12th Grade — Phase 3, Unit C2: Going Deeper: Closing the Loop: Presenting Finished Work Back to the Client

🗓️ Before Class: Teacher Prep

Gather/set out: A completed Phase 2 studio job, Contact with the original requester, Camera or recorder for the follow-up.
Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.
Heads-up -- This is a real client, not a hypothetical one: Treat every request the same way a professional studio would treat a paying client: confirm the brief, communicate proactively, and get sign-off before production. The staff member's satisfaction is part of the grade.

🖥️ 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

This is a real client, not a hypothetical one

Treat every request the same way a professional studio would treat a paying client: confirm the brief, communicate proactively, and get sign-off before production. The staff member's satisfaction is part of the grade.

🎯 Essential Question

What happens to a client relationship after a job is delivered -- does it just end?

📈 Learning Objectives

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

Identify a completed Phase 2 studio job and the staff member or client who requested it.
Present the finished, installed, or in-use piece back to that person and collect real feedback.
Document the client's response as part of the job's portfolio case study.

📐 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-TEL 3-1 — Solve customer problems using information related to customer needs, and select the service or product that meets them.

📚 Key Vocabulary

Client Retention: Keeping a good relationship with a client after a job is done, so they come back with future work.
Testimonial: A client's own words about the work you did for them -- real, first-person proof for a portfolio.

🧰 Materials & Tools

A completed Phase 2 studio job
Contact with the original requester
Camera or recorder for the follow-up

🧠 Do Now (Warm-Up)

Have you ever wondered whether the poster, sign, or object you made actually got used the way you planned? Today you find out.

📁 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 “Closing the Loop: Presenting Finished Work Back to the Client.” This project asked: “What happens to a client relationship after a job is delivered -- does it just end?” I used Client Retention 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	Reconnect	Do Now (5 min, above). Independent work (35 min): reach out to the original client, ask how the piece has been working for them, and document their response in writing or on video.
Day 2	Add to Portfolio	Independent work (35 min): add the client's real feedback (a quote, a photo of the piece in use) to that job's case study in your portfolio.

✅ Assessment & Exit Ticket

Client follow-up completed and documented; portfolio case study updated with real client feedback, not an assumed response.

Exit Ticket: Did anything the client said surprise you about how the work actually got used?

📊 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.