🗓️ Before Class: Teacher Prep
- Gather/set out: A finished yearbook from a past year (physical or PDF) for reference, Chart paper for a class section map, Computer with access to the class Google Drive.
- Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.
- Heads-up -- Only About a Third of the Senior Class Is In This Room: Most seniors are enrolled in other CTE programs, not this class -- so the roughly one-third of the senior class actually producing this book is responsible for capturing and representing all of them. That's exactly why cross-class coordination, advance photoshoot planning, and a hard production schedule matter so much: there's no spare roster to redo missed work at the last minute when this few people are covering an entire grade.
🧑🏫 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.
Only About a Third of the Senior Class Is In This Room
Most seniors are enrolled in other CTE programs, not this class -- so the roughly one-third of the senior class actually producing this book is responsible for capturing and representing all of them. That's exactly why cross-class coordination, advance photoshoot planning, and a hard production schedule matter so much: there's no spare roster to redo missed work at the last minute when this few people are covering an entire grade.
🎯 Essential Question
- What actually goes into producing a full school yearbook, and what are we responsible for?
📈 Learning Objectives
By the end of this lesson (1 Day), students will be able to:
- Identify every major section a yearbook typically contains (cover, senior portraits, senior quotes, student life, clubs & sports, ads/sponsors).
- Explain why a yearbook needs a hard, non-negotiable print deadline.
- Preview the systems the class will build to manage it: a shared Drive folder, a planning doc, a tracking spreadsheet, and a submission form.
📐 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).
Industry Standards (CCTC)
- AR-PRT 1 — Manage the printing process including customer service and sales, scheduling, production and quality control to deliver products that meet customer needs and expectations.
📚 Key Vocabulary
- Section
- One defined part of the yearbook (like Senior Portraits or Clubs & Sports) with its own owner and content.
- Production Schedule
- The fixed timeline a print project must hit at each stage to ship on time.
- Stakeholder
- Anyone with a stake in the yearbook's outcome -- classmates, families, staff, and the school.
🧰 Materials & Tools
- A finished yearbook from a past year (physical or PDF) for reference
- Chart paper for a class section map
- Computer with access to the class Google Drive
🧠 Do Now (Warm-Up)
Flip through a past yearbook. List every distinct section you can find in 3 minutes.
📋 Main Workshop / Lesson Sequence
- Do Now + share-out, building a master list of sections on the board (10 min).
- Mini-lesson: why yearbooks run on a fixed print deadline, and what happens if a section misses it (10 min).
- Class discussion: finalize our own section list for this year's book, informed by the sample and by what's realistic for our class size (15 min).
- Preview the systems ahead: shared Drive folder, planning Google Doc, tracking spreadsheet, and photo submission Form -- we'll build each one together over the next few lessons (10 min).
✅ Assessment & Exit Ticket
Informal check: every student can name at least 4 yearbook sections and explain why a print deadline is non-negotiable.
Exit Ticket: Which yearbook section are you most interested in helping lead, and why?
📊 Pull up the anonymous Class Check-In for students to fill out before they go.
🧩 Differentiation & Accommodations
English Language Learners: model every step live, then check in one-on-one; provide translated materials and vocabulary support as needed. Students with IEPs: apply the accommodations and modifications listed in each student's plan (examples include extended time, graphic organizers, speech-to-text tools, chunked instructions, and visual schedules). Students with attention-related needs: break tasks into short, checklist-driven steps and provide brief movement or focus breaks. Students ready for a challenge: take on a leadership role critiquing peers' work, extend the project with a second iteration, or research how today's skill is used professionally in the field.