Lesson 2.20, Unit 2. One period. Eleven slides. The trading window (Step 1) runs on the ClassroomStreet screen, not on these slides; switch to the deck after the reset cue.
Do now
- Think of the best worker you know. A relative, a coach, someone at a store or a restaurant.
- Write two things they do that make them good at their job.
- One sentence each.
- Three minutes.
Teacher notes
Board is already up when they walk in. Collect four answers and write them in two unlabeled columns: what they can do (task) and how they work (people, problems, showing up).
Trading window
- ClassroomStreet is open. Ten minutes.
- Read today's dispatch. Decide: buy, sell, or hold, now that you know what every venture really is.
- Write the Round 2, Day 1 line in your Investor Journal.
- The window closes at the reset cue.
Teacher notes
Round 2, windows 41 to 47. Same board, same account, same rules. Answer only "how do I place a trade" questions. Note one trade decision to use as evidence in Step 3.
Two columns
- Column one: what they can do. The task.
- Column two: how they work. Shows up. Explains. Helps. Fixes. Tells the truth.
- Column one is called hard skills.
- Column two is called soft skills.
Teacher notes
Label the two columns from the do now now that the students have named them. "Everything in column two, employers say they cannot teach."
The six employers name most
- Reliability
- Communication
- Teamwork
- Problem solving
- Adaptability
- Honesty
Teacher notes
Image: six small icons in a row: a clock, two speech bubbles, a team huddle, a puzzle piece, a road with a detour arrow, a handshake.
One line each. Reliable: shows up every shift. Communication: says the order is wrong before it goes out. Teamwork: helps a coworker finish. Problem solving: finds a fix when the register freezes. Adaptability: takes a schedule change without a complaint. Honesty: reports the broken plate.
What the employer actually wrote
- Job ad 1: [Sal: paste a local ad with the soft skill words highlighted]
- Job ad 2: [Sal: paste a second ad]
- Count the soft skill words in each.
- "Companies hire for hard skills and fire for soft skills."
Teacher notes
Image: two real job postings side by side with four or five words highlighted in each.
Students believe the employer's own words more than a slide. Pick employers they recognize.
The evidence rule
- A rating with no evidence does not count.
- Evidence is something you did this year in this room.
- A lab role (name it). The Silent Measurement Challenge. The $40 project. The Investor Challenge. A class job.
- Leave a row blank rather than make it up.
Teacher notes
Say the rule twice. Model one row on Slide 7.
Model row
- Skill: Teamwork
- Rating: 3
- Evidence: "As Prep Cook in Lab 2, I had the toppings ready before the Head Cook asked."
- Sentence starter: "In ___ (lab, game, or project), I ___."
Teacher notes
Then eight minutes of silent rating. Circulate with the clipboard.
The scale
- 1 = Not yet. I do not do this much.
- 2 = Sometimes.
- 3 = Most of the time.
- 4 = Every time, even when it is hard.
Teacher notes
Image: four faces from neutral to confident under the four numbers.
Leave this up during Step 3 next to Slide 7 if two screens are available; otherwise flip between them once.
One skill to grow
- Pick one skill. Not your highest.
- Where I will practice it this year (the next lab, Unit 3 babysitting, Unit 5 sewing team, a class job).
- What I will do differently (something a person could see).
- How I will know it worked.
Teacher notes
The next lab rotates roles. A student who was Prep Cook can ask to be Station Manager. Push for a place this year, not "in high school."
Pair share
- Read your plan to your partner.
- Partner asks one question: "How will you know it worked?"
- Fix your last line if the question exposed a gap.
- Finished early? Act out one of the six skills in a 30-second scene. Your table names it.
- Three minutes.
Exit card
- The skill I rated highest and my evidence.
- The skill I am growing and where I will practice it.
- One soft skill I saw a classmate use today (the skill, not the name).
- Three people read line three aloud.
Teacher notes
Sort the cards: "got it" has an event behind every rating; "needs more" has a rating with no event. Tomorrow the "needs more" students get one minute at the desk during the do now.