Description

Students will create a composition to demonstrate principles of alignment and space.

Objectives

• Students can apply knowledge of pixels, points, and picas as units of measurement.
• Students can apply picas and points by drawing shapes of specified dimensions.
• Students can demonstrate knowledge of x- and y- coordinates by placing and aligning components on a spread.
• Students can draw and place shapes on blue graphic paper or using desktop publishing software based on preset dimensions and requirements.

Common Core State Standards

CCSS.ELA.Literacy.W-9-10.2d	Use precise language and domain-specific vocabulary to manage the complexity of a subject.
CCSS.ELA.Literacy.L.9-10.3	Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA.Literacy.L.9-10.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA.Literacy. L.9-10.6	Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Length

45 minutes (2 days)

Resources

Handout: Putting the puzzle together

Blue Graphing Design Paper or Computer Software such as InDesign or Photoshop

Pencil

Colored Pencils

Erasers

Calculators (when specified)

Post-its (optional)

Lesson step-by-step

Day One

1. Connect to prior knowledge — 10 minutes

Previously, students were assigned homework to find advertisements demonstrating misalignment. Students will mark the portions of their advertisements that are misaligned or disproportional. Students will submit the marked advertisement for a grade. Pass back the assignment to students so no one gets their own. Have students look over their copy and discuss with a shoulder partner about what they see. Then have a class share out.

2. Guided/independent/group practice — 30 minutes

Distribute the “Putting the puzzle together” worksheet. Students will complete a composition from scratch using a list of components provided on the handout (only have them complete the PHOTOS and HEADLINE portions today). The handout includes components to fit the needs of a staff or program: newspaper, online news site, magazine or yearbook. Based on the type of publication tied to the class or your preference, specify which items on the list students must include. Students may add components to a composition but must include the minimum requirements. Each component from the list needs to be labeled according to the handout, and additional elements need to be labeled with x- and y- coordinates as well as width and height dimensions as picas and points. Use the rubric provided to evaluate the composition.

3. Closure — 5 minutes

Discuss with the whole class about what they thought was difficult about putting the elements together.

Day Two

1. Opening — 5 minutes

Go over the portions that students said they struggled with yesterday. Clear up any confusion.

2. Guided/independent/group practice — 30 minutes

Distribute the “Putting the puzzle together” worksheet. Students will complete a composition from scratch using a list of components provided on the handout (only have them complete the WRITTEN CONTENT and ADDITIONAL CONTENT portions today). The handout includes components to fit the needs of a staff or program: newspaper, online news site, magazine or yearbook. Based on the type of publication tied to the class or your preference, specify which items on the list students must include. Students may add components to a composition, but must include the minimum requirements. Each component from the list needs to be labeled according to the handout, and additional elements need to be labeled with x- and y- coordinates as well as width and height dimensions as picas and points. Use the rubric provided to evaluate the composition.

3. Closure — 10 minutes

Have students leave their paper on their desk or their file open on their computer. Students should have post-it notes. They should walk around to see other examples. They should use the post-it notes to write things they liked about the work and things they thought could be improved.