California Career and Technical Education Standards

• AME.A.A2.3 Use technology to create a variety of audio, visual, written, and electronic pro...
• AME.C.C1.4 Know the elements involved in creating a media or performing arts production for...
• AME.FS.4.2 Understand the use of technological resources to access, manipulate, and produce...
• AME.FS.4.4 Understand digital applications appropriate to specific media and projects.
• AME.FS.5.1 Apply appropriate problem-solving strategies and critical thinking skills to wor...
• AME.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.

• So what do the web sites have in common? - Hooks / Set

  Direct student attention to the PowerPoint that is already on the projector of snapshots of past students' splash pages. "So look at the screen with the web page illustrations."

  Ask: "What do these sites have in common?" Allow volunteers to respond, and call upon quiet individuals not volunteering to get their opinions. Make sure you have at least five opinions stated.

  Say: "Hmmmm, what makes you believe that?" Again allow students to express opinions and staste reasons for what they think the pages have in common.

  Then say: "Well, I think you probably already figured it out. Those are samples of the Home, or 'Splash' pages that previous students created in this or another web design class. Is that right?" (shaking head up and down while looking around the room for reactions)

  Ask: "What do you think of them?" Let students give opinions and respond as appropriate. If students comment on specific slides, stop the autoplay and look at those slides. Tell students that they may make comments about any specific slides they wish, as long as they are productive and positive - put-downs are not allowed. Productive discussions are encouraged.

  Say: "Well, these are some of the kinds of things that you can expect to be able to create by the time you finish this classs. Take as moment to privately and silently decide what you think about that." Allow time for students to reflect. Then decide whether more discussion is necessary before moving on.

  Allow a maximum of three (3) minutes

  • Intro Slides of Student Work for 1st Day Walk-In [ Download ] PowerPoint slides (2003 version) showing splash pages of prior students' work. To be played during walk-in portion of 1st day of class to pique student interest. Be sure to refer to and briefly discuss the source of the slides at beginning of class.
• What do you expect? - Hooks / Set

  Brainstorming: Use some medium for writing down brainstorming ideas from students (another whiteboard, type in Word document on computer that displays on screen, poster paper, etc.) Say: "So what do you think you are going to be doing and learning in here?" Write down what their expectations are - remember this is brainstorming so there is no editing, just simple idea gathering. Continue until you have a reasonable list and/or students run out of ideas. Feel free to prompt for basic ideas as needed.

  Say: "Let's take a look at your expectations, and what is planned for the course." Discuss their expectations to see how well their expectations meet the plan. Circle or check the ideas that fit and will be coverred. Make some notation about items that will probably not be covered, as well as those that may or may not be covered.

  Allow about five (5) minutes
• What you CAN expect - Lecture

  Preparation Note: Try to have the programs open that will be discussed, as well as a web site that you can briefly show the source code for. Even have an example or two if possible for students to see as you discuss the different options. Remember that this is a brief overview of what to expect. It will be confusing for most and overwhelming for some. So be encouraging and supportive, explaining that this is all possible and it can be fun!

  Say: "You WILL be learning how to develop web pages and web sites using at least three different tools. Remember that this is an introductory or 'Novice' level class where you learn basics and will have a chance to explore some more advanced techniques as you get into the latter parts of the course. Just what those more advanced techniques and what you actually produce depends upon your own skills and interests.

  "This is a repeatable class (in fact there are students from other levels in here right now - get show of hands from Intermediate and Advanced level students), with new things to learn at each level."

  Then go over the primary areas of study for the course:

  • Hardware and Software
  • Internet and World Wide Web
  • Target Audience
  • Planning steps
  • Data gathering, sorting, arrangement
  • File Management
  • Digital Graphics
  • Multimedia Design and Layout Aspects
    • Planning
    • Design Components and Strategies
    • Target Audience
    • Demonstration Project:
      • Use Microsoft Publisher as a design medium
      • Develop a Club, Class, or School Activity Page that meets provided design criteria
  • Design Considerations
    • Continual learning and demonstrations of design criteria, strategies, and tools
    • Time and project management
    • File management
    • Concurrent with other learning activities
  • HTML
    • What is HTML?
    • Why is HTML important?
    • Write HTML code
    • Demonstration Project:
      • Use Microsoft Notepad as THE ONLY tool for writing source code
      • Develop a web site with a minimum of two pages, using Notepad and HTML code that meets provided design criteria
  • Copyright
    • What are Copyright laws and issues?
    • Why are Copyright laws important and what does it take to be in compliance with them?
    • What happens when Copyright Infringement occurs?
  • Professional GUI/HTML design
    • What are GUI programs, and why do we use them?
    • What are combination source code and GUI programs and why/how do we use them?
    • What is Dreamweaver?
    • Effective Use of Dreamweaver as a site design tool - Learn Dreamweaver & Support programs (Photoshop, PowerPoint, etc.)
    • What is CSS and how is it used?
    • What is Flash and how is it used?
    • How does using Photoshop and other design software interact with, and affect web design?
    • What is Flash? (Depending upon time and student skill levels, learn the basics)
    • Continuing growh in the use and application of design strategies and tools
  • Career Search Preparation
  • Oral and digital presentation techniques
  • And much more....

  Say: "You will be creating many web pages and sites throughout the class. Some of them will be guided learning pages that are very specific in the steps you need to take and the expected outcome. Others will give you more and more freedom in the topics and designs as you go progress. Some of the designs you will create are:"

  • Do your first design work in Microsoft Publisher.
    • Class/Club/School Activity site
  • Learn and apply HTML
    • Demonstration Project:
      • Use Microsoft Notepad as THE ONLY tool for writing source code
      • Develop a web site with a minimum of two pages, using Notepad and HTML code that meets provided design criteria
  • Create Individual Web Sites
    • Create Individual Web Sites
    • Personal Digital Portfolio (with hard copy printout)
  • Present your materials to the class - to learn the skills and work past the fear

  Ask: "How does this fit in with what you expected?" Refer back to brainstorming list for stated expectations. Respond to student answers as necessary. Be encouraging, but honest. Let students know that this is very possible as long as they do the work and are kind to themselves.

  Allow about twenty (15) minutes
• Wrap-Up of Course Overview - Closure

  Darken the Projector so students cannot see what has been discussed.

  Distribute the "Course Expectations Review" sheets. Direct the students to complete the worksheets and submit them (using the process that you will be using throughout the course). The review has both objective and subjective questions on it.

  Due: Day 1

  Value: 50 points

  Congratulate students for paying such good attention and being able to complete their worksheets.

  Provide about five (5) minutes

  • Expectations Closure Worksheet [ Download ] Student worksheet recapping the student's understanding of the materials to be covered during the course.
  • Expectations Closure Worksheet - Master [ Download ] Teacher's correcting copy of the Student worksheet.