🗓️ Before Class: Teacher Prep
- Gather/set out: Section sign-up sheet (shared Doc or physical), Section plan template, Teacher Approval Checklist (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 divide the yearbook into sections with clear owners, and get the plan approved before we start?
📈 Learning Objectives
By the end of this lesson (2 Days), students will be able to:
- Sign up for (or be assigned) at least one yearbook section as an owner.
- Draft a one-paragraph plan for their section: what content it needs, and a rough timeline.
- Submit their section plan for teacher approval before production begins.
📐 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 1-3 — Analyze scheduling processes to ensure timely completion of projects.
📚 Key Vocabulary
- Owner
- The student (or small team) responsible for a specific yearbook section from start to finish.
- Section Plan
- A short written plan describing what a section needs and by when.
- Teacher Approval
- Sign-off required before a section moves from planning into production.
🧰 Materials & Tools
- Section sign-up sheet (shared Doc or physical)
- Section plan template
- Teacher Approval Checklist (reference)
🧠 Do Now (Warm-Up)
If you could only work on ONE part of the yearbook, which would it be, and what would you want it to look like?
📋 Main Workshop / Lesson Sequence
This lesson spans 2 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Sign-Ups | Do Now (5 min): which section are you most drawn to, and why? Mini-lesson (8 min): review the full section list and what each one needs, keeping in mind that only about a third of the senior class is in this room to cover the whole grade. Sign-ups (20 min): choose (or get assigned to) a section, forming small teams where sections are large (e.g. Student Life). Team kickoff (12 min): meet your team, name an initial point-person, and jot 3 first ideas. |
| Day 2 | Planning | Do Now (5 min): what does your section need most from the class right now? Team planning (25 min): draft a one-paragraph section plan (content needed, rough timeline). Peer check (7 min): swap plans with another team for a quick sanity check. Submit for approval (8 min): finalize and submit using the class checklist. |
✅ Assessment & Exit Ticket
Section plans reviewed against the Teacher Approval Checklist before any team starts production.
Exit Ticket: What is the single biggest risk to your section not being finished on time, and what will you 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.