Day 4: Evaluate Automotive Training Routes

Daily Learning Contract

• Topic: Training Options
• Objective: Students will evaluate automotive education and training options and identify application or enrollment questions for high-school, technical-college, and Registered Apprenticeship routes.
• TEKS: d(2)(B), d(3)(G)
• Demonstration of Learning: Four-question source-evidence practice Quiz with an individual Dani recommendation using two facts, one tradeoff or missing fact, and one authorized verification source.

Lesson overview

Before class

1. Default to one device per student, one projector, and zero prints. Open the embedded FYF pp. 168-169 images as the district-customized HQIM source for program names and examples.
2. Post the fixed Irving, TCC, and TWC evidence in the Student Guide and the unpublished practice Quiz. Current live pages are teacher-verification sources, not student navigation requirements.
3. For the paper route, print one two-page Route Decision per student and collect it in one labeled tray. The packet replaces the Quiz.
4. Project the supplied Dani model and non-example. Do not require private-school marketing research or public pathway disclosure.

Warm-up: Fact, workbook claim, or question? (5 min)

Students sort six statements. A strong response distinguishes a dated current source, a statement preserved from the workbook, and a question that still needs counselor/program confirmation.

Activity 1: Audit the local route (10 min)

Students begin with the FYF program names, then record what the current district source adds about present campuses and access. Possible fields:

• exact program/pathway name;
• campus or center when stated;
• grade or prerequisite when stated;
• application or counselor step when stated; and
• source title/access date.

If a detail is absent, students write not confirmed in this source. They do not fill the gap with the workbook or memory.

Activity 2: Compare three preparation routes (20 min)

Students compare:

1. the FYF/current Irving high-school route, with logistics questions preserved;
2. the published 2026-27 TCC Automotive Service Technology examples; and
3. a registered apprenticeship model from TWC, with actual local availability left as a search/verification question.

Required rows:

• who controls admission;
• when paid work begins;
• structured instruction;
• credential/completion evidence;
• published cost and exclusions;
• location/transportation question;
• advantage, tradeoff, and missing fact.

Activity 3: Recommend for Dani (10 min)

Dani is entering high school, needs a low-cost route, wants hands-on automotive work, and may want college credit later. Students recommend the first route Dani should investigate. A full answer:

• uses two source facts;
• addresses both cost and future-credit priorities;
• avoids guaranteeing admission, certification, or hiring; and
• names the counselor, program, sponsor, or official page that should verify the missing detail.

Exit ticket (5 min)

EXIT TICKET (Decision Tree) · Printable PDF:

Problem: Dani needs a low-cost, hands-on automotive route and may want college credit later. No source guarantees admission, certification, or hiring.

Step 1: Which route should Dani investigate first, and which two facts support that first step?

Step 2: What limitation or missing fact could change the recommendation?

Step 3: What exact question should Dani ask, and which authorized source or person should answer it?

Monitoring and supports

• CFU at minute 10: students sort one HQIM program name, one current-campus fact, and one unresolved logistics question. Reteach if fewer than four of five sampled responses keep them separate.
• Lap 1, minutes 17-24: check that missing schedule, transportation, eligibility, and credit details read not confirmed, not guessed.
• Lap 2, minutes 30-37: look for two facts tied to Dani's low-cost, hands-on, and possible-credit priorities. Prompt, “Which priority does this fact answer?”
• Pivot: if one-third guarantee admission or credit, pause and have students underline exact source language before revising.
• Trim: omit live-site navigation and the full six-row logistics audit. Protect the individual Dani recommendation and exact authorized-source question.
• Keep route evidence visible. Students should never have to infer a tuition figure from marketing copy.
• Accept not confirmed as accurate evidence.
• Vocabulary: admission/admisión, tuition/matrícula, sponsor/patrocinador, exclusion/exclusión, verify/verificar.
• At minute 45, students submit the Quiz or place the packet in the tray. If the district site is unavailable, students use the dated fixed evidence and preserve every confirmation-needed label; interrupted work resumes through the same Quiz.