TEACHER ONLY · LESSON GUIDE
Career Fair Step 3 — Explain for a Visitor
Run the current student lesson with its existing evidence, resources, and submission route.
Daily Learning Contract
Topic: Audience-centered career publishing
Objective: Students will evaluate which sourced career facts a first-time visitor needs and organize them into a clear public page.
- §126.19(c)(8)(B) — create and publish a formal digital communication for a global audience using appropriate digital etiquette; and
- §126.19(c)(7) — The student creates digital products to communicate data to an audience for an intended purpose. The student is expected to use digital tools to communicate and publish data from a product or process to persuade an intended audience.
Demonstration of learning: Working public informational page and share link with sourced facts, readable organization, and a brief audience-choice explanation.
Use what is already in Canvas
Student-facing task: Career Fair · Step 3: Informational Website. Keep the current student page, requirements, points, and rubric as the source of truth.
- Career Fair guide
- project walkthrough deck
- website examples
- current assignment/rubric
Before students begin
- Open the student task in Student View and test the exact sign-in, link, file, or submission path students will use.
- Prepare only the listed existing materials; do not require a personal account or a new unlisted product.
- Keep the current student page available as the accessible and absence route.
Lesson flow
- 1. Launch: Put the purpose in front of students: Students will turn research into a public page another viewer can open.
- 2. Model: Use one current example, tool, or teacher resource before students begin information design.
- 3. Guide: Complete the first decision or step together; conference before students commit to a direction.
- 4. Build: Students complete the existing Canvas task. Do not add a second product or change the current rubric.
- 5. Check + next step: Verify this evidence before students leave: One public informational website/page and working share link.
Scaffolds and teacher decisions
Keep the student lesson's bilingual tabs, word bank, models, and current support route in view while students work. Reduce the number of examples or provide a partially completed planning frame before reducing the evidence. If a student needs an alternate format, preserve the same named evidence and use the current rubric or teacher judgment rather than adding a hidden requirement.
Close the loop
Use the current Canvas submission for grading. Record the specific misconception, access issue, or revision need you observed; use it to choose the next lesson's launch rather than creating a duplicate exit assignment.