This week we will cover more basic tools and functions in Photoshop.

Topics we will cover:

  • Resizing Images
  • Content aware tool
  • Adjustment layers & Layer Masks


This week we will cover basic tools and functions in Illustrator.

Topics we will cover:

  • Opening and saving files in various formats
  • Creating Vector Graphics
  • Design Principles & Elements
  • Working with Typography
  • Anchor Points

Monday - 8/28/17

Period 1 Students (Design 2 & 3) 

  1. Bell Ringer (10 minutes): Watch the following video
  2. Activity Review & Tutorial (20 minutes): Working with type in Illustrator
  3. Activity (60 minutes): Working with type in Illustrator 
  • Create 6 artboards
  • Each artboard represents a Principle of Design
  • Using TEXT ONLY demonstrate the principle of design on each separate artboard.

Period 3 & 4 Students (Design 1)

  1. 30 Mins: Finish your assignment from Friday. Email a screenshot of your finished work with a reflection. Here are the assignment details again.
  2. When you finish, watch the following video on Content Aware and complete the activity below. Make sure to save it in your assignments folder.
    1. Find and download six (6) images on
    2. In each image, use the content aware move tool to move an object to another place on the photo. Use the video you just watched as a reference.
    3. Save your screen shots in your assignments folder.

Tuesday - 8/29/17

Period 1 

  1. Today we will create Icons in Illustrator. (Click Here) to complete this step by step tutorial
  2. Once you’ve completed the tutorial, you will create a series of icons that will be used for a map. You are welcome to use color. You’ll need an icon for each of the following:
    1. Dine in Restuarant
    2. Bathroom
    3. Salon
    4. Grocery Store
    5. Fast Food Restuarant
    6. School
    7. Church
    8. Park
    9. Retail Store
    10. Library
  3. Save your icons on ONE artboard like this example. Save for web as a jpg and email it to me today.

Period 3 & 4

Activity 1: Photoshop Practice (We will do these together)

Photo 1:

Photo 2:

  • Download this file and open it in Photoshop.
  • Use a non destructive method to change the coloration of the background (the flower and leaves) to a hue and saturation adjustment called Sepia while leaving the foreground (the bird) in full color. (Sepia is a brown tint sometimes seen in very old black and white photos.)

Photo 3:

  • Download this file and open it in Photoshop
  • You have a logo image with a transparent background to be used on a web page. Without changing the original file, save as a PNG-24 at a resolution of 200 x 200 px with the name “logo.png.”

Activity 2 

  1. Review the Content Ware tool
  2. Layer styles and effects
  3. Working with type in Photoshop

Gmetrix Practice Test

  • See how much you know at this point. Compare your results from the first week of school to now.

Wednesday - 8/30/17

Period 1

  1. Complete Training test 1 on
  2. Review the Illustrator Practice Worksheet

Period 3 & 4


CLICK HERE TO Complete today’s Activity

Thursday - 8/31/17

Period 1

  1. Complete this Illustrator Activity 
  2. Email your assignment once complete.

Period 3 & 4

  1. Complete the following Activity: Photoshop Assignment 8.31.17
  2. Email a screenshot of each photo IN ONE EMAIL PLEASE!
  3. Work on your Term 1 Project

Friday - 9/1/17

Period 1

1. Review for Certification

2. Work on Self Portrait

Period 3 & 4

*Use your time wisely* I’m giving you time to work on your Self Portrait project for Term 1



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:

  • Open and save files in various formats
  • Explore Resolution & File Formats
  • Create Selections
  • Work with Layers
  • Work with Adjustment Layers


  • Open and save files in various formats
  • Create basic vector graphics
  • Identify design principles & elements
  • Work with Typography
  • Explore Anchor Points in Illustrator

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.