9th Grade — Unit 3.5: Extension & Enrichment (Optional): Vocabulary & Concept Review Game Day

🗓️ Before Class: Teacher Prep

Gather/set out: Index cards or a class set of the semester's vocabulary terms, Simple game materials (points board, timer, or team markers).
If today includes physical/hands-on work: make sure the classroom cameras are charged, working, and have a cleared SD card ready for photo uploads.
Print today's student handouts (see 🖨️ Student Handouts below) in the language versions your class needs.
Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.

🖨️ Student Handouts (print, one per class day)

Word + picture + definition + a short writing task for that day's vocabulary, in English, Spanish, French, Arabic, and Simplified Chinese.

Day 1: EN · ES · FR · AR · ZH
Day 2: EN · ES · FR · AR · ZH

🖥️ 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 much of this semester's vocabulary and concepts can we recall and use?

📈 Learning Objectives

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

Recall and correctly define at least 15 vocabulary terms from across the semester.
Apply vocabulary in a game-based, low-stakes review setting.
Identify personal areas of strength and areas to review before the final portfolio unit.

📐 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).

ACP (Adobe Certified Professional) Photoshop Exam Objectives

ACP 1.1 — Identify the purpose, audience, and audience needs for preparing images.
ACP 1.4 — Demonstrate knowledge of key terminology related to digital images.
ACP 1.5 — Demonstrate knowledge of basic design principles and best practices employed in the design industry.

🎓 Study this for the ACP exam: Domain 1: Working in the Design Industry

📚 Key Vocabulary

Portfolio: A curated collection of a designer's best work used to show skills to others.

🧰 Materials & Tools

Index cards or a class set of the semester's vocabulary terms
Simple game materials (points board, timer, or team markers)

🧠 Do Now (Warm-Up)

Without looking anything up, list as many vocabulary words from this semester as you can in 90 seconds.

📤 How You Submit This — For Credit

Your physical projects don't stay in the classroom past the day you finish them -- you're responsible for your own completed work, the same way you'd be responsible for it in any job. The one exception is your class notebook: it has its own designated spot in the room (ask your teacher exactly where), and most students leave it there day to day -- but it's yours, so if you'd rather keep it with you or bring it home to study from, that's your call. Either way, always know where your own notebook actually is. Before a finished physical piece leaves your hands for good: ask your teacher for one of the classroom cameras, photograph your finished (or in-progress) work, then plug that camera's SD card into a classroom computer and upload the photo into your portfolio folder. That uploaded photo, with a short caption, IS your submission for credit -- the photo is what gets kept and graded, not the physical piece.

📁 Portfolio Update — Once a Week

Once a week (e.g. every Friday, or your class's last meeting of the week), photograph or save your best finished or in-progress piece from that week into your portfolio folder (a physical folder for now, or a Google Drive folder once one is set up) with a 1-2 sentence caption: what it is, and one skill it shows. In Grade 10 this becomes your Google Sites portfolio -- keep adding to it weekly from here on so you're not trying to reconstruct a whole semester of work at the end.

✍️ 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 “Vocabulary & Concept Review Game Day.” This project asked: “How much of this semester's vocabulary and concepts can we recall and use?” I used Portfolio 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	Team Review Game	Do Now (5 min, above). Mini-lesson (5 min): explain the game rules and team setup. Team review game, round 1 (25 min): teams compete to define and use vocabulary terms correctly. Debrief (10 min): which terms tripped teams up the most?
Day 2	Review Game, Round 2 & Self-Check	Do Now (5 min): from yesterday's debrief, pick 2 terms you personally want to review. Team review game, round 2 (25 min): a second round covering the trickiest terms plus new ones. Self-check (10 min): each student lists their 3 strongest and 3 weakest vocabulary areas going into the final portfolio unit. Share (5 min).

✅ Assessment & Exit Ticket

Participation + self-check list reviewed; no formal grade -- this is a low-stakes review day.

Exit Ticket: Name your 2 strongest vocabulary terms from this semester and 1 you still want to review.

📊 Pull up the anonymous Class Check-In for students to fill out before they go.

🧩 Differentiation & Accommodations

English Language Learners: provide translated or bilingual glossaries, visuals, and sentence frames; pair with a peer for meaningful participation. Students with IEPs: provide extended time, step-by-step checklists, and one-on-one or small-group support as specified in each student's plan. Attention-related needs: break the task into smaller steps, use visual timers, and minimize distractions. Students who finish early: extend the task by adding a second design variation, mentoring a classmate, or writing a short reflection connecting today's skill to a career pathway.

🔗 Resources & References

None beyond this lesson's materials.