# Slides 2.3: All About Me One-Pager Slide outline for Lesson 2.3, two days. Day 1 is slides 1 to 10 (draft and layout). Day 2 is slides 11 to 18 (finish, share, turn in). Slides 5 and 6 are the two teacher examples about fictional students; make them a 3 and a 4 on the rubric, not two 4s. # Day 1 ## Slide 1: All About Me One-Pager - Lesson 2.3, Day 1: put it on one page - Unit 2: Me, My Goals, My Money - This is the Topic 2.1 check - You need: your sort sheet, your strengths inventory, your interest quiz, your three notice cards Image: three worksheets fanned out next to one blank poster sheet. Notes: Students pull the three sheets from the FACS folder while this is up. Pull your "needs more" pile from Lesson 2.2 and plan the two-minute conferences. ## Slide 2: Do now - Look at your three sheets from this week - Write one thing on them you would want a new coach or a new boss to know about you - One sentence, two minutes Notes: Cold call three. Then the hook: the next slide. ## Slide 3: Meet Rosa - Two minutes ago you knew nothing about her - Read her page. 30 seconds - Now you know five things - That is what yours will do Image: a finished poster for a fictional student named Rosa: her name across the top, a one-sentence "known for" line under it, four boxes below. Notes: This is the same poster as slide 5. Say nothing else; let them read. ## Slide 4: The five parts - 1. My top three values (Lesson 2.1) - 2. My top three strengths, at least one from a notice card (Lesson 2.2, Day 1) - 3. My two interest letters (Lesson 2.2, Day 2) - 4. Two careers I want to explore (Lesson 2.2, Day 2) - 5. What I want to be known for: one sentence that uses a value and a strength Notes: Everything is already on their sheets except the sentence. The sentence is the work. ## Slide 5: Example 1, Rosa (poster) Image: Rosa's poster, readable: "ROSA" at the top; "I want to be known as someone who is honest and who can explain things so people get them"; values: honesty, family, learning; strengths: explaining, remembering details, keeps going (from a notice card); letters: S and I; careers: dietitian, teacher. Notes: Score this one out loud against the rubric on slide 7. It is a 4, 3, 4: complete, clear but the careers box is a little small, connected. Show the scoring; say why the middle is a 3. ## Slide 6: Example 2, Theo (slide) Image: a one-slide layout for a fictional student named Theo: name, "I want to be known as someone who builds things that work"; values: hard work, fun, independence; strengths: fixing things, focusing, makes people laugh; letters: R and A; careers: carpenter, video editor. Notes: A 3, 3, 3. The sentence uses a strength (builds) and a value (hard work is implied, not named). Ask the class: which value is in the sentence? If they cannot find one, that is why it is a 3 on Connected. ## Slide 7: How I score it - Complete: all five parts, from your own sheets, one strength from a notice card - Clear: readable from three feet, one idea per box, name and sentence biggest - Connected: the sentence uses a value and a strength; each career links to a letter or a strength - 12 points. Meets on all three is 9 - Your partner scores you tomorrow too, but my score is the grade Notes: Page 3 of the handout has this table. Students read it while you score Rosa. ## Slide 8: Poster or slide? - Poster: 11 by 17 paper, pencil first, then marker, ruler for lines, pictures only if they mean something - Slide: one slide, five boxes, big font, no animations, your name in the file name - Choose now and write it on page 1 - No cart today? Everyone does a poster Notes: [Sal: say here whether the cart is available.] ## Slide 9: The draft, page 1 - Copy from your three sheets into the five boxes - Nothing blank. Lost a sheet? Fill from memory - The sentence: I want to be known as someone who ___ because I ___ - It must have a value and a strength in it - 12 minutes Notes: Circulate. Run the two-minute conferences. Check Box 2 for a notice-card strength. Watch for a sentence that is a goal ("made the NBA"); push it to "who you are, not what you get." ## Slide 10: Layout and exit line - The three-foot rule: if someone three feet away cannot read it, it is too much - Name and sentence biggest. Then four boxes - Sketch on page 2 in pencil, then start the real thing - Exit line: the part of my one-pager that is hardest to write is ___ because ___ Notes: 13 minutes for layout and a start. Thumbs check on page 1 before they pack. Posters stay in the room; slides are saved. # Day 2 ## Slide 11: All About Me One-Pager - Lesson 2.3, Day 2: finish it and say it - Today: 17 minutes to finish, a two-minute share, fix one thing, turn in Notes: Posters and page 3 at every seat. Timer up. ## Slide 12: Do now - Write the sentence you want to be known for - Already wrote it? Read it and make one word better - Two volunteers read theirs Notes: One minute of writing, two of reading. Then straight to work. ## Slide 13: What "done" looks like - All five parts - Readable from three feet - Your name on it - Nothing crossed out on the final - 17 minutes. I come around with the rubric and give each of you one sentence Notes: The clipboard sentence is the formal check in progress. Every student hears one sentence before the share so nobody is surprised by the score. ## Slide 14: The partner share - New partner, from a different table - Speaker: two minutes, page in front of your partner - Say it in this order, about 20 seconds each: name and sentence; values and where one shows up; strengths and which one someone else noticed; two letters; two careers and why - Listener: no interrupting. Then score on page 3 and write one thing they can fix in three minutes - Switch Notes: Run the timer both ways. Grade 6 shares for one minute. Grade 8: the listener asks one question the speaker answers without looking. ## Slide 15: Good feedback, weak feedback - Weak: "Good job." "I like it." - Good: "Your careers box is too small to read from my seat." - Good: "Your sentence has a strength in it but I cannot find the value." - Feedback names where and what Notes: Read one feedback line per pair before the switch. ## Slide 16: Fix one thing - Read your partner's feedback - Fix the one thing you can fix in three minutes - Write what you fixed on page 3 Notes: Three minutes. Then collect. ## Slide 17: Turn in - Poster with page 3 attached, or slide shared with page 3 handed in - I score the same three criteria. Your partner's score is feedback, not the grade - Page 1 stays in your FACS folder Notes: Say where posters go: home, or the wall. [Sal: ask before you tape any of them up.] ## Slide 18: 3-2-1 and tomorrow - 3 things you learned about yourself this week - 2 things you learned about your partner - 1 career you want to know more about - Tomorrow: goals. That last line is the first one you will write Notes: Three students read one line aloud. Not scored. Keep the cards; the "1 career" line opens Lesson 2.4.