🗓️ Before Class: Teacher Prep
- Gather/set out: Computer with Photoshop, Print, web, and video delivery-scenario cards.
- Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.
- Heads-up -- This is exam-relevant: This lesson maps directly to an Adobe Certified Professional (ACP) exam domain. Keep a running personal vocabulary list all year -- it becomes your exam study guide. See the ACP Exam Prep section for a full study guide and practice questions.
🧑🏫 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
This is exam-relevant
This lesson maps directly to an Adobe Certified Professional (ACP) exam domain. Keep a running personal vocabulary list all year -- it becomes your exam study guide. See the ACP Exam Prep section for a full study guide and practice questions.
🎯 Essential Question
- How do we correctly prepare and export the same design for print, web, and video?
📈 Learning Objectives
By the end of this lesson (2 Days), students will be able to:
- Set up and export a document correctly for print (CMYK, 300 DPI, bleed) vs. web (RGB, 72 DPI) vs. video (correct pixel dimensions/frame considerations).
- Choose the correct file format (PSD, JPG, PNG, TIFF) for a given delivery scenario.
- Check a file against a delivery checklist before calling it 'done.'
📐 Standards Alignment
CDOS (Career Development & Occupational Studies)
- CDOS 2 — Integrated Learning -- students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
- CDOS 3a — Universal Foundation Skills -- basic literacy, communication, and problem-solving skills required for a career.
- CDOS 3b — Career Majors -- knowledge and skills required for success within a specific career pathway (here, Digital Design).
ACP (Adobe Certified Professional) Photoshop Exam Objectives
- ACP 5.1 — Prepare images for export to web, print, and video.
- ACP 5.2 — Export or save digital images to various file formats.
🎓 Study this for the ACP exam: Domain 5: Publishing Digital Media
📚 Key Vocabulary
- Bleed
- Extra image area extending past the trim line so a printed design has no unwanted white edge.
- CMYK vs. RGB
- CMYK is used for print; RGB is used for anything viewed on a screen.
- Export Checklist
- A final review of a file's settings, resolution, and format before delivering it to a client or printer.
🧰 Materials & Tools
- Computer with Photoshop
- Print, web, and video delivery-scenario cards
🧠 Do Now (Warm-Up)
If you send a beautiful, high-resolution print poster file to a website instead, what might go wrong?
📋 Main Workshop / Lesson Sequence
This lesson spans 2 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Export Settings | Do Now (5 min). Mini-lesson (20 min): setting up documents correctly for print (with bleed), web, and basic video considerations; comparing file formats and when to use each. Guided practice (15 min): practice exporting one sample file all 3 ways. Share (5 min). |
| Day 2 | Applying It | Do Now (5 min). Independent practice (35 min): given a finished design, correctly export 3 versions (print, web, video-ready) and check each against a delivery checklist. Share (5 min). |
✅ Assessment & Exit Ticket
All 3 exported versions checked against the delivery checklist for correct resolution, color mode, and file format.
Exit Ticket: Which delivery scenario (print, web, or video) do you think is easiest to mess up, and why?
📊 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.