COMPUTER GR.

9
SY 2024-2025

Book Title: DIGITAL DESIGN IN PHOTOSHOP 1st Edition

Publisher: TechFactors Inc.

Copyright: 2023

Authors: Gabriel David A. Medina, Lhanamir G. Divina

Prepared by: Niño S. Ramos

PHILOSOPHY: NCAP believes in the importance of wisdom and liberty. “Wisdom can set a human free”, This saying is true and NCAP adapts its spiritual and physical
applications. Wisdom in spiritual sense begins in the fear of the Lord and understanding of the holy or good things, which if one acquires sets him free from the bandage of sin as it
makes him realize and choose to do only what is right in the sight of God. In the physical sense, wisdom is acquired accumulation or compilation of knowledge and human
discoveries in different subjects which set one free from ignorance. Hence, NCAP believes that:
• Each learner is a special creation of God with unique talents and capabilities
• Education is the shaping of life of the individual in a well-rounded fashion, developing the body and the soul harmoniously to their fullest extent. (Plato)
• An effective school system is one with genuine concern for the total well-being of the students, therefore, not only develops their physique, supplies their minds with knowledge
and sharpens their wits but fashions their character as well.
• A school should be learner-centered and should provide an environment that ensure the occurrence of learning according to the changing time
• Educating the child requires teamwork among the school, the teachers, the parents and the community
• “if we train up a child in the way he shall go”, “when he is old, he shall not depart from it” Proverbs 22:6
• “The fear of the Lord is the beginning of knowledge…” Proverbs 1:7

NCAP’S VISION: NCAP shall continue to serve as a cradle, training ground and a development center to guide, teach and prepare learners who are able to meet the challenges
of life in a victorious and God-glorifying way.

NCAP’S MISSION: Our mission is to develop through a technology-infused curriculum and Biblically-based values education a new breed of learners who are globally
competitive, environment-friendly, patriotic, and God-fearing leaders for the future.
JUNIOR HIGH SCHOOL’S OBJECTIVES:

 Train and equip God-fearing students intellectually, socially, and morally to cope with more complex field or college education;
 Provide learning experiences that will challenge and encourage them to do their best in their higher educational pursuits;
 Provide technological programs and trainings that will tap and enhance their skills and God-given abilities; and
 Prepare them to be productive citizens in the world of work.

CORE VALUES: Nationalism, Conscientiousness, Accountability, Professionalism

TARGET VALUES:

First Quarter
Prudence Resilience Good Stewardship Accountability
Respect Faith in God Preparedness

Second Quarter
Prudence Loving Concerned
Perseverance Prayerful Nationalism

Third Quarter
Self-Confidence Honest Compassion Prudence
Humility Respect Thrifty

Fourth Quarter
Compassion Discipline Perseverance Creativity
Wisdom Accountability Good Stewardship
SUBJECT: COMPUTER 9 GRADE
LEVEL: 9
UNIT TOPIC: Print Ad Layout QUARTER: III
TEACHER: Mr. Niño S. Ramos
UNIT CURRICULUM MAP
CONTENT PERFORMANCE ASSESSMENT INSTIUTIONAL
TOPIC/QUARTER STANDARD STANDARD LEARNING COMPETENCIES ACTIVITIES RESOURCES CORE VALUES
S
THIRD QUARTER: The learner The learners ACQUISITION - Good
examines the will be able to The Learner… Self-Check Self-Check Digital Design stewardship
Lesson 6: Print Ad basic elements demonstrate in Photoshop - Preparedness
Layout and formats of their ability to A1: Identifies the parts of a print ad. p.116 - Accountability
print design a print - Creativity
- The Print Ad Recipe A2: Differentiates several print ad
advertisements, advertisement
- Basic Print Ad Layout by selecting layouts. https://
including the
Formats AIDA model one of the A3: Lists the basic elements required to ncaotptr.tekteac
- Let’s Create a Layout and the basic layout construct a print ad template. hlms.com/
Template! "TOBRIT" formats,
framework, identifying its MAKE MEANING
while analyzing components, M1: Explains the purpose of each part in Skills Warm-Up Skills Workout Digital Design
various and a print ad and how these elements work in Photoshop
advertising incorporating together. p.117-118
tones and the an appropriate M2: Analyzes how different layouts
integration of advertising
impact the viewer’s attention and overall https://
visuals and tone while
applying the
message delivery. ncaotptr.tekteac
copy.
"TOBRIT" M3: Constructs a print ad template and hlms.com/
strategy to layout.
showcase the TRANSFER
effective T1: Evaluates the effectiveness of parts Activity No. 1 Hands-On
integration of in a real-world print ad, suggesting Analyzing Print Activity No. 2
visuals and possible improvements. Ads Designing Your
copy. T2: Selects and justifies an appropriate Ad
layout for a specific product or target
audience.
 T3: Applies the template and layout to
design a print ad for a product, modifying
elements as needed for effectiveness.
THIRD QUARTER: ACQUISITION - Good
A4: Identifies sources and types of Self-Check Skills Warm-Up Digital Design stewardship
Lesson 7: A Print Ad for information commonly used in print ads. in Photoshop - Preparedness
Your Business A5: Defines various types of ads, p.134-135 - Accountability
- Creativity
- What is “TOBRIT”? including their purposes and primary
- The Different audiences.
Advertising Tones A6: Gathers relevant data, visuals, and
- Kinds of Ads copy elements needed for a print ad
- Print Ad from Scratch design.
MAKE MEANING
M4: Analyzes information used to create Skills Workout CER Digital Design
print ad content. in Photoshop
M5: Differentiates between kinds of ads. p.135
M6: Organizes and selects the gathered
information to align with the ad’s
purpose and target audience.
TRANSFER
T4: Applies analysis skills to gather and Hands-On Performance
adapt information to craft persuasive Activity No. 3 Task No. 3
content for an original print ad. Creating a Draft
T5: Designs an ad that reflects a specific Ad
type, clearly targeting the intended
audience and purpose.
T6: Creates a print ad design based on
information gathered.
 TABLE FOR UNIT POWER AND SUPPORT COMPETENCIES
CONTENT STANDARD: The learner examines the basic elements and formats of print advertisements, including the AIDA model and the "TOBRIT" framework, while analyzing various advertising tones and
the integration of visuals and copy.

PERFORMANCE STANDARD: The learners will be able to demonstrate their ability to design a print advertisement by selecting one of the basic layout formats, identifying its components, and incorporating
an appropriate advertising tone while applying the "TOBRIT" strategy to showcase the effective integration of visuals and copy.

R E A L POWER OR
LEARNING COMPETENCIES (needed for next (needed for real (needed for (needed by SUPPORTING?
unit or grade) life) achievement/admissions other subjects)
or job tests)
A1: Identifies the parts of a print ad. SUPPORTING

A2: Differentiates several print ad layouts. POWER

A3: Lists the basic elements required to construct a print ad template. SUPPORTING

A4: Identifies sources and types of information commonly used in print ads. SUPPORTING

A5: Defines various types of ads, including their purposes and primary audiences. SUPPORTING

A6: Gathers relevant data, visuals, and copy elements needed for a print ad design. SUPPORTING

M1: Explains the purpose of each part in a print ad and how these elements work together. SUPPORTING

M2: Analyzes how different layouts impact the viewer’s attention and overall message delivery. POWER

M3: Constructs a print ad template and layout. SUPPORTING

M4: Analyzes information used to create print ad content. POWER

M5: Differentiates between kinds of ads. SUPPORTING

M6: Organizes and selects the gathered information to align with the ad’s purpose and target audience. POWER

T1: Evaluates the effectiveness of parts in a real-world print ad, suggesting possible improvements. POWER

T2: Selects and justifies an appropriate layout for a specific product or target audience. POWER

T3: Applies the template and layout to design a print ad for a product, modifying elements as needed for SUPPORTING
effectiveness.

T4: Applies analysis skills to gather and adapt information to craft persuasive content for an original print ad. POWER

T5: Designs an ad that reflects a specific type, clearly targeting the intended audience and purpose. SUPPORTING

T6: Creates a print ad design based on information gathered. POWER

 GUIDED GENERALIZATION FOR MAKING MEANING
Situation 1: Situation 2: Situation 3:
Essential
Creating an Eye-Catching Coffee Shop Poster Developing a Print Ad for a New Smartphone Promoting a Fitness Program in a Health
Question Magazine
How do the A marketing intern is tasked with designing a print An advertising agency is designing a print ad for a new A fitness coach wants to advertise their online fitness
elements and poster for a local coffee shop to attract customers. smartphone. To highlight the phone's features, they decide to program in a health magazine. They select a layout
frameworks of By applying the AIDA model, the intern aims to use the TOBRIT framework, focusing on tone, benefit, reason, format that includes a large, motivating image, a
print capture attention with a bold headline, generate and image to create a polished and persuasive ad that appeals short and engaging copy, and a call-to-action inviting
advertisements, interest with appealing visuals of coffee, build to tech enthusiasts. readers to join a free trial, using a tone that conveys
such as the AIDA desire through a limited-time discount offer, and energy and encouragement.
model and encourage action by including a QR code for online How can the agency use the TOBRIT framework to How can the fitness coach combine visuals and
TOBRIT strategy, orders. emphasize the smartphone's appeal in the ad? copy to effectively promote the fitness program?
influence How can the intern use the AIDA model to create
audience an engaging poster for the coffee shop?
engagement and Answer: Answer: Answer:
the effectiveness The intern can use a captivating headline and high- The agency can set an innovative tone, showcase the phone's The coach can use an inspiring image of someone
of the ad? quality coffee images to grab attention, a discount to key benefits like battery life and camera quality, provide working out, combined with energetic language in
create interest, and a QR code to make taking action reasons like advanced technology, and use high-resolution the copy to capture attention and motivate readers to
convenient and immediate. images to visually emphasize these features. take the next step by signing up for a free trial.
Supporting Text: Supporting Text: Supporting Text:
"By applying the AIDA model, the intern aims to "They decide to use the TOBRIT framework, focusing on "They select a layout format that includes a large,
capture attention with a bold headline, generate tone, benefit, reason, and image to create a polished and motivating image, a short and engaging copy, and a
interest with appealing visuals of coffee, build persuasive ad that appeals to tech enthusiasts." call-to-action inviting readers to join a free trial,
desire through a limited-time discount offer, and using a tone that conveys energy and
encourage action by including a QR code for online encouragement."
orders."
Reason: Reason: Reason:
Each stage of the AIDA model guides the audience The TOBRIT framework provides a structured approach to By pairing motivational visuals with action-oriented
from initial attraction to immediate action, making address consumer needs, presenting the product’s advantages language, the ad effectively captures the audience's
the poster effective at drawing customers in and in a visually compelling way that resonates with the target attention, builds interest, and encourages them to try
prompting them to visit or order online. audience. the program, aligning well with the fitness program's
energetic brand.
Common Ideas in Reason: Using structured advertising frameworks like AIDA and TOBRIT helps create more effective and engaging ads. By following a clear layout and
blending visuals with compelling copy, advertisers can grab the audience’s attention, communicate essential benefits, and inspire action. This approach ensures that the ad is
not only visually appealing but also easy to understand, making it more likely for viewers to respond positively.
Enduring Understanding: Learners will understand that effective print advertisements skillfully integrate visuals, copy, and layout formats, using strategies like AIDA and
TOBRIT to attract attention, sustain interest, and encourage action through a cohesive and persuasive message.
 Holistic Rubric for Claim-Evidence-Reasoning Activity
SCORE DESCRIPTION
4 In addition to Level 3 response, student’s reasoning shows in-depth inference that goes beyond other compelling evidences related to the text.
3 Claim is correct. Cited evidences from article support claim. Reasoning is logical and connected to the evidence.
2 Claim is partially correct. Some of cited evidences do not support the claim. Reasoning is partially not logical and not connected to the evidence.
1 Claim is incorrect. Some of cited evidences do not support the claim. Reasoning is incomplete.
0 No claim, evidence or reasoning is found in the answer.

SCAFFOLD FOR TRANSFER

Level 1 Level 2 Level 3 Level 4
Directed Prompt Open Prompt Guided Transfer Independent Transfer
Task: Task: Task: Task:
Analyzing Print Ads Designing Your Ad Creating a Draft Ad Real-World Advertising
Instruction: Instruction: Instructions: You are a graphic designer hired by a local
Identify and label the main parts of each ad Design a simple ad for a product or service Create a draft ad for a product from a business owner to promote their product or
(headline, image, main text, and logo) that are you like. Choose a layout style, write a local shop. Choose a layout style, then service through a print ad. The local
provided. Discuss with a partner how each part headline, add an image, and include one or include a headline, a main image, and a business owner wants to increase
helps make the ad interesting or appealing. two sentences explaining why someone short description of the product’s main awareness and sales of their new product.
should try it. Think about what tone you benefit (why it’s useful or exciting). Focus They need a compelling ad that showcases
Process Questions: want to use (funny, exciting, serious) to on making each part of your ad attract the product's features and appeals to the
attract viewers. people’s interest and show why they target audience.
1. How does the headline grab the audience's would want the product.
attention? Students will be graded according to: Students will be graded according to:
Students will be graded according to:
2. How do the images in the ad help convey 1. Content, Organization, and Engagement 1. Content, Organization, and Engagement
the message or theme? Evaluates the clarity and coverage of the 1. Content, Organization, and Engagement Evaluates the clarity and coverage of the
ad’s topic, its logical organization, and its Evaluates the clarity and coverage of the ad’s topic, its logical organization, and its
3. How does the main text support the headline ability to engage the audience. ad’s topic, its logical organization, and its ability to engage the audience.
and images to persuade the audience? ability to engage the audience.
2. Visual Appeal and Mechanics 2. Visual Appeal and Mechanics
Assesses the use of visuals and text 2. Visual Appeal and Mechanics Assesses the use of visuals and text
formatting, including overall Assesses the use of visuals and text formatting, including overall
attractiveness and the absence of spelling formatting, including overall attractiveness and the absence of spelling
or grammatical errors. attractiveness and the absence of spelling or grammatical errors.
or grammatical errors.
 PERFORMANCE TASK GRASPS

The learners will be able to demonstrate their ability to design a print advertisement by selecting one of the basic layout formats, identifying its
Performance
components, and incorporating an appropriate advertising tone while applying the "TOBRIT" strategy to showcase the effective integration of visuals and
Standards
copy.
GOAL Create an effective print advertisement for a product or service that will attract customers and clearly communicate its benefits.
ROLE Graphic Designer
AUDIENCE The advertisement will be targeted at potential customers in the local community who might be interested in the product or service.
The local business owner wants to increase awareness and sales of their new product. They need a compelling ad that showcases the product's features
SITUATION
and appeals to the target audience.
Design a print advertisement that includes a catchy headline, a relevant image, a brief description of the product’s benefits, and the business’s logo. Your
PRODUCT ad should follow one of the basic layout formats and incorporate the "TOBRIT" strategy (tone, benefit, reason, image, text) to effectively communicate
the message.
Students will be graded according to:
STANDARDS 1. Content, Organization, and Engagement
Reflect subject area Evaluates the clarity and coverage of the ad’s topic, its logical organization, and its ability to engage the audience.
standards 2. Visual Appeal and Mechanics
Assesses the use of visuals and text formatting, including overall attractiveness and the absence of spelling or grammatical errors.

RUBRIC
CRITERIA Excellent Adequate Developing Beginning PTS
25 24 23 22
Content,
Topic is well-defined and thoroughly Topic is mostly defined and
Organization, Topic lacks some detail and Topic is poorly defined; the
covered; the ad is logically organized, covered; the ad is organized and
and organization; audience ad is disorganized and does
easy to follow, and effectively engages engages the audience, with minor
Engagement engagement could be improved. not engage the audience.
the audience. areas for improvement.
25 24 23 22
Limited use of visuals that may
Visual Highly engaging ad that captures interest; Good use of images; text formatting Little to no use of images;
not effectively support the
Appeal and skillfully uses visuals and formatting is mostly clear; contains few text is poorly formatted and
message; text formatting could be
Mechanics features; no spelling or grammatical spelling or grammatical errors, contains many errors, making
clearer; several errors may
errors. contributing to the overall message. it difficult to read.
distract from the message.
TOTAL POINTS:
 PERFORMANCE TASK INTEGRATED WITH 21ST CENTURY SKILLS

21st CENTURY SKILLS PERFORMANCE TASK INSTRUCTIONS

CRITICAL THINKING AND PROBLEM-SOLVING Analyze the product or service you are advertising. Identify its strengths and weaknesses, and brainstorm ways to
Teacher poses a problem and asks students to solve it or
research for answers.
effectively highlight its benefits in your ad. Discuss potential challenges in capturing the audience's attention and propose
solutions to overcome them.
COMMUNICATION Create a presentation of your advertisement concept using varied media (e.g., digital slides, posters, or videos). Clearly
Teacher raises an issue or topic and students express their
ideas with varied media.
express your ideas about the product and how your ad appeals to the target audience. Be prepared to present and explain
your design choices to the class.
COLLABORATION Form small groups with classmates to share ideas and feedback on each other's advertisements. Assign different roles
Teacher provides a task and students work in teams where
members have different roles and tasks.
(e.g., graphic designer, copywriter, researcher) to each group member. Work together to refine your ads, ensuring
everyone contributes their skills and perspectives.
CREATIVITY Challenge yourself to think outside the box when designing your advertisement. Consider innovative design elements,
Teacher presents a challenge and students design a solution or
an innovation.
unique headlines, or creative visuals that will make your ad stand out. Experiment with different layouts or messaging
strategies to develop a fresh approach.
CROSS-CULTURAL UNDERSTANDING Research how advertising strategies differ across various cultures, particularly in ASEAN countries. Discuss how these
Teacher shows examples from several ASEAN countries and
asks students to describe how they would interact with people
differences might influence your advertisement design. Describe how you would adapt your ad to resonate with
from different cultures in relation to the problem. audiences from diverse cultural backgrounds.

COMPUTER/ICT Utilize digital tools and resources to create your advertisement. Explore graphic design software or online templates that
Teacher shows digital resources and asks students to use them
to solve problems or create a project.
can help you format your ad effectively. Ensure you incorporate appropriate images and text, utilizing available digital
resources to enhance your design.
CAREER LIFELONG LEARNING Reflect on how this project contributes to your understanding of advertising and design. Consider ways you can continue
Teacher poses a reflection question on how students can
personally continue to learn about the issue.
to learn about effective advertising strategies or graphic design techniques in the future, such as online courses,
workshops, or real-world experiences.
 NORE CHRISTI ACADEMY OF THE PHILIPPINES, INC.
Poblacion, Bustos, Bulacan

COMPUTER
LEARNING PROGRESSION (GRADE 7-10)
TOPIC/ LESSON: Basics of Information, Communication, and Technology (Office Productivity, Desktop Publishing, Digital Design, C++ Programming Fundamentals)

TEACHERS: MS. COLENE ABIGAEL H. DEL ROSARIO & MR. NIÑO S. RAMOS

Learning Goal Grade 7 Grade 8 Grade 9 Grade 10

Acquisition Classifies office productivity. Defines desktop publishing Recognizes Photoshop as a Identifies and differentiate the generations
basic visual communication through which programming languages have
tool. evolved.
Distinguishes different elements of Identifies the similarities and Discovers elements to consider Recognizes the different control structures of C+
the graphical user interface of differences between Publisher when practicing digital +
Microsoft Office. and MS Word. photography
Meaning Making Explores different uses of Explores the boundaries of Explores the popularity of Explain how C++ originated from C.
productivity tools. desktop publishing. Photoshop.
Exhibits an adequate working Explains basic design skills. Analyzes information used to Generalizes the use and importance of C++
knowledge on using Microsoft create print ad content. programming in the 21st century.
Office.
Transfer Demonstrates and presents Internet Applies the elements of graphic Applies several methods for Creates and demonstrates programs based on
etiquettes using different office design and basic design skills to improving photos using certain requirements and the ability to modify
productivity. create a greeting card. Photoshop. and debug C++ programs.

CALENDAR OF ACTIVITIES
Month of December 2024
 Monday Tuesday Wednesday Thursday Friday Saturday
2 3 4 5 6 7
Lesson 6: Print Ad Layouts
- The Print Ad Recipe
• Visuals • Text/Copy
Quiz No. 1
- Print Ad Sizes
(Pointers: Lesson 6)
• News Papers • Magazines
• Basic Print Ad Layout Formats
Activity No. 1 / 3rd Long Test Hands-On
- AIDA Principle (Attention, Interest, Desire,
Exam
Action)
Design Your Ad
Assignment No. 1
(Submission: December 10, 2024)
Self-Check, Skills Warm-Up, Skills Workout
pp. 116-118
(Checking: December 4, 2024)
Remarks: Remarks: Remarks: Remarks: Remarks: Remarks:

Monday Tuesday Wednesday Thursday Friday Saturday

9 10 11 12 13 14
Continuation of
Activity No. 1 / 3rd Long Test Hands-On Exam
Administration of 3rd Long Test Hands-On Exam
Design Your Ad
(Submission: December 10, 2024)
Remarks: Remarks: Remarks: Remarks: Remarks: Remarks:

Monday Tuesday Wednesday Thursday Friday Saturday

16 17 18 19 20 21
- Rechecking
Lesson 7: A Print Ad for Your Business
- What is TOBRIT?
CHRISTMAS PARTY CHRISTMAS BREAK
- The Different Advertising Tones
Remarks: Remarks: Remarks: Remarks: Remarks: Remarks:
Monday Tuesday Wednesday Thursday Friday Saturday
23 24 25 26 27 28
CHRISTMAS BREAK
Remarks: Remarks: Remarks: Remarks: Remarks: Remarks:
Monday Tuesday Wednesday Thursday Friday Saturday
30 31
CHRISTMAS BREAK
Remarks: Remarks: Remarks: Remarks: Remarks: Remarks:
Month of January 2025
 Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4
CHRISTMAS BREAK
Remarks: Remarks: Remarks: Remarks: Remarks: Remarks:

Monday Tuesday Wednesday Thursday Friday Saturday

6 7 8 9 10 11
Resumption of Class

Lesson 7: A Print Ad for Your Business

- Kinds of Ads Written Recitation No. 1
- Print Ad from Scratch (Pointer: Lesson 7)
• Identifying Elements Included in the Layout
Activity No. 2/3rd Quarter Test Hands-On
Discussion and Preparation for Performance Exam
Task Creating a Draft Ad
(Submission: January 16, 2025) (Submission: January 14, 2025)

Assignment No. 2
Skills Warm-Up A & B p. 134-135
(Checking: January 8, 2025)
Remarks: Remarks: Remarks: Remarks: Remarks: Remarks:

Monday Tuesday Wednesday Thursday Friday Saturday

13 14 15 16 17 18
Continuation of:
Activity No. 2
Administration of 3rd Quarter Exam
Preparation for Performance Task
Completion of Unaccomplished Tasks
Remarks: Remarks: Remarks: Remarks: Remarks: Remarks:
Presentation of
Performance Task
No. 3

Important Dates:
• Assignment No. 1 – December 2, 2024 • Quiz No. 1 – December 4, 2024 • 3rd Long Test – December 10, 2024 (Tue)
• Assignment No. 2 – January 6, 2024 • Written Recitation No. 1 – January 8, 2025 • 3rd Quarter Test – January 14, 2025 (Tue)
• Activity No. 1/3rd Long Test Hands-On Exam – December 4, 2024 • Discussion & Preparation for Performance Task – Jan. 6, 2025
• Activity No. 2/3rd Quarter Test Hands-On Exam – January 8, 2025 • Presentation of Performance Task – January 16, 2024