Management and Interpersonal Skills
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, students will defend the purpose of management as it relates
to efficient operation of fashion design projects. Students will discuss the relationship of
interpersonal and team building skills and how mangers use them effectively.
Specific Objectives
 Students will identify the three levels of management.
 Students will theorize how a self-managing team functions.
 Students will evaluate the five functions of management.
 Students will discuss the difference between traditional and horizontal organizations.
 Students will explain how interpersonal and team building skills are vital to an
employee, management, and customer interaction.
 Students will demonstrate effective interpersonal and team building skills by working
together to complete various fashion design projects.
This unit should take 25 class days to complete, including presentation days.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.95 Practicum in Fashion Design
(c) Knowledge and skills
(1) The student demonstrates professional standards/employability skills as required by
business and the industry. The student is expected to:
(F) examine employment opportunities in entrepreneurship.
(3) The student implements advanced professional communication strategies. The
student is expected to:
(G) exhibit public relation skills to increase internal and external customer/client
satisfaction.
(5) The student implements advanced information technology applications. The student
is expected to use personal information management, email, Internet, and industry
programs for fashion, textiles, and apparel projects.
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(10) The student implements technical skills for efficiency. The student is expected to
employ planning and time management skills to complete work tasks.
(11) The student implements an increasing understanding of the business aspects of
fashion, with emphasis on promotion and retailing. The student is expected to:
(B) describe the relationship between marketing and the fashion industry by:
(i) explaining the marketing concept;
(ii) relating marketing functions to the fashion industry;
(iii) explaining how each component of the marketing mix contributes to
successful fashion marketing;
(iv) explaining the importance of target markets;
(v) describing advantages and disadvantages of market segmentation and
mass marketing;
(vi) researching trends and emerging technologies affecting fashion
marketing;
(vii) determining examples of niche marketing;
(viii) describing cultural and societal influences on the fashion market;
and
(ix) describing how international marketing has affected the fashion
industry.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases, such as
figurative language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Tasks
 Students will view multimedia presentation and take notes as directed by the teacher.
 Students will complete individual and group assignments.
 Students will present their projects to the class.
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Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Secure a computer lab, if none is readily available in the classroom.
 Copy the handouts and assignments.
Instructional Aids
 Student handouts and multimedia presentations
Materials Needed
 Copies of assignments
 Computer with lab access
Equipment Needed
 Teacher computer and printer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask what makes management effective.
 Ask what character traits are common in “good” managers.
 Explain how interpersonal skills are important in the work place.
Lesson Introduction
 Ask the class if anyone has ever had to “manage” other people.
 Explain how effective interpersonal skills are necessary for managers to function in
business.
 Tell students the information they will learn in this lesson will be important to them in
their chosen fields.
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Outline
MI
OUTLINE
Management
I.
II.
III.
IV.
V.
VI.
Management: Another
piece of the puzzle
Terminology
Management Structures
Management Functions
Management Styles
An Effective Manager
Interpersonal Skills
I.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
Interpersonal Skills
Personal Traits
Personal Ethics
Creativity, Initiative,
Responsibility
Attitude
Self-control or Orderliness
Self-awareness and
Willingness to Change
Self-esteem
Empathy
Personal Skills
Goal Setting
NOTES TO TEACHER
Teacher will hand out student
notes sheets and go over the
material, using the multimedia
presentation.
Teacher will lead the discussion
of material, using multimedia
presentations for management
and interpersonal skills.
Students will complete all
activities, whether individually,
in pairs, or groups at the
discretion of the teacher.
This unit will easily take 25 class
days due to the length of the
projects assigned.
Teacher will move about the
classroom and will monitor the
students’ progress while the
students assume the role of
self-director.
It is suggested that the students
present all projects to the class.
Option: The teacher may want
to set up a competition among
the students and offer a small
prize. Counselors or school
administrators could serve as
judges.
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Multiple Intelligence Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
Verbal/
Linguistic
Visual/
Spatial
Application
Guided Practice
Guided Practice
The teacher will present the multimedia presentations (one each for management and
interpersonal skills) and have students complete the included assignments. It is up to the
teacher’s discretion whether to assign some of the larger projects to pairs or small groups
instead of individual students.
Independent Practice
 Students will research and plan an “Afternoon of Fashion” program within their
community.
 Students will develop a personal brand by creating a fashion label.
 Students will implement marketing and technology applications to develop a mock
shopping center.
Summary
Review
 We all possess personal traits that make us unique.
 Everyone has a set of personal ethics. However, the degree to which we use them is an
individual choice.
 Developing and using effective interpersonal skills is necessary for successful managers.
Evaluation
Informal Evaluation: it is up to the teacher’s discretion how to grade the daily work and desk
assignments. The teacher will monitor the students’ work to check for understanding.
Formal Evaluation: Students will complete extensive projects to demonstrate knowledge of the
material covered in this unit. Rubrics have been provided.
Management: Another Piece of the Puzzle
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TERMINOLOGY:
VERTICAL INTEGRATION: ______ to __________ management structure of an organization
(consists of ____________, ____________, and __________________levels).
TOP MANAGEMENT: Makes __________________ affecting _______________; decisions have
_________________ effect on the company.
MIDDLE MANAGEMENT: _________________ the _________________ of ________
management; plan ways to implement ___________; communicate with __________________
level management.
SUPERVISORY LEVEL MANAGEMENT: _________________ the activities of employees;
_________________the instructions of Middle and Top management; _____________
tasks and __________________ performance of employees.
HORIZONTAL ORGANIZATION: _______________________teams set their own _________ and
make their own ______________. Organized by _____________ instead of ______________.
EMPOWERMENT: __________________ team members’ _____________________ and
willingness to take ________________________.
MANAGING: ______________________ the___________ of an organization through its
__________ and _________________.
ORGANIZING: Bringing people, activities, and resources together for the _____________ of the
company.
STAFFING: ______________ _______________ with the __________ to be done.
CONTROLLING: __________________ performance; ___________________performance with
company ____________________ and goals for effective outcome.
LONG-RANGE PLANNING: Information is __________________ and _________________,
serving goals ranging from one to five years; or five to 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of _______ year
or _______. Usually evaluated on ________________ or _________________ basis.
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MANAGEMENT STRUCTURES:
A. Vertical Organization
1. ________________ performs ___________department function
2. _____ management
3. _______________ management
4. __________________level
B. Horizontal Organization
1. Became ______________ due to _______________ in the _______ and __________.
2. __________ set own __________ and make own ________________.
3. ________________ oriented
4. Adopted by most _______ manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. __________________
2. __________________
B. Organizing
1. _________________________________
2. _________________________________
C. Controlling
1. Performance is __________________ and _________________ with goals
2. ________________ standards, areas of improvement
D. Staffing
1. _____________ and________; _________; ______________ performance
E. Leading
1. _____________________ direction of business; ____________________;
_____________________________, drive
MANAGEMENT STYLES
A. __________________:
Makes decisions with virtually no input
“_________________________________”
B.
__________________:
Allows an employee to make all decisions
Can be a “circus”
C. _________________:
Gets ____________________ and adjusts when necessary
Can be slow; ________________________ can be helpful
D. ______________________:
Allows majority rule; sometimes slow process, but it’s easier to get employee’s approval
E. ______________________:
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Manager acts as a mentor; allows employees ________ _________
Focus on results, not how work gets done
F. ______________________:
Makes decision, then takes time to convince employees it was good
Spend time getting people to “_______ _______”
AN EFFECTIVE MANAGER…
 Shows a __________ __________
o It’s ok to smile! It’s contagious!
 Cares about ___________
o Encourages and looks for the _______ in others
o Says “________________”
 Is considerate
o Takes ___________
o Calls people by their __________
o ____________________ birthdays, anniversaries, etc.
 Listens
o _______ questions
o __________ information
 Encourages ________________
o Does not ____________
o Treats everyone ____________
o Is a _________ player
o Is __________________
AN EFFECTIVE MANAGER also:
A. Is able to give _________ directions
B. Has skills to ___________ employees adequately
C. Has ____________
D. Is consistent and _______, and _________
E. Acts as a good _________________
F. Delegates __________________
G. Fosters ________________
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Management: Another Piece of the Puzzle
Student Notes KEY
TERMINOLOGY:
VERTICAL INTEGRATION: Top to bottom management structure of an organization (consists of
Top, Middle, and Supervisory levels).
TOP MANAGEMENT: Makes decisions affecting entire company; decisions have broadest effect
on the company.
MIDDLE MANAGEMENT: Implements the decisions of Top management; plans ways to
implement goals; communicates with Supervisory level management.
SUPERVISORY LEVEL MANAGEMENT: Supervises the activities of employees; carries out the
instructions of Middle and Top management; assigns tasks and evaluates performance of
employees.
HORIZONTAL ORGANIZATION: Self-managing teams set their own goals and make their own
decisions. Organized by process instead of function.
EMPOWERMENT: Encourages team members’ contributions and willingness to take
responsibility.
MANAGING: Completing the work of an organization through its people and resources.
ORGANIZING: Bringing people, activities, and resources together for the benefit of the
company.
STAFFING: Matching workers with the tasks to be done.
CONTROLLING: Measuring performance; comparing performance with company objectives and
goals for effective outcome.
LONG-RANGE PLANNING: Information is gathered and analyzed, serving goals range from one
to five years; or five to 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of one year or
less. Usually evaluated on quarterly or semi-annual basis.
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MANAGEMENT STRUCTURES:
A. Vertical Organization
1. Manager performs particular department function well
2. Top management
3. Middle management
4. Supervisory-level
B. Horizontal Organization
1.
2.
3.
4.
Became popular due to downsizing in the 1980s and 1990s.
Self-managing teams set own goals and make own decisions.
Customer oriented
Adopted by most car manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. Long range
2. Short range
B. Organizing
1. Arrange staff to accomplish goals
2. Organizational chart
C. Controlling
1. Performance is measured and compared with goals
2. Setting standards, areas of improvement
D. Staffing
1. Recruit and hire; evaluate performance
E. Leading
1. Communicate direction of business; commitment; motivation; drive
MANAGEMENT STYLES
A. Autocratic:
Makes decisions with virtually no input
My way or the highway
B. Chaotic:
Allows an employee to make all decisions
Can be a “circus”
C. Consultative:
Gets feedback and adjusts when necessary
Can be slow; Advisory Board can be helpful
D. Democratic:
Allows majority rule; sometimes slow process, but it’s easier to get employee’s approval
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E. Laissez-faire:
Manager acts as a mentor; allows employees some control;
Focus on results, not how work gets done
F. Persuasive:
Makes decision, then takes time to convince employees it was good
Spend time getting people to “buy in”
AN EFFECTIVE MANAGER…
 Shows a happy face
o It’s ok to smile! It’s contagious!
 Cares about others
o Encourages and looks for the good in others
o Says thank you
 Is considerate
o Takes interest
o Calls people by their names
o Recognizes birthdays, anniversaries, etc.
 Listens
o Asks questions
o Recalls information
 Encourages interaction
o Does not gossip
o Treats everyone equally
o Is a team player
o Is trustworthy
AN EFFECTIVE MANAGER also:
A. Is able to give clear directions
B. Has skills to train employees adequately
C. Has vision
D. Is consistent and fair and firm
E. Acts as a good example
F. Delegates responsibilities
G. Fosters initiative
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“An Afternoon of Fashion in ________ County”
OBJECTIVE: Students will use management, decision-making skills to complete all the necessary
tasks of staging a fashion event.
MATERIALS NEEDED: Computers; projector; Internet access; paper and printer for print items
PROCEDURE:
You are the chairperson of “An Afternoon of Fashion in Your County” committee. (You supply
the name of your county.) Your goal is to ensure 100% occupancy by fashion retailers located
within YOUR county. You have space for 45 booths. The event will take place on PICK A DATE.
Your duties are as follows:
1. Determine your target market (who you want to draw to your event).
2. Select the fashion retailers who will participate (plan for variety).
3. Decide on admission charges.
4. Plan the arrangement, or the floor plan for the event.
5. Secure the site (must be in YOUR county). Look up the location on Internet.
6. Decide how you will promote the event to the public.
7. What type of entertainment will be provided? When? Variety?
8. Advertising:
a. One direct mail (postcard or flyer)
b. One press release (story that tells who, what, where, when, why) and you must
include at least two quotes from someone who has participated in the past
c. One TV commercial (use multimedia software or a video production software)
d. One non-traditional promotion, such as an airplane trailer, a “sandwich promo”
walker, skydiver, etc.
9. Design a layout or floor plan, and list the participating fashion retailers in their booth
locations. (Use word processing software.)
10. What considerations did you take in deciding where to locate the participating fashion
retailers within your chosen site?
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“An Afternoon of Fashion” Presentation Rubric
Presentation Title:
Name:
Teacher:
Date of Presentation:
Title of Work:
Criteria
Organization
Content
Knowledge
1
Audience cannot
understand
presentation because
there is no sequence
of information.
Student does not
have grasp of
information; student
cannot answer
questions about
subject.
Student used no
visuals.
Visuals
Mechanics
Delivery
Student's
presentation had
four or more spelling
errors and/or
grammatical errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for students
in the back of class to
hear.
2
Audience has
difficulty following
presentation because
student jumps
around.
Points
3
Student presents information in
logical sequence which audience
can follow.
4
Student presents
information in
logical, interesting
sequence which
audience can follow.
Student is
uncomfortable with
information and is
only able to answer
rudimentary
questions.
Student is at ease with content, but
fails to elaborate.
Student occasionally
used visuals that
rarely support text
and presentation.
Visuals related to text and
presentation.
Presentation had
three misspellings
and/or grammatical
errors.
Presentation has no more than two
misspellings and/or grammatical
errors.
Presentation has no
misspellings or
grammatical errors.
Student's voice is clear. Student
pronounces most words correctly.
Student used a clear
voice and correct,
precise
pronunciation of
terms.
Student incorrectly
pronounces terms.
Audience members
have difficulty hearing
presentation.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Total
Teacher Comments:
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Group Progress Rubric
Name: _____________________
Teacher: ___________________
Date: ______________________
Title of Work: ______________
Skills
Helping:
The teacher observed the students
offering assistance to each other.
Listening:
The teacher observed students
working from each other's ideas.
Criteria
Points
0
10
15
20
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
____
____
Participating:
The teacher observed each
student contributing to the
project.
Persuading:
The teacher observed the students
exchanging, defending, and
rethinking ideas.
Sharing:
The teacher observed the students
offering ideas and reporting their
findings to each other.
____
____
____
Total Points ____
Teacher Comments:
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Your Personal Brand
OBJECTIVE:
Now is the time to shine and create something all about you! Your job is to create and market a
fashion label that represents you as you look toward life after high school. You will use a tri-fold
board to display your label and your marketing techniques.
MATERIALS NEEDED:
Computer, Internet access, printing capability, copy paper, tri-fold display board





Select a fashion label name that represents the “real you.” (This is a made-up name, not
a real firm name.)
Create a logo for your label and include it on your tri-fold
Select a tagline for your label that represents how you want others see you, include it on
your tri-fold
Sketch six garments for your label. Include price, fabric content, target market, and a
description for each garment. Description should let your customer know if it is casual
or formal wear and give an example of what kind of event you would wear the garment
to. Include sketches on the tri-fold.
Choose a project mentor – an established fashion designer that has inspired you and
your collection. State how this designer influenced you. Include on the tri-fold.
Written Report
How would you market your label? Type a summary on the following (one page minimum):
 Price: What would the price range of your garments be?
 Place: Where can people contact you?
 Promotion: How will you promote your firm?
Extra credit
Design a hangtag for your label’s garments, including the following:
 Label’s logo and tagline on one side
 On the other side: a short message to your customer (no more than 20 words) and a
(fictional) website where customers could find more of your merchandise
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Personal Brand Project Rubric
Project Title:
Name:
Teacher:
Below
Average
Satisfactory
Excellent
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
2. Managed time wisely
1, 2, 3
1, 2, 3
1, 2, 3
3. Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
4. Communicated efforts with teacher
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
1. Format (required # of slides present)
1, 2, 3
1, 2, 3
1, 2, 3
2. Mechanics of speaking and/or writing
1, 2, 3
1, 2, 3
1, 2, 3
3. Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
4. Creativity
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrated knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
1. Has clear vision of final product. Directions were
followed
2. Properly organized to complete project
Product (Project)
Total:
Total Score:
Teacher Comments:
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Interpersonal Skills
Student Notes
I. Personal Traits
Personal ethics
Creativity, initiative and responsibility
Attitude
Self-control or orderliness
Self-awareness and willingness to change
Self-esteem
Empathy
Personal ethics:
 _______________________
 _______________________
 _______________________
Creativity initiative and responsibility
 _________________________________________
 _________________________________________
 _________________________________________
Attitude
 _________________________________________
 __________________________________
 __________________________________
Self-control or orderliness
 _________________________________________
 _________________________________________
Self-awareness and willingness to change
 _________________________________________
 _________________________________________
 _________________________________________
 _________________________________________
Self-esteem
 _________________________________________
 _________________________________________
 _________________________________________
 ___________________________________
 ___________________________________
Empathy
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

_________________________________________
_________________________________________
II. Personal skills
Assertiveness:
 _________________________________________
 _________________________________________
 _________________________________________
Time management:
 _________________________________________
 _________________________________________
 _________________________________________
Goal setting:
 _________________________________________
 _________________________________________
 __________________________________________
 __________________________________________
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Interpersonal Skills KEY
Student Notes
I. Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness and Willingness to Change
Self Esteem
Empathy
Personal ethics:
 Honesty
 Integrity
 Play Fair
Creativity Initiative and Responsibility
 Find new ways to do your job (cuts boredom)
 Doing what needs to be done without being told
 Be accountable for your actions
Attitude
 Develop a positive attitude
 View difficult assignments as a challenge
 Positive attitude flows over into other areas
Self-Control/Orderliness
 Tactfulness…what does it mean?
 A must when dealing with difficult customers
Self-Awareness and Willingness to Change
 Make a list of strengths and weaknesses
 You may think you know everything!
 The first 100 years are the hardest!
 Adaptable employees are valuable
Self-Esteem
 The way you see yourself---your value
 Demonstrate self-esteem on the job by showing confidence in your work
 Build Customers’ self-esteem too
o Call them by name
o Smile and greet them
Empathy
 Understand another’s situation or frame of mind
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
Putting oneself in another’s place
II. Personal Skills
Assertiveness:
 Stand up for yourself, but don’t be pushy
 Don’t boss others
 Make sure you know what you’re talking about
Time Management:
 Budget your time
 Don’t over commit yourself or you will regret it
 Sometimes “NO” is okay!
Goal Setting:
 What do you want out of:
o Life?
o Career?
o Personal Relationships?
 Where do you plan to be in ______ years?
o Continue to ask yourself this question!
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“Personal Bucket List”
50 Things You Want to Do Before Age 65
Think about this carefully before you begin. In your “50 Things,” you will need use a word
processing program to devise a list of 50 things to do before you reach age 65. Include a brief
(one or two sentence) explanation as to why you would do each task or activity. You may not
repeat or combine any! Your list must include:
1 challenging sport (counts as one “thing”)
1 regular activity you never tried but would like to
2 sites in the world you would like to see (each place counts as one “thing”)
2 career options (each counts as one “thing”)
2 personal goals (each counts as one “thing”)
3 activities that include your family members
2 things you would do for someone else (each counts as one “thing”)
2 activities you would do for your community
The rest are up to you!
Date Due: _________________________
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Shopping Center Development
OBJECTIVE:
Students will use management and leadership skills learned in order to successfully complete all
assigned tasks in this shopping center development project.
MATERIALS NEEDED:
Computers, Internet access, projector for presentations, printer, and paper for proposal and
brochure
Shopping centers have become part of America’s pastime. In this project, your team, as part of
the Department for Product Design and Development for AlphaGenX Shopping Centers, is vying
for your idea to be the one chosen as the new “Fashion Shopping Center” in your area.
First rule of thumb…Be sure to read the through the whole project before beginning.
Part 1: Group Formation and Preparation
A. Decide on a team leader and divide up all tasks.
B. Create a survey to be given to students in your Math or English classes. The survey is to
find out what your peers would like in a new “fashion” shopping center. The survey
must include at least 10 QUALITY questions. Type the questions and turn them in and
include the number of copies you will need.
C. After the surveys have been examined, you are to write a final analysis of "A New
Fashion Shopping Center for Your Generation," based on personal ideas and survey
results.
Part 2: Research and Development
A. Research two actual shopping centers that are similar to your idea. (They can be located
anywhere.) For each of the two shopping centers, you will need to find the following:
1. Name of the shopping center
2. Location of the shopping center
3. Number of retailers it hosts
4. Names of all its retailers
5. Names of kiosk vendors
6. Other attractions for shoppers
7. Available food and beverages
8. Any other pertinent information you discover
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Part 3: Your Proposed Shopping Center Outline
This is the section where YOUR design of YOUR shopping center comes to life. Brainstorm and
research the following: (You CANNOT have the same exact ideas, features or themes as another
shopping center or mall!)
1. Overall shopping center theme
2. Location of shopping center
3. Type of shopping center
4. Square footage of shopping center
5. Type of parking facilities and number of available parking spots
6. Number of retailers
7. Names of retailers
8. Number and types of kiosks
9. Other attractions for shoppers
10. Available food and beverages
11. Any other pertinent information you discover
Considerations
- Define your target market, location and type of shopping center. Be prepared to defend
your reasoning.
- What is the name of your shopping center?
- What type of shopping center will it be?
-What are the general rules and guidelines of your shopping center?
-What will your hours of operation be?
-What dates will be your seasonal showcase for fashion?
-How will you market your fashion shopping center? Will there be an app?
-Describe the number and location of restroom and handicap facilities.
You must include the following:
- A typed proposal for the shopping center (limited to seven pages)
- A brochure for the new shopping center
- A detailed map of the new shopping center, including its retailers, restroom facilities and
food and beverage locations
The project must be neat and look professional.
All written information must be typed, formatted, and documented using a word processing
program.
Prepare a multimedia presentation or video to present your project to the Board of Directors.
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
Shopping Center Development Rubric
Presentation Title:
Name:
Date of Presentation:
Criteria
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
1
Audience cannot
understand
presentation
because there is
no sequence of
information.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Student used no
visuals.
Student's
presentation had
four or more
spelling errors
and/or
grammatical
errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for
students in the
back of class to
hear.
2
Teacher:
Title of Work:
Points
3
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable
with information
and is able to only
answer
rudimentary
questions.
Student
occasionally used
visuals that rarely
support text and
presentation.
Student presents
information in
logical sequence
which audience
can follow.
Student is at ease
with content, but
fails to elaborate.
Visuals related to
text and
presentation.
4
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Points Earned
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Student used
visuals to
reinforce screen
text and
presentation.
Presentation had
three misspellings
and/or
grammatical
errors.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
Student
incorrectly
pronounces terms.
Audience
members have
difficulty hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total Points
Teacher Notes:
24
Copyright © Texas Education Agency, 2015. All Rights Reserved.