10th Grade — Unit 12: Going Further: Career Deep-Dive: Matching Yourself to a Path

🗓️ Before Class: Teacher Prep

Gather/set out: Careers in Design hub (site/careers.html), Own work from this year.
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.

🖥️ Slide Deck (project or share with students)

Short, on-the-board pacing slides for today's Do Now, agenda, vocabulary, and exit ticket -- the full detail lives in the handout above, not here.

Day 1

Open / download this slide PDF

Day 2

Open / download this slide PDF

🧑‍🏫 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

How does my actual work right now compare to what a real entry-level design job expects?

📈 Learning Objectives

By the end of this lesson (2 Days), students will be able to:

Choose one career from the Careers in Design hub and study its requirements, income data, and listed projects.
Compare their own current portfolio to that career's entry-level expectations.
Name 2 specific skills to build before 11th grade ends to close any gap.

📐 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 3b — Career Majors -- knowledge and skills required for success within a specific career pathway (here, Digital Design).

ACP (Adobe Certified Professional) Photoshop Exam Objectives

ACP 1.1 — Identify the purpose, audience, and audience needs for preparing images.

🎓 Study this for the ACP exam: Domain 1: Working in the Design Industry

📚 Key Vocabulary

Entry-Level Requirements: What a job realistically expects from someone with little to no professional experience yet.

🧰 Materials & Tools

Careers in Design hub (site/careers.html)
Own work from this year

🧠 Do Now (Warm-Up)

Pick one career from the hub without reading its requirements yet. Guess: what do you think it actually pays entry-level?

📤 How You Submit This — For Credit

How you submit today's work depends on what kind of work it was. Physical/paper work (most of this semester so far): photograph it with a classroom camera, upload the photo from its SD card onto a computer, and save it into your portfolio -- that upload is your submission, and the physical piece itself is yours to keep, the same as in Grade 9 (your notebook is the one thing with a home base in the room, and even that's your call to bring home when you want it). Digital work (once you're producing files in Photoshop, second semester on): no camera needed -- instead, EXPORT the file. Export your finished project as a JPG, as a PNG, AND save a copy as a PSD (all three), then upload all three into your portfolio. Either way: the portfolio upload, with a description, is what actually counts as turning the assignment in for credit.

📁 Portfolio Update — Once a Week

Once a week, add your best finished or in-progress piece to your portfolio (the Google Drive folder you started in Grade 9, becoming your Google Sites portfolio in Lesson 10) with a 1-2 sentence caption: what it is, what tool/skill it used, and one thing you learned. Keep it current -- don't save it all for the portfolio-website lesson.

✍️ Example description for your Google Sites portfolio (fill in YOUR blanks -- don't just copy this):

For this piece, I made ______________ (name what you made) for “Career Deep-Dive: Matching Yourself to a Path.” This project asked: “How does my actual work right now compare to what a real entry-level design job expects?” I used Entry-Level Requirements by ______________ (explain how you used it in THIS piece). The hardest part was ______________, and I solved it by ______________. I'm proud of ______________ because ______________.

📋 Main Workshop / Lesson Sequence

This lesson spans 2 Days. Suggested pacing:

Day	Focus	Plan
Day 1	Research	Independent research (35 min): read one full career page -- requirements, income table, and portfolio projects.
Day 2	Compare & Plan	Independent work (35 min): compare your own portfolio to the career's expectations and name 2 specific skills to build before 11th grade ends.

✅ Assessment & Exit Ticket

Research and comparison checked for specific, accurate use of the real career page, not guesses.

Exit Ticket: Were you closer or further from that career's entry requirements than you expected?

📊 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.

🔗 Resources & References

None beyond this lesson's materials.