🗓️ Before Class: Teacher Prep
- Gather/set out: Finished after-graduation presentation, Small presentation space.
- 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
🎯 Essential Question
- How does it feel to present a plan for your own actual future, not a hypothetical client's?
📈 Learning Objectives
By the end of this lesson (2 Days), students will be able to:
- Present their after-graduation plan to a real audience (a small group, an advisor, or family).
- Answer follow-up questions about the plan's specifics under real, low-stakes pressure.
- Revise the presentation based on at least one piece of real feedback received.
📐 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.
📚 Key Vocabulary
- Follow-Up Question
- A question someone asks after a presentation to test whether you really understand what you presented.
- Revision
- A real change made to a finished piece based on outside feedback, not just a second look at your own work.
🧰 Materials & Tools
- Finished after-graduation presentation
- Small presentation space
🧠 Do Now (Warm-Up)
What's the question about your plan you're most nervous someone might ask -- and do you actually have an answer?
📋 Main Workshop / Lesson Sequence
This lesson spans 2 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Present | Presentations (35 min): each student presents to a small group and answers at least one follow-up question. Notes (10 min): record the feedback received. |
| Day 2 | Revise | Independent work (35 min): make at least one real revision to the presentation based on yesterday's feedback. Finalize (5 min): save the final version to your portfolio. |
✅ Assessment & Exit Ticket
Presentation delivered with a real answer to at least one follow-up question; final version shows a genuine, specific revision from feedback.
Exit Ticket: What did you change after feedback, and why did that change make the plan stronger?
📊 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.