Daily Learning Contract
- Topic: Response Briefing
- Objective: Students will identify skilled-trades roles in a fictional response and deliver an individual oral/AAC evidence briefing using an appropriate evidence or assistive technology.
- TEKS: d(1)(C), d(4)(C)
- Demonstration of Learning: Fictional response companion and individual 30–45 second oral/AAC briefing using a companion/evidence card, private recording, or AAC device.
Time: 50 minutes
TEKS: d(1)(C), d(4)(C)
Evidence: fictional response plan and individual 30–45 second briefing
This is the single Major 1 gradebook entry. Score it with the Day 3 classification where that evidence was already submitted or turned in. Students do not resubmit or copy the Day 3 packet.
Safety boundary
This is a paper/digital communication simulation. Students do not locate utilities, enter a street, direct traffic, shut a valve, excavate, choose repair materials, use tools, or create instructions for a real water-main response. The supplied scenario and emergency-basics slide are classroom context only. Actual work belongs to authorized city/utility personnel and qualified tradespeople under local procedures.
50-minute flow
- Warm-up, 4 min. Before technical work begins, what information and authorities must be connected?
- Roles and supplied model, 7 min. Teams of three assign safety/communication lead, system-evidence lead, and plan/record lead. Read the fictional roles and emergency-basics context.
- FYF team plan + individual companion, 16 min. Teams use FYF pp. 194–195 for roles and priorities. Each student completes the companion with one priority, clue, qualified role/work product, boundary, and crowd/time-pressure response.
- Individual briefings, 18 min. Every student completes one 30–45 second evidence brief with an appropriate technology support: the companion/evidence card for live or teacher-conference delivery, private audio/video, or an AAC/speech-generating device. A written plan or transcript may support access but does not by itself demonstrate d(4)(C). Camera use and visual polish are not required.
- Submit and exit, 5 min. Submit the companion through the mapped Major route and name one A&C career plus its work product.
Monitoring key
Strong plans begin with alerting/coordination and protecting people, not with students naming a repair move. They assign distinct jobs, preserve a record, update the plan after the twist, and state what requires authorized professional judgment. Do not grade chart-paper art, acting, group popularity, or public-speaking confidence.
Materials, model, monitoring, and recovery
Per student: FYF workbook pp. 194–195, pencil, the two-page companion by Canvas annotation or print, and access to the rubric. Print the rubric only when students will mark it. Per team of three, chart paper and two markers are optional; FYF remains the response home. No tools, site materials, maps, or repair supplies.
Project this supplied model: Our first priority is to alert the authorized utility/city response and keep people outside the supplied boundary because the scenario shows a public water-line concern. A qualified utility role owns the technical decision and official record. Our student team cannot locate utilities, operate a valve, or direct a repair.
- Minute 11: Every team has three roles and can name the no-repair boundary. If one-third start with a technical move, project the model and ask who has legal and technical authority.
- Minute 20: The team plan has a priority, supplied clue, and update for the twist.
- Minute 27: Each companion has priority, evidence, role/work product, and boundary.
- Minute 45: Every student has completed or scheduled an approved oral/AAC route and can name the technology support. Use a 30-second floor and six-second transitions for live briefings; route remaining students to the assigned conference-with-evidence-card, private recording, or AAC option.
- Safe trim: Keep the sketch simple and accept labeled bullets. Never trim the individual companion, technology support, or oral/AAC evidence. Collect one Day 5 companion/Major route, retain Day 3 in place, return chart materials, and close devices.
Access and absence route
FYF pp. 194–195 hold the team plan; the two-page companion holds proportionate individual writing and briefing-planning space. A student may complete the same response independently. Pair live or teacher-conference delivery with the companion/evidence card, or use private audio/video or an AAC/speech-generating device. All routes use the same evidence criteria. No H&L favorite, public presentation, camera use, polished visual, or partner attendance is required.