Yearbook - Findlay City Schools

Yearbook 

FHS Course #100, 200, 300 

Subject Code #300040 

Course of Study 

Grades 10, 11, & 12 

1 Semester - ½ Credit 

2 Semesters – 1 Credit 

Developed by: 

Ruth Rinker 

Findlay High School 

Findlay City Schools 

1200 Broad Avenue 

Findlay, OH 

Spring 2012

Course of Study 

Table of Contents 

Page 

Section 1: Acknowledgments ............................................................................. 2 

Section 2: Approval by School Board ................................................................. 3 

Section 3: District Philosophy ............................................................................. 4 

Section 4: Program Design .................................................................................. 5 

Curriculum Mapping Yearbook I (100) ............................................. 8 

Curriculum Mapping Yearbook II (200).......................................... 34 

Curriculum Mapping Yearbook III (300)......................................... 47 

Section 5: Scope and Sequence ........................................................................ 70 

Unit 1: Information Technology Basics ......................................... 70 

ISTE.NETS-S (3) Research & Information Fluency ......................... 73 

Unit 3: Marketing ............................................................................. 74 

Unit 4: Customer Relationship Management ................................... 75 

ISTE.NETS-S (5) Digital Citizenship ............................................... 77 

ISTE.NETS-S (6) Technology Operations & Concepts .................... 77 

Unit 7: Communication Skills .......................................................... 78 

ISTE.NETS-S (2) Communication & Collaboration ........................ 81 

ISTE.NETS-S (4) Critical Thinking, Problem Solving & 

Decision Making ............................................................................ 82 

Unit 12: Accounting ......................................................................... 83 

Unit 13: Financial Management ....................................................... 86 

Unit 37: Appreciation of the Arts .................................................... 87 

ISTE.NETS-S (1) Creativity & Innovation ....................................... 87 

Unit 38: Graphic Design Fundamentals .......................................... 88 

Unit 39: Photography ...................................................................... 93 

Unit 40: Visual Media Design ......................................................... 94 

Yearbook Course of Study, 2012 

Page 1

Section 1 Acknowledgement 

I would like to thank Findlay City Schools for the time, resources, and guidance as I prepared 

this document. 

I would also like to individually acknowledge the following people for their support: 

Mrs. Victoria Swartz 

Mrs. Jennifer Burns 

Principal, Findlay High School 

Herff Jones Representative 


Page 2

Section 2: Approval by School Board 

Resolution 


BE IT RESOLVED, in accordance with the superintendent’s recommendation, that the Findlay 

City Schools adopt the Yearbook Course of Study. 

Approval date: __________________ 

_____________________________ 

Superintendent 

______________________________ 

Board President 


Page 3

Section 3: District Philosophy and Goals 


Mission Statement 

The mission of the Findlay City Schools, a community partnership committed to 

educational excellence, is to instill in each student the knowledge, skills and 

virtues necessary to be lifelong learners who recognize their unique talents and 

purpose and use them in pursuit of their dreams and for service to a global society. 

This is accomplished through a passion for knowledge, discovery and vision 

shared by students, families, staff and community. 

Beliefs 

Our beliefs form the ethical foundation of the Findlay City Schools. 

We believe… 

• every person has worth. 

• every individual can learn. 

• family is the most important influence on the development of personal 

values. 

• attitude is a choice and always affects performance. 

• motivation and effort are necessary to achieve full potential. 

• honesty and integrity are essential for building trust. 

• people are responsible for the choices they make. 

• performance is directly related to expectations. 

• educated citizens are essential for the survival of the democratic process. 

• personal fulfillment requires the nurturing of the mind, body and spirit. 

• every individual has a moral and ethical obligation to contribute to the wellbeing 

of society. 

• education is a responsibility shared by students, family, staff and 

community. 

• the entire community benefits by investing its time, resources and effort in 

educational excellence. 

• a consistent practice of shared morals and ethics is essential for our 

community to thrive. 


Page 4

Section 4: Program Design 

Yearbook I, II, and III 

Program Overview 

This course is designed to teach the basics of yearbook journalism, including theme, coverage, 

copy writing, graphic design, photography, finance, and advertising. Students will design and 

produce an affordable school yearbook within a budget – a memory book, a history book, and a 

publication to be submitted to scholastic journalism organizations for critique. Students will 

learn the importance of working as a team to complete tasks successfully and on time. Students 

interested in Yearbook should add this course to their schedule, and then they will be required to 

go through an application process to gain entry into the course. 


Page 5

Yearbook – I (100), II (200), & III (300) 

Findlay High School, Room 104 

Instructor: Mrs. Ruth Rinker Grades: 10, 11, 12 

Length: Full year - 1 credit for Yearbook III Cost: $0 

1 Semester - 1/2 credit each for Yearbook I and II 

Prerequisite: If a student is interested in becoming a staff member, he/she must obtain and complete an 

application from the advisor and be selected for yearbook staff. Application information will be relayed 

through the FHS announcements in the spring. 

Course Description: 

This course is designed to teach the basics of yearbook journalism, including theme, coverage, 

copy writing, graphic design, photography, finance, advertising, and emerging technologies. 

Students will design and produce an affordable school yearbook within a budget – a memory 

book, a history book, and a publication to be submitted to scholastic journalism organizations for 

critique. Students will learn the importance of working as a team to complete tasks successfully 

and on time. Students interested in Yearbook should add this course to their schedule, and then 

they will be required to go through an application process to gain entry into the course. 

Course Goals: Students will: 

Learn their rights and responsibilities as student journalists 

Develop a budget 

Learn and utilize emerging technologies 

Gain proficiency in desktop publishing with Adobe InDesign, Photoshop, and eDesign 

Incorporate advanced design principles such as grid and mod design into the yearbook 

Learn and use journalistic writing techniques 

Develop student leadership and decision-making skills 

Find ways to include every student and staff member in the yearbook 

Sell business advertisements 

Produce a yearbook the staff, the school, and the community can enjoy 

Participate in the sale and distribution of the yearbook 

Expectations: Four basic attitudes will be critical to the success of the yearbook 

staff 

Timeliness 

ü Students will be expected to be on time for class, meetings, photo shoots, and interviews. 

ü Students will be expected to meet all deadlines. If an assignment is not submitted by 3 

p.m. on the due date, the assignment is considered late. You will receive 75% credit for 

work submitted by the following day, 50% credit for work submitted two days late, 25% 

credit for work submitted 3 days late, and 0% credit for work submitted four or more 

days late. 

ü If you are on the FHS campus and do not attend class that day because of another class/event, you 

are still responsible for work due that day (you must submit your work by 3 p.m. that day) and 

instruction given that day. 


Page 6

ü If you are absent one day or a part of a day, including field trips or other school activities, you 

will, on the day you return to school, submit all assignments and take any tests given during the 

absence at the beginning of each class the day following your return. 

ü If you are absent two or more consecutive days, you will be allowed a like number of days to 

make up the work. It is your responsibility to contact me concerning the assignments and due 

date. 

Risk-taking 

ü Yearbook staff members must be willing to take a risk and to try something new. Risk-taking 

may involve interviewing someone a student does not know or learning how to use the computer. 

Responsibility 

ü When a student agrees to take on the responsibility of working on a student publication, the 

student must also assume responsibility for his/her actions. Whenever a student is out in the 

school or larger community fulfilling yearbook responsibilities, that student must act as a 

representative of the entire school. 

Attention to Detail 

ü Yearbook is a perfectionist’s business. Students must pay attention to details because details cost 

money. 

Grading 

At the beginning of each grading period students will be given a list of possible activities for the grading 

period. These activities will fall into three categories: academic, production, and participation. 

Materials 

Each staff member will need to purchase a steno pad for interviews. To complete paste-up assignments, 

staff members will occasionally need old magazines. 

After-school Responsibilities 

ü Some assignments – particularly photo shoots and interviews – will be completed outside of class 

time. Students should plan transportation needs and homework schedules accordingly. 

ü As deadlines approach, each staff member may be required to spend additional time to finish 

pages on the computer based on your job description and deadline assignment. 

Ad Sales 

All yearbook staff members are required to sell advertising. It is necessary to pay for the cost of yearbook 

production. In addition, the school system’s curriculum requires advertising sales as part of the 

journalism program because advertising helps us to simulate the activities of a professional publication. 

The goal for each staff member is to sell a minimum of $500 in ads for an A for 1/3 of your grade for the 

first grading period. 

Photo Equipment Use 

Students may use their own cameras or they may use staff equipment. All staff equipment must be signed 

out and returned within 24 hours. Students who do not follow the sign out and return policy will not be 

permitted to use school equipment. 

Computer Use 

When using the computers, students must abide by the technology policy and network guidelines as set 

forth in the Student Handbook. 

Grading System: 

A 100-92 

B 91-82 

C 81-72 

D 71-62 

F Below 62 


Page 7

Yearbook Curriculum Mapping 

Yearbook I (100) 

Week Chapter Curriculum Topic Indicator 

Day 1 

Week 1 

Week 1 

Week 1 

Week 1 

Work the Plan 

Chapter 1 

Getting Started 

Work the Plan 

Chapter 2 

The Financial 

Plan 

Work the Plan 

Chapter 3 

The Yearbook 

Sale 

Work the Plan 

Chapter 3 


Sale 

Chapter 4 

Sales 

Promotion 

Work the 

Plan 

Chapter 5 

The 

Advertising 

Plan 

Work the Plan 

Chapter 2 


Day 1 Information 

Syllabi 

Yearbook Contract 

Student Profile 

Emergency Instruction 

Logging on 

Financial Plan/Marketing/Fundraising 

Budget Planning 

Goal: To review facts and figures from the book that has yet to 

arrive 

Goal: To review statistics and dates 

Goal: To complete Budget History Chart 

Goal: To analyze data to determine changes 

Goal: To establish the number of books to be sold 

Goal: To establish the price of the book/pricing strategies 

Goal: To formulate a projected budget for the coming year 

Goal: To create a wish list 

Goal: To chart a plan for book sales 

Goal: To determine need for ad sales/amount 

Schedule Sales Events 

Goal: To determine the type of sale to conduct 

Goal: To determine the length of the sales 

Goal: To determine materials needed to promote sales 

Goal: To determine methods of payment 

Goal: To determine the type of media used for sales/promotion 

events 

STITCH, Web Page, List Serve, Postcards, Letters, Posters, Sample Spreads 

Plan Sales Campaign/Fundraising 

Goal: To establish rates and policies for advertising 

Goal: To determine the size of ads selling 

Goal: To solicit business ad and yearbook sales 

Execute Sales Campaign/Fundraising 

Goal: To train sales teams 

Goal: To assign sales teams/quota 

Goal: To sell personal tribute ads 

Goal: To promote online yearbook sales 

Goal: To promote online ad creation 

Tracking Sales 

Goal: To track online sales 

ISTE-S 2 

ISTE-S 3 

ISTE-S 6 

Unit 1 

Unit 4 

Unit 7 

Unit 12 

Unit 13 

ISTE-S 2 

ISTE-S 3 

ISTE-S 6 

Unit 1 

Unit 4 

Unit 7 

Unit 12 

Unit 13 

ISTE-S 2 

ISTE-S 3 

ISTE-S 6 

Unit 1 

Unit 4 

Unit 7 

Unit 12 

Unit 13 

ISTE-S 2 

ISTE-S 3 

ISTE-S 6 

Unit 1 

Unit 4 

Unit 7 

Unit 12 

Unit 13 

ISTE-S 2 

ISTE-S 3 

Page 8

The Financial 

Plan 

Work the 

Plan 

Chapter 4 

Sales 

Promotion 

Chapter 5 

The 

Advertising 

Plan 

Goal: To track in-house sales ISTE-S 6 

Unit 1 

Unit 4 

Unit 7 

Unit 12 

Unit 13 

Planning, Organizing, and Executing Distribution 

Goal: To determine dates/location/time for distribution 


Goal: To secure dates/location/time for distribution 

Goal: To assign distribution teams 

ISTE-S 2 

ISTE-S 3 

ISTE-S 6 

Unit 1 

Unit 4 

Unit 7 

Unit 12 

Unit 13 


Page 9


Week 1 

Know: 

• Acquire foundational knowledge of finance 

to recognize the contribution to a business. 

• Basic accounting concepts and math 

principles. 

• Know marketing’s role and function in 

business. 

• Acquire foundational knowledge of 

customer, client and business behavior. 

Pre-Assessment: 

• Teacher observation 

• Informal questioning 

• Teacher created pre-assessment 

Graphic Organizer & or Technology: 

• Guided exercises/rubrics 

• Technology Tips 

• Worksheets 

Best Practices: 

• Cooperative Learning 

• Technology Integration 

• Lecture with guided practice 

• Group work 

• Compare and contrast 

• Error analysis 

Testing Vocabulary: 

• See following page. 

Do: 

• Explain the role of finance in business. 

• Discuss the role of ethics in finance. 

• Explain the legal considerations for finance. 

• Create a business plan. 

• Explain the company’s unique selling proposition to 

recognize what sets the company apart from its 

competitors. 

• Reinforce the company’s image to exhibit the company’s 

brand promise. 

• Explain basic customer relationship management concepts. 

• Foster positive customer relations to enhance company 

image. 

• Respond appropriately to customers. 

• Resolve conflicts with and for customers to encourage 

repeat business. 

• Deliver quality customer service. 

• Process orders. 

• Describe accounting tools used to track money flow and to 

determine financial status. 

• Apply the accounting equation. 

• Analyze transactions impacting revenue and expenses. 

• Maintain cash controls 

Assessment: 

• Teacher created assessment 

• Student production 

Testing Skill(s) & or Sample OGT Type Questions: 

• Math exercises 

• Analysis/prediction 

• Open ended and extended response questions throughout 

the unit. 

Resources: 

• Budget History Chart 

• Budget Form 

• Calendar/Spreadsheet 

• Budget Worksheet 

• Ad Sales Tips 

• Ad Forms 

• Prior Yearbook 

• Promotion Fliers 

• Sample Letters 

• eBusiness Spreadsheet 

• Distribution List 

• STITCH, Web Page, List Serve, Postcards, Letters, 

Posters, Sample Spreads 

Historical/Modern Link: 

• Technology based exercises 

• Application based exercises 

• Cloud computing 


Page 10

Financial Plan/Marketing/Fundraising Vocabulary 

• Business plan – a statement of your business goals, the reasons you think these goals can be 

met, and how you are going to achieve them. 

• Budget – a plan for spending and saving money. 

• Accounting – the system of recording, summarizing, and reporting business and financial 

transactions. 

• Financial records – written statements about the business’s performance. 

• Income statement – a financial document that summarizes a business’s income and 

expenses over a given time period. 

• Transaction – an instance of buying or selling. 

• Revenue – money taken in from sales. 

• Expenses – everything a company pays to operative the business. 

• Net profit – the amount of money a company actually makes. 

• Net loss – the amount of money a company loses. 

• Balance sheet – a financial record that shows a business’s financial situation at a particular 

time. 

• Audit – an official inspection of accounts. 

• Market – a group of potential customers. 

• Target market – a group of customers most likely to buy the product or service you are 

selling. 

• Customer profile – a description of the ideal customer. 

• Marketing plan – a detailed guide that identifies the marketing goals and strategies of the 

business. 

• Branding – a method of creating a strong, identifiable, and sometimes emotional attachment 

between the customer and the product. 

• Press release – a written statement of information about the product or company to media 

outlets for publication or broadcast. 

• Advertising – is a public, promotional message that includes printed ads, direct mailings, 

broadcast, or online advertisements. 

• Visual merchandising – when you use artistic displays to attract customers into a store, or to 

promote products inside a store. 

• Public relations – activities or events that encourage customers to have a positive attitude 

about a product or company. 

• Sales promotion – a short-term activity or incentive that convinces customer to buy. 


Page 11


Yearbook Basics 


Weeks 

2 & 3 

Weeks 

2 & 3 

Weeks 

2 & 3 

Weeks 

2 & 3 

Weeks 

2 & 3 

Weeks 

2 & 3 

Weeks 

2 & 3 

Weeks 

2 & 3 

Weeks 

2 & 3 

Your 

Curriculum – 

A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Vocabulary for Yearbook Basics 

Goal: To introduce the vocabulary for yearbook basics 

The list of vocabulary is a reference for students. 

Theme 

Goal: To understand how a theme is developed visually and 

verbally 

Goal: To know where the theme appears in a yearbook 

The fact sheet introduces the concept of a visual and verbal theme. With example spreads from 

prior yearbooks from other schools, it shows students where a theme should appear and how the 

theme can be carried from the beginning to the end of the yearbook. 

Theme 

Goal: To identify how another school represents its theme 

verbally and visually 

The questions on the worksheet lead students to analyze the visual and verbal elements of a 

yearbook from another school. 

Visual & Verbal Ad Design 

Goal: To create a verbal and visual message for a sample 

advertisement 

Students practice creating a verbal and visual message before they begin brainstorming their own 

yearbook’s theme. Answers will vary widely, but students will have succeeded when the verbal and 

visual messages are clearly connected. 

Evaluating a Theme 

Goal: To evaluate another yearbook staff’s theme 

Two or three students will evaluate a sample yearbook from the classroom library to reinforce the 

visual and verbal theme concepts. 

Different Types of Themes 

Goal: To learn about different types of themes 

Goal: To apply the theme test 

An overview of theme types. The fact sheet includes the verbal taglines for a few sample themes. 

Students can apply the theme test to sample books they evaluate or to the theme they brainstorm for 

their own book. 

Theme Packet 

Goal: To generate theme ideas as a staff 

Using an image and word collage to develop an original theme and incorporating the concept into 

the book’s coverage or browsing the theme list on www.yearbooks.biz to develop a theme. 

Theme Packet 

Goal: To develop theme ideas for next year’s book 

Goal: To connect the visual and verbal elements of a theme 

Students will produce this theme packet on Roughing-It sheets. The day that the packets are due, 

students will present their work to the whole class. These presentation can help the staff choose its 

theme. 

Theme Packet 

Goal: To explain the initial theme idea 

Goal: To incorporate the theme into coverage 

Goal: To connect the visual and verbal elements of the theme 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

Weeks Your Theme Packet ISTE-S 3 

Page 12

2 & 3 Curriculum – 

A Guide to 


Journalism 

Weeks 

2 & 3 

Weeks 

2 & 3 

Weeks 

2 & 3 

Weeks 

2 & 3 

Weeks 

2 & 3 

Weeks 

2 & 3 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Goal: To provide feedback to classmates 

Goal: To analyze and evaluate the visual and verbal elements of a 

theme 

Theme Packet 

Goal: To evaluate one’s contribution to the group and to the 

theme packet 

Theme Packet 

Goal: To evaluate the final draft of the theme packet 

Traditional Coverage 

Goal: To explain the five purposes of a yearbook 

Goal: To understand how yearbook staffs make coverage 

decisions 

Goal: To list the components typically included in the six basic 

yearbook sections 

This fact sheet provides five questions for yearbook staff members to consider as they decide what 

and who will be included in the current yearbook. The basic components of each section are listed 

so students will understand how a traditional, journalistic yearbook is typically organized. (Students 

need to be guided to avoid returning to last year’s book for coverage ideas and their friends for 

quotes and pictures.) 

Brainstorming Coverage for your Sections 

Goal: To evaluate the coverage in last year’s yearbook 

Goal: To brainstorm new spread topics for the current yearbook 

This worksheet can be used with individual or small-groups. Section editors will benefit because it 

helps them evaluate their section in last year’s book and brainstorm new ideas for the current book. 

Expanded Coverage 

Goal: To compare and contrast traditional and expanded 

coverage 

Goal: To provide examples of expanded coverage 

Goal: To provide examples of spreads covering the same topics to 

demonstrate the endless possibilities for coverage 

Goal: To make students aware that there are many ways to tell a 

similar story 

Goal: To brainstorm expanded coverage ideas for various spread 

topics 

This brainstorming worksheet helps students to match different types of expanded coverage to their 

spread topics. Students will develop lists of related topics, photo ideas, and interview questions 

before they choose the best coverage plan for a topic. 

Step-by-Step Ladder Planning 

Goal: To follow a step-by-step process for planning your 

yearbook’s ladder 

Goal: To place color pages in flat and signature form 

This fact sheet explains how students determine the number of pages devoted to each section in their 

yearbook. Students will work in pencil as they begin organizing the ladder. When it is complete, 

the finalized version will be written on the poster-sized Wall Ladder. 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 


Page 13

Know: 

• Know what a theme is. 

• Understand how a theme is developed 

visually and verbally. 

• Know where the theme appears in the 

yearbook. 

• Understand how yearbook staffs make 

coverage decisions. 

• Be aware that there are many ways to tell a 

similar story. 


















Weeks 2 - 3 

Do: 

• Identify how another school represents its theme verbally 

and visually. 

• Create a verbal and visual message for a sample 

advertisement. 

• Evaluate another yearbook staff’s theme. 

• Learn about different types of themes. 

• Apply the theme test. 

• Generate theme ideas as a staff. 

• Develop theme ideas for next year’s book. 

• Connect the visual and verbal elements of a theme. 

• Explain the initial theme idea. 

• Incorporate the theme into coverage. 

• Connect the visual and verbal elements of the theme. 

• Provide feedback to classmates. 

• Analyze and evaluate the visual and verbal elements of a 

theme. 

• Evaluate one’s contribution to the group and to the theme 

packet. 

• Evaluate the final draft of the theme packet. 

• Explain the five purposes of a yearbook. 

• List the components typically included in the six basic 

yearbook sections. 

• Evaluate the coverage in last year’s yearbook. 

• Brainstorm new spread topics for the current yearbook. 

• Compare and contrast traditional and expanded coverage. 

• Provide examples of expanded coverage. 

• Provide examples of spreads covering the same topics to 

demonstrate the endless possibilities for coverage. 

• Brainstorm expanded coverage ideas for various spread 

topics. 

• Follow a step-by-step process for planning the yearbook 

ladder. 

• Place color pages in flat and signature form. 

Assessment: 


• Workbook worksheets 




the unit. 

Resources: 

• Vocabulary Fact Sheet 

• Theme Fact Sheet 

• Theme Work Sheet 

• Visual & Verbal Ad Design Worksheet 

• Evaluating a Theme Worksheet 

• Different Types of Themes Fact Sheet 

• Theme Packet Activity: Brainstorming a Theme 

• Theme Packet Assignment: Rough Draft 

• Theme Packet Assignment: Peer Review 

Page 14



• Theme Packet Assignment: Self-Evaluation 

• Theme Packet Rubric 

• Traditional Coverage Fact Sheet 

• Brainstorming Coverage for Your Sections Worksheet 

• Expanded Coverage Fact Sheet 

• Expanded Coverage Worksheet: Brainstorming for Your 

Spreads 

• Step-by-Step Ladder Planning Worksheet 

• eDesign 

• eShare 






Page 15

Yearbook Basics Vocabulary 

• Closing – Final pages of the yearbook (typically three pages or more) where the theme is 

concluded. 

• Colophon – A list of the technical printing information about the yearbook, including price, 

number of copies, colors, fonts, photography company, and awards won by previous year’s 

book. The colophon typically appears in the index. 

• Contents – Listing of the pages containing the opening, sections, index, and closing. The 

contents is usually printed on the front endsheet or in the opening, but not on the title page. 

• Copy – The story. Every spread should contain a story, also called a copy block. 

Alternatives to traditional narrative copy includes lists, quotes, personal narratives, surveys, 

and other material that accurately tells the story. 

• Cover – Outside of the yearbook which protects the printed pages. 

• Coverage – Refers both to the topics featured on individual spreads and how the topics are 

highlighted. For example, typical coverage in a student life section would include summer, 

the first day of school, and homecoming. In addition, typical homecoming coverage would 

include photos, copy, and captions detailing the event. 

• Depth Coverage – Using more than one spread for a topic and linking the additional spreads 

to the first with a headline or similar design. Also called jump coverage. 

• Divider – A spread used to separate each of the sections of the yearbook. A divider is 

usually theme-related in design and the copy links the main theme to the ensuing section. 

• Endsheet – Heavier sheets of paper which hold the pages of the yearbook to the cover. 

Endsheets may be plain or designed to reflect the theme. The front endsheet typically 

contains the contents listing. 

• Flat – Eight pages on one side of a signature. In the first signature of the yearbook, for 

example, pages 1, 4, 5, 8, 9, 12, 13, and 16 make up one flat. Pages 2, 3, 6, 7, 10, 11, 14, and 

15 are printed on the other side of the signature. 

• Folio Tabs – The page number and the topic of a spread placed as a unit traditionally at the 

bottom left and bottom right of the spread. 

• Four Color – Printing in magenta (reddish pink), cyan (blue), yellow, and black. These 

colors combine to create full-color pictures. 

• Front Lid – Front cover of the yearbook which includes the name of the book, the year, and 

the theme. The theme should be developed visually and verbally. Also called the front flap. 

• Graphics – Elements such as color, white space, rule lines, gray screens, large initial letters, 

and special type treatments which enhance the book’s design. 

• Index – A complete alphabetical listing of all students, teachers, advertisers, topics, and 

events covered in the yearbook. 

• Opening – A page-by-page listing of the yearbook’s contents. Yearbook staffs use the 

ladder to stay organized and to plan for deadlines. 

• Section – A yearbook is typically broken up into six sections: student life, academics, 

organizations, people, sports, and ads/index. These sections are used as an organizational 

tool for the staff and the reader. 

• Signature – A 16-page grouping made up of two 8-page flats. Yearbooks are printed in 

signatures which are then folded, stitched, and trimmed to be collated. 

• Spine – Area of the yearbook connecting the front and back covers. The name of the school, 

name of the book, city/state, volume number, and year should appear there in a way that 

reflects the theme. 


Page 16

• Spin-off – A “mini-theme” used as a section title. Spin-offs may help carry the theme 

throughout the book. 

• Spot Color – Printing in (at least) one additional color besides black. Spot color is an 

effective way to add emphasis to a black and white page. 

• Spread – Two facing or side-by-side pages in the yearbook such as 2 and 3, 4 and 5, 6 and 7, 

etc. 

• Theme – A verbal statement and a visual look which tie all parts of the yearbook together. 

The theme should fit your school and your year. 

• Title Page – Page one of the yearbook. It should include the name of the book, the name of 

the school, the complete school address, the volume number, and year. The school telephone 

number, web address, and enrollment may also be listed there. 


Page 17

Research/Data Collection 


Week 

4 

Weeks 4 

& 5 

Weeks 4 

& 5 

Weeks 4 

& 5 

Weeks 4 

& 5 

Weeks 4 

& 5 

Weeks 4 

& 5 

Weeks 4 

& 5 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 

Collecting Data 

Goal: To determine methods of data/image collection 

Goal: To determine media for data collection 

STITCH, Survey Monkey, newspapers, professional photographers, yearbook staff photographers, 

Excel 

Goal: To determine schedule for data collection 

Goal: To determine deadlines for section/spread completion 

Copy 

Vocabulary for Copy 

Goal: To introduce the vocabulary for copy writing 


Writing Interview Questions 

Goal: To determine the best type of questions for an interview 

Goal: To differentiate between open-ended and close-ended 

questions 

Goal: To understand when to use follow-up questions 

Students must learn to interview early because quotations are the basis of copy writing. The concept 

of open-ended and close-ended questions provides students with a framework for writing questions 

and gathering information. 

Guidelines for the Formal Interview 

Goal: To know the basic guidelines for conducting an interview 

These guidelines outline the process of conducting an interview. Students will benefit from 

opportunities to practice formal interviewing skills in the classroom. At the beginning of the school 

year, students may enjoy interviewing one another as a staff bonding activity. 

Characteristics of a Feature Story 

Goal: To identify the elements of journalistic writing in a feature 

story 

This worksheet highlights an actual feature story which demonstrates the following characteristics of 

a feature story: lead, quotations, third-person pronouns, past tense, and short paragraphs. 

Characteristics of a Personal Profile 

Goal: To identify the elements of journalistic writing in a personal 

profile 

Goal: To compare and contrast the feature story and the personal 

profile 

This worksheet represents a personal profile that demonstrates the characteristics of a profile, and it 

provides the basis for comparing and contrasting feature stories with personal profiles. 

Characteristics of Sports Copy 

Goal: To identify the elements of journalistic writing in sports 

copy 

Goal: To introduce the concept of an angle 

This worksheet includes a piece of sports copy that reinforces the elements of journalistic writing: 

lead, quotations, third-person pronouns, and past tense. It also introduces the concept of angle, a 

more specific story told to represent a broad topic. 

Identifying the Angle 

Goal: To understand the purpose of an angle 

Goal: To identify an angle in a specific piece of copy 

ISTE-S 2 

ISTE-S 3 

ISTE-S 5 

Unit 1 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 


Page 18

Weeks 4 

& 5 

Weeks 4 

& 5 

Weeks 4 

& 5 

Weeks 4 

& 5 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Goal: To brainstorm a variety of angles for a broad topic 

Students will read more copy and identify the angle in the example. They will then have the 

opportunity to brainstorm different angles for spread topics, choose the best angle, and justify their 

choice. 

Identifying Sources & Interview Questions 

Goal: To consider possible sources for a variety of topics 

Goal: To write open-ended questions for different sources 

Students will practice writing open-ended questions for a variety of topics and sources. By 

brainstorming different sources for topics, students can explore the angle for their copy before they 

begin their interviews. 

Goal: To demonstrate an understanding of the rights and 

responsibilities provided by the First Amendment and scholasticspecific 

court decisions. 

Goal: To examine uses and purposes of propaganda. 

Types of Leads 

Goal: To understand the importance of a good lead 

Goal: To recognize different types of attention-grabbing leads 

Seven types of leads and examples of each are listed on the fact sheet to inspire attention-grabbing 

introductions. 

Lead Writing 

Goal: To write a variety of leads for a single story 

Students enjoy the creativity involved in writing leads. 

Writing Leads 

Goal: To read a variety of leads from the professional press 

Goal: To evaluate those leads to determine their effectiveness 

These activities encourage daily writing practice. 

Goal: To demonstrate four common syntactical structures 

Goal: To incorporate the four structures into student writing 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

Goal: To evaluate leads from the professional press 

Goal: To imitate the style of leads from the professional press 

Weeks 4 

& 5 

Weeks 4 

& 5 

Weeks 4 

& 5 

Weeks 4 

& 5 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 



Transition & Quote Attribution 

Goal: To understand the importance of transition in copy writing 

Goal: To punctuate and attribute a quotation correctly in copy 

The fact sheet features a story that provides an example of a lead and three transition-quotation 

pairs. The back of the fact sheet demonstrates how to attribute and punctuate quotations, and it 

includes a reference list of transitional words and phrases. 

Top 10 Tips for Writing Copy 

Goal: To summarize the elements of journalistic writing 

Twelve-Step Reporting Process 

Goal: To provide a step-by-step process for reporting 

The fact sheet suggests that observation is a powerful too in the reporting process, and it reminds 

students that the angle for a story may change again and again before the final copy appears in the 

yearbook. 

Prewriting Worksheet 

Goal: To brainstorm an angle, possible sources, interview 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Page 19

Weeks 4 

& 5 

Weeks 4 

& 5 

Weeks 4 

& 5 

Weeks 4 

& 5 

Weeks 4 

& 5 

Weeks 4 

& 5 

Weeks 4 

& 5 

Weeks 4 

& 5 

A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

Your 


A Guide to 


Journalism 

Chapter 2 

questions and a lead for a piece of copy 

This prewriting worksheet gives students a step-by-step process for brainstorming an angle, sources, 

interview questions, and a lead. 

Peer Review Checklist 

Goal: To improve students’ copy through peer review 

The peer review checklist helps students evaluate a peer’s lead, angle, quotations, transitions, and 

conclusion. 

Copy Scoring Rubric 

Goal: To assess student writing based on concepts taught thus far 

The rubric’s criteria reflect concepts taught thus far in the curriculum. 

Style Sheet 

Goal: To introduce the guidelines of the journalistic writing style 

The style sheet is used as a starting point. Specific style rules that pertain to the yearbook will be 

introduced. The ultimate goal when observing style rules is to be consistent within the publication. 

Style Sheet Practice 

Goal: To use the style guide to edit copy 

Students will edit copy excerpts using the style sheet. This practice exercise will familiarize 

students with journalistic style rules before they have to edit their own copy. 

Writing Headlines 

Goal: To know the guidelines for writing a headline and 

secondary headline package 

The fact sheet includes the guidelines for writing a headline package as well as sample spreads and 

headlines. 

Writing Captions 

Goal: To know the guidelines for writing an informative caption 

The fact sheet includes the guidelines for writing an informative caption as well as five examples. 

Caption Shuffle 

Goal: To review the guidelines for writing a caption 

Goal: To encourage students to start their captions in a variety of 

ways 

This activity reviews the guidelines for writing caption and encourages then to “shuffle” their facts 

around to create variety in their captions. Candid photos from magazine or old yearbooks are 

needed for this activity. 

Captivating Captions & Caption Peer Review 

Goal: To provide students with a framework for writing an 

informative caption and providing peer feedback 

Students can write a caption on the front, trade captions with a partner and peer review the captions 

on the back. 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 

ISTE-S 2 

ISTE-S 5 

Unit 7 


Page 20


Research/Data Collection/Copy 

Weeks 4-5 

Know: 

• Know the basic guidelines for conducting an 

interview. 

• Know when to use follow-up questions. 

• Know the purpose of an angle. 

• Know the concept of an angle. 

• Know the importance of a good lead. 

• Know the importance of transition in copy 

writing. 

• Know the guidelines of the journalistic 

writing style. 

• Know the guidelines for writing a headline 

and secondary headline package. 

• Know the guidelines for writing an 

informative caption. 












Do: 

• Determine methods of data/image collection. 

• Determine media for data collection. 

• Determine a schedule for data collection. 

• Determine deadlines for section/spread completion. 

• Determine the best type of questions for an interview. 

• Differentiate between open-ended and close-ended 

questions. 

• Identify the elements of journalistic writing in a feature 

story. 

• Identify the elements of journalistic writing in a personal 

profile. 

• Compare and contrast the feature story and the personal 

profile. 

• Identify the elements of journalistic writing in sports copy. 

• Identify an angle in a specific piece of copy. 

• Brainstorm a variety of angles for a broad topic. 

• Consider possible sources for a variety of topics. 

• Write open-ended questions for different sources. 

• Demonstrate an understanding of the rights and 

responsibilities provided by the First Amendment and 

scholastic –specific court decisions. 

• Examine uses and purposes of propaganda. 

• Recognize different types of attention-grabbing leads. 

• Write a variety of leads for a single story. 

• Read a variety of leads from the professional press. 

• Evaluate those leads to determine their effectiveness. 

• Demonstrate four common syntactical structures. 

• Incorporate the four structures into student writing. 

• Evaluate leads from the professional press. 

• Imitate the style of leads from the professional press. 

• Punctuate and attribute a quotation correctly in copy. 

• Summarize the elements of journalistic writing. 

• Apply a step-by-step process for reporting. 

• Brainstorm an angle, possible sources, interview questions, 

and a lead for a piece of copy. 

• Improve copy through peer review. 

• Use the journalistic writing style guide to edit copy. 

• Start captions in a variety of ways. 

• Write an informative caption. 

• Provide peer feedback. 

Assessment: 






the unit. 

RESOURCES: 

• Vocabulary for Copy Fact Sheet 

• Writing Interview Questions Worksheet 

Page 21







• Guidelines for the Formal Interview Fact Sheet 

• Characteristics of a Feature Story Worksheet 

• Characteristics of a Personal Profile Worksheet 

• Characteristics of Sports Copy Worksheet 

• Identifying the Angle Worksheet 

• Identifying Sources & Interview Questions Worksheet 

• Ethics in Journalism Worksheet/Research 

• Types of Leads Fact Sheet 

• Lead Writing Worksheet 

• Writing Leads Activity: Read Arounds of Professional 

Copy 

• Writing Leads Activity: Two-Sentence Stories 

• Writing Leads Activity: Style Imitation 

• Transition & Quote Attribution Fact Sheet 

• Top 10 Tips for Writing Copy Fact Sheet 

• Twelve-Step Reporting Process Fact Sheet 

• Prewriting Worksheet 

• Peer Review Checklist Worksheet 

• Copy Scoring Rubric 

• Style Sheet Fact Sheet 

• Style Sheet Practice Worksheet/Answer Key 

• Writing Headlines Fact Sheet/Activity 

• Writing Captions Fact Sheet 

• Caption Shuffle Activity 

• Captivating Captions & Caption Peer Review Worksheet 

• eShare 






Page 22

Research/Data Collection/Copy Vocabulary 

• Angle – A writer’s specific focus on a broader topic. 

• Attribution – Identification of the person who said the words being quoted. Crediting a 

quotation to its source. 

• Caption – A few sentences that identify the who, what, where, when, why, and how of a 

picture. A caption might also tell the reader what happened before or after the picture was 

taken. 

• Copy – The main story on a yearbook spread. 

• Editorializing – When a reporter provides his or her opinion to the reader, it is considered 

editorializing. The reporter should remain objective and allow readers to establish their own 

opinions based on the information presented. 

• Headline A line of large type used to tell the reader what is to follow. It introduces the topic 

and serves as a main visual point of interest on the spread. 

• Interview – A conversation between a reporter and a source. The purpose of an interview is 

to obtain information and quotations the reporter can use in a piece of copy. 

• Lead – An attention-grabbing introduction that sets the tone for the story. 

• Quotation – A direct statement a reporter obtains through an interview. Quotations are 

included word-for-word in copy, are set off with quotation marks and include attribution. 

• Secondary Headline – A smaller headline which accompanies the main headline and 

provides specific, detailed information. 

• Source – The person a reporter interviews. This person is a “source” of information. 

• Style Sheet – A list of guidelines a writer uses to maintain consistent punctuation and 

capitalization. 

• Transition – A factual sentence a writer uses to link one fact or quotation to another in a 

piece of copy. 


Page 23

Your 


A Guide to 


Journalism 

Chapter 4 

Photography 


Week 6 

Vocabulary for Photography 

ISTE-S 4 

Goal: To introduce the vocabulary for photography 


Unit 39 

Week 6 

Week 6 

Week 6 

Week 6 

Week 6 

Week 6 

Week 6 

Week 6 

Your 


A Guide to 


Journalism 

Chapter 4 

Your 


A Guide to 


Journalism 

Chapter 4 

Your 


A Guide to 


Journalism 

Chapter 4 

Your 


A Guide to 


Journalism 

Chapter 4 

Your 


A Guide to 


Journalism 

Chapter 4 

Your 


A Guide to 


Journalism 

Chapter 4 

Your 


A Guide to 


Journalism 

Chapter 4 

Your 


Handling your Camera 

Goal: To provide students with reference materials for handling 

an SLR camera 

This fact sheet includes photos and directions for handling a single lens reflex camera. 

Lighting 

Goal: To demonstrate the different types of light 

Goal: To provide guidelines for using the different types of light 

The photographs provide examples of four different types of light, while the text outlines how 

student photographers can use various types of light to take great photographs. 

Photo Selection 

Goal: To choose photos for a yearbook spread 

This fact sheet includes the guidelines for sorting photos, and it features two sample spreads. These 

spreads demonstrate the basics of choosing photos: a dominant with a clear center of interest, 

candids that face the gutter, and closely cropped images. 

Photo Selection Checklist 

Goal: To choose photos for a practice spread using a checklist as 

a guide 

Students use this checklist as they choose pictures for their spreads. It will remind students to select 

photos that reflect the diversity of the school and that demonstrate elements of photo composition. 

Cropping with a Scaleograph 

Goal: To crop a photo correctly using a Scaleograph 

Photos coupled with step-by-step directions outline the process for correctly cropping a photo with a 

Scaleograph. 

Photo Composition 

Goal: To learn basic principles of photo composition 

This fact sheet introduces the concepts of center of interest, rule of thirds, angle, framing, leading 

lines, and peak of emotion. The example photographs are explained in detail. The fact sheet also 

includes four tips for taking great photographs. 

Goal: To recognize principles of photo composition in yearbook 

photographs 

Provided with sample photographs, student will identify and explain the different elements of photo 

composition in each photograph. 

Photo Composition Practice 

Goal: To identify the principles of photo composition in 

newspapers and magazines 

Students will find photographs in newspapers and magazines that demonstrate the elements of photo 

composition 

Goal: To practice the principles of photo composition 

Students will need a camera as they shoot pictures with specific goals in mind. 

ISTE-S 4 

Unit 39 

ISTE-S 4 

Unit 39 

ISTE-S 4 

Unit 39 

ISTE-S 4 

Unit 39 

ISTE-S 4 

Unit 39 

ISTE-S 4 

Unit 39 

ISTE-S 4 

Unit 39 

Taking Yearbook Photos ISTE-S 4 


Page 24

Week 6 

Week 6 

A Guide to 


Journalism 

Chapter 4 

Your 


A Guide to 


Journalism 

Chapter 4 

Your 


A Guide to 


Journalism 

Chapter 4 

Goal: To practice the principles of photo composition 

Students will need a camera as they shoot pictures with specific goals in mind. 

Digital Camera Basics 

Goal: To explain the basics of a digital camera: pixels and 

resolution, viewfinder vs. LCD, compression, memory and 

removable media, and optical or digital zoom 

This fact sheet outlines the basics of digital cameras including pixels and resolution, compression, 

storage media, and zoom. The fact sheet does not replace a digital camera’s owner’s manual; it 

serves only as reference material for students investigating digital photography. 

Troubleshooting with a Digital Camera 

Goal: To help students troubleshoot problems with a digital 

camera 

This fact sheet highlights the need for extra batteries and the proper care of memory cards. It also 

provides solutions for resolving problems such as jagged images or blurry action. 

Unit 39 

ISTE-S 4 

Unit 39 

ISTE-S 4 

Unit 39 


Page 25

Know: 

• Photography basics 

• Know guidelines for using the different 

types of light. 

• Know the basic principles of photo 

composition. 


















Photography 

Week 6 

Do: 

• Demonstrate different types of light. 

• Choose photos for a yearbook spread. 

• Crop a photo correctly using a Scaleograph. 

• Recognize the principles of photo composition in yearbook 

photographs. 

• Identify the principles of photo composition in newspapers 

and magazines. 

• Practice the principles of photo composition in newspapers 

and magazines. 

• Practice the principles of photo composition. 

• Explain the basics of a digital camera: pixels and 

resolution, viewfinder vs. LCD, compression, memory and 

removable media, and optical or digital zoom. 

• Troubleshoot problems with a digital camera. 

Assessment: 






the unit. 

RESOURCES: 

• Vocabulary for Photography Fact Sheet 

• Handling Your Camera Fact Sheet 

• Lighting Fact Sheet 

• Photo Selection Fact Sheet 

• Photo Selection Checklist Assignment 

• Cropping with a Scaleograph Fact Sheet 

• Photo Composition Fact Sheet/Worksheet 

• Photo Composition Practice Activity 1 & 2 

• Taking Yearbook Photos Activity 

• Digital Camera Basics Fact Sheet 

• Troubleshooting with a Digital Camera Fact Sheet 

• eShare 






Page 26

Photography Vocabulary 

• Candid Photo – an action photo that tells a story or captures a moment. With the exception 

of group pictures or individual mug shots, yearbook photos are candid photos. 

• Center of Interest – The subject of a photo. 

• CF Card – Digital image storage device. 

• Chimping – When two or more photographers gather around a digital camera to look at the 

images. 

• Cropping – Marking a photo to indicate which area of the picture you would like reproduced 

in the yearbook. 

• Cruise (AKA Enterprise) – To walk around looking for interesting candid subjects to shoot. 

• Dominant Photo – The largest, most dynamic photo on a spread. Typically, the dominant 

photo is two to two-and-a-half times larger than any other photo on the spread. 

• A Five and Five – When covering an assignment, the photographer stays five minutes and 

shoots five frames. 

• Framing – To surround or frame the center of interest with another object (for example, a 

doorway) to attract the audience’s attention to the primary subject of the photo. 

• Hail Mary – a photo shot without looking through the viewfinder. 

• In-the-Can – an assignment that has been shot but not yet downloaded or developed. 

• Leading Lines – Lines the eye follow in a photograph, particularly lines running from the 

foreground to the background. 

• Moaner – A lousy assignment that will probably never make it into the book. 

• Mug Shot – A straightforward head-and-shoulders shot. 

• Photo Composition – The arrangement of objects in a photograph. 

• Photo Op (Opportunity) – A staged event, usually a pep rally or other official school 

function on campus (or can be off campus). 

• Run-and-Gun – As assignment that is shot under tight time constraints. 

• Scaleograph – The photo cropping tool used by graphic arts professionals. 

• Soft – The 


Page 27

Design 


Weeks 

7-18 

Weeks 

7-18 

Weeks 

7-18 

Weeks 

7-18 

Weeks 

7-18 

Weeks 

7-18 

Weeks 

7-18 

Weeks 

7-18 

Weeks 

7-18 

Your 


A Guide to 


Journalism 

Chapter 3 

Your 


A Guide to 


Journalism 

Chapter 3 

Your 


A Guide to 


Journalism 

Chapter 3 

Your 


A Guide to 


Journalism 

Chapter 3 

Your 


A Guide to 


Journalism 

Chapter 3 

Your 


A Guide to 


Journalism 

Chapter 3 

Your 


A Guide to 


Journalism 

Chapter 3 

Your 


A Guide to 


Journalism 

Chapter 3 

Your 


A Guide to 

Vocabulary for Design 

Goal: To introduce the vocabulary for design 


Column Design 

Goal: To explain why yearbook staffs use columns to design their 

spreads 

Goal: To list the design elements that will appear on a spread 

Goal: To demonstrate the steps for designing a 10-column spread 

This fact sheet outlines the steps for designing a traditional 10-column spread. A diagram 

accompanies each of the steps. 

Correcting Common Design Mistakes 

Goal: To identify common design mistakes 

Goal: To provide solutions for those common errors 

This fact sheet highlights four common design errors, placing examples of the corrected layouts next 

to the design mistakes. It also includes suggestions for avoiding these mistakes. 

Student Checklist for Column Design 

Goal: To design a 10-column spread using a checklist as a guide 

Students will design a 10-column spread with all of the critical elements: a dominant photo, five to 

seven candids, a copy block, headline and captions for the photos. The checklist reminds students 

about important design rules as they work. It can be used for self-assessment or as a peer review 

activity. 

Column Design 

Goal: To assess student designs based on concepts taught thus far 

This holistic design rubric provides criteria for a strong 10-column design. 

Revising Column Design 

Goal: To identify mistakes in practice spreads 

Goal: To revise practice spreads 

Students will examine three incorrect layouts and identify the mistakes. Then, they will revise the 

layouts, listing their suggestions for improvement. Students gain design skills by analyzing 

incorrect layouts, and this worksheet allows them to do so without having to critique a classmate’s 

work. 

Graphic Elements 

Goal: To introduce a variety of graphic elements 

This fact sheet provides definitions and examples for common graphic elements. 

Type Treatments 

Goal: To introduce a variety of type treatments 

Goal: To compare and contrast serif, sans serif, and stylized 

typefaces 

This fact sheet provides definitions and examples for common type treatments. It also demonstrates 

the difference between serif, sans serif, and stylized typefaces. 

Designing with Type 

Goal: To understand how designers can change size, weight, 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 


Page 28

Weeks 

7-18 

Weeks 

7-18 

Weeks 

7-18 

Weeks 

7-18 

Weeks 

7-18 

Weeks 

7-18 

Weeks 

7-18 

Weeks 

7-18 


Journalism 

Chapter 3 

Your 


A Guide to 


Journalism 

Chapter 3 

Your 


A Guide to 


Journalism 

Chapter 3 

Your 


A Guide to 


Journalism 

Chapter 3 

Your 


A Guide to 


Journalism 

Chapter 3 

Your 


A Guide to 


Journalism 

Chapter 3 

Your 


A Guide to 


Journalism 

Chapter 3 

Your 


A Guide to 


Journalism 

Chapter 3 

Your 


A Guide to 


Journalism 

Chapter 3 


form, direction, and color of type to create impact 

Goal: To provide examples of typeweaving 

Goal: To list the steps for typeweaving 

Students will learn the different ways designers manipulate text to create interesting headline 

packages. The fact sheet includes effective examples of typeweaving and explains the steps for 

creating the effect in a desktop publishing program. 

Identifying Graphic Elements & Type Treatments 

Goal: To identify examples of graphic elements and type 

treatments in newspapers and magazines 

This informal group activity allows student to practice identifying and analyzing graphic elements 

and type treatments. It is designed as a practice activity to prepare them for the following Graphics 

Notebook Assignment. 

Graphics Notebook 

Goal: To identify examples of graphic elements and type 

treatments in newspapers and magazines 

Goal: To analyze the various elements for their usefulness in 

yearbook design 

The Graphics Notebook Assignment outlines the assignment and provides a grading rubric. The 

activity takes student s to the next level of analyzing graphic elements and type treatments. Students 

have to identify how they could use the elements and treatments in their own yearbook designs. 

Grid Design 

Goal: To introduce the principles of grid design 

Goal: To compare and contrast traditional column and grid 

design 

Grid design is similar to column design in that both grids and columns create a visual organization 

for a spread. Grid design is different because it uses many more columns per spread. The fact sheet 

highlights the differences between grid and column design, explains how to use white space with 

grids and provides the directions for creating a grid framework. 

Student Checklist for Grid Design 

Goal: To design a spread using grids instead of columns 

The checklist reminds students of the design rules as they design with grids. It can be used as a selfassessment 

or peer review activity. 

Grid Design 


This holistic design rubric highlights the criteria for a gridded design. Teachers can use this rubric 

as a basis for creating additional rubrics for other design activities. 

Mod Design 

Goal: To demonstrate the possibilities of modular design 

Modular design allows students to incorporate expanded coverage, to modify the design to fit the 

content and to feature more students in the yearbook. The fact sheet includes examples of mods as 

well as a list of different types of mods. 

Designing Mods 

Goal: To design multiple mods 

Students will sketch a variety of mods and brainstorm the coverage options for each. The process 

sets students up for the final grid assignment, Student Checklist for Grid Design with Mods. 

Student Checklist for Mod Design 

Goal: To design a grid layout with one or more mods 

The student checklist incorporates all of the design rules learned in this unit of study. It can be used 

as a self-assessment or peer review activity. 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

Weeks Your Grid Design with Mods ISTE-S 4 

Page 29

7-18 Curriculum – 

A Guide to 


Journalism 

Chapter 3 

Weeks 

7-18 

Your 


A Guide to 


Journalism 

Chapter 3 


This holistic design rubric highlights the criteria for a grid design with at least one mod. 

Analyzing Award-Winning Design 

Goal: To identify the traditional design elements present in 

award-winning design 

Goal: To explain how award-winning designs “break the rules” 

Goal: To analyze award-winning designs to determine their 

effectiveness 

This fact sheet identifies award-winning designs and explains how these designs both “break the 

rules” and follow them. It describes the elements that make the design effective. 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 


Page 30

Know: 

• Design basics 

• Know why columns are used to design 

yearbook spreads. 

• Know a variety of graphic elements. 

• Know a variety of type treatments. 

• Know how designers can change size, 

weight, form, direction, and color of type to 

create impact. 

• Know typeweaving. 

• Know the principles of grid design. 

















Design 

Weeks 7-18 

Do: 

• List the design elements that will appear on a spread. 

• Demonstrate the steps for designing a 10-column spread. 

• Identify common design mistakes in layouts. 

• Provide solutions for common layout errors. 

• Design a 10-column spread using a checklist as a guide. 

• Identify errors in practice spreads. 

• Revise practice spreads. 

• Compare and contrast serif, sans serif, and stylized 

typefaces. 

• List eh steps for typeweaving. 

• Identify examples of graphic elements and type treatments 

in newspapers and magazines. 

• Analyze the various elements for their usefulness in 

yearbook design. 

• Compare and contrast traditional column and grid design. 

• Design a spread using grids instead of columns. 

• Demonstrate the possibilities of modular design. 

• Design multiple mods. 

• Design a grid layout with one or more mods. 

• Identify the traditional design elements present in awardwinning 

design. 

• Explain how award-winning design “break the rules.” 

• To analyze award-winning designs to determine their 

effectiveness. 

Assessment: 






the unit. 

Re: 

• Vocabulary for Design Fact Sheet 

• Fact Sheet for Column Design 

• Fact Sheet for Correcting Common Design Mistakes 

• Assignment for Column Design 

• Rubric for Column Design 

• Revising Column Design Worksheet 

• Graphic Elements Fact Sheet 

• Type Treatment Fact Sheet 

• Designing with type Fact Sheet 

• Identifying Graphic Elements & Type Treatments Activity 

• Graphics Notebook Assignment 

• Grid Design Fact Sheet 

• Student Checklist for Grid Design Assignment 

• Grid Design Rubric 

• Mod Design Fact Sheet 

• Designing Mods Assignment 

• Student Checklist for Mod Design Assignment 

• Grid Design with Mods Rubric 

Page 31



• Analyzing Award-Winning Design Fact Sheet 

• eDesign 






Page 32

Design Vocabulary 

• Column Structure – The structure created when the spread is divided into a number of equal 

divisions. Pictures, headlines, copy, and caption are designed to fit within the columns. 

Column structure creates visual organization for the spread. 

• Gutter – The fold between two pages where the pages are bound together. 

• Internal Margin – The one-pica spacing between all of the elements on a spread. A pica is 

one-sixth of an inch, and it is the unit of measure used in graphic design. 

• External Margin – The white space around the outside of the spread. All layouts should 

have a consistent external margin and, while the top and side margins in the book are the 

same, the bottom margin is usually 2-4 picas deeper. 

• Eyeline – To unify a spread, a horizontal eyeline is established across the spread above or 

below the center to help the reader’s eye move from page to page. The eyeline is typically 

broken once by the dominant photo. 

• Folio – The page number and spread identification, usually positioned in the bottom corner 

of each page. 

• Dominant Photo – The largest photo on the spread, at least two to two-and-a-half times 

larger than any other photo on the spread. In many cases, the dominant photo crosses the 

gutter. 

• Copy – The story. The copy and the headlines are placed together as a single unit, typically 

resting above or below the eyeline. Copy is broken into columns to make it easier to read. 

• Headline – A line of large type used to gain the reader’s attention; the title of the copy or 

story. The main headline is accompanied by a detail-packed, spread-specific secondary 

headline. 

• Candid Photo – An unposed photo. Most spreads have at least five to seven candid photos. 

Some spreads have more than 10 candids. 

• Bleed Photo – A photo that breaks the spread’s external margin and runs to the edge of the 

page. 

• Caption – The copy that describes a picture. Captions are placed next to the pictures they 

describe. 

• White Space – Empty area of a spread that is not covered by type or pictures. White space is 

kept to the corners of a spread. It is also called negative space. 


Page 33


Yearbook II (200) 


Photo Editing 

Weeks 

19 - 21 

Weeks 

19 - 21 

Weeks 

19 - 21 

Weeks 

19 - 21 

Weeks 

19 - 21 

Weeks 

19 - 21 

Photoshop 

Chapter 1 

Photoshop 

Chapter 3 

Photoshop 

Chapter 4 

Photoshop 

Chapter 6 

Photoshop 

Chapter 7 

Photoshop 

Chapter 8 

Saving Files ISTE-S 6 

Unit 38 

Unit 40 

Making Selections 

Goal: To make a selection using shapes 

Goal: To modify a marquee 

Goal: To select an object using color and modify a selection 

Goal: To add a vignette effect to a selection 

Incorporating Color Techniques 

Goal: To work with color to transform an image 

Goal: To use the Color Picker and the Swatches panel 

Goal: To blend colors using the Gradient tool 

Goal: To add color to a grayscale image 

Goal: To use filters, opacity, and blending modes 

Goal: To match colors 

Using Painting Tools 

Goal: To paint and patch an image 

Goal: To use the Patch tool 

Goal: To eliminate red eye 

Goal: To create and modify a brush tip 


Working with Special Layer Functions 

Goal: To use a layer mask with a selection 

Goal: To work with layer masks and layer content 

Goal: To use an adjustment layer 

Goal: To create a clipping mask 

Creating Special Effects with Filters 

Goal: To learn about filters and how to apply them 

Goal: To create an effect with an Artistic filter 

Goal: To add unique effects with Stylize filters 

Goal: To alter images with Distort and Noise filters 

Goal: To alter lighting with a Render filter 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 6 

Unit 38 

Unit 40 


Page 34

Know: 

• Photography editing basics. 


















Photo Editing 

Weeks 19-21 

Do: 

• Make a selection using shapes 

• Modify a marquee 

• Select an object using color and modify a selection 

• Add a vignette effect to a selection 

• Work with color to transform an image 

• Use the Color Picker and the Swatches panel 

• Blend colors using the Gradient tool 

• Add color to a grayscale image 

• Use filters, opacity, and blending modes 

• Match colors 

• Paint and patch an image 

• Use the Patch tool 

• Eliminate red eye 

• Create and modify a brush tip 


• Use a layer mask with a selection 

• Work with layer masks and layer content 

• Use an adjustment layer 

• Create a clipping mask 

• Learn about filters and how to apply them 

• Create an effect with an Artistic filter 

• Add unique effects with Stylize filters 

• Alter images with Distort and Noise filters 

• Alter lighting with a Render filter 

• eShare 

• eDesign 

Assessment: 






the unit. 

Resources: 

• Vocabulary for Photo Editing Fact Sheet 

• Photoshop Chapter 1 










Page 35

Photo Editing Vocabulary 

• Digital Image – a picture in electronic form. 

• Image editing – manipulating graphic images so that they can be reproduced by professional 

printers using full-color processes. 

• Pixels – very small squares that make up an image. Each pixel represents a color or shade. 

• Panels (Palettes) – small windows used to verify settings and modify images. 

• Rulers – used to precisely measure and position an object in the workspace. 

• Tone – the brightness and contrast within an image. 

• Sharpness – is used to direct the viewer’s eye to a specific area of an image. 

• Scale – the size relationship of objects to one another. 

• Arrangement – how objects are positioned to one another. 

• Optical Center – occurs approximately three-eighths from the top of the page and is the 

point around which objects on the page are balance. 

• Symmetrical Balance – objects are placed equally on either side of the vertical line. This 

type of layout tends toward a restful, formal design. 

• Asymmetrical Balance – objects are placed unequally relative to the vertical line. 

• Layer – A section within an image that can be manipulated independently. 

• Orientation – the direction in which an image appears on the page. 

• Portrait Orientation – the image is printed with the shorter edges of the paper at the top and 

bottom. 

• Landscape Orientation – the image is printed with the longer edges of the paper at the top 

and bottom. 

• Compositing – combining images from different sources. 

• Clipboard – the temporary storage area provided by your operating system. 

• Marquee – a series of dotted lines. 

• Guides – non-printing horizontal and vertical lines that you can display on top of an image to 

help you position a selection. 

• Hue – the color reflected from or transmitted through an object. 

• Saturation – the strength or purity of the color, representing the amount of gray in 

proportion to hue. 

• Brightness – the measurement of relative lightness or darkness of a color. 

• Foreground Color – is black by default and is used to paint, fill, and apply a border to a 

selection. 

• Background Color - is white by default and is used to make gradient fills and fill in areas of 

an image that have been erased. 

• Gradient – gradual blends of multiple colors. 

• Grayscale Images – can contain up to 256 shades of gray, assigning a brightness value from 

0 (black) to 255 (white) to each pixel. 

• Filters – commands that can significantly alter an image’s appearance. 

• Blending Mode – controls how pixels are made either darker or lighter based on underlying 

colors. 

• Opacity – the ability to see through a layer so that layers beneath it are visible. 

• Layer Mask – use to hide or reveal a selection within a layer. 

• Adjustment Layer – a special layer that acts as a color filter for a single layer or for all the 

layers beneath it. Can use to adjust color or tone. 


Page 36

• Clipping Mask – a group of two or more contiguous layers that are linked for the purpose of 

masking. 

• Artistic Filters – are used for special effects in television commercials and other multimedia 

venues. 

• Stylize Filters – produce a painted or impressionistic effect by displacing pixels and 

heightening the contrast within an image. 

• Distort Filters – can create a 3D effect or reshape an object. 

• Noise Filters – give an image an appearance of texture. 

• Render Filter – allows you to set an atmosphere with light or highlight elements in the 

image. 


Page 37

Desktop Publishing 


Week 22 InDesign 

Chapter 1 

Week 22 

Week 22 

Week 23 

Week 24 

InDesign 

Chapter 1 

InDesign 

Chapter 2 

InDesign 

Chapter 3 

InDesign 

Chapter 4 

Tools Palette 

Goal: To identify the tools in the Tools palette 

Goal: To identify the DTP palettes 

Goal: To describe the functions of the palettes 

Navigating in InDesign 

Goal: To open a Herff Jones template 

Goal: To locate and access the tools, palettes, and palette 

workspace 

Goal: To open, close, and next palettes 

To describe the various sizes of Herff Jones templates. 

Goal: To adjust the view and the window size using the 

Navigator palette 

Goal: To zoom in and out using the Zoom tool and View menu 

options 

To contrast the various zoom options. 

Goal: To save a document properly 

To contrast a document and a template. 

Setting Up Master Pages 

Goal: To use the pages palette to move from the numbered pages 

to the master pages 

To describe the function and components of a master page. 

Goal: To add the school name, job number, and folio to the 

master pages 

To insert the auto page numbering special character. 

Goal: To access the folio and adjust default character settings 

Goal: To create a column structure using the Margins and 

Columns dialog box 

To change external margins. 

To utilize the lock guides feature. 

Goal: To save a document or template as a school-specific 

template 

Starting Your Layout 

Goal: To center the page or spread within the InDesign window 

Goal: To change page numbers 

Goal: To mark the spread for black and white or 4-color 

reproduction 

To explain the significance of marking pages for spot color and 4-color. 

Goal: To save the document including job number, page number, 

and description 

Working with Shapes and Frames 

Goal: To draw a photo box with the Rectangle tool 

Goal: To move, resize, duplicate, and delete a photo box with the 

Selection tool 

To highlight shortcuts for coy, paste, and paste in place. 

To understand process for quick copy. 

To send guides to the back or hide guides from view. 

Goal: To make single and multiple selections using the Selection 

tool 

Goal: To use the HJ Photo Number plug-in to number all photos 

To make multiple selections by dragging a marquee with the Selection tool. 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 


Page 38

Week 25 

Week 25 

Week 26 

Week 27 

Week 28 

Week 29 

InDesign 

Chapter 5 

InDesign 

Chapter 3 

InDesign 

Chapter 6 

InDesign 

Chapter 7 

InDesign 

Chapter 8 

InDesign 

Chapter 9 

Goal: To change the content of a frame 

To differentiate the shape tools and frame tools. 

Working with Text 

Goal: To create a text frame using the Type tool 

Goal: To import text using the Place command 

To fill a text frame with placeholder text. 

Goal: To create multiple columns of text using Text Frame 

Options 

Goal: To understand the text frame overflow symbol 

Goal: To select, move, and delete text within the text frame 

Goal: To set the typeface, point size, leading and style in the 

Control palette 

Goal: To set the alignment in the Paragraph palette 

Goal: To type text into an empty text frame 

To change hyphenation within a text frame. 

Goal: To copy and paste a text frame 

Creating a Yearbook Spread 

Goal: To create a yearbook spread using the skills gained in 

Lessons 1 through 5 

Using Advanced Text Options 

Goal: To use multiple tabs with different alignment 

Goal: To use leaders in conjunction with tabs 

Goal: To spell check a document 

To describe indents. 

Goal: To apply and adjust text wrap around an object 

Creating Graphics 

Goal: To describe the functions of the Line and Shape tools 

To contrast the various view modes. 

Goal: To use the tools to create a variety of graphics 

Goal: To describe the functions of Fill and Stroke in the 

Swatches palette 

Goal: To adjust Fill and Stroke on existing graphics 

Goal: To understand layering of graphics using the Arrange 

commands 

To understand the function of the Swap Fill/Stroke button. 

To access various line types using the Stroke palette. 

To adjust graphics with the Direct Selection tool. 

Goal: To locate and use the align buttons in the Control palette 

Working with Color 

Goal: To change the page from black and white to 4-color 

Goal: To import the Herff Jones color palettes 

To understand the CMYK designation. 

Goal: To review the functions of Fill and Stroke in the Swatches 

palette 

To understand the process of choosing and matching 4-color process blends. 

Goal: To apply color to text and graphics 

To distinguish spot colors and 4-color process blends. 

To access Herff Jones spot colors. 

To understand the limitations of tinting a 4-color process blend. 

Goal: To create a new color swatch 

To recognize the CMYK, RGB, spot color, and process color symbols in the Swatches palette. 

Using Image In 

Goal: To access the Herff Jones Image In plug-in 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 


Page 39

Week 29 

Week 30 

Week 31 

Weeks 

32-38 

Week 32 

Week 33 

InDesign 

Chapter 10 

InDesign 

Chapter 10 

InDesign 

Chapter 11 

InDesign 

Chapter 11 

InDesign 

Chapter 11 

InDesign 

Chapter 11 

Goal: To understand the various options available in the Image 

In window 

Goal: To place digital images using Image In 

Goal: To check the final spread and picture folder 

Adding Graphics, Color and Digital Images to an Existing 

Spread 

Goal: To create graphics for an existing spread 

Goal: To load Swatches into the Swatches palette 

Goal: To apply color to graphics 

Goal: To place digital images with the Image In plug-in 

Working with Digital Images 

Goal: To use the Place command to import a digital image 

To review requirements for digital images including resolution, file type, and color mode. 

Goal: To use the Direct Selection tool to adjust cropping 

To contrast the Selection tool and the Direct Selection tool. 

Goal: To maintain proportions when cropping 

To understand ppi and its impact on printed images. 

Goal: To describe the fitting options in the Object menu 

To review the basics of good photo selection and placement. 

Goal: To check the digital images using the Links and Info 

palettes 

To recognize and correct proportions in the Control palette. 

To access the quick menu on a two-button mouse. 

To locate and use the Go To Link feature. 

Submitting Files to the Plant 

Goal: To print a document for submission to the plant 

To double-check the color information. 

Goal: To outline the guidelines for submitting files to the plant 

Goal: To use the Preflight function to prepare pages for the 

plant 

To understand the alert symbol. 

Goal: To use the Package function to save pages for the plant 

To describe the pitfalls of packaging. 

To list the items that should accompany your digital files to the plant. 

Placing Digital Images and Finalizing a Spread 

Goal: To use InDesign tools and commands to import, crop, and 

size digital images 

Goal: To check digital images using the Info and control palettes 

Goal: To print, Preflight, and Package a document for the plant 

Building Panel Pages with Clique 

Goal: To use HJ Panel Builder and Clique to create a mug panel 

for the people section 

Goal: To examine the various panel arrangements 

Building Panel Pages 

Goal: To use HJ Panel Builder to create a mug panel for the 

people section 

To list the key functions of Clique and explain its advantages. 


Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

Week 34 InDesign Indexing with HJ Index Builder 

ISTE-S 4 

Chapter 11 Goal: To collect and review index entries 

ISTE-S 6 

To explain the advantages of using HJ Index Builder. 

Unit 38 

Goal: To flow the final index into position on templates Unit 40 

To explain the proper way to correct misspelled names. 

Week 34 InDesign Indexing with InDesign ISTE-S 4 


Page 40

Chapter 11 

Goal: To highlight proper names and mark them for indexing 

Goal: To review index entries in the Index palette 

To compile files to meet the 100-file limit in InDesign. 

Goal: To build a book list and compile the index 

To list the keystrokes necessary for indexing. 

To understand the indexing paragraph styles. 

ISTE-S 6 

Unit 38 

Unit 40 


Page 41

Know: 

• Know the basics of desktop publishing. 

• Know why columns are used. 







Weeks 22-34 

Do: 

• Identify the tools in the Tool palette 

• Identify the Desktop Publishing palettes 

• Describe the functions of the palettes 

• Open a Herff Jones template 

• Locate and access the tool, palettes, and palette workspace 

• Open, close, and next palettes 

• Adjust the view and the window size using the Navigator 

palette. 

• Zoom in and out using the Zoom tool and View menu 

options. 

• Save a document properly. 

• Use the pages palette to move from the numbered pages to 

the master pages. 

• Add the school name, job number, and folio to the master 

pages. 

• Access the folio and adjust default character settings. 

• Create a column structure using the Margins and Columns 

dialog box. 

• Save a document or template as a school-specific template. 

• Center the page or spread within the InDesign window. 

• Change the page numbers. 

• Mark the spread for black and white or 4-color 

reproduction. 

• Draw a photo box with the Rectangle tool. 

• Move, resize, duplicate, and delete a photo box with the 

Selection tool. 

• Make single and multiple selections using the Selection 

tool. 

• To use the HJ Photo Number plug-in to number all photos. 

• Change the content of a frame. 

• Create a text frame using the Type tool,. 

• Import text using the Place command. 

• Create multiple columns of text using the Text Frame 

Options. 

• Select, move, and delete text within the text frame. 

• Set the typeface, point size, leading, and style in the 

Control palette. 

• Set the alignment in the Paragraph palette. 

• Type text into an empty text frame. 

• Copy and paste a text frame. 

• Use multiple tabs with different alignment. 

• Use leaders in conjunction with tabs. 

• Spell check a document. 

• Describe indents. 

• Apply and adjust text wrap around an object. 

• Describe the functions of the Line and Shape tools. 

• Contrast the various view modes. 

• Use the tools to create a variety of graphics. 

• Describe the functions of Fill and Stroke in the Swatches 

palette. 

• Adjust Fill and Stroke on existing graphics. 


Page 42


















• Locate and use the align buttons in the Control palette. 

• Import the Herff Jones color palettes. 

• Apply color to text and graphics. 

• Create a new color swatch. 

• Create graphics for an existing spread. 

• Load Swatches into the Swatches palette. 

• Apply color to graphics. 

• Place digital images with the Image In plug-in. 

• Use the Direct Selection tool to adjust cropping. 

• Maintain proportions when cropping. 

• Check the digital images using the Links and Info palettes. 

• Use the Preflight function to prepare pages for the plant. 

• Use the Package function to save pages for the plant. 

• Check digital images using the Info and control palettes. 

• Print, Preflight, and Package a document for the plant. 

• Flow the final index into position on templates. 

• Review index entries in the Index palette. 

• Build a book list and compile the index. 

• eShare 

Assessment: 






the unit. 

Resources: 

• Herff Jones InDesign Curriculum Chapters 1-11 

• Placing Digital Images and Finalizing a Spread Activity 3 

• Building Panel Pages with Clique Fact Sheet 

• Building Panel Pages Fact Sheet 

• Indexing with HJ Index Builder Fact Sheet 

• Indexing with InDesign Fact Sheet 






Page 43

Desktop Publishing Vocabulary 

• Pasteboard – The area surrounding the document. It provides space for extending objects 

pas the edge of the page, and it also provides space for storing objects that you may or may 

not use in the document. 

• Spreads – Two pages that face each other; a left page and a right page in a multi-page 

document. 

• Leading – the term used to describe the vertical space between lines of text. 

• Baseline – the invisible line on which a line of text sits. 

• Kerning – a long-standing process of increasing or decreasing space between a pair of 

characters. 

• Tracking – affects the spaces between letters, but it is applied globally to an entire word or 

paragraph. 

• Drop Cap – a design element in which the first letter or letters of a paragraph are increased 

in size to create a visual effect. 

• Gutter – the space between columns. 

• Master Pages - templates that you create for a page layout. You create a layout one time, 

then use it as many times as you like. 

• Transform – a term used to describe the act of moving an object, scaling it, skewing it, or 

rotating it. 

• Fill – a color you apply that fills an object. 

• Stroke – a color that you apply to the outline of an object. 

• Stroke Weight – how heavy the outline appears on the stroke. 

• Align – to position objects by their tops, bottoms, left sides, right sides, or centers. 

• Distribute – to space objects equally on a page horizontally, vertically, or both. 

• Bounding Box – the frame that defines the horizontal and vertical dimensions of the graphic. 

• Trim Size – the size to which a printed document will be cut--or trimmed--when it clears the 

printing press. 

• Bleeds – areas of the layout that extend to the trim size. 


Page 44

Research/Data Collection/Setting Goals for the Next Year 


Week 35 

& 36 

Your 

Curriculum-A 

Guide to 


Journalism 

Chapter 5 





Excel 



Setting Goals for Next Year 

Goal: To identify goals for the next yearbook and staff 

Goal: To develop a specific plan for meeting those goals 

Developing Leadership Skills 

Goal: To explore some of the challenges editors may face 

Goal: To consider different leadership styles 

Goal: To start a dialogue between the editors and the advisor 

Spread Overhaul 

Goal: To revise a spread from last year’s yearbook to improve 

the design, coverage, and writing 

Letter to Future Staff Members 

Goal: To reflect on one’s experiences on the yearbook staff 

Goal: To provide advice and guidance to next year’s staff 

members 

ISTE-S 2 

ISTE-S 3 

ISTE-S 5 

Unit 1 

Unit 7 


Page 45

Research/Data Collection/Setting Goals for the Next 

Year 

Weeks 35-36 

Know: 

• Know data collection methods 

• Know leadership styles 

• Know the yearbook timeline to meet each 

deadline 

• Know yearbook spread rules 

















• 

Resources: 

• Determine methods of data/image collection 

• Determine media for data collection 

• Determine schedule for data collection 

• Determine deadlines for section/spread completion 

• Identify goals for the next yearbook and staff 

• Develop a specific plan for meeting those goals 

• Explore some of the challenges editors may face 

• Consider different leadership styles 

• Start a dialogue between the editors and the advisor 

• Revise a spread from last year’s yearbook to improve the 

design, coverage, and writing 

• Reflect on one’s experiences on the yearbook staff 

• Provide advice and guidance to next year’s staff members 

Assessment: 






the unit. 

Resources: 


• Fact Sheets 

• STITCH 

• Survey Monkey 

• Newspapers 

• Yearbook photos 

• Excel 

• Budget 

• Calendars/Deadlines 

• eBusiness 






Page 46


Yearbook III (300) 

Week Unit Curriculum Content Resource 

Day 1 Work the Plan 

Chapter 1 

Getting Started 

Week 1 

Week 1 

Week 1 

Week 1 

Week 1 

Work the Plan 

Chapter 2 

The Financial 

Plan 

Work the Plan 

Chapter 3 


Sale 

Work the Plan 

Chapter 3 


Sale 

Chapter 4 

Sales 

Promotion 

Work the 

Plan 

Chapter 5 

The 

Advertising 

Plan 

Work the Plan 

Chapter 2 

The Financial 

Day 1 Information 

Syllabi 

Yearbook Contract 

Student Profile 

Emergency Instruction 

Logging on 


Budget Planning 

Goal: To review facts and figures from the book that has yet to 

arrive 

Goal: To review statistics and dates 

Goal: To complete Budget History Chart 

Goal: To analyze data to determine changes 

Goal: To establish the number of books to be sold 

Goal: To establish the price of the book/pricing strategies 

Goal: To formulate a projected budget for the coming year 

Goal: To create a wish list 

Goal: To chart a plan for book sales 

Goal: To determine need for ad sales/amount 

Schedule Sales Events 

Goal: To determine the type of sale to conduct 

Goal: To determine the length of the sales 

Goal: To determine materials needed to promote sales 

Goal: To determine methods of payment 

Goal: To determine the type of media used for sales/promotion 

events 

STITCH, Web Page, List Serve, Postcards, Letters, Posters, Sample Spreads 

Plan Sales Campaign/Fundraising 

Goal: To establish rates and policies for advertising 

Goal: To determine the size of ads selling 

Goal: To solicit business ad and yearbook sales 

Execute Sales Campaign/Fundraising 

Goal: To train sales teams 

Goal: To assign sales teams/quota 

Goal: To sell personal tribute ads 

Goal: To promote online yearbook sales 

Goal: To promote online ad creation 

Tracking Sales 

Goal: To track online sales 

Goal: To track in-house sales 

ISTE-S 2 

ISTE-S 3 

ISTE-S 6 

Unit 1 

Unit 4 

Unit 7 

Unit 12 

Unit 13 

ISTE-S 2 

ISTE-S 3 

ISTE-S 6 

Unit 1 

Unit 4 

Unit 7 

Unit 12 

Unit 13 

ISTE-S 2 

ISTE-S 3 

ISTE-S 6 

Unit 1 

Unit 4 

Unit 7 

Unit 12 

Unit 13 

ISTE-S 2 

ISTE-S 3 

ISTE-S 6 

Unit 1 

Unit 4 

Unit 7 

Unit 12 

Unit 13 

ISTE-S 2 

ISTE-S 3 

ISTE-S 6 


Page 47

Week 1 

Plan Unit 1 

Unit 4 

Unit 7 

Unit 12 

Unit 13 

Work the 

Plan 

Chapter 4 

Sales 

Promotion 

Chapter 5 

The 

Advertising 

Plan 

Planning, Organizing, and Executing Distribution 



Goal: To secure dates/location/time for distribution 

Goal: To assign distribution teams 

ISTE-S 2 

ISTE-S 3 

ISTE-S 6 

Unit 1 

Unit 4 

Unit 7 

Unit 12 

Unit 13 


Page 48


Week 1 

Know: 

• Acquire foundational knowledge of finance 

to recognize the contribution to a business. 

• Basic accounting concepts and math 

principles. 

• Know marketing’s role and function in 

business. 

• Acquire foundational knowledge of 

customer, client and business behavior. 


















Do: 

• Explain the role of finance in business. 

• Discuss the role of ethics in finance. 

• Explain the legal considerations for finance. 

• Create a business plan. 

• Explain the company’s unique selling proposition to 

recognize what sets the company apart from its 

competitors. 

• Reinforce the company’s image to exhibit the company’s 


• Explain basic customer relationship management concepts. 

• Foster positive customer relations to enhance company 

image. 

• Respond appropriately to customers. 

• Resolve conflicts with and for customers to encourage 

repeat business. 

• Deliver quality customer service. 

• Process orders. 

• Describe accounting tools used to track money flow and to 


• Apply the accounting equation. 

• Analyze transactions impacting revenue and expenses. 

• Maintain cash controls 

Assessment: 




• Math exercises 

• Analysis/prediction 


the unit. 

Resources: 

• Budget History Chart 

• Budget Form 

• Calendar/Spreadsheet 

• Budget Worksheet 

• Ad Sales Tips 

• Ad Forms 

• Prior Yearbook 

• Promotion Fliers 

• Sample Letters 

• eBusiness Spreadsheet 

• Distribution List 

• STITCH, Web Page, List Serve, Postcards, Letters, 

Posters, Sample Spreads 






Page 49

Financial Plan/Marketing/Fundraising Vocabulary 

• Business plan – a statement of your business goals, the reasons you think these goals can be 

met, and how you are going to achieve them. 

• Budget – a plan for spending and saving money. 

• Accounting – the system of recording, summarizing, and reporting business and financial 

transactions. 

• Financial records – written statements about the business’s performance. 

• Income statement – a financial document that summarizes a business’s income and 

expenses over a given time period. 

• Transaction – an instance of buying or selling. 

• Revenue – money taken in from sales. 

• Expenses – everything a company pays to operative the business. 

• Net profit – the amount of money a company actually makes. 

• Net loss – the amount of money a company loses. 

• Balance sheet – a financial record that shows a business’s financial situation at a particular 

time. 

• Audit – an official inspection of accounts. 

• Market – a group of potential customers. 

• Target market – a group of customers most likely to buy the product or service you are 

selling. 

• Customer profile – a description of the ideal customer. 

• Marketing plan – a detailed guide that identifies the marketing goals and strategies of the 

business. 

• Branding – a method of creating a strong, identifiable, and sometimes emotional attachment 

between the customer and the product. 

• Press release – a written statement of information about the product or company to media 

outlets for publication or broadcast. 

• Advertising – is a public, promotional message that includes printed ads, direct mailings, 

broadcast, or online advertisements. 

• Visual merchandising – when you use artistic displays to attract customers into a store, or to 

promote products inside a store. 

• Public relations – activities or events that encourage customers to have a positive attitude 

about a product or company. 

• Sales promotion – a short-term activity or incentive that convinces customer to buy. 


Page 50



Weeks 2 

& 3 

Weeks 2 

& 3 

Weeks 2 

& 3 

Weeks 2 

& 3 

Weeks 2 

& 3 

Weeks 2 

& 3 

Weeks 2 

& 3 

Weeks 2 

& 3 

Weeks 2 

& 3 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Vocabulary for Yearbook Basics 

Goal: To introduce the vocabulary for yearbook basics 


Theme 

Goal: To understand how a theme is developed visually and 

verbally 

Goal: To know where the theme appears in a yearbook 

The fact sheet introduces the concept of a visual and verbal theme. With example spreads from 

prior yearbooks from other schools, it shows students where a theme should appear and how the 

theme can be carried from the beginning to the end of the yearbook. 

Theme 

Goal: To identify how another school represents its theme 

verbally and visually 

The questions on the worksheet lead students to analyze the visual and verbal elements of a 

yearbook from another school. 

Visual & Verbal Ad Design 

Goal: To create a verbal and visual message for a sample 

advertisement 

Students practice creating a verbal and visual message before they begin brainstorming their own 

yearbook’s theme. Answers will vary widely, but students will have succeeded when the verbal and 

visual messages are clearly connected. 

Evaluating a Theme 

Goal: To evaluate another yearbook staff’s theme 

Two or three students will evaluate a sample yearbook from the classroom library to reinforce the 

visual and verbal theme concepts. 

Different Types of Themes 

Goal: To learn about different types of themes 

Goal: To apply the theme test 

An overview of theme types. The fact sheet includes the verbal taglines for a few sample themes. 

Students can apply the theme test to sample books they evaluate or to the theme they brainstorm for 

their own book. 

Theme Packet 

Goal: To generate theme ideas as a staff 

Using an image and word collage to develop an original theme and incorporating the concept into 

the book’s coverage or browsing the theme list on www.yearbooks.biz to develop a theme. 

Theme Packet 

Goal: To develop theme ideas for next year’s book 

Goal: To connect the visual and verbal elements of a theme 

Students will produce this theme packet on Roughing-It sheets. The day that the packets are due, 

students will present their work to the whole class. These presentation can help the staff choose its 

theme. 

Theme Packet 

Goal: To explain the initial theme idea 

Goal: To incorporate the theme into coverage 

Goal: To connect the visual and verbal elements of the theme 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 


Page 51

Weeks 2 

& 3 

Weeks 2 

& 3 

Weeks 2 

& 3 

Weeks 2 

& 3 

Weeks 2 

& 3 

Weeks 2 

& 3 

Weeks 2 

& 3 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Your 


A Guide to 


Journalism 

Chapter 1 

Theme Packet 

Goal: To provide feedback to classmates 

Goal: To analyze and evaluate the visual and verbal elements of a 

theme 

Theme Packet 

Goal: To evaluate one’s contribution to the group and to the 

theme packet 

Theme Packet 

Goal: To evaluate the final draft of the theme packet 

Traditional Coverage 

Goal: To explain the five purposes of a yearbook 

Goal: To understand how yearbook staffs make coverage 

decisions 

Goal: To list the components typically included in the six basic 

yearbook sections 

This fact sheet provides five questions for yearbook staff members to consider as they decide what 

and who will be included in the current yearbook. The basic components of each section are listed 

so students will understand how a traditional, journalistic yearbook is typically organized. (Students 

need to be guided to avoid returning to last year’s book for coverage ideas and their friends for 

quotes and pictures.) 

Brainstorming Coverage for your Sections 

Goal: To evaluate the coverage in last year’s yearbook 

Goal: To brainstorm new spread topics for the current yearbook 

This worksheet can be used with individual or small-groups. Section editors will benefit because it 

helps them evaluate their section in last year’s book and brainstorm new ideas for the current book. 

Expanded Coverage 

Goal: To compare and contrast traditional and expanded 

coverage 

Goal: To provide examples of expanded coverage 

Goal: To provide examples of spreads covering the same topics to 

demonstrate the endless possibilities for coverage 

Goal: To make students aware that there are many ways to tell a 

similar story 

Goal: To brainstorm expanded coverage ideas for various spread 

topics 

This brainstorming worksheet helps students to match different types of expanded coverage to their 

spread topics. Students will develop lists of related topics, photo ideas, and interview questions 

before they choose the best coverage plan for a topic. 

Step-by-Step Ladder Planning 

Goal: To follow a step-by-step process for planning your 

yearbook’s ladder 

Goal: To place color pages in flat and signature form 

This fact sheet explains how students determine the number of pages devoted to each section in their 

yearbook. Students will work in pencil as they begin organizing the ladder. When it is complete, 

the finalized version will be written on the poster-sized Wall Ladder. 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 

ISTE-S 3 

ISTE-S 4 

Unit 37 


Page 52

Know: 

• Know what a theme is. 

• Understand how a theme is developed 

visually and verbally. 

• Know where the theme appears in the 

yearbook. 

• Understand how yearbook staffs make 

coverage decisions. 

• Be aware that there are many ways to tell a 

similar story. 


















Weeks 2 - 3 

Do: 

• Identify how another school represents its theme verbally 

and visually. 

• Create a verbal and visual message for a sample 

advertisement. 

• Evaluate another yearbook staff’s theme. 

• Learn about different types of themes. 

• Apply the theme test. 

• Generate theme ideas as a staff. 

• Develop theme ideas for next year’s book. 

• Connect the visual and verbal elements of a theme. 

• Explain the initial theme idea. 

• Incorporate the theme into coverage. 

• Connect the visual and verbal elements of the theme. 

• Provide feedback to classmates. 

• Analyze and evaluate the visual and verbal elements of a 

theme. 

• Evaluate one’s contribution to the group and to the theme 

packet. 

• Evaluate the final draft of the theme packet. 

• Explain the five purposes of a yearbook. 

• List the components typically included in the six basic 

yearbook sections. 

• Evaluate the coverage in last year’s yearbook. 

• Brainstorm new spread topics for the current yearbook. 

• Compare and contrast traditional and expanded coverage. 

• Provide examples of expanded coverage. 

• Provide examples of spreads covering the same topics to 

demonstrate the endless possibilities for coverage. 

• Brainstorm expanded coverage ideas for various spread 

topics. 

• Follow a step-by-step process for planning the yearbook 

ladder. 

• Place color pages in flat and signature form. 

Assessment: 






the unit. 

Resources: 

• Vocabulary Fact Sheet 

• Theme Fact Sheet 

• Theme Work Sheet 

• Visual & Verbal Ad Design Worksheet 

• Evaluating a Theme Worksheet 

• Different Types of Themes Fact Sheet 

• Theme Packet Activity: Brainstorming a Theme 

• Theme Packet Assignment: Rough Draft 

• Theme Packet Assignment: Peer Review 

Page 53



• Theme Packet Assignment: Self-Evaluation 

• Theme Packet Rubric 

• Traditional Coverage Fact Sheet 

• Brainstorming Coverage for Your Sections Worksheet 

• Expanded Coverage Fact Sheet 

• Expanded Coverage Worksheet: Brainstorming for Your 

Spreads 

• Step-by-Step Ladder Planning Worksheet 

• eDesign 

• eShare 






Page 54

Yearbook Basics Vocabulary 

• Closing – Final pages of the yearbook (typically three pages or more) where the theme is 

concluded. 

• Colophon – A list of the technical printing information about the yearbook, including price, 

number of copies, colors, fonts, photography company, and awards won by previous year’s 

book. The colophon typically appears in the index. 

• Contents – Listing of the pages containing the opening, sections, index, and closing. The 

contents is usually printed on the front endsheet or in the opening, but not on the title page. 

• Copy – The story. Every spread should contain a story, also called a copy block. 

Alternatives to traditional narrative copy includes lists, quotes, personal narratives, surveys, 

and other material that accurately tells the story. 

• Cover – Outside of the yearbook which protects the printed pages. 

• Coverage – Refers both to the topics featured on individual spreads and how the topics are 

highlighted. For example, typical coverage in a student life section would include summer, 

the first day of school, and homecoming. In addition, typical homecoming coverage would 

include photos, copy, and captions detailing the event. 

• Depth Coverage – Using more than one spread for a topic and linking the additional spreads 

to the first with a headline or similar design. Also called jump coverage. 

• Divider – A spread used to separate each of the sections of the yearbook. A divider is 

usually theme-related in design and the copy links the main theme to the ensuing section. 

• Endsheet – Heavier sheets of paper which hold the pages of the yearbook to the cover. 

Endsheets may be plain or designed to reflect the theme. The front endsheet typically 

contains the contents listing. 

• Flat – Eight pages on one side of a signature. In the first signature of the yearbook, for 

example, pages 1, 4, 5, 8, 9, 12, 13, and 16 make up one flat. Pages 2, 3, 6, 7, 10, 11, 14, and 

15 are printed on the other side of the signature. 

• Folio Tabs – The page number and the topic of a spread placed as a unit traditionally at the 

bottom left and bottom right of the spread. 

• Four Color – Printing in magenta (reddish pink), cyan (blue), yellow, and black. These 

colors combine to create full-color pictures. 

• Front Lid – Front cover of the yearbook which includes the name of the book, the year, and 

the theme. The theme should be developed visually and verbally. Also called the front flap. 

• Graphics – Elements such as color, white space, rule lines, gray screens, large initial letters, 

and special type treatments which enhance the book’s design. 

• Index – A complete alphabetical listing of all students, teachers, advertisers, topics, and 

events covered in the yearbook. 

• Opening – A page-by-page listing of the yearbook’s contents. Yearbook staffs use the 

ladder to stay organized and to plan for deadlines. 

• Section – A yearbook is typically broken up into six sections: student life, academics, 

organizations, people, sports, and ads/index. These sections are used as an organizational 

tool for the staff and the reader. 

• Signature – A 16-page grouping made up of two 8-page flats. Yearbooks are printed in 

signatures which are then folded, stitched, and trimmed to be collated. 

• Spine – Area of the yearbook connecting the front and back covers. The name of the school, 

name of the book, city/state, volume number, and year should appear there in a way that 

reflects the theme. 


Page 55

• Spin-off – A “mini-theme” used as a section title. Spin-offs may help carry the theme 

throughout the book. 

• Spot Color – Printing in (at least) one additional color besides black. Spot color is an 

effective way to add emphasis to a black and white page. 

• Spread – Two facing or side-by-side pages in the yearbook such as 2 and 3, 4 and 5, 6 and 7, 

etc. 

• Theme – A verbal statement and a visual look which tie all parts of the yearbook together. 

The theme should fit your school and your year. 

• Title Page – Page one of the yearbook. It should include the name of the book, the name of 

the school, the complete school address, the volume number, and year. The school telephone 

number, web address, and enrollment may also be listed there. 


Page 56

Research/Data Collection – Week 4 


Week 4 Your Collecting Data 

ISTE-S 2 



ISTE-S 3 

A Guide to 


ISTE-S 5 



Journalism 

Unit 1 

Excel 

Chapter 2 


Unit 7 


Photo Editing 


Weeks 5 

- 35 

Photoshop 

Chapter 1 

Saving Files ISTE-S 6 

Unit 38 

Weeks 5 

- 35 

Weeks 5 

- 35 

Weeks 5 

- 35 

Weeks 5 

- 35 

Weeks 5 

- 35 

Photoshop 

Chapter 3 

Photoshop 

Chapter 4 

Photoshop 

Chapter 6 

Photoshop 

Chapter 7 

Photoshop 

Chapter 8 

Making Selections 

Goal: To make a selection using shapes 

Goal: To modify a marquee 

Goal: To select an object using color and modify a selection 

Goal: To add a vignette effect to a selection 

Incorporating Color Techniques 

Goal: To work with color to transform an image 

Goal: To use the Color Picker and the Swatches panel 

Goal: To blend colors using the Gradient tool 

Goal: To add color to a grayscale image 

Goal: To use filters, opacity, and blending modes 


Using Painting Tools 

Goal: To paint and patch an image 

Goal: To use the Patch tool 

Goal: To eliminate red eye 

Goal: To create and modify a brush tip 


Working with Special Layer Functions 

Goal: To use a layer mask with a selection 

Goal: To work with layer masks and layer content 

Goal: To use an adjustment layer 

Goal: To create a clipping mask 

Creating Special Effects with Filters 

Goal: To learn about filters and how to apply them 

Goal: To create an effect with an Artistic filter 

Goal: To add unique effects with Stylize filters 

Goal: To alter images with Distort and Noise filters 

Goal: To alter lighting with a Render filter 

Unit 40 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 6 

Unit 38 

Unit 40 


Page 57

Know: 

• Photography editing basics. 


















Photo Editing 

Weeks 5-35 

Do: 

• Make a selection using shapes 

• Modify a marque 

• Select an object using color and modify a selection 

• Add a vignette effect to a selection 

• Work with color to transform an image 

• Use the Color Picker and the Swatches panel 

• Blend colors using the Gradient tool 

• Add color to a grayscale image 

• Use filters, opacity, and blending modes 


• Paint and patch an image 

• Use the Patch tool 

• Eliminate red eye 

• Create and modify a brush tip 


• Use a layer mask with a selection 

• Work with layer masks and layer content 

• Use an adjustment layer 

• Create a clipping mask 

• Learn about filters and how to apply them 

• Create an effect with an Artistic filter 

• Add unique effects with Stylize filters 

• Alter images with Distort and Noise filters 

• Alter lighting with a Render filter 

Assessment: 






the unit. 

Resources: 

• Vocabulary for Photo Editing Fact Sheet 






• eDesign 

• eShare 






Page 58

Photo Editing Vocabulary 

• Digital Image – a picture in electronic form. 

• Image editing – manipulating graphic images so that they can be reproduced by professional 

printers using full-color processes. 

• Pixels – very small squares that make up an image. Each pixel represents a color or shade. 

• Panels (Palettes) – small windows used to verify settings and modify images. 

• Rulers – used to precisely measure and position an object in the workspace. 

• Tone – the brightness and contrast within an image. 

• Sharpness – is used to direct the viewer’s eye to a specific area of an image. 

• Scale – the size relationship of objects to one another. 

• Arrangement – how objects are positioned to one another. 

• Optical Center – occurs approximately three-eighths from the top of the page and is the 

point around which objects on the page are balance. 

• Symmetrical Balance – objects are placed equally on either side of the vertical line. This 

type of layout tends toward a restful, formal design. 

• Asymmetrical Balance – objects are placed unequally relative to the vertical line. 

• Layer – A section within an image that can be manipulated independently. 

• Orientation – the direction in which an image appears on the page. 

• Portrait Orientation – the image is printed with the shorter edges of the paper at the top and 

bottom. 

• Landscape Orientation – the image is printed with the longer edges of the paper at the top 

and bottom. 

• Compositing – combining images from different sources. 

• Clipboard – the temporary storage area provided by your operating system. 

• Marquee – a series of dotted lines. 

• Guides – non-printing horizontal and vertical lines that you can display on top of an image to 

help you position a selection. 

• Hue – the color reflected from or transmitted through an object. 

• Saturation – the strength or purity of the color, representing the amount of gray in 

proportion to hue. 

• Brightness – the measurement of relative lightness or darkness of a color. 

• Foreground Color – is black by default and is used to paint, fill, and apply a border to a 

selection. 

• Background Color - is white by default and is used to make gradient fills and fill in areas of 

an image that have been erased. 

• Gradient – gradual blends of multiple colors. 

• Grayscale Images – can contain up to 256 shades of gray, assigning a brightness value from 

0 (black) to 255 (white) to each pixel. 

• Filters – commands that can significantly alter an image’s appearance. 

• Blending Mode – controls how pixels are made either darker or lighter based on underlying 

colors. 

• Opacity – the ability to see through a layer so that layers beneath it are visible. 

• Layer Mask – use to hide or reveal a selection within a layer. 

• Adjustment Layer – a special layer that acts as a color filter for a single layer or for all the 

layers beneath it. Can use to adjust color or tone. 


Page 59

• Clipping Mask – a group of two or more contiguous layers that are linked for the purpose of 

masking. 

• Artistic Filters – are used for special effects in television commercials and other multimedia 

venues. 

• Stylize Filters – produce a painted or impressionistic effect by displacing pixels and 

heightening the contrast within an image. 

• Distort Filters – can create a 3D effect or reshape an object. 

• Noise Filters – give an image an appearance of texture. 

• Render Filter – allows you to set an atmosphere with light or highlight elements in the 

image. 


Page 60



Weeks InDesign 

5 - 35 Chapter 1 

Weeks 

5 - 35 

Weeks 

5 - 35 

Weeks 

5 - 35 

Weeks 

5 - 35 

InDesign 

Chapter 1 

InDesign 

Chapter 2 

InDesign 

Chapter 3 

InDesign 

Chapter 4 

Tools Palette 

Goal: To identify the tools in the Tools palette 

Goal: To identify the DTP palettes 

Goal: To describe the functions of the palettes 

Navigating in InDesign 

Goal: To open a Herff Jones template 

Goal: To locate and access the tools, palettes, and palette 

workspace 

Goal: To open, close, and next palettes 

To describe the various sizes of Herff Jones templates. 

Goal: To adjust the view and the window size using the 

Navigator palette 

Goal: To zoom in and out using the Zoom tool and View menu 

options 

To contrast the various zoom options. 

Goal: To save a document properly 

To contrast a document and a template. 

Setting Up Master Pages 

Goal: To use the pages palette to move from the numbered 

pages to the master pages 

To describe the function and components of a master page. 

Goal: To add the school name, job number, and folio to the 

master pages 

To insert the auto page numbering special character. 

Goal: To access the folio and adjust default character settings 

Goal: To create a column structure using the Margins and 

Columns dialog box 

To change external margins. 

To utilize the lock guides feature. 

Goal: To save a document or template as a school-specific 

template 

Starting Your Layout 

Goal: To center the page or spread within the InDesign window 

Goal: To change page numbers 

Goal: To mark the spread for black and white or 4-color 

reproduction 

To explain the significance of marking pages for spot color and 4-color. 

Goal: To save the document including job number, page 

number, and description 

Working with Shapes and Frames 

Goal: To draw a photo box with the Rectangle tool 

Goal: To move, resize, duplicate, and delete a photo box with 

the Selection tool 

To highlight shortcuts for coy, paste, and paste in place. 

To understand process for quick copy. 

To send guides to the back or hide guides from view. 

Goal: To make single and multiple selections using the Selection 

tool 

Goal: To use the HJ Photo Number plug-in to number all photos 

To make multiple selections by dragging a marquee with the Selection tool. 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 


Page 61

Weeks 

5 - 35 

Weeks 

5 - 35 

Weeks 

5 - 35 

Weeks 

5 - 35 

Weeks 

5 - 35 

Weeks 

5 - 35 

InDesign 

Chapter 5 

InDesign 

Chapter 3 

InDesign 

Chapter 6 

InDesign 

Chapter 7 

InDesign 

Chapter 8 

InDesign 

Chapter 9 

Goal: To change the content of a frame 

To differentiate the shape tools and frame tools. 

Working with Text 

Goal: To create a text frame using the Type tool 

Goal: To import text using the Place command 

To fill a text frame with placeholder text. 

Goal: To create multiple columns of text using Text Frame 

Options 

Goal: To understand the text frame overflow symbol 

Goal: To select, move, and delete text within the text frame 

Goal: To set the typeface, point size, leading and style in the 

Control palette 

Goal: To set the alignment in the Paragraph palette 

Goal: To type text into an empty text frame 

To change hyphenation within a text frame. 

Goal: To copy and paste a text frame 

Creating a Yearbook Spread 

Goal: To create a yearbook spread using the skills gained in 

Lessons 1 through 5 

Using Advanced Text Options 

Goal: To use multiple tabs with different alignment 

Goal: To use leaders in conjunction with tabs 

Goal: To spell check a document 

To describe indents. 

Goal: To apply and adjust text wrap around an object 

Creating Graphics 

Goal: To describe the functions of the Line and Shape tools 

To contrast the various view modes. 

Goal: To use the tools to create a variety of graphics 

Goal: To describe the functions of Fill and Stroke in the 

Swatches palette 

Goal: To adjust Fill and Stroke on existing graphics 

Goal: To understand layering of graphics using the Arrange 

commands 

To understand the function of the Swap Fill/Stroke button. 

To access various line types using the Stroke palette. 

To adjust graphics with the Direct Selection tool. 

Goal: To locate and use the align buttons in the Control palette 

Working with Color 

Goal: To change the page from black and white to 4-color 

Goal: To import the Herff Jones color palettes 

To understand the CMYK designation. 

Goal: To review the functions of Fill and Stroke in the Swatches 

palette 

To understand the process of choosing and matching 4-color process blends. 

Goal: To apply color to text and graphics 

To distinguish spot colors and 4-color process blends. 

To access Herff Jones spot colors. 

To understand the limitations of tinting a 4-color process blend. 

Goal: To create a new color swatch 

To recognize the CMYK, RGB, spot color, and process color symbols in the Swatches palette. 

Using Image In 

Goal: To access the Herff Jones Image In plug-in 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 


Page 62

Weeks 

5 - 35 

Weeks 

5 - 35 

Weeks 

5 - 35 

Weeks 

5 - 38 

Weeks 

5 - 35 

Weeks 

5 - 35 

Weeks 

5 - 35 

InDesign 

Chapter 10 

InDesign 

Chapter 10 

InDesign 

Chapter 11 

InDesign 

Chapter 11 

InDesign 

Chapter 11 

InDesign 

Chapter 11 

InDesign 

Chapter 11 

Goal: To understand the various options available in the Image 

In window 

Goal: To place digital images using Image In 

Goal: To check the final spread and picture folder 

Adding Graphics, Color and Digital Images to an Existing 

Spread 

Goal: To create graphics for an existing spread 

Goal: To load Swatches into the Swatches palette 

Goal: To apply color to graphics 

Goal: To place digital images with the Image In plug-in 

Working with Digital Images 

Goal: To use the Place command to import a digital image 

To review requirements for digital images including resolution, file type, and color mode. 

Goal: To use the Direct Selection tool to adjust cropping 

To contrast the Selection tool and the Direct Selection tool. 

Goal: To maintain proportions when cropping 

To understand ppi and its impact on printed images. 

Goal: To describe the fitting options in the Object menu 

To review the basics of good photo selection and placement. 

Goal: To check the digital images using the Links and Info 

palettes 

To recognize and correct proportions in the Control palette. 

To access the quick menu on a two-button mouse. 

To locate and use the Go To Link feature. 

Submitting Files to the Plant 

Goal: To print a document for submission to the plant 

To double-check the color information. 

Goal: To outline the guidelines for submitting files to the plant 

Goal: To use the Preflight function to prepare pages for the 

plant 

To understand the alert symbol. 

Goal: To use the Package function to save pages for the plant 

To describe the pitfalls of packaging. 

To list the items that should accompany your digital files to the plant. 

Placing Digital Images and Finalizing a Spread 

Goal: To use InDesign tools and commands to import, crop, and 

size digital images 

Goal: To check digital images using the Info and control 

palettes 

Goal: To print, Preflight, and Package a document for the plant 

Building Panel Pages with Clique 

Goal: To use HJ Panel Builder and Clique to create a mug 

panel for the people section 


Building Panel Pages 

Goal: To use HJ Panel Builder to create a mug panel for the 

people section 

To list the key functions of Clique and explain its advantages. 


Indexing with HJ Index Builder 

Goal: To collect and review index entries 

To explain the advantages of using HJ Index Builder. 

Goal: To flow the final index into position on templates 

To explain the proper way to correct misspelled names. 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 


Page 63

Weeks 

5 - 35 

InDesign 

Chapter 11 

Indexing with InDesign 

Goal: To highlight proper names and mark them for indexing 

Goal: To review index entries in the Index palette 

To compile files to meet the 100-file limit in InDesign. 

Goal: To build a book list and compile the index 

To list the keystrokes necessary for indexing. 

To understand the indexing paragraph styles. 

ISTE-S 4 

ISTE-S 6 

Unit 38 

Unit 40 


Page 64

Know: 

• Know the basics of desktop publishing. 

• Know why columns are used. 







Weeks 5-35 

Do: 

• Identify the tools in the Tool palette 

• Identify the Desktop Publishing palettes 

• Describe the functions of the palettes 

• Open a Herff Jones template 

• Locate and access the tool, palettes, and palette workspace 

• Open, close, and next palettes 

• Adjust the view and the window size using the Navigator 

palette. 

• Zoom in and out using the Zoom tool and View menu 

options. 

• Save a document properly. 

• Use the pages palette to move from the numbered pages to 

the master pages. 

• Add the school name, job number, and folio to the master 

pages. 

• Access the folio and adjust default character settings. 

• Create a column structure using the Margins and Columns 

dialog box. 

• Save a document or template as a school-specific template. 

• Center the page or spread within the InDesign window. 

• Change the page numbers. 

• Mark the spread for black and white or 4-color 

reproduction. 

• Draw a photo box with the Rectangle tool. 

• Move, resize, duplicate, and delete a photo box with the 

Selection tool. 

• Make single and multiple selections using the Selection 

tool. 

• To use the HJ Photo Number plug-in to number all photos. 

• Change the content of a frame. 

• Create a text frame using the Type tool,. 

• Import text using the Place command. 

• Create multiple columns of text using the Text Frame 

Options. 

• Select, move, and delete text within the text frame. 

• Set the typeface, point size, leading, and style in the 

Control palette. 

• Set the alignment in the Paragraph palette. 

• Type text into an empty text frame. 

• Copy and paste a text frame. 

• Use multiple tabs with different alignment. 

• Use leaders in conjunction with tabs. 

• Spell check a document. 

• Describe indents. 

• Apply and adjust text wrap around an object. 

• Describe the functions of the Line and Shape tools. 

• Contrast the various view modes. 

• Use the tools to create a variety of graphics. 

• Describe the functions of Fill and Stroke in the Swatches 

palette. 

• Adjust Fill and Stroke on existing graphics. 


Page 65


















• Locate and use the align buttons in the Control palette. 

• Import the Herff Jones color palettes. 

• Apply color to text and graphics. 

• Create a new color swatch. 

• Create graphics for an existing spread. 

• Load Swatches into the Swatches palette. 

• Apply color to graphics. 

• Place digital images with the Image In plug-in. 

• Use the Direct Selection tool to adjust cropping. 

• Maintain proportions when cropping. 

• Check the digital images using the Links and Info palettes. 

• Use the Preflight function to prepare pages for the plant. 

• Use the Package function to save pages for the plant. 

• Check digital images using the Info and control palettes. 

• Print, Preflight, and Package a document for the plant. 

• Flow the final index into position on templates. 

• Review index entries in the Index palette. 

• Build a book list and compile the index. 

Assessment: 






the unit. 

Resources: 

• Herff Jones InDesign Curriculum Chapters 1-11 

• Placing Digital Images and Finalizing a Spread Activity 3 

• Building Panel Pages with Clique Fact Sheet 

• Building Panel Pages Fact Sheet 

• Indexing with HJ Index Builder Fact Sheet 

• Indexing with InDesign Fact Sheet 

• eDesign 

• eShare 






Page 66

Desktop Publishing Vocabulary 

• Pasteboard – The area surrounding the document. It provides space for extending objects 

pas the edge of the page, and it also provides space for storing objects that you may or may 

not use in the document. 

• Spreads – Two pages that face each other; a left page and a right page in a multi-page 

document. 

• Leading – the term used to describe the vertical space between lines of text. 

• Baseline – the invisible line on which a line of text sits. 

• Kerning – a long-standing process of increasing or decreasing space between a pair of 

characters. 

• Tracking – affects the spaces between letters, but it is applied globally to an entire word or 

paragraph. 

• Drop Cap – a design element in which the first letter or letters of a paragraph are increased 

in size to create a visual effect. 

• Gutter – the space between columns. 

• Master Pages - templates that you create for a page layout. You create a layout one time, 

then use it as many times as you like. 

• Transform – a term used to describe the act of moving an object, scaling it, skewing it, or 

rotating it. 

• Fill – a color you apply that fills an object. 

• Stroke – a color that you apply to the outline of an object. 

• Stroke Weight – how heavy the outline appears on the stroke. 

• Align – to position objects by their tops, bottoms, left sides, right sides, or centers. 

• Distribute – to space objects equally on a page horizontally, vertically, or both. 

• Bounding Box – the frame that defines the horizontal and vertical dimensions of the graphic. 

• Trim Size – the size to which a printed document will be cut--or trimmed--when it clears the 

printing press. 

• Bleeds – areas of the layout that extend to the trim size. 


Page 67

Research/Data Collection/Setting Goals for the Next Year 


Week 35 

& 36 

Your 

Curriculum-A 

Guide to 


Journalism 

Chapter 5 





Excel 



Setting Goals for Next Year 

Goal: To identify goals for the next yearbook and staff 

Goal: To develop a specific plan for meeting those goals 

Developing Leadership Skills 

Goal: To explore some of the challenges editors may face 

Goal: To consider different leadership styles 

Goal: To start a dialogue between the editors and the advisor 

Spread Overhaul 

Goal: To revise a spread from last year’s yearbook to improve 

the design, coverage, and writing 

Letter to Future Staff Members 

Goal: To reflect on one’s experiences on the yearbook staff 

Goal: To provide advice and guidance to next year’s staff 

members 

ISTE-S 2 

ISTE-S 3 

ISTE-S 5 

Unit 1 

Unit 7 


Page 68

Research/Data Collection/Setting Goals for the Next 

Year 

Weeks 35-36 

Know: 

• Know data collection methods 

• Know leadership styles 

• Know the yearbook timeline to meet each 

deadline 

• Know yearbook spread rules 

















Resources: 

• Determine methods of data/image collection 

• Determine media for data collection 

• Determine schedule for data collection 

• Determine deadlines for section/spread completion 

• Identify goals for the next yearbook and staff 

• Develop a specific plan for meeting those goals 

• Explore some of the challenges editors may face 

• Consider different leadership styles 

• Start a dialogue between the editors and the advisor 

• Revise a spread from last year’s yearbook to improve the 

design, coverage, and writing 

• Reflect on one’s experiences on the yearbook staff 

• Provide advice and guidance to next year’s staff members 

Assessment: 






the unit. 

Resources: 


• Fact Sheets 

• STITCH 

• Survey Monkey 

• Newspapers 

• Yearbook photos 

• Excel 

• Budget 

• Calendars/Deadlines 

• eBusiness 






Page 69

Section 5: Scope and Sequence 


Excerpted from the ODE Career Content Standards 

And 

ISTE/NETS Student Standards – Advanced Digital Age Learning 

Unit 1: 

Information Technology Basics 

Competency 1.7: Create documents using word processing software 

Terminal Performance Objective: The student will utilize classroom instruction and 

classroom resources and equipment to create business documents using word processing 

software with 85 percent accuracy. 

Descriptors: 

1.7.1 Create documents and tables 

1.7.2 Format text using basic and advanced formatting functions 

1.7.3 Locate/replace text using search and replace functions 

1.7.5 Employ word processing utility tools (e.g., spell checker, grammar checker, and 

thesaurus) 

1.7.9 Print materials using print functions 

1.7.10 Edit documents 

1.7.11 Access needed information using word processing help screens 

Correlated English Language Arts Academic Content Benchmarks 

• Prepare writing for publication that follows an appropriate format and uses a 

variety of techniques to enhance the final product. (Writing Process F, 11-12) 

• Produce functional documents that report, organize and convey information and 

ideas accurately, foresee readers’ problems or misunderstandings and that include 

formatting techniques that are user friendly. (Writing Applications C, 11-12) 


Page 70

Competency 1.9: Create spreadsheets 

Descriptors: 

1.9.1 Design a spreadsheet in accordance with written and/or oral specifications 

1.9.2 Retrieve existing spreadsheets 

1.9.3 Format spreadsheets using basic formatting functions (e.g., page setup) 

1.9.4 Perform calculations using simple formulas 

1.9.5 Edit spreadsheets (i.e., delete, move, and copy within spreadsheets) 

1.9.6 Create charts and graphs from spreadsheets 

1.9.7 Group worksheets 

1.9.8 Input/process data using spreadsheet functions 

1.9.9 Improve spreadsheet display using enhancement features 

1.9.10 Protect data using spreadsheet protection features 

1.9.11 Run macros 

1.9.12 Troubleshoot spreadsheet problems 

1.9.13 Resolve function errors as needed 

1.9.14 Apply advanced spreadsheet formulas 

1.9.15 Create spreadsheet solutions to business problems 

1.9.16 Make "what if⎯" business decisions using spreadsheets as a tool 

1.9.17 Save and print spreadsheets 

1.9.18 Access needed information using online help features 

Correlated Mathematics Academic Content Benchmarks 

• Use algebraic representations, such as tables, graphs, expressions, functions and 

inequalities, to model and solve problem situations. (Algebra D, 8-10) 

• Use recursive functions to model and solve problems; e.g., home mortgages, annuities. 

(Algebra C, 11-12) 

Competency 1.11: Apply computer office tools 

Terminal Performance Objective: The student will utilize classroom instruction and classroom 

resources and equipment to integrate documents using word processing, desktop publishing, 

graphic design, and photo editing software with 85 percent accuracy. 

Descriptors: 

1.11.1 Analyze problems requiring solutions involving the integration of computer 

applications 

1.11.2 Select appropriate productivity tool for solving specific problem 

1.11.3 Select source application and destination application 

1.11.4 Move/copy information between integrated applications 

1.11.5 Link objects between applications 

1.11.6 Embed information in applications 


Page 71

Competency 1.13: Evaluate and access information using electronic sources 

Terminal Performance Objective: The student will utilize the Internet and classroom 

resources to identify and explain through presentation graphics how to access information 

using electronic sources with 85 percent accuracy. 

Descriptors: 

1.13.1 Explain how to conduct searches using electronic sources (e.g., selection of search 

terms) 

1.13.6 Evaluate the quality and usability of electronic information 

1.13.7 Download information 


• Formulate open-ended research questions suitable for investigation and adjust 

questions as necessary while research is conducted. (Research A, 8-10; Research A, 

11-12) 

• Evaluate the usefulness and credibility of data and sources. (Research B, 8-10; 

Research C, 11-12) 

• Organize information from various resources and select appropriate sources to 

support central ideas, concepts and themes. (Research C, 8-10) 

Competency 1.16: Demonstrate basic knowledge of the Internet 


resources to identify and explain through presentation the different uses/applications of the 

Internet with 85 percent accuracy. 

Descriptors: 

1.16.1 Identify the key characteristics of the Internet 

1.16.5 Identify services and tools offered on the Internet 

1.16.6 Identify the specific strengths, weaknesses, and special features of available search 

engines 

1.16.8 Explain accepted Internet etiquette (i.e., netiquette) 

1.16.9 Identify current uses and applications of the Internet 

Competency 1.17: 

Access the Internet 


resources to identify and explain through instruction how to access the Internet with 85 

percent accuracy. 

Descriptors: 

1.17.1 Connect to the Internet 

1.17.5 Explore browser features 

1.17.8 Demonstrate acute awareness of virus protection techniques 

1.17.10 List uses of mobile devices to access the Internet 


Page 72

Competency 1.18: Utilize Internet services 


resources to examine, analyze, and create a database of 5 useful information technology 

search engines with 85 percent accuracy. 

Descriptors: 

1.18.1 Access business and technical information using the Internet 

1.18.2 Select search engine(s) to use 

1.18.3 Select appropriate search procedures and approaches 

1.18.5 Navigate Web sites using software functions (e.g., forward, back, go to, 

bookmarks) 

1.18.6 Evaluate Internet resources (e.g., accuracy of information) 

1.18.9 Bookmark Web addresses (URLs) 

1.18.14 Retrieve online tools 

1.18.17 Explore the multimedia capabilities of the World Wide Web 

1.18.18 Evaluate plug-ins and helpers to the Web browser 

1.18.19 Explore collaboration tools 


• Evaluate the usefulness and credibility of data and sources. (Research B, 8-10) 

• Evaluate the usefulness and credibility of data and sources, and synthesize 

information from multiple sources. (Research C, 11-12) 


ideas accurately, foresee readers’ problems or misunderstandings and include 

formatting techniques that are user friendly. (Writing Applications C, 11-12) 

ISTE.NETS-S 

3. Research and Information Fluency 

Students apply digital tools to gather, evaluate, and use information. Students: 

a. plan strategies to guide inquiry. 

b. locate, organize, analyze, evaluate, synthesize, and ethically use information 

from a variety of sources and media. 

c. evaluate and select information sources and digital tools based on the 

appropriateness to specific tasks. 

d. process data and report results. 


Page 73

Unit 3: 

Marketing 

Competency 3.1: Describe marketing’s role and function in business. 

Descriptors: 

3.1.1 Explain marketing and its importance in a global economy. 

3.1.2 Discuss the marketing concept. 

3.1.3 Describe marketing functions and related activities. 


• Use multiple resources to enhance comprehension of vocabulary. (Acquisition of 

Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12) 

Competency 3.2: Acquire foundational knowledge of customer, client and 

business behavior. 

Descriptors: 

3.2.1 Identify factors that motivate customers, clients and businesses. 

3.2.2 Explain customer, client and business buying behavior. 

3.2.3 Discuss levers employees can use to motivate and inspire customer, client and 

business decision making. 

Competency 3.3: Explain the company’s unique selling proposition to recognize 

what sets the company apart from its competitors. 

Descriptors: 

3.3.1 Identify the company’s unique selling proposition. 

3.3.2 Identify internal and external service standards. 

Competency 3.4: Reinforce the company’s image to exhibit the company’s 


Descriptors: 

3.4.1 Discuss the relationship between employee performance and company image. 

3.4.2 Identify the company’s brand promise. 

3.4.3 Determine ways of delivering the company’s brand promise through employee 

performance. 


Page 74

Unit 4: 

Customer Relationship Management 

Competency 4.1: Explain basic customer relationship management (CRM) 

concepts. 

Descriptors: 

4.1.1 Explain the concept of a customer relationship focus and its importance to an 

organization. 

4.1.2 Describe methods that can be used to determine what customers want. 

4.1.3 Explain the role of quality, warranties and guarantees in customer satisfaction. 

4.1.4 Explain the role of Web site usability in customer satisfaction. 

4.1.5 Describe the relationship between customer satisfaction, loyalty and value. 

4.1.6 Explain the relationship between service and sales. 

Competency 4.2: Foster positive customer relations to enhance company 

image. 

Descriptors: 

4.2.1 Describe positive customer relations. 

4.2.2 Demonstrate a customer service mindset. 


• Demonstrate an understanding of effective speaking strategies by selecting appropriate 

language and adjusting presentation techniques. (Communication: Oral and Visual D, 8- 

10) 

Competency 4.3: Respond appropriately to customers. 

Descriptors: 

4.3.1 Reinforce service orientation through communication. 

4.3.2 Respond to customer inquiries. 


• Use a variety of strategies to enhance listening comprehension. (Communication: Oral 

and Visual A, 8-10; Communication: Oral and Visual A, 11-12) 

• Select and use effective speaking strategies for a variety of audiences, situations and 

purposes. (Communication: Oral and Visual C, 11-12) 


Page 75

Competency 4.4: Resolve conflicts with and for customers to encourage repeat 

business 

Descriptors: 

4.4.1 Handle difficult customers. 

4.4.2 Handle customer complaints. 






Competency 4.5: Deliver quality customer service. 

Descriptors: 

4.5.1 Communicate company policies to customers. 

4.5.2 Comply with merchandise returns policies. 

4.5.3 Facilitate customer service through maintaining key information systems. 

4.5.4 Monitor follow-through on commitments made to customers (e.g., special orders, 

delivery specifications, new items). 

4.5.5 Monitor follow-up on order problems. 


• Use appropriate self-monitoring strategies for comprehension. (Reading Process C, 8-10; 

Reading Process C, 11-12) 




Page 76

Competency 4.9: Process orders and returns. 

Descriptors: 

4.9.1 Follow order processing priorities. 

4.9.3 Enter and check the order’s accuracy. 

4.9.4 Check the availability of requested items. 

4.9.7 Prepare billing statements. 

4.9.8 Track orders. 

4.9.9 Communicate with customers about the order after the sale. 


• Use appropriate self-monitoring strategies for comprehension. (Reading Process C, 8-10; 

Reading Process C, 11-12) 

• Produce functional documents that report, organize and convey information and ideas 

accurately, foresee readers’ problems or misunderstandings and that include formatting 

techniques that are user friendly. (Writing Applications C, 11-12) 


• Apply mathematical knowledge and skills routinely in other content areas and practical 

situations. (Mathematical Processes B, 8-10) 

Iste.nets.s 

5. Digital Citizenship 

Students understand human, cultural, and societal issues related to technology 

and practice legal and ethical behavior. Students: 

a. advocate and practice safe, legal, and responsible use of information and 

technology. 

b. exhibit a positive attitude toward using technology that supports 

collaboration, learning, and productivity. 

c. demonstrate personal responsibility for lifelong learning. 

d. exhibit leadership for digital citizenship. 

6. Technology Operations and Concepts 

Students demonstrate a sound understanding of technology concepts, systems, 

and operations. Students: 

a. understand and use technology systems. 

b. select and use applications effectively and productively. 

c. troubleshoot systems and applications. 

d. transfer current knowledge to learning of new technologies. 


Page 77

Unit 7: 

Communication Skills 

Competency 7.1: Explain effective communications. 

Descriptors: 

7.1.1 Explain the importance of effective communication in business 

7.1.2 Identify barriers to effective communication 

7.1.3 Describe techniques for overcoming barriers to effective communication 

7.1.4 Discuss issues involving digital and/or electronic communications (e.g., lack of 

body language, potential for forwarding information). 

Competency 7.3: Apply appropriate verbal skills in business situations. 

Descriptors: 

7.3.1 Explain characteristics of effective verbal communications. 

7.3.2 Describe how nonverbal communication affects verbal messages. 

7.3.3 Interpret others’ nonverbal cues. 

7.3.4 Explain the importance of voice in communicating with others. 

7.3.5 Identify situations in which employees need to address others in a businesslike 

manner. 

7.3.6 Address people properly. 

7.3.7 Participate in staff meetings. 


• Analyze the techniques used by speakers and media to influence an audience, and 

evaluate the effect this has on the credibility of a speaker or media message. 

(Communication: Oral and Visual B, 8-10) 








• Give presentations using a variety of delivery methods, visual displays and technology. 

(Communication: Oral and Visual G, 8-10; Communication: Oral and Visual F, 11-12) 


Page 78

Competency 7.5: Utilize effective written communication. 

Descriptors: 

7.5.1 Explain the importance of effective written communications. 

7.5.2 Identify types of written communication used in business. 

7.5.3 Identify characteristics of effective written communication (e.g., brevity, 

neatness, accuracy). 

7.5.4 Select and utilize appropriate formats for professional writing. 

7.5.5 Plan, edit and revise written work consistent with professional standards. 

7.5.6 Write business letters. 

7.5.7 Write informational messages. 

7.5.8 Write inquiries. 

7.5.9 Write persuasive messages. 


• Use a variety of strategies to revise content, organization and style, and to improve word 

choice, sentence variety, clarity and consistency of writing. (Writing Processes C, 11-12) 

• Apply editing strategies to eliminate slang and improve conventions. (Writing Processes 

D, 11-12) 

• Produce letters (e.g., business, letters to the editor, job applications) that follow the 

conventional style appropriate to the text and that include appropriate details and 

exclude extraneous details and inconsistencies. (Writing Applications C, 8-10) 

• Write a persuasive piece that states a clear position, includes relevant information and 

offers compelling evidence in the form of facts and details. (Writing Applications E, 8- 

10) 




Competency 7.6: Use proper grammar and vocabulary. 

Descriptors: 

7.6.1 Use correct subject/verb agreement in sentences. 

7.6.2 Use correct noun/pronoun agreement in sentences. 

7.6.3 Use correct use of adverbs and adjectives in sentences. 

7.6.4 Use correct word usage in sentences. 

7.6.5 Explain the importance of a technical vocabulary. 

7.6.6 Explain the consequences of excessive use of jargon. 

7.6.7 Explain the relationship of business success to proper grammar. 


• Demonstrate understanding of the grammatical conventions of the English language. 

(Writing Conventions C, 8-10, Writing Conventions C, 11-12) 


Page 79

Competency 7.7: Communicate using telecommunications tools. 

Descriptors: 

7.7.1 Describe proper verbal skills needed for handling telephone calls. 

7.7.2 Explain standard procedures for handling telephone calls in a businesslike manner 

(e.g., professionalism, consider inflection in voice, attitude conveyed). 

7.7.3 Identify company policies regarding use of telecommunications tools (telephone 

answering machine, voice mail, e-mail, teleconferencing system). 

7.7.4 Operate telecommunications equipment in accordance with company policy. 

7.7.5 Communicate via telephone, voice mail, e-mail, facsimile, teleconferencing 

system. 

7.7.6 Keep up to date concerning new and emerging communications technologies. 

7.7.7 Take complete and accurate telephone messages. 

7.7.8 Deliver phone messages according to the criticality of the message. 

7.7.9 Follow established telephone etiquette. 






Competency 7.9: Follow company guidelines in the business environment. 

Descriptors: 

7.9.1 Describe guidelines for communicating with other employees (e.g., protocol of 

communications, types of information transmitted via different channels of staff 

communications). 

7.9.2 Explain ethical considerations in providing information. 

7.9.3 Explain use of interdepartmental/company communication. 

7.9.4 Follow directions. 

7.9.5 Use appropriate manners in accordance with established protocols and company 

policies. 


• Demonstrate comprehension of print and electronic text by responding to questions (e.g., 

literal, inferential, evaluative and synthesizing). (Reading Process B, 8-10; Reading 

Process B, 11-12) 


Page 80

Competency 7.10: Communicate effectively to provide information to staff. 

Descriptors: 

7.10.1 Give directions for completing job tasks. 

7.10.2 Conduct meetings. 

7.10.4 Share positive suggestions with management. 


• Communicate findings, reporting on the substance and processes orally, visually and in 

writing or through multimedia. (Research E, 8-10; Research E, 11-12) 




• Locate and interpret mathematical information accurately, and communicate ideas, 

processes and solutions in a complete and easily understood manner. (Mathematical 

Processes H, 8-10) 

Competency 7.11: Use communication skills to influence others. 

Descriptors: 

7.11.1 Persuade others. 

7.11.2 Demonstrate negotiation skills. 


• Give persuasive presentations that structure ideas and arguments in a logical fashion, 

clarify and defend positions with relevant evidence and anticipate and address the 

audience’s concerns. (Communication: Oral and Visual D, 11-12) 

Iste.nets.s 

2. Communication and Collaboration 

Students use digital media and environments to communicate and work 

collaboratively, including at a distance, to support individual learning and contribute 

to the learning of others. Students: 

a. interact, collaborate, and publish with peers, experts, or others employing a 

variety of digital environments and media. 

b. communicate information and ideas effectively to multiple audiences using a 

variety of media and formats. 

c. develop cultural understanding and global awareness by engaging with learners 

of other cultures. 

d. contribute to project teams to produce original works or solve problems. 


Page 81

4. Critical Thinking, Problem Solving, and Decision Making 

Students use critical thinking skills to plan and conduct research, manage 

projects, solve problems, and make informed decisions using appropriate digital 

tools and resources. Students: 

a. identify and define authentic problems and significant questions for 

investigation. 

b. plan and manage activities to develop a solution or complete a project. 

c. collect and analyze data to identify solutions and/or make informed decisions. 

d. use multiple processes and diverse perspectives to explore alternative 

solutions. 


Page 82

Unit 12: 

Accounting 

Competency 12.3: Describe accounting tools used to track money flow and to 


Descriptors: 

12.3.1 Describe cash flow statements. 

12.3.2 Explain balance sheets. 

12.3.3 Describe income statements. 


• Evaluate how features and characteristics make information accessible and usable and 

how structures help authors achieve their purposes. (Reading Applications: 

Informational, Technical and Persuasive Text A, 8-10) 

Competency 12.4: Apply the accounting equation. 

Descriptors: 

12.4.1 Describe the relationship between property and financial claims. 

12.4.2 Explain the significance of equities as used in accounting. 

12.4.3 Explain the significance of the accounting equation. 

12.4.4 Discuss types of basic assets. 

12.4.5 Explain types of liabilities. 

12.4.6 Discuss the importance of owner’s equity. 

12.4.7 Describe the relationship between assets and claims on assets. 

12.4.8 Demonstrate the effects of transactions on the accounting equation. 


• Estimate, compute and solve problems involving real numbers, including ratio, 

proportion and percent, and explain solutions. (Number, Number Sense and Operations 

G, 8-10) 

• Translate information from one representation (words, table, graph or equation) to 

another representation of a relation or function. (Patterns, Functions and Algebra C, 8- 

10) 


inequalities, to model and solve problem situations. (Patterns, Functions and Algebra D, 

8-10) 


Page 83

Competency 12.6: Analyze transactions impacting revenue, expenses and 

withdrawals. 

Descriptors: 

12.6.2 Maintain revenue accounts. 

12.6.3 Maintain expense accounts. 

12.6.4 Maintain withdrawals accounts. 

12.6.5 Analyze revenue, expense and withdrawals transactions. 

12.6.6 Balance ledger accounts. 




G, 8-10) 



10) 


inequalities, to model and solve problem situations. (Patterns, Functions and Algebra D, 

8-10) 

• Communicate mathematical ideas orally and in writing with a clear purpose and 

appropriate for a specific audience. (Mathematical Processes I, 11-12) 


Page 84

Competency 12.9: Maintain cash controls 

Descriptors: 

12.9.1 Explain cash control procedures (e.g., signature cards, deposit slips, internal and 

external controls, and cash clearing). 

12.9.2 Prove cash. 

12.9.5 Process checks. 

12.9.8 Prepare bank deposits. 

12.9.9 Prepare purchase requisitions. 

12.9.10 Prepare purchase orders. 

12.9.11 Prepare sales slips. 

12.9.12 Prepare invoices. 

12.9.13 Verify invoices. 

12.9.14 Handle delinquent bills. 








G, 8-10) 



10) 

• Communicate mathematical ideas orally and in writing with a clear purpose and 

appropriate for a specific audience. (Mathematical Processes I, 11-12) 


Page 85

Unit 13: Financial Management 

Competency 13.1: Acquire foundational knowledge of finance to recognize its 

contribution to a business. 

Descriptors: 

13.1.1 Explain the role of finance in business. 

13.1.2 Discuss the role of ethics in finance. 

13.1.3 Explain legal considerations for finance. 


Page 86

Unit 37: Appreciation of the Arts 


visual arts 

Demonstrate knowledge of and an appreciation for the 

Terminal Performance Objective: Given various visual references and demonstrations, the 

student will demonstrate knowledge and idenify elements and feelings of the visual arts in 

different historical periods and cultures by selecting the appropriate visual for a presentaiton 

with a minimum of 85% accuracy. 

Descriptors: 

37.2.1 Define various forms of visual art 

37.2.2 Define the various elements of visual arts (e.g., lines, colors, light and dark, 

texture, volume, perspective) 

37.2.3 Identify the feelings conveyed by various elements of visual arts 

37.2.4 Discuss how music and visuals can evoke a specific emotional response 



ideas accurately, foresee readers’ problems or misunderstandings and include 

formatting techniques that are user friendly (Writing Applications C, 11-12) 

• Produce informational essays or reports that establish a clear and distinctive 

perspective on the subject, include relevant perspectives, take into account the 

validity and reliability of sources and provide a clear sense of closure. (Writing 

Applications D, 11-12) 

ISTE.NETS-S 

1. Creativity and Innovation 

Students demonstrate creative thinking, construct knowledge, and develop 

innovative products and processes using technology. Students: 

a. apply existing knowledge to generate new ideas, products, or processes. 

b. create original works as a means of personal or group expression. 

c. use models and simulations to explore complex systems and issues. 

d. identify trends and forecast possibilities. 


Page 87

Unit 38: 

Graphic Design Fundamentals 


Demonstrate basic knowledge of technical art skills 

(traditional and electronic) 

Terminal Performance Objective: Given demonstrations and appropriate tools, the student will 

be able to create matted pieces for their standard as well as digital portfolios according to 

industry standards with 85 percent accuracy. 

Descriptors: 

38.1.1 Demonstrate the ability to center, space, and scale drawings 

38.1.2 Identify various types of drawing media and a variety of surfaces 

38.1.3 Identify various examples of mechanical drawing equipment 

38.1.4 Interpret information from drawings, prints, and sketches 

38.1.5 Draw freehand sketches 

38.1.6 Alter drawings 

38.1.7 Create charts, graphs, and diagrams 

38.1.8 Evaluate drawings 


• Analyze whether graphics supplement textual information and promote the author’s 

purpose. (Reading: Informational Text C, 8-10) 

• Use multiple resources to enhance comprehension of vocabulary. (Vocabulary E, 11-12) 


• Describe and apply properties of similar and congruent figures, and justify conjectures 

involving similarity and congruence. (Geometry B, 8-10) 

• Represent transformations within a coordinate system using vectors and matrices. 

(Geometry B, 11-12) 

• Create, interpret and use graphical displays and statistical measures to describe data; 

e.g., box-and-whisker plots, histograms, scatterplots, measures of center and variability. 

(Data A, 8-10) 

• Create and analyze tabular and graphical displays of data using appropriate tools, 

including spreadsheets and graphing calculators. (Data A, 11-12) 

• Formally define geometric figures. (Geometry A, 8-10) 


Page 88

Competency 38.2: Demonstrate knowledge of design principles 

Terminal Performance Objective: Given demonstrations, examples, and appropriate tools, the 

student will be able to create various designs for advertising layouts according to industry 

standards with 85 percent accuracy. 

Descriptors: 

38.2.1 Apply the principles of basic composition picture plan 

38.2.2 Apply the principles and elements of design and their relationship to each other 

38.2.3 Identify the nature of color and color harmonies 

38.2.4 Assess the impact of various color harmonies on basic composition 

38.2.5 Assess how color affects the principles of line, value, shape and form 


• Use multiple resources to enhance comprehension of vocabulary. (Vocabulary E, 11- 

12) 


Demonstrate design skills 

Terminal Performance Objective: Given demonstrations, examples, and appropriate tools, the 

student will be able to create various designs for advertising layouts according to industry 

standards with 85 percent accuracy. 

Descriptors: 

38.3.1 Apply elements of design (e.g., line, shape, color) 

38.3.2 Apply principles of design (e.g., proportion, balance, harmony, rhythm, unity) 

38.3.3 Apply color theory 

38.3.4 Develop thumbnail concepts 

38.3.5 Develop rough and comprehensive layouts 

38.3.6 Create symmetric and asymmetric designs 

38.3.7 Make collages 

38.3.8 Describe digital color concepts 


• Identify subsets of the real number system. (Number B, 8-10) 

• Connect physical, verbal and symbolic representations of integers, rational numbers 

and irrational numbers. (Number D, 8-10) 


Page 89


Demonstrate knowledge of available graphics software 

applications 

Terminal Performance Objective: Given demonstrations, examples, scanner, and graphic 

software, the student will be able to demonstrate and select the most appropriate graphics 

software for a visual according to industry standards with 85 percent accuracy. 

Descriptors: 

38.4.1 Apply tones, hues, and values 

38.4.2 Apply color for emotional impact 

38.4.3 Contrast/compare vector and raster images 

38.4.4 Identify industry accepted graphic file types (e.g., .jpg, .gif, tif, .eps, .pdf) 

38.4.5 Compare/contrast different types of graphics applications (e.g., vector, raster, 

image) 

38.4.6 Identify graphic tools, menus, and functions, such as grouping, transformations 

and blending 

38.4.7 Identify simple and advanced development tools, styles, templates, and automated 

tasks 

38.4.8 Identify simple and advanced techniques for manipulating object attributes and 

types 

38.4.9 Select the most effective graphics applications for the intended uses 


Construct digital graphics 

Terminal Performance Objective: Given demonstrations, examples, scanner, and graphics 

software, the student will be able to create an appropriate visual for an advertising design, 

according to industry standards with 85 percent accuracy. 

Descriptors: 

38.5.1 Identify audience and purpose of graphics 

38.5.2 Select the appropriate style of graphics based on the intended purpose 

38.5.3 Create graphics that integrate principles of communication and elements of visual 

design 


• Analyze whether graphics supplement textual information and promote the author’s 

purpose. (Reading: Informational Text C, 8-10) 


Page 90

Competency 38.6: Manipulate digital graphics 

Terminal Performance Objective: Given demonstrations, examples, scanner, and graphics 

software, the student will be able to create, edit, manipulate, convert, store, retrieve, and print 

graphics for an advertising design, according to industry standards with 85 percent accuracy. 

Descriptors: 

38.6.1 Manipulate color, shape, size, and textures of graphics 

38.6.2 Import objects from other applications 

38.6.3 Export objects to other applications 

38.6.4 Rotate graphics 

38.6.5 Rotate text 

38.6.6 Paint/touch up images 

38.6.7 Add/subtract image parts 

38.6.8 Apply 2-D and 3-D graphics principles 

38.6.9 Manipulate multiple image layers 

38.6.10 Employ masking techniques 

38.6.11 Crop images 

38.6.12 Determine appropriate uses of halftone, duotone, and multi-color processes 

38.6.13 Scale images 

38.6.14 Employ various filtration methods 

38.6.15 Convert raster to vector image 

38.6.16 Store images in appropriate formats and resolutions for specific applications 

38.6.17 Save/retrieve graphics 

38.6.18 Print graphics to various output devices (e.g., file, monitor, pdf) 


• Use proportional reasoning and apply indirect measurement techniques, including right 

triangle trigonometry and properties of similar triangle, to solve problems involving 

measurements and rates. (Measurement D, 8-10) 

• Estimate and compute various attributes, including length, angle measure, area, surface 

area and volume, to a specified level of precision. (Measurement E, 8-10) 

• Use coordinate geometry to represent and examine the properties of geometric figures. 

(Geometry D, 8-10) 

• Draw and construct representations of two-and three-dimensional geometric objects 

using a variety of tools, such as straightedge, compass and technology. (Geometry E, 8- 

10) 

• Represent and model transformations in a coordinate plane and describe the results. 

(Geometry F, 8-10) 


Page 91


Integrate knowledge of typography 

Terminal Performance Objective: Given demonstrations, examples, sample alphabets, and 

proportional wheel, the student will be able to select and interpret an appropriate font for an 

advertising piece with 85 percent accuracy. 

Descriptors: 

38.7.1 Interpret typographic terms (e.g., serif, sans-serif, picas, points) 

38.7.2 Identify typographic styles 

38.7.3 Define basic letter structures 

38.7.4 Mix families of type within a project 

38.7.5 Select proper letter and line spacing 

38.7.6 Select appropriate typefaces 

38.7.7 Prepare type formats (e.g., style guides) 



12) 



proportion and percent, and explain solutions. (Number G, 8-10) 


Page 92

Unit 39: 

Photography 


Develop competency in the use of photographic equipment 

Terminal Performance Objective: Given demonstrations, examples, lighting, and camera 

equipment, the student will be able to shoot and compose photographs with 75 percent accuracy. 

Descriptors: 

39.1.1 Differentiate between various formats (i.e., traditional vs. digital) 

39.1.2 Identify appropriate depth of field 

39.1.3 Create photographs using varied lighting and formats 

39.1.4 Identify appropriate light sources 



proportion and percent, and explain solutions. (Number G, 8-10) 

Competency 39.2: Demonstrate knowledge of photographic terminology 

Terminal Performance Objective: Given reference materials and example pictures, the student 

will be able to identify photographs based on various characteristics with 75 percent accuracy. 

Descriptors: 

39.2.1 Discuss the role played by the following photographic elements: composition, 

formal qualities, scale, use of space, use of light 

39.2.2 Discuss how the meaning of a photograph is affected by composition, formal 

qualities, scale, use of space, and use of light 

39.2.3 Identify the use and meaning of symbolism in given photographs 

39.2.4 Identify the use and meaning of metaphor in given photographs 


• Use context clues and text structures to determine the meaning of new vocabulary. 

(Vocabulary A, 8-10) 

• Recognize the importance and function of figurative language. (Vocabulary C, 8-10) 


12) 


Page 93

Unit 40: 


Visual Media Design 

Create visual design guidelines 

Terminal Performance Objective: Given examples, scanner, and photo-manipulation software, 

the student will be able to plan and create appropriate images for their digital portfolio according 

to industry standards, with 75 percent accuracy. 

Descriptors: 

40.1.1 Integrate paint, illustration, and imaging manipulation techniques with digital 

images 

40.1.2 Consider the visual characteristics of various media (e.g., video, print, Web) 

40.1.3 Assess how the technical limitations of the medium affect content and style 

40.1.4 Consider the relationship between form and content 

40.1.5 Plan a visual design utilizing the form follows function principle 

40.1.6 Create a multi-layered image 

40.1.7 Select appropriate colors for the design 

40.1.8 Define color editing capabilities 

40.1.9 Identify appropriateness of 3-D elements 

40.1.10 Integrate human factors and user interface in visual design 

40.1.11 Evaluate visual appeal of design 

40.1.12 Construct model (i.e., physical or computer-based) 

40.1.13 Evaluate model against guidelines 


Page 94

Competency 40.2: Demonstrate proficiency in the use of digital imaging 

techniques and equipment 

Terminal Performance Objective: Using a variety of digital equipment such as scanners, 

cameras, and other output devices, the student will be able to create a portfolio according to 

industry standards, with 75 percent accuracy. 

Descriptors: 

40.2.2 Identify memory and storage requirements 

40.2.3 Identify computer architecture requirements for digital imaging 

40.2.4 Explain how a digital image is generated 

40.2.5 Identify types of digital imaging software 

40.2.6 Compare performance of different types of image acquisition hardware 

40.2.7 Operate digital imaging equipment (e.g., scanner, digital camera, video input devices, 

graphics tablet, graphics expansion board, printer, film recorder, and output 

devices) 

40.2.10 Compare/contrast layering techniques 

40.2.11 Select appropriate resolution 

40.2.12 Perform resolution calculations (e.g., number of pixels, number of colors) 

40.2.14 Archive and manage images 


• Draw and construct representations of two- and three-dimensional geometric object 

using a variety of tools, such as straightedge, compass and technology. (Geometry E, 8- 

10) 

• Represent transformations within a coordinate system using vectors and matrices. 

(Geometry B, 11-12) 

• Compare, order and determine equivalent forms of real numbers. (Number E, 8-10) 


Page 95

Yearbook - Findlay City Schools

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?