Name: ______________________ Date: __________ Station: ______ Display table: ______
Lesson 5.18, two days. Print page 1 on the heaviest paper the copier will take. Pages 2 to 4 are regular paper.
Word bank: before, after, stitch, useful, hard
Turkish: önce, sonra, dikiş, kullanışlı, zor
Portuguese: antes, depois, ponto, útil, difícil
Spanish: antes, después, puntada, útil, difícil
Page 1. The display card
Cut on the outside line. Fold the bottom tab back to make it stand, or clip it to a binder clip. Write in pencil first, then go over it in marker.
Your name goes on the BACK only. These cards get photographed for the website.
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WAS
What it was, and where it came from.
NOW
What it is now, and who will use it, and for what.
STITCHES
Which of the four stitches you used, and where on the item.
HARD PART
The one thing that was hard, and what you did about it.
EXTRA (only if you added something)
The reinforcement or detail you added, and why there.
CARE (grade 8 stretch, optional)
How to wash and care for this item.
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(fold tab)
Back of the card: Name: ______________________ Station: ______
Page 2. The 45-second explanation planner
Four sentences. Point at the item while you say each one. Read it out loud at your desk and cut words until it fits in 45 seconds.
1. This was a ________________________________________________ .
2. Now it is a ________________________ for ________________________ , who will use it to ________________________________ .
3. I used the ________________ stitch here (point) and the ________________ stitch here (point).
4. The hard part was ________________________________ and I fixed it by ________________________________ .
Optional fifth sentence, if you have time left: The thing I would change with two more days is ________________________________ .
Practice log (Lesson 5.18 Day 1)
| Round | My partner | Time | What they told me to fix |
|---|---|---|---|
| 1 | ______ sec | ||
| 2 | ______ sec |
The one line I still need to fix: ________________________________________________
Day 2 count
Tick each time you give your 45 seconds.
[ ] [ ] [ ] [ ] [ ] [ ]
Or: [ ] I gave it one-on-one to the teacher (the no-presentation option, worth the same).
Questions I was asked, and what I answered:
Sentence frames
- This was a ___.
- Now it is a ___ for ___.
- I used the running stitch here because ___.
- I used the backstitch here because it is strong.
- The hard part was ___.
- I fixed it by ___.
- * *
Page 3. Feedback slips (cut these apart, eight per student)
Fill in at least two, at tables that are not your own. Leave each slip next to the item it is about. Name the feature, not the person. "It's nice" does not count.
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TWO STARS AND A STEP Item: ______________________ Table: ______
Star 1: This works, and here is the part I mean: ________________________________________________
Star 2: This works, and here is the part I mean: ________________________________________________
Step, one thing to try: ________________________________________________
From: ______________________
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TWO STARS AND A STEP Item: ______________________ Table: ______
Star 1: This works, and here is the part I mean: ________________________________________________
Star 2: This works, and here is the part I mean: ________________________________________________
Step, one thing to try: ________________________________________________
From: ______________________
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TWO STARS AND A STEP Item: ______________________ Table: ______
Star 1: ________________________________________________
Star 2: ________________________________________________
Step: ________________________________________________
From: ______________________
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TWO STARS AND A STEP Item: ______________________ Table: ______
Star 1: ________________________________________________
Star 2: ________________________________________________
Step: ________________________________________________
From: ______________________
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(Print four more of the same slip on the back of this page, or run the page twice.)
What counts as a feature
The stitching. The shape. The size. The closure. The idea. The material choice. The finishing of the edges. Whether it actually holds what it is supposed to hold. How the display card explains it.
Two examples
A useful slip: "Star 1: the whipstitch along the top edge is even all the way across, so nothing will fray. Star 2: the size is exactly right for a phone with a case on it. Step: try a bar tack where the loop joins, because that is where it will pull."
A slip that gets sent back: "It's really cool. I like the color. Nothing to change."
Page 4. The vote ballot and the reflection
Ballot
One vote per category. You cannot vote for your own item. Describe the item if you do not know whose it is.
Most Useful (the item somebody would actually reach for): ______________________________________
Most Surprising Material (the item whose WAS line surprised you most): ______________________________________
Best Construction (the item whose stitching and finishing you would want on your own): ______________________________________
Reflection
Answer all five. Full sentences.
1. What did your item start as, and what is it now?
2. Which two stitches did you use, and why those two for this item?
3. What went wrong, and what did you do about it?
4. If you had two more days, what would you change, and what would you keep?
5. What is one thing you would tell a student who is about to do this project?
6. Grade 8 stretch: evaluate your own use of the design process. Which step did you do well, and which step did you skip?
Closure line (back of this page)
The item that changed my mind about what is possible was ______________________ (describe the item, no names), because ________________________________________________.
Folder checklist before you hand it in
| # | In the folder | [ ] |
|---|---|---|
| 1 | The finished item | [ ] |
| 2 | The display card, on its stand | [ ] |
| 3 | The design brief (Handout 05.15) | [ ] |
| 4 | The plan sheet with the teacher's initials (Handout 05.16) | [ ] |
| 5 | The paper mock-up | [ ] |
| 6 | The build milestones and finishing checklist, initialed (Handout 05.17) | [ ] |
| 7 | The explanation planner, this handout | [ ] |
| 8 | The reflection, all five prompts answered | [ ] |
| 9 | Rubric 05 with the self-assessment row filled in, score and evidence on all five criteria | [ ] |
| 10 | The slips other people wrote for me | [ ] |
| 11 | The peer review checklist I filled for my station partner | [ ] |
Teacher key and scoring notes
The display card
Four fields required: WAS, NOW, STITCHES, HARD PART. EXTRA and CARE are optional and both count toward Exceeds. Check every card against the four fields at the end of Day 1. A card missing STITCHES or HARD PART is handed back with one instruction and finished in the first two minutes of Day 2.
The most common weak field is HARD PART, which becomes "everything" or "nothing." Push for one spot on the item. Ask "which inch was the worst?"
Names on the back only, because the cards get photographed.
The 45 seconds
Four boxes on the clipboard per student, ticked live during Day 2 Step 3:
| Box | What earns the tick |
|---|---|
| 1. WAS | Names the original textile |
| 2. NOW | Names the item and the user and the use |
| 3. STITCHES | Names two taught stitches AND points at where each one is |
| 4. HARD PART | Names one specific difficulty AND what they did about it |
Four boxes is a Meets on criterion 5. A one-on-one explanation under the no-presentation option is scored on exactly these four boxes and the notes line says only that it was one-on-one.
The slips
Count them. Two minimum, at tables other than their own, each naming a specific feature and one specific suggestion. Read a few over shoulders during the walk and send one vague slip back, without saying whose it is. The rest improve immediately.
The reflection
Read against the five prompts. Prompt 3 (what went wrong and what you did) is the troubleshooting evidence and the best single line in the whole folder for judging criterion 2 at the Exceeds level. Prompt 6 is the grade 8 design-process self-evaluation and maps to CTE PSI 2. a) i.
The vote
Tally on chart paper while students write the reflection. Read the three definitions out loud before voting, or the class votes for whoever they like best. The three named categories exist so neatness does not win everything: Most Surprising Material rewards the student who saw something in a towel, and Best Construction rewards even stitching.
No prize beyond the announcement and a photograph of the item.
Photographs
Photograph every item with its display card. No faces. No names. That photo set becomes the Unit 5 page on the website, the hallway display case, and next year's idea menu slides.