10th Grade — Unit 12: Going Further: Second-Year Send-Off: Portfolio Review & Summer Plan

🗓️ Before Class: Teacher Prep

Gather/set out: Full portfolio (both years), Reflection/goal-setting template.
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

Looking back at two full years, what does the evidence actually show about how far you've come?

📈 Learning Objectives

By the end of this lesson (3 Days), students will be able to:

Present their portfolio for a structured review, highlighting growth across both years.
Give specific feedback on a classmate's portfolio.
Write a specific summer/11th-grade plan naming at least one concrete design goal.

📐 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 5.2 — Export or save digital images to various file formats.

🎓 Study this for the ACP exam: Domain 5: Publishing Digital Media

📚 Key Vocabulary

Growth Evidence: Specific, comparable work (not just a feeling) that proves real improvement over time.

🧰 Materials & Tools

Full portfolio (both years)
Reflection/goal-setting template

🧠 Do Now (Warm-Up)

Pull up your very first project from 9th grade. What's the most obvious difference between that and your newest work?

📤 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 “Second-Year Send-Off: Portfolio Review & Summer Plan.” This project asked: “Looking back at two full years, what does the evidence actually show about how far you've come?” I used Growth Evidence 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 3 Days. Suggested pacing:

Day	Focus	Plan
Day 1	Review	Structured peer portfolio review (35 min): present and receive specific feedback in small groups.
Day 2	Polish	Independent work (35 min): make final adjustments to the portfolio based on today's feedback.
Day 3	Reflect & Plan	Written reflection (20 min): growth across both years. Plan (15 min): one specific summer/11th-grade design goal.

✅ Assessment & Exit Ticket

Portfolio, reflection, and plan assessed for specific, genuine evidence of growth and a realistic next step.

Exit Ticket: What's the one thing 9th-grade you would be most surprised to see in your portfolio now?

📊 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.