🗓️ Before Class: Teacher Prep
- Gather/set out: Final PBAT outline, Portfolio (final version), Timer.
- 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 deliver a confident, well-supported PBAT presentation to a real panel?
📈 Learning Objectives
By the end of this lesson (3 Days), students will be able to:
- Deliver a complete PBAT presentation within the expected time limit, using specific evidence from the portfolio.
- Respond to at least one unscripted panel question with a specific, thoughtful answer.
- Reflect on the experience and identify one strength and one area for growth as a presenter.
📐 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).
ACP (Adobe Certified Professional) Photoshop Exam Objectives
- ACP 1.1 — Identify the purpose, audience, and audience needs for preparing images.
- ACP 1.2 — Communicate with colleagues and clients about design plans.
- ACP 1.5 — Demonstrate knowledge of basic design principles and best practices employed in the design industry.
🎓 Study this for the ACP exam: Domain 1: Working in the Design Industry
📚 Key Vocabulary
- Rehearsal
- Practicing a presentation in full, out loud, before the real event.
- Presence
- A presenter's confidence, eye contact, and clarity while speaking to a panel.
- Backup Plan
- A tested fallback for when the technology doesn't cooperate -- a printed copy of key slides, a saved PDF, or a screenshot deck, ready before you need it, not scrambled together in the moment.
🧰 Materials & Tools
- Final PBAT outline
- Portfolio (final version)
- Timer
🧠 Do Now (Warm-Up)
What is the one line you want to open your PBAT with, so a panel is paying attention from your very first sentence?
📋 Main Workshop / Lesson Sequence
This lesson spans 3 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | 1 | Full rehearsal: students deliver their complete PBAT to a small peer group under timed, realistic conditions, and get feedback on pacing and clarity. Mini-lesson before rehearsing: concrete delivery habits that read as "presence" -- smile, make eye contact around the room (not just at one panelist), stand/sit with confident open body language, and never just read your slides word-for-word out loud. Test all tech beforehand and have a backup ready (a printed outline or a saved PDF) in case it doesn't cooperate. Optional warm-up: the "No-Um Game" -- students speak on a random topic for 30-60 seconds without saying "um," "like," or pausing awkwardly; play twice and try to beat your own first round, not each other. |
| Day 2 | 2 | Revise & re-rehearse: students revise their presentation based on rehearsal feedback and do a final run-through, including practicing panel Q&A. Q&A tip: it's okay to pause for a second before answering an unscripted question -- a brief, thoughtful pause reads as confidence, not as not knowing the answer. |
| Day 3 | 3 | Delivery day: students present their final PBAT to the actual panel, then complete a written self-reflection. |
✅ Assessment & Exit Ticket
PBAT scored by the panel using the school's PBAT rubric; self-reflection checked for genuine, specific insight (not just "it went fine").
Exit Ticket: Name one specific thing you'll do differently the next time you have to present work to an audience.
📊 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.