BASIC WORD PROCESSING CONCEPTS AND …images.schoolinsites.com/.../DocumentsCategories/Doc… ·...

COURSE 6411Computer Applications I

Unit B Software Applications for Business

COMPETENCY 3.00 B2 32% Understand documents and publications used in business.

OBJECTIVE 3.02 B2 10% Understand business publications.

ESSENTIAL QUESTION

What are five design principles and what impact do they have on publications?

What are four characteristics of the target audience that affect the design and development of publications?

What publication is the most effective means for communicating information?

Business Publications In today’s information age, society has become desensitized to words and prose

that require more than a cursory glance to comprehend.

Readers must instantly recognize that a message is important enough to warrant further investment of their time.

Information that is delivered must be arranged attractively and consistently in the publication, accurately presented, and concisely stated.

Information must be delivered with a hook that will grab the reader’s attention.

Selection of an appropriate type of publication to deliver a message is dependent upon:

o knowledge of design principles,o characteristics of the target audience, ando the desired effect of the communication.

I. Design Principles – rules for creating effective publications. What makes a publication stand out, elicit emotion, and produce a reaction?

A. Alignment – the arrangement of text and objects on a page. Arrange text in a logical flow (left to right) to enhance readability. Use a consistent alignment for text throughout – left or right justified or

centered. Titles centered and text left justified, for exampleB. Consistency

1. Color scheme – maintain a consistent color scheme throughout a publication that is appropriate for the intended mood and behavior response from the audiencea. Energizing and emotional colors are used excite and

promote action i. Black – sensual and mysteriousii. Blue – inspirationaliii. Green – youthful, freshiv. Orange – adventurous and open

6411 – Computer Applications I Summer 2008 Unit B – 3.02 – page 1





ESSENTIAL QUESTION




v. Purple – creativevi. Red – fast, intense, passionatevii. Yellow – idealism

b. Calming and spiritual colors are used to reduce the level of excitement and promote subdued, serious, or passive behaviors and emotionsi. Blue – healingii. Green – renewal iii. Pink – non-violence, passive behavioriv. Purple – reflection v. White – innocence

c. Symbolic colors are used to evoke culture-specific responsesi. Black – affluence, formality, evil (bad guys always

wear black)ii. Blue – integrity (“true blue”)iii. Green – honesty and sincerityiv. Pink – think about breast cancer awarenessv. Red – power vi. Red, white, and blue – pride, solidarity

2. Font scheme – select a uniform style, size, and effect for all headings and another for the body a. Use a serif font for headings and a sans serif for the body or

visa versa to make a distinction between them b. The use of all capital letters decreases readability c. Use a font that is appropriate for the message of the

publication A comic sans font is more appropriate for a birthday party

publication than one on rules of conduct3. Graphics – use a consistent format throughout the publication.

Use either all cartoon-like images or all high quality photo images, etc. Graphics include clip art and photographic images.






ESSENTIAL QUESTION




• Photographic images of surfers catching waves are more appropriate than cartoon images of beach chairs and sun tan lotion for a newsletter about a surf club.

C. Contrast – Where is the reader’s attention focused first? Emphasize the most important objects of the publication with color and size. 1. A distinct contrast of appearance should separate the headings

from the body. 2. Is the text color sufficiently lighter or darker than the background

color so that it is easy to read and stands out?


D. Proximity/Unity – Are the objects grouped appropriately? 1. Graphics should be placed in close proximity to the text they

support. 2. Is there uniform and appropriate space between the headings and

the body? E. White Space – the negative or blank space in a publication should be

uniform and serve the function of giving the reader’s eyes a break • Provides segue to the objects and enhances the overall

message of the publication• Consistent and uniform margins help organize the information

II. The Target Audience Knowledge of the target audience is critical to effective communication through publications. The identifying characteristics of the target audience provide the “hooks” for grabbing their attention by appealing to their age, ability, special interests, and group membership.A. What is the general age of the target audience?

1. Is the publication being prepared for young children to entertain them and tell a story at a birthday party?

2. Is it for a classroom to inform students about a topic? 3. The age of the target audience will assist in choosing design

elements that will be used in the publication.B. What is the general educational background of the target audience? If it

can be defined, knowledge of the educational background will determine the amount of text, word choices, and amount of graphics used in the publication.

C. Does the audience share common interests, such as knitting, doll collecting, or kayaking?

D. Does the audience share similar group memberships, such as Boy Scouts, FBLA, sororities or fraternities?


III. Purpose of Publication A. Communicate contact information for a business or individual that often

includes the name, address, phone numbers, email address, web address, and a logo or picture. Two publications with common information:1. Business card – A business card is a publication that contains

contact information for a business or individual. a. Distributed and used to help recipients remember you or

your business and typically includes the contact’s name, company, logo, address, telephone and cell phone numbers, email address, and fax number

b. Some cards include a personal photograph c. The format for a business card differs according to user

preference. d. As always, the most important aspect of a business card is

readability and professional appearance. e. Usually printed on card stock, which is heavier than paper

and holds up better against wear and tear caused by keeping it in a pocket or billfold

2. Letterhead stationery – the phrase letterhead stationery implies the use of a heading at the top and sometimes also at the bottom of a letter a. Used by businesses, organizations, or individuals to

communicate a message and relay contact informationb. Letterhead stationery adds a sense of professionalism and

credibilityc. Usually includes the name and logo of the company,

organization, or individual as well as the address, telephone and cell phone numbers, email address, and fax number

d. Design varies from person to person and organization to organization

e. When used with a business card and envelope, the color scheme and graphics should be consistent

f. Templates and wizards are commonly used to create letterhead stationery

B. Advertise, Educate, Inform about an event, product, or idea1. Flyer – used to advertise a one-time upcoming event such as a

play or PTSA meetinga. A one-page document used by a business or individual to

advertise or provide information about an event b. Often distributed via an attachment to email, by posting on

bulletin boards or telephone poles, or handed out on the street

c. Typically used to convey information that is temporary in nature and has a short life span


d. Advertises a single event and is used for a one-time purposee. Usually contains only basic information, such as the name,

date, time, and location of the event2. Brochure – used to provide information, educate, or advertise a

specific topic or product, such as a description of the AP program at a school or the pathways within each career clustera. Like a flyer, a brochure is used by an organization, company,

or individual to advertise or provide information. b. A more long-term nature than that of a flyer c. A short publication generally printed on higher grade paper

than a flyer, which employs the use of color and graphics d. May be in single-sheet form, in which case they are printed

front and back for bi-fold or tri-fold presentation, or they may be printed in booklet sheet form

e. When printed in booklet form, the brochure may be bound by stitching or stapling.

f. Examples of uses of brochures include brochures for Computer Applications or travel destinations

3. Newsletter – used to provide informational updates to a specific club, group, or organization on a regular basisa. Created by a business, organization, or individual that is

distributed on a regular basis – weekly, monthly, or quarterly b. Typically formatted in columns with side headings, graphics,

and text boxes c. May use one or more sheets of paperd. Used to present information and updates for a specific

organization, club, agency, or business whereas a brochure is more of an advertisement

e. Does not necessarily advertise, unless, for example, to advertise a special company event for the given time period, such as an upcoming blood drive

f. Whereas brochures describe a single entity in detail, such as a course or a product or service, newsletters describe a variety of events over a specific time period and are usually tailored to a specific group.

g. Examples of uses of newsletters include the PTSA newsletter published at your school, those distributed by churches, and those used to convey the news and events of the Boys and Girls Club.


Activities Relevancy Resources1. Preparation: Prior to this activity, gather an

assortment of business cards, letterhead stationery, flyers, newsletters, and brochures from your personal cache, the Internet, or other sources. Suggest that students bring examples from home as well

Divide students in groups and distribute one of the following publications to each group: Business card Letterhead stationery Flyer Brochure Newsletter

Distribute a Publication Examination sheet to each group. Instruct each group to examine their publication using the questions on the Publication Examination sheet as a guideline. One member of each group should record the answers

Facilitate a class discussion of responses from each group

Develops basic understanding of design principles including alignment, consistency, contrast, proximity/unity, and white space

Publication samples supplied by teacher or brought to class by students

Publication Examination group activity (p 15)

2. Using a digital projector, view and discuss the Design Principles PowerPoint while students take notes using the Design Principles graphic organizer

Facilitate class discussion about each design principle using the following questions:o What does alignment mean and what

are some examples of alignment?o What are the elements of consistency?o Provide examples of eacho What is contrast? Provide examples.o What does the design principle

proximity/unity mean? Provide examples.

o What is white space? Provide examples.

o What is the difference between alignment and white space?

Explains five design principles used to create effective business publications

Design Principles PowerPoint

Design Principles graphic organizer (p 16)


Activities Relevancy ResourcesContinued on next page

3. This activity will explore the design principle of consistency. As explained in the unpacked content, part of the consistency principle entails selecting a color scheme that is appropriate for the publication and elicits an emotional response or behavior.

Distribute the Psychology of Colors activity to students

This activity is divided into two parts. In Part I, students will be divided into five groups. Each group will be assigned a specific word and should brainstorm as many adjectives, colors, and associations as come to mind in 8 minutes. Once the 8 minute time period is over, specific directions for debriefing and summarizing are provided on the activity sheet.

Part II may be assigned as homework or for completion after school in the Media Center

Instruct students to visit the website http://www.factmonster.com/spot/colors1.html. Instruct students to research the meanings of colors and then take the online quiz

At the completion of this activity, invite students to discuss what they have learned

Understand the meaning of color as a communication factor in publication design

Internet Psychology of

Colors activity and key (p 17-20)


http://www.factmonster.com/spot/colors1.html


Activities Relevancy ResourcesContinued on next page

4. Distribute four Design Principles Effectiveness Rating Sheets to each student

Using a digital projector, display the House for Sale Flyer 1 (located in the 3.02 Publications folder). Use a Publication Effectiveness Rating Sheet to determine the effectiveness of the flyer. Allow students to follow along and offer input.

Once the House for Sale Flyer 1 has been rated, display the House for Sale Flyer 2 and follow the same rating procedures using another rating sheet.

Instruct students to use the two remaining Design Principles Effectiveness Rating Sheets to rate the next two flyers, BMW for Sale Flyers 1 and 2, on their own as they are displayed using a digital projector.

Facilitate class discussion about the causes of ineffective designs and how they might be improved

Develops understanding of the characteristics of each design principle

3.02/ Publication Samples/ House 1

3.02/ Publication Samples/ House 2

3.02/ Publication Samples/ BMW 1

3.02/ Publication Samples/ BMW 2

Design Principles Effectiveness Rating Sheets (p 21) and keys (p 22-23)


Activities Relevancy Resources5. Distribute Traits of the Target Audience to

students for their use in taking notes as teacher displays The Target Audience PowerPoint

Facilitate class discussion concerning student interpretations of the PowerPoint and to review their notes

Review the characteristics of age, education, interests, and group membership

Builds student understanding of the three traits of the target audience that need to be addressed when creating publications

The Target Audience PowerPoint

Traits of the Target Audience graphic organizer (p 24-25)

6. View the Publications PowerPoint and facilitate class discussion as students take notes using the Publications graphic organizer

Facilitate class discussion about the different types and purposes of publications

Develops understanding of the types of publications and their uses as related to the purpose of the communication

Publications PowerPoint

Publications graphic organizer (p 26)

7. Distribute What Publication Am I? to students and instruct them to use their notes to complete the activity

Upon completion of the activity, review the answers with the class. Ask students to state the reasons why they chose each document. Ask students why one document is preferred over another in each scenario

Builds student understanding of the characteristics and uses of publications

What Publication Am I? activity and key (p 27-28)


Activities Relevancy Resources8. Distribute Guided Practice: Business

Card to students for their use in taking notes as you describe the purpose of a business card

Facilitate class discussion and instruct students to record the answers about the characteristics of the target audience for this publication. The characteristics of the target audience will be different for the independent practice activities.

Using a digital projector, demonstrate how to format a business card as students continue to take notes on the Guided Practice: Business Card activity sheet and follow along with you at their computers to format the publication.

Facilitate class discussion about the three characteristics of the target audience as they apply to the business card in this activity. Ask students the following questions: Is the font and color scheme used in the

business card for this activity appropriate for the target audience? Why or why not?

Why is knowledge of the target audience an important design consideration?

Why would the owner of the shop need a business card?

Develops understanding of the characteristics of a target audience and the use of a business card as a means of communicating information through guided practice

Guided Practice: Business Card (p 29)

3.02/ Publication Samples/ Petals Card

Continued on next page


Activities Relevancy Resources9. Distribute Independent Practice:

Business Card and instruct students to complete the activity according to directions.

Monitor/provide assistance as necessary Display student work around the room or

view using a digital projector. Facilitate class discussion using the

following questions about the target audience: What do they think is the average age of

the surf shop customers? What about the educational background

of the target audience? In what kind of groups might they

participate? How did these characteristics influence

their design?

Reinforces understanding of the characteristics of a target audience and the use of a business card as a means of communicating information through independent practice

Independent Practice: Business Card activity (p 30)

10. Distribute Guided Practice: Letterhead Stationery to students for their use in taking notes as you describe the purpose of letterhead stationery.

Ask students for examples of situations in which the flower shop owner could use letterhead stationery.

Using a digital projector, demonstrate how to format letterhead stationery as students take notes on the Guided Practice: Letterhead Stationery activity sheet and follow along with you at their computers to format the publication.

Co-curricular note: Explain the difference in meaning between stationery and stationary.

If desired, view and/or use online templates for letterhead stationery at http://office.microsoft.com/en-us/templates/CT101043261033.aspx

Develops understanding of the use of letterhead stationery as a means of communicating information through guided practice

Guided Practice: Letterhead Stationery (p 31)

Internet (optional)

3.02/ Publication Samples/ Petals Letterhead



http://office.microsoft.com/en-us/templates/CT101043261033.aspx

http://office.microsoft.com/en-us/templates/CT101043261033.aspx


Letterhead Stationery and instruct students to complete the activity according to directions

Monitor/provide assistance as necessary Ask for student responses as to the

differences and similarities between a business card and letterhead stationery

Display student work around the room or view using a digital projector

Reinforces understanding of the use of letterhead stationery as a means of communicating information through independent practice

Independent Practice: Letterhead Stationery(p 32)

12. Distribute Guided Practice: Flyer to students for their use in taking notes as you describe the purpose of a flyer

Using a digital projector, demonstrate how to format a flyer as students continue to take notes and follow along with you at their computers to format the publication.

Ask students for additional examples of how the owner of the flower shop would use a flyer

Facilitate a class discussion about the design principles used in this activity (uses of proximity, white space, font styles, and font sizes, color scheme), the purpose of a newsletter, and the characteristics of the target audience

If desired, view or use online templates for flyers at http://office.microsoft.com/en-us/templates/TC060862091033.aspx?CategoryID=CT101043281033&av=ZWD000

Develops understanding of design principles and the use of a flyer as a means of communicating information through guided practice

Guided Practice: Flyer

(p 33) Internet

(Optional) 3.02/

Publication Samples/ Petals Flyer



http://office.microsoft.com/en-us/templates/TC060862091033.aspx?CategoryID=CT101043281033&av=ZWD000



Activities Relevancy Resources13. Distribute Independent Practice: Flyer and

instruct students to complete the activity according to directions.

Monitor/provide assistance as necessary Facilitate discussion about the

characteristics of the target audience for this activity. What is the average age of the people

targeted by the flyer information? Can they assume anything about the

educational background of their target audience?

Of what other groups might the target audience be members?

Display student work around the room or view using a digital projector.

Ask students for additional examples of how the surf show owner could use a flyer.

Reinforces understanding of design principles and the use of a flyer as a means of communicating information through independent practice

Independent Practice: Flyer (p 34)

14. Distribute Guided Practice: Brochure to students for their use in taking notes as you describe the purpose of a brochure

Facilitate class discussion and instruct students to record the answers about the differences and similarities between brochures, newsletters, and flyers.

Using a digital projector, demonstrate how to format a brochure as students take notes on the Guided Practice: Brochure activity sheet and follow along with you at their computers to format the publication.

Discuss with students the design principles (uses of proximity, white space, font styles, and font sizes), purpose of the brochure, and characteristics of the target audience.

If desired, view and/or use online templates for brochures at http://office.microsoft.com/en-us/templates/TC060862091033. aspx?CategoryID=CT101043281033&av=ZWD000

Develops understanding of the use of a brochure as a means of communicating information through guided practice

Guided Practice: Brochure (p 35)

Internet (Optional)

3.02/ Publication Samples/ Petals Brochure


http://office.microsoft.com/en-us/templates/TC060862091033.%20aspx?CategoryID=CT101043281033&av=ZWD000




Brochure and instruct students to complete the activity according to directions.

For this activity, students will need to compose the content for the brochure. Facilitate class discussion to generate suggestions for content.


view using a digital projector Discuss students’ designs and review the

design principles, purpose, and characteristics of their target audience.

Ask students for additional examples of how the surf shop owner could use a brochure.

Reinforces understanding of the use of a brochure as a means of communicating information through independent practice

Independent Practice: Brochure (p 36)

16. Distribute Guided Practice: Newsletter to students for their use in taking notes as you describe the purpose of a newsletter.

Facilitate class discussion and instruct students to record the answers about the differences and similarities between a flyer and a newsletter for this activity.

Using a digital projector, demonstrate how to format a newsletter as students take notes on the Guided Practice: Newsletter activity sheet and follow along with you at their computers to format the publication.

Discuss with students the design principles (uses of proximity, white space, font styles, and font sizes), color scheme purpose of the newsletter, and characteristics of the target audience.

Facilitate a discussion about the similarities and differences between a brochure and a newsletter.

If desired, view/use online templates for flyers at http://office.microsoft.com/en-us/templates/TC060862091033. aspx?CategoryID=CT101043281033&av=ZWD000

Develops understanding of the use of a newsletter as a means of communicating information through guided practice

Guided Practice: Newsletter (p 37)

Internet (Optional)

3.02/ Publication Samples/ Petals Newsletter






Newsletter and instruct students to complete the activity according to directions.

In this activity, students are creating a newsletter for the surf shop and must create the content. Facilitate class discussion to generate suggestions for the content.

Ask students to share their plans for the newsletter content by answering the following questions: What topics of information do they plan to

include? Will graphic images be used? What font scheme will they use and why?


view using a digital projector Ask students for additional examples of how

the surf shop owner would use a newsletter.

Reinforces understanding of the use of a newsletter as a means of communicating information through independent practice

Independent Practice: Newsletter (p 38)

18. Distribute the Publications Characteristics graphic organizer to students

AND Instruct them to use their notes to summarize

and describe each publicationOR Assign students to groups and instruct them

to complete the activity together.AND Instruct students to use a unique symbol to

identify characteristics that are common between two or more publications. For example, a brochure and a flyer are

both used to advertise or provide information. Students would write the characteristic in both boxes and place a star beside each

Students should use unique symbols for each grouping of common characteristics

Facilitate a class discussion about the differences and similarities of each publication

Reinforces understanding of the formatting guidelines, characteristics, similarities and differences, and uses of each publication

Publications Characteristics graphic organizer and key (p 39-40)


PUBLICATION EXAMINATION

Directions: Select a member of your group to answer the questions below about the publication your group has been assigned to examine.

1. In what order do students read the information (left to right, top to bottom)?

2. How are the text and objects aligned?

3. Is there a color scheme?

4. What do students notice about the font size and style?

5. What types of graphics have been used?

6. How do the graphics relate to the topics of each publication?

7. What part of the publication caught their eye first? Why?

8. What do students notice about the relationship between the graphics and the text they represent?

9. What is white space and what is its purpose?


Design Principles graphic organizer Student Activity

Student Name: Period: Date:

Alignment

Whi

te S

pace

Contrast

Proximity

Consisten cy

Design Principle

s

Psychology of Colors Student Activity


PSYCHOLOGY OF COLORSIt has been scientifically proven that colors evoke different emotional and behavioral responses. In this activity, you will learn about the emotional and behavioral implications associated with color choices.

Directions for Part I: 1. Each student will number off around the room from 1 – 5.

a. All of the “1s” are assigned the word energizing.

b. All of the “2s” are assigned the word emotional.c. All of the “3s” are assigned the word calming.

d. All of the “4s” are assigned the word spiritual.e. All of the “5s” are assigned the word symbolic.

2. Each group will be allowed 8 minutes to brainstorm as many adjectives, objects, associations, and colors that describe the word.

• For example, when you think of the word pretty, you might think of the color pink and the objects ballet shoes and tutu, and the adjectives girly, soft, and calm.

3. At the end of the 8 minute time period, one student will record answers on the board as a representative from group takes a turn at providing five examples from the brainstorming session.

4. Once all groups have reported, the student recorder will facilitate discussion about the results by making generalizations and asking the questions below.

a. What colors were associated with more than one of the 5 words?

b. What adjectives were associated with more than one of the 5 words?

c. What objects were associated with more than one of the 5 words?

d. What generalizations can you conclude?

e. How else do you associate meaning with color? Think about the color red: teachers use it to grade papers, stoplights and signs, warnings, hot, etc.

Psychology of Colors Student Activity


Directions for Part II: Visit the website http://www.factmonster.com/spot/colors1.html to learn more about colors and test your color sense by taking the online quiz.

1. A good color for a restaurant because it stimulates the appetite.

2. Foods dyed this color are considered the least appetizing.

3. Legal pads come in this color because it aids in concentration.

4. This color is popular in decorating because it makes a room look light and any color of furnishings will work with it.

5. A stimulating color. It is said that it causes a faster heartbeat and breathing.

6. A passive color. The University of Iowa paints the visiting team’s football locker room this color.

7. A popular color for calming the body and causing a peaceful, tranquil effect.

8. A difficult color for the eye. Research says that babies cry more often when seeing this color.

9. The easiest color on the eye and it can improve vision.

10. It is considered a “solid” color and it is very popular with men.

11. It is considered a “mysterious” color.

12. This color is considered feminine and romantic.


Psychology of Colors Teacher Key

PSYCHOLOGY OF COLORS

PART I POSSIBLE STUDENT ANSWERSEnergizing Spiritual

Adventure Orange Balance WhiteCheerfulness Yellow Harmony GreenSpeed Red Clarity WhiteYouthfulness Green Healing BlueCreativity Purple, Yellow Reflection PurpleIdealism Yellow Renewal GreenInspiration Blue Peace BlueIntensity Red Thoughtful BluePassion Red Cleanliness BlueRomance Purple Purity WhiteSexuality Black Innocence WhiteMystery Black Sacredness WhiteWisdom Yellow ImageOpenness Orange Affluence Black, Green

Emotional Power RedDepression Black Sophistication BlackFear Black Elegance BlackOptimism Orange, Yellow Trustworthy GreenHunger Red Respected BlueLove Soft pink

CalmingBeauty PinkNon-violent PinkSensitivity PinkLearning Green

Psychology of Colors Teacher Key

Part II – Answers from the online color quiz

1. A good color for a restaurant because it stimulates the appetite. RED

2. Foods dyed this color are considered the least appetizing. BLUE

3. Legal pads come in this color because it aids in concentration. YELLOW

4. This color is popular in decorating because it makes a room look light and any color of furnishings will work with it.

WHITE

5. A stimulating color. It is said that it causes a faster heartbeat and breathing.

RED

6. A passive color. The University of Iowa paints the visiting team’s football locker room this color.

PINK

7. A popular color for calming the body and causing a peaceful, tranquil effect.

BLUE

8. A difficult color for the eye. Research says that babies cry more often when seeing this color.

YELLOW

9. The easiest color on the eye and it can improve vision. GREEN

10. It is considered a “solid” color and it is very popular with men. BROWN

11. It is considered a “mysterious” color. BLACK

12. This color is considered feminine and romantic. PURPLE

Design Principles Effectiveness Rating Sheet Student Activity




DESIGN PRINCIPLES EFFECTIVENESS RATING SHEET

Yes No

AlignmentIs text aligned consistently?

Are objects placed appropriately (not too high or low)?

ConsistencyIs there a color scheme?

Is the color scheme consistent throughout?

Is the color scheme appropriate for the message?

Is there a font scheme?

Is the font scheme consistent throughout?

Is the font scheme appropriate for the message?

Are the graphic formats consistent?

Are the graphics appropriate for the content?

Are the graphics of the appropriate size that is consistent with the message of the publication?

ContrastIs the most important information prominently displayed?

Does the text stand out against the background color?

Are the headings distinctly different from the body?

ProximityAre the graphic objects in close proximity to the text they support?

Is there consistent and uniform space between the headings and the body?

White SpaceIs there consistent and uniform white space throughout the publication?

Overall Rating of Publication Effective Not Effective

Design Principles Effectiveness Rating Sheet Teacher Key


House for Sale Flyer 1 Yes No

AlignmentIs text aligned consistently? X

Are objects placed appropriately (not too high or low)? X

ConsistencyIs there a color scheme? X

Is the color scheme consistent throughout? NA NA

Is the color scheme appropriate for the message? NA NA

Is there a font scheme? X

Is the font scheme consistent throughout? X

Is the font scheme appropriate for the message? X

Are the graphic formats consistent? NA NA

Are the graphics appropriate for the content? X

Are the graphics of the appropriate size that is consistent with the message of the publication? X

ContrastIs the most important information prominently displayed? X

Does the text stand out against the background color? X

Are the headings distinctly different from the body? X

ProximityAre the graphic objects in close proximity to the text they support? X

Is there consistent and uniform space between the headings and the body? X

White SpaceIs there consistent and uniform white space throughout the publication? X


Design Principles Effectiveness Rating Sheet Teacher Key


House for Sale Flyer 2 Yes No

AlignmentIs text aligned consistently? X

Are objects placed appropriately (not too high or low)? X

ConsistencyIs there a color scheme? X

Is the color scheme consistent throughout? X

Is the color scheme appropriate for the message? X

Is there a font scheme? X

Is the font scheme consistent throughout? X

Is the font scheme appropriate for the message? X

Are the graphic formats consistent? X

Are the graphics appropriate for the content? X

Are the graphics of the appropriate size that is consistent with the message of the publication? X

ContrastIs the most important information prominently displayed? X

Does the text stand out against the background color? X

Are the headings distinctly different from the body? X

ProximityAre the graphic objects in close proximity to the text they support? X

Is there consistent and uniform space between the headings and the body? X

White SpaceIs there consistent and uniform white space throughout the publication? X


Traits of the Target Audience Student Activity


TRAITS OF THE TARGET AUDIENCEDirections: As you view the Target Audience PowerPoint, take notes about how the three traits affect the design of a publication.

For each trait, describe the appropriate combinations and amounts of text and graphics that should be used in a flyer you are creating for a group of middle school (preteen) children about FBLA.

How well do they read? Use this information to determine the amount of text, graphics, and white space.

Color and font schemes are used to set mood and should appeal to age of audience.

What color and font schemes are appropriate for the preteens AND the message?

What kind of graphics would appeal to preteens? – Cartoons or photographic images?

What else?

Age

Educational Backgroun

d


Traits of the Target Audience Student Activity


What common interests does the group share?

Do they all like to text, visit chat rooms, watch cartoons, ride skateboards, etc.?

What jargon or buzzwords would appeal to them?

What graphics will grab their attention?

You know their main group is preteens, but what subgroups are popular for preteens?

Boy Scouts? Girl Scouts? Band? FBLA?

Group Membershi

p

Interests

Put all of the characteristics you have gathered about the target audience in a brief paragraph. Describe the color and font schemes, the amount of text and the type of graphics that are appropriate for the age of the audience and the mood of the message.

Summarize

Define the Purpose Select the Publication

Publications graphic organizer Student Activity


PUBLICATIONS

What Publication Am I? Student Activity


WHAT PUBLICATION AM I?

Directions: Read each scenario and determine the type of publication that is most appropriate means of communication. Place the letter of the publication in the blank provided.

A. Brochure D. Business cardB. Newsletter E. FlyerC. Letterhead

___1. Susan wants her neighborhood babysitting clients to remember her and have quick access to her phone number whenever they are in need of a babysitter.

___2. Jane wants to advertise the upcoming blood drive at her school.

___3. Mark wants to send a professionally prepared communication to potential clients to introduce himself, provide contact information, and describe his web development services.

___4. Sam is trying to drum up new FBLA members and wants to describe the purpose of FBLA and some of the different activities in which the club participated in previous years. He also wants to include a few pictures of students at different FBLA regional competitive events and community service projects.

___5. Jamaul is the communications specialist for his Boy Scout troop. He wants to send monthly updates to the members of his troop and their parents about recent activities, make announcements about honors some of the members have received, and provide information about upcoming events.

What Publication Am I? Teacher Key

WHAT PUBLICATION AM I?

Directions: Read each scenario and determine the type of publication that is most appropriate means of communication. Place the letter of the publication in the blank provided.

A. Brochure D. Business cardB. Newsletter E. FlyerC. Letterhead

D 1. Susan wants her neighborhood babysitting clients to remember her and have quick access to her phone number whenever they are in need of a babysitter.

E 2. Jane wants to advertise the upcoming blood drive at her school.

C 3. Mark wants to send a professionally prepared communication to potential clients to introduce himself, provide contact information, and describe his web development services.

A 4. Sam is trying to drum up new FBLA members and wants to describe the purpose of FBLA and some of the different activities in which the club participated in previous years. He also wants to include a few pictures of students at different FBLA regional competitive events and community service projects.

B 5. Jamaul is the communications specialist for his Boy Scout troop. He wants to send monthly updates to the members of his troop and their parents about recent activities, make announcements about honors some of the members have received, and provide information about upcoming events.

Guided Practice: Business Card Teacher Demonstration


GUIDED PRACTICE: BUSINESS CARD

Directions: For this activity, you will follow along with your teacher to create a business card for a client who owns a flower and gift shop. Think about what information should be included and how it should be presented on the card. Use the following questions as guidelines for planning the publication. If additional space is needed for notes, use the back of this sheet.

1. Describe the purpose of this publication.

2. Describe the characteristics of the target audience that is likely to use this information.

a. Age

b. Education

c. Interests

d. Group memberships

3. Formatting instructions:

Guided Practice: Business Card Teacher Demonstration


Independent Practice: Business Card Student Activity


INDEPENDENT PRACTICE: BUSINESS CARD

Directions: For this activity, you will work independently to create a business card for a client who is opening a surf shop. Think about what information should be included and how it should be presented on the card.

Describe the purpose of this publication.

Describe the characteristics of the target audience that is likely to use this information.

a. Age

b. Education

c. Interests

d. Group membership

Guided Practice: Letterhead Stationery Teacher Demonstration


GUIDED PRACTICE: LETTERHEAD STATIONERY

Directions: For this activity, you will follow along with your teacher to create letterhead stationery for the flower shop.

What is the purpose of letterhead stationery?

List examples of how letterhead stationery can be used for the flower shop.

Formatting instructions:

Independent Practice: Letterhead Stationery Student Activity


INDEPENDENT PRACTICE: LETTERHEAD STATIONERY

Directions: For this activity, you will work independently to create a letterhead for a client who is opening a surf shop. Use the same design and color scheme as the business card you created in Independent Practice: Business Card.

List examples of how the surf shop owner will use the letterhead stationery.

Describe the differences and similarities of the letterhead stationery and the business card you created.

Guided Practice: Flyer Teacher Demonstration


GUIDED PRACTICE: FLYER

Directions: For this activity, you will follow along with your teacher to create a flyer for the flower shop advertising a Mother’s Day Special.

1. What is the purpose of a flyer?

2. Describe the characteristics of the target audience.

3. What are some additional examples of how the owner of the flower shop could use a flyer?

4. Is the color scheme appropriate for this publication? Why or why not?

Formatting notes:

Independent Practice: Flyer Student Activity


INDEPENDENT PRACTICE: FLYER

Directions: For this activity, you will work independently to create a flyer for the surf shop advertising a Memorial Day Special.

What is the purpose of this flyer?

Describe the characteristics of the target audience that are likely to use this information.

a. Age

b. Education

c. Interests

d. Group membership

Guiding Questions for the Flyer: What kind of sale are you planning? What products are you selling? Will the sale offer a 10% discount on all merchandise or just some?

List additional examples of how the surf shop owner could use a flyer.

Guided Practice: Brochure Teacher Demonstration


GUIDED PRACTICE: BROCHURE

Directions: For this activity, you will follow along with your teacher to create a brochure about fall gardening that is used by the Petals in the Wind Garden Club. Use the back of this sheet for additional space to record formatting notes.

1. What is the purpose of a brochure?

2. How is a brochure different from a newsletter?

3. How is a brochure similar to a newsletter?

4. How is a brochure different from a flyer?

5. How is a brochure similar to a flyer?

Record formatting notes on the back of this activity sheet.

Independent Practice: Brochure Student Activity


INDEPENDENT PRACTICE: BROCHURE

Directions: For this activity, you will work independently to create a brochure for the surf shop.

Possible topics for the brochure:

• Features of a specific surf board

• Tidal information and cautions

• How to surf

• Great surf destinations

Describe the characteristics of the three traits of the target audience that are likely to use this information.

a. Age

b. Education

c. Group membership

Guided Practice: Newsletter Teacher Demonstration


GUIDED PRACTICE: NEWSLETTER

Directions: For this activity, you will follow along with your teacher to create a newsletter for the Petals in the Wind Ladies’ Garden Club that is hosted by the flower shop.

What is the purpose of a newsletter?

How is the newsletter different from a flyer?

How is the newsletter similar to a flyer?

Formatting notes:

Independent Practice: Newsletter Student Activity


INDEPENDENT PRACTICE: NEWSLETTER

Directions: For this activity, you will work independently to create a newsletter for the Wave Catcher’s Club that is sponsored by the surf shop.

1. What topics of information do you plan to include in the newsletter?

2. Do you plan to use any graphic images and if so, from which resources (list them separately)?

3. What font scheme will you use? Why?

Publications Characteristics graphic organizer Student Activity


PUBLICATIONS CHARACTERISTICSDirections: Use the graphic organizer to describe the characteristics of a business card, letterhead stationery, a flyer, a newsletter, and a brochure. Use a unique symbol to indicate similarities among the publications.

PUBLICATIONS CHARACTERISTICSDirections: Use the graphic organizer to describe the characteristics of a business card, letterhead stationery, a flyer, a newsletter, and a brochure. Use a unique symbol to indicate similarities among the publications.

6411 – Computer Applications I 2008 Competency B – 3.02 – page 44

Brochure Flyer Printed on one page Distributed as an email attachment, displayed on

bulletin boards or telephone poles. Usually short-term Usually displays date, time, location of and event Used to advertise or provide information

Newsletter Usually keyed in columns May require one or more pages Usually prepared for a specific organization,

company, or group to provide updates and information about group members.

Flyer Newsletter

Business CardLetterhead Stationery

Publications Characteristics graphic organizer Student Activity


6411 – Computer Applications I 2008 Competency B – 3.02 – page 45

Brochure Usually printed on high quality paper

Information is of longer-term than a flyer

Uses color and graphics

Requires more than one page

Printed in bi-fold, tri-fold, or booklet form

Used to advertise or provide information

Business Card Contains contact information Usually contains a logo Usually printed on cardstock Used as a remembrance

Letterhead Stationery Contains contact information in the header and

sometimes in the footer Usually contains a logo

Used to identify a company or organization and the design scheme used is similar for all publications they produce.

BASIC WORD PROCESSING CONCEPTS AND …images.schoolinsites.com/.../DocumentsCategories/Doc… ·...

Documents

Transcript of BASIC WORD PROCESSING CONCEPTS AND …images.schoolinsites.com/.../DocumentsCategories/Doc… ·...