🗓️ Before Class: Teacher Prep
- Gather/set out: Notes from Unit B history lessons, Computer with Photoshop/Illustrator/Figma, Printer for proofs.
- 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
- Day 3: 📋 Open Substitute Guide
- Day 4: 📋 Open Substitute Guide
🎯 Essential Question
- How can a historical design movement inspire a modern advertising campaign for a real audience?
📈 Learning Objectives
By the end of this lesson (4 Days), students will be able to:
- Select one movement studied in Unit B and identify 3 specific visual techniques from it.
- Define a target audience and purpose for an original ad campaign.
- Design a 3-piece campaign (e.g. poster + social ad + one more format) that deliberately uses techniques from the chosen historical movement.
📐 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.
- 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.
- ACP 1.5 — Demonstrate knowledge of basic design principles and best practices employed in the design industry.
- ACP 4.1 — Use core tools and features to create visual elements.
- ACP 4.2 — Add and manipulate text using appropriate typographic settings.
🎓 Study this for the ACP exam: Domain 1: Working in the Design Industry · Domain 4: Creating and Modifying Visual Elements
📚 Key Vocabulary
- Ad Campaign
- A coordinated series of ads across multiple formats built around one central message or goal.
- Visual Consistency
- Using shared colors, type, and imagery across every piece in a campaign so it reads as one system.
- Homage
- Deliberately referencing an earlier style or artist's technique as a form of respect or inspiration.
🧰 Materials & Tools
- Notes from Unit B history lessons
- Computer with Photoshop/Illustrator/Figma
- Printer for proofs
🧠 Do Now (Warm-Up)
Pick one design movement from Unit B. In one sentence, what makes it instantly recognizable?
📋 Main Workshop / Lesson Sequence
This lesson spans 4 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | 1 | Plan: students choose a movement, research it a bit further, and define their campaign's target audience and purpose. |
| Day 2 | 2 | Design -- piece 1: students build the first campaign piece (e.g. poster), deliberately applying at least 3 techniques from the chosen movement. |
| Day 3 | 3 | Design -- pieces 2 & 3: students complete the remaining campaign pieces, keeping visual consistency across all 3. |
| Day 4 | 4 | Critique & finalize: peer critique using "I notice / I wonder" to check that the historical inspiration is genuinely visible and the campaign is consistent; final revisions and export -- treat this round of changes the same way a client round would go. |
✅ Assessment & Exit Ticket
Campaign scored with a rubric: clear target audience/purpose, at least 3 specific techniques from the chosen movement genuinely applied, visual consistency across all 3 pieces.
Exit Ticket: Name the 3 specific techniques from your chosen movement that you used, and point to where each appears in your campaign.
📊 Pull up the anonymous Class Check-In for students to fill out before they go.
🧩 Differentiation & Accommodations
English Language Learners: model every step live, then check in one-on-one; provide translated materials and vocabulary support as needed. Students with IEPs: apply the accommodations and modifications listed in each student's plan (examples include extended time, graphic organizers, speech-to-text tools, chunked instructions, and visual schedules). Students with attention-related needs: break tasks into short, checklist-driven steps and provide brief movement or focus breaks. Students ready for a challenge: take on a leadership role critiquing peers' work, extend the project with a second iteration, or research how today's skill is used professionally in the field.