Graphic Design
& Illustration
Practicum
1
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Table of Contents
Introduction
3
Preparation for First Day of Class
4
Useful Websites
5
Practicum Schedule
5
General Housekeeping
6
Training Station Orientation
22
History
30
Leadership
45
Management and Interpersonal Skills
62
Goin’ Global
88
Math
116
Career Exploration
133
Program Forms
162
Additional Activities
177
Career Pathways
189
Personal Management
207
Portfolios
234
Project Management
245
Scholarships
262
2
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Practicum in Graphic Design and Illustration
Introduction
This practicum is designed to be used by new and veteran teachers who would like to enhance
their students’ performance by utilizing computer-generated projects. The purpose of these
lessons is to transform the classroom into a lab setting with the students becoming self-driven
learners and the teacher taking on the role of a facilitator.
With the exception of the General Housekeeping unit, the material is adaptable and may be
presented in any order the teacher chooses. Due to the fact that there are many detailed forms
that are necessary to the onset of the school year or semester, the General Housekeeping unit
should be covered first. Detailed lesson plans are provided, which include handouts and
activities.
Each unit contains at least one multimedia presentation; therefore, the teacher will need to use
a desktop or laptop computer attached to a projector to present the materials to the class.
Customarily, students enrolled in a practicum course are placed on jobs prior to the onset of
the school year. Of course, there are often a few students who will need job placement by the
teacher once school starts. Students must be employed and a training plan must be filed within
14 days of the start of the school year. It is important that all Texas Education Agency rules are
followed and adequate records are kept, in the event of an audit by a representative from TEA.
The teacher is required to visit each training sponsor regarding student progress at least once
per each six-week grading period, regardless of whether or not the school calendar adheres to a
six week or nine week grading period.
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Preparation for the First Class Day
Classroom
• Are the students desks arranged for optimal class instruction?
• Is your desk in an area where it will be easy to manage the class? Can you see all the
computer monitors quickly or at a glance?
• Do you have everything you need already in place at your desk? (A calendar/unit planner,
grade book, pencils, pens, notepad, etc.)
• Is the furniture easy to walk around?
• Are bulletin boards prepared and attractive to students? Do you have samples of previous
work up?
• Do you have a space prepared for students to turn in work?
• Is the lighting in the room appropriate?
• Are the materials organized and easy to access?
• Do you have an emergency exit plan posted in the room?
Students/Parents
• Have you prepared the letters to the students and parents within the General
Housekeeping portion of the practicum?
• Have you prepared home folders for the students?
Instruction
• Have you prepared a script of what you are going to do the first day?
• Do you have a classroom management plan prepared?
• Do you know what procedures you are going to use to manage your class?
• Is there a sign-in paper or do you have a roll calling system in place?
• Do you have an activity or procedure for students who arrive before the bell rings?
• Do you have a grading system ready?
• Do you have ice breakers or team builders ready to do on the first day?
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Useful Websites
Texas Education Agency
www.tea.state.tx.us/
Career and Technical Education
http://cte.unt.edu/
O*NET
http://www.onetonline.org/
All Club Information
The Insert Club Name is an extension of Practicum in Graphic Design and Illustration course
instruction. Dues and registration for most of the youth organizations is conducted online.
www.tea.state.tx.us/
Parliamentary Procedure (Robert’s Rules of Order):
http://www.ohio.edu/csen/upload/gen_info_roberts_rules_of_order.pdf
Research
https://www.tsl.state.tx.us/elibrary
http://www.si.edu/
http://www.bls.gov/ooh/arts-and-design/graphic-designers.htm
Practicum Schedule
Topic
Activity
General Housekeeping
Forms
Training Station Orientation
Project
History
Notes, Activities, and Projects
Leadership
Notes, Activities, and Projects
Management and
Notes, Activities, and Projects
Interpersonal Skills
Goin’ Global
Notes, Activities, and Projects
Math
Notes, Worksheets, and Tests
Career Exploration
Notes, Activities, and Tests
Additional Activities
*Each Class Period is 45-50 minutes in length
Time Frame
5 Class Periods
12 Class Periods
7 Class Periods
15 Class Periods
20 Class Periods
10 Class Periods
20 Class Periods
10 Class Periods
9 Class Periods
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General Housekeeping: Forms
Practicum in Graphic Design and Illustration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate the characteristics necessary to
be a successful student in the Practicum in Graphic Design and Illustration program.
Specific Objectives
 Students will identify the critical rules of program operation.
 Students will explain the procedures for reporting an absence from school or work.
 Students will learn the policies and procedures of the Practicum in Graphic Design and
Illustration program.
 Students will obtain the necessary signatures on required forms.
This lesson should take five class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes or
alterations to the activities may result in the elimination of any or all of the TEKS listed.
§130.90. Practicum in Graphic Design and Illustration
(c) Knowledge and Skills
o (1) The student demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) identify and participate in training, education, or preparation for certification
to prepare for employment;
(B) identify and demonstrate positive work behaviors and personal qualities
needed to be employable such as self-discipline, self-worth, positive attitude,
integrity, and commitment;
(C) demonstrate skills related to seeking and applying for employment to find
and obtain a desired job, including identifying job opportunities, developing a
resume and letter of application, completing a job application, and
demonstrating effective interview skills;
(D) maintain a career portfolio to document work experiences, licenses,
certifications, and work samples;
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(E) demonstrate skills in evaluating and comparing employment opportunities;
(F) examine employment opportunities in entrepreneurship.
o (2) The student applies academic knowledge in art and design projects. The student is
expected to:
(A) apply English language arts knowledge and skills by demonstrating skills such
as: correct use of content, technical concepts, and vocabulary; using correct
grammar, punctuation, and terminology to write and edit documents;
composing and editing copy for a variety of written documents such as
brochures, programs, posters, flyers, and magazine covers; and
(B) apply mathematics knowledge and skills by identifying and demonstrating
skills such as: the use of whole numbers, decimals, and fractions applied to
measurement and scale; demonstrating a knowledge of arithmetic operations;
using conversion methods such as fractions to decimals and inches to points; and
applying measurement to solve a problem.
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as
figurative language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students will secure signatures on all forms, as specified by the teacher.
 Students will return all paperwork in a timely manner.
7
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Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 If possible, display each form on projector screen.
 Copy the handout sheets and rubric for the students.
 Have materials ready to go prior to the start of the lesson.
 SUGGESTION: Make folder packets for each student ahead of time. Have students write
their names on the folder; the folder becomes part of the year’s permanent record files
for the school year.
Instructional Aids
 Student handouts
Materials Needed
 Copies of all forms
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students why rules are necessary.
 Ask why daily attendance is important.
 Explain that is an honor to be accepted into this program and that all students must
maintain high expectations to remain in the class.
Lesson Introduction
 Explain each form in detail and check for understanding.
 Tell the class that all forms must be returned with appropriate signatures by the end of
the first week of class.
 Obviously, if a student has not secured employment by the first day of school that
student will not be able to fill out the Training Plan form; however, make sure they fill in
everything except the employment information. (They will need to do this once they are
employed.)
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Outline
MI
OUTLINE
The following forms are included in the students’ packets:
Training Plan Form
 Used by the teacher to complete a student’s
training plan
 Can also be used by the teacher when visiting
training stations, if kept in a Visitation binder
Student Responsibilities
 Rules of the program should be strictly adhered to
in order to avoid problems.
 Key rule: If a student is absent from school that
student is not to report to work
 Key rule: A student may not quit a job without the
teacher’s permission or is in jeopardy of failing the
class for the grading period.
 Key rule: Theft is not condoned. Immediate
removal from the program
Syllabus
 Details what the students will learn
 Grading policy
Classroom Rules
 A must for every teacher
 Personalize to your methods
Unemployed Student Policy
Dependability Grade
NOTES TO TEACHER
Copy the instructions and
grading rubric and make
into a packet.
Tell the class about some
of the things you learned
at previous jobs. Explain
how those skills helped
you to become a teacher.
Explain the necessity of
learning as much as
possible about a job
because some of the skills
learned will help with
future employment.
Explain to the class that
customers see a business
much differently than the
employees see it.
Ask the class if they ever
wanted to work at a place
where they shopped. Have
them give reasons why
they wanted to work
there.
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Summary Verification Signatures Form
 Ensures the parent received all the paperwork
Wage and Hour Report
 This is an auditable document and all students must
keep an accurate record of the hours worked. Keep
these in the permanent record files.
 There are several samples included
“Mobile Me” Activity:
Students will create a mobile about themselves and
will share it with the class. Assign this on the first or
second day of class (due by the end of the first
week).
Go over all the criteria
in the assignment and
check for
understanding.
The teacher will hand
out the instructions
and go over them for
this assignment. If
possible, it would be
helpful if the teacher
made one to show as
an example.
Hang all of the
mobiles in the
classroom for the first
few weeks of school.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will go over each form individually and thoroughly. It is extremely important
that all students understand what is required of them in order to be in the program. Set a
deadline (usually the end of the first week of school) for all forms to be returned with
signatures.
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Keep in mind that during the first few days of classes, students will leave or enter your
program. You will need to keep up with all paperwork and will need to see that the new
students receive all documents.
Independent Practice
 Students will complete all worksheets and forms.
 Students will obtain appropriate signatures as required by the deadline set by the
instructor.
 Mobile Me
The student will introduce his or herself to the class by creating a mobile that reflects
the individual’s interests and personality.
Summary
Review
 Why is it important to follow all rules of the program?
 Why do students have to secure permission before they quit their job?
 What happens to a student who is fired from his/her job?
 What is the policy on theft?
Evaluation
Informal Assessment
 Incentive for turning in all forms before the deadline
Formal Assessment
 Daily grade or test grade on the deadline
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
Practicum in Graphic Design and Illustration SYLLABUS
Welcome to the dynamic world of Graphic Design and Illustration! You have been selected from
many applicants to experience a fun and rewarding year. It is my intent for you to learn a great
deal about the world of work as you learn about yourself.
This course consists of the following topics:
Introduction
Portfolio Information
Preparation for First Day of Class
Useful Websites
Practicum Schedule
General Housekeeping
Training Station Orientation
History
Leadership
Management and Interpersonal Skills
Goin’ Global
Math
Career Exploration
Program Forms
Additional Activities
Works Cited
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously:
READ ALL COURSE MATERIALS! There will be a lot of information given and discussed in class
that is not in the text; however, you are still accountable for reading assigned chapters.
Students entered in Graphic Design and Illustration competition are more successful due to
reading the material in the text.
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GRADING:
Your grade will consist of the following: weekly work reports, dependability grades (see
Dependability sheet), individual and group assignments, daily work, tests, and your employer
evaluation.
(Insert Club Name Here)
: Practicum in Graphic Design and Illustration
All co-op students are expected to join (enter professional competition organization here) and
to participate in competitive events. Dues are $______ for the school year.
_____________________________
Parent’s Signature
___________________________
Student’s Signature
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Student Responsibilities in Cooperative Training Program
Type Your School District Name Here
Career and Technical Education Department
In order to establish and maintain a responsible, high quality type of Cooperative Training
Program for (insert name of school or school district), it is essential that the student, the
parents, the training sponsor, the coordinator, and school administrators agree to these basic
principles:
1.
It is the responsibility of the coordinator to provide appropriate interview opportunities
for student job placement. The coordinator must grant final approval of all job
placements.
2.
It is the responsibility of the student to remain at the same training station throughout
the training period. A change may be made only when approved by the coordinator.
3.
A student will be removed from the Cooperative Training Program and lose state credits
for any of the following reasons:
a.
If the student is dismissed from the training station and the coordinator
determines that the dismissal was for sufficient reasons. Example: Theft or
unethical conduct.
b.
The second time a student has been fired and/or quits without the permission of
the coordinator, he/she is released from the program without credit.
c.
If a student’s attendance drops below 90%, the student may be removed from
the Cooperative Education Program. Removal from the class would result in loss
of credit for the term.
4.
The student is under school supervision at school and during the work schedule at the
training station. School credit is given for four hours spent on the job, as well as in the
classroom. The student must work a minimum of 15 hours a week, 10 of which must be
Monday through Friday.
5.
If the student is to be absent from school on any particular day for any reason, the
student is required to notify the teacher-coordinator no later than 12:00 (noon) on the
day of the absence. He/she may not report to the training station without having first
received permission from the coordinator. Failure to observe this rule will result in
unexcused absences in all classes missed.
6.
A student who is fired or quits a job shall receive a nine-weeks grade no higher than 60
for the grading period during which he/she was fired. The student is expected to find
his/her own employment within five days. Grades will be reduced from the sixth day
forward.
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7.
Students enrolled in Cooperative Education are expected to belong to the youth
organization, as activities are related.
It is with the above understanding that we enter into this agreement to provide the best
training for the individual student.
_________________________________
Parent or Guardian’s Signature
______________________________
Student’s Signature
_________________________________
Coordinator’s Signature
______________________________
Principal’s Signature
*** If you wish to communicate via e-mail, please list your e-mail address below:
_________________________________________________________________
15
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Classroom Rules
1. You must be in class on time; failure to do so may result in an after class detention on the
day you are late! Class is from INSERT TIME
2. Bring your materials to class and be ready to work on assignments. ALWAYS BRING YOUR
TEXTBOOK OR COURSE MATERIALS.
3. Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.
4. No work from other classes is to be done in our class. You are earning credit for this course,
so you must devote your attention to our subject material.
5. Do not comb hair, put on makeup, paint fingernails, etc. You don’t have to impress us—we
like you as you are.
6. Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.
7. RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone
else has the floor.
8. NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS.
9. You are responsible for your conduct in your other classes. If you are a behavior problem in
another class, it will be brought to my attention. You will be subject to removal from the coop program due to behavioral problems.
10. Park in the designated parking lot only. DO NOT park in the front of school or in the
teachers’ lot.
________________________________
Parent or Guardian’s Signature
_________________________________
Student’s Signature
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Dependability Grade
An important characteristic of a good employee is dependability. It is vital that the student
realizes the importance of being dependable on the job and in the classroom. To reinforce this,
a “DEPENDABILITY GRADE” has been created. It is treated as a MAJOR TEST GRADE and is
averaged in with the other major test scores.
When a student is absent from school for ANY REASON, he/she must telephone his/her
Practicum (co-op) teacher before NOON that day. If the teacher’s phone rings to voicemail, the
student should leave the following information:
Name, date, time, reason for absence, and phone number
It is the student’s responsibility to phone his/her employer to report the absence in a timely
manner from work. Practicum students are also required to sign in each day on the Practicum
Dependability Log, located in the classroom.
Practicum students are required to sign in each day on the Practicum Dependability Log!
Failure to phone the teacher in the event of an absence or to sign in when present will result in
points being deducted from the “Dependability Grade” in the following manner:
ABSENT
0 DAYS = 100%
1 DAY
2 DAYS
3 DAYS***
4 DAYS
5 DAYS
CALLED IN
FAILED TO CALL or SIGN IN
97%
93%
90%
87%
83%
87%
78%
65%
37%
0
***If you are absent three or more continuous days and you have a doctor’s note, you will be
exempt from this system for the period of time in which you were absent.
As you can see, it is critical that you become a dependable, responsible, young adult!
____________________________
Parent or Guardian’s Signature
______________________________
Student’s Signature
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
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Policies Governing Unemployed Students
1. If a student is released from a job because he or she has been found guilty of theft or
unethical conduct, the student is released from the program with no credit.
2. Students fired from jobs for reasons other than theft or unethical conduct, even though they
go to work at another job, may receive a NINE-WEEKS/SIX-WEEKS (Circle one) grade of no
higher than 60 for the grading period during which they were fired.
3. Students fired from jobs are expected to find their own employment within five school days.
Grades will be reduced from the sixth day forward.
4. Students who are laid off will have ten days to find a job and the coordinator will assist them
in finding a job. Grades will be reduced from the 11th day forward.
5. If a student quits a job without permission from the coordinator, he/she will receive a NINEWEEKS/SIX-WEEKS (Circle one) grade of no higher than 60 for the grading period during which
he or she quit the job.
6. The second time a student has been fired and/or quits without permission from the
coordinator, he or she will be released from the program with loss of credit.
I understand that any time the practicum student is not employed in an APPROVED training
station; he or she must be under the supervision of the practicum instructor from the end of
the class period through the end of the school day, until a new training station is secured. The
student may be exempt from this restriction if he or she has a scheduled appointment for a job
interview. (Documented proof of interview is required.)
__________________________
Parent/Guardian Signature
___________________________
Student’s Signature
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Summary Signature Verification Form
I have reviewed the following forms:
Practicum in Graphic Design and Illustration (Co-op) Syllabus
Student Responsibilities in Cooperative Training Program
Classroom Rules
Dependability Grade
Policies Governing Unemployed Students
My signature acknowledges I have read all documents listed above and agree to abide by the
stated policies.
___________________________
Parent or Guardian’s Signature
__________________________
Student’s Signature
Please return this form to the teacher.
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Wage and Hour Report
_________________________
Name/ID#
_________________________
Hourly Wage $
_________________________
Training Station
_________________________
Total Hours for 3 Weeks
_________________________
Student Signature
WEEK
Fill in by
Local
HOURS
From
MONDAY
From
WORKED
To
TOTAL
HOURS
CLASSES
MISSED
REASON FOR ABSENCE
1 2 3
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
1 2 3
SUNDAY
1 2 3
TOTAL HOURS: MONDAY - FRIDAY
TOTAL HOURS FOR WEEK
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Mobile Me
Objective: The student will introduce his or herself to the class by creating a mobile that
reflects the individual’s interests and personality.
Materials Needed:
Coat hanger
String, ribbon or yarn
A one-hole punch
Family pictures
Samples of previous creative designs or artwork
Pictures and words cut out from magazines
Directions:
Make a mobile that depicts who you are and be prepared to share it with the class. You must
include a minimum of three pictures of yourself (or family), no less than two samples or your
previous design/artwork, and at least six of the following items:
Achievements
Car you drive
Pets
Sports
Favorite nursery rhyme
Pet peeve
Favorite food
Favorite color
Favorite music
Quotation
The last book you read
Favorite Art Style or Artist
Etc. (Your Choice)
Have fun with this project! We will hang them in the classroom after everyone presents theirs
to the class.
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Training Station Orientation
Practicum in Graphic Design and Illustration Activity
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate thorough knowledge of his or
her work place.
Specific Objectives
 Students will learn or reinforce basic knowledge of their respective training stations.
 Students will demonstrate an understanding of what is expected from their training
sponsors.
 Students will compile information and will build a multimedia presentation.
 Students will communicate their knowledge orally to their peers.
This lesson should take 12 class days to complete.
Lesson Plan
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes or
alterations to the activities may result in the elimination of any or all of the TEKS listed.
§130.90. Practicum in Graphic Design and Illustration
§130.90. (c) (2) (A) apply English language arts knowledge and skills by demonstrating skills such
as: correct use of content, technical concepts, and vocabulary; using correct grammar,
punctuation, and terminology to write and edit documents; and composing and editing copy for
a variety of written documents such as brochures, programs, posters, flyers, and magazine
covers; and
§130.90. (c) (2) (B) apply mathematics knowledge and skills by identifying and demonstrating
skills such as: the use of whole numbers, decimals, and fractions applied to measurement and
scale; demonstrating a knowledge of arithmetic operations; using conversion methods such as
fractions to decimals and inches to points; and applying measurement to solve a problem.
§130.90. (c) (3) The student implements advanced professional communications strategies. The
student is expected to:
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(A) adapt language for audience, purpose, situation and intent such as structure and
style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills to increase internal and external customer/client
satisfaction.
130.90. (c) (4) The student implements advanced problem solving methods. The student is
expected to employ critical thinking and interpersonal skills, including data gathering and
interpretation independently and in teams to solve problems and make decisions.
130.90. (c) (5) The student implements advanced information technology applications. The
student is expected to use personal information management, email, Internet, writing and
publishing, presentation, and spreadsheet or database applications for graphic design and
illustration projects.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as
figurative language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
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(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
(E) Interact with audiences appropriately.
Tasks
 Students will interview employer or owner to obtain necessary information.
 Students will obtain company information from employee handouts, trade journals, or
employee handbooks.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Secure the computer lab if you do not have immediate access to one in your classroom.
 Copy the handout sheets and rubric for the students.
Instructional Aids
 Student handouts
 Grading rubric
 Internet access
Materials Needed
 Paper for essay
 Camera or phone with camera
 Flash drive
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan pictures or materials brought to class
24
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Outline
MI
OUTLINE
NOTES TO TEACHER
Assignment Outline:
Copy the instructions and grading
rubric and make into a packet.
I.
Directions:
a. The packet of information must be
completed by interview, website,
or handbook.
b. Minimum of 12 digital photos
c. Floor plan may be scanned
II.
Grading:
a. Completion of packet
b. Multimedia presentation
c. Pictures
d. Professionalism during
presentation
III.
Presentation must have:
a. Name and logo
b. Floor plan
c. Policies/procedures
d. Company history
e. Supervisor’s or owner’s previous
experience
f. Site of company
g. Organizational chart
h. Inclusion:
i. 3,2,1
IV.
Layout format must be followed
***Handout the Portfolio Guidelines (p. 161)
Tell the class about some of the
things you learned at previous jobs.
Explain how those skills helped you
to become a teacher.
Explain the necessity of learning as
much as possible about a job
because some of the skills learned
will help with future employment.
Explain to the class that customers
see a business much differently
than the employees see it.
Ask the class if they ever wanted to
work at a place where they
shopped. Have them give reasons
why they wanted to work there.
Go over all the criteria in the
assignment and check for
understanding.
Explain the guidelines. Students can
set it up while working on the
Training Station Orientation
project.
Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
25
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The
students will follow along and make notes on their hard copy. Students are strongly encouraged
to take the assignment packet to their job sites so employers will know about the activity.
Ask students to “map” out their plan, using a Mapping Tool from the Appendix of this
document.
Give some ideas to students during the brainstorming session before the end of the first class
period.
Independent Practice
 Students will work at their own pace to complete this activity.
 All work is to be done in class (other than interviews), so the teacher can check for
understanding.
 Students are strongly encouraged to take ownership of this activity and to establish a
workable pace in order to complete it on time.
 Students will be prepared to present their projects to the class.
Summary
Review
 Why do customers see a different perspective of a business operation that that of the
employees?
 Why is it important to learn as much as possible about the business establishment?
 Why are procedures established and expected to be followed?
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Individual Presentation Rubric to evaluate.
26
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Employer Project
Directions:
You are to complete this packet of information by conducting interviews with employers and
co-workers. If you have an employee training manual, you may use it as a source. You might
also have to get some information from your company’s website.
In addition to the packet, you will include a minimum of 12 digital photos in your presentation.
You may bring the pictures to class on a flash drive, memory card, or CD to import into your
project.
All information will be compiled to prepare a multimedia presentation, which will be shown to
the class when you present your project.
You will be graded on:
Completion of the packet
Multimedia presentation
Use of pictures (as specified)
Professionalism during presentation, including professional dress
**Bonus credit will be given if your employer attends your presentation!
Presentation must have:
Name and logo of company
What graphic services the company provides
What software skills are required
Floor Plan
Policies and Procedures
History of the company
Supervisor’s (or owner’s) previous experience
Site of company (including number of employees)
Organizational chart
Miscellaneous supplemental information
Photos (either interspersed within presentation or at the end of the presentation)
If you were in charge, explain:
3 things you like about the training station
2 things you would change
1 thing you have learned that will help you in your career choice
This project is due on: ___________________________
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Layout Format:
1.
2.
3.
4.
Student’s name
Company’s name, address
Type of company
In a minimum of 75 words (typed and turned in separately,) state what your first day on
the job was like
5. Procedures for reporting to work
6. Procedures for calling in sick or calling in late
7. Procedures for asking for time off
8. What types of benefits are available
9. Length of time the manager or owner has been with company
10. What prior training did manager or owner have
11. What type of education is needed for a managerial position with the company
12. Procedure for handling cash or legal documents (beginning and ending shifts), OR
13. Procedure for accessing or handling clients’ files
14. Names of competitors and their locations
15. Organizational chart
16. Floor plan
17. Names of vendors and suppliers
18. Procedures for handling returns, issuing credit, keeping clientele happy
19. What types of jobs or careers will your current training station prepare you for
20. What is the procedure for handling theft (by employees or clientele)
21. What is the strangest thing that has happened to you on the job
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
Individual Presentation Rubric
Presentation Title: ___________________________________________________________
Name:___________________________
Teacher:___________________________
ID#:_____________________________
Date of Presentation:_________________
Criteria
Points
0-5
6-10
11-15
16-20
Organization
Audience cannot
understand
presentation
because there is no
sequence of
information.
Audience has
difficulty following
presentation because
student jumps around.
Student presents
information in logical
sequence that
audience can follow.
Student presents
information in
logical, interesting
sequence that
audience can follow.
Content Knowledge
Student does not
have grasp of
information; student
cannot answer
questions about
subject.
Student is
uncomfortable with
information and is
only able to answer
rudimentary
questions.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Visuals
Student used no
visuals.
Student occasionally
used visuals that
rarely support text
and presentation.
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
Mechanics
Student’s
presentation had
four or more
spelling errors
and/or grammatical
errors.
Presentation had
three misspellings
and/or grammatical
errors.
Presentation had no
more than two
misspellings and/or
grammatical errors.
Presentation had no
misspellings or
grammatical errors.
Delivery
Student mumbles,
incorrectly
pronounces terms
and speaks too
quietly for students
in the back of the
class to hear.
Student incorrectly
pronounces terms.
Audience members
have difficultly hearing
presentation.
Student’s voice is
clear. Student
pronounces most
words correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Total
Teacher Comments:
29
Copyright © Texas Education Agency, 2015. All Rights Reserved.
History of Graphic Design and Illustration
Practicum in Graphic Design and Illustration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will have an understanding of the significance
major art styles in the 20th century had and still have on graphic design and illustration.
Specific Objectives
 Students will explain the impact of art styles on graphic design.
 Students will describe the origination of art movements in the 20th century.
 Students will list the major art styles of influence and give a basic description.
 Students will compare and contrast different types of art influence on graphics today.
This lesson should take three class days to complete; add at least two days for presentations.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
§130.90. Practicum in Graphic Design and Illustration
§130.90. (c) (2) The student applies academic knowledge and skills in art and design projects.
The student is expected to:
(A) apply English language arts knowledge and skills by demonstrating skills such as: correct use
of content, technical concepts, and vocabulary; using correct grammar, punctuation, and
terminology to write and edit documents; and composing and editing copy for a variety of
written documents such as brochures, programs, posters, flyers, and magazine covers;
§130.90. (c) (4) The student implements advanced problem solving methods. The student is
expected to employ critical thinking and interpersonal skills, including data gathering and
interpretation independently and in teams to solve problems and make decisions.
30
Copyright © Texas Education Agency, 2015. All Rights Reserved.
130.90. (c) (6) The student implements advanced knowledge of design systems. The student is
expected to analyze and summarize the history and evolution of the commercial art and design
field.
130.90. (c) (9) The student applies ethical decision making and complies with laws regarding the
use of technology. The student is expected to:
(A) exhibit ethical conduct related to interacting with others such as client
confidentiality, privacy of sensitive content, and providing proper credit for ideas;
(B) discuss and apply copyright laws in relation to fair use and acquisition and use of
digital information by citing sources using established methods;
(C) model respect of intellectual property when manipulating, morphing, and editing
graphics, video, text, and sound; and
(D) demonstrate proper etiquette and knowledge of acceptable use policies when using
networks, especially resources on the Internet and intranet.
130.90. (c) (11) The student uses advanced graphic design and illustration methods and skills.
The student is expected to:
(A) interpret, evaluate, and justify design decisions;
(B) conduct verbal or written critiques of design projects;
(C) Identify and apply art elements and principles to designs and illustrations; and added
identify to reinforce understanding.
(D) employ a creative design process to create professional quality two- or threedimensional projects by:
(i) creating designs for defined applications;
(ii) using appropriate elements of design;
(iii) using appropriate design principles and typography;
(iv) using appropriate composition;
(vii) using the most effective color choices in projects; and
(viii) using appropriate printing concepts
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate effectively
in groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students use the information from the presentation to fill in the blanks of the Student
Outline Notes.
 Students will create a history timeline of 20th century art styles (up to the present) that
influenced graphic design – they will superimpose their lives into the timeline as well.
(Assignment 1)
 Students will recreate graphic design and illustration work using an art style prevalent in
the 20th century. (Assignment 2)
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Copy the handout sheets for the students.
 Have materials ready to go prior to the start of the lesson.
 Secure a computer lab if one is not readily accessible.
Instructional Aids
 Student outline and handouts
 Student Activity sheets
Materials Needed
 Butcher paper or poster board as an option for the “Timeline of Design” activity
 Students can provide the rest of their materials
32
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation





Ask students if they know when the first visual representation was created. (A cave wall
thousands of years ago)
Ask students why they think someone painted on a cave wall (to communicate).
Show students a copy of Andy Warhol’s soup can. Ask if they know what style of art it is
(Pop Art) and who the artist is.
Ask students how they think technology has impacted graphic design.
Ask why it is necessary to see where we have been. (So we will know where we are
headed in the future.)
Lesson Introduction

Use the multimedia presentation to review the history of graphic design as influenced
by art styles throughout the 20th century.
33
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Outline
MI
OUTLINE
History of Graphic Design
Influence of Art Styles – 20th Century
I. Brief History up to 20th Century
 Began on cave walls
 Art for religion first and then for the sake of
art
 Automation made art available
 20th century art movements and styles had
impact on graphic design.
II. ART NOUVEAU
1880-1914
Decorative, organic and plantlike flow
III.
FUTURISM, Dadaism
1900 -1930
Futurism: Main focus was speed, technology,
youth and violence. DADA: Ridiculed
meaningless; were anti-war, anti-art focused
IV. CUBISM, SURREALISM
1900 -1930
Both use elements of surprise. Cubism breaks
apart and puts back together in an
unconventional way. Surrealism uses
unexpected juxtapositions and illogical
conclusions.
V.
ART DECO
1910-1930
Art Deco is an eclectic artistic design style
VI. TYPOGRAPHY
1930-1990
New typography focus was clarity above
beauty. International typography had less
NOTES TO TEACHER
Notes are provided on the
multimedia presentation for
teacher extension.
Have the Student Outline Notes
ready to hand out at the
beginning of class. Have students
fill in the blanks based on the
presentation.
1. Assignment 1: Create a
Timeline for 20th Century
Art Styles up to the
present and include the
student’s timeline in a
creative way.
2. Have the students
complete the “Peer
Review” that goes with
this assignment.
34
Copyright © Texas Education Agency, 2015. All Rights Reserved.
concern for readability and more for
artistry.
VII. POP ART
1955-1980
Pop Art isolates the subject or turns them
into icons, such as a soup can. Were mass
produced and considered emotionally
detached
VIII. INFORMATION VISUALIZATION
1970 -Present
Visual representation of data through
graphics
Takes complex information and presents in
a clear, visual manner
IX.
GRAFFITI AND STREET ART
1970-Present
Graffiti is public markings of simple written
words to elaborate wall paintings.
Sometimes vandalism is used to express
social and political messages.
X.
GRAPHIC DESIGN TODAY
Influenced by 20th Century artists
Propelled by technology advancements
and the “instant information” world
XI.
INFLUENTIAL ARTISTS
20th Century
Salvador Dali, Andy Warhol, Alphonse
Mucha etc. Plus many others!
3. Assignment 2: Using one
of the art styles create
your own design using
good principles of design.
4. Use the suggested rubrics
for grading.
Multiple Intelligences Guide
Verbal/Linguistic
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Visual/Spatial
35
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Application
Guided Practice
The teacher will show the multimedia presentation, explain the changes in art styles
throughout the 20th century and discuss how they have impacted graphic design today.
Students will fill in the blanks on their Student Outline Notes while viewing the presentation.
Point out that one of the biggest changes was when art became automated and more readily
available for the general population. This presentation will be a reference tool for the writing
assignment in this unit.
Independent Practice
 Timeline: Students will organize and develop a timeline for the art styles of the 20 th
century.
 Recreate Art Style: Students will conduct research and investigate a specific art style of
the 20th Century.
Summary
Review
 How have the art styles impacted graphic design over the years?
 How has graphic design become more instrumental in conveying complex information?
 What was the biggest change in the 20th century with regards to graphics? Why?
Evaluation
Informal Assessment
 Daily work on assignments to monitor progress.
Formal Assessment
 Rubrics will be used to assess both activities.
36
Copyright © Texas Education Agency, 2015. All Rights Reserved.
History of Graphic Design
Influence of Art Styles – 20th Century
Student Outline Notes
I.
Brief History up to 20th Century

Began on __________ walls.

Art for ________________ first and then for sake of art.

____________________ made art available.

20th century art movements and styles had impact on graphic design.
II.
ART NOUVEAU
1880-1914
Decorative, _______________ and ______________ flow.
III.
FUTURISM, Dadaism
1900-1930
Futurism: Main focus was speed, ________________, youth and violence. DADA:
ridiculed the meaningless; were anti-war, ____________focused.
IV.
CUBISM, SURREALISM
1900-1930
Both use elements of__________. Cubism breaks apart and puts it back together
in______________ ways. Surrealism uses unexpected juxtapositions and
___________conclusions.
V.
ART DECO
1910-1930
Art Deco is an__________artistic design style.
37
Copyright © Texas Education Agency, 2015. All Rights Reserved.
VI.
TYPOGRAPHY
1930-1990
New Typography focus was__________ above beauty. International typography had less
concern for _______________ and more for artistry.
VII.
POP ART
1955-1980
Pop Art ____________subject or turns it into icons such as a soup can. Were mass
produced and considered _______________ detached.
VIII.
INFORMATION VISUALIZATION
1970-Present
___________ representation of data through graphics.
Takes ___________ information and presents in a clear, visual manner.
IX.
GRAFFITI AND STREET ART
1970-Present
Graffiti is__________ markings of simple written words to elaborate wall paintings.
Sometimes _______________ is used to express social and political messages.
X.
GRAPHIC DESIGN TODAY
Influenced by 20th Century artists. Propelled by____________ advancements and the
___________ information” world.
XI.
INFLUENTIAL ARTISTS
20th Century
______________Dali, Andy Warhol, Alphonse _______etc. Plus many others!
38
Copyright © Texas Education Agency, 2015. All Rights Reserved.
History of Graphic Design
Influence of Art Styles - 20th Century
Student Outline Notes
IX.




Brief History up to 20th Century
Began on cave walls.
Art for religion first and then for sake of art.
Automation made art available.
20th century art movements/styles had impact on graphic design.
X.
ART NOUVEAU
1880-1914
Decorative, organic and plantlike flow.
XI.
FUTURISM, Dadaism
1900-1930
Futurism: Main focus was speed, technology, youth and violence. DADA: ridiculed the
meaningless; were anti-war, anti-art focused.
XII.
CUBISM, SURREALISM
1900-1930
Both use elements of surprise. Cubism breaks apart and puts it back together in
unconventional ways. Surrealism uses unexpected juxtapositions and illogical
conclusions,
XIII.
ART DECO
1910-1930
Art Deco is an eclectic artistic design style
XIV.
TYPOGRAPHY
1930-1990
New Typography focus was clarity above beauty. International typography had less
concern for readability and more for artistry.
VII. POP ART
1955-1980
39
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Pop Art isolates subject or turns it into icons such as a soup can. Were mass produced
and considered emotionally detached.
VIII. INFORMATION VISUALIZATION
1970-Present
Visual representation of data through graphics.
Takes complex information and presents in a clear, visual manner.
XII.
GRAFFITI AND STREET ART
1970-Present
Graffiti is public markings of simple written words to elaborate wall paintings.
Sometimes vandalism is used to express social and political messages.
XIII.
GRAPHIC DESIGN TODAY
Influenced by 20th Century artists. Propelled by technology advancements and the
“instant information” world.
XIV.
INFLUENTIAL ARTISTS
20th Century
Salvador Dali, Andy Warhol, Alphonse Mucha etc. Plus many others!
40
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A Historical Timeline
“20th Century Art Styles – Graphic Design and ME!”
OBJECTIVE: Students will organize and develop a timeline for the art styles of the 20th century
and represent events that had an influence on graphic design. They will also include events
from their own personal timeline. he purpose of this activity is to classify and explain key
events that influenced graphics and for students to see where their lives fit in the overall
events.
PROCEDURE: You are to design a graphic design timeline that includes the following
information:
8 art styles that influenced graphic design events
4 artists of the 20th century associated with influential art styles
10 personal milestones in your life
MATERIALS NEEDED:
Poster boards or butcher paper, string or yarn, rope, pictures, computer, printer and paper.
Be as creative as possible! Use pictures to make your timeline more appealing! No markers or
handwritten information may be used. Everything must be typed, cut and pasted. The string,
yarn or rope should be used to make the actual timeline and should be adhered to the poster
board or butcher paper.
TIME ALLOTTED: Five class periods
Be ready to share your timeline with the rest of the class.
41
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Individual Presentation Rubric
Presentation Title:____________________________________
Name:_____________________
Teacher:_____________________
ID#_______________________
Date of Presentation:___________
Criteria
Organization
Content
Knowledge
Points
0-5
6-10
11-15
16-20
Audience cannot
understand
presentation
because there is
no sequence of
information.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Audience has
difficulty following
presentation
because student
jumps around.
Student presents
information in
logical sequence
that audience can
follow.
Student is
uncomfortable
with information
and is only able to
answer
rudimentary
questions.
Student
occasionally used
visuals that rarely
support text and
presentation.
Student is at ease
with content, but
fails to elaborate.
Student presents
information in
logical, interesting
sequence that
audience can
follow.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Visuals related to
text and
presentation.
Student used
visuals to reinforce
screen text and
presentation.
Visuals
Student used no
visuals.
Mechanics
Student's
presentation had
four or more
spelling errors
and/or
grammatical
errors.
Presentation had
three misspellings
and/or
grammatical
errors.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
Delivery
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for
students in the
back of class to
hear.
Student incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total
Teacher Comments:
42
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Research and Recreate Art Styles/Artists
OBJECTIVE:
Students will conduct research and investigate a specific art style of the 20th century along with
the most famous artist associated with that style. Students will then make their own
reproduction using that style.
PROCEDURE:
You are to research one or two art styles from the past and one of the most famous artists from
that time period. Think about how you can create a design that uses your choice of a particular
art style modeled after that artist. Create your own version of a famous artist or artistic style –
either hand drawn or computer generated.
Attach to it a brief essay that includes:



A description of the art style chosen, the general techniques, prominent colors, layout,
etc.
A description of the artist you are modeling your creative design after.
A brief explanation of your design.
Be prepared to share with the class.
43
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Research and Recreate Art Project Rubric
Research and Recreate Art Style and Artist:____________________________________________
Criteria
Points
4
3
2
1
Design is good
reproduction
Student(s) properly
created a design
that is an excellent
example of art
style/artist.
Student(s) properly
created a design that is
similar to art
style/artist.
Student(s) properly
created a design that is
only somewhat similar
to art style/artist.
Student(s) properly
created a design but
it is not similar to
art style/artist.
Design is
attractive and
shows effort.
Numerous detailed
conclusions are
reached from the
evidence offered.
Several detailed
conclusions are
reached from the
evidence offered.
Some detailed
conclusions are
reached from the
evidence offered.
A conclusion is
made from the
evidence offered.
____
Design shows
originality within
the art style
Student(s) captured
artist’s style but
created an original
and unique design.
Student(s) captured
the style but created a
similar design to the
artist’s work.
Student(s) captured
the style but created a
design very much like
the artist’s work.
Student(s) copied
the exact style and
elements of the
artist’s work with
only slight changes.
____
Brief Essay
Well organized,
demonstrates
logical sequencing
and sentence
structure. Covers
the topics required.
Well organized, but
demonstrates illogical
sequencing or
sentence structure.
Covers the topics
required.
Well organized, but
demonstrates illogical
sequencing and
sentence structure.
Does not cover all the
topics required.
Weakly organized.
Does not address all
the topics required.
____
Punctuation and
capitalization are
correct.
There is one error in
punctuation and/or
capitalization.
There are two or three
errors in punctuation
and/or capitalization.
There are four or
more errors in
punctuation and/or
capitalization.
____
Punctuation,
Capitalization, &
Spelling
Total---->
____
____
Teacher Comments:
44
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Leadership
Practicum in Graphic Design and Illustration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership traits and
will determine the characteristics necessary to be successful leaders.
Specific Objectives
 Students will demonstrate skills necessary for leadership.
 Students will explain what people look for in a leader.
 Students will evaluate leadership roles.
 Students will determine the type of leader they want to be or want to follow.
 Students will demonstrate skills necessary for leadership by working in groups to
develop a new programming language.
This lesson should take six to seven class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
§130.90. Practicum in Graphic Design and Illustration
§130.90. (c) (8) The student implements leadership characteristics to student leadership and
professional development activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various
roles of leaders within organizations, exhibit problem solving and management traits,
describe effective leadership styles, and participate in civic and community leadership
and teamwork opportunities to enhance skills;
(B) employ teamwork and conflict management skills to achieve collective goals;
(C) establish and maintain effective working relationships by providing constructive
praise and criticism, demonstrate sensitivity to and value for diversity, and manage
stress and control emotions;
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(D) conduct and participate in meetings to accomplish work tasks by developing meeting
goals, objectives, and agendas; prepare for and conduct meetings to achieve objectives
within scheduled time; produce meeting minutes, including decisions and next steps;
and use parliamentary procedure, as needed, to conduct meetings; and
(E) employ mentoring skills to inspire and teach others.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as
figurative language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Tasks
 Students will complete all note sheets per the multimedia presentations.
 Students will complete assigned activities.
 Students will participate in group discussions and class activities.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Secure computer lab if one is not readily available.
 Copy the handout sheets.
 Have materials ready to go prior to the start of the lesson.
 Have incentives ready, if specified in the activity.
 Have a list of leaders handy to refer to during lecture.
 Identify a personality test from the Internet, or another source, for students to take
before completing activities.
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Instructional Aids
 Student handouts
 Multimedia presentations
Materials Needed
 Copies of all activities in this unit
 Incentives (individually packaged candies)
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students what they look for in a leader.
 Ask what positive skills and negative skills attract or sway them from others.
 Ask students if they have held leadership positions and if so, which type?
 Hand out Student Notes sheets.
Lesson Introduction
 Have students write a leader’s name that comes to mind on the top of their handout
sheet.
 Present multimedia, “How to be a Team Player” and lead class in discussion. (Take about
15-20 min.)
 Present multimedia, “Leadership Play Book” and have students take notes. (About 15
min.)
 Show “Leaders in the World”
 Go around the room and ask students to share the leader’s name they wrote down and
tell why they chose that person. How many students chose the same person?
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Outline
OUTLINE
NOTES TO TEACHER
Are you sensitive when your friend has
personal problems?
II.
Are you on time when you are supposed to
meet friends?
III.
Do you offer support or offer to find
someone who can help?
IV.
Do you accept your friends as they are?
V.
Are you excited for your friends when
something good happens to them?
VI.
Do you eagerly lend a helping hand?
VII. If you answered, “yes” to the questions then
you are on your way to being a great
teammate!
Leadership Play Book
1. Together Everyone Achieves More
a. What makes a good team?
i. Knowledge
1. Every member within the group has important
information or skills to share. Learning is a life long
process. We grow as we learn.
ii. Cooperation
1. All team members must work together in
harmony. Everyone has a job to do to keep the team
operating smoothly.
Iii Flexibility
1. It is important for all team members to be able to
adjust their ideas and to be able to set their opinions
aside in order to achieve the goal the team is pursuing.
Good Leadership in Graphic Design has…
• Knowledge
• Teamwork
• Cooperation
• Integrity
• Dedication
• Planning
• Common Goal
These and more are some of the qualities needed for
graphic designers!
The purpose of this activity is
to demonstrate to students
that compassion is a necessary
quality of a great leader.
Often, students choose their
school or team leaders by how
popular or smart they are,
without considering that
anyone with the qualities in
this presentation would make
a good leader.
MI
I.
I.
This lesson is to give
introspective thought to
students in order to prepare
them for the rest of the
activities in this unit.
This presentation explains
qualities of leaders. Students
should write down the notes
from the slides to keep in their
folders for reference.
Use this portion for the
assignment on Characteristics
of a Good Graphics Design
Leader.
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Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multimedia presentations and lead the class in discussion during
each one. students will take the personality test and will self-grade to get the results. The
teacher will lead the class in a discussion.
There are numerous activities in this unit. Once this test has been done, the order in which the
activities are completed is up to the discretion of the teacher. It is suggested that they be
broken up so that they are all completed within the time frame. Note: There are a couple of
activities that may be used as sponge activities. It is suggested these forms and the activities be
kept in the students’ folders for testing and used in the event a student should decide to run for
club office.





Word Search
Who Did It?
Marooned
Take Me to Your Leader
Product in a Bag – Truth in Advertising
Independent Practice
 Influential Leaders Report
Research a leader in graphic design or illustration and write a 500-word paper.
(Alternative: Research any leader for the report.)

Character Traits of a Good Graphic Artist Leader
With a partner, list the positive and negative character traits of a person who is a leader
in the graphic design field.
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Summary
Review
 There are different personality categories and everyone fits into at least one of them.
 It is helpful to know what type of personality a person has in order for them to work
with others on a team.
 Personality surveys are helpful for use in clubs and other organizations.
 Leaders play a dual role when faced with responsibility.
 Everyone possesses some element of leadership qualities.
Evaluation
Informal Assessment
 Teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grades on class participation, completed activities, presentation, and essay.
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Name____________________________ Date______________________ Class____________
Leadership Word Search
Directions
Find all 15 leadership words by circling words that are either horizontal or vertical.
L
V
I
X
M
C
O
N
T
R
O
L
L
E
A
D
E
R
L
I
V
T
M
M
O
N
X
E
N
B
X
I
B
O
N
A
G
U
R
U
T
I
V
Y
X
I
O
N
U
O
L
L
O
F
F
I
C
E
R
A
I
C
H
A
R
A
C
T
E
R
G
G
D
A
D
V
I
S
O
R
B
E
A
E
E
I
B
C
U
Q
C
C
H
O
N
R
O
N
W
S
L
C
H
I
E
F
I
O
M
D
I
R
E
C
T
U
A
B
Z
S
P
U
N
C
T
U
A
L
D
W
E
L
B
O
S
S
N
N
I
O
T
E
R
E
Leader
Character
Officer
Advisor
Organizer
Chief
Boss
Guide
Direct
Punctual
Manager
Mentor
Guru
Head
Control
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Name:
DIRECTIONS: Make as many words as you can from the word, “LEADERSHIP” below. You may
use a letter more than once ONLY IF it appears more than once.
LEADERSHIP
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
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IN-CLASS ACTIVITIES
To be used with the Leadership Unit
You may choose to do all or some of the suggested activities below. Since these are just
suggestions, by all means feel free to add your own “spin” to customize the activities for your
students.
Leadership Activity #1
1. “Who Did It?”
a. Make a list of things teenagers may have had the opportunity to do from birth
to their current age. (Answers will vary, but here are a few to get you started:
played a team sport, played an individual sport, travelled to another country,
planted a tree, rode an elephant, rode on a hot air balloon, etc.) The number of
opportunities should match the number of students in your class. Give students
a copy of this list and have them go about the room getting signatures on each
activity as it applies to members of the class. Allow about 10 minutes, and then
see if anyone was able to get all the blanks filled.
b. DISCUSSION: Explain that many people share similar likes and dislikes. This is
how groups are established. Ask if anyone found out something about a
classmate they did not know before taking part in this activity. Also, ask the
group if they had trouble getting their list filled out in 10 minutes. Discuss how
this could be changed if a team effort were to be used when getting signatures.
c. MATERIALS NEEDED: Pre-determined list designed by teacher, paper and pencil.
NOTES:
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2. “Marooned” Intended to be used after the multimedia presentations in the Leadership
unit.
a. Divide the class into teams (by drawing numbers, colors, TV shows, etc.)
b. Students are marooned on a deserted island. Depending on how many
students are on each team, have team members list an item they would bring
with them if they knew there was a chance they would be stranded. They must
then discuss the items and select ONE ITEM per team.
c. Team leaders then write their choices on the board.
d. Have each team leader explain the entire team’s suggestions and how they
arrived at the ONE ITEM.
e. EXTENSION: Have students hypothesize how life would be different with only
the items the entire group brought with them to the island. Point out that the
key to a successful operation is COMMUNICATION! If all groups were allowed to
communicate with each other, the items could have been coordinated in a
more efficient manner.
f. MATERIALS NEEDED: Paper, pencil and whiteboard or poster board and
markers.
NOTES:
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3. “Take Me to Your Leader” This activity helps students to recall, brainstorm and
identify various leaders in business and industry.
a. DIRECTIONS:
i. Form teams.
ii. Instruct the leader of each team to estimate the number of candies their
group will need. (DO NOT disclose the objective of this lesson yet!) The
leaders will need to get the amount they think they will need and take
the candies to their groups. DO NOT LET THEM EAT THE CANDY! When all
teams are ready, decide how much time you want to allow, and then give
them the student directions.
b. MATERIALS NEEDED: Paper and pencil, Internet, assorted candy (miniature bars,
individual packages, etc.)
DIRECTIONS TO STUDENTS: The objective of this lesson is to identify as
many leaders in business and industry as possible. Your team will need to
brainstorm and identify one leader in business or industry for each piece
of candy at your table. You will need to list the company and leader
associated with it. At the end of the allotted time, your team will have to
forfeit any candy that does not correspond to a name on your list!
c. After the time allotted has expired,(suggested: 15-20 min), have each team
share their answers with the class. Discuss. Eat the candy as a reward!
d. ALTERNATIVE INSTRUCTIONS:
i. The business leader MUST be the current leader and he or she must still
be alive. (This makes it a little tougher.)
ii. Divide the requirements into categories such as: retail, sports,
technology, entertainment, food, and transportation. (You may want to
allow more time, but it is your option.)
NOTES:
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4. “Product in a Bag – Truth in Advertising ” This product always allows for an interesting
discussion!
Truth-in-Advertising
All Business Dictionary of Marketing Terms for: Truth-in-Advertising
Requirement by the Federal Trade Commission as well as various state and local
government agencies that advertisements not make misleading, false, or deceptive
claims. An advertisement can be deceptive without being an outright lie depending
upon the perception it creates in the mind of the consumer. For example, a product that
calls itself “light” may be nothing more than a slightly lower calorie version of its regular
formula but will be perceived to be a low-calorie product. Or a beverage called an
“orange juice drink” may contain primarily sugar and water with minuscule juice
content. Deceptive advertising can be accomplished with pictures as well as with words.
In one famous case, a soup manufacturer placed marbles in the bottom of the bowl so
that the contents of the soup rose to the surface in a photograph taken for their
advertisements. An advertisement can also be considered deceptive if it makes a claim
that is true but also leads the consumer to believe falsely that the same claim could not
be made by competitive brands. For example, using “fat free” claims on a bottle of
maple syrup might lead consumers to believe that other syrups contain fat.
a. Divide the class into teams.
b. Team members will work together to build a product from the items in their
paper bag within the allotted time period. (This may take the better part of a
class period but allow time to discuss the results.)
c. You will need to prepare the paper bags with the contents prior to class.
d. Have each team share their product with the class. Display them in the room.
e. Include in the bag an index card folded with the letter G or the letter B for good
or bad leadership skills. Tell the groups to keep this item a secret.
f. MATERIALS NEEDED: 11 x 17 Tabloid size paper (one per team). Paper bags (one
per team). The following items are suggestions but are not limited to: small
paper plates, paper cups, balloons, pipe cleaners, Q-Tips, paper clips, tape,
sequins, cotton balls, scissors, a couple of markers, string or yarn, drinking
straws, construction paper, paper strips, etc.
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DIRECTIONS TO STUDENTS: Your team will take the contents of this
paper bag and will make a product that could be sold to customers.
You will need to use all of the materials in the bag and may not add
anything that is not supplied. You are responsible for naming the
product and determining how it would be used in the marketplace.
g. Have students give their product a name and a slogan and create an
advertisement for it. (Extra Credit: Have the students write a jingle about their
product or personalize the product to your school.)
Directions: Students will demonstrate good leadership qualities not
only by teamwork, but in the way they advertise their product. If they
received a G in their bag, they will be honest and ethical in their
information. If they received a B in their bag, they can exaggerate, make
false claims, and leave out important information.
h. DISCUSSION: Have each team present their “product.” Show the advertisement
and tell the class its purpose and name. (Additional: Students may explain the
steps they took, problems encountered, etc.)
i. Using the truth in advertising definition, the class will determine whether the
group exhibited good leadership skills or whether any exaggeration or
misleading information was used. Also discuss whether the ad considered things
such as demographics or diversity.
j. End the discussion with why it is important to be able to trust advertisements,
and why it may be necessary to question them when they make shocking
claims. Follow this with how good leadership in advertising firms will ensure
truth in advertising, even when it may be difficult.
k. *Note the number of groups who use the bags as part of their product!
NOTES:
57
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Influential Leaders Report
Of Graphic Design!
ASSIGNMENT: Research a leader in graphic design or illustration that you admire. Type a report
with a minimum of 500 words, and include or consider the following:






Accomplishments this person has made
Major or well-known artistic works
Influence on society
Contributions he or she has made to society on the local, national or international level
Background
Personal triumphs
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Character Traits of a Good Graphic Arts Leader
DIRECTIONS: Brainstorm with your partner and develop a list of traits, then be ready to share
with the class. Graphic artists can influence entire societies. They can create new norms. This is
accomplished by how they approach or create their designs. Be sure and think about it from the
point of view of a leader in the graphics world. Consider things like ethical or unethical
behavior, use of persuasion or manipulation, exploiting or respecting, and diversity or
stereotyping.
Positive Traits
Negative Traits
What traits did others share that were not on your list?
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Suggested Club Activities
This list is compiled from various teachers across Texas.
































Organize an alumni chapter
Offer creative services for posters and flyers for other organizations
Show movies, films, videos, etc. during lunch
Present awards to students who deserve recognition at an assembly on campus
Be responsible for an entire assembly at school
Set up a student ethics committee
Work for improved school attendance
Hold an Achievement Day
Present a Teacher of the Month award
Recognize teachers on their birthdays
Build a student lounge our of unused space
Improve the school library
Paint the hall
Serve on the principal’s advisory committee
Clean trophy cases and polish trophies
Conduct tours of the school for incoming freshmen
Plan activities for Crime Prevention Week
Host an awards breakfast or luncheon each quarter/semester during the year
Host a birthday breakfast for teachers once a month
Plan an activity to welcome new teachers in the fall
Plan a Yearbook Signing Party
Host a father/daughter or mother/son lunch, tea, brunch, etc.
Senior breakfast
Pizza party
Chili cooking contest
Progressive dinner
Scavenger hunt – include food for a local pantry on the list and donate what is
collected
Sponsor a Career Day
Invite a guest speaker each month to talk about careers during lunch
Sponsor tours of local college campuses
Arrange tours of major businesses in the area
Plant a tree to honor a community leader, veterans, or distinguished citizen



Participate in a toys for tots campaign
Spend time with children at a shelter or orphanage
Entertain children while parents vote
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








Entertain children during open house at your school
Maintain a community bulletin board
Visit senior citizens in their homes or nursing homes
Clean up roadsides and parks
Collect books, magazines, etc. for a senior citizens’ home
Set up a clothing drive for those less fortunate
Plan a food drive at Thanksgiving, Christmas, or Easter
Walk dogs for the animal shelter
Sponsor a baby picture contest at your school. (Great for football or basketball
team.) Have students enter the contest to guess the baby picture “match” up.
61
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Management and Interpersonal Skills
Practicum in Graphic Design and Illustration
Lesson Plan
Performance Objective
Upon completion of this lesson, students will defend the purpose of management as it relates
to efficient operation of a Graphic Design business. Students will discuss the relationship of
interpersonal and team building skills and how they are used effectively by managers.
Specific Objectives
 Students will identify the three levels of management.
 Students will theorize how a self-managing team functions.
 Students will evaluate the five functions of management.
 Students will discuss the difference between traditional and horizontal organizations.
 Students will explain how interpersonal and team building skills are vital to an
employee, management, and customer interaction.
 Students will demonstrate effective interpersonal and team building skills.
This unit should take 25 class days to complete, including presentation days.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
§130.90. Practicum in Graphic Design and Illustration
§130.90. (c) (3) The student implements advanced professional communications strategies. The
student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills to increase internal and external customer/client
satisfaction.
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§130.90. (c) (4) The student implements advanced problem solving methods. The student is
expected to employ critical thinking and interpersonal skills, including data gathering and
interpretation independently and in teams to solve problems and make decisions.
§130.90. (c) (5) The student implements advanced information technology applications. The
student is expected to use personal information management, email, Internet, writing and
publishing, presentation, and spreadsheet or database.
§130.90. (c) (7) The student applies cyber safety regulations procedures. The student is
expected to:
(A) implement personal and workplace professional safety rules and regulations; and
(B) follow emergency procedures.
§130.90. (c) (10) The student applies effective planning and time management skills. The
student is expected to employ tools to enhance results and complete work tasks.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as
figurative language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students will take notes, as directed by the teacher.
 Students will complete individual and group assignments.
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Copyright © Texas Education Agency, 2015. All Rights Reserved.

Students will present their projects to the class.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Secure a computer lab if none are readily available in the classroom.
 Copy the handouts and assignments.
Instructional Aids
 Student handouts and multimedia presentations
Materials Needed
 Copies of assignments, computers with lab access
Equipment Needed
 Teacher computer and printer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask what makes management effective.
 Ask what character traits are common in “good” managers.
 Explain how interpersonal skills are important in the work place.
Lesson Introduction
 Ask the class if anyone has ever had to “manage” other people.
 Explain how effective interpersonal skills are necessary for managers to function in
business.
 Tell students the information they will learn in this lesson will be important to them as
they complete the assigned project.
64
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Outline
MI
OUTLINE
Management
I.
II.
III.
IV.
V.
VI.
VII.
Management: Another piece of the
puzzle
Terminology
Management Structures
Management Functions
Management Styles
An Effective Manager
Application for Graphic Design
Project Managers
Interpersonal Skills
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
Interpersonal Skills
Personal Traits
Personal Ethics
Creativity, Initiative, Responsibility
Attitude
Self-control/Orderliness
Self-awareness & Willingness to
Change
Self-esteem
Empathy
Personal Skills
Goal Setting
Application for Graphic Design
NOTES TO TEACHER
Teacher will hand out student
notes sheets and go over the
material, using the multimedia
presentation.
Teacher will lead the discussion of
material, using multimedia
presentations for management
and interpersonal skills.
Students will complete all
activities, whether individually, in
pairs, or groups at the discretion
of the teacher.
This unit will easily take 25 class
days due to the length of the
projects assigned.
Teacher will move about the
classroom and will monitor the
students’ progress while the
students assume the role of selfdirector.
It is suggested that the students
present all projects to the class.
Option: The teacher may want to
set up a competition among the
students and offer a small prize.
Counselors or school
administrators could serve as
judges.
65
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Multiple Intelligences Guide
Existentialist
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Interpersonal
Application
Guided Practice
The teacher will present the multimedia presentations (one each for management and
interpersonal skills) and will have the students complete the included assignments. It is up to
the teacher’s discretion whether to assign some of the larger projects to pairs or small groups
instead of to individual students.
Independent Practice
 An “ Exhibition of ________ County Graphic Art & Illustrations”
Students will use management and decision-making skills to complete all the necessary
tasks of staging a computer-generated art exhibition event.
 Your Personal Brand
Students will create a cd album cover with their own personal brand.
 Amusement Park Development
Students will use management and leadership skills to successfully complete all assigned
tasks in this amusement park project.
Summary



We all possess personal traits that make us unique.
Everyone has a set of personal ethics. However, the degree to which we use them is an
individual choice.
Developing and using effective interpersonal skills is necessary to be a successful
manager.
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Evaluation
Informal Evaluation: It is up to the teacher’s discretion how to grade the daily work and desk
assignments. The teacher will monitor the students’ work to check for understanding.
Formal Evaluation: Students
will completeAnother
extensive
projects
demonstrate knowledge of
Management:
Piece
of thetoPuzzle
material covered in this unit. Rubrics have been provided.
Student Notes
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TERMINOLOGY:
VERTICAL INTEGRATION: ______ to __________ management structure of an organization
(consists of ____________, ____________, and __________________levels).
TOP MANAGEMENT: Makes __________________ affecting _______________; decisions have
_________________ effect on the company.
MIDDLE MANAGEMENT: _________________ the _________________ of ________
management; plans ways to implement ___________; communicates with
__________________ level management.
SUPERVISORY LEVEL MANAGEMENT: _________________ the activities of employees;
_________________the instructions of Middle and Top management; _____________
tasks and __________________ performance of employees.
HORIZONTAL ORGANIZATION: _______________________teams set their own _________ &
make their own ______________. Organized by _____________ instead of ______________.
EMPOWERMENT: __________________ team members’ _____________________ and
willingness to take ________________________.
MANAGING: ______________________ the___________ of an organization through its
__________ and _________________.
ORGANIZING: Bringing people, activities, and resources together for the _____________ of the
company.
STAFFING: ______________ _______________ with the __________ to be done.
CONTROLLING: __________________ performance; ___________________performance with
company ____________________ and goals for effective outcome.
LONG-RANGE PLANNING: Information is __________________ and _________________,
serving goals ranging from one to five years; or five to ten years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of _______ year
or _______. Usually evaluated on ________________ or _________________ basis.
MANAGEMENT STRUCTURES:
A. Vertical Organization
1. ________________ performs ___________department function
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2. _____ management
3. _______________ management
4. __________________-level
B. Horizontal Organization
1. Became ______________ due to _______________ in the _______ and __________
2. __________ set own __________ and make own ________________
3. ________________ oriented
4. Adopted by most _______ manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. __________________
2. __________________
B. Organizing
1. _________________________________
2. _________________________________
C. Controlling
1. Performance is __________________ and _________________ with goals
2. ________________ standards ,areas of improvement
D. Staffing
1. _____________ and________; _________; ______________ performance
E. Leading
1. _____________________ direction of business; ____________________;
_____________________________, drive
MANAGEMENT STYLES
A. __________________:
Makes decisions with virtually no input
“_________________________________”
B. __________________:
Allows employees to make all decisions. Can be a “circus”
C. _________________:
Gets ____________________ and adjusts when necessary Can be slow;
________________________ can be helpful ______________________:
Allows majority rule; sometimes slow process, but it’s easier to get employee’s approval
D. ______________________:
Manager acts as a mentor; allows employees ________ _________
Focus on results, not how work gets done
E. ______________________:
Makes decision, then takes time to convince employees it was good
Spend time getting people to “_______ _______”
AN EFFECTIVE MANAGER…
o Shows a __________ __________ It’s ok to smile! It’s contagious!
o Cares about ___________
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

o Encourages and looks for the _______ in others
o Says “________________”
o Is considerate Takes ___________
o Calls people by their __________
o ____________________ birthdays, anniversaries, etc.
Listens
o _______ questions
o __________ information
Encourages ________________
o Does not ____________
o Treats everyone ____________
o Is a _________ player
o Is __________________
AN EFFECTIVE MANAGER also:
A. Is able to give _________ directions
B. Has skills to ___________ employees adequately
C. Has ____________
D. Is consistent and _______, and _________
E. Acts as a good _________________
F. Delegates __________________
G. Fosters ________________
Application for Graphic Design Project Manager
• Communicates clearly
• Written
• Oral
• ________ - ____________
• _________ evaluates employees skills
• Matches their ________ or creativity with the ____________portion of the
design project
• Is_______________ to employees and clients
• ______________ in “others shoes” easily
• Listens actively
• ___________questions
• _____________information
• Encourages interaction with/among employees
• Treats everyone _______________
• Is a team player
• Is__________________________
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Management: Another Piece of the Puzzle
Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION: Top to bottom management structure of an organization (consists of
Top, Middle, and Supervisory levels).
TOP MANAGEMENT: Makes decisions affecting entire company; decisions have broadest effect
on the company.
MIDDLE MANAGEMENT: implements the decisions of Top management; plans ways to
implement goals; communicates with Supervisory level management.
SUPERVISORY LEVEL MANAGEMENT: Supervises the activities of employees; carries out the
instructions of Middle and Top management; assigns tasks and evaluates performance of
employees.
HORIZONTAL ORGANIZATION: Self-managing teams set their own goals & make their own
decisions. Organized by process instead of function.
EMPOWERMENT: Encourages team members’ contributions and willingness to take
responsibility.
MANAGING: Completing the work of an organization through its people and resources.
ORGANIZING: Bringing people, activities, and resources together for the benefit of the
company.
STAFFING: Matching workers with the tasks to be done.
CONTROLLING: Measuring performance; comparing performance with company objectives and
goals for effective outcome.
LONG-RANGE PLANNING: Information is gathered and analyzed, serving goals ranging from one
to five years; or five to 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of one year or
less. Usually evaluated on quarterly or semi-annual basis.
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MANAGEMENT STRUCTURES:
A. Vertical Organization
1. Manager performs particular department function well
2. Top management
3. Middle management
4. Supervisory level
B. Horizontal Organization
1. Became popular due to downsizing in the 1980s and 1990s
Self-managing teams set own goals and make own decisions
2. Customer-oriented
3. Adopted by most car manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. Long range
2. Short range
B. Organizing
1. Arrange staff to accomplish goals
2. Organizational chart
C. Controlling
1. Performance is measured and compared with goals
2. Setting standards, areas of improvement
D. Staffing
1. Recruit and hire; evaluate performance
E. Leading
1. Communicate direction of business; commitment; motivation; drive
MANAGEMENT STYLES
A. Autocratic:
Makes decisions with virtually no input
“My way or the highway”
B. Chaotic:
Allows employees to make all decisions
Can be a “circus”
C. Consultative:
Gets feedback and adjusts when necessary
Can be slow; advisory board can be helpful
D. Democratic:
Allows majority rule; sometimes slow process,
but it’s easier to get employee’s approval
E. Laissez-faire:
Manager acts as a mentor; allows employees some control
Focus on results, not how work gets done
F. Persuasive:
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Makes decision, then takes time to convince employees it was good
Spend time getting people to “buy in”
AN EFFECTIVE MANAGER…
 Shows a happy face
o It’s ok to smile! It’s contagious!
 Cares about others
o Encourages and looks for the good in others
o Says “thank you”
 Is considerate
o Takes interest
o Calls people by their names
o Recognizes birthdays, anniversaries, etc.
 Listens
o Asks questions
o Recalls information
 Encourages interaction
o Does not gossip
o Treats everyone equally
o Is a team player
o Is trustworthy
AN EFFECTIVE MANAGER also:
A. Is able to give clear directions
B. Has skills to train employees adequately
C. Has vision
D. Is consistent and fair and firm
E. Acts as a good example
F. Delegates responsibilities
G. Fosters initiative
APPLICATON FOR GRAPHIC DESIGN PROJECT MANAGER
• Communicates clearly
• Written, oral , non-verbally
• Fairly evaluates employees skills
• Matches their skills or creativity with the appropriate portion of the design project
• Is empathetic to employees and clients
• Walks in “others shoes” easily
• Listens actively
• Asks questions
• Recalls information
• Encourages interaction with/among employees
• Treats everyone equally
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•
•
Is a team player
Is trustworthy
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An “ Exhibition of ________ County Graphic Art & Illustrations”
OBJECTIVE: Students will work in groups and use management and decision-making skills to
complete all the necessary tasks of staging a computer-generated art and illustrations
exhibition event.
MATERIALS NEEDED: Computers, projector, Internet access, paper and printer for print items
PROCEDURE:
You are the Chairperson of the “Exhibition of ________ County Graphic Art &
Illustrations” (you supply the name of your county) Committee. Your goal is to ensure
100% occupancy by graphic artists located within YOUR County. You have space for 45
booths. The event will take place on PICK A DATE. Your duties are as follows:
1.
2.
3.
4.
5.
6.
7.
8.
Determine your target market (who you want to draw to your event).
Select the graphic artists who will participate (plan for variety).
Decide on admission charges.
Plan the arrangement of the floor plan for the event.
Secure the site (must be in YOUR County). Look up the location on Internet.
Decide how you will promote the event to the public.
What type of entertainment will be provided? When? Variety?
Form of advertising?
a. 1 direct mail (postcard or flyer)
b. 1 press release (story that tells who, what, where, when, why) and you must
include at least two quotes from someone who has participated in the past
c. 1 TV commercial (use multimedia software or a video production software)
d. 1 non-traditional promotion such as an airplane trailer, a “sandwich promo”
walker, skydiver, etc.
9. Design a layout and floor plan and list the participating graphic artists in their booth
locations. (Use word processing software.)
10. What considerations did you take in deciding where to locate the participating graphic
artists within your chosen site?
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Group Presentation Rubric
Presentation Title:_______________________________________________
Name: ________________________
Teacher:
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
2
Points
3
4
Audience has
Student presents
Audience cannot
Student presents
difficulty following
information in
understand presentation
information in
presentation because
logical, interesting
because there is no
logical sequence that
student jumps
sequence that
sequence of information.
audience can follow.
around.
audience can follow.
Student does not have
grasp of information;
student cannot answer
questions about subject.
Student is
uncomfortable with
information and is
only able to answer
rudimentary
questions.
Student used no visuals.
Student occasionally
used visuals that
rarely support text
and presentation.
____
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
____
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
____
Student's presentation
Presentation had
Presentation has no
Presentation has no
had four or more spelling three misspellings
more than two
misspellings or
errors and/or
and/or grammatical misspellings and/or
grammatical errors.
grammatical errors.
errors.
grammatical errors.
____
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in the
back of class to hear.
Student used a clear
voice and correct,
precise
pronunciation of
terms.
____
Total---->
____
Student incorrectly
Student's voice is
pronounces terms.
clear. Student
Audience members
pronounces most
have difficulty hearing
words correctly.
presentation.
Teacher’s Comments
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Group Progress Rubric
Name: _____________________
Teacher:
Date: ______________________
Title of Work: ______________
Skills
Helping:
The teacher observed the students
offering assistance to each other.
Listening:
The teacher observed students
working from each other's ideas.
Criteria
Points
0
10
15
20
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
____
____
Participating:
The teacher observed each
student contributing to the
project.
Persuading:
The teacher observed the students
exchanging, defending, and
rethinking ideas.
Sharing:
The teacher observed the students
offering ideas and reporting their
findings to each other.
____
____
____
Total Points ____
Teacher Comments:
77
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Infographic about Me!
OBJECTIVE:
Now is your time to shine and create something all about you! Your job is to create a one page
“Infographic” that represents you visually as you look toward life after high school and a
possible future job or college opportunity.
MATERIALS NEEDED:
Computer, Internet access, personal pictures, sketch paper; good quality glossy or matte paper,
printer






Create a personal logo that relates to you personally.
Select a title for your infographic that represents who you are or want to be.
Select at least six positive descriptors that tell others about you and how you relate
to or manage others. These must be real and can be backed up by examples. They
should include:
 One for the type of friend you are
 One for the types of friends you have
 One that tells about your integrity or honesty
 One that tells what you would like to accomplish in the future
 One that tells what type of a team player you are
 One that tells what type of work ethic you have
 One that tells the quality you possess that you are most proud of
 One that tells how you treat others
Include a person of influence – your most influential family member, friend, role
model or teacher
Design the infographic using letter size paper. Print out a quality copy.
Must include a picture of yourself and your name.
Written Report
How will you describe yourself? Type a summary on the following (one page minimum):




Purpose: Tell why these descriptors are a real representation of you and why you
selected them. Explain your choice of person of influence.
Plans: What would you like the results to be in the future?
Place: Where would you like to be located?
Promotion: How will you promote yourself?
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Name: _____________________
Date: ___________________
Infographic About Me! Project Rubric
Title: ___________________________________________
Process
Below Avg.
Satisfactory
Excellent
Has clear vision of final infographic; directions
were followed
1, 2, 3
4, 5, 6
7, 8, 9
2. Properly organized to present; complete
and cohesive representation
1, 2, 3
4, 5, 6
7, 8, 9
3. Managed time wisely
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
Below Avg.
Satisfactory
Excellent
1. Format (in infographic form)
1, 2, 3
4, 5, 6
7, 8, 9
2. Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7, 8, 9
3. Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9
4. Creativity in presentation
1, 2, 3
4, 5, 6
7, 8, 9
5. Demonstrates knowledge of descriptors
and identifiers
1, 2, 3
4, 5, 6
7, 8, 9, 10
4. Acquired needed knowledge base with
examples ready for choices
5. Communicated efforts with teacher
Product (Project)
Total Score:____________________________
Teacher’s Comments:
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Interpersonal Skills
Student Notes
I.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self-Esteem
Empathy
Personal ethics:
 _______________________
 _______________________
 _______________________
Creativity Initiative and Responsibility
 _________________________________________
 _________________________________________
 _________________________________________
Attitude
 _________________________________________
o __________________________________
o __________________________________
Self-Control/Orderliness
 _________________________________________
 _________________________________________
Self-Awareness & Willingness to Change
 _________________________________________
 _________________________________________
 _________________________________________
 _________________________________________
Self-Esteem



_________________________________________
_________________________________________
_________________________________________
o ___________________________________
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o ___________________________________
Empathy
 _________________________________________
 _________________________________________
II.
Personal Skills
Assertiveness:
 _________________________________________
 _________________________________________
 _________________________________________
Time Management:
 _________________________________________
 _________________________________________
 _________________________________________
Goal Setting:
 _________________________________________
 _________________________________________
 __________________________________________
 __________________________________________
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Interpersonal Skills KEY
Student Notes
III.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self Esteem
Empathy
Personal ethics:



Honesty
Integrity
Play Fair
Creativity Initiative and Responsibility



Find new ways to do your job (cuts boredom)
Do what needs to be done without being told
Be accountable for your actions
Attitude



Develop a positive attitude
View difficult assignments as a challenge
A positive attitude flows over into other areas
Self-Control/Orderliness


What does it mean to be tactful?
A must when dealing with difficult customers
Self-Awareness & Willingness to Change




Make a list of strengths & weaknesses
You may think you know everything!
The first 100 years are the hardest!
Adaptable employees are valuable
Self-Esteem
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


The way you see yourself – your value
Demonstrate self-esteem on the job by showing confidence in your work
Build customers’ self-esteem too
o Call them by name
o Smile and greet them
Empathy


IV.
Understand another’s situation or frame of mind
Putting oneself in another’s place
Personal Skills
Assertiveness:



Stand up for yourself, but don’t be pushy
Don’t boss others
Make sure you know what you’re talking about
Time Management:



Budget your time
Don’t over-commit yourself or you will regret it
Sometimes “NO” is okay!
Goal Setting:


What do you want out of:
o Life
o Career?
o Personal Relationships?
Where do you plan to be in ______ years?
o Continue to ask yourself this question!
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“Personal Bucket List”
50 Things You Want to Do Before Age 65
Think about this carefully before you begin. In your “50 Things,” you will need a word
processing program to devise a list of 50 things to do before you reach age 65. Include a brief
(one or two sentence) explanation on why you would do each task or activity. You may not
repeat or combine any! Your list must include:
1 challenging sport (counts as one “thing”)
1 regular activity you never tried but would like to
2 sights in the world you would like to see (each counts as one “thing”)
2 career options (each counts as one “thing”)
2 personal goals (each counts as one “thing”)
3 activities that includes your family members
2 things you would do for someone else (each counts as one “thing”)
2 activities you would do for your community
The rest are up to you!
Date Due: __________________
84
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Amusement Park Development
Branding and Advertising Campaign
OBJECTIVE:
Students will work in groups and use management and leadership skills learned in order to
successfully complete all assigned tasks in this amusement park project.
MATERIALS NEEDED:
Computers, Internet access, projector for presentations, printer, paper for ad campaign, and
brochure
Amusement parks have become part of America’s pastime. In this project, your team, as part of
the Department for Product Design and Development for AlphaGenX Amusement Park is
responsible for the advertising campaign announcing the NEW amusement park to be built in
your area.
First rule of thumb…Be sure to read the through the whole project before beginning.
Part 1: Group Formation and Preparation
A. Decide on a team leader and divide up all tasks.
B. Create mockups of several logos (thumbnails are fine) to be shown to students in your
math or English class. Have students rank them by what they like best to what they like
least. Include space for them to write whey they did or did not like a particular logo
idea.
C. After your surveys have been completed, you are to write a final analysis of what logo
idea the participants liked the best for an amusement park. Explain your findings from
the information provided.
Part 2: Research and Development for Brochure
A. Once you have an idea for the logo, you will need to gather information for a brochure.
Research other amusement park brochures or websites to gather information. You will
need to know the following (at a minimum):
1. Name of the park and a logo mock up
2. Location of the park
3. Number of roller coasters
4. Names of roller coasters
5. Names of park areas or sections
6. 10 other rides (type and name)
7. Water rides
8. Available food and beverages
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9. Entertainment offered
10. Services Offered
11. Location of park
12. Surrounding cities
13. Any other pertinent information you discover
Part 3: Your Proposed Amusement Park Brand and Ad Campaign
This is the section where YOUR design of YOUR brand for the amusement park comes to life.
You CANNOT have the same exact ideas, features or themes as another brand! Your brochure
should include:
1. Overall theme for the brand
2-. Principal sponsor (companies, corporations, etc.)
3. Location of park and contact information
4. Names and description of rides
5. Number of rides
6. Areas for different ages
7. Number of concession stands and restaurants
8. Layout or map of the park, including parking
9. Other park attractions and activities
Considerations
- Define your target market, its location and population of the area.
- Be prepared to defend your reasoning.
- What is the name; what is the overall theme?
- Include the logo design and the brand.
- Defend your color choices
What, if any, types of signage will you need?
Will there be billboards?
Will the brand or logo fit easily into the website information?
You must include the following:
- A typed proposal for the brand (with the logo and brand mockup)
- A brochure for the park, which includes a detailed map of the park and surrounding area
The project needs to be neat and look professional.
All written information must be typed or word-processed.
Prepare a multimedia presentation or video to use as you present your project to the Board
of Directors.
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Amusement Park Advertising Campaign Rubric
Presentation Title:_______________________________________________
Name: ________________________
Teacher:
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
2
Points
3
4
Audience has
Student presents
Audience cannot
Student presents
difficulty following
information in
understand presentation
information in
presentation because
logical, interesting
because there is no
logical sequence that
student jumps
sequence that
sequence of information.
audience can follow.
around.
audience can follow.
Student does not have
grasp of information;
student cannot answer
questions about subject.
Student is
uncomfortable with
information and is
only able to answer
rudimentary
questions.
Student used no visuals.
Student occasionally
used visuals that
rarely support text
and presentation.
____
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
____
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
____
Student's presentation
Presentation had
Presentation has no
Presentation has no
had four or more spelling three misspellings
more than two
misspellings or
errors and/or
and/or grammatical misspellings and/or
grammatical errors.
grammatical errors.
errors.
grammatical errors.
____
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in the
back of class to hear.
Student used a clear
voice and correct,
precise
pronunciation of
terms.
____
Total---->
____
Student incorrectly
Student's voice is
pronounces terms.
clear. Student
Audience members
pronounces most
have difficulty hearing
words correctly.
presentation.
Teacher’s Comments:
87
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Goin’ Global
Practicum in Graphic Design and Illustration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will evaluate and conclude why international
trade is vital to a nation’s economy.
Specific Objectives
 Students will discover the interdependence among nations.
 Students will assess the benefits of international trade.
 Students will examine the requirements of a balance of trade and its barriers.
 Students will interpret the standard business practices involved in importing and
exporting.
 Students will determine the cultural, economic, and political factors that should be
considered when deciding whether to do business abroad.
This lesson should take five class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.90. Practicum in Graphic Design and Illustration
130.90. (c) (2) The student applies academic knowledge and skills in art and design projects. The
student is expected to:
(A) apply English language arts knowledge and skills by demonstrating skills such as:
correct use of content, technical concepts, and vocabulary,; using correct grammar,
punctuation, and terminology to write and edit documents; and composing and
editing copy for a variety of written documents such as brochures, programs,
posters, flyers, and magazine covers.
130.90. (c) (3) The student implements advanced professional communications strategies. The
student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
(B) organize oral and written information;
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(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills to increase internal and external customer/client
satisfaction.
130.90. (c) (4) The student implements advanced problem solving methods. The student is
expected to employ critical thinking and interpersonal skills, including data gathering and
interpretation independently and in teams to solve problems and make decisions.
130.90. (c) (7) The student applies cyber safety regulations procedures. The student is expected
to:
(A) implement personal and workplace professional safety rules and regulations;
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
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Tasks
 Students will take notes and keep them in their notebook.
 Students will complete all assignments in a timely manner.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Make copies of all handouts for this unit.
 Secure a computer lab, if one is not readily available to your class.
Instructional Aids
 Student handouts
Materials Needed
 Copies of assigned activities
 Internet access
Equipment Needed
 Computer lab
 Teacher computer
 Projector (for digital presentation)
References and Helpful Websites
 http://selectusa.commerce.gov/industry-snapshots/media-entertainment-industryunited-states
 Search the internet for information on graphic design services, export revenue by
company and by country
Introduction
Learner Preparation
 Ask why is it necessary to get goods from other countries.
 Ask why our government puts trade restrictions on imports.
 How do emerging nations become involved in international trade?
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Lesson Introduction
 Show the multimedia presentation and lead class in a discussion.
 Explain how all leading nations are interdependent.
 Discuss the impact of cultural and social environments on global trade.
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Outline
MI
OUTLINE
Terminology
(Students will fill in blanks from the multimedia
presentation)
Business Cycle: (Diagram in presentation)
Prosperity
Inflation
Recession
Depression
U.S. and International Trade
“Approximately 1/3 of worldwide
production is sold outside of the
“home” country.”
Raw materials
Manufactured goods
Services as popular exchanges
Data is transferred
Businesses are Going Global
Changing markets
Foreign markets draw attention
Competition
Demand
Government support
Importance of International Trade
Over 250,000 U.S. businesses
export products
11% of GNP
95% are small to med. Sized
Export over $500 billion in products
NOTES TO TEACHER
Each student should have a
Student Notes sheet to complete
during the multimedia
presentation. Explain to the class
that the vocab will be on an exam
so it is important they fill in all
blanks.
Have students take notes to keep
in notebook.
Notes Extension Activity: Hand
out the assignment sheet to be
completed in class. You may want
the group to partner up or just
have each student complete it
individually. This is one reason
why students should have taken
notes! DISCUSS the questions.
Assign “Cultural Differences”
project. This project will take
approximately three to four class
periods to complete and one to
two class periods to present to the
class.
Wholesalers export over $100 billion
U.S.is 2nd largest exporter
U.S. is 1st in imports
U.S. trade deficit in 1971
III. How does this concern Graphic Design?
Communication pieces (marketing)
Targeted audience
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Demographics knowledge needed in many
areas
Bottom Line…
Effective communication
Better success
Respect
*Note: prior to the onset of this
activity, the teacher will need to
go to the website and pre-select
the countries to use. Try to get
countries that are not popular and
those that are not in the news as
much, in order for the students to
really learn something when
researching.
This activity allows for great class
discussion, especially when the
students present the final section.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multimedia presentation while students take notes using their
handout. Students will work in class to complete the Global Economy: Student Notes activity to
ensure understanding of the material.
Go over the “Considerations for Designing Graphics in a Foreign Country” handout and discuss
why these considerations are important.
Global Economy: Optional activity
I
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ndependent Practice
 Cultural Differences and Demographics Project
Students will work with a partner to research another country, answer questions about
the demographics, and prepare a class presentation.
These projects are student-driven; therefore, the teacher will take on the role of a facilitator
after students begin working on them.
Summary
Review
 Why do countries trade with each other?
 Why do governments put trade restrictions on businesses?
 Why is it important to an economy to maintain a balance of trade?
 Which country is most influential according to your online sources?
 Why is it important to know about demographics?
Evaluation
Informal Evaluation:
Daily assessment of projects: The teacher will become the facilitator because the Cultural
Differences and Foreign Business activities are student-driven.
As a suggestion, the teacher may want to have students evaluate their peers as well. If so, copy
extra rubrics ahead of time.
Formal Evaluation:
Rubrics will be used for formal evaluation.
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Global Economy
Student Notes
Fill in the blanks as we discuss the multimedia presentation. Keep this as a study guide.
TERMINOLOGY:
________: North American Free Trade Agreement
______: World Trade Organization
_____: European Union
International Trade: The _____ of products/services to people in _______ countries
Imports: Products/services _______________ from another _____________
Exports: Products/services _______ to _____________ country
Indirect Exporting: Marketers with ______________ experience __________ the ____________
company; ____________ for the _________ of products in other countries
Direct Exporting: Company handles ____ responsibilities to market products in other
___________
Balance of Trade: The ________________ between a country’s _________ and __________
Foreign Production: A company ______ and __________ production ___________ in another
country
Joint Venture: ____ or_____ companies in ____________ countries with _____________
interests develop a _______________ to join in ____________ __________________activities
Multinational Companies: Businesses that have_________________ all over the ___________
and conduct planning for _________________ markets
Pre-industrial Economy: Based on _________________ and ______
_____________development; _____ standard of living
Post-industrial Economy: Based on____ of business & consumer _____________________
produced & marketed in the__________ marketplace
Gross Domestic Product: The ________ $ value of all ______________________ produced
within a country in____ year
Gross National Product: The total___________ of all goods/services (_____________
_____________) produced within a country in one year
Quota: _________ on the numbers of ___________ _________ of products ____________
_________________ can ______ in a country
Tariffs: _________ placed on imported products to increase the ____________
______________
Subsidy: ___________ provided to a business to _______ in the development and sale of
products
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Standard of Living: A ______________ of the quality of life for the citizens of a country
Productivity: The____________ output by workers for a ______________ period of time
Purchasing Power: The ___________ of goods/services that can be bought with a
______________ $ amount of money
Consumer Price Index: The _____________ in the ________ of a specified set of goods over
_______
____________ _________: Consists of 4 stages: Prosperity, Recession, Depression and Inflation
U.S. and International Trade
World Interdependence
”Approximately _____ of worldwide production is sold _________ of the _______ country”
The bulk of products that Americans use daily are_______________
U.S. __________music, movies, cars, airplanes and food items
International Trade is Changing:
Raw materials once were a _____________ commodity; today makes up less than ____ of
world’s exports
__________________ goods/services are most popular
_____________ (communications, travel, education, and financial) are most popular exchanges
between _______________
_______ is transferred via phone, fiber optics, or satellite on a daily basis
Businesses are Going Global
_____________ are changing.
____________ markets are enticing to ________________ businesses who experience dropping
sales & profit
Foreign markets are another way to expand ________________and increase worldwide
___________for products
Benefit of international marketing: __________________ support is available
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Importance of International Trade
U.S. economy: over ___________ businesses _________ products
Accounts for over _____ of GNP
_____ of U.S. exporting businesses are small to medium sized
Manufactures ________ over $500 billion of products
Wholesalers export over $____ billion worth of products
U.S. is __________ largest exporter
_____________ is #1 exporter
U.S. is #1 ___________ of products
Germany is _____ importer
_____ had 1st_________ deficit of the 20th Century in ______ (imports exceeded exports by
over $1 billion that year)
III. How does this concern Graphic Design?
Designers must know about the ______________ of ____________________________
audience. Just imagine the difference between a target audience in______________vs
______________. Or designing a t-shirt for a three-year old vs. a__________year old. Or even a
male vs. a female. Or if they a wealthy area or______________? All these things make a
difference in how a designer______________them.
Continued – Demographics
Graphic artists are involved in many ___________of the trade, export and import. The
communication ___________ (marketing/advertising) between different countries is vital. It is
not just about translating information into another language.
This includes WHERE they live.
Types of______________, skills, jobs.
Their level of ______________.
Their ______________ income.
Their living conditions.
The ______________ environment with regards to______________, temperature, landscape,
coastal, inland, etc.
Percent in ______________ vs. ______________.
Average ______________of population.
______________married.
Average______________size, number of children.
Typical health and______________of citizens.
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Bottom Line…
Bottom Line…
•
•
•
Knowing your target audience’s _________________ will help with effective
_________________ in a foreign country.
It will ensure better success of your _________________ campaign.
It will be appropriate, showing respect for the peoples of that country.
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Goin’ Global
Student Notes
Knowing the demographics of any culture equips a designer to approach a design or
advertisement according to the norms of that country or its culture.
Fill in the blanks as we discuss the multimedia presentation. Keep this as a study guide.
TERMINOLOGY:
NAFTA: North American Free Trade Agreement
WTO: World Trade Organization
EU: European Union
International Trade: The sale of products/services to people in other countries
Imports: Products/services purchased from another country
Exports: Products/services sold to another country
Indirect Exporting: Marketers with exporting experience represent the exporting company;
arranges for the sale of products in other countries
Direct Exporting: Company handles all responsibilities to market products in other countries
Balance of Trade: The difference between a country’s imports and exports
Foreign Production: A company owns and operates production facilities in another country
Joint Venture: Two or more companies in different countries with common interests develop a
relationship to join in common business activities
Multinational Companies: Businesses that have operations all over the world and conduct
planning for worldwide markets
Pre-industrial Economy: Based on agriculture and raw material development; low standard of
living
Post Industrial Economy: Based on mix of business & consumer products/services produced &
marketed in the global marketplace
Gross Domestic Product: The total $ value of all goods/services produced within a country in
one year
Gross National Product: The total $ value of all goods/services (including imports) produced
within a country in one year
Quota: Limits on the numbers of certain types of products foreign companies can sell in a
country
Tariffs: Taxes placed on imported products to increase the selling price
Subsidy: Money provided to a business to help in the development and sale of products
Standard of Living: A measure of the quality of life for the citizens of a country
Productivity: The average output by workers for a specified period of time
Purchasing Power: The amount of goods/services that can be bought with a specific $ amount
of money
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Consumer Price Index: The variance in the cost of a specified set of goods over time
Business Cycle: Consists of 4 stages: Prosperity, Recession, Depression and Inflation
Prosperity
Prosperity
Recovery
Recession
Depression
U.S. and International Trade
The bulk of products that Americans use daily are imported
U.S. exports music, movies, cars, airplanes and food items
International Trade is changing:
Raw materials once were an abundant commodity; today makes up less than 1/3 of world’s
exports
Manufactured good/services are most popular
Services (communications, travel, education, and financial) are most popular exchanges
between countries
Data is transferred via phone, fiber optics, or satellite on a daily basis
Businesses are Going Global
Markets are changing.
Foreign markets are enticing to domestic businesses who experience dropping sales & profit
Foreign markets are another way to expand competition and increase worldwide demand for
products
Benefit of international Graphic Design and Illustration Practicum: Government support is
available
Importance of International Trade
U.S. economy: over 250,000 businesses export products
Accounts for over 11% of GNP
95% of U.S. exporting businesses are small to medium sized
Manufacturers export over $500 billion of products
Wholesalers export over $100 billion worth of products
U.S. is second largest exporter
Germany is #1 exporter
U.S. is #1 importer of products
Germany is #2 importer
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U.S. had 1st trade deficit of the 20th Century in 1971 (imports exceeded exports by over $1
billion that year)
III. How does this concern Graphic Design:
Graphic artists are involved in many facets of the trade, export and import. The communication
pieces (marketing/advertising) between different countries are vital. It is not just about
translating information into another language.
Designers must know about the demographics of the targeted audience. Just imagine the
difference between a target audience in Florida vs. Alaska. Or designing a t-shirt for a threeyear old vs. a 35-year old. Or even a male vs. a female. Or if they a wealthy area or
impoverished? All these things make a difference in how a designer approaches them.
Continued – Demographics
For effective communication, graphic designers must look at the demographics of the targeted
country/audience.
This includes WHERE they live.
Types of professions, skills, jobs.
Their level of education.
Their average income.
Their living conditions.
The geographic environment with regards to weather, temperature, landscape, coastal, inland,
etc.
Percent in urban vs. rural.
Average age of population.
Percent married.
Average family size, number of children.
Typical health and welfare of citizens.
Bottom Line…
•
•
•
Knowing your target audience’s demographics will help with effective communication in
a foreign country.
It will ensure better success of your advertising campaign.
It will be appropriate, showing respect for the peoples of that country.
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Foreign Business Project Country Selection
Teacher’s Directions:
You will need two copies of this list (or add your own selections). One is to be cut
in strips so the students (and partner) can draw to see which country they will
get. The other is to be used to write the students’ names beside the country so
you will have record of which students are assigned to which country.
Finland
Finland
Wales
Wales
Portugal
Portugal
Denmark
Denmark
Australia
Australia
Peru
Peru
Uruguay
Uruguay
Nigeria
Nigeria
Turkey
Turkey
Poland
Poland
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New Zealand
New Zealand
Algeria
Algeria
Austria
Austria
Norway
Norway
India
India
Columbia
Columbia
Greenland
Greenland
Korea
Korea
Switzerland
Switzerland
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Cultural Differences Project
I.
Global Union
OBJECTIVE: Students will work with a partner to research the demographics of an assigned
country to obtain required information. The final product will be a multimedia presentation of
information, ultimately including products the students recommend to be sold in their
respective country, as well as products that could be imported to the U.S. for sale.
PROCEDURE:
You have been assigned a country to research using the website below. You are to read over
the following categories and take notes. Compare your country’s information with the United
States.
www.cia.gov/library/publications/the-world-factbook/
Country _______________________________________________
Language ______________________________________________
Religion ________________________________________________
Art Styles ______________________________________________
General Attitudes:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Personal Appearance:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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CUSTOMS AND COURTESIES
1. Greetings
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Gestures
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Visiting
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Eating
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Lifestyle
1. Family
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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2. Dating/Marriage
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Diet
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Recreation
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Commerce
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Typical art styles
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
SOCIETY
1. Government
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Economy
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Transportation/communication
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Education
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Literacy Rate:______________________
5. Health
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Life Expectancy:____________________
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6. Art used for social issues or messages (i.e. Street art, graffiti, murals, posters, infographics)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Culture Grams Project Continued…
Now that you have concluded your investigation, you will now complete Part II.
Design a multimedia presentation about your country that includes demographic information
you discovered in Part 1. Then determine five U.S. products you would market to the people in
your assigned country. he product may already be in existence, but you are to invent your own
Brand Name and Logo based on the demographics and culture of that country. Then determine
three products your assigned country could import to the U.S. Prepare a multimedia
presentation documenting the research of your assigned country and all eight products.
BE CREATIVE. Also, be prepared to present your project to the class.
U.S. PRODUCTS TO MARKET TO ______________________
Type in your answers below and save this in a word-processed file.
Product #1 _____________________________
Why?
______________________________________________________________________________
______________________________________________________________________________
Who is your intended
audience?_____________________________________________________________________
Product #2______________________________
Why?
______________________________________________________________________________
______________________________________________________________________________
Who is your intended
audience?_____________________________________________________________________
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Product #3 _____________________________
Why?
______________________________________________________________________________
______________________________________________________________________________
Who is your intended
audience?_____________________________________________________________________
Product #4______________________________
Why?
______________________________________________________________________________
______________________________________________________________________________
Who is your intended
audience?_____________________________________________________________________
Product #5______________________________
Why?
______________________________________________________________________________
______________________________________________________________________________
Who is your intended
audience?_____________________________________________________________________
PRODUCTS TO BE EXPORTED TO MARKET WITHIN THE U.S.:
Product #1 _____________________________
Why?
______________________________________________________________________________
______________________________________________________________________________
Who is your intended
audience?_____________________________________________________________________
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Product #2______________________________
Why?
______________________________________________________________________________
______________________________________________________________________________
Who is your intended
audience?_____________________________________________________________________
Product #3 _____________________________
Why?
______________________________________________________________________________
______________________________________________________________________________
Who is your intended
audience?_____________________________________________________________________
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Global Economy
A Look at a City’s Global Standing and Demographics
Notes Extension Activity (Optional activity)
OBJECTIVE:
Students will dissect information from their notes to answer the questions. Students will
choose a major city in a foreign country and write a 200-word description of the area and the
people in the area. They should start with the country’s general globalization in areas like
imports or exports, financial markets, their level of world influence, their basic professions etc.
Students will determine the demographics of the area using the suggested list in the
presentation and any other considerations they may think about.
PROCEDURE:
Use your notes from the Global Economy multimedia presentation to complete this activity, as
well as the Internet to research selected countries. The teacher may want to assign a country or
a specific area.
Students will share their findings with the entire class.
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Cultural Differences Presentation Rubric
Country: __________________________
Name: ________________________
Teacher:
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
2
Points
3
4
Audience has
Student presents
Audience cannot
Student presents
difficulty following
information in
understand presentation
information in
presentation because
logical, interesting
because there is no
logical sequence that
student jumps
sequence that
sequence of information.
audience can follow.
around.
audience can follow.
Student does not have
grasp of information;
student cannot answer
questions about subject.
Student is
uncomfortable with
information and is
only able to answer
rudimentary
questions.
Student used no visuals.
Student occasionally
used visuals that
rarely support text
and presentation.
____
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
____
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
____
Student's presentation
Presentation had
Presentation has no
Presentation has no
had four or more spelling three misspellings
more than two
misspellings or
errors and/or
and/or grammatical misspellings and/or
grammatical errors.
grammatical errors.
errors.
grammatical errors.
____
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in the
back of class to hear.
Student used a clear
voice and correct,
precise
pronunciation of
terms.
____
Total---->
____
Student incorrectly
Student's voice is
pronounces terms.
clear. Student
Audience members
pronounces most
have difficulty hearing
words correctly.
presentation.
Teacher Comments:
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Considerations for Designing Graphics in a Foreign Country
Students will research and prepare a presentation about the considerations one must make
when designing for a foreign country.
Topics to be covered are:
1. How different cultures receive information
Are they highly educated?
Are they mostly “high context” (i.e. They like direct and brief info – assume you know a lot), or
are they “low context” (i.e. They like explicit and detailed information)?
The importance of avoiding miscommunication in basic information
2. How visuals are to be presented
Text: Alphabets. Which direction does the text flow in that country? Is it is left to right like in
the U.S., or right to left, or even top to bottom?
Colors: What meaning do colors have? (For example, red means danger in the USA but
prosperity in Japan.)
Formatting time, dates, money, etc.
3. Considerations of Global English
Differences in spelling (theatre vs. theater or colour vs. color)
Do symbols mean the same thing? (Refer to International Organization Standards for symbol
information)
Phrases, idioms, cliques, expressions in general.
4. Any other information or considerations
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Name: _____________________
Date: ___________________
Foreign Business Project Rubric
Title: ___________________________________________
Process
Below Avg.
Satisfactory
Excellent
1. Has clear vision of final product; directions were
followed
1, 2, 3
4, 5, 6
7, 8, 9
2. Properly organized to complete project
1, 2, 3
4, 5, 6
7, 8, 9
3. Managed time wisely
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
Below Avg.
Satisfactory
Excellent
1. Format (required # of slides present)
1, 2, 3
4, 5, 6
7, 8, 9
2. Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7, 8, 9
3. Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9
4. Creativity
1, 2, 3
4, 5, 6
7, 8, 9
5. Demonstrates knowledge
1, 2, 3
4, 5, 6
7, 8, 9, 10
4. Acquired needed knowledge base
5. Communicated efforts with teacher
Product (Project)
Total Score:____________________________
Teacher’s Comments:
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Graphic Design: What’s Math Got to Do with It?
Practicum in Graphic Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will be able to calculate assorted resolutions,
parameters, percentages, sizing, and resizing.
Specific Objectives
 Students will explain the concepts of resolution for both print and web.
 Students will calculate resolution, print size and web sizes.
 Students will define the different types of ideal resolution values.
 Students will solve various vectoring math problems.
 Students will explain how resizing percentage is calculated.
This lesson should take 10-12 class days to complete,
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
§130.90. Practicum in Graphic Design and Illustration
§130.90. (c) (2) (B) apply mathematics knowledge and skills by identifying and demonstrating
skills such as: use of whole numbers, decimals and fractions applied to measurement and scale;
demonstrating a knowledge of arithmetic operations; using conversion methods such as
fractions to decimals and inches to points; and applying measurement to solve a problem.
§130.90. (c) (4) The student implements advanced problem solving methods. The student is
expected to employ critical thinking and interpersonal skills, including data gathering and
interpretation independently and in teams to solve problems and make decisions.
Interdisciplinary Correlations
English
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110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as
figurative language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately,
Tasks
 Students will secure signatures on all forms, as specified by the teacher.
 Students will return all paperwork in a timely manner.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Copy the handouts.
 Have multimedia presentations ready to show.
Instructional Aids
 Student Notes sheet
 Student worksheets
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Materials Needed
 Copies
 Pencils
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
 Calculators
Introduction
Learner Preparation
 How is math used in digital art?
 How do you know what is best for resolution?
 List what is included in determining sizes for different uses.
 Explain the difference in resolution dependent and resolution independent.
Lesson Introduction
 Ask the class what resolution their phone cameras are.
 Ask them if they know the size of a piece of letter-sized or legal paper.
 Explain the difference between pixels and inches when it comes to size.
 Explain how vector art is based on mathematical formulas and raster art is based on
pixels – each having specific numeric values.
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Outline
MI
I. What’s MATH got to do with it???
II. Isn’t graphic design just art?
III. Where does Math come in?
IV. MATH used in raster design
V. MATH used in vector design
The teacher will use the multimedia
presentation to explain the various
types and uses for math in digital art.
Students will take notes using the
Student Notes Outline. The students
will then complete the worksheets.
VI. Let’s look at some calculations
VII. Calculating Pixels
VIII. Calculating Resolution
IX. Calculating Increased Size
X. Calculations to Reduce Size
III.
XI. Math in Good Principles of Design
XII. Check out the Math!
XIII. HAVE FUN WITH MATH IN ART!
These concepts may be somewhat
difficult for the students to grasp. It
may be necessary for the teacher to
make up additional problems. One
suggestion is to put students into
groups or pairs and have them craft
five or 10 problems (and work the
answer keys). These could be
compiled and shared with the entire
class.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Guided Practice
Application
The teacher will use the multimedia presentations to teach the material. The teacher will
monitor students’ independent practice.
Independent Practice


Math Exercises
Students work out math problems.
Math in Art
Students select a naturally occurring mathematical phenomenon in nature that makes
art look beautiful.
Summary
Review


Why do designers need to be concerned with resolution?
What is an advantage of vector artwork that is resolution independent?
Evaluation

Informal Evaluation:
o Teacher will check for understanding
o Very small group work option (students help each other)

Formal Evaluation:
o Worksheets and tests over the material
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Outline Worksheet
What’s MATH got to do with it???
Isn’t graphic design just _____?
Graphic design is just used to create beautiful artwork, logos, signs or posters, right?
It is concerned with things like:
• _____________
• Artistic
• Colors
• ________________
• Special effects
Where does MATH come in?
The truth is that graphic design is saturated with MATH!
• Raster design is __________ ________ ,which means on the number of points of colors
or pixels per square inch.
• Vectors, while _____________ of resolution or pixels, are based solely on ___________.
functions or formulas to define shapes, curves, objects, etc.
• Both use math for placement, _______, exact movement, alignment and file size – just
to name a few!
MATH used in _________design
Pixels are constantly working behind the scenes to prevent “_________” or poor picture quality
in rasters.
A few examples of math in raster design are:
• ________ per inch (PPI) Dots per inch (DPI)
• Resolution
• Page size inches or pixels
• Scaling up or ________
• File size
MATH used in vector design.
Vector design is totally ________on MATH. It does ____ use pixels.
Examples in vector design are:
• ________ points
• Bezier curves
• Area
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•
•
___________fades
File size
Let’s look at some calculations
_____ traditionally uses _____dots/pixels per inch for best results.
To find the needed pixel size for web banner 10 by 3 inches:
– 72dpi x the width (72 x 10= 720)
– 72dpi x height (72 x 3 = 216)
So the needed size would be width 720 and height 216 in pixels.
______ traditionally uses ____ dpi for best results.
To find the needed pixel size for header 10 by 3 inches:
– 300 dpi x the width (300 x 10= 3000)
– 300 dpi x height (300 x 3 = 900)
So the needed size would be width 3000 and height 900 in pixels.
Let’s look at some calculations
You found a picture you want to use for web and don’t want to get the “jaggies.” How do
you know what the numbers mean?
Take the given measurements of the photo and divide by 72.
This photo is 216 x 180. So do the math!
• 216 pixels width / 72dpi (216 / 72 = 3 in wide.)
• 180 height 180/ 72 = 2.5 in high.)
• So the best use of this photo would be at
3 x 2.5 ________ or less like shown here.
Calculating Pixels
Using this same photo for print makes a big ___________ due to the preferred
resolution. Now you would divide by 300!
So taking the same photo measurements – 216 x 180 and calculating for print this is
what we get:
• 216 width (216 / 300 = .72 in wide.)
• 180 height (180 / 300 = .6 in high.)
• That comes out to roughly ¾ “ x ½ “ like the picture here!
• Unless you want the picture to really be less than an ______ high and wide, find
a higher resolution picture!
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i.e. to have the picture at the 3 x 2.5 in size for print you would need 900
x 750 (300 x 3 = 900 & 300 x 2.5 = 750)
Calculating Resolution
The resolution for the web peaks at____.
• So if you want a banner that is 9” wide by 2” high then it would be as follows:
• 9 x 72 = 648
• 2 x 72 = 144
So your resolution would be 720 x 216
Calculating Increased Size
Calculations to Reduce Size
•
•
•
If you have a 3” _______ and you want to reduce it by 25% then you subtract that
___________ from 100% and multiply. It looks like this: 100%-25%= 75%
3 x .75= 2.25
So your reduced square would be 2.25”
Math in Good __________ of Design
Also saturated with MATH are the very principles of design we use to make our projects
and artwork beautiful!
Some examples that use math are:
• Rule of ________
• Symmetry/Asymmetry
• ____________
• Golden ________
• Proximity/Hierarchy
• Rhythm
•
Check out the Math!
•
Look up some of the mathematical formulas associated with the _________ of
Design. They are fascinating and make a great research project!
HAVE FUN WITH MATH IN _____!
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Outline Worksheet
What’s MATH got to do with it???
Isn’t graphic design just art?
Graphic design is just used to create beautiful artwork, logos, signs or posters, right?
It is concerned with things like:
• Creativity
• Artistic
• Colors
• Typography
• Special effects
Where does MATH come in?
The truth is that graphic design is saturated with MATH!
• Raster design is resolution dependent, which means on the number of points of colors
or pixels per square inch.
• Vectors, while independent of resolution or pixels, are based solely on mathematical
functions or formulas to define shapes, curves, objects, etc.
• Both use math for placement, scalability, exact movement, alignment and file size – just
to name a few!
MATH used in Raster design
Pixels are constantly working behind the scenes to prevent “jaggies” or poor picture quality in
rasters.
A few examples of math in raster design are:
• Pixels per inch (PPI) Dots per inch (DPI)
• Resolution
• Page size inches or pixels
• Scaling up or reducing
• File size
MATH used in vector design.
Vector design is totally dependent on MATH. It does not use pixels.
Examples in vector design are:
• Anchor points
• Bezier curves
• Area
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•
•
Gradient fades
File size
Let’s look at some calculations
Web traditionally uses 72 dots/pixels per inch for best results.
To find the needed pixel size for web banner 10 by 3 inches:
– 72dpi x the width (72 x 10= 720)
– 72dpi x height (72 x 3 = 216)
So the needed size would be width 720 and height 216 in pixels.
Print traditionally uses 300 dpi for best results.
To find the needed pixel size for header 10 by 3 inches:
– 300 dpi x the width (300 x 10= 3000)
– 300 dpi x height (300 x 3 = 900)
So the needed size would be width 3000 and height 900 in pixels.
Let’s look at some calculations
You found a picture you want to use for web and don’t want to get the “jaggies.” How do
you know what the numbers mean?
Take the given measurements of the photo and divide by 72.
This photo is 216 x 180. So do the math!
• 216 pixels width / 72dpi (216 / 72 = 3 in wide.)
• 180 height 180/ 72 = 2.5 in high.)
• So the best use of this photo would be at
3 x 2.5 inches or less like shown here.
Calculating Pixels
Using this same photo for print makes a big difference due to the preferred resolution.
Now you would divide by 300!
So taking the same photo measurements – 216 x 180 and calculating for print this is
what we get:
• 216 width (216 / 300 = .72 in wide.)
• 180 height (180 / 300 = .6 in high.)
• That comes out to roughly ¾ “ x ½ “ like the picture here!
• Unless you want the picture to really be less than an inch high and wide, find a
higher resolution picture!
125
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i.e. to have the picture at the 3 x 2.5 in size for print you would need 900
x 750 (300 x 3 = 900 & 300 x 2.5 = 750)
Calculating Resolution
The resolution for the web peaks at 72dpi.
• So if you want a banner that is 9” wide by 2” high then it would be as follows:
• 9 x 72 = 648
• 2 x 72 = 144
So your resolution would be 720 x 216
Calculating Increased Size
Calculations to Reduce Size
•
If you have a 3” square and you want to reduce it by 25% then you subtract that
percentage from 100% and multiply. It looks like this: 100% - 25% = 75%
• 3 x .75= 2.25
So your reduced square would be 2.25”
Math in Good Principles of Design
Also saturated with MATH are the very principles of design we use to make our projects
and artwork beautiful!
Some examples that use math are:
• Rule of Thirds
• Symmetry/Asymmetry
• Fibonacci
• Golden Ratio
• Proximity/Hierarchy
• Rhythm
•
Check out the Math!
•
Look up some of the mathematical formulas associated with the Principles of
Design. They are fascinating and make a great research project!
HAVE FUN WITH MATH IN ART!
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Name___________________________________
Math Exercise for Graphic Design
1. You want to create a web banner that is 10” x 3”. What is the calculation?
2. You want to place a 4 x 6 picture in a print layout. What resolution will be perfect?
3. You want to increase the size of a print project that is 8 x 10 by 25%. What calculations
would you use?
4. What ideal pixels would you use for a 12 x 16 print project?
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Math Exercise for Graphic Design
(Answer Key)
1. You want to create a web banner that is 10” x 3”. What is the calculation? Note: For
web you need 72 ppi
10 x 72 = 720
3 x 72 = 216
Banner calculation is 720 x 216 pixels
2. You want to place a 4 x 6 picture in a print layout. What resolution will be perfect? Note:
For print you need 300 dpi
4 x 300 = 1200
6 x 300 = 1800
Perfect resolution would be 1200 x 1800
3. You want to increase the size of a print project that is 8 x 10 by 25%. What calculations
would you use? Note: First add the percentages 100% + 25% = 125%
8 x 1.25 =10
10 x 1.25 =12.5
New size is 10” x 12.5”
4. What ideal pixels would you use for a 12 x 16 print project? Note: For print you need
300 ppi
12 x 300= 3600
16 x 300=4800
Ideal pixels would be 3600 x 4800
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Name___________________________________
Exercise Drills for Resolution
Calculate the resolution using the information given.
1.
3 x 10 inches at 72 dpi for web = ___________________.
2.
3 x 10 inches at 300 dpi for print = __________________.
3.
3 x 10 inches at 600 dpi or fine print = ______________.
4.
9 x 14 inches at 72 dpi for web = ___________________.
5.
9 x 14 inches at 300 dpi for print = __________________.
6.
9 x 14 inches at 600 dpi for fine print =_______________.
7.
7 x 16 inches inches at 72 dpi for web = _____________.
8.
7 x 16 inches at 300 dpi for print =__________________.
9.
7 x 16 inches at 600 dpi for fine print =______________.
10. 3 x 10 inches at 72 dpi for web = __________________.
11. 3 x 10 inches at 300 dpi for print=__________________.
12. 3 x 10 inches at 600 dpi for fine print =______________.
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Name___________________________________
Exercise Drills for Resolution
Calculate the resolution using the information given.
1.
3 x 10 inches at 72 dpi for web = 216 x 720 dpi.
2.
3 x 10 inches at 300 dpi for print = 900 x 3000 dpi.
3.
3 x 10 inches at 600 dpi for fine print =1800 x 6000 dpi.
4.
9 x 14 inches at 72 dpi for web = 648 x 1018 dpi.
5.
9 x 14 inches at 300 dpi for print = 2700 x 4200 dpi.
6.
9 x 14 inches at 600 dpi for fine print =5400 x 8400 dpi.
7.
7 x 16 inches inches at 72 dpi for web =504 x 1152 dpi.
8.
7 x 16 inches at 300 dpi for print =2100 x 4800 dpi.
9.
7 x 16 inches at 600 dpi for fine print =4200 x 9600 dpi.
10. 8 x 5 inches at 72 dpi for web = 576 x 360 dpi.
11. 8 x 5 inches at 300 dpi for print= 2400 x 1500 dpi.
12. 8 x 5 inches at 600 dpi for fine print = 4800 x 3000 dpi.
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Math in Art
Nature provides several naturally occurring mathematical phenomena, which
create beautiful art. Select one of the following to research and create an
informative one page report that describes the mathematical concepts and also
includes a sample created by the student.
Golden Ratio
Fibonacci Sequence
Tessellations
Fractals
Other – discuss with instructor
Report should include:
Title
Description of the mathematical phenomenon
Formula for the math
Explain how the phenomenon makes beauty in art
A student-created example
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Math in Art Report Rubric
CATEGORY
3 15 Points
2 10 Points
1 5 Points
Degree of difficulty in
presenting the math
behind the art.
Project demonstrates a
Project demonstrates some Project demonstrates little
high degree of difficulty in degree of difficulty in
degree of difficulty in
techniques/skills.
techniques/skills.
techniques/skills.
Project demonstrates no degree of
difficulty in techniques/skills.
Attractiveness in the
layout of the report.
Makes excellent use of
font, color, graphics,
effects, etc. to enhance
the presentation.
Makes good use of font,
color, graphics, effects, etc.
to enhance to
presentation.
Use of font, color, graphics, effects
etc. but these often distract from
the presentation content.
Clear and
understandable.
Information is clear to
understand and
informative.
Information is mostly clear Information is not very clear nor
to understand and
informative.
informative.
Information is unclear, hard to
understand and not informative.
Mechanics: Spelling and
grammar correct on
report.
No misspellings or
grammatical errors.
Three or fewer misspellings Four misspellings and/or
and/or mechanical errors. grammatical errors.
More than four errors in spelling or
grammar.
Makes use of font, color,
graphics, effects, etc. but
occasionally these detract from
the presentation content.
Teacher comments:
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O*NET
Career Exploration
Practicum in Graphic Design and Illustration
Lesson Plan
Performance Objective
Upon completion of this lesson, the student will investigate O*NET to prepare for a future
career.
Specific Objectives
 Students will identify the criteria necessary for a resume.
 Students will prepare a cover letter, resume, and letter of resignation.
 Students will evaluate their career readiness by using the O*NET web site.
Terms
 O*NET: A free website that contains hundreds of occupation-specific careers. It helps to
evaluate or investigate career options.
 Resume: A document that is used to “sell” applicant’s abilities to prospective employers.
 Cover Letter: Serves as an “introduction” of the applicant and gives an overview of
qualifications.
 Letter of Resignation: Formal advance notice of intent to leave current position.
 Basic Skills: Entry level; basic math and writing knowledge; little or no experience.
 Advanced Skills: More direct knowledge; complex math and writing abilities; experience
handling complex situations; analytical skills; a track record of successes; leadership
skills; may have advanced computer knowledge of software applications.
Time
This lesson should take seven to nine days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.90. Practicum in Graphic Design and Illustration
130.90. (c) Knowledge and skills
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(1) The student demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) identify and participate in training, education, or preparation for certification to
prepare for employment;
(B) identify and demonstrate positive work behaviors and personal qualities needed to
be employable such as self-discipline, self-worth, positive attitude, integrity, and
commitment;
(C) demonstrate skills related to seeking and applying for employment to find and
obtain a desired job, including identifying job opportunities, developing a resume and
letter of application, completing a job application, and demonstrating effective
interview skills;
(D) maintain a career portfolio to document work experiences, licenses, certifications,
and work samples;
(E) demonstrate skills in evaluating and comparing employment opportunities; and
(F) examine employment opportunities in entrepreneurship.
Interdisciplinary Correlations
110.42 English
(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
§110.58. Communication Applications
(4) Presentations. The student makes and evaluates formal and informal professional
presentations. The student is expected to:
(C) research topics using primary and secondary sources, including electronic technology;
(G) prepare and use visual or auditory aids, including technology, to enhance
presentations;
(H) use appropriate techniques to manage communication apprehension, build selfconfidence, and gain command of the information;
(K) make individual presentations to inform, persuade, or motivate an audience;
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110.54. Practical Writing Skills
(b) Knowledge and skills
(1) The student uses the conventions and mechanics of written English to communicate
clearly. The student is expected to:
(A) employ written conventions appropriately such as capitalizing and punctuating for
various forms;
(B) use correct spelling;
(C) produce error free writing by demonstrating control over grammatical elements such
as subject-verb agreement, pronoun-antecedent agreement, and appropriate verb
forms;
(D) use varied sentence structures to express meanings and achieve desired effect; and
(E) use appropriate vocabulary.
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or
work-related texts to communicate ideas and information to specific audiences for
specific purposes. Students are expected to:
(B) write procedural and work-related documents (e.g., resumes, proposals, college
applications, operation manuals)
Occupational Correlation (O*Net – www.onetonline.org/)
Job Zone Three: Medium Preparation Needed; most occupations require training in vocational
school, related on-the-job experience, or an associate’s degree. Previous work-related skill,
knowledge, or experience is required for these occupations.
Job Zone Four: Considerable Preparation Needed; most of these occupations require a four
year bachelor’s degree, but some do not. A considerable amount of work-related skill,
knowledge, or experience is needed.
Job Zone Five: Extensive Preparation Needed; most occupations require graduate school. For
example, they may require a master’s degree, and some require a Ph.D., M.D., or J.D. (law
degree)
O*Net Number: Varies, according to each student’s career choice.
Reported Job Titles: Varies, according to each student’s career choice.
Soft Skills:
 Time management
 Flexibility
 Active learning
 Personal effectiveness
 Decision making
 Honesty
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Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website http://www.cte.unt.edu
Preparation
 Review and familiarize yourself with the terminology, the website links, and review
elements of a resume, cover letter, and social media.
 Review and familiarize yourself with the functions of O*NET and the links listed in the
presentation.
 Have materials and websites ready to go prior to the start of the lesson.
References
 O*NET (http://www.onetonline.org)
 Social Media sites
 Job search sites
Instructional Aids
 Portfolio
 “Would YOU Hire YOU?” Digital Presentation
 “Would YOU Hire YOU?” Student Outline Fill-in Notes
 O*NET Scavenger Hunt
 O*NET Scavenger Hunt Answer Key
 O*NET Part II Activity
 Career Project
 Rubric for Career Project (Resume, Cover Letter, Letter of Resignation)
 Rubric for Career Project (Overall project)
 140 Words! Activity
Materials Needed
 Printer paper
 Notebook paper
 Flash drive (optional for students to save their work)
Equipment Needed
 Computers (for students to complete projects)
 Projector (for digital presentation)
 Internet Access
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Instruction
Learner Preparation
 Ask students to raise their hand if they currently have a job. Ask them if they intend to
keep that job until they retire.
o What was the process when they were hired?
o Did they fill out an application or were they also required to submit a resume?

Explain that high school students are often required to submit a resume when seeking
employment.

Ask students what they think should be on a resume. List their answers on the board.

Ask students what qualifies as social media. Ask for a show of hands if they have any
social media accounts.

Ask them if they have ever deleted questionable material from their accounts.
o Explain the importance of maintaining a professional image on all social media when
applying for a job (and college too!)
Lesson Introduction
 Ask students to list their strengths and weaknesses on a sheet of notebook paper. Tell
them to be honest!
 Now break the class into pairs. Have them examine the strengths and weaknesses of
each other. Tell them to look at their lists, compare it to the list their partners made and
put a check mark beside the trait if they agree. Are the lists similar or different? Tell
them to save these papers for future use (take about 10 minutes for this activity).
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Outline
MI
OUTLINE
I. OBJECTIVES
Upon completing this unit, the
student-learner will be able to:
a. Investigate the O*NET website
b. Assess necessary skills for
employment
c. Select a prospective career
d. Compare one’s skills with job
requirements
e. Probe techniques that
prospective employers use in the
hiring process
f. Scrutinize possible questions
interviewers may ask on an
interview
II. O*NET
a. What is O*NET and how can I use
it?
1. Free; contains hundreds of
occupation-specific careers
2. Helps to evaluate or investigate
career options
NOTES TO TEACHER
DO: Read these objectives
aloud and have students
copy them onto their
Student Notes Handout.
O*NET is the nation’s
primary FREE source of
occupational information,
which contains hundreds of
occupation-specific career
descriptions. This site may
be used throughout your
life in the event you decide
to change jobs later on.
There are surveys that will
lead to career options so
students can investigate
career options and evaluate
career expectations.
Have students write the
website on their student
note sheet under the
proper section.
Click on the links so the
students can see what you
are referring to. Explain that
there will be an opportunity
later during this unit to
further investigate O*NET.
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III. QUESTIONS:
a. How many times does the
average person change jobs
in a lifetime?
ASK: These questions, one at a time,
then tell the class this lesson will
uncover the answers. They will need
to record their answers on their
Student Notes sheet.
b. What is the difference
between entry-level and
advanced level skills?
c. What purpose does the
resume serve?
d. Why is a cover letter
important?
e. How is social media used in
the job search process?
1. Network with others and
join their networks to
enhance opportunities
2. Has an “apply now”
button for immediate
resume upload; sends it
directly!
3. Some recruiters use
online process because it is
brief
4. Link your social media
accounts to your personal web
page so recruiters can see
more details of your skills
You may want to check out videos
that help with job searches. There are
several titles posted. Be careful about
watching independent videos because
some of them are satires and give
erroneous tips. There are professional
forms of social media that allow
people to form connections for
networking purposes to aid in the job
search. Also those in your network
can “recommend” you, as their
comments stay in your profile. People
in your network can also send your
resume and profile information to
others, which enhances your chance
to land an interview. Always keep
your professional social media
accounts updated. You never know
who is reviewing your information!
You may even get a job offer when
you aren’t even looking! Be sure any
comments you make, especially on
professional social media websites,
are positive!
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IV. PERSONAL WEB PAGE
a. Increasingly popular
b. Can be linked to your
resume, social media, etc.
c. Display qualifications in
detail, including video,
pictures, samples of your
work, etc.
V. SUMMARY
a. What is O*NET?
b. What is the difference
between entry-level and
advanced level skills?
SAY: It costs an average of $3,400 to
hire a new employee. For that reason,
many companies are using “screening
systems” to extract names of likely
candidates. Once an applicant makes
it past the screen system, a recruiter
reviews the applicant’s data and then
has him or her complete a
questionnaire about their skills. If the
applicant’s skills are compatible with
the job, then the recruiter schedules
either a live, in-person, or automated
phone interview. BIG TIP: Make sure
you use key words from the job
description in your resume when you
can. Post the dates of employment or
education on the right margin of your
resume because most screen systems
cannot read numbers on the left
margin.
QUESTION: Does anyone have their
own personal web page?
QUESTION: What sort of categories or
postings should you have on your
personal webpage? (List on the board,
if possible)
Possible answers may include:
interests, hobbies, videos,
pictures, personal philosophy,
samples of work,
recommendations, etc.
SAY: O*NET is the nation’s primary
FREE source of occupational
information, which contains hundreds
of occupation-specific career
descriptions.
Say: Entry-level skills are very basic,
such as simply math, basic reading
and writing skills; possibly basic
140
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Using the digital presentation, the teacher will explain the procedure for career exploration and
resume preparation using O*NET. The teacher will give students the Student Notes Outline to
fill in while the teacher presents the material.
Introductory sponge activity: The teacher will divide the class into partners and instruct them to
develop a list of strengths and weaknesses of each other. Then students will create a list of
what they consider to be their own strengths and weaknesses. Students will then compare
findings and discuss (approximately 10-15 min).
Independent Practice
 “Would You Hire YOU?” Students’ Notes Handout
This is to be used in conjunction with the digital presentation. Students will be given
opportunities to fill in the blanks as the instructor presents the material. The instructor
has the discretion to use this as a daily grade or a completion grade.

O*NET Scavenger Hunt
Students will be given a worksheet to complete while searching for required information
using the O*NET website. The purpose of this activity is to help students become
familiar with O*NET. An answer key is provided; the teacher should go over the answers
and discuss the material. The teacher is encouraged to refer to O*NET often during the
digital presentation.

O*NET Part II
Students will answer questions pertaining to personal interests. No key or rubric is
required. This is intended as a completion grade.
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
Career Project
This is a very in-depth assignment. Students will use O*NET to research at least three
graphics related careers; then, write a paper reflecting their research and career
choices. Upon completion of part 1, students will type a resume, cover letter, and letter
of resignation using examples found on the Internet. Students will also prepare a
multimedia presentation, which includes information such as what to wear on a job
interview, or what technical skills are required. Rubrics are provided for this activity. A
summary sheet is provided as a checklist to make sure students have met all
requirements for the activity. This sheet may be turned in to the instructor for grading
purposes, if desired.
Summary
Review
Q. What is O*NET?
A. O*NET is the nation’s primary FREE source of occupational information, which
contains hundreds of occupation-specific career descriptions.
Q. What is the difference between entry-level and advanced level skills?
A. Entry-level skills are very basic skills such as basic math, reading and writing skills
and basic computer skills. Advanced skills require more training. Examples would be
more difficult math calculations, interpersonal skills, specific software applications,
leadership skills, managerial experience, etc.
Q. What purpose does the resume serve?
A. The resume is basically your life on paper, or when submitted on computer, it is your
professional profile.
Q. Why is a cover letter important?
A. The cover letter is used to “introduce you and give an overview of your skills.”
Q. How is social media used in the job search process?
A. Social media is becoming a valuable tool for both recruiters and job seekers. It’s
more economical and direct than using classified ads or personnel agencies.
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Evaluation
Informal Assessment
 Instructor will observe students during Guided and Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
Answer Keys have been provided for the following Independent Practice Assignments:
 Would You Hire YOU? Student Notes Handout
 O*NET Scavenger Hunt
**O*NET Search, Part II is a completion grade; therefore, no rubric or key is provided.
**Use the rubrics included to evaluate the following Independent Practice Assignments:
 Career Project (Two rubrics; one for resume, cover letter, and letter of resignation and
one for project presentation)
Enrichment
Extension
 Students will present their Career Projects to the class.
 A rubric is provided for this activity
 “What a Character!”
o Students will write their resume in a social media format, using only 140 characters.
Hint: They can do a word count using the Review Tab in the word-processing
software, then select “word count.” Have the students send their resume to their
classmates using some form of social media.
 A rubric is provided for this activity.
143
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Student Graphics Portfolio
TASK: Compile a working electronic portfolio and keep it up to date.
OBJECTIVE: To prepare and collect documents necessary for college and employment
applications.
MATERIALS NEEDED:
 Computer
 Scanner or cell phone with a scanner app (to add documents to portfolio)
 Paper
 Flash drive or Cloud service (to save portfolio)
TIME ALLOCATED: This is an ongoing activity with deadlines established by the instructor.
DIRECTIONS: As part of this class, you will be responsible for the compilation of your personal
portfolio. From time to time you will be expected to add documents to your portfolio, which
you will then use when applying for employment or college. Note: Some documents may need
to be scanned into your electronic file.
REQUIRED DOCUMENTS:
 Teacher recommendations (at least five)
 Recommendations from clergy, counselors, family friends
 Employer recommendations
 Documented awards and honors (including academic, sports, and extracurricular
activities)
 Transcripts (unofficial)
 ACT or SAT scores
 Community Service Record
 10-12 Samples of student-created work with brief explanations
 Resume
 Generic cover letter
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Pointers regarding recommendation requests:
1. Keep your request simple and put it in writing (typed). State why you are requesting the
person’s assistance. In this case, it is for your professional portfolio.
2. You may need to remind the recipient how you know each other, especially if it has
been awhile since you were in that teacher’s class, or since you saw this person.
3. State the date you need this. DO NOT wait until the last minute. Make your request at
least one week prior to the due date. Be sure to return to the teacher on that date (or
the day before) to pick it up.
4. Provide a self-addressed, stamped envelope for those outside of school. For teachers,
provide an envelope with your name on the front. You may want to include the room
number of your practicum teacher in the event the recipient chooses to hand deliver the
material.
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Would YOU Hire YOU?
Student NOTES
I.
OBJECTIVES:
1.
2.
3.
4.
5.
II. O*NET:
6. O*NET is
and contains
specific
7. It helps to
of
-
.
or
career
.
8. The main website is:
9. The online survey link is: ________________________________________
10. If you already have a career in mind, use this link:
_______________________________
11. The average person changes jobs _____ times in a lifetime.
12. The average _________________ age is _______ years.
13. _______________________ doesn’t end with ________ ____________ or
___________ ________________________.
14. ___________ -level skills: __________ skills. Technical or “________”
15. ________________ skills: require ___________ knowledge pertaining to the job or
could be previous ________ experience.
16. A ____________ is used to “________” abilities to ______________
_______________.
17. A ____________ letter is used to “_________________” the applicant and give an
overview of one’s _____________________.
18. Portfolios – Examples of __________ work
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19. Resumes may be ______ _______________, _______________, or sent via
_________.
20. Some sites allow for ___________________ _____________________.
21. Keep the resume to ______ page.
22. Use ________ phrases; no complete _________________.
23. No more than _____ to ______ words per statement.
24. Make sure to have a professional ___________ address.
25. Use _________ __________ where applicable.
26. _______________ or use ______ font on section headings.
27. __________ space within sections; ___________ space between sections.
28. Be ______________.
29. Stress your ______________________.
30. If printing, use good, quality _________ _____________.
31. Do not include ____________________ on the resume.
32. ______% of companies research candidates via _______ ____________.
33. Delete ____________________ pictures.
34. Re-evaluate your _____________ on Social Media.
35. Social media to _________ for job
36. Online instructional _______________ of job searching
37. Professional _________________ sites
38. Informational networking – list skills
39. Creating_____________ websites for resume, portfolios
40. Portfolios – 10-12__________________ pieces
147
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Would YOU Hire YOU?
Student NOTES
ANSWER KEY
NOTE: It is the instructor’s option to use this activity as a daily grade or a completion grade.
I.
OBJECTIVES:
1. Investigate the O*NET Website
2. Assess necessary skills for employment
3. Select a prospective career
4. Compare one’s skills with job requirements
5. Probe techniques prospective employers use in the hiring process
II. O*NET:
6. O*NET is free and contains hundreds of occupation-specific careers.
7. It helps to evaluate or investigate career options.
8. The main website is: http://www.onetonline.org
9. The online survey link is: http://www.mynextmove.org/explore/ip
10. If you already have a career in mind, use this link: http://www.mynextmove.org/
11. The average person changes jobs 11 times in a lifetime.
12. The average retirement age is 67 years.
13. Education doesn’t end with high school or college graduation!
14. Entry-level skills: basic skills. Technical or “soft” skills
15. Advanced skills: require direct knowledge pertaining to the job or could be possible
work experience.
16. A resume is used to “sell” abilities to prospective employers.
17. A cover letter is used to “introduce” the applicant and give an overview of one’s
qualifications.
18. Portfolios – Examples of artistic work
19. Resumes may be hand delivered, mailed, or sent via e-mail.
20. Some sites allow for immediate uploading.
21. Keep the resume to one page.
22. Use brief phrases; no complete sentences.
23. No more than 10 to 12 words per statement.
24.. Make sure to have a professional email address.
25. Use bullet points where applicable.
26. Capitalize or use bold font on section headings.
27. Single space within sections; Double space between sections.
28. Be honest.
29. Stress your achievements.
30. If printing, use good, quality bond paper.
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31. Do not include references on the resume.
32. 37% of companies research candidates via social media.
33. Delete questionable pictures.
34. Re-evaluate your “friends” on Social Media.
35. Social media to Hunt for job
36. Online instructional videos of job searching
37. Professional networking sites
38. Informational networking – list skills
39. Creating personal websites for resume, portfolios
40. Portfolios – 10-12 artistic pieces
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O*NET SCAVENGER HUNT
(Learn to Navigate O*NET)
DIRECTIONS: Using the Internet, go to www.onetonline.org to complete this activity. Be
prepared to discuss your answers!
1. What is the definition of O*NET?
2. List THREE graphics occupations that fall into the “Rapid Growth” Sector:
a._________________________________________________
b._________________________________________________
c._________________________________________________
3. How many categories fall under the “Rapid Growth” Sector?
4. Looking back at the three occupations you listed in Question #1, list the median wages
and the skills (technical and soft skills) that are necessary for each:
Occupation
Median $$$
Skills
5. How many “New & Emerging” fields are listed under “Bright Outlook” occupations?
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6. How many STEM Disciplinary categories are there?
7. The _________ _______________will cause a change in____________________
employment demand.
8. Green Occupations are linked to ___________________ _____________________
________________________
9. List the NINE categories one could research using the Advance Search feature:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
______________________
______________________
______________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
____________________________
____________________________
____________________________
___________________________
___________________________
___________________________
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O*NET SCAVENGER HUNT
(Learn to Navigate O*NET)
Answer Key
DIRECTIONS: Using the Internet, go to www.onetonline.org to complete this activity. Be
prepared to discuss your answers!
1. What is the definition of O*NET? Answers will vary; however, it is a free website that
contains hundreds of occupation-specific careers. It helps to evaluate or investigate
career options.
2. List THREE graphics occupations that fall into the “Rapid Growth” Sector: Answers will
vary
a._________________________________________________
b._________________________________________________
c._________________________________________________
3. How many categories fall under the “Rapid Growth” Sector?
69
4. Looking back at the three occupations you listed in Question #1, list the median wages
and the skills (technical and soft skills) that are necessary for each:
Occupation
Answers will vary
Median $$$
Answers will vary
Skills
Answers will vary
5. How many “New and Emerging” fields are listed under “Bright Outlook” occupations? 147
6. How many STEM Disciplinary categories are there? 8
7. The GREEN ECONOMY will cause a change in OCCUPATION’S employment demand.
8. Green Occupations are linked to GREEN ECONOMY SECTORS.
9. List the NINE categories one could research using the Advance Search feature:
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(Answers Will Vary)
_______________________ _______________________ ________________________
_______________________ _______________________ ________________________
_______________________ _______________________ ________________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
(Answers Will Vary)
______________________ ______________________ ________________________
______________________ ______________________ ________________________
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O*NET Search, Part II
Congratulations! You are now ready to refine your employment search on O*NET.
Search based on your graphics technical skills.
1. Go to the O*NET website (www.onetonline.org)
2. Click on “Advanced Search.” Next, click “Go to Skills Search,” which is right under “Skills
Search.” Check the boxes that you think apply to you in each category, and then click, “GO.”
Note the assortment of occupation titles that represent your skill interests. Are any titles
tagged “Bright Outlook” or “Green”? _______ Yes _______No
This is one way to use O*NET to direct you toward a prospective career. Another way to
search is to browse under “Find Occupations.” If you select this method, you will notice a
wide variety of choices that will assist you in your career search.
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Graphics Career Project
Instruction Sheet
PART I
Use word processing to compose a report using the research material you gathered from the
O*NET website. (www.onetonline.org)
FORMAT FOR PAPER:
Use word processing to prepare the report. Begin the report with the main title centered on the
first line. Double space, and then type your name – triple space after your name. Double space
the entire report and indent paragraphs.
OUTLINE OF PAPER:
 Paragraph 1- Introduce the three careers you researched.
 Paragraph 2- Career 1 (with explanation)
 Paragraph 3- Career 2 (with explanation)
 Paragraph 4- Career 3 (with explanation)
 Paragraph 5- Conclusion (summary and the career you will most likely pursue and why)
The following information MUST be included in each of the three career paragraphs:
 Definition or nature of work
 Requirements for employment
 Opportunities for experience and or exploration
 Related occupations (at least four)
 Methods of entering the field
 Advancement
 Employment outlook
 Earnings (wages) and prospective pay increases
 Conditions of work
 Whether or not this is designated as a “Bright Outlook” or “Green” occupation
All of your research will be done using the Internet, but you may also use other sources, if
approved by your instructor. Remember: All work must be cited at the end of this project, so
keep track of your sources!
155
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PART II
Once you have completed the essay, you will select one of the graphics careers you explored to
complete the next assignments. You may assume you are a college graduate in order to meet
the qualifications. Use the Internet to find samples of a resume, cover letter, portfolios and
letter of resignation. Make sure you print the samples!
Follow these next directions:
1. Type a Cover Letter to introduce yourself to your prospective employer.
2. Type a Resume that reflects skills required of the career you selected.
3. Assuming you are currently gainfully employed, you will type a letter of resignation to
your current employer.
PART III
Multimedia Presentation:
Prepare a presentation with illustrations and a minimum of FIVE slides. (You will probably have
more than five slides.)
Include the following:
1. What to wear or what not to wear (Male and Female)
2. How to prepare for the interview?
3. Whether a portfolio is required
4. Five Interview tips you have researched
5. How to know when it is time to change jobs
6. How to change jobs
7. Compile a list of 15 questions that one could be asked on a job interview.
8. Compile a list of at least five questions that are considered illegal and cannot be asked
on an interview.
9. Compile a list of five questions one might ask the person conducting the interview.
10. Works cited slide (does not count toward the five slide minimum)
**If you prefer, you may make a video; however, you must address the same requirements for
the slide presentation.
156
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GRAPHICS CAREER PROJECT CHECKLIST
Use the checklist below to make sure you have completed all the requirements for this
project.
SUMMARY CHECKLIST:
_____All documents are typed in a word processer
_____Career essay typed in proper format (did you check your spacing?)
_____Resume completed for career selected
_____Cover letter completed for career selected (goes on top of resume)
_____Letter of resignation completed
_____Sample of resume from your research (print it and include it)
_____Sample of cover letter from your research (print it and include it)
_____Was the cover letter customized to the qualifications for the career?
_____Sample letter of resignation (for your “current job”)
_____Media presentation (or Video)
_____At least five slides
_____What to wear or not to wear (male or female)
_____How to prepare for the interview
_____Whether a portfolio is required
_____Five Interview tips
_____When to know to change jobs
_____How to change jobs
_____15 questions that could be asked on an interview
_____Five questions that are considered illegal
_____Five questions an applicant might ask
_____Works cited (include all research for this project.)
157
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Graphics Career Project Rubric
Resume, Cover Letter, and Resignation Letter
Name:
Date Submitted:
Criteria
0-5
Teacher:
Title of Work:
Criteria/Point Scale
6-12
13-17
Organization
Sequence of
information is
difficult to
follow.
Reader has
difficulty
following work
because student
jumps around.
Content
Knowledge
Student does
not have grasp
of information;
student work
does not
demonstrate
completion.
Student is
uncomfortable
with content
and is able to
demonstrate
basic concepts.
Grammar and
Spelling
Work has four or
more spelling
errors and/or
grammatical
errors.
Neatness
Work is Illegible
or incomplete.
Attachments
Required
samples were
not submitted
with completed
work.
Presentation has
three
misspellings
and/or
grammatical
errors.
Work has three
or four areas
that are sloppy.
Work does not
have the
appropriate
number of
required
attachments
included with
completed work.
Student
presents
information in
logical sequence
that reader can
follow.
Student is at
ease with
content, but fails
to
elaborate/one
to two elements
are missing.
Presentation has
no more than
two misspellings
and/or
grammatical
errors.
Work has one or
two areas that
are sloppy.
Required
samples were
present, but
were attached
out of order.
18-20
Points Earned
Information is
logical,
interesting;
spacing and
format
directions were
followed.
Student
demonstrates
full knowledge
of topic;
required
paragraphs were
present.
Presentation has
no misspellings
or grammatical
errors.
Work is neatly
typed in
Microsoft Word.
Required
samples were
attached and
entire packet
was submitted
in proper order.
Total Points
Teacher Notes:
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Graphics Career Project Rubric
Name:
Date:
Presentation
Below
Average
Satisfactory
Excellent
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
1. Format (Correct # of slides)
1, 2, 3
1, 2, 3
1, 2, 3
2. Mechanics of speaking and or writing
1, 2, 3
1, 2, 3
1, 2, 3
3. Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
4. Creativity
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrates knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
1. Has clear vision of final product;
followed directions
2. Properly organized to complete;
Presentation was easy to follow
3. Managed time wisely
4. Acquired needed knowledge base
**Works Cited was included
5. Communicated efforts with teacher
Product (Project)
Total:
Total Score:
Teacher Comments:
159
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WHAT A CHARACTER!
Enrichment Activity
By now you should be an expert in what it takes to pursue a career! Test your savvy resume
writing skills!
DIRECTIONS: Send an abbreviation of your resume in social media language, using 140
characters or less. It’s that simple…or is it?
Use either a word processor software or media presentation software to count your characters,
include your picture, and then type in your resume.
160
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Enhancement Rubric
Name:
Date:
Project Title
“What a Character!”
Below
Average
Satisfactory
Excellent
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
4. Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrated knowledge of lesson
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
1. Format: 140 characters or less
1, 2, 3
1, 2, 3
1, 2, 3
2. Mechanics of speaking and or writing
1, 2, 3
1, 2, 3
1, 2, 3
3. Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
4. Creativity in presentation
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrates knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
1. Has clear vision of final product;
followed directions
2. Properly organized to complete;
presentation was easy to follow
3. Managed time wisely
Product (Project)
Total:
Total Score:
Teacher Comments:
161
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PROGRAM FORMS
162
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Dear Parent(s):
(Date)
Your son/daughter is enrolled in the Practicum in Graphic Design and Illustration (co-op)
program for this school year. This unique course, which runs the entire 36 weeks, enables
students to take core courses and work within the community for (fill in this blank) credits
toward graduation.
It is my job as Practicum in Graphic Design and Illustration Coordinator to determine that
students are working in jobs that are related to their interests, and that employers are training
them adequately and treating them fairly. There are specific rules and guidelines, which must
be met by employers when hiring a co-op student. I serve as the liaison between students and
employers. If problems arise on the job, students are to inform me immediately so we can
determine the best way to handle the situation. By the same token, students are expected to
behave ethically and professionally while at work. Students MAY NOT quit a job arbitrarily
without the risk of failing Practicum in Graphic Design and Illustration and losing credit for the
course.
Because your child is enrolled in this program, they have the opportunity to join (insert
professional organization here). As members of (insert professional organization here),
students will be given various opportunities to participate in co-curricular activities such as
leadership training, community service, and local, state, and international competition. These
activities make the co-op experience unique and add fun to learning.
Membership in (insert professional organization here) is $____, which is due by ??????. (This
includes the $_____ fee for dues). I urge you to encourage your child to participate in all (insert
professional organization here) activities—even encourage him or her to run for office! The
benefits and opportunities are invaluable.
The goal of this course is simple: to guide and direct students toward becoming responsible,
productive young adults who can succeed in the “real world.”
It’s going to be a great year! If you should have any questions or concerns, please feel free to
call me at school at (phone number). If you prefer, you may e-mail me at: (email address)
Regards,
(Your Name)
Practicum in Graphic Design and Illustration Coordinator and (insert professional organization
here) Sponsor
163
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Practicum in Graphic Design and Illustration (Co-op) Application
NAME
SCHOOL I.D. #
Date of Birth
Grade Level
Present Age
Address
Cell Phone #
Home Phone #
Father/Guardian Name
Work Phone#
Father/Guardian work
Mother/Guardian Name
Work Phone#
Mother/Guardian work
Will you have transportation to/from job?
What discipline problems have you had?
# of days absent this year ____ fall ____ spring (Practicum students: limit is three per nine
weeks)
List your school activities:
What promoted your interest?
Ask three teachers to sign below as a reference for you:
Name
1.
2.
3.
List your current schedule:
Course
164
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TEACHER
COURSE
RM. #
EMPLOYMENT HISTORY (Leave blank if you have never worked)
COMPANY
SUPERVISOR
REASON FOR LEAVING
Parent(s) signature:
(Required before application may be processed.)
165
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EMPLOYMENT INFORMATION
(To be used to complete the student’s Training Plan)
GRADE:
AGE:
STUDENT NAME:
SCHOOL I.D. NUMBER:
CELL #:
COMPANY NAME:
DESCRIBE YOUR DUTIES:
SUPERVISOR’S NAME:
WORK PHONE NUMBER:
WAGE PER HOUR:
DAYS AND HOURS YOU WORK (if you work various hours/days, then specify as such):
Day
Typical Clock-in Time
Typical Clock-out Time
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
DIRECTIONS TO YOUR TRAINING STATION (YOU MAY DRAW A MAP)
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Practicum in Graphic Design and Illustration Syllabus
Welcome to the dynamic world of Practicum in Graphic Design and Illustration! You have been
selected from many applicants to experience a fun and rewarding year. It is my intent for you to
learn a great deal about the world of work as you learn about yourself.
This course consists of the following topics:
 Economics
 International Business
 Practicum in Graphic Design and Illustration Mathematics
 Human Relations
 Management
 Promotion
 Sales
 Visual Merchandising/Advertising
 Business Etiquette
 Entrepreneurship
 Practicum in Graphic Design and Illustration Research
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously:
READ ALL COURSE MATERIALS! There will be a lot of information given and discussed in class
that is not in the text; however, you are still accountable for reading assigned chapters.
Students entered in (insert professional organization here) competitions are more successful
due to reading the material in the text.
GRADING:
Your grade will consist of the following: weekly work reports, dependability grades (see
Dependability sheet), individual and group assignments, daily work, tests, and your employer
evaluation.
Insert Club Name Here:
All Practicum in Graphic Design and Illustration co-op students are expected to join (insert
professional organization here) and to participate in respective competitive events. Dues are $______ for the school year.
Parent Signature
Student Signature
167
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STUDENT RESPONSIBILITIES IN PRACTICUM IN GRAPHIC DESIGN AND ILLUSTRATION TRAINING
PROGRAM
Type Your School District Name Here
Career and Technical Education Department
In order to establish and maintain a responsible, high quality type of Cooperative Training
Program for (insert name of school or school district), it is essential that the student, the
parents, the training sponsor, the coordinator, and school administrators agree to these basic
principles:

It is the responsibility of the coordinator to provide appropriate interview opportunities for
student job placement. The coordinator must grant final approval of all job placements.

It is the responsibility of the student to remain at the same training station throughout the
training period. A change may be made only when approved by the coordinator.

A student will be removed from the Cooperative Training Program and lose state credits for
any of the following reasons:
o If the student is dismissed from the training station and the coordinator determines
that the dismissal was for sufficient reasons. Example: Theft and or unethical conduct.
o The second time a student has been fired and/or quits without the permission of the
coordinator, the student will be released from the program without credit.
o If a student’s attendance drops below 90%, the student may be removed from the
Cooperative Education Program. Removal from the class would result in loss of credit
for the term.

The student is under school supervision at school, and during the work schedule at the
training station. School credit is given for four hours spent on the job, as well as in the
classroom. The student must work a minimum of 15 hours a week, 10 of which must be
Monday through Friday.

If the student is to be absent from school on any particular day for any reason, the student
is required to notify the teacher-coordinator no later than 12:00 (noon) on the day of the
absence.

The student may not report to the training station without having first received permission
from the coordinator. Failure to observe this rule will result in unexcused absences in all
classes missed.

A student who is fired or quits a job shall receive a nine weeks grade no higher than 60 for
the grading period during which the student was fired. The student is expected to find his or
her own employment within five days. Grades will be reduced from the sixth day forward.
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
He/she may not report to the training station without having first received permission from
the coordinator. Failure to observe this rule will result in unexcused absences in all classes
missed.
 A student who is fired or quits a job shall receive a nine weeks grade no higher than 60 for
the grading period during which he/she was fired. The student is expected to find his/her
own employment within five days. Grades will be reduced from the sixth day forward.
 Students enrolled in Cooperative Education are expected to belong to the youth
organization, as activities are related.
It is with the above understanding that we enter into this agreement to provide the best
training for the individual student.
STUDENT
PARENT OR GUARDIAN
COORDINATOR
PRINCIPAL
*** If you wish to communicate via e-mail, please list your address:
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CLASSROOM RULES

You must be in class on time; failure to do so may result in an after class detention on the day
you are late! Class is from INSERT TIME

Bring your materials to class and be ready to work on assignments. ALWAYS BRING YOUR
TEXTBOOK.

Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.

No work from other classes is to be done in our class. You are earning credit for this course, so
you must devote your attention to our subject material.

Do not comb hair, put on makeup, paint fingernails, etc. You don’t have to impress us—we like
you as you are.

Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.

RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone else
has the floor.

NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS.

You are responsible for your conduct in your other classes. If you are a behavior problem in
another class, it will be brought to my attention. You will be subject to removal from the co-op
program due to behavioral problems.

Park in the designated parking lot only. DO NOT park in the front of school or in the teachers’
lot.
Parent’s Signature
Student’s Signature
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Dependability Grade
An important characteristic of a good employee is dependability. It is vital that the student realizes
the importance of being dependable on the job and in the classroom. To reinforce this, a
“DEPENDABILITY GRADE” has been created. It is treated as a MAJOR TEST GRADE and is averaged
in with the other major test scores.
When a student is absent from school for ANY REASON, he/she must telephone his/her practicum
(co-op) teacher before NOON that day. If the teacher’s phone rings to voicemail, the student should
leave the following information:
Name, date, time, reason for absence, and phone number
It is the student’s responsibility to phone his/her employer to report the absence in a timely manner
from work. Practicum students are also required to sign in each day on the Practicum
Dependability Log, located in the classroom.
Practicum students are required to sign in each day on the Practicum Dependability Log!
Failure to phone the teacher in the event of an absence or to sign in when present will result in
points being deducted from the “Dependability Grade” in the following manner:
PRESENT EVERY DAY……………………………………………………………………………..…………100%
ABSENT
1 DAY
2 DAYS
3 DAYS***
4 DAYS
5 DAYS
CALLED IN
97%
93%
90%
87%
83%
FAILED TO CALL or SIGN IN
87%
78%
65%
37%
0
***If you are absent three or more continuous days, and you have a doctor’s note, you will be
exempt from this system for the period of time in which you were absent.
As you can see, it is critical that you become a dependable, responsible, young adult!
_______________________________________
_______________________________________
(Parent’s signature)
(Student’s signature)
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
171
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POLICIES GOVERNING UNEMPLOYED STUDENTS
1. If a student is released from a job because they have been found guilty of theft and/or
unethical conduct, the student is released from the program with no credit.
2. Students fired from jobs for reasons other than theft and or unethical conduct, even
though they go to work at another job, may receive a NINE-WEEKS/SIX-WEEKS (circle
one) grade of no higher than 60 for the grading period during which the student was
fired.
3. Students fired from jobs are expected to find their own employment within five school
days. Grades will be reduced from the sixth day forward.
4. Students who are laid off will have 10 days to find a job and the coordinator will assist
them in finding a job. Grades will be reduced from the 11th day forward.
5. If a student quits a job without permission from the coordinator, they will receive a
NINE-WEEKS/SIX-WEEKS (circle one) grade of no higher than 60 for the grading period
during which the student quit the job.
6. The second time a student has been fired and/or quits without permission from the
coordinator, the student will be released from the program with loss of credit.
I understand that any time the practicum student is not employed in an APPROVED training
station, the student must be under the supervision of the practicum instructor from the end of
the class period through the end of the school day, until a new training station is secured. The
student may be exempt from this restriction if they have a scheduled appointment for a job
interview. (Documented proof of interview is required.)
Parent/Guardian Signature
Student’s Signature
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SUMMARY SIGNATURE VERIFICATION FORM
I have reviewed the following forms:





Practicum in Graphic Design and Illustration (Co-op) Syllabus
Student Responsibilities in Cooperative Training Program
Classroom Rules
Dependability Grade
Policies Governing Unemployed Students
My signature acknowledges I have read all documents listed above and agree to abide by the
stated policies.
Parent’s Signature
Student’s Signature
Please return this form to the teacher
173
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(Fill in the Blank) INDEPENDENT SCHOOL DISTRICT
(Fill in the Blank) High School
Evaluation of Student’s Performance at the Training Station
Student Trainee:
Training Station:
FACTOR
WORK VOLUME
DEPENDABILITY
QUALITY OF WORK
DONE ON ROUTINE
TASKS
ATTITUDE and
ENTHUSIASM FOR
JOB
SUPERVISION
REQUIRED ON
ROUTINE TASKS
JUDGMENT SHOWN
ON THE JOB
USE OF HUMAN
RELATIONS SKILLS
APPEARANCE AND
GROOMING
RESPONSE TO
SUGGESTIONS
MADE BY
SUPERVISOR
RESULTS OF
SUGGESTIONS
Job Classification:
RETURN BY:
10
9-8
Exceptionally fast;
output high
Always on time;
always present
Usually does more
than expected
Usually on time;
seldom absent
Always neat and
accurate
7-6
5
Usually on time;
frequently absent
Does less than
required
Seldom on time;
excessively absent
Usually neat and
accurate
Sometimes neat and or
accurate
Never neat and or
accurate
Very enthusiastic;
very cooperative
Interested in job;
cooperative
Indifferent to job; some
cooperation
Dislikes job; poor
cooperation
Finishes
assignments and
takes initiative
Clearly outstanding
for level of training
Above average;
always tactful,
poised
Professional for
jobsite
Finishes
assignments with
little supervision
Usually correct and
with confidence
Needs some
supervision
Needs constant
supervision
Usually correct but
lacks confidence
Poor
Average; often
tactful, poised
Needs improvement;
tries to be tactful
Poor; seldom tactful
or poised
Appropriate for
jobsite
Usually appropriate for
jobsite
Needs improvement
Welcomes
suggestions
Accepts suggestions
Indifferent to
suggestions
Rejects suggestions
Steady
improvement with
minimum
supervision
Steady
improvement with
supervision
Slow improvement with
supervision
No improvement
Adequate volume
RATING
TOTAL POINTS
COMMENTS:
DAYS ABSENT AT JOBSITE _____________________
DAYS LATE TO JOBSITE___________
EMPLOYER/SUPERVISOR _______________________
DATE____________________________
Please return with student or fax to:
(YOUR NAME), Teacher/Coordinator
Fax #
Phone #
174
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_______________________________High School Practicum in Graphic Design and
Illustration
II.
Student Disciplinary Action
Student Name:
ID#:
Grade:
1.
Infraction
Date
Time
Location
2.
Description
3.
Disciplinary Action Taken
Teacher
Date
Student
Date
Parent
Date
Counselor
Date
Assistant Principal
Date
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WAGE AND HOUR REPORT
Name/ID #
Hourly Wage $
Training Station:
Total Hours for 3 Weeks
Student Signature:
Your signature verifies the information on this report is accurate and honest.
WEEK
9/25-9/29
HOURS
From
WORKED
To
TOTAL
HOURS
CLASSES
MISSED
MONDAY
1 2 3
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
1 2 3
SUNDAY
1 2 3
REASON FOR ABSENCE
TOTAL HOURS: MONDAY-FRIDAY
TOTAL HOURS FOR WEEK
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Additional Activities
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Activity Evaluation
Using the table below please rate each activity on a scale of one to 10 (with 1 being considered the lowest
score and 10 the highest). List the name of the activity in the space allocated. Total your responses in the last
column.
Activity Name
Assignment
was
intellectually/
academically
challenging
Adequate
time was
allowed
Assignment
instructions
were clear
The
assignment
was
interesting
Repeat
assignment
next year
Total
Points
178
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College Investigation Project
OBJECTIVE: The student will research a prospective college/university and prepare informative documents. he
purpose of this activity is to introduce students to various college websites, which will serve as tools for use
when making application.
PROCEDURE:
Pick any college or university that interests you, but consider your planned major to be certain it is offered.
After completing your investigation, you will be responsible for the following activities:
1. In typed format, gather the following information, which MUST include:
a. Date school was founded and its location
b. Size of campus
c. Student population (only include your chosen campus)
d. Where college is located
e. Tuition per semester, including room, board and fees
f. Entrance requirements (SAT, ACT, etc.)
g. Majors offered
h. Campus map
2. You are going to prepare a newsletter of information regarding your chosen college/university. Use
your own creativity; therefore, delete any preloaded artwork in the newsletter and insert your own
pictures, etc.
Your newsletter will be a minimum of two pages in length. When you print, only print the two pages. (Print
current page only for each one)
You must include information from the following categories:
Admission information, including deadlines
Student Life
New Student Orientation
Sports (limit to two or three different sports and include information on each)
Clubs and activities
Housing information (dormitories/apartments on campus)
Financial Aid
3 other areas of your choice not listed above
**DO NOT COPY AND PASTE! THAT IS CONSIDERED PLAGIARISM! You must use your own words!
MATERIALS NEEDED: Computer, paper, Internet, projector and screen (for presenting)
179
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EMERGING LEADERS
OBJECTIVE:
Student groups will work cooperatively to invent a product, using directions provided. The purpose of this
lesson is to determine the leaders in the classroom. Discussion about types of political societies may also take
place.
MATERIALS NEEDED:
Snap together toys, assembly toys, or building blocks (enough for an entire class).These items should be
secured well in advance of the activity to be certain you have enough materials.
Prepare slips of paper with group information for each group. (See Group A-E below)
TIME ALLOTED: One class period. (Make sure time is allowed for discussion and take away. Suggested
discussion time: 20 minutes)
DIRECTIONS:
Each group will invent a product using the materials provided. Groups must follow directions, interpreting and
determining how to execute the instructions as given by the teacher. (See Group A-E below)
Teacher’s Directions:
1.
Divide the class into groups of three or four by handing out numbers, colors, etc.
2.
Secure the materials in the front of the room, near your desk.
3.
Designate the youngest (or oldest or whatever category you choose) as the leader of the group.
a. The youngest (oldest, or the one with the most brothers/sisters, etc.) is in charge of
procuring materials for the group. The procurers are the only ones who may approach the
materials area. The procurers are to take back to their groups only what they can carry in
two hands. (It is up to the teacher to decide when to call the procurers back to the materials
area to secure more materials.)
4.
Make sure each member has a responsibility. Depending on the size of the group, someone may
have more than one job.
5.
The spokesperson in each group will have the largest (or smallest hand or foot). You decide.
6.
Once the groups have been established and relocated within the classroom, give each group their
instructions for completing the task. Due to variations in class size, some products or decision
making processes may be repeated.***
7.
After about 10 minutes, instruct the groups they must barter at least one of their materials with
another group. This is the job of the procurer.
8.
Walk around the room, listen and observe. You will see leaders emerge.
Suggestions:
Group A: All members may provide input. Design and name a skyscraper that doubles as an aircraft.
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Group B: Group leader makes all decisions. Design and name a futuristic retail establishment.
Group C: All members must vote on all decisions. Design and name a new tech product.
Group D: No talking is allowed while building the product. Design and name a new educational product.
Group E: Each member will have tasks assigned by the group leader. Design and name a new means of
transportation.
** Number of groups will vary according to the size of the class. Improvise if needed.
SUMMARY/DISCUSSION/TAKEAWAY:
Each group’s spokesperson will present their group’s product to the class, stating their directions as well as
explaining their invention. Have the members discuss the decision-making process and how they felt during
the process.
Explain the role of managers and employees and the differences in companies’ operational procedures. Ask
the class what type of leader or manager they work better with. Discuss.
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CURRENT EVENT SUMMARY
Title of Article: __________________________________________________________
Source of Article: ________________________________________________________
State the key point of the article: ___________________________________________
____________________________________________________________________
Summarize the supporting facts of the article: ________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
What information did you learn? ___________________________________________
____________________________________________________________________
____________________________________________________________________
Definitions to NEW WORDS: (You cannot leave this blank)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
***Attach a copy (or the original) article to this sheet.
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(Name of Assignment or Activity)
OBJECTIVE:
PROCEDURE:
MATERIALS REQIRED:
APPROXIMATE TIME REQUIRED:
Product Development Strategy
1. People are drinking all types of cold beverages today: soft drinks, bottled waters, fruit juices, and sports
drinks, to name a few. Evaluate the positioning of three brands on the market. For example, compare the
positioning of different types of iced tea drinks that are currently on the market. You may have to look on the
Internet to help you determine the product development strategies.
2. The challenge for yogurt makers is how to increase that percentage. Some yogurt makers are now catering
to children as well as adults. Develop a yogurt of your own (complete with name) and devise your appeal to
the age bracket of your customers. What would make them want to eat your product over the competitors’?
3. List an assortment of business establishments (by name) you would like to have in your city or town. Also
list where you would have them located. What would this do to our current economic situation? What would
happen to the existing businesses?
183
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THINKING DEMOGRAPHICALLY
OBJECTIVES:
Learn the importance of demographics used in business decisions.
MATERIALS NEEDED:
Library for research
Internet for research
TIME ALLOCATED: One class period
DIRECTIONS:
You will log into the computer to prepare for research.
You will research three different cities or towns in one state:
a. Write down the name of the city you choose and write down ALL of the demographic information for each
town or city. (Ex. Age, income, gender, etc.)
b. After you have researched the three cities, you are to assume the role of a product development manager
of a major car company and decide what product would be a candidate for this specific area.
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City
Demographic Information
You work for a major corporation and want to corner the market for computers used by college students.
Based on research you conducted, where would you spend your advertising dollars and why?
GRADING CRITERIA:
The report will be evaluated on thoroughness, spelling, and grammar. This report must be typed. This entire
complete report is due at the end of class .
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Should You Become an Entrepreneur?
1. How are entrepreneurs different from employees?
2. Describe different types of entrepreneurial businesses.
3. Name one historical entrepreneur and describe what he or she did.
4. Why are small businesses so important to our economy?
5. What are the reasons for wanting to become an entrepreneur?
6. Do you think the reasons are common to all entrepreneurs, or are some of your reasons unique?
7. What other entrepreneurs in the 19th or 20th century have changed the American economy? How?
8. Clarence Birdseye developed the first packaged frozen foods. He greatly influenced eating habits in the
United States and throughout the world. What do you think a typical family’s daily eating habits were
like at the end of the nineteenth century? Write a short scenario describing them.
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BUSINESS PROJECT
Instructions: Read the case problem below and execute your plan. When you are finished, you will print your responses
and SUBMIT your work.
PERFORMANCE INDICATORS:

Explain the nature of your promotional plan.

Coordinate activities in the promotional mix.

Explain the nature and scope of the selling function.

Determine customer wants and needs.

Explain key factors in building a clientele.
THE PROBLEM:
You are to assume the role of sales manager for HOLLYWOOD THEATRE. Your manager, Brian Miller, has asked you to
provide strategies to increase business for the movie theatre during the hot summer months.
HOLLYWOOD THEATRE, located in a city with a variable climate, has eight movie screens that can each accommodate
600 people. Business at HOLLYWOOD THEATRE is very strong during the cold winter months; however, in the summer
months, the movie theatre’s revenue declines 40 percent. Tickets at HOLLYWOOD THEATRE cost $8.00 for adults.
Recently, several drive-in theatres in the area have captured the interest of many movie enthusiasts. The new outdoor
theatres not only allow customers to watch movies from their cars, they also offer comfortable picnic settings where
customers bring an outdoor meal to eat while lounging in comfortable chairs to watch the movie under the stars. Drivein theatres charge $8.00 per person or a maximum of $30 per any four-door vehicle. The carload rate has been very
popular.
HOLLYWOOD THEATRE was built four years ago and recently received a significant facelift that included new, more
comfortable seats, a better sound system and a great heating/cooling system. The spacious lobby gives customers plenty
of room to wait for the next movie and to purchase their favorite snacks from the snack bar.
The theatre manager has asked you to present a plan to increase business significantly during the hot summer months
and to intercept business from the popular outdoor drive-in movie theatres. You are also to define a pricing strategy to
increase business. The manager also wants the plan to attract group sales. you must include a strategy to develop
relationships with other businesses in the community and special promotions to increase business for HOLLYWOOD
THEATRE.
You will complete your task in the following format, making sure you use facts stated in the above case problem in your
response.
187
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TASKS IDENTIFIED: (EACH TASK AND PLAN OF ITS EXECUTION/JUSTIFICATION IS WORTH 20 PTS)
1.
2.
3.
4.
5.
PLAN OF EXECUTION AND JUSTIFICATION FOR __________________(EACH TASK):
(EACH TASK WILL HAVE ITS OWN EXECUTION/JUSTIFICATION PLAN.)
188
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Career Pathways
Practicum in Graphic Design and Illustration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate they have learned about the various Career
Pathways adopted by the federal government, explore a career of interest, research a college of choice,
choose companies of interest to work for after graduating from college, and match the criteria in the three
presentation rubrics.
Specific Objectives
 Define what Career Pathways are.
 Identify the 16 Career Pathways – Programs of Study.
 Research Income and Job Growth Projections 2011 – 2020.
 Determine individual Career Pathway.
 Determine Career Pathways Resources.
 Develop Career Pathway Research Presentation.
 Determine College or University of Choice.
 Develop College or University of Choice Research Presentation.
 Determine Companies of Interest.
 Develop Companies of Interest Research Presentation.
Terms
 Career Pathways - a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
 Programs of Study - an academic and career plan developed by your school to help move you towards
a college and career path.
 Bureau of Labor Statistics (BLS) - a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
 Department of Labor (DOL) - a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
 O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
Time
This lesson should take six days (270 minutes) to complete.
 Days one through two - What are the Career Pathways? Career Pathway Research (90 minutes)
 Days three through four- Career Pathways Resources and Career Pathway Presentation (90 minutes)
 Days five through six - College or University of Choice Presentation and Companies of Interest Research
Presentation (90 minutes)
189
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Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.90. Practicum in Graphic Design and Illustration.
(c) Knowledge and skills
o (1) The student demonstrates professional standards/employability skills as required by business
and industry. The student is expected to:
(A) identify and participate in training, education, or preparation for certification to
prepare for employment;
(B) identify and demonstrate positive work behaviors and personal qualities needed to
be employable such as self-discipline, self-worth, positive attitude, integrity, and
commitment;
(C) demonstrate skills related to seeking and applying for employment to find and
obtain a desired job, including identifying job opportunities, developing a resume and
letter of application, completing a job application, and demonstrating effective
interview skills;
(D) maintain a career portfolio to document work experiences, licenses, certifications,
and work samples;
(E) demonstrate skills in evaluating and comparing employment opportunities;
(F) examine employment opportunities in entrepreneurship.
o (2) The student applies academic knowledge in art and design projects. The student is expected to:
(A) apply English language arts knowledge and skills by demonstrating skills such as:
correct use of content, technical concepts, and vocabulary; using correct grammar,
punctuation, and terminology to write and edit documents; composing and editing
copy for a variety of written documents such as brochures, programs, posters, flyers,
and magazine covers;
o (3) The student implements advanced professional communications strategies. The student is
expected to:
(A) adapt language for audience, purpose, situation and intent such as structure and
style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
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(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills to increase internal and external customer/client
satisfaction.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
 Career Pathways slide presentation and notes
 Note Taking Form handout
Materials Needed
 Handouts for each student
o Career Pathways Terms and Definitions
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

o Note Taking Form
o Activity 1 – My Career Pathway
o Activity 2 – Career Pathway Presentation
o Activity 3 – College or University of Choice Presentation
o Activity 4 – Companies of Interest Research Presentation
Supplies listed in each activity
Pencils and pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
•
Say
o During this lesson you will learn about Career Pathways. You will explore the various Career
Pathways adopted by the federal government, choose a Career Pathway of interest, research a
college of choice, and choose companies of interest to work for after graduating from college.
•
Say
o To achieve your Career Pathway success, you must choose the best career, college, and
company paths and make a commitment to them, while remaining flexible enough to deal with
changes and new opportunities.
 Ask
o Why do you think it is necessary to understand what Career Pathways are?
 Say
o You will research and create presentations for your Career Pathway, College or University of
Choice, and Companies of Interest, which will guide you into establishing a solid career
foundation.
• Show
o Career Pathways slide presentation
192
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Outline
MI
OUTLINE
Days 1-2
I.
II.
Introduce Career Pathways
A. Objectives
B. What are Career Pathways?
C. Programs of Study
D. Career Pathway Research
Activity 1 - My Career Pathway
Day 3-4
III.
IV.
Career Pathways Resources
A. Bureau of Labor Statistics
B. Department of Labor
C. O*NET Online
NOTES TO TEACHER
Begin the Career Pathways slide
presentation. Students will use
Note Taking Form handout to take
notes.
Distribute handouts and have
students read and discuss them.
Days 1-2 refer to slides 1-9.
Students will participate in group
discussions and complete class
activities.
Days 3-4 refer to slides 10-11.
Activity 2 - Career Pathway Research
Presentation
Day 5-6
Days 5-6 refer to slides 12-15.
IV. College or University of Choice
A. Research a college or university
B. Create and deliver presentation
V. Activity 3 - College or University of Choice
Research Presentation
VI. Companies of Interest
A. Research 10 companies of interest
B. Create and deliver presentation
VII. Activity 4 – Companies of Interest
Research Presentation
VIII. Assessment = Daily Activities
193
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Career Pathway slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Career Pathway they will begin to work on the activities.
Independent Practice
 Students will determine their Career Pathways.
 Students will design a Career Pathway Research Presentation.
 Students will determine their college or university of choice.
 Students will design a College or University of Choice Research Presentation.
 Students will determine their companies of interest.
 Students will design a Companies of Interest Research Presentation.
Summary
Review
There are several Career Pathways, college or university choices, and companies of interest, which students
are able to determine in high school. It is important for students to begin researching their Career Pathways
and other methods to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
Daily grade on activities based on rubrics.
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Career Pathways, college or university choices, and companies of interest in high school.
194
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Career Pathways Terms and Definitions
1. Career Pathways - is a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
2. Programs of Study - is an academic and career plan developed by your school to help move you
towards a college and career path.
3. Bureau of Labor Statistics (BLS) - is a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
4. Department of Labor (DOL) - is a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
5. O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
195
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NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
196
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TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
197
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Activity 1 – My Career Pathway
Name ______________________________________________________________
Class Period ________________ Date ____________________________________
Directions
Earn 10 points for each circle completed with responses.
Make a list of longterm goals.
Where do you want to
live? List the city and
state where you would
like to live.
List your interests.
Fill in your name in
this circle.
List your
preferred
working
conditions. For
example, would
you like to work
weekends or
evenings?
List your preferred
salary. How much
money do you
realistically expect to
earn?
List your preferred
environment. Would
you like to work with
people in a medical
industry, education,
industry, or etc.?
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Activity 1 – My Career Pathway
1. Which is the most important, salary or working environment? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Visit the websites below to learn more about the 16 Career Clusters.
 http://cte.unt.edu/other-clusters/
 http://www.texascaresonline.com/clusters/clusters.asp
3. Now that you have thought about career choices, select a Career Pathway – Program of Study
that matches your interests and preferred salary from the list below.
___ 1. Agriculture, Food & Natural Resources
___ 2. Architecture & Construction
___ 3. Arts, A/V Technology & Communications
___ 4. Business Management & Administration
___ 5. Education & Training
___ 6. Finance
___ 7. Government & Public Administration
___ 8. Health Science
___ 9. Hospitality & Tourism
___ 10. Human Services
___ 11. Information Technology
___ 12. Law, Public Safety, Corrections & Security
___ 13. Manufacturing
___ 14. Marketing
___ 15. Science, Technology, Engineering & Mathematics
___ 16. Transportation, Distribution & Logistics
Copyright © Texas Education Agency, 2015. All rights reserved.
199
Rubrics
Graded Elements
9-10 Responses
Total Points
90-100
7-8 Responses
70-80
5-6 Responses
50-60
3-4 Responses
30-40
1-2 Responses
10-20
0 Responses
0
200
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 2 - Career Pathway Research Presentation
Project
Research and create a presentation about a career that you are interested in pursuing after
graduation.
Activity
Research the career on the Internet and find the following information:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
Career
Nature of the Work
Working Conditions
Educational Requirements
Training and Other Qualifications
Experience/Required Skills
Salary/Income
Job Market Outlook – Is this a career field with good future job prospects?
Upside – What are the benefits of working in this career field?
Downside – What are the detriments to this career?
Related Occupation(s)
Conclusion
Prepare a presentation to share this information with the class. Please cite the sources of
your information in the footnote section of your presentation.
Use graphics, animation, and slide transitions to make your presentation engaging and
interesting. Include at least one website hyperlink to use during the presentation for
demonstration.
Supplies
Computer, Internet access, presentation software
Deliverables Completed career research presentation and reflection response
Reflection
How important do you think it is to research career choices? What are some of the
benefits that you can obtain from this research?
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Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
202
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Activity 3 - College or University of Choice Research Presentation
Project
Research and create a presentation about a college or university of interests that will
assist you with pursuing your Career Pathway.
Activity
You will research the college or university of your choice and produce a presentation.
1. Select a college or university that interests you.
2. Locate the website (URL) for that college or university.
3. Include the following in your presentation (you will find all of this information on the
website):
A. Name of the College or University
B. Location (City and State)
C. School banner, logo, or mascot
D. School colors
E. Map of the campus if available
F. Photos of campus
G. Estimated cost of attending one full year (this should include tuition, fees,
housing, and meals)
H. Number of students currently enrolled (can be an estimate)
I. Degree of the most interest to you and why
J. Important dates such as application deadlines and scholarship deadlines
K. Cite all of your sources in the footnote of each slide
Supplies
Computer, Internet, presentation software
Deliverables You will prepare a presentation of your college or university research that includes all of
the information listed above, along with anything else that you find interesting, and respond to the
reflection question.
Reflection
Why did you choose this college or university? How will this college or university assist
you in pursuing your Career Pathway? Please be prepared to answer this question during
your presentation.
203
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Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and
capitalization
15
Presentation Skills
15
Original and creative presentation
10
Reflection
10
Total
100
204
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Activity 4 - Companies of Interest Research Presentation
Project
Research 10 companies of interest that will assist you in pursuing your Career
Pathway.
Activity
Using an Internet browser, use the search terms “find career jobs” to assist you in
researching and locating 10 companies of interest.
Create a presentation and share your research with the class.
Slide 1:
Introduce yourself and your Career Pathway
Slide 2:
Rank the 10 companies in order from most desirable to least.
Slides 3-12: Write a brief description about each company you would choose to
work for and explain the Career Pathway you wish to pursue.
Slide 13:
Reflection
Slide 14:
Resources
Present your research to the class!
Supplies
Computer, Internet access, presentation software
Deliverables
Presentation of 14 slides based on research and reflection
Reflection
Please provide five reasons that are important to you when choosing a
company/employer.
205
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Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
206
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Personal Management
Practicum in Graphic Design and Illustration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will apply concepts of personal development using the goalsetting concept to create short-term goals and long-terms goals for the current school academic year.
Specific Objectives
 Understand what goal-setting is and its importance in Personal Management.
 Identify the benefits of goal-setting.
 Determine short-term goals and long-term goals.
 Develop S.M.A.R.T. Goals Planner.
 Sign a Personal Development Mentor/Mentee Partnership Agreement.
Terms
 Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
 Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
 Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
 Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
 Mentee - a person who is guided by a mentor.
 Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
 Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
 S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
Time
This lesson should take five days (225 minutes) to complete in its entirety. The last two days (90 minutes) are
recommended if time permits within the entire year-long curriculum.
 Days one through three: What is Personal Management? (135 minutes)
 Day four: Six Weeks S.M.A.R.T. Goals Planner (45 minutes)
 Day five: Mentor and Mentee Partnership (45 minutes)
207
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Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.90. Practicum in Graphic Design and Illustration.
(c) Knowledge and skills
(8) The student implements leadership characteristics to student leadership and professional
development activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing thevarious
roles of leaders within organizations, exhibit problem solving and management traits,
describe effective leadership styles, and participate in civic and community leadership
and teamwork opportunities to enhance skills;
(B) employ teamwork and conflict management skills to achieve collective goals;
(C) establish and maintain effective working relationships by providing constructive
praise and criticism, demonstrate sensitivity to and value for diversity, and manage
stress and control emotions;
(D) conduct and participate in meetings to accomplish work tasks by developing meeting
goals, objectives, and agendas; prepare for and conduct meetings to achieve objectives
within scheduled time; produce meeting minutes, including decisions and next steps;
and use parliamentary procedure, as needed, to conduct meetings; and
(E) employ mentoring skills to inspire and teach others.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
208
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(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
 Personal Management slide presentation and notes
 Note Taking Form handout
Materials Needed
 Handouts for each student
o Personal Management Terms and Definitions
o Note Taking Form
o Activity 1 - Short-Term Goals
o Activity 2 - Long-Term Goals
o Activity 3 - Life Goals Collage
o Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
o Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
 Supplies listed in each activity
 Pencils and Pens
Equipment Needed
 Computer and Internet access for teacher and students
 Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Personal
Management using goal-setting techniques.
 Say
209
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o During this lesson you will learn about Personal Management. You will focus on what goalsetting is, understanding the benefits of goal-setting, determining your short-term goals and
long-term goals, developing a Six Weeks S.M.A.R.T. Goals Planner, and establishing a mentor
and mentee partnership agreement.




Say
o To achieve your goals, you must choose the best path and make a commitment to it, while
remaining flexible enough to deal with changes and new opportunities.
Ask
o Why do you think it is necessary to establish short-term goals and long-term goals?
Say
o You will create your short-term goals and long-term goals for the current academic school year.
Show
o Personal Management slide presentation
210
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Outline
MI
OUTLINE
Days 1-3
V.
Introduce Personal Management
A. What is Personal Management?
B. What is Goal Setting?
C. Benefits of Goals
D. S.M.A.R.T. Goals
E. Short-Term Goals
F. Long-Term Goals
G. Activities
i. Activity 1 - Short-Term
Goals
ii. Activity 2 - Long-Term
Goals
iii. Activity 3 - Life Goals
Collage
NOTES TO TEACHER
Begin the Personal Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Days 1-3 - refer to slides 1-15
Day 4
VI.
Weekly S.M.A.R.T. Goals Planner
A. How do you use your planner?
B. Planner Expectations
VII.
Activity 4 – Six Weeks S.M.A.R.T.
Goals Planner
Day 4 - refer to slides 16-23
Day 5
VIII.
Mentor and Mentee Partnership
C. What is a mentor?
D. What is a mentee?
IX. Activities
A. Activity 5 – Personal Development
Mentor and Mentee Partnership
Agreement
B. Activity 3 – Life Goals Collage
Presentation
VI.
Day 5 - refer to slides 24-29
Each student will present his/her
Life Goals Collage to the class.
Assessment = Daily Activities
211
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Personal Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Personal Management they will begin to work on the activities.
Independent Practice
 Students will determine their short-term goals and long-term goals.
 Students will design their Life Goals Collage.
 Students will establish their Six Weeks S.M.A.R.T. Goals Planner.
 Students will sign their Personal Development Mentor/Mentee Partnership Agreement.
 Students will present their Life Goals Collage to the class.
Summary
Review
There are several short-term goals and long-term goals that students are able to determine in high school. It is
important for students to establish their life goals to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Personal Management and goal-setting in high school.
212
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Personal Management Terms and Definitions
2. Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
3. Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
4. Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
5. Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
6. Mentee - a person who is guided by a mentor.
7. Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
8. Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
9. S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
213
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NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
214
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TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
215
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
Activity 1 - Short-Term Goals
Project
Determine your short-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your short-term goals for the current academic school year. Keep a
copy of your Activity 1 - Short-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 1 - Short-Term Goals handout, pen or pencil
Deliverable
Activity 1 - Short-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your short-term goals and why it is important to
set short-term goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 1 - Short-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
216
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Part 1
Practice identifying short-term goals. NOTE: Sometimes accomplishing short-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are short-term goals.
Checkmark
Short-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
Part 2
Directions
Determine your five short-term goals and list in the space provided below.
My SHORT-TERM Goals
Something Achievable in the Next Month!
1.
2.
3.
4.
5.
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
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Actions to Take to Achieve My Short-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your short-term goals and why it is important to set short-term goals.
218
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Name _______________________________ Date ____________________
Activity 2 - Long-Term Goals
Project
Determine your long-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your long-term goals for the current academic school year. Keep a
copy of your Activity 2 - Long-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 2 - Long-Term Goals handout, pen or pencil
Deliverable
Activity 2 - Long-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your Long-Term Goals and why it is important to
set Long-Term Goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 2 - Long-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
219
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Part 1
Practice identifying long-term goals. NOTE: Sometimes accomplishing long-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are long-term goals.
Checkmark
Long-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home in within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
Part 2
Determine your five long-term goals and list in the space provided below.
My LONG-TERM Goals
Something that will take longer than a month to achieve!
1.
2.
3.
4.
5.
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
220
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Actions to Take to Achieve My Long-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your long-term goals and why it is important to set long-term goals.
221
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Name _______________________________ Date ____________________
S.M.A.R.T. Questions to Ask Yourself
Directions
Answer YES or NO to the following questions.
1. Is the goal achievable? _____
A. Can I accomplish my goal in the time-span I have set? _____
B. Does achieving this goal depend only on me and not on conditions outside of me? _____
2. Do I believe I can achieve this goal? _____
A. Are my skills and abilities equal to this goal? _____
3. Will I know when I have reached my goal? _____
A. Have I set my goal in specific terms? _____
4. Do I want to do what it takes to reach my goal? _____
A. Is the goal one that interests me? _____
5. Is the goal presented with an alternative? _____
A. Have I made a firm decision? _____
B. Am I focused on what I need to be doing? _____
C. Do I have an alternative if I cannot reach my goal? _____
6. Am I motivated to pursue my goal? _____
A. Do I have a support system? _____
B. Have I set up a timeline towards my goal? _____
C. Do I have a reward system in place? _____
7. Is the goal of value to me? _____
A. Is the goal compatible with my values? _____
B. Does my goal have longevity? Do I need to consider more education? _____
NOTE: If you have answered “YES” to the questions listed above, you have selected valid goals.
222
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
Activity 3 - Life Goals Collage
Project
Create a collage depicting 10-12 Life Goals
Activity
It is important to set goals and develop an action plan to achieve those goals. In this activity,
think about 10 goals that you want to achieve in the next 10 years. Find photos that represent
those goals. For example, if one of your goals is to graduate from college, find a photo of a
person in cap and gown to represent that goal. Use a photo of something from the college of
your choice, such as a banner or mascot, to identify the college. If one of your goals is to have a
new car, find a photo of the car. Create a new 8.5”x11” document when you have all of your
photos that represent your life goals. You can create this document in any photo editing
software program for this project. Create the best arrangement and resize the photos as
needed. Finally, add text to the collage. The text can be as simple as, “Elizabeth’s Life Goals.”
Choose something meaningful.
Print your collage and keep it to remind you to stay focused on your goals.
Remember the action plan. If graduating from college is one of your life goals, take action in
high school to prepare for college by taking more than the required classes and plan ahead.
Good luck with the project and with achieving your goals.
Supplies
Internet access, photo editing software, printer
Deliverable
An 8.5”x 11” collage representing 10 life goals with text (including reflection)
Reflection
Write a short paragraph listing your life goals and why it is important to set goals and develop
an action plan.
How Your Grade will be Calculated
Graded Elements
Total Points
8.5”x 11” collage with 10 life goals
50
Descriptive text
10
Shows depth of thought
15
Creativity in design
15
Reflection
10
Total
100
223
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
MONTHLY Activities
Monday
Tuesday
Wednesday
Thursday
Friday
Week
1
2
3
4
5
6
SIX WEEKS PRIORITIES
224
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #1 Weekly S.M.A.R.T. Goal is
Signature
______________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
225
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #2 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
226
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #3 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
227
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #4 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
228
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #5 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
229
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #6 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
230
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
A successful mentee and mentor relationship requires a commitment on the part of both partners. The
following agreement is intended to provide a starting framework for the partnership. Either party should
understand that they may withdraw from the relationship at any time by contacting each other. Each partner
should keep a copy of this agreement and make every effort to fulfill the terms of the agreement.
Mentor ___________________________ Room Number _________________________
Subject Taught _____________________ Email Address _________________________
Mentee ___________________________ Email Address _________________________
Mentor and mentee are encouraged to share additional contact information as needed.
MENTEE GOALS
The mentee should establish with the mentor at least four personal development short-term goals and longterms goals. Goals should be Specific, Measurable, Achievable, Relevant, and Timely (S.M.A.R.T.).
GOAL # 1 ______________________________________________________________
GOAL # 2 ______________________________________________________________
GOAL # 3 ______________________________________________________________
GOAL # 4 ______________________________________________________________
CONTACT AGREEMENT
The duration of the formal mentoring program is 10 months during the school session. Mentors are
encouraged to continue the relationship on a voluntary basis. Contacts with mentee must be in person each
Wednesday.
Mentee and Mentor agree to meet at least once each week for 10 months.
Mentee and Mentor to provide a final evaluation of the relationship at the end of the formal program.
_________________________________
Mentee Signature and Date
___________________________
Mentor Signature and Date
231
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MENTEE FINAL EVALUATION
Mentee _______________________________________ Mentor _____________________________________
Mentor Title _____________________________ Email Address _____________________________________
Number of Mentee Contacts with Mentor _____ Type of Contacts ___________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments _________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 - Don’t Know
_____ I feel that I have reached all or some of my short-term goals for personal growth.
_____ I feel that I have reached all or some of my long-term goals for personal growth.
_____ I feel more self-confident since completing the Mentor/Mentee program.
_____ My Mentor played an important part in my growth and development.
_____ I plan to continue my training and education.
_____ I plan to continue to work on reaching current and future career goals.
_____ I feel the training I received had a positive effect on my academic success.
My Mentor and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
I would like to serve as Mentor in the future. Yes _____ No _____ Don’t Know _____
_______________________________________________________
Mentee’s Signature and Date
232
Copyright © Texas Education Agency, 2015. All rights reserved.
MENTOR FINAL EVALUATION
Mentor ______________________________ Email Address ___________________________________
School _______________________________ Subject Taught __________________________________
Number of Mentor Contacts with Mentee ____ Type of Contacts _______________________________
Mentee____________________________ Email Address _____________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 – Don’t Know
_____ I feel that the Mentee reached all or some of his/her goals for personal short-term goals and longterm goals growth.
_____ I see in the Mentee a greater self-confidence since we began the mentoring relationship.
_____ I feel I played an important part in the academic and personal development of the Mentee.
_____ I think the Mentee will become a long-term productive student.
_____ I feel that I have gained from the mentoring relationship.
_____ I would encourage others to serve as mentors.
_____ I would like to mentor others in the future.
_____ I found the mentor role to be too demanding.
My Mentee and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
________________________________________________________
Mentor’s Signature
Copyright © Texas Education Agency, 2015. All rights reserved.
233
Portfolios
Practicum in Graphic Design and Illustration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate how to create a portfolio and their
benefit.
Specific Objectives




Define a career portfolio
Identify the types of information employers want to see in a candidate’s career portfolio
Prepare for post-secondary education, and/or a career, by developing a career portfolio
Learn how to use a portfolio to their benefit, how to maintain a portfolio, and what
important components should be included in a portfolio
This lesson should take three class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
130.90. Practicum in Graphic Design and Illustration.
(c) Knowledge and skills
o (1) The student demonstrates professional standards/employability skills as required by business
and industry. The student is expected to:
(A) identify and participate in training, education, or preparation for certification to
prepare for employment;
(B) identify and demonstrate positive work behaviors and personal qualities needed to be
employable such as self-discipline, self-worth, positive attitude, integrity, and commitment;
(C) demonstrate skills related to seeking and applying for employment to find and obtain a
desired job, including identifying job opportunities, developing a resume and letter of
application, completing a job application, and demonstrating effective interview skills;
(D) maintain a career portfolio to document work experiences, licenses, certifications, and
work samples;
(E) demonstrate skills in evaluating and comparing employment opportunities;
Copyright © Texas Education Agency, 2015. All rights reserved.
234
Reading I, II, III
§110.47(b) Knowledge and skills.
(1) The student uses a variety of word recognition strategies. The student is expected to:
(A) apply knowledge of letter-sound correspondences, language structure, and context to
recognize words; and
(B) use reference guides such as dictionaries, glossaries, and available technology to
determine pronunciations of unfamiliar words.
(2) The student acquires an extensive vocabulary through reading and systematic word study.
The student is expected to:
(A) expand vocabulary by reading, viewing, listening, and discussing;
(B) determine word meanings through the study of their relationships to other words and
concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends texts using effective strategies. The student is expected to:
(A) use prior knowledge and experience to comprehend;
(B) determine and adjust purpose for reading;
(C) self-monitor reading and adjust when confusion occurs by using appropriate
strategies;
(D) summarize texts by identifying main ideas and relevant details;
Public Speaking I, II, III
§110.57 (b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and occasions;
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.
The student is expected to:
(C) develop verbal, vocal, and physical skills to enhance presentations;
College and Career Readiness Standards
Cross-Disciplinary Standards
I. Key Cognitive Skills
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when needed.
2. Use study habits necessary to manage academic pursuits and requirements.
3. Strive for accuracy and precision.
4. Persevere to complete and master tasks.
Tasks
 Students will create a career portfolio.
Activities
Have students create a portfolio using the Portfolio Guidelines. They will choose a sample of their
current work to add to the portfolio and evaluate each entry by completing the Student Reflection Sheet
before adding the document to the folder. Inform the students that it is expected they keep the
Copyright © Texas Education Agency, 2015. All rights reserved.
235
portfolio for the following year.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 If possible, display each form on projector screen
 Copy the handout sheets and rubric for the students
 Have materials ready prior to the start of the lesson.
Instructional Aids
 Student handouts
Materials Needed
 Portfolio computer-based presentation
 Portfolio Guidelines
 Student Reflection Sheet
 Three-Ring Notebook Paper protectors
 Dividers
Resources
Office of Research, Office of Educational Research and Improvement
(OERI) of the U.S. Department
of Education, http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html
Do an Internet search for “Kimeldorf, Martin, Portfolio Library and Selected Works”
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students what the benefits of using portfolios are.
 Ask students what employers are looking for in job applicants.
Lesson Introduction
 Explain each form in detail and check for understanding.
Copyright © Texas Education Agency, 2015. All rights reserved.
236
Outline
MI
OUTLINE
I. Portfolio definition
A. Reflects a student's interests and
achievements
B. Exhibits a sample of a student’s work
that purposefully represents his or her
efforts, progress, and achievements in
one or more areas
C. Includes a student’s participation in
selecting the contents, the criteria for
selection, the criteria for judging merit,
and evidence of the student’s selfreflection
II. Student portfolio components
A. Cover sheet – identifies the student
B. Table of contents – listing of entries
C. Letter of Introduction – introduces the
student
D. Application – practical exercise that
displays "real world skills"
E. Résumé – student qualifications
F. Academic skills – an entry from areas
showcasing growth in content and real
world skills, with a reflection sheet for
every item
G. Transcript – provides the official record
of a student's coursework and testing
H. Letters of recommendation – show how
others view a student
I. Special interests and awards – special
interests and awards achieved in or
outside of school; a vital part of a
student's total package
NOTES TO TEACHER
Have students brainstorm and
list attributes they think
employers look at or look for
in prospective employees.
Discuss how the images they
post to social networking
websites and the email
address names they choose
can affect their ability to get a
job. Show examples, real or
created, of social networking
websites and/or email
addresses that might cause a
potential employer to
disregard an application. Use
the Discussion Rubric for
assessment.
Copyright © Texas Education Agency, 2015. All rights reserved.
237
III. Benefits of the portfolio process
A. Students will benefit from tangible proof
of their abilities and achievements
B. Intangible benefits come from closer selfassessment
C. Students develop a sense of pride and
ownership from collecting their best
work
D. A portfolio provides future employers,
scholarship committees, or entrance
committees additional evaluation tools
IV. Maintaining the portfolio
A. Appearance – neat and clean
B. Update – insert best work
C. Evaluate – reflect on work collected in
the portfolio
D. Replacement – insert new work,
displaying a greater mastery of skills
V. Teachers are encouraged to be a mentor or
wise advisor to the student during the
preparation of the portfolio
Copyright © Texas Education Agency, 2015. All rights reserved.
238
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will go over each form individually and thoroughly. It is extremely important that all
students understand what is required of them in order to complete the assignment.
Summary
Review
 Why is it important to develop a career portfolio?
 What important components should be included in a career portfolio?
Evaluation
Informal Assessment
 Discussion rubric
 Individual work rubric
Formal Assessment
 Portfolio rubric
Copyright © Texas Education Agency, 2015. All rights reserved.
239
Student Portfolio Guidelines
Student portfolios should include:
A.
B.
C.
D.
E.
F.
Cover sheet – identifies the student
Table of contents – listing of entries
Letter of Introduction – introduces the student
Application – practical exercise that displays "real-world skills"
Résumé – student qualifications
Academic skills – an entry from areas showcasing growth in content and real-world skills,
with a reflection sheet for every item
G. Transcript – provides the official record of a student's coursework and testing
H. Letters of recommendation – show how others view a student
I. Special interests and awards – special interests and awards achieved in or outside of school;
a vital part of a student's total package
Copyright © Texas Education Agency, 2015. All rights reserved.
240
Portfolio Reflection Sheet
Name_____________
_____
Date_____________
_______
Describe the portfolio item:
Explain the purpose for including the item:
Discuss what you learned, its importance to you, and what improvement you can make:
Copyright © Texas Education Agency, 2015. All rights reserved.
241
ame_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing to
achieve goals
Shares thoughts actively while offering
helpful recommendations to others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions or
requesting input
Expresses thoughts and ideas clearly
and effectively
Total Points (32 pts.)
Comments:
242
Copyright © Texas Education Agency, 2015. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
243
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Portfolio Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Visual Appeal
Cover Page
Table of Contents
Letter of Introduction
Application
Letters of Recommendation
Résumé
Work Sample 1 + Reflection
Work Sample 2 + Reflection
Work Sample 3 + Reflection
Work Sample 4 + Reflection
Certificates & Awards
Total Points (48 pts.)
Comments:
244
Copyright © Texas Education Agency, 2015. All rights reserved.
Project Management
Practicum in Graphic Design and Illustration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate the importance of using Project Management
in the school environment by completing Activity 1 - Project Management Team Project and Project
Management Assessment Tool matching the criteria in the rubrics.
Specific Objectives
 Define what Project Management is.
 Apply the seven Project Management Techniques.
 Describe the Project Management Planning Process.
 Use the most common Project Management Organizational Tools.
 Complete Project Management Team Projects.
Terms
 Project Management – involves the planning, monitoring, and coordinating of all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
 Project Management Techniques
1. Understand the project
2. Research and summarize
3. Cite the source
4. Working on the project
5. Group work
6. Time
7. Time management
 Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
 Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
be started. They allow the project team to determine the several factors in project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
Time
This lesson should take three days (135 minutes) to complete.
 Day one – Project Management slide presentation (45 minutes)
 Day two – Activity 1 - Project Management Team Project (45 minutes)
 Day three – Activity 2 - Team Project Task List and Schedule (45 minutes)
245
Copyright © Texas Education Agency, 2015. All rights reserved.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.90. Practicum in Graphic Design and Illustration.
(c) Knowledge and skills
o (4) The student implements advanced problem solving methods. The student is expected to employ
critical thinking and interpersonal skills, including data gathering and interpretation independently
and in teams to solve problems and make decisions.
o (5) The student implements advanced information technology applications. The student is expected
to use personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database.
o (10) The student applies effective planning and time management skills. The student is expected to
employ tools to enhance results and complete work tasks.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing Co.
246
Copyright © Texas Education Agency, 2015. All rights reserved.
Instructional Aids
 Project Management slide presentation
 Note Taking Form
Materials Needed
 Handouts for each student
o Project Management Terms and Definitions
o Note Taking Form
o Activity 1 - Project Management Team Project
o Activity 1 - Project Management Team Project Task List and Schedule
o Activity 2 - Team Project Task List and Schedule
o Project Management Assessment Tool
 Pencils and Pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Project
Management using seven Project Management Techniques.
• Say
o During this lesson you will learn about Project Management in school and the workplace. You
will explore the various Project Management Techniques and will apply them to two separate
team activities.
• Say
o To learn about Project Management you will need to explore the various techniques used and
organizational tools.
 Ask
o Why do you think it is necessary to understand how to use Project Management in the school
environment?
 Say
o Project Management involves planning, monitoring, and coordinating all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
• Show
o Project Management slide presentation
247
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
Day 1
VIII.
Introduce Project Management
A. Objectives
B. What is Project Management?
C. Project Management Techniques
i. Understand the Project
ii. Research and Summarize
iii. Cite the Source
iv. Working on the Project
v. Group Work
vi. Time
vii. Time Management
D. Summary
E. Project Management Planning
Process
i. Planning
ii. Monitoring
iii. Coordination
F. Project Management
Organizational Tools
i. Task List and Schedule
ii. Gantt Chart
NOTES TO TEACHER
Begin the Project Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Day 2
IX.
Activity 1 – Project Management
Team Project
A. Analyzing Career Job Ads
B. Group Discussion
Day 3
X.
Activity 2 – Team Project Task List
and Schedule
XI.
Assessment = Daily Activities
248
Copyright © Texas Education Agency, 2015. All rights reserved.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Project Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Project Management they will begin to work on the activities.
Independent Practice
 Student teams will analyze and identify Project Management careers.
 Student teams will complete a specific Project Management Task List and Schedule.
Summary
Review
Project Management requires skills that are highly desirable in the workplace. School projects provide
excellent opportunities for students to refine their planning and Time Management skills and to acquire
“executive” thinking skills as they analyze and synthesize tasks using Project Management Tools.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a professional Project Manager may be used as enrichment to
discuss the importance of Project Management in high school and the workplace.
249
Copyright © Texas Education Agency, 2015. All rights reserved.
Project Management Terms and Definitions
1. Project Management – involves planning, monitoring, and coordinating all aspects of a project, and
the motivation of all those involved, in order to achieve desired results.
2. Project Management Techniques
o Understand the Project
o Research and Summarize
o Cite the Source
o Working on the Project
o Group Work
o Time
o Time Management
3. Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
4. Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
start. It allows the project team to determine the several factors in a project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
250
Copyright © Texas Education Agency, 2015. All rights reserved.
NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
251
Copyright © Texas Education Agency, 2015. All rights reserved.
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
252
Copyright © Texas Education Agency, 2015. All rights reserved.
Name ___________________________________Date ____________________ Class ____________________
Activity 1 - Project Management Team Project
Part 1 - Analyzing Career Job Ads
1. Students will work with a partner.
2. Visit the school library.
3. Use copies of the career job ads pages from newspapers in the school library.
4. Underline references to any of the essential skills and circle specific references to Project Management in
the ads.
5. Identify a job website and refer to Project Management positions advertised on the Internet.
Part 2 - Analyzing Career Job Ads
Group Discussion
1. What are some of the jobs/careers that specifically identified Project Management Skills as a required skill
or an asset for employment?
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2. What are the salary ranges for these jobs?
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3. What additional skills are identified in these ads?
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4. From these examples, what do you think Project Managers do?
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Rubrics
Graded Elements
Total Points
Quality of Research
50
Correct use of Spelling, Grammar, and
Capitalization
25
Presentation Skills
25
Total
100
255
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Activity 1 - Task List and Schedule
Project Title_____________________________ Completion Date _______________
PROJECT MANAGEMENT
Project Team Members:
Tasks
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
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Project Management Assessment Tool
Directions
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
PROJECT MANAGEMENT
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
12. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
13. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
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Activity 2 - Team Project - Task List and Schedule
PROJECT
MANAGEMENT
PROJECT MANAGEMENT
Project Title_____________________________ Completion Date ______________
Project Team Members:
Task
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
258
Copyright © Texas Education Agency, 2015. All rights reserved.
Project Management Assessment Tool
Directions
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
PROJECT MANAGEMENT
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
11. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
12. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
259
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Rubrics:
Graded Elements
Total Points
Task List and Schedule
40
Project Management Assessment Tool
40
Correct use of Spelling, Grammar, and
Capitalization
20
Total
100
260
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Project Management Organizational Tool
Gantt Chart
261
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Scholarships for Post-Secondary Options
Practicum in Graphic Design and Illustration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will create an organized structure and the files
needed to apply to multiple scholarships.
Specific Objectives
 Students will locate five scholarships that they meet the requirements for.
 Students will create an organized file system for the documents required by the
scholarship.
 Students will write three essays appropriate to submit with scholarship applications.
 Students will request and collect at least three references to be submitted with
scholarship applications.
 Students will write thank you letters to anyone who writes references.
 Students will create a calendar to track the due dates of the scholarships.
This lesson should take eight to 10 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.90. Practicum in Graphic Design and Illustration.
(c) Knowledge and skills
o (3) The student implements advanced professional communications strategies. The
student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure
and style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
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110.34. English Language Arts and Reading, English IV (One Credit), Beginning with School
Year 2009- 2010
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or
work- related texts to communicate ideas and information to specific audiences for specific
purposes. Students are expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals, college
applications, operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on the
topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential problems
and misunderstandings;
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details
(documented if appropriate).
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or
actions of a specific audience on specific issues. Students are expected to write an
argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that
includes:
(A) a clear thesis or position based on logical reasons with various forms of support
(e.g., hard evidence, reason, common sense, cultural assumptions);
(B) accurate and honest representation of divergent views (i.e., in the author's own
words and not out of context);
(C) an organizing structure appropriate to the purpose, audience, and context;
(D) information on the complete range of relevant perspectives;
(E) demonstrated consideration of the validity and reliability of all primary and
secondary sources used;
(F) language attentively crafted to move a disinterested or opposed audience, using
specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical
beliefs); and
(G) an awareness and anticipation of audience response that is reflected in different
levels of formality, style, and tone.
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students
write legibly and use appropriate capitalization and punctuation conventions in their
compositions. Students are expected to correctly and consistently use conventions of
punctuation and capitalization.
(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to
spell correctly, including using various resources to determine and check correct spellings.
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Tasks
Day 1: Scholarship & Funding Opportunities


Teacher presentation on scholarships and demonstration of finding scholarships.
Students will identify two sources of scholarships.
Day 2: Getting Organized




Teacher presentation on scholarship process and organizations.
Students will identify two additional sources of scholarships.
Students will create a digital system to organize and track scholarship applications.
Students will identify the common elements of scholarship applications, including but
not limited to, transcripts, resumes, essays, photographs, and letters of
recommendation.
Day 3: Keeping Track of Time



Teacher presentation on time keeping and calendaring.
Students will identify one additional source of scholarships.
Students will create a plan for five scholarships with a calendar timeline to complete and
submit the materials.
Day 4: Resumes



Teacher presentation on writing resumes.
Students will write resumes.
In partners, students will edit and review resumes.
Day 5: References



Teacher presentation on getting personalized references.
Student will write an email that can be used to solicit references.
Students will contact at least three individuals for reference letters for each scholarship.
Day 6- 8: Writing essays




Teacher presentation on writing scholarship essays.
Students will write and edit one essay per day.
In pairs, students will review and revise edits.
Essays can be written in class or assigned as homework.
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Day 9: Collecting Transcripts






Students will collect necessary transcripts from high school or college programs.
Students will work on documentation in folder system.
Students will be editors for each other’s work for proof and review.
Students will contact/follow-up with individuals for reference letters.
Students will scan and organize reference letters.
Students will write thank you letters to references.
Day 10: Finalize Project



Students will finalize project.
Students will complete a self-evaluation of the project using the rubric.
Students will submit final USB flash drive or link to collaborative drive.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Find scholarships that would be appropriate for your cluster area.
 Find scholarship listings for your local community.
 Pull example resumes.
 Each year, ask students for samples to share with other students.
Instructional Aids
 Scholarship websites
 Grading rubric
 Internet
Materials Needed
 USB flash drives or collaborative drives
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan recommendation letters
265
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Outline
MI
I.
II.
III.
IV.
V.
VI.
OUTLINE
Explain different types of funding
a. Apply for Financial Aid
b. Scholarships
c. National Grants
d. Pell Grants
e. Service Commitment:
AmeriCorps, PeaceCorps,
ROTC, Military
f. Local schools / living at home
What Kinds of Scholarships
a. University / College
b. National
c. State
d. Organizational
e. Local
Scholarship Searches & Strategies
a. Search sites & aggregators
b. Professional organizations
c. Local organizations
d. School counselors
e. Lists
f. Emails
Scholarship Process
a. Key components
b. Personal information
c. Resume
d. Academic information
e. Community information
f. Essay
g. References
h. Transcripts
i. Due dates
Organization
a. File types
b. USB flash drives or
collaboration drives
Keeping Track of Time
a. Start early
b. December due dates
c. Documentation of enrollment
NOTES TO TEACHER
Talk through the different types
of funding for post-secondary
education. Open the discussion
to see what the students have
thought about using.
Give examples of the different
types of scholarships someone
may find at each level. Add
appropriate examples from your
own industry.
Help students find scholarships
that would be beneficial to
them.
By looking at the scholarships
that they found, have a
discussion about the common
elements that students have
found.
Based on your school’s security,
find out what collaborative
drives are available.
Show different types of calendar
templates. Allow students to
use what they will actually
follow – even their smart
phones.
Provide examples of student
resumes.
Help students brainstorm whom
they could ask to be a reference.
Essays may take more or less
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VII.
VIII.
IX.
X.
XI.
/ grades
Resume
a. Content types
b. Writing tips
c. Example
d. Content Ideas
Reference letters
a. Reference process
b. Get more letters than you
need
c. Write thank you notes
Scholarship Essays
a. Good writing
b. Flow / structure
c. Memorable
d. Tell your story
e. Share your heart
f. Stand out from other students
g. Essay ideas
Transcripts
a. Ordering and organizing
Finalize Project
a. Self-review
b. Finalize project pieces
c. Submit
time in the classroom
depending on your own
schedule and how much writing
they can do at home.
Check with your own school
about the transcript request
process.
Give a copy of a rubric to each
student for a self-evaluation.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhyth
mic
Naturalist
Verbal/Linguistic
Visual/Spatial
267
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Application
The application for this lesson is outlined in the Scholarship Planning Project and Rubric at the
end of this lesson.
Extension
Create a bulletin board to share the successes of each scholarship received. One idea is to
have fake checks that can be put up on the board. You can also track how much total funding
each class receives.
Summary
Review


What do you think scholarship committees are looking for when they review resumes,
essays, and letters of recommendations?
Where are the best places to find scholarships?
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Scholarship Planning Rubric to evaluate.
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Scholarship Resources Handout
You can search for scholarship listings and find many sites that include listings of scholarships.
Here are a few to get you started.


Every Chance Every Texan
o http://www.everychanceeverytexan.org/funding/aid/faidalpha.php
My College Options (Texas)
o https://www.mycollegeoptions.org/TX/0/Texas/search-results-scholarship-search-bylocation.aspx




College Scholarships (Texas)
o http://www.collegescholarships.org/states/texas.htm
College Scholarships (Subjects)
o http://www.collegescholarships.org/scholarships/subject-specific.htm
Big Future by the College Board
o https://bigfuture.collegeboard.org/scholarship-search
Student Scholarships
o http://www.studentscholarships.org/
Some school districts have great scholarship listings too:




Austin ISD
o https://www.austinisd.org/scholarships
Arlington ISD
o http://www.aisd.net/AISD/Default.aspx?alias=www.aisd.net/aisd/scholarships
Mesquite ISD
o http://www.mesquiteisd.org/college-scholarships/
Fort Worth ISD
o http://www.fwisd.org/files/_FFAsx_/a22733bd372513063745a49013852ec4/scholarshi
p_senior.pdf


Houston ISD
o http://www.houstonisd.org/site/default.aspx?PageID=110473
Waxahachie ISD
o http://schools.wisd.org/default.aspx?name=whs.scholarships
Scholarship Aggregators
There are many sites that help you find scholarships. You can use them to help find the
scholarships, but we recommend that you use it only as a directory and submit directly to the
organization instead of through the aggregator site. There are many scams where you have to
pay to get scholarships. You should never have to pay anything to receive a scholarship.
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Scholarship Project
For this project, you will be setting up your own plan to apply for scholarships that you meet
the requirements for. You will collect files and documents to do this.
There are two options for completing this task.
A) Collaborative Drives – This option is valuable if you want to be able to work with your
teachers and parents. You can share documents and get help with reviewing
documents very easily.
B) A USB flash drive – If your school limits the access to a collaborative drive or file sharing,
then a USB flash drive is a good way to bring the documents back and forth to school
and home.
Requirements
1. Identify at least five scholarships for which you meet the requirements.
2. For each scholarship, create a folder in either a USB flash drive or virtual drive. Name
that folder to correspond to the name of the scholarship.
a. In each folder, create a document named REQUIREMENTS that lists with each of
those requirements.
3. Create a folder called ESSAYS.
a. In this folder, you will put any essay that you have written as a scholarship essay
or for a class that could be used as content in a scholarship essay.
b. Review the current essays in “Apply Texas” if you are planning on attending
school in Texas.
c. Include at least three different essays in your folder.
4. Create a folder called RECOMMENDATIONS.
a. In this folder, you will file any letters of recommendations that you have been
able to collect. These are best if they have been signed, scanned, and can be
reprinted or sent digitally if needed.
b. Include at least three letters of recommendation.
i. A teacher
ii. An administrator
iii. A member of the community
5. Create a folder called RESUMES.
a. In this folder, you will file a copy of your resume. Some scholarships will require
different lengths. Therefore, if you create a new version, keep any copies in this
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folder and save with the name of the file relevant to the type of resume that it is
(For example, “One-Paged Resume” or “Two-Paged Resume).
b. Include at least one resume in this folder.
6. Create a CALENDAR to document the due date of each scholarship.
a. If you are using a collaborative drive with a calendar app, you can make this in a
shared Calendar that you can share with your family.
b. If you are using digital file share site or a USB flash drive, you can make a
calendar in a table in a document, spreadsheet, or a calendar template for a
slide.
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Scholarship Planning Rubric
0
Poor/Not Evident
Scholarships were
identified, however,
they were not an
appropriate match for
the qualifications of the
student.
The drive is not
organized.
1
Needs Improvement
Four scholarships were
identified that match the
qualifications of the student.
2
Exemplary
Five scholarships were identified that
match the qualifications of the
student.
The drive includes a folder for
each scholarship.
Requirements
The requirement listing
is not included.
Essay 1
The first essay is missing
or is too short to be
considered for a
scholarship.
Essay 2
The second essay is
missing or is too short to
be considered for a
scholarship.
Essay 3
The third essay is
missing or is too short to
be considered for a
scholarship.
Recommendations
Zero to one
recommendation letters
are included.
A resume is not included
in a folder.
Some requirements for
scholarships are missing in
the folder structure.
The first essay does not align
well to the prompt or may not
be appropriate yet without
revision for scholarship
consideration.
The second essay does not
align well to the prompt or
may not be appropriate yet
without revision for
scholarship consideration.
The third essay does not align
well to the prompt or may not
be appropriate yet without
revision for scholarship
consideration.
Two recommendation letters
are included.
The drive includes a well-organized
structure with a folder for each
scholarship.
Requirements for each scholarship are
listed in each folder.
Scholarship
Identification
Folders Created
Resumes
Calendar
A calendar is not
included.
Writing
The writing needs
significant revisions with
many errors in grammar
or mechanics.
A resume is included in a
folder that needs revisions to
be able to appropriately
highlight the student’s
academic career for
scholarship consideration.
A calendar is created to
document due dates for each
of the scholarships identified,
but the formatting is not
clean and professional.
The writing needs revisions
with some errors in grammar
or mechanics.
The first essay aligns well with the
prompt and would be an appropriate
essay to submit for scholarship
consideration.
The second essay aligns well to the
prompt and would be an appropriate
essay to submit for scholarship
consideration.
The third essay aligns well to the
prompt and would be an appropriate
essay to submit for scholarship
consideration.
Three recommendation letters are
included.
A resume is included in a folder that
appropriately highlights the student’s
academic career for scholarship
consideration.
A professional, well-formatted
calendar is created to document due
dates for each of the scholarships
identified.
The writing is exemplary with no
errors in grammar or mechanics.
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Peer Review for Essay
Writer: ___________________________________________________________________________________
Peer Reviewer: ____________________________________________________________________________
Essay Prompt: _____________________________________________________________________________
Scholarship Organization: ____________________________________________________________________
Yes/No
Notes
Does the essay meet the
prompt?
Does the essay meet the goals of
the scholarship organization?
Does the essay convey a
personal tone and voice?
Does the essay maintain good
organization, structure, and
flow?
Does the essay maintain correct
writing grammar and
mechanics?
Is the essay unique and
memorable?
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