9th Grade — Unit 3.5: Extension & Enrichment (Optional): Redesign Challenge: Applying Peer Feedback

🗓️ Before Class: Teacher Prep

Gather/set out: Portfolio work from Unit 3, Sticky notes, Pencils, colored pencils.
If today includes physical/hands-on work: make sure the classroom cameras are charged, working, and have a cleared SD card ready for photo uploads.
Print today's student handouts (see 🖨️ Student Handouts below) in the language versions your class needs.
Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.

🖨️ Student Handouts (print, one per class day)

Word + picture + definition + a short writing task for that day's vocabulary, in English, Spanish, French, Arabic, and Simplified Chinese.

Day 1: EN · ES · FR · AR · ZH
Day 2: EN · ES · FR · AR · ZH

🖥️ 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.

Day 1

Open / download this slide PDF

Day 2

Open / download this slide PDF

🧑‍🏫 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 does peer feedback make our design work stronger, and how is that exactly what happens in a real client relationship?

📈 Learning Objectives

By the end of this lesson (2 Days), students will be able to:

Give specific, vocabulary-rich feedback on a classmate's Unit 3 piece, using the "I notice / I wonder" protocol.
Identify one piece of their own work to revise based on feedback received.
Redesign that piece, applying at least 2 specific changes.
Explain how this whole cycle -- share a draft, get specific feedback, revise -- is the same cycle a professional designer runs with a real client.

📐 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 1.5 — Demonstrate knowledge of basic design principles and best practices employed in the design industry.

🎓 Study this for the ACP exam: Domain 1: Working in the Design Industry

📚 Key Vocabulary

Critique: Structured, specific feedback on a piece of work, focused on what's working and what could improve.
Revision: Making a deliberate change to a piece of work based on feedback or a new idea.
Feedback Cycle: The repeating loop of sharing a draft, receiving specific feedback, and revising -- the same loop a designer runs with a client, just with classmates standing in for now.

🧰 Materials & Tools

Portfolio work from Unit 3
Sticky notes
Pencils, colored pencils

🧠 Do Now (Warm-Up)

Flip through your Unit 3 pieces. Which one do you think could still be improved, and why?

📤 How You Submit This — For Credit

Your physical projects don't stay in the classroom past the day you finish them -- you're responsible for your own completed work, the same way you'd be responsible for it in any job. The one exception is your class notebook: it has its own designated spot in the room (ask your teacher exactly where), and most students leave it there day to day -- but it's yours, so if you'd rather keep it with you or bring it home to study from, that's your call. Either way, always know where your own notebook actually is. Before a finished physical piece leaves your hands for good: ask your teacher for one of the classroom cameras, photograph your finished (or in-progress) work, then plug that camera's SD card into a classroom computer and upload the photo into your portfolio folder. That uploaded photo, with a short caption, IS your submission for credit -- the photo is what gets kept and graded, not the physical piece.

📁 Portfolio Update — Once a Week

Once a week (e.g. every Friday, or your class's last meeting of the week), photograph or save your best finished or in-progress piece from that week into your portfolio folder (a physical folder for now, or a Google Drive folder once one is set up) with a 1-2 sentence caption: what it is, and one skill it shows. In Grade 10 this becomes your Google Sites portfolio -- keep adding to it weekly from here on so you're not trying to reconstruct a whole semester of work at the end.

✍️ 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 “Redesign Challenge: Applying Peer Feedback.” This project asked: “How does peer feedback make our design work stronger, and how is that exactly what happens in a real client relationship?” I used Critique 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 2 Days. Suggested pacing:

Day	Focus	Plan
Day 1	Giving Feedback	Do Now (5 min, above). Mini-lesson (10 min): recap the "I notice / I wonder" protocol from earlier in Unit 3 -- what makes feedback useful vs. not useful (specific, kind, actionable). Guided practice (10 min): as a class, practice giving feedback on a sample piece. Independent peer critique (15 min): critique 2 classmates' pieces using sticky notes, the protocol, and design vocabulary. Share (5 min).
Day 2	Redesign	Do Now (5 min): read your feedback and pick 2 specific changes to make. Mini-lesson (5 min): this is exactly the cycle a designer runs with a real client -- share a draft, get specific feedback, revise, and repeat, sometimes several times, before a project is "done." A first version getting changed isn't a failure; it's the job working correctly. Independent redesign (25 min): redesign your piece, applying at least 2 specific changes from feedback. Share (5 min).

✅ Assessment & Exit Ticket

Redesigned piece + feedback notes scored with a rubric: at least 2 specific, feedback-driven changes are visible.

Exit Ticket: What's one thing you changed based on feedback, and why? How is that similar to what might happen with a real client?

📊 Pull up the anonymous Class Check-In for students to fill out before they go.

🧩 Differentiation & Accommodations

English Language Learners: provide translated or bilingual glossaries, visuals, and sentence frames; pair with a peer for meaningful participation. Students with IEPs: provide extended time, step-by-step checklists, and one-on-one or small-group support as specified in each student's plan. Attention-related needs: break the task into smaller steps, use visual timers, and minimize distractions. Students who finish early: extend the task by adding a second design variation, mentoring a classmate, or writing a short reflection connecting today's skill to a career pathway.

🔗 Resources & References

None beyond this lesson's materials.