Desktop Publishing

LECTURE LESSON PLANS

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Philippine Copyright 2013 by TechFactors, Inc.

All rights reserved. No part of this guide may be used or reproduced in any form, in whole or
in part, without written consent of the copyright owner. However, clients of TechFactors,
Inc. may freely edit or reproduce any part of the guide for educational purposes.

DESKTOP PUBLISHING
Fifth edition, 2013

Published by TechFactors, Inc.

Printed in the Philippines

Authors: Gil Perry S. Mallari and Christopher Ramos

Editor: Frances Ibanez and Rondi Reyes

Exclusively distributed by TechFactors, Inc.

LESSON 1: Overview of Desktop Publishing

I. Objectives
After discussing the subject matter, the students are expected to be able to:
1. Define desktop publishing.
2. Understand the distinction between DTP and graphic design.
3. Know the various processes and phases involved in DTP.

II. Subject Matter

A. Topic: “Overview of Desktop Publishing”

B. Materials and Equipment:

o Hand-lettered announcements
o Old typewritten or mimeographed documents
o Computers with Microsoft® Word and other graphics software

C. Reference: Overview of Desktop Publishing, Desktop Publishing, Lesson 1

III. Procedure
A. Preparation
1. Review
Let the students recite individually. Ask them to:
o Define application software.
o Define office productivity suite.
o Enumerate the uses of office productivity suites.

2. Vocabulary Development
Desktop Publishing (DTP) - the process of using the computer and publishing
software in order to merge text and graphics to produce documents (brochures,
newsletters, posters, etc.)
Graphic Design - the creative process of integrating design elements
*Write the key words on the board.

B. Lesson Proper
1. Motivation
Ask the students to examine the things they have brought. Let them note the
differences between the old and new ways of publishing. The goal is for them to
appreciate the power of DTP in terms of ease and speed of production, cost,
accessibility and quality.
 2. Guide Questions
o What is the impact of DTP on the dissemination of information?
o What are the basic phases of DTP?

3. Discussion
Outline the topics to be covered during the lesson.
You may introduce some of the common graphics software used in DTP:
o
Microsoft® Word
o
Microsoft® Publisher
o
Adobe® PageMaker®
o
Adobe® Photoshop®
o
CorelDRAW®
Then, proceed to discussing the lesson based on the book.

IV. Engagement Activity

Ask the students to imagine a program or event that they would want to promote, say, a
sports fest or garage sale, and let them draft a poster for it. Upon completion, make a
mini-exhibit by posting the finished designs on a wall then let the students expound on
how DTP can help actualize their creations.

V. Evaluation
Give a short quiz similar to the Self-Check portion found at the end of the lesson.

VI. Assignment
Enumerate at least six shortcut keys for word processing.

VII. Answer Key

SELF-CHECK
1. Graphic design is more concerned with visual communication while desktop
publishing is more concerned with the process of production.

2. The following are the basic phases of desktop publishing (DTP):

a.) Design- the creative process of combining lines, shapes, colors, textures, space,
and text/type for effective visual communication.
b.) Setup- the preparation of the software to be used for creating the publication.
c.) Text- the preparation of all the written parts of the document.
d.) Image- the preparation of pictures and other graphical elements of a document.
 e.) File Preparation- also known as the pre-press stage; this involves the application
of the design, setup, and image into the document that is managed by the DTP
software.
f.) Printing/Uploading- for print material, this stage involves handling the softcopy
of the document to a professional printer to have the document printed out; for
Web publishing, this involves uploading or applying the content to a Web page.

SKILLS WARM-UP
1. Scanning
2. Computer
3. Information
4. Contrast adjustment
5. Manually
6. PageMaker
7. No one
8. Visual communication
9. False
10. It made these cheaper

SKILLS WORKOUT
1. Setup
2. Image
3. Design
4. Printing/Uploading
5. Image
6. Setup
7. Text
8. Text
9. Printing/Uploading
10. File Preparation
LESSON 2: Review of Basic Operations in Word Processing

I. Objectives
After discussing the subject matter, the students are expected to be able to:
1. Become familiar with the fundamental operations of Microsoft ® Word.
2. Fine-tune a composition using the spelling and grammar checker and thesaurus.
3. Accomplish basic document layout using Microsoft® Word.

II. Subject Matter

A. Topic: “Review of Basic Operations in Word Processing”

B. Materials and Equipment:

o Computers with Microsoft® Word
o List of important word processing keyboard shortcuts

C. Reference: Review of Basic Operations in Word Processing, Desktop Publishing,

Lesson 2

III. Procedure
A. Preparation
1. Checking of Assignment

2. Review
Let the students recite individually. Ask them to:
o Define desktop publishing.
o Enumerate the various phases involved in DTP.

3. Vocabulary Development
Text Document - the file or data generated by word processing software that mostly
contains text information
Word Processing - a skill in computing that pertains to the effective input and
manipulation of texts and text documents
*Write the key words on the board.

B. Lesson Proper
1. Motivation
Tell the students to browse on their composition notebooks then ask how long it took
them to write by hand a page or two. When they committed an error or want a
substitute for a redundant word, what did they usually do?
 Also, ask if anyone still has a typewriter at home and if he or she is familiar with its
workings. After hearing the students’ experiences on using these traditional ways of
writing, introduce the topic of word processing. Emphasize to the class how the
advent of word processing programs such as Microsoft ® Word revolutionized the way
people produce documents.

2. Guide Questions
o How did word processing programs alter the way we communicate?
o In what way did the introduction of word processing programs affect
education?

3. Discussion
Turn on the computer and start Microsoft® Word, and then demonstrate fundamental
word processing operations to the class. After acquainting the students with the basic
tools of Word, introduce them to useful keyboard shortcuts.

IV. Engagement Activity

Start the engagement activity by asking the students to prepare a document describing
themselves in no less than 100 words. Provide specifics on the formatting like font,
margin, paper size, and orientation. Encourage the students to experiment with the
spelling and grammar checker and thesaurus as well as the keyboard shortcuts.
Let them save and print their compositions upon completion.

V. Evaluation
Give a short quiz.

VI. Assignment
Explain the difference between raster graphics and vector graphics.

VII. Answer Key

SELF-CHECK
1. Ctrl+N
2. Ctrl+O
3. F7
4. Shift+F7
5. Ctrl+S
6. Ctrl+P
SKILLS WARM-UP
1. Page Layout 9. Grammar
2. View Options 10. Find
3. Saving 11. Printing
4. Previewing 12. Erasing
5. Thesaurus 13. Typing
6. Replace 14. Formatting Texts and Paragraphs
7. Editing 15. Retrieving
8. Spelling

SKILLS WORKOUT
1. Under the Home tab, in the Paragraph group, click Sort
It lets you sort selected texts, numbers or dates in ascending or descending order.

2. Under the Home tab, in the Paragraph group, click Bullets

It lets you change selected texts into bulleted forms.

3. Under the Home tab, in the Editing group, click Find, then click Go To
It lets you go to any page, section or part of your document.

4. Under the Home tab, in the Font group, click Change Case
It lets you change the case of selected texts.

5. Under the View tab, in the Show group, check Navigation Pane. Then click the
middle tab in the left pane that appears.
It lets you view the document pages in thumbnails.
(Note: This feature is not compatible with 2001 MS Office and older versions.)

GROUP WORK
1. a. Opens a new document
b. Closes the active document
c. Saves the document
d. Closes MS Word
e. Copies selected text
f. Pastes selected text
g. Selects all text
h. Formats selected text, makes it bold
i. Formats selected text, makes it italic
j. Formats selected text, makes it underlined
2. a. Open a new Word document.
b. Type the first names of the members of the group.
c. Do not reach for the mouse. Click Ctrl+A
d. Click Ctrl+B, then Ctrl+I, then Ctrl+U
e. Click Ctrl+C
f. Click Ctrl+N
g. Click Ctrl+V
h. Click Ctrl+S
i. Click Ctrl+P
LESSON 3: Manipulating Images

I. Objectives
After discussing the subject matter, the students are expected to be able to:
1. Differentiate among the different graphic file formats.
2. Explore ways of manipulating and editing images as well as the differences of the
various file formats.
3. Understand the concept of resolution as a crucial component of DTP.

II. Subject Matter

A. Topic: “Manipulating Images”

B. Materials and Equipment:

o A picture of choice by each student
o A picture-heavy book or magazine
o A computer with Microsoft® Paint and/or Microsoft® Photo Editor

C. Reference: Manipulating Images, Desktop Publishing, Lesson 3

III. Procedure
A. Preparation
1. Checking of Assignment

2. Review
Let the students recite individually. Ask them to:
o Explain the fundamental workings of a word processor.
o Describe how to check spelling and grammar as well as how to access the
thesaurus using Word.

3. Vocabulary Development
Image Manipulation - editing or adjusting an image’s size, shape, and color settings
Image Programs - software used to acquire, manipulate, and store digital images
Resampling - changing an image’s resolution
*Write the key words on the board.

B. Lesson Proper
1. Motivation
Ask the students to examine the visual quality of the pictures they’ve chosen.
Let them comment on aspects like color, clarity, detail, and composition. The teacher
can then challenge the students to think of ways to make their photos more
 interesting. Introduce the lesson at this point, emphasizing that, through modern
technology, it is now possible to manipulate images fast using graphics software.

2. Guide Questions
o What is the difference between raster and vector graphics?
o Why do professional printers prefer TIFF over other formats?

3. Discussion
Begin with a thorough discussion of the different graphic file formats followed by a
briefing on Microsoft® Paint. Demonstrate how to use the scanner (if available) and
how to do basic manipulation and editing techniques on the acquired images. The
students are then asked to experiment manipulating and editing photos in their
laboratory exercise.

IV. Engagement Activity

Ask a student to save a graphic file in three different formats while others observe.

V. Evaluation
Give a short quiz.

VI. Assignment
Give five basic word processing operations related to designing and write the steps of
each operation in order.

VII. Answer Key

SELF-CHECK
Refer to the table on Page 18 of the textbook for the right terminology and possible answers
to descriptions of each image format type.

SKILLS WARM-UP
1. i 9. l
2. g 10. m
3. h 11. d
4. p 12. n
5. c 13. o
6. b 14. j
7. k 15. a
8. e 16. f
SKILLS WORKOUT
1.

2.

3.

4.

5.
LESSON 4: Designing Using Microsoft ® Word

I. Objectives
After discussing the subject matter, the students are expected to be able to:
1. Merge texts and images in basic layout using Word.
2. Use Word’s contextual tabs in manipulating inserted design elements.
3. Appreciate the value of wireframing as a vital preparatory step in arranging design
elements.
4. Maximize the potential of text wrapping and element ordering in producing a
visually attractive layout.

II. Subject Matter

A. Topic: “Designing Using Microsoft® Word”

B. Materials and Equipment:

o Computers with Microsoft® Word
o A broadsheet newspaper
o Papers and pencils

C. Reference: Designing Using Microsoft® Word, Desktop Publishing, Lesson 4

III. Procedure
A. Preparation
1. Checking of Assignment

2. Review
Let the students define the following:
o Resolution
o Resampling
o Image Manipulation

Let them explain the advantages of a TIFF format over a JPEG format when it
comes to professional printing.

3. Vocabulary Development
Design Elements - lines, shapes, images, and texts used in the design of a publication
Ordering - arranging objects as if they are layered one on top of the other
Text Wrapping - behavior that the text (and other elements) will take when an
element is placed
 Wireframe Model - a design plan using placeholder shapes and texts as guides in
plotting the actual design
*Write the key words on the board.

B. Lesson Proper
1. Motivation
Ask the class to examine the newspapers they have brought particularly the front
page. Among the elements in the page, which one caught their attention first and
why? Let the students count the number of design elements they noticed like shapes,
lines, pictures, and columns. Explain at this point that the creation of a functional and
imaginative layout is not done randomly but needs planning.

2. Guide Question
o Will there be an increase of alternative reading materials now because almost
anybody with a computer and a printer can produce them?

3. Discussion
Ask for a volunteer to draw on the board a wireframe model of the front page of his
or her newspaper. Show the volunteer how to identify the design elements and use
dummy placeholder texts and shapes. Then, ask the class to turn on their computers.
Demonstrate how Microsoft® Word can be used to design a document based on a
wireframe. Encourage the students to explore the design capabilities of Word. Let
them insert, format and arrange different design elements.

IV. Engagement Activity

Tell the students to design the front page of a community newspaper. Instruct the class to
draft the preliminary design using the wireframing method described in the book then
ask them to execute the final layout using Word. The students can copy brief community
articles from the newspapers they have brought for text content and they may use stock
photos, scanned pictures, or clip arts for images.

V. Evaluation
The Skills Warm-Up portion of the lesson can serve as the evaluation.

VI. Assignment
Enumerate the guides to effective visual communication.
VII. Answer Key

SELF CHECK
1. color 9. line style
2. line 10. text
3. arrow 11. oval
4. pointer 12. text box
5. rectangle 13. dash
6. shapes 14. 3-D
7. shadow 15. fill
8. arrowhead

SKILLS WARM-UP
1. Ordering means arranging objects as if they are layered, one on top of the other.
2. Text Wrapping is a behavior that the text and other elements will take when an
element is placed.
3. A Wireframe Model is a design plan using placeholder shapes and texts as guides in
plotting the actual design.
LESSON 5: Creating Reports

I. Objectives
After discussing the subject matter, the students are expected to be able to:
1. Create functional and visually appealing reports.
2. Apply the principles of effective visual communication.
3. Utilize the design capabilities of Microsoft® Word.

II. Subject Matter

A. Topic: “Creating Reports”

B. Materials and Equipment:

o Computers with Word and Internet connection
o Sample reports, both academic and commercial

C. Reference: Creating Reports, Desktop Publishing, Lesson 5

III. Procedure
A. Preparation
1. Checking of Assignment

2. Review
Let the students recite individually. Ask them to:
o Explain what wireframing is.
o Elaborate on how to achieve ordering of the design elements in a page.
o Give the meaning of watermark.

3. Vocabulary Development
Emphasis - importance given to an area relative to the other parts
Impact - impression or effect
Relevant Content - content which is directly related to the subject at hand
Report - a document, usually written, that contains the findings or investigative
results of an individual or a group
Structure - the organization of a series of sections or parts
*Write the key words on the board.

B. Lesson Proper
1. Motivation
Ask the students why reports are important. Tell them to look at the cover of the
sample reports they have brought then ask them if the general look of the document
 gave them an immediate idea of its contents. Did they find the visual elements boring
or did these entice them to read on? Emphasize to the class that good design, which is
a combination of relevant texts and images, is vital in grabbing and taking hold of the
reader’s attention.

2. Guide Questions
o How will the knowledge of creating effective reports benefit an individual?
o How can good reporting be beneficial in an industrial setting?

3. Discussion
Using the sample reports brought by the students, find actual examples of each of the
principles of effective visual communication. Turn on the computers and start Word.
Proceed with the lesson as it is outlined in the book. Make sure the students fully
understand the use of the Header and Footer, and Background features of Word in
achieving consistency in their designs. Emphasize also that defining the purpose is the
first important step in creating a report.

IV. Engagement Activity

Divide the class into three groups and then assign a particular topic to each.
Instruct the groups to gather basic information regarding the topics assigned to them
(e.g., through the Internet). Finally, ask each group to create the title and content pages
of their reports using Word.

V. Evaluation
The Skills Warm-Up portion of the lesson can serve as the evaluation.

VI. Assignment
Enumerate and define the different elements of graphic design.

VII. Answer Key

SELF-CHECK
1.
a. Directness
b. Efficiency
c. Contextualization
d. Organization
e. Relevancy
f. Underscoring
 g. Maximizing

2. Answer may vary.

SKILLS WARM-UP
1. Contextualization
2. Organization
3. Directness
4. Underscoring
5. Efficiency
6. Organization
7. Maximizing
8. Directness
9. Contextualization
10. Relevancy

SKILLS WORKOUT
Answers may vary.
LESSON 6: Creating a Greeting Card

I. Objectives
After discussing the subject matter, the students are expected to be able to:
1. Define graphic design.
2. Explain basic design skills.
3. Acquire an educated eye that can recognize a bad design from a good design.
4. Express themselves through graphic design projects.

II. Subject Matter

A. Topic: “Creating a Greeting Card””

B. Materials and Equipment:

o Computers with Word
o Pencils and papers

C. Reference: Creating a Greeting Card, Desktop Publishing, Lesson 6

III. Procedure
A. Preparation
1. Checking of Assignment

2. Review
Let the students recite individually. Ask them to enumerate and explain the
different elements of effective visual communication.

3. Vocabulary Development
Design - the creative use of elements such as lines, shapes, colors, and texts to create
a visually appealing piece
Proximity - the relative distance of one object to another
Shape - the enclosed space defined by lines
*Write the key words on the board.

B. Lesson Proper
1. Motivation
Instruct the students to write a one-sentence birthday greeting. Then ask them to
imagine how much more impact that greeting can have if visual elements like color,
shapes, and lines were added to it.
 2. Guide Questions
o How can graphic design optimize communication?
o Why is graphic design an important component of desktop publishing?

3. Discussion
Start the lesson by defining graphic design and its vital relevance to DTP.
Explain to the class the meaning of each graphic design element and show through
accompanying examples how professional designers exploit their potentials. Open
Word and discuss the lesson on making a greeting card as outlined in the book. The
discussion should cover both using a template and creating from scratch.

IV. Engagement Activity

Challenge the class to apply the principles they have learned hands-on by creating their
own greeting cards from scratch. Tell the students to put the one-sentence birthday
greeting they have created on the inside of the cards as their personal message to the
recipients. You may let the students print their greeting cards in color.

V. Evaluation
Give a short quiz.

VI. Assignment
Enumerate and explain the different advertising design elements.

VII. Answer Key

SELF-CHECK
The elements of graphic design, as well as their descriptions below, can be enumerated in
any order.
 Line – a continues mark on a surface
 Shape – the enclosed space defined by lines
 Space – the area around and within objects
 Color – the reflection of light bounced back by an object
 Texture – the feel of a surface, or the illusion or simulation of it
 Type – the letterforms of text or words
SKILLS WARM-UP
A.
1. Shape 6. Shape
2. Space 7. Color
3. Type 8. Type
4. Line 9. Line
5. Texture 10. Color

B. 1. Purpose: Calling cards are intended to display contact information for handy
reference.
- Key Requirements:
 Calling cards should emphasize key pieces of information.
 Calling cards should create a certain impression about its owner.

2. Purpose: Posters and flyers are typically made to grab attention and make
announcements.
- Key Requirements:
 Posters and flyers should be attractive.
 Posters and flyers should be credible so they can convince people to act.

3. Purpose: Websites are made to present information contained in several sections and
spread over several pages.
- Key Requirements:
 Websites should be well-organized.
 Websites should be interesting to explore.
LESSON 7: Creating an Advertisement

I. Objectives
After discussing the subject matter, the students are expected to be able to:
1. Understand the distinct approach to advertising design.
2. Apply DTP and graphic design skills previously learned in creating an ad.

II. Subject Matter

A. Topic: “Creating an Advertisement”

B. Materials and Equipment:

o Computers with Word and Internet connection
o Advertising posters or full-page magazine ads of popular products

C. Reference: Creating an Advertisement, Desktop Publishing, Lesson 7

III. Procedure
A. Preparation
1. Checking of Assignment

2. Review
Let the students recite individually. Ask them to:
o Enumerate and explain the elements of graphic design.
o Enumerate the three color categories and their descriptions.

3. Vocabulary Development
Advertising Design Elements - the five basic parts of an advertisement
Clutter - the disorderly arrangement of design elements
Drop Cap - the enlarged first letter of a paragraph; normally used in novels
Lead-In - the element of ad design that serves to introduce or open the
advertisement; usually the element that is designed to catch the eye of the audience
Market - the target audience of your advertisement
Proofread - look for errors
*Write the key words on the board.

B. Lesson Proper
1. Motivation
Paste the different posters on the board. Ask the class if they are familiar with any of
the products advertised. If they are familiar with a product or two, ask them if the
 advertisements convinced them to buy the products. Let the students explain what
particular aspect of the advertisement attracted them.

2. Guide Questions
o What is an advertisement?
o Why are advertisements so vital in the success of any business?

3. Discussion
Discuss in detail the different elements of advertising design using actual examples
from the posters displayed. Explain the options of creating an advertisement using a
template or from scratch. Demonstrate how to locate a particular template from
Microsoft® Office Online. Finally, show the students how to create an ad design as
outlined in the book.

IV. Engagement Activity

Tell the students to think of a product that they are passionate about. Ask the class to
create an advertisement for that product using the principles they have learned. The
caption, copy, headline, and signature of the ad should be composed by the students. The
product shot can be downloaded from the Internet or scanned from a magazine (the
source to be cited accordingly).

V. Evaluation
Give a short quiz on the elements of advertising design.

VI. Assignment
Enumerate and explain the guidelines in designing a brochure.

VII. Answer Key

SELF-CHECK
1.
a. Visual
b. Caption
c. Headline
d. Copy
e. Signature
2.

SKILLS WARM-UP
A.
1. Copy 6. Copy
2. Visual 7. Signature
3. Visual 8. Headline
4. Caption 9. Visual
5. Headline 10. Signature

B. 1. Yes. Balance the placements of type and graphics so that the ad flows well.
2. Yes. Using more than three fonts in an ad tends to attract the reader.
3. Yes. Make sure the ad meets its goals. Also, errors happen more often than one would
expect.
4. No. People scan ads in a Z or reverse S pattern.
5. No. A good ad without a signature is useless because readers will not know how to
contact the advertiser. The signature must be placed in an easily noticeable location.
6. No. White spaces are a must because they make an ad clearer and easier to
understand.
7. Yes. The more graphics-heavy ads tend to be noticed more.
8. No. People’s brains process texts written in lowercase letters better than they do
uppercase ones.
9. Yes. The headline loses its impact if it is too long.
 10. No. Coupons can attract attention and increase responses to an ad.
LESSON 8: Getting to Know MS Publisher

I. Objectives
After discussing the subject matter, the students are expected to be able to:
1. Be familiar with Microsoft Publisher.
2. Understand the similarities and differences between Publisher and MS Word.
3. Know the basic parts of the Publisher workspace.
4. Prepare and begin creating a simple document

II. Subject Matter

A. Topic: “Getting to Know MS Publisher”

B. Materials and Equipment:

o Computers with MS Publisher and Word installed
o Internet connection

C. Reference: Getting to Know MS Publisher, Desktop Publishing, Lesson 8

III. Procedure
A. Preparation
1. Checking of Assignment

2. Review
Let the students recite individually. Ask them to explain how the five basic
advertising design elements work.

3. Vocabulary Development
Bleed Allowance - extra space around a publication that printers and publishers use
to create designs that exceed the edge of the paper and still be trimmed off cleanly
and without white edges
Printable Area - the working area of your publication
*Write the key words on the board.

B. Lesson Proper
1. Motivation
Start with a review of Microsoft Word’s design and layout functions. In particular,
focus on the procedure involved when inserting objects inside the document with the
use of text boxes and other placeholders.
 2. Guide Questions
o What are the similarities and differences between Word and Publisher?
o Can you consider the two programs as complementary to each other?
o In your opinion, which program is more flexible to use for desktop
publishing?

3. Discussion
Alongside the running Microsoft Word window, have the students open Microsoft
Publisher. Have the students compare and contrast how the two programs look and
work. Discuss and identify the parts of the Publisher interface, with particular
attention to using the rulers to create placement guides for elements within the
workspace. Finally, prepare to create a simple document, in this case a business card.

IV. Engagement Activity

Let the students explore the Publisher interface by themselves, but have them
concentrate on the different ways of using the ruler guides. The students may
experiment with inserting, aligning, and formatting objects; this will serve as a
preparation for the next lesson.

V. Evaluation
The Self-Check portion of the lesson can serve as the evaluation.

VI. Assignment
The Skills Warm-up and Skills Workout sections may serve as the assignment.

VII. Answer Key

SELF-CHECK
1. File Tab
2. Task Pane
3. Contextual Tabs
4. Boundary
5. Ribbon
6. Margin Guides
7. Green guides/Customizable screen guides
8. Rulers
9. Zoom controls
10. Status Bar
SKILLS WARM-UP
Note: Answers may vary from the ones given below.
1. Calling cards need to contain up-to-date contact information, especially for
business people.
2. If you have a business, it is a good idea to include the company name and logo
on a calling card. This way, the card can also serve as an advertisement for
your company.
3. Make sure that the calling card does not have any mistakes in spelling and
design. A well-designed calling card reflects the professionalism of the
company and the designer.

27
LESSON 9: Working with MS Publisher

I. Objectives
After discussing the subject matter, the students are expected to be able to:
1. Work with text boxes and images in Publisher.
2. Use the Templates Gallery in Publisher to make a quick publication.
3. Understand the importance of saving in a common file format when
working with Publisher.
4. Demonstrate a deeper understanding of the technical and creative aspects
of DTP.

II. Subject Matter

A. Topic: “Working with MS Publisher”

B. Materials and Equipment:

o A computer with Word and Publisher installed, as well as Internet
access
o Sample calling cards

C. Reference: Working with MS Publisher, Desktop Publishing, Lesson 9

III. Procedure
A. Preparation
1. Checking of Assignment

2. Review
Let the students recite what they have learned and did during the previous
hands-on sessions that they had with Publisher.

3. Vocabulary Development
Hyphenation - Breaking up typed or written words into syllables in order to
fit them into lines better.
Typefaces - Another name for fonts.
*Write the key words on the board.

B. Lesson Proper
1. Motivation
Show the different samples of calling cards to the class. Then ask some
students which of the samples they think has the best design. Let them give
reasons for their choice.

28
 2. Guide Questions
o How can you make full use of the Publisher Drawing and Text Box
Tools?
o Why is saving in a common format a must when using Publisher?
o What are some other limitations of Publisher based on your hands-on
experience?

3. Discussion
Unlike Word, Publisher uses frames to hold objects inside the publication. A
frame holding text, or a text box, calls up the Text Box Tools Formatting tab
when selected. On the other hand, a frame containing an image calls up the
Drawing Tools tab when selected. These two contextual tabs have formatting
commands that may be used on the contents of the frame.

Publisher saves files in the proprietary .pub format. No other program is

capable of opening .pub files, so it is important to save your work in a common
file type especially if you intend on working on multiple computers.

IV. Engagement Activity

The Group Work activities specified in Lessons 8 and 9 detail the planning and
creation of a document using Publisher. This may serve as the Engagement
Activity for the class.

V. Evaluation
The Self-Check section of the lesson may serve as the Evaluation. Answers may
vary depending on the student.

VI. Assignment
The Skills Warm-up and Workout sections may serve as the assignment.

VII. Answer Key

SELF-CHECK

1. Microsoft Publisher does not let you type text directly into the document but
rather lets you draw text boxes inside the working area.
2. It is important to save your work in two file formats – a common file format
like jpeg or pdf which you can easily print even when using other printers,
and a .pub format which you can easily edit when needed.

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SKILLS WARM-UP

1. Drawing Tools 6. Page Design tab

2. Text Box Tools 7. Page Design tab
3. Home tab 8. Text Box Tools
4. Text Box Tools 9. Page Design tab
5. Insert tab 10. Text Box Tools

SKILLS WORKOUT

1. Word Processor
2. Picture placeholder
3. True
4. Background
5. Cannot be replaced
6. True
7. True
8. Groups elements in your publication together
9. Hyphenation
10. True

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LESSON 10: Publication and Ethics

I. Objectives
After discussing the subject matter, the students are expected to be able to:
1. Become familiar with the different types of printers.
2. Understand the distinction between distributing information in print and
online.
3. Have a functional knowledge on how to submit an actual printing job to a
service bureau.
4. Define intellectual property rights.
5. Explain publishing ethics.

II. Subject Matter

A. Topic: “Publication and Ethics”

B. Materials and Equipment:

o Photos of the different types of printers
o Computers with Word, Internet connection, and CD writer (optional)

C. Reference: Publication and Ethics, Desktop Publishing, Lesson 10

III. Procedure
A. Preparation
4. Checking of Assignment

5. Review
Let the students recite individually. Ask them to:
o Enumerate the parts of a newsletter.
o Explain why it is important to follow a grid.

3. Vocabulary Development
Distribution - process of sending out a publication to its intended readership
File Server - a computer for storing files and programs shared by the network
users
High Resolution - the optimum resolution at which an image is printed,
where the image details are clear and sharp, not blurry or jagged
HTML - HyperText Markup Language; set of commands for making Web
pages
Intellectual Property (IP) – an original creative work or idea that is a
product of the mind or intellect

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 Master Copy - the original printout of a document or publication which is
reproduced in volume as needed
Print Quality - the quality of a printed page, document, or publication, which
is dependent on the lines per inch, or lpi, output of your printer model; the
product documentation of your printer unit
Publishing Ethics - rules of behavior that govern publishing
Service Bureau - a commercial establishment which accepts electronic files of
publications and prints them in small runs using a desktop printer; it may also
accept pre-press services such as creating publications and doing color
separations for full color printing, depending on the equipment they have
Volume Run - rate of printing in terms of quantity and speed
Web Page - format in which information is displayed on a Web browser; as
most beginner accounts on sites offering free Web hosting are usually stand-
alone, single Web pages, a single Web page may be considered a website in
itself
*Write the key words on the board.

B. Lesson Proper
1. Motivation
Start the lesson by telling the class that unlike before, there is now an array of
alternatives to the traditional commercial press. Challenge the students to
distribute the newsletters they have created previously. Let them decide
whether they want to distribute it via print or online. Then, ask the students
what they know about publishing ethics.

2. Guide Questions
o What are the advantages of online publishing over other methods of
distribution?
o What is an intellectual property?
o Why is it that intellectual property is harder to identify than material
possessions?

3. Discussion
After acquainting the students with the different types of printers, discuss the
lesson as outlined in the book. Pay special attention to the specifics of
submitting a printing job to a service bureau such as saving fonts and proper
resolution. A part of the discussion should deal with the fundamentals of
publishing a website. The teacher should also encourage the student to
experiment with other online options of distribution like blogs, online
journals, and message boards.

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 Discuss the lesson further, giving paramount importance to the explanation of
publishing ethics. Clearly explain to the class how a beginning publisher like
them can avoid the pitfalls of unethical behavior.

IV. Engagement Activity

Ask the students to e-mail to you (or burn in a CD-R or CD-RW) a publication for
submission to a service bureau. This must include all the fonts used in the layout.
Skills on saving a publication as a filtered Web page learned in Lesson 9 should
also be exercised thoroughly at this point.

V. Evaluation
Divide the class into two groups. Facilitate a debate regarding whether the
concept of IPR will merge seamlessly with Filipino ethics.

VI. Assignment
Enumerate and explain the different types of intellectual property rights.

VII. Answer Key

SELF-CHECK
A.
1. Impact Printers
2. True Type Font
3. Digital Duplicator
4. Color Separations
5. Message Board
6. Print-on-Demand (POD)
7. Online Journal
8. Color Correction
9. Digital Printing
10. Commercial Printers
11. A Full Website
12. Service Bureau

B.
1. Copyright
2. Trademark
3. Patent
4. Design

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SKILLS WARM-UP
Note: All answers to each question should be given in the order noted below.

A. 1. Commercial printers
2. Impact printers
3. Non-impact printers

B. 1. Open type font

2. True type font
3. Type 1 font

C. 1. Color correction
2. Digital proofs
3. Typesetting
4. Scanning
5. Color separations

D. 1. Digital duplicator
2. Print-on-demand
3. Digital printing

E. 1. Online journal
2. Message board
3. Full website
4. Weblog or Blog

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