Download Unit Plan Design Template - South Plainfield Public Schools

South Plainfield Public Schools
Curriculum Guide
Introduction to Web Design
Grades 10-12
Author:
Kelly Butrico
Coordinator/Supervisor:
Paul C. Rafalowski
Board Approved on:
October 16, 2013
1
Members of the Board of Education
Sharon Miller, President
John T. Farinella, Jr., Vice President
Kimberly Anesh
Debbie Boyle
Jim Giannakis
Christopher Hubner
William Seesselberg
Joseph Sorrentino
Gary Stevenson
Central Office Administration
Dr. Stephen Genco, Superintendent of Schools
Mrs. Nicole Pormilli, Assistant Superintendent
Mr. James Olobardi, Board Secretary/ BA
Mr. Frank Esposito, Director of Student Personnel Services
Ms. Elaine Gallo, Director of Guidance
Mr. Al Czech, Director of Athletics
Mr. Vincent Parisi, Supervisor of Math and Science
Mrs. Marlene Steele, Supervisor of Transportation
Mrs. Annemarie Stoeckel, Supervisor of Technology
Mr. Paul Rafalowski, Curriculum Coordinator
2
South Plainfield Public Schools
District Mission Statement
To ensure that all pupils are equipped with essential skills necessary to acquire a common body
of knowledge and understanding;
To instill the desire to question and look for truth in order that pupils may become critical
thinkers, life-long learners, and contributing members of society in an environment of mutual
respect and consideration.
It is the expectation of this school district that all pupils achieve the New Jersey Core
Curriculum Content Standards at all grade levels.
Adopted September, 2008
NOTE: The following pacing guide was developed during the creation of these curriculum units. The actual
implementation of each unit may take more or less time. Time should also be dedicated to preparation for
benchmark assessments and analysis of student results on the same. Teachers will meet in PLC groups through
the year to coordinate their efforts in implementing the curriculum, reviewing data, student work samples and
preparing students for benchmark assessments in consideration of both the School and District calendars.
3
South Plainfield Public Schools Curriculum Guide
Content Area: Business Education
Course Title: Introduction to Web Design
Grade Level: 10-12
Unit 1: History of the Internet and evolution
of the World Wide Web
1 Week
Unit 2: HTML Basics
4 Weeks
Unit 3: Creating an Expression Web Using
DIVs, Images, and Templates
5 Weeks
Unit 4: Web Design Basics: Creating Styles
and Layouts with CSS
4 Weeks
Unit 5: Creating Interactivity and Using
Forms
4 Weeks
Board Approved: October 16, 2013
4
Unit Overview
Content Area – Introduction to Web Design
Unit 1: History of the Internet and Evolution of the World Wide Web
Grade Level – 10-12
Unit Summary/Rationale – During this unit, students will explore the past and future of Web technologies
and the structure of the Web. The rights and responsibilities surrounding intellectual property rights in an
electronic world will be emphasized.
Interdisciplinary Connections – Language Arts – write and proof essay explaining the Internet and World
Wide Web; History – research and discuss the origin of the Internet dating back to 1958 and it place in
history; Business Educations – discuss on analyze the impact of the Internet and the Web on business;
Technology – use of the computers, Internet, Web, Microsoft Office, and Prezi.
Technology Integration- Internet, Microsoft Word, Prezi
21st Century Themes Global Awareness
 Financial, Economic, Business &
Entrepreneurial Literacy
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
 Life & Career Skills
 Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Reading Standards for Literacy:
Key Ideas and Details
RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the
precise details of explanations or descriptions.
RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a
complex process, phenomenon, or concept; provide an accurate summary of the text.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Craft and Structure
RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as
they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships
among key terms (e.g., force, friction, reaction force, energy).
Range of Reading and Level of Text Complexity
RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text
complexity band independently and proficiently.
5
Writing Standards for Literacy:
Production and Distribution of Writing
WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to display
information flexibly and dynamically.
Research to Build and Present Knowledge
WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following
a standard format for citation.
WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.
Domain Standards:
Standard(s) – 9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed
to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
Strand(s) – A. Critical Thinking and Problem Solving
Content Statement(s) – The ability to recognize a problem and apply critical thinking and problem-solving
skills to solve the problem is a lifelong skill that develops over time.
Cumulative Progress Indicator(s) (CPI) –
9.1.12. A.1: Apply critical thinking and problem-solving strategies during structured learning experiences
Strand(s) – B. Creativity and Innovation
Content Statement(s) – Gathering and evaluating knowledge and information from a variety of sources,
including global perspectives, fosters creativity and innovative thinking.
Cumulative Progress Indicator(s) (CPI) –
9.1.12. B.1: Present resources and data in a format that effectively communicates the meaning of the data and
its implications for solving problems, using multiple perspectives
Standard - 9.4 Career and Technical Education
All students who complete a career and technical education program will acquire academic and technical
skills for careers in emerging and established professions that lead to technical skill proficiency, credentials,
certificates, licenses, and/or degrees.
6
Strand - K. Information Technology Career Cluster
Content Statement(s) - Communication Skills: All clusters rely on effective oral and written communication
strategies for creating, expressing, and interpreting information and ideas that incorporate technical
terminology and information.
Cumulative Progress Indicator(s) CPI –
9.4.12.K.(3).1: Prepare specifications for digital communication products to communicate specifications to
various audiences.
9.4.12.K.(3).2: Create and implement a digital communication product to meet customer needs.
Content Statement(s) - Ethics and Legal Responsibilities: Legal responsibilities, professional ethics, and
codes of conduct affect management practices, business performance, and regulatory compliance, as well as
the confidence of customers, business partners, and investors.
9.4.12.K.(3).6: Consider intellectual property issues when creating Web pages and comply with intellectual
property rights statutes and regulations.
Stage 1: Desired Results
Transfer Goal: Students will be able to independently use their learning in new situations to use digital
media to explain and illustrate the evolution of technology.
Unit Essential Questions
 How has the Web transformed your life?
 What new technologies have made using the
Web more engaging and exciting?
 What legal and ethical issues should be
considered when using the Web?
Unit Enduring Understandings
 Technology is growing at an expediential rate and
the capabilities and limitations of contemporary
and emerging technology resources address
personal, lifelong learning, and workplace needs.
Students will know and be able to do (knowledge and skills):
 Explore history and impact of Web technologies
 Locate Web-based resources and reference materials
 Learn research techniques to evaluate the authenticity of Web resources
 Demonstrate ethical behavior in using and producing Web resources
 Explore personal and professional communication/collaboration through Web technologies
7
Stage 2: Evidence of Student Learning
Formative Performance Task

Students will produce a written explanation
of the Internet and the World Wide Web to
be given to someone from the 1900’s.

Students will determine the authenticity and
reliability of various Web sites and support
their findings.

Students will demonstrate knowledge of the
history of the Internet and the development
of the Web through worksheets and
discussions.

Group discussion on the impact Web
technologies have had on communication
personally and professionally.
Summative Performance Task
History of the Internet and the Evolution of the World
Wide Web
Students will use research techniques to create a Prezi
on the history of the Internet and the development of the
Web. They will demonstrate responsible and ethical use
of Web sites and use communication and presentation
skills when presenting their Prezi to the class.
Rubric will be provided.
Other Evidence

Readings (packets, articles, and Internet)

Essays (Microsoft Word)

Projects
8
Stage 3: Learning Plan
Suggested Activities
Strategies for Differentiation
 Opening activity: Students will write an essay
explaining the Internet and the World Wide Web
to someone from the past.
 Tiered assessment
 Selection and concentration of topic for Prezi
project
 Students will watch “Did You Know 4.0”
 Small-group instruction
 PowerPoint presentation will be used to review
the history of the Internet and the Evolution of
the World Wide Web.
 One on one assistance
 Worksheet will be completed demonstrating
knowledge of the Internet and the Web.
 Students will complete an online active where
they will predict what they will find on a Web
site based on its Web address. Students will then
visit the Web sites and determine the sites
reliability and authenticity.
 Students will use their research skills and
knowledge of Web technologies to create and
present a Prezi presentation.
Suggested Resources:
Internet, Prezi, Microsoft Word
9
Unit Overview
Content Area – Introduction to Web Design
Unit 2: HTML Basics
Grade Level – 10-12
Unit Summary/Rationale – During this unit, students will be introduced to basic HTML tags and cascading
style sheets (CSS) through projects designed to experiment with page design. Students will learn the
importance of Web standards and accessibility.
Interdisciplinary Connections – Language Arts – create dialog and text as Web page content; Technology
– use of computers, Internet, and NotePad++; Computer Science – use HTML code to create text files and
save as html file; Career Education – discuss and research the job opportunities relating to Web Design.
Technology Integration- Internet, NotePad ++
21st Century Themes Global Awareness
 Financial, Economic, Business &
Entrepreneurial Literacy
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
 Life & Career Skills
 Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Reading Standards for Literacy:
Key Ideas and Details
RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the
precise details of explanations or descriptions.
RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a
complex process, phenomenon, or concept; provide an accurate summary of the text.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Craft and Structure
RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as
they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships
among key terms (e.g., force, friction, reaction force, energy).
Integration of Knowledge and Ideas
RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their
own experiments), noting when the findings support or contradict previous explanations or accounts.
Range of Reading and Level of Text Complexity
RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text
complexity band independently and proficiently.
10
Writing Standards for Literacy:
Production and Distribution of Writing
WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to display
information flexibly and dynamically.
Research to Build and Present Knowledge
WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.
Domain Standards:
Standard - 9.4 Career and Technical Education
All students who complete a career and technical education program will acquire academic and technical
skills for careers in emerging and established professions that lead to technical skill proficiency, credentials,
certificates, licenses, and/or degrees.
Strand - K. Information Technology Career Cluster
Content Statement(s) - Communication Skills: All clusters rely on effective oral and written communication
strategies for creating, expressing, and interpreting information and ideas that incorporate technical
terminology and information.
Cumulative Progress Indicator(s) CPI –
9.4.12.K.(3).1: Prepare specifications for digital communication products to communicate specifications to
various audiences.
9.4.12.K.(3).2: Create and implement a digital communication product to meet customer needs.
Stage 1: Desired Results
Transfer Goal: Students will be able to independently use their learning in new situations
to plan,
design, and create a Web page using HTML code in NotePad ++. Students will be able to successfully
demonstrate an understanding of Web page structure and HTML tags and attributes by creating a Web page.
Unit Essential Questions
 Why is having a basic understanding of HTML
essential to planning, designing, and creating
Web sites?
Unit Enduring Understandings
 Browsers such as Internet Explorer read the
HTML code from files stored on servers that form
the network called the Internet.
 Browsers convert the code into the graphical
display you see when you open a Web page.
11
Students will know and be able to do (knowledge and skills):
 Explore the code that creates Web pages
 Write HTML code using a text editor application
 Create pages with images, links and other controls
 Investigate the development of Web standards
 Apply standards to simple projects
Stage 2: Evidence of Student Learning
Formative Performance Task
Summative Performance Task

Class discussion to assess knowledge and
experience with HTML.

Students will be given the code and
instructed to create the Web page. Teacher
will observe students practice.
Movie/Book Review
Students will plan, design and create a one page Web
site to review a book or movie of their choice. Students
will use HMTL tags and attributes in NotePad ++. The
Web site will contain background, images, and external
hyperlinks.

Students will be given the Web page and
must use HTML code to recreate the site.
Teacher will observe students practice.

Scaffold students during independent work
and provide individual assistance and
feedback.
Rubric will be provided.
12
Other Evidence

Readings (handouts, articles, and Internet)

Essays (analyze, summarize, and review movie/book)

Worksheets

Projects (Movie/Book Review)
Stage 3: Learning Plan
Suggested Activities

Strategies for Differentiation
 Tiered assessment
Shapes activity where students observe the
importance of detailed instruction.

Classroom discussion and demonstration of
structure tags (<html> <head><title><body>)

Students will view the source for school Web
site and identify the structure tags.

Students will complete worksheet on basic
HTML tags.

Students will create basic Web page (Text
Acronyms).

Students will view a Web page (Acing an
Interview) and recreate the Web page using
code.

Teacher will model formatting techniques such
as headings, font styles, alignment, and list.

Students will practice creating hyperlinks.

Students will complete Top 5 Shoe Companies
Web page including hyperlinks to shoe Web
sites.

Movie/Book Review Project
 Selection and concentration of topic for
Movie/Book review project
 Small-group instruction
 Individualized instruction
13
Suggested Resources: Internet, NotePad++
14
Unit Overview
Content Area – Introduction to Web Design
Unit 3: Creating an Expression Web Using DIVs, Images, and Templates
Grade Level – 10-12
Unit Summary/Rationale – During this unit, students will learn how to use Microsoft Expression Web 4,
open a Web site, enter text, modify text, apply styles, and preview and print a Web page. Students will use
Microsoft Expression Web 4 to create one page, professional looking Web sites that contain text and images.
Student will make the connection between the HTML codes used to create the Web site by utilizing the
different view modes in Expression.
Interdisciplinary Connections – Language Arts – summarize and review movie or book, create text content
for Web site; Technology – use of computers, Internet, and Expression Web 4; Computer Science – edit
HTML code; Career Education – discuss and research the job opportunities relating to Web Design.
Technology Integration- Internet, Microsoft Expression
21st Century Themes Global Awareness
 Financial, Economic, Business &
Entrepreneurial Literacy
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
 Life & Career Skills
 Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Reading Standards for Literacy:
Key Ideas and Details
RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the
precise details of explanations or descriptions.
RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a
complex process, phenomenon, or concept; provide an accurate summary of the text.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Craft and Structure
RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as
they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships
among key terms (e.g., force, friction, reaction force, and energy).
Integration of Knowledge and Ideas
RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form
(e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation)
into words.
RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their
own experiments), noting when the findings support or contradict previous explanations or accounts.
Range of Reading and Level of Text Complexity
15
RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text
complexity band independently and proficiently.
Writing Standards for Literacy:
Production and Distribution of Writing
WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to display
information flexibly and dynamically.
Research to Build and Present Knowledge
WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.
Domain Standards:
Standard - 9.4 Career and Technical Education
All students who complete a career and technical education program will acquire academic and technical
skills for careers in emerging and established professions that lead to technical skill proficiency, credentials,
certificates, licenses, and/or degrees.
Strand - K. Information Technology Career Cluster
Content Statement(s) - Communication Skills: All clusters rely on effective oral and written communication
strategies for creating, expressing, and interpreting information and ideas that incorporate technical
terminology and information.
Cumulative Progress Indicator(s) CPI –
9.4.12.K.(3).1: Prepare specifications for digital communication products to communicate specifications to
various audiences.
9.4.12.K.(3).2: Create and implement a digital communication product to meet customer needs.
Systems:
 Roles within teams, work units, departments, organizations, inter-organizational systems, and the
larger environment impact business operations.

Key organizational systems impact organizational performance and the quality of products and
services.

Understanding the global context of 21st-century industries and careers impacts business operations
Cumulative Progress Indicator(s) CPI –
9.4.12.K.(3).3: Gather and analyze customer requirements for digital communications to best meet consumer
needs.
16
9.4.12.K.(3).4: Define the scope of work in a written form to summarize and meet customer requirements for
digital communication.
Content Statement(s) - Technical Skills: Technical knowledge and skills play a role in all careers within the
cluster and pathway
Cumulative Progress Indicator(s) CPI –
9.4.12.K.(3).7: Iterate through the design and development process to create a uniform Web-based or digital
product.
9.4.12.K.(3).8: Participate in a user-focused design and development process to produce Web-based and
digital communication solutions.
9.4.12.K.(3).10: Demonstrate the effective use of tools, including tools for product development, product
management, and production, to complete Web-based or digital communication projects.
9.4.12.K.(3).11: Employ knowledge of Web design, programming, and administration to develop and
maintain Web-based applications.
9.4.12.K.(3).13: Test a digital communication product to evaluate its functionality
Stage 1: Desired Results
Transfer Goal: Students will be able to independently use their learning in new situations to create well
designed one page Web page using Microsoft Expression Web 4.

Unit Essential Questions
How has the popularization of Web sites
changed the way we communication?


Unit Enduring Understandings
Microsoft Expression Web 4 is a Web site
authoring program that allows you to create
professional looking Web sites.
Utilizing various design elements helps meet the
goals and objectives of the Web site.
Students will know and be able to do (knowledge and skills):
 Create a new Expression Web site
 Set page properties
 Enter and format text
 Create headings and lists
 Switch views
 Save a page
 Display a page in a browser
17
Stage 2: Evidence of Student Learning
Formative Performance Task


Summative Performance Task
Students will discuss how background color,
Make It Personal:
font style, and other formatting techniques are
Students will create a one-page Web site that can be
used to create a mood or feeling for a Web site.
used to show potential employers all of the things that
he or she has done that will qualify them for their dream
Students will demonstrate their ability to
job. Students will be instructed to format the Web site
create, save, and set properties for a Web site
attractively, including adding a background color,
by creating the Boon Mountain Resort home
changing the fonts and applying effects.
page.

Students will use various formatting techniques Rubric will be provided.
by completing Boon Mountain exercise.

Teacher will observe work on the individual
student’s computer. Feedback will come from
both teacher and peer review.
Other Evidence

Readings (Textbook, Handouts, Internet)

Resume (Personal Web page)

Presentations (Make it Personal)
18
Stage 3: Learning Plan
Suggested Activities


Strategies for Differentiation
 Tiered assessment
Teacher will model how to start Microsoft
Expression, create a Web site, and save the Web
site in the proper location.
 Selection and concentration of topic for Make It
Personal project
Using Boon Mountain Resort example, students
will set page properties. Students will change the
background color, add a description, and title the
Web site.

Teacher will model how to add a <div>,
paragraph, and text.

Students will continue with the Boon Mountain
Resort Web site by adding text, bulleted list, and
page content.

Teacher will model how to applying formatting
and styles.

Students will add to the Boon Mountain home
page by centering text, applying a heading style,
changing the font color, and changing the font
style.

Students will switch views and locate various
HTML codes in the code view.

Make It Personal Project
 Small-group instruction
 One on one assistance
Suggested Resources: Text: Microsoft Expression Web 4 Comprehensive, Software: Microsoft Expression
Web 4
19
Unit Overview
Content Area – Introduction to Web Design
Unit 4: Web Design Basics: Creating Styles and Layouts with CSS
Grade Level – 10-12
Unit Summary/Rationale – During this unit, students will learn various techniques for formatting a Web site
in order to improve the effectiveness of the intended message or purpose. Students will learn that a successful
Web site is one that communicates its overriding message while, at the same time, satisfies visitors’
expectations.
Interdisciplinary Connections – Language Arts – create text content for Web site; Technology – use of
computers, Internet, and Expression Web 4; Computer Science – edit HTML code; Career Education –
discuss and research the job opportunities relating to Web Design; Business Educations – discuss on analyze
the impact of the well formatted Web sites has on business and the benefit of using Web sites.
Technology Integration21st Century Themes Global Awareness
 Financial, Economic, Business &
Entrepreneurial Literacy
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
 Life & Career Skills
 Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Reading Standards for Literacy:
Key Ideas and Details
RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the
precise details of explanations or descriptions.
RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a
complex process, phenomenon, or concept; provide an accurate summary of the text.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Craft and Structure
RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as
they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships
among key terms (e.g., force, friction, reaction force, energy).
Integration of Knowledge and Ideas
RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form
(e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation)
into words
.
Range of Reading and Level of Text Complexity
20
RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text
complexity band independently and proficiently.
Writing Standards for Literacy:
Production and Distribution of Writing
WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to display
information flexibly and dynamically.
Research to Build and Present Knowledge
WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.
Domain Standards:
Standard - 9.4 Career and Technical Education
All students who complete a career and technical education program will acquire academic and technical
skills for careers in emerging and established professions that lead to technical skill proficiency, credentials,
certificates, licenses, and/or degrees.
Strand - K. Information Technology Career Cluster
Content Statement(s) - Communication Skills: All clusters rely on effective oral and written communication
strategies for creating, expressing, and interpreting information and ideas that incorporate technical
terminology and information.
Cumulative Progress Indicator(s) CPI –
9.4.12.K.(3).1: Prepare specifications for digital communication products to communicate specifications to
various audiences.
9.4.12.K.(3).2: Create and implement a digital communication product to meet customer needs.
Systems:
 Roles within teams, work units, departments, organizations, inter-organizational systems, and the
larger environment impact business operations.

Key organizational systems impact organizational performance and the quality of products and
services.

Understanding the global context of 21st-century industries and careers impacts business operations
Cumulative Progress Indicator(s) CPI –
9.4.12.K.(3).3: Gather and analyze customer requirements for digital communications to best meet consumer
needs.
21
9.4.12.K.(3).4: Define the scope of work in a written form to summarize and meet customer requirements for
digital communication.
Content Statement(s) - Technical Skills: Technical knowledge and skills play a role in all careers within the
cluster and pathway
Cumulative Progress Indicator(s) CPI –
9.4.12.K.(3).7: Iterate through the design and development process to create a uniform Web-based or digital
product.
9.4.12.K.(3).8: Participate in a user-focused design and development process to produce Web-based and
digital communication solutions.
9.4.12.K.(3).10: Demonstrate the effective use of tools, including tools for product development, product
management, and production, to complete Web-based or digital communication projects.
9.4.12.K.(3).11: Employ knowledge of Web design, programming, and administration to develop and
maintain Web-based applications.
9.4.12.K.(3).13: Test a digital communication product to evaluate its functionality.
Stage 1: Desired Results
Transfer Goal: Students will be able to independently use their learning in new situations to
collaborate with classmates to create a three page Web site for a local pizzeria that effectively communicates
the intended message.
Unit Essential Questions
 When using a Web site, what formatting
techniques improve the effectiveness of the site?
 How does the mood or feel of a Web site affect
its reliability?
Unit Enduring Understandings
 Creating a successful Web site begins with
developing a solid design plan that provides
answers the questions Why? What? How? And
Who?
 Basic Web design planning includes a consistent
color scheme; effective content positioning; easyto-understand linking relationships; easy-to-read,
accurate, and up-to-date; and attractive, useful
images.
Students will know and be able to do (knowledge and skills):
 Start a new Web site using a template
 Modify the dynamic Web template
 Modify, create, and apply styles
 Identify a Web site’s purpose, target audience, and structure
 Use color and page layout to unify the look and feel of a Web site
 Add a Web page using CSS layout
 Use the CSS properties panel
22
Stage 2: Evidence of Student Learning
Formative Performance Task
Summative Performance Task

Students will illustrate prior knowledge of
basic design layout.

Classroom discussion on the common
elements of a basic Web layout.

Students will create a site using templates.

Teacher will scaffold students providing
assistance and feedback.
School Web Site
Students will work with a partner to design and create a
school Web site. Students will be given the name of the
school and then collaborate to develop a school
structure including mission statement, mascot,
traditions, and colors. The team will develop a multiple
page school Web site using a Microsoft Expression
template.

Students will identify the audience, purpose,
and structure of a Web site.

Students will work with Art Gallery Web site
and make necessary formatting changes.
Students will share site with teacher a check
points.
Rubric will be provided.
Other Evidence
 Readings (Textbook and Internet)

Projects(School Web Site)

Worksheets
23
Stage 3: Learning Plan
Suggested Activities

Strategies for Differentiation
 Tiered assessment
Students will visit various Web sites a sketch a
basic design layout.

Classroom discussion on the common elements
of a basic Web layout.

Teacher will model how to create a new Web
site from a template.

Students will create a new site using Personal 2
templates.

Students will read about and discuss determining
the structure of a site.

Teacher will model changing format, adding
text, adding elements, and adding /deleting pages
to a template.

Students will make specific formatting and
structure changes to the Personal site.

Students will read about Web Design Basics and
answer questions.

Students will visit various Web site and identify
the audience, purpose, and structure.

Teacher will model the use of CSS and how to
control formatting and layout.

Students will work with Art Gallery Web site
and make necessary formatting changes.

School Web Site Project
 Selection and concentration for School Web site
project
 Small-group instruction
 Individualized assistance
Suggested Resources: Text: Microsoft Expression Web 4 Comprehensive, Software: Microsoft Expression
Web 4
24
Unit Overview
Content Area – Introduction to Web Design
Unit 5: Creating Interactivity and Using Forms
Grade Level – 10-12
Unit Summary/Rationale – During this unit, students will learn what is meant by interactivity and various
ways to add interactivity to a Web site. Students will also learn the role of e-commerce in today’s business
environment.
Interdisciplinary Connections – Language Arts – create text content for Web site; Technology – use of
computers, Internet, and Expression Web 4; Computer Science – edit HTML code; Career Education –
discuss and research the job opportunities relating to Web Design; Business Educations – discuss on analyze
the impact of e-commerce on the business environment.
Technology Integration- Internet, Microsoft Expression Web 4
21st Century Themes Global Awareness
 Financial, Economic, Business &
Entrepreneurial Literacy
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
 Life & Career Skills
 Information, Media and ICT Literacy
Learning Targets
Practices/Anchor Standards:
Reading Standards for Literacy:
Key Ideas and Details
RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the
precise details of explanations or descriptions.
RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a
complex process, phenomenon, or concept; provide an accurate summary of the text.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Craft and Structure
RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as
they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships
among key terms (e.g., force, friction, reaction force, energy).
Integration of Knowledge and Ideas
RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form
(e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation)
into words.
RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their
own experiments), noting when the findings support or contradict previous explanations or accounts.
25
Range of Reading and Level of Text Complexity
RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text
complexity band independently and proficiently.
Writing Standards for Literacy:
Production and Distribution of Writing
WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to display
information flexibly and dynamically.
Research to Build and Present Knowledge
WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.
Domain Standards:
Standard - 9.4 Career and Technical Education
All students who complete a career and technical education program will acquire academic and technical
skills for careers in emerging and established professions that lead to technical skill proficiency, credentials,
certificates, licenses, and/or degrees.
Strand - K. Information Technology Career Cluster
Content Statement(s) - Communication Skills: All clusters rely on effective oral and written communication
strategies for creating, expressing, and interpreting information and ideas that incorporate technical
terminology and information.
Cumulative Progress Indicator(s) CPI –
9.4.12.K.(3).1: Prepare specifications for digital communication products to communicate specifications to
various audiences.
9.4.12.K.(3).2: Create and implement a digital communication product to meet customer needs.
Systems:
 Roles within teams, work units, departments, organizations, inter-organizational systems, and the
larger environment impact business operations.

Key organizational systems impact organizational performance and the quality of products and
services.

Understanding the global context of 21st-century industries and careers impacts business operations
Cumulative Progress Indicator(s) CPI –
9.4.12.K.(3).3: Gather and analyze customer requirements for digital communications to best meet consumer
26
needs.
9.4.12.K.(3).4: Define the scope of work in a written form to summarize and meet customer requirements for
digital communication.
Content Statement(s) - Technical Skills: Technical knowledge and skills play a role in all careers within the
cluster and pathway
Cumulative Progress Indicator(s) CPI –
9.4.12.K.(3).7: Iterate through the design and development process to create a uniform Web-based or digital
product.
9.4.12.K.(3).8: Participate in a user-focused design and development process to produce Web-based and
digital communication solutions.
9.4.12.K.(3).10: Demonstrate the effective use of tools, including tools for product development, product
management, and production, to complete Web-based or digital communication projects.
9.4.12.K.(3).11: Employ knowledge of Web design, programming, and administration to develop and
maintain Web-based applications.
9.4.12.K.(3).13: Test a digital communication product to evaluate its functionality
Stage 1: Desired Results
Transfer Goal: Students will be able to independently use their learning in new situations to create a
commercial Web page with interactive buttons.
Unit Essential Questions
 What role does e-commerce play in today’s
business environment?
 How have you, as a consumer, benefited from
the e-commerce revolution?
Unit Enduring Understandings
 Adding interactivity to a Web site will improve
site visitors’ experiences.
 While consumers benefit from increased access to
products and services, businesses involved in ecommerce enjoy the opportunity to reach more
customers, improve customer support, and reduce
operating cost.
Students will know and be able to do (knowledge and skills):
 Create an interactive button
 Use behavior tools
 Add behaviors for jump menus, image swaps, and status bar message
 Define e-commerce
 List elements necessary to add e-commerce capability to a Web site
27
Stage 2: Evidence of Student Learning
Formative Performance Task

Students will identify various ways that users
interact with Web sites.

Using the Wisteria Farms example, students
will create, edit, and test interactive buttons.
Students will share site with teacher at check
points and teacher will provide feedback.

Teacher will scaffold students during practice
to provide individual feedback.

Students will create a jump menu and swap
image on the Wisteria farms and share with
the teacher.

Students will demonstrate knowledge of ecommerce through worksheet packet.
Summative Performance Task
Business Web Site
Students will be given a fictitious business to create a
Web site for. Students will be responsible for planning,
designing, and creating a multiple page Web site with
interactive buttons. Students will present their Web site
to the class which will act as a test group.
Rubric will be provided.
Other Evidence

Readings (Textbook, Articles, and Internet)

Project (Business Web site)

Presentations (Present Web site)
28
Stage 3: Learning Plan
Suggested Activities
Strategies for Differentiation
 Class discussion on interactivity which is the
connection that occurs between a Web site and a
site visitors.
 Tiered assessment
 Students will locate example of interactivity and
identify the type. (buttons, roll over buttons,
jump menus, image maps, and hotspots)
 One on one assistance
 Selection for the business project
 Individualized instruction
 Teacher will model how to create interactive
buttons.
 Students will open Wisteria Farms Web site and
create, edit, and organize interactive buttons.
 Teacher will model how to create behaviors
which are actions triggered by events.
 Students will add a jump menu, status bar, and
swap image behavior.
 Teacher will scaffold students during practice to
provide individual assistance.
 Students will complete writing assignment on ecommerce and the role it plays in today’s
business environment.
 Business Web Site Project
Suggested Resources: Text: Microsoft Expression Web 4 Comprehensive, Software: Microsoft Expression
Web 4
29