🗓️ Before Class: Teacher Prep
- Gather/set out: Computer with internet access, A case study, interview, or video of a working designer (teacher-provided).
- If today includes physical/hands-on work: make sure the classroom cameras are charged, working, and have a cleared SD card ready for photo uploads.
- Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.
🧑🏫 Substitute Teacher Guide
A scripted, step-by-step runsheet for today's class -- hand this to anyone covering the room who doesn't know the daily routine.
- Day 1: 📋 Open Substitute Guide
- Day 2: 📋 Open Substitute Guide
🎯 Essential Question
- What does a real working designer's day-to-day job actually look like?
📈 Learning Objectives
By the end of this lesson (2 Days), students will be able to:
- Identify at least 3 tasks a working designer does in a typical week.
- Research one design career of personal interest and connect it to a skill learned this semester.
- Present findings to the class in a short share-out.
📐 Standards Alignment
CDOS (Career Development & Occupational Studies)
- CDOS 1 — Career Development -- students will be able to explain the range of career choices, and identify personal interests, skills, and aptitudes that relate to those choices.
- CDOS 2 — Integrated Learning -- students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
- CDOS 3a — Universal Foundation Skills -- basic literacy, communication, and problem-solving skills required for a career.
📚 Key Vocabulary
- Design Career Path
- A specific job or specialization within the broader design field (e.g. UX designer, production artist, art director).
🧰 Materials & Tools
- Computer with internet access
- A case study, interview, or video of a working designer (teacher-provided)
🧠 Do Now (Warm-Up)
If you could ask a professional designer one question about their job, what would it be?
📋 Main Workshop / Lesson Sequence
This lesson spans 2 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Meeting a Working Designer | Do Now (5 min, above). Mini-lesson (10 min): a quick review of design career paths from Grade 9. Watch/read (10 min): a case study or interview with a working designer. Guided discussion (15 min): what skills from this class connect to that career? Notes (5 min). |
| Day 2 | Research & Share | Do Now (5 min). Independent research (30 min): research one design career of personal interest, connecting it to a skill learned this semester. Share/present (10 min): a short share-out to the class. |
✅ Assessment & Exit Ticket
Research notes + share-out checked for a specific, real connection between the career and a skill from this semester.
Exit Ticket: Name one skill from this class that would transfer directly to the career you researched.
📊 Pull up the anonymous Class Check-In for students to fill out before they go.
🧩 Differentiation & Accommodations
English Language Learners: provide translated or bilingual glossaries, visuals, and sentence frames; pair with a peer for meaningful participation. Students with IEPs: provide extended time, step-by-step checklists, and one-on-one or small-group support as specified in each student's plan. Attention-related needs: break the task into smaller steps, use visual timers, and minimize distractions. Students who finish early: extend the task by adding a second design variation, mentoring a classmate, or writing a short reflection connecting today's skill to a career pathway.