Reconciliation note: this plan was written to the scope and sequence and then reconciled to every lesson, the project sheet, and the rubric as they landed in the folder. Where a lesson page and this plan disagree, the lesson page wins; the calendar and this plan follow the lessons' day counts, handout names, and check slots.

1. Why this unit (rationale, in Sal's voice)

I have sat on both sides of the interview table. I have been the one sweating in the chair and I have been the one doing the hiring. I have a degree in Corporate Innovation and Entrepreneurship and an MBA, both from Penn State. I did business development at Oracle, I held a financial services license, and I ran food and beverage at a hotel on Fire Island where every week ended with somebody explaining a number out loud. I also designed and coded a web app, ClassroomStreet, by myself, and my own students used it to practice budgeting with real expenses. So when I tell a thirteen-year-old that the way you talk about yourself is a skill and not a personality trait, I am not reading it off a slide.

At Brentwood I built resumes one on one with more than eighty-seven students. Most of them told me they had nothing to put on one. Every single one of them was wrong, and the proof was sitting in a folder in my room. That is the idea this unit runs on. By the time a student walks into Unit 7, they have cooked and served a dish for a station of seven inside a forty-minute period, passed a safety exam, sewn or mended something, designed a room to scale, built a kit for a four-year-old, planned and priced a meal for thirty people from a real supermarket circular, and traded a portfolio in a simulation. That is not a list of activities. That is a resume, and this unit is where a student finds that out.

Then we go the other way. For seven days students stop being the person applying and become the person deciding. They find a real problem in one of the six things this class covers, ask three actual people whether they would pay to solve it, work out what one unit costs and what they would charge and how many they have to sell before they stop losing money, build something a person can hold, and pitch it in sixty seconds to four adults who did not have to come. Then those adults ask them a question nobody warned them about, and they answer it.

Two weeks is not long enough to teach anybody to run a business. It is long enough to prove to a thirteen-year-old that they can stand in front of an adult they do not know, with something they made, and say a number out loud. I have watched students who spent half the week in in-school suspension do exactly that. This is the unit I would want a principal to walk into.

2. Content identified (the concept map, written out)

2.1 What the NYS module lists for this unit

This unit's spine is the Individual Growth and Life Readiness module's employability and career lines. Unit 2 introduced most of them in December; this unit is where they get performed. The crosswalk assigns IGLR 3. d) and 5. b) to U7 as primary, and 1. c), 2. d), 3. a), 3. b), 3. c), 4. b), and 5. a) to U7 as the second teaching.

The careers thread, collected. Every content module has a Career Pathways topic and this course taught one careers lesson per unit. Those lines are taught in their own units; this unit is where the seven self-checks in the FACS folder get read together, in Lessons 7.1 and 7.12. The lines and their homes:

Lines this unit does not teach and why. This unit takes no new line from HDR, ATPD, EDM, N&W, or FSP. It performs IGLR lines and it collects the six modules' careers work. The crosswalk's coverage table marks U7 secondary on IGLR, HDR, EDM, N&W, and FSP, and the secondary marks are exactly the reading-together described above plus HDR 2. e) Assess the impact of first impressions on the development of relationships in social and work settings, which Lesson 7.5's handshake and greeting work performs and which is cited at unit level here rather than printed on the lesson page. See Section 14.

2.2 How the CTE themes come in

• Career and Community Opportunities (primary). This is the theme the whole unit is built on, and it is the only unit in the course where CCO topic 3 (Employability Skills) and topic 4 (Career Plans) are the content rather than a thread. CCO 3. a) is Lesson 7.1's folder mining and Lesson 7.4's anchor chart; 3. c) is the resume and the four traits named out loud; 3. d) is the whole of Topic 7.1, because the line says "demonstrate personal development of employability skills through practice of these skills in a variety of classroom applications" and a mock interview with a scored feedback sheet is that line word for word. CCO 4. a) and 4. b) are Lesson 7.12's reading of the seven careers self-checks; 4. d) is the grade 8 stretch in Lesson 7.12. CCO 1. The Work World a) and b) are Lesson 7.6, where a business is defined as a problem somebody pays to solve and work is what gets paid for. CCO 5. c) is the option, built into Project 07, that a team's idea serve a real community need.
• Communication and Interpersonal Relationships. Second in weight and it never lets up. CIR 1. f) is Lessons 7.3, 7.4, 7.9, and 7.11; CIR 2. c) and 2. d) are the observer role in Lesson 7.5, which is the only place in the course where a student is graded on listening; CIR 3. a) is the difference between how you talk to a friend and how you talk to a manager, taught in Lesson 7.4; CIR 3. e) is the resume and the numbers page as written reports somebody else has to act on; CIR 3. f) is every team period in Topic 7.2; CIR 6. a) is the Lesson 7.3 self-score and CIR 6. f) is the applaud-everyone-the-same rule on pitch day.
• Problem Solving and Innovation. The design process is the structure of Topic 7.2, and it runs in the state's own order: PSI 2. a) a. defining the problem (Lesson 7.7), b. defining criteria (Lesson 7.8's customer profile), c. defining constraints (Lesson 7.7's five-day buildability filter), d. brainstorming (Lesson 7.7), e. selecting the best solution (Lesson 7.7's filter and ranking), f. building a prototype (Lesson 7.10), g. testing it against the criteria (Lesson 7.10 Day 2's rehearsal and peer review), i. evaluating their use of the process (Lesson 7.12's reflection). PSI 1. d) is innovation defined as a new application of something that already exists, which is what most middle school ideas actually are and it is worth naming. PSI 1. e) is pitch day.
• Financial and Consumer Literacy. FCL 4. a) is Lesson 7.6's definition of a consumer and their role; FCL 4. c) is the numbers page, which is a spending plan for one product; FCL 1. a) and 1. b) sit behind the resume and the career line in Lesson 7.12, where income potential is what makes a career choice a financial choice. This is the theme Unit 2 owns; here it appears as the arithmetic behind an idea rather than as personal finance.
• Health, Safety, and Wellness. The lightest of the six here, and honest about it. HSW 1. f) is the line that fits: how an individual's health status affects performance of tasks at home, at school, and in workplace and community settings. It comes up in Lesson 7.3, where composure under pressure is partly a physical thing (breathing, sleep, nerves) and students should hear that said plainly. The lab safety thread that ran through six units has no new content here; any team building a food prototype runs the Unit 1 allergen procedure and the teacher operates the box cutter, the iron, and the sewing machine.
• Sustainability. Also light and also honest. SUS 1. b), sustainability as a factor in decision making, is available to any team whose idea reuses, repairs, or reduces waste, and after Unit 5's upcycle challenge and Unit 6's waste audit, at least two teams a year pick one. It is offered in Project 07, not required.

2.3 Trends, issues, and news

1. Artificial intelligence and entry-level work. Students have used a chatbot and they have heard an adult say a computer is going to take somebody's job. The honest thing to tell a thirteen-year-old: the tasks most easily automated are the ones nobody has to be in a room for, and the skills this unit teaches (standing in front of a person, answering a question you did not plan for, deciding under a deadline, working with two other people who disagree with you) are the ones that are hardest to hand to software. Also true and worth saying: a resume now often gets read by software before a person sees it, which is why specific words and real numbers matter. Lesson 7.1 says so. [Sal: this is a fast-moving topic. Say what is true in the month you teach it and avoid predictions.]
2. The creator and side-hustle economy. Most students in the room know somebody who sells something online, streams, resells sneakers, does nails, cuts hair, or drives for an app. That is entrepreneurship and it deserves to be named as such in Lesson 7.6, including the parts nobody posts: the cost per unit, the hours, and whether it clears a real profit. Lesson 7.6's business-versus-hobby distinction lands hard here and it should never be delivered as a put-down.
3. Apprenticeships and the trades. New York has registered apprenticeship programs and a student can begin a path at sixteen to eighteen in trades that pay well and require no four-year degree. Unit 6's careers lesson already named ServSafe as a credential a high schooler can earn. Lesson 7.12's career line should offer the trades as a first-class answer, not a fallback. [Sal: check what your school's counselor knows about local BOCES or CTE high school programs and apprenticeship intake ages before you name specifics.]
4. Skills-based hiring over degree requirements. A number of large employers have dropped degree requirements for some roles in favor of demonstrated skills. That is directly relevant to a unit whose deliverable is a portfolio of demonstrated skills, and it is the one trend that makes this unit's argument for it: a folder that proves what you can do is worth something on its own.
5. The interview that is a video call. A first interview is now often a video call, sometimes a recorded one with no human on the other end. Everything in Lessons 7.4 and 7.5 still applies and three things change: where you look (the camera, not the screen), what is behind you, and the fact that silence is longer and more uncomfortable on a call than in a room. Sal's original version of the Lesson 7.4 material was delivered over video, so he has taught it both ways. Worth two minutes in Lesson 7.5's debrief.
6. Prices, wages, and what a first job pays. Students hear adults talk about what things cost. A minimum wage number, a first-job hourly figure, and a monthly total is arithmetic they can do and it is what makes Lesson 7.6's profit example feel like it is about them. [Sal: use the current New York minimum wage for your region and check it the week you teach; it has been on a schedule of increases.]

2.4 What students this age find interesting

1. Money that is real, and being the one who decides what to charge.
2. Being taken seriously by an adult who is not their teacher and does not have to be there.
3. Their own name on something. The folder, the poster, the award card.
4. Winning something in a category that is theirs. Best Numbers is a real win for a student who will never win Best Pitch.
5. Finding out that what they already do (watching a sibling, cooking dinner, translating for a parent, cutting hair on a Saturday) counts as experience and has a name.
6. A question with no right answer, asked fast, where being funny is allowed.

2.5 Links to other subjects

• Math. The most direct link in the unit and it should be coordinated by name. Unit cost is a sum. Margin is a difference. Break-even is a division whose answer must be rounded up to a whole item, which is a genuinely good remainder-means-something problem. The one-month projection is a two-step expression. Panel 4 is a data display that has to be readable from ten feet. Ask the math teacher which words they use for unit rate at grade 7 and use theirs. The ten teams' numbers pages are a ready problem set for a math class in June.
• ELA. Three pieces of real writing with real audiences: the resume (a compressed claim with evidence and no adjectives), the 60-second pitch (persuasion with a fixed structure and a hard time limit), and the year reflection (a claim supported by evidence the student physically holds). NYS Next Generation grade 8 speaking and listening standards on presenting claims with evidence and adapting speech to context are what Lessons 7.4, 7.5, 7.9, and 7.11 do; Sal's own version of the Lesson 7.4 material cited 8SL4, 8SL6, and 8W4 and those are the right ones. [Sal: confirm the current ELA standard codes with the ELA teacher before printing them on the site.]
• Art. The five-panel deck is layout, hierarchy, and legibility at distance. The prototype is a model. Two minutes from the art teacher on "what does a person read first on this poster" is worth more than ten minutes from a FACS teacher.
• Social studies. Markets, work, and the role of the consumer. Lesson 7.6's problem-first definition of a business is the household-scale version of supply and demand, and CCO 7. c) (how social, economic, and technological changes change work) is a social studies question being asked in a FACS room.
• Science and technology. The design process in Lesson 7.7 and Lesson 7.10 is the same process a technology or engineering class runs. Match the vocabulary on purpose; students should hear the same words in both rooms.
• Health. No overlap to coordinate in this unit. The one connection is the honest one in Lesson 7.3: nerves, sleep, and breathing affect how you perform in front of people, which is HSW 1. f) and which the health course may cover as stress management. Unit 3 already taught the stress toolkit; refer back to it rather than reteaching it.

3. Enduring understandings and essential questions

Big ideas:

• The way you talk about yourself is a skill, not a personality trait. It has a structure, the structure can be learned, and the people who sound confident are the ones who practiced.
• A resume is not a list of jobs. It is proof, in writing, that you have already done things, and a year of ordinary schoolwork is full of proof.
• When somebody asks you a question you cannot prepare for, nobody is grading the answer. They are watching how you handle not knowing.
• A business exists because somebody has a problem they will pay to have solved. No problem, no business.
• You do not get to decide whether your idea is good. Your customer does, and you find out by asking before you build.
• Numbers decide. An idea everyone likes and nobody can afford is not a business, and finding that out on paper is the cheapest way it will ever happen.
• An idea somebody can hold is worth more than an idea somebody has to imagine.
• You cannot prove you learned something by saying so. You prove it by pointing at what you made.

Essential questions:

1. What have I already done that somebody would want to pay me for?
2. What is somebody actually measuring when they ask me a question I cannot prepare for?
3. Why can I not just wing it when somebody says "tell me about yourself"?
4. What problem is this business actually solving, and who is paying to have it solved?
5. How many do we have to sell before we stop losing money?
6. What would make somebody who has never met me want to hear the rest?
7. What can I do now that I could not do in September, and where is the proof?

4. Knowledge and skills

Knowledge (facts, vocabulary, ideas):

• The seven sections of a middle school resume, who reads a resume and for about how long, and the rule that everything on it is true and specific.
• The three-part resume bullet: the work, the explanation, the output.
• The four things an employer watches during an unexpected question: composure, communication, problem solving, adaptability, and one observable sign of each.
• The three parts of a "tell me about yourself" answer: who you are, what you are good at, why you fit.
• STAR: Situation, Task, Action, Result, and that the Result is the part people skip.
• The professional opening and closing of an interview: greeting, name, handshake, sitting when invited, thank you, and follow up.
• The four questions every business answers: what problem, who has it, what do you make or do, what does it cost and what do you charge.
• Product and service; customer and target customer; the fact that the payer is not always the user.
• Revenue, cost, unit cost, price, margin, profit, break-even, projection, and the difference between a business and a hobby.
• The customer profile's five specifics, including what the customer already does about the problem, which is the real competition.
• The six parts of a 60-second pitch and the seconds each gets: hook 10, problem 10, solution 15, who it is for 10, the money 10, the ask 5.
• The five panels of a pitch deck: the problem, the solution, the customer, the numbers, the ask.
• What a prototype is, and that a drawing, a mock-up, or a written card counts.
• The three C-suite roles and what each owns: CEO the idea, the pitch, and the clock; CFO every number; CMO the customer, the look, and the prototype.
• The forty-five Tier 3 terms in Vocabulary 07.md.

Skills (what students will be able to do):

• Mine a year of their own work for evidence and name what an employer would care about in each piece.
• Write a resume bullet in three parts with a number, a quantity, or a named audience in it.
• Produce a one-page resume with seven sections, no paragraphs, and nothing on it they cannot point to.
• Give and act on specific feedback against a written checklist.
• Deliver a 30-second answer to an unexpected question that stays on the question, states a decision, and gives a reason.
• Score themselves on four observable traits with evidence and name one to work on.
• Deliver a three-part "tell me about yourself" answer that names a provable skill.
• Tell one STAR story from their own year with a Result that has a number, a time, or a named outcome in it.
• Greet, shake hands, answer seven interview questions, and thank an interviewer.
• Observe an interview and write two pieces of feedback that name what was seen or heard.
• Find the problem behind a real business and say who has it.
• Compute revenue, cost, and profit, and separate cost per unit from total cost.
• Generate twenty ideas without evaluating them, then filter them against three criteria and rank the survivors.
• Build a customer profile in five specifics and conduct three customer interviews recorded in the customer's own words.
• Compute unit cost line by line, set a price from customer evidence, compute margin per unit, compute break-even in units rounded up, and build a one-month projection with a defended unit count.
• Say a break-even as a sentence out loud, under pressure, without looking at the paper.
• Draft, time, and cut a 60-second pitch in six parts.
• Build a five-panel deck whose numbers panel is readable from ten feet.
• Build a prototype using a skill from the year and name which unit it came from.
• Rehearse standing against a timer and revise in response to peer review, naming each change and its reason.
• Deliver a pitch to adults they do not know and answer an unplanned question with a number or a quote.
• Score ten teams against four criteria and defend an award vote with evidence.
• Assemble a twelve-item portfolio and write one line per artifact naming the skill it proves.
• Write a year reflection with evidence and name one skill they will use first and when.

5. Unit objectives

One per topic, upper half of Bloom's:

• Topic 7.1: Students will evaluate a year of their own work for evidence of employable skill, create a one-page resume in which every bullet has the work, the explanation, and the output, and demonstrate a professional interview in which they deliver a three-part self-introduction and one STAR story with a Result, then justify one revision to their own answer using feedback a peer gave them about something the peer actually saw or heard.
• Topic 7.2: Students will design a business from a real problem they found themselves by evaluating twenty of their own ideas against three criteria, validating the chosen one with three customer interviews and revising it in response, computing unit cost, price, margin, and break-even in units, constructing a prototype with a skill from this course and a five-panel deck whose numbers are readable at distance, and defending the whole thing in a 60-second pitch to an adult panel including an answer to a question they did not plan for.

6. Topics, sequence, and timeline

Day counts: 5 + 8 = 13. The day-by-day placement is in Calendar 07.md.

A note on Lesson 7.8 and the thirteen-day envelope. Lesson 7.8 has two periods of content and is written that way: Day 1 the customer, Day 2 the money. The year calendar gives Unit 7 thirteen periods, which is exactly enough for twelve lessons if only Lesson 7.10 runs two days. So in the thirteen-day calendar Lesson 7.8 runs one period, using the one-period procedure printed in the lesson, and the teams' own numbers pages are completed in the Numbers Clinic that opens Lesson 7.10 Day 1, which is built into that lesson's timed procedure and is not an improvisation. If your school's calendar gives Unit 7 fourteen periods, run Lesson 7.8 across two days and shift everything after it one cell right. That is the better unit and it is the version to ask for, because the fourteenth period buys a full class period on unit cost, margin, and break-even, which is the most transferable arithmetic in the course.

Flex lessons (drop first when time runs short), in this order:

1. Lesson 7.3, ACT FAST (day 170). Fold the four traits into Lesson 7.4's anchor chart as a five-minute block and give the self-score sheet as that lesson's exit card. The drill is the best day of Topic 7.1 for classroom climate and the least load-bearing for the rubric, which is why it is first. Saves 1 day.
2. Lesson 7.6, What a Business Is (day 173). Fold the four questions and the profit example into Lesson 7.7's do now and first block, using two businesses instead of five. Saves 1 day, and it costs the revenue, cost, and profit teaching that Lesson 7.8 depends on, so only do this if Unit 2's money work was strong.
3. Lesson 7.10 Day 2 (day 178). Rehearse twice inside Day 1's last twelve minutes and run the peer review as a written swap of the peer review sheet instead of a delivered pitch. Saves 1 day and it costs pitch quality directly, which is visible to the guests, so it is third.
4. Lesson 7.2, Build Your Resume (day 169). Only if the class has devices and can draft the resume outside class. The conference rotation is the reason more than eighty-seven students at Brentwood finished a resume; losing it means losing the two-minute conference with every student, which is the most valuable fifteen minutes in Topic 7.1. Last for a reason.

Lessons that must not be cut: 7.1 (without the folder mining the resume is invented and the capstone argument collapses), 7.5 (the only formal check in Topic 7.1), 7.7 (the gate that decides whether the project is finishable), 7.11 (pitch day itself), and 7.12 (the portfolio and the year reflection, which is the course final).

The 5-day version (for the 30-week schedule, where the scope and sequence drops Unit 7 and folds it into Unit 2 Topic 2.5, adding 3 days plus these 5):

In the 5-day version the portfolio and the year reflection move to the last day of Unit 6 and Rubric 07 is scored on criteria 1, 2, 3, and 6 only, out of 16. Say so in the syllabus, because IGLR 3. d) and 5. b) still need a home and this is it.

One-semester and every-other-day versions: the scope and sequence does not schedule Unit 7 in either. If a semester course wants a capstone, run the 5-day version above in the last week and score criteria 1, 2, 3, and 6.

Two-year spiral (grade 7 and grade 8): Unit 7 is Year B's closer, which is the right place for it, and in that arrangement the resume in Year B can mine two years of folders instead of one. Nothing else changes.

7. Standards block

NYS module lines taught (every line, by code, with the lesson that teaches it)

Text verbatim from NYS Middle Level CTE FACS Content Module 01, Individual Growth and Life Readiness (nyctecenter.org, June 2018 preliminary release).

• NYS IGLR 1. Personal Development c) Predict areas of personal interests relating to the future : Unit 2 Lesson 2.2 (first taught); Lessons 7.1, 7.12
• NYS IGLR 2. Goal Setting d) Design, implement, and evaluate a plan to attain a desired goal : Unit 2 Lesson 2.4 (first taught); Lessons 7.2, 7.10, 7.12
• NYS IGLR 3. Employability a) Explore employability skills : Unit 2 Lesson 2.20 (first taught); Lessons 7.3, 7.4
• NYS IGLR 3. Employability b) Show understanding of interpersonal dynamics : Unit 0 Lessons 0.2, 0.4 (first taught); Lessons 7.5, 7.10
• NYS IGLR 3. Employability c) Demonstrate effective communication skills : Unit 0 Lesson 0.2 (first taught); Lessons 7.3, 7.4, 7.5, 7.9, 7.11
• NYS IGLR 3. Employability d) Explore and implement strategies for career readiness : Lessons 7.1, 7.2, 7.5, 7.12 (primary unit for this line)
• NYS IGLR 4. Financial Readiness b) Create and follow a budget : Unit 2 Lesson 2.9 (first taught); Lessons 7.6, 7.8 and Project 07
• NYS IGLR 5. Career Pathways a) Explore various careers within the 16 national career clusters : Unit 2 Lessons 2.21, 2.22 (first taught); Lesson 7.12
• NYS IGLR 5. Career Pathways b) Examine the skills needed to become an entrepreneur : Lessons 7.6, 7.7, 7.8, 7.9, 7.10, 7.11 (primary unit for this line)

Careers lines from the other five content modules, collected but not newly taught here: N&W 4. a) and 4. b) (Unit 1 Lesson 1.22); HDR 7. a) and 8. b) (Unit 3 Lesson 3.19); EDM 4. a), 4. b), and 4. c) (Unit 4 Lesson 4.16); ATPD 5. a) and 5. b) (Unit 5 Lesson 5.19); FSP 6. a), 6. b), and 6. c) (Unit 6 Lesson 6.18). The self-checks and career research cards those lessons produced are read in Lessons 7.1 and 7.12. Full verbatim text in Section 2.1.

One HDR line performed here and cited at unit level:

• NYS HDR 2. Self-Concept and Self-Image e) Assess the impact of first impressions on the development of relationships in social and work settings : Unit 3 Lesson 3.5 (first taught); performed in Lesson 7.5's greeting, handshake, and closing work. Unit-level citation: no lesson page prints this line. See Section 14.

CTE theme lines used (text verbatim from the theme modules)

Career and Community Opportunities (primary):

• CTE CCO 1. The Work World a) Describe reasons for working in paid and unpaid work environments : Lesson 7.6 and Project 07
• CTE CCO 3. Employability Skills a) Identify personal characteristics such as abilities, interests, and values and examine how they might impact career choices : Lessons 7.1, 7.4
• CTE CCO 3. Employability Skills c) List and describe employability skills and ways they benefit individuals in community and work situations : Lessons 7.1, 7.3
• CTE CCO 3. Employability Skills d) Demonstrate personal development of employability skills through practice of these skills in a variety of classroom applications : Lessons 7.2, 7.5
• CTE CCO 4. Career Plans b) Assess personal characteristics such as interests, abilities, and aptitudes in relation to characteristics associated with careers of interest : Lesson 7.12
• CTE CCO 4. Career Plans d) Formulate a personal career plan that includes short-term and long-term goals needed to carry out the career plan : Lesson 7.12 (the grade 8 stretch is where this line is actually met at this age)
• CTE CCO 5. Community Needs Assessment c) Explore the role adolescents can play in providing for the needs and enhancing the lives of community members : Project 07 (offered, not required)

Communication and Interpersonal Relationships:

• CTE CIR 1. Communication f) Demonstrate personal development of communication skills through practice of these skills in a variety of classroom applications : Lessons 7.3, 7.9, 7.11
• CTE CIR 2. Listening c) Show understanding of active listening and feedback techniques : Lessons 7.5, 7.8
• CTE CIR 3. Workplace Communication a) List the similarities and differences between personal and workplace communication and the uses of technology in each : Lesson 7.4
• CTE CIR 3. Workplace Communication b) Describe ways effective communication promotes workplace efficiency : Lesson 7.9
• CTE CIR 3. Workplace Communication e) Explain how to give and receive accurate reports in a variety of formats : Lesson 7.2
• CTE CIR 3. Workplace Communication f) Demonstrate effective communication skills in a group setting to accomplish a task : Lesson 7.10 and Project 07
• CTE CIR 6. Conflict Prevention and Management f) Contribute to a classroom environment that encourages respect for the ideas, perspectives, and contributions of all : Lesson 7.11

Problem Solving and Innovation:

• CTE PSI 1. Problem Solving d) Define innovation as new applications for existing technologies and systems : Lesson 7.7
• CTE PSI 1. Problem Solving e) Demonstrate personal development of problem-solving skills through practice of these skills in a variety of classroom applications : Lesson 7.11
• CTE PSI 2. Design Process (Proactive) a) a. Defining the problem being addressed : Lesson 7.7
• CTE PSI 2. Design Process (Proactive) a) b. Defining criteria that must be met through the finished design : Lesson 7.8
• CTE PSI 2. Design Process (Proactive) a) d. Brainstorming and examining possible solutions : Lesson 7.7
• CTE PSI 2. Design Process (Proactive) a) f. Developing and constructing a prototype or model of the selected design : Lesson 7.10
• CTE PSI 2. Design Process (Proactive) a) g. Testing and evaluating the prototype and model against the design criteria and constraints : Lesson 7.10
• CTE PSI 2. Design Process (Proactive) a) i. Evaluating their use of the design process and how it impacted their final solutions : Lesson 7.12

Financial and Consumer Literacy:

• CTE FCL 4. Buying Goods and Services a) Define the term "consumer" and describe the role of the consumer in the economy : Lesson 7.6
• CTE FCL 4. Buying Goods and Services c) Develop a spending and savings plan (budget) based on income and expenses : Lesson 7.8 and Project 07
• CTE FCL 1. Earning Income a) Explore job and career options and initiate a career plan : Lesson 7.12. Unit-level citation; no lesson page prints this line. See Section 14
• CTE FCL 1. Earning Income b) Compare the income potential of jobs included in their career plans : Lesson 7.12 (grade 8 stretch). Unit-level citation. See Section 14

Health, Safety, and Wellness:

• CTE HSW 1. Health Practices f) Describe how an individual's health status impacts performance of tasks at home, at school, and in workplace and community settings : Lesson 7.3. Unit-level citation; no lesson page prints this line. See Section 14

Sustainability:

• CTE SUS 1. Resources b) Explain how sustainability can be a factor in decision making : Project 07, for any team whose idea reuses, repairs, or reduces waste. Unit-level citation; offered, not required. See Section 14

NYS FACS Learning Standards (Intermediate)

The state's Individual Growth and Life Readiness module lists Standards 2 and 3. This unit cites Standard 3 on every lesson page and Standard 2 at unit level.

Standard 3: Resource Management. Students will understand and be able to manage their personal and community resources.
Key Idea: Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self.

• PI B: Students understand the resources available to them, make informed decisions about the use of those resources, and know some ways to expand resources. (Lessons 7.6, 7.7)
• PI C: Students are able to budget their time and money. (Lessons 7.8, 7.10)
• PI D: Students understand how working contributes to a quality living environment. (Lesson 7.3)
• PI E: Students identify their own abilities and interests as possible guides to career choice. (Lessons 7.1, 7.2, 7.4, 7.5, 7.9, 7.11, 7.12)

Standard 2: A Safe and Healthy Environment. Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Key Idea: Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others. (Unit-level citation. The crosswalk assigns Standard 2 Key Idea to IGLR 3. b) and 3. c), the interpersonal and communication lines, on the reasoning that the key idea's last sentence covers providing a safe environment for others. Lessons 7.3, 7.5, and 7.11 all depend on the room being psychologically safe enough for a student to speak badly in front of people and not be hurt by it, and the applaud-everyone-the-same rule and the no-presentation accommodations are how that is done. No Standard 2 PI fits, so the citation is at the key idea level, which is the same treatment Unit 6 gave it.)

The PI letters are NYLearns codes; the NYSED print document lists the indicators as bullets. [Sal: confirm the Standard 2 and Standard 3 wording against the NYSED PDF before the standards map goes live; see crosswalk E.4.]

CDOS (Intermediate)

• CDOS 1 Career Development: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. (Lessons 7.1, 7.12. This is the unit where CDOS 1 is the content rather than a thread)
• CDOS 2 Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. (Lessons 7.6, 7.8. Unit cost, margin, and break-even are grade 7 math doing a job)
• CDOS 3a Universal Foundation Skills: Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace. Sub skills used in this unit:
  • Basic Skills: Students listen to and read the ideas of others and analyze what they hear and read; acquire and use information from a variety of sources; and apply a combination of mathematical operations to solve problems in oral or written form. (Lessons 7.4, 7.8)
  • Thinking Skills: Students evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills. (Lesson 7.7)
  • Personal Qualities: Students demonstrate an understanding of the relationship between individuals and society and interact with others in a positive manner. (Lesson 7.3)
  • Interpersonal Skills: Students demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision. (Lessons 7.5, 7.11)
  • Managing Information: Students select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia). (Lessons 7.2, 7.9)
  • Managing Resources: Students understand the material, human, and financial resources needed to accomplish tasks and activities. (Lesson 7.10)
  • Technology: Students select and use appropriate technology to complete a task. (Lesson 7.2, for the typed resume where devices exist. Unit-level citation; see Section 14)
  • Systems: Students understand the process of evaluating and modifying systems within an organization. (Lesson 7.6, the four questions as a system. Unit-level citation; see Section 14)

Standard 3b (Career Majors) exists only at Commencement. A grade 6 to 8 course cites 1, 2, and 3a only, which is what all twelve state modules do.

National FCS 3.0 (LEAD FCS Education, 2018 to 2028; text verbatim from the 3.0 compilation)

Numbers printed in the Individual Growth and Life Readiness module's own Standards Addressed block are marked (block); numbers confirmed in the 3.0 text but not printed in that block are marked (ext).

Core competencies for this unit:

• 1.2.1 Examine possible careers to find what each one requires and offers in knowledge, skills, attitudes, and openings. (block) (Lesson 7.12)
• 1.2.2 Show the skills used to find a job and to keep one. (block) (Lessons 7.1, 7.2, 7.4, 7.5)
• 1.2.4 Work productively on teams at school, at work, and in the community, including with people different from yourself. (block; the module block omits "and with diverse populations," so the 3.0 wording is quoted) (Lessons 7.7, 7.10)
• 1.2.8 Show the work habits, ethics, and professional conduct employers expect. (block) (Lessons 7.1, 7.3, 7.11)
• 2.1.1 Use time management, organization, and step-by-step process skills to rank tasks and reach goals. (block) (Lesson 7.10)
• 2.5.1 Examine how resources get used when individuals, families, and communities choose among needs and wants. (block) (Lessons 7.6, 7.8)
• 2.6.2 Use sound money management principles in personal and family finances. (block) (Lesson 7.8)
• 13.3.2 Show the spoken and unspoken behaviors and attitudes that make communication work. (block) (Lessons 7.3, 7.4, 7.9, 7.11)
• 13.3.3 Show how to listen well and give useful feedback. (block) (Lesson 7.5)

Secondary competencies cited on lesson pages, confirmed in the 3.0 text:

• 1.1.6 Build a life plan that lays out how to gain what a person must know and be able to do to reach personal, family, and career goals. (ext) (Lesson 7.12)
• 1.2.6 Show leadership in school, work, and community settings. (ext) (Lessons 7.9, 7.11)
• 2.5.2 Examine the parts individuals and families play in the economy. (ext) (Lesson 7.6)
• 3.1.2 Examine openings for jobs and for starting a business. (ext) (Lessons 7.6, 7.7)
• 3.1.5 Put together a portfolio that shows the skills consumer services careers call for. (ext) (Lesson 7.12. This is the competency the Career Readiness portfolio exists to meet, and it is the cleanest fit in the whole 3.0 text for what this unit produces)

Not cited, and why: the module block prints 2.7.2, 2.7.3, and 2.7.4, and those numbers do not exist in the 3.0 text (Area 2 runs 2.1 to 2.6). Crosswalk E.1 flags them. Their content, which is money management, financial goals, and credit, is Unit 2's anyway and is cited there as 2.6.1, 2.6.2, 3.3.3, and 3.3.4. Do not cite 2.7.x anywhere in this unit. The block also prints 1.2.3, 2.4.3, 2.6.1, 12.1.1, 12.2.4, 13.1.1, 13.2.1, and 13.3.1, all of which are Unit 2's or Unit 3's content and none of which this unit teaches.

Area 1 is the right area for this unit, which is worth noting because every other unit in this course had to reach outside its natural area for career competencies. Area 1.2 is titled "Demonstrate transferable knowledge, attitudes, and technical and employability skills in school, community and workplace settings," and this unit is that sentence. Credit LEAD FCS Education visibly on the site; it is a condition of the non-commercial terms of use.

Career Ready Practices (as the Individual Growth and Life Readiness module lists them)

The module PDF prints these seven:

• CRP 1. Act as a responsible and contributing citizen and employee
• CRP 3. Attend to personal health and financial well-being
• CRP 4. Communicate clearly and effectively and with reason
• CRP 8. Utilize critical thinking to make sense of problems and persevere in solving them
• CRP 9. Model integrity, ethical leadership, and effective management
• CRP 10. Plan education and career paths aligned to personal goals
• CRP 11. Use technology to enhance productivity

Career Ready Practices are a secondary citation on this unit page only; the Common Career Technical Core source text has not been fetched (crosswalk E.2). [Sal: verify against careertech.org before the full list goes on the site. Note that your own FNES 538 lesson cited CRP 1, 2, 4, 10, and 12, which is a slightly different set; CRP 2 and 12 are printed in other modules, not in the Individual Growth and Life Readiness one.]

8. Project

Name: FACS Shark Tank. Full sheet in Project 07 - FACS Shark Tank.md (handed out in Lesson 7.7 and reread in Lesson 7.10 Day 1); rubric in Rubric 07 - Career Readiness and Shark Tank.md.

The scenario: three students, one business idea, seven class periods. On the last Friday of the school year, four adults sit at a table in the FACS room: the teacher, an administrator, another teacher, and one adult who does not work in the building. Each team gets 60 seconds to pitch and then 90 seconds of questions. The numbers have to be real. The customers have to be people the team actually asked. The prototype has to be something they actually made. The one rule of the project is that it cannot be made up.

The FACS rule: the idea has to connect to at least one of the six things the course covered (food, money, family, home, clothing, work) and the team has to say which and why in one sentence. That rule is what makes this a Family and Consumer Sciences capstone instead of a business elective, and it is why a student who spent the year learning to sew a hem, cost a meal, and measure a room has an advantage.

Deliverables: (1) the one-page business brief with the problem, who has it, the product or service, one differentiator, and the module connection sentence; (2) three customer interviews recorded in the customer's own words plus the line naming what they changed; (3) the numbers page, signed by the CFO: unit cost line by line, price, margin per unit, fixed cost, break-even in units, and a one-month projection with a defended unit count; (4) the five-panel deck or poster, the problem, the solution, the customer, the numbers, the ask; (5) the prototype or sample, built with a skill from this year, with the unit named; (6) the 60-second pitch in six parts, delivered by all three members.

Steps by day: Lesson 7.6 (day 173) the four questions, the problem behind five real businesses, revenue and cost and profit, business or hobby. Lesson 7.7 (day 174) the six-area problem scan, twenty ideas with no criticism, the three-question filter, the choice, the module sentence, the roles. Gate: the signed filter sheet. Lesson 7.8 (day 175) the customer profile, three rotating customer interviews, what changed, and the whole-class numbers worked example. Lesson 7.9 (day 176) the six pitch parts, the model pitch critiqued, the draft, timed twice. Lesson 7.10 Day 1 (day 177) the Numbers Clinic, the panel plan, panels 1 to 3, the prototype. Gate: the signed planner sheet and the signed numbers page. Lesson 7.10 Day 2 (day 178) panels 4 and 5 finished, three timed standing rehearsals, the team-to-team peer review, two written revisions, the folder in and criteria 3, 4, and 5 scored. Lesson 7.11 (day 179) pitch day. Criterion 6 scored live. Lesson 7.12 (day 180) the project materials go into each student's own portfolio.

Group or individual: teams of three, assigned by the teacher, with three roles. CEO owns the idea, the pitch, and the clock. CFO owns every number and signs the numbers page. CMO owns the customer interviews, the panel layout, and the prototype. All three know all four numbers and all three speak part of the pitch. Nobody is the boss of the other two, and that sentence is printed on the role cards because it is the argument the teacher would otherwise referee on the build days.

Choice built in: the problem, found in the team's own scan; product or service; which FACS module it connects to and how; what the prototype is, from a menu of seven routes that each use a different unit's skill; the price; the ask; poster or trifold or five taped sheets; who says which part of the pitch and in what proportion; and which artifact from the project goes in each student's own portfolio.

ELL and IEP supports: the picture panel template for all five panels, offered to every team and not assigned to one; customer interviews conducted and recorded in Turkish, Portuguese, or Spanish with one line translated for panel 3, and a quote left in the customer's own language scored at the same level; sentence starters in all four languages for the six pitch parts, the three interview questions, the break-even sentence, and the module sentence, all marked [check with a native speaker]; a written pitch part read aloud by a teammate, as a named accommodation that does not cap the rubric score; a pitch delivered to the judge table with no audience; a recorded or written pitch scored on the same descriptors; calculators for everyone with no permission needed; pre-labeled numbers page, panel planner, and interview sheet; teacher-operated box cutter, iron, and sewing machine for every student; extended build time at lunch on both Lesson 7.10 days; teams of three assigned by the teacher so nobody is picked last. Full list in Project 07, and the corresponding rubric language is in Rubric 07's how-to-use note.

How it is presented: pitch day, Lesson 07.11. Four adults at a judge table, a running order posted, a student timekeeper, 60 seconds and 90 seconds of questions per team, every student in the audience scoring every team on a four-criteria sheet so nobody spends 25 minutes watching, and four awards in named categories: Most Useful, Best Numbers, Best Pitch, Most Likely To Actually Work. The judges announce their winners; the class's own votes are read afterward and the difference between the two is named out loud as a normal thing. No-guest version: the panel becomes the teacher plus three students from teams that already pitched, with the same judge sheet, running in two halves with a swap at the midpoint. Do not cancel pitch day for lack of guests.

Full no-lab version: the project requires no kitchen and no sewing machine as written. A food idea becomes a costed menu card with a drawing or photograph; an apparel idea becomes a hand-sewn sample, a drawing with fabric swatches taped on, or a mended item from home. A room with tables, paper, rulers, and the Unit 5 scrap bin can run this project complete. What is lost is a second performance of a machine skill; what is gained is that every team's prototype is finishable inside two periods, which is why the drawing route is on the menu for everyone and not just for a room with no lab.

9. Assessment plan

• Formative (daily): a do now every day except pitch day, a named check for understanding in every lesson (the clipboard checklist on three-part bullets, the two-minute resume conference with its S, P, N codes, the private trait tally during the ACT FAST rounds, the hold-up check on the 60-shirt profit, the team idea count, the door check with filter question 2, the break-even sentence said aloud, the "Hook. Go." check, the four-gate scan, the planner signature, the three recorded rehearsal times, and the four live marks on pitch day), an exit card on most days, and the peer checks in Lessons 7.2, 7.5, 7.8, and 7.10. All daily work is scored complete, partial, or missing.
• Formal at the end of each topic:
  • Topic 7.1: Rubric 07 criteria 1 and 2, 8 points, in the last 15 minutes of Lesson 7.5. Criterion 1 scores the resume from the Lesson 7.2 draft as revised; criterion 2 scores the mock interview from the same period, using the peer feedback sheet, the three-part answer, the STAR planner, and the teacher's two live marks. Students fill the self-assessment row for those two criteria first. Returned at the start of Lesson 7.7.
  • Topic 7.2: Rubric 07 criteria 3 to 6, 16 points. Criteria 3, 4, and 5 are scored from the team folder and the prototype at the end of Lesson 7.10 Day 2 and returned at the door on pitch day. Criterion 6 is scored live in Lesson 7.11 from the teacher's four marks plus the judge sheets.
• There is no unit test and no Assessment 07.x file. This is the only unit in the course without one, on purpose. The course grading plan says: "There is no separate final exam; the capstone project and the year reflection serve as the final." A twenty-item test on interview structure and break-even would measure less than the rubric already measures, and day 180 is better spent on the portfolio.
• The year reflection (Lesson 07.12, Step 3) is the second half of the course final. It is scored complete on four answers with evidence from the portfolio and it is not graded for writing quality. It may be written in a home language. The portfolio checklist with twelve proof lines is scored complete, partial, or missing and recorded with the project.
• Grade weights within the unit follow the course grading plan: labs and projects 40 percent (Rubric 07, 24 points, plus the portfolio), topic assessments 25 percent (there is no quiz in this unit; the marking period's other units carry this category, and criteria 1 and 2 of Rubric 07 may be recorded here instead if your school's portal requires something in the column), daily work 20 percent (do nows, handouts, exit cards, the audience scoring sheet, the peer review sheets), participation and safety 15 percent (role performance in Topic 7.2, the applaud-everyone rule on pitch day, and the observer role in Lesson 7.5 done honestly).
• Marking period note: all 13 days are inside MP4 (days 136 to 180). This unit is the last thing in the gradebook, which means it has to be scored fast. Criteria 1 and 2 are scored the night of Lesson 7.5, criteria 3 to 5 the night of Lesson 7.10 Day 2, and criterion 6 in the twenty-second swaps on pitch day itself so nothing is left on day 180.
• Missed days: a student absent for Lesson 7.5 does the mock interview with the teacher at lunch or during a support period, on the same criterion 2 descriptors. A student absent on pitch day is scored on criteria 3, 4, and 5 with the team and on criterion 6 from their written pitch part. A student absent for most of Topic 7.2 is scored on criteria 3 and 4 with the team and on criterion 6 from a written pitch, and their portfolio is assembled from what exists. Nobody loses project points for being sick.

10. Materials, budget, and room

Room assumptions: a classroom or FACS lab with movable desks (Lesson 7.3 needs a horseshoe, Lesson 7.5 needs triads with two chairs facing, Lesson 7.11 needs a judge table facing an audience), wall space for six area signs and a class anchor chart that stays up for a week, counter space for ten posters and ten prototypes, a projector, and the FACS folder crate. The kitchen and the sewing stations are useful for prototypes and are not required. [Sal: the only room requirement that is not obvious is the judge table. It needs to face the class with a clear sightline and enough space for four adults, four chairs, four packets, and water. Set it before the bell on pitch day.]

Consumables, per section, in the order the unit spends them:

Per-section total: about $25 to $35, and about $50 in the first year with the one-time lines. This is the cheapest unit in the course by a wide margin, and it is worth saying to a principal in exactly those terms: the capstone that produces a resume, a scored interview, a customer-validated business plan with real arithmetic, a prototype, a pitch to an outside panel, and a portfolio that goes home costs about thirty dollars a section, because it spends the skills the other six units already paid for.

Across four sections in one year that is roughly $100 to $140, and the two lines that actually matter are the poster board and the folders. Do not economize on the folders. [Sal: if your school's supply budget is zero, the version that still works is five taped sheets of letter paper instead of poster board and the school's own two-pocket folders, which brings a section to under $10. Do not cut the folders to save money; cut the poster.]

Equipment: a visible timer with a sound (a kitchen timer from the lab is better than a phone because students can see the dial), a stopwatch or phone timer per team for Lessons 7.9 and 7.10, one easel or counter lip to stand a poster on for pitch day, and the FACS folder crate. Nothing else.

Handouts (in 05 Materials/Unit 07/, as the lessons name them):

• Topic 7.1: Handout 07.01 - Resume Sections and the Three-Part Bullet.md; Handout 07.02 - Resume Template and Worked Example.md; Handout 07.03 - ACT FAST Scenario Cards and Self-Score.md; Handout 07.04 - Three-Part Answer and STAR Planner.md; Handout 07.05 - Interview Question Cards and Feedback Sheet.md
• Topic 7.2: Handout 07.06 - Four Questions and Profit Example.md; Handout 07.07 - Problem Scan and Idea Filter and Role Cards.md; Handout 07.08 - Customer Profile Interview Sheet and Numbers Page.md; Handout 07.09 - Pitch Anatomy and Draft Sheet.md; Handout 07.10 - Five-Panel Deck Template and Peer Review.md; Handout 07.11 - Judge Sheet and Audience Scoring Sheet.md; Handout 07.12 - Portfolio Checklist and Year Reflection.md

[Sal: if a handout name on a lesson page does not match this list, the lesson page wins.]

Slides: one outline per lesson, Slides 07.01 through Slides 07.12, in the same folder, with Day 1 and Day 2 labeled on 07.08 and 07.10. The site build renders every outline as an HTML deck.

No-lab plan for the whole unit: eleven of the twelve lessons never need the kitchen or the sewing stations. Lesson 7.10 is the only one that can use them, and its prototype menu has seven routes of which five need nothing but paper, a ruler, and a pencil. A FACS room with no working lab runs this unit complete.

11. Health and other-department coordination

Math. The most important coordination in the unit and the easiest to arrange. Lesson 7.8's numbers page uses a sum (unit cost), a difference (margin), a division with a rounded-up whole-number answer (break-even in units), and a two-step expression (the projection). Ask the grade 7 math teacher two questions in May: which words do you use for unit rate, and have they done a division where the remainder forces you to round up. Use their words. FACS gives math ten real numbers pages as a June problem set and one authentic division whose remainder means something you cannot sell. Math gives FACS the vocabulary students already have and, if willing, ten minutes in Lesson 7.10 Day 1's Numbers Clinic checking arithmetic, which is the single most useful adult help available in this unit. [Sal: the break-even division is the place students go wrong. Ask the math teacher to look at the tote bag example and tell you how they would set it up.]

ELA. Three pieces of real writing in twelve days. Tell the ELA teacher in May which week the resume, the pitch, and the reflection happen. The resume is a compressed claim with evidence and no adjectives; the pitch is persuasion inside a hard time limit; the reflection is a claim supported by evidence the student is physically holding. FACS gives ELA authentic writing with a real audience and a real deadline; ELA gives FACS the revision language students already know and, if willing, one period of the resume conference rotation, which doubles how many students get a two-minute conference. [Sal: confirm the current NYS Next Generation ELA speaking and listening codes with the ELA teacher before printing 8SL4, 8SL6, or 8W4 anywhere.]

Art. Two minutes in Lesson 7.10 Day 1 on what a person reads first on a poster, and whether a number is legible from ten feet. FACS gives art a real design constraint with an audience; art gives FACS a two-minute lesson a FACS teacher cannot deliver as well.

The school counselor. Three things. Lesson 7.5: the counselor can take one triad and run four real high school admissions interviews, which raises the stakes for the whole room. Lesson 7.12: the counselor should have a copy of the portfolio checklist, because a student who walks into a high school conversation with that folder is a different applicant. Records: the counselor keeps activities and awards records a student will not remember for the resume in Lesson 7.1.

Administration. This is the one unit where an administrator's presence is part of the curriculum, not a courtesy. Ask in writing, in September, for 45 minutes on the last Friday of the year. The ask is small and the return is that an administrator watches ten teams defend real arithmetic in front of them. [Sal: this is also the single best argument available for keeping the FACS program funded, and it costs the administrator less than a classroom observation.]

Health. No coordination needed. Unit 3 taught stress and the stress toolkit; Lesson 7.3's one health connection (nerves and physical composure) refers back to it rather than reteaching it.

12. Connections (in-building and community)

Inside the building:

• Math teacher. FACS gives: ten authentic numbers pages, a rounded-up division, and a class of students who have a reason to care about unit rate in June. FACS gets: matching vocabulary and ten minutes of arithmetic checking in the Lesson 7.10 Numbers Clinic.
• ELA teacher. FACS gives: three real pieces of writing with real audiences and deadlines, and evidence that persuasive structure transfers. FACS gets: revision language, confirmed standard codes, and possibly a second adult for the resume conference rotation.
• School counselor. FACS gives: a class already trained in the three-part answer and the STAR frame, and a portfolio that makes a high school conversation easier. FACS gets: real admissions questions, the activities and awards records, and an adult interviewer for Lesson 7.5.
• Administrator. FACS gives: 25 minutes of direct evidence about what students in the building can do, with a judge sheet in their hand. FACS gets: the fact that the audience is real, which is what makes students rehearse.
• Another teacher, any subject. FACS gives: a seat at the judge table and a genuinely good 45 minutes. FACS gets: a second adult voice, and a colleague who now knows what happens in the FACS room.
• Art and technology teachers. As in Section 11.

Community, and the guest panel logistics in full:

This is the only unit in the course whose central event depends on outside adults, so the logistics are written out rather than left to the week of.

• Who to ask, in priority order: one administrator (principal, assistant principal, or dean); one teacher who is not the FACS teacher; one parent or guardian, preferably one who runs a business or works in hiring; one outside adult, which can be a local small business owner, a bank branch employee, a chamber of commerce member, a school board member, or a graduate of the school. Four is the target. Three is enough. One outside adult in year one is a success.
• When to ask: September. Not June. Put the date on the school calendar with the rest of the year's events. A business owner can hold 45 minutes nine months out and cannot hold it nine days out.
• What to ask for, in writing: "45 minutes on [date] at [time] to hear ten teams of eighth graders pitch a business they built, and to ask each one question. You will get a one-page briefing and a score sheet. You do not need to prepare anything."
• What to send two days ahead: the one-page judge briefing from Handout 07.11, the running order, and the six parts of the pitch so judges know the structure students were taught. A judge who knows the structure asks a question inside it.
• What to hand them at the door, five minutes early: the packet of judge sheets with the running order on the front, water, a chair at the table, and three spoken instructions: score every team, ask one question per team inside the 90 seconds, and say one specific true thing to every team before the next one starts.
• The one thing to tell them plainly: their sheets are not the grade of record. It frees them to write honestly and it protects students from a stranger's off day.
• The failure mode to manage: a judge who gives a two-minute speech instead of asking a question. The briefing says one question and ten seconds of feedback. Stand up at second 80 and they will wrap.
• Afterward: thank them by name, out loud, in front of the students, and send a handwritten note from the class. Keep the list. The same people come back the next year and they bring somebody.
• What the community gives and gets: FACS gives a local employer 45 minutes of direct contact with the students who will apply to them in three years, and a genuinely interesting hour. FACS gets an audience that students will rehearse for, questions a teacher cannot ask with the same weight, and a relationship that pays off in guest speakers, a summer job lead, and a donated poster board.
• A second community connection worth one email: any adult who hires teenagers, asked "what do you actually look for on a first resume?" Quote the answer on the Lesson 7.1 slide. It takes one email and it makes the whole lesson land differently.
• The July email. The most valuable community connection in this unit is the one that happens after it. A student who applies for a summer job in July will have lost the folder. A teacher who can email that student a scan of their own resume in July is doing something almost nobody does, and it takes four minutes of photographing on day 180 to make it possible.

13. Vocabulary for translation

See Vocabulary 07.md: 45 Tier 3 words with a one-line student definition and columns for Turkish, Portuguese, and Spanish, marked [check with a native speaker] until verified, plus sentence starters in all four languages for the three-part answer, a STAR story, giving interview feedback, and the six-part pitch.

Two notes specific to this unit's vocabulary. First, the business terms are the ones most likely to differ by country: what one country calls margin, another calls the difference, and break-even has no single everyday word in every language. The English term stays on every card because students will see the English word on a real job application, a real resume template, and a real price sheet. Second, Sal's original vocabulary cards for the interview lesson were already translated into Turkish, Portuguese, and Spanish for his Brentwood students, and those words are folded into this file. [Sal: swap in your own Turkish and Portuguese cards where they read better than these, and have the ENL teacher read the whole table once before it is printed.]

14. What Sal should replace

Every [Sal: ...] placeholder in the unit, so he can find them. Grouped by where they live.

In the lessons:

1. Lesson 7.1: use your own resume, with address and phone removed, as the anonymized adult resume for the 45-second timing demonstration. Also: decide how much of the Brentwood 87-student resume story to tell on day one.
2. Lesson 7.2: name your school's platform and folder path for the typed resume template, and decide whether the school will print the finished resumes.
3. Lesson 7.3: swap in the ACT FAST scenarios your students actually laughed at. The 24 cards in Handout 07.03 are written fresh because your originals were not in the source folder.
4. Lesson 7.4: replace the pizza shop and animal shelter pretend jobs with two real places within walking distance of your school. Use their real names only with permission.
5. Lesson 7.5: keep a private list of the students who took the hallway interview; they will need the written-pitch accommodation on pitch day too.
6. Lesson 7.6: swap the five business cards for five businesses inside a mile of your school. Also hold up the Unit 6 receipt in Step 3.
7. Lesson 7.7: keep your own CEO, CFO, CMO role titles and the role decision lines from your own team formation sheets, which were not in the source folder and are rewritten here.
8. Lesson 7.8: reuse the Unit 6 supermarket circular as the price reference for any food idea's unit cost.
9. Lesson 7.9: pitch ClassroomStreet as the model pitch if you are comfortable doing it.
10. Lesson 7.10: add poster board to the unit budget; confirm what the Unit 5 scrap bin has left in June.
11. Lesson 7.11: build the judge invitation list in September. Confirm the per-team timing from the team count the night before.
12. Lesson 7.12: name where the three-page photocopies (resume, reflection, checklist) live, on your own drive and not the school's. Take the Unit 5 sewn-item photographs during Unit 5, not in June.

In this plan:

1. Section 2.3, trend 1 (AI): say what is true in the month you teach it. Avoid predictions.
2. Section 2.3, trend 3 (apprenticeships): check with the counselor what local BOCES, CTE high school, and apprenticeship intake ages actually are before naming any.
3. Section 2.3, trend 6 (wages): use the current New York minimum wage for your region and check it the week you teach.
4. Section 2.5 and Section 11 (ELA): confirm the NYS Next Generation ELA codes (8SL4, 8SL6, 8W4) with the ELA teacher before printing them on the site.
5. Section 7, NYS FACS Learning Standards: confirm the Standard 2 and Standard 3 wording and the PI order against the NYSED PDF. The text here is from NYLearns and the PI letters are NYLearns codes. Crosswalk E.4.
6. Section 7, CDOS: confirm the CDOS 3a Intermediate sub-skill wording against the NYSED CDOS document. Crosswalk E.4.
7. Section 7, Career Ready Practices: verify the seven CRP lines against careertech.org before printing the list. Note that your own FNES 538 lesson cited a slightly different set (CRP 1, 2, 4, 10, 12) and CRP 2 and 12 are printed in other modules, not the Individual Growth and Life Readiness one.
8. Section 7, the 2023 module versions: all module lines here come from the June 2018 nyctecenter.org PDFs. Diff them against the NYSED "Updated 5-2023" copies before any line goes on the site. Crosswalk E.5.
9. Section 10: put your school's supply budget in. The two lines that matter are poster board and portfolio folders.
10. Section 11 (math): ask the grade 7 math teacher which words they use for unit rate, and show them the tote bag break-even example.
11. Section 12: the September ask to an administrator for 45 minutes on the last Friday of the year.
12. Section 13: swap in your own Turkish and Portuguese vocabulary cards from Brentwood, and have the ENL teacher read the whole Vocabulary 07.md table once.

Unit-level standards citations that no lesson page prints yet (listed here so the standards map is honest about where they live):

1. NYS HDR 2. e) (first impressions in social and work settings): performed in Lesson 7.5's greeting and handshake work; first taught Unit 3 Lesson 3.5. Decide whether to print it on the Lesson 7.5 page.
2. CTE FCL 1. a) and 1. b) (job and career options, initiate a career plan; compare income potential): Lesson 7.12 and its grade 8 stretch. Decide whether to print them on the Lesson 7.12 page.
3. CTE HSW 1. f) (health status and performance of tasks): Lesson 7.3's composure content. Decide whether to print it.
4. CTE SUS 1. b) (sustainability as a factor in decision making): available to any team whose idea reuses or repairs. Offered in Project 07, not required, and not printed on a lesson page.
5. CDOS 3a Technology and CDOS 3a Systems: cited at unit level for the typed resume (Lesson 7.2) and the four questions as a system (Lesson 7.6). Neither lesson page prints them.

Two things this unit needs that were not in the source materials and are written fresh here:

1. The ACT FAST scenario deck. Sal's original cards were not in the folder. The 24 cards in Handout 07.03 are written new to match the described drill (slightly absurd scenarios, 30-second answers, the reveal that composure, communication, problem solving, and adaptability are what is being watched). Replace with the originals if they turn up.
2. The C-suite role cards. Sal's own education_team_formation_role_descriptions, role_decision_sheet, and brainstorm files were not in the folder. The CEO, CFO, and CMO cards in Handout 07.07 are written new from the described structure. Replace with the originals if they turn up.