11th Grade — Unit G: Beyond the PBAT: What's Next: Previewing 12th Grade's Design Studio

🗓️ Before Class: Teacher Prep

Gather/set out: Careers in Design hub (site/careers.html), Notebook/journal.
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.

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.

📋 Open Substitute Guide

🎯 Essential Question

Now that the PBAT is behind us, what does senior year in this program actually look like?

📈 Learning Objectives

By the end of this lesson (1 Day), students will be able to:

Describe the two phases of 12th grade: yearbook production, then a school-based design studio taking real client jobs.
Identify at least one specialization area (video, 3D/product design, UX, or illustration) they want to go deeper on this year.
Browse the Careers in Design hub and name one specific career they want to research further.

📐 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.

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

Specialization: Choosing to go deep in one skill area instead of staying general across all of them.
Design Studio Model: A classroom run like a real agency, taking in requests and delivering finished work to real clients.

🧰 Materials & Tools

Careers in Design hub (site/careers.html)
Notebook/journal

🧠 Do Now (Warm-Up)

If you had to pick ONE skill from this year to get dramatically better at before graduation, what would it be?

📁 Portfolio Update — Once a Week

Once a week (e.g. every Friday, or your class's last meeting of the week), add your best finished or in-progress work to a running portfolio folder with a 1-2 sentence caption: what it is, what skill or standard it shows. This becomes your formal Google Sites portfolio in Unit F -- keep it current all year so you're not scrambling right before your PBAT and portfolio review.

✍️ 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 “What's Next: Previewing 12th Grade's Design Studio.” This project asked: “Now that the PBAT is behind us, what does senior year in this program actually look like?” I used Specialization 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

Whole-class preview (15 min): what 12th grade actually looks like, from the yearbook through real studio jobs. Browse (20 min): explore the Careers in Design hub and its 12 career deep-dives. Choose (10 min): each student names one specialization direction for this unit.

✅ Assessment & Exit Ticket

Specialization choice recorded, with one specific reason tied to a real career from the hub.

Exit Ticket: Which specific career page did you look at, and what surprised you about its entry requirements?

📊 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.

🔗 Resources & References

None beyond this lesson's materials.