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.
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(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.
(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
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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
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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.
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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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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:
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