CMS Lesson Plan Template
Week of Feb 9-13
Standard
Teacher: Elder/Little Course/Level: 7th Grade Computers and Careers
Intro to Business Part 1
Monday
Business and Computer
Science Standards:
BCS-BCSII-11- The
student will examine
career requirements, job
responsibility,
employment trends, and
opportunities for careers
in business.
a) Discuss characteristics
and opportunities that
lead to the development
of a successful career in
entrepreneurship
management, marketing,
and banking and finance.
b) Create a logo, slogan,
letterhead, and business
card for an imaginary
business.
Tuesday
Business and Computer
Science Standards:
BCS-BCSII-11- The
student will examine
career requirements, job
responsibility,
employment trends, and
opportunities for careers
in business.
a) Discuss characteristics
and opportunities that
lead to the development
of a successful career in
entrepreneurship
management, marketing,
and banking and finance.
b) Create a logo, slogan,
letterhead, and business
card for an imaginary
business.
Wednesday
Business and Computer
Science Standards:
BCS-BCSII-11- The
student will examine
career requirements, job
responsibility,
employment trends, and
opportunities for careers
in business.
a) Discuss characteristics
and opportunities that
lead to the development
of a successful career in
entrepreneurship
management, marketing,
and banking and finance.
b) Create a logo, slogan,
letterhead, and business
card for an imaginary
business.
Thursday
Business and Computer
Science Standards:
BCS-BCSII-11- The
student will examine
career requirements, job
responsibility,
employment trends, and
opportunities for careers
in business.
a) Discuss characteristics
and opportunities that
lead to the development
of a successful career in
entrepreneurship
management, marketing,
and banking and finance.
b) Create a logo, slogan,
letterhead, and business
card for an imaginary
business.
MSBCS-BCSII-4: The
student will utilize word
processing software.
a) Identify uses of word
processing software and
careers related to word
processing.
b) Identify and explain
word processing
terminology.
c) Create basic word
processing documents
related to business and
computer science
careers.
d) Retrieve, edit,
manipulate, and print
documents.
MSBCS-BCSII-9: The
MSBCS-BCSII-4: The
student will utilize word
processing software.
a) Identify uses of word
processing software and
careers related to word
processing.
b) Identify and explain
word processing
terminology.
c) Create basic word
processing documents
related to business and
computer science
careers.
d) Retrieve, edit,
manipulate, and print
documents.
MSBCS-BCSII-9: The
MSBCS-BCSII-4: The
student will utilize word
processing software.
a) Identify uses of word
processing software and
careers related to word
processing.
b) Identify and explain
word processing
terminology.
c) Create basic word
processing documents
related to business and
computer science
careers.
d) Retrieve, edit,
manipulate, and print
documents.
MSBCS-BCSII-9: The
MSBCS-BCSII-4: The
student will utilize word
processing software.
a) Identify uses of word
processing software and
careers related to word
processing.
b) Identify and explain
word processing
terminology.
c) Create basic word
processing documents
related to business and
computer science
careers.
d) Retrieve, edit,
manipulate, and print
documents.
MSBCS-BCSII-9: The
Friday
Business and
Computer Science
Standards:
BCS-BCSII-11- The
student will examine
career requirements,
job responsibility,
employment trends,
and opportunities for
careers in business.
a) Discuss
characteristics and
opportunities that
lead to the
development of a
successful career in
entrepreneurship
management,
marketing, and
banking and finance.
b) Create a logo,
slogan, letterhead,
and business card
for an imaginary
business.
MSBCS-BCSII-4:
The student will
utilize word
processing software.
a) Identify uses of
word processing
software and careers
related to word
processing.
b) Identify and
explain word
processing
terminology.
c) Create basic word
student will utilize
desktop publishing
software.
Career Standards
MSCD7-2: Students will
investigate Georgia’s
Career Program
Concentrations that align
with their personal
assessments and identify
possible career
pathways.
(9) Marketing, Sales &
Services
MKT-EN-1:
Understands concepts
and processes associated
with successful
entrepreneurial
performance.
a) Define
entrepreneurship.
b) Identify and analyze
characteristics of a
successful entrepreneur.
c) Identify the reasons
for planning in
entrepreneurial
businesses.
e) Assess global trends
and opportunities.
f) Determine
opportunities for
business creation.
g) Generate ideas for
business.
h) Determine feasibility
of ideas.
i) Determine the major
reasons for business
failure.
English Language
Proficiency Standard 1:
English language
learners communicate in
English for Social and
student will utilize
desktop publishing
software.
Career Standards
MSCD7-2: Students will
investigate Georgia’s
Career Program
Concentrations that align
with their personal
assessments and identify
possible career
pathways.
(9) Marketing, Sales &
Services
MKT-EN-1:
Understands concepts
and processes associated
with successful
entrepreneurial
performance.
a) Define
entrepreneurship.
b) Identify and analyze
characteristics of a
successful entrepreneur.
c) Identify the reasons
for planning in
entrepreneurial
businesses.
e) Assess global trends
and opportunities.
f) Determine
opportunities for
business creation.
g) Generate ideas for
business.
h) Determine feasibility
of ideas.
i) Determine the major
reasons for business
failure.
English Language
Proficiency Standard 1:
English language
learners communicate in
English for Social and
student will utilize
desktop publishing
software.
Career Standards
MSCD7-2: Students will
investigate Georgia’s
Career Program
Concentrations that align
with their personal
assessments and identify
possible career
pathways.
(9) Marketing, Sales &
Services
MKT-EN-1:
Understands concepts
and processes associated
with successful
entrepreneurial
performance.
a) Define
entrepreneurship.
b) Identify and analyze
characteristics of a
successful entrepreneur.
c) Identify the reasons
for planning in
entrepreneurial
businesses.
e) Assess global trends
and opportunities.
f) Determine
opportunities for
business creation.
g) Generate ideas for
business.
h) Determine feasibility
of ideas.
i) Determine the major
reasons for business
failure.
English Language
Proficiency Standard 1:
English language
learners communicate in
English for Social and
student will utilize
desktop publishing
software.
Career Standards
MSCD7-2: Students will
investigate Georgia’s
Career Program
Concentrations that align
with their personal
assessments and identify
possible career
pathways.
(9) Marketing, Sales &
Services
MKT-EN-1:
Understands concepts
and processes associated
with successful
entrepreneurial
performance.
a) Define
entrepreneurship.
b) Identify and analyze
characteristics of a
successful entrepreneur.
c) Identify the reasons
for planning in
entrepreneurial
businesses.
e) Assess global trends
and opportunities.
f) Determine
opportunities for
business creation.
g) Generate ideas for
business.
h) Determine feasibility
of ideas.
i) Determine the major
reasons for business
failure.
English Language
Proficiency Standard 1:
English language
learners communicate in
English for Social and
processing
documents related to
business and
computer science
careers.
d) Retrieve, edit,
manipulate, and
print documents.
MSBCS-BCSII-9:
The student will
utilize desktop
publishing software.
Career Standards
MSCD7-2: Students
will investigate
Georgia’s Career
Program
Concentrations that
align with their
personal
assessments and
identify possible
career pathways.
(9) Marketing, Sales
& Services
MKT-EN-1:
Understands
concepts and
processes associated
with successful
entrepreneurial
performance.
a) Define
entrepreneurship.
b) Identify and
analyze
characteristics of a
successful
entrepreneur.
c) Identify the
reasons for planning
in entrepreneurial
businesses.
e) Assess global
trends and
opportunities.
Essential Question
Instructional purposes
within the school setting.
Instructional purposes
within the school setting.
Instructional purposes
within the school setting.
Instructional purposes
within the school setting.
f) Determine
opportunities for
business creation.
g) Generate ideas for
business.
h) Determine
feasibility of ideas.
i) Determine the
major reasons for
business failure.
English Language
Proficiency Standard
1:
English language
learners
communicate in
English for Social
and Instructional
purposes within the
school setting.
What is an
entrepreneur?
What are
characteristics of
successful
entrepreneurs?
What are some
reasons people start
their own business?
Why do some
businesses fail?
What is the difference
between a logo and a
slogan?
What are some
examples of a logo
and a slogan?
How do you create a
business card from
scratch using
Microsoft Word?
What are the parts of a
business card?
When designing a
What is an
entrepreneur?
What are
characteristics of
successful
entrepreneurs?
What are some
reasons people start
their own business?
Why do some
businesses fail?
What is the difference
between a logo and a
slogan?
What are some
examples of a logo
and a slogan?
How do you create a
business card from
scratch using
Microsoft Word?
What are the parts of a
business card?
When designing a
What is an
entrepreneur?
What are
characteristics of
successful
entrepreneurs?
What are some
reasons people start
their own business?
Why do some
businesses fail?
What is the difference
between a logo and a
slogan?
What are some
examples of a logo
and a slogan?
How do you create a
business card from
scratch using
Microsoft Word?
What are the parts of a
business card?
When designing a
What is an
entrepreneur?
What are
characteristics of
successful
entrepreneurs?
What are some
reasons people start
their own business?
Why do some
businesses fail?
What is the difference
between a logo and a
slogan?
What are some
examples of a logo
and a slogan?
How do you create a
business card from
scratch using
Microsoft Word?
What are the parts of a
business card?
When designing a
What is an
entrepreneur?
What are
characteristics of
successful
entrepreneurs?
What are some
reasons people
start their own
business?
Why do some
businesses fail?
What is the
difference between
a logo and a
slogan?
What are some
examples of a logo
and a slogan?
How do you create
a business card
from scratch using
Microsoft Word?
What are the parts
Opening (5-10 min)
business card, what
are some tips you need
to keep in mind for a
professional look?
What are some ways
you can promote a
business?
What type of business
do you want to create
and why?
What is the difference
between Microsoft
Word and Publisher?
What is a template?
How do you format
documents using
appropriate tools such
as bold, underline,
italics, bullets, etc?
business card, what
are some tips you need
to keep in mind for a
professional look?
What are some ways
you can promote a
business?
What type of business
do you want to create
and why?
What is the difference
between Microsoft
Word and Publisher?
What is a template?
How do you format
documents using
appropriate tools such
as bold, underline,
italics, bullets, etc?
business card, what
are some tips you need
to keep in mind for a
professional look?
What are some ways
you can promote a
business?
What type of business
do you want to create
and why?
What is the difference
between Microsoft
Word and Publisher?
What is a template?
How do you format
documents using
appropriate tools such
as bold, underline,
italics, bullets, etc?
business card, what
are some tips you need
to keep in mind for a
professional look?
What are some ways
you can promote a
business?
What type of business
do you want to create
and why?
What is the difference
between Microsoft
Word and Publisher?
What is a template?
How do you format
documents using
appropriate tools such
as bold, underline,
italics, bullets, etc?
of a business card?
When designing a
business card,
what are some tips
you need to keep
in mind for a
professional look?
What are some
ways you can
promote a
business?
What type of
business do you
want to create and
why?
What is the
difference between
Microsoft Word
and Publisher?
What is a
template?
How do you
format documents
using appropriate
tools such as bold,
underline, italics,
bullets, etc.?
Students have an
instructional warm-up
each day. They have
journal topics related to
the content that they are
learning for the week.
Monday, students have a
“research topic” to
discover the content of
the current topic. If a
student finishes before
guided instruction, they
work on Micro-type
lessons and practice for
weekly tests.
Students have an
instructional warm-up
each day. They have
journal topics related to
the content that they are
learning for the week. If
a student finishes before
guided instruction, they
work on Micro-type
lessons and practice for
weekly tests.
Students have an
instructional warm-up
each day. They have
journal topics related to
the content that they are
learning for the week. If
a student finishes before
guided instruction, they
work on Micro-type
lessons and practice for
weekly tests
Students have an
instructional warm-up
each day. They have
journal topics related to
the content that they are
learning for the week. If
a student finishes before
guided instruction, they
work on Micro-type
lessons and practice for
weekly tests
Students have an
instructional warmup each day. They
have journal topics
related to the content
that they are
learning for the
week. If a student
finishes before
guided instruction,
they work on Microtype lessons and
practice for weekly
tests
Part 1: Students will
review how to insert a
table and type their
business vocabulary
terms into a table in
Microsoft Word as well
as insert a picture to
identify the term.
Part 2: Students will go
to the following
website www.entreprene
ur.com/homebasedbiz/art
icle200730.html
to research
characteristics of
successful entrepreneurs.
Student will insert a
table and list 5
characteristics they think
are important for being a
successful entrepreneur
and they will explain
those characteristics in
their own words.
Part 3: Students will go
to the following
websitewww.studential.c
om/enterprise/businessstart-ups/why-start-abusiness. Of the 12
reasons for starting a
business, students will
list six and describe what
they mean in a table.
Part 4: Students will go
to the following website
www.businessknowhow.
com/startup/businessfailure.htm. Students will
read the article and list
the top four reasons that
businesses fail in a table
and explain the reasons
in their own words.
Closing Activity (5-10
min)
Discussion of topics
covered in class.
Demonstration of
learned keyboarding and
computer skills.
Discussion will include
the students answering
essential questions.
Assessment/Evaluation
Differentiation
Work-time Activities
(40 min)
Part 7: Students will go
to the following
websitewww.fastfood.co
m/chains/default.asp to
research logo's and
slogans for fast food
restaurants. Students will
insert a table and list
logos and slogans of five
food restaurants.
Discussion of topics
covered in class.
Demonstration of
learned keyboarding and
computer skills.
Discussion will include
the students answering
essential questions.
Part 5: Students will
insert a table with names
of famous entrepreneurs.
Students will use the
highlighter tool and
highlight the name of the
entrepreneur they will
research.
Part 6: Students will go
to the Britannica website
to research the
entrepreneur of their
choice. They will type a
paragraph about the
entrepreneur which
includes their name,
business, and how they
got started. It should also
include their training and
college experience and
any prior work
experience if any.
Student will copy and
paste a picture of their
entrepreneur in the
paragraph using the text
wrap: tight or square.
Discussion of topics
covered in class.
Demonstration of
learned keyboarding and
computer skills.
Discussion will include
the students answering
essential questions.
Rubric attached to
worksheets and projected
on screen. Performance
Assessment while
monitoring student’s
progress.
Portfolio Assessment
Rubric attached to
worksheets and projected
on screen. Performance
Assessment while
monitoring student’s
progress.
Portfolio Assessment
Rubric attached to
worksheets and projected
on screen. Performance
Assessment while
monitoring student’s
progress.
Portfolio Assessment
Rubric attached to
worksheets and projected
on screen. Performance
Assessment while
monitoring student’s
progress.
Portfolio Assessment
Refer to IEP/Extended
Refer to IEP/Extended
Refer to IEP/Extended
Refer to IEP/Extended
Keyboarding/Career
Assessment
Students continue
working on Intro to
Business Parts 1-7.
If students have
finished, they can go
to approved
websites.
On Your Own: When
finished with this table,
insert another table
and search for other
types of business logos
and slogans. You
decide the content for
this table. The content
must be school
appropriate.
Discussion of topics
covered in class.
Demonstration of
learned keyboarding and
computer skills.
Discussion will include
the students answering
essential questions.
Discussion of topics
covered in class.
Demonstration of
learned keyboarding
and computer skills.
Discussion will
include the students
answering essential
questions.
Rubric attached to
worksheets and
projected on screen.
Performance
Assessment while
monitoring student’s
progress.
Portfolio
Assessment
Refer to
Jigsaw
Inside-Outside Circle
Thinking Maps
One Minute Essay
Four Corners
Fist of Five
Clothesline
Think-Tac-Toe
Walking Through the
Pages
Cubing
I Have-Who Has
Tiered Assignments
Acceleration/Preview
Flexible Grouping
Peer Teaching
Reading Buddies
Study Buddies
Independent Study
Projects
Student Interest Survey
Guided Notes
Other
time/buddy helpers/On
Your Own
Projects/Exploration of
Computer Skills
Projects designed for all
learning styles:
kinesthetic, auditory, and
visual
Preferential Seating
Modified keyboarding
techniques for students
with physical
disabilities.
Students with vision
problems will use the
magnification tool on the
computer as well as have
enlarged worksheets and
a keyboard with enlarged
keys.
Peer Teaching: Students
are encouraged to help
other students when
learning computer skills
and career content.
Keyboarding lessons in
Kids Typing Skills and
MicroType are selfpaced and students work
at their own speed and
ability level.
Guided Notes: Students
will have worksheets
with detailed instructions
and screen
shots/pictures.
Projects are divided into
small manageable parts.
When appropriate,
student(s)will use an
IPad using the
accessibility features:
speak selection, invert
colors, etc.
time/buddy helpers/On
Your Own
Projects/Exploration of
Computer Skills
Projects designed for all
learning styles:
kinesthetic, auditory, and
visual
Modified keyboarding
techniques for students
with physical
disabilities.
Students with vision
problems will use the
magnification tool on the
computer as well as have
enlarged worksheets and
a keyboard with enlarged
keys.
Peer Teaching: Students
are encouraged to help
other students when
learning computer skills
and career content.
Keyboarding lessons in
Kids Typing Skills and
MicroType are selfpaced and students work
at their own speed and
ability level.
Guided Notes: Students
will have worksheets
with detailed instructions
and screen
shots/pictures.
Projects are divided into
small manageable parts.
When appropriate,
student(s)will use an
IPad using the
accessibility features:
speak selection, invert
colors, etc.
time/buddy helpers/On
Your Own
Projects/Exploration of
Computer Skills
Projects designed for all
learning styles:
kinesthetic, auditory, and
visual
Modified keyboarding
techniques for students
with physical
disabilities.
Students with vision
problems will use the
magnification tool on the
computer as well as have
enlarged worksheets and
a keyboard with enlarged
keys.
Peer Teaching: Students
are encouraged to help
other students when
learning computer skills
and career content.
Keyboarding lessons in
Kids Typing Skills and
MicroType are selfpaced and students work
at their own speed and
ability level.
Guided Notes: Students
will have worksheets
with detailed instructions
and screen
shots/pictures.
Projects are divided into
small manageable parts.
When appropriate,
student(s)will use an
IPad using the
accessibility features:
speak selection, invert
colors, etc.
time/buddy helpers/On
Your Own
Projects/Exploration of
Computer Skills
Projects designed for all
learning styles:
kinesthetic, auditory, and
visual
Modified keyboarding
techniques for students
with physical
disabilities.
Students with vision
problems will use the
magnification tool on the
computer as well as have
enlarged worksheets and
a keyboard with enlarged
keys.
Peer Teaching: Students
are encouraged to help
other students when
learning computer skills
and career content.
Keyboarding lessons in
Kids Typing Skills and
MicroType are selfpaced and students work
at their own speed and
ability level.
Guided Notes: Students
will have worksheets
with detailed instructions
and screen
shots/pictures.
Projects are divided into
small manageable parts.
When appropriate,
student(s)will use an
IPad using the
accessibility features:
speak selection, invert
colors, etc.
IEP/Extended
time/buddy
helpers/On Your
Own
Projects/Exploration
of Computer Skills
Projects designed for
all learning styles:
kinesthetic, auditory,
and visual
Modified
keyboarding
techniques for
students with
physical disabilities.
Students with vision
problems will use
the magnification
tool on the computer
as well as have
enlarged worksheets
and a keyboard with
enlarged keys.
Peer Teaching:
Students are
encouraged to help
other students when
learning computer
skills and career
content.
Keyboarding lessons
in Kids Typing
Skills and
MicroType are selfpaced and students
work at their own
speed and ability
level.
Guided Notes:
Students will have
worksheets with
detailed instructions
and screen
shots/pictures.
Projects are divided
into small
Materials Needed
How is this rigorous
Common Core lesson?
manageable parts.
When appropriate,
student(s)will use an
IPad using the
accessibility
features: speak
selection, invert
colors, etc.
Computers, Worksheets, Computers, Worksheets, Computers, Worksheets, Computers, Worksheets, Computers,
Projector, Laptop, OLC
Projector, Laptop, OLC
Projector, Laptop, OLC
Projector, Laptop, OLC
Worksheets,
Projector, Laptop,
OLC
Students use appropriate technology such as computers and I-pads to create projects and to show their understanding of the material
and technology skills. When teaching a new concept, we do an example together in class, they produce the required assignment, and
they have an “On Your Own” Project. The “On Your Own” Project allows students to demonstrate acquired technology skills,
critical thinking skills and apply the concept to real life situations. Not only does this allow students to be creative, but it gives
students a choice in how they want to demonstrate what they learned. Our lessons constantly build upon students’ prior knowledge
and skills. For example, before students can learn to change table styles, they have to know how to insert a table. All activities are
student centered and hands-on from the beginning of the lesson to the end. This allows students to be actively involved in all parts of
the lesson.