Teacher Resources

and Course Planning

CONTENTS
Program Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Student Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Online Student Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Teacher Resource DVD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Presentation Plus!™ PowerPoint® Presentation DVD . . . . . . .3
Examview® Assessment Suite CD . . . . . . . . . . . . . . . . . . . . . .3
Online Learning Center Web Site . . . . . . . . . . . . . . . . . . . . . .4
Course Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

The Importance of a Web Design Course . . . . . . . . . . . . . . . .5

Course Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Course Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Guidelines for a Successful Course . . . . . . . . . . . . . . . . . . . .7
Planning a Course and Suggested
Course Pacing Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Writing a Course Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Six-Step Teaching Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Guidelines for the Technology Classroom . . . . . . . . . . . . . .16
Managing Student Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Saving Student Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Recommended Hardware and Software . . . . . . . . . . . . . . .18

1
 PROGRAM
INTRODUCTION
COMPONENTS

STUDENT TEXTBOOK
Introduction to Web Design is organized to help students learn fundamental
Web design concepts and to allow opportunities to apply knowledge and
skills. The following features have been designed to help students master Web
design knowledge and skills:
◆ Chapter Objectives help students set a purpose for reading.
◆ 21st Century Skills emphasize essential workplace skills.
◆ Writing Activities provide writing practice while encouraging indepen-
dent thinking.
◆ Reading Guides highlight each section’s main ideas and key terms, and
suggest a graphic organizer to help students visualize new concepts.
◆ Before and After Reading Strategies help students increase reading com-
prehension in this course and in all subject areas.
◆ You Try It Activities provide hands-on Web design practice through
step-by-step directions.
◆ Go Online Activities can be found on the program’s Online Learning
Center. Use these activities to explore chapter topics in more depth.
◆ Reading Check questions check for comprehension and help students
retain knowledge.
◆ Section Assessments check comprehension and critical thinking skills.
◆ Feature Articles emphasize ethics, career opportunities, and real-world
uses of technology.
◆ Web Design Activities let students independently apply their Web
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

design skills.
◆ Chapter Reviews test student knowledge of vocabulary and main ideas,
and allow students to demonstrate their critical thinking skills.
◆ Unit Portfolio Projects guide students in building a professional portfo-
lio to use for class evaluations or for job interviews.

ONLINE STUDENT MANUAL

The Online Student Manual provides a highly flexible format to work with
your classroom needs. Choose the Online Student Manual for your particular
Web design software to provide students with real-world skill development
that complements the core concepts introduced in the student edition. The
Online Student Edition features:
◆ Application-specific activities and projects
◆ A step-by-step, project-based approach

Program Components—Introduction to Web Design 2

 PROGRAM COMPONENTS

TEACHER RESOURCE DVD

The Teacher Resource DVD is designed to facilitate effective teaching. It is orga-
nized to provide essential resources for teaching course content and for managing
the Web design classroom. The DVD contains the following materials:
◆ Teacher Resources and Course Planning includes course print and tech-
nology planning resources and strategies for successful teaching.
◆ Tools for Professional Development includes classroom management
techniques and suggests ways to integrate differentiated instruction.
◆ Lesson Plans and Answer Keys provide the following materials:
◆ Six-step lesson planning guides
◆ Internet and DVD resources
◆ Teaching strategies
◆ Answers to all chapter activities and projects
◆ Data and Solution Files
◆ Data Files allow students to quickly complete activities and projects.
Whenever you see the Data File folder icon, be sure students can locate
the correct files to complete the activity.
◆ Solution Files are provided for some You Try It Activities in the text-
book. Before students begin the exercise, you may wish to display the
corresponding solution file on a projection screen as a model for student
work. If a student did not complete an exercise, then the solution file
for that activity may be used as a starting point for that activity.
◆ Rubrics are provided for chapter projects and unit projects.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

◆ Graphic Organizers include graphic organizers for each section’s Reading

Guide as well as a graphic organizer library.

PRESENTATION PLUS!™ POWERPOINT®

PRESENTATION DVD
The optional Presentation Plus!™ PowerPoint® Presentation DVD provides
visually motivating presentations that are helpful to both students and teach-
ers. The presentations target key concepts by highlighting important text and
utilizing visuals from the textbook.

EXAMVIEW ® ASSESSMENT SUITE CD

The optional ExamView Assessment Suite CD contains software and test-
banks that allow teachers to create their own or print out ready-made tests for
each chapter, complete with answer keys. Each test includes true/false, mul-
tiple choice, fill in the blank, and essay questions.

Program Components—Introduction to Web Design 3

 PROGRAM COMPONENTS

ONLINE LEARNING CENTER WEB SITE

An accompanying Web site at glencoe.com provides additional projects,
assessments, and resources. Note that all the materials provided on the
Teacher Resource DVD are also available on the Web site for easy student and
teacher access.
◆ Reading and Math Handbooks enable successful learning for all students.
◆ Technology Handbook provides content to supplement instruction.
◆ Career Resources support students' career explorations and provide
activities for self-assessment.
◆ Portfolio Project Preview allows students to preview the skills they will
learn to complete the Unit Portfolio Project.
◆ Graphic Organizers are provided for easy download and printing.
◆ Go Online Activities allow students to use the Internet to expand knowl-
edge of topics presented in the student text.
◆ Student Data Files are available online for quick or remote access.
◆ Practice Quizzes allow students to test their knowledge of Web design
vocabulary and concepts.
◆ Student Resource links allow students to find helpful Web design sites.
◆ Extension Projects extend student understanding of concepts.
◆ Unit and Chapter Rubrics allow students to evaluate their work.
Teacher Online Learning Center This portion of the site is password protected
so that only teachers have access. Visit the Teacher Online Learning Center for
username and password information (registration is not required).
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

◆ National Standards and Correlations includes chapter correlations for

21st Century Skills, academic standards, and NETS-S (ISTE National
Technology Standards for Students).
◆ Career Skills Handbook and Technology Handbook Answer Keys are
provided.
◆ Unit Portfolio Project Answer Keys and Go Online Activities answers
are provided.
◆ Solution Files are provided as answer keys for some You Try It Activities
and for the Online Student Manual projects.
◆ Extension Projects answers are provided.
◆ Graphic Organizer Library materials are provided.
◆ Teacher Resource Links offer additional resources to enhance and enrich
instruction.
◆ College and Career Readiness materials help prepare 21st century students.
◆ McGraw-Hill Professional Development Mini-Clip Videos offer
instructional support for reading, English language learners, and math.

Program Components—Introduction to Web Design 4

 COURSE PLANNING

THE IMPORTANCE OF A WEB DESIGN COURSE

The ability to use technology effectively, productively, and ethically has
become an essential skill in almost every aspect of society whether at home,
at school, at work, or at play. Introduction to Web Design is a valuable teaching
tool to help students learn about Web design, understand the fundamental
principles for creating and maintaining Web pages, and practice creating
complete Web sites.

COURSE PHILOSOPHY
Introduction to Web Design addresses the real-world needs of students and
teachers. The approach is student-centered with reliance upon teacher guid-
ance and facilitation.
Standards-Based Learning The planning and structure of the course is
designed to meet state and national standards while exploring the range of Web
design technologies.
Project-Based Learning The course promotes a project-based learning environ-
ment so that students learn concepts and practice skills in a real-world context.
Guided Step-by-Step Activities The text is written and designed to be used
with the whole class and with individual students.
◆ Activities can be completed as a whole class (with the teacher guiding
students through the steps). You may wish to walk students through
activity steps before they complete them on their own.
◆ Students can complete activities independently as self-guided exercises.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

◆ Collaborative projects also provide students with the real-world experi-

ence of working with others.
Assessment and Evaluation The text includes traditional assessment strategies
and also relies on evaluation techniques through competency-based projects.
◆ Section assessments are provided throughout the textbook to check stu-
dent progress.
◆ Complete reviews and assessments are also provided at the end of every
chapter and unit.
◆ In addition, the text includes feature articles that encourage students to
explore the impact of technology on society and the workplace along with
associated ethical and legal issues.
Reteaching and Enrichment Activities A variety of additional activities are
provided on the book’s Online Learning Center and on this Teacher Resource
DVD. These are designed to extend learning opportunities for students who
may need additional review and for those students who need enrichment.

Course Planning—Introduction to Web Design 5

 COURSE PLANNING

COURSE OBJECTIVES
Introduction to Web Design sets the following objectives for students:

Key Concepts
◆ Explain Web design and identify types of Web sites and URLs.
◆ Demonstrate an understanding of how society interacts with the Web.
◆ Learn how to protect your privacy online.
◆ Describe specific careers in Web development.
◆ Define and explain the various stages of a Web design project.
◆ Describe the roles, job responsibilities, and educational backgrounds for
members of a Web design team.
◆ Identify types of computers, input and output devices, memory and
storage devices, and networks.
◆ Describe Web development applications and hardware.
◆ Understand the principles of good Web design.
◆ Explain how to download and use files ethically, how to cite sources
properly, and how to follow copyright and fair use guidelines.
◆ Explain online privacy policies and Web site security measures.
◆ Summarize guidelines for developing e-commerce Web sites.
◆ Identify current technology trends and emerging technologies.

Key Skills
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

◆ Access the Internet safely for communication and research.

◆ Search the Internet effectively.
◆ Evaluate Web sites for reliability.
◆ Plan and storyboard a Web site.
◆ Evaluate and create Web content.
◆ Use XHTML tags and attributes to create Web sites.
◆ Use Cascading Style Sheets.
◆ Use hyperlinks, graphics, Web-safe colors, and multimedia elements in a
Web site.
◆ Create, crop, resize, and resample graphics.
◆ Create a form.
◆ Debug and test a Web page.
◆ Publish and update a Web site.

Course Planning—Introduction to Web Design 6

 COURSE PLANNING

GUIDELINES FOR A SUCCESSFUL COURSE

To facilitate the success of the course and the progress of your students, follow
these general guidelines:
◆ Review course philosophy, theme, and purpose. Review your philoso-
phy and goals for the course. Has your philosophy of teaching and learn-
ing changed over the years? Review the philosophy, goals, and themes
of the book. Write the course purpose in your own words. What do you
want students to learn from this class?
◆ Identify course objectives and goals for students. Write your objec-
tives and goals for the course. Review your purpose for each class period.
Writing your objectives helps you clarify your methods, communicate
expectations, and evaluate your success. It is often helpful for students to
see your class objective(s) for each class period.
◆ Encourage critical thinking. Students need to learn how to solve prob-
lems, make decisions, and think through issues rationally. Help students
use critical thinking skills during class discussions.
◆ Make learning personal. Each chapter presents exercises to help students
develop and demonstrate their skills. Ask students to assess their progress
and clarify personal and professional goals as they build knowledge and
experience. When possible, link concepts to students’ everyday experiences.
◆ Educate the whole student. Make certain you stress essential personal
qualities throughout the course. Civility, character, integrity, and ethics
can be woven throughout the course by asking students to share with
the class situations from their jobs (if applicable), their personal lives,
and articles from newspapers. Be sure to collect some positive stories and
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

examples as well and acknowledge positive attitudes in your students.

◆ Link school and job success. The instructor must highlight the useful-
ness and insight gained by studying this subject. Reinforce the idea that
success in this course will enhance students’ potential for job success.
◆ Preview assignments. Preview assignments with students to clarify your
expectations. Previewing chapters helps students prepare, and it can also be
a tool for showing how new information relates to what they have just stud-
ied and to their everyday work. Before you preview the chapter, review and
summarize the previous chapter and discuss what students have learned.
◆ Emphasize commitment. Stress that commitment to study and consis-
tent practice produce results. Real learning is based on positive habits.
◆ Encourage attendance and participation. Take attendance each class
period, and meet with students who miss twice. Even if this course is not
graded, attendance is important. Point out that the course experience is
built on classroom participation and exercises. Poor attendance or tardi-
ness results in confusion, low motivation, and resentment from students
who attend and are well prepared and punctual. Full participation means
preparation, commitment, and involvement.

Course Planning—Introduction to Web Design 7

 COURSE PLANNING

The underlying principles that support the preceding guidelines are as follows:
◆ Students are responsible for both the academic and social aspects of
their education. It is important that students plan and take charge of
their courses and careers. Remind them that blaming others for their cir-
cumstances does not empower them to take charge of their lives. Blaming
themselves is also a waste of time. Stress that empowerment is facing a
problem directly, solving it, and performing the strategies that produce
positive results.
◆ Effort and commitment to excellence are essential. To make the most
of school and work, students must be willing to put in the time and effort
required. Vague wishes, desires, half-hearted attempts, and hopes do not
produce results. A commitment to make school a top priority is a key
factor for success. Remind students that adopting strategies and turning
them into daily habits are important both in school and at work.
◆ Cooperative learning promotes interdependence. Working in small
groups is a key factor in getting students involved in their own learning
and in the learning of other group members. Group exercises provide
application of ideas and strategies. Interaction, interpersonal communica-
tion, and teamwork each play a powerful role in student success.
◆ Expressing ideas effectively increases self-confidence and self-esteem.
Practicing public speaking skills is fundamental for students to improve
their presentations. Group work encourages critical thinking, creative
problem solving, and respect for diversity. Listening to others and keep-
ing an open mind helps reduce misunderstandings and celebrate the valu-
able experience of working with different kinds of people.
◆ Learning how to learn best is important. Attending school for many
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

years does not guarantee that students know how they learn best. Give
students the opportunity, space, and techniques to assess and discover
how they learn best. Knowing how to learn and having the willingness to
be a lifelong learner are essential to job success.
◆ Successful people are positive, resourceful, and motivated. The most
productive, positive, flexible, and courteous people in school and at work
are people who are emotionally mature and have developed strong per-
sonal qualities. Attitude affects relationships, work habits, and results.

Course Planning—Introduction to Web Design 8

 COURSE PLANNING

PLANNING A COURSE AND SUGGESTED

COURSE PACING CHARTS
Planning a course from the bottom up can be an exciting experience, and it
can also be a daunting experience. Preparing to teach requires careful plan-
ning as you consider the various assignments, tests, student dynamics, and
instructional interactions. Creating a pacing framework that takes all of these
elements into account can help make your course progress smoothly.

How to Develop a Pacing Chart

Developing an accurate estimate of how much time it takes to teach the con-
tent of the chapters of a text and assess the students’ knowledge of that con-
tent is not an exact science. Determining how long to spend covering course
content and completing student activities and projects requires that teachers
consider the amount of actual class time, the abilities of the students, and how
motivated and prepared students generally are.

Suggested Course Pacing Charts

Suggested pacing charts are provided in the following pages. These charts
suggest how the textbook may be used to teach both a semester-long course
(18 weeks) and a year-long course (36 weeks).
The first column of each chart notes which chapters from the student text-
book might be taught during the indicated week. Should you choose to use
the Online Student Manual in your course, the second column of each chart
notes which projects might complement your lesson plans for that week. Note
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

that using the Online Student Manual is optional.

During the course, take time to develop your own pacing chart and utilize
that schedule the next time you teach the course. Depending on your stu-
dents’ knowledge and needs, you may want to spend more or less time cover-
ing specific material, such as:
◆ the basic information about what the Web is and how it works (Chapter 1).
◆ information about basic computer hardware and software (Chapter 2).
Adjust the pacing charts as needed to meet your course’s particular
requirements.

Course Planning—Introduction to Web Design 9

 COURSE PLANNING

Suggested Course Pacing Chart

18-Week Course
Textbook Online Student Manual (Optional)
Week 1 Ch 1 Project 1, Portfolio Project 1
Week 2 Ch 2, Ch 3 Project 2, Portfolio Projects 2 and 15
Week 3 Ch 3, Ch 4 Projects 3 and 4, Portfolio Projects 3 and 16
Week 4 Ch 4, Unit 1 Portfolio Project Project 4, Portfolio Projects 4 and 17
Week 5 Ch 5 Project 5, Portfolio Projects 5 and 18
Week 6 Ch 5, Ch 6 Project 6, Portfolio Project 6
Week 7 Ch 6, Ch 7 Projects 6 and 7, Portfolio Project 19
WEEKS

Week 8 Ch 7, Unit 2 Portfolio Project Project 7, Portfolio Projects 7 and 20

Week 9 Ch 8 Project 8, Portfolio Project 8
Week 10 Ch 9 Project 9, Portfolio Project 9
Week 11 Ch 9, Ch 10 Project 10
Week 12 Ch 10, Unit 3 Portfolio Project Portfolio Project 10, Portfolio Project 21
Week 13 Ch 11 Project 11
Week 14 Ch 11 Project 11, Portfolio Projects 11 and 22
Week 15 Ch 12 Project 12, Portfolio Projects 12 and 23
Week 16 Ch 13 Project 13, Portfolio Project 13
Week 17 Ch 14 Project 14
Week 18 Ch 14, Unit 4 Portfolio Project Portfolio Projects 14 and 24
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Suggested Course Pacing Chart

36-Week Course
Textbook Online Student Manual (Optional)
Week 1 Ch 1 Project 1
Week 2 Ch 1 Project 1, Portfolio Project 1
Week 3 Ch 2 Project 2
WEEKS

Week 4 Ch 2 Project 2, Portfolio Projects 2 and 15

Week 5 Ch 3 Project 3
Week 6 Ch 3 Project 3, Portfolio Projects 3 and 16
Week 7 Ch 4 Project 4
Week 8 Ch 4 Project 4
Week 9 Ch 4, Unit 1 Portfolio Project Project 4, Portfolio Projects 4 and 17

Course Planning—Introduction to Web Design 10

 COURSE PLANNING

Suggested Course Pacing Chart (continued)

36-Week Course
Textbook Online Student Manual (Optional)
Week 10 Ch 5 Project 5
Week 11 Ch 5 Project 5
Week 12 Ch 5 Project 5, Portfolio Projects 5 and 18
Week 13 Ch 6 Project 6
Week 14 Ch 6 Project 6
Week 15 Ch 6 Project 6, Portfolio Projects 6 and 19
Week 16 Ch 7 Project 7
Week 17 Ch 7 Project 7
Week 18 Ch 7 Project 7
Week 19 Ch 7, Unit 2 Portfolio Project Project 7, Portfolio Projects 7 and 20
Week 20 Ch 8 Project 8
Week 21 Ch 8 Project 8, Portfolio Project 8
WEEKS

Week 22 Ch 9 Project 9
Week 23 Ch 9 Project 9, Portfolio Project 9
Week 24 Ch 10 Project 10
Week 25 Ch 10, Unit 3 Portfolio Project Project 10, Portfolio Projects 10 and 21
Week 26 Ch 11 Project 11
Week 27 Ch 11 Project 11
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Week 28 Ch 11 Project 11, Portfolio Projects 11 and 22

Week 29 Ch 12 Project 12
Week 30 Ch 12 Project 12, Portfolio Project 23
Week 31 Ch 12 Project 12, Portfolio Project 12
Week 32 Ch 13 Project 13
Week 33 Ch 13 Project 13, Portfolio Project 13
Week 34 Ch 14 Project 14
Week 35 Ch 14 Project 14
Week 36 Ch 14, Unit 4 Portfolio Project Project 14, Portfolio Projects 14 and 24

Course Planning—Introduction to Web Design 11

 COURSE PLANNING

WRITING A COURSE OUTLINE

A course outline adds order and organization to your course. Students want
to know what to expect, so it is important to have a detailed written guide
for them to follow and refer to throughout the semester. The course outline
could include:
◆ Teacher’s name
◆ Location of class (include building number, classroom number, etc.)
◆ Day(s) and time(s) the class meets
◆ Required textbooks and resources
◆ Course purpose and objectives
◆ Learning climate or teaching method
◆ Course requirements and expectations
◆ Daily outline
◆ Evaluation or grading methods
The example on the following page has been structured to follow the text-
book. You can adapt this suggested course outline and student expectation
guide to the specific needs of the class. Tell students that the course outline
is a guide and that you may change the order of topics, exercises, and assign-
ments when it is appropriate.
Before developing a course outline, you may want to write down some of your
own expectations for the course.
Course Expectations ___________________________________________
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Course Planning—Introduction to Web Design 12

 COURSE PLANNING

Suggested Course Outline for Introduction to Web Design

Course Outline

Required Textbook
Introduction to Web Design, by Mark Evans and Michael Hamm, Glencoe/McGraw Hill.

Course Description
Introduction to Web Design is an introductory course to the fast growing industry of
Web site design and development. The materials in this course will provide you with a
solid understanding of the entire Web site development process. You will learn to use,
design, and publish Web sites. Throughout this course, you are encouraged to seek out-
side resources, including the Internet and Web design professionals in your area, to aid
you in the learning process.

Course Purpose
The purpose of this course is to help you develop the necessary skills and knowledge to suc-
ceed in a career in Web design. The skills you learn here will help you find success both in
school, and in the professional Web design world, should you choose a career in this field.

Course Objectives
After completing this course, you will be able to:
◆ Identify different types of Web sites and URLs
◆ Describe Web site development stages and project team responsibilities
◆ Describe Web design career paths
◆ Describe Web development applications and hardware
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

◆ Explain how to download and use files ethically

◆ Learn how to protect your privacy online
◆ Plan and storyboard a Web site
◆ Create Web sites
◆ Identify and apply principles of good Web site design
◆ Use XHTML tags and attributes
◆ Use Cascading Style Sheets.
◆ Identify and select appropriate navigation schemes
◆ Evaluate and create Web content
◆ Use Web-safe colors
◆ Use hyperlinks, graphics, and multimedia elements in a Web site
◆ Create, crop, resize, and resample graphics
◆ Describe scripting languages
◆ Create a form
◆ Summarize guidelines for developing e-commerce Web sites
◆ Explain privacy policies and Web site security measures
◆ Debug and test a Web page
◆ Publish and update a Web site
◆ Identify techniques for publicizing sites and increasing Web site traffic

Course Planning—Introduction to Web Design 13

 COURSE PLANNING

Learning Climate
Cooperative and experiential learning are based on two key concepts.
1. You are responsible for your learning and for helping each other. You will have
opportunities to interact with other students and other Web design professionals
to gain knowledge and work through difficult Web design concepts and activities.
Learning to work with and gain knowledge from others is an important step to
becoming a productive member of a Web design project team.
2. Learning is cooperative and experiential. You are expected to participate in class
and in the exercises, and to apply the concepts to your experiences. Throughout this
course you will be asked to think of examples from your own experiences and apply
them to basic concepts you will be learning. Active and creative thinking will aid you
in understanding the difficult concepts.
Course Requirements and Expectations
◆ Attendance You are expected to attend each class and be on time.
◆ Participation You are expected to participate in class and complete all assignments.
◆ Critical Thinking You are expected to use critical thinking and creative problem
solving to complete exercises and to apply these concepts to the activities and proj-
ects you will complete in this course.
◆ Web Design Skills Frequent challenges appear throughout the course. You are
expected to apply the skills you have learned to come up with creative, effective solu-
tions to the problems presented.
Assessment
Assessments will be based on attendance, participation, and successful completion
of various assignments and projects throughout this course. Quizzes and tests will be
given periodically to test your knowledge and skills.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Grading
The following is an example of grading guidelines and a grading scale:

Grading Guidelines Grading Scale

Attendance = 25% A = 90–100%
Quizzes/Tests = 25% B = 80–89%
Assignments = 50% C = 70–79
D = 60–69%
Total = 100%
F = Less than 60%

Course Planning—Introduction to Web Design 14

 COURSE PLANNING

SIX-STEP TEACHING PLAN

The Lesson Plans and Answer Keys on the Teacher Resource DVD for
Introduction to Web Design are designed to make full and effective use of a proven
six-step pedagogical approach: Focus, Teach, Assess, Reteach, Assess, and Close.

Focus
As a teacher, you know that the first step in presenting new material is to
capture students’ interest. A Bell-Ringer Activity begins the lesson. Then
Reading Guide activities ensure that all students have the same background
and preparation.

Teach
The second step in the instruction process involves the presentation and
exploration of new material. This part of the lesson provides suggestions for
discussion, reading and writing activities, answers to questions on each page,
guided skill practices, and resource suggestions.

Assess
The third step involves an assessment of a students’ learning. Because students
have different learning styles and learn at different rates, the Assess section
provides a selection of evaluation activities designed to accommodate a wide
range of learning styles.

Reteach
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

The fourth step is a reinforcement of the concepts and ideas presented in the
material. Different activities are provided to reinforce lesson content. The
variety of activities provided in Reteach allows students to assimilate knowl-
edge using their varied learning styles. Questions are designed to help stu-
dents apply and extend what they learned.

Assess
The fifth step is a second assessment of students’ learning to make sure stu-
dents understand the concepts before they move on.

Close
In the sixth step, students look back over the material presented in the lesson.
The Close activity helps students make the connection between what they
read and its meaning and application to the real world.

Course Planning—Introduction to Web Design 15

 COURSE PLANNING

GUIDELINES FOR THE TECHNOLOGY

CLASSROOM
Students will use technology throughout the course. Use the following guide-
lines to help students use technology responsibly.

Using the Internet

Students are often instructed to access Web sites to complete activities and
projects. Where possible, suggested Web sites are provided in the student text-
book and in the Teacher Resource DVD materials. Although suggested live
sites have been reviewed, they are not under the control of Glencoe/McGraw
Hill. Site content and URLs may also change over time. We therefore strongly
encourage teachers to preview these sites before assigning their students indi-
vidual activities. Teachers may also want to let parents know that students will
be using the Internet to complete activities and assignments for the class.

Acceptable Use Policies

Teachers should also check with their schools to learn about their district’s
acceptable use policy (AUP). Most AUPs provide a statement of responsibili-
ties of educators, parents, and students for using the Internet, guidelines for
appropriate online behavior, and a description of consequences should the
school district’s AUP be violated. Teachers, parents, guardians, and students
should all be familiar with their school’s AUP before any Internet activities are
assigned. Once online, teachers should continue to monitor student’s Internet
time and watch for objectionable content or for irresponsible computer use.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Publishing Web Sites

Students will be instructed to publish Web sites both locally and remotely.
Please review the options available at your school for publishing Web sites.
Because of the potential legal ramifications of students publishing Web sites
under the school’s name and auspices, it is critical that the students under-
stand their responsibility to avoid any content that is controversial. You may
want to review appropriate and inappropriate content guidelines with students
before they publish any sites.

Copyright Guidelines
When necessary, students should include copyright information and credit
lines on their pages to acknowledge their sources. You can use the Technology
Handbook on this program‘s Online Learning Center to review basic copy-
right guidelines with students.

Course Planning—Introduction to Web Design 16

 COURSE PLANNING

Downloading Files
Students are sometimes instructed to locate and download files to complete
activities and projects. Review your school’s policies on downloading files
from the Internet. If students will not have that capability, supply appropriate
files and let students know where to find them. Students should always review
a Web site’s Terms of Use before downloading and using any files.

MANAGING STUDENT FILES

Depending on your school, students may either work on a local computer
or on a networked computer. The following are some guidelines for how to
manage student files. It can be a good idea to consult with a technology coor-
dinator to determine the best method for managing and saving files at your
specific school.
1. Students can create a general folder and then store individual Web sites in
separate subfolders within this general folder. This allows a student’s work
to be stored in one place, and this organization also keeps the files for
individual Web sites organized.
2. When developing each Web site, students will need to create a root folder
that will contain all of that site’s files (HTML files, image files, etc.). Each
student should create their own root folder, and this root folder should
have a unique name (for instance, a name that contains the student’s
initials and other necessary information). Students will need to reference
their site’s root folder when they create a site. (Note: students will need to
create a different root folder for each separate Web site.)
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

3. When using Student Data Files or files from other sources, it is a good
idea to make copies of the original files so they can be used by multiple
students. A copy of the file (an image file, a text file, or an entire sample
Web site) can be placed in each student’s root folder. Students can then
work on their own Web sites without fear of overwriting the work of
other students, or of altering the only copy of an existing file.

SAVING STUDENT WORK

While working with Web site development software or other applications, stu-
dents will need to save their work often.
◆ Identify where students should save their work before they begin working.
◆ Remind students to double check that they save to the correct location.
Otherwise, they may not be able to find their work later. Should a stu-
dent’s site contain broken links or missing graphics, make sure they have
saved their site’s files in the correct folder.

Course Planning—Introduction to Web Design 17

 COURSE PLANNING

RECOMMENDED HARDWARE AND SOFTWARE

The activities in the textbook can be easily completed using Web site devel-
opment software. Access to an Internet browser is required for this course.
While access to the Internet is not required, it is suggested.

Equipment and Software Needs for the Classroom

Hardware Software
Required Color Text editor
computer monitor Web site development software
(Make sure your Multiple Web browsers
equipment meets
the minimum sys-
tem requirements
of your software.)

Recommended CD or DVD drive Internet access software

CD or DVD Image editing software
burner or other Audio/video editing software
storage drive Word processing software
Printer Presentation software
Scanner Spreadsheet software
Microphone Multimedia player
Video camera
Digital camera
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Using Equipment
Review the operating procedures for any technology tools that you have avail-
able in the classroom, and make sure that students understand how to use this
equipment responsibly. Also, consider posting operating instructions or user
manuals for hardware and software in a convenient location for easy reference.

Course Planning—Introduction to Web Design 18