🗓️ Before Class: Teacher Prep
- Gather/set out: Section layouts (digital), Teacher Approval Checklist, Printed proofs (if possible).
- 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
- Day 3: 📋 Open Substitute Guide
🎯 Essential Question
- How do we catch errors and get every section approved before it goes to print?
📈 Learning Objectives
By the end of this lesson (3 Days), students will be able to:
- Proofread their own section for spelling, grammar, and factual accuracy.
- Complete a peer proofing pass on another team's section.
- Submit a section for formal teacher approval using the class checklist, and act on any requested revisions.
📐 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 1-4 — Identify quality control measures.
📚 Key Vocabulary
- Proof
- A near-final version of a page checked carefully for errors before it's considered finished.
- Peer Review
- Having a classmate (not the original creator) check work for mistakes the creator might miss.
- Revision Cycle
- The back-and-forth of feedback and fixes that happens before final approval.
🧰 Materials & Tools
- Section layouts (digital)
- Teacher Approval Checklist
- Printed proofs (if possible)
🧠 Do Now (Warm-Up)
Why is it hard to catch your own typos, and why might someone else catch them more easily?
📋 Main Workshop / Lesson Sequence
This lesson spans 3 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Self-Proof | Do Now (5 min): why is it hard to catch your own typos? Self-proof (35 min): proofread your own section against the checklist (spelling, grammar, correct names/captions, photo credits). Log issues found (5 min). |
| Day 2 | Peer Proof | Do Now (5 min). Peer proof (35 min): swap sections and complete a peer proofing pass, leaving specific written notes. Debrief (5 min). |
| Day 3 | Submit for Approval | Do Now (5 min): what's one note from your peer review you're addressing today? Final fixes (30 min): make fixes based on peer notes. Submit (10 min): submit for formal teacher sign-off using the checklist. |
✅ Assessment & Exit Ticket
Sections scored against the Teacher Approval Checklist; only formally "Approved" sections move to the print step.
Exit Ticket: What is one error a peer caught in your section that you had missed yourself?
📊 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.