Yearbook, Author(s): Linda Kenny, Grade Level: 9-12, Subject Area: Multidisciplinary, - The unit deals with the creation of the yearbook on computer. It covers the business side of book sales, marketing, and producing the yearbook. It uses desktop publishing on two different types of software with much emphasis on graphics. Students must understand business contract, deadline to publishers, and the actual creation of a book.

Planning Guide

Creating Learner-Focused Schools

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LU Title: Yearbook		Author(s): Linda Kenny
Grade Level: 9-12		School Address: Heuvelton Central P.O. 375 Heuvelton, NY 13654
Subject Area: Multidisciplinary		School Phone/Fax: (315) 344-2414/2349(fax)
Overview of unit: The unit deals with the creation of the yearbook on computer. It covers the business side of book sales, marketing, and producing the yearbook. It uses desktop publishing on two different types of software with much emphasis on graphics. Students must understand business contract, deadline to publishers, and the actual creation of a book.

CONTENT KNOWLEDGE

Declarative	Procedural
Learn what is required to produce a yearbook.	Create a ladder diagram, outlining each page
Acquire new vocabulary: Deadline, photography, cropping, Pagemaker, clip art, control palette, separations, Jostens tech line.	Use professional and local photography and text to create pages to complete a deadline.
Learn "yearbook math" and create a sales plan for ads.	Use modeling, sales techniques, and common courtesy to practice selling ads. Present to senior class. Pass out sales pads…enlist the support of class members.
Create a sales plan according to yearbook math	Design brochures, flyers and signs to attract yearbook sales. Plan elementary school sales plan vs. high school approach.
Learn database preparation in Clarisworks.	Prepare a database of ad possibilities/ past advertisers & senior class parents.
Learn spreadsheet in Clarisworks	Prepare spreadsheets for incoming ads, yearbook orders, and checks deposited.
Learn word processing in Clarisworks.	Prepare an advertising letter to send to prospective ad buyers.
Understand the mail merge process	Address letters & sends to ad prospects.
Learn Pagemaker program with yeartech program from Jostens	Create yearbook pages from pictures on hand.
Organize school photography	Collect local photos for yearbook pages

ESSENTIAL QUESTIONS

How can we prepare a yearbook in six months?
How can we market this product in order to pay for it?

INITIATING ACTIVITY

After polling students in the upper high school grades to find those interested in working on the yearbook, I take four students to the yearbook publishing plant in State College, PA in the spring before the year of publication. The students room with other yearbook worker-students, get a plant tour to see how the yearbook is actually put together, and then meet with an artist to design a cover and end pages for our own yearbook.

Connection to State Learning Standards

Content Area: Multidisciplinary / Creating a Yearbook

Level: 9-12 (senior high)

Benchmarks: Students plan and prepare pages for submission to Jostens Yearbook Plant using the "ladder" document on screen and on paper.

Benchmarks:Students use spreadsheets and data-base software to collect, process, display, and analyze information. Students access needed information from electronic data base.

Standard: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions

Standard:Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

Unit Theme: Desktop Publishing

Standard: Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral; written; and electronically produced texts.

Standard:Students will read, write, listen and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgements on experiences, ideas, information and issues.

Benchmarks: Students will organize photography to meet the needs of class representation in the new book. Meeting deadlines with created material will be an important task.

Benchmarks:Students will develop and present a plan for marketing both ads and the yearbook in order to meet the $10,000 annual budget. Sales of both will be launched.

Learning Experiences

Declarative Knowledge

What declarative knowledge should students in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

How to create a yearbook and produce it for sale.

Vocabulary: template, separations, tech line, grayscale, scanning, folio, pica, cropping, tagging, reduction, laser, registration, proportion, control panel, proxy box, clip art, publication law, kerning, copyright law, signature, multiple.

Discuss the last yearbook and how students/parents reacted to the yearbook. Note changes to be made.

Study other yearbooks, including prize winning models to gain new ideas.

Define and/or illustrate terms

Make plans for the kind of yearbook we want to produce this year. Search for a theme.

By frequent practice, the students will become familiar with these new techniques and use them comfortably.

Starting with the first deadline, develop pages in sequence with photos and text to create the first 16 pages. Note differences between color and black and white pages.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

By looking at other yearbooks, determine what appeals and does not appeal to yearbook staff when defining good quality production.

Use Pagemaker Desktop Publishing Program with CD and notebook from Jostens yearbook publisher to create pages for 5 deadlines throughout the year.

Consult last year’s book for advertisers that request "same as last year" and decide how to duplicate and include new year number.

Point out importance of full page coverage and the use of the dominant photo to draw the eye to the center of the two pages.

Construct pages on the computer and ask fellow students to evaluate page layout and work for the best solution.

Student will decide whether to retype ad or copy with xerox or scan ad and erase previous text and update. Clip art may be necessary for added interest.

Solicit photos from students of the year’s activities and practice laying out an actual double page spread for the book.

Actual pages will be created and sent to yearbook plant for production.

Student will prepare the ad and mail or possibly fax copy to advertiser for approval. Student must make changes to meet advertiser’s requests.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Desktop publishing terms

Database, spreadsheet, and word processing for two different programs.

Evaluating photographs for reproduction in the yearbook.

Minute proportion and reduction techniques for photo placement within the yearbook page.

Techniques to make pages ready for publisher, meeting publisher designed requirements for submission.

Proofing before submission and then again when proofs are returned for corrections. Evaluation of the cost for various corrections to proofs.

[X]Comparing
[X]Classifying
[X]Inductive Reasoning
[X]Deductive Reasoning
[X]Error Analysis
[X]Analyzing Perspectives
[X]Constructing Support
[X]Abstracting
[X}Other: Meeting deadlines

Learning an entirely new word processing system, students will create pages for the yearbook by drawing photo boxes which match exactly, the cropped photos they have selected for the individual pages. The photos will have been prepared for use in the yearbook by sizing, tagging and cropping in advance. Once the pages have been created on the computer, the photos are put into an envelope corresponding to the page number, a 75% laser print is produced and put in the envelope, and the page is ready for submission. Important information is added on the envelope for the printing plant. Students correct proofs when they are returned from the plant to make pages perfect. Students learn what corrections are costly and what corrections are free.

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
Students will understand what it takes to publish a book and actually get one published. Students will become proficient on two different desktop publishing programs using speadsheet, database and design layouts. Students will plan and prepare and ad campaign to sell advertising to local businesses. They will raise the necessary $10,000 budget by selling ads and yearbooks, figuring the profit margin on eac Students will do all record keeping, bank deposits, and money collecting with records on spreadsheets. Forms will be developed for approaching advertisers, keeping records, thanking advertisers, and billing.	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcoming constraints or limiting conditions) [X ] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances Students: As the pages go to the yearbook plant, they are checked on the screen and in paper format for errors. Suggestions are made before the print process begins, but if errors are found, reprinting is done.
		Criteria for evaluation School standards for good publication must be met. Copyright laws must be met. Jostens rules for good production must be met. Bills paid/books in order. The yearbook is a positive force in the school and community. Advertisers are pleased so they will buy ads next year. Students are pleased so they will buy next year.

Rubric:

Task/Product Component	4 Points each	3 Points each	2 Points each	1 Pointeach
Layout	Interesting, Innovative	Some New ideas	New clip art	Copy of last year
Advertising Sales	Worked the market	Worked my street/hall at school	Asked only my parents	Sold no ads
Book Sales	Left no stone unturned	Sold to relatives And businesses	Asked mom to buy mine	Bought none/sold none
Advertising design	Breakthrough Design ideas	Included one new idea in each ad	New fonts	Xerox of last year
Bookkeeping	Spreadsheets up to date/follow up notes/bills	Spreadsheets up to date	List of ads/book Buyers	No written records/forms
Revision	Pages improved/mistakes corrected	Corrected errors only	Opened proof envelope	Return pages with more errors

NOTE: Rubric or other performance assessment instruments may be used.

Criteria for evaluation