10th Grade — Unit 10: Sharing Your Work: Portfolio Website with Google Sites

🗓️ Before Class: Teacher Prep

Gather/set out: Computer with internet access, Google Sites (school Google account), Photographed/exported copies of all semester work.
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.

🧑‍🏫 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.

🎯 Essential Question

How do we organize, build, and publish a portfolio website to showcase a semester of work?

📈 Learning Objectives

By the end of this lesson (4 Days), students will be able to:

Plan a site structure (Home + at least one page per project category: Analog Design, Photoshop, 3D Design).
Build a Google Sites portfolio and upload examples of finished work with short captions.
Publish and share the finished site link.

📐 Standards Alignment

CDOS (Career Development & Occupational Studies)

CDOS 1 — Career Development -- students will be able to explain the range of career choices, and identify personal interests, skills, and aptitudes that relate to those choices.
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).

ACP (Adobe Certified Professional) Photoshop Exam Objectives

ACP 1.1 — Identify the purpose, audience, and audience needs for preparing images.
ACP 5.1 — Prepare images for export to web, print, and video.
ACP 5.2 — Export or save digital images to various file formats.

🎓 Study this for the ACP exam: Domain 1: Working in the Design Industry · Domain 5: Publishing Digital Media

📚 Key Vocabulary

Portfolio Website: An online, organized showcase of a designer's best work.
Site Navigation: The menu/structure that lets a visitor move between pages of a website.
Caption: A short piece of text explaining a piece of work -- what it is, what tools were used, and what was learned.

🧰 Materials & Tools

Computer with internet access
Google Sites (school Google account)
Photographed/exported copies of all semester work

🧠 Do Now (Warm-Up)

If a stranger visited your portfolio website, what's the very first thing you'd want them to see?

📤 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 “Portfolio Website with Google Sites.” This project asked: “How do we organize, build, and publish a portfolio website to showcase a semester of work?” I used Portfolio Website 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 4 Days. Suggested pacing:

Day	Focus	Plan
Day 1	Plan	Do Now (5 min): if a stranger visited your portfolio, what's the first thing you'd want them to see? Mini-lesson (8 min): what makes a good portfolio sitemap. Independent planning (27 min): sketch a sitemap on paper (Home + one page per project category) and gather/export images of your best work. Share (5 min).
Day 2	Build — Structure	Do Now (5 min). Demo (8 min): creating a Google Site and building page structure. Build (27 min): create your Google Site and build out the page structure and navigation. Save progress (5 min).
Day 3	Build — Content	Do Now (5 min). Build (35 min): upload your work to the correct pages and write a 1-2 sentence caption for each piece. Save & screenshot (5 min).
Day 4	Finalize, Critique & Publish	Do Now (5 min). Peer review (10 min): review a partner's site for clarity and navigation. Final fixes (20 min). Publish (10 min): publish the live link.

✅ Assessment & Exit Ticket

Published site scored with a rubric: clear navigation, at least one piece of work per project category, captions present, and site is actually published/shareable.

Exit Ticket: Share your published portfolio link and name one piece of work on it you're proudest of.

📊 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.