Daily Learning Contract
- Topic: Mock Interview
- Objective: Students will describe context-appropriate interview preparation, participate in a mock interview as interviewee and interviewer, revise from feedback, and write appropriate thank-you correspondence.
- TEKS: d(6)(B), d(6)(C), d(7)(B)
- Demonstration of Learning: Assessable interviewee and interviewer oral/AAC evidence documented by private media or the teacher checkoff, plus the four-page record and six-criterion Major 1 evidence profile.
Before Class
Post the four-page record, two-page rubric, private Major 1 Assignment, and a roster titled Day 5 Interview Evidence Checkoff. Its fields are student, date, route, accessible opening/close complete, interviewee evidence complete, interviewer follow-up/neutral notes complete, feedback applied in Round 2, oral/AAC complete, written record complete, and follow-up date when needed. Keep Days 1-3 practice evidence where students already submitted or turned it in. Students may keep one CCE Six-Weeks Evidence Log entry open as a prompt, but it is not collected or uploaded. Jordan is the complete fallback. Confirm every student's interview route and feedback method before class. Speech, AAC, text-to-speech, an interpreter, and private conference are equal opening/close routes.
50-Minute Flow
- Ready check - 5 min. Open the posting, one Evidence Log or Jordan example, three answer notes, accessible opening/close, assigned route, and feedback method.
- Round 1 - 10 min. Each student opens, produces assessable interviewee and interviewer evidence, and closes through the assigned route.
- Feedback and revision - 6 min. Record one specific strength and one exact change.
- Round 2 - 10 min. Apply the change in a second response or role exchange.
- Thank-you note - 9 min. Draft a brief, specific fictional note. Audit it; do not send it.
- Self-score and revision - 7 min. Use all six rubric criteria and revise the weakest available evidence.
- Private submit - 3 min. Recorded route uploads the written record/self-score and private audio/video together. Live, conference, or AAC route submits the written record by annotation, upload, exact labeled text, or paper while the teacher completes the named checkoff. Text or media alone is incomplete.
Monitor, Key, and Trim Point
At minute 5, every student should have a prepared evidence example, accessible opening/close, assigned route, feedback method, and recording or checkoff plan; use Jordan immediately when a log or partner is unavailable. At minute 15, the opening/close and both pair roles or the equivalent conference/recording/AAC jobs should be documented. At minute 31, one specific feedback move should be visible in Round 2. At minute 43, the fictional thank-you note should be accurate, specific, and unsent. At minute 48, all six criteria should be self-scored and both collection parts routed. Do not score accent, eye contact, handshake, camera use, clothing cost or style, disability, public confidence, paid work history, or memorization. Trim an extra live exchange, not the accessible opening/close, revision, thank-you, self-score, or two-part collection.
Major 1 Scoring Route
Score the Day 1 search/posting record, Day 2 cover letter, Day 3 application and reference protocol, and Day 5 interview/thank-you record with the six-criterion rubric. Earlier Canvas submissions or labeled paper remain the evidence source; students do not compile duplicate uploads. Enter the converted percentage as the score out of 100 in Major Assessments (60%).
Supports and Access
Keep interviewee/entrevistado, interviewer/entrevistador, follow-up/seguimiento, revision/revisión, and thank-you/agradecimiento beside the record. Use the opening Hello. I’m Jordan. I’m here to discuss the office assistant role. Thank you for meeting with me. and the close Thank you for your time. What is the next step in your process? through speech, AAC, text-to-speech, an interpreter, or private conference. Use the revision frame: “I changed [specific response move] after [feedback]. The change helped because [effect].” Partner absence does not block completion. Use a teacher conference, small group, private recording, AAC, or scheduled make-up. Written interviewer notes may show the interviewer role; the interviewee standard still needs assessable spoken or accommodation-aligned communicated evidence documented by media or the teacher checkoff.