12th Grade — Phase 1, Unit Y2: Content Collection: Building the Photo Submission Form

🗓️ Before Class: Teacher Prep

Gather/set out: Computer with Google Forms access, Form template (reference), Form setup instructions (reference).
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.

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

🎯 Essential Question

How do we build a self-serve system for classmates to submit their own photos and quotes?

📈 Learning Objectives

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

Build a Google Form that collects a student's name, ID, senior quote, and photo upload.
Include a consent-for-publication question, per the class's copyright/permissions standards.
Connect the Form to the tracking spreadsheet and share it with the whole class.

📐 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.

Industry Standards (CCTC)

AR-PRT 2-5 — Apply appropriate software programs in design and production; examine digital proofing technologies.

📚 Key Vocabulary

Google Form: A structured, shareable online form used to collect the same information from many people.
Consent for Publication: Explicit permission from a person (or a minor's guardian) to publish their photo or quote.
Linked Sheet: A spreadsheet that automatically fills in with every new Form response.

🧰 Materials & Tools

Computer with Google Forms access
Form template (reference)
Form setup instructions (reference)

🧠 Do Now (Warm-Up)

If you were submitting your own senior quote and photo, what information would you want the form to ask for?

📁 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 “Building the Photo Submission Form.” This project asked: “How do we build a self-serve system for classmates to submit their own photos and quotes?” I used Google Form 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	Build the Form	Do Now (5 min): what information should the form ask for? Mini-lesson (8 min): what makes a good intake form. Build (27 min): as a class (or in small groups building competing drafts to combine), create the Google Form fields -- name, student ID, senior quote, photo upload, consent for publication. Share draft (5 min).
Day 2	Connect & Test	Do Now (5 min). Build (15 min): link the Form to a response Sheet. Test (15 min): test with a few real submissions and fix any issues. Share (10 min): publish and share the final link with the whole class.

✅ Assessment & Exit Ticket

Form tested end-to-end (a real submission flows correctly into the linked spreadsheet) before being shared class-wide.

Exit Ticket: Why does the consent-for-publication question matter, and what should happen if someone says no?

📊 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.