Day 5: Mid-Year Career Blueprint

Daily Learning Contract

• Topic: Career Planning
• Objective: Students will synthesize self, career, and pathway evidence into a current plan with a backup and next action.
• TEKS: d(1)(A), d(8)(A), d(8)(B)
• Demonstration of Learning: Mid-Year Career Blueprint.

Lesson Overview

Before Class

Return each student's named Day 1 Audit and make Days 2-4 workbook pages or response files available. For the digital route, provide one device per student and open the unpublished private Assignment. For the paper route, print one three-page Blueprint per student. Keep the rubric projected or in Canvas by default rather than printing another two pages per student. Do not use a public discussion for personal assessment results.

Warm-Up (5 min)

What is the difference between changing a plan because you learned something and quitting a plan because it became difficult?

Activity 1: Career Thinker and Doer (8 min)

Use the FYF excerpt to frame planning as a cycle: notice evidence, make a choice, act, and revise. Model one honest revision. A strong plan can include uncertainty.

Activity 2: Build the Blueprint (22 min)

Students use their four checkpoints as source material and complete the three-page Blueprint:

1. earlier result and current self-evidence;
2. current career direction and hidden-work insight;
3. preparation, salary, and outlook evidence with source labels;
4. current Irving pathway choice and one verified fact;
5. backup direction;
6. one action to take within the next six weeks; and
7. one question for a counselor, teacher, family member, or professional.

Use three checkpoints: minute 8 for self and career evidence, minute 15 for pathway and backup, and minute 22 for trade-off and next action.

The printable supplies multiple lines for explanations. A student using text or media should answer the same sentence jobs.

Activity 3: Review and Revise (10 min)

Students use the rubric privately. They choose one review route:

• self-review and revise;
• teacher conference;
• partner review of source labels only; or
• audio rehearsal before submitting.

No student must share a career choice publicly. The teacher checks that the next action is specific and realistic.

If one third of the class lacks the same rubric criterion, pause for a three-minute repair with the supplied fictional model. If time slips, remove partner review and use self-review only. Do not cut self-evidence, career evidence, pathway reasoning, trade-off, next action, or the five-minute private submission.

Exit Ticket and Submission (5 min)

Complete this sentence: My plan is stronger now because I used evidence from _ to change or confirm _.

Submit the Blueprint in Canvas or hand in the paper copy. Days 1-4 remain in the student's portfolio and are not four additional required uploads.

Unfinished work returns through the same private assignment or paper route during the next teacher-provided recovery window. It is not converted to homework by default.

Scoring

Use four 4-point criteria:

1. self-evidence and change analysis;
2. career evidence and source accuracy;
3. local pathway reasoning; and
4. specific next action.

Score content and reasoning. Grammar, drawing skill, accent, and submission mode do not change the score unless meaning is unclear.

Supports and Fallbacks

• Absent: Complete the same private assignment using the embedded source cards and available earlier work.
• Canvas unavailable: Submit paper or a local file; upload later without penalty.
• Missing prior artifact: Use the fallback evidence box in the Blueprint rather than starting the week over.
• Support: Use sentence frames, speech-to-text, or a teacher scribe as documented.
• Extension: Add a second pathway and identify the evidence that would make the student switch.