🗓️ Before Class: Teacher Prep
- Gather/set out: Large paper or poster board (1 per pair/group), Printed reference sheet of the Photoshop toolbar, Markers, pencils, Sticky notes or index cards for labeling.
- 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.
- Heads-up -- Why paper first: This project is intentionally done with pens and paper, not computers -- students learn what each tool does and looks like before ever opening the software, so the first real Photoshop session (next lesson) is about finding familiar tools, not decoding a brand-new interface.
🧑🏫 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
Why paper first
This project is intentionally done with pens and paper, not computers -- students learn what each tool does and looks like before ever opening the software, so the first real Photoshop session (next lesson) is about finding familiar tools, not decoding a brand-new interface.
🎯 Essential Question
- What are the main tools in Photoshop, and what does each one actually do?
📈 Learning Objectives
By the end of this lesson (2 Days), students will be able to:
- Identify at least 20 tools from the Photoshop toolbar by name.
- Write an accurate one-sentence definition and keyboard shortcut for each tool identified.
- Organize tools into logical groups (selection, retouching, drawing/painting, type, navigation).
📐 Standards Alignment
CDOS (Career Development & Occupational Studies)
- 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.
ACP (Adobe Certified Professional) Photoshop Exam Objectives
- ACP 2.2 — Navigate, organize, and customize the application workspace.
🎓 Study this for the ACP exam: Domain 2: Project Setup and Interface
📚 Key Vocabulary
- Toolbar
- The panel of icons in Photoshop's interface that holds all of its tools.
- Keyboard Shortcut
- A single key or key combination that activates a tool instantly without clicking it.
- Selection Tool
- Any tool used to isolate part of an image so edits only affect that area.
🧰 Materials & Tools
- Large paper or poster board (1 per pair/group)
- Printed reference sheet of the Photoshop toolbar
- Markers, pencils
- Sticky notes or index cards for labeling
🧠 Do Now (Warm-Up)
Without opening Photoshop, guess: how many total tools do you think are in its toolbar? Write your guess.
📋 Main Workshop / Lesson Sequence
This lesson spans 2 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Meet the Tools (No Computers) | Do Now (5 min): guess how many total tools are in Photoshop's toolbar. Mini-lesson (15 min): introduce tool groups (selection, crop, retouching, drawing/painting, type, shapes) using the printed reference sheet. Poster build, part 1 (20 min): in pairs, start the large paper "toolbar poster" -- draw an icon, name, definition, and shortcut for the first 2 tool groups. Check-in (5 min): compare progress with another pair. |
| Day 2 | Finish the Poster | Do Now (5 min): name 3 tools you remember from yesterday. Poster build, part 2 (30 min): finish the toolbar poster -- every tool gets a hand-drawn icon, name, plain-language definition, and keyboard shortcut. Gallery walk (10 min): compare posters and add anything you missed. |
✅ Assessment & Exit Ticket
Finished poster scored with a rubric: correct name + definition + shortcut for at least 20 tools, organized into logical groups.
Exit Ticket: Pick your favorite tool from today's poster and explain what you think you'll use it for.
📊 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.