11th Grade — Unit G: Beyond the PBAT: Real Client Project: A Second Full Brief

🗓️ Before Class: Teacher Prep

Gather/set out: A real or realistic client brief, Specialization tools from the previous lesson.
Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.

🖥️ Slide Deck (project or share with students)

Short, on-the-board pacing slides for today's Do Now, agenda, vocabulary, and exit ticket -- the full detail lives in the handout above, not here.

🧑‍🏫 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.

🎯 Essential Question

How does a second real client project go differently than the first one this year?

📈 Learning Objectives

By the end of this lesson (5 Days), students will be able to:

Take on a second, different real or client-style brief (distinct from the logo/brand/ad campaign trio completed earlier).
Apply their chosen specialization from the previous lesson inside a real project constraint.
Manage the full brief independently, with less teacher scaffolding than earlier client projects.

📐 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 1.2 — Communicate with colleagues and clients about design plans.
ACP 4.4 — Transform digital graphics and media.

🎓 Study this for the ACP exam: Domain 1: Working in the Design Industry · Domain 4: Creating and Modifying Visual Elements

📚 Key Vocabulary

Brief: The written description of what a client needs, used to guide every decision on a project.
Scope: Exactly what is and isn't included in a project -- keeping a brief from quietly growing bigger than agreed.

🧰 Materials & Tools

A real or realistic client brief
Specialization tools from the previous lesson

🧠 Do Now (Warm-Up)

What's one thing you'd do differently on a client project now that you didn't know to do on your very first one this year?

📁 Portfolio Update — Once a Week

Once a week (e.g. every Friday, or your class's last meeting of the week), add your best finished or in-progress work to a running portfolio folder with a 1-2 sentence caption: what it is, what skill or standard it shows. This becomes your formal Google Sites portfolio in Unit F -- keep it current all year so you're not scrambling right before your PBAT and portfolio review.

✍️ Example description for your Google Sites portfolio (fill in YOUR blanks -- don't just copy this):

For this piece, I made ______________ (name what you made) for “Real Client Project: A Second Full Brief.” This project asked: “How does a second real client project go differently than the first one this year?” I used Brief by ______________ (explain how you used it in THIS piece). The hardest part was ______________, and I solved it by ______________. I'm proud of ______________ because ______________.

📋 Main Workshop / Lesson Sequence

This lesson spans 5 Days. Suggested pacing:

Day	Focus	Plan
Day 1	Discover & Define	Do Now (5 min, above). Independent work (35 min): confirm the brief, ask clarifying questions, and define the problem clearly.
Day 2	Ideate	Independent work (40 min): generate multiple concept directions.
Day 3	Design	Independent work (40 min): build out the strongest concept into a real draft.
Day 4	Revise	Independent work (40 min): get feedback, revise, and prepare a final version.
Day 5	Deliver	Independent work (30 min): finalize and deliver. Reflect (10 min): what made this project easier or harder than your first client project.

✅ Assessment & Exit Ticket

Full project scored with a rubric covering brief comprehension, concept range, revision quality, and final execution.

Exit Ticket: What part of managing this brief did you do with the least help from a teacher, and how did that feel?

📊 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.

🔗 Resources & References

None beyond this lesson's materials.