Monday - 10/2/17

Period 1

( 60 min ) Introduce Term 2 Project – SDPBC Book Cover Design

  • Brainstorm
  • Sketch

(30 min) Certification Review

Period 3 & 4

Complete the following tutorial TODAY!

Dramatic Text Effect in Photoshop

You should have a final design that is similar to this:

Tuesday & Wednesday - 10/3-4/17

Period 1 

  • Complete the Illustrator practice files (check your email)
  • Begin your mockup for the book cover LOGO (20 years of blazing the trail)

Period 3 & 4

What is the difference between linking and embedding files?

How do you update a smart object file and a change has been made?

Thursday - 10/5/17

Period 1

Book Cover Design:

  • Go over the PreFlight Process
  • Saving artwork in InDesign
  • Folder Management

Periods 3 & 4

  1. Watch Video:
    Adding Projects to Behance
  2. Write a reflection for your shoe advertisement & add it to Behance {Refer to the video above}
  3. Complete the following tutorial:



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.