🗓️ Before Class: Teacher Prep
- Gather/set out: Index cards or a class set of the year's vocabulary terms, Simple game materials (points board, timer, or team markers).
- Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.
🧑🏫 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
🎯 Essential Question
- How much of this year's ACP-related vocabulary can we recall and apply?
📈 Learning Objectives
By the end of this lesson (2 Days), students will be able to:
- Recall and correctly define at least 20 vocabulary terms from across the year.
- Apply vocabulary in a game-based, low-stakes review setting.
- Identify personal areas of strength and weakness before the ACP exam and PBAT.
📐 Standards Alignment
CDOS (Career Development & Occupational Studies)
- CDOS 1 — Career Development -- students will be able to explain the range of career choices, and identify personal interests, skills, and aptitudes that relate to those choices.
- 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 1.1 — Identify the purpose, audience, and audience needs for preparing images.
- ACP 1.4 — Demonstrate knowledge of key terminology related to digital images.
- ACP 1.5 — Demonstrate knowledge of basic design principles and best practices employed in the design industry.
- ACP 2.2 — Navigate, organize, and customize the application workspace.
- ACP 3.1 — Use layers to manage design elements.
- ACP 4.1 — Use core tools and features to create visual elements.
- ACP 5.2 — Export or save digital images to various file formats.
🎓 Study this for the ACP exam: Domain 1: Working in the Design Industry · Domain 2: Project Setup and Interface · Domain 3: Organizing Documents · Domain 4: Creating and Modifying Visual Elements · Domain 5: Publishing Digital Media
📚 Key Vocabulary
- ACP Exam Domain
- One of the 5 major skill categories the Adobe Certified Professional exam is organized around.
🧰 Materials & Tools
- Index cards or a class set of the year's vocabulary terms
- Simple game materials (points board, timer, or team markers)
🧠 Do Now (Warm-Up)
Without looking anything up, list as many vocabulary terms from this year as you can in 90 seconds.
📋 Main Workshop / Lesson Sequence
This lesson spans 2 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Team Review Game, Round 1 | Do Now (5 min, above). Mini-lesson (5 min): explain the game rules and team setup. Team review game (25 min): teams compete to define and use vocabulary terms correctly. Debrief (10 min): which terms tripped teams up the most? |
| Day 2 | Round 2 & Self-Check | Do Now (5 min): pick 2 terms you personally want to review. Team review game, round 2 (25 min): a second round covering the trickiest terms plus new ones. Self-check (10 min): list your 3 strongest and 3 weakest vocabulary areas. Share (5 min). |
✅ Assessment & Exit Ticket
Participation + self-check list reviewed; no formal grade -- this is a low-stakes review day.
Exit Ticket: Name your 2 strongest vocabulary areas from this year and 1 you still want to review before the ACP exam.
📊 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.