Lesson Plan
Course Title:
Professional Communications
Session Title:
Your Portfolio
Lesson Duration: Approximately five 90-minute class periods
Proposed Schedule:
Day 1:
Cover portfolio concepts and how a portfolio can benefit students
(Outline 1-5; Slides 1 – 13)
Day 2:
Create portfolio structure
(Outline 6-8; Slides 14 - 25 )
Days 3-5:
Portfolio Documentation and Assembly
(Outline 9; Slides 26 – 29; Guided Practice/Independent Practice)
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will be able to create a portfolio for a specific
goal/purpose, complete with documentation and support documents.
Specific Objectives:
1. Define the term portfolio.
2. Identify uses for a portfolio.
3. Identify the benefits of creating and maintaining a portfolio.
4. Identify a personal goal/purpose for a portfolio.
5. Determine various types of content elements based upon portfolio purpose.
6. Create appropriate organizational filing structure.
7. Identify appropriate supporting documents – class assignment sheet, proposal request,
course syllabus – and select an appropriate file format.
8. Identify other important documents such as résumé, transcripts, test results.
9. Propose a process for maintaining and adding content to portfolio.
Preparation
TEKS Correlations:
§130.99(C)
(1) The student applies English language arts in professional communications projects. The
student is expected to:
(A) demonstrate use of content, technical concepts, and vocabulary;
(B) use correct grammar, punctuation, and terminology to write and edit documents;
(D) compose and edit copy for a variety of written documents; and
(E) evaluate oral and written information.
(4) The student applies information technology applications. The student is expected to use
personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for professional communications projects.
(7) The student develops leadership characteristics. The student is expected to participate in
student leadership and professional development activities.
(8) The student applies ethical decision making and understands and complies with laws
regarding use of technology in communications. The student is expected to:
AAVTC: Professional Communications: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
1
(A) exhibit ethical conduct;
(B) discuss copyright laws in relation to fair use and duplication of materials;
(10) The student develops an understanding of professional communications through
exploration of the career cluster. The student is expected to:
(E) make and evaluate formal and informal professional presentations by:
(i) analyzing the audience, occasion, and purpose;
(ii) determining specific topics and purposes for presentations;
(iv) using effective strategies to organize presentations; and
(xiv) evaluating effectiveness of presentations.
(J) apply desktop publishing to create products by:
(i) using word processing, graphics, or drawing programs;
(ii) applying design elements such as text, graphics, headlines, use of color, and
white space;
(iii) applying typography concepts, including font, size, and style;
(iv) applying graphic design concepts such as contrast, alignment, repetition, and
proximity;
(v) editing products; and
(vi) developing and referencing technical documentation.
Instructor/Trainer
References/Resources:
1. Reese, Luke. Digital Portfolio.
https://www.msu.edu/course/tsm/251/DigitalPortfolioGuidebook.pdf
2. Fontenot, Renee J. Tips on Creating a Career Portfolio.
http://hercules.gcsu.edu/~rfonteno/Career%20Development/CareerPortfolio.pdf
3. Simmons, Angela & Lumsden, Jill. Preparing a Portfolio.
http://www.career.fsu.edu/experience/document/portfolio-guide.html
Instructional Aids:
1. Slide presentation for classroom display – Your Portfolio
2. Project Documentation Worksheet
3. Portfolio Organization Worksheet (Pre-Numbered and Blank)
4. Portfolio Checklist
5. Portfolio Rubric
6. File Log Template
Materials Needed:
1. Sample portfolios (teacher, former students, professionals)
2. Sample documents or projects
3. Storage media (binders, plastic sleeves, etc.)
Equipment Needed:
1. Projection system to display slide presentation
2. Digital camera
3. Computers with word processing, spreadsheet, presentation, and graphics applications
4. Printer
5. Scanner
6. Electronic media storage device (hard drive, flash drive, server-based folder, etc.)
AAVTC: Professional Communications: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
2
Learner
Students should have completed enough major projects to begin to assemble a portfolio.
Introduction
MI
Introduction (LSI Quadrant I):
ASK: What is a portfolio? Have you created or seen a portfolio previously? What did
you think about the portfolio you created or saw? [Allow students to share
experiences, observations, etc.]
SHOW: Examples of exemplar portfolios (digital and hard copy).
SAY: A portfolio is collection of your best or most memorable pieces of work,
projects, or record of important events. It is used in many fields in support of
professional and personal activities. You might say it is a professional scrapbook or
view book. In today’s competitive school and job market, a well-designed portfolio
can set your work experience and skills apart from others applying for the same
program or position. With a little preparation, you can create a portfolio that can help
you achieve your goals!
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
I. Define the term portfolio.
A. Synonyms include scrapbook, view book,
log book, professional diary, pitch book
B. Way to showcase talent
C. Training/professional development tool
D. Organizational tool
E. Industry-specific nomenclature
F. Collection of very best work
(Slides 1 – 4)
Discuss industry-specific uses
and requirements for a portfolio.
Note: Refer to the Teaching Vocabulary Terms
and Phrases best practice:
http://cte.unt.edu/content/files/_A%26C/A%26C_
BestPractices/Terms_Phrases/Terms_Phrases_L
esson_all.pdf for information on how to best
teach vocabulary in the classroom.
II. Identify uses for a portfolio.
A. School admissions
B. Job applications
C. Record of work
D. Resource/reference for future work
E. Supports development of organizational
skills
F. Additional uses of portfolio will be
identified (extra-curricular activities and
leadership position in organizations,
marketing tool, historical record, etc.)
For a more personal example,
discuss your own portfolio from
school or discuss the current
philosophy for teachers to have
portfolios that contain lessons,
grading rubrics, examples of
work, supporting documents,
and TEKS information. Be
prepared to share your own
portfolio as an example.
(Slides 5 – 8)
Use links in slide presentation to
illustrate schools, employers,
and organizations that
encourage or require creation
and use of portfolios.
AAVTC: Professional Communications: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
3
III. Identify the benefits of creating and
maintaining a portfolio.
A. Structure and organization for filing
projects and supporting documents
B. Track work
C. Track skill development
D. Identify areas for personal/profession
improvement to support goals
E. Other benefits?
(Slides 9-10)
Instructor will lead discussion
with questions regarding benefits
to student for creating and
maintaining portfolio. Sample
questions:
 How can a great portfolio
help you in the job market?
 How can an average portfolio
be a barrier to your success?
IV. Identify a personal goal/purpose for creating a
portfolio.
A. Documenting work
B. Resources for future work
C. Tools for assisting others
D. Examples to use for future projects
E. History of skill/knowledge progression
F. Acceptance into post-secondary program
G. Getting a job
(Slide 11)
Have students select a purpose
for the portfolio from the list
provided in the slide or identify
another purpose of their own
choosing.
Note: Students should record
this goal at the top of the
portfolio worksheet.
Point for Discussion: Even
though students may change
their minds during the process of
creating the portfolio or later on
in life, it is important to establish
a goal/purpose now as this goal
will direct subsequent decisions
in the creation process.
Sometimes students may be
reluctant to commit to an
overarching purpose.
V. Determine various types of content elements
based upon portfolio purpose.
A. Graphics, word processing documents,
and other appropriate files
B. Appropriate support documents such as
course syllabus, awards, assignment
sheet, work order, grading rubric, etc.
C. Appropriate file types based on use
D. Appropriate filing structure for portfolio
content
E. Technology considerations
1. Computer capabilities
2. Software capabilities
3. Print capabilities
4. Access to camera/scanner
5. Storage media
6. Existing format of previous work
(Slides 12 – 13)
Discuss with students difference
between source documents
(word processing) and display
only (pdf) for sharing digital
portfolio with customers,
schools, employers.
Discuss organization of the
portfolio based upon purpose.
Because files are maintained
electronically, you can
reorganize easily based upon
audience and need.
AAVTC: Professional Communications: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
4
VI. Create appropriate organizational filing
structure.
A. Alphabetical, chronological, purpose, or
other defining characteristic
B. Flow chart
C. Electronic spreadsheet/tracking document
(Slides 14 – 18)
Instructor will assist students in
identifying the best or most
appropriate organizational
structure based upon planned
purpose of portfolio. Instructor
will provide basic format for
electronic spreadsheet to be
used to document portfolio
organization. Allow students time
to review portfolio examples on
the internet to help determine
structure and organization based
on best practices.
AAVTC: Professional Communications: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
5
VII. Identify appropriate supporting documents for
each item – class assignment sheet, proposal
request, course syllabus – and select an
appropriate file format
A. Assignment sheets, syllabus, work orders,
awards, rubrics, test scores, etc.
B. Appropriate file format for each
document/file type to be contained in the
portfolio
C. Converting objects/items to digital format
as necessary to include them in the
portfolio
1. Considerations:
 Original project/assignment
 Graphics software
 Digital camera
 Storage media
 High-quality print
 Type of work
 Lighting
 Size/shape of work
 Color
 Materials
 Resolution/quality of image
 Background
2. Process:
 Take practice shots
 Upload/transfer for review
 Select best shots or reshoot
 Save images to storage media
 Rename images based on filing
structure and established file
naming convention
(Slide 19 - 24)
Instructor will discuss
appropriate file types with
students to ensure portfolio
contents are appropriate based
upon purpose.
VIII. Student will identify other important and
appropriate documents such as résumé,
transcripts, test results.
A. Scan and create digital copies of
certificates and awards
B. Documentation of certifications achieved
C. Scan standardized test scores
D. Request copy of transcript from Registrar
E. Scan and create a digital copy of diploma
F. Create basic résumé
(Slide 25)
Instructor will discuss with
students the appropriateness of
including the various other
documents. Key questions to
address include: When should
they be included and/or deleted
from portfolio based upon
recipients/viewers?
Note: Make sure students
understand that original
documents should not be
included in the portfolio.
AAVTC: Professional Communications: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
6
IX. Student will propose process for maintenance
and adding content to portfolio.
A. Portfolio assembly
B. Benefits of regular maintenance
C. Consequences of irregular maintenance
D. Timeline considerations for maintenance
E. Recommendations for maintenance
(Slide 26 - 29)
Students work to assemble the
portfolio and then move on to
next steps for maintenance.
Instructor will provide calendar
with dates for ongoing evaluation
of maintained portfolio (for
instance, check portfolio updates
at the end of every month or
grading period).
Students should also be asked
to describe how failure to
maintain the portfolio could
impact their future goals.
Application
MI
Guided Practice (LSI Quadrant III):
Teacher will go over the computer based presentation with the class. Teacher may
have personal portfolio to share with class as an example.
Note: Examples of various types of portfolios are available online. URLs provided in
reference section can be used as resource for helping students prepare their
portfolios.
MI
Independent Practice (LSI Quadrant III):
Students will select a minimum of three items to be used to create the base portfolio.
Worksheet and content description file should be used to help document portfolio
contents. If students do not have a résumé, this might be the perfect opportunity to
create one.
Ongoing practice – Students will maintain the portfolio throughout the
semester/course. Regular inspection of portfolio should be done to ensure students
add/update their portfolio throughout the remainder of the course.
AAVTC: Professional Communications: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
7
Summary
MI
Review (LSI Quadrants I and IV):
Q & A to review purposes of a portfolio.
Q:
What are some of the purposes/goals of a portfolio?
A: Documenting work, resources for future work, tools for assisting others,
examples to use for future projects, history of skill/knowledge progression,
acceptance into post-secondary program, getting a job
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Have students share their portfolios with the class. Students should be encouraged
to maintain portfolios and provide constructive input to peers.
MI
Formal Assessment (LSI Quadrant III, IV):
Teacher will assess each portfolio for content and professional appearance using
the portfolio rubric. Assessment should be conducted during various grading periods
as well as at the end of the course to ensure portfolios are used throughout the
course as a way of documenting work that can be presented to potential schools and
employers.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Students can submit portfolios with school and/or job applications.
Students can begin the process of converting traditional portfolios to digital portfolios
using industry-standard software.
AAVTC: Professional Communications: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
8
Project Documentation Worksheet
Name
Work to be documented
Date work created
Client/course
Work details
Finished size
Colors
Materials
Total time to create
Overall cost of materials
Special considerations
Lessons learned
Final location
AAVTC: Professional Communications: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
9
Portfolio Organization Worksheet
Use the flowchart below (or create a custom flowchart to fit your specific needs) to lay out and
organize your portfolio.
My Portfolio
Tracking Document
Topic/Theme
Topic/Theme1:1:
Topic/Theme 2:
Topic/Theme
Topic/Theme 3:
3:
Project 1.1:
Project 2.1:
Project 3.1:
Project 1.2:
Project 2.2:
Project 3.2:
Project 1.3:
Project 2.3:
Project 3.3:
Project 1.4:
Project 2.4:
Project 3.4:
Project 1.5:
Project 2.5:
Project 3.5:
Project 1.6:
Project 2.6:
Project 3.6:
AAVTC: Professional Communications: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
10
Portfolio Organization Worksheet
Use the flowchart below (or create a custom flowchart to fit your specific needs) to lay out and
organize your portfolio.
My Portfolio
Tracking Document
Topic/Theme
Topic/Theme 1: :
Topic/Theme
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
:
AAVTC: Professional Communications: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
11
Topic/Theme 3: :
Topic/Theme
Professional Communications Portfolio
Checklist
One of the most important pieces of documentation for the aspiring graphic designer or visual
arts practitioner is a portfolio. A portfolio is a compilation of a designer’s best work done to date
and is meant to showcase the strengths of the designer by featuring samples of work for others
to see. If you choose to go into the design industry, you should have both a digital version and a
high quality printed copy version of your portfolio. Other industries may have different
expectations.
There are some strategies that should be employed when building a portfolio to be remembered
by any potential employers. These strategies are outlined below and are expected to be
followed by the students as they construct their portfolios.
Guidelines:

Limit your portfolio to 10-12 pieces of your best work.

Show your best work first. You want to grab the reviewers’ attention from the start. Do not
expect them to wade through your B and C stuff to get to the A stuff. They may make a
judgment on what they think you have to offer on your C work and never continue to the A
work. End with strong work to leave a lasting impression of your ability.

Use quality photographs (10 megapixels or higher) in your portfolio. Use a quality camera or
hire a photographer to photograph your work. Keep your portfolio in mind as you set up your
shots and photograph your work. Use neutral backgrounds and good lighting (natural
lighting is always best for the truest color). Make sure you are projecting a professional
image. Always collect high-resolution digital images rather than scanning in prints of visual
designs after the fact.

Show overall designs of graphic publications as well as details. Make sure you feature
details that highlight your skill level and make you shine.

Highlight your skill versatility by including a variety of media.

When visiting with professionals about your portfolio, be prepared to answer questions
about your projects. Be prepared to explain the purpose, symbolism, meaning, and choices
for each project.
Since this portfolio is for high school students, it may only be shown to the teacher for credit in
the current course or, if the student is a senior, to the university or communications
professionals responsible for admitting freshmen into a college-level program.
AAVTC: Professional Communications: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
12
Portfolio Documents by Course:
Professional Communications
Projects
 Résumé
 Professional email
 Professional business letter
 Flyer or poster
 Newsletter
 Brochure
 Webpage
 Business card or letterhead design
 Blog entry
 Wiki entry
 Slide presentation
 Biographical paragraph or professional introduction
 Written speech or formal paper
 Video of speech or presentation
Note: Other AAVTC courses include a portfolio component with a comprehensive list of
portfolio documents by course to be included as well.
AAVTC: Professional Communications: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
13