12th Grade — Phase 3, Unit C3: Checkpoint: Internship & College Class Check-In: Documenting Outside Learning

🗓️ Before Class: Teacher Prep

Gather/set out: Internship/college notes or materials (off-site track), An assigned real studio request (in-room track).
Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.
Heads-up -- Two Tracks, Same Room: Some of you are heading out to a real internship or college class several periods a week; some of you are still finishing program requirements right here. Both are legitimate paths to the same goal. On check-in days, off-site students document and reflect on outside learning while in-room students keep running real studio jobs -- ask your teacher which track applies to you if you're not sure.

🖥️ 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.

Day 1

Open / download this slide PDF

Day 2

Open / download this slide PDF

🧑‍🏫 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

Two Tracks, Same Room

Some of you are heading out to a real internship or college class several periods a week; some of you are still finishing program requirements right here. Both are legitimate paths to the same goal. On check-in days, off-site students document and reflect on outside learning while in-room students keep running real studio jobs -- ask your teacher which track applies to you if you're not sure.

🎯 Essential Question

How do we connect what we're learning outside this room back to the design skills we've built in it?

📈 Learning Objectives

By the end of this lesson (2 Days), students will be able to:

Students on the internship/college track document specific skills or projects from their outside placement.
Students on the studio track complete a real client-work sprint during the same period.
All students connect outside or in-room learning back to at least one specific career from the Careers hub.

📐 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 3b — Career Majors -- knowledge and skills required for success within a specific career pathway (here, Digital Design).

📚 Key Vocabulary

Transferable Skill: A skill learned in one setting (an internship, a college class) that applies directly to another (this program, a future job).
Documentation: A written or visual record of real learning or work, specific enough that someone else could understand what you actually did.

🧰 Materials & Tools

Internship/college notes or materials (off-site track)
An assigned real studio request (in-room track)

🧠 Do Now (Warm-Up)

What is one specific thing you've done outside this room this semester that you didn't expect design class to prepare you for?

📁 Portfolio Update — Once a Week

Once a week, add your best finished or in-progress yearbook (or, later, studio) work to your portfolio with a 1-2 sentence caption -- and once you're in the Design Studio phase, a photo of the piece in its real, installed location if possible. This is the same evidence trail you'll use for Archive & Portfolio and any PBAT/portfolio review.

✍️ 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 “Internship & College Class Check-In: Documenting Outside Learning.” This project asked: “How do we connect what we're learning outside this room back to the design skills we've built in it?” I used Transferable Skill 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 2 Days. Suggested pacing:

Day	Focus	Plan
Day 1	Document or Produce	Off-site track: write a structured reflection connecting outside work to specific design/CTE skills (40 min). In-room track: work an assigned real studio job (40 min).
Day 2	Share	Both tracks briefly share with the class what they worked on this check-in and one thing they learned (30 min). Log entry added to portfolio (10 min).

✅ Assessment & Exit Ticket

Reflection or job work checked for a specific, accurate connection to real design/career skills, not a vague summary.

Exit Ticket: What career from the hub does this connect to most directly, 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.

🔗 Resources & References

None beyond this lesson's materials.