🗓️ Before Class: Teacher Prep
- Gather/set out: Computer with Google Forms/Docs, Sample client-brief templates (from Grade 9/11 Unit 1).
- 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 teachers, admin, and other staff actually request a design job from our studio?
📈 Learning Objectives
By the end of this lesson (2 Days), students will be able to:
- Design a client request form/process capturing what's needed, purpose, audience, and deadline.
- Explain why a clear intake process protects both the studio and the client from miscommunication.
- Share the finished intake system with school staff.
📐 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).
Industry Standards (CCTC)
- AR-PRT 1-2 — Apply knowledge of services, equipment, capabilities, workflow process, data acquisition and technology to deliver customer service.
📚 Key Vocabulary
- Intake
- The process of formally receiving and recording a new request before work begins.
- Client Brief
- A written summary of what a client needs, why, for whom, and by when.
- Turnaround Time
- How long a studio needs to complete a job from request to delivery.
🧰 Materials & Tools
- Computer with Google Forms/Docs
- Sample client-brief templates (from Grade 9/11 Unit 1)
🧠 Do Now (Warm-Up)
Think back to the Client & Designer unit from earlier grades. What questions should we always ask before starting a job?
📋 Main Workshop / Lesson Sequence
This lesson spans 2 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Design the Form | Do Now (5 min): what questions should we always ask before starting a job? Mini-lesson (8 min): what a good intake form needs to capture. Build (27 min): as a class, build an intake form/request process capturing the requester's info, what they need, purpose, audience, and deadline. Share draft (5 min). |
| Day 2 | Publish & Share | Do Now (5 min). Finalize (20 min): review and polish the form. Plan rollout (10 min): decide how staff will be told it exists (email, flyer, staff meeting announcement). Pilot (10 min): share it with a few staff members as a pilot and note their first reactions. |
✅ Assessment & Exit Ticket
Intake form tested with at least one real or mock request before being shared school-wide.
Exit Ticket: What is one question on our intake form that you think will save the studio the most time or trouble later?
📊 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.