21st Century Instructional Guide for Career Technical Education

Desktop Publishing

Business and Marketing Cluster

E-Business Publishing Concentration

Title: Desktop Publishing (WVEIS 1429)

Standard Desktop Publishing Concepts

Number: Students will evaluate the purposes, functions and features of software and hardware utilized in
BE.S.DKP.1 desktop publishing.
Essential Why is it important for students to study desktop publishing?
Question:
Objectives: Students will Learning Plan & Notes to Instructor:
BE.O.DKP.1.1 classify terms related to desktop publishing 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.
BE.O.DKP.1.2 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.
BE.O.DKP.1.3 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.
BE.O.DKP.1,4 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.
BE.O.DKP.1.5 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.
BE.O.DKP.1.6 choose effective color utilizations. Compile a list of do’s and don’ts in desktop design.
Create a color wheel.
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BE.O.DKP.1.7 determine Web features of desktop publishing Explore software templates. Plan and create a web
software. site to convert to a web page; an example is a
personal web site.
Standard Software Applications
Number: Students will develop and demonstrate desktop publishing software skills.
BE.S.DKP.2
Essential What desktop publishing skills are necessary for creating a good publication?
Questions:
Objectives: Students will Learning Plan & Notes to Instructor:
BE.O.DKP.2.1 use editing techniques. 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 Use the help feature in software for on-line
assistance. assistance including on-line bulletin boards and
software manuals. Create a problem and have
student use the help feature to solve the problem.
BE.O.DKP.2.3 modify document setup default. Demonstrate through use of an interactive media.
Students can manipulate and change document
settings using interactive media.
BE.O.DKP.2.4 create master pages. 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.
BE.O.DKP.2.5 apply knowledge of printing options. 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.
BE.O.DKP.2.6 modify and create templates. Provide students with templates to modify. Students
will create a template for a resume and share the
template with other classmates for modification.
BE.O.DKP.2.7 use special and advanced formatting features Demonstrate special and advanced formatting
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 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.
BE.O.DKP.2.8 apply layering techniques. 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.
BE.O.DKP.2.9 create sample publications for both print and Student can create an alumni brochure that can be
web. 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.
BE.O.DKP.2.10 incorporate database features in desktop Create and manipulate a database using a
publishing. 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.
Standard: Generating Publication Content
BE.S.DKP.3 Students will import, manipulate and integrate data and graphic images.
Essential How will imported data and graphics improve a publication?
Question:
Objectives: Students will Learning Plan & Notes to Instructor:
BE.O.DKP.3.1 incorporate text files and word processing Students can create or import text and word
documents into publications. 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.
BE.O.DKP.3.2 insert graphics from various sources. 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.
BE.O.DKP.3.3 utilize scanner and digital camera. Review scanning techniques. Students need to
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 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.
BE.O.DKP.3.4 modify text and graphic files. 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.
BE.O.DKP.3.5 export publication files. 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.
Standard Design and Layout
Number: Students will apply principles and techniques of publication design and layout.
BE.S.DKP.4
Essential Why is it important to apply the principles and techniques of design and layout?
Question:
Objectives: Students will
BE.O.DKP.4.1 determine appropriate audience, purpose, Show students a variety of completed projects and
requirements, and production schedule for the conduct discussions on appropriateness and
project. 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.
BE.O.DKP.4.2 implement principles of design, layout, and Show examples, using interactive media, of designs,
typography. 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
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 kerning.
BE.O.DKP.4.3 design a layout for ease of readability and Show examples, using interactive media, for students
attractiveness (e.g., white space, column width to evaluate. Students can create a magazine cover
and spacing, grids/guides, page margins, and representing themselves. Schedule a speaker from
graphic text placement). a newspaper, magazine, or web company to discuss
readability, advertising techniques, and layout for
attractiveness. Select a local newspaper, choose an
ad to modify
BE.O.DKP.4.4 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.
Standard Producing Desktop Publications for Distribution
Number: Students will gather, compose, and layout documents for distribution.
BE.S.DKP.5
Essential What is the purpose of the publication and to whom is it addressed?
Question:
Objectives: Students will Learning Plan & Notes to Instructor:
BE.O.DKP.5.1 follow journalistic principles in layout and Invite the journalism instructor or newspaper editor
design. 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.
BE.O.DKP.5.2 determine appropriate software and materials Evaluate publication software. Use the Internet, or
based upon the purpose, audience, and time other sources, to research software, companies and
and cost constraints. 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.
BE.O.DKP.5.3 generate a variety of publications for Develop a logo, tag line, letterhead, business card,
distribution. (flyers, bulletins, business cards, and home page for a business. Review local
greeting cards, brochures, transparencies, publications for effectiveness. Create publications
handouts, web pages and etc.) for your FBLA chapter for promoting membership and
local and State events. Create an invitation of
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 student choice. Enhance the appearance of a
handout.
BE.O.DKP.5.4 produce style sheets. 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.
BE.O.DKP.5.5 incorporate original/imported text, graphics, Students will create an electronic career portfolio to
tables, and charts from a variety of software highlight their work, skills, and abilities utilizing
applications. desktop publishing software. Expand and revise the
newsletter and/or magazine projects.
Standard Legal and Ethical issues
Number: Students will explain and comply with copyright and licensing issues.
BE.S.DKP.6
Essential Why should students identify the methodologies that individuals and businesses can employ to protect
Question: the integrity of technology systems?
Objectives: Students will Learning Plan & Notes to Instructor:
BE.O.DKP.6.1 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.
BE.O.DKP.6.2 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.
BE.O.DKP.6.3 recognize and comply with licensing Review and discuss licensing agreements for
agreements. software and graphics. Use on-line sources such as
Microsoft.com.
Standard Employability Skills
Number: Students will explore employability skills.
BE.S.DKP.7
What are the necessary skills students will need for leadership, personal management, and
Essential communication in the career of desktop publishing?
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Question:
Objectives: Students will Learning Plan & Notes to Instructor:
BE.O.DKP.7.1 explore careers 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.
BE.O.DKP.7.2 describe ways that desktop publishing can be Students can collect a variety of publications used in
used in business and industry. their communities for discussion and evaluation.
Produce a visual presentation to showcase and
explain samples.
BE.O.DKP.7.3 assemble a student portfolio that includes a Include in electronic portfolio (documentation of
resume, a variety of printed documents activities)—Resume, cover letter, application letter,
produced in the course. follow-up letter, resignation letter. Participate in mock
interviews or create a digital job resume to include a
self-interview.
Standard Participating in a Local Student Organization
Number: 8 Students will participate in a local student organization.
BE.S.DKP.8
Essential What are the benefits of a career, technical student organization?
Question:
Objectives: Students will Learning Plan & Notes to Instructor:
BE.O. DKP.8.1 assess the purposes and goals of the local Invite students to participate in an FBLA chapter
student organization. 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.FBLA-
PBL.org web site. Have students to locate and
discuss the FBLA-PBL goals, mission statement, and
pledge.
BE.O. DKP.8.2 discover the benefits and responsibilities of Invite FBLA-PBL alumni members to be guest
participation in student organization as an speakers in the classroom and during chapter
adult. events. Coordinate a chapter event with another
service organization in the community (such as
Lion’s Club, Women’s Club, Jaycees, Rotary, etc.).
BE.O. DKP.8.3 demonstrate leadership skills through Have the local FBLA officer team to develop a
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 participation in student organization activities program of work for the school year and form various
such as meetings, programs, and projects. committees to complete the task using chapter
members. Encourage students to actively participate
in State, regional, and national conferences and vie
for leadership positions.
21st Century Learning Skills & Technology Tools Teaching Strategies Evidence of
Skills Culminating Activity Success
21C.S.9-12.1 The student will access, Students use search Students will present
Information and analyze, manage, integrate, engines to complete an the electronic
Communication evaluate, and create online search for portfolio to a multiple
Skills: 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
21C.O.9- Student analyzes and interprets such as resume, letter of FBLA-PBL and/or
12.1.LS2 visuals and recognizes the application, cover letter other student
impact digital media influences and etc. organizations.
(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.9- Student uses multiple Students will work in Students will blog
Thinking and 12.2.TT3 electronic sources of groups to analyze their findings and
Reasoning information and multiple professional publications conduct class
Skills: 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,
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 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 Students will research, Student creations,
Personal, and leadership, ethical behavior, discuss, and debate presentations,
Workplace, respect for others; accept ethical and legal publications, and
Skills: responsibility for personal procedures as applied to postings are
actions considering the impact media production and available in a
on others; take the initiative to social networking. portfolio.
plan and execute tasks; and
interact productively as a
member of a group.
21C.O.9- Student 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 Teaching Strategies Evidence of
Culminating Activity Success

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 H.04-06, .14-.18 Understands concepts and Students will process Students will draw
Entrepreneurship strategies needed for career collaborative work, conclusions
Skills: exploration, entrepreneurial decision-making regarding
and opportunities, development processes and draw educational
and growth. career conclusions. 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
Culminating to create desktop publications for your company including: business cards, menus, flyers, brochures,
Assessment: 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 http://www.consumersearch.com/www/software/desktop-publishing-software/reviews.htm

Resources
http://products.howstuffworks.com/desktop-publishing-software-reviews.htm

http://desktoppub.about.com/cs/software/tp/dtpsoftware.ht
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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

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 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:
Business Teachers: Utilize K12 Business Marketing Listserv at K12-BUSMKT@listserv.wvnet.edu
Contacts: Business Coordinator: Abby Reynolds, areynold@access.k12.wv.us
OCTI Assistant Executive Director: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson

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