Week 4: Sales and Career Oral Evidence

6th Six Weeks · 5 class periods (50 minutes each)

Learning Target

I can identify sales/marketing careers, plan and revise an ethical audience-specific pitch, transfer problem-solving and communication skills across careers, describe context-appropriate interview appearance, and deliver a concise professional oral career brief.

Turnkey Week Structure

Day	Focus	Required evidence	Canvas interaction
1	audience + pitch anatomy	FYF pitch plus individual audience/accuracy/career evidence	private annotation Assignment
2	oral pitch + revision	two communicated attempts, visible revision, and transfer record	private upload/annotation Assignment + teacher oral/AAC checkoff
3	BrainBoost rescue + career evidence	FYF campaign work plus individual decision and 60-90-second career outline	private annotation Assignment
4	interview appearance + rehearsal	three context decisions and two rehearsals	private rehearsal-record Assignment + linked retryable practice Quiz
5	career oral evidence	60-90-second live/recorded/AAC brief, reflection, and self-score	private two-part formative Assignment + teacher oral/AAC checkoff

TEKS

d(1)(C): identify sales, marketing, and selected career opportunities/work products (Days 1, 3, 5).
d(4)(B): identify transferable problem-solving, audience, organization, and communication skills (Days 1-5).
d(4)(C): give an oral professional presentation on career/college exploration using appropriate technology (Days 4-5; Day 5 primary evidence). Day 2 is product-pitch practice and does not claim this standard.
d(6)(B): describe appropriate appearance for an interview using workplace, task, safety, virtual-format, and accommodation context (Day 4).

Evidence and Access Boundaries

The final brief lasts 60-90 seconds and may be live whole group, live small group, teacher conference, recorded audio/video, or AAC/speech-generating device. Every route uses appropriate evidence or assistive technology. A written outline supports oral evidence but does not replace it unless an accommodation formally changes the task.
Recorded students upload the written record/rubric and private audio/video together. Live, conference, and AAC students submit the written record/rubric while the teacher records student, career, date, route, seconds, technology, oral/AAC completion, and written completion on the class checkoff.
No student is required to present for three minutes to a full class. The schedule is planned before Day 1 rather than improvised on presentation day.
Required content uses verified prior research or one of three fixed BLS fallback cards. Dated U.S. medians are never relabeled DFW starting pay.
Pitch and BrainBoost work are fictional. Students do not sell, post, link, collect data, make health/income/popularity/scarcity claims, or use real contact/payment information.
Interview appearance is context-first and access-neutral. Brand, cost, body, culture, religion, disability, gender expression, camera use, accent, and public-speaking confidence are not scored.
H&L is optional. No Xello or eDynamic completion task belongs here.

Materials

Canvas paired guides, five compact companion/evidence tools, and one formative rubric
locked compressed FYF pp. 241-247, 280, and 299
Chromebook/microphone or live/AAC route; paper; visible timer
current CareerOneStop interview guidance, BLS occupation pages, and Irving ISD CTE pages

Grading

Days 1-5 are formative rehearsal for the Week 5 interview and Week 6 capstone. The 6SW assessment map does not create a separate Week 4 grade. Use the 16-point rubric for feedback and revision. Clothing cost/style, platform, eye contact, accent, speech difference, camera use, English mechanics, and performance confidence are not scored unless meaning is unclear.