Desktop Publishing: Laboratory Lesson Plans

DESKTOP PUBLISHING
LABORATORY LESSON PLANS
TechFactors, Inc.
E-mail address: info@techfactorsinc.com
Website: www.techfactorsinc.com
1
Trademark of TechFactors, Inc.
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: Alexander C. Maximo, Florida Valencia Ortiz, and Christopher Ramos
Exclusively distributed by TechFactors, Inc.
2
Lesson 1
I. Title of the Exercise: Overview of Desktop Publishing
II. Activity Objectives

By the end of the activity, the student should be able to:
1. Be familiar with desktop publishing and its practical applications.
2. Enumerate the basic phases in desktop publishing.
III.Introduction
Today, even students can generate professional-looking documents because of the
desktop publishing (DTP) software available in their PCs at home. With or
without templates, making publications is simple as long as one knows the
creative options involved in DTP.
The brochure is only one among the many types of desktop publications.
Commonly used by businesses, brochures have varied forms and they present a
particular product or service to new, repeat, and potential customers. In this
exercise, the students will be able to get a glimpse of what lies ahead in this
courseware by analyzing one type of publication.
IV. Instructions
Identify and explain the phases of desktop publishing based on the sample.
V. Discussion
Ask the following questions for discussion purposes:
1. What other elements could you change in order to make the design
appropriate for your purpose?
2. How important are the images, words, and colors?
VI. Answer Key

First Part
The buttons are to be clicked in the following order:
1. Design
2. Text
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3. Printing/Uploading
4. Image
5. File Preparation
6. Text
7. Design
8. Image
9. Setup
10. Text
Second Part
The TFI brochure was constructed through the following steps:
1. Determine the purpose and target audience of the brochure.
2. Visualize the appropriate design and on what medium it will be printed.
3. Develop textual and graphic contents.
4. Construct the brochure using desktop publishing software.
5. Prepare the final softcopy of the brochure for printing.
Here is the brochure with its elements labeled:
You will find the brochure in its PDF format in the Teacher CD.
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Lesson 2
I. Title of the Exercise: Review of Basic Operations in Word Processing

1. Reacquaint themselves with basic operations in word processing.
2. Create their own document given the parameters of word processing and
formatting.
III.Introduction
Before plunging into the world of desktop publishing, the students have to be
familiar first with the word processing features of the program used in the book,
Microsoft® Word. They should also be able to hone their organizational skills and
sharpen their English language proficiency on the given text.
IV. Instructions
Edit and format the Word file provided (see the file named “Lesson2_Input.doc” in
the Teacher’s CD) according to the following specifications:
a. Underline the chapter name only (not including the chapter number), then
put it in boldface.
b. Justify all the paragraphs.
c. Indent the first sentence of every paragraph.
d. Remove the double-spacing in-between paragraphs.
e. Leave one space between the chapter name and the first paragraph.
f. Find the term “live” in the passage (not the one in the title at the last line)
and put it in boldface.
g. Correct the adverb that was misspelled.
h. Change the words in British English (those with red jagged lines, excluding
the proper nouns) into Standard American English.
i. Set the words inside quotation marks in boldface italics.
j. Every first letter of the paragraphs in the first page should be in Times New
Roman, font size 14pt.
k. The whole docment should be in gray-80%, Verdana, font size 11.5pt.
l. The chapter name and the last line should be in black, Verdana, font size
12pt.
m. Right-align the last line. Italicize and underline the title, excluding the
comma (,).
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n. Write your name, class number, year and section, and the date today
centered and on separate lines at the bottom part of the page, two lines
after the last line. Their font size should be 11pt only.
o. Save the file as “DTP_Lesson2_Exercise_<YourName>.”
V. Discussion
1. What other sections could you change in order to make the document
more pleasing to the reader’s eyes?
2. Can you give the directions on how to change the page orientation into
landscape and how to alter the margins?
VI. Answer Key

The final output is found in the following page.
(NOTE: The hardcopies of the Teacher’s Guide may use a different typeface;
please refer to the lesson output below for the correct formatting.)
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Chapter 9. Interest in the Arts
Many people pursue a regular and uninterrupted course of idleness

in the evenings because they think that there is no alternative to idleness
but the study of literature; and they do not happen to have a taste for
literature. This is a great mistake.
Of course it is impossible, or at any rate very difficult, properly to
study anything whatever without the aid of printed books. But if you
desire to understand the deeper depths of bridge or of boat-sailing you
would not be deterred by your lack of interest in literature from reading
the best books on bridge or boat-sailing. We must, therefore, distinguish
between literature, and books treating of subjects not literary. I shall
come to literature in due course.
Let me now remark to those who have never read Meredith, and
who are capable of being unmoved by a discussion as to whether Mr.
Stephen Phillips is or is not a true poet, that they are perfectly within
their rights. It is not a crime not to love literature. It is not a sign of
imbecility. The mandarins of literature will order out to instant execution
the unfortunate individual who does not comprehend, say, the influence
of Wordsworth on Tennyson. But that is only their impudence. Where
would they be, I wonder, if requested to explain the influences that went
to make Tschaikowsky’s “Pathetic Symphony”?
There are enormous fields of knowledge quite outside literature
which will yield magnificent results to cultivators. For example (since I
have just mentioned the most popular piece of high-class music in
England to-day), I am reminded that the Promenade Concerts begin in
August. You go to them. You smoke your cigar or cigarette (and I regret
to say that you strike your matches during the soft bars of the
“Lohengrin” overture), and you enjoy the music. But you say you cannot
play the piano or the fiddle, or even the banjo; that you know nothing of
music.
What does that matter? That you have a genuine taste for music is
proved by the fact that, in order to fill his hall with you and your peers,
the conductor is obliged to provide programs from which bad music is
almost entirely excluded (a change from the old Covent Garden days!).
Now surely your inability to perform “The Maiden’s Prayer” on a
piano need not prevent you from making yourself familiar with the
construction of the orchestra to which you listen a couple of nights a week
during a couple of months! As things are, you probably think of the
orchestra as a heterogeneous mass of instruments producing a confused
agreeable mass of sound. You do not listen for details because you have
never trained your ears to listen to details.
If you were asked to name the instruments which play the great
theme at the beginning of the C minor symphony you could not name
them for your life’s sake. Yet you admire the C minor symphony. It has
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thrilled you. It will thrill you again. You have even talked about it, in an
expansive mood, to that lady—you know whom I mean. And all you can
positively state about the C minor symphony is that Beethoven composed
it and that it is a “jolly fine thing.”
Now, if you have read, say, Mr. Krehbiel’s “How to Listen to
Music” (which can be got at any bookseller’s for less than the price of a
stall at the Alhambra, and which contains photographs of all the
orchestral instruments and plans of the arrangement of orchestras) you
would next go to a promenade concert with an astonishing intensification
of interest in it. Instead of a confused mass, the orchestra would appear
to you as what it is—a marvelously balanced organism whose various
groups of members each have a different and an indispensable function.
You would spy out the instruments, and listen for their respective sounds.
You would know the gulf that separates a French horn from an English
horn, and you would perceive why a player of the hautboy gets higher
wages than a fiddler, though the fiddle is the more difficult instrument.
You would live at a promenade concert, whereas previously you had
merely existed there in a state of beatific coma, like a baby gazing at a
bright object.
The foundations of a genuine, systematic knowledge of music might
be laid. You might specialize your inquiries either on a particular form of
music (such as the symphony), or on the works of a particular composer.
At the end of a year of forty-eight weeks of three brief evenings each,
combined with a study of programs and attendances at concerts chosen
out of your increasing knowledge, you would really know something about
music, even though you were as far off as ever from jangling “The
Maiden’s Prayer” on the piano.
“But I hate music!” you say. My dear sir, I respect you.
What applies to music applies to the other arts. I might mention Mr.
Clermont Witt’s “How to Look at Pictures,” or Mr. Russell Sturgis’s
“How to Judge Architecture,” as beginnings (merely beginnings) of
systematic vitalizing knowledge in other arts, the materials for whose
study abound in London.
“I hate all the arts!” you say. My dear sir, I respect you more and
more.
I will deal with your case next, before coming to literature.
From How to Live on Twenty-Four Hours a Day, by Arnold Bennett
Chloe Reyes Valencia

Class No. 08
II-St. Ives
June 25, 2010
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Lesson 3
I. Title of the Exercise: Manipulating Images

1. Demonstrate appropriate knowledge and use of Microsoft® Paint.
2. Explore the different ways of editing and manipulating images on the
computer.
III.Introduction
In desktop publishing, you will be importing and exporting images of different file
formats. The quality of graphics – pictures, edited images, clip arts, etc. – matters
in all kinds of publications, not only in DTP. So, for starters, let us experiment a
bit with Paint, the Microsoft® program for creating and editing images, and
displaying and editing photographs.
IV. Instructions
Manipulate an image based on the sample and specifications given.
Here is the sample edited image with its Paint elements:
V. Discussion
1. What other elements could you change in order to make the design more
creative?
2. How important are the tools in Paint in editing images?
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3. What are the different ways of manipulating images?
VI. Answer Key

The image was constructed through the following steps:
1. Stretch the image to 200%, both horizontally and vertically.
2. Customize a color (light purple) for the border. The border is actually
composed of several rounded rectangles.
3. Use the eraser to remove the colors outside of the border.
4. Use the airbrush to create thought bubbles.
5. Insert text with transparent background inside the biggest thought bubble.
6. Create a band of thick lines (light orange) below the image.
7. Draw a dog paw made up of ellipses, curved lines, and brush strokes.
8. Select the dog paw, then copy and paste it several times along the band.
You may resize the paws right after pasting to make them fit the band, or
just draw light orange lines again over the uneven edges created by pasting.
9. Fill the insides of the original paw if they are colored white.
10. Using the magnifier, check the spaces in the newly created elements
whether they have the right colors or were affected by subsequent edits.
You will find the sample image named “Lesson3_Output.jpg” in the Teacher CD.
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Lesson 4
I. Title of the Exercise: Designing Using Microsoft Word

1. Use the graphical features of Word.
2. Create his/her own business card.
III.Introduction
Particular desktop publishing projects such as cards employ the same design
elements. For example, a greeting card design could also be applied to a business
card with a few minor changes in execution, but the principles are constant.
IV. Instructions
Create a business card based on the sample and specifications given.
Here is an example of a business card with its specifications:
V. Discussion
2. How important is your design with regard to your occupation?
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VI. Answer Key
The card was constructed through the following steps:
1. Set the margins at 0.5" on all sides.
2. Under the Insert tab, in the Illustrations group, click the [Shapes] button.
Choose the rectangle.
3. Draw a 2" x 3.5" rectangle.
4. Draw another rectangle and assign fill effects. Set the text wrapping to
“Through.”
5. Add the accent lines and modify their colors.
6. Insert a clip art to serve as logo. Set the text wrapping to “Through.”
7. Add the text box with no fill for the job title. Set the text wrapping to
“Through.”
8. Add the text box with no fill for the name. Set the text wrapping to
“Through.”
9. Add the text box with no fill for the contact details. Set the text wrapping
to “Through.”
10. Group the elements of the card and copy and paste to produce multiple
cards per sheet.
You will find the sample named “Lesson4_Output.doc” in the Teacher CD.
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Lesson 5
I. Title of the Exercise: Creating Reports

2. Create his/her report.
III.Introduction
Sometimes you may require your students to make reports (or term papers) for
your classes. One way they can add creativity to their reports is by adding design
elements to their layout.
IV. Instructions
Create a newsletter based on the sample and specifications given.
Here is an example of a report with its specifications:
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V. Discussion
3. How important is your design with regard to your purpose?
VI. Answer Key

The report was constructed through the following steps:
1. Press Ctrl+Enter to create two pages.
On the first page:

3. Draw a 9" by 6" rectangle. Apply the colors and fill. Set the text wrapping
to “Through.”
4. Draw a smaller rectangle. Apply the colors and fill. Set the text wrapping
to “Through.”
5. Insert a text box for the title. Apply borders. Set the text wrapping to
“Through.”
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On the second page:
6. Enter the texts.
7. Open Microsoft® Excel. Create a spreadsheet similar to the one above.
8. Copy the table from the Excel spreadsheet to Word.
9. Create a graph in Excel.
10. Copy the graph from Excel to Word.
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Lesson 6
I. Title of the Exercise: Creating a Greeting Card

2. Create his/her own greeting card.
III.Introduction
In the lesson, we saw how a greeting card is designed using a template. However,
what if we choose to be more creative and give our greeting card our own
personal touch? We can do this by creating a greeting card from scratch. A little
personal touch really goes a long way.
IV. Instructions
Create a greeting card based on the sample and specifications given.
Here is an example of a greeting card with its specifications:
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V. Discussion
VI. Answer Key

The boxes are to be checked in the following order:
1. Type
2. Line
3. Color
4. Space
5. Shape
6. Type
7. Line
8. Texture
9. Shape
10. Line
The card was constructed through the following steps:

1. Set the page margins to 0.5" on all sides.
Choose the line.
3. Add the accent lines for borders and modify their colors.
4. Insert a clip art for the cover image. Set the text wrapping to “Through.”
5. Insert a WordArt and modify its fill and line. Set the text wrapping to
“Through.”
6. Add the text box with no fill for the message portion. Set the text wrapping
to “Through.”
7. Insert a clip art for text page accent. Set the text wrapping to “Through.”
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Lesson 7
I. Title of the Exercise: Creating an Advertisement

2. Create his/her poster.
III.Introduction
Advertisements come in many forms. One way through which advertisers
promote products or ideas using printed material is through posters. Posters need
to both catch the viewer’s attention and get the message through. As a student of
desktop publishing, it is crucial that the skills learned in the lesson concerning
proper advertising design be applied well.
IV. Instructions
Create a poster based on the sample and specifications given.
Here is an example of a poster with its specifications:
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V. Discussion
VI. Answer Key

The elements are to be clicked in the following order:
1. Visual
2. Headline
3. Copy
4. Caption
The poster was constructed through the following steps:

1. Set the page margins to 0.5" on all sides.
3. Draw a rectangle with no fill. Set the text wrapping to “Through.”
4. Draw another rectangle with a black fill. Set the text wrapping to
“Through.”
5. Insert WordArt items for the headline. Apply the colors and fill. Set the
text wrapping to “Through.”
6. Insert a text box. Set the text wrapping to “Through.”
7. Insert the clip art or image for the club logo. Set the text wrapping to
“Through.”
8. Insert the clip art or image for the main illustration. Set the text wrapping
to “Through.”
9. Insert the WordArt for the copy text. Set the text wrapping to “Through.”
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Lesson 8
I. Title of the Exercise: Creating a Brochure

2. Create his/her brochure.
III.Introduction
For this exercise, ask the students to create a brochure about your school. The
brochure must promote the way your school advances information technology
education. Naturally, the brochure must contain the name, logo, address, and
contact numbers of your school. Images must be chosen and used wisely, and a
well-written content must be in place.
IV. Instructions
Create a brochure based on the given guidelines:
1. You must create the brochure using Microsoft Word. Open the program.
2. Click the MS Word logo Office button. Choose New on the drop-down
menu.
3. Under Microsoft Office Online (Office.com), click Brochures (and
booklets). You will need an Internet connection.
4. Select a Brochure template. Remember, the template you choose
determines the design, size, and the number of folds and panels your
brochure will have. Make sure you choose the right template for the
brochure you have in mind.
5. Click Download. Your chosen template will open as a new document.
6. Go to work. Modify the content. Remember, your brochure should explain
why and how your school teaches information technology.
7. Replace the images and other graphics (for this, you must have the pictures
ready and saved on your computer). You may want to use images of school
buildings and grounds, or pictures of the computer lab with your teachers
and classmates in it.
8. If you like, you can tweak the design and layout of the template. For
example, you can use the colors of your school, insert an image of the
school mascot, or include a map of the school’s location. Be creative.
9. Save then print your output. Make sure you use a glossy paper of the right
size, and have it printed on both sides.
10. Fold the brochure accordingly and submit it to your teacher.
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V. Discussion
VI. Answer Key

The output must conform to the given instructions and guidelines.
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Lesson 9
I. Title of the Exercise: Working with Microsoft Publisher

1. Apply what’s learned in using Microsoft Publisher to
2. Create a brochure using Microsoft Publisher.
III.Introduction
A brochure or pamphlet is a form of advertising, commonly used to introduce a
product or company, or to disseminate information in general, such as for
information campaigns. We will now use what we have learned in Microsoft
Publisher to create a simple brochure.
You may choose any subject for your brochure, such as:
1. Introducing a new school organization
2. Awareness campaigns for preventing diseases such as Dengue Fever
3. Your province and the scenic spots that tourists can visit
IV. Instructions
Create your brochure using the default 11” x 8.5” blank page option in Backstage
View. When Publisher loads the page, insert the ruler guides for brochures by
clicking on Guides under Page Design and selecting the 3 columns with Heading
option. You will now fill your brochure with design and text elements using what
you have learned in the lesson.
Your brochure design should cover the back of the paper as well. Insert a new
page by clicking on the Insert Tab, then clicking on the Page Option at the far left
end of the Ribbon. Under the dropdown menu, choose Insert Duplicate Page so
you won’t have to manually insert ruler guides.
Your brochure may be presented Z-Fold or C-Fold layout.
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When you are done with the brochure, save it as a Publisher file (.pub) and as a
PDF file by selecting the PDF option in the Save As dialog. Show your work to the
teacher.
V. Discussion
VI. Answer Key

The outputs of the students will differ.
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Lesson 10
I. Title of the Exercise: Publication and Ethics

2. Create his/her own Web publication layout.
III.Introduction
In radio and television, once something is aired, it immediately becomes available
for listeners and viewers. The same is true in Web publishing. Your material
becomes accessible to readers right after you publish it. The difference is that in
the Web, published materials can remain available for a long time after
publication. You do not have to wait for a specific timeslot to access a program
like in the radio or television. You can go find a Web page whenever you please.
The Web is like a library that never closes.
IV. Instructions
Draft a layout of a Web publication based on the sample and specifications given.
Here is an example of a Web publication with its specifications:
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V. Discussion
VI. Answer Key

The layout of the Web publication was constructed through the following steps:
1. Set the margins at 0.5" on all sides.
2. Under the Page Layout tab, in the Page Background group, click the [Page
Color] button.
3. Pick a light color for the page background. You may click [More Colors…]
to choose from a wider selection of standard colors or to customize a color.
4. Create a WordArt for the page header. This will be the title of the Web
publication and should be found near the upper right-hand corner.
5. Set the text wrapping to “In Front of Text.”
6. For the Web publication logo, insert an image or a clip art on the upper
left-hand corner (aligned with the header). You may add borders and
shadow effects.
7. Select an image or a clip art for the page background then put it at the
bottom right-hand corner.
8. Resize it to suit the overall design. You may create a washout effect if you
like. Or you may opt to format the picture by right-clicking it, selecting
[Format Picture…], and altering the Image Control settings under the
Picture tab.
9. Add the text box with a light color fill and dotted borders for the main
website content (i.e., blog entries). Do this by right-clicking on its frame,
selecting [Format Text Box…], and changing the Colors and Lines settings.
10. Set the text wrapping to “In Front of Text.”
11. Type sentences inside the text box. Apply different fonts and font sizes.
12. Create a table for the calendar. Design its borders and shading. Apply
different fonts and font sizes.
13. Put the table inside a text box. Set the text wrapping to “In Front of Text.”
14. Add the text box with transparent fill for the Links section. Set the text
wrapping to “In Front of Text.”
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DESKTOP PUBLISHING

LABORATORY LESSON PLANS

Philippine Copyright 2013 by TechFactors, Inc.

Published by TechFactors, Inc.

Authors: Alexander C. Maximo, Florida Valencia Ortiz, and Christopher Ramos

Exclusively distributed by TechFactors, Inc.

I. Title of the Exercise: Overview of Desktop Publishing

II. Activity Objectives

VI. Answer Key

Here is the brochure with its elements labeled:

I. Title of the Exercise: Review of Basic Operations in Word Processing

II. Activity Objectives

VI. Answer Key

Many people pursue a regular and uninterrupted course of idleness

From How to Live on Twenty-Four Hours a Day, by Arnold Bennett

Chloe Reyes Valencia

I. Title of the Exercise: Manipulating Images

II. Activity Objectives

Here is the sample edited image with its Paint elements:

VI. Answer Key

I. Title of the Exercise: Designing Using Microsoft Word

II. Activity Objectives

Here is an example of a business card with its specifications:

I. Title of the Exercise: Creating Reports

II. Activity Objectives

Here is an example of a report with its specifications:

VI. Answer Key

On the first page:

I. Title of the Exercise: Creating a Greeting Card

II. Activity Objectives

Here is an example of a greeting card with its specifications:

VI. Answer Key

The card was constructed through the following steps:

I. Title of the Exercise: Creating an Advertisement

II. Activity Objectives

Here is an example of a poster with its specifications:

VI. Answer Key

The poster was constructed through the following steps:

I. Title of the Exercise: Creating a Brochure

II. Activity Objectives

VI. Answer Key

I. Title of the Exercise: Working with Microsoft Publisher

II. Activity Objectives

Your brochure may be presented Z-Fold or C-Fold layout.

VI. Answer Key

I. Title of the Exercise: Publication and Ethics

II. Activity Objectives

VI. Answer Key

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