Substitute Teacher Guide • Grade 12 • Phase 2, Unit S2: Real Client Work

The Design Process on a Real Deadline — Day 1 of 2

Today's focus: Discover & Define

⚠️ Heads-Up: This is a real client, not a hypothetical one

Treat every request the same way a professional studio would treat a paying client: confirm the brief, communicate proactively, and get sign-off before production. The staff member's satisfaction is part of the grade.

✅ Before Students Arrive

Materials needed today:
- An assigned live (or first practice) studio job
- Design process reference poster (from Grade 11)
Most students keep their class notebook at its usual spot in the room and use it every day (see routine below) -- but it's each student's own notebook, so a few may bring theirs from home instead. Either way, everyone should have one out.
Write today's Do Now on the board before the bell rings (see below).

📓 Daily Notebook Routine (students already know this)

Keep this going every day, in your class notebook: date today's entry, jot your Do Now response, add any new vocabulary word(s) from today's Key Vocabulary section (word + a quick picture + a simple definition in your own words), and take 60 seconds to sketch something connected to today's topic. This notebook is yours to study from, reference on projects, and pull evidence from later for your portfolio.

📁 Portfolio Update Reminder

Once a week, add your best finished or in-progress yearbook (or, later, studio) work to your portfolio with a 1-2 sentence caption -- and once you're in the Design Studio phase, a photo of the piece in its real, installed location if possible. This is the same evidence trail you'll use for Archive & Portfolio and any PBAT/portfolio review.

🗣️ Opening: Do Now

Write or project this, and have students start immediately:

“What feels different about a real client vs. a made-up one?”

📋 Class Plan (step by step)

Step 1 — 27 min

🗣️ Say: "Now it's your turn -- work on your own (or with your table) on the following."

📋 Independent/team work (27 min): meet with (or message) the requesting staff member to confirm the brief, audience, and purpose; write a clear problem statement.
Step 2 — 5 min

🗣️ Say: "Let's hear from a few people before we move on."

📋 Share (5 min).

🔑 Vocabulary Introduced Today

Live Job: An actual, real request from a school staff member, as opposed to a class exercise.

✅ Wrap-Up: Exit Ticket

A few minutes before the bell, say: "Time to finish your exit ticket."

“What is your problem statement for this job, in one sentence?”

Collect exit tickets (or have students leave them in the usual spot) for the regular teacher to review.

⏳ If You're Short on Time

Protect the Do Now and the Exit Ticket above all else -- those are how the regular teacher tracks daily progress. If a step above is optional/homework, or is a "share out"/discussion step, shorten or skip it first.

⏳ If Students Finish Early

Have them keep working in their notebook: add extra detail to today's vocabulary sketch, review previous vocabulary, or -- if this is a portfolio update week for this class -- work on their portfolio. Early finishers should never be idle or distracting to classmates still working.

📝 For the Regular Teacher (fill in ahead of time)

Regular teacher's name / how to reach them: ______________________________
Where finished work / exit tickets go: ______________________________
Front office extension / emergency contact: ______________________________
Anything else this class needs to know today: ______________________________