Team Trouble: Can You Save the Project?

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Career Cluster: Arts A/V Technology & Communication

  CIP Number: 0510030300

  Program Name: Digital Design

  Course Number & Title: 8209510 - Digital Design 1

  Course Type: High School Career Prep

• Unit Outline

  
  

  This lesson is designed to be used with the case study, "What will it cost?" See CPALMS resource ID#219860.

• Career Connection

  
  

  This lesson incorporates career skills such as project management, teamwork, communication, and problem solving. It also helps the students build knowledge on the different phases of the benchmarks of the design process in careers such as graphic design.

  Students will develop durable skills such as collaboration and teamwork as they work together to understand roles and responsibilities in a project setting.

• Learning Objectives

  
  
  • Identify project management tasks and responsibilities in a marketing project.
  • Deliver an oral presentation.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • The phases and benchmarks of project planning.
  • Digital marketing concepts.

• Guiding Questions

  
  
  • Why is clear communication important in a team setting?
  • How can unclear roles impact a project's success?

• Procedure

  
  

  1. Introduction & Engagement

  • Greet students and let them know they’ll be analyzing a real-world scenario that connects directly to careers in digital design and project management. Provide students with the following guiding questions:
    • Why is clear communication important in a team setting?
    • How can unclear roles impact a project's success?
  • Allow students to pair-up and discuss. Once students have had time to talk, have students share their thoughts with another group or the whole class.

  2. Presenting the Concept & Case Study

  • Start by reviewing project management goals and objectives, and why it's essential in careers like graphic design or marketing. It is important to remind students of project planning phases and common team roles (project manager, designer, client lead, etc.).
  • Teacher will then divide the class in groups and will distribute or display the case study, “What Will It Cost?” (see CPALMS resource ID#221705).
  • Read the case aloud as a class, in pairs, or small groups; encouraging students to annotate or highlight any problems or red flags they notice related to communication, roles, or planning.

  3. Group Discussion and Analysis

  • Divide students into small groups (3–4 per group).
  • Provide each group with the following discussion questions:
    • What were the major issues in the case?
    • How did Jack’s decisions affect the project outcome?
    • What could Luz & Partners have done differently to prevent these problems?

  4. Creative Problem-Solving Activity

  • In the same groups, ask students to brainstorm and write two alternative endings to the case study. Ask students, "How things could have gone better if different choices were made?"
  • Students will choose one revised ending and turn it into a short skit that demonstrates successful project management.
  • Groups can practice and then role-play their scene in front of the class.

  5. Lesson Closure & Reflection

  • After each presentation, facilitate a brief reflection:
    • What changes made the outcome more successful?
    • What communication or planning tools helped fix the problem?
  • Exit ticket: Have students respond to 2–3 of the following prompts on an index card or digital form (see exit ticket handout under special materials):
    • One idea that resonated with me about either project management or digital marketing is…
    • One skill I used today was…
    • How would you handle a situation where a team member does not follow agreed-upon terms?
    • How can I apply this to future school or career projects?

• Teacher Notes

  
  

  Preparation Tips:

  • Preview the case study in advance and consider tailoring specific details to better reflect your students’ lived experiences or interests in design.
  • Pre-assign groups if you know certain students collaborate better together or need scaffolding in group work.
  • Prepare roles or sentence starters for the skit presentations if students are shy or need support with public speaking.

  Alternative Pacing Options:

  • If you’re on a block schedule, the full lesson can be completed in one session.
  • On a traditional schedule, consider splitting the lesson into two days.