Day 5: Cosmetology Career and Business Recommendation

Daily Learning Contract

• Topic: Career Opportunities
• Objective: Students will use career, license, program, entrepreneurship, and design evidence to make an individual recommendation.
• TEKS: d(1)(C), d(2)(A), d(3)(G), d(3)(I)
• Demonstration of Learning: Cosmetology Career and Business Recommendation with rubric self-check.

Lesson Overview

Before Class

• Print one double-sided recommendation per paper-route student. Post the rubric and evidence guide digitally; print one set per student only for a no-device route.
• Open the private unpublished Canvas Assignment and provide one device per Canvas-route student.
• Confirm the existing unpublished Assignment remains 100 points in Minor Assessments (40%); do not create or downgrade a duplicate.
• Xello Exploring Career Factors, eDynamic 4.2, and H&L favorites are optional extensions only. Do not require three separate logins, completion screenshots, or favorite counts.

Warm-Up (5 min)

WARM-UP: For Jordan, rank these decision factors: creative work, client contact, training and license, business ownership, and work schedule. Which factor belongs first, and why?

Activity 1: Audit the Evidence (8 min)

Students reopen the Texas evidence guide and one artifact from the week. They check that:

• the career task is accurate;
• the Texas requirement remains labeled;
• the district connection is current and not a guarantee;
• the business idea includes an owner responsibility; and
• one trade-off is visible.

Activity 2: Plan the Recommendation (8 min)

Students complete five planning fields:

1. career and task;
2. Texas preparation or license fact;
3. verified next step;
4. entrepreneurship opportunity and responsibility; and
5. trade-off.

Activity 3: Write and Connect (22 min)

Students write 6-8 sentences recommending a Human Services career for Jordan. They then select one SFX, pathway, salon, or wellness design decision and explain how it demonstrates a skill used in the career.

Point-of-use frames: “I recommend ___ because . Texas requires . A verified next step is . One opportunity is , and the owner must . One trade-off is . My ___ design shows ___ because ___.”

The student packet provides ten full-width lines for the recommendation and a separate evidence section. A typed, speech-to-text, or approved audio response must address the same evidence jobs.

Activity 4: Self-Score and Submit (7 min)

Students use the student-visible 16-point rubric, revise one weak criterion, and submit privately in Canvas or turn in the paper copy.

DELIVERABLE: Individual recommendation and design-to-career connection.

Safe trim: Skip warm-up sharing. Protect the rubric self-check, revision, private submission, and reset.

Scoring Notes

• Any appropriate Human Services career can earn full credit when the task, preparation, next step, business reasoning, and design connection are accurate.
• Recommended bands after local approval: 15-16 Masters, 13-14 Meets, 12 Approaches, 10-11 Needs Improvement; 0-9 follows campus policy.
• Score content and reasoning. Do not score tool choice, fabrication quality, handwriting, accent, or English mechanics unless meaning is unclear.

Support and Absence Route

• Use the numbered planning fields and sentence jobs.
• Allow oral rehearsal, speech-to-text, or a private audio response with transcript or teacher note.
• An absent student can complete the assignment with the fixed guide and any one design artifact. No partner or platform screenshot is required.
• Required directions remain visible in Canvas. Optional vocabulary and models may use disclosure sections.