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)

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 ___.
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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