🗓️ Before Class: Teacher Prep
- Gather/set out: Access to specialization equipment (camera/editor, 3D printer, or large-format printer), Careers in Design hub (site/careers.html).
- 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
- What happens when we take one production skill from 'competent' to genuinely strong?
📈 Learning Objectives
By the end of this lesson (4 Days), students will be able to:
- Choose one specialization (video, 3D/product design, or large-format print) based on real interest and career direction.
- Plan and produce a single, more ambitious piece in that specialization than anything attempted earlier in the program.
- Connect the specialization to a specific career from the Careers in Design hub, including its real entry requirements.
📐 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 3b — Career Majors -- knowledge and skills required for success within a specific career pathway (here, Digital Design).
Industry Standards (CCTC)
- AR-VIS 3 — Analyze and create two- and three-dimensional art forms using various media.
- AR-VIS 3-3 — Analyze multimedia applications of software/hardware for the purposes of visual communication.
📚 Key Vocabulary
- Specialization
- Choosing to go deep in one production area instead of staying general across all of them.
- Ambitious Piece
- A project scoped to be genuinely harder than your past work, not just another version of something you've already mastered.
🧰 Materials & Tools
- Access to specialization equipment (camera/editor, 3D printer, or large-format printer)
- Careers in Design hub (site/careers.html)
🧠 Do Now (Warm-Up)
Of video, 3D/product design, and large-format print, which one do you actually want to get better at -- not which one is easiest?
📋 Main Workshop / Lesson Sequence
This lesson spans 4 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Choose & Plan | Do Now (5 min, above). Research (15 min): read the matching career page on the Careers hub for entry requirements and typical projects. Plan (20 min): scope a specific, ambitious piece in your chosen specialization. |
| Day 2 | Produce | Independent production work (40 min), teacher circulating for technical support. |
| Day 3 | Produce & Refine | Independent production work (40 min), pushing the piece further than a first draft. |
| Day 4 | Finish & Reflect | Finish (25 min). Write (15 min): a short reflection connecting this piece to the career page's stated entry requirements -- which ones does this piece prove you can meet? |
✅ Assessment & Exit Ticket
Finished specialization piece assessed for genuine ambition and technical control; reflection checked for a specific, accurate connection to real entry requirements.
Exit Ticket: Where does this piece put you against that career's real entry-level bar -- ahead, on track, or with a specific gap to close?
📊 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.