21st Century Instructional Guide for Career Technical Education
Desktop Publishing
Business and Marketing Cluster
E-Business Publishing Concentration
Title:
Desktop Publishing (WVEIS 1429)
Standard
Number:
BE.S.DKP.1
Essential
Question:
Objectives:
BE.O.DKP.1.1
Desktop Publishing Concepts
Students will evaluate the purposes, functions and features of software and hardware utilized in
desktop publishing.
Why is it important for students to study desktop publishing?
BE.O.DKP.1.2
BE.O.DKP.1.3
BE.O.DKP.1,4
BE.O.DKP.1.5
BE.O.DKP.1.6
Students will
classify terms related to desktop publishing
Learning Plan & Notes to Instructor:
Access the web site www.scsite.com (version used
in classroom) for crossword puzzle and interactive
activities. Create a bingo game of frequently used
terms in desktop publishing. Collect samples of
desktop publishing techniques and compile into a
digital file.
recognize the hardware components used in
Create a physical scavenger hunt of hardware
desktop publishing
components such as monitor, scanner, digital
camera, keyboard, color printer, and b/w printer.
compare and contrast software used for
Textbooks, internet and periodicals. Visual aides
desktop publishing.
such as venn diagrams. Examples include
Publisher, word, Adobe in design, Pagemaker.
identify tools in toolbars and palettes.
Screen diagrams displayed on whiteboard of the
formatting toolbar and custom toolbars. Use
www.scsite.com for on-line quizzes.
demonstrate knowledge of measurement tools. Compose a newsletter with articles relating to
student organizations using the following
measurement tools: text scaling, tracking, kerning,
and line spacing.
choose effective color utilizations.
Compile a list of do’s and don’ts in desktop design.
Create a color wheel.
1
BE.O.DKP.1.7
determine Web features of desktop publishing
software.
Explore software templates. Plan and create a web
site to convert to a web page; an example is a
personal web site.
Standard
Number:
BE.S.DKP.2
Essential
Questions:
Objectives:
BE.O.DKP.2.1
Software Applications
Students will develop and demonstrate desktop publishing software skills.
Students will
use editing techniques.
Learning Plan & Notes to Instructor:
Use proofreading guidelines to edit FBLA-PBL
Chapter Management Handbook and teacher
generated handouts. Use software editing features to
edit inaccurate publications electronically. Students
can edit each other’s work. Edit a preexisting file
using edit, insert, and delete commands, etc.
BE.O.DKP.2.2
access available resources for software
assistance.
BE.O.DKP.2.3
modify document setup default.
BE.O.DKP.2.4
create master pages.
BE.O.DKP.2.5
apply knowledge of printing options.
BE.O.DKP.2.6
modify and create templates.
BE.O.DKP.2.7
use special and advanced formatting features
Use the help feature in software for on-line
assistance including on-line bulletin boards and
software manuals. Create a problem and have
student use the help feature to solve the problem.
Demonstrate through use of an interactive media.
Students can manipulate and change document
settings using interactive media.
Students can create master pages that can be used
throughout the school year. Demonstrate how to
create master pages using interactive media. Create
a master page for the school newspaper using the
school’s emblem and mascot.
Demonstrate and discuss printing options. Give
examples of various printing styles. Select
appropriate printer options and qualities, print
preview, selecting printing range and paper size.
Provide students with templates to modify. Students
will create a template for a resume and share the
template with other classmates for modification.
Demonstrate special and advanced formatting
2
What desktop publishing skills are necessary for creating a good publication?
features using interactive media. Create a rubric for
students to use as they apply formatting features to a
document. Create a flyer about an upcoming school
event using reversed text, drop caps, kerning, and
text wrapping.
Create multiple objectives and practice layering
techniques. Demonstrate layering techniques
utilizing student creations. Have students to
demonstrate and explain the technique. Using basic
shapes (stars, banners, ovals, etc.) layer with a text
box.
Student can create an alumni brochure that can be
converted to a web page. Create an FBLA-PBL
membership flyer and then convert it, if possible, to
the school’s web site. Create an advertisement for
the class to print and publish on the school’s web
site.
Create and manipulate a database using a
compatible software program and import the
document to Publisher. Create an address list of
businesses to contact for donations for a silent
auction for FBLA.
BE.O.DKP.2.8
apply layering techniques.
BE.O.DKP.2.9
create sample publications for both print and
web.
BE.O.DKP.2.10
incorporate database features in desktop
publishing.
Standard:
BE.S.DKP.3
Essential
Question:
Objectives:
BE.O.DKP.3.1
Generating Publication Content
Students will import, manipulate and integrate data and graphic images.
How will imported data and graphics improve a publication?
BE.O.DKP.3.2
insert graphics from various sources.
BE.O.DKP.3.3
utilize scanner and digital camera.
Students will
incorporate text files and word processing
documents into publications.
Learning Plan & Notes to Instructor:
Students can create or import text and word
processing documents provided by the teacher. Use
these files for a newsletter project. Insert a text file
into a current text box or shape within a document.
For the newsletter project, insert graphics from clip
art, photograph files, web sites providing copyright
references. Demonstrate insertion techniques via
interactive media. Review copyright laws.
Review scanning techniques. Students need to
3
provide items to scan for the news letter project.
Encourage students to bring pictures from home, use
pictures from other media such as digital camera and
cell phones. Use digital cameras to take pictures for
the project. Discuss photograph release statements.
Create a magazine cover about yourself using a
scanned picture and a current picture using a digital
camera.
Review and edit imported text and/or word
processing documents. Edit scanned and/or
inserted graphics for sizing, appearance, colors,
context and appropriateness. Use shortcut menu,
change size or rotate objects, text, and graphics.
Finalize the newsletter project from paper copy to
other media; forward the newsletter electronically to
the teacher for evaluation. Use import/export option
to move objects to another program.
BE.O.DKP.3.4
modify text and graphic files.
BE.O.DKP.3.5
export publication files.
Standard
Number:
BE.S.DKP.4
Essential
Question:
Objectives:
BE.O.DKP.4.1
Design and Layout
Students will apply principles and techniques of publication design and layout.
BE.O.DKP.4.2
implement principles of design, layout, and
typography.
Why is it important to apply the principles and techniques of design and layout?
Students will
determine appropriate audience, purpose,
requirements, and production schedule for the
project.
Show students a variety of completed projects and
conduct discussions on appropriateness and
audience appeal. Students will create a rubric based
on a project for their completion. Create a timeline
or plan of work for a project for a community
organization.
Show examples, using interactive media, of designs,
layouts and typography for student visual
comparisons. Use a student created rubric to
compare good, mediocre, and poor samples. Invite
a guest speaker from a graphics or media company
to speak to the class. Review a preexisting file to
determine point size, typeface, letter spacing, and
4
BE.O.DKP.4.3
BE.O.DKP.4.4
Standard
Number:
BE.S.DKP.5
Essential
Question:
Objectives:
BE.O.DKP.5.1
kerning.
design a layout for ease of readability and
Show examples, using interactive media, for
attractiveness (e.g., white space, column width students to evaluate. Students can create a
and spacing, grids/guides, page margins, and
magazine cover representing themselves. Schedule
graphic text placement).
a speaker from a newspaper, magazine, or web
company to discuss readability, advertising
techniques, and layout for attractiveness. Select a
local newspaper, choose an ad to modify
enhance appearance of document using
Demonstrate advanced features of publication
desktop features (e.g., graphic boxes, lines,
enhancements. Continue the magazine cover or
illustrations, color,
newsletter project to include advanced features.
and images).
Redesign a cereal box to enhance appearance.
Producing Desktop Publications for Distribution
Students will gather, compose, and layout documents for distribution.
What is the purpose of the publication and to whom is it addressed?
Students will
follow journalistic principles in layout and
design.
BE.O.DKP.5.2
determine appropriate software and materials
based upon the purpose, audience, and time
and cost constraints.
BE.O.DKP.5.3
generate a variety of publications for
distribution. (flyers, bulletins, business cards,
greeting cards, brochures, transparencies,
handouts, web pages and etc.)
Learning Plan & Notes to Instructor:
Invite the journalism instructor or newspaper editor
as a guest speaker. Create a video to demonstrate
and/or explain layout and design procedures in a
publication. Show examples of layout and design
procedures for artistic discussions. Use a historical
event and create a one-page newspaper using
newspaper columns.
Evaluate publication software. Use the Internet, or
other sources, to research software, companies and
costs associated with publication development.
Develop a spreadsheet to illustrate and compare
costs. Refer back to BE.O.DKP.4.1 and create and
add a budget to the community work plan.
Develop a logo, tag line, letterhead, business card,
and home page for a business. Review local
publications for effectiveness. Create publications
for your FBLA chapter for promoting membership
and local and State events. Create an invitation of
5
student choice. Enhance the appearance of a
handout.
Create style sheets to use in future publications.
Show and discuss style sheets by use of interactive
media. Develop a style sheet for a local
supermarket.
Students will create an electronic career portfolio to
highlight their work, skills, and abilities utilizing
desktop publishing software. Expand and revise the
newsletter and/or magazine projects.
BE.O.DKP.5.4
produce style sheets.
BE.O.DKP.5.5
incorporate original/imported text, graphics,
tables, and charts from a variety of software
applications.
Standard
Number:
BE.S.DKP.6
Essential
Question:
Objectives:
BE.O.DKP.6.1
Legal and Ethical issues
Students will explain and comply with copyright and licensing issues.
BE.O.DKP.6.2
BE.O.DKP.6.3
Standard
Number:
BE.S.DKP.7
Essential
Why should students identify the methodologies that individuals and businesses can employ to protect
the integrity of technology systems?
Students will
Learning Plan & Notes to Instructor:
investigate and comply with copyright and
Invite the school’s Technology Integration Specialist
patent laws pertaining to scanned images and (TIS) to speak on and provide examples of copyright
documents, electronic clip art, scanned
and patent laws pertaining to electronic materials.
photography, trademarks, and other elements. Research the Internet for current articles related to
ethical and unethical publication laws and policies.
Develop a guide for student usage.
discuss and incorporate ethical and legal
Students can research media do’s and don’ts to
standards.
debate; example: is it legal to post or upload a fight
on school property to YouTube.com. Research and
discuss legality of posting to social networking sites
under a false name with the intent of harm. Invite an
attorney to speak to the class.
recognize and comply with licensing
Review and discuss licensing agreements for
agreements.
software and graphics. Use on-line sources such as
Microsoft.com.
Employability Skills
Students will explore employability skills.
What are the necessary skills students will need for leadership, personal management, and
communication in the career of desktop publishing?
6
Question:
Objectives:
BE.O.DKP.7.1
Students will
explore careers
Learning Plan & Notes to Instructor:
Utilize college catalogs, Internet, counselors,
resources speakers, interest/aptitude surveys, field
trips, Occupational Handbook to research careers in
the publishing industry. Access the Internet to
search for desktop publishing careers.
Students can collect a variety of publications used in
their communities for discussion and evaluation.
Produce a visual presentation to showcase and
explain samples.
Include in electronic portfolio (documentation of
activities)—Resume, cover letter, application letter,
follow-up letter, resignation letter. Participate in
mock interviews or create a digital job resume to
include a self-interview.
BE.O.DKP.7.2
describe ways that desktop publishing can be
used in business and industry.
BE.O.DKP.7.3
assemble a student portfolio that includes a
resume, a variety of printed documents
produced in the course.
Standard
Number: 8
BE.S.DKP.8
Essential
Question:
Objectives:
BE.O. DKP.8.1
Participating in a Local Student Organization
Students will participate in a local student organization.
BE.O. DKP.8.2
discover the benefits and responsibilities of
participation in student organization as an
adult.
BE.O. DKP.8.3
demonstrate leadership skills through
What are the benefits of a career, technical student organization?
Students will
assess the purposes and goals of the local
student organization.
Learning Plan & Notes to Instructor:
Invite students to participate in an FBLA chapter
event. Invite State FBLA Officer to present at a
chapter meeting or to a class on the activities,
purpose and benefits of membership. Show the
FBLA promotional video located on www.FBLAPBL.org web site. Have students to locate and
discuss the FBLA-PBL goals, mission statement, and
pledge.
Invite FBLA-PBL alumni members to be guest
speakers in the classroom and during chapter
events. Coordinate a chapter event with another
service organization in the community (such as
Lion’s Club, Women’s Club, Jaycees, Rotary, etc.).
Have the local FBLA officer team to develop a
7
participation in student organization activities
such as meetings, programs, and projects.
21st Century
Skills
Information and
Communication
Skills:
Thinking and
Reasoning
Skills:
program of work for the school year and form various
committees to complete the task using chapter
members. Encourage students to actively participate
in State, regional, and national conferences and vie
for leadership positions.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of
Culminating Activity
Success
21C.S.9-12.1
The student will access,
Students use search
Students will present
analyze, manage, integrate,
engines to complete an
the electronic
evaluate, and create
online search for
portfolio to a multiple
information in a variety of forms information to prepare an
of audiences to
using appropriate technology
electronic portfolio. The
include peers,
skills and communicate that
portfolio should contain
faculty, potential
information in an appropriate
samples of publications
employers, college
oral, written, or multimedia
created in class and job
scholarships, and
format.
application documents,
could be used in
such
as
resume,
letter
of
FBLA-PBL and/or
21C.O.9Student analyzes and interprets
application, cover letter
other student
12.1.LS2
visuals and recognizes the
and
etc.
organizations.
impact digital media influences
(e.g. design, technique, and
rate of speed) have on
audiences. The student’s visual
products reflect a sophisticated
understanding of subject, digital
media and design techniques.
21C.O.9Student uses multiple
Students will work in
Students will blog
12.2.TT3
electronic sources of
groups to analyze
their findings and
information and multiple
professional publications
conduct class
technology tools and resources that are used in the
discussions.
tools (e.g., digital cameras,
business world to
graphing calculators, probes,
determine the feasibility of
mp3 players, handheld devices, using them in a simulation.
other emerging technologies,
simulations, models, browsers,
word processing, authoring
tools, spreadsheets,
8
Personal, and
Workplace,
Skills:
databases) to collaborate with
others, to formulate a
hypothesis, to solve problems,
make decisions, and present
and justify the solutions.
21C.S.9-12.3
The student will exhibit
leadership, ethical behavior,
respect for others; accept
responsibility for personal
actions considering the impact
on others; take the initiative to
plan and execute tasks; and
interact productively as a
member of a group.
21C.O.9Student models ethical
12.3.TT5
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of copyrighted
materials in papers, projects
and multi-media presentations.
Student advocates for legal and
ethical behaviors among peers,
family, and community
regarding the use of technology
and information.
Learning Skills & Technology Tools
Students will research,
discuss, and debate
ethical and legal
procedures as applied to
media production and
social networking.
Teaching Strategies
Culminating Activity
Student creations,
presentations,
publications, and
postings are
available in a
portfolio.
Evidence of
Success
9
H.04-06, .14-.18
Entrepreneurship
Skills:
Culminating
Assessment:
Understands concepts and
strategies needed for career
exploration, entrepreneurial
and opportunities, development
and growth.
Students will process
collaborative work,
decision-making
processes and draw
career conclusions.
Students will draw
conclusions
regarding
educational
requirements, job
duties, and salary
expectation in their
area of interest.
Culminating Assessment:
You are interested in owning your own business. You decide to open a new restaurant, and you need
to create desktop publications for your company including: business cards, menus, flyers, brochures,
letterhead, and a web site. Present your publications to the class. Your presentation will be judged
using a rubric.
As a business professional, you have been hired to introduce a new product to the international
market. Your objectives are to create an eye-catching design comparing and contrasting your product
to others. Familiarize yourself with the competitor’s products and how you can garnish the market for
your new company. You will be judged on the quality of your publications and on a peer review of
your ability to verbally communicate your findings effectively.
As a high school student, you plan to continue your education and enter a business/marketing
profession. You will research a selected career utilizing a variety of resources and methods such as
web searches, interviewing local professionals, etc. From our research, you will develop a career
portfolio to enter into a competitive event. You will be judged by the event guidelines in the FBLA
Chapter Management Handbook or other career and technical student organization guide.
FBLA-PBL Competitive Event Participation
End-Of-Concentration Performance Assessment
Links and Other Resources
Links and Other
Resources
http://www.consumersearch.com/www/software/desktop-publishing-software/reviews.htm
http://products.howstuffworks.com/desktop-publishing-software-reviews.htm
http://desktoppub.about.com/cs/software/tp/dtpsoftware.ht
10
http://www.pcmag.com/category2/0,1738,4805,00.asp
http://www.careeroverview.com/desktop-publishing-careers.html
http://www.bls.gov/oco/home.htm
http://www.calmis.ca.gov/file/occguide/Desktop.HTM
http://www.kn.att.com/wired/fil/index.html
http://www.thinkfinity.org
http://www.gecdsb.on.ca/d&g/DP/locatorn.asp
http://school.discoveryeducation.com/schrockguide/index.html
http://www.ncsu.edu/midlink/hr/hr.hot.list.htm#Standards
http://wvde.state.wv.us/21stcenturydigitalresource/
www.chacha.com
www.google.com
www.classchattter.com
www.wetpaint.com
www.think.com
http://del.icio.us
www.soundsnap.com
www.gcast.com
11
http://www.fbla-pbl.org/
http://www.deca.org/
http://careertech.k12.wv.us/
http://www.wvtechprep.wvnet.edu/edge.htm
http://www.nbea.org/
http://www.ncsu.edu/midlink/
Contacts:
Contacts:
Business Teachers: Utilize K12 Business Marketing Listserv at K12-BUSMKT@listserv.wvnet.edu
Business Coordinator: Abby Reynolds, areynold@access.k12.wv.us
OCTI Assistant Executive Director: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
12