12th Grade — Phase 3, Unit C2: Going Deeper: Studio Job Sprint: One More Real Request

🗓️ Before Class: Teacher Prep

Gather/set out: An assigned real studio request (in-room track), A piece of outside work (internship/college track).
Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.
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.

🖥️ 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.

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.

🎯 Essential Question

With everything we've learned this year, how efficiently can we run a full job now compared to the first time?

📈 Learning Objectives

By the end of this lesson (4 Days), students will be able to:

Independently run one more complete real studio job, start to finish, on the studio track.
On the internship/college track, bring in and critique one real piece of outside work using this program's design vocabulary.
Compare their speed and confidence on this job to their very first studio job cycle earlier in the year.

📐 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).

Industry Standards (CCTC)

AR-PRT 1 — Manage the printing process including customer service and sales, scheduling, production and quality control to deliver products that meet customer needs and expectations.

📚 Key Vocabulary

Turnaround Time: How long it actually takes to complete a job from intake to delivery -- a real, trackable measure of growth.
Design Vocabulary: The specific, shared terms (hierarchy, alignment, contrast, and more) this program uses to talk about what's working and what isn't.

🧰 Materials & Tools

An assigned real studio request (in-room track)
A piece of outside work (internship/college track)

🧠 Do Now (Warm-Up)

Compare this job to your very first one this year -- what part of the process feels different now?

📁 Portfolio Update — Once a Week

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.

✍️ 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 “Studio Job Sprint: One More Real Request.” This project asked: “With everything we've learned this year, how efficiently can we run a full job now compared to the first time?” I used Turnaround Time 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 4 Days. Suggested pacing:

Day	Focus	Plan
Day 1	Intake & Plan	Independent work (35 min): confirm the brief and plan the approach.
Day 2	Produce	Independent work (35 min): build toward a strong draft.
Day 3	Revise & Approve	Independent work (35 min): get feedback, revise, and secure sign-off.
Day 4	Deliver & Reflect	Independent work (25 min): produce final and deliver/install. Write (15 min): compare your speed and confidence to your first job cycle this year.

✅ Assessment & Exit Ticket

Job completed to the same rubric used earlier this year; reflection checked for a specific, honest comparison of growth.

Exit Ticket: What's now automatic for you that used to take real conscious effort?

📊 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.