Monday - 9/25/17

Period 1 Students (Design 2 & 3) 

  1. Start the project: Creating Badges- Illustrator
  2. Quiz –

Period 3 & 4 Students (Design 1)

  1. Turn in poster design: You only have 25 minutes
  2. Complete the Photoshop Project #3 on
    1. Turn in your final design today
    2. Answer the following questions: PS Practice Quiz 1

Tuesday - 9/26/17

Period 1 

60 mins: Creating Badges- Illustrator

30 mins: Review Certification

Period 3-4

30 mins: Photoshop Practice

60 mins: Complete Photoshop Project 3 on

Wednesday - 9/27/17

Period 1

Badges Project

  • Continue working on your badges

Period 3 & 4


  • The 5 Phases of the design process
  • Printing concepts
  • Target audience


Complete Project 3 on

  • Once complete, go to Project 7.

Thursday - 9/28/17

Period 1

Creating Badges- Illustrator

Periods 3 & 4

Complete project 3 & 7 on

Friday - 9/29/17

Period 1

Turn in your completed Badges: Creating Badges- Illustrator

Period 3 & 4

Let’s have fun today. Here is your assignment:

Fun Flyer Activity



Demonstrate proficiency in Photoshop

Demonstrate proficiency in Illustrator

Reading & Writing

NGSS 01.0 Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Digital Design.

NGSS 02.0 Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Digital Design.


Students will:

  • Identify the purpose, audience, and audience needs for preparing images.
  • Demonstrate knowledge of standard copyright rules for images and image use.
  • Demonstrate knowledge of project management tasks and responsibilities.
  • Communicate with others (such as peers and clients) about design plans.


  • Demonstrate an understanding of and select the appropriate features and options required to manage color, pattern, and gradient swatches.
  • Demonstrate an understanding of vector drawing concepts.
  • Demonstrate knowledge of how to work with brushes, symbols, graphic styles, and patterns.
  • Demonstrate knowledge of layers and masks.

Teaching Strategies DQ2 - DQ9

DQ2   What strategies will you use to preview/introduce new content? (include tangible resources you plan to use)

Verbal instruction, demonstrations to reinforce concepts and promote understanding. Hand signals will be used to manage response rate. Response chaining will be used when possible.

DQ3 How do you plan to differentiate instruction (What strategies will you use) to help all students’ process this new information?  (include tangible resources you plan to use)

Critique, cooperative learning, concept mapping, student demonstrations, classroom discussion utilizing real project case study, Independent learning/activity (Video tutorials)

DQ4 How will you challenge students to achieve higher levels of cognitive complexity? (include tangible resource, strategies do  you plan to use)

Redirect to more challenging assignments based on the new knowledge. Guiding students to elaborate by using question sequences.

DQ5 What interventions will you employ when students are not engaged?  (as needed)

Reengage the classroom via a whole class activity, Use proximity, questioning or eye contact to re-engage students

DQ6 What classroom routines do you need to reinforce or classroom layout do you need to change to improve instruction?

I will provide the students with assigned computer stations, reassign students as needed.

DQ7 How will I get students to follow classroom rules?

Rules are posted and visible, verbal warnings

DQ8 What strategies will you employ to maintain an effective relationship with your students? (as needed)

Understand their interests and abilities, respect their differences, motivate and support them when they are in self-doubt, smile…a lot, provide a user-friendly, non-threatening classroom environment, be cognitive of their individual growth and development, give verbal/nonverbal cues that are affectionate in nature, give praise and encouragement, be honest,  employ humor, be consistent with limits and boundaries, promote independence

DQ9 How will you reach those students that have low expectations? 

Speak with student 1:1 in order that they are given the opportunity to identify their strengths/weaknesses, utilize the EDW results, tailor instruction accordingly to promote a sense of accomplishment, 1:1 tutoring, peer support, review content with oral presentation/feedback, rewording of questions for evaluation of comprehension, vary instruction, i.e. instead of a test, give an alternative assignment or research project, retesting; phone call to parent/guardian requesting their support and involvement in student progress.