TEACHER ONLY · LESSON GUIDE
Career Fair Step 4 — Invite + Make It Findable
Run the current student lesson with its existing evidence, resources, and submission route.
Daily Learning Contract
Topic: Visual consistency and findability
Objective: Students will apply hierarchy and consistent visual choices so a poster and handout help visitors identify and locate the same career exhibit.
- §126.19(c)(12)(H) — select and use productivity tools found in spread sheet, word processing, and publication applications to create digital artifacts, including reports, graphs, and charts, with increasing complexity.
Demonstration of learning: Poster and matching handout with readable headline, location/action information, consistent visual system, and a brief design-choice explanation.
Use what is already in Canvas
Student-facing task: Career Fair · Step 4: Promotional Materials. Keep the current student page, requirements, points, and rubric as the source of truth.
- Career Fair guide
- promotional-material examples deck
- 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 create a matching poster and handout.
- 2. Model: Use one current example, tool, or teacher resource before students begin promotional communication.
- 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: Poster and matching handout with readable headline/visual system.
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.