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It’s All Part of the Plan

Lesson Plan

It’s All Part of the Plan

Grade Levels

7th Grade, 8th Grade, 9th Grade

Course, Subject

Entrepreneurship
Related Academic Standards
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  • Big Ideas
    Effective speaking and listening are essential for productive communication.
    Information to gain or expand knowledge can be acquired through a variety of sources.
    Listening provides the opportunity to learn, reflect, and respond
    Writing is a means of documenting thinking
    Writing is a recursive process that conveys ideas, thoughts and feelings
    Careful planning is fundamental to success.
    Each student will achieve and maintain a personally and professionally rewarding career journey in a diverse and changing world.
    Entrepreneurs tend to exemplify unique combinations of personal characteristics that tend to distinguish them from other people.
    Active listeners make meaning from what they hear by questioning, reflecting, responding and evaluating.
    An expanded vocabulary enhances one’s ability to express ideas and information
    Audience and purpose influence the writer’s choice of organizational pattern, language, and literacy techniques.
    Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information.
    Effective readers use appropriate strategies to construct meaning.
    Effective speakers prepare and communicate messages to address the audience and purpose
    Rules of grammar and convention of language support clarity of communications between writers/speakers, and readers/listeners.
  • Concepts
    Active listening facilitates learning and communication.
    Active listening promotes understanding of the spoken message
    Focus, content, organization, style, and conventions work together to impact writing quality
    Informational sources have unique purposes.
    Organization of information facilitates meaning.
    Purpose, context and audience influence the content and delivery in speaking situations
    Aspects of entrepreneurs including risk taking, responsibility for mistakes, taking credit and views on failure.
    Why creating a business plan is an essential step for any prudent entrepreneur to take, regardless of the size of the project or business.
    Collaborative Discussion
    Content for Writing
    Purpose, Audience and Task
    Response to Literature
    Vocabulary Acquisition and Use
    Writing Conventions
  • Competencies
    Analyze information, ideas and opinions to form a relevant response to the speaker’s message
    Deliver effective oral presentations by o establishing a clear and concise focus or thesis o selecting and using appropriate structures, content and language to present ideas that support the thesis o utilizing appropriate technology or media to reinforce the message o employing effective delivery techniques: volume, pace eye contact, emphasis, gestures, enunciation o monitoring the response of the audience and adjusting delivery accordingly
    Develop topic-specific content that is explained and supported with details and examples appropriate to audience and mode using precise vocabulary. (content)
    Differentiate between primary and secondary source material.
    Interact effectively in discussions by o maintaining the focus of the discussion by contributing relevant content o selecting and using appropriate language o asking relevant and clarifying questions o monitoring the response of participants and adjusting contributions accordingly o employing effective delivery techniques: volume, pace eye contact, emphasis, gestures, enunciation
    Listen Actively and monitor one’s own understanding by asking probing questions, paraphrasing, summarizing and/or reflecting on the speaker’s message
    Listen with civility to the ideas of others
    Locate and select the appropriate source materials to achieve a research goal.
    Organize and present information and data that support and illustrate inferences and conclusions drawn from research.
    Synthesize relevant information from source materials to achieve a research goal.
    Use an effective format that is relevant to audience and task.
    Write a series of paragraphs with details and information relevant to the focus.
    Write to create style, tone, and voice using a variety of sentence structures and descriptive word choices, and literary devices. (style)
    Focus, content, organization, style, and conventions work together to impact writing quality
    Describe marketing functions and related activities.
    Explain the concept of financial management.
    Explain the concept of human resource management.
    Explain the concept of management.
    Explain the nature and scope of operations management.
    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
    Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.
    Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.
    Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly.
    Informational: Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension. Argumentative: Acknowledge and distinguish the claim(s) from alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic. Narrative: Use narrative techniques such as dialogue, description, reflection, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
    Present claims and findings, emphasizing salient points in a focused, coherent manner with elevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation.

Rationale

RATIONALE: By identifying and describing the main components of a business plan, students are introduced to the key to an entrepreneur’s success. They will become familiar with, and be able to define each component and the role it plays in building a business.

SUGGESTIONS FOR IMPLEMENTATION: The PBS series, Biz Kids, is an American television program for middle school students (ages 11-14). This series features 10 teenagers that travel the United States highlighting young entrepreneurs and teaching financial education and basic economic concepts. Their motto is “Where kids teach kids about money and business.” Biz Kids 2.01, Have a Plan, Stan will assist students in not only identifying and defining the main components of a business plan; it will reinforce the importance of a good business plan as it introduces the student to teen entrepreneurs who operate very successful businesses. The video is fast paced, full of information, and offers moments of comedic silliness that will grab the attention of middle school students. I recommend stopping the video after each segment for discussion and to clarify any questions. A video guide will help the students organize the information. By having the class work together to create their own business plan, they will be implementing what they have learned and provide an excellent review of the components and definitions, as well as an application of what has been learned.

Vocabulary

Objectives

Objectives

Method of Summative Evaluation

1.  Students will identify and define the main components of a business plan with 80% accuracy on a written examination.

Written evaluation – exam

2.  *Optional -The class will apply what they have learned by creating a basic business plan with 70% accuracy as assessed by a rubric.

Teacher guided review and activity, and student participation

Lesson Essential Question(s)

How do active listeners know what to believe in what they hear?
How do active listeners make meaning?
How do grammar and the conventions of language influence spoken and written communication?
How do readers know what to believe in what they read, hear, and view?
How do speakers employ language and utilize resources to effectively communicate a message?
How do strategic readers create meaning from informational and literary text?
How do task, purpose, and audience influence how speakers craft and deliver a message?
What do good listeners do?
What makes clear and effective writing?
What strategies and resources do I use to figure out unknown vocabulary?
What strategies and resources do learners use to figure out unknown vocabulary?
Why learn new words?
  • What are the main components of a business plan?

Duration

Two to three 45-minute class periods

Materials

Resources

1.   Worksheet - Business Plan Vocabulary

It’s All Part of the Plan - Resource 1.doc

2.   Book - Dictionary

Any supplier

3.   Website - Business Dictionary

www.businessdictionary.com

4.  Answer Key - Business Plan Vocabulary

It’s All Part of the Plan - Resource 4.doc

5.  Video - Biz Kids 2.01 Have a Plan, Stan!

https://www.youtube.com/watch?v=miJUjJEafZU

6.  Guide - Have a Plan Stan: Video Guide

It’s All Part of the Plan - Resource 6.doc

7.  Answer Key - Have a Plan Stan Video Guide

It’s All Part of the Plan - Resource 7.doc

8.  Test - Business Plan Vocabulary Test

It’s All Part of the Plan - Resource 8.doc

9.  Answer Key - Business Plan Vocabulary Test

It’s All Part of the Plan - Resource 9.doc

10.  Project Rubric -  It’s All Part of the Plan

It’s All Part of the Plan - Resource 10.doc

Equipment/Materials/Software

  1. Computer/laptop with internet access

Suggested Instructional Strategies

W

The lesson begins with a motivational set that first has the students think of a big idea they have for a future business enterprise and then identifies the parts of a business plan as a tool to assist them with the development of their big idea so that it will be successful. The introduction then describes the activities they will be involved in to eventually develop their own business plan.

H

The lesson provides the opportunity for students to develop a business plan for a business idea of their own. The activities are all geared for this to happen. By completing the vocabulary worksheet the students are introduced to terms and formulas that must be understood when composing a business plan. The video will captivate students, introducing them to some successful teenage entrepreneurs that successfully operate a variety of businesses. By completing the video guide students will organize the information and become aware of questions that they will need to address in each component of the business plan. The optional performance tasks in this lesson will also aid the students in reflecting upon what they have learned and applying it to the creation of a business plan guided by a review of the grading rubric before they start the plan.

E

Students will gain the required information through researching the vocabulary terms. As they identify and define each component of a business plan they will gain a deeper understanding of the process and questions that need to be addressed when they create a business plan. The discussion and reviews will help them become more familiar and comfortable with the terminology used in creating business plans. The creation of a business plan will reinforce what was learned in the video and provide an opportunity for students to apply what they have learned, reinforce math skills as they calculate expenses, profit, the economics of one and start-up cost, and understand the connection between and entrepreneur’s success and a well-constructed business plan.

R

Reflection is an important part of this lesson. Students will reflect upon the vocabulary worksheet as they hear the same terms used in the video. They will reflect on the major components of a business plan and create an anagram or way to recall the information. The final activity requires reflection as the students create a business plan from an idea they have generated or selected. Each major component of the plan has specific questions that must be addressed and an opportunity to use the vocabulary and terminology learned in the exercise.

E

Students will exhibit their understanding by completing both the vocabulary worksheet and the video guide and by participating in the reviews of these facilitated by the teacher. By taking this unit one step further and having the students create a business plan students exhibit an understanding of what they have learned and their ability to apply the knowledge. The review of the rubric for the final product before they start will guide students as they are creating the plan.

T

This lesson offers a variety of activity types that range from individual research, as the students search resources for the information required to define the vocabulary terms. A large group discussion while revealing their findings, will give students the opportunity to exchange information, and add to their own definitions. Class discussions about the video information will help clarify the contents of a business plan and provide proof that a good plan can lead to a successful business no matter the age of the entrepreneur. Brainstorming possible big ideas will give students the opportunity to think creatively, build upon each other’s suggestions, and collaborate with their peers. Who knows? Perhaps come up with a multimillion dollar idea. Building upon and examining one or more of these ideas will encourage students to apply what they have learned in a detailed and creative way. The lesson also presents two ways to approach the actual creation of a business plan to accommodate different class variables.

O

The provided worksheets: Business Plan Vocabulary and Have a Plan, Stan Video Guide will assist the student in defining the terms used in this lesson and in organizing the information from the video. The optional business plan activity will provide guidance and direction as they apply what they have learned. The rubric will provide the standards by which their business plan component and presentation will be assessed.

Instructional Procedures

Strategy

Outline

Resources/ Materials

Related Skills

Objective 1 – Students will identify and define the main components of a business plan with 80% accuracy on a written examination.

Motivational Set

 

After the students are seated, generate a discussion about ideas. Every business began as an idea that grew into a big idea. The big idea is just the beginning. To put their idea into action entrepreneurs need a plan: a map that will help to clarify and spell out the strategy they will use to turn their big idea into a successful business.

 

 

 

Introduction

 

Explain to the students that this unit will help them to identify and define the main components of a business plan. Include that by the end of the unit, they will have a great outline to plug in the information for their big idea that will map out a strategy for their own successful business. Business plans involve a lot hard work and details, and are well thought out. In order to truly understand all the components and details of a business plan there are some terms that will need to be defined. Once we have an understanding of the terms, we’ll watch a video that will highlight teens that have turned their ideas into very successful businesses.

 

 

 

Activity

Distribute the Business Plan Vocabulary worksheet. I recommend placing the students in small groups (of mixed ability). Divide the words equally among the small groups so that each group of students can research the terms and then present their findings to the class. Instruct the students to use a dictionary or internet resources such as Businessdictionary.com to define the business terms listed on the worksheet. Monitor the small groups to be sure they are using business definitions (some of the words have multiple meanings). When the groups have completed their assigned words, have each group deliver their findings to the class. Students should fill in the definitions on their worksheets as each word is discussed. Clarifications and examples can be discussed by the class after each term is presented (as needed).

Students should submit the Business Plan Vocabulary worksheet for assessment by the teacher. (An answer key is attached.)

Resource 1

Resource 2

Resource 3

Resource 4

Equipment 1

CC.1.2.8.K

 

Opening Activity

 

After students are seated return the Business Plan Vocabulary worksheets. Briefly review the terms that the students may have had difficulty with. Give the students the opportunity to ask specific questions about the terms.

 

 

 

 

Introduction

 

Introduce Biz Kids 2.01 Have a Plan, Stan. Distribute the Have a Plan, Stan Video Guide to the students.

Resource 5

Resource 6

 

Activity

 

Students will view the video Biz Kids 2.01 Have a Plan, Stan and complete the Have a Plan, Stan Video Guide simultaneously. It is recommended that the teacher pause the video between segments for discussion or to clarify any questions the students may have. (An answer key for the video guide is attached.)

Resource 5

Resource 6

Resource 7

CC1.4.8.C

Review

 

 

 

 

After the video Biz Kids 2.01 Have a Plan, Stan, facilitate a class discussion and entertain final comments on the video. Then review by identifying and listing the main components of a business plan on the white board. As a class, develop a method to recall these components (example: ANAGRAM). Once the components are identified review the details of what might be included in each component. Using the Business Plan Vocabulary worksheet, have the students determine which section of a business plan they might find each vocabulary word.

Resource 1

 

Assessment

 

Distribute and have students complete the summative exam. Assess them using the provided answer key, return them and review any misunderstood information.

Resource 8

Resource 9

 

13.4.8.C

Homework

(*Optional)

Ask the students to write down one big idea to share during the next class.

 

 

Objective 2 - *Optional -The class will apply what they have learned by creating a basic business plan with 70% accuracy as assessed by a rubric.

Opening Activity

 

After students are seated facilitate a discussion about big ideas. List the students’ big ideas on the chalk or white board. Select or vote on one of the ideas to use to create a business plan.

 

 

 

 

Introduction

 

Once the idea is selected, as a class, review the components of the business plan and items that are included in each component.

Resource 4

 

 

Activity

 

Option 1: Have the entire class create a basic business plan using the big idea selected at the beginning of class. Work through each component as a class. This option works well with a small class or to encourage group brainstorming and collaboration. This is also an excellent opportunity to review the components and definitions.

Option 2: Distribute the Project Rubric - It’s All Part of the Plan and read through the rubric with the students. Divide the class into groups of varying abilities and give each group a component of the business plan. Have each group complete their assigned component and then present their work to the class.

Resource 8

CC1.2.8.J

CC.1.4.8.C CC.1.4.8.F CC.1.5.8.A CC.1.5.8.D

Formative Assessment

There are many opportunities for formative assessment of objective #1. In the first activity the groups share, with the class, their resulting definition for each assigned part of a business plan, giving the first opportunity for feedback and corrective action. During the showing of the video, it is suggested to stop the video for feedback and in addition, the resulting completed guides are reviewed and discussed by the teacher. The definitions of the parts of a business plan are again identified in the final review before the summative assessment. In the optional objective, #2, the teacher leads a review of the parts of a business plan before students attempt writing and actual plan.

Related Materials & Resources

Author

This planning guide was written by Sandra Ludwig, Academic Integration Advisor, Lycoming Career and Technology Center, Hughesville, PA.

Date Published

September 28, 2014
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