🗓️ Before Class: Teacher Prep
- Gather/set out: Finished second client project, Presentation space.
- 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
- How do we present a finished project so a real client actually understands and approves it?
📈 Learning Objectives
By the end of this lesson (2 Days), students will be able to:
- Formally present the second client project, explaining decisions in plain, non-designer language.
- Respond to real questions or requested changes from the client/audience.
- Document the sign-off and final deliverable as a complete case study.
📐 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.
ACP (Adobe Certified Professional) Photoshop Exam Objectives
- ACP 1.2 — Communicate with colleagues and clients about design plans.
🎓 Study this for the ACP exam: Domain 1: Working in the Design Industry
📚 Key Vocabulary
- Sign-Off
- A client's formal approval that a project is finished and ready to use.
- Plain Language
- Explaining a design decision without jargon, so someone outside the field actually understands it.
🧰 Materials & Tools
- Finished second client project
- Presentation space
🧠 Do Now (Warm-Up)
If your client asked "why did you choose this color?" right now, could you answer without using a single design term?
📋 Main Workshop / Lesson Sequence
This lesson spans 2 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Present | Presentations (35 min): each student presents to the class or a real client, in plain language. Q&A (10 min). |
| Day 2 | Document | Independent work (35 min): write up the project as a full case study (brief, process, revisions, final, sign-off) for the portfolio. |
✅ Assessment & Exit Ticket
Presentation assessed for clarity in plain language; case study checked for completeness and accuracy.
Exit Ticket: What question from your audience was hardest to answer, and what does that tell you about the project?
📊 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.