Desktop Publishing
Mrs. Tompkins
6th Period
*
Coding in bold reflects ISTE
This one semester course is designed to assist students in exploring and developing expertise with a variety of publishing tools to include word processors and desktop publishers. Emphasis will be placed on using these tools to communicate. Attention will be paid to design and layout principles, the appropriate use of images to facilitate communication, and the ways in which you can design hard copy printouts.
The course is
structured around class projects, discussions and activities, and
participation in a series of model lessons designed to reflect strategies for
the integration of desktop publishing with the teaching/learning process. Using this collection of activities, the
methodology of the course seeks to build clear bridges between technology know
how and classroom practice.
The following objectives have been established for the course:
1. Students will
develop comprehensive understanding of the mechanics associated with desktop
publishing tools; I-A, I-B
2. Students will become
familiar with models related to desktop publishing and student learning; II-A, II-B, II-C, II-D, II-E,
3. Students will
become familiar with and be able to apply principles of layout and design in
desktop publishing environments; I-A,
II-A,
4.
Students will design several projects/products for
their grade using desktop publishing tools and design and layout principles. II-A, II-C, IV-A, IV-B,
IV-C, VI-A, VI-B, VI-C, VI-D, VI-E
1. Students are
expected to obtain and bring to class appropriate materials and supplies to
include cd, dvd,
and/or flash drives for keeping a backup copy of
2. Students will use
the computers for proper note taking, including daily journals.
1. Attendance in class is vital, as
discussions, lectures, and hands-on
activities are
important parts of the course.
2. Each student is expected to
complete all readings and participate in all discussions.
3. Each student is expected
to participate in and complete all classroom projects.
3. All written
assignments must be completed on a word processor.
4.
1. Portfolio: Throughout their program of study, students
will be required to create and continually revise a portfolio. This portfolio should not just be a
collection of what the student has done, but also a reflection of what they
have learned. A section will be added to
the portfolio reflecting student learning related to
desktop publishing tools as they relate to the teaching/learning process. Performance-based outcome
for objectives 3 & 4.
2. Desktop
Published Materials : Students, either individually or with
partners, will prepare published
documents for their own and/or teacher and school use related to a content or
skill they are expected to master. The
document will reflect the application of design and layout principles as well
as effective use of desktop publishing tools. Performance-based outcome for objectives 1
& 3.
3. Class Participation
: The class depends heavily on
class participation and completion of in- class activities. Points will be awarded
for participation and completion of these activities.
7. Evaluation/Assessment
Points for all graded assignments will be based on the scope, quality,
and creativity of the assignments. All assignments are due on the date notified. Late assignments will not be accepted without
incurring sever penalties.
Points will be assigned to
some graded assignments using a rubric process.
Both class participants and the course instructor will be involved in
assessment of graded assignments. Prior
to the due date for any assignment, the class will participate in the
development of an assessment rubric.
This rubric will result from a discussion of applicable course
objectives and an elaboration of qualities and components associated with
excellence in completion of the assignment.
When assignments are presented on the designated due
date, class participants and the instructor will
complete an assessment of the assignment using the rubric created in
class. Class participants’ ratings on
the rubric will be averaged. Then the class participants’ average will be averaged with the instructor’s ratings on the rubric
to compute a final point value for assignments.
In this way, the development of the rubric will inform the final completion of the assignments as well as serve as the
instrument for assessment and determination of points awarded.
8. Schedule of Class Topics
|
Class |
Class Topics |
Weekly Assignments |
Week One |
Introduce
syllabus Introduction
to DTP |
Beginning
Planning and Collecting Resources for Class Project |
|
Weeks Two - Three |
Principles
of Layout & Design – Creating Guidelines Columns
and Pages Creating
a Business Card A
DTP Activity – Tri-fold advertisement for your classroom |
|
|
Weeks Four - Six |
Principles
of Layout & Design – Creating Guidelines Using
Space, Altering Space A
DTP Activity – one page flyer for the Return from the Past of your favorite historical, scientific, or literary giant |
Planning
and Collecting Resources for Class Project |
|
Weeks Seven - Nine |
Principles
of Layout & Design – Creating Guidelines Importing
Graphics/Importing Text Class
Project |
|
|
Weeks Ten - Twelve |
Principles
of Layout & Design – Creating Guidelines Sizing,
Altering, Editing Graphics Planning
a DTP document Begin
Publication |
Planning
and Collecting Resources for Class Project Work
on Portfolio |
|
Weeks Thirteen -Fourteen |
Principles
of Layout & Design – Creating Guidelines Sizing,
Altering, Editing Graphics,
Continued
Working
on DTP document |
Work
on Portfolio |
|
Week
Fifteen |
Principles of Layout & Design– Creating Guidelines Working on DTP document |
Planning
and Collecting Resources for Class Project |
|
Week Sixteen |
Principles of Layout & Design – Creating Guidelines Working
on DTP document |
Finish
Lesson Plan Finish
Portfolio |
|
Week Seventeen |
Principles of Layout & Design – Creating Guidelines Working on DTP
document |
|
|
Week Eighteen |
With a partner, use a class made rubric to assess desktop publishing projects Share
Portfolios and Lesson
Plans
DTP Documents DuePortfolio is Due |
|