Unit 3
Print Publishing
Chapters 9–12
Model Lesson Plans
Chapter 10
Print Graphics
MULTIMEDIA AND IMAGE MANAGEMENT
Lesson 1
pages 104–108
Objective
Students will learn about the use of images in desktop publishing.
Prepare
The following materials will be helpful in presenting this lesson:
 Examples of the different types of graphics listed on page 105
 An example of text wrapped around a graphic with a rectangular border
 Several pieces of clip art that students can use to practice inserting graphics, if students’ software
does not include clip art (required for Apply and Assess and Reteach activities)
 Several text files that students can use to practice text wrapping (required for Apply and Assess
activity)
 Newspapers or magazines with some, but not all, captions on illustrations blacked out (required for
Enrich activity)
Focus
Go over with students the many different types of graphics that can be used in DTP documents. If you
have brought examples, display and circulate them.
Teach
Clip Art. Discuss the definition of clip art. Make sure students understand that clip art consists not only of
the often simple drawings provided with many software programs but also of more detailed drawings,
photos, video clips, and audio clips.
If classroom software has clip art, show students how to access it. Explain and demonstrate how to insert
clip art, both as a floating image and inline, onto a blank page and into text. Also show students how to
resize an imported image. Students are likely to be familiar with moving, copying, cutting, pasting, and
deleting images from working with word processing software. If they are not, demonstrate these
procedures.
File Types and Sizes. Make students aware of any restrictions on file size that may affect their ability to
print documents containing graphics on local printers. If students may need to reduce the size of their files
to get them to print, explain the best method to use with classroom equipment. If the Save As option in
your software reduces file size, help students get into the habit of using Save As the last time they save
their document before printing or closing. Students do not need to rename a file when they are using the
Save As option to compress it. They can simply save the file with the same name (write over the existing
file).
Chapter10.doc
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Unit 3
Print Publishing
Chapters 9–12
Model Lesson Plans
Also discuss methods available in the classroom to transfer large files, such as Zip cartridges, CD-ROM
disks, and a network.
Text Wrap. Explain and demonstrate the methods of wrapping text around a graphic available in
students’ software. If you have brought an example of text wrapped around a graphic with a rectangular
border, display it, and have students contrast it with Figure 10.2. Help students identify the standoff.
Captions. Spend a few moments looking at figure captions in the text. Ask students to identify captions
that succeed in providing additional information, the purpose of these captions. Go over the other
purposes for captions mentioned on page 108. Explain and demonstrate how to add captions in students’
software.
Apply and Assess
If students’ software does not include clip art, provide several pieces for them. Also give them several
text files. Have students start a new document and practice placing text, importing graphics, and using
different text wrapping methods. You may also wish to have students create captions, if appropriate.
Encourage students to follow the placement guidelines given on page 107. As students work, move about
the room, assisting them as needed and assessing their mastery of the concepts presented.
Have students save their best two efforts and print, using if necessary or advisable any appropriate file
compression method.
Reteach
Hive students rekey a brief newspaper article or a section of their textbook. If students’ software does not
include clip art, provide several pieces for them. Have students create a two-page DTP document in which
they place the graphic once with a rectangular boundary and a second time merged with the text. Have
students print their work, compressing it if appropriate.
Enrich
Form the class into groups and distribute the newspapers or magazines you assembled in the Prepare
portion of the lesson. Assign students to read several captions that have not been blacked out and discuss
the purpose each serves. For example, does the caption
 Explain a point made in the text of the document?
 Summarize a point?
 Add information not provided in the text?
 Make the illustration clearer?
 Indicate the artist’s name or source of the image?
Have each group write captions for at least three of the illustrations in their newspapers or magazines
whose captions have been blacked out. If time permits, have students show their illustrations and read
their captions to the class. Post the best work on a bulletin board.
Close
Call on volunteers to summarize the main points of the lesson. For the next lesson, assign students to read
the remainder of the chapter.
Chapter10.doc
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Unit 3
Print Publishing
Chapters 9–12
Model Lesson Plans
Chapter 10
Print Graphics
MULTIMEDIA AND IMAGE MANAGEMENT
Lesson 2
pages 109–111
Objectives



Students will learn about the drawing tools available in print publications.
Students will learn about special effects that can enhance their documents.
Students will prepare a logo and a letterhead.
Prepare
The following materials will be helpful in presenting this lesson:
 A page with a watermark
 Examples of logos and letterheads
Focus
Ask students to list some guidelines for using graphics in DTP documents that they learned about in the
last lesson. To get them started, give them the example that you most often want a graphic to “float” to
give yourself more control over its placement. List their suggestions on the board. Then have students
copy them into the computer file or notebook they started in Chapter 9.
Teach
Explain or remind students that a logo is a graphical symbol that uses both text and graphics to convey the
identity of a business. If you have brought examples of logos, circulate them. Have volunteers identify
popular products whose logos all or most students will recognize.
Explain that a letterhead is stationery that contains identifying information (name, address, etc.) for a
company or an individual. If you have brought examples of letterheads, circulate them. Tell students that
they will create a logo and letterhead later in this lesson.
Drawing Tools. Explain and demonstrate the drawing tools available in students’ software. Show
students how to change the color and weight of rules and how to fill polygons. Also demonstrate how to
resize line art, including how to resize lines without distortion. Show students how to select line art. If
their software has a grouping option, demonstrate that as well. Tell students that, once selected, line art
may be moved, cut, copied, pasted, and deleted in the same way as the graphic images they learned about
in the last lesson. Demonstrate how to create a pull quote in students’ software.
Have students start a new document. Give them a few minutes to experiment with the different drawing
tools. Students should close their documents without saving.
Chapter10.doc
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Unit 3
Print Publishing
Chapters 9–12
Model Lesson Plans
Words as Art. If students’ software includes a text-art option, you may wish to display it. Emphasize that
this effect should be used sparingly. Ask students to list examples of documents in which word graphics
might, or should not, be used.
Watermarks. If you have a page with an example of a watermark, display it. Explain and demonstrate
how to create a watermark in students’ software.
Apply and Assess
Have students create a logo for one of the following fictitious businesses:
 Barkus Software (computer games)
 Claris Books
 DJ’s Pizza Palace
 Everybody’s Gym
 Stepping Lightly (travel agency)
Emphasize that a company logo is often used in more than one type of publication, for example, in an
advertisement and a letterhead. As they create their logo, students should keep in mind that the logo will
need to appear on the letterhead with address information. Students should choose an appropriate font and
use drawing tools to create the logo. Have students invent a street address, phone number, and Web
address for their business.
Have students create the letterhead by placing the completed logo at the top of a document with the
address information. Students should then create a watermark of the company’s name, placed
appropriately on the page.
As students work, move about the room, assisting them as needed and assessing their mastery of the
concepts presented.
Reteach
Write on the board the words drawing tools, pull quote, words as art, and watermarks. Have students
explain each concept.
Enrich
Have students locate a brief article (about a page) that interests them in a magazine or newspaper.
Students should rekey the article in a word processor, import it into their DTP software, choose an
appropriate excerpt, and create a pull quote.
Close
Assign students to complete the Use Your Knowledge activities on page 113, to be due at the beginning
of Lesson 4.
Chapter10.doc
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Unit 3
Print Publishing
Chapters 9–12
Model Lesson Plans
Chapter 10
Print Graphics
MULTIMEDIA AND IMAGE MANAGEMENT
Lesson 3
Objective
Students will learn and reinforce their knowledge of procedures for working with graphics in their
desktop publishing software.
Prepare
In this lesson, students will learn or reinforce their knowledge of procedures for working with graphics in
their DTP software. Decide whether you will guide them through a tutorial or have them complete one on
their own. Plan to teach or reinforce as needed students’ knowledge of the following procedures:
 Accessing their software’s clip art, if available
 Inserting graphics as floating images and inline
 Resizing an imported image
 Moving, copying, cutting, pasting, and deleting images
 The different methods of wrapping text around graphics available in your software
 Creating captions
 Using drawing tools
 Resizing drawn objects
 The grouping option, if available
 Creating watermarks
 Cropping and rotating graphics
 Other useful graphics features of your software
If your students are using the optional Activities book that accompanies this text, you may wish to assign
a software-specific tutorial from the book instead.
Focus
Ask students to list some guidelines for using graphics in DTP documents that they learned about in the
last lesson. List their suggestions on the board. Then have students copy them into the computer file or
notebook they started in Chapter 9.
Teach
Guide students as they learn and reinforce their knowledge of procedures for working with graphics, or
assist them in accessing and starting a tutorial.
Apply and Assess
If students are working independently on a tutorial, have them complete it as directed. Move about the
room as they work, offering assistance and assessing their understanding of the software features.
Chapter10.doc
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Unit 3
Print Publishing
Chapters 9–12
Model Lesson Plans
Reteach
Provide instruction to small groups or the entire class on software features as needed. Or pair students
who have mastered a particular aspect of the software with students who are having trouble with it.
Enrich
Have students work independently to answer Discussion questions 1, 4, and 5 on page 112.
Close
Remind students that the Use Your Knowledge activities on page 113 are due at the next class meeting.
Chapter10.doc
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Unit 3
Print Publishing
Chapters 9–12
Model Lesson Plans
Chapter 10
Print Graphics
MULTIMEDIA AND IMAGE MANAGEMENT
Lesson 4
Objective
Students will prepare a flyer.
Prepare
The following materials will be helpful in presenting this lesson:
 A printout of the terms of use for a commercial clip art site
If your students are using the optional Activities book that accompanies this text, you may wish to assign
a software-specific project from the book instead.
Focus
Spend a few minutes discussing copyright issues that pertain to clip art (“The Ethics of Clip Art
Restrictions,” page 106). If you have obtained a printout of terms of use for a commercial clip art site, go
over its main points. Emphasize the importance of carefully reading, understanding, and complying with
terms of use.
Teach
Tell students that, in this lesson, they will use the graphics skills they have learned to create a flyer.
Remind students that an effective flyer is well designed, is easy to read, and contains all the information
the reader needs but not too much information.
Apply and Assess
Have students produce a simple flyer with graphics to promote a school or community event, choosing
fonts, type sizes, typestyles, and other features. The flyer must use at least two of the graphics features
discussed in this chapter. You may instead wish to choose an event and provide students with the text the
flyer must contain. If students have ready access to suitable clip art, you may wish to require them to
include clip art in their flyer.
If time permits, have the class identify the most successful flyers and the specific features that contribute
to their success. Post the best flyers on a bulletin board.
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Unit 3
Print Publishing
Chapters 9–12
Model Lesson Plans
Reteach
Have students work in pairs to develop a flyer that uses at least two of the graphics features discussed in
this chapter. The flyer is intended for posting and distribution in neighborhoods and businesses around the
school and should contain the following information:
Event: A carwash to raise money for a local family whose home was destroyed in a fire (John and Alicia
Marin and their children, Sam and Scott)
Date: The third Saturday of next month (students should insert the exact date)
Time: 9 a.m. to 4 p.m.
Price: $5.00
Place: The school parking lot
For more information: Contact Lydia Rosso at 555-0102.
Enrich
Tell students that some Web sites offer clip art that is in the public domain. Explain that public domain
materials can be used without restriction. Ask students to imagine they are photo researchers who must
find public domain photos for a magazine article on American space exploration or the Great Depression.
(Students should choose one of these topics.) Send students to one of these sites:

The Franklin D. Roosevelt Presidential Library and Museum
http://www.fdrlibrary.marist.edu/

NASA
http://www.nasa.gov
Have students browse the photos, select two they would like to use, and print them. Students should
include a brief explanation of what each photo illustrates, any identifying information about the photo the
site provides, their reasons for choosing the photo (for example, how it could be used), and any guidelines
on crediting the photo the site gives.
Close
Assign students to complete the Review questions on page 112 in preparation for a chapter quiz in the
next lesson.
Chapter10.doc
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Unit 3
Print Publishing
Chapters 9–12
Model Lesson Plans
Chapter 10
Print Graphics
MULTIMEDIA AND IMAGE MANAGEMENT
Lesson 5
Objective
To assess students’ understanding of the concepts presented in this chapter.
Prepare
Make any preparations needed for students to take the chapter quiz. The following materials will be
helpful in presenting this lesson:
 If students’ software does not include a clip art gallery, several pieces of clip art suitable for cropping
(required for Enrich activity)
Focus
Spend a few minutes discussing punctuality at work (“Good Business,” page 107). Ask volunteers to
identify the specific examples of punctuality given in the text. Have students supply additional examples
from their own experience of what being “ready to work” means. Follow by asking students to name the
ways punctuality benefits employees given in the text and any other benefits they can think of. Help
students appreciate that punctuality is a skill that can be developed and improved through habitual
practice.
Apply and Assess
Before administering the chapter quiz, ask if students have any questions about the material. After you
have responded to their questions, have students take the quiz.
Reteach
Go over any concepts presented in the chapter with which students are having difficulty.
Enrich
Clip art can be a useful addition to print publications provided it is used creatively. Too often, though, it
becomes the equivalent of a visual cliché. Encourage your students to look at clip art as the starting point
of their work rather than an easy add-on. One way is to demonstrate that clip art doesn’t have to be used
exactly as it appears. Often, cropping an image to display just a part of it is more effective than displaying
the entire image.
Provide students with several pieces of clip art suitable for cropping, or allow them to choose their own
pieces from their software clip art gallery, if available. Have students crop the clip art to create a more
interesting and viable image. Students can envision a specific purpose for the clip art (for example, for an
advertisement) if that will be helpful to them. Before cropping, have students read or review “Steps to
Good Composition” on pages 48–51 and “Cropping” on pages 52–53.
Chapter10.doc
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Unit 3
Print Publishing
Chapters 9–12
Model Lesson Plans
Close
For the next lesson, assign students to read pages 114–119 of Chapter 11 (up to “Satisfying Design”).
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