Digital Design Basics

Grade

8th Grade

Duration

90 minutes

Class Size

24 students

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Objective(s)

• I can explain fundamental concepts of digital graphic design including resolution, color models, and layering.
• I can create a simple digital graphic using layers in a Chromebook-based image editor.
• I can collaborate with peers to give and receive constructive feedback on digital designs.

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Common Core State Standards Alignment

• CCSS.ELA-LITERACY.RST.6-8.3
  Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
• CCSS.ELA-LITERACY.SL.8.1
  Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
• CCSS.ELA-LITERACY.W.8.6
  Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

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Purpose

To introduce students to essential concepts of digital design that enhance their technological literacy and creativity, while integrating collaborative skills aligned with Common Core speaking and technical writing standards.

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Materials & Technology

• Chromebooks (one per student)
• Access to a web-based image editor (such as Pixlr Editor or Photopea) preloaded on Chromebooks
• Projector/Smartboard for teacher demonstrations
• Printed glossary of critical vocabulary (dyslexia-friendly font, e.g., OpenDyslexic)
• Headphones for audio instructions (optional)
• Graphic tablets (optional for hands-on digital drawing)

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Critical Vocabulary

• Resolution
• Pixels
• Layers
• RGB Color Model
• Opacity
• Transparency
• Digital Canvas
• Export

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Activating Prior Knowledge / Making Connections

Time: 10 minutes
Begin with a class discussion:

• Ask students, “Have you ever edited a photo or made a graphic on a phone or computer? What tools did you use?”
• Connect their experiences to how digital images are created through layering and resolution.
• Show quick examples (projected) of simple layered images (e.g., cartoon with a background, characters, and text on separate layers).

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Direct, Explicit Instruction

I Do (Modeling)

Time: 15 minutes

• Teacher projects the image editor interface on the Smartboard.
• Explicitly explain and demonstrate:
  • What resolution means and how it affects image quality (zooming in to see pixels).
  • How to create and use layers; naming and manipulating layers for organization.
  • Introduction to RGB color model to understand colors on screen.
  • Saving and exporting images in different formats.
• Teacher narrates each step slowly, relating actions to vocabulary.

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We Do (Guided Instruction)

Time: 20 minutes

• Students open the image editor on their Chromebooks.
• Teacher guides the class through creating a simple layered image (e.g., a landscape with a colored background, simple geometric shapes on different layers).
• Students and teacher work through resolution and layer settings, with teacher circulating and providing immediate feedback.
• Emphasize collaboration: students pair up to discuss aspects like color choice and layer naming.

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You Do (Guided Practice with Group Collaboration)

Time: 25 minutes

• Students independently create a digital design of their choice incorporating at least:
  • 3 layers (background, midground, foreground).
  • Use of opacity/transparency on at least one layer.
  • Application of RGB colors intentionally.
• Students work in groups of four to share ideas and provide peer feedback.
• Teacher facilitates discussions, prompts reflection questions, and supports students who need assistance.

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Differentiation Strategies

• For diverse learners:
  • Dyslexia-friendly printed vocabulary reference with visual icons.
  • Graphic organizers to plan their design before digital work.
  • Step-by-step written/audio instructions accessible on Chromebooks.
• For advanced learners:
  • Encourage exploring more complex layering features (e.g., blending modes).
  • Add text with special effects or create an animated GIF if platform allows.
• For hands-on learners:
  • Use graphic tablets or paper sketches to plan before digitizing.

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Closing (Formative Assessment & Independent Practice)

Time: 20 minutes

• Each student shares their digital design with the class from their Chromebook by projecting to the Smartboard or screen-sharing.
• Students explain one thing they learned about layers or color.
• Teacher provides immediate verbal feedback focusing on strengths and one area for improvement.
• Collect designs for a digital portfolio (optional).
• Independent Practice (Homework):
  • Students write a brief reflection (3-5 sentences) describing their design choices, challenges they encountered, and how they applied layers or color knowledge.
  • Read a short dyslexia-friendly article about careers in digital graphic design to build real-world connections.

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Success Criteria

• Students correctly define and use critical vocabulary in context.
• Students demonstrate understanding of layering by creating an original multi-layer image.
• Students collaborate effectively, providing and receiving constructive feedback.

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Assessment

• Formative through observation during We Do and You Do phases.
• Informal peer and teacher feedback during presentations.
• Homework reflection evaluated for understanding and application of concepts.

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Teacher's Notes

• Encourage students to use headphones if auditory instructions help focus.
• Keep an eye on students who struggle with fine motor skills and offer adaptive tools.
• Use positive reinforcement to build confidence in digital experimentation.

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This lesson plan promotes hands-on technology learning paired with communication, collaboration, and reflection—hallmarks of the Common Core curriculum—while leveraging Chromebooks and image editing to inspire creativity and digital literacy.