Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Linda Vu

Position CTAE Teacher

Grade Level(s) 10th through 12th Grade

Content Area Introduction to Business and Technology

Time line This lesson should take about 3 weeks

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks?) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Students are going to create an original business that will allow them to discover what it will take to create a
brand. The students will need to research about their business model and what makes other businesses
successful by looking at competition and how they design their advertisements and brand. Students will also need
to be aware of their audience and who their customers will be and produce several mediums of advertising such
as radio, television, email, and postcards. After they have learned how to advertise their brand they will present
this business to their peers for critics and feedback.

Students should be able to demonstrate the following:

1. Understand the makings of a business
2. Able to come up with qualifications employers may need for their business
3. Different types of advertisements businesses must create and think about
4. How do you create a successful business?
5. What must you know as a business owner?
6. Comfortable presenting in front of peers and colleagues

Content Standards:
Introduction to Business Standards

1.1 Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.
1.2 Demonstrate creativity by asking challenging questions and applying innovative procedures and methods
1.3 Exhibit critical thinking and problem-solving skills to locate, analyze and apply information in career planning
and employment situations.
1.4 Model work readiness traits required for success in the workplace including integrity, honesty, accountability,
punctuality, time management, and respect for diversity
1.5 Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to
work independently and apply teamwork skills.
1.6 Present a professional image through appearance, behavior and language.

2.1 Practice respectful and responsible use of technology.

2.2 Demonstrate ethical and legal actions with regards to plagiarism, fair use, and copyright laws.

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2.3 Execute efficient online searches for specific and creditable resources.
2.5 Demonstrate time-management and organizational skills to complete tasks in allotted time
2.6 Apply good design principles to create professional appearing and functioning business documents.
2.7 Utilize technology in a variety of ways while solving business problems.

3.1 Create, share and maintain documents.

3.2 Format document content.
3.3 Apply page layout and reusable content to documents.
3.4 Insert illustrations and graphics in a document.
3.5 Proofread documents to validate content.

4.1 Explain the interrelationships between the functions of business: accounting, finance, production, marketing,
sales, and management.
4.2 Define, explain and apply various management functions including planning, organizing, directing, and
controlling.
4.3 Explain the importance of a vision, a mission statement, and goal-setting within the context of the business
environment.
4.4 Apply the decision making process to a business situation.
4.5 Discuss the impact of the business and personal reputation and image including online presence as part of
the management of the business.
4.6 Implement strategic plans to manage business growth, profit, and goals.

5.1 Explain the fundamental marketing concepts used by a small business.

5.2 Understand target market and demographics in marketing strategies.
5.5 Evaluate different types of promotional tools for business product and/or services.
5.6 Use innovation to gain a competitive advantage in the marketplace.

ITSE Standards

1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.
1d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose,
use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging
technologies.
2c. Students demonstrate an understanding of and respect for the rights and obligations of using and
sharing intellectual property.
2d. Students manage their personal data to maintain digital privacy and security and are aware of data-collection
technology used to track their navigation online.
3a. Students plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.
3b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other
resources.
3c. Students curate information from digital resources using a variety of tools and methods to create collections of
artifacts that demonstrate meaningful connections or conclusions.
3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories
and pursuing answers and solutions.
4a. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative
artifacts or solving authentic problems.
6b. Students create original works or responsibly repurpose or remix digital resources into new creations.
6d. Students publish or present content that customizes the message and medium for their intended audiences.

NETS*S standards

1b. are proficient in the use of technology.

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2b. practice responsible use of technology systems, information and software.
3a. use technology tools to enhance learning, increase productivity, and promote creativity.
3b. use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and
producing other creative works.
4b. use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
5a. use technology to locate, evaluate, and collect information from a variety of sources.
6a. use technology resources for solving problems and making informed decisions.
6b. employ technology in the development of strategies for solving problems in the real world.

Content Standards Content Standards are listed above

NETS*S Standards: Standards are listed above

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

The unit is for students in the Introduction to Business and Technology course. In this assignment/lesson they
are going to produce a business concept. The students will create a business proposal, logo, slogan,
advertisements, job descriptions, business cards, letterhead, specialty document, webpage and a final
presentation. The business proposal talks about what they want their business model will be and the purpose
of the business. They will have to get this approved by the teacher before going forward with the rest of the
project. The logo, slogan, business card and advertising will be related to their business model and they will
create this one several different technology mediums such as Word, Adobe Spark, YouTube, PowerPoint,
Audacity, Canva, Online Voice Recorder, School Video Recorder for Google Drive, and/or Screencastify. This
unit will take about three weeks (52 minute classes) for the students to complete.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring to
this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry. They
should not be answered with a simple “yes” or “no” and should have many acceptable answers.

1. What are the characteristics of successful small business owners?

2. How do you start a business?
3. How do we know there is a demand for what we are selling/providing?
4. What is the importance of a written business plan and financing for a new business?
5. What human resource responsibilities need to be utilized in hiring employees, developing compensation
systems, and training employees?
6. What are the components and functions used in businesses?
7. What is needed in order to start a successful business?
8. How to develop advertising for your business?
9. How can one be successful in owning a business or working in the business world?
10. How can I effectively use the Internet to gather a variety of research from valid/reliable sources?
11. How do you determine the most effective form of business communication?
12. How important are aesthetics in communications?
13. What responsibility does business have to the community in which it is located, and the world?
14. Why do we use advertising?
15. Why is it important for us to think about the audience when creating a business?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

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 The students will be assessed on how well they have produced a business proposal. The proposal has several
components to it. First the students have to get their business idea approved by the teacher making sure they
have provided all of the necessary information such as name of the business, employees, business hours,
purpose of the business, and what they will be doing (selling, fixing, buying, etc.) The knowledge they will
generate is a summary idea of how to create a business and think about what it needs to take to create a
successful business. I would assess student progress in parts, first starting with the business proposal, then the
logo, slogan, job description, advertising, and then presenting their business model to the class or through
video. Another knowledge students will gain is proficiency in using technology of all kinds and be able to
present to their employer product content as well as practice their presentation skills. I have a rubric for each
section of the lesson plan, since the lesson is broken into parts the entire project/assessment is graded out of
425 points. The grade break down is shown below:

Artifact Points
1. Business Proposal 48

2. Logo 12

3. Slogan 4

4. Job Description 36

5. Advertising
a. Newspaper Ad 28

b. Postcard 28

c. Radio Advertisement 32

d. TV Advertisement 48

6. Business Cards 24

7. Final Presentation 40

Total Points 300

I have differentiated this lesson by giving them several options on what medium they could use. Since a
majority of the class has different operating systems, I have provide way for all the students to have fair access
of different mediums. For example, a couple of students in my class had a chrome book and I will differentiate
by showing them options to applications and extensions that would work with chrome book (like screencastify).
I am also breaking the project into part because I have several students with IEPs and 504s in my Introduction
to Business class. The chunk of each assignment will help the students get their work done more effectively.

Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

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 The technology supporting student learning are Word, Adobe Spark, YouTube, PowerPoint, Prezi, Audacity,
Canva, Online Voice Recorder, School Video Recorder for Google Drive, Wix.com and/or Screencastify. Most
of the digital tools can be accessed through the web browser to create equal accessibility for all students.
These technology tolls will help them produce a business proposal, logo, slogan, job description, advertising (4
different types), business cards, specialty document, website, and the final presentation. Resources that are
provided by the teacher: Guidelines, rubrics, websites, and instructions/directions. Previous Skills: Students
have done smaller versions of these assignments for different guidelines and know how to use the different
mediums. They have some knowledge on how to navigate through different websites to create their different
mediums such as videos, images, flyers, etc. Some of the skills the students are required to know is how to be
able to navigate themselves through different platforms and applications over the internet. Although, the
teacher will be there to help facilitate troubleshooting. The students will already know about how to be a good
digital citizen, how to navigate through Office 365, YouTube, Adobe Spark, and some application for recording
their voice or video record.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

The students will need:

 Internet
 Computer
 Access to Office 365 (word, PowerPoint, Publisher)
 YouTube account / or other video-based platform such as Adobe Spark
 Access to Adobe Spark
 Download the extension for Sceencasitfy
 Download Audacity / or a voice recording application
Some of the difficulties the students would run into is the applications and accounts they would have to
download or have. Our school provides Adobe Spark for all students and it connects to their school Office 365
account. Most of the project would be able to be completed with Office 365 or Adobe Spark. Another difficulty
the students might have is their comfort level on being recording or presenting during class. Since this is a
business class, one of their expectation is to be able to present and practice their hard skills and soft skills.
Teachers will need some sort of sign up form for students to sign up for their presentation day. I used
SignUpGenius.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Troubleshooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

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 Since this year we had to do classes virtually, I decided to make the project an individualized project. I
managed the digital tools giving the students a variety of tools to choose from. I want to make sure that I have
created an equal opportunity for them to be able to create these different documents. Students will work online
and face-to-face during class and outside of class to create, record, and document their projects. Normally, this
would be done in a computer lab. Some of the other strategies I have set for the students is to improvise if they
do not have access to these online resources such as using Adobe Spark since all the students in the school
has access to the program. If students as still unable to create the product they are able to make it with Word
or Power Point to record their voice or video. Some of the technical issues that may occur is that they do not
have access to the internet. If they have no access to the internet, most of these documents can be made via
phone or the old fashion way (pen and paper). If they are unable to find a good enough resource, I can provide
them a list of applications they could use for their project. The list of applications that I provide will be
applications that I know how to troubleshoot. I will also provide whether there is a compatibility with different
operating systems as well. In a face-to-face type of setting the students would have access to a computer lab
with all the necessary equipment for them to finish all aspects of the project. If they want to record using a
camera, they can in the media center or record through their phone. I will give the students plenty of time in
class to produce these artifacts and also accommodate for those students that need to film an advertisement.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

The instructional strategy I will use for this lesson is student centered. I am using technology tools as a critical
part of this lesson because it will ensure that every student creates a product that engages them and is relevant
to the real-world. The students are learning many aspects of creating a business (i.e. business model,
defensing the business, advertising, job descriptions, hard/soft skills, creativity) The student’s role is a potential
business owner. My role in the lesson is to give them guidance throughout the process and making sure
everything is professional. I will also help them if they are stuck on any ideas. I am ensuring high order thinking
by having them creating a business model that will be successful. They would also have to research about
other competitions they would have while having this business. The students will have to develop and create
their own slogan, logo, radio ad, TV ad, business card, postcard, newspaper ad, and present their business
model to the class. I think the parts of Bloom’s Taxonomy they are using is create, analyze, and apply.
Technology is supporting my lesson by having the students use several different mediums of technology to
create business proposals, slogan, logo, radio ad, TV ad, business card, postcard, newspaper ad, and present
their business model to the class. The students would be using technology like YouTube, iMovie, Adobe Spark,
Screencastify, Audacity, Office 365, and several others. Students are learning parts of what it takes to create a
business, they are thinking about the different types of jobs that businesses must create and create job
descriptions for them. They also needed to understand how to advertise to their audience and think about who
the product is more geared towards. Some students even created non-profits and they discovered several
things about who gets employed for non-profits. The skills they learn are all their student discovery and
depends on the business model they chose. Whether their company was selling, fixing, helping, serving, or
building. The communication aspect is through a Learning Management System as well as Zoom. They will
turn in all of their assignments on the LMS and will present via Zoom call. I will facilitate the collaboration during
class as well as through the LMS.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

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 For differentiation, I have broken up this lesson into multiple parts, this way students would have enough time
to complete all the components of the business model. I also wanted the students to be able to use whatever
they were comfortable with, so I had the students choose applications that works for their operating system.
This year the project was done individually, so the students were able to bounce ideas off on another. When I
looked through the business models all the businesses were very different. I have some students with extended
time accommodations, so they can video record the presentation and turn in assignments later. Other means of
differentiation is different types of advertisements students would about to do. Some students may want to
challenge themselves and create a website, email flyer, gif for their advertisements. Other ways of making it
more challenging is to add restrictions to the assignment and business. For example, they would have to have
a receipt log of all their purchases and inventory. The teacher could give the students a budget restraint, or an
unexpected event. This way the students would have to defend how they would save their business. There
could also be scenarios given to the students where they had one of their employees stealing or giving away
free product to the customers. How would management handle this and get another person to take their place.
The assistive technology I would provide the list of all the applications they could use, and which one works for
the various operating systems or internet browsers. Other assistive technologies would be possible videos on
how to use the applications.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

The students will be presenting their business model to the class and the students will give each other
feedback on their business. Students will also have to select the business they thought had the best
presentation and business concept. The students would not be asked to provide feedback, but I think it would
be a good idea to ask them about what other forms of advertising could they think of that businesses do. I
would be able to notice that the students found the lesson meaningful and worth completing by how they do on
the final presentation. Once they work through all the details of the assignment; the final presentation will show
how much they thought about the project. I think the lesson was effective because they got to create something
they had thought about and something that they were interested in. I think it went well because the students
enjoyed showing me their finished product and their brand. They were able to communicate why they picked
their business. One student mentioned that she picked a bakery because her mother runs a successful bakery
business. Another student told me that he collects shoes which is why he decided on making a shoe store.
Overall, I think this lesson went well with the current events. I thought this went well because I got to also see
what the students were interested in and why they decided to take business. I got to see the student’s creativity
and how interested they are in the business they choose. I think giving the students the freedom to choose
what they want to do also allows them to pick something they know about but have an opportunity to learn
more about it. One of the students already gave me the feedback of doing email advertisements versus
postcard advertisements. Some of the things I did not think went well was timing, I wish I had more time to add
more to the project. For example, I had to take out things for them to create like letter heads, websites, and a
business proposal report. Another thing that I thought did not go well was providing a better descriptive rubric. I
also was not able to implement the lesson completely and was not able to get their final presentation. I think
having the student working individually was a good idea because it allows them to show their own creativity. If I
were to teach this differently, I would probably get suggestions on what applications the students used on each
of the assignments as well as getting feedback from the students on what they thought I should add or take
away. Some of my students said they wish they had more times with the advertising section. I think I guess with
this because it takes a while to make a TV ad recording and be able to record it all. The next time I teach this
lesson I would give the students more time on the advertising section.

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Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
When implementing this lesson, I would suggest picking advertisements and assignments that is most relevant
to their curriculum. I think that this lesson is a good basic lesson that can be modified to be more difficult or
simple. For example, if you have a finance class, you could have the assignments be more focused on financial
burdens and finances in the business standpoint. The advice I would give others is make sure you have a
toolbox of applications you can use to do all these assignments. Also make sure to use applications that can
work in your school to create an equal opportunity for all students. This lesson is also a good time to talk about
copyright rules and you can modify the lesson to incorporate how to be a good digital citizen and follow
copyright laws. The experience I had implementing this lesson was overall a positive one. I think this lesson is
very forgiving and flexible to anyone that teaches it. You can modify it based on your needs and I have not had
any student come to me about problems with the applications not working for them. The applications/internet
tools they used, and I suggested was easy for the students to use and easily assessible. The students really
enjoyed making their own logo, slogan and brand. A lot of the students decided to make their business
proposal colorful and full of detail. The logos and slogans turned out very good. The only thing I would work on
is the timing of the lesson. I have not reached to their final presentation, but I know they will make fun
presentations.

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