# Handout 7.10: Five-Panel Deck Template and Peer Review

Team: ____________________ Date: ______________ Period: ______

CEO: ____________________ CFO: ____________________ CMO: ____________________

Unit 7, Lesson 7.10, both days. **Page 1 is the planner. Nothing goes on the poster until the teacher signs the planner. Page 2 is the peer review sheet, one per student.**

* * *

# Page 1: The panel planner

Plan in pencil. Then build. The poster is the last step, not the first.

## The layout, from ten feet away

Five panels, left to right. A judge reads them in this order without being told to.

| PANEL 1 | PANEL 2 | PANEL 3 | PANEL 4 | PANEL 5 |
|---|---|---|---|---|
| **THE PROBLEM** | **THE SOLUTION** | **THE CUSTOMER** | **THE NUMBERS** | **THE ASK** |
| One sentence + one image | What you make, + one differentiator | Five specifics + one real quote | Five numbers, big | What you want, with a number |
| CMO | CMO | CMO | CFO | CEO |

**The one hard rule: panel 4 has to be readable from ten feet.** Somebody stand at the back of the room and read it out loud. If they cannot, the numbers are too small.

## Panel 1: The problem

| | |
|---|---|
| The one sentence | |
| The image (describe it; who is drawing it) | |

## Panel 2: The solution

| | |
|---|---|
| What we make or do | |
| The one thing that makes ours different | |
| The image | |

## Panel 3: The customer

| | |
|---|---|
| Who (one sentence, five specifics compressed) | |
| The real quote from an interview, in quotation marks | |
| The image | |

## Panel 4: The numbers

**These five numbers, nothing else, in big print.**

| Number | Value |
|---|---|
| Unit cost (what ONE costs us) | $ |
| Price (what we charge) | $ |
| Margin (profit on one) | $ |
| Break-even | ______ units |
| One month's profit | $ |

**Check:** do these five numbers match the signed numbers page exactly? Yes / No. **If no, fix the poster, not the page.**

## Panel 5: The ask

| | |
|---|---|
| What we are asking for (specific, with a number) | |
| What we will do with it | |

## The prototype

**Circle the route you are taking. It has to use a skill from this year.**

| Route | Unit | What you are handing a judge |
|---|---|---|
| A sewn sample or a mended item | Unit 5 | |
| A dish, plated, or a printed costed menu | Units 1 and 6 | |
| A scale floor plan or room layout on graph paper | Unit 4 | |
| A price sheet or budget, built like the investor reports | Unit 2 | |
| An activity kit card for a child | Unit 3 | |
| A two-screen sketch of an app or web page, every button labeled | Unit 7 | |
| A labeled drawing, paper mock-up, or written service card | any | |

**Our one sentence: "We used a skill from Unit ______: we ______________________."**

____________________________________________________________________

## Materials we need from the trays

- [ ] Poster board or trifold
- [ ] Markers
- [ ] Ruler
- [ ] Scissors
- [ ] Glue or tape
- [ ] Graph paper
- [ ] Index cards
- [ ] Scrap fabric, thread, needle
- [ ] Other: ______________________

## Who does what, and by when

| Job | Who | Done by (minute) |
|---|---|---|
| Panel 1 | | |
| Panel 2 | | |
| Panel 3 | | |
| Panel 4 | | |
| Panel 5 | | |
| Prototype | | |

**TEACHER SIGNATURE (the gate: nothing goes on the poster until this is signed):** ______

## Day 1 status report, end of period

**Done:** _____________________________________________________________

**Left:** ______________________________________________________________

## Day 2: rehearsal log

Three times through, **standing, with the poster up, all three speaking.** Nobody rehearses sitting down.

| Rehearsal | Time | The part that ran long |
|---|---|---|
| 1 | ______ sec | |
| 2 | ______ sec | |
| 3 | ______ sec | |

**The part that ran long all three times is the part to cut:** ____________________

## Day 2: the question we are not ready for

**Our answer, one sentence** (write it on an index card and put it behind panel 5):

____________________________________________________________________

____________________________________________________________________

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# Page 2: Peer review sheet

Your team listens to another team's whole pitch once, with their poster up. **Score while they are talking, not after.**

Reviewer's name: ____________________ Team you reviewed: ____________________

## The pitch, against the class Lands and Kills list

Copy the top three from each column of your class list, then mark whether you saw or heard it.

| LANDS (from our class list) | Saw or heard it? |
|---|---|
| 1. | Yes / No |
| 2. | Yes / No |
| 3. | Yes / No |

| KILLS (from our class list) | Happened? |
|---|---|
| 1. | Yes / No |
| 2. | Yes / No |
| 3. | Yes / No |

## The six parts

| # | Part | Present? | Was it clear? |
|---|---|---|---|
| 1 | Hook (a question or a number, not a greeting) | Yes / No | Yes / Partly / No |
| 2 | Problem, and who has it | Yes / No | Yes / Partly / No |
| 3 | Solution, with one differentiator | Yes / No | Yes / Partly / No |
| 4 | Who it is for, with a real quote | Yes / No | Yes / Partly / No |
| 5 | **The money, said out loud with a real number** | Yes / No | Yes / Partly / No |
| 6 | The ask, specific, with a number | Yes / No | Yes / Partly / No |

**Time:** ______ seconds. **Did all three speak?** Yes / No

## The panels (this is Rubric 07 criterion 5 and 6 in your words)

| Check | Yes | Partly | No |
|---|---|---|---|
| I could read panel 4's numbers from where I was sitting | | | |
| The five numbers on panel 4 make sense together (margin = price minus cost) | | | |
| Panel 3 has a real quote from a real person | | | |
| There is a prototype and I can tell what it is | | | |
| The prototype uses a skill from a unit and they said which one | | | |
| The poster reads in order, left to right, without them telling me | | | |

## Two written pieces of feedback

**Both have to name something you actually saw or heard.**

**One thing to KEEP:**

____________________________________________________________________

**because** __________________________________________________________

**One thing to CHANGE:**

____________________________________________________________________

**Next time try** _____________________________________________________

## The one question we would ask you if we were a judge

____________________________________________________________________

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## For the team that was reviewed: your two revisions

**You have to make at least two changes and write both of them here.**

**1. We changed** ______________________________________________________

**because** __________________________________________________________

**2. We changed** ______________________________________________________

**because** __________________________________________________________

**Team initials:** ______ ______ ______

* * *

## Teacher key

**There are no right answers on the planner.** Everything on page 1 is a structural check and a gate.

### The four-gate scan, first three minutes of Day 1

Walk the room with a class list before releasing anybody to a material tray. Mark every team:

| Gate | Yes when |
|---|---|
| (a) Signed numbers page | The CFO signed it and you initialed it |
| (b) Three recorded customer interviews | Three blocks filled with quoted words |
| (c) Six-part pitch draft | All six boxes written and two times recorded |
| (d) One sentence answering "what are you physically handing a judge" | They can say it without hesitating |

A team missing (a) goes to the Numbers Clinic. A team missing (d) gets the stuck-team protocol from the lesson. **This three-minute scan decides where you stand for two full periods, so do it before anybody picks up a marker.**

### The planner signature

Ten seconds per team. Read the five panel boxes and the prototype route and sign. **This stops the single biggest waste in a build day, which is a team drawing beautifully for twenty minutes with no plan.** If a panel box is empty, do not sign; say which box and come back in three minutes.

### Panel 4 legibility check

Stand at the back and read the numbers out loud. If you cannot, the fix is a marker and bigger digits, and it takes ninety seconds. Do this for every team before the end of Day 2, because it is the one thing a judge will notice from the table and it is entirely preventable.

### What to look for when scoring `Rubric 07` criterion 5 (the prototype)

- **Not Yet:** nothing built, or unlabeled and unexplainable, or no unit named.
- **Approaching:** something built and a unit named, but the object does not show the skill claimed. The three common versions: **a "menu" with no prices, a "floor plan" that is not to scale, a "sewn sample" that is stapled.**
- **Meets:** exists, a judge can hold or read or look at it, built with a course skill, the unit named correctly in one sentence, finished enough to show what it was meant to show, and labeled.
- **Exceeds:** Meets plus the prototype was tested against a constraint and the team can name the check (a teammate followed the card and it worked; the plan fits the measured room; the sample held when pulled; the menu comes in under the target cost per serving), plus one named improvement made after that check.

**Do not penalize a drawn prototype.** The rubric does not, and the route menu on the planner offers drawings to everybody on purpose, not as a fallback.

### The peer review round

**This is worth more than any teacher feedback on Day 2,** because the criteria are the class's own Lands and Kills list from Lesson 7.9. Do not replace it with a teacher walk-through.

Pair team with team. Each team delivers once with the poster up; the listening team scores; then swap. Eleven minutes covers both directions for ten teams if you keep the transitions tight.

Score the reviewer's sheet complete, partial, or missing for daily work:
- **Complete:** the six parts marked, the panel checks marked, both written pieces naming something observable, and the judge question written.
- **Partial:** marks present but the written feedback says "good job" or names a feeling.
- **Missing:** not turned in or fewer than half marked.

**The two written revisions are the load-bearing part of this handout for the reviewed team.** They are the evidence that separates Meets from Approaching on criterion 6, and the Exceeds level requires both written with a reason. Say that out loud before the round starts.

### Stuck-team protocol, in order (from the lesson)

1. Read their own problem sentence back to them from their filter sheet.
2. Ask the physical question: "What are you handing a judge Friday? Point at it."
3. Give the smallest possible version and a ten-minute deadline: "Panel 1 and the prototype. Nothing else. Go."
4. Split two arguing members onto different panels, physically apart, reconvene at ten minutes. Hand the clock back to the CEO out loud.
5. If the idea genuinely does not work, say so plainly and give the fallback: **an honest pitch that names what they found out. "We tested this and here is why it does not work at this price" is a real pitch and it scores at Meets on criterion 6.** Do not let a team spend Friday pretending.

### When a team finishes early, in order

1. Rehearse two more times, standing, timed.
2. Write three judge questions and answers on index cards behind panel 5. Give them the three you would ask: what is your margin; who already does this and why would somebody pick you; what is the first thing you would do with the money.
3. Improve the prototype in **one named way**: a second size, a price tag, a label, a second menu item, a second floor plan option.
4. **Consult for another team.** They may ask questions and read the rubric aloud to that team. They may not draw on that team's poster. This is on criterion 3's Exceeds level, so name it as real work.
5. Grade 8: write the one-paragraph version of the pitch as a written brief, which doubles as the read-aloud document if somebody is absent Friday.

### Collect at the end of Day 2

The team folder: the business brief, the customer research, the numbers page, and this planner with the unit connection sentence. **`Rubric 07` criteria 3, 4, and 5 are scored from that folder and the object tonight.** The poster and the prototype stay in the room, on the counter, taped down, in running order.