Day 5: 1st Six Weeks Capstone

Daily Learning Contract

• Topic: Transition Planning
• Objective: Students will describe academic requirements for moving from middle school to high school and from high school to a career or postsecondary goal using an original symbol and evidence from the six weeks.
• TEKS: d(3)(A)
• Demonstration of Learning: Students submit the four-piece Cybersecurity Capstone Evidence Portfolio with a specific postsecondary goal, one high-school action, one postsecondary preparation step, and a Career Journey update.

Lesson Overview

Before Students Arrive

1. Return the Week 0 Career Journey reflections and the Day 3 plan/flyer.
2. Post the Career Journey Update, English/Spanish support, and Capstone Rubric.
3. Remind students to retrieve the CCE Six-Weeks Evidence Log from the CCE binder or teacher-designated digital folder named in Week 0. The log stays with the student and is not part of the Major submission.
4. Put paper, pencils, markers, and a two-shape idea menu out before class. Canva or Adobe is optional.
5. Do not build the lesson around a Glowforge/xTool queue. A trained authorized operator may fabricate selected examples later under the campus SOP; students submit the design itself.

Bellringer — Two Transitions (5 min)

Students complete both stems before opening a design tool:

Before high school, I need to ___ so I can ___ in high school.

During or after high school, I need to ___ so I can move toward ___.

Model the difference between a vague hope and a requirement to investigate. “Go to college” is a destination. “Compare admission requirements and complete the required high-school courses” is a planning action.

Activity 1 — Original Goal Symbol (15 min)

Students finish this sentence first:

“My symbol represents ___ because after high school I want to ___.”

They combine two simple shapes or ideas into an original symbol. They do not trace a college, company, or military logo. Paper, Canva, Adobe Express, SVG, and PNG are equal. The teacher scores the goal and explanation, not drawing skill.

If the student's goal is still uncertain, the symbol may represent a direction to investigate, such as helping people, building systems, creating art, repairing technology, or serving the community.

Activity 2 — Career Journey Update (20 min)

Students place the Week 0 response beside the new two-page update. They use one specific activity, career, skill, platform result, or piece of feedback from the six weeks.

The update asks for:

• one idea that changed or became stronger;
• one specific source of evidence;
• current interest decision;
• postsecondary goal or direction;
• one middle-school-to-high-school action;
• one high-school-to-postsecondary preparation step; and
• one next action this school year.

Interests are allowed to change. A student may decide IT or cybersecurity is not a fit and still earn full credit.

Activity 3 — Packet Check and Submission (10 min)

Students place the evidence in this order:

1. Bootcamp plan;
2. flyer prototype;
3. original symbol and goal/transition steps; and
4. Career Journey update.

They use the rubric to check one criterion at a time and mark missing evidence for reassessment. Submit through the Major 2: Cybersecurity Capstone Evidence Portfolio Canvas Assignment or the teacher's paper collection route.

During this same packet check, students keep the completed Career Journey Update open and spend 2 to 3 minutes on Entry 1 of the CCE Six-Weeks Evidence Log. They copy short phrases for: Career Journey Update; one transferable skill; the visible action from their specific six-weeks example; one revision or recovery move; and the next action already named on the update. Students return the log to the CCE binder or teacher-designated digital folder. Do not collect, upload, or grade the log as a fifth artifact.

If the log is missing, students write the same five short phrases under Entry 1 hold in the CCE notebook or teacher-designated digital folder. They transfer those phrases later from the hold note. They do not reconstruct old work or submit another copy of the Career Journey Update.

Teacher Scoring Guidance

• Use one 16-point score and the district-band conversion on the rubric.
• Do not create separate grades for the flyer, symbol, gallery, Xello, H&L, or a live presentation.
• Paper and digital work score equally.
• Missing older evidence triggers the normal catch-up/reassessment route, not a machine-access or attendance penalty.
• Score the two transition steps for specificity and logical connection, not whether the teacher agrees with the student's goal.

Supports

• Complete the goal sentence orally before designing.
• Use the two-shape menu, Week 0 page, and completed bootcamp model.
• Offer English/Spanish field labels, sentence stems, speech-to-text, or a private conference.
• Provide a recovery box for students who cannot locate Week 0 work.

If a Tool, Older Artifact, or Student Is Missing

• No design platform: use paper.
• No laser: no change to the lesson or score.
• Missing Week 0 page: complete the recovery prompts on the update.
• Absent: complete the same four-piece packet privately; no public gallery or presentation is required.