Section 12
Sidebars
12.1 Fundamentals
12.2 Identifying Sidebars
12.3 Formatting Sidebars
12.4 Samples
12.1 Fundamentals
12.2 Identifying Sidebars
12.3 Formatting Sidebars
a. If the sidebar adds supportive information, look in the main text for specific references to its content. Then insert the sidebar at an appropriate location (after the paragraph of reference).
b. Determine the best location for the sidebar when it provides extraneous information. This may be after the final full paragraph on the page, before a heading, etc.
c. Sidebars use the full width of the braille page. (See Sample 12-4: Extraneous Information in Sidebar on page 12-8.) Exception: Follow Formats, §2.10.2i, Table of Contents guidelines when sidebars appear within the table of contents.
d. The text layout of the sidebar dictates the format used, i.e., headings (centered, cell-5, cell-7), 3-1 paragraph, nested list, poetry, etc.
e. Insert a blank line before and after a sidebar.
f. Add box lines for clarity if the content of the sidebar interrupts the flow of text. (See Formats, §7, Boxed Material.)
(Sample 12-5: Sidebar with Student Activity on page 12-9 and Sample 12-6: Sidebars at Beginning of a Lesson on page 12-10.)
g. When a sidebar is necessary for the understanding of a particular text, insert that sidebar before the related text. (See Sample 12-7: Word List in a Sidebar on page 12-12.)
12.4 Samples
Sample 12-1: Boxed Sidebar in Column, page 12-4
Sample 12-2: Boxed Sidebar within Text, page 12-5
Sample 12-3: Arrow Leads Reader to Sidebar; Difference Between Sidebar and Cross-Reference, page 12-6
Sample 12-4: Extraneous Information in Sidebar, page 12-8
Sample 12-5: Sidebar with Student Activity, page 12-9
Sample 12-6: Sidebars at Beginning of a Lesson, page 12-10
Sample 12-7: Word List in a Sidebar, page 12-12
1⠀⠀⠀⠀⠀⠀⠀⠀⠀,critical ,?9k+ ,skills #chj
2⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
3⠀444
4⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
5⠀⠀⠀⠀⠀,le>n+ ! ,skill
6⠀⠀⠀,to le>n h[ to syn!size 9=ma;n1 foll[
7⠀! /eps li/$ on ! left4 @.<2l@.>
8⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
9⠀7777777777777777777777777777777777777777
10 _4 ,analyze ea* s\rce sep>ately to "u/&
11 ⠀⠀xs m1n+4
12 _4 ,det]m9e :at 9=ma;n ea* s\rce adds to
13 ⠀⠀! subject4
14 _4 ,id5tify po9ts ( agree;t & 4agree;t
15 ⠀⠀2t ! s\rces4 ,ask3 ,c ,s\rce ,a give
16 ⠀⠀me new 9=ma;n or new ways ( ?9k+ ab
17 ⠀⠀,s\rce ;,b8
18 _4 ,f9d rela;n%ips 2t ! 9=ma;n 9 !
19 ⠀⠀s\rces4
20 gggggggggggggggggggggggggggggggggggggggg
21 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
22 444
—New Braille Page—
1⠀⠀⠀⠀⠀,applica;n ,activ;y a#chj2⠀⠀⠀,f9d two s\rces ( 9=ma;n on bank+
3⠀practices4 ,:at >e ! ma9 id1s 9 !
4⠀s\rces8 ,h[ does ea* s\rce add to yr
5⠀"u/&+ ( ! topic8
6⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
7⠀⠀⠀⠀⠀⠀⠀^1,practice & ^1assess key skills
8⠀⠀⠀⠀⠀) .7,skillbuild] ,9t]active ,"wbook1
9⠀⠀⠀⠀⠀,level #b4.'
1⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀,use ,vocabul>y ,c#gh
2⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
3⠀⠀⠀⠀⠀,*oose ! correct t]m f ! li/ to
4⠀⠀⠀⠀⠀complete ea* s5t;e4
5⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
6⠀assault1 ,c#de
7⠀f/-degree burn1 ,c#gf
8⠀flammable1 ,c#ei
9⠀gang1 ,c#ed
10 h1t/roke1 ,c#fg
11 homicide1 ,c#de
12 hypo!rmia1 ,c#fg
13 %ock1 ,c#ge
14 ⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀
15 #a4 ,if a mat]ial is able to cat* fire
16 ⠀⠀easily1 x is .-4
17 #b4 ,a physical attack or ! ?r1t ( a
18 ⠀⠀physical attack is an example ( .-4
19 444