12th Grade — Phase 3, Unit C4: The After-Graduation Plan: After Graduation, By Design: Build the Presentation

🗓️ Before Class: Teacher Prep

Gather/set out: Concept sketch from previous lesson, Adobe CC apps or a presentation tool, Research notes.
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

How do we turn a real plan into something genuinely persuasive to look at?

📈 Learning Objectives

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

Build a complete, polished presentation of their post-graduation plan (a deck, a poster, or a portfolio page).
Apply layout, typography, and color principles from earlier in the program on purpose, not by default.
Include at least one piece of real, researched evidence supporting the plan's feasibility.

📐 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)

IT-WD 03-2 — Prepare visual design specifications, applying principles of design (color theory, alignment, repetition, typography) and identifying technical constraints.

📚 Key Vocabulary

Feasibility: Whether a plan is actually realistic given real facts -- cost, timeline, requirements -- not just whether it sounds good.
Visual Persuasion: Using design choices on purpose to make information more convincing, not just more decorated.

🧰 Materials & Tools

Concept sketch from previous lesson
Adobe CC apps or a presentation tool
Research notes

🧠 Do Now (Warm-Up)

Of everything you've learned about layout and typography this year, what's the one rule you most want this piece to follow?

📁 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 “After Graduation, By Design: Build the Presentation.” This project asked: “How do we turn a real plan into something genuinely persuasive to look at?” I used Feasibility 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	Build the Structure	Independent work (40 min): build the full structure/outline of the presentation using your chosen concept.
Day 2	Design It	Independent work (40 min): apply real layout, typography, and color decisions to every section.
Day 3	Finish & Polish	Independent work (30 min): finish and proofread. Peer check (10 min): trade with one classmate for a quick clarity check.

✅ Assessment & Exit Ticket

Presentation assessed for genuine design intention (not default choices), a complete plan, and at least one piece of real evidence.

Exit Ticket: What's the one design decision in this piece you're most proud of, and why?

📊 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.