🗓️ Before Class: Teacher Prep
- Gather/set out: Current portfolio, Specialization piece (finished or in progress), Showcase space.
- Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.
🧑🏫 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
- Halfway through this final stretch, what does our work actually prove -- and what's still missing?
📈 Learning Objectives
By the end of this lesson (2 Days), students will be able to:
- Present current portfolio and specialization work to a real audience (staff, underclassmen, or family).
- Give and receive specific feedback on work in progress, not just finished pieces.
- Identify concretely what's left to complete before the true end-of-year showcase.
📐 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).
📚 Key Vocabulary
- Work in Progress
- Unfinished work shown honestly as unfinished, so feedback can still shape it -- not hidden until it's 'ready.'
- Checkpoint
- A planned moment partway through a long project to check real progress against the goal.
🧰 Materials & Tools
- Current portfolio
- Specialization piece (finished or in progress)
- Showcase space
🧠 Do Now (Warm-Up)
If someone only saw your work today, halfway through this final stretch, what would they assume you still need to work on?
📋 Main Workshop / Lesson Sequence
This lesson spans 2 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Prepare | Do Now (5 min, above). Prepare (30 min): select what to show and prepare a short presentation, including anything still unfinished. Rehearse (10 min). |
| Day 2 | Showcase & Plan | Showcase (30 min): present to a real audience and collect feedback. Plan (10 min): write a specific to-do list for the rest of the semester based on the feedback received. |
✅ Assessment & Exit Ticket
Presentation assessed for honesty about progress, not just polish; to-do list checked for being specific and realistic.
Exit Ticket: What's the single most useful piece of feedback you got today, and what will you actually do about it?
📊 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.
🔗 Resources & References
- None beyond this lesson's materials.