OSBOURN HIGH
SCHOOL
EXPLORING THE TEXTBOOK
AUTHORS: James L. Burrow; Brad Kleindl
ISBN-13: 9781111571726
13th Edition ©2013
Vanessa F. Glover
Osbourn High School
CTE Business Teacher
9005 Tudor Lane
Manassas, Virginia 20110
VGlover@mcpsva.org
Great Ideas Lesson Planner
Lesson Title: Exploring the Textbook (BUSINESS MANAGEMENT) 13 Edition
Subject:
Business Management
Time Duration: 90 minutes (one class)
Teacher:
Vanessa F. Glover
School: OSBOURN HIGH SCHOOL
Content Standards/Competencies:
Related SOL Objectives:
BUS 6136.9 BUS 6136.45 BUS 6136.46 BUS 6136.47
BUS 6136.52
English 9.5, 10.5, 11.5, 12.5
History and Social Science GOVT.18
1. DESIRED RESULTS
Essential Questions
Knowledge and Skills
How does reading and writing skills directly impact your
non-occupational activities for learning?
What are the indicators that demonstrate how to use these
tools for informational and expository reading?
Students will know:
 Students will discover answers for themselves, learn
from others, and offer insight into how business
management skills may affect their life.
 Students will examine key issues in management
theories, management principles, and relevant
management features.
 Students will know the functions of business
management that are covered extensively, including the
use of technology and communication as tools of
business.
Students will do:
 Students will explore the textbook for information that
involves building a solid foundation of business
management skills for success in today’s business
world.
 Students will provide business management concepts
and principles in a realistic, investigative, and enriching
manner.
 Students will investigate global dimension of business
and possible career opportunities as this textbook brings
real-world business features, case studies, and academic
connections.
(Subject) Vocabulary
Prediction
Exploratory
Manager
Manage
Management
Prior Knowledge
Pre-Reading Organizer:
Textbook Picture Clues
Clues from Titles and Headings
Other Clues and Ideas
Student Prediction about the
Textbook
2. STUDENT ASSESSMENT
Ongoing throughout Lesson
Previewing Textbook Overview:
Previewing the textbook before students read
helps them learn the material better by setting a
purpose for reading, focusing on the most
important information, and connecting the
information in the text to what they already
know.
By the end of the Lesson
Discussion:
Once students have finished the
activity, you may want to have a
brief discussion with them about
the assignment.
The Strategy in Action
Students should complete the following steps to
practice the strategy.
Step 1: Purpose for Reading. You may decide
either to set the purpose for reading yourself,
such as to write a paragraph, prepare a
presentation, or have a class discussion, or have
students come up with this information on their
own.
Step 2: Important Ideas. Have students look
through the textbook to note the headings that
indicate important points. Also, students should
note any words in bold or italics to make sure
they understand them.
Step 3: Connect to What You Know. Have
students complete a chart (such as a KWL) to
discover what they already know about the
textbook topics and to help them generate
questions they would like answered in the
reading.
Step 4: Read the Textbook Topics. Now have
students read different passages throughout the
textbook for understanding.
Step 5: Complete the graphic organizer. Have
students complete the graphic organizer or work
in small groups to discuss the textbook topics
reading.
KWL Chart
Introduction (hook)
Encourage students to probe
why they did or did not get close
to the text’s actual meaning. It
might be helpful to have students
state what the textbook is about in
one or two words and then add
three or four words to go with
them.
This is probably the main idea of
the reading.
After skimming and reading,
students revisit their predictions
to confirm or revise based on the
information from the textbook.
3. LEARNING ACTIVITIES/INSTRUCTION
What Students are doing
Purpose for Reading—when
students have a purpose for reading
a selection, they find that purpose
not only directs their reading
towards a goal, but helps to focus
their attention.
Example: present new textbook,
looking at the cover; ask questions
such as ‘what do you think the
“cover picture” is displaying—
demonstrating, revealing,
exposing, or exhibiting; connect
academics to the workplace, link
school to career, and finally predict
the future.”
Along with the question, it is a
good idea to pose predictions of
the outcome and problems which
need to be solved.
These may be generated by the
student or the teacher, but the
teacher should use these to
guide students in the needed
direction for the assigned selection.
Directions—student may use the computer to
type their answers:
Exploring the Textbook
1. Turn to the Textbook Contents; list five
different Chapters Topics and their Titles
that interest you.
2. Look at Unit 4 Financial Management and
Unit 6 Human Resource Management, list
the Chapter topic and titles, choose one
Chapter from each and you determine why it
is important in Business Management.
3. Read Reality Check (pg.3) “Do I Want to Be
a Manager? Answer “What’s Your Reaction”
in complete sentences.
4. Look at Chapter 4 Assessment, Chapter 8
Assessment, and Chapter 16 Assessment,
what five concepts (Assessments Heading)
that are measured at the end of each Chapter.
5. Look through the textbook at the end of each
Chapter Assessment, choose one CASE
IN Point, read case and answer Think
Critically questions in complete
sentences. Case: _____________pg.
6. Turn to pg. 673, read Management
MATTERS and answer “What Do You
Think” in complete logical sentences.
Conclusion
Three Minute Write--after the
textbook topics are identified,
students are asked to write all that
they know about the topic.
After skimming and reading,
students revisit their predictions
to confirm or revise based on the
information from the textbook
When they run out of
information, they may also write
questions they would like
answered.
3-2-1 Format—Teacher instructs
students to jot down and share
with partner or small group:

3 ideas/issues etc. presented

2 examples or uses of the
idea/information covered

1 unresolved/remaining
question/area of possible
confusion.
ABC Brainstorm. The idea is
meant to be fairly simple.
Students try to think of a word
or phrase associated with the
topic, matched to each letter of
the alphabet.
7. Predict: “The Changing American
Workplace” How would life in the United
States be different if there were no
innovation, modernization, or
transformation?
TOPIC: Business Management
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
Summary Paragraph:
_____________________________
_____________________________
______________
Accommodations
Extra Support—Teacher observes and engages students in
discussion. Teacher transitions student activity allowing 15-20
minutes with the individual assignment lasting for 30 minutes.
Teacher adaptations can benefit the entire class in which students
are more likely to be supported and maintained.
Required or Supplemental
Materials and Resources
EXPLORING THE
TEXTBOOK
Enrichment or Early Finishers—Chapter 1 Assessment:
Students complete Business Management Terms and Business
Management Concepts at end of chapter.
Various Learning Styles— All students benefit in the
instructional delivery method which is broad based and the
assessment method activity; students are engaged to make sense
of or master the content. Both processes enable students to have
the same learning and equal opportunity demonstrated in
learning. Teacher can vary the presentation of content (e.g.,
textbook, lecture, demonstrations) to best meet students’ needs.
Examples in differentiating process activities include flexible
grouping, interest worksheets, varying the length of time, and
encouraging advanced learner to pursue the topic in greater depth.
Limited English Proficiency—All students should be given
access to the same core content. However, the content’s
complexity should be adapted to the learner’s profile. Students
are asked to apply and extend what they know and have learned.
Students are provided different ways to demonstrate their
knowledge as well as various levels of difficulty in their
individual work or collaborative group. Various means of
assessment material that reflect diverse cultural and routines that
allow students to get help when needed.
AUTHORS: James L. Burrow; Brad Kleindl
ISBN-13: 9781111571726
13th Edition ©2013
Related Technology
Students are allowed computer usage to type lesson assignment in
Microsoft Word. Students may search the Internet for the
textbook.
Research/Best Practices/Strategy
Encourage, acknowledge, and reinforce student
contributions.
Set a climate for learning.
Evaluate participants, prompting discussion.
Assess the effectiveness of the process.
4. WRAP-UP (5-10 min)
Evidence of student learning/understanding
Assessment:
N/A
Homework
Finish the following sentences with your own ideas.
Prediction is_________________________________________
Exploratory is________________________________________
Summarizing is ______________________________________
“You be the Manager.” Draw and choose one level of the
Management Pyramid (pg.7); describe and defend why you
would be that level of manager.
5. OTHER RESOURCES NEEDED/COMMENTS (optional)
N/A
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