9th Grade — Unit 4: Bringing It Together: Semester Portfolio & Review

🗓️ Before Class: Teacher Prep

Gather/set out: All semester work (folders/portfolios), Portfolio cover sheet (paper or simple Google Doc), Vocabulary review game materials (index cards or a class set of the semester's terms).
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 does everything we've learned this semester fit together, and what are we most proud of?

📈 Learning Objectives

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

Select their strongest pieces of analog work from the semester for a simple portfolio.
Write a short reflection connecting at least 2 units (CTE/career readiness, client & designer, image vocabulary, elements & principles).
Review key vocabulary from the semester through a review game.

📐 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.
Reflection: Thinking and writing back on your own learning and growth.

🧰 Materials & Tools

All semester work (folders/portfolios)
Portfolio cover sheet (paper or simple Google Doc)
Vocabulary review game materials (index cards or a class set of the semester's terms)

🧠 Do Now (Warm-Up)

Flip through your work from this semester. Which single piece are you most proud of, and why?

📤 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 “Semester Portfolio & Review.” This project asked: “How does everything we've learned this semester fit together, and what are we most proud of?” 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	Curate & Reflect	Do Now (5 min): which single piece are you most proud of, and why? Curate (20 min): select 4-6 strongest pieces and arrange them into a simple portfolio (folder or photographed into a Doc/Slides if computers are available). Write reflection (15 min): a short reflection connecting at least 2 units. Share (5 min).
Day 2	Review & Celebrate	Do Now (5 min): list 3 vocabulary terms you still want to review. Vocabulary review game (25 min): whole-class game using terms from across the semester. Gallery walk (10 min): final gallery walk of everyone's portfolios. Closing reflection (5 min).

✅ Assessment & Exit Ticket

Portfolio + written reflection scored with a rubric: pieces selected show growth, reflection makes a real connection between units, not just a summary.

Exit Ticket: What's one thing you learned this semester that surprised you?

📊 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.