
The
assignmen
t was
interesting
Repeat
assignment
next year
Total
Points
168
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College Investigation Project
OBJECTIVE
The student will research a prospective college/university and prepare informative documents. The purpose
of this activity is to introduce students to various college websites, which will serve as tools for use when
making application.
PROCEDURE
Pick any college or university that interests you, but consider your planned major to be certain the program is
offered. After completing your investigation, complete the following activities:
1. In typed format, gather the following information which MUST include:
a. Date school was founded and its location
b. Size of Campus
c. Student population (only include your chosen campus)
d. Where college is located
e. Tuition per semester, including room, board and fees
f. Entrance requirements (SAT, ACT, etc.)
g. Majors offered
h. Campus map
2. You will prepare a newsletter of information regarding your chosen college/university. Use your
own creativity; therefore, delete any preloaded artwork in the newsletter and insert your own
pictures, etc.
Your newsletter will be minimum of 2 pages in length. When you print, only print the two pages. (Print
Current Page Only for each one)
You must include information from the following categories:
 Admission information, including deadlines
 Student Life
 New Student Orientation
 Sports (limit to 2 or 3 different sports and include information on each)
 Clubs and Activities
 Housing information (dormitories/apartments on campus)
 Financial Aid
 3 other areas of your choice not listed above
DO NOT COPY AND PASTE! THAT IS PLAGIARISM! You must use your own words!
MATERIALS NEEDED
Computer, paper, Internet, projector and screen (for presenting)
169
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EMERGING LEADERS
OBJECTIVE:
Student groups will work cooperatively to invent a product, using directions provided. The purpose of this
lesson is to determine the leaders in the classroom. Discussion about types of political societies may also take
place.
MATERIALS NEEDED:
LEGOS, Tinker Toys, or building blocks (enough for an entire class). These items should be secured well in
advance of the activity to be certain you have enough materials.
Prepared slips of paper with group information for each group. (See Group A-E below)
TIME ALLOTED:
One class period.
(Make sure time is allowed for discussion and take away. Suggested discussion time: 20 mins)
DIRECTIONS:
Each group will invent a product using the materials provided. Groups must follow directions, interpreting and
determining how to execute the instructions as they are given by the teacher. (See Group A-E below)
Teacher’s Directions:
1. Divide the class into groups of 3 or 4 by handing out numbers, colors, etc.
2. Secure the materials in the front of the room, near your desk.
3. Designate the youngest (or oldest or whatever category you choose) as the leader of the group.
The oldest (youngest, or the one with the most brothers/sisters, etc.) is in charge of procuring materials for
the group. The procurers are the only ones who may approach the materials area. They are to take back to
their groups only what they can carry in two hands. (It is up to the teacher to decide when to call the
procurers back to the materials area to secure more materials.)
4. Make sure each member has a responsibility. Depending on the size of the group, someone may have
more than one job.
5. The spokesperson in each group will have the largest (or smallest hand or foot).
You decide.
6. Once the groups have been established and re-located within the classroom, give each group their
instructions for completing the task. Due to variations in class size, some products or decision making
processes may be repeated
7. After about 10 minutes, instruct the groups they must barter at least one of their materials with
another group. This is the job of the procurer
8. Walk around the room, listen and observe. You will see leaders emerge
170
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Suggestions:
Group A:
Design and name a skyscraper that doubles as an aircraft.
All members may provide input.
Group B:
Design and name a futuristic retail establishment. Group leader makes all decisions.
Group C:
Design and name a new tech product. All members must vote on all decisions.
Group D:
Design and name a new educational product.
No talking is allowed while building the product.
Group E:
Design and name a new means of transportation.
Each member will have tasks assigned by the group leader.
Number of groups will vary according to the size of the class. Improvise if needed.
SUMMARY/DISCUSSION/TAKE AWAY:
Each group’s spokesperson will present their group’s product to the class, stating their directions as well as
explaining their invention. Have the members discuss the decision making process and how they felt during
the process.
Explain the role of managers and employees and the differences in companies’ operational procedures. Ask
the class what type of leader or manager they work better with. Discuss.
171
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CURRENT EVENT SUMMARY
Title of Article:
Source of Article:
State the key point of the article:
Summarize the supporting facts of the article:
What information did you learn?
Definitions to NEW WORDS: (You cannot leave this blank)
Attach a copy (or the original) article to this sheet.
172
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(Name of Assignment or Activity)
OBJECTIVE
PROCEDURE
MATERIALS REQIRED
APPROXIMATE TIME REQUIRED
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Product Development Strategy
1. People are drinking all types of cold beverages today: soft drinks, bottled waters, fruit juices, and
sports drinks, to name a few. Evaluate the positioning of three brands on the market. For example,
compare different varieties of iced tea that are currently on the market. You may have to look on the
Internet to help you determine the product development strategies.
2. The challenge for yogurt makers is how to increase that percentage. Some yogurt makers are now
catering to children as well as adults. Develop a yogurt of your own (complete with name) and devise
your appeal to the age bracket of your customers.
What would make them want to eat your product over the competitors?
3. List an assortment of business establishments (by name) you would like to have in your city or town.
List where you would have them locate. What would this do to our current economic situation? What
would happen to the existing businesses?
174
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THINKING DEMOGRAPHICALLY
OBJECTIVES
Learn the importance of demographics used in business decisions.
MATERIALS NEEDED
 Library for research
 Internet for research
TIME ALLOCATED
One class period
DIRECTIONS
 You will log into the computer to prepare for research.
 You will research three different cities or towns in one state:
1. Write down the name of the city you choose and write down ALL of the demographic information for
each town or city. (E.g. age, income, gender…)
2. After you have researched the three cities you are to assume the role of a product development
manager of a major car company you are to decide what product would be a candidate for this specific
area.
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City
Demographic Information
You work for a major corporation and want to corner the market for computers used by college students.
Based on research you conducted, where would you spend you advertising dollars and why?
GRADING CRITERIA:
The report will be evaluated on thoroughness, spelling, and grammar. This report must be typed. This entire
complete report is due at the end of class
176
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Should You Become an Entrepreneur?
1.
How are entrepreneurs different from employees?
2.
Describe different types of entrepreneurial businesses.
3.
Name one historical entrepreneur and describe what he or she did.
4.
Why are small businesses so important to our economy?
5.
What are the reasons for wanting to become an entrepreneur?
6.
Do you think the reasons are common to all entrepreneurs, or are some of your reasons unique?
7.
What other entrepreneurs in the 19th or 20th century have changed the American economy? How?
8.
Clarence Birdseye developed the first packaged frozen foods. He greatly influenced eating habits in
the United States and throughout the world. What do you think a typical family’s daily eating habits
were like at the end of the nineteenth century? Write a short scenario describing them.
177
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Gradebook Project
Instructions
Read the case problem below and execute your plan. When you are finished, you will print your responses and
SUBMIT your work.
Performance Indicators
 Determine customer wants and needs.
 Explain the nature of your program.
 Explain the difficulties faced in coding a program of this nature.
 Explain how to address and resolve security concerns when working with confidential information.
The Problem
You are to assume the role of project manager for Myromar Programming. Your manager, Brian Miller, has
asked you to lead a project to re-write the gradebook program for Qualitative University.
Qualitative University employs two full-time professors with each professor teaching one class. Enrollment in
each class is limited to 10 students. The following features are required:
 Professor wants to select grade category.
o Daily grades count 25% of the final grade.
o Lab grades count 25% of the final grade.
o Test grades count 50% of the final grade.
 Information should be searchable by student name or ID number.
 Information sorted by name, ID number, or grade.
 Professor can select reports and print to either the screen or a file.
 Users will enter data
You will deliver a complete and operational program coded in the language of your choice.
All documentation must be included with the program including:
 Flowcharts
 Storyboards
 Design structure
 Detailed end user instructions
 EULA
Be prepared to present your program to instructors and IT professionals.
178
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Career Pathways
Practicum in Printing and Imaging
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate they have learned about the various Career
Pathways adopted by the federal government, explore a career of interest, research a college of choice,
choose companies of interest to work for after graduating from college, and match the criteria in the three
presentation rubrics.
Specific Objectives
 Define what Career Pathways are.
 Identify the 16 Career Pathways – Programs of Study.
 Research Income and Job Growth Projections 2011 – 2020.
 Determine individual Career Pathway.
 Determine Career Pathways Resources.
 Develop Career Pathway Research Presentation.
 Determine College or University of Choice.
 Develop College or University of Choice Research Presentation.
 Determine Companies of Interest.
 Develop Companies of Interest Research Presentation.
Terms
 Career Pathways - a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
 Programs of Study - an academic and career plan developed by your school to help move you towards
a college and career path.
 Bureau of Labor Statistics (BLS) - a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
 Department of Labor (DOL) - a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
 O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
Time
This lesson should take six days (270 minutes) to complete.
 Days one through two - What are the Career Pathways? Career Pathway Research (90 minutes)
 Days three through four- Career Pathways Resources and Career Pathway Presentation (90 minutes)
 Days five through six - College or University of Choice Presentation and Companies of Interest Research
Presentation (90 minutes)
179
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Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Printing and Imaging 130.98
(c) Knowledge and skills
o (1) The student demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) apply English language arts knowledge and skills for a variety of written documents
in accordance with industry standards;
o (2) The student implements advanced communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
o (9) The student implements employability characteristics. The student is expected to:
(A) identify and participate in training, education, or certification to prepare for
employment;
(B) identify and demonstrate positive work behaviors and personal qualities needed to
be employable such as self-discipline, self-worth, positive attitude, integrity, and
commitment.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
180
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Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
 Career Pathways slide presentation and notes
 Note Taking Form handout
Materials Needed
 Handouts for each student
o Career Pathways Terms and Definitions
o Note Taking Form
o Activity 1 – My Career Pathway
o Activity 2 – Career Pathway Presentation
o Activity 3 – College or University of Choice Presentation
o Activity 4 – Companies of Interest Research Presentation
 Supplies listed in each activity
 Pencils and pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
•
Say
o During this lesson you will learn about Career Pathways. You will explore the various Career
Pathways adopted by the federal government, choose a Career Pathway of interest, research a
college of choice, and choose companies of interest to work for after graduating from college.
•

Say
o To achieve your Career Pathway success, you must choose the best career, college, and
company paths and make a commitment to them, while remaining flexible enough to deal with
changes and new opportunities.
Ask
o Why do you think it is necessary to understand what Career Pathways are?
181
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
•
Say
o You will research and create presentations for your Career Pathway, College or University of
Choice, and Companies of Interest, which will guide you into establishing a solid career
foundation.
Show
o Career Pathways slide presentation
182
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Outline
MI
OUTLINE
Days 1-2
2.
3.
Introduce Career Pathways
a. Objectives
b. What are Career Pathways?
c. Programs of Study
d. Career Pathway Research
Activity 1 - My Career Pathway
Day 3-4
4.
5.
Career Pathways Resources
a. Bureau of Labor Statistics
b. Department of Labor
c. O*NET Online
NOTES TO TEACHER
Begin the Career Pathways slide
presentation. Students will use
Note Taking Form handout to take
notes.
Distribute handouts and have
students read and discuss them.
Days 1-2 refer to slides 1-9.
Students will participate in group
discussions and complete class
activities.
Days 3-4 refer to slides 10-11.
Activity 2 - Career Pathway Research
Presentation
Day 5-6
Days 5-6 refer to slides 12-15.
IV. College or University of Choice
A. Research a college or university
B. Create and deliver presentation
V. Activity 3 - College or University of Choice
Research Presentation
VI. Companies of Interest
A. Research 10 companies of interest
B. Create and deliver presentation
VII. Activity 4 – Companies of Interest
Research Presentation
VIII. Assessment = Daily Activities
183
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Career Pathway slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Career Pathway they will begin to work on the activities.
Independent Practice
 Students will determine their Career Pathways.
 Students will design a Career Pathway Research Presentation.
 Students will determine their college or university of choice.
 Students will design a College or University of Choice Research Presentation.
 Students will determine their companies of interest.
 Students will design a Companies of Interest Research Presentation.
Summary
Review
There are several Career Pathways, college or university choices, and companies of interest, which students
are able to determine in high school. It is important for students to begin researching their Career Pathways
and other methods to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
Daily grade on activities based on rubrics.
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Career Pathways, college or university choices, and companies of interest in high school.
184
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Career Pathways Terms and Definitions
1. Career Pathways - is a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
2. Programs of Study - is an academic and career plan developed by your school to help move you
towards a college and career path.
3. Bureau of Labor Statistics (BLS) - is a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
4. Department of Labor (DOL) - is a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
5. O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
185
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NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
186
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TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
187
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Activity 1 – My Career Pathway
Name ______________________________________________________________
Class Period ________________ Date ____________________________________
Directions
Earn 10 points for each circle completed with responses.
Make a list of longterm goals.
Where do you want to
live? List the city and
state where you would
like to live.
List your interests.
Fill in your name in
this circle.
List your
preferred
working
conditions. For
example, would
you like to work
weekends or
evenings?
List your preferred
salary. How much
money do you
realistically expect to
earn?
List your preferred
environment. Would
you like to work with
people in a medical
industry, education,
industry, or etc.?
188
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Activity 1 – My Career Pathway
1. Which is the most important, salary or working environment? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Visit the websites below to learn more about the 16 Career Clusters.
 http://cte.unt.edu/other-clusters/
 http://www.texascaresonline.com/clusters/clusters.asp
3. Now that you have thought about career choices, select a Career Pathway – Program of Study
that matches your interests and preferred salary from the list below.
___ 1. Agriculture, Food & Natural Resources
___ 2. Architecture & Construction
___ 3. Arts, A/V Technology & Communications
___ 4. Business Management & Administration
___ 5. Education & Training
___ 6. Finance
___ 7. Government & Public Administration
___ 8. Health Science
___ 9. Hospitality & Tourism
___ 10. Human Services
___ 11. Information Technology
___ 12. Law, Public Safety, Corrections & Security
___ 13. Manufacturing
___ 14. Marketing
___ 15. Science, Technology, Engineering & Mathematics
___ 16. Transportation, Distribution & Logistics
189
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Rubrics
Graded Elements
9-10 Responses
Total Points
90-100
7-8 Responses
70-80
5-6 Responses
50-60
3-4 Responses
30-40
1-2 Responses
10-20
0 Responses
0
190
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Activity 2 - Career Pathway Research Presentation
Project
Research and create a presentation about a career that you are interested in pursuing after
graduation.
Activity
Research the career on the Internet and find the following information:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
Career
Nature of the Work
Working Conditions
Educational Requirements
Training and Other Qualifications
Experience/Required Skills
Salary/Income
Job Market Outlook – Is this a career field with good future job prospects?
Upside – What are the benefits of working in this career field?
Downside – What are the detriments to this career?
Related Occupation(s)
Conclusion
Prepare a presentation to share this information with the class. Please cite the sources of
your information in the footnote section of your presentation.
Use graphics, animation, and slide transitions to make your presentation engaging and
interesting. Include at least one website hyperlink to use during the presentation for
demonstration.
Supplies
Computer, Internet access, presentation software
Deliverables Completed career research presentation and reflection response
Reflection
How important do you think it is to research career choices? What are some of the
benefits that you can obtain from this research?
191
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Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
192
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Activity 3 - College or University of Choice Research Presentation
Project
Research and create a presentation about a college or university of interests that will
assist you with pursuing your Career Pathway.
Activity
You will research the college or university of your choice and produce a presentation.
1. Select a college or university that interests you.
2. Locate the website (URL) for that college or university.
3. Include the following in your presentation (you will find all of this information on the
website):
A. Name of the College or University
B. Location (City and State)
C. School banner, logo, or mascot
D. School colors
E. Map of the campus if available
F. Photos of campus
G. Estimated cost of attending one full year (this should include tuition, fees,
housing, and meals)
H. Number of students currently enrolled (can be an estimate)
I. Degree of the most interest to you and why
J. Important dates such as application deadlines and scholarship deadlines
K. Cite all of your sources in the footnote of each slide
Supplies
Computer, Internet, presentation software
Deliverables You will prepare a presentation of your college or university research that includes all of
the information listed above, along with anything else that you find interesting, and respond to the
reflection question.
Reflection
Why did you choose this college or university? How will this college or university assist
you in pursuing your Career Pathway? Please be prepared to answer this question during
your presentation.
193
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Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and
capitalization
15
Presentation Skills
15
Original and creative presentation
10
Reflection
10
Total
100
194
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Activity 4 - Companies of Interest Research Presentation
Project
Research 10 companies of interest that will assist you in pursuing your Career
Pathway.
Activity
Using an Internet browser, use the search terms “find career jobs” to assist you in
researching and locating 10 companies of interest.
Create a presentation and share your research with the class.
Slide 1:
Introduce yourself and your Career Pathway
Slide 2:
Rank the 10 companies in order from most desirable to least.
Slides 3-12: Write a brief description about each company you would choose to
work for and explain the Career Pathway you wish to pursue.
Slide 13:
Reflection
Slide 14:
Resources
Present your research to the class!
Supplies
Computer, Internet access, presentation software
Deliverables
Presentation of 14 slides based on research and reflection
Reflection
Please provide five reasons that are important to you when choosing a
company/employer.
195
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Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
196
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Personal Management
Practicum in Printing and Imaging
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will apply concepts of personal development using the goalsetting concept to create short-term goals and long-terms goals for the current school academic year.
Specific Objectives
 Understand what goal-setting is and its importance in Personal Management.
 Identify the benefits of goal-setting.
 Determine short-term goals and long-term goals.
 Develop S.M.A.R.T. Goals Planner.
 Sign a Personal Development Mentor/Mentee Partnership Agreement.
Terms
 Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
 Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
 Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
 Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
 Mentee - a person who is guided by a mentor.
 Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
 Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
 S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
Time
This lesson should take five days (225 minutes) to complete in its entirety. The last two days (90 minutes) are
recommended if time permits within the entire year-long curriculum.
 Days one through three: What is Personal Management? (135 minutes)
 Day four: Six Weeks S.M.A.R.T. Goals Planner (45 minutes)
 Day five: Mentor and Mentee Partnership (45 minutes)
Preparation
TEKS Correlations
197
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This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Printing and Imaging 130.98
(c) Knowledge and skills
o (2) The student implements advanced communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills to increase internal and external customer/-client
satisfaction.
o (3) The student implements advanced problem-solving methods. The student is expected to
employ critical-thinking and interpersonal skills independently and in teams to solve problems.
o (4) The student implements advanced information technology applications. The student is
expected to use personal information management, email, Internet, writing and publishing,
presentation, and spreadsheet or database applications for printing and imaging projects;
o (7) The student implements leadership characteristics to student leadership and professional
development activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various
roles of leaders within organizations, exhibiting problem-solving and management traits,
describing effective leadership styles, and participating in civic and community
leadership and teamwork opportunities to enhance skills;
(B) employ teamwork and conflict-management skills to achieve collective goals; and
(E) employ mentoring skills to inspire and teach others.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
198
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Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
 Personal Management slide presentation and notes
 Note Taking Form handout
Materials Needed
 Handouts for each student
o Personal Management Terms and Definitions
o Note Taking Form
o Activity 1 - Short-Term Goals
o Activity 2 - Long-Term Goals
o Activity 3 - Life Goals Collage
o Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
o Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
 Supplies listed in each activity
 Pencils and Pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
199
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Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Personal
Management using goal-setting techniques.
 Say
o During this lesson you will learn about Personal Management. You will focus on what goalsetting is, understanding the benefits of goal-setting, determining your short-term goals and
long-term goals, developing a Six Weeks S.M.A.R.T. Goals Planner, and establishing a mentor
and mentee partnership agreement.
 Say
o To achieve your goals, you must choose the best path and make a commitment to it, while
remaining flexible enough to deal with changes and new opportunities.
 Ask
o Why do you think it is necessary to establish short-term goals and long-term goals?
 Say
o You will create your short-term goals and long-term goals for the current academic school year.
 Show
o Personal Management slide presentation
200
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
Days 1-3
I.
Introduce Personal Management
a. What is Personal Management?
b. What is Goal Setting?
c. Benefits of Goals
d. S.M.A.R.T. Goals
e. Short-Term Goals
f. Long-Term Goals
g. Activities
i. Activity 1 - Short-Term
Goals
ii. Activity 2 - Long-Term
Goals
iii. Activity 3 - Life Goals
Collage
NOTES TO TEACHER
Begin the Personal Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Days 1-3 - refer to slides 1-15
Day 4
II.
Weekly S.M.A.R.T. Goals Planner
a. How do you use your planner?
b. Planner Expectations
III.
Activity 4 – Six Weeks S.M.A.R.T.
Goals Planner
Day 4 - refer to slides 16-23
Day 5
Day 5 - refer to slides 24-29
IV.
Mentor and Mentee Partnership
A. What is a mentor?
B. What is a mentee?
V.
Activities
A. Activity 5 – Personal Development
Mentor and Mentee Partnership
Agreement
B. Activity 3 – Life Goals Collage
Presentation
Each student will present his/her
Life Goals Collage to the class.
VI. Assessment = Daily Activities
201
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Personal Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Personal Management they will begin to work on the activities.
Independent Practice
 Students will determine their short-term goals and long-term goals.
 Students will design their Life Goals Collage.
 Students will establish their Six Weeks S.M.A.R.T. Goals Planner.
 Students will sign their Personal Development Mentor/Mentee Partnership Agreement.
 Students will present their Life Goals Collage to the class.
Summary
Review
There are several short-term goals and long-term goals that students are able to determine in high school. It is
important for students to establish their life goals to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Personal Management and goal-setting in high school.
202
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Personal Management Terms and Definitions
2. Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
3. Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
4. Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
5. Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
6. Mentee - a person who is guided by a mentor.
7. Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
8. Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
9. S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
203
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NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
204
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TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
205
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
Activity 1 - Short-Term Goals
Project
Determine your short-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your short-term goals for the current academic school year. Keep a
copy of your Activity 1 - Short-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 1 - Short-Term Goals handout, pen or pencil
Deliverable
Activity 1 - Short-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your short-term goals and why it is important to
set short-term goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 1 - Short-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
206
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Part 1
Practice identifying short-term goals. NOTE: Sometimes accomplishing short-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are short-term goals.
Checkmark
Short-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
Part 2
Directions
Determine your five short-term goals and list in the space provided below.
My SHORT-TERM Goals
Something Achievable in the Next Month!
1.
2.
3.
4.
5.
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
207
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Actions to Take to Achieve My Short-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your short-term goals and why it is important to set short-term goals.
208
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
Activity 2 - Long-Term Goals
Project
Determine your long-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your long-term goals for the current academic school year. Keep a
copy of your Activity 2 - Long-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 2 - Long-Term Goals handout, pen or pencil
Deliverable
Activity 2 - Long-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your Long-Term Goals and why it is important to
set Long-Term Goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 2 - Long-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
209
Copyright © Texas Education Agency, 2015. All rights reserved.
Part 1
Practice identifying long-term goals. NOTE: Sometimes accomplishing long-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are long-term goals.
Checkmark
Long-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home in within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
Part 2
Determine your five long-term goals and list in the space provided below.
My LONG-TERM Goals
Something that will take longer than a month to achieve!
1.
2.
3.
4.
5.
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
210
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Actions to Take to Achieve My Long-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your long-term goals and why it is important to set long-term goals.
211
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Name _______________________________ Date ____________________
S.M.A.R.T. Questions to Ask Yourself
Directions
Answer YES or NO to the following questions.
1. Is the goal achievable? _____
A. Can I accomplish my goal in the time-span I have set? _____
B. Does achieving this goal depend only on me and not on conditions outside of me? _____
2. Do I believe I can achieve this goal? _____
A. Are my skills and abilities equal to this goal? _____
3. Will I know when I have reached my goal? _____
A. Have I set my goal in specific terms? _____
4. Do I want to do what it takes to reach my goal? _____
A. Is the goal one that interests me? _____
5. Is the goal presented with an alternative? _____
A. Have I made a firm decision? _____
B. Am I focused on what I need to be doing? _____
C. Do I have an alternative if I cannot reach my goal? _____
6. Am I motivated to pursue my goal? _____
A. Do I have a support system? _____
B. Have I set up a timeline towards my goal? _____
C. Do I have a reward system in place? _____
7. Is the goal of value to me? _____
A. Is the goal compatible with my values? _____
B. Does my goal have longevity? Do I need to consider more education? _____
NOTE: If you have answered “YES” to the questions listed above, you have selected valid goals.
212
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Name _______________________________ Date ____________________
Activity 3 - Life Goals Collage
Project
Create a collage depicting 10-12 Life Goals
Activity
It is important to set goals and develop an action plan to achieve those goals. In this activity,
think about 10 goals that you want to achieve in the next 10 years. Find photos that represent
those goals. For example, if one of your goals is to graduate from college, find a photo of a
person in cap and gown to represent that goal. Use a photo of something from the college of
your choice, such as a banner or mascot, to identify the college. If one of your goals is to have a
new car, find a photo of the car. Create a new 8.5”x11” document when you have all of your
photos that represent your life goals. You can create this document in any photo editing
software program for this project. Create the best arrangement and resize the photos as
needed. Finally, add text to the collage. The text can be as simple as, “Elizabeth’s Life Goals.”
Choose something meaningful.
Print your collage and keep it to remind you to stay focused on your goals.
Remember the action plan. If graduating from college is one of your life goals, take action in
high school to prepare for college by taking more than the required classes and plan ahead.
Good luck with the project and with achieving your goals.
Supplies
Internet access, photo editing software, printer
Deliverable
An 8.5”x 11” collage representing 10 life goals with text (including reflection)
Reflection
Write a short paragraph listing your life goals and why it is important to set goals and develop
an action plan.
How Your Grade will be Calculated
Graded Elements
Total Points
8.5”x 11” collage with 10 life goals
50
Descriptive text
10
Shows depth of thought
15
Creativity in design
15
Reflection
10
Total
100
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Name _______________________________ Date ____________________
Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
MONTHLY Activities
Monday
Tuesday
Wednesday
Thursday
Friday
Week
1
2
3
4
5
6
SIX WEEKS PRIORITIES
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Six Weeks S.M.A.R.T. Goals Planner
My #1 Weekly S.M.A.R.T. Goal is
Signature
______________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
215
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #2 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
216
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #3 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
217
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #4 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
218
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #5 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
219
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #6 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
220
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
A successful mentee and mentor relationship requires a commitment on the part of both partners. The
following agreement is intended to provide a starting framework for the partnership. Either party should
understand that they may withdraw from the relationship at any time by contacting each other. Each partner
should keep a copy of this agreement and make every effort to fulfill the terms of the agreement.
Mentor ___________________________ Room Number _________________________
Subject Taught _____________________ Email Address _________________________
Mentee ___________________________ Email Address _________________________
Mentor and mentee are encouraged to share additional contact information as needed.
MENTEE GOALS
The mentee should establish with the mentor at least four personal development short-term goals and longterms goals. Goals should be Specific, Measurable, Achievable, Relevant, and Timely (S.M.A.R.T.).
GOAL # 1 ______________________________________________________________
GOAL # 2 ______________________________________________________________
GOAL # 3 ______________________________________________________________
GOAL # 4 ______________________________________________________________
CONTACT AGREEMENT
The duration of the formal mentoring program is 10 months during the school session. Mentors are
encouraged to continue the relationship on a voluntary basis. Contacts with mentee must be in person each
Wednesday.
Mentee and Mentor agree to meet at least once each week for 10 months.
Mentee and Mentor to provide a final evaluation of the relationship at the end of the formal program.
_________________________________
Mentee Signature and Date
___________________________
Mentor Signature and Date
221
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MENTEE FINAL EVALUATION
Mentee _______________________________________ Mentor _____________________________________
Mentor Title _____________________________ Email Address _____________________________________
Number of Mentee Contacts with Mentor _____ Type of Contacts ___________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments _________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 - Don’t Know
_____ I feel that I have reached all or some of my short-term goals for personal growth.
_____ I feel that I have reached all or some of my long-term goals for personal growth.
_____ I feel more self-confident since completing the Mentor/Mentee program.
_____ My Mentor played an important part in my growth and development.
_____ I plan to continue my training and education.
_____ I plan to continue to work on reaching current and future career goals.
_____ I feel the training I received had a positive effect on my academic success.
My Mentor and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
I would like to serve as Mentor in the future. Yes _____ No _____ Don’t Know _____
_______________________________________________________
Mentee’s Signature and Date
222
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MENTOR FINAL EVALUATION
Mentor ______________________________ Email Address ___________________________________
School _______________________________ Subject Taught __________________________________
Number of Mentor Contacts with Mentee ____ Type of Contacts _______________________________
Mentee____________________________ Email Address _____________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments
_________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 – Don’t Know
_____ I feel that the Mentee reached all or some of his/her goals for personal short-term goals and longterm goals growth.
_____ I see in the Mentee a greater self-confidence since we began the mentoring relationship.
_____ I feel I played an important part in the academic and personal development of the Mentee.
_____ I think the Mentee will become a long-term productive student.
_____ I feel that I have gained from the mentoring relationship.
_____ I would encourage others to serve as mentors.
_____ I would like to mentor others in the future.
_____ I found the mentor role to be too demanding.
My Mentee and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
________________________________________________________
Mentor’s Signature and Date
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223
Portfolios
Practicum in Printing and Imaging
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate how to create a portfolio and their
benefit.
Specific Objectives




Define a career portfolio
Identify the types of information employers want to see in a candidate’s career portfolio
Prepare for post-secondary education, and/or a career, by developing a career portfolio
Learn how to use a portfolio to their benefit, how to maintain a portfolio, and what
important components should be included in a portfolio
This lesson should take three class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
Practicum in Printing and Imaging 130.98
(c) Knowledge and skills
(9) The student implements employability characteristics. The student is expected to:
(A) identify and participate in training, education, or certification to prepare for
employment;
(B) identify and demonstrate positive work behaviors and personal qualities needed to be
employable such as self-discipline, self-worth, positive attitude, integrity, and
commitment;
(C) demonstrate skills related to seeking and applying for employment to find and obtain
a desired job, including identifying job opportunities, developing a resumé and letter of
application, completing a job application, and demonstrating effective interview skills;
(D) Maintain, update, and present a portfolio with work experiences, licenses,
certifications, and work samples;
Copyright © Texas Education Agency, 2015. All rights reserved.
224
(E) demonstrate skills in evaluating and comparing employment opportunities; and
(F) examine employment opportunities in entrepreneurship.
Reading I, II, III
110.47(b) Knowledge and skills.
(2) The student acquires an extensive vocabulary through reading and systematic word study.
The student is expected to:
(A) expand vocabulary by reading, viewing, listening, and discussing;
(B) determine word meanings through the study of their relationships to other words and
concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends texts using effective strategies. The student is expected to:
(A) use prior knowledge and experience to comprehend;
(B) determine and adjust purpose for reading;
(C) self-monitor reading and adjust when confusion occurs by using appropriate
strategies;
(D) summarize texts by identifying main ideas and relevant details;
Public Speaking I, II, III
110.57 (b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and occasions;
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.
The student is expected to:
(C) develop verbal, vocal, and physical skills to enhance presentations;
College and Career Readiness Standards
Cross-Disciplinary Standards
I. Key Cognitive Skills
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when needed.
2. Use study habits necessary to manage academic pursuits and requirements.
3. Strive for accuracy and precision.
4. Persevere to complete and master tasks.
Tasks
 Students will create a career portfolio.
Activities
Have students create a portfolio using the Portfolio Guidelines. They will choose a sample of their
current work to add to the portfolio and evaluate each entry by completing the Student Reflection Sheet
before adding the document to the folder. Inform the students that it is expected they keep the
portfolio for the following year.
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225
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 If possible, display each form on projector screen
 Copy the handout sheets and rubric for the students
 Have materials ready prior to the start of the lesson.
Instructional Aids
 Student handouts
Materials Needed
 Portfolio computer-based presentation
 Portfolio Guidelines
 Student Reflection Sheet
 Three-Ring Notebook Paper protectors
 Dividers
Resources
Office of Research, Office of Educational Research and Improvement (OERI) of the U.S. Department of
Education, http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html
Do an Internet search for “Kimeldorf, Martin, Portfolio Library and Selected Works”
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation


Ask students what the benefits of using portfolios are.
Ask students what employers are looking for in job applicants.
Lesson Introduction

Explain each form in detail and check for understanding.
Copyright © Texas Education Agency, 2015. All rights reserved.
226
Outline
MI
OUTLINE
I. Portfolio definition
A. Reflects a student's interests and
achievements
B. Exhibits a sample of a student’s work
that purposefully represents his or her
efforts, progress, and achievements in
one or more areas
C. Includes a student’s participation in
selecting the contents, the criteria for
selection, the criteria for judging merit,
and evidence of the student’s selfreflection
II. Student portfolio components
A. Cover sheet – identifies the student
B. Table of contents – listing of entries
C. Letter of Introduction – introduces the
student
D. Application – practical exercise that
displays "real world skills"
E. Résumé – student qualifications
F. Academic skills – an entry from areas
showcasing growth in content and real
world skills, with a reflection sheet for
every item
G. Transcript – provides the official record
of a student's coursework and testing
H. Letters of recommendation – show how
others view a student
I. Special interests and awards – special
interests and awards achieved in or
outside of school; a vital part of a
student's total package
NOTES TO TEACHER
Have students brainstorm and
list attributes they think
employers look at or look for
in prospective employees.
Discuss how the images they
post to social networking
websites and the email
address names they choose
can affect their ability to get a
job. Show examples, real or
created, of social networking
websites and/or email
addresses that might cause a
potential employer to
disregard an application. Use
the Discussion Rubric for
assessment.
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227
III. Benefits of the portfolio process
A. Students will benefit from tangible proof
of their abilities and achievements
B. Intangible benefits come from closer selfassessment
C. Students develop a sense of pride and
ownership from collecting their best
work
D. A portfolio provides future employers,
scholarship committees, or entrance
committees additional evaluation tools
IV. Maintaining the portfolio
A. Appearance – neat and clean
B. Update – insert best work
C. Evaluate – reflect on work collected in
the portfolio
D. Replacement – insert new work,
displaying a greater mastery of skills
V. Teachers are encouraged to be a mentor or
wise advisor to the student during the
preparation of the portfolio
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228
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will go over each form individually and thoroughly. It is extremely important that all
students understand what is required of them in order to complete the assignment.
Summary
Review
 Why is it important to develop a career portfolio?
 What important components should be included in a career portfolio?
Evaluation
Informal Assessment
 Discussion rubric
 Individual work rubric
Formal Assessment
 Portfolio rubric
Copyright © Texas Education Agency, 2015. All rights reserved.
229
Student Portfolio Guidelines
Student portfolios should include:
A.
B.
C.
D.
E.
F.
Cover sheet – identifies the student
Table of contents – listing of entries
Letter of Introduction – introduces the student
Application – practical exercise that displays "real-world skills"
Résumé – student qualifications
Academic skills – an entry from areas showcasing growth in content and real-world skills,
with a reflection sheet for every item
G. Transcript – provides the official record of a student's coursework and testing
H. Letters of recommendation – show how others view a student
I. Special interests and awards – special interests and awards achieved in or outside of school;
a vital part of a student's total package
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230
Portfolio Reflection Sheet
Name_____________
_____
Date_____________
_______
Describe the portfolio item:
Explain the purpose for including the item:
Discuss what you learned, its importance to you, and what improvement you can make:
Copyright © Texas Education Agency, 2015. All rights reserved.
231
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing to
achieve goals
Shares thoughts actively while offering
helpful recommendations to others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions or
requesting input
Expresses thoughts and ideas clearly
and effectively
Total Points (32 pts.)
Comments:
232
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
233
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Portfolio Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Visual Appeal
Cover Page
Table of Contents
Letter of Introduction
Application
Letters of Recommendation
Résumé
Work Sample 1 + Reflection
Work Sample 2 + Reflection
Work Sample 3 + Reflection
Work Sample 4 + Reflection
Certificates & Awards
Total Points (48 pts.)
Comments:
234
Copyright © Texas Education Agency, 2015. All rights reserved.
Project Management
Practicum in Printing and Imaging
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate the importance of using Project Management
in the school environment by completing Activity 1 - Project Management Team Project and Project
Management Assessment Tool matching the criteria in the rubrics.
Specific Objectives
 Define what Project Management is.
 Apply the seven Project Management Techniques.
 Describe the Project Management Planning Process.
 Use the most common Project Management Organizational Tools.
 Complete Project Management Team Projects.
Terms
 Project Management – involves the planning, monitoring, and coordinating of all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
 Project Management Techniques
1. Understand the project
2. Research and summarize
3. Cite the source
4. Working on the project
5. Group work
6. Time
7. Time management
 Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
 Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
be started. They allow the project team to determine the several factors in project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
Time
This lesson should take three days (135 minutes) to complete.
 Day one – Project Management slide presentation (45 minutes)
 Day two – Activity 1 - Project Management Team Project (45 minutes)
 Day three – Activity 2 - Team Project Task List and Schedule (45 minutes)
235
Copyright © Texas Education Agency, 2015. All rights reserved.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Printing and Imaging 130.98
(c) Knowledge and skills
o (2) The student implements advanced communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills to increase internal and external customer/-client
satisfaction.
o (3) The student implements advanced problem-solving methods. The student is expected to
employ critical-thinking and interpersonal skills independently and in teams to solve problems.
o (7) The student implements leadership characteristics to student leadership and professional
development activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various
roles of leaders within organizations, exhibiting problem-solving and management traits,
describing effective leadership styles, and participating in civic and community
leadership and teamwork opportunities to enhance skills;
(B) employ teamwork and conflict-management skills to achieve collective goals;
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
236
Copyright © Texas Education Agency, 2015. All rights reserved.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing Co.
Instructional Aids
 Project Management slide presentation
 Note Taking Form
Materials Needed
 Handouts for each student
o Project Management Terms and Definitions
o Note Taking Form
o Activity 1 - Project Management Team Project
o Activity 1 - Project Management Team Project Task List and Schedule
o Activity 2 - Team Project Task List and Schedule
o Project Management Assessment Tool
 Pencils and Pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Project
Management using seven Project Management Techniques.
 Say
o During this lesson you will learn about Project Management in school and the workplace. You
will explore the various Project Management Techniques and will apply them to two separate
team activities.
 Say
o To learn about Project Management you will need to explore the various techniques used and
organizational tools.
237
Copyright © Texas Education Agency, 2015. All rights reserved.



Ask
o Why do you think it is necessary to understand how to use Project Management in the school
environment?
Say
o Project Management involves planning, monitoring, and coordinating all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
Show
o Project Management slide presentation
238
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
Day 1
I.
Introduce Project Management
a. Objectives
b. What is Project Management?
c. Project Management Techniques
i. Understand the Project
ii. Research and Summarize
iii. Cite the Source
iv. Working on the Project
v. Group Work
vi. Time
vii. Time Management
d. Summary
e. Project Management Planning
Process
i. Planning
ii. Monitoring
iii. Coordination
f. Project Management
Organizational Tools
i. Task List and Schedule
ii. Gantt Chart
NOTES TO TEACHER
Begin the Project Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Day 2
II.
Activity 1 – Project Management
Team Project
A. Analyzing Career Job Ads
B. Group Discussion
Day 3
III.
Activity 2 – Team Project Task List
and Schedule
IV.
Assessment = Daily Activities
239
Copyright © Texas Education Agency, 2015. All rights reserved.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Project Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Project Management they will begin to work on the activities.
Independent Practice
 Student teams will analyze and identify Project Management careers.
 Student teams will complete a specific Project Management Task List and Schedule.
Summary
Review
Project Management requires skills that are highly desirable in the workplace. School projects provide
excellent opportunities for students to refine their planning and Time Management skills and to acquire
“executive” thinking skills as they analyze and synthesize tasks using Project Management Tools.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a professional Project Manager may be used as enrichment to
discuss the importance of Project Management in high school and the workplace.
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Project Management Terms and Definitions
1. Project Management – involves planning, monitoring, and coordinating all aspects of a project, and
the motivation of all those involved, in order to achieve desired results.
2. Project Management Techniques
o Understand the Project
o Research and Summarize
o Cite the Source
o Working on the Project
o Group Work
o Time
o Time Management
3. Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
4. Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
start. It allows the project team to determine the several factors in a project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
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NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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Name ___________________________________Date ____________________ Class ____________________
Activity 1 - Project Management Team Project
Part 1 - Analyzing Career Job Ads
1. Students will work with a partner.
2. Visit the school library.
3. Use copies of the career job ads pages from newspapers in the school library.
4. Underline references to any of the essential skills and circle specific references to Project Management in
the ads.
5. Identify a job website and refer to Project Management positions advertised on the Internet.
Part 2 - Analyzing Career Job Ads
Group Discussion
1. What are some of the jobs/careers that specifically identified Project Management Skills as a required skill
or an asset for employment?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What are the salary ranges for these jobs?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What additional skills are identified in these ads?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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4. From these examples, what do you think Project Managers do?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
245
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Rubrics
Graded Elements
Total Points
Quality of Research
50
Correct use of Spelling, Grammar, and
Capitalization
25
Presentation Skills
25
Total
100
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Activity 1 - Task List and Schedule
Project Title_____________________________ Completion Date _______________
PROJECT MANAGEMENT
Project Team Members:
Tasks
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
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Project Management Assessment Tool
Directions
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
PROJECT MANAGEMENT
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
12. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
13. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
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Activity 2 - Team Project - Task List and Schedule
PROJECT
MANAGEMENT
PROJECT MANAGEMENT
Project Title_____________________________ Completion Date ______________
Project Team Members:
Task
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
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Project Management Assessment Tool
Directions
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
PROJECT MANAGEMENT
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
11. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
12. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
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Rubrics:
Graded Elements
Total Points
Task List and Schedule
40
Project Management Assessment Tool
40
Correct use of Spelling, Grammar, and
Capitalization
20
Total
100
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Project Management Organizational Tool
Gantt Chart
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Scholarships for Post-Secondary Options
Practicum in Printing and Imaging
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will create an organized structure and the files
needed to apply to multiple scholarships.
Specific Objectives






Students will locate five scholarships that they meet the requirements for.
Students will create an organized file system for the documents required by the
scholarship.
Students will write three essays appropriate to submit with scholarship applications.
Students will request and collect at least three references to be submitted with
scholarship applications.
Students will write thank you letters to anyone who writes references.
Students will create a calendar to track the due dates of the scholarships.
This lesson should take eight to 10 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Practicum in Printing and Imaging 130.98
(c) Knowledge and skills
o (1) The student demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) apply English language arts knowledge and skills for a variety of
written documents in accordance with industry standards;
o (2) The student implements advanced communications strategies. The student is
expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure
and style;
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(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals;
o (4) The student implements advanced information technology applications. The student
is expected to use personal information management, email, Internet, writing and
publishing, presentation, and spreadsheet or database applications for printing and
imaging projects;
110.34. English Language Arts and Reading, English IV (One Credit), Beginning with School
Year 2009- 2010
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or
work- related texts to communicate ideas and information to specific audiences for specific
purposes. Students are expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals, college
applications, operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on the
topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential problems
and misunderstandings;
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details
(documented if appropriate).
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or
actions of a specific audience on specific issues. Students are expected to write an
argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that
includes:
(A) a clear thesis or position based on logical reasons with various forms of support
(e.g., hard evidence, reason, common sense, cultural assumptions);
(B) accurate and honest representation of divergent views (i.e., in the author's own
words and not out of context);
(C) an organizing structure appropriate to the purpose, audience, and context;
(D) information on the complete range of relevant perspectives;
(E) demonstrated consideration of the validity and reliability of all primary and
secondary sources used;
(F) language attentively crafted to move a disinterested or opposed audience, using
specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical
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beliefs); and
(G) an awareness and anticipation of audience response that is reflected in different
levels of formality, style, and tone.
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students
write legibly and use appropriate capitalization and punctuation conventions in their
compositions. Students are expected to correctly and consistently use conventions of
punctuation and capitalization.
(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to
spell correctly, including using various resources to determine and check correct spellings.
Tasks
Day 1: Scholarship & Funding Opportunities


Teacher presentation on scholarships and demonstration of finding scholarships.
Students will identify two sources of scholarships.
Day 2: Getting Organized




Teacher presentation on scholarship process and organizations.
Students will identify two additional sources of scholarships.
Students will create a digital system to organize and track scholarship applications.
Students will identify the common elements of scholarship applications, including but
not limited to, transcripts, resumes, essays, photographs, and letters of
recommendation.
Day 3: Keeping Track of Time



Teacher presentation on time keeping and calendaring.
Students will identify one additional source of scholarships.
Students will create a plan for five scholarships with a calendar timeline to complete and
submit the materials.
Day 4: Resumes



Teacher presentation on writing resumes.
Students will write resumes.
In partners, students will edit and review resumes.
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Day 5: References



Teacher presentation on getting personalized references.
Student will write an email that can be used to solicit references.
Students will contact at least three individuals for reference letters for each scholarship.
Day 6- 8: Writing essays




Teacher presentation on writing scholarship essays.
Students will write and edit one essay per day.
In pairs, students will review and revise edits.
Essays can be written in class or assigned as homework.
Day 9: Collecting Transcripts






Students will collect necessary transcripts from high school or college programs.
Students will work on documentation in folder system.
Students will be editors for each other’s work for proof and review.
Students will contact/follow-up with individuals for reference letters.
Students will scan and organize reference letters.
Students will write thank you letters to references.
Day 10: Finalize Project



Students will finalize project.
Students will complete a self-evaluation of the project using the rubric.
Students will submit final USB flash drive or link to collaborative drive.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Find scholarships that would be appropriate for your cluster area.
 Find scholarship listings for your local community.
 Pull example resumes.
 Each year, ask students for samples to share with other students.
Instructional Aids
 Scholarship websites
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

Grading rubric
Internet
Materials Needed
 USB flash drives or collaborative drives
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan recommendation letters
Outline
MI
I.
II.
III.
IV.
Outline
Explain different types of funding
a. Apply for Financial Aid
b. Scholarships
c. National Grants
d. Pell Grants
e. Service Commitment:
AmeriCorps, PeaceCorps,
ROTC, Military
f. Local schools / living at home
What Kinds of Scholarships
a. University / College
b. National
c. State
d. Organizational
e. Local
Scholarship Searches & Strategies
a. Search sites & aggregators
b. Professional organizations
c. Local organizations
d. School counselors
e. Lists
f. Emails
Scholarship Process
a. Key components
b. Personal information
c. Resume
d. Academic information
NOTES TO TEACHERS
Talk through the different types
of funding for post-secondary
education. Open the discussion
to see what the students have
thought about using.
Give examples of the different
types of scholarships someone
may find at each level. Add
appropriate examples from your
own industry.
Help students find scholarships
that would be beneficial to
them.
By looking at the scholarships
that they found, have a
discussion about the common
elements that students have
found.
Based on your school’s security,
find out what collaborative
drives are available.
Show different types of calendar
templates. Allow students to
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V.
VI.
VII.
VIII.
IX.
X.
XI.
e. Community information
f. Essay
g. References
h. Transcripts
i. Due dates
Organization
a. File types
b. USB flash drives or
collaboration drives
Keeping Track of Time
a. Start early
b. December due dates
c. Documentation of enrollment
/ grades
Resume
a. Content types
b. Writing tips
c. Example
d. Content Ideas
Reference letters
a. Reference process
b. Get more letters than you
need
c. Write thank you notes
Scholarship Essays
a. Good writing
b. Flow / structure
c. Memorable
d. Tell your story
e. Share your heart
f. Stand out from other students
g. Essay ideas
Transcripts
a. Ordering and organizing
Finalize Project
a. Self-review
b. Finalize project pieces
c. Submit
use what they will actually
follow – even their smart
phones.
Provide examples of student
resumes.
Help students brainstorm whom
they could ask to be a reference.
Essays may take more or less
time in the classroom
depending on your own
schedule and how much writing
they can do at home.
Check with your own school
about the transcript request
process.
Give a copy of a rubric to each
student for a self-evaluation.
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Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhyth
mic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
The application for this lesson is outlined in the Scholarship Planning Project and Rubric at the
end of this lesson.
Extension
Create a bulletin board to share the successes of each scholarship received. One idea is to
have fake checks that can be put up on the board. You can also track how much total funding
each class receives.
Summary
Review
 What do you think scholarship committees are looking for when they review resumes,
essays, and letters of recommendations?
 Where are the best places to find scholarships?
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Scholarship Planning Rubric to evaluate.
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Scholarship Resources Handout
You can search for scholarship listings and find many sites that include listings of scholarships.
Here are a few to get you started.


Every Chance Every Texan
o http://www.everychanceeverytexan.org/funding/aid/faidalpha.php
My College Options (Texas)
o https://www.mycollegeoptions.org/TX/0/Texas/search-results-scholarship-search-bylocation.aspx




College Scholarships (Texas)
o http://www.collegescholarships.org/states/texas.htm
College Scholarships (Subjects)
o http://www.collegescholarships.org/scholarships/subject-specific.htm
Big Future by the College Board
o https://bigfuture.collegeboard.org/scholarship-search
Student Scholarships
o http://www.studentscholarships.org/
Some school districts have great scholarship listings too:




Austin ISD
o https://www.austinisd.org/scholarships
Arlington ISD
o http://www.aisd.net/AISD/Default.aspx?alias=www.aisd.net/aisd/scholarships
Mesquite ISD
o http://www.mesquiteisd.org/college-scholarships/
Fort Worth ISD
o http://www.fwisd.org/files/_FFAsx_/a22733bd372513063745a49013852ec4/scholarshi
p_senior.pdf


Houston ISD
o http://www.houstonisd.org/site/default.aspx?PageID=110473
Waxahachie ISD
o http://schools.wisd.org/default.aspx?name=whs.scholarships
Scholarship Aggregators
There are many sites that help you find scholarships. You can use them to help find the
scholarships, but we recommend that you use it only as a directory and submit directly to the
organization instead of through the aggregator site. There are many scams where you have to
pay to get scholarships. You should never have to pay anything to receive a scholarship.
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Scholarship Project
For this project, you will be setting up your own plan to apply for scholarships that you meet
the requirements for. You will collect files and documents to do this.
There are two options for completing this task.
A) Collaborative Drives – This option is valuable if you want to be able to work with your
teachers and parents. You can share documents and get help with reviewing
documents very easily.
B) A USB flash drive – If your school limits the access to a collaborative drive or file sharing,
then a USB flash drive is a good way to bring the documents back and forth to school
and home.
Requirements
1. Identify at least five scholarships for which you meet the requirements.
2. For each scholarship, create a folder in either a USB flash drive or virtual drive. Name
that folder to correspond to the name of the scholarship.
a. In each folder, create a document named REQUIREMENTS that lists with each of
those requirements.
3. Create a folder called ESSAYS.
a. In this folder, you will put any essay that you have written as a scholarship essay
or for a class that could be used as content in a scholarship essay.
b. Review the current essays in “Apply Texas” if you are planning on attending
school in Texas.
c. Include at least three different essays in your folder.
4. Create a folder called RECOMMENDATIONS.
a. In this folder, you will file any letters of recommendations that you have been
able to collect. These are best if they have been signed, scanned, and can be
reprinted or sent digitally if needed.
b. Include at least three letters of recommendation.
i. A teacher
ii. An administrator
iii. A member of the community
5. Create a folder called RESUMES.
a. In this folder, you will file a copy of your resume. Some scholarships will require
different lengths. Therefore, if you create a new version, keep any copies in this
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
folder and save with the name of the file relevant to the type of resume that it is
(For example, “One-Paged Resume” or “Two-Paged Resume).
b. Include at least one resume in this folder.
6. Create a CALENDAR to document the due date of each scholarship.
a. If you are using a collaborative drive with a calendar app, you can make this in a
shared Calendar that you can share with your family.
b. If you are using digital file share site or a USB flash drive, you can make a
calendar in a table in a document, spreadsheet, or a calendar template for a
slide.
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
Scholarship Planning Rubric
0
Poor/Not Evident
Scholarships were
identified, however,
they were not an
appropriate match for
the qualifications of
the student.
The drive is not
organized.
1
Needs Improvement
Four scholarships were
identified that match the
qualifications of the
student.
2
Exemplary
Five scholarships were identified
that match the qualifications of
the student.
The drive includes a folder
for each scholarship.
Requirements
The requirement
listing is not included.
Essay 1
The first essay is
missing or is too short
to be considered for a
scholarship.
Essay 2
The second essay is
missing or is too short
to be considered for a
scholarship.
Essay 3
The third essay is
missing or is too short
to be considered for a
scholarship.
Recommendations
Zero to one
recommendation
letters are included.
A resume is not
included in a folder.
Some requirements for
scholarships are missing in
the folder structure.
The first essay does not
align well to the prompt or
may not be appropriate
yet without revision for
scholarship consideration.
The second essay does not
align well to the prompt or
may not be appropriate
yet without revision for
scholarship consideration.
The third essay does not
align well to the prompt or
may not be appropriate
yet without revision for
scholarship consideration.
Two recommendation
letters are included.
The drive includes a wellorganized structure with a folder
for each scholarship.
Requirements for each
scholarship are listed in each
folder.
The first essay aligns well with the
prompt and would be an
appropriate essay to submit for
scholarship consideration.
Scholarship
Identification
Folders Created
Resumes
Calendar
A calendar is not
included.
Writing
The writing needs
significant revisions
with many errors in
grammar or
mechanics.
A resume is included in a
folder that needs revisions
to be able to appropriately
highlight the student’s
academic career for
scholarship consideration.
A calendar is created to
document due dates for
each of the scholarships
identified, but the
formatting is not clean and
professional.
The writing needs revisions
with some errors in
grammar or mechanics.
The second essay aligns well to
the prompt and would be an
appropriate essay to submit for
scholarship consideration.
The third essay aligns well to the
prompt and would be an
appropriate essay to submit for
scholarship consideration.
Three recommendation letters are
included.
A resume is included in a folder
that appropriately highlights the
student’s academic career for
scholarship consideration.
A professional, well-formatted
calendar is created to document
due dates for each of the
scholarships identified.
The writing is exemplary with no
errors in grammar or mechanics.
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Peer Review for Essay
Writer: ___________________________________________________________________________________
Peer Reviewer: ____________________________________________________________________________
Essay Prompt: _____________________________________________________________________________
Scholarship Organization: ____________________________________________________________________
Yes/No
Notes
Does the essay meet the
prompt?
Does the essay meet the goals of
the scholarship organization?
Does the essay convey a
personal tone and voice?
Does the essay maintain good
organization, structure, and
flow?
Does the essay maintain correct
writing grammar and
mechanics?
Is the essay unique and
memorable?
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