12th Grade — Phase 3, Unit C2: Going Deeper: Mentoring the Next Wave: A Studio Job With an Underclassman Partner

🗓️ Before Class: Teacher Prep

Gather/set out: A real or practice studio job, An underclassman partner (coordinated in advance with another class).
Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.

🖥️ 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.

🧑‍🏫 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.

🎯 Essential Question

What do we understand better about our own skills once we have to teach them to someone else?

📈 Learning Objectives

By the end of this lesson (3 Days), students will be able to:

Pair with a 9th, 10th, or 11th grade student and run a real (or realistic practice) studio job together.
Explain and demonstrate at least one production skill clearly enough for a less experienced student to use it.
Reflect on what teaching the skill revealed about their own understanding of it.

📐 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).

Industry Standards (CCTC)

AR-PRT 1-2 — Apply knowledge of services, equipment, capabilities, workflow process, data acquisition and technology to deliver customer service.

📚 Key Vocabulary

Mentor: Someone with more experience who guides a less experienced person through real work, rather than just doing it for them.
Scaffolding: Breaking a skill into smaller, teachable steps instead of expecting someone to just watch and absorb it.

🧰 Materials & Tools

A real or practice studio job
An underclassman partner (coordinated in advance with another class)

🧠 Do Now (Warm-Up)

Think of something you're genuinely good at now that felt impossible in 9th grade. What actually made it click?

📁 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 “Mentoring the Next Wave: A Studio Job With an Underclassman Partner.” This project asked: “What do we understand better about our own skills once we have to teach them to someone else?” I used Mentor 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 3 Days. Suggested pacing:

Day	Focus	Plan
Day 1	Plan the Handoff	Do Now (5 min, above). Plan (30 min): break your chosen skill into clear, teachable steps and plan how you'll explain it to your partner.
Day 2	Teach & Work Together	Paired work (40 min): run the job together, with the senior explaining and the underclassman doing as much of the hands-on work as they're ready for.
Day 3	Finish & Reflect	Finish the job together (25 min). Write (15 min): a reflection on what teaching this skill revealed about your own understanding of it.

✅ Assessment & Exit Ticket

Finished job checked for quality; reflection checked for genuine insight into their own skill, not just a summary of what happened.

Exit Ticket: What's one thing you now understand better about this skill because you had to explain it out loud?

📊 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.