🗓️ Before Class: Teacher Prep
- Gather/set out: Computer with Google Drive access, Planning Doc template (reference), Tracking Spreadsheet template (reference).
- Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.
- Heads-up -- This is a community project: Unlike a solo studio project, the yearbook only works if the whole class communicates, follows through on assigned sections, and treats classmates as teammates rather than competitors. Build in real check-ins, not just a due date.
🧑🏫 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
This is a community project
Unlike a solo studio project, the yearbook only works if the whole class communicates, follows through on assigned sections, and treats classmates as teammates rather than competitors. Build in real check-ins, not just a due date.
🎯 Essential Question
- How do we build the shared systems that will keep the whole class organized for months?
📈 Learning Objectives
By the end of this lesson (2 Days), students will be able to:
- Organize a shared Google Drive folder structure (one subfolder per section).
- Set up a shared class planning Google Doc that lists every section, its owner, and its status.
- Set up a shared tracking spreadsheet that will record senior quotes, photo coverage counts, and baby-photo status.
📐 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 1-2 — Apply knowledge of services, equipment, capabilities, workflow process, data acquisition and technology to deliver customer service.
📚 Key Vocabulary
- Shared Drive Folder
- A Google Drive folder every student in the class can access and add files to.
- Planning Document
- A living Google Doc tracking every section's owner, status, and deadlines.
- Tracking Spreadsheet
- A shared spreadsheet used to record and monitor data across the whole class (quotes, photo counts, submissions).
🧰 Materials & Tools
- Computer with Google Drive access
- Planning Doc template (reference)
- Tracking Spreadsheet template (reference)
🧠 Do Now (Warm-Up)
Have you ever worked on a shared Google Doc or Sheet with a group before? What went well, and what got messy?
📋 Main Workshop / Lesson Sequence
This lesson spans 2 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Build the Drive & Planning Doc | Do Now (5 min). Mini-lesson/demo (8 min): what a shared Drive folder structure should look like. Build (25 min): as a class, create the folder structure (one subfolder per section), confirm everyone has edit access, and copy the Planning Doc template, filling in every section, owner, and starting status. Check (7 min): confirm every student can access and edit. |
| Day 2 | Build the Tracking Spreadsheet | Do Now (5 min): what should we track to keep the yearbook fair and complete? Mini-lesson/demo (8 min): walk through the spreadsheet template's columns. Build (25 min): copy the template and set up columns for senior quote status, photo-appearance counts per student, and baby-photo submission status. Assign ownership (7 min): decide who keeps it updated weekly. |
✅ Assessment & Exit Ticket
Drive folder, Planning Doc, and Spreadsheet checked for correct structure and that every section/owner is listed.
Exit Ticket: What is one column or section of our new tracking spreadsheet that you think will matter most, 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.