10th Grade — Unit 9.5: Extension & Enrichment (Optional): Peer Critique & Revision Sprint

🗓️ Before Class: Teacher Prep

Gather/set out: Finished projects from earlier this semester (pin, business card, or ink portrait), Class rubrics for reference.
If today includes physical/hands-on work: make sure the classroom cameras are charged, working, and have a cleared SD card ready for photo uploads.
Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.

🖥️ Slide Deck (project or share with students)

Short, on-the-board pacing slides for today's Do Now, agenda, vocabulary, and exit ticket -- the full detail lives in the handout above, not here.

Day 1

Open / download this slide PDF

Day 2

Open / download this slide PDF

🧑‍🏫 Substitute Teacher Guide

A scripted, step-by-step runsheet for today's class -- hand this to anyone covering the room who doesn't know the daily routine.

Day 1: 📋 Open Substitute Guide
Day 2: 📋 Open Substitute Guide

🎯 Essential Question

How does structured peer feedback help us improve our strongest projects?

📈 Learning Objectives

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

Give structured, specific feedback on 2 classmates' projects using the class rubric.
Select one of their own earlier projects to revise based on feedback received.
Complete a meaningful revision addressing at least 2 pieces of feedback.

📐 Standards Alignment

CDOS (Career Development & Occupational Studies)

CDOS 2 — Integrated Learning -- students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
CDOS 3a — Universal Foundation Skills -- basic literacy, communication, and problem-solving skills required for a career.
CDOS 3b — Career Majors -- knowledge and skills required for success within a specific career pathway (here, Digital Design).

📚 Key Vocabulary

Structured Feedback: Feedback organized around specific criteria (like a rubric) rather than general impressions.

🧰 Materials & Tools

Finished projects from earlier this semester (pin, business card, or ink portrait)
Class rubrics for reference

🧠 Do Now (Warm-Up)

Think of feedback you've gotten before that actually helped you improve something. What made it useful?

📤 How You Submit This — For Credit

How you submit today's work depends on what kind of work it was. Physical/paper work (most of this semester so far): photograph it with a classroom camera, upload the photo from its SD card onto a computer, and save it into your portfolio -- that upload is your submission, and the physical piece itself is yours to keep, the same as in Grade 9 (your notebook is the one thing with a home base in the room, and even that's your call to bring home when you want it). Digital work (once you're producing files in Photoshop, second semester on): no camera needed -- instead, EXPORT the file. Export your finished project as a JPG, as a PNG, AND save a copy as a PSD (all three), then upload all three into your portfolio. Either way: the portfolio upload, with a description, is what actually counts as turning the assignment in for credit.

📁 Portfolio Update — Once a Week

Once a week, add your best finished or in-progress piece to your portfolio (the Google Drive folder you started in Grade 9, becoming your Google Sites portfolio in Lesson 10) with a 1-2 sentence caption: what it is, what tool/skill it used, and one thing you learned. Keep it current -- don't save it all for the portfolio-website lesson.

✍️ Example description for your Google Sites portfolio (fill in YOUR blanks -- don't just copy this):

For this piece, I made ______________ (name what you made) for “Peer Critique & Revision Sprint.” This project asked: “How does structured peer feedback help us improve our strongest projects?” I used Structured Feedback by ______________ (explain how you used it in THIS piece). The hardest part was ______________, and I solved it by ______________. I'm proud of ______________ because ______________.

📋 Main Workshop / Lesson Sequence

This lesson spans 2 Days. Suggested pacing:

Day	Focus	Plan
Day 1	Peer Critique Rotation	Do Now (5 min, above). Mini-lesson (8 min): review structured critique vocabulary and sentence starters. Peer critique rotation (27 min): critique 2 classmates' projects (pin, business card, or ink portrait) using the class rubric. Share (5 min).
Day 2	Revision Sprint	Do Now (5 min): pick which project you're revising and why. Independent revision (35 min): revise one project based on feedback received, addressing at least 2 specific notes. Share (5 min).

✅ Assessment & Exit Ticket

Revised project scored with a rubric: at least 2 specific pieces of feedback visibly addressed.

Exit Ticket: What is one piece of feedback that changed your project the most?

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

🧩 Differentiation & Accommodations

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

🔗 Resources & References

None beyond this lesson's materials.