Beruflich Dokumente
Kultur Dokumente
11th Grade
254
407
220
112
0
12th Grade
407
205
74
0
0
Total Enrollment
1313
1318
1330
1121
539
Maywood Academys current ethnic population consists of: 99% Hispanic/ Latino; and
1% African American, White, Asian/Pacific Islander and/or other. The primary languages
spoken by MAHS students and parents is Spanish, with most students also fluently
speaking English.
Approximately 97.3% of our students come from low socio-economic level families.
Maywood Academy High School has been a School Wide Title I School since its opening
in 2005-2006. Title I funding is offered to schools that have poverty percentage of 40% or
above. Maywood Academy High Schools data indicates that 91.24% of the student
population is comprised of low income students for the 2009-2010 school year. Over 90%
of MAHS students are eligible for free and reduced priced lunch.
Approximately 10% of students are identified as gifted, 19% are classified as English
Language Learners and 8% of students qualify for Special Education services.
Understand, practice and learn basic skills for designing layouts and spreads
Understand, practice and learn the principles of content-focused design
Understand, practice and learn the skills for a modular design approach
Recall, identify and use proper vocabulary as it relates to layout and design
Create and label a double-page spread layout that can be used for publication
Materials:
Whiteboard/markers
Blank layout paper (with grids)
Pencils
Jostens 1-2-3 Yearbook Curriculum Guide (or other comparable text)
Key Vocabulary:
Contrast
Dominance
Dominant Element
Gutter
Modular Design
Pica
White Space (Planned and Unplanned)
Required Reading (if using 1-2-3 Curriculum):
Pages 104-109, student guide (lesson 1)
Pages 110-115, student guide (lesson 2)
Pages 116-121, student guide (lesson 3)
Set Up:
Snowballs- Students will participate in a snowball fight using crumpled papers that
contain vocabulary and definitions of design and layout, both previously learned and new
to them. Allow students to fight with the snowballs for two or three minutes, then have
them collect one or two each to read aloud to the class.
3. Give one, get one students will mill about the class and share one vocabulary
word from their list. They will obtain a word from their partner before moving
along. At the end of milling about, each student should have at least eight
vocabulary elements that help define the contents of a modular design spread.
4. Students will read selected reading from 1-2-3 Student Guide.
Assignments (lesson 3):
1. Students will complete activity 19.2 (Modular to the Max) in class.
2. Students will begin group design of double-page spread in class, continuing
project for assessment as group work outside of class.
Final Assessment (unit-whole):
1. Quiz: Students will complete Quiz 18 from the 1-2-3 Curriculum individually, in
class.
2. Project Assessment: Using activities 18.2 and 18.3, students will, in groups, create
an entire DPS using the elements learned within the unit. The layout will be
graded based on a rubric. Sufficient layouts will be added to the archives for
actual use in publication.
Materials:
Whiteboard/markers
LCD projector and laptop
Student computers
Paper
Pencils
Key Vocabulary:
Social Networking (Site)
Tweet
DM
Upload
Widget
WYSIWYG
Set Up:
Students will surf the internet for five minutes in search of a recent article on social
networking and its impact on society. Volunteers will be selected to present their article
using the LCD projector. Whole class will call out selected elements and vocabulary on
the webpage, including links to share with SNS, comments and any other pertinent
elements.
Instruction (Twitter):
1. Teacher will lead students in class observation and discussion of Storify tutorials
on how to set up and use a Twitter account:
Tutorial 1: http://bit.ly/qFAaiQ
Tutorial 2: http://bit.ly/oKqEMe
2. Students will pair up to create a Twitter account. Students who may already have
a Twitter account will pair with a student who does not to provide peer assistance.
Assignments:
1. All students will search for and follow at least five newsworthy Twitter accounts
such as: New York Times, NPR, CNN, etc.
2. All students will tweet to @MAHSNews with their actual name and class period,
along with a two-to-three-word comment about their account.
3. Students will find the Share option on the article they selected in the Set Up and
share it through their Twitter account.
Instruction (my.hsj.org):
1. Teacher will provide overview observation and class discussion on the my.hsj.org
website.
2. Students will call up the website and sign in with their individual accounts on
their computers.
3. Volunteers will be selected to use overhead computer to navigate key links and
pages on my.hsj.org.
Assignments:
1. Students will upload a previously written article (published or not) to the school
news site at my.hsj.org.
2. Students will select at least two other uploaded articles to read and comment on
before the next class period/day.