Instructor: Lynne Michaud
Textbook: Joel Sklar, Joel. Principles of Web Design, Sixth Edition. Course Technology: Cengage Learning, 2015. ISBN-13: 978-1-285-85264-5.
Course Description: This hands-on course covers the fundamentals of developing and authoring a web site from initial design to implementation. Course topics include markup and display languages such as Hypertext Markup Language (HTML), as well as presentation languages such as Cascading Style Sheets (CSS). The course focuses on the use of current industry best practices to develop web sites for accessibility and usability. Prerequisite: None
Course Outcomes: Students will . . .
School Standards: Throughout this course, students will enhance their technology skills as outlined in the National Education Standards for students: http://www.iste.org/standards/iste-standards/standards-for-students. These standards include: 1). creativity and innovation, 2). communication and collaboration, 3). research and information fluency, 4). critical thinking, problem solving, and decision making, 5). digital citizenship, and 6). technology operations and concepts.
Students will need a writing utensil, three-ring binder (at least 1” thick), five dividers, and a flash disk for this class. Textbooks will need to be covered, and all material must be brought to class every day. Students are expected to see the teacher when absent to make up work on a timely basis. Time management, account management, and file management are the students’ responsibility, so organization is one key to success in this class. Participation will be assessed to determine barriers to success but will not become part of a student’s overall grade.
Students are required to bring all materials to class every day. If is student is absent, he/she must come to see me the next day to find out what was missed. If a student does not do this and there is a test the next class, a student’s reply of “I didn’t know” is not an excuse. The student will be expected to take the assessment. More information on make-up can be found in that section of this syllabus. Students are not allowed to wear hats, hoods, or use their cell phone in class. Students are expected to show up to class on time; if a student is late, he/she needs a note from a staff member; otherwise, a detention will be assigned for an unexcused tardy. Students are not allowed to eat in the computer lab; a covered water bottle is allowed; however, it must be covered and kept away from the keyboard and other equipment.
Assessment: Students will demonstrate mastery of the learning objectives and performance indicators of this course through varied and multiple formative and summative assessments. The overall grade will be based on the following criteria: Tests/Projects (40%), Quizzes (20%), Homework/Assignments (20%).
Tests/Projects: Students will be periodically tested over course material. Tests consist of true/false, multiple choice, matching, essay questions, and problems. Students must “earn the privilege” to re-test, if necessary, by completing remedial assignments to enhance mastery of subject matter. Students must schedule time to meet with the instructor and have a maximum of one week for all remedial work/retesting.
Quizzes: Periodically students will be given announced and unannounced quizzes to ensure that they are keeping up with the material in this class.
Assignments/Homework: Students will be given a variety of in-class and homework assignments. The purpose of these assignments is to enhance students’ knowledge and skill in web development.
Participation Assessment: Students will be periodically assessed on their participation, which involves listening and study skills. This will show up on the “Standards” side of PowerSchool. These assessments will be used to determine if these areas are creating barriers to success--obstacles that interfere with a student’s ability to meet the standards of this course. This portion of the assessment assesses student mastery of the content through whole group, small group, and individual discussions and their participation in collaborative activities. Students will also be expected to come to class prepared with all of the necessary materials for this course (textbook, notebook, pen, USB/”Flash” disk, and homework). Certain “soft skills” (such as time management, organization, study skills) will be addressed throughout the course to help students become successful in this course and others.
Study Skills Rubric
Listening Skills Rubric
Make-Up/Late Work Policy:
York High School's Student Handbook outlines the school-wide policy for make-up work. It states the following:
Please cut on the dotted line and hand this sheet in to Ms. Michaud
WEB DEVELOPMENT I SYLLABUS
Student’s Name:_________________________ Book No:__________
I have read and understand this syllabus and the requirements of this course.
Student’s Signature Date
Parent Signature Date
Parent E-Mail: ___________________ Parent Phone Number: ______________
Preferred Method of Contact: E-Mail Phone Call
Best Time To Call: ______________________
IGNORE BELOW THIS LINE
Whenever you have extra time, please update your e-portfolio and add the pages on the left navigation bar that we haven't done in class yet. Use your problem solving skills and previous handout to do this.
SAMPLE STUDENT E-PORTFOLIO: https://sites.google.com/site/yhsportfolio/
MS. MICHAUD'S E-PORTFOLIO: https://sites.google.com/site/michaudportfolio
DEAR STUDENTS: I am still quite ill and apologize for not being there for you. Please e-mail me with any questions you have regarding your work and submit all work using the same protocol that we have been using (zip the folder and send to me as an attachment (firstname.lastname@example.org). Also, please continue to help each other out. I would also like Beth Hall and Matt Carroll to give their lessons, even in my absence. I will ask the sub and you for feedback. Your assignments for the next three classes are:
WEB I WEEKLY AGENDA: January 3 - End-of-Semester
Web Pages #4 and #5--Follow e-mail instructions and those on the corresponding web page navigation bars to the left. Matt Carroll and Beth Hall will be assigned a group of students to help you with this.
TEAM HALL: Brittnee Brennan, David Bresnahan, Cristian Davila, Ricky Festa, Nick Goulette, Drew Handley, and Frankie Hines
TEAM CARROLL: Shane Hughes, Jacob Johnson, Shenelle Letourneau, Bailey McKenna, Fran Mendoza, and Hope Reed.