TEACHER ONLY · LESSON GUIDE
Career Fair Step 5 — Booth, Pitch + Questions
Run the current student lesson with its existing evidence, resources, and submission route.
Daily Learning Contract
Topic: Evidence-based oral career communication
Objective: Students will select relevant evidence for a short career pitch and respond to visitor questions without overstating what their sources support.
- §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: Booth, short pitch, visitor-question round, and teacher checklist showing accurate evidence use and honest responses.
Use what is already in Canvas
Student-facing task: Career Fair · Step 5: Expo. Keep the current student page, requirements, points, and rubric as the source of truth.
- Career Fair guide
- project walkthrough deck
- booth materials
- completed website/poster/handout
- 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 use evidence to pitch and respond honestly to visitor questions.
- 2. Model: Use one current example, tool, or teacher resource before students begin public explanation.
- 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: Booth, short pitch, visitor round/questions, and presentation evidence.
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.