CS6 TG - Full PDF

UNIT 1: Information Technology Updates
2016-2017
UNIT 1 DIGITAL CREATIVITY USING ADOBE CS6
Lesson 1: INFORMATION TECHNOLOGY
Suggested Time Duration: 1 hour
I. Learning Objective:
 Define Information Technology

 Identify the different computer hardware and software devices
 Distinguish system software from application software
 Name people who are involve in processing information
II. Subject Matter:
A. Topic: Information Technology

B. Reference: Digital Creativity Using Adobe CS6 book
C. Materials:
Teacher: PowerPoint presentation; I-Book Interactive game, computer,
blackboard and chalk
Students: Workbook, pen
III. Procedure:
A. Preparatory Activities:
1. Routinary Activities: Prayer, Checking of Attendance
2. Review: Ask the students what they have known about computer and
Information Technology
3. Motivation:
 Show sample gadgets such as cellphone, radio, laptop or computer
or anything that can be used as an example in opening the topic
about IT.
 Ask the students their idea about the “Information Technology”
topic
B. Lesson Proper:
1. Discuss what Information Technology is.
2. Discuss the responsibilities of Information Technology in an IT
Department.
3. Discuss the physical components of a computer system
4. Discuss the different Input, Output, Storage, and Process Devices.
5. Define Computer Software.
6. Discuss the basic terms used in Computer Software.
7. Define System Software and its Types.
8. Define Application Software and its Classifications.
9. Discuss the Application Software that included in the Microsoft Office
Software Package.
10. Discuss what Peopleware is.
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DIGITAL CREATIVITY USING ADOBE CS6
UNIT 1
IV. Evaluation:
Choose any of the activities provided in the workbook. Tear the page/s for
compilation.
1. Exercise I: Fill in the blank, i3 of the workbook

2. Exercise II: Complete the table, i4 of the workbook
3. Hands-On: Skills Practice, i5 of the workbook
4. I-Book Interactive game
V. Assignment:
Ask the students to bring real photos and graphics (drawn in a bond paper or
sketch pad).
ANSWER KEY
EXERCISE I. FILL IN THE BLANK

1. Output Device
2. Storage Devices
3. Scanner
4. Mouse
5. Joystick
6. Microphone
7. Monitor
8. Speaker
9. Projector
10. Sound Card
11. Application Software
12. Word Processing
13. Presentation Software
14. Multimedia
15. Database
16. Educational Software
17. Application Suite
18. Spreadsheet
19. Peopleware
20. Internet
EXERCISE II. COMPLETE THE TABLE

1. Input Devices (accept any five of the following)
A. Keyboard
B. Mouse
C. Touch Screen
D. Joystick
E. Microphone
F. Bar Code Reader
G. Voice Recognition
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H. Trackball
I. Scanner
2. Output Devices
A. Monitor
B. Printer
C. Speaker
D. Projector
E. TV
3. Storage Devices
A. DVD
B. Flash Drive
C. Memory Card
D. Floppy Disk
E. Hard Disk
4. Software Application (accept any five of the following)

A. Word Processing
B. Spreadsheet
C. Presentation
D. Database
E. Desktop Publishing
F. Multimedia
G. Simulation
H. Enterprise
I. Educational
HANDS-ON ACTIVITY
NOTE: Please do as instructed.
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UNIT 1
Lesson 2: DESKTOP PUBLISHING AND GRAPHIC DESIGN
 Be acquainted with the history of Desktop Publishing

 Familiarize oneself with the Desktop Publishing basics
 Identify the different kinds of image file formats
 List down the basic requirements and suggested web links in Graphics
Editing
 Know the different sources of photos and fonts
II. Subject Matter:
A. Topic: Desktop Publishing and Graphic Design

C. Materials:
Students: Workbook, pen, USB flash drive
III. Procedure:
2. Review: Q and A of what they have learned from previous lesson,
discuss the result of written and hands-on activities
3. Motivation:
 Show pictures that have different file formats.
 Show also different designs of web sites.
 Ask students their idea about the topic using the pictures and web
sites
B. Lesson Proper:
1. Discuss the history of Desktop Publishing
2. Discuss Desktop Publishing Basics
3. Discuss the Rules of Desktop Publishing
4. Discuss the different Image File Formats.
5. Discuss the Basic Requirements in Graphic Editing.
6. Discuss the Sources of Photos and Fonts
IV. Evaluation:
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compilation.
1. Exercise I: Enumeration, pp. i6 of the workbook

2. Exercise II: Essay, pp. i7 of the workbook
V. Assignment:
Advance reading of similarities and difference of Web Design and Print Design
ANSWER KEY
EXERCISE I. ENUMERATION
1. Four Common Image File Formats

a. JPEG
b. PNG
c. TIFF
d. GIF
2. Six Basic Requirements in Graphics-Editing
a. Processor
b. Operating System
c. Hard disk
d. Memory
e. Optical drive
f. Others
3. Five examples of Fonts (or accept valid answers)
a. Comic Sans MS
b. Britannic Bold
c. Calibri
d. Impact
e. Tahoma
4. Four sources of Photos
a. Scanned Images
b. Stock Photo Library
c. Personal Photos
d. Internet and WWW
EXERCISE II. ESSAY
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UNIT 1
1. Choose any 5 of the Rules in Desktop Publishing and explain each.
Note: Accept any five from answers below and give credits for good
explanations.
a. Use only one space after punctuation
b. Don’t use double-hard returns after paragraphs
c. Use fewer fonts
d. Use ragged-right or fully justified text appropriately
e. Use centered text sparingly
f. Balance line length with type size
g. Use all caps with the right fonts
h. Use proper typographical punctuation
i. Use frames, boxes, borders with a purpose
j. Use less clip art
k. Use more white space
l. Reset software document defaults
2. Describe at least five of the ten of Steps to Perfect Publication

NOTE: Accept any five from the answers given below and give credits for
good explanations.
a. Have a plan, make a sketch
b. Choose a template
c. Set up your document
d. Place text in your document
e. Format your text. Align your text
f. Place graphics in your document
g. Tweak your graphics placement
h. Apply the rules of desktop publishing
i. Print a draft and proofread it
j. Print your project
HANDS-ON ACTIVITY:
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Lesson 3: INTERNET
 Define basic terms related to Internet

 Give sample browsers that are commonly used
 Identify the parts of URL
 Find out some email etiquette
 Create and use email account
II. Subject Matter:
A. Topic: Internet
C. Materials:
III. Procedure:
2. Review: Short discussion on Assignment, Result of the previous
activities
3. Motivation:
 Show some examples of a Graphic Websites, most visited Websites,
and popular Search Engines.
B. Lesson Proper:
1. Define Internet and the WWW
2. Discuss parts of a URL
3. Ask what e-mail is
4. Discuss the parts of yahoo e-mail
5. Discuss e-mail etiquette
6. Discuss the e-mail etiquette rules
7. Let the students create their own e-mail account
8. Ask them to send a message to the teacher’s email address
IV. Evaluation:
compilation.
1. Exercise I: Complete the term, pp. i9
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UNIT 1
2. Exercise II: Extend the following abbreviations, pp. i9
3. Exercise III: Enumeration, pp. i10
4. Hands-On: Skills Practice, pp. i11
V. Assignment:
Review for a Unit Test.
ANSWER KEY
EXERCISE I. COMPLETE THE TERM

1. Advanced Research Project Agency Network
2. Wide Area Information Server
3. File Transfer Protocol
4. Internet Service Provider
5. World Wide Web
6. Hypertext Transfer Protocol
7. Uniform Resource Locator
8. Transmission Control Protocol
9. Internet Protocol
10. Hypertext Markup Language
EXERCISE II. EXTEND THE FOLLOWING ABBREVIATIONS

1. Domain
a. Commercial
b. Network Organization
c. Government
d. Military
e. Organization
f. Educational
2. Country Domain
a. Philippines
b. Japan
c. Turkey
d. Germany
e. Hong Kong
f. Korea
EXERCISE III. ENUMERATION

1. Five Main Uses of the Internet (or accept valid answers)
a. E-mail
b. E-Commerce
c. Business
d. Social Networking
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e. Job Search
2. Five Samples of Browser (or accept valid answers)

a. Microsoft Internet Explorer
b. Mozzila Firefox
c. Google Chrome
d. Safari
e. Opera
f. Netscape
3. Five Parts of URL

a. Protocol
b. Domain name
c. Directory/folder
d. Webpage
e. File extension
4. Five Email Etiquette

a. Professionalism
b. Efficiency
c. Protection from liabilities
5. Five example of most visited websites (accept any five from the answers
below or any valid answers)
a. Facebook
b. YouTube
c. Yahoo
d. Wikipedia
e. Blogger
f. Windows live
g. Twitter
HANDS-ON ACTIVITY:
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UNIT 1
UNIT TEST 1
I. IDENTIFICATION
1. A department in an organization responsible for the architecture,

hardware, software and networking of computers in the company.
2. General term that refers to the physical artifacts of technology. It also

means the physical components of a computer system in the form of
computer hardware.
3. It is a device or any machine that feeds data into a computer.
4. A device capable of representing information from a computer.
5. A device where files are kept. It has the capability to retrieve files from it.
6. A device that commonly used to control video games
7. A device for converting sound waves into electric power that has wave
characteristics essentially similar to those of the sound.
8.
9. Device that displays the computer's user interface and open programs,
allowing the user to interact with the computer, typically using the
keyboard and mouse.
10. Device that used to produce audio output that can be heard by the listener
is a device that uses light and lenses to take an image and project a
magnified image onto a larger screen or wall.
11. A type of software refers to the files and programs that make up your
computer's operating system.
II. WRITE THE NAME OF THE FOLLOWING IMAGES BELOW:
1 2 3 4 5
6 7 8 9 10
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UNIT TEST ANSWER KEYS
I. IDENTIFICATION
1. Information Technology
2. Hardware
3. Input device
4. Output device
5. Storage device
6. Joystick
7. Microphone
8. Monitor
9. Speaker
10. System Software
II. NAME THE IMAGES

1. Floppy disk
2. CPU
3. Projector
4. Scanner
5. Mouse
6. MS Outlook
7. MS Access
8. MS PowerPoint
9. MS Excel
10. MS Word
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UNIT 2: Adobe Navigations
2016-2017
Lesson 4: ADOBE PHOTOSHOP CS6

UNIT 2
 Describe the function of Adobe Photoshop CS6

 Identify the people behind the development of Photoshop
 Familiarize with the Adobe Photoshop CS6 new environment and its new
tools
 Use workspace switcher to change Photoshop environment
II. Subject Matter:
A. Topic: Adobe Photoshop CS6

C. Materials:
III. Procedure:
2. Review: Give feedback regarding their previous unit test
3. Motivation: Show some photos of graphic software and ask the
students their idea about it.
B. Lesson Proper:
1. Discuss what Photoshop CS6 is.
2. Discuss briefly the History of Photoshop.
3. Demonstrate starting to work on Photoshop CS6.
4. Show and discuss the Photoshop CS6 Workspace.
5. Discuss and show the Tool’s Group in Photoshop.
6. Discuss the different Panels of Adobe Photoshop
7. Demonstrate Zooming In and Out.
IV. Evaluation:
compilation.
1. Exercise I: Identification, pp. i12 of the workbook

2. Exercise II: Identify and describe, pp. i13 of the workbook
3. Exercise III: Essay, i14 of the workbook
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V. Assignment:
Make a research about Adobe Illustrator CS6 and download some sample
UNIT 2
product from Internet.
ANSWER KEY
EXERCISE I. IDENTIFICATION
1. Eraser
2. Move
3. Marquee
4. Lasso
5. Magic wand
6. Crop
7. Eye dropper
8. Clone stamp
9. Type
10. Zoom
11. Healing brush
12. Brush
13. Art history
14. Gradient
15. Blur
EXERCISE II. IDENTIFY AND DESCRIBE
1. The 3D Object Rotate tool rotates the object around its x-axis.
2. The 3D Object Roll tool rotates the object around its z-axis.
3. The 3D Object Pan tool pans the object in the x or y direction.
4. The 3D Object Slide tool moves the object laterally when you drag
horizontally or forward and back when you drag vertically.
5. The 3D Object Scale tool scales the object larger or smaller.
6. The 3D Rotate Camera tool orbits the camera in the x or y direction.
7. The 3D Roll Camera tool rotates the camera around the z-axis.
8. The 3D Pan Camera tool pans the camera in the x or y direction.
9. The 3D Walk Camera tool moves laterally when you drag horizontally or
forward and back when you drag vertically.
10. The 3D Zoom Camera tool changes the field of view closer or farther
away.
EXERCISE III. ESSAY (accept valid answers)
1. Layer Panel - lets you organize your work into distinct levels that can be
edited and viewed as individual units.
2. History Panel - stores and displays each action performed allowing you
jump to any recent stage of the image alteration
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3. Navigator Panel – used for panning or zooming an image in the Navigator

panel is another quick way to make large changes in the zoom level,
especially when the exact percentage of magnification is unimportant.
4. Color Swatches, Style Panel – display the current foreground and
background colors and RGB values for these colors.
UNIT 2
5. Adjustment Panel - gives you the ability to apply an effect to a group of

layers in Photoshop, and then you can edit that effect later, while
preserving the original layers.
HANDS-ON ACTIVITY
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Lesson 5: ADOBE ILLUSTRATOR CS6
UNIT 2
 Describe the function of Adobe Illustrator

 Identify the people behind the development Adobe Illustrator
 Familiarize with the Adobe Illustrator new environment and its new tools
 Familiarize oneself in using Workspace Switcher
II. Subject Matter:
A. Topic: Adobe Illustrator CS6

B. Reference: Digital Creativity using Adobe CS6 book
C. Materials:
III. Procedure:
2. Review: Recap lessons learned from Adobe Photoshop CS6
3. Motivation:
 Show some sample drawings or design and finish projects of
Adobe Illustrator.
B. Lesson Proper:
1. Discuss what Adobe Illustrator CS6 is and its brief history.
2. Show and discuss the Illustrator Workspace.
3. Show and discuss the different tools in Adobe Illustrator CS6.
IV. Evaluation:
compilation.
1. Exercise I: Label the parts, pp. i17 of the workbook

2. Exercise II: Fill in the Blank, pp. i18 of the workbook
3. Hands-On: Skills Practice, pp. i19 of the workbook
V. Assignment:
17
Find out what is the original name of Adobe InDesign.
ANSWER KEY
UNIT 2
EXERCISE I. LABEL THE PARTS

1. Application bar
2. Document window
3. Tools Panel
4. Control Panel
5. Panels
6. Application Frame
EXERCISE II. FILL IN THE BLANK

1. Selection tool
2. Pen tool
3. Lasso tool
4. Type tool
5. Scale tool
6. Mesh tool
7. Width tool
8. Perspective Grid tool
9. Symbol sprayer tool
10. Column graph tool
11. Free transform tool
12. Shape builder tool
13. Zoom tool
14. Eye dropper tool
HANDS-ON ACTIVITY
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Lesson 6: ADOBE INDESIGN CS6
UNIT 2
 Describe the function of InDesign CS6

 Identify the history behind Adobe InDesign
 Familiarize with the Adobe InDesign environment and its new tools
 Familiarize oneself in using Workspace Switcher
II. Subject Matter:
A. Topic: Adobe InDesign CS6

C. Materials:
III. Procedure:
2. Review: Recap of lessons learned from Adobe Illustrator CS6,
discuss results of the previous learning activities.
3. Motivation:
 Familiarization of tools from the previous program and its
similarities to the current program.
B. Lesson Proper:
1. Discuss what Adobe InDesign CS6 is.
2. Discuss briefly the history of InDesign.
3. Show and discuss the InDesign Workspace.
4. Discuss the different Tools Gallery then show the function of each.
5. Explain the project presented at the end of the Unit.
IV. Evaluation:
compilation.
1. Exercise I: Label the Parts, pp. i20

2. Exercise II: Identification, pp. i21
3. Hands-On: Skills Practice, pp. i21
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V. Assignment:
Find out what Adobe Acrobat 9 is and its uses.
ANSWER KEY
UNIT 2
EXERCISE I. LABEL THE PARTS

1. Tool Panel
2. Paste Board
3. Panels
4. Control Panel
5. Workspace Switcher
6. Menu Bar
EXERCISE II. IDENTIFICATION
1. Scissors Tool
2. Type on a Path Tool
3. Shear Tool
4. Pen Tool
5. Gradient Feather
6. Eyedropper Tool
7. Line Tool
8. Zoom Tool
9. Gradient Swatch Tool
10. Ellipse Tool
HANDS-ON ACTIVITY
20
Lesson 7: ADOBE ACROBAT PROFESSIONAL 9
UNIT 2
VI. Learning Objective:
 Describe the function of Adobe Acrobat and Acrobat Reader

 Find out the history behind Adobe Acrobat
 List down the steps in starting Adobe Acrobat
 Familiarize oneself with the Acrobat environment and its tools
VII. Subject Matter:
A. Topic: Adobe Acrobat Professional

C. Materials:
VIII. Procedure:
2. Review: Q and A from about the previous lesson
3. Motivation:
 Show an example of a PDF file. Ask the students their idea about
the topic.
B. Lesson Proper:
1. Discuss what Adobe Acrobat is.
2. Demonstrate how to open Adobe Acrobat 9.
3. Discuss brief history of Adobe Acrobat 9.
4. Show the Acrobat Workspace.
5. Demonstrate how to create PDF files from File, Webpage, Any File,
Multiple Files
IX. Evaluation:
compilation.
1. Exercise I: Essay, pp. i23 of the workbook

X. Assignment:
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Practice using the three graphics software and convert it to PDF
ANSWER KEY
UNIT 2
EXERCISE1: ESSAY
1. Creating a PDF Document from Microsoft Office

a. You can easily create a PDF version of any Microsoft
Office application such as PowerPoint, Word, Excel and others.
b. Begin by first opening your document in Word, PowerPoint, or
Excel. Then click the Office button and choose Save As, and click
the PDF or XPS option.
c. Your Save Options will pop up
d. You can choose to save the PDF, based on if it will be published
online, or also in print.
e. By clicking Options, you can choose to save a PDF file of all the
pages in your document, just a few, or the current page only.
f. You can also use the bookmarking feature in Acrobat to create
bookmarks that can be used to separate the document into
chapters or sections.
g. Choose the options you'd like to save the PDF document as and
click OK.
2. Create a PDF from any File Type

a. Open Adobe Acrobat and from the menu options at the top of the
window
b. Choose File > Create
c. A window will pop up that allows you to browse the files on your
computer drive.
d. Locate the file you would like to turn into a PDF document.
e. When you select the file, Acrobat will open the program your file
originated from and take a copy of it and then create a
converted PDF file.
f. The PDF file should open once the conversion is completed.
3. Create a PDF from Multiple Files

a. To convert multiple files into a PDF document
b. Choose File
c. Create PDF
d. From Multiple Files if you're using Adobe Acrobat 9.
4. Create a PDF from a Webpage

a. Go to File
b. Create PDF
c. From Web Page
d. To add pages to an open PDF document
e. Go to Advanced
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f. Web Capture
g. Create PDF From/Append Web Page.
h. Provide the web page URL or click to Browse to find the page.
i. Choose the number of levels you would like to retrieve.
j. You can choose either "Stay on the same path," which chooses
UNIT 2
only pages that follow from the URL you specified, or "Stay on the
same server," which would include only those web pages that are
located on the same server as your URL.
k. If you would like to change the PDF settings, such as the Page
Format, choose the "Settings" button and adjust the document as
you see fit.
l. When you're done with these settings, click "Create".
HANDS-ON ACTIVITY
23
UNIT TEST 2
I. Identification
UNIT 2
1. A PhD student at the University of Michigan began writing a program of

Photoshop.
2. Adobe Workspace that includes the command menus at the top of your
screen and a variety of tools and panels for editing and adding elements
to your image.
3. Adobe software that is a newer version of Adobe PageMaker, a desktop
publishing program.
4. Adobe software that is a family of application software developed by
Adobe Systems to view, create, manipulate, print and manage files in
Portable Document Format (PDF)
5. Is a translation format used primarily for distributing files across a network,
or on a website.
II. Label the Parts
Using Adobe Photoshop CS6 Workspace, name each part. Write your answer on
the line provided. 1
1. _____________ 4. ____________
2. _____________ 5. ____________
3. _____________
II. Draw Them
Draw the icon of the Illustrator tools.

______1. Type tool
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______2. Free transform tool

______3. Scale tool
______4. Mesh tool
______5. Warp tool
______6. Blend tool
UNIT 2
______7. Symbol spray tool
______8. Live paint tool
______9. Gradient tool
______10. Column graph tool
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UNIT TEST 2 ANSWER KEYS
I. MULTIPLE CHOICE
1. Thomas Knoll
UNIT 2
2. Adobe Photoshop
3. Adobe InDesign
4. Adobe Acrobat
5. PDF
II. LABEL THE PARTS

1. Tool Panel
2. Layer Panel
3. Document window
4. Main Menu
5. Tool Options bar
6. Application bar
7. Navigator Panel
8. Panels
9. CS live button
III. DRAW THEM
Type tool Blend tool
Free transform tool Symbol spray tool
Scale tool Live paint tool
Mesh tool
Gradient tool
Warp tool
Column graph tool
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UNIT 3: Adobe Photoshop CS6
2016-2017
Lesson 8: STARTING ADOBE PHOTOSHOP
 Identify the latest features of Adobe Photoshop CS6.

 Start working on images using Adobe Photoshop
 Identify ways in opening and viewing options
 Discuss the three ways in creating type
UNIT 3
 Determine the steps in editing, formatting and warping text
II. Subject Matter:
A. Topic: Starting Adobe Photoshop

C. Materials:
III. Procedure:
2. Review: Give feedback regarding their previous unit test
3. Motivation:
 Showing of best project in class.
B. Lesson Proper:
1. Identify some of the latest features of Adobe Photoshop CS6 and their
functions.
2. Discuss and demonstrate ways of opening an image in Photoshop.
3. Discuss and demonstrate the different ways of changing Screen modes in
Photoshop.
4. Show how to use the Zoom tools in Photoshop.
5. Discuss and demonstrate the different ways of inserting a Type in Photoshop.
6. Discuss and demonstrate ways on how to format text in Photoshop.
7. Discuss what Type mask tool and Spell check is and their uses.
8. Discuss and demonstrate how to use Warp text.
9. Apply warp on their preferred text.
IV. Evaluation:
Choose any of the activities provided in the workbook. Tear the page/s for compilation.
1. Exercise I: True or False p. i25 of the workbook

2. Exercise II: Drawing p. i25 of the workbook
3. Hands-On: Skills Practice p. i25 of the workbook
28
V. Assignment:
Do an advance reading of the next lesson.
ANSWER KEY
EXERCISE I. TRUE OR FALSE

1. True
2. False
3. True
UNIT 3
4. False
5. True
6. True
7. False
8. False
9. True
10. True
EXERCISE II. DRAWING

*Answers may vary
HANDS-ON ACTIVITY
29
Lesson 9: THE EFFECT TOOLS
 Discuss the use of crop, stamp, healing, dodge and burn tools in pictures
 Identify the function of brightness/contrast commands
 Enumerate the steps in adjusting tonal range, hue, saturation and color balance
 Explain the use of blur and sharpen tools
UNIT 3
II. Subject Matter:
A. Topic: The Effect Tools

C. Materials:
III. Procedure:
2. Review: Q and A regarding the previous topic
3. Motivation:
 Show a photo to the students and ask them how it can be improved using
Photoshop.
B. Lesson Proper:
1. Discuss and demonstrate how to use the Crop tool, using the Marquee tool
and Trim command.
2. Discuss and demonstrate how to use the Clone stamp tool using a sample
picture.
3. Discuss Healing and Spot healing brush, their uses and differences.
4. Demonstrate how to use the healing and spot healing brush tool using a
sample picture.
5. Discuss how to change brush settings, brush sizes and blending modes.
6. Discuss the Dodge and Burn tool, the different modes, their uses and how it
can be done.
7. Show how to make adjustments to the color quality of a photo using the
following commands:
 Brightness and Contrast
 Levels
 Hue and Saturation and
 Color Balance
8. Discuss and demonstrate how to use the Blur and Sharpen tools and its
Blending modes.
IV. Evaluation:
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1. Exercise I: Identification, p. i26 of the workbook

2. Exercise II: Sequencing, p. i27 of the workbook
3. Hands-On: Skills Practice, p. i27 of the workbook
V. Assignment:
Practice adjusting the color quality of different photos using your own pictures at home.
UNIT 3
ANSWER KEY
1. Clone Stamp Tool
2. Healing brush
3. Brightness / Contrast
4. Sharpen
5. [ ]
6. Dodge
7. Shadow
8. Adjustment
9. Alt
10. Crop
EXERCISE II. SEQUENCING

Applying Color Balance
a. 4
b. 3
c. 2
d. 5
e. 1
Applying Hue and Saturation

a. 5
b. 4
c. 1
d. 3
e. 2
HANDS-ON ACTIVITY
Note: Please do as instructed. p. i27
31
Lesson 10: IMAGE MANIPULATION
 Discuss Brush, Pencil, Paint Bucket and History Brush tools

 Explain on how to create Custom Shapes
 Determine the use of Gradient tool
UNIT 3
II. Subject Matter:
A. Topic: Image Manipulation

C. Materials:
III. Procedure:
2. Review: Q and A – give situations where students will choose the best tool to
use using the different tools discussed in the previous lesson.
3. Motivation:
 Show an artwork done using Photoshop. Ask the students what tool might
have been used to create the artwork.
B. Lesson Proper:
1. Discuss what Brush tool is and its uses.
2. Discuss the Options bar of the brush tool using the Interface and Control
diagram.
3. Demonstrate how to use Brushes, how Opacity and Flow settings affect the
brush output.
4. Discuss the Pencil tool, its tool options bar, and how it is used.
5. Discuss and demonstrate how to use the Paint Bucket and its tool options
bar.
6. Discuss and demonstrate how to create different custom shapes in
Photoshop.
7. Identify what Gradient is, its uses and how to apply Gradients on a canvas.
8. Show how to use History Brush Tool.
9. Show how to select color for the Brush Tool.
10. Apply the different Brush effects on their preferred photo.
IV. Evaluation:

2. Exercise II: Enumeration, p. i28 of the workbook
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V. Assignment:
Practice using the different Gradient settings.
ANSWER KEY
1. Paint Bucket tool
UNIT 3
2. History brush
3. Shift + F5
4. Pencil Tool
5. Opacity
6. Spacing
7. Shift + B
8. Gradient
9. Hardness
10. 100%
EXERCISE II. ENUMERATION
1. Heart
2. Umbrella
3. Crown
4. Yin Yang
5. Envelope
HANDS-ON ACTIVITY
33
Lesson 11: USING LAYERS
VI. Learning Objective:
 Determine the function of layer, opacity and adjustment layer

 Enumerate the steps in merging, flattening, linking and blending layers
 Discuss on how to use drop shadow effect, inner shadow, outer glow, inner glow,
bevel and emboss

UNIT 3
Show the procedures in applying multiple effects
VII. Subject Matter:
A. Topic: Using Layers

C. Materials:
VIII. Procedure:
2. Review: Ask the students to enumerate the tools they have learned in the
previous topic and its function.
3. Motivation:
 Show an example picture with layers done in Photoshop.
B. Lesson Proper:
1. Explain what layer is and its functions.
2. Show how to hide and unhide layers using the eye icon.
3. Demonstrate how to create, delete and duplicate layer.
4. Discuss how to use layer Opacity.
5. Discuss and demonstrate how to merge and flatten a layer.
6. Demonstrate how to use the Adjustment layer.
7. Show how to link layers.
8. Apply different blending modes on a sample picture.
IX. Evaluation:
1. Exercise I: Fill in the blanks, p. i29 of the workbook

2. Exercise II: Sequencing, p. i29 of the workbook
X. Assignment:
34
Using a sample picture practice applying the different blending modes to see how
they work.
ANSWER KEY
EXERCISE I. FILL IN THE BLANKS

1. Thumbnail
2. Eye
3. Click
4. Trash
UNIT 3
5. Duplicate
6. Shift
7. Link
8. Normal
9. Dragging
10. New Layer
11. Blending Mode
12. Alt
EXERCISE II. SEQUENCING

Linking Layers
a. 3
b. 1
c. 2
HANDS-ON ACTIVITY
35
Lesson 12: LAYER EFFECTS
 Explain what happened to layer when there is applied effect.

 Add drop/inner shadow, outer/inner glow.
 Apply bevel and emboss to texts.
UNIT 3
II. Subject Matter:
A. Topic: Adding Filters

C. Materials:
III. Procedure:
2. Review: Ask the students to demonstrate how to create, delete, duplicate and
merge layers.
3. Motivation:
 Show various texts with layer effects applied to it.
B. Lesson Proper:
1. Explain what layer effect is.
2. Discuss and demonstrate how to add drop shadow, inner shadow, outer and
inner glow, and bevel and emboss effect to text.
3. Let the students type their name in the canvas and apply their desired layer
effect.
IV. Evaluation:
1. Exercise I: True or False, p. i30 of the workbook

2. Exercise II: Identification, p. i30 of the workbook
3. Exercise III: Sequencing, p. i31 of the workbook
4. Exercise IV: Enumeration, p. i31 of the workbook
V. Assignment:
Using a single text apply the other layer effects not mentioned in this lesson, practice
it at home.
36
ANSWER KEY
EXERCISE I: TRUE OR FALSE

1. True
2. True
3. True
4. True
5. False
EXERCISE II: IDENTIFICATION
UNIT 3
1. Drop Shadow
2. Bevel and Emboss
3. Inner Glow
4. Outer Glow
5. Bevel and Emboss
EXERCISE III: SEQUENCING

Adding Drop Shadow
a. 4
b. 3
c. 1
d. 2
e. 5
EXERCISE IV: ENUMERATION

1. Stroke
2. Color Overlay
3. Satin
4. Pattern Overlay
5. Gradient Overlay
HANDS-ON ACTIVITY
37
Lesson 13: APPLYING MULTIPLE EFFECTS
 Describe the different multiple effects.

 Edit your applied effect.
 Enumerate the steps on how to lock a layer
 Create their own custom style.
UNIT 3
II. Subject Matter:

C. Materials:
III. Procedure:
2. Review: Let the students identify the different layer effects using a sample
work.
3. Motivation:
 Show to the students a screenshot of locked layers. Ask them what can
they observed from it. What do they think is the use of lock in layers?
B. Lesson Proper:
1. Discuss what Multiple Layer Effects is.
2. Discuss and demonstrate how to edit applied effects in Photoshop.
3. Explain the importance of locking layers in Photoshop and how to do it.
4. Demonstrate how to create custom layer style.
IV. Evaluation:

2. Exercise II: Question and Answer, pp. i32 – i33 of the workbook
V. Assignment:
Do an advance reading of the next lesson.
38
ANSWER KEY
EXERCISE I: IDENTIFICATION
1. True
2. False
3. True
4. False
5. True
6. True
UNIT 3
EXERCISE II: QUESTION AND ANSWER (Answers may vary)
1. Custom Style allows you to create your own set of style effect which can save you
time when doing your text.
2. Lock icon works by locking selected layers and preventing the user in making further
changes to the canvas.
3. Lighten, Burn, Dodge, Luminosity, Soft Light, Hard Light
HANDS-ON ACTIVITY
39
Lesson 14: ADDING FILTERS
 Define Photoshop filter

 Recognize the different styles of Filter
 List down the steps on how to use the different styles of Filter in an artworks
UNIT 3
II. Subject Matter:

C. Materials:
III. Procedure:
2. Review: Ask the students about the importance of locking layers and creating
custom styles in Photoshop.
3. Motivation:
 Show to the students some pictures edited using filters in Photoshop.
B. Lesson Proper:
1. Understand what Photoshop Filter is.
2. Discuss and demonstrate how to use the following filters: Dry Brush Filter,
Sponge Filter, Gaussian Blur Filter, Motion Blur, Brush Stroke Filter, Ink
Outline Filter, Distort Filter, Noise Filter, Pixilated Filter, Mosaic Filter, Render
Filter, Lens Flare, Sharpen Filter, Sketch Filter, Photocopy Filter, Texture
Filter, Stained Glass Filter, and Filter from the Other Menu.
IV. Evaluation:

2. Exercise II: Identification, pp. i34 – i35 of the workbook
V. Assignment:
Review for a Unit Test.
40
ANSWER KEY
1. Brush Stroke Filter
2. Pixilated
3. Lens
4. Dry Brush
5. Motion Blur
6. Distort
7. Texture
UNIT 3
8. Stained Glass
9. Sketch
10. Render

1. Sketch
2. Brush Stroke
3. Noise
4. Mosaic
5. Offset
HANDS-ON ACTIVITY
41
UNIT TEST 3
I. MATCHING TYPE
Match the icons in Column A with its uses in Column B. Write the letter of the correct
answer on the space provided.
COLUMN A COLUMN B
a. Darkens the pixel in an

UNIT 3
_______ 1. image.
b. Adds different kinds of

_______ 2. shapes in an image.
c. Puts a line straight
through the middle of the
_______ 3. text.
d. Apply effects to layer’s
_______ 4. content
e. Use to change how you
view images on your
_______ 5. screen.
f. Undo the settings in the
Adjustments panel
_______ 6.
g. Recreates a duplicate
copy of an image
_______ 7.
h. Corrects imperfections in
an image
_______ 8.
i. Magnifies an area in an
image
_______ 9.
j. Consist of a 1 pixel brush
tool tip.
_______ 10.
42
II. FILL IN THE BLANKS
Fill in the blank with the appropriate term(s) to complete the statement. Choose from the
box below.
Adjustments ]
Three Opacity
File Text
[ Option
UNIT 3
Warp Highlight
1. ______  New starts a new file in Photoshop.

2. There are _________ ways to create type: at a point, inside a paragraph and along a
path.
3. _______ on a path flows along the edge of an open or a closed path.
4. Formatting text can be done using the _________ bar.
5. ______ text allows you to create a special type effect.
6. The ___ and 7. ___ can be used to change the brush sizes.
8. Dodge tool lightened only the brightest pixels in the image in ___________ mode.
9. Hue / Saturation can be accessed also in the _______________ panel.
10. The ________ of the brush defines how transparent the paint is.
III. IDENTIFICATION
Part A. Write the shortcut keys for the given tools.
1. ____________ = Gradient
2. ____________ = Brush tool
3. ____________ = Paint bucket
4. ____________ = Crop tool
5. ____________ = Zoom tool
6. ____________ = History brush
7. ____________ = Move tool
8. ____________ = Type tool
9. ____________ = Clone stamp
10. ____________ = Rectangle tool
Part B. Write LS if the given item is a layer style and BM if it is a layer blending mode.
1. Hue 6. Pattern Overlay
2. Dissolve 7. Soft light
3. Inner Glow 8. Stroke
4. Luminosity 9. Drop Shadow
5. Satin 10. Screen
43
IV. ENUMERATION
(1-5) List down 5 examples of Filter Effects

1. ____________________
2. ____________________
3. ____________________
4. ____________________
5. ____________________
(6-10) List down 5 example of Warp text effects

UNIT 3
6. ____________________
7. ____________________
8. ____________________
9. ____________________
10. ____________________
44
UNIT TEST 3 ANSWER KEYS
I. MATCHING TYPE
1. E
2. F
3. G
4. J
5. I
6. H
7. B
UNIT 3
8. C
9. D
10. A
II. FILL IN THE BLANKS

1. File
2. Three
3. Text
4. Option
5. Warp
6. [
7. ]
8. Highlight
9. Adjustments
10. Opacity
III. IDENTIFICATION
Part A:
1. G or Shift + G
2. B
3. G or Shift + G
4. C
5. Z
6. Y
7. V
8. T
9. S
10. U or Shift + U
Part B:
1. BM
2. BM
3. LS
4. BM
5. LS
6. LS
7. BM
8. LS
9. LS
45
10. BM
IV. ENUMERATION (answers may vary)
Filter Effects
1. Dry brush
2. Mosaic
3. Sketch
4. Stained glass
5. Render
UNIT 3
Warp text effect

6. Arc
7. Bulge
8. Fish eye
9. Flag
10. Twist
46
UNIT 4: Adobe Illustrator CS6
2016-2017
Lesson 15: STARTING ADOBE ILLUSTRATOR
 Define Adobe Illustrator

 Appreciate vector graphics
 Differentiate Illustrator from Photoshop
 Perform basic file operations such as creating, saving, closing and exiting the
program
II. Subject Matter:
A. Topic: Starting Adobe Illustrator

B. Reference: Digital Creativity Using Adobe CS6 book, pp. 174-179
UNIT 4
C. Materials:
III. Procedure:
2. Review: Summarize Adobe Photoshop
3. Motivation:
 Show pictures of famous cartoon characters (in vector)
B. Lesson Proper:
1. Define vector graphics.
2. Differentiate vector from bitmap
3. Introduce Adobe Illustrator. Discuss its function, history, users of it.
4. Compare Adobe Photoshop and Illustrator
5. Introduce the commands that are new in the CS6 version of AI.
6. Demonstrate how to start AI, open, save and close a document.
IV. Evaluation:
1. Exercise I: True or False, p.i36

2. Exercise II: Fill-in the blanks, pp.i36-37
3. Hands-On: Skills Practice, p.i37
V. Assignment:
Do advance reading for the next lesson.
48
ANSWER KEY

1. True
2. False
3. True
4. False
5. False
6. True
7. True
8. True
9. True
10. True
EXERCISE II: FILL - IN THE BLANKS

1. Points and lines
UNIT 4
2. 1985
3. Vector graphics
4. Welcome Screen
5. Perspective drawing
6. CYMK
7. Page Size
8. Image quality
9. Complex
10. Perspective Selection Tool
HANDS-ON ACTIVITY
49
Lesson 16: ADOBE ILLUSTRATOR WORKPLACE
 Identify the different elements of AI workspace

 Identify the function of each element
 Identify the AI tools and panels
II. Subject Matter:
A. Topic: Adobe Illustrator Workplace

C. Materials:
UNIT 4

III. Procedure:
2. Review: Recitation regarding Adobe Illustrator
3. Motivation:
 Puzzle- Form the Adobe Illustrator Workspace.
B. Lesson Proper:
1. Ask the students how to open Illustrator.
2. Locate the elements of the workplace
3. Discuss the function of each element.
4. Demonstrate how to change elements of the workspace using Workspace
Switcher
5. Demonstrate how to view hidden tools.
6. Identify the Panels
7. Give situations and ask the students what panel is best to access.
IV. Evaluation:
1. Exercise I: Name the Parts, pp.i38-39

2. Exercise II: Identification, pp.i39-40
V. Assignment:
Memorize the parts of the workspace.
50
ANSWER KEY
EXERCISE I: NAME THE PARTS
A. ADOBE ILLUSTRATOR WORKSPACE
Application bar Wokspace Switcher
Document Control Panel
UNIT 4
window
Artboard Panels
Tools Panel
B. PANELS
Color
Color Guide
Swatches
Brushes
Symbol
Stroke
Gradient
Transparency
Appearance
Graphic Styles
Layers
51
Artboards

1. Artboard
2. Edit menu
4. Document window
5. Panels
6. Control Panel
7. Select Menu
8. View Menu
9. Help
10. Window Menu
HANDS-ON ACTIVITY
Note: Please do as instructed.

UNIT 4
52
Lesson 17: BASIC COMMANDS AND TOOLS
 Navigate the document

 Select objects using different selection tools
 Define symbol
 Perform basic commands such as undo, redo, delete and more
 Utilize the function of the symbol and eraser tools
II. Subject Matter:
A. Topic: Basic Commands, Navigating and Selecting tools
UNIT 4
C. Materials:
III. Procedure:
2. Review: Let the students identify the parts of the workspace
3. Motivation:
 Present the picture of the Tools panel. Let each student name as many
tools as he/she can.
 Round up by identifying the most known tool
B. Lesson Proper:
1. Demonstrate how to zoom in and out the artboard using the Zoom tool.
2. Differentiate Zoom tool from Hand tool.
3. Pan the artboard around using the hand tool.
4. Differentiate Selection tool and Direct Selection Tool. Demonstrate how to
use them.
5. Discuss the other selecting tools: Group Selection, Lasso, Magic Wand,
Artboard.
6. Locate and discuss the eraser tool. Demonstrate how to use it.
7. Discuss the Delete command. Compare it with the eraser tool.
8. Discuss undo and Redo commands.
9. Define Symbol, discuss its function and importance
10. Enumerate the Symbolism tools. Discuss the function of each. Demonstrate
how to use.
IV. Evaluation:
53
1. Exercise I: Drawing the Tools, p.i41

2. Exercise II: Identification, pp.i41-42
V. Assignment:
Prepare for a Long Test.
ANSWER KEY
EXERCISE I: DRAWING THE TOOLS
1. Zoom Tool
2. Hand Tool
UNIT 4
3. Selection Tool
4. Direct Selection Tool
5. Group Selection Tool

6. Lasso Tool
7. Magic Wand Tool
8. Artboard Tool
9. Eraser Tool
10. Symbol Sprayer Tool
A. Selection Tool
B. Eraser Tool
C. Direct Selection Tool
D. Symbol Sizer Tool
E. Group Selection tool
F. Hand Tool
G. Lasso Tool
H. Magic Wand Tool
I. Artboard tool
J. Symbol Sprayer Tool
54
Lesson 18: WORKING WITH TEXT
 Identify the different Type tools in the gallery

 Determine the use of type and point type tools
 Align and format text
II. Subject Matter:
A. Topic: Working with Text

UNIT 4
C. Materials:
III. Procedure:
2. Review:
3. Motivation:
 Show sample output of different text styles.
B. Lesson Proper:
1. Identify the Text Tool
2. Enumerate the other tools in the Type Tool Gallery. Discuss each tool
3. Demonstrate how to use the type tools.
4. Cite examples (from leaflets, newspapers, etc) of output of the different type
tools.
IV. Evaluation:
1. Exercise I: Fill out the table, p.i43

2. Exercise II: Name the tool, p.i44
3. Hands-On: Skills Practice, pp.i44-45
V. Assignment:
Look for other printout examples made with the different type tools.
55
ANSWER KEY
EXERCISE I: FILL OUT THE TABLE
Effect Tool Function
It creates individual type and type

Type Tool
containers; enters and edits type.
Type on Path It changes paths to type paths; enters

Tool and edits type on them.
UNIT 4
It changes closed paths to vertical type

Vertical Area
containers; enters and edits type within
Type Tool
them.
It changes closed paths to type

Area Type Tool containers; enters and edits type within
them.
It creates vertical type and vertical type

Vertical Type
containers; enters and edits vertical
Tool
type.
EXERCISE II: NAME THE TOOL
HANDS-ON ACTIVITY
56
Lesson 19: DRAWING WITH ILLUSTRATOR
 Identify the different drawing tools

 Draw basic shapes
 Differentiate line, pen and pencil tools
 Insert graph in AI document
II. Subject Matter:
A. Topic: Drawing with Illustrator
UNIT 4
C. Materials:
III. Procedure:
2. Review: Identify type tools and their function
3. Motivation:
 Show some final output using different drawing tools
B. Lesson Proper:
1. Locate in the tools pane the tools used in drawing.
2. Enumerate the different tools in the Drawing Tools Gallery.
3. Discuss the tools used in drawing basic shapes. Demonstrate how to use.
4. Discuss the line tool. Discuss the arc tool and the properties of a spiral.
5. Differentiate Pen tool from Line tool.
6. Demonstrate and discuss how to use the Pen tool and edit its paths.
7. Compare Pencil tool form Pen and Line tools. Demonstrate how to use.
8. Introduce the Perspective grid tool. Discuss its function.
9. Demonstrate how to use the Perspective Grid and Perspective Select tools.
10. Ask the students in what situations graphs are used.
11. Discuss the Graph Tools Gallery.
12. Cite sample situations and ask the students what graph is appropriate to use.
IV. Evaluation:
1. Exercise I: Matching Type, p.i46

2. Exercise II: Comparing, p.i47
57
3. Exercise III: Essay, p.i47

4. Hands-On: Skills Practice, p.47
V. Assignment:
Draw the school building in two separate documents:

 Using the basic shapes, line, pencil and pen tools
 Using the perspective grid tool
ANSWER KEY
EXERCISE I: MATCHING TYPE
1. G
2. D
3. C
4. B
UNIT 4
5. F
6. E
7. A
8. J
9. I
10. H
EXERCISE II: COMPARING
Line Pen Pencil

Used to draw Used to draw lines Used to draw open
straight lines but can edit and closed paths as
and spirals anchor points and if drawing with a
paths pencil on paper
EXERCISE III: ESSAY (Answers may vary)

Function of perspective drawing
HANDS-ON ACTIVITY
58
Lesson 20: COLORIZING AND PAINTING
 Explain the use of the Color Panel

 Apply different color modes
 Use panels and tools for coloring
 Work with brushes, art brushes tools
 Fill the Artboard with color
II. Subject Matter:
UNIT 4
A. Topic: Colorizing and Painting
C. Materials:
III. Procedure:
2. Review: Reciting the different drawing tools
3. Motivation:
 Show best works in the previous activity. Ask the students what seems to
be lacking.
B. Lesson Proper:
1. Demonstrate how to access the color panel.
2. Discuss the parts of the color panel.
3. Differentiate RGB and CYMK color modes.
4. Discuss and compare the different painting tools. Demonstrate how to use
each.
5. Demonstrate how to color the artboard.
Let the students color the school building they have drawn.
IV. Evaluation:
1. Exercise I: Complete the table, p.i48

2. Exercise II: Fill out the diagram, p.i49
V. Assignment:
59
Draw and color a fruit.
ANSWER KEY
EXERCISE I: COMPLETE THE TABLE
Icon Name Description

Paintbrush tool It draws freehand, calligraphic lines as well as arts and patterns.
It draws paths that automatically expand and merge calligraphic brush paths
Blob Brush tool
that share the same color and are adjacent in stacking order
Mesh tool It creates and edits mesh and mesh envelopes.
Live paint bucket It paints faces and edges of Live Paint groups with the current attributes.
It adjusts the beginning and ending points and angle of gradients within
Gradient tool
objects, or applies a gradient to objects.
UNIT 4
It gets samples and from that applies color, type, and appearance
Eyedropper tool
attributes, including effects.
EXERCISE II: FILL OUT THE DIAGRAM
Panel Menu
Fill Color
Stroke Color
Color Slider
Color Spectrum Bar

None Box
Text box for a

color component
HANDS-ON ACTIVITY
60
Lesson 21: ADDING EFFECTS
 Add effects TO objects and text

 Create a 3D effect in a plain text
 Reshape objects using appropriate tool
II. Subject Matter:
A. Topic: Adding Effects

C. Materials:
UNIT 4
III. Procedure:
2. Review: Ask the different tools used to color objects
3. Motivation:
 Show 2D and 3D drawings. Ask students to compare
B. Lesson Proper:
1. Discuss the importance of adding effects to drawing.
2. Locate the effects menu. Show the effects commands.
3. Demonstrate how to Create Effects in Objects.
4. Demonstrate how to Create Effects in Text.
5. Demonstrate how to Create 3D Effects.
6. Discuss the different reshaping tools. Demonstrate how to use each.
7. Let the students add effect to the fruit they have drawn in the assignment.
IV. Evaluation:
1. Exercise I: Matching type, p.i50

2. Exercise III: Enumeration, p.i51
V. Assignment:
Check the progress in their hands-on activities.
61
ANSWER KEY
EXERCISE I: MATCHING TYPE

1. E
2. A
3. F
4. I
5. K
6. J
7. C
8. L
9. M
10. D
11. B
12. N
13. O
UNIT 4
14. P
15. H
EXERCISE II: ENUMERATION

1. 3D
2. Convert to Shape
3. Crop marks
4. Distort and transform
5. Path
6. Pathfinder
7. Rasterize
8. Stylize
9. SVG Filters
10. Warp
HANDS-ON ACTIVITY
62
Lesson 22: FINAL WORK
 Use AI template
 Print sample work in AI
 Use Illustrator Help when needed
II. Subject Matter:
A. Topic: Final Work

C. Materials:
UNIT 4
III. Procedure:
2. Review: Divide the class in groups. They will list down on the board the tools
they could define. The group with the most number of tools wins.
3. Motivation:
 Show a sample leaflets and posters.
B. Lesson Proper:
1. Ask the students about their idea of "template" based on other software
2. Discuss the function and importance of template.
3. Demonstrate how to print a document.
4. Discuss the options in Page Setup.
5. Ask the students what they usually do when they don't know the steps.
6. Introduce AI help and how it can be accessed.
IV. Evaluation:
1. Exercise I: Essay, p.i52

2. Hands-On: Skills Practice, pi53
V. Assignment:
Finalize their project

ANSWER KEY
EXERCISE I: ESSAY (Answers depend on each student's perspective)
HANDS-ON ACTIVITY
63
UNIT 4 LONG TEST
I. Enumeration
Enumerate the steps on the following procedure (5 pts each)
A. Starting Illustrator
B. Saving document
C. Opening Previously saved document
II.Identification. Identify the following tools.

1. _________________
UNIT 4
2. _________________
3. _________________
4. _________________
5. _________________
III. ESSAY. Answer the following briefly. (5 pts each)

1. Compare Photoshop and Illustrator.
2. What are the benefits of vector drawing?
64
UNIT 4 LONG TEST ANSWER KEYS
I. Enumeration
A. Staring Illustrator
 Double click the AI icon

 Start menu
1. Click Start
2. All Programs
3. Adobe CS6
4. Adobe Illustrator
B. Saving a document
1. Go to the File  Save As…
2. Determine the location of the file to be saved.
3. Type in the filename.
4. Choose the file format. It could be an Adobe Illustrator file (.Ai) for future
UNIT 4
editing or PDF file.
5. If saved as an Illustrator file, the Illustrator Options dialog box will appear,
asking to make necessary settings on the file.
6. Click OK to confirm saving.
C. Opening Previously saved document
1. Click FileOpen.
2. Search for the file to open in the Open dialog box.
3. Choose from the list of files or type the file name and click Open.
4. Also click FileOpen Recent Files and choose from the list of files which was
recently opened.
II. IDENTIFICATION
1. Hand tool
2. Selection tool
3. Direct selection tool

4. Lasso tool
5. Magic Wand tool
III. Essay (answers may vary)
1. Each product is a leading graphics program, but Photoshop's primary function is
editing raster (bitmap) graphics while Illustrator's is editing vector graphics. While
each has a few tools for working with the other's graphics type, they should be
used in conjunction with one another rather than used as a substitute for the
other.
2. Vector graphics don't distort when scaled, stretched, skewed or otherwise

manipulated into shape. Also, file size of a vector graphic is based on the
complexity of the object rendered rather than the object's dimensions or color
65
UNIT 4 EXAM
I. Name the tools.

Write the name of each tool in the toolbox.
1 15
2 16
3 17
4 18
5 19
6 20
7 21
UNIT 4
8 22
9 23
10 24
11 25
12 26
13 27
14 28
II. Matching type.

Match the output with the tool used. Write the letter of your answer on the blank.
A. Type on a path
_____ 1.
B. Area type
_____ 2.
C. Pen
_____ 3.
D. Spiral tool
_____ 4.
66
E. Pencil tool
_____ 5.
F. Polygon tool
_____ 6.
G. Stars tool
_____ 7.
H. Perspective Grid tool
_____ 8.
UNIT 4
I. Free transform tool
_____ 9.
J. Warp tool
_____ 10.
K. Twirl tool
_____ 11.
L. Wrinkle tool
_____ 12.
III. Multiple Choice
Choose the best answer and write its letter on the blank.
_____ 1. Which tool changes paths to vertical type paths; and lets you enter and
edit type on them?
a. Area Type
b. Type tool (T)
c. Vertical Type
d. Vertical Type On A Path
_____ 2. What do you call the number of segments in the spiral?
a. Help
b. Decay
c. Segments
d. Bounding box
_____ 3. Which property of Pencil controls the amount of smoothing applied when
using the tool?
a. Fidelity
b. Smoothness
67
c. Keep selected
d. Within pixels
_____ 4. Which graph plots each data series values using horizontal bars?
a. Column
b. Bar
c. Area
d. Scatter
_____ 5. What painting tool draws paths that automatically expand and merge
calligraphic brush paths that share the same color and are adjacent in
stacking order?
a. Blob brush
b. Paint brush
c. Mesh tool
d. Gradient tool
_____ 6. What tool is used to resize object around a fixed point?
a. Reflect
b. Scale
UNIT 4
c. Shear
d. Rotate
_____ 7. What tool adds random curve details to the outline of an object?
a. Scallop
b. Crystallize
c. Wrinkle
d. Warp
_____ 8. Which color mode is best used for screen presentation and internet?
a. RGB
b. CYMK
c. Black and White
d. Grayscale
_____ 9. Which graph creates circular graphs whose wedges represent the relative
percentages of the values compared?
a. Scatter
b. Pie
c. Radar
d. Liine
_____ 10. What is the term used to refer to the outline of a shape or image?
a. Stroke
b. Fill
c. Border
d. Outline
68
UNIT 4 EXAM ANSWER KEY
I. NAME THE TOOLS
1. Selection 15. Direct Selection
2. Magic Wand 16. Lasso

3. Pen 17. Type
4. Line Segment 18. Rectangle
5. Paintbrush 19. Pencil
6. Blob Brush 20. Eraser
7. Rotate 21. Scale
8. Width 22. Free Transform
9. Shape builder 23. Perspective Grid
UNIT 4
10. Mesh 24. Gradient
11. Eyedropper 25. Blend
12. Symbol Sprayer 26. Column Graph
13. Art board 27. Slice

14. Hand 28. Zoom
II. MATCHING TYPE

1. A 7. G
2. H 8. K
3. C 9. I
4. F 10. J
5. E 11. D
6. B 12. L
II. MULTIPLE CHOICE

1. D
2. B
3. B
4. B
5. A
6. B
7. A
8. A
9. B
10. A
69
70
UNIT 5: Adobe InDesign CS6
Lesson 23: STARTING ADOBE INDESIGN CS6
 Start using Adobe InDesign CS6

 Perform basic operations such as creating, saving, closing and exiting the program
II. Subject Matter:
A. Topic: Starting Adobe InDesign CS6

C. Materials:
III. Procedure:
UNIT 5
2. Review: Give feedback about their previous unit test.

3. Motivation:
 Showing of best project in class.
B. Lesson Proper:
1. Start the Adobe InDesign program.
2. Ask the students about the basics of the program discussed before.
3. Group the students into a number of members
4. Assign a topic on one of the following basic operations such as creating,
saving, closing and exiting the program.
5. Let the groups explore its environment especially their assigned topics with
the guide of the book.
6. Regroup and share with their new group mates on what they learned.
IV. Evaluation:
1. Exercise I: Sequencing, p. i54 of the workbook

2. Exercise II: Essay, p. i55 of the workbook
V. Assignment:
What are the main parts of InDesign screen? Practice using basic commands at home.
72
ANSWER KEY
EXERCISE I: SEQUENCING
A. Creating a Document
2
1
3
B. Saving a Document
5
6
3
1
2
4
C. Opening a Previously Saved Document

5
4
2
3
UNIT 5
1
EXERCISE II: ESSAY (Answers may vary)
1. What is the purpose of Adobe InDesign CS6?
Keyword(s): Creating publication / desktop publisher, It can be printed materials or for

web uploads, Organizing contents in a more presentable manner
2. How is this application program different from Adobe Photoshop?

Keyword(s): Photoshop focuses more on pictures while InDesign strikes a balance
among all elements present
HANDS-ON ACTIVITY
73
Lesson 24: ADOBE INDESIGN WORKING ENVIRONMENT
 Set up InDesign document

 Organize the document in InDesign using Column, Rules and guides
II. Subject Matter:
A. Topic: Adobe InDesign Working Environment

C. Materials:
III. Procedure:
UNIT 5
2. Review: none.
3. Motivation:
 Write the keywords on the board. Let the students guess the function of
each.
B. Lesson Proper:
1. Discuss and demonstrate the steps in setting up a document, organize the
document,
2. Demonstrate the steps in inserting columns in the document.
3. Discuss the use of rulers and guides and demonstrate inserting, snapping
and hiding guides.
4. Let the students practice each on their own computer.
5. Let the students think of its real-life applications of the lesson..
IV. Evaluation:
1. Exercise I: Identification p. i56 of the workbook

2. Exercise II: Essay, p. i57 of the workbook
V. Assignment:
Practice working with text in InDesign at home.
74
ANSWER KEY
1. Guides
2. Snapping to a Guide
3. Slug Area
4. Number of Pages
5. Facing Pages
6. Orientation
7. Zoom tool
8. Rulers
9. Master Text Frame
10. Page Size
EXERCISE II: ESSAY (Answer may vary)
1. What does Facing Pages mean?

Facing pages allows you to make left and right pages face each other in a
double-page spread. Deselect this option to let each page stand alone such as
when the user plan to print on both sides of a sheet of paper or want objects to
UNIT 5
bleed in the binding.
2. What does the Master Text Frame do?

It provides option to create a text frame, the size of the area within the margin
guides, matching the column settings to be specified.
3. What are the two types of Orientation? Intent?

The two types of orientation are portrait and landscape. The two types of intent
are print and web.
4. What is the essence of inserting Guides?

Guides are useful because they help keep all parts of the document aligned
properly, and they assist when measuring with the rulers.
5. Which unit of measurement is commonly used in working with InDesign?

Pica is the commonly used unit of measurement in working with previous
versions of InDesign. But with CS6, it uses millimeters as the default but the
commonly used now is the inches.
HANDS-ON ACTIVITY
Note: Please do as instructed.
75
Lesson 25: WORKING WITH TEXT
 Insert and format text in many ways

 Change alignment and type style
 Use text frames, text wrap and colors
 Import files from other applications
II. Subject Matter:
A. Topic: Working with Text

C. Materials:
III. Procedure:
UNIT 5
2. Review: Accommodate question regarding their previous hands-on activity.
3. Motivation:
 Ask: Which program is better to use in layouting a text, MS Word or
InDesign?
B. Lesson Proper:
1. Discuss and demonstrate inserting and formatting text.
2. Assign a student to demonstrate change alignment.
3. Assign another student to demonstrate enter, place and format type.
4. Explain the use of Text Frames and demonstrate enabling Text Wrap.
5. Let the students explore how to use colors.
6. Demonstrate how to import files in InDesign.
IV. Evaluation:
1. Exercise I: Alternate Response, pp. i58 – i59 of the workbook

2. Exercise II: Identification (Unscramble the Letters), p. i59 of the workbook
3. Exercise III: Identification (Label the Parts), p. i60 of the workbook
V. Assignment:
Practice working with objects and graphics in InDesign at home.
76
ANSWER KEY
EXERCISE I: ALTERNATE RESPONSE

1. True
2. True
3. True
4. False
5. False
6. False
7. False
8. True
9. True
10. False
11. True
12. False
13. False
14. False
15. True
16. True
17. True
UNIT 5
18. False
19. False
20. False
EXERCISE II: IDENTIFICATION (Unscramble the Letters)
1. No Text Wrap
2. Jump Object
3. Hand Tool
4. Type Menu
5. Text Frames
6. Leading Menu
7. Kerning Menu
8. Baseline Shift
9. Skewing Character
10. Control Panel
EXERCISE III: IDENTIFICATION (Label the Parts)

1. Font Style Option
2. Leading menu
3. Font size
4. Kerning Menu
5. Strike through
6. Horizontal Scaling
7. Vertical Scaling
8. Baseline Shift
9. Underline
10. Text Color
77
Sequencing
Aligning Text
1
2
4
3
Placing and Formatting Type

1
2
3
4
HANDS-ON ACTIVITY

UNIT 5
78
Lesson 26: WORKING WITH OBJECTS/GRAPHICS
 Use appropriate command to insert graphics

 Link and embed graphics
 Use and create layers
II. Subject Matter:
A. Topic: Working with Objects/Graphics

C. Materials:
III. Procedure:
UNIT 5
2. Review: Q and A regarding the previous topic.
3. Motivation:
 Show to the class sample output for the day
B. Lesson Proper:
1. Discuss and demonstrate the use of Place Command.
2. Let the students group themselves into 3 members:
a. Assign first student to demonstrate placing multiple graphics to his /her
groupmates.
b. Assign first student to demonstrate the Drag and Drop Technique to his
/her groupmates.
c. Assign first student to demonstrate how to place multiple images using
the Drag and Drop to his /her groupmates.
3. Discuss what links and embedded graphics are.
4. Discuss and demonstrate how to create layers.
5. Let the students explore and move around the program.
IV. Evaluation:
1. Exercise I: Fill in the Blanks, p. i62 of the workbook

2. Exercise II: Essay, pp. i62 – i63 of the workbook
V. Assignment:
79
Do advance reading for the next lesson.
ANSWER KEY
EXERCISE I: FILL IN THE BLANKS

1. Multiple Layers
2. Place Command
3. Layer Visibility Control
4. Links Panel
5. New Layer Button
EXERCISE II: ESSAY (Answer may vary)

1. What is a layer?
Keywords: display alternate design ideas for the same layout, transparent sheets
stacked on top of each other
2. Why do we use layer?

Keywords: editing an element without affecting other elements
UNIT 5
3. How do you place a graphic in Indesign?

*See Steps in importing files
4. When do we use Drag and drop technique?

Keywords: Easy way to copy and paste
5. When do we use Place command?

Keywords: for importing files
HANDS-ON ACTIVITY
80
Lesson 27: FORMATTING OBJECT/GRAPHICS
 Use transformation and free transform tool

 Rotate, scale, shear objects
 Learn to use Control and Transform Palettes
II. Subject Matter:
A. Topic: Formatting Objects/Graphics

C. Materials:
III. Procedure:
UNIT 5
2. Review: Ask- Q and A on the previous topic
3. Motivation:
 In general, ask the students if what they usually do when they formatting
an object / graphic.
B. Lesson Proper:
1. Discuss the different ways in formatting objects such as transforming, rotating
scaling and shearing.
2. Demonstrate on how to transform, rotate, scale and shear an object or
graphic.
3. Call some students to transform, rotate, scale and shear an object or graphic.
IV. Evaluation:
1. Exercise I: Alternate Response, p. i64 of the workbook

2. Exercise II: Enumeration, pp. i64 – i65 of the workbook
V. Assignment:
Study what table is.
ANSWER KEY
81

1. True
2. False
3. True
4. False
5. True
6. False
7. True
8. False
9. False
10. True
EXERCISE II: ENUMERATION
A. The four transformation tools
1. Rotate Transform tools
2. Scale Transform tools
3. Shear Transform tools
4. Free Transform tools
B. Methods used in rotating objects
1. Rotate an object using the Rotate tool
2. Users can also rotate by using the Free Transform tool.
UNIT 5
3. Rotate an object using the Transform or Control panel

C. Methods used in scaling objects
1. Select an object to scale. To scale both the frame and its content, use the
Selection tool to select the frame. To scale the content without scaling its
frame, direct-select the object. To scale a frame without scaling the content,
direct-select the frame, and select the entire anchor points.
2. Select the Scale tool .
3. Position the Scale tool away from the reference point and drag. To scale the x
or y axis only, start dragging the Scale tool along one axis only. To scale
proportionally, hold down Shift as you drag the Scale tool. For finer control,
start dragging farther from the object’s reference point.
HANDS-ON ACTIVITY
82
Lesson 28: WORKING WITH TABLES & NEW FEATURES
 Create table in Adobe InDesign

 Explore the tools in creating table
 Edit, format, merge, color table
 Give a brief background of new features in Adobe InDesign CS6
II. Subject Matter:
A. Topic: Working with Tables

C. Materials:
UNIT 5
III. Procedure:
2. Review: Accommodate questions regarding previous topic.
3. Motivation:
 Let the students to describe what table they know.
B. Lesson Proper:
1. Define what table is and its purpose.
2. Discuss on how to create table through demonstration.
3. Enumerate the steps in creating table from an existing text, embedding a
table within a table, importing tables from other applications, adding text and
graphics to a table, changing the alignment of table within a frame, converting
tables to text, combining tables, adding table headers and footers, editing a
table and merging cells in a table.
4. Let the students to demonstrate each topic while enumerating the steps.
5. Talk about table and cell styles.
IV. Evaluation:

2. Exercise II: Comprehension, pp. i66 – i67 of the workbook
3. Exercise III: Enumeration, p. i67 of the workbook
83
V. Assignment:
Prepare for a Unit Test.
ANSWER KEY
EXERCISE 1: IDENTIFICATION
1. Table
2. Tint
3. Tab
4. Table
5. Type
6. Gap tint
7. Gap color
8. Cell styles
9. Weight
10. Overprint
EXERCISE 2: COMPREHENSION (Answers may vary)

1. Table and Cell Styles
Table consists of rows and columns of cells. A Cell is like a text frame in which
you can add text, anchored frames, or other tables.
UNIT 5
2. Creating Tables
A table consists of rows and columns of cells. A cell is like a text frame in which you
can add text, inline graphics, or other tables.
When you create a table, the new table fills the width of the container text frame. A
table is inserted on the same line when the insertion point is at the beginning of the
line, or on the next line, when the insertion point is in the middle of a line.
3. Editing Tables
To select the entire table, place the insertion point in the table and choose Table 
Select  Table.
Choose Edit  Cut or Copy, move the insertion point where you want the table
to appear, and then choose Edit Paste.
4. Formatting Tables
Use the Control panel or Character panel to format text within a table—just like
formatting text outside a table. In addition, two main dialog boxes help you format the
table itself: Table Options and Cell Options. Use these dialog boxes to change the
number of rows and columns, to change the appearance of the table border and fill,
to determine the spacing above and below the table, to edit header and footer rows,
and to add other table formatting.
5. Table and Stroke Fills

You can add strokes and fills to your tables in a number of ways. Use the Table
Options dialog box to change the stroke of the table border, and to add alternating
strokes and fills to columns and rows. To change the strokes and fills of individual
cells or header/footer cells, use the Cell Options dialog box, or use the Swatches,
Stroke, and Color panels.
EXERCISE 3: ENUMERATION
84
1. Spanning / Splitting Columns

2. Animation
3. Multi-state Objects
HANDS-ON ACTIVITY
UNIT 5
85
UNIT 5 LONG TEST
I. Definition (2 pts. each)
Define the following terms:

1. Ruler
2. Guides
3. Margins
4. Color Palette
5. Text Wrap
II. Enumeration (10 pts.)
Enumerate the following:

UNIT 5
1. Options in Document Setup dialog box when creating new document (7)
2. Ways to Change the Measurement (3)
86
UNIT 5 LONG TEST ANSWER KEYS
I. Definition
1. Ruler
Rulers are used to measure the placement of texts and images in the document.
The rulers measure in inches starting at ―0‖ and run horizontally and vertically
from the top left corner of the document.
2. Guides
Guides are temporary horizontal and vertical lines that can be set up within the
document to produce page layout with mathematical precision.
3. Margins
They refer to values that specify the distance between margin guides and each
edge of the page.
4. Color Palette
The Control Palette is full of quick formatting options used to manipulate the text,
UNIT 5
images and shapes placed in the document.
5. Text Wrap
It allows the user to control the behavior of the text when an image has been
inserted.
II. Enumeration
1. Options in Document Setup dialog box when creating new document

 Number of Pages
 Facing Pages
 Master Text Frame
 Page Size
 Orientation
 Bleed
 Slug
2. Ways to Change the Measurement

 Along the Ruler Guides
 Under the Edit Menu
 At the Info Panel
87
UNIT 5 EXAM
I. CROSS-DEFINITIONS: Match the Column A with Column B by writing the letter

of the correct answer on the space provided.
A B
1. Document A. function for inserting image in close proximity without overlaps
Preset
2. Columns B. enlarging the first letter of the paragraph
3. Bleed C. quick formatting options for manipulating text, images
4. Slug D. either default or custom
5. Rulers E. align objects to be extended all the way to the trim line
6. Guides F. assisting the rulers
7. Drop Cap G. includes 10 default color options
8. Text Wrap H. measure the size and plot the placement of texts and
images
9. Swatches Palette I. includes setting the gutter size
10. Control Palette J. discarded when the document is trimmed to final page size
UNIT 5
II. MODIFIED ALTERNATE RESPONSE: Write True if the statement is correct,

otherwise change the underlined word(s) to make the statement true. Write your
answers on the space provided
_______________1. Saving the document should be done habitually when working in

InDesign.
_______________2. To create a document, the first step is to click File  New 
Layout.
_______________3. Intent options can either be print or web.
_______________4. Page Design can either be portrait or landscape.
_______________5. There are three different types of frames in InDesign: text,
graphic and assigned.
_______________6. InDesign uses two color models: RGB for computer screen and
CMYK for print.
_______________7. Character Styling Control can be found on: Panel Dock, Type
Menu or Control Panel.
_______________8. Gap Menu organizes the line spacing.
_______________9. Lining Menu manages the spaces in between the text.
_______________10. Baseline Shift moves the character closer to the base (either
up or down).
_______________11. Skewing Character allows the user to resize the text slant or by
the degree applied.
_______________12. Zoom In can be done using Ctrl + -.
_______________13. Place command is the primary method used to import graphics
into InDesign.
_______________14. By using multiple layers, users can create and edit specific
areas or kinds of content in the document without affecting
other areas or kinds of content.
88
_______________15. A table consists of rows and columns of grids.
III. PICK ODD ONE OUT: Determine which item does belong to the group. Write E if
all the items belong to the group. Write the letter that corresponds to your choice
on the space provided.
ANSWER A B C D
1. ROTATE SHEAR SCALE FREE
2. Bounding Object Shape Jump Object Skip to the Previous
Box Column
3. Find Hand Tool Page Panel Status Bar
4. Body Rows Column Rows Header Rows Footer Rows
5. Best Joins Selective Joins Column Row Strokes
Strokes
6. Tint Weight Shape Gap Color
7. Facing Margin Size Number of Pages
Pages
8. Font Style Underline Spacing Strikethrough
IV. SEQUENCING: Arrange the following steps chronologically by writing the step
number on the space provided.
UNIT 5
A. Creating Tables
 Click OK.
 Choose Table  Insert Table.
 (*Optional) Specify a table style.
 If the table contents will continue on more than one column or frame, specify the
number of header or footer rows in which the user wants the information to be
repeated.
 Specify the numbers of rows and columns.
 Using the Type tool, place the insertion point where the user wants the table to
appear.
B. Drag and Drop Technique

 Open the path where the image is saved (but NOT from the InDesign program).
 Then click Fit Content to Frame.
 Drag and drop the selected image to InDesign workspace.
 Click to select an image to import.
 To fit the image into the frame, select the image. Right click on it, and then
choose Fitting.
C. Spanning and Splitting Columns

 Choose an option from the Span Columns pop-up menu.
 Select text, display the paragraph options in the Control panel
D. Animation
 If more than one object is animated on a page, use the Timing panel to
determine the order of play or to make them play at the same time.
89
 Use the Preview panel to test the animation. The Preview panel saves time by
letting you preview and test interactive features in InDesign.
 Edit the motion path the same way you edit any path—using the Pen tool and
Direct Selection tool.
 Select the object, and then choose a motion preset in the Animation panel, such
as "Fly in from Left," "Gallop," and "Fly in, Pause, Fly out."
 Use the settings in the Animation panel to determine what starts the animation
and how long it lasts.
E. Multi-state Objects
 Select them all, and then click the New button in the Object States panel to
create a multi-state object.
 Use the Buttons panel—which has been enhanced in InDesign CS6—to create
navigational arrows that jump to the next or previous state in the multi-state
object.
 Place a bunch of images in your document and align them in a stack.
UNIT 5
90
UNIT 5 EXAM ANSWER KEY
I. CROSS DEFINITIONS IV. SEQUENCING
1. D A. CREATING TABLES
2. I 6
3. E 2
4. J 5
5. H 1
6. F 3
7. B 4
8. A
9. G B. DRAG AND DROP TECHNIQUE
10. C 1
5
II. MODIFIED ALTERNATE RESPONSE 3
2
1. TRUE 4
2. DOCUMENT
3. TRUE C. SPANNING AND SPLITTING
4. ORIENTATION COLUMNS
UNIT 5
5. UNASSIGNED 2
6. TRUE 1
7. TRUE
8. LEADING D. ANIMATION
9. KERNING 4
10. AWAY FROM 5
11. TRUE 3
12. OUT 1
13. TRUE 2
14. TRUE
15. CELLS F. MULTISTATE OBJECTS
2
III. PICK ODD ONE OUT 3
1
1. E
2. D
3. A
4. B
5. B
6. C
7. D
8. C
NOTE: THE TEST IS INTENDED AS 50 ITEMS. ANY EXCESS CAN SERVE AS

BONUS POINTS.
91
iBOOK PUBLISHING, INC.

43B Aragon St. Vista Verde Exec. Village,
Cainta, Rizal 1900
Tel. No.: 02-212-4286
Fax No.: 02-681-2183
Website: www.ibookpublishing.biz
92

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UNIT 1: Information Technology Updates

Lesson 1: INFORMATION TECHNOLOGY

Suggested Time Duration: 1 hour

 Define Information Technology

II. Subject Matter:

A. Topic: Information Technology

1. Exercise I: Fill in the blank, i3 of the workbook

EXERCISE I. FILL IN THE BLANK

EXERCISE II. COMPLETE THE TABLE

4. Software Application (accept any five of the following)

NOTE: Please do as instructed.

Suggested Time Duration: 1 hour

 Be acquainted with the history of Desktop Publishing

II. Subject Matter:

A. Topic: Desktop Publishing and Graphic Design

1. Exercise I: Enumeration, pp. i6 of the workbook

1. Four Common Image File Formats

EXERCISE II. ESSAY

2. Describe at least five of the ten of Steps to Perfect Publication

NOTE: Please do as instructed.

Suggested Time Duration: 1 hour

 Define basic terms related to Internet

II. Subject Matter:

1. Exercise I: Complete the term, pp. i9

Review for a Unit Test.

EXERCISE I. COMPLETE THE TERM

EXERCISE II. EXTEND THE FOLLOWING ABBREVIATIONS

EXERCISE III. ENUMERATION

2. Five Samples of Browser (or accept valid answers)

3. Five Parts of URL

4. Five Email Etiquette

NOTE: Please do as instructed.

1. A department in an organization responsible for the architecture,

2. General term that refers to the physical artifacts of technology. It also

3. It is a device or any machine that feeds data into a computer.

4. A device capable of representing information from a computer.

6. A device that commonly used to control video games

II. WRITE THE NAME OF THE FOLLOWING IMAGES BELOW:

UNIT TEST ANSWER KEYS

II. NAME THE IMAGES

Lesson 4: ADOBE PHOTOSHOP CS6

Suggested Time Duration: 1 hour

 Describe the function of Adobe Photoshop CS6

II. Subject Matter:

A. Topic: Adobe Photoshop CS6

1. Exercise I: Identification, pp. i12 of the workbook

5. I-Book Interactive game

EXERCISE II. IDENTIFY AND DESCRIBE

EXERCISE III. ESSAY (accept valid answers)

3. Navigator Panel – used for panning or zooming an image in the Navigator

5. Adjustment Panel - gives you the ability to apply an effect to a group of

NOTE: Please do as instructed.

Lesson 5: ADOBE ILLUSTRATOR CS6

Suggested Time Duration: 1 hour

 Describe the function of Adobe Illustrator

II. Subject Matter:

A. Topic: Adobe Illustrator CS6

1. Exercise I: Label the parts, pp. i17 of the workbook

Find out what is the original name of Adobe InDesign.

EXERCISE I. LABEL THE PARTS

EXERCISE II. FILL IN THE BLANK

NOTE: Please do as instructed.