Business Management
Practicum
1
Copyright © Texas Education Agency, 2015. All rights reserved.
Table of Contents
Introduction
4
Portfolio Information
4
Preparation for First Day of Class
5
Useful Websites
6
Practicum Schedule
7
General Housekeeping
8
Training Station Orientation
22
The History of Office Management
30
Career Pathways
39
O*Net/Career Exploration
56
Word Processing
80
Professional Demeanor
103
Human Relations
121
General Personal Management
148
Risk Management
174
Ethics
188
Professional Communications
204
Critical Thinking/Work Flow
219
Advanced Technical Skills Project
237
Management/Interpersonal
251
General Project Management
274
Banking/Financial Math
290
Math in Business and Retail
310
Leadership
365
2
Copyright © Texas Education Agency, 2015. All rights reserved.
Supplemental Lessons
Goin’ Global
388
Scholarships
427
Creating a Portfolio
441
Program Forms
450
Additional Activities
467
3
Copyright © Texas Education Agency, 2015. All rights reserved.
Business Management and Administration Practicum
Introduction
This Practicum is designed to be used by new and veteran teachers who would like to enhance their students’
performance by utilizing computer generated projects. The purpose of these lessons is to transform the classroom
into a lab setting with the students becoming self-driven learners and the teacher taking on the role of facilitator.
With the exception of the General Housekeeping unit, the material is adaptable and may be presented in any order
the teacher chooses. Because there are so many detailed forms that ar e necessary to the onset of the school year
or semester, the General Housekeeping unit should be covered first. Detailed lesson plans are provided which
include handouts and activities.
Each unit contains at least one multimedia presentation; therefore, the teacher will need to use a desktop or laptop
computer attached to a projector in order to present the materials to the class.
Customarily, students enrolled in a Practicum course are placed on jobs prior to the onset of the school year. Of
course, there are often a few students who will need job placement by the teacher once school starts. Students must
be employed and a training plan must be filed within 14 days of the start of the school year. It is important that all
Texas Education Agency rules are followed and adequate records are kept, in the event of an audit by a
representative from TEA.
The teacher is required to visit each training sponsor regarding student progress at least once per each six-week
grading period, regardless of whether or not the school calendar adheres to a six week or nine week grading period.
Portfolio Information
All students are to keep a working digital portfolio which will be updated regularly during the school year. The
portfolio can be a useful tool when applying for employment and scholarships or completing college applications.
Reproducible guidelines may be found at the end of this document. It is important that students establish their
portfolios early during the first few weeks of school, so make sure to inform students during the General
Housekeeping unit of the Practicum.
4
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Preparation for the First Class Day
Classroom
 Are the students desks arranged the way you would like them to be for optimal class instruction?
 Is your desk in an area where it will be easy to manage the class?
 Do you have all the things you will need already in place at your desk? (a calendar/unit planner, grade
book, pencils, pens, notepad, etc.)
 Is the furniture easy to walk around?
 Are bulletin boards prepared and attractive to students?
 Do you have a space prepared for students to turn in work?
 Is the lighting in the room appropriate?
 Are the materials organized and easy to access?
 Do you have an emergency exit plan posted in the room?
Students/Parents
 Have you prepared the letters to the students and parents within the General Housekeeping portion of the
Practicum?
 Have you prepared home folders for the students?
Instruction
 Have you prepared a script of what you are going to do the first day?
 Do you have a classroom management plan prepared to establish?
 Do you know what procedures you are going to use in managing your class?
 Is there a sign-in paper or do you have a roll calling system ready to put in place?
 Do you have an activity/procedure for students who arrive before the bell rings?
 Do you have a grading system ready?
 Do you have ice breakers/team builders ready to do on the first day?
5
Copyright © Texas Education Agency, 2015. All rights reserved.
Useful Websites

Texas Education Agency
www.tea.tx.gov

Career and Technical Education
http://cte.unt.edu/

O*NET
http://www.onetonline.org/

CTSOs
Business Professionals of America (Texas BPA)
www.texasbpa.com
Business Professionals of America (National BPA)
bpa.org
Future Business Leaders of America (FBLA)
fbla-pbl.org
Future Business Leaders of America – Phi Beta Lambda
fbla-pbl.org

Parliamentary Procedure (Robert’s Rules of Order):
http://www.ohio.edu/csen/upload/gen_info_roberts_rules_of_order.pdf

Research
https://www.tsl.state.tx.us/elibrary
http://www.si.edu/
6
Copyright © Texas Education Agency, 2015. All rights reserved.
Practicum Schedule
Topic
Activity
Time Frame
General Housekeeping
Forms
5 Class Periods
Training Station Orientation
Project
10 Class Periods
The History of Office
Administration
Notes, Activities and Projects
5 Class Periods
Career Pathways
Notes, Activities and Projects
6 Class Periods
O*Net/Career Exploration
Notes, Activities and Projects
10 Class Periods
Word Processing
Notes, Activities and Projects
3 Class Periods
Professional Demeanor
Notes, Worksheets and Tests
7 Class Periods
Human Relations
Notes, Activities and Tests
5 Class Periods
General Personal Management
Notes, Activities and Tests
7 Class Periods
Risk Management
Notes, Activities and Tests
5 Class Periods
Ethics
Notes, Activities and Tests
5 Class Periods
Professional Communications
Notes, Activities and Projects
5 Class Periods
Critical Thinking/Workflow
Notes, Activities and Tests
11 Class Periods
Advanced Technical Skills Project
Notes, Activities and Projects
13 Class Periods
Management/Interpersonal
Notes, Activities and Projects
25 Class Periods
General Project Management
Notes, Activities and Projects
4 Class Periods
Banking/Financial Math
Notes, Activities and Tests
5 Class Periods
Math in Business and Retail
Notes, Activities and Tests
5 Class Periods
Leadership
Notes, Activities and Tests
7 Class Periods
Goin’ Global
Notes, Activities and Tests
5 Class Periods
Scholarships
Notes, Activities and Tests
10 Class Periods
Creating a Portfolio
Notes, Activities and Projects
10 Class Periods
*Each Class Period is 45 – 50 minutes in length
7
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General Housekeeping: Forms
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate characteristics necessary to be a successful student in
the Business Management and Administration program.
Specific Objectives
 Students will identify the critical rules of program operation.
 Students will explain the procedures for reporting an absence from school/work.
 Students will learn the policies and procedures of the Business Management and Administration program.
 Students will obtain the necessary signatures on required forms.
This lesson should take five class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to the activities
may result in the elimination of any or all of the T EKS listed.
Reading I, II, III
 110.47(b)
o (1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and context to
recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to
determine pronunciations of unfamiliar words;
o (2) The student acquires an extensive vocabulary through reading and systemic word study. The
student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other words
and concepts such as content, synonyms, antonyms, and analogies;
o (4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
8
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Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and occasions.
o (7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The
student is expect to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
 Students will secure signatures on all forms, as specified by the teacher.

Students will return all paperwork in a timely manner.
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
 If possible, display each form on projector screen
 Copy the handout sheets and rubric for the students
 Have materials ready prior to the start of the lesson.
 SUGGESTION: make folder packets for each student ahead of time. Have students write their names on the
folder; the folder becomes part of the year’s permanent record files for that school year.
Instructional Aids
 Student handouts
Materials Needed
 Copies of all forms
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation


Ask students why rules are necessary.
Ask why daily attendance is important.
9
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
Explain that is an honor to be accepted into this program and that all students must maintain high
expectations to remain in the class.
Lesson Introduction



Explain each form in detail and check for understanding.
Tell the class that all forms must be returned with appropriate signatures by the end of the first week of
class.
Obviously, if a student has not secured employment by the first day of school, that student will not be able
to fill out the Training Plan form; however, make sure they fill in everything except the employment
information. (They will need to do this once they are employed.)
10
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
NOTES TO TEACHER
Assignment Outline:




Copy the instructions and
grading rubric and make into a packet.
Directions:
 The packet of information
must be completed by
interview, website, or
handbook.
 Minimum of 12 digital
photos
 Floor plan may be scanned
Grading:
 Completion of packet
 Multi-media presentation
 Pictures
 Professionalism during
presentation
Presentation must have:
 Name and logo
 Floor plan
 Policies/procedures
 Company history
 Supervisor’s or owner’s
previous experience
 Site of company
 Organizational chart
 Inclusion:
 3,2,1
Layout format must be followed
***Handout the Portfolio Guidelines
Tell the class about some of
the things you learned at previous
jobs. Explain how those skills helped
you to become a teacher.
Explain the necessity of
learning as much as possible about a
job because some of the skills learned
will help with future employment.
Explain to the class that
customers see a business much
differently than the employees see it.
Ask the class if they ever
wanted to work at a place where they
shopped. Have them give reasons
why they wanted to work there.
Go over all the criteria in the
assignment
and
check
for
understanding.
Explain
the
guidelines.
Students can set it up while working
on the Training Station Orientation
project.
Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
11
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Application
Guided Practice
 The teacher will go over each form individually and thoroughly. It is extremely important that all students
understand what is required of them in order to be in the program.

Set a deadline (usually the end of the first week of school) for all forms to be returned with signatures.

Keep in mind that during the first few days of classes, students will leave or enter your program. You will need
to keep up with all paperwork and will need to see that the new students receive all documents.
Summary
Review
 Why is it important to follow all rules of the program?
 Why do students have to secure permission before they quit their job?
 What happens to a student who is fired from his/her job?
 What is the policy on theft?
Evaluation
Informal Assessment
 Incentive for turning in all forms before the deadline.
Formal Assessment
 Daily grade or test grade on the deadline
12
Copyright © Texas Education Agency, 2015. All rights reserved.
Business Management and Administration Practicum Syllabus
Welcome to the dynamic world of Business Management and Administration! You have been selected from many
applicants to experience a fun and rewarding year. It is my intent for you to learn a great deal about the world of
work as you learn about yourself.
This course consists of the following topics:
Training Station Orientation
The History of Office Management
Career Pathways
O*Net/Career Exploration
Word Processing
Professional Demeanor
Human Relations
General Personal Management
Risk Management
Ethics
Professional Communications
Critical Thinking/Work Flow
Advanced Technical Skills Project
Management/Interpersonal
General Project Management
Banking/Financial Math
Math in Business and Retail
Leadership
Advanced Leadership
Supplemental Lessons
Goin’ Global
Scholarships
Creating a Portfolio
History of Business in Retail
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously: READ THE TEXTBOOK!
There will be a lot of information given and discussed in class that is not in the text; however, you are still accountable
for reading assigned chapters. Students entered in Business Management and Administration competition are more
successful due to reading the material in the text.
GRADING
Your grade will consist of the following: weekly work reports, dependability grades (see Dependability sheet),
individual and group assignments, daily work, tests and your employer evaluation.
13
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YOUTH ORGANIZATION: (INSERT YOUR PROGRAM HERE)
All co-op students are expected to join (INSERT YOUR YOUTH ORGANIZATION HERE) and to participate in
competitive events. Dues are $______ for the school year.
_____________________________
___________________________
Parent’s Signature
Student’s Signature
14
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Student Responsibilities in Cooperative Training Program
Type Your School District Name Here
Career and Technical Education Department
In order to establish and maintain a responsible, high quality type of Cooperative Training Program for (insert name of school
or school district), it is essential that the student, the parents, the training sponsor, the coordinator, and school administrators agree
to these basic principles:
1.
It is the responsibility of the coordinator to provide appropriate interview opportunities for student job placement. The
coordinator must grant final approval of all job placements.
2.
It is the responsibility of the student to remain at the same training station throughout the training period. A change may be
made only when approved by the coordinator.
3.
A student will be removed from the Cooperative Training Program and lose state credits for any of the following reasons:
a.
If the student is dismissed from the training station and the coordinator determines that the dismissal was for
sufficient reasons. Example: theft or un-ethical conduct.
b.
The second time a student has been fired and/or quits without the permission of the coordinator, he/she is released
from the program without credit.
c.
If a student’s attendance drops below 90%, the student may be removed from the Cooperative Education Program.
Removal from the class would result in loss of credit for the term.
4.
The student is under school supervision at school, and during the work schedule at the training station. School credit is given
for four hours spent on the job, as well as in the classroom. The student must work a minimum of 15 hours a week, 10 of
which must be Monday through Friday.
5.
If the student is to be absent from school on any particular day for any reason, the student is required to notify the teachercoordinator no later than 12:00 (noon) on the day of the absence. He/she may not report to the training station without
having first received permission from the coordinator. Failure to observe this rule will result in unexcused absences in all
classes missed.
6.
A student who is fired or quits a job shall receive a nine weeks grade of no higher than 60 for the grading period during which
he/she was fired. The student is expected to find his/her own employment within five days. Grades will be reduced from the
sixth day forward.
7.
Students enrolled in Cooperative Education are expected to belong to the youth organization, as activities are related.
It is with the above understanding that we enter into this agreement to provide the best training for the individual student.
_________________________________
Parent or Guardian’s Signature
______________________________
Student’s Signature
_________________________________
Coordinator’s Signature
______________________________
Principal’s Signature
*** If you wish to communicate via e-mail, please list your e-mail address below:
_________________________________________________________________
15
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Classroom Rules
1. You must be in class and on time; failure to do so may result in an after class detention on the day you are late!
Class is from INSERT TIME to INSERT TIME.
1. Bring your materials to class and be ready to work on assignments. ALWAYS BRING YOUR TEXTBOOK.
1. Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.
1. No work from other classes is to be done in our class. You are earning credit for this course, so you must devote
your attention to our subject material.
1. Do not comb hair, put on makeup, paint fingernails, etc. You don’t have to impress us—we like you as you are.
1. Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.
1. RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone else has the floor.
1. NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS.
1. You are responsible for your conduct in your other classes. If you are a behavior problem in another class, it will
be brought to my attention. You will be subject to removal from the co-op program due to behavioral problems.
1. Park in the designated parking lot only. DO NOT park in the front of school or in the teachers’ lot.
________________________________
Student’s Signature
_________________________________
Parent or Guardian’s Signature
16
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Dependability Grade
An important characteristic of a good employee is dependability. It is vital that the student realize the importance of
being dependable on the job and in the classroom. To reinforce this, a “DEPENDABILITY GRADE” has been created. It
is treated as a MAJOR TEST GRADE and is averaged in with the other major test scores.
When a student is absent from school for ANY REASON, he/she must telephone his/her Practicum (co-op) teacher
before NOON that day. If the teacher’s phone rings to voice mail, the student should leave the following information:
Name, date, time, reason for absence, and phone number
It is the student’s responsibility to phone his/her employer to report the absence in a timely manner from work.
Practicum students are also required to sign in each day on the Practicum Dependability Log, located in the
classroom.
Failure to phone the teacher in the event of an absence or to sign in when present will result in points being deducted
from the “Dependability Grade” in the following manner:
ABSENT
0 DAYS = 100%
1 DAY
2 DAYS
3 DAYS***
4 DAYS
5 DAYS
CALLED IN
FAILED TO CALL OR SIGN IN
97%
93%
90%
87%
83%
87%
78%
65%
37%
0
***If you are absent 3 or more continuous days, and you have a doctor’s note, you will be exempt from this system
for the period of time in which you were absent.
As you can see, it is critical that you become a dependable, responsible, young adult!
____________________________
Student’s Signature
____________________________
Parent or Guardian’s Signature
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
17
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Policies Governing Unemployed Students
1. If a student is released from a job because he/she has been found guilty of theft/unethical conduct, the student is
released from the program with no credit.
2. Students fired from jobs for reasons other than theft/unethical conduct, even though they go to work at another
job, may receive a NINE-WEEKS / SIX WEEKS (Circle one) grade of no higher than 60 for the grading period during
which they were fired.
3. Students fired from jobs are expected to find their own employment within five school days. Grades will be
reduced from the sixth day forward.
4. Students who are laid off will have ten days to find a job and the coordinator will assist them in finding a job.
Grades will be reduced from the eleventh day forward.
5. If a student quits a job without permission from the coordinator, he/she will receive a NINE-WEEKS / SIX WEEKS
(Circle one) grade of no higher than 60 for the grading period during which he/she quit the job.
6. The second time a student has been fired and/or quits without permission from the coordinator, he/she will be
released from the program with loss of credit.
I understand that any time the Practicum student is not employed in an APPROVED training station; he/she must be
under the supervision of the Practicum instructor from the end of the class period through the end of the school day,
until a new training station is secured. The student may be exempt from this restriction if he/she has a scheduled
appointment for a job interview. (Documented proof of interview is required.)
____________________________
Student’s Signature
____________________________
Parent or Guardian’s Signature
18
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Summary Signature Verification Form
I have reviewed the following forms:

Business Management and Administration Practicum (Co-op) Syllabus

Student Responsibilities in Cooperative Training Program

Classroom Rules

Dependability Grade

Policies Governing Unemployed Students
My signature acknowledges I have read all documents listed above and agree to abide by the stated policies.
____________________________
Student’s Signature
____________________________
Parent or Guardian’s Signature
Please return this form to the teacher.
19
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Cell Phone Number Exchange Permission Form
Due to the fact that students may be driving to the Internship site and will be coming from different schools, it may be
necessary for them to have access to their teacher’s cell phone number to call regarding emergencies and/or class.
Likewise, it may be necessary for the teacher to contact the student for various reasons regarding the internship.
Please sign below if you give permission for your child and the internship teacher to exchange cell phone numbers.
If you have any questions, please email me at Insert your email address.
____________________________________ ____________________
Parent/Guardian Signature
Date
____________________________________ ____________________
Student Signature
Date
20
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Wage and Hour Report
________________________
Name/ID#
_________________________
Hourly Wage $
_________________________
Training Station
_________________________
Total Hours for 3 Weeks
_________________________
Student Signature
WEEK
HOURS
9/25-9/29
From
To
TOTAL
HOURS
CLASSES
MISSED
REASON FOR
ABSENCE
1 2 3
MONDAY
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
1 2 3
SUNDAY
1 2 3
TOTAL HOURS: MONDAY - FRIDAY
TOTAL HOURS FOR WEEK
21
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Mobile Me
Objective: Students will introduce themselves to the class by creating a mobile that reflects the individual’s interests
and personality.
Materials Needed:
 Coat hanger
 String, ribbon or yarn
 A one-hole punch
 Family Pictures
 Pictures and words cut out from magazines
Directions:
Make a mobile that depicts who you are and be prepared to share it with the class. You must include a minimum of
three pictures of yourself (or family) and at least six of the following items:
Achievements
Car you drive
Pets
Sports
Favorite nursery rhyme
Pet peeve
Favorite food
Favorite color
Favorite music
Quotation
The last book you read
Etc. (Your Choice)
Have fun with this project! We will hang them in the classroom after everyone presents to the class.
22
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Training Station Orientation
Business Management and Administration Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate thorough knowledge of his or her work place.
Specific Objectives
 Students will learn and/or reinforce basic knowledge of their respective training stations.
 Students will demonstrate an understanding of what is expected from their training sponsors.
 Students will compile information and will build a multi-media presentation.
 Students will communicate their knowledge orally to their peers.
This lesson should take 12 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to the activities
may result in the elimination of any or all of the TEKS listed.
Interdisciplinary Correlations
Reading I, II, III
 110.47(b)
o (1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and context to
recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to
determine pronunciations of unfamiliar words;
o (2) The student acquires an extensive vocabulary through reading and systemic word study. The
student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other words
and concepts such as content, synonyms, antonyms, and analogies;
o (4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
23
Copyright © Texas Education Agency, 2015. All rights reserved.
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and occasions.
o (7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The
student is expect to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
 Students will interview employer or owner to obtain necessary information.

Students will obtain company information from employee handbooks or trade journals.
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 the computer lab if you do not have immediate access to one in your classroom.
 Copy the handout sheets and rubric for the students
Instructional Aids
 Student handouts
 Grading rubric
 Internet
Materials Needed
 Paper for essay
 Camera or phone with camera
 Flash drive
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan pictures or materials brought to class
24
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Outline
MI
OUTLINE
I.
II.
III.
IV.
Directions:
A. The packet of information
must be completed by
interview, website, or
handbook.
B. Minimum of 12 digital
photos
C. Floor plan may be scanned
Grading:
A. Completion of packet
B. Multi-media presentation
C. Pictures
D. Professionalism during
presentation
Presentation must have:
A. Name and logo
B. Floor plan
C. Policies/procedures
D. Company history
E. Supervisor’s or owner’s
previous experience
F. Site of company
G. Organizational chart
H. Inclusion: 3,2,1
Layout format must be
followed
***Handout the Portfolio
Guidelines
NOTES TO TEACHER
Copy the instructions and
grading rubric and make into a packet.
Tell the class about some of
the things you learned at previous
jobs. Explain how those skills helped
you to become a teacher.
Explain the necessity of
learning as much as possible about a
job because some of the skills learned
will help with future employment.
Explain to the class that
customers see a business much
differently than the employees see it.
Ask the class if they ever
wanted to work at a place where they
shopped. Have them give reasons
why they wanted to work there.
Go over all the criteria in the
assignment and check for
understanding.
Explain the guidelines.
Students can set it up while working
on the Training Station Orientation
project.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
25
Copyright © Texas Education Agency, 2015. All rights reserved.
Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The student will follow along
and make notes on their hard copy. Students will be strongly encouraged to take the assignment packet to their job
sites so employers will know about the activity.


Ask students to “map” out their plan, using a Mapping Tool from the Appendix of this document.
Give some ideas to students during the brainstorming session before the end of the first class period.
26
Copyright © Texas Education Agency, 2015. All rights reserved.
Employer Project
Directions
You are to complete this packet of information by conducting interviews with employers and/or co-workers. If you
have an employee-training manual, you may use it as a source. You can even try obtaining information from your
company’s website.
In addition to the packet, you will include a minimum of 12 digital photos, in your presentation. You may bring the
pictures to class on a flash drive, a memory card, or CD to import into your project.
All information will be compiled to prepare a multi-media presentation which will be shown to the class when you
present your project.
You will be graded on:
 Completion of the packet
 Multi-media presentation
 Use of pictures (as specified)
 Professionalism during presentation, including professional dress
**Bonus credit will be given if your employer attends your presentation!
Presentation must have:
 Name and logo of company
 Floor Plan
 Policies and Procedures
 History of the company
 Supervisor’s (or owner’s) previous experience
 Site of company (including number of employees)
 Organizational chart
 Miscellaneous supplemental information
Photos (either interspersed within presentation or at the end of the presentation)
If you were in charge, explain:
 Three things you like about the training station
 Two things you would change
 One thing you have learned that will help you in your career choice
This project is due on: ___________________________
27
Copyright © Texas Education Agency, 2015. All rights reserved.
Layout Format:





















Student’s name
Company’s name, address
Type of company
In a minimum of 75 words, (typed and turned in separately) state what your first day on the job was like.
Procedures for reporting to work
Procedures for calling in sick or calling in late
Procedures for asking for time off
What types of benefits are available
Length of time manager/owner has been with company
What prior training did manager/owner have?
What type of education is needed for a managerial position with the company?
Procedure for handling cash or legal documents(beginning and ending shifts), OR
Procedure for accessing or handling clients files
Names of competitors and their locations
Organizational chart
Floor plan
Names of vendors and suppliers
Procedures for handling returns, issuing credit and keeping clients happy
What types of jobs/careers will your current training station prepare you for?
What is the procedure for handling theft (by employees or clients)?
What is the strangest thing that has happened to you on the job?
Independent Practice
 Students will work at their own paces to complete this activity.
 All work is to be done in class, so the teacher can check for understanding.
 Students are strongly encouraged to take ownership of this activity and to establish a workable pace in order
to complete it on time.
 Students will be prepared to present their projects to the class.
Summary
Review
 Why do customers see a different perspective of a business operation than that of the employees?
 Why is it important to learn as much as possible about the business establishment?
 Why are procedures established and expected to be followed?
28
Copyright © Texas Education Agency, 2015. All rights reserved.
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Individual Presentation Rubric to evaluate.
29
Copyright © Texas Education Agency, 2015. All rights reserved.
Individual Presentation Rubric
Presentation Title: ______________________________________________________________________________________
Name:____________________________________ Teacher: ____________________________________
ID#:___________________________________ Date of Presentation:_____________________________
Criteria
Organization
Visuals
Mechanics
Content Knowledge
Delivery
Points
0-5
6-10
11-15
16-20
Audience cannot
understand
presentation
because there is no
sequence of
information.
Student used no
visuals.
Audience has
difficulty following
presentation
because student
jumps around.
Student presents
information in
logical sequence
that audience can
follow.
Student
occasionally used
visuals that rarely
support text and
presentation.
Presentation had
three misspellings
and/or grammatical
errors.
Visuals related to
text and
presentation.
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student used
visuals to reinforce
screen text and
presentation.
Presentation had
no more than two
misspellings and/or
grammatical errors.
Presentation had
no misspellings or
grammatical errors.
Student is
uncomfortable with
information and is
able only to answer
rudimentary
questions.
Student incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Student’s
presentation had
four or more
spelling errors
and/or grammatical
errors.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Student mumbles,
incorrectly
pronounces terms
and speaks too
quietly for students
in the back of the
class to hear
Student’s voice is
clear. Student
pronounces most
words correctly.
Total
Teacher Comments:
30
Copyright © Texas Education Agency, 2015. All rights reserved.
History of Office Managers
Business Management and Administration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will have an understanding of how the role of office manager has
developed over history.
This lesson should take three class days to complete; add at least two days for presentations.
Specific Objectives
 Explain the origin of the office manager.
 Describe the role of a scribe in Ancient Egypt.
 List the various responsibilities of an office manager.
 Compare and contrast the role of today’s office manager versus 30 years ago.
Terms
Clerk – a person employed in an office or bank to keep records and accounts and to undertake other routine
administrative duties.
Scribe – a person educated in the art of writing who keeps official record, documents, and writes books by hand.
Secretary – a person employed by an individual or in an office to assist with correspondence; keeps records, makes
appointments, and carries out similar tasks.
Stenographer – a writer of shorthand who is employed specifically to take and transcribe dictation.
Typist – a person who works in an office and whose main job is typing letters, memos, etc.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the
elimination of any or all of the TEKS listed.
TEKS Correlations
130.112(c)
31
Copyright © Texas Education Agency, 2015. All rights reserved.
(18) The student identifies career opportunities in business occupations and implements job-seeking skills to obtain
employment. The student is expected to:
(B) identify appropriate employment opportunities and those emerging through
technology by analyzing established resources.
(21) The student identifies skills and attributes necessary for professional advancement. The student is expected to:
(A) evaluate and compare employment options such as salaries, benefits, and prerequisites.
Interdisciplinary Correlations
Reading I, II, III
110.47(b) Knowledge and skills.
(2)(A) Expand vocabulary by reading, viewing, listening, and discussing.
(2)(B) Determine word meanings through the study of their relationships to other words and concepts such as
content, synonyms, antonyms, and analogies.
(4)(D) Summarize texts by identifying main ideas and relevant details.
(7)(A) Read silently or orally such as paired reading or literature circles for sustained periods of time.
Public Speaking I, II, III
110.57 (b) Knowledge and skills.
(4)(B) Organize speeches effectively for specific topics, purposes, audiences, and occasions.
(5)(A) Analyze the implications of the audience, occasion, topic, and purpose as a basis for
choosing proofs and appeals for speeches.
(6)(D) Use informal, standard, and technical language appropriately.
(7)(E) Interact with audiences appropriately.
Tasks
 Students will complete all notes per the multimedia presentation.
 Students will complete assigned activities.
 Students will participate in group discussions and class activities.
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
 Copy the handout sheets for the students.

Have materials ready prior to the start of the lesson.

Secure a computer lab if one is not readily accessible.
32
Copyright © Texas Education Agency, 2015. All rights reserved.
Instructional Aids
 Student outline and handouts
 Student activity sheets
 Websites listed in reference section to gain additional information on the lesson
Materials Needed
 Internet to access websites for assignment
 Office Management Timeline handout
 Personal Timeline Assignment handout
Equipment Needed
 Teacher computer with Internet access and presentation software
 Projector (for digital presentation)

Introduction
Learner Preparation
The job title and description of an office manager differs from business to business. Have students get with a partner
and find a job posting for an office manager position. Each pair will share information about the job posting (job title,
description, salary, education and experience required, etc.) with the entire class. Lead the class in a discussion about
the similarities and differences in the job postings.
Lesson Introduction
To help students gain a better understanding of the role of an office manager, have students brainstorm the duties
and responsibilities of an office manager.
ASK: What was the role of scribes in ancient Egypt?
ASK: What was the role of early clerks and clerical workers?
ASK: What do the workers in the front office of any business usually do?
33
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
Outline
Instructor Notes
I. Discovery
A. Ask students to brainstorm the
activities of an office manager.
B. Ask students to list all the different
job titles of someone who manages
an office (office assistant, office
manager, administrative assistant,
etc.)
II. Introduction
A. Introduce the why of the lesson
1. Why we are doing this
assignment
2. Need-to-Know Terms
III. Guided Practice
A. Hand out the Office Management
Timeline
B. Have students list the events in
chronological order
IV. Independent Practice
V. Job posting assignment – Students will
present their findings to the entire
class
VI. Summary
Restate the objectives and check for
understanding
MI
Share with students the
different job titles and duties
of someone who manages
an office. You may want to
speak with the
administrative assistant on
your campus about a list of
job activities or have the
administrative assistant
speak with your class about
his/her job duties.
Use the provided objective
and terms by method of
choice. You may want to
look around and find some
online information that
could lead to other
discussions that go along
with this subject.
Allow students to use the
Internet to find the correct
order of the events.
Get students to use the
newspaper, Internet, or any
other resources available to
find a local job posting for
an office manager (or
similar) position.
Restate the lesson objectives
and then do a quick check
for understanding on key
points you’ve made
throughout the lesson.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
34
Copyright © Texas Education Agency, 2015. All rights reserved.
Application
Guided Practice
Hand out the Office Management Timeline worksheet. Assist students with the first event on the timeline and
websites where they can find events in the history of office management.
Summary
Review
 What changes have taken place in the role of office manager over the years?
 How has the role of office manager become more complex?
 Which decade to you feel has experienced the biggest change? Why
Evaluation
Informal Assessment
 Daily work on assignments to monitor progress.
Formal Assessment
 Key provided for Office Management Timeline. Rubric provided for Personal Timeline Assignment.
35
Copyright © Texas Education Agency, 2015. All rights reserved.
Office Management Timeline
The following events played an important role in shaping the role of office management throughout history and
today.
Directions: On a separate sheet of paper, write the following events in chronological order.

Scribes played a key role in the administrative and legislative aspects of many societies.

The role of the scribe became important in castes or administrative classes within societies.

Job of secretary became associated in North America and Europe almost exclusively with women. (1910)

The first practical typewriter was manufactured by Remington. (1973)

Secretaries in Rome were usually educated men who took dictation (prior to the Roman Empire).

Sir Isaac Pitman founded a school where students could qualify as shorthand writers. Only male students could attend.
(1870)

There are 4.9 million secretaries, stenographers, and typists in the United States.

The role of secretary became primarily associated with women, as men went off to WWI.

The National Secretaries Association was created and later called the International Association of Administrative
Professionals. (1942)

The first standardized test for office workers, called the Certified Professional Secretaries (CPS) exam, was administered.
(1951)

Secretary’s Day was created to recognize the hard work of the office staff. (1952)

First numerical keyboard for punching cards for tabulating machines developed by Herman Hollerith.

Katharine Gibbs founded a secretarial school to provide professional secretarial training to young women.

Four out of five clerical jobs belong to women.

Corona makes a portable manual.

The first class of women systems service workers graduate from IBM.

Women make up 38% of the labor force and 97.8% of the secretarial force.
36
Copyright © Texas Education Agency, 2015. All rights reserved.
Office Management Timeline
(ANSWER KEY)

Scribes were key to the administrative and legislative aspects of many societies.

The role of the scribe became important in castes or administrative classes within societies.

Secretaries in Rome were usually educated men who took dictation (prior to the Roman empire).

Sir Isaac Pitman founded a school where students could qualify as shorthand writers. Only male students
could attend. (1870)

First numerical keyboard for punching cards for tabulating machines developed by Herman Hollerith. (1901)

Job of secretary became associated in North America and Europe almost exclusively with women. (1910)

Katharine Gibbs founded a secretarial school to provide professional secretarial training to young women.
(1911)

Corona makes a portable manual typewriter. (1912)

The role of secretary became primarily associated with women, as men went off to WWI. (1914)

The first class of women systems service workers graduate from IBM. (1935)

The National Secretaries Association was created and later called the International Association of
Administrative Professionals. (1942)

The first standardized test for office workers, called the Certified Professional Secretaries (CPS) exam, was
administered. (1951)

Secretary’s Day was created to recognize the hard work of the office staff. (1952)

Women make up 38% of the labor force and 97.8% of the secretarial force. (1970)

The first practical typewriter was manufactured by Remington. (1973)

4 out of 5 clerical jobs belong to women. (1990)

There are 4.9 million secretaries, stenographers, and typists in the United States. (1993)
37
Copyright © Texas Education Agency, 2015. All rights reserved.
Personal Timeline Assignment
Timelines are a way to organize information; keep track of when events occur; and to see how people, places, and
events progress over time. This assignment is a fun way to become familiar with the use of timelines.
Directions: Create a timeline presentation of your life using any presentation software.
Checklist

Create a personal timeline of 10-12 major events in your life. Ask parents before using personal photos.

Include a title slide with your first and last name.

Your timeline should begin at birth and end with your high school graduation.

The personal events that you choose must have shaped your life, either positively or negatively. The events
must have contributed to who you are today.

Ideas of what to include: birth of siblings, losing a pet, moving, family event, when you began school
(elementary, middle, or high school), sweet sixteen, quinceanera, a trip, learning how to read, learning how to
ride a bike, or learning how to play a sport, etc.

Each event must have a year.

For each event, explain what the event is and how it has changed your life.

Include a visual for each slide.

Do not include historical events on the timeline unless you were directly involved with the event.
38
Copyright © Texas Education Agency, 2015. All rights reserved.
Personal Timeline Assignment Rubric
Name: ____________________________
CATEGORY
20
15
8
Presentation
Well-rehearsed
with smooth
delivery that holds
audience
attention.
Rehearsed with
fairly smooth
delivery that holds
audience attention
most of the time.
Delivery not smooth,
Delivery not smooth
but able to maintain
and audience attention
interest of the audience often lost.
most of the time.
Attractiveness
Makes excellent
use of font, color,
graphics, effects,
etc. to enhance
the presentation.
Makes good use of
font, color,
graphics, effects,
etc. to enhance to
presentation.
Makes use of font,
color, graphics, effects,
etc. but occasionally
these detract from the
presentation content.
Mechanics
No misspellings or Three or fewer
Four misspellings
grammatical
misspellings and/or and/or grammatical
errors.
mechanical errors. errors.
More than four errors
in spelling or grammar.
Organization
Content is well
organized using
headings or
bulleted lists to
group related
material.
Uses headings or
Content is logically
bulleted lists to
organized for the most
organize, but the
part.
overall organization
of topics appears
flawed.
There was no clear or
logical organizational
structure, just lots of
facts.
Workload
The workload is
divided and shared
equally by all team
members.
The workload is
divided and shared
fairly by all team
members, though
workloads may vary
from person to
person.
The workload was not
divided OR several
people in the group are
viewed as not doing
their fair share of the
work.
The workload was
divided, but one person
in the group is viewed
as not doing his/her fair
share of the work.
1
Use of font, color,
graphics, effects etc.
but these often distract
from the presentation
content.
Maximum Points Possible: 100
Student Points: ___________
39
Copyright © Texas Education Agency, 2015. All rights reserved.
Career Pathways
Practicum in Business Management and Administration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate they have learned about the various Career Pathways
adopted by the federal government, explore a career of interest, research a college of choice, choose companies of
interest to work for after graduating from college, and match the criteria in the three presentation rubrics.
Specific Objectives
 Define what Career Pathways are.
 Identify the 16 Career Pathways – Programs of Study.
 Research Income and Job Growth Projections 2011 – 2020.
 Determine individual Career Pathway.
 Determine Career Pathways Resources.
 Develop Career Pathway Research Presentation.
 Determine College or University of Choice.
 Develop College or University of Choice Research Presentation.
 Determine Companies of Interest.
 Develop Companies of Interest Research Presentation.
Terms
 Career Pathways - a workforce development strategy used in the United States to support workers’ transitions
from education into and through the workforce.
 Programs of Study - an academic and career plan developed by your school to help move you towards a
college and career path.
 Bureau of Labor Statistics (BLS) - a United States government agency that produces economic data that
reflects the state of the United States’ economy. This data includes the Consumer Price Index (CPI), the
unemployment rate, and the Producer Price Index (PPI).
 Department of Labor (DOL) - a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, re-employment
services, and a portion of the country's economic statistics.
 O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that contains
hundreds of occupational definitions to help students, job seekers, businesses, and workforce development
professionals to understand today's world of work in the United States.
Time
This lesson should take six days (270 minutes) to complete.
 Days one through two - What are the Career Pathways? Career Pathway Research (90 minutes)
 Days three through four- Career Pathways Resources and Career Pathway Presentation (90 minutes)
 Days five through six - College or University of Choice Presentation and Companies of Interest Research
Presentation (90 minutes)
40
Copyright © Texas Education Agency, 2015. All rights reserved.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the
elimination of any or all of the TEKS listed.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
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
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing Co.
Instructional Aids
 Career Pathways slide presentation and notes
 Note Taking Form handout
Materials Needed
 Handouts for each student
41
Copyright © Texas Education Agency, 2015. All rights reserved.


o Career Pathways Terms and Definitions
o Note Taking Form
o Activity 1 – My Career Pathway
o Activity 2 – Career Pathway Presentation
o Activity 3 – College or University of Choice Presentation
o Activity 4 – Companies of Interest Research Presentation
Supplies listed in each activity
Pencils and pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
• Say
o During this lesson you will learn about Career Pathways. You will explore the various Career Pathways
adopted by the federal government, choose a Career Pathway of interest, research a college of choice,
and choose companies of interest to work for after graduating from college.
• Say
o To achieve your Career Pathway success, you must choose the best career, college, and company paths
and make a commitment to them, while remaining flexible enough to deal with changes and new
opportunities.

Ask
o Why do you think it is necessary to understand what Career Pathways are?

Say
o You will research and create presentations for your Career Pathway, College or University of Choice,
and Companies of Interest, which will guide you into establishing a solid career foundation.
• Show
o Career Pathways slide presentation
42
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
Days 1-2
I. Introduce Career Pathways
A. Objectives
B. What are Career Pathways?
C. Programs of Study
D. Career Pathway Research
NOTES TO TEACHER
Begin the Career Pathways slide
presentation. Students will use
Note Taking Form handout to take
notes.
Distribute handouts and have
students read and discuss them.
II. Activity 1 - My Career Pathway
Days 1-2 refer to slides 1-9.
Day 3-4
III. Career Pathways Resources
A. Bureau of Labor Statistics
B. Department of Labor
C. O*NET Online
Students will participate in group
discussions and complete class
activities.
Days 3-4 refer to slides 10-11.
IV. Activity 2 - Career Pathway Research
Presentation
Day 5-6
Days 5-6 refer to slides 12-15.
IV. College or University of Choice
A. Research a college or university
B. Create and deliver presentation
V. Activity 3 - College or University of Choice
Research Presentation
VI. Companies of Interest
A. Research 10 companies of interest
B. Create and deliver presentation
VII. Activity 4 – Companies of Interest
Research Presentation
VIII. Assessment = Daily Activities
43
Copyright © Texas Education Agency, 2015. All rights reserved.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Career Pathway slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Career Pathway they will begin to work on the activities.
Independent Practice
 Students will determine their Career Pathways.
 Students will design a Career Pathway Research Presentation.
 Students will determine their college or university of choice.
 Students will design a College or University of Choice Research Presentation.
 Students will determine their companies of interest.
 Students will design a Companies of Interest Research Presentation.
Summary
Review
There are several Career Pathways, college or university choices, and companies of interest, which students are able
to determine in high school. It is important for students to begin researching their Career Pathways and other
methods to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
Daily grade on activities based on rubrics.
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the importance
of Career Pathways, college or university choices, and companies of interest in high school.
44
Copyright © Texas Education Agency, 2015. All rights reserved.
Career Pathways Terms and Definitions
1. Career Pathways - is a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
2. Programs of Study - is an academic and career plan developed by your school to help move you towards a
college and career path.
3. Bureau of Labor Statistics (BLS) - is a United States government agency that produces economic data that reflects
the state of the United States’ economy. This data includes the Consumer Price Index (CPI), the unemployment rate, and
the Producer Price Index (PPI).
4. Department of Labor (DOL) - is a United States government cabinet body responsible for standards in occupational
safety, wages and number of hours worked, unemployment insurance benefits, re-employment services, and a portion
of the country's economic statistics.
5. O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that contains hundreds
of occupational definitions to help students, job seekers, businesses, and workforce development professionals to
understand today's world of work in the United States.
45
Copyright © Texas Education Agency, 2015. All rights reserved.
NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
46
Copyright © Texas Education Agency, 2015. All rights reserved.
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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Activity 1 – My Career Pathway
Name ______________________________________________________________
Class Period ________________ Date ____________________________________
Directions
Earn 10 points for each circle completed with responses.
Make a list of longterm goals.
Where do you want to
live? List the city and
state where you would
like to live.
List your interests.
Activity 1 – My Career Pathway
Fill in your name in
this circle.
List your
preferred
working
conditions. For
example, would
you like to work
weekends or
evenings?
List your preferred
salary. How much
money do you
realistically expect to
earn?
List your preferred
environment. Would
you like to work with
people in a medical
industry, education,
industry, or etc.?
Rubrics
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Which is the most important, salary or working environment? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
1. Visit the websites below to learn more about the 16 Career Clusters.
 http://cte.unt.edu/other-clusters/
 http://www.texascaresonline.com/clusters/clusters.asp
2. Now that you have thought about career choices, select a Career Pathway – Program of Study
that matches your interests and preferred salary from the list below.
___ 1. Agriculture, Food & Natural Resources
___ 2. Architecture & Construction
___ 3. Arts, A/V Technology & Communications
___ 4. Business Management & Administration
___ 5. Education & Training
___ 6. Finance
___ 7. Government & Public Administration
___ 8. Health Science
___ 9. Hospitality & Tourism
___ 10. Human Services
___ 11. Information Technology
___ 12. Law, Public Safety, Corrections & Security
___ 13. Manufacturing
___ 14. Marketing
___ 15. Science, Technology, Engineering & Mathematics
___ 16. Transportation, Distribution & Logistics
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Graded Elements
9-10 Responses
Total Points
90-100
7-8 Responses
70-80
5-6 Responses
50-60
3-4 Responses
30-40
1-2 Responses
10-20
0 Responses
0
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Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 2 - Career Pathway Research Presentation
Project
Research and create a presentation about a career that you are interested in pursuing after
graduation.
Activity
Research the career on the Internet and find the following information:
A. Career
B. Nature of the Work
C. Working Conditions
D. Educational Requirements
E. Training and Other Qualifications
F. Experience/Required Skills
G. Salary/Income
H. Job Market Outlook – Is this a career field with good future job prospects?
I. Upside – What are the benefits of working in this career field?
J. Downside – What are the detriments to this career?
K. Related Occupation(s)
L. Conclusion
Prepare a presentation to share this information with the class. Please cite the sources of your
information in the footnote section of your presentation.
Use graphics, animation, and slide transitions to make your presentation engaging and interesting.
Include at least one website hyperlink to use during the presentation for demonstration.
Supplies
Computer, Internet access, presentation software
Deliverables Completed career research presentation and reflection response
Reflection
How important do you think it is to research career choices? What are some of the benefits that you
can obtain from this research?
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Rubrics
Graded Elements
Complete Presentation – Required Elements
Quality of Research
Correct use of spelling, grammar, and capitalization
Presentation Skills
Original and Creative Presentation
Reflection
Total
Total Points
30
20
15
15
10
10
100
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Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 3 - College or University of Choice Research Presentation
Project
Research and create a presentation about a college or university of interests that will
assist you with pursuing your Career Pathway.
Activity
You will research the college or university of your choice and produce a presentation.
1. Select a college or university that interests you.
2. Locate the website (URL) for that college or university.
3. Include the following in your presentation (you will find all of this information on the
website):
A. Name of the College or University
B. Location (City and State)
C. School banner, logo, or mascot
D. School colors
E. Map of the campus if available
F. Photos of campus
G. Estimated cost of attending one full year (this should include tuition, fees,
housing, and meals)
H. Number of students currently enrolled (can be an estimate)
I. Degree of the most interest to you and why
J. Important dates such as application deadlines and scholarship deadlines
K. Cite all of your sources in the footnote of each slide
Supplies
Computer, Internet, presentation software
Deliverables You will prepare a presentation of your college or university research that includes all of
the information listed above, along with anything else that you find interesting, and
respond to the reflection question.
Reflection
Why did you choose this college or university? How will this college or university assist
you in pursuing your Career Pathway? Please be prepared to answer this question during
your presentation.
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Rubrics
Graded Elements
Complete Presentation – Required Elements
Quality of Research
Correct use of spelling, grammar, and
capitalization
Presentation Skills
Original and creative presentation
Reflection
Total
Total Points
30
20
15
15
10
10
100
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Activity 4 - Companies of Interest Research Presentation
Project
Research 10 companies of interest that will assist you in pursuing your Career
Pathway.
Activity
Using an Internet browser, use the search terms “find career jobs” to assist you in
researching and locating 10 companies of interest.
Create a presentation and share your research with the class.
Slide 1:
Introduce yourself and your Career Pathway
Slide 2:
Rank the 10 companies in order from most desirable to least.
Slides 3-12: Write a brief description about each company you would choose to
work for and explain the Career Pathway you wish to pursue.
Slide 13:
Reflection
Slide 14:
Resources
Present your research to the class!
Supplies
Computer, Internet access, presentation software
Deliverables
Presentation of 14 slides based on research and reflection
Reflection
Please provide five reasons that are important to you when choosing a
company/employer.
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Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
Graded Elements
Complete Presentation – Required Elements
Quality of Research
Correct use of spelling, grammar, and capitalization
Presentation Skills
Original and Creative Presentation
Reflection
Total
Total Points
30
20
15
15
10
10
100
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Copyright © Texas Education Agency, 2015. All rights reserved.
O*NET
Career Exploration
Business Management and Administration Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, the student will investigate O*NET to prepare for a future career.
Specific Objectives
 Students will identify the criteria necessary for a resume.
 Students will prepare a cover letter, resume, and letter of resignation.
 Students will evaluate their career readiness by using the O*NET website.
Terms
 O*NET – a free website that contains hundreds of occupation-specific careers that helps investigate and
evaluate career options.
 Resume – a document that is used to “sell” an applicant’s abilities to prospective employers.
 Cover Letter – serves as an “introduction” of the applicant and gives an overview of qualifications.
 Letter of Resignation – formal advance notice of intent to leave current position.
 Basic Skills – entry level; basic math and writing knowledge; little or no experience.
 Advanced Skills – more direct knowledge; complex math and writing abilities; experience handling complex
situations; analytical skills; a track record of successes; leadership skills; may have advanced computer
knowledge of software applications.
Time
This lesson should take eight to 10 days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the
elimination of any or all of the TEKS listed.
130.122 (c)

(18) The student identifies career opportunities in business occupations and implements job-seeking skills to
obtain employment. The student is expected to:
(A) assess personal marketability;
(B) identify appropriate employment opportunities and those emerging through technology by
analyzing established resources; and
(C) use job-search strategies, including:
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(i) writing a letter of application;
(ii) preparing a resume;
(iii) using networking techniques to identify employment opportunities;
(iv) completing a job application;
(v) interviewing for a job; and
(vi) writing a follow-up letter after a job interview.
Interdisciplinary Correlations
Reading I, II, III
110.47 (b) Knowledge and skills.
(2)(A) Expand vocabulary by reading, viewing, listening, and discussing.
(2)(B) Determine word meanings through the study of their relationships to other words
and concepts
such as content, synonyms, antonyms, and analogies.
(4)(D) Summarize main texts by identifying main ideas and relevant details.
(7)(A) Read silently or orally such as paired reading or literature circles for sustained
periods of time.
110.58 Communication Applications
(4)(C) Research topics using primary and secondary sources, including electronic technology.
(4)(G) Prepare and use visual or auditory aids, including technology, to enhance presentations.
(4)(H) Use appropriate techniques to manage communication apprehension, build self-confidence, and gain
command of the information.
(4)(K) Make individual presentations to inform, persuade, or motivate an audience.
110.54 Practical Writing Skills (b) Knowledge and skills.
(1)(A) Employ written conventions appropriately such as capitalizing and punctuating for various forms.
(1)(B) Use correct spelling.
(1)(C) Produce error-free writing by demonstrating control over grammatical elements such as subject-verb
agreement, pronoun-antecedent agreement, and appropriate verb forms.
(1)(D) Use varied sentence structures to express meanings and achieve desired
effect.
(1)(E) Use appropriate vocabulary.
(15)(B) Write procedural and work-related documents (e.g., resumes, proposals, college applications,
operation manuals).
Occupational Correlation (O*Net – www.onetonline.org/)



Job Zone Three: Medium Preparation Needed – most occupations require training in vocational school,
related on-the-job experience, or an associate’s degree. Previous work-related skill, knowledge, or experience
is required for these occupations.
Job Zone Four: Considerable Preparation Needed – most of these occupations require a four-year bachelor’s
degree, but some do not. A considerable amount of work-related skill, knowledge, or experience is needed.
Job Zone Five: Extensive Preparation Needed – most occupations require graduate school. For example, they
may require a master’s degree, and some require a Ph.D., M.D., or J.D. (law degree)
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

O*Net Number: Varies, according to each student’s career choice.
Reported Job Titles: Varies, according to each student’s career choice.
Soft Skills: Time Management; Flexibility; Active Learning; Personal Effectiveness; Decision Making; and Honesty
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 http://www.cte.unt.edu.
Preparation
 Review and familiarize yourself with the terminology, website links, and review elements of resume
preparation, cover letter writing, and social media.
 Review and familiarize yourself with the functions of O*NET and the links listed in the presentation.
 Have materials and websites ready prior to the start of the lesson.
References
 O*NET (http://www.onetonline.org)
 Social Media sites
 Job search sites
Instructional Aids
 Portfolio
 “Would YOU Hire YOU?” Digital Presentation
 “Would YOU Hire YOU?” Student Outline Fill-in Notes
 O*NET Scavenger Hunt
 O*NET Scavenger Hunt Answer Key
 O*NET, Part II Activity
 Career Project
 Rubric for Career Project (Resume, Cover Letter, Letter of Resignation)
 Rubric for Career Project (overall project)
 140 Characters! Activity
 Internet
Materials Needed
 Printer paper
 Notebook paper
 Flash drive (optional for students to save their work)
Equipment Needed
 Computers (for students to complete projects)
 Projector (for digital presentation)
 Internet Access
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Preparation
Learner Preparation
 Ask students to raise their hand if they currently have a job. Ask them if they intend to keep that job until they
retire.
o What was the process when they were hired?
o Did they fill out an application or were they also required to submit a resume?

Explain that, once students graduate from high school, they will often be required to submit a resume when
seeking employment.

Ask students what they think should be on a resume. List their answers on the board.

Ask students what qualifies as “Social Media.” Ask for a show of hands if they have Facebook, Twitter,
Instagram, or YouTube accounts.

Ask them if they have ever deleted questionable material from their accounts.
Explain the importance of maintaining a professional image on all social media when applying for a job
(and college, too)!
Lesson Introduction
 Discuss the types of jobs the students have and the skills necessary to keep their jobs.
 Have each student list his/her strengths and weaknesses on a sheet of notebook paper. Tell them to be
honest! Now, break the class into pairs. Have them list the strengths and weaknesses of each other. Take
about 10 minutes for this activity. Tell them to look at their lists, compare it to the list their partners made
and put a check mark beside the trait if they agree. Are the lists similar or different? Tell them to save these
papers for future use.
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Preparation
MI
OUTLINE
QUESTIONS:
A. How many times does the average
person change
jobs in a lifetime?
B. What is the difference between entrylevel and advanced-level skills?
C. What purpose does the resume serve?
D. Why is a cover letter important?
E. How is social media used in the job
search process?
NOTES TO TEACHER
According to many recruiters surveyed,
approximately 50% of all applicants do
not have the basic qualifications
required for the position that they are
pursuing.
The job market is more competitive
due to the state of the economy. More
people are looking for jobs; therefore,
companies and businesses must have a
way to “weed out” the good from the
bad. Requiring resumes as part of the
job application process is standard
procedure.
Each cover letter you send with your
resume should be tailored to the job
for which you are applying. Do your
homework ahead of time! Always
remember, other people are applying
for the same job and they probably did
theirs!
In many cases, websites that allow you
to upload your resume often do not
require a cover letter. Instead the
prospective employer has access to
your profile, which will be used along
with your resume to determine if you
will be selected for an interview.
A resume is a “summary” of your
experience on paper. It is always in a
condensed form.
It is important to keep it simple and
concise because the
recruiter/interviewer will not take the
time to read anything longer than one
page.
Make sure you have a professional,
standard email address. Stay away
from silly or suggestive addresses.
Remember: you must be professional
at all times.
The use of bullet points draws
attention to the key information you
want to call attention to.
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Capitalization and/or use of bold fonts
help the eye to notice information
sections.
Always tell the truth; resist temptation
to embellish your resume. In the event
you are hired using erroneous
information, you may face dismissal if
your employer discovers the truth.
It costs an average of $3,400 to hire a
new employee. For that reason, many
companies are now using “Screening
Systems” to extract names of likely
candidates. Once an applicant makes it
past the screen system, a recruiter
reviews the applicant’s data, and then
has him/her complete a questionnaire
about his/her skills. If the applicant’s
skills are compatible with the job, the
recruiter schedules either a live, inperson or automated phone interview.
BIG TIP: Make sure you use key words
from the job description in your
resume when you can. Post dates of
employment or education on the right
margin of your resume because most
screen systems cannot read numbers
on the left margin.
QUESTION: Does anyone have their
own personal webpage?
QUESTION: What sort of categories or
postings should you have on your
personal webpage? (List on the board,
if possible.)
Possible answers may include:
interests, hobbies, videos,
pictures, personal philosophy,
samples of work,
recommendations, etc.
O*NET is the nation’s primary FREE
source of occupational information,
which contains hundreds of
occupation-specific career descriptions.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
Using the digital presentation, the teacher will explain the procedure for career exploration and resume preparation
using O*NET. The teacher will give students a Student Notes Outline to fill in while the teacher presents the material.
Introductory sponge activity: the teacher will divide the class into partners and instruct them to develop a list of
strengths and weaknesses of each other. Then students will draw up a list of what they consider to be their own
strengths and weaknesses. Then they will compare findings and discuss (approximately 10-15 minutes).
Independent Practice
 “Would You Hire YOU?” Student Notes Handout
This is to be used in conjunction with the digital presentation. Students will be given opportunities to fill in the blanks
as the instructor presents the material. The instructor has the discretion to use this as a daily grade or a completion
grade.
 O*NET Scavenger Hunt
Students will be given a worksheet to complete while searching for required information using the O*NET website.
The purpose of this activity is to help students to familiarize themselves with O*NET. An answer key is provided; the
teacher should go over the answers and discuss the material. The teacher is encouraged to refer to O*NET often
during the digital presentation.
 O*NET Part II
Students will answer questions pertaining to personal interests. No key or rubric is required. This is intended as a
completion grade.
 Career Project
This is a very in-depth assignment. Students will use O*NET to research at least three careers, and then write a paper
reflecting their research and career choices. Upon completion of Part I, students will type a resume, cover letter, and
letter of resignation using examples found on the Internet. Students will also prepare a presentation that includes,
among other things, what to wear on a job interview. Rubrics are provided for this activity. A summary sheet is
provided as a checklist to make sure students have met all requirements for the activity. This sheet may be turned in
to the instructor for grading purposes, if desired.
Summary
Review
Q. What is O*NET?
A. O*NET is the nation’s primary FREE source of occupational information, which contains hundreds of occupationspecific career descriptions.
Q. What is the difference between entry-level and advanced-level skills?
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A. Entry-level skills are very basic, such as simple math, basic reading and writing skills, and possibly basic computer
skills. Advanced skills require more training. Examples would be more difficult math calculations, interpersonal skills,
specific software applications, leadership skills, managerial experience, etc.
Q. What purpose does the resume serve?
A. The resume is basically your life on paper, or, when submitted on computer, it is your professional profile.
Q. Why is a cover letter important?
A. The cover letter is used to introduce you and give an overview of your skills.
Q. How is social media used in the job search process?
A. Social media is becoming a valuable tool for both the recruiters and the job seekers. It’s more economical and
direct than using classified ads or personnel agencies.
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
Answer Keys have been provided for the following Independent Practice assignments:
 Would You Hire YOU? Student Notes Handout
 O*NET Scavenger Hunt
**O*NET Search, Part II is a completion grade; therefore, no rubric or key is provided.
**Use the rubrics included to evaluate the following Independent Practice assignment:
 Career Project (two rubrics – one for resume, cover letter, and letter of resignation and one for project
presentation)
Enrichment
Extension
 Students will present their Career Projects to the class.
 A rubric is provided for this activity
 “What a Character!”
o Students will write their resume in TWITTER format, using only 140 characters. They will make a
replica of a Twitter account (including their twitter name and a picture!) in word processing format.
Hint: they can do a word count in most word processing platforms using the “word count” feature.
Have the students distribute their resume to the class.
 A rubric is provided for this activity.
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Student Portfolio
TASK: Compile a working electronic portfolio and keep it up to date.
OBJECTIVE: To prepare and collect documents necessary for college and employment applications.
MATERIALS NEEDED:
 Computer
 Scanner or cell phone with a scanner app (to add documents to portfolio)
 Paper
 Flash drive or cloud service (to save portfolio)
TIME ALLOCATED: This is an on-going activity, with deadlines established by the instructor.
DIRECTIONS: As part of this class, you will be responsible for the compilation of your personal portfolio. From time to
time, you will be expected to add documents to your portfolio, which you will then use when applying for
employment for college. Note: some documents may need to be scanned into your electronic file.
REQUIRED DOCUMENTS:
 Teacher recommendations (at least five)
 Recommendations from clergy, counselors, family friends
 Employer recommendations
 Documented awards and honors (including academic, sports, and extracurricular activities)
 Transcripts (unofficial)
 ACT/SAT scores
 Community Service Record
 Samples of student-created work
 Resume
 Generic cover letter
Pointers regarding recommendation requests:
1. Keep it simple and put it in writing (typed). State why you are requesting the person’s assistance. In this
case, it is for your professional portfolio.
2. You may need to remind the recipient how you know each other, especially if it has been a while since you
were in that person’s class, or since you have seen your family friend.
3. State the date you need your document completed. DO NOT wait until the last minute. Make your
request at least one week prior to the due date. Be sure to return to the teacher on that date (or the day
before) to pick it up.
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Provide a self-addressed, stamped envelope for those outside of school. For teachers, provide an envelope with your
name on the front. You may want to include the room number of your Practicum teacher in the event the recipient
chooses to hand deliver the material.
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Would YOU Hire YOU?
Student NOTES
I.
OBJECTIVES:
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
5. ________________________________________________________________________
II. O*NET:
6. O*NET is ________ and contains _______________ of ___________________-specific
_____________________.
7. It helps to __________________ or ___________________ career ______________.
8. The main website is: ________________________________________.
9. The online survey link is: ________________________________________.
10. If you already have a career in mind, use this link: _______________________________
11. The average person changes jobs _____ times in a lifetime.
12. The average _________________ age is _______ years.
13. _______________________ doesn’t end with ________ ____________ or ___________
________________________.
14. ___________ -level skills: __________ skills.
15. ________________ skills: require ___________ knowledge pertaining to the job or could be
previous ________ experience.
16. A ____________ is used to “________” abilities to ______________ _______________.
17. A ____________ letter is used to “_________________” the applicant and give an overview
of one’s _____________________.
18. Resumes may be ______ _______________, _______________, or sent via _________.
19. Some sites allow for ___________________ _____________________.
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20. Keep the resume to ______ page.
21. Use ________ phrases; no complete _________________.
22. No more than _____ to ______ words per statement.
23. Make sure to have a professional ___________ address.
24. Use _________ __________ where applicable.
25. _______________ or use ______ font on section headings.
26. __________ space within sections; ___________ space between sections.
27. Be ______________.
28. Stress your ______________________.
29. If printing, use quality _________ _____________.
30. Do not include ____________________ on the resume.
31. ______% of companies research candidates via _______ ____________.
32. Delete ____________________ pictures.
33. Re-evaluate your _____________ on social media.
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Would YOU Hire YOU?
Student NOTES ANSWER KEY
NOTE: It is the instructor’s option to use this activity as a daily grade or a completion grade.
III. OBJECTIVES:
1. Investigate the O*NET Website.
2. Assess necessary skills for employment.
3. Select a prospective career.
4. Compare one’s skills with job requirements.
5. Probe techniques prospective employers use in the hiring process.
IV. O*NET:
6. O*NET is free and contains hundreds of occupation-specific careers.
7. It helps to evaluate or investigate career options.
8. The main website is: http://www.onetonline.org.
9. The online survey link is: http://www.mynextmove.org/explore/ip.
10. If you already have a career in mind, use this link: http://www.mynextmove.org/
11. The average person changes jobs 11 times in a lifetime.
12. The average retirement age is 67 years.
13. Education doesn’t end with high school or college graduation!
14. Entry-level skills: basic skills.
15. Advanced skills: require direct knowledge pertaining to the job or could be possible work experience.
16. A resume is used to “sell” abilities to prospective employers.
17. A cover letter is used to “introduce” the applicant and give an overview of one’s qualifications.
18. Resumes may be hand delivered, mailed, or sent via email.
19. Some sites allow for immediate uploading.
20. Keep the resume to one page.
21. Use brief phrases; no complete sentences.
22. No more than 10 to 12 words per statement.
23. Make sure to have a professional email address.
24. Use bullet points where applicable.
25. Capitalize or use bold font on section headings.
26. Single space within sections; double space between sections.
27. Be honest.
28. Stress your achievements.
29. If printing, use quality bond paper.
30. Do not include references on the resume.
31. 37% of companies research candidates via social media.
32. Delete questionable pictures.
33. Re-evaluate your “friends” on social media.
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O*NET Scavenger Hunt
(Learn to Navigate O*NET)
DIRECTIONS: Using the Internet, go to www.onetonline.org to complete this activity. Be prepared to discuss your
answers!
1. What is the definition of O*NET?
2. List THREE occupations that fall into the “Rapid Growth” Sector:
a. _________________________________________________
b. _________________________________________________
c. _________________________________________________
3. How many categories fall under the “Rapid Growth” Sector?
4. Looking back at the three occupations you listed in Question #1, list the median wages and the skills that are
necessary for each:
Occupation
Median $$$
Skills
5. How many “New & Emerging” fields are listed under “Bright Outlook” occupations?
6. How many STEM Disciplinary categories are there?
7. The _________ _______________will cause a change in____________________ employment demand.
8. Green Occupations are linked to ___________________ _____________________
________________________
9. List the NINE categories one could research using the Advanced Search feature:
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_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
______________________
______________________
______________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section):
____________________________
____________________________
____________________________
___________________________
___________________________
___________________________
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O*NET Scavenger Hunt
(Learn to Navigate O*NET)
Answer Key
DIRECTIONS: Using the Internet, go to www.onetonline.org to complete this activity. Be prepared to discuss your
answers!
1.
What is the definition of O*NET? Answers will vary; however, it is a free website that contains hundreds of
occupation-specific careers. It helps to evaluate or investigate career options.
2. List THREE occupations that fall into the “Rapid Growth” Sector: Answers will vary
a._________________________________________________
b._________________________________________________
c._________________________________________________
3. How many categories fall under the “Rapid Growth” Sector?
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4. Looking back at the three occupations you listed in Question #1, list the median wages and the skills that are
necessary for each:
Occupation
Median $$$
Skills
Answers will vary based
on answers in question 1. Answers will vary.
5. How many “New & Emerging” fields are listed under “Bright Outlook” occupations? 147
6. How many STEM Disciplinary categories are there? 8
7. The GREEN ECONOMY will cause a change in OCCUPATION’S employment demand.
8. Green Occupations are linked to GREEN ECONOMY SECTORS.
9. List the NINE categories one could research using the Advanced Search feature:
(Answers Will Vary)
_______________________ _______________________ ________________________
_______________________ _______________________ ________________________
_______________________ _______________________ ________________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section):
(Answers Will Vary)
______________________ ______________________
______________________ ______________________
________________________
________________________
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O*NET Search, Part II
Congratulations! You are now ready to refine your employment search on O*NET.
1. Go to the O*NET website (www.onetonline.org)
2. Click on “Advanced Search.” Then click “Go to Skills Search,” which is right under “Skills Search.” Check the
boxes that you think apply to you in each category, and then click “GO.”
Note the assortment of occupation titles that represent your skills interests. Are any titles tagged “Bright Outlook” or
“Green”? _______ Yes _______No
This is one way to use O*NET to direct you toward a prospective career. Another way to search is to browse under
“Find Occupations.” If you select this method, you will notice a wide variety of choices that will assist you in your
career search.
List the careers that are only Bright Outlook.
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
List careers that are only Green.
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
List careers that are both.
1. _______________________
2. _______________________
3. _______________________
If there are overlaps, would you be interested in any as a potential career? _____Yes
_____No
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Career Project
Instruction Sheet
PART I
Use a word processing format to compose a report, using the research material you gather from the O*NET website.
(www.onetonline.org)
FORMAT FOR PAPER
Use a word processing format to prepare the report. Begin the report, with the main title centered on the first line;
double space, and then type your name. Triple space after your name. Double space the entire report and indent
paragraphs.
OUTLINE OF PAPER
Paragraph 1 – Introduce the three careers you researched.
Paragraph 2 – Career 1 (with explanation)
Paragraph 3 – Career 2 (with explanation)
Paragraph 4 – Career 3 (with explanation)
Paragraph 5 – Conclusion (summary and the career you will most likely pursue and why)
The following information MUST be included in each of the three career paragraphs:
 Definition or nature of work

Requirements for employment

Opportunities for experience and/or exploration

Related occupations (at least four)

Methods of entering the field

Advancement

Employment outlook

Earnings (wages) and prospective pay increases

Conditions of work

Whether or not this is designated as a “Bright Outlook” or “Green” occupation
All of your research will be done using the Internet, but you may also use other sources, if approved by your
instructor. Remember: all work must be cited at the end of this project, so keep track of your sources!
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PART II
Once you have complete the essay, you will select one of the careers you explored to complete the next assignments.
You may assume you are a college graduate in order to meet the qualifications. Use the Internet to find samples of a
resume, cover letter, and letter of resignation. Make sure you print the samples!
Follow these next directions:
1. Type a Cover Letter to introduce yourself to your prospective employer.
2. Type a Resume that reflects skills required of the career you selected.
3. Assuming you are currently gainfully employed, you will type a Letter of Resignation to your current
employer.
PART III
Presentation
Prepare a presentation with illustrations and a minimum of FIVE slides. (You will more than likely have more than five
slides.)
Include the following:
1. What to wear/not to wear (male/female)
2. How to prepare for the interview
3. Five Interview tips you have researched
4. How to know when it is time to change jobs
5. How to change jobs
6. A list of 15 questions that one could be asked in a job interview
7. A list of at least five questions that are considered illegal and cannot be asked in an interview
8. A list of five questions one might ask the person conducting the interview
9. Works cited slide (does not count toward the five slide minimum)
**If you prefer, you may make a video; however, you must address the same requirements for the presentation.
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Career Project Checklist
Use the checklist below to make sure you have completed all the requirements for this project.
SUMMARY CHECKLIST
_____All documents are typed in a word processer
_____Career Essay typed in proper format (did you check your spacing?)
_____Resume completed for career selected
_____Cover letter completed for career selected (goes on top of resume)
_____Letter of resignation completed
_____Sample of resume from your research (print it and include it)
_____Sample of cover letter from your research (print it and include it)
_____Was cover letter customized to the qualifications for the career?
_____Sample letter of resignation (for your “current job”)
_____Media presentation (or video)
_____At least five slides
_____What to wear/not to wear (male/female)
_____How to prepare for the interview
_____ Five Interview tips
_____When to know to change jobs
_____How to change jobs
_____15 questions that could be asked in an interview
_____ Five questions that are considered illegal
_____ Five questions an applicant might ask
_____Works Cited (include all research for this project)
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Career Project Rubric
Resume, Cover Letter, and Resignation Letter
Name: ________________________
Teacher:
Date Submitted: ____________
Title of Work: ___________________
Criteria
0-5
6-12
Points
13-17
18-20
Information is
Reader has
Student presents
logical/
Sequence of
difficulty following information in
interesting;
Organization information is difficult work because logical sequence
spacing and
to follow.
student jumps
that reader can
format directions
around.
follow.
were followed.
Student does not
Student is
Student is at ease
Student
have grasp of
uncomfortable with content, but demonstrates full
Content
information; student with content and fails to elaborate; knowledge of
Knowledge
work does not
is only able to
one to two
topic; required
demonstrate
demonstrate basic elements are paragraphs were
completion.
concepts.
missing.
present.
Presentation has
Presentation has
Work has four or
no more than Presentation has
three misspellings
Grammar and
more misspellings
two misspellings no misspellings
and/or
Spelling
and/or grammatical
and/or
or grammatical
grammatical
errors.
grammatical
errors.
errors.
errors.
Work is neatly
Work has three or Work has one or
Work is illegible or
typed in a word
Neatness
four areas that are two areas that
incomplete.
processing
sloppy.
are sloppy.
program.
Work does not
have the
Required samples
appropriate
Required samples
Required samples
were attached
number of
were present, but
Attachments were not submitted
and entire packet
required
were attached
with completed work.
was submitted in
attachments
out of order.
proper order.
included with
completed work.
Total---->
____
____
____
____
____
____
Teacher’s Comments
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Career Project Rubric
Name: _____________________
Date: ___________________
Process
1. Has clear vision of final product;
Followed directions
2. Properly organized to complete;
Presentation was easy to follow
3. Managed time wisely
4. Acquired needed knowledge
base
**Works Cited was included
5. Communicated efforts with
teacher
Below Avg.
Satisfactory
Good - Excellent
1, 2, 3
4, 5, 6
7, 8, 9, 10
1, 2, 3
4, 5, 6
7, 8, 9, 10
1, 2, 3
4, 5, 6
7, 8, 9, 10
1, 2, 3
4, 5, 6
7, 8, 9, 10
1, 2, 3
4, 5, 6
7, 8, 9, 10
Product (Project)
1. Format (Correct number of slides)
2. Mechanics of speaking/writing
3. Organization and structure
4. Creativity
5. Demonstrates knowledge
Below Avg.
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Satisfactory
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
Good - Excellent
7, 8, 9, 10
7, 8, 9, 10
7, 8, 9, 10
7, 8, 9, 10
7, 8, 9, 10
Total Score:____________________________
Teacher(s) Comments:
78
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What a Character!
Enrichment Activity
By now you should be an expert in what it takes to pursue a career! Test your savvy resume writing skills!
DIRECTIONS: “Tweet” your resume in 140 characters or less. It’s that simple…or is it?
Using either a word processor software or media presentation software, include your picture, and then type in your
resume.
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ENRICHMENT RUBRIC
Name: _____________________
Date: ___________________
Project Title:
“What a Character!”
Process
1. Has clear vision of final product;
Followed directions
2. Properly organized to complete
Presentation was easy to follow
3. Managed time wisely
4. Acquired needed knowledge base
5. Demonstrated knowledge of lesson
Product (Project)
1. Format: 140 characters or less
2. Mechanics of speaking/writing
3. Organization and structure
4. Creativity in presentation
5. Demonstrates knowledge
Below Avg.
Satisfactory
Good - Excellent
1, 2, 3
4, 5, 6
7, 8, 9, 10
1, 2, 3
4, 5, 6
7, 8, 9, 10
1, 2, 3
1, 2, 3
1, 2, 3
Below Avg.
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
4, 5, 6
4, 5, 6
4, 5, 6
Satisfactory
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
7, 8, 9, 10
7, 8, 9, 10
7, 8, 9, 10
Good - Excellent
7, 8, 9, 10
7, 8, 9, 10
7, 8, 9, 10
7, 8, 9, 10
7, 8, 9, 10
Total Score: ____________________________
Teacher(s) Comments:
80
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Word Processing
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will create business letters, memorandums, and reports while gaining
an understanding of how to use word processing technology.
Specific Objectives
 Students will compose a business letter.
 Students will use templates to create memorandums.
 Students will discuss the proper format used for business reports.
Terms
 Business letter – usually a letter from one company to another, or between such organizations and their
customers, clients, and other external parties.
 Cursor – an indicator used to show the position on a computer monitor or other display device.
 Executive summary – a short document or section of a document, produced for business purposes that
summarizes a longer report or proposal or a group of related reports in such a way that readers can rapidly
become acquainted with a large body of material without having to read it all.
 Memorandum – a note, document, or other communication that helps the memory by recording events or
observations on a topic; may be used in a business office.
 References – the relationship of one thing to another.
 Report – is any informational work made with the specific intention of relaying business information or
recounting certain events in a widely presentable form.
 Template – a standardized non-executable file type used by computer software as a pre-formatted example
on which to base other files, especially documents.
This lesson should take three class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the
elimination of any or all of the TEKS listed.
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Practicum in Business Management
130.122 (c) Knowledge and skills
(9) The student selects a format and procedure to produce memoranda appropriate for a given purpose. The
student is expected to:
(A) select proper layout such as direct and indirect;
(B) apply correct grammar, spelling, punctuation, and other English mechanics;
(C) prepare correct memoranda format;
(D) enter data without error; and
(E) disseminate to appropriate persons.
(10) The student selects document type and layout to produce business letters. The student is expected to:
(A) determine use of documents for purposes such as sales, claims, and good news;
(B) prepare correct layout;
(C) apply correct grammar, spelling, punctuation, and other English mechanics; and
(D) enter data without error.
(11) The student selects appropriate writing methods to produce a variety of reports. The student is expected
to:
(A) determine purpose of a report;
(B) select proper method of writing such as short and informal;
(C) prepare tables, graphs, and graphics;
(D) use references and prepare notations;
(E) apply correct grammar, spelling, punctuation, other English mechanics; and
(F) enter data without error.
(24) The student selects and applies word processing technology. The student is expected to:
(A) identify customary styles of business documents;
(B) input data using the touch system;
(C) demonstrate basic writing techniques;
(D) produce business documents;
(E) edit a variety of written documents; and
(F) identify technologies that enhance or replace the touch system of data entry.
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.
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(7) Reading/comprehension. The student comprehends selections using a variety of
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.
strategies. The
Speech
110.56 (b) Knowledge and skills.
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) The student uses appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students will secure signatures on all forms as specified by the teacher.
 Students will return all paperwork in a timely manner.
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
 Copy the handouts.
 Have multimedia presentations ready to show.
Instructional Aids
 Student “Business Reports Worksheet”
 Student worksheets
Materials Needed
 Copies
 Pencils
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
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
Calculators
Introduction
Learner Preparation
 Tell students word processing software is used to create a variety of business documents including letters,
memorandums, and reports.
 Word processing software consists of templates that may be used when creating particular documents.
 Explain to students that memorandums are generally inter-office documents that are used as a
communication tool within an organization.
 Ask students if they have ever written a report for school. (Some responses may be research paper, book
report, etc.) Explain to students that certain reports have formats that must be followed, and today we will
discuss the proper format for a business report.
Lesson Introduction
 Ask students to brainstorm when it may be necessary to write a business letter, a memorandum, or a business
report.
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Outline
MI
OUTLINE
NOTES TO TEACHER
I. Word Processing Technology
II. Business Letter
A. Sender’s address
B. Date
C. Inside address
D. Greeting
E. Body
F. Closing
G. Signature
III. Memorandum
A. To
B. From
C. Date
D. Re:/Subject:
IV. Report
A. Cover letter/memorandum
B. Title page
C. Executive summary
D. Table of contents
E. Introduction
F. Conclusion
G. Recommendations
H. Findings and discussion
I. References
J. Appendices
The teacher will explain the parts of a
business letter and give examples of
when and how business letters are
used.
The teacher will model the steps of
using a template to create
memorandums.
Writing an effective business report is
a necessary skill for communicating
ideas in the business environment.
Reports usually address a specific
issue or problem, and are often
commissioned when a decision needs
to be made.
Begin by showing students the
attached Business Reports
presentation. Have students
complete the worksheet while
viewing the presentation.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
The teacher will use the multimedia presentations to teach the material. The teacher will monitor students’
independent practices.
Summary
Review


List the parts of a business letter.
List and explain some of the reasons for writing a business report.
Evaluation

Informal Evaluation
o Teacher will check for understanding
o Very small work group option (students help each other)

Formal Evaluation
o Tests over the material
86
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Parts of a Business Letter
Directions: Type Letter #1 as shown, changing the initials to your initials and the footer to your name and period.
Letter #2 needs to be formatted like the first letter. You should include your initials and your name.
LETTER #1
Your Street Address
City, Street Zip code
Current Date (Press Enter three times)
Anytown, Inc.
1234 Anytown Street
Anytown, TX 77123
Dear Mr. Banks:
Your question about the effects of word processing equipment on keying accuracy is
a good one.
A major weakness of those who take employment tests is their inability to detect
and correct the errors they make. Therefore, we suggest that employee training
should emphasize proofreading and correcting errors rather than error-free initial
input.
A grading system rewarding efficient proofreading and correcting skills instead of
penalizing errors on initial input is worth your serious consideration.
Sincerely yours,
(First and Last Name)
Employment Office Manager
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LETTER #2
Your Street Address/City, Street Zip code/Current Date
Anytown, Inc./1234 Anytown Street/Anytown, TX 77123
Dear Mrs. Smith
Congratulations! You are now the sole owner of the car you financed through our
bank. We also want to say thank you for choosing us to serve your credit needs.¶
The original Certificate of Title and your Installment Loan Contract marked “Paid in
Full” are enclosed. These papers are evidence that you have fulfilled all the
obligations of your automobile loan. File the papers in a safe place with your other
important records. ¶ The promptness with which you made all monthly payments
gives you a preferred credit rating at our bank. Please let us know when we may be
of service to you again.
Cordially / Your Name/ Vehicle Loan Department/ hq/Enclosures
88
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Personal Business Letter
For this assignment, you will be responsible for writing a personal business letter to a living person that you admire
but do not personally know (professional athlete, actor/actress, author, politician, well-known businessman or
businesswoman, etc.). Business letters and personal business letters are almost always typed, so you will type your
letter. This will make your letter look professional. Use a professional-looking font, single-spaced. Your entire letter
must be at least one page in length, consisting of at least three body paragraphs. The overall letter must include the
following parts:
1. Use all parts of a business letter in your letter, including the following: Date, Sender’s Address, Inside Address,
Salutation, Body, Closing, and Signature.
2. The first body paragraph should be a friendly opening. The first sentence should state who you are and why
you are writing to the person. Next, tell the person a few things about yourself in a few sentences.
3. In the second body paragraph, explain how you know of the person and why you admire him or her.
Commend the person for things (example: accomplishments) he or she has done in the past. Give specific
examples. Describe any relevant personal experiences (try to establish a connection with the person by
sharing any similar interest, talent, goals, background, etc.). Tell the person anything else that you would like
to mention.
4. In the third body paragraph, ask the person at least five questions. Ask questions that you would ask the
person if you could interview him or her. Next, if you are interested in receiving an autograph, politely ask for
one. Lastly, let the person know that you appreciate that he or she has taken the time to read your letter.
5. Include a closing (e.g. “Sincerely,”), press enter four times and then type your first and last name. After you
print your letter, write your signature (use cursive) between the closing and your typed name.
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Personal Business Letter Rubric
Name: ________________________
Teacher: ______________________
Date: _________________________
Process
Below Average
Satisfactory
Good - Excellent
1. Used all parts of a business letter.
1, 2, 3
4, 5, 6
7, 8, 9, 10
2. Met requirements of the first body paragraph.
1, 2, 3
4, 5, 6
7, 8, 9, 10
3. Met requirements of the second body paragraph.
1, 2, 3
4, 5, 6
7, 8, 9, 10
4. Met requirements of third body paragraph.
1, 2, 3
4, 5, 6
7, 8, 9, 10
5. Met requirements for a proper closing.
1, 2, 3
4, 5, 6
7, 8, 9, 10
90
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Creating a Memorandum Using a Word Processing Template
1. Open a blank word processing document.
2. Go through the steps to locate the proper memorandum template.
3. Fill in the following information:
a. To: Ms. Janet Smith, Personnel Manager
b. From: Mr. Bobby Banks, IT Department Manager
c. Date: (use today’s date)
d. Re: Thank you
e. (Body) I have received over 100 applications for the new position in the IT Department and have put
together a short list of 10 candidates. I have made copies of their CVs and letters of application and
will send them over to you this afternoon.
Could you let me know when you would like the interview to take place so that I can inform the
candidates when I write to them to invite them for the interview?
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Creating a Memorandum Rubric
Name: ________________________
Teacher: ______________________
Date: _________________________
Process
Below Average
Satisfactory
Good - Excellent
1. Used proper template and font.
1, 2, 3
4, 5, 6
7, 8, 9, 10
2. All required information was included.
1, 2, 3
4, 5, 6
7, 8, 9, 10
3.Work was neat and without mistakes
1, 2, 3
4, 5, 6
7, 8, 9, 10
4. Student showed an overall understanding of the
requirements and required little supervision.
1, 2, 3
4, 5, 6
7, 8, 9, 10
5. Work completed in a timely manner.
1, 2, 3
4, 5, 6
7, 8, 9, 10
92
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Business Reports Worksheet
Business Reports are used to organize information in an accurate, timely, and concise manner in order to assist with
the decision-making process in an organization. Business reports share characteristics and may also be customized
for a particular use.
Directions: While viewing the Business Report Presentation, fill in the following blanks.
Informal reports may feature:
 ____________________________________________
 ____________________________________________
 ____________________________________________
 ____________________________________________
 ____________________________________________
Formal reports may feature:
 ____________________________________________
 ____________________________________________
 ____________________________________________
 ____________________________________________
 ____________________________________________
The key questions to ask when planning a business report are:
 ____________________________________________
 ____________________________________________
 ____________________________________________
 ____________________________________________
A business report may contain:










____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
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Business Reports Answer Key
Business Reports are used to organize information in an accurate, timely, and concise manner in order to assist with
the decision-making process in an organization. Business reports share characteristics and may also be customized
for a particular use.
Directions: While viewing the Business Report Presentation, fill in the following blanks.
Informal reports may feature:
 Letter/memo format
 Minimal use of headings and visual aids
 Personal pronouns and contractions
 May be a few paragraphs in length
 Mainly for an internal audience
Formal reports may feature:
 A more standard format organized into separate sections
 Front and back sections along with the body of the report
 A greater number of headings and visual aids
 A length of greater than five pages
 Content designed for internal and/or external audiences
The key questions to ask when planning a business report are:
 What is the purpose of this report?
 Who are the readers of this report?
 What are the report’s main messages?
 How will the report be structured?
A business report may contain:









A cover letter/memo
A title page
An executive summary
A table of contents
An introduction
Conclusions
Recommendations
Findings and discussion
A list of references
Appendices
94
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Acceptance Letter
Your Job
You will create an original acceptance letter file for the university. You can use the Save As function to create and
save different versions of the letter. The text has only been provided as a hard copy and needs to be keyed into a
word processing document. The letter provided is a draft and requires careful proofreading.
Instructions:
Key the content as shown below. There are spelling, grammar, and punctuation errors in total. Your final versions
should not include any of the errors that you found in the document.
95
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(Date)
(Applicant’s Name)
(Address)
(City, State Zip Code)
Dear (Applicant’s Name)
Congratulations on yor acceptance to the University of Learning.
You are now challenged with making the very important decision of selecting which college or university you are
going to attend. We know that this can often be an extremely difficult decision for the young man or woman
about to enter college?
At University of Learning, we recognize the importance of your dicision and the commitment it entails to learn and
develop by means of association with an outstanding center of learning. As awesome as it may sound, this
decision may very well have an impact on the quality of your life.
I believe that University of Learning offers no t only an a superb educational experience, but also promotes
individual growth and development. Sixty percent of our faculty holds PhDs or law degrees and we offer our
students over 320 courses.
We encourage you to visit our campus if you can. If you have not made a commitment as to where you will
attend college next fall, I hope you will carefully evaluate the information contained it this letter and seriously
consider our university.
My very best wishes to you for a successful collegiate experience, and I sincerely hope you will be joing usin the
fall.
Sincerely,
Robin Smart
Director of Admissions
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Price List
Your Job
You will create a list of services with prices that can be used in many different ways: as a handout, a worksheet, a
flyer, and as an insert for mailings.
Instructions:
Insert a two-column, 38-row table. The left column should be 5 inches wide and the right column should be3 1.5
inches wide.
Change the border style for the bottom of the first row to a double line.
In the first row, key the headings using point size 14, bold, and vertically and horizontally center-align the
headings within the cells.
In the second row, key the text as show below. Use all caps and bold for the section headings and bold, initial
caps only, for the sections subheadings.
Bold and center-align the contents of the right column.
Carefully proofread your work for accuracy and format.
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Services
Prices
LAWN CARE
Standard care includes:
Mow
Trim
Fertilize
Blower clear-up
Extra care includes:
Mow with clean equipment (no cross pollination)
Edge
Quarterly pest control
Sweep and wash down to clean up
Garden tilling
Premier care includes:
Custom lawn care
Control weeds
Pest management
Detaching
Use catch basket
Seasonal plant and flower replacement
Spot re-seed and re-sod
ADD-ON SERVICES
Disease control
Aeration
Fall leaf removal
Total lawn renovation
Landscaping and/or lighting
Soil testing
Sprinkler repair
Add sprinkler system
Yard clean up
TREE & SHRUB SERVICE
Trim trees and top Pines
Trim Palm and Yucca trees
Pruning
Trim bushes
Remove stumps
Root control
$75.00 monthly
$125.00 monthly
$200.00 monthly
$25.00
$10.00
$35.00
$400.00
Will bid
$20.00
Will bid
$100.00 - $300.00
Will bid
$75.00 per
$50.00 per
$30.00 per
Will bid
$250.00 per
Will bid
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Business Memo to Staff
Your Job
You will create a business memo from the company owners to the cleaning staff that announces their plan to expand
their services and explains how it will be introduced to their customers. The client will supply the content for the
memo, but formatting and keying the text will be your task. This memo will be short, to the point, and with no
salutation or complimentary close.
Instructions:
1. Key the text, left-aligned and double-spaced as shown below.
2. Single-space and insert a solid line that extends from margin to margin.
3. Single-space and key the text for the body of the memo as shown below. Left-align and double-space
between paragraphs.
4. Key the footer as shown.
5. Carefully proofread your work for accuracy and format.
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To:
From:
Date:
Subject:
MEMORANDUM
Susan Albright, Betty Shines, Nancy Workman, Beth Duster, Cleaning Staff
Joe and Marie Whiteglove, Owners
(Insert today’s date)
New Service Strategy
We are about to announce a new service to our current and potential customers. We have made a commitment
to establish ourselves as the most unique and comprehensive cleaning service in our market area.
To ensure that everyone is fully aware of what this will mean for our business and your earning power, we are
requiring everyone to attend an informational meeting this Wednesday in our conference room beginning at
8:00 a.m.
We will introduce our new promotional materials and share the distribution strategy that will begin the Monday
after this meeting. Every will walk away with a packet of materials to use with your customers and a
demonstration of our new Web site that will be live that same week.
A continental breakfast will be available for everyone along with a goody bag of new cleaning supplies.
In addition, a competition is planned called Share What You’ve God. If the name hasn’t given it away, what we
can is come prepared with more ideas for spreading our news. The prize for our contest will be well worth your
contribution.
100
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Report in MLA Style
Your Job
The owner of a company is asking for a prepared report using Modern Language Association (MLA) style that he can
provide to a few small colleges that are beginning to show interest in offering coursework in this field. Your job is to
create this report.
Instructions:
1. Use Times New Roman 12 point font.
2. Set up the document in proper MLA report-style format as follows:
a. Set the page margins to 1 inch on all sides.
b. Insert a header that includes the last name of the owner and the page number, right-aligned, as shown
below.
c. Use only one space after periods and other punctuation marks.
d. Set up the document so that all text is double-spaced.
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Shine 1
Robert Shine, CEO
Jazz My Wheels
<current date>
Customize Your Life with Your Car
Welcome to Jazz My Wheels, one of the Philadelphia area’s top custom automotive shops. Our
expertise is backed by over 15 years of experience in the industry, while our commitment to our customers is
best described in three words: Quality, Service, and Pride. Our services include, but are not limited to, auto
security, window tinting, custom audio/video systems, performance upgrades, wheel/tire packages, and auto
detailing.
A custom care is a passenger vehicle that has been modified in either of the following two ways. First, a
custom car may be altered to improve its performance, often by altering or replacing the engine and
transmission. Second, a custom car may be a personal “styling” statement by the re-style/re-builder, making
the car look “unique” and unlike any care that might have been factory finished.
Additionally, our auto detailing centers are committed to complete customer satisfaction. Our
professionally trained staff utilizes the most effective and proven systems to bring and maximize value to our
customers’ investment. Our auto detailing centers use proven methods and specific systems to ensure
customer satisfaction and consistency in service.
One of our specialties is car restorations and customizations, which allow owners to pick and choose
exactly how they want their car to look and feel. Auto restorations can be done by our professionally trained
mechanics or by owners who want to rebuild their car in their own time. Our shops have a wide range of paint,
floor mats, replacements parts, and accessories that customers can choose for their vehicle.
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The duration of car restoration projects varies depending on how much work is required, what parts need
to be ordered, and how much time a person has to do the work. Car owners who want to customize their cars
own their own can visit several different auto stores to look at what interior and exterior parts and accessories
they have for sale. Restoring automotives at auto shops is another option owners have if they don’t feel they can
make the changes on their own. Mechanics order and install the parts and ensure that they are working properly.
Working on bumpers, engines, transmissions seat covers, and new exterior paint are common jobs required
during auto restorations.
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Professional Standards
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand how to look and behave professionally in the
workplace.
Specific Objectives
 Students will analyze skills needed to be successful in the workplace.
 Students will identify positive attitudes and ways to accept constructive criticism.
 Students will identify professional behavior.
Terms















Absenteeism – missing a day or work.
Constructive criticism – criticism given to help you learn.
Criticism – finding fault; feedback, often negative.
Defensive – refusing to accept responsibility and blaming others.
Dependability – quality of doing what you say and following through on your promises.
Destructive criticism – criticism intended to hurt.
Integrity – good character; being dependable, loyal, honest, and conscientious.
Initiative – quality of self-motivation; the ability to get the job done on your own.
Priority – something that is more important than other things.
Self-confident – the feeling of being sure of one’s abilities.
Self-esteem – the feeling of self-work.
Tardiness – being late for work.
Unprofessional – acting in ways that do not meet the high standards of an excellent worker.
Work attitude – attitude toward work that has three components: attitude toward self, attitude toward work,
attitude toward the workplace.
Work ethic – a person’s attitude toward his or her job.
This lesson should take five to seven class days to complete.
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Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the
elimination of any or all of the TEKS listed.
130.122C Knowledge and skills
(1) The student demonstrates professional standards as required by business and industry. The student is
expected to:
(A) adhere to policies and procedures;
(B) demonstrate positive work behaviors and attitudes, including punctuality, time management,
initiative, and cooperation;
(C) accept constructive criticism;
(E) complete tasks with the highest standards to ensure quality products and services;
(F) model professional appearance, including dress, grooming, and personal protective equipment as
appropriate; and
(G) comply with practicum setting safety rules and regulations to maintain safe and healthful working
conditions and environments.
(22) The student develops skills for success in the workplace. The student is expected to:
(A) explain importance of and model appropriate dress, hygiene, and demeanor for the work
assignment;
(B) demonstrate dependability, punctuality, and initiative;
(C) exhibit productive work habits and attitudes;
(D) demonstrate the ability to work with the other employees to promote the organization and
complete assigned tasks;
(E) prioritize work to fulfill responsibilities and meet deadlines; and
(F) identify and rank tangible and intangible rewards of work.
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.
Speech
110.56 (b) Knowledge and skills
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(1)(A) Explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) use appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively in groups; and
(5)(B) use language clearly and appropriately.
Tasks
 Students will secure signatures on all forms, as specified by the teacher.
 Students will return all paperwork in a timely manner.
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
 Copy the handouts
 Have multimedia presentations ready to show
Instructional Aids
 Student Notes sheet
 Student worksheets
Materials Needed
 Copies
 Pencils
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
 Calculators
Introduction
Learner Preparation
Have the students list examples of professional behavior in the workplace. Then have students list examples of
professional behavior at school. Compare and contrast the list while explaining to student that professional behavior
is important for success at school and in the world of work.
Lesson Introduction
 Ask students to brainstorm a list of behaviors that may be hindering their success in school and will possibly
hinder their success in the workplace, as well.
 Discuss with students possible consequences of negative behavior on a job.
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
Have students share steps they will take to change their negative behavior from unprofessional to
professional.
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Outline
MI
OUTLINE
NOTES TO TEACHER
Explain to students how important it is to make a
good first impression. Allow students to
brainstorm a time when someone did not make a
good first impression in their eyes and the effects it
had.
Students will complete:
1. Traits of Valued Employees
Have students think of someone with a good
attitude and then think of someone with a
bad attitude. Ask students which person
they would prefer working with.
Students will complete:
1. Examining Work Attitudes
2.
Journaling Activity
3.
Working Attitudes Skit
2. First Impressions worksheet
I. Traits of Professionalism
a. Traits of Valued Employees
b. First Impressions
II. Working Attitudes
a. Positive Attitudes
b. Accepting Constructive
Criticism
Discuss with students the fact that
professionalism is a broad term that
incorporates a variety of traits, such as
dependability, honesty, initiative,
constructive attitude, and integrity. Let
students know that successful employees
strive to consistently show professionalism in
the workplace and that school is a great
place to start practicing these traits.
Students will complete:
1. Essential Elements of
Professionalism (PreTest)
III. Professional Dress
2.
Avoiding the Clique
IV. Avoiding Cliques
3.
Professional Dress Presentation
4.
Essential Elements of
Professionalism (PostTest)
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
The teacher will use the multimedia presentations to teach the material. The teacher will monitor students’
independent practices.
Summary
Review
 What are five traits of professionalism in the workplace?

How can you use school to practice developing traits of professionalism?

Why are first impressions important?
Evaluation

Informal Evaluation
o Teacher will check for understanding
o Very small work group option (students help each other)

Formal Evaluation
o Tests over the material
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Traits of Valued Employees
A person’s attitude is noticed by others, especially employers. They try to hire people with a constructive attitude.
Some of the traits that contribute to a constructive attitude are dependability, loyalty, honesty, and
conscientiousness. A person with these traits has integrity (good character).
Dependability is the quality of doing what you say you will do and fulfilling your promises. When you are dependable,
customers know they can count on you to do what you say you will do. You will provide the products and services
that you promise. Coworkers know you will do your share on the job, not let tasks fall to them.
Honesty is the quality of telling the truth and not stealing. Telling the truth is very important in a work setting. Your
coworkers and supervisor have to know that the information you give them about the progress of a project is
accurate.
Conscientiousness is the quality of being committed to doing what is right and proper. The conscientious worker
performs well, whether supervised or not. Conscientious employees have good relations because supervisors and
coworkers know they will do their jobs properly and not make excuses for mistakes.
In addition to integrity, a worker needs initiative. Initiative is the quality of self-motivation, the ability to get the job
done on your own. Initiative is what separates a positive attitude from a constructive attitude.
An employee with initiative does not wait to be told what to do. He or she sees what is needed and takes action. The
administrative assistant with initiative enrolls in a computer course to learn a new computer program. When the new
program is installed on her computer, she will be ready to use it.
True/False
1. Dependability is only important in relationships with customers. __________________
2. Conscientious workers need close supervision. __________________
3. In the work world, being a good person is enough to get ahead. __________________
4. An employee with initiative must also use good judgment. __________________
5. Integrity, initiative, and a constructive attitude are the marks of a valuable employee. __________________
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First Impressions
Today’s workforce is very diverse. People of different ages and backgrounds are working alongside one another
more so today than ever before. The purpose of this activity is to consider how important it is to make a good
first impression.
Consider the following situations:
Scenario #1:
Sandra is 19 years old and has her first job as an administrative assistant. She wears very low cut shirts, short
skirts, heels, and lots of perfume. What might Sandra’s attire lead others to believe about her? What might the
reality be?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Scenario #2:
Tony is 24 years old. He has tattoo sleeves on both of his arms, as well as a name tattooed on his neck. Tony
would like to be a waiter at a very fancy restaurant. He has his first interview today.
What might a job interviewer think of Tony? What might the reality be?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Scenario #3:
Terrence is 18 years old and just graduated from high school (where he had a 4.0 average). Terrence has an
interview today for a summer internship. Terrence is a wheelchair user. Do you think there is a chance that the
interviewer might not ask Terrence the same interview questions he or she would ask of someone who isn’t in a
wheelchair? Why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Scenario #4:
Marissa is in 10th grade. She comes from a family of mechanics. Her dad and three brothers are mechanics, and
her grandfather owns a garage. Marissa has secretly wanted to work on cars but has been afraid to tell her
family. She now wants to approach her grandfather for a summer job. Why do you think Marissa has kept her
career dream a secret? How might she ask her grandfather for a summer job?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Scenario #5:
Ruthie is 62 years old and is looking for a job. She loves one of the local clothing stores and applied online for a
job as a sales clerk. She has an interview today and is afraid the store manager will be much younger than her.
Ruthie considers canceling the interview. Why do you think Ruthie is worried about her interview? What would
you tell Ruthie?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Scenario #6:
Sam is 20 years old, a sophomore in college and is looking for an engineering internship. Sam has
Aspergers syndrome (a form of autism), and while he has an A average in his engineering courses, he recognizes
the fact that he has trouble interacting socially and is worried about his interviews.
Why do you think Sam is worried about his interviews? What advice would you give Sam?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
112
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Examining Work Attitudes
Directions: In groups of three to four, read the story below and pause after each section to answer the question.
1. Justin is a stock clerk at the local grocery store. Justin does only what he is told to do, no more and no
less. Question: Does Justin have a good attitude toward work? Why or why not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. One day, one of Justin’s co-workers knocked over a product display. Boxes were scattered all over the
floor. At the time, Justin was working nearby. He ignored the scattered boxes and left his workstation to
tell others what had happened. Question: If you were the co-worker who knocked over the display,
what would you have said to Justin?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Later the same day, Justin was stocking shelves. The item he was stocking belonged in another part of the
store. A co-worker trying to help Justin told him he was making a mistake. Justin insisted he was right and
started an argument. Question: Was it right for Justin to argue with his co-worker? What could Justin
have done differently?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Before Justin went home that night, he overheard a personal conversation between two co-workers and
the supervisor. The next morning, Justin told everyone what he had heard. The entire grocery store was
soon talking about what Justin told them. Question: Was Justin correct in discussing what he had
overheard? Explain.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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5. When Justin’s supervisor found out what had happened, she called Justin into her office for a conference.
Question: What do you think was said to Justin? Question: If you were one of Justin’s co-workers, what
advice would you give to him? Question: If you were Justin’s supervisor, what could you do to help him
become a better employee?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Journaling Activity
Imagine you are a supervisor on the job. What type of supervisor would you be? How would you deal with an
employee who had a bad attitude? What are some of the skills you would like to develop so, one day, you can
be a GREAT supervisor?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Working Attitudes Skit
In groups of three to four, create a skit about working attitudes between co-workers and supervisors. The skit should
display how attitudes can affect the work of others.
Rubric for Ethics Skit or Role Play Task Description: Brainstorm with your partners for solutions to the ethical
behavior of the scenario chosen. Keep in mind the following positive work ethics qualities:
Criteria
Weigh
t
40%
Exceptional
Admirable
Acceptable
Attempted
Factual
information is
accurate
Indicates a clear
understanding of
topic
Factual information
is mostly accurate
Good
understanding of
topic
Factual
information is
somewhat accurate
Fair
understanding of
topic
Information is
inaccurate
Cooperation
30%
Accepts ideas of
others; able to
compromise
Accepts most ideas
without negative
comments; able to
compromise
Some members
contribute
Unwilling to
compromise
Few members
contribute
Group does not
work together
One person
does all the work
Presentation
30%
Entertaining;
engages audience
Speaks loudly
and clearly
Appropriate use
of body language
Presents some
information
Some use of body
language
Engages audience
intermittently
Some movement
Body language
is lacking;
inappropriate
Understandin
g of Topic
116
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Essential Elements of Professionalism (Pretest)
***Take this test at the beginning of the unit.***
Teamwork is an essential element of professionalism. Employers expect employees to work well together. Being a
good employee means being a good team player.
Directions: Answer the questions below to determine whether or not you are a good team player.
1. I get to work on time. If I am going to be late, I call and let my boss know.
Always
Sometimes
Never
2. I rarely miss work. If I am going to miss work, I let my boss know ahead of times (or call if I am sick).
Always
Sometimes
Never
3. I work as hard as I can.
Always
Sometimes
Never
4. I pay close attention to my work.
Always
Sometimes
Never
5. I do my work as I am told. If I am unable to do something or have questions, I ask my supervisor or co-workers.
Always
Sometimes
Never
6. I am friendly on the job.
Always
Sometimes
Never
7. I try to solve problems that come up.
Always
Sometimes
Never
8. I follow safety and company rules.
Always
Sometimes
Never
9. I use materials and equipment properly.
Always
Sometimes
Never
10. I behavior professionally.
Always
Sometimes
Never
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1. Based on the descriptions above, I am most proud of my ability to:
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. One area I’d like to improve is:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Some strategies I might use as I work to improve this skill is?
______________________________________________________________________
__________________________________________________________________
______________________________________________________________
118
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Avoiding the Clique
Make a list of the benefits of working at a job with your friends. Now list the potential problems you could face by
working at a job with your friends. Would you want to work at a job with your friends? Why or why not?
Directions: Read the scenario and answer the following questions.
Trent, Ben, and Antonio all started working at a home improvement store at the same time. They were in the same
orientation group and liked each other immediately. Trent and Ben work in the customer service department and
Antonio works in accounting. The three usually go out after work on Friday night, text each other during the day, and
try to eat lunch together several times a week (when they can). Sometimes they even hang out on the weekends.
While Trent, Ben, and Antonio are lucky to have found such good friends at work, some of their co-workers are not as
pleased about their close friendship.
1. If you were the supervisor, what specific instructions would you give to Trent, Ben, and Antonio?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. What is the danger of becoming too friendly with co-workers or socializing with them too much?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. How can the three maintain their friendship without damaging their relationships with their coworkers?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________
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Professional Dress Presentation
Your Job
You are the lead trainer for an office management firm and it is your responsibility to provide new employees with
instruction on how to dress professionally in the workplace. Your supervisor has asked you to create a presentation
that may be shown on the first day of new employee orientation.
Directions: Create a presentation of the dos and don’ts of professional dress. The presentation must include the
following:
 Title slide

Minimum of five additional slides

At least two images on each slide

Resource slide (include all websites where you received your information)
For extra credit, students may dress professionally when presenting to the class.
10 Points
5 Points
0 Points
Slides
Title slide and five
additional slides
Missing three or more of the
required slides
Professional
Presentation
The student gives an
introduction of
him/herself
Organization
Thoughts and points
well organized
throughout the
presentation
Content
The student has
accurate information
from reliable sources
Visuals
The student
incorporates two
images on each
additional slide
Professional
Appearance
(extra credit)
Student is dressed in
business professional
attire
Missing one or
two of the
required slides
The student does
not give an
introduction of
him/herself
Thoughts show
some
organization
throughout the
presentation
The student has
little information
or uses unreliable
sources
The student
incorporates less
than two images
on each additional
slide.
Student is dressed
in business casual
attire
Points
Earned
Explanation of grade:
Thoughts are unorganized
throughout the presentation
The student has no sources
The student does not include
any images
The student is not dressed in
business attire
120
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Essential Elements of Professionalism (Post-test)
***Take this test at the end of the unit.***
Teamwork is an essential element of professionalism. Employers expect employees to work well together. Being a
good employee means being a good team player.
Directions: Answer the questions below to determine whether or not you are a good team player.
1. I get to work on time. If I am going to be late, I call and let my boss know.
Always
Sometimes
Never
2. I rarely miss work. If I am going to miss work, I let my boss know ahead of time (or call if I am sick).
Always
Sometimes
Never
3. I work as hard as I can.
Always
Sometimes
Never
4. I pay close attention to my work.
Always
Sometimes
Never
5. I do my work as I am told. If I am unable to do something or have questions, I ask my supervisor or co-workers.
Always
Sometimes
Never
6. I am friendly on the job.
Always
Sometimes
Never
7. I try to solve problems that come up.
Always
Sometimes
Never
8. I follow safety and company rules.
Always
Sometimes
Never
9. I use materials and equipment properly.
Always
Sometimes
Never
10. I behavior professionally.
Always
Sometimes
Never
121
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Human Relations
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand how interpersonal skills, leadership, teamwork skills,
and human relations affect the workplace.
Specific Objectives
 Students will compare positive and negative traits in the workplace.
 Students will analyze the proper way to communicate effectively in a situation.
 Students will identify their own strengths and weaknesses along with keys to help achieve self-actualization.
Terms
 Cooperation – working together for a common goal.
 Effective communication – sending a message from one person to another.
 Goodwill – positive feeling toward another person or business that occurs when that person or business does
something nice for you.
 Human relations – the study of how humans interact with each other.
 Integrity – good character; being dependable, loyal, honest and conscientious.
 Human Relations Skills – skills used to interactions with people as positive as possible.
 Maslow’s Hierarchy of Needs – consists of five levels: Physiological, safety/security, belongingness and love,
esteem and self-actualization.
 Self-actualization - to find self-fulfillment and realize one’s potential.
References
 http://www.edpsycinteractive.org/topics/conation/maslow.html

Rosemary, T. F. & Moore, R. (2011). Career success: The attitude advantage. Tinley Park, Illinois: The
Goodheart-Willcox Company, Inc.
This lesson should take five to seven class days to complete.
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Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the
elimination of any or all of the TEKS listed.
130.122 (c) Knowledge and skills
(14) The student demonstrates leadership and teamwork skills in collaborating with others to accomplish
goals and objectives. The student is expected to:
(E) establish and maintain effective working relationships in order to accomplish the following
objectives and tasks:
(i) demonstrate effective working relationships using interpersonal skills;
(ii) use positive interpersonal skills to work cooperatively with others;
(iii) negotiate effectively to arrive at decisions;
(iv) demonstrate respect for individuals, including those from different cultures, genders, and
backgrounds; and
(v) demonstrate sensitivity to and value for diversity.
(19) The student applies principles of effective human relations skills. The student is expected to:
(A) demonstrate professional qualities, including positive attitude, loyalty, and diplomacy;
(B) demonstrate professionalism through personal appearance, neatness of work area, and correctness
of completed tasks;
(C) identify and demonstrate skills needed to maintain effective work relations with colleagues;
(D) demonstrate a respect for individual differences;
(E) apply tact in handling criticism and disagreement or disappointment, accept constructive criticism,
and revise personal views when valid evidence warrants;
(F) explain the concepts of integrity and confidentiality as related to the office environment;
(G) plan, staff, lead, and organize human resources to enhance productivity and satisfaction;
(H) assist with staff growth and development and train staff on system usage; and
(I) implement methods for improving employee satisfaction.
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:
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(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate effectively in
groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students will secure signatures on all forms, as specified by the teacher.
 Students will return all paperwork in a timely manner.
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
 Copy the handouts.

Have multimedia presentations ready to show.
Instructional Aids
 Student worksheets
Materials Needed
 Copies
 pencils
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
 Calculators
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Introduction
Learner Preparation
 Begin by having students describe their attitude toward supervisors or people in authority, such as a teacher,
workplace supervisor, team captain, or parent.
 Have students describe one way a person can work on improving his/her attitude with others, if he/she does
not have a good attitude.
Lesson Introduction
 Ask students to brainstorm things that can be done with two co-workers who are not getting along.
 Discuss possible consequences of negative behavior on a job.
 Have a student share a situation he/she witnessed at a workplace where two employees or an employee and a
supervisor were not getting along.
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Outline
MI
OUTLINE
I. Your Attitude
II. Your Attitude and Work
III. Human Relations
a. Relationships with Coworkers
b. Relationships with
Supervisors
c. Relationships with
Customers
d. Dealing with Criticism
IV. Teamwork
a. Cooperation
b. Team Skills
V. Maslow’s Hierarchy
a. Self-actualization
b. Employee satisfaction
NOTES TO TEACHER
Have student search job websites to
find out what traits employers are
looking for in their employees. Talk
to students about attitude and the
role it plays in getting and keeping a
job.
Students will complete:
1. Attitude worksheet
2. Attitude and Work activity
Explain to students that developing a
good relationship with their
employer/supervisor and co-workers
is very important. Human Relations
are the skills used to make
interactions with people as positive
as possible.
Students will complete:
1. What Behavior Does My
Employer/Supervisor Want
2. Positive Relationships
3. Cooperation
4. Dealing with Criticism
Discuss with students the importance
of teamwork on the job and in life.
Ask students to give examples of
when working together with a team
may be better than working alone.
Students will complete:
1. Team Skills Self-Evaluation
2. What’s In It for Me activity
Finish the lesson with Maslow’s
Hierarchy of needs activity.
Explaining how employee satisfaction
cannot exist without basic needs
being met.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will monitor students’ independent practices.
Summary
Review
 What are three goals to strive for in effective communication?
 What are the five levels of Maslow’s Hierarchy of Needs?
 What is one of the main reasons workers lose their job?
Evaluation

Informal Evaluation
o Check for understanding by teacher
o Very small work group option (students help each other)

Formal Evaluation
o Tests over the material
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Attitude
Distribute the attached Attitude handout. Ask learners to identify work traits that demonstrate a positive attitude.
Discuss the traits listed. How can one employee’s negative outlook affect the job performance of others? How do
the positive traits and behaviors affect the work environment? The Employer? (Remember, to be of value to an
employer, an employee needs to be an enthusiastic representative of the business/company and offer the finest
service.)
Directions: Put a check beside positive behaviors that show a good attitude.
_____ Smiles easily
_____ Considers others’ opinions
_____ Has few interests
_____ Blames others for mistakes
_____ Willing to change (ideas, dress,
_____ Rarely criticizes others
behavior when appropriate)
_____ Cannot see another person’s
_____ Tries to force ideas on others
_____ Makes eye contact with others
_____ Unwilling to change
point of view
_____ Respects the ideas and opinions
_____ Rarely complains
of others
_____ Has a variety of interests
_____ Frequently criticizes others
_____ Doesn’t look at others
_____ Accepts responsibility for
mistakes
_____ Complains about everything
_____ Enjoys the company of others
_____ Mostly stays alone
_____ Thinks only of self
_____ Seldom makes excuses
_____ Rarely smiles
_____ Can see another person’s point
of view
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Your Attitude and Work
One of the main reasons workers lose jobs is a poor attitude. Attitude is learned, and it can be changed. Each day presents new
opportunities to work at developing a positive outlook. (“Is the glass half empty or half full?”)
Directions: Ask students to write a sentence that shows a positive outlook and one that shows a negative outlook for each of the
following situations. This can be a class exercise, a small group exercise, or an individual exercise.
Situations:
1. You depend on a friend to pick you up for work. He does not come.
Positive:
_________________________________________________________________________________________________
Negative:
________________________________________________________________________________________________
2. You have to meet your child’s teacher at school.
Positive:
_________________________________________________________________________________________________
Negative:
________________________________________________________________________________________________
3. You are applying for a job.
Positive:
_________________________________________________________________________________________________
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Negative:
________________________________________________________________________________________________
4. Your spouse unexpectedly takes you out to eat.
Positive:
_________________________________________________________________________________________________
Negative:
________________________________________________________________________________________________
5. Your neighbor breaks a leg at work.
Positive:
_________________________________________________________________________________________________
Negative:
________________________________________________________________________________________________
6. Your car has engine trouble. The police stop.
Positive:
_________________________________________________________________________________________________
Negative:
________________________________________________________________________________________________
7. Your co-worker tells you that you are doing something wrong.
Positive:
_________________________________________________________________________________________________
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Negative:
________________________________________________________________________________________________
8. You feel alone.
Positive:
_________________________________________________________________________________________________
Negative:
________________________________________________________________________________________________
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What Behavior Does my Employer/Supervisor Want?
What does it mean to develop a good relationship with your supervisor/employer? Discuss some things to do when
an employee does not get along with a supervisor. What can the employee/the supervisor do?
Directions: Put a check by appropriate workplace behaviors.
____ Show up late for work.
____ Possess basic reading and math skills.
____ Ask questions if you do not understand
something.
____ Take home pencils and paper from
work.
____ Work without supervision.
____ Be irresponsible.
____ Follow directions.
____ Have good attendance.
____ Be honest.
____ Be eager to learn.
____ Be a good problem solver.
____ Be competent in your job skills.
____ Learn to follow workplace rules.
____Always be late.
____ Respond angrily to constructive
criticism.
____ Be dependable.
____ Do not get along with others.
____ Dress inappropriately for the job.
____ Always call in when sick or late.
____ Respect others’ privacy.
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____ Take work assignments respectfully.
____ Be courteous and polite.
____ Fall asleep at work.
____ Be on time.
____ Goof off. Be lazy.
____ Maintain a good appearance.
____ Offer to help co-workers when you
finish your work early.
____ Accept other people’s life styles
____ Take extra time for break.
____ Refuse to help do a job.
____ Leave early often.
____ Spread rumors about another worker.
____ Be dishonest.
____ Be a good worker.
____ Speak clearly
____ Do not listen.
____ Do not follow directions.
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Human Relations Activity
Getting Along with Co-Workers. Ask the class what it means to develop a good relationship with co-workers. Assign
learners to small groups and ask them to list positive and negative behaviors that they have witnessed or experienced
at work. Let each group present their list to the class for an open discussion that brings out examples, describes types
of work relationships, and offers ways that negative work relationships can be improved.
Ask learners to describe a good co-worker by identifying the positive behaviors and actions a co-worker should
display.
Discuss some possible things to do when an employee does not get along with a co-worker.
One option for consideration is to invite a guest speaker to give a presentation on issues relative to getting along with
co-workers.
Journal Work. Self-knowledge is powerful. Ask learners to assess themselves by making lists of (1) their good traits
as a co-worker (at least four) and (2) their traits that need improvement (at least four). Ask learners to explain or give
examples of the traits they have in each list. For the traits that need improvement, ask learners to make some
concrete suggestions for ways they might go about improving. This activity may be started in class and completed at
home.
Getting Along with Customers. Introduce the question, Who is a customer? Ask them to give examples.
Customer Relations and Goodwill. Get learners to share examples of their own good and bad experiences as
customers. Make two lists: Good and Bad. Enter learners’ good and bad experiences on the appropriate list and ask
them to describe (1) their feelings about the company when the event occurred and (2) their feelings about the
company now. (When a learner gives an example that indicates a company’s employees made them feel better about
a bad experience, use that to segue into the terminology customer relations and goodwill.) What are customer
relations? What is goodwill? Many examples of goodwill relate to serving customers. Other forms of goodwill
include reputation and generosity. Goodwill is one of the most important assets a company has.
Employer expectations. Talk about employer expectations in relation to employees and customers. Ask groups to
identify and list positive behaviors/actions employees should display and negative behaviors employees should avoid
when dealing with customers. It may be easier for learners to respond if you couch this activity in the form of
questions like What are your expectations when you are a customer? How do you like to be treated? What things
make you feel good about a company? What things make you have bad feelings towards a company? Why is it
important to the employer for employees to understand the role of the customer and the company? Write the
saying, The customer is always right on the board. What does this mean? Is the customer always right? What can an
employee do when he/she is not able to satisfy a customer?
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Develop two scripts with the class about a dissatisfied customer and a company employee. In one, show positive
behaviors that the employee can use to maintain good customer relations. In the other, show employee behaviors
that will likely result in the loss of a customer in the future. Draw heavily on the examples provided by the learners
earlier in the work on Getting Along with Customers. Ask for volunteers to act out the scripts.
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Positive Relationships
INSTRUCTIONS: Read the following paragraph and then answer the questions below.
Lee works for Ash Computer Electronics, Inc. She works in the word processing department and, generally, likes her
job. She arrives at work around 8:50 a.m. most mornings. As work starts at 8:30 a.m., her co-worker, June, covers for
her by answering her phone during this time. Lee is an excellent typist and feels a great deal of confidence in her
ability. She often helps June and her co-workers. Lee’s best friend, Pam, works down the hall, and Lee will often leave
her desk and stop by Pam's office for a "short" visit. Lee usually asks June to cover her leaving the office for the visit.
1.
Has Lee developed positive relationships with her co-workers? How?
2.
How do you think June feels about Lee?
3.
List the ways that Lee is ignoring good human relations skills while dealing with June.
4.
How could Lee improve her relationship with June?
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Cooperation
I. A Guide to Developing Effective Relationships with Co-Workers and Supervisors
When communicating with others, strive to:

Develop and maintain a positive working relationship with your co-workers and with your supervisor.

Inform your supervisor upon completion of each assigned task.

Be willing to assist co-workers when you are able.

When you are unable to complete an assigned task by the deadline, consult with your supervisor as soon as
possible.

Inform your supervisor of the problems that you are unable to solve on your own.

Treat everyone with respect.

Be Polite.
Describe the proper response to achieve effective communications in each of the following situations.
1.
Your supervisor has asked that you duplicate and bind twenty training manuals by next Thursday. He has hired
several new employees and they will begin their orientation next week. You have the only available copy of
the training manual on your computer. Your master hard copy was accidentally issued at the last orientation.
The laser printer in your office is an older model and has required constant repair. Today, when you begin to
print out a new “master hard copy,” you discover that you are having printer problems. You call Mr. Johnson,
the service repairman, to come fix it. Mr. Johnson informs you that your maintenance agreement has expired,
and he is unable to make a service call until a new agreement is signed.
What would you say to Mr. Johnson? To your supervisor?
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2.
You are extremely proud of yourself because you recently completed a tough assignment ahead of schedule.
Penny, in Accounts Receivable, was scheduled to help you with the project, but each time you called her she
came up with an excuse.
What would you say to Penny? Your supervisor? Penny’s supervisor? Other co-workers?
3.
A friend of yours is unable to make a trip, and you have been invited to take her place. It sounds like the
vacation of a lifetime. The only problem is that you have to leave on Friday, which is the day after tomorrow,
and you are scheduled to work.
What do you do? What do you say to the person who invited you? What do you say to your supervisor?
4.
Your supervisor gave you an assignment with a two-week deadline. Tomorrow is the deadline and you realize
that you are not able to complete the assignment.
What do you do? Should you mention this to your supervisor? If so, how? Should you ask a co-worker for
assistance? If so, who would you select and how would you ask for help?
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Dealing with Criticism
Case Study
Art class is Andrew’s favorite subject. Everyone admires his drawings. Andrew believes that he has natural
talent. He isn’t very interested in learning theory or technique.
Andrew’s high school fine arts teacher believes that it is important to learn technique. Andrew rejects his
teacher’s suggestions on ways to improve his drawings. Andrew cannot handle criticism of his artwork. When his
teacher makes suggestions, he feels personally attacked. He takes criticism as a sign that he has no talent.
Andrew has his heart set on attending a famous art academy. The cost is very high, but Andrew is convinced
that he will be awarded a scholarship. He confidently sends his application and samples.
Andrew is stunned when he is rejected. He is angered by the reasons he receives: “some talent, poor
technique.” “Those big city art snobs,” he yells. “They can’t even recognize talent when they see it!”
After failing to gain admission to art school, Andrew decides to apply for a position as a drafting apprentice for
an airplane manufacturer. He gets the job and starts the company’s training program.
Andrew attends a three-month training course. He is surprised that he likes drafting so much. He likes the
detail work. In a way, it is like being an artist. He is drawing and doing something useful with his talent.
Andrew trains with a veteran drafter for one year. He is not given much responsibility, but he is learning his
trade. In this situation, Andrew accepts criticism of his work. He feels that because he is an apprentice, he is
supposed to be learning.
When his apprenticeship ends, Andrew is assigned to the electrical department. Now he is given jobs to do on
his own. When there is a problem with one of his drawings, the designers and engineers discuss it with him.
Unfortunately, Andrew’s difficulty with accepting criticism returns. Because he is now a trained drafter, Andrew feels
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that he knows how to do his job. He becomes upset whenever he has to make corrections to his work. He feels he is
failing in his new job.
Andrew begins to resent the engineers and designers. He feels that they think they’re better than he is
because they have more education. When one of them questions his placement of a wire, he sulks for the rest of the
day.
Andrew has a great deal of trouble working on a team with other drafters. When Andrew’s ideas are not used,
he is personally insulted. Andrew refuses to talk to some members of the department because they have changed his
drawings. He is quickly earning a reputation as a troublesome member of the department.
After Andrew has worked as a drafter for 18 months, his boss is forced to cut the staff. Although Andrew has
more talent than many of the others, Andrew is let go.
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Case Discussion
Directions: After you have read the case, write your answers to the following discussion questions.
1. What is your reaction to this case?
_______________________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. How would you describe Andrew’s attitude toward his job?
_______________________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. How would you describe the criticism that Andrew received?
_______________________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. Why was Andrew fired?
_______________________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. What do you think is the cause of Andrew’s feelings about criticism?
_______________________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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6. Describe what might have happened if Andrew had responded positively to the criticism from his art
teacher.
_______________________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7. Describe what might have happened if Andrew had responded positively to the suggestions from the
designers and engineers at his job.
_______________________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
8. What advice would you give to Andrew?
_______________________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Team Skills Self-Evaluation
Evaluating your team skills can help you identify your strengths and weaknesses as a team member. When you
know what your weaknesses are, you can set goals to improve your team skills. When you know what your
own strengths and those of your teammates are, you can function more efficiently as a team.
Rate each of the following statements as they relate to you in a group situation.
1.
When I am working with a group, I make an effort to be supportive and encouraging to other team
members, even if I don’t agree with what they are saying.
A. Very Often B. Sometimes C. Occasionally
2.
I listen closely to what others say, and I ask for clarification if I am not sure what they mean.
A. Very Often B. Sometimes C. Occasionally
3.
D. Never
D. Never
When another member of the group is disruptive or puts down other members’ suggestions, I call
attention to his or her behavior and suggest a better approach.
A. Very Often B. Sometimes C. Occasionally
D. Never
Note that the preferred response would always be "A. Very Often.”
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WIIFM—What’s In It For Me?
Can you tell good WIIFM from bad WIIFM? Read the following six comments. In the blank next to the
comment, write good or bad. Good means that the comment is supportive of teamwork, and bad means that
the comment is destructive of teamwork.
1. _____I don’t care who wins the game as long as I’m high scorer.
2. _____I love to work in teams. Everybody on the team gets the same grade, so why should I knock myself
out?
3. _____If we can figure out why this electric sander keeps shorting out, sales will go up and the year-end
bonuses will be bigger.
4. _____I know what’s causing the problem, but I’m not going to tell anybody because that way somebody
else will get the credit.
5. _____Everybody knows Harry is slow—he’s good, but he’s slow. If we pitch in, we can increase the team’s
productivity, and we’ll all look good.
6. _____It’s a good feeling to work with a team. When we finish a project, we know that we all had a part in
it.
Be prepared to discuss your answers with the class and to explain why the good WIIFMs will help a team
function well and why the bad ones will not.
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Maslow’s Hierarchy of Needs
Objective: To compare Maslow’s concept of a self-actualized individual to a typical student’s view of a selfactualized individual
Procedure: Present the following situation to the class:
”This class is stranded on a deserted island. The island is in the northern Atlantic, and it is September.
There are no other people or buildings on the island; however, there is vegetation.”
Divide the class into groups of three or four and have them answer the following questions.
1) What are the first steps you would take to survive?
2) What steps would you take to secure the class’ future?
Students should list the steps in order that they would take them. Review and discuss answers.
Suggested Responses:






Design rules for protection of person and property
Write rules for social interactions, such as marriage
Provide for children’s education
Provide tasks for adults
Create outlets for entertainment and self-expression
Determine rules for leadership
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PART A
Below is an image of Maslow’s Hierarchy of Needs. According to Maslow, once one level is satisfied, then
people try to satisfy the next level (working from the bottom to the top of the pyramid). He also believed that
once a person fulfilled a level of need, that person was no longer motivated by that need.
Maslow defines self-actualization as developing and reaching one’s individual potential and being the best
person one can be. Fill in the levels.
1. Name a person who you believe has reached the level of self-actualization. It can be someone you
know personally, someone famous, or someone from history.
2. List the qualities of this person on the back.
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Self-Actualization Project
Investigate the life of one of the people Maslow identified as self-actualized (Thomas Jefferson, Eleanor
Roosevelt, Mohandas Gandhi, Dr. Martin Luther King, Jr. or Abraham Lincoln). Compare and contrast this
person to Maslow’s list. Do you agree with Maslow’s categorization? Put your research findings into a
presentation.
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Assessment Rubric for Presentation
Exemplary (20pts)
Accomplished (15pts)
Developing (10pts)
Beginning (5pts)
Information
presented in
logical, interesting
sequence.
Information in logical
sequence.
Difficult to follow
presentation;
student jumps
around.
Cannot understand
presentation; no
sequence of
information.
Demonstrates full
knowledge by
answering all class
questions with
explanations and
elaborations.
At ease with expected
answers to questions
but does not
elaborate.
Uncomfortable with
information and is
able to answer only
rudimentary
questions.
Does not have a
grasp of the
information. Cannot
answer questions
about subject.
Graphics
Explain and
reinforce screen,
text, and
presentation.
Relate to text and
presentation.
Occasionally uses
graphics that rarely
support text and
presentation.
Uses superfluous
graphics or no
graphics.
Research
Uses a variety of
sources in
reaching accurate
conclusions.
Uses a variety of
sources in reaching
conclusions.
Presents only
evidence that
supports a
preconceived point
of view.
Does not justify
conclusions with
research evidence.
Maintains eye
contact and
pronounces all
terms precisely. All
audience
members can
hear.
Maintains eye contact
most of the time and
pronounces most
words correctly. Most
audience members
can hear presentation.
Occasionally uses
eye contact, mostly
reads presentation,
and incorrectly
pronounces terms.
Audience members
have difficulty
hearing.
Reads with no eye
contact and
incorrectly
pronounces terms.
Speaks too quietly.
Organization
Subject
Knowledge
Oral
Presentation
Elocution/Eye
Contact
Total Points
Total Points: __________________
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Personal Management
Practicum in Business Management and Administration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will apply concepts of personal development using the goalsetting concept to create short-term goals and long-terms goals for the current school academic year.
Specific Objectives
 Understand what goal-setting is and its importance in Personal Management.
 Identify the benefits of goal-setting.
 Determine short-term goals and long-term goals.
 Develop S.M.A.R.T. Goals Planner.
 Sign a Personal Development Mentor/Mentee Partnership Agreement.
Terms
 Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
 Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
 Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
 Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
 Mentee - a person who is guided by a mentor.
 Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
 Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
 S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
Time
This lesson should take five days (225 minutes) to complete in its entirety. The last two days (90 minutes) are
recommended if time permits within the entire year-long curriculum.
 Days one through three: What is Personal Management? (135 minutes)
 Day four: Six Weeks S.M.A.R.T. Goals Planner (45 minutes)
 Day five: Mentor and Mentee Partnership (45 minutes)
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Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
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
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
 Personal Management slide presentation and notes
 Note Taking Form handout
Materials Needed
 Handouts for each student
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

o Personal Management Terms and Definitions
o Note Taking Form
o Activity 1 - Short-Term Goals
o Activity 2 - Long-Term Goals
o Activity 3 - Life Goals Collage
o Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
o Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
Supplies listed in each activity
Pencils and Pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Personal
Management using goal-setting techniques.
• Say
o During this lesson you will learn about Personal Management. You will focus on what goalsetting is, understanding the benefits of goal-setting, determining your short-term goals and
long-term goals, developing a Six Weeks S.M.A.R.T. Goals Planner, and establishing a mentor
and mentee partnership agreement.
• Say
o To achieve your goals, you must choose the best path and make a commitment to it, while
remaining flexible enough to deal with changes and new opportunities.
 Ask
o Why do you think it is necessary to establish short-term goals and long-term goals?
 Say
o You will create your short-term goals and long-term goals for the current academic school year.
• Show
o Personal Management slide presentation
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Outline
MI
OUTLINE
NOTES TO INSTRUCTOR
Days 1-3
I. Introduce Personal Management
A. What is Personal Management?
B. What is Goal Setting?
C. Benefits of Goals
D. S.M.A.R.T. Goals
E. Short-Term Goals
F. Long-Term Goals
G. Activities
i. Activity 1 - Short-Term Goals
ii. Activity 2 - Long-Term Goals
iii. Activity 3 - Life Goals Collage
Begin the Personal Management slide
presentation. Students will use Note
Taking Form handout to take notes.
Day 4
Days 1-3 - refer to slides 1-15
I.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Weekly S.M.A.R.T. Goals Planner
A. How do you use your planner?
B. Planner Expectations
Day 4 - refer to slides 16-23
II. Activity 4 – Six Weeks S.M.A.R.T. Goals
Planner
Day 5
Day 5 - refer to slides 24-29
I.
Mentor and Mentee Partnership
C. What is a mentor?
D. What is a mentee?
II. Activities
A. Activity 5 – Personal Development
Mentor and Mentee Partnership
Agreement
B. Activity 3 – Life Goals Collage
Presentation
VI.
Each student will present his/her Life
Goals Collage to the class.
Assessment = Daily Activities
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Personal Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Personal Management they will begin to work on the activities.
Independent Practice
 Students will determine their short-term goals and long-term goals.
 Students will design their Life Goals Collage.
 Students will establish their Six Weeks S.M.A.R.T. Goals Planner.
 Students will sign their Personal Development Mentor/Mentee Partnership Agreement.
 Students will present their Life Goals Collage to the class.
Summary
Review
There are several short-term goals and long-term goals that students are able to determine in high school. It is
important for students to establish their life goals to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Personal Management and goal-setting in high school.
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Personal Management Terms and Definitions
1. Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
2. Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
3. Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
4. Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
5. Mentee - a person who is guided by a mentor.
6. Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
7. Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
8. S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
154
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NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
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SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
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SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
Name _______________________________ Date ____________________
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Activity 1 - Short-Term Goals
Project
Activity
Supplies
Deliverable
Reflection
Determine your short-term goals for the current academic school year.
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your short-term goals for the current academic school year. Keep a
copy of your Activity 1 - Short-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Activity 1 - Short-Term Goals handout, pen or pencil
Activity 1 - Short-Term Goals handout completed (including reflection)
Write a short paragraph listing your short-term goals and why it is important to
set short-term goals.
How Your Grade will be Calculated
Graded Elements
Activity 1 - Short-Term Goals
Difference Between Short-Term and Long-Term Goals Activity
Shows depth of thought
Reflection
Total
Total Points
50
15
20
15
100
159
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Part 1
Practice identifying short-term goals. NOTE: Sometimes accomplishing short-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are short-term goals.
Checkmark
Short-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
Part 2
Directions
Determine your five short-term goals and list in the space provided below.
My SHORT-TERM Goals
Something Achievable in the Next Month!
1. My Short-Term Goal is
2. My Short-Term Goal is
3. My Short-Term Goal is
4. My Short-Term Goal is
5. My Short-Term Goal is
Actions to Take to Achieve My Short-Term Goals!
1.
2.
3.
4.
5.
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Reflection
Directions
Write a short paragraph listing your short-term goals and why it is important to set short-term goals.
161
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Name _______________________________ Date ____________________
Activity 2 - Long-Term Goals
Project
Activity
Determine your long-term goals for the current academic school year.
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your long-term goals for the current academic school year. Keep a
copy of your Activity 2 - Long-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 2 - Long-Term Goals handout, pen or pencil
Deliverable Activity 2 - Long-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your Long-Term Goals and why it is important to
set Long-Term Goals.
How Your Grade will be Calculated
Graded Elements
Activity 2 - Long-Term Goals
Difference Between Short-Term and Long-Term Goals Activity
Shows depth of thought
Reflection
Total
Total Points
50
15
20
15
100
162
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Part 1
Practice identifying long-term goals. NOTE: Sometimes accomplishing long-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are long-term goals.
Checkmark
Long-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home in within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
Part 2
Determine your five long-term goals and list in the space provided below.
1.
2.
3.
4.
5.
My LONG-TERM Goals
Something that will take longer than a month to achieve!
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
Actions to Take to Achieve My Long-Term Goals!
1.
2.
3.
4.
5.
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Reflection
Directions
Write a short paragraph listing your long-term goals and why it is important to set long-term goals.
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Name _______________________________ Date ____________________
S.M.A.R.T. Questions to Ask Yourself
Directions
Answer YES or NO to the following questions.
1. Is the goal achievable? _____
A. Can I accomplish my goal in the time-span I have set? _____
B. Does achieving this goal depend only on me and not on conditions outside of me? _____
2. Do I believe I can achieve this goal? _____
A. Are my skills and abilities equal to this goal? _____
3. Will I know when I have reached my goal? _____
A. Have I set my goal in specific terms? _____
4. Do I want to do what it takes to reach my goal? _____
A. Is the goal one that interests me? _____
5. Is the goal presented with an alternative? _____
A. Have I made a firm decision? _____
B. Am I focused on what I need to be doing? _____
C. Do I have an alternative if I cannot reach my goal? _____
6. Am I motivated to pursue my goal? _____
A. Do I have a support system? _____
B. Have I set up a timeline towards my goal? _____
C. Do I have a reward system in place? _____
7. Is the goal of value to me? _____
A. Is the goal compatible with my values? _____
B. Does my goal have longevity? Do I need to consider more education? _____
NOTE: If you have answered “YES” to the questions listed above, you have selected valid goals.
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Name _______________________________ Date ____________________
Activity 3 - Life Goals Collage
Project
Activity
Create a collage depicting 10-12 Life Goals
It is important to set goals and develop an action plan to achieve those goals. In this activity,
think about 10 goals that you want to achieve in the next 10 years. Find photos that represent
those goals. For example, if one of your goals is to graduate from college, find a photo of a
person in cap and gown to represent that goal. Use a photo of something from the college of
your choice, such as a banner or mascot, to identify the college. If one of your goals is to have a
new car, find a photo of the car. Create a new 8.5”x11” document when you have all of your
photos that represent your life goals. You can create this document in any photo editing
software program for this project. Create the best arrangement and resize the photos as
needed. Finally, add text to the collage. The text can be as simple as, “Elizabeth’s Life Goals.”
Choose something meaningful.
Print your collage and keep it to remind you to stay focused on your goals.
Remember the action plan. If graduating from college is one of your life goals, take action in
high school to prepare for college by taking more than the required classes and plan ahead.
Good luck with the project and with achieving your goals.
Supplies
Internet access, photo editing software, printer
Deliverable An 8.5”x 11” collage representing 10 life goals with text (including reflection)
Reflection
Write a short paragraph listing your life goals and why it is important to set goals and develop
an action plan.
How Your Grade will be Calculated
Graded Elements
8.5”x 11” collage with 10 life goals
Descriptive text
Shows depth of thought
Creativity in design
Reflection
Total
Total Points
50
10
15
15
10
100
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Name _______________________________ Date ____________________
Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
MONTHLY Activities
Monday
Tuesday
Wednesday
Thursday
Friday
Week
1
2
3
4
5
6
SIX WEEKS PRIORITIES
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Six Weeks S.M.A.R.T. Goals Planner
My #1 Weekly S.M.A.R.T. Goal is
Signature
______________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
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Six Weeks S.M.A.R.T. Goals Planner
My #2 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
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Six Weeks S.M.A.R.T. Goals Planner
My #3 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
170
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Six Weeks S.M.A.R.T. Goals Planner
My #4 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
171
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Six Weeks S.M.A.R.T. Goals Planner
My #5 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
172
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Six Weeks S.M.A.R.T. Goals Planner
My #6 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
173
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Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
A successful mentee and mentor relationship requires a commitment on the part of both partners. The
following agreement is intended to provide a starting framework for the partnership. Either party should
understand that they may withdraw from the relationship at any time by contacting each other. Each partner
should keep a copy of this agreement and make every effort to fulfill the terms of the agreement.
Mentor ___________________________ Room Number _________________________
Subject Taught _____________________ Email Address _________________________
Mentee ___________________________ Email Address _________________________
Mentor and mentee are encouraged to share additional contact information as needed.
MENTEE GOALS
The mentee should establish with the mentor at least four personal development short-term goals and longterms goals. Goals should be Specific, Measurable, Achievable, Relevant, and Timely (S.M.A.R.T.).
GOAL # 1 ______________________________________________________________
GOAL # 2 ______________________________________________________________
GOAL # 3 ______________________________________________________________
GOAL # 4 ______________________________________________________________
CONTACT AGREEMENT
The duration of the formal mentoring program is 10 months during the school session. Mentors are
encouraged to continue the relationship on a voluntary basis. Contacts with mentee must be in person each
Wednesday.
Mentee and Mentor agree to meet at least once each week for 10 months.
Mentee and Mentor to provide a final evaluation of the relationship at the end of the formal program.
_________________________________
Mentee Signature and Date
___________________________
Mentor Signature and Date
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MENTEE FINAL EVALUATION
Mentee _______________________________________ Mentor _____________________________________
Mentor Title _____________________________ Email Address _____________________________________
Number of Mentee Contacts with Mentor _____ Type of Contacts ___________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments _________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 - Don’t Know
_____ I feel that I have reached all or some of my short-term goals for personal growth.
_____ I feel that I have reached all or some of my long-term goals for personal growth.
_____ I feel more self-confident since completing the Mentor/Mentee program.
_____ My Mentor played an important part in my growth and development.
_____ I plan to continue my training and education.
_____ I plan to continue to work on reaching current and future career goals.
_____ I feel the training I received had a positive effect on my academic success.
My Mentor and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
I would like to serve as Mentor in the future. Yes _____ No _____ Don’t Know _____
_______________________________________________________
Mentee’s Signature and Date
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MENTOR FINAL EVALUATION
Mentor _________________________________ Email Address ______________________________________
School __________________________________ Subject Taught _____________________________________
Number of Mentor Contacts with Mentee _____ Type of Contacts ____________________________________
Mentee_______________________________ Email Address ________________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments _________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 – Don’t Know
_____ I feel that the Mentee reached all or some of his/her goals for personal short-term goals and long-term
goals growth.
_____ I feel better about his/her potential for professional growth since completing the mentoring program.
_____ I see in the Mentee a greater self-confidence since we began the mentoring relationship.
_____ I feel I played an important part in the academic and personal development of the Mentee.
_____ I think the Mentee will become a long-term productive student.
_____ I feel that I have gained from the mentoring relationship.
_____ I would encourage others to serve as mentors.
_____ I would like to mentor others in the future.
_____ I found the mentor role to be too demanding.
My Mentee and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
________________________________________________________
Mentor’s Signature and Date
176
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Risk Management
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand how to use technology safely and responsibly.
Students will also learn how to purchase and maintain supplies and equipment.
Specific Objectives
 Students will identify and describe examples of cybercrimes.
 Students will list ways to protect themselves from cybercrimes.
 Students will identify ways to be safe while on the internet.
 Students will identify steps for purchasing and maintaining supplies and equipment.
Terms










Acceptable Use Policy – a policy that outlines, in writing, how a school or district expects its community
members to behave with technology.
Computer virus – a computer program usually hidden within another program or file and usually
performs a malicious action.
Cyber bullying – using the Internet to support deliberate, repeated and hostile behavior by an
individual or group that is intended to harm someone else
Cyber crime (also spelled cybercrime) – any criminal or other offense that is facilitated by or involves
the use of electronic communications or information system
Cyber security – the protection of computers, networks, programs and data from unintended or
unauthorized access, change or destruction
data integrity – the accuracy and consistency of stored data
Fraud – the crime of obtaining money or property by deceiving people
Policies – a set of ideas or a plan for action followed by a business, a government, a political party, or a
group of people
Supplier – a person, company, or country that provides goods of a particular kind
Vendor – a person or company that sells goods or services
Definition references
 http://www.duhaime.org/LegalDictionary/C/Cyberbullying.aspx
 http://cybercrime.org.za/definition
 http://www.umuc.edu/cybersecurity/about/cybersecurity-basics.cfm
 http://dictionary.cambridge.org/us/dictionary/american-english/fraud
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This lesson should take 3-5 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.122C Knowledge and skills
(3) The student abides by risk-management policies and procedures for technology to minimize
loss:
(A) adhere to technology safety and security policies such as acceptable use policy and web
page policies;
(B) apply ergonomic techniques to technology tasks;
(C) adhere to laws pertaining to computer crime, fraud, and abuse;
(D) follow procedures used to restart and recover from situations such as system failure and
virus infection;
(E) follow policies to prevent loss of data integrity; and
(F) adhere to the organization’s policies for technology use.
(16) The student implements processes for purchasing business supplies, equipment, and services.
The student is expected to:
(A) maintain vendor and supplier searches;
(B) conduct vendor and supplier searches; and
(C) negotiate terms with vendors.
(17) The student establishes procedures to maintain equipment and supplies. The student is
expected to:
(A) determine equipment needed;
(B) determine supplies needed;
(C) establish equipment and supplies maintenance systems;
(D) schedule equipment maintenance; and
(E) use equipment and supplies maintenance procedures.
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 word(9s, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The
student is expected to:
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(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively in
groups;
(5)(B) use language clearly and appropriately;
Tasks


Students will secure signatures on all forms, as specified by the teacher.
Students will return all paperwork in a timely manner.
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
 Copy the handouts
 Have multimedia presentations ready to show
Instructional Aids
 Student Notes sheet
 Student worksheets
Materials Needed
 Copies
 pencils
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
 Calculators
179
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Introduction
Learner Preparation
 Ask students to think of actions that people do on the internet or with technology that may be illegal
or unethical.
 Have students come up with real life consequences for each other actions listed above.
 Ask students why it is important to properly take care of equipment and keep up-to-date information
on that equipment.
Lesson Introduction
 Ask students to fold a sheet of paper in half and label one side of the paper as Do’s and the other side
of the paper as Don’ts. Then have each student list things that a person should and should not do when
they are using technology and the internet.
 Discuss with students the risks involved when not using technology safely.
 Have students make a list of all the technology in the classroom. Then ask students what type of
information should be kept on each item for maintenance and ordering purposes.
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Outline
OUTLINE
MI
NOTES TO TEACHER
I. Acceptable Technology Use
Acceptable Use Policy handout - The
teacher may place the following
information in a presentation format
or simply give it to the students as a
handout and have a class discussion
over the information.
Student Presentation of District
Policy- The teacher will provide
students with a copy of the district’s
internet acceptable usage policy.
II. Acceptable Internet Use
III. Equipment Purchases &
Maintenance
Company Technology/Internet Use
Policy- Students will research the
Internet Use policy of a company and
work together to come up with a skit.
Teacher will share Equipment
Maintenance Tips with the class.
Students will take an inventory of the
classroom supplies and equipment
using the Classroom Inventory
worksheet. Then students will use the
Order Form to order any
supplies/equipment that needs to be
replaced or replenished.
Students will take an inventory of the
items in their house using the
Household Inventory/Maintenance.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
The teacher will use the multimedia presentations to teach the material. The teacher will monitor students’
independent practices.
Summary
Review
 List 3 things a person can do to stay safe on the internet.
 Why is it important to follow technology use and internet use policies?
 Why is it important to keep track of equipment?
Evaluation

Informal Evaluation:
o Teacher will check for understanding
o Very small work group option (students help each other)

Formal Evaluation:
o Tests over the material
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Acceptable Use Policy Class Discussion
Teacher Instructions: You may place the following information in a presentation format or simply give it to the
students as a handout and have a class discussion over the information.
Tips when using technology:
 Visit websites recommended by responsible adults such as your parents or teachers
 Ensure I get the proper permission or license when downloading files from the Internet
 Share only legal files with my friends or fellow classmates
 Check with a responsible adult first before buying any items online
 When chatting be wary of strangers, and do not respond to people you do not know
 Just like going outside your house, let your parents know which sites you’ve been to and the people
you have been communicating with online. It is important that your parents are informed of your
activities online.
Steps you can you take to help ensure that your computer is protected:
 Use of anti-virus software; keep your software updated
 Don’t open emails or attachments from unknown or suspicious sources – when in doubt delete the
entire message, including attachments
 Use firewall software
 Use hard-to-guess passwords; don’t share your passwords and don’t use them in more than one place
 Regularly back-up your data
 Don’t share your computer with strangers
 Disconnect your computer from the Internet when not in use
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 Student Presentation of District Policy
Teacher Instructions: Provide students with a copy of the district’s internet acceptable usage
policy.
Student Instructions: In groups of 2 – 3, create a presentation that may be shown to the entire
student body to summarize the district’s acceptable use policy for technology and internet
usage.
Presentation Rubric:
20 Points
Organization Thoughts and points
well organized
throughout the
presentation
Delivery &
The student is easy
Clarity
to hear and
understand and
engages the
audience throughout
the presentation.
Content
The student reflects
on the experience
and shows evidence
of what was learned.
Presentation The student appears
Skills
to be very
knowledgeable on
the content.
Visuals
The student
incorporates
appropriate pictures
directly related to
the content.
15 Points
Thoughts show
some organization
throughout the
presentation.
The student is hard
to hear and
understand and the
audience is
somewhat engaged
throughout the
presentation.
The student shows
little evidence of
what was learned.
The student
shows little
knowledge of the
content.
The student
incorporates
pictures, or other
products, not
directly related to
the content.
10 Points
Points
Earned
Thoughts are
unorganized
throughout the
presentation.
The student is not
heard or understood
and the audience is
only a little engaged
throughout the
presentation.
The student shows
no evidence of what
was learned.
The student shows no
knowledge of the
content.
The student does not
include pictures or any
other visual products, in
the presentation.
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Company Technology/Internet Use Policy
Student Instructions: Search the internet to find the Technology/Internet Use Policy for a
company. Then compare and contrast the company’s policy with the district’s policy using the
Venn diagram below or another comparison chart.
District’s Policy
Company’s Policy
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Company Technology/Internet Use Policy Skit
Student Instructions: In a small group (no more than 6 people), students will create a skit
dealing with one of the following issues:
 Misuse of office supplies and equipment
 Misuse of technology or internet
 Computer crime, fraud, and/or abuse
Criteria
weight
The skit should be 5 to 7 minutes long and the setting must be in a workplace.
Understanding
40%
of Topic
Cooperation
Presentation
30%
30%
Exceptional
Admirable
Acceptable
Attempted
 Factual
 Factual
information is
information is
accurate
mostly accurate
 Indicates a clear  Good
understanding of
understanding
topic
of topic
 Factual
information is
somewhat
accurate
 Fair
understanding
of topic
 Information is
inaccurate
 Presentation is
off topic
 Accepts ideas of
others; able to
compromise
 All members
contribute
 Accepts most
ideas without
negative
comments; able
to compromise
 Some members
contribute
 Unwilling to
compromise
 Few members
contribute
 Group does not
work together
 One person does
all the work
 Shows
confidence
 Informative
 Entertaining;
engages
audience
 Speaks loudly
and clearly
 Appropriate use
of body language
 Shows some
confidence
 Presents some
information
 Engages
audience
 Can be heard
 Some use of
body language
 Unsure of
responsibility
 Somewhat
informative
 Engages
audience
intermittently
 Hard to hear
 Some
movement
 Portrayal stalls
 Lacks
information
 Audience bored
 Mumbles
 Body language is
lacking;
inappropriate
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Equipment Maintenance Tips
Proper maintenance of equipment will extend the useful life of the equipment and reduce the need for
repairs. Therefore it is important to:

Develop a set of maintenance plans and procedures

Keep proper records

Create a cleaning schedule

Store equipment in the proper environment

Back up data on a daily basis

Clean the outside of the case

Inspect all devices on a weekly basis

Delete any unnecessary temporary files

Perform an extensive maintenance check every six months

Keep track of the purchase dates, serial number, routine maintenance and repair of all equipment
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Classroom Inventory
Student instructions: Students will take an inventory of the equipment and supplies located in the classroom.
Students will note the quantity and condition of each item. Students may create a chart on paper or in a
spreadsheet. See example below:
CLASSROOM INVENTORY
Objects
Quantity
Student Desks
Student Chairs
Student Tables Rectangular
Student Tables Round
Student Tables Crescent
Lab Bench
Computer Tables
Combo Desk/Chair
File Cabinets 2 Drawer
File Cabinets 4 Drawer
Standing Cabinets (metal with doors)
Book Shelf Short (3 shelf)
Book Shelf Tall (5 shelf)
Teacher Desks
Teacher Chairs
Other (Please Describe)
Condition
25 Fair
28 Good
1 Good
n/a
n/a
n/a
n/a
n/a
1 Fair
1 Good
n/a
1
1
1
1
Fair
Good
Good
Excellent
n/a
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New Equipment/Supplies Order Form
Student instructions: Students will complete the form below to request any new equipment/supplies for the classroom.
DEPARTMENT:
EQUIPMENT/SUPPLIES ORDERS REQUEST FORM
DATE:
CONTACT PERSON:
TELEPHONE NUMBER:
APPROVED BY:
APPROVED BY:
RECEIVED BY:
DATE
STOCK #
DESCRIPTION OF ITEM
QTY
REC'D
B/O
B/O REC'D
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Household Inventory/Maintenance
Student Instructions: Take an inventory of your household items (this is often done for insurance purposes).
Include the following information for each item:







Name
Brand
Model
Serial number
Date of purchase
Price
Room the item is located in
Create the inventory in a spreadsheet software so that it may be updated when needed.
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Ethics
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand the role of ethics in business and become
familiar with a code of ethics for business and personal use.
Specific Objectives
 Students will use steps to solve ethical dilemmas in business.
 Students will research the code of ethics for a business and analyze its policies.
 Students will identify their own values through the creation of a personal code of ethics.
Terms
 Code of Ethics – are adopted by organizations to assist members in understanding the difference
between “right” and “wrong” and in applying that understanding to their decisions.
 Ethical – systematizing, defending, and recommending concepts of right and wrong conduct.
 Ethical Dilemma – a complex situation that often involves an apparent mental conflict between moral
imperatives, in which to obey one would result in transgressing another.
 Legal – relating to a system of law governing a society.
 Morals – a body of standards or principles derived from a code of conduct.
 Values – something’s degree of importance that determines what actions should be taken.
This lesson should take five to seven class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.122 C Knowledge and skills
(23) The student applies work ethics, job expectations, multicultural considerations, and communication skills
in the workplace. The student is expected to:
(A) illustrate how personal integrity affects human relations on the job;
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(B) demonstrate characteristics of successful working relationships such as teamwork, self-control, and
ability to accept criticism;
(C) analyze employer expectations;
(D) demonstrate a respect for the rights of others;
(E) communicate effectively using verbal, written, and electronic channels;
(F) identify ethical standards; and
(G) compare organizational policies and procedures.
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.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(3)(E) use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students will secure signatures on all forms, as specified by the teacher.
 Students will return all paperwork in a timely manner.
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).
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Preparation
 Copy the handouts
Instructional Aids
 Student Notes sheet
 Student worksheets
Materials Needed
 Copies
 Pencils
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Begin by reviewing the lesson terms with students and clarifying the difference between ethical, moral,
and legal.
 Have students share an ethical dilemma from their own lives, whether or not they made the ethical
choice.
Lesson Introduction
 Ask students to brainstorm ways a business can demonstrate ethical business practices.
 Discuss possible consequences for a business that has unethical practices.
 Have students come up with an ethical dilemma a business owner may face.
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Outline
MI
NOTES TO TEACHER
OUTLINE
I.
II.
III.
Ethics
A. Define morals
B. Define ethics
C. Define ethical
dilemmas
D. Steps for solving
dilemmas
E. Examples of ethical
dilemmas
Business Code of Ethics
A. Research a company’s
code of ethics
B. Create a presentation
Personal Code of Ethics
Teacher will assist students in defining the
following terms:
 Morals
 Ethics
 Ethical dilemmas
Students will complete the ethical dilemma
activity. Go through the ethical dilemmas as a
class and allow students to create their own
example of an ethical dilemma.
Teacher will assign groups of three to four
students and have groups create a skit acting out
an ethical dilemma in a workplace.
Students will use an Internet search engine to
locate the top 40 ethical businesses in the
previous year. Students will select one business
from the list and create a presentation.
Have students answer questions to help them
brainstorm for their own personal code of ethics.
After answering questions, students will write a
rough draft of their personal code of ethics.
(Teacher may want to have students type the
final draft.)
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
The teacher will monitor students’ independent practices.
Summary
Review
 What are the three steps involved in solving ethical dilemmas?
 Why do businesses have a code of ethics/conduct?
 What are some questions you should ask yourself when creating a personal code of ethics?
Evaluation

Informal Evaluation
o Teacher will check for understanding
o Very small work group option (students help each other)

Formal Evaluation
o Tests over the material
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Ethical Dilemmas Activity
When facing an ethical dilemma, how do you figure out what to do? Let’s begin by assuming that if there are
any laws involved, you plan to obey them. In ethical dilemmas that arise in business, generally the laws
established provide a minimum standard for how you should act.
Step 1 – Analyze the Consequences: To begin, look at the consequences of the actions you’re considering.
Assume you have a variety of options and consider the range of both positive and negative consequences
connected with each one. Ask yourself, “Who will be helped or hurt by what I do?”
Step 2 – Analyze the Actions: Now don’t think about the consequences. Instead, focus solely on the actions.
Ask whether or not the actions are in line with moral principles (honesty, fairness, integrity, respect for others,
etc.). Look for the option whose actions are least problematic.
Step 3 – Make a Decision: Now it is time to make a decision. Consider what you discovered in Steps 1 and 2
and make your decision.
Now that you have some basic steps to help solve ethical dilemmas, analyze the following situations.
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Examples of Ethical Dilemma
Example 1: Your manager enters your office with receipts from a restaurant and bar and asks for
reimbursement. The manager claims the expenses were incurred while entertaining a client. Later that day,
your manager’s wife comes to the office to drop off his lunch and mentions to you the expensive restaurant
her husband took her to the night before and tells you exactly what she ordered. While processing the receipt
for reimbursement, you could not help but notice the itemized receipt included the exact items the manager’s
wife mentioned she had for dinner. What do you do?
Now do the steps!
Step 1: Analyze the Consequences
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Step 2: Analyze the Actions
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Step 3: Make a Decision
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Example 2: While working as the administrative assistant to the Director of Human Resources, you come
across the interview questions for all the open positions in the company. One day on your lunch break you get
a phone call from a friend who applied for one of the open positions and received a call to come in for an
interview the following day. Your friend asks you for help in preparing for the interview. What do you do?
Now do the steps!
Step 1: Analyze the Consequences
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Step 2: Analyze the Actions
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Step 3: Make a Decision
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Example 3: You are an employee at a clothing store that allows all of its employees a 50% off discount after
they have worked there for 6 months. As of last week, you have been employed there for 6 months and are
eligible for the employee discount. Your best friend began working at the same store exactly 1 month after
you; consequently, your best friend will not be eligible for the employee discount for another 3 weeks. One
afternoon, after your manager has left for the day, your best friend asks to use your employee discount to
purchase some clothes for a party going on later that night. What do you do?
Now do the steps!
Step 1: Analyze the Consequences
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Step 2: Analyze the Actions
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Step 3: Make a Decision
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Example 4: (Make your own example. Come up with an ethical dilemma and follow the steps for resolving the
issue.)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Step 1: Analyze the Consequences
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Step 2: Analyze the Actions
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Step 3: Make a Decision
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Business Code of Ethics Presentation
1. Using the Internet, research the top 40 most ethical companies for the previous year.
2. Select a company from the top 40 list and locate the company’s code of ethics (also known as a code of
conduct). If you cannot locate it online, it may be necessary to call the company to get the necessary
information.
3. Create a presentation on the company and its code of ethics. The presentation must include, but is not
limited to, the following:
a. Title Page with the name of the company, your name, date, and class period
b. Where the company is located
c. A brief description of the company
d. A brief overview of the company’s code of ethics
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Ethical Dilemma Skit Rubric
Criteria
Weight
Task Description: In a small group (no more than six people), perform a skit that shows an ethical dilemma
and how the dilemma will be solved. The skit should be five to seven minutes long and the setting must be in
a workplace.
Exceptional

Understanding
of Topic
Factual
information is
accurate
40%

Indicates a
clear understanding
of topic
 Accepts ideas of
others; able to
compromise
Cooperation
30%
 All members
contribute
 Informative
30%
 Entertaining;
engages audience
 Speaks loudly and
clearly
 Appropriate use of
body language
Assignment Score ______________
+
Acceptable
 Factual information
is mostly accurate
 Factual
information is
somewhat accurate
 Good
understanding of
topic
 Accepts most ideas
without negative
comments; able to
compromise
 Fair understanding
of topic
Attempted
 Information is
inaccurate
 Presentation is off
topic
 Unwilling to
compromise
 Group does not
work together
 Few members
contribute
 One person does
all the work
 Shows some
confidence
 Unsure of
responsibility
 Portrayal stalls
 Presents some
information
 Somewhat
informative
 Engages audience
 Engages audience
intermittently
 Some members
contribute
 Shows confidence
Presentation
Admirable
 Can be heard
 Some use of body
language
 Hard to hear
 Lacks information
 Audience bored
 Mumbles
 Body language is
lacking;
inappropriate
 Some movement
Beyonder/Bonus ______________
=
Final Score ________________
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Personal Code of Ethics Assignment
In life, a personal code of ethics can be used to guide you through the decision-making process. When a
situation arises and a tough choice has to be made, your personal code of ethics is what you will use to help
you come to a final decision. It is a written reminder of what you believe and a motivator for why you do what
you do.
Directions: Use the following questions as a guide in forming your Personal Code of Ethics.
Part I
1. Who do I think I am?
Take time to write down how you see yourself as a person. Also write down how your friends see you. Imagine
asking a friend to describe you, and make a list of what you think they would have to say. Also add all the
things about yourself that anyone has ever pointed out to you or that you know to be true of yourself. Try to
balance your list by noting both your strengths and your weak points.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What do I believe is important in life?
Think about what you believe. Don’t worry about why you believe these things, right now, just brainstorm a
list of all the things you believe to be important about life. You will look at the reasons later. These are the
beliefs that carry you through your life and guide your decisions.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How do I relate to (get along with) others?
Think about all the places where you spend your time: where you go to school, where you relax and have fun,
where you earn your money, and how you relate to all the people you meet there. Think about your
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relationships on a scale of one to 10 where 10 is GREAT, and one is dismal. What do you do in the great
relationships that make them great? What could you do differently in the so-so relationships that would move
those relationships closer to a 10 (or even a five)? Are these things that you would like to list in your code of
ethics?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Why do I believe the things that I do?
Now think about why you believe what you do. This is a very important step as it helps you become aware of
how important your beliefs are to you. You might say it like this: “I believe that it is important to…because…”
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Part II
Purpose: Why am I writing this? Think about why you are writing this code of ethics. Are you doing this just
because it is an assignment? If you have to do it anyway, what can you get out of it for yourself? Are you doing
this to inspire yourself? Are you doing this to change your actions, or the way you do things? Thinking about
these questions helps you to develop the reason behind your code of ethics. The purpose of your code needs
to fit your needs, so you could say to yourself: ”Right now I need…in my life.”
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Part III
Aspirations: This is your best self – the best you are right now and how you would like to become. Go through
your list of how other people see you and find out if any of the things they say match up with what you believe
to be important. For example, if you believe it is important to tell the truth, but people say that you aren’t
always honest with them, you have a mismatch. But if you believe it is important to keep your word and
people say they can always count on you to follow through with what you say, you have a match. This part of
your code contains your aspirations – how you want to be as a person. It will include all the positive traits you
now have, as well as the ones you wish to develop or improve upon. You might want to state it in these terms:
“When I am at my best, I am a person who...” and “I will be a person who…” or “I am becoming a person
who…” (Note to teacher: the use of “I will be” is preferable to “I want to be” because it engages the will and
engenders a sense of determination and possibility. “I want to be…” is more often associated with “…When I
grow up.” “I will be...” is more immediate.)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Part IV
Why I Hold the Personal Expectations I Do: This (“I am…” or “I will be…because I believe that…”) is where you
state the reasons why you want to be the kind of person you listed in part II – where you pull together your
“walk” with your “talk.” For example, “I will tell the truth because I believe that people need to hear the truth
to be able to trust me, and I would like to be trustworthy.” Or, “I will train hard for the track team because I
believe that working hard improves my chances of meeting my goals.”
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Personal Code of Ethics
Directions: In the space below, write a rough draft of your personal code of ethics.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Professional Communication
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand how interpersonal skills, leadership, teamwork
skills, and human relations affect the workplace
Specific Objectives
 Students will compare positive and negative traits in the workplace.
 Students will analyze the proper way to communicate effectively in a situation .
 Students will identify their own strengths and weaknesses along with keys to help achieve selfactualization.
This lesson should take three to four class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.122 (C) Knowledge and skills
(4) The student facilities internal and external office communications to support work activities. The
student is expected to:
(A) record messages accurately, legibly, and completely;
(B) deliver messages to appropriate person or department;
(C) coordinate arrangements for participants;
(D) follow calling and login procedures; and
(E) troubleshoot any problems.
(5) The student performs scheduling electronically to facilitate on-time, prompt completion of work
activities. The students is expected to:
(A) create a calendar or schedule;
(B) maintain an appointment calendar;
(C) verify appointments;
(D) coordinate travel arrangements; and
(E) set up meeting arrangements.
Interdisciplinary Correlations
English
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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.
Speech
110.56 (b) Knowledge and skills
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) use appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively in
groups; and
(5)(B) use language clearly and appropriately.
Tasks
 Students will secure signatures on all forms, as specified by the teacher.
 Students will return all paperwork in a timely manner.
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
 Copy the handouts
 Have multimedia presentations ready to show
Instructional Aids
 Student Notes sheet
 Student worksheets
Materials Needed
 Copies
 Pencils
Equipment Needed
 Teacher computer
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

Projector (for digital presentation)
Calculators
Introduction
Learner Preparation
 Have students share what they do to stay organized with homework assignments, extracurricular
activities, out of school activities, etc.
 Ask students why it is important to stay organized right now.
 Ask students how learning organization and professional communication skills early can be helpful in
the future.
Lesson Introduction
 Ask students if they are used to taking messages for anyone, either at home or on a job.
 Ask students to list important things to do when taking a message for someone.
 Tell students how important it is to take a message accurately, especially when in a workplace.
 Explain the importance of communicating professionally in the workplace.
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Outline
MI
Outline
NOTES TO TEACHER
I. Message Taking
II. Interoffice Communication
a. Memo
b. Email
III. Meeting agenda
The teacher will explain to students
the importance of taking professional
and accurate messages.
Using the May I Take a Message
handout, students will practice taking
and leaving phone messages.
The teacher will explain to students
the purpose of interoffice memos
while discussing the information in
the Interoffice Memo handout.
Students will recreate an interoffice
memo and will create a meeting
agenda using the information from
the memo.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
The teacher will use the multimedia presentations to teach the material. The teacher will monitor students’
independent practices.
Summary
Review
 Why is it important to take an accurate and professional phone message for your supervisor?

What is the purpose of an interoffice memo?

What is the purpose of a meeting agenda?
Evaluation

Informal Evaluation
o Teacher will check for understanding
o Very small work group option (students help each other)

Formal Evaluation
o Tests over the material
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May I Take a Message?
Instructions:
1. Tell students they are going to do a role play activity to practice taking and leaving phone messages.
2. Put students in pairs. Give each student a role card. There are two situations, 1 and 2. In each pair, one
student should have the Student A card for a situation, and the other student should have the Student
B card for the same situation.
3. Have students read the information on their card. Answer any questions about vocabulary. Tell
students not to look at their partner’s card. If possible, have students do this activity sitting back to
back, so they can’t see each other. This makes it more like a phone call.
4. Explain that Students A make the phone call. (They can start by making a ringing sound, Brnng! Brnng!)
Students B will answer the phone and then both students role play the situation following the
instructions on the role cards.
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May I Take a Message?
SITUATION 1 Student A
SITUATION 1 Student B
Intro: It’s 10:00 a.m. You are a salesperson. You’re
calling a customer because you have a meeting with
her at 3:00 p.m. but you have a problem. • You make
the call. The secretary answers. Identify yourself and
ask to speak to Ms. Martin. (Use your own name.) •
Ask the secretary when he or she thinks Ms. Martin is
going to be in the office. • Say yes to leaving a
message. Say that you can’t come in for the meeting
at 3:00 p.m. Ask if you can come at 4:00. • The
secretary asks if you want Ms. Martin’s cell phone
number. Say yes and write down the number. Say
good-bye and thank you.
Intro: You work as a secretary for the ABC Company.
Your boss, Sally Martin, has a meeting with a
salesperson at 3:00 p.m. The phone rings: Brnnng!
Brnnng: • Answer the phone and identify yourself and
the company. (Use your own name.) • Tell the
salesperson that Ms. Martin isn’t in the office right
now. Ask if you can take message. • Tell the
salesperson that she is coming in at about 1:00 p.m. •
Say that you’ll give her the message. Ask if the
salesperson would like to call her cell phone. • Give
caller Ms. Martin’s cell phone number, 807-555-2398.
SITUATION 2 Student A
SITUATION 2 Student B
Intro: You are flying to visit your friend Richie in
another city. You are at the airport. There is an
announcement that your flight is going to be late. •
Make the call. Your friend’s roommate answers the
phone. Identify yourself and ask to speak to Richie.
(Use your own name.) • Say yes to leaving a message.
Say that you are at the airport and your flight is late.
You’re going to arrive at 8:00 p.m., not at 5:00. • Say
that Richie isn’t picking you up. You’re going to take a
taxi to their house. • Say thank you and good-bye.
Intro: Your roommate’s friend is coming for a visit.
The phone rings: Brnnng! Brnnng! • Answer the
phone. Say hello • Say that Richie isn’t at home. He’s
out shopping. Ask if the friend would like to leave a
message. • Repeat the message to make sure you
understand it. Say that you’ll give Richie the message.
Ask “Is Richie picking you up at the airport?” • Say OK.
Tell the friend to “have a good flight.” • Say good-bye.
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Interoffice Memo
Memos (interoffice memorandums) are written messages used by employees within an organization to
communicate with one another.
A standard format (arrangement) for memos:
Memo margins
 Top margin (TM): 2"

Side margins (SM): default or 1"

Bottom margin (BM): about 1"
Memo heading
The memo heading includes:
 Who the memo is being sent to (TO:)

Who the memo is from (FROM:)

The date the memo is being sent (DATE:)

What the memo is about (SUBJECT:)
Use ALL CAPS for all lines of the heading beginning at the left margin, and space as shown below.
 TO: Tab twice to key name.

FROM: Tab once to key name.

DATE: Tab twice to key date.

SUBJECT: Tab once to key subject in ALL CAPS.
Memo body
The paragraphs of the memo all begin at the left margin and are SS with a DS between paragraphs. Reference
initials. If someone other than the originator of the memo keys it, his/her initials are keyed in lowercase letters
at the left margin, a DS below the body.
Attachment/Enclosure notations
If another document is attached to a memo, the word Attachment is keyed at the left margin a DS below the
reference initials (or below the last line of the body if reference initials are not used). If a document
accompanies the memo but is not attached to it, key the word Enclosure.
Email
Email (electronic mail) is used in most business organizations. Because of the ease of creating and the speed of
sending, email messages have partially replaced the memo and the letter. Generally, delivery of an email
message takes place within seconds, whether the receiver is in the same building or in a location anywhere in
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the world. An email message is illustrated on p. 58.. The format used for the email heading may vary slightly,
depending on the program used for creating email.
The heading generally includes who the email is being sent to (To:), what the email is about (Subject:), and
who copies of the email are being sent to (Cc:). The name of the person sending the e-mail and the date the
email is sent are automatically included by the software. If you don’t want the person receiving the e-mail to
know that you are sending a copy of the email to another person, the Bcc: feature can be used.
Email body
The paragraphs of an email message all begin at the left margin and are SS with a DS between paragraphs.
Email attachments
Attachments can be included with your email by using the attachment feature of the software. Common types
of attachments include word processing, database, and spreadsheet files.
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Instructions:
1. Key the following memo with the proper spacing and indentations for each section.
Memo
To: (Student name), Administrative Assistant; From: (Teacher’s name), President; Date: (Today’s date);
Subject: Business trip to (City)
Please make arrangements for my upcoming business trip on March 24 until March 27. I have an early
morning meeting with Mr. Jerry Jemison, President of Dunbar Corporation on March 25. The meeting is at
8:00 a.m. at the Dunbar Corporation headquarters in (city). I would like to fly, first class, in the evening before
the meeting but I can’t leave the office until 11 a.m. I would prefer a nonstop flight, if possible, without a
great deal of extra cost.
The meeting should last about 3 hours. After the meeting I would like to do something fun that involves
seeing the different sights of the city. I will be dining with Adam Stanson and Jennifer Adams, Vice Presidents
at 7:30 p.m. One of them will pick me up for dinner.
I would like to fly back to (city) on March 27, which means I will have a full day to enjoy the sights and sounds.
Please prepare a trip itinerary for my review as soon as possible. Please also include a budget for the trip to
show estimated costs.
2. Using the Internet, the student will plan a business trip for his/her supervisor. After typing the above
memo from the supervisor explaining the details of the business trip, your job is to coordinate the
travel by planning the transportation, accommodations, and one activity.
3. Be sure to include actual flight numbers, times and prices, accommodation names, locations and
prices, and types of activities and costs. Students should prepare an itinerary for their supervisor,
which includes a budget showing the cost of each item of the trip.
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Setting Up a Meeting
Instructions: You are starting a new project and would like to conduct a meeting with team members to
introduce the new project idea. Below is a copy of the agenda for your first meeting.
Agenda
Date: (Tomorrow’s date)
Time: 8:30 a.m. – 9:30 a.m.
Location: Small conference room
1. Presentation: Background to the project, aims, scope
2. Questions and answers
3. Brainstorming: ideas for the launch event
4. Action points
5. Schedule for next month’s meeting
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Instructions:
1. In pairs, plan a large meeting involving people from several departments. First, decide what your
meeting will be about. You can use the below ideas to help:
 Introduction of a new project
 The role of your organization
 Who are you going to invite and why do you need them there
2. When you have a strong idea about the purpose of your meeting, write one or two memos or emails to
set up the meeting and invite participants.
3. Create an agenda for the meeting.
4. In groups of four, each of you will spend about five minutes managing the meeting you planned.
a. Explain the background to your meeting to the other people in you group.
b. Get the meeting started and try to manage the problems that arise.
c. Other students in the group will make sure there are a few, minor problems, such as:
i. Questions that are not on topic
ii. Interruptions before somebody has finished an important point
iii. Participants who don’t what to get involved
iv. Too many ideas at the same time
(**However, don’t make it too difficult for the one in charge.**)
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Scheduling Your Life
You are a stay-at-home parent with two busy kids. You are to create and maintain the family calendar for the
month. Use the attached blank calendar for this. (Students can also an online calendar format for this
activity.)
1)
2)
3)
Take List #1 and fill in the month’s appointments from the master list. YOU will fill in your local
addresses for some of the appointments. Assume both kids attend the same school.
Then, use the UPDATES page to return to the calendar and make the changes. Draw a line through,
or strikethrough, the old appointment and fill in with updated one. Keep accurate notes of the
appointments that need to be rescheduled or cancelled.
Coordinate travel arrangements by using the TRAVEL form to fill out all the information for the
UPDATES IN BOLD ONLY. Be sure to include time you had to leave, driving time (estimated on the
map), etc. For example, from school to doctor’s office or from church back to soccer field.
List #1
WEEKLY APPOINTMENTS
JACK
Soccer M-W-Th. 5:30 – 7:00 p.m.
*use local rec center address
Tutoring 6:45 a.m. Tuesday only
*use local address
Drama Club pick up 4:30 p.m. Friday only
JILL
Piano 4:00 – 4:30 p.m. Tuesday only
Gymnastics M-W-Th. 4:30 – 6:00 p.m.
Art Club drop off T & Th. 7:00 a.m.
*use local address for this
Wednesday nights Church Choir 7:30 – 8:30 p.m.
*use local address
School Art Show on the 2nd Friday night 5:45 – 7:30 p.m. come and go
Drama Performance on the 3rd Friday 5:00 – 6:00 p.m.
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Updates
Soccer time changed for remainder of month to 5:00 – 7:00 p.m.
Soccer cancelled the second week of the month due to rain
Jill got sick on the 7th and had to leave school at 9:45 on the second Tuesday of the month to go to the
doctor. *use a local doctor address and be sure to fill out a TRAVEL FORM for this change.
Drama Performance rescheduled to last Friday of the month, same time.
Art Club meeting added before school on the 3rd Monday of the month.
All gymnasts have to go do a local sporting goods store and purchase grips by the end of the 3 rd week.
You can schedule it in any Tuesday after piano.
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Travel Form
DATE OF CHANGE:
________________________________________
WHAT SOMETHING ADDED: ____________________________________
ADDRESS:
MILES FROM ONE LOCATION TO NEXT: _________________________ (ONE WAY)
TIME IT WILL TAKE TO GET THERE: __________________________
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Critical Thinking/Workflow
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand how interpersonal skills, leadership, teamwork
skills, and human relations affect the workplace
Specific Objectives
 Students will compare positive and negative traits in the workplace.
 Students will analyze the proper way to communicate effectively in a situation.
 Students will identify their own strengths and weaknesses along with keys to help achieve selfactualization.
Terms
 Cooperation – working together for the common good.
 Critical thinking – the process of thinking carefully about a subject or idea, without allowing feelings or
opinions to affect you.
 Initiative – quality of self-motivation; the ability to get the job done on your own.
 Innovative – new and different ideas and methods.
 Prioritize – to arrange in order of importance so that you can deal with the most important things
before the others.
 Productivity – Measure of output; for example, the number of products produced per hour.
 Project – a piece of planned work or an activity that is finished over a period of time and intended to
achieve a particular aim.
This lesson should take 10-12 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.122C Knowledge and skills
(2) The student applies concepts of critical thinking and problem solving. The student is expected to:
(A) analyze elements of a problem to develop creative and innovative solutions;
(B) critically analyze information to determine value to the problem-solving task;
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(C) compare and contrast alternatives using a variety of problem-solving and critical-thinking
skills; and
(D) conduct technical research to gather information necessary for decision making.
(15) The student maintains workflow to enhance productivity. The student is expected to:
(A) organize and prioritize work;
(B) complete assigned tasks in a timely manner;
(C) coordinate work with that of team members;
(D) assist with overflow work; and
(E) coordinate submission of proposals.
(25) The student demonstrates project-management skills to improve workflow and minimize costs.
The student is expected to:
(A) identify resources needed for a project;
(B) develop a project plan; and
(C) apply project-management tools to monitor progress.
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.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) use appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively in
groups; and
(5)(B) use language clearly and appropriately;
Tasks
 Students will secure signatures on all forms, as specified by the teacher.
 Students will return all paperwork in a timely manner.
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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
 Copy the handouts
 Have multimedia presentations ready to show
Instructional Aids
 Student Notes sheet
 Student worksheets
Materials Needed
 Copies
 Pencils
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
 Calculators
Introduction
Learner Preparation
 Begin by having students to describe the last time they had to complete a big project for school, work,
church, etc. Then ask students how they determined what order to do the assignment in – and if it
was a group assignment, how they decided who did which part.
 Explain to students that when a large amount of work is required to complete a project or solve a
problem, it is important to come up with a plan first and then to break the project into smaller parts
with deadlines to help with the workflow.
Lesson Introduction
 Have students explain what a project is and to list skills they think are important when trying to
complete a project.
 Explain to students what procrastination is and have them list advantages and disadvantages of
procrastinating.
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Outline
OUTLINE
MI
NOTES TO TEACHER
I. Project Management Skills
a. Define Phase
b. Plan Phase
c. Do Phase
d. Review Phase
II. Beating Procrastination
III. Initiative Games
IV. Business Project
Students may read through the list of
project management skills or the
teacher may put the information into
a presentation format and present it
to students in that manner.
Once complete, students should be
able to explain what a project is and
the different phases.
Explain to students the pitfalls for
procrastination and how they should
avoid putting assignments/projects
off until the last minute for fear of
missing the deadline.
Initiative Games will prepare your
students to work in groups for their
Business Project.
The Business Project will probably
take a minimum of 10 – 45 minute
classroom sessions. Encourage
students to stay on target. The
teacher may want to give a deadline
for each section to help students
maintain the workflow.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
 The teacher will use the multimedia presentations to teach the material. The teacher will monitor
students’ independent practices.
Summary
Review
 What is a project?

List and explain the four phases of a project.

Explain why procrastination should be avoided.
Evaluation

Informal Evaluation
o Teacher will check for understanding
o Very small work group option (students help each other)

Formal Evaluation
o Tests over the material
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Project Management Skills
What is a Project?
Everyone is involved in all sorts of projects throughout our lives, but unless you’re a project management
professional, we don’t often think about what makes a project a project. All around us are things to be done,
tasks to accomplish, decisions to make, skills to learn, problems to solve, results to achieve. For example:
•Families decide what to buy at the food market, purchase the items, and make meals.
•Farmers plant, cultivate, and harvest crops that are then sold in markets.
•New houses are planned, designed, constructed, sold, and then families move in.
•Teachers plan their lessons, engage students in activities, and evaluate the results.
•Students receive assignments, do research, and write up and present their findings.
•Communities develop recycling plans, implement them, and measure the impact.
•Businesses plan new products, develop and test them, then sell them to consumers.
What makes these diverse activities, from small to large, all projects?
There are two key qualities of projects:
1. Projects are temporary efforts with a clear start and finish – they are not ongoing.
2. Projects have an end result – something created or completed that is often unique.
In the examples above, the end results are: eating meals, food sold in a grocery stores, families moving into
new homes, lessons taught, research papers handed in, recycling program impact reports presented, and new
products sold in stores and online.
Listening to the daily weather and stock market reports, answering your phone, brushing your teeth each
night – these activities are not usually considered projects, because they are brief ongoing activities, and
though there are some short-term results, there isn’t much of an end result in mind. These simple actions just
keep recurring regularly and they don’t really require an intentional plan or produce a result that’s complex,
different, new, or unique.
The measure of success in most business-oriented projects is to reach the end of the project cycle “on time, on
budget, and on scope.” What’s most important to business is meeting the project deadline without spending
more money than has been allocated for the project, without adding extra features (and costs), or without
fulfilling all of the project requirements (being “out of scope” of the desired result).
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Define (Initiating) Phase: Project Definition & Team Agreement
At the beginning of a learning project, there are two resources that are particularly helpful in making sure
everyone understands what the project is all about, what is expected of each player, what the intended
outcomes of the project will be, and how the project team members will work together on the project – The
Project Definition document and the Teamwork Agreement.
The Project Definition document records the answers to the key questions that define the main characteristics
of the project, such as this “Defining Dozen” list of questions:
1 . Why is this project needed?
2 . What is this project about? (a brief description)
3 . What is the goal of this project?
4 . What will be the end results of the project? (the “deliverables” in business terms)
5 . What will this project not do, even if it could be done easily?
6 . What type of project is this? (inquiry, design, debate, expression; prescriptive exploratory; or a
combination)
7 . What is the driving question, problem, issue, or perspective that motivates the work in this project?
8 . When will the project need to be completed?
9 . Where will the project be done?
10. What resources are needed to successfully complete the project? (equipment, tools materials, funding,
technology, online resources, books, etc.)
11. How will the project be evaluated? (quality of the project work and end results, the learning outcomes, the
effectiveness of the project methods)
12. What risks are involved in the project? (events or conditions that may delay or impact project work)
Plan (Planning) Phase: the Work Plan
In the second stage of the learning project cycle – the Plan stage – organizing and planning out the team
members’ project work is the focus. It is most helpful in this stage to collaboratively develop a WorkPlan
document that includes items such as:
• A list of project deadlines for each stage of the project work (when each of the Define, Plan, Do, and Review
stages should be completed)
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• A list of project tasks in the order they need to be performed
• The project owners for each of the tasks
• The resources needed for each task (materials, tools, funding, expert advice, etc.)
• Time schedules for each of the tasks (start and finish dates)
Do (Executing, Monitoring/Controlling) Phase: Check-in Meetings
Once the team members have entered the Do stage of the project cycle, three important considerations move
to the top of the list of project managing concerns:
• Are team members consistently meeting the expectations set in the Work Plan, and if not, can the Work Plan
be modified without putting the whole project at risk?
• Is the quality of work meeting the needs of the project, or must time be taken to improve or redo the work?
• Is the communication among team members sufficient to help keep things on track and to see how all the
parts of the project are working together?
The Review (Closing) Phase: Rubrics, Reflections & Celebrations
Though project monitoring/reviewing is an important ongoing activity in all the other learning project stages
(the real-time “cyclometer” readings in the project cycle model), the Review stage is where full attention is
focused on evaluating, and celebrating, the achievements of the entire project.
There are three project outcomes that need to be reviewed in this stage:
 The quality and impact of the end results of the project (a report, product, presentation, performance,
model, artifact, device, program, website, etc.), and the key project work that contributed to it

The learning outcomes for each team member, often aligned to a set of common learning standards

The effectiveness of the project methods used in each stage of the project that helped produce the
end results (the definition, planning, doing, and reviewing efforts of the project team – including
reviewing the reviewing process!)
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Beating Procrastination
Watch the brief video on procrastination at http://www.youtube.com/watch?v=VYEP-qFl-Rc
Discussion (10 min.)
 What were some of the psychological causes of procrastination in the video?

Have you done the same thing before? Give examples?

What were the consequences? (Failure, Stress, etc)
Assigned Discussion Leader (30 min.)
 Divide into groups of four to five students and read this case study below:
“Michael is a first-year student at the local college. During the first few weeks of class he is asked to
participate in a variety of activities, each of which takes away from his study time. Why given the choice
between going to the movies and reading a chapter of economics, Michael almost always picks the movies.
He tells himself “I’ll catch up later.” He doesn’t realize that each time he makes such a choice, he will suffer
from the consequences in due time. As the term continues, the consequences begin to appear. He pulls an allnighter to cram for an Art History test. He completes a Philosophy paper an hour before class, but can’t get it
printed in time. The consequences become more and more serious. As the term comes to a close, Michael is
rushing to start research papers, to complete assigned readings, and to prepare for final exams. He has
trouble sleeping. He feels overwhelmed by the amount of work he needs to complete. Tension causes him to
eat poorly. He blanks out on his Chemistry final. Michael’s grades for the term are lower than he had
anticipated when he started the term. Thinking he can’t handle college, Michael becomes depressed and
considers leaving school.” Retrieved from:
http://www.pueblocc.edu/StudentServices/CounselingandTransfer/Study_Skills/NoProcrastination.htm
Directions
1. Using the self-help strategies for beating the procrastination habit, as a group, develop a plan for
Michael. Each group member must contribute at least one strategy that is used by the group.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
When the assigned discussion leader presents your group findings, he/she must point out who contributed
each point.
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Initiative Games
WHAT ARE INITIATIVE GAMES?
Initiative games are fun, cooperative, challenging games in which the group is confronted with a specific
problem to solve. Begin by clearly explaining the game. Make sure the rules are understood, including that
everyone must complete the activity for the group to be successful. Don’t offer ideas for solving the problem.
Stand back and let the group work and play with it even if the group has a difficult time. Don’t interfere unless
something is unsafe or the group has fallen apart.
Activity #1: LINE UP
Materials: blindfolds
Blindfold everyone in the group. Whisper to each person a number from one to the number of persons in the
group. After you are done, tell the players they must line up by consecutive numbers without talking.
Everyone should begin to move slowly around each other, putting palms up facing outward to protect
themselves from collisions.
Activity #2: KNOTS
A group of six to 12 people forms a circle. Each person puts the right hand into the center of the circle and
clasps hands with one other person who is not standing next to him or her. Then everyone puts their left hand
into the circle and clasps hands, again making sure that person is not standing next to them. They should be
holding two different people’s hands. The goal is to untangle the knot without letting go of anyone’s hand.
Activity #3: THE GREAT EGG DROP
The goal is to build a structure that will prevent an egg from breaking when it is dropped from a height of 8
feet. The only materials allowed are 20 straws and 30 inches of ½ -inch masking tape. Try to do it with as few
materials as possible.
— From The Bottomless Bag
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The Big Pitch:
Starting A Business Project
Do not lose this! You will need it now…and later.
(200 Points)
Introduction
One way to start learning about how businesses operate in the American economy is to actually develop a
business idea and “pitch” it to potential investors for financial support. For the next 10 plus weeks, you and
your teammates, will consider what it might take to start a “for-profit” enterprise from scratch. (Choose
wisely! You will never see some of these people again after the end of the school year.) You will then pitch
your idea to a group of “investors” (us) in order to secure financing to bring your product/service to the
market.
Note: You will almost certainly NOT be developing a real business or product. You WILL be considering
different ideas that might become a good product or service. Almost anything can be considered. Use your
imagination. I am only asking that you keep your ideas REASONABLE, POSSIBLE, and APPROPRIATE.
Objective
The purpose of this activity is for you to get a “feel” for some of the analysis and decision-making that
characterize business operations in the American economy. As an entrepreneur, you (and your team) will
confront basic issues of starting a business, including determining the type of business organization, product
development, marketing, and financing. In the end, you will find that this is a very applied assignment.
Overview of the Process
Once completed, you will have covered these topics
1. Business Organization: Decide what type of business you want to run (sole proprietorship or partnership),
delegate responsibilities, and choose a company name/logo.
2. Market Research: Generate ideas for a possible product/service, identify “target” consumers, assess
demand and earnings potential, and develop a marketing plan (who are you going target and how are you
going to reach them-in other words: advertising.).
3. Cost Analysis: Research and estimate the costs of production and pricing.
4. Team Presentation/Business Report: On an assigned day (week of _____________________), you will
make a formal presentation to potential investors (the class) and turn in a written report.
Note: Your team may on occasion be able to use class time for “board meetings” to discuss your progress,
BUT be aware that the majority of work on this project will be done outside of class.
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Ground Rules
 You may NOT market any products/services related to the following: sex, drugs, gangs, and alcohol. Avoid
anything not school appropriate. You WILL need approval (from me) on the product/service you decide to
develop.

If your business involves a PRODUCT, your company must develop a product to which you have ADDED
VALUE. If it is a SERVICE, you must show how it is different from everything else out there.

Any students who are absent for the group’s presentation or “absent” from the written work can/will
receive no more than a “C” for that part of the project.

You may only work with up to TWO other people from this class period.
Business Report Questions (Written Work)
In order to receive full credit, the following must be answered with a reasonable amount of detail. If you want
my advice, I would start at question number one as soon as possible and start moving down the line.
DO NOT put any of the following in a folder or binder of any type!
1. What is the name of your business, and why did you choose it? Create and include a picture/copy of a logo
of your design with this answer.
2. List the company’s owners (you and, if applicable, your partners) and their roles, jobs, and responsibilities.
For example: Who is the president, finance manager, marketing manager, and/or production manager?
Please include the duties of each (advertising, personnel, sales, customer service, etc.).
3. What type of business organization have you formed (sole proprietorship or partnership) and why did you
choose this form of organization? What are the advantages and disadvantages of your type of business
organization? Note: Remember when we discussed this in class in the first few weeks?
4. What type of product/service are you proposing to sell (What exactly are you doing)? Why? Describe the
product/service. Include a photo or drawing of your product(s) and/or the equipment needed to carry out
your services.
5. If you are proposing to sell a product: How did you add value to your product?
If you are proposing a service: How is your service different from all of the other similar services (your
competition) out there?
6. What variety of products did your group brainstorm to sell? In other words, what did you consider doing
before you settled on your final idea?
7. What specific land, labor, and capital will you need to produce, sell, and distribute your product?
8. Where and how will your product be PRODUCED? Where will you primarily SELL your product?
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9. If you were to decide to go forward with this idea and start an actual, on-going business, what steps would
you need to take? What government approvals are necessary (Business licenses, environmental
regulations)?
10. What kind of market research did you perform? Note: This will almost always be in the form of a market
survey that we will do as an assignment here, in class. This question will help you with numbers 13, 14, 16,
and possibly/ultimately 17.
11. In what kind of market structure will your company compete? Is it a market, monopolistic competition,
oligopoly, or monopoly? Remember these choices from chapter 7? What are the characteristics and
barriers to entry in your market structure? This is all found in chapter 7.
12. If you will face some competition, who or what is your competition?
13. Explain how you set the price for your products/services.
14. Describe your customer base, or target. In other words, what is the age, gender, personality, etc. of your
ideal customer?
15. Prepare a radio commercial (10-30 seconds), television commercial (20 seconds – 2 minutes maximum)
and print advertisement (1/4 page minimum – 1 page maximum) for your company or your
products/services. Explain the strategy behind each of your advertisements/commercials.
16. Include a “detailed” financial report that shows your estimated revenues and costs. In other words, what
do you estimate it will cost to start this thing? Give us some details; break down the “major” costs. This
can be accomplished through some minor research on the Internet, through some short interviews with
business owners or possibly even with your boss at work or parents. Also include an estimate of how much
money you think you can bring in (revenue) with this idea. You can “guesstimate” this from your market
survey (see number 10 above).
17. How much money will you need to start the business?
Remember…NO folders or binders!
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BUSINESS PRESENTATIONS (THE CLASSROOM PITCH)
In addition to the above written part, in order to receive full credit you must present your findings to us, the
investors.
As a start-up company, it is necessary that you secure financing to bring your product/service to market.
Commercial banks would not be a likely source of funding, as you would be too high of a risk. Therefore, you
must go before a group of private investors, who are willing to take the risk (in exchange for a potentially high
payout) and invest in your ideas. You must convince the investors that you have a viable and profitable
business enterprise.
The following is a list of requirements for the presentations.

ALL team members involved in the business enterprise are to be present on the assigned presentation
date, unless otherwise arranged and approved. All team members are to participate in the written work as
well as the presentation itself.

Presentations are to be a minimum of five minutes and a maximum of 10 minutes.

Presentations will include a minimum of four visual aids. This is a partial list of possible examples:
o One print ad for a newspaper or magazine. You have to do this anyway. Why not show it to the
group?
o Your income statement/financial report. Again, you have to do anyway for full credit.
o Product prototype, picture of a possible location/building, tools or machines involved in your
business.
o A graph (you will eventually do this anyway), logo (already done), chart, additional video, etc.
o Presentation software
o A short promotional film in addition to your TV ad. The TV ad does NOT count as a visual.
Presentation Outline
Here is what you will do the day that you present. Remember, you have to do this in five to 10 minutes.
o Introduce your company and your team members .Treat the presentation like a real “pitch” for
funding. Consider us as strangers. You do not know us and we do not know you.
o Give detailed answers to all of the written questions. Remember you have a certain amount of time
(10 minutes). Give yourself time to answer the questions in the presentation and then consider
anything over and above the information and answers.
o Present your estimated income statement/financial report (Question 16).
o Present television commercial (radio only if you have time).
o How much money will you need to start the business? Tell us how much you are asking from us
today (Question #17).
o Answer questions from investors.
Get to work, start now, start now, and start now! Good luck.
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Business Project Proposal
(25 Points)
STOP! Before you began, you must clear your business idea with me. Do not lose any part of this handout. The
first thing that you must complete is this short form. You will give it to me with your idea on:
__________________________________ and then I will return it to you with approval or denial.
Everyone must turn in one of these before moving forward with this project!
Name:
For this project, I will be working (circle one):
1. Alone.
2. In a group. (You may choose up to two others from this class.). Name(s) of other group members:
General business idea (type of business):
Why did you choose this type of business? This is the justification for me giving you the points on this
assignment. (One paragraph minimum):
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Starting a Business Rubric
Do not lose this. Someone in your group must give this to me in order to get a grade on the project. Please
put everyone’s name on this!
Written Work (No Folders or Binders!)
All questions are answered (1-17) completely, in complete and comprehensible sentences and paragraphs.
Thorough?
50 45 40 35 30 25 20 15 10 5 0
Incomplete!
The Pitch
Over
Time:
Looked at Everyone
5
4
We can hear you
Engaging
None
10
9
8
4
7
Eye Contact
3
2
Projection
4
3
5
5
Under
6
1
2
0
1
Enthusiasm
3
2
0
1
Any Idiosyncrasies
5 4 3 2 1
0
Looked at No One
0
Huh?
I Fell Asleep
What did you say?
Visual Aid(s) (Minimum of Four/Used Appropriately in the Presentation)
What? _______________________________________________________________________
Can see from the back 10 9 8 7 6 5 4 3 2 1 0 Can’t see
Television Commercial
Within Time 10
8
Well Done/Time Well Spent
Actually Sold the Product
6
5
10
4
4
8
3
6
2
2
4
0
1
Over
0
2
Last Minute
0
What?
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Presentation in prepared and well-polished speech
____ 1. Introduce yourself? Name of business? Why? Logo or picture included?
____ 2. What are your roles, jobs, and responsibilities?
____ 3. What type of business organization have you formed? Sole proprietorship? Partnership? Why did
you choose this form of organization? What are the advantages and disadvantages of your type of business
organization?
____ 4. What type of product/service are you proposing to sell (What exactly are you doing)? Why?
Describe the product/service. Photo or drawing of your product(s) and/or the equipment.
____ 5. If you are proposing to sell a product: How did you add value to your product? If you are proposing a
service: How is your service different from all of the other similar services (your competition) out there?
____ 6. What variety of products did your group brainstorm to sell? In other words, what did you consider
doing before you settled on your final idea?
____ 7. What specific land, labor, and capital resources will you need to produce, sell, and distribute your
product?
____ 8. Where and how will your product be produced? Where will you primarily sell your product?
____9. If you were to decide to go forward with this idea and start an actual, on-going business, what steps
would you need to take? What government approvals are necessary (Business licenses, environmental
regulations)?
____ 10. What kind of market research did you perform? Survey? Interview(s)?
____ 11. In what kind of market structure will your company compete?
Market?
Monopolistic competition? Oligopoly?
What are the characteristics and barriers to entry in your market structure?
Monopoly?
____ 12. If you will face some competition, who or what is your competition?
____ 13. Explain how you set the price for your products/services.
____ 14. Describe your customer base, or target. In other words, what is the age, gender, personality, etc. of
your ideal customer?
____ 15. Explain the strategy behind each of your advertisements/commercials. Radio Ad (optional)?
Print Ad?
____ 16. Financial report? Give us some details; break down the “major” costs.
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____ 17. How much money are you asking for today?
Excellent
90 80
70
60
Total
Name of Business:
50
40
30
20
10
0
Poor
/200
Attire:
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Advanced Technical Skills
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand how to use information technology tools to
create business-related documents.
Specific Objectives
 Students will demonstrate the use of advanced technology applications.
 Students will use formulas and functions to create business spreadsheets.
 Students will create web pages and presentations.
Terms
 Spreadsheet – a piece of computer software used for showing rows and columns of numbers or other
data, and for doing calculations with this data.
 Presentation – a way to present information to a group of people about a new product, plan, etc.
 Formula – a mathematical rule expressed in a set of numbers and letters.
 Functions – a relation that uniquely associates members of one set with members of another set.
 Web page – a page of information on the internet about a particular subject, that forms (a part of) a
website.
 Word processing – a program used for preparing documents and letters, or a computer for doing this.
This lesson should take 10-13 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.122C Knowledge and skills
(6) The student uses information technology tools to manage and perform work responsibilities. The
student is expected to:
(A)
demonstrate advanced web search skills;
(B)
demonstrate advanced word-processing skills;
(C)
apply advanced presentation applications;
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(E)
demonstrate advanced spreadsheet applications; and
(F)
create a webpage for business applications.
(7) The student uses spreadsheet software to create business-related spreadsheets. The student is expected
to:
(A) select appropriate software for creating spreadsheets;
(B) enter labels and values into spreadsheet cells; and
(C) format labels and values.
(8) The student enters formulas and functions in a spreadsheet document. The student is expected o:
(A) develop formulas and enter appropriate functions; and
(B) verify formulas and functions with sample values.
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.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) use appropriate communication in group settings
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively in groups;
and
(5)(B) use language clearly and appropriately.
Tasks
 Students will secure signatures on all forms, as specified by the teacher.
 Students will return all paperwork in a timely manner.
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).
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Preparation
 Copy the handouts
 Have any useful multimedia presentations ready to show
Instructional Aids
 Student Notes sheet
 Student worksheets
Materials Needed
 Copies
 Pencils
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
 Calculators
Introduction
Learner Preparation
Have students recall the lesson on Word Processing and remember what documents were created
during that lesson. Tell students the work place involves other business related applications, which are
able to create more advanced documents.
Lesson Introduction
 Ask students to remember the last time they saw a presentation and have them make a list of
everything they remembered from the presentation.
 Have students sketch on paper ideas for a webpage they would like to create (make sure students use
ideas that are school/classroom appropriate).
 Ask students to list different types of charts (pie, bar, line, etc.). Then tell students that spreadsheets
can be used to create different types of charts.
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Outline
MI
Outline
NOTES TO TEACHER
I. Word processing
Explain to students that word
processing applications can be used
to create a variety of documents.
Students will complete the Word
Processing Project.
Show students a blank spreadsheet
and have them come up with ways a
spreadsheet may be helpful in the
workplace.
Students will complete the
Spreadsheet Project.
Review the presentation checklist
with students at the bottom of the
Presentation Project assignment.
Students will complete the
Presentation Project.
Have students recall the last time
they were on the Internet and the
website they were viewing. Have
students rate the webpage and
brainstorm ways to improve the
webpage.
Students will complete the Webpage
Project.
II. Spreadsheet
III. Presentation
IV. Web Pages
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
The teacher will use the multimedia presentations to teach the material. The teacher will monitor students’
independent practices.
Summary
Review
 What type of documents can be created using a word processing application?

What are some things you should check for when creating a presentation?

What must you do to a word processing document to turn it into a webpage?
Evaluation

Informal Evaluation
o Teacher will check for understanding
o Very small work group option (students help each other)

Formal Evaluation
o Tests over the material
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Word Processing Project
Job 1 – Letter
Directions: Key the following business letter from Nancy Wells, Chief Executive Officer, following block letter
format. Use the current date for the document. The letter is to be sent to Mr. Jason Arbaro, Aztec Wishes Inc.,
854 Grayson Blvd., Columbus, Ohio, 43231.
The subject is: Community Service Thank you for inviting High School High Honor Society to take part in Aztec
Wishes Inc. We are looking forward to participating in this excellent service program. High School High Honor
Society has a long history of giving back to the community. I just want to clarify our commitment. We will
accept wish lists for 100 children from Columbus. You will provide the first name, age, and sizes for each child.
All gifts will be bagged with the child’s name, but not gift-wrapped. The bags will be picked up at our offices on
December 3, (current year). The following associates will be working on this project. You may contact me or
email any member of the team. Aztec Wishes Inc. PBA Project Team Name Email Phone Ext. Anderson, James
janderson@pba.com 3465 Carson, Susan scarson@pba.com 1456 Farrington, Sharon sfarrington@pba.com
2584 Hill, William whill@pba.com 1547 Thomas, Linda lthomas@pba.com 3255 Our associates are very
excited about receiving a child’s wish list. They have asked several questions. Please email me the information
so that I can forward it to them. 1. Is there a suggested amount to spend on each child? 2. Will children from
the same family be identified so that family members receive equal attention? 3. Are gift certificates
acceptable? 4. May we also provide food or food gift certificates for the family? Thank you again for providing
this opportunity for our associates to help children during the holiday season. I look forward to working with
your team.
Job 2– Memorandum
Please key the following memorandum to the James Anderson, Susan Carson, Sharon Farrington, William Hill
and Linda Thomas using proper memo format. It is from Nancy Wells, CEO. Use current date.
The subject is Aztec Wishes Inc. Thank you for volunteering to serve on the project team. This is a wonderful
way to celebrate the holiday season and provide for children who need our help. Our associates have
responded enthusiastically to my email about participating in the Aztec Wishes Inc. project. Based on their
response we will receive wish lists for 100 children from our community. All children must be matched with
one of our associates. Gifts will be picked up on December 3. Please arrange your schedules so that you are
available to meet in my office next Wednesday at 1:00 p.m. We will develop a project plan, including a
timeline. Your suggestions are most welcome.
Job 3—Table Create the table shown below. The title is Aztec Wishes Inc. PBA Project Team. Follow the
guidelines in the Style & Reference Manual and the guidelines shown below. Name Email Phone Ext.
Responsibility Anderson, James janderson@pba.com 3465 Assigning children to associate Carson, Susan
scarson@pba.com 1456 Contact person with Aztec Wishes Inc. Farrington, Sharon sfarrington@pba.com 2584
Prepare and distribute project plan and timeline Hill, William whill@pba.com 1547 Coordinate sorting and
collection of all gifts Thomas, Linda lthomas@pba.com 3255 Prepare and deliver all communication to
associates  Use landscape page orientation.  There should be no text wrapping.  Double space the table
without borders.
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Job 4 – Flyer
You will using a word processing software, generate a flyer to advertise a room that is available for rent. Your
flyer needs to include:




a top banner and a left banner,
an image,
a drawing that you will generate using Word, and
all (fake) information about the apartment.
Here is an example of such a flyer:
Note that you do not need to repeat exactly the flyer shown above! You are free to use your imagination, as
long as the core elements defined above are present.
What makes your flyer appealing?



Clean, clear, concise, and informational (appropriate fonts, not too many words, enough information,
but not all tiny details)
Visually appealing (look at your layout, bullets are great, but do not include 20 bullets)
Colorful, but not too colorful
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Spreadsheet Project
Short Description
Spreadsheets are useful for many other things besides financial tasks, such as progress reports and for keeping
track of descriptive data. For this assignment, you will create at least one table and an accompanying graphic
visual that will help you write functions and learn simple programming techniques using advanced
spreadsheet software features.
Requirements
General

Create a file in a spreadsheet program that describes a grading system for a class.
Technology Features – Your results will include:




One spreadsheet workbook file with three separate, appropriately labeled worksheets
Tables, a graph, and a list of descriptive statistics
The correct values in each cell, which are important and will be graded
Appropriate content, appropriate axis scaling, and clear labeling, which will be graded
Content

You should form a table on a worksheet titled “class list” that includes the names and test scores of
your students. You have seven students in your class, and their names are: Allen, Borlin, Catlin, Dorsey,
Eugene, Finneran, and Greco. Their scores on the first three tests are as follows:
Test 1
Test 2
Test 3
Allen
Test 89
Test 78
Test 89
Borlin
Test 67
Test 56
Test 66
Catlin
Test 78
Test 76
Test 76
Dorsey
Test 56
Test 34
Test 45
Eugene
Test 26 Test 100 Test 99
Finerran Test 99
Test 98
Test 97
Greco
Test 87
Test 88


Test 78
Using a spreadsheet function, show each student’s average in an additional column labeled “Average.”
Using a spreadsheet function, show each student’s rounded average in an additional column labeled
“Rounded Average.”
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If a student’s rounded average is above “95”, he/she has received “honors” in the class. In an
additional column titled “Honors,” insert a function that will return the word “Yes” if they have
received honors, otherwise would return the word “No.”
o If a student’s rounded average is 90 or greater, they receive an “A.” Between 80 and 90 is a “B,”
between 70 and 80 is a “C,” between 60 and 70 is a “D,” and lower than 60 is an “F.”
Somewhere on your sheet, enter this information in cells. Create an additional column titled
“Grade” and insert a nested IF function that returns the appropriate grade for each student.
Use an absolute cell references in your nested IF function to indicate cut-off points between
grades. Hint: You will need to place the “cut-off grade” values in cells somewhere on your
worksheet.
Below your table, create a graph showing the students’ rounded averages. Be sure to include
appropriate labeling and spacing so that the graph is non-repetitive and the scale is appropriate. Hint:
A score of 100 is the highest possible.
Insert a new worksheet. Use the Goal Seek feature to find the value that Eugene needed on Test 1 in
order to earn honors for the course. Show your work by displaying an updated table. Title the
worksheet “Eugene’s dream.” Hint: Do not worry about rounding Eugene’s new “score” for Test 1. If
done properly, the rest of your table should update accordingly.
From the data on your “class list” worksheet, provide the Descriptive Statistics of your students’
rounded averages. For the output, create a new worksheet and choose to display “summary statistics.”
Rename this worksheet “Descriptive Statistics.”
o



Assignment Description: You will be developing a spreadsheet that is going to keep track of the payroll for
your company – you get to pick the name. There will be four worksheets to your assignment – first is the
calculation of the payroll, the second and third are graphical representation of your calculations from the first
worksheet, and the fourth sheet will be used for a what-if analysis.
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Assignment Details:
Overall Document
Margins should be set at .5 for left and right and .75 for top and bottom.
1. Page orientation should be Landscape.
2. Page Footer
a. Left – Current as of (date) at (time) – regular 12 pt. Times New Roman – use icons
b. Right – spreadsheet name/worksheet name – regular 12 pt. Times New Roman – use icons
3. Page Header – center company name – bold 16 pt. Times New Roman
4. Sheet – spreadsheet should be printed with gridlines.
5. Save document as Payroll in your spreadsheet/Project folder.
Worksheet #1 – Data
1. The tab will be named DATA.
2. In cell A1, type Week Ending: and bold it. In cell C1, type in 2/27/2004. Change the date format so that
it will print out as 27-Feb-04.
3. Column Headings
a. Should be in this order: Emp. #, Last Name, First Name, Hours Worked, Wage Rate, 401k %,
Gross Pay, 401k Cont., and Net Pay.
b. All should be bold, 16 pt., Times New Roman, shaded light gray (right above white), centered
and each cell should be outlined.
c. Make sure that the cells are sized so that you can read all of the text.
4. Cell Formats
a. $ format – Wage Rate, Gross Pay, 401k Cont., Net Pay
b. % format – 401k %
c. Number 0 decimal – Hours Worked
5. Enter the following data into your worksheet: (make sure that Hours Worked and Medical Insurance
are formatted with Wrapped Text)
First
Hours
Emp. # Last Name Name
Worked
S1928 Smith
James
M3746 Miller
Mary
W7382 Welsh
Samuel
C9100 Christians Samantha
Medical
Wage
Rate
401k % Insurance
42
6.50
0.01
25.00
40
6.00
0.05
15.00
60
7.60
0.00
18.00
55
8.40
0.11
20.00
6. Sort Data – sort your data so that the last names are ascending (A-Z)
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7. Insert a column after Gross Pay and before 401k Cont. The column heading will be FICA Tax. It should
look exactly like the other column headers (you might want to use the format painter.) The cells in this
column will be in $ format with two decimal places.
8. Insert a row for Robert Davis (alphabetically according to the sort order). His Employee # is D5564, he
worked 48 hours, his wage rate is $8.50, he contributes 9% to his 401k and his medical insurance is
$19.00.
9. Enter the following calculations:
a. Gross Pay = Hours Worked * Wage Rate
b. FICA Tax = 7.65% * Gross Pay
c. 401k Cont = 401k% * Gross Pay
d. Net Pay = Gross pay – (FICA Tax + 401k Cont.+Medical Insurance)
10. Skip one row and then enter TOTALS in Column A and bold it. You will sum up the following columns –
Hours Worked, Medical Insurance, Gross Pay, FICA Tax, 401k Cont., and Net Pay. Use the Sum function
to calculate this. The other cells will be left blank.
11. Below TOTALS in Column A type in AVERAGE and bold it. You will average the following columns –
Hours Worked, Wage Rate, 401k %, Medical Insurance, Gross Pay, FICA Tax, 401k Cont., and Net Pay
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Worksheet #2 – Column Chart
1. Create a column graph showing each person’s Gross Pay and Net Pay. The column graph type should
be clustered column. (Insert/Chart/Column/Clustered Column)
2. Click NEXT and now you need to enter the data. The data will be coming from the DATA worksheet.
a.
b.
c.
d.
e.
f.
g.
h.
Click on the DATA tab, which will take you back to that worksheet.
Hold the CTRL key down and select all of the last names (do not select the column heading).
Continue holding down the CTRL key and select all of the Gross Pay.
Continue holding down the CTRL key and select all of the Net Pay.
Click on the SERIES tab.
Click on SERIES 1 then type GROSS PAY in the Name field.
Click on SERIES 2 then type NET PAY in the Name field.
Click NEXT.
3. Enter the Chart Title as “Gross Pay to Net Pay.” Click NEXT.
4. Select the radio button for AS NEW SHEET and call the sheet CHART. This will name the worksheet
CHART and place your chart in there.
Worksheet #3 – Pie Chart
1. Create a pie chart showing each employee’s percentage of all of the Net Pay. Use the Exploded Pie
chart type.
2. Select the data from DATA to be used in this pie chart. You will need the Last Name and also the Net
Pay data.
3. The chart title should be Net Pay Portions.
4. Click on Data Labels and select Percentage.
5. Select the radio button for AS NEW SHEET and call the sheet NET PAY PIE. This will name the
worksheet NET PAY PIE and place your chart in there.
6. You will notice that Excel inserted the worksheet before CHART. I would like it after CHART so you
need to move it. Left mouse click on NET PAY PIE tab and drag it to after CHART.
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Worksheet #4 – What-If Analysis
1. Click on a new tab and name it ANALYSIS.
2. You are going to do a what-if analysis on the data you entered in on the DATA worksheet. I don’t want
you to mess up the data you already entered in the worksheet so make a copy of it.
a. Click on the DATA worksheet.
b. Click on the box in the upper left hand corner – to the left of A and above 1. This will select the
entire worksheet.
c. Copy this selection either by using CTRL-C or by using the menu Edit/Copy. This will place your
selection out on the clipboard.
d. Click on the ANALYSIS tab. Click on the same box in the left hand corner that you did in step B.
This will again select the entire worksheet.
e. Paste your selection by either using CTRL-V or by using the menu Edit/Paste. This will take the
selection from the clipboard and place it in your spreadsheet. It should now look exactly like
what you have in the DATA worksheet.
3. Your analysis task as the company payroll administrator is to figure out what percent raise you can give
across the board to your employees and not have your Gross Pay exceed $2000.00 – assuming that
everyone’s hours will remain the same. (This is the same % for every employee and it is a whole %
number). Hint: You might want to add a column that has the raise increase % and a column for the
new calculated wage rate and calculate gross pay from the new wage rate.
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Presentation Project
Create a "Real" Presentation
On your own, or with a partner, brainstorm common interests in something fun and professionally revealing
that most folks could stand to learn more about. Professionally revealing means your choice reveals
something important about you--in a way that provides subtle evidence of your merit as a professional
educator. Then explore the possibilities for creating a project enjoyable, useful, and meaningful to you.
Incorporate the following content items into a presentation program for learning experience (approximately
10 slides in length):
a. An original and thematically fitting slide background (existing presentation designs will not be
accepted)
b. An interactive navigation slide or repeated element
c. Appropriate typefaces, point sizes, and colors
d. Original, modified, and instructive images
e. Borrowed, modified, cited, Fair-Use approved, and instructive images
f. Instructive sound file(s)
g. Instructive video file(s)
h. Slide transitions, animations, and timings as are useful
i. A references page with working URL links to cited sources (and other resources as you choose)
j. A slide footer including your names, presentation title, and page numbers
k. High-contrast, readable content
l. Your work saved as a regular presentation or as a presentation package
m. Submit these to Helen via web-drop. Helen will then upload these to her website.
Checklist: Your work features :












__ Absence of spelling and grammar errors
__ An original and thematically fitting slide background (existing presentation designs will not be
accepted)
__ An interactive navigation slide or repeated element
__ Appropriate typefaces, point sizes, and colors
__ Original, modified, and instructive images
__ Borrowed, modified, cited, fair-use approved, and instructive images
__ Instructive sound file
__ Instructive sound file video file
__ Slide transitions, animations, and timings as are useful
__ A references page with working URL links to cited sources (and other resources as you choose)
__ A slide footer including your names, presentation title, and page numbers
__ High-contrast, readable content
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Creating a Webpage
You can use convert an existing document into HTML format. Use the “Save as Webpage” option to create
documents for the web. Remember, layout differences may exist after you convert a document. For example,
if you used tabs to create a table in a word processing software, the tab space will not appear in the HTML
document. To avoid having to correct an improperly aligned table, always use the word processing Insert Table
options to create new tables. Also, each time you use the ENTER key in the word processing program, extra
white space will appear in the converted document (let the text wrap automatically whenever possible).
Note: Read the instructions for using the "Save as Webpage" option before you start.
1. Open your word processing program.
2. When the application opens, from the “File” menu, choose “Open.” Then, from the list of available
documents, double click the document you wish to convert.
Note: When the document opens, familiarize yourself with the layout. The converted document will
not look exactly like the original.
3. From the “File” menu, choose “Save as Webpage.” Click “Save.”
Note: When you convert a document to HTML format, you retain the original document as a separate
file. The new HTML file has the same file name but a different file extension (.htm).
4. When the conversion is complete, the converted file appears in the window (filename.htm). View the
HTML source code file by selecting the “View” menu, then “HTML Source.”
5. If you have graphics in your document, scroll through the HTML source code to find the reference to
the image. The program should names images consecutively (Image1.gif, Image2.gif, etc.). When you
publish your page, be sure to include these image files.
6. Return to edit mode by clicking the “X” in the HTML Source window.
7. You can modify the HTML file using the formatting buttons and menu options and the Web toolbar
options (insert hyperlink, insert image). When you are satisfied with the appearance of your page, be
sure to save it.
8. Close your document by selecting the “File” menu, then choosing “Close.” Click the Close button (the
“X” in the upper-right corner) to close the program.
9. Open your HTML file in a WWW browser to see how it will appear. You can adjust the layout of the
page if necessary using appropriate editing options.
10. Next, you must move your files to your Web directory.
11. Once you have published your page, view it in on the Internet to see how it will appear to the world.
Open an Internet navigator. In the “Location:” box, type the address (URL) of your page.
o
o
o
If you published in your “public_html” directory, the URL will be
http://udel.edu/~your_username/filename.htm.
If you published in an official University directory, the URL will be
http://www.udel.edu/directory_path/filename.htm.
If you published your student organization page, the URL will be http://copland.udel.edu/stuorg/your_organization's_directory
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Management and Interpersonal Skills
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, students will defend the purpose of management as it relates to efficient
operation of a business. Students will discuss the relationship of interpersonal and team-building skills and
how effective managers use them.
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 employee, management,
and customer interaction.
 Students will demonstrate effective interpersonal and team building skills.
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/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Interdisciplinary Correlations
Reading I, II, III
 110.47(b)
o (1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and context
to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to
determine pronunciations of unfamiliar words;
o (2) The student acquires an extensive vocabulary through reading and systemic word study.
The student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other words
and concepts such as content, synonyms, antonyms, and analogies;
o (4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
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(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and occasions.
o (7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.
The student is expect to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
 Students will take notes, as directed by the teacher.
 Students will complete individual and group assignments.
 Students will present their projects to the class.
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, empty CD cases
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.
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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 as they complete
the assigned project.
Outline
MI
Outline
NOTES TO TEACHER
Management
A. Management: Another piece of the
puzzle
B. Terminology
C. Management Structures
D. Management Functions
E. Management Styles
F. An Effective Manager…
Teacher will hand out student
notes sheets and go over the
material, using the multimedia
presentation.
Interpersonal Skills
A. Interpersonal Skills
B. Personal Traits
C. Personal Ethics
D. Creativity, Initiative, Responsibility
E. Attitude
F. Self-control/Orderliness
G. Self-awareness & Willingness to Change
H. Self-esteem
I. Empathy
J. Personal Skills
K. Goal Setting
Students will complete all
activities, whether individually or
in pairs or groups at the discretion
of the teacher.
Teacher will lead the discussion of
material, using multimedia
presentations for management
and interpersonal skills.
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 selfdirector.
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 Intelligences Guide
Existentialist
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Interpersonal
Application
Guided Practice
The teacher will present the multimedia presentations (one each for management and interpersonal skills)
and will have the 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 to individual students.
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 regarding how to grade the daily 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
material covered in this unit. Rubrics
have been
provided.
Management:
Another
Piece of the Puzzle
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Student Notes
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.
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. _________________________________
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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 employees 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. ______________________:
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
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
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
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; plan ways to implement goals;
communicate with Supervisory-level management.
SUPERVISORY-LEVEL MANAGEMENT: Supervise the activities of employees; carry out the instructions of
Middle and Top management; assign tasks and evaluate 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 ranging 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.
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. Became popular due to downsizing in the 1980s and 1990s.
Self-managing teams set own goals and make own decisions.
2. Customer oriented
3. 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
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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 employees 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
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
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
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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A “Taste of Your County”
OBJECTIVE: Students will use management decision-making skills to complete all the necessary tasks of
staging a tasting event.
MATERIALS NEEDED: Computers; projector; Internet; paper and printer for print items
PROCEDURE:
You are the Chairperson of the “Taste of Your County (you supply the name of your county) Committee.” Your
goal is to ensure 100% occupancy by restaurants 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. Selecting the restaurants that will participate (plan for variety).
3. Decide on admission charges.
4. Plan the arrangement of 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 participate? When? Variety?
8. Choose Advertising.
a. One direct mail (postcard or flyer)
b. One press release (story that tells who, what, where, when, and 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, sky diver,
etc.
9. Design a layout and floor plan and list the participating restaurants in their booth locations. (use word
processing software).
10. What considerations did you take in deciding where to locate the participating restaurants within your
chosen site?
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Group Presentation Rubric
Presentation Title:_______________________________________________
Name: ________________________
Teacher: _______________________
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
Organization
Content Knowledge
2
Audience has difficulty
Audience cannot understand
following presentation
presentation because there is
because student jumps
no sequence of information.
around.
Student does not have grasp Student is uncomfortable
of information; student
with information and is
cannot answer questions
able to answer only
about subject.
rudimentary questions.
Visuals
Student used no visuals.
Student occasional used
visuals that rarely
support text and
presentation.
Mechanics
Student's presentation had
four or more spelling errors
and/or grammatical errors.
Presentation had three
misspellings and/or
grammatical errors.
Delivery
Points
3
4
Student presents
Student presents
information in logical,
information in logical
interesting sequence
sequence that audience
that audience can
can follow.
follow.
Student demonstrates
Student is at ease with full knowledge (more
content, but fails to
than required) with
elaborate.
explanations and
elaboration.
____
____
Visuals related to text
and presentation.
Student used visuals to
reinforce screen text
and presentation.
____
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has no
misspellings or
grammatical errors.
____
Student mumbles, incorrectly
Student incorrectly
Student used a clear
pronounces terms, and
pronounces terms.
Student's voice is clear.
voice and correct,
speaks too quietly for
Audience members have Student pronounces
precise pronunciation of
students in the back of class
difficulty hearing
most words correctly.
terms.
to hear.
presentation.
Total---->
____
____
Teacher’s Comments
267
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Group Progress Rubric
Name: _____________________
Teacher: __________________
Date: ______________________
Title of Work: ______________
Skills
Criteria
0
10
Points
15
20
Helping
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
The teacher observed the students
exchanging, defending, and rethinking
ideas.
Sharing:
None of the Time Some of the Time Most of the Time All of the Time
____
The teacher observed the students
offering ideas and reporting their findings
to each other.
None of the Time Some of the Time Most of the Time All of the Time
____
Total Points
____
The teacher observed the students
offering assistance to each other.
Listening
The teacher observed students working
from each other's ideas.
Participating:
The teacher observed each student
contributing to the project.
Persuading:
Teacher Comments:
268
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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 CD cover that
represents you as you look toward life after high school.
MATERIALS NEEDED:
Computer, Internet, personal pictures, blank CD cases; good quality glossy or matte paper, printer
INSTRUCTIONS:
 Select an artist or group name that represents the “real you.” This is a made-up name, not a real band
name.
 Create a personal logo and include it on your CD cover.
 Select a title for your that represents how others see you
 Select at least six song titles. These must be real songs and include the artist.
 One for the type of friend you are
 One for the types of friends you have
 One that describes where you feel most comfortable
 One that describes what you would like to accomplish
 One that describes what you do well
 One that describes what makes you feel good
 Choose a producer – your most influential family member or teacher
 Choose an agent – your most influential teacher or employer
 Design the front and back cover of the CD. Make sure to include your artist name, CD title, and logo (size=
4.5”x 4.5”).
Written Report
 How would you market your CD? Type a summary on the following (one-page minimum)
 Product: Why these songs are a real representation of you and why you selected the songs. Explain your
choice of producer and agent.
 Price: how much you would charge (per cd, song, etc.)
 Place: where people could get your music
 Promotion: how you will promote your CD
 Extra credit: design the inside of the CD jacket
269
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Project Rubric
Name: _____________________
Date: ___________________
Title: ___________________________________________
Process
1. Has clear vision of final product; directions
were followed
2. Properly organized to complete project
3. Managed time wisely
4. Acquired needed knowledge base
5. Communicated efforts with teacher
Product (Project)
1. Format (required number of slides present)
2. Mechanics of speaking/writing
3. Organization and structure
4. Creativity
5. Demonstrates knowledge
Below Avg.
Satisfactory
Excellent
1, 2, 3
4, 5, 6
7, 8, 9, 10
1, 2, 3
1, 2, 3
4, 5, 6
4, 5, 6
7, 8, 9, 10
7, 8, 9, 10
1, 2, 3
4, 5, 6
7, 8, 9, 10
1, 2, 3
Below Avg.
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
4, 5, 6
Satisfactory
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
7, 8, 9, 10
Excellent
7, 8, 9, 10
7, 8, 9, 10
7, 8, 9, 10
7, 8, 9, 10
7, 8, 9, 10
Total Score:____________________________
Teacher’s Comments:
Interpersonal Skills
Student Notes
270
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I.
Personal Traits
 Personal Ethics
 Creativity, Initiative and Responsibility
 Attitude
 Self-Control/Orderliness
 Self-Awareness & Willingness to Change
 Self-Esteem
 Empathy
Personal Ethics
 _______________________
 _______________________
 _______________________
Creativity Initiative and Responsibility
 _________________________________________
 _________________________________________
 _________________________________________
Attitude

_________________________________________
o __________________________________
o __________________________________
Self-Control/Orderliness
 _________________________________________
 _________________________________________
Self-Awareness and Willingness to Change
 _________________________________________
 _________________________________________
 _________________________________________
 _________________________________________
Self-Esteem
 _________________________________________
 _________________________________________
 _________________________________________
o ___________________________________
o ___________________________________
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 & 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
o View difficult assignments as a challenge
o Positive attitude flows over into other areas
Self-Control/Orderliness
 Tactfulness…what does it mean?
 A must when dealing with difficult customers
Self-Awareness & 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 overcommit 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!
274
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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, and include a brief (one or two sentences)
explanation regarding why you would do each task/activity. You may not repeat or combine any! Your list
must include:
One challenging sport (counts as one item)
One regular activity you never tried but would like to
Two sites in the world you would like to see (each counts as 1 item)
Two career options (each counts as one item)
Two personal goals (each counts as one item)
Three activities that includes your family members
Two things you would do for someone else (each counts as one item)
Two activities you would do for your community
The rest are up to you!
Date Due:
275
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Donors Choose Campaign
OBJECTIVE:
To develop, use, and APPLY effective interpersonal, managerial, teamwork, and communication skills
necessary to be successful individuals, team members, and managers.
MATERIALS NEEDED:
Computers; Internet; projector for presentations; organization tool to record and organize and gauge
campaign and team information.
Due to the economy, educational funders are encouraging alternative methods of funding. DonorsChoose.org
makes it easy for anyone to help a classroom in need. Public school teachers from every corner of America
create classroom project requests, and you can give any amount to the project that inspires you.
(Source: www.donorschoose.org)
First rule of thumb: read the through the whole project before beginning.
276
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Part 1 = Identify a Campaign
1. Identify a specific campaign you want to create either on your class’ behalf or on the behalf of another
class.
Part 2 = Research and Report
2. Go to www.donorschoose.org and identify your top three campaigns and report this information back to
your teacher using their desired method.
3. From your list of three, identify your favorite campaign and WHY you like it. Report this information back
to your teacher using their desired method.
Part 3 = “Must Haves” Selection
4. After each student has identified his/her favorite campaign and the reason it is his/her favorite, compile a
master list of reasons for the entire class. Remove any overlaps and come up with a “must have” list of
requirements for your class campaign (e.g. personal connection, catchy title, video, reasonable goal, etc.).
Part 4 = Team Selections and Job Assignments
5. Once the “must haves” are identified, set up teams (based on the list) for each part of the campaign.
6. Have team members select a team captain, vote on a team name, and compose and submit (based on
teacher instruction) suggested job descriptions for each team.
Part 5 = Your Campaign
7. After the teacher has set up an account with donorschoose.org, the team will identify one person to meet
with the teacher to receive instruction on how to compose their class’ campaign. The following are
requirements for each campaign:
 Identify your project type (Materials through Vendor Directory, Class Visitor, Class Trip, or
Special request for materials not through Vendor Directory).
 Use the wizard to complete project type specifics.
 Use the wizard to complete the “Tell Your Story” section based on your project type.
 Use the wizard to complete the “Add Details” section based on your project type.
 Use the wizard to complete the “Get Creative” section based on your project type.
8. Once each team’s portion has been put into the online wizard, each team will present their portion to the
teacher/class for final approval and will be graded on their presentation using the provided rubric.
9. Once final approval has been given the campaign will be submitted and monitored for its success.
277
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CONSIDERATIONS:
The primary goal of this project is to develop, use, and APPLY effective interpersonal skills necessary to be
successful individuals, team members, and managers. Our secondary goal is to achieve 90% or more of our
intended revenue. As an incentive for success, a class grade may be taken in which all students receive the
same grade.
Have fun with it and let’s get some support!
If the campaign
receives 0%-10% of
its intended
revenue.
If the campaign
receives between
11% and 89% of its
intended revenue.
If the campaign
receives 90%-100%
of its intended
revenue.
If the campaign
receives more than
100% of its
intended revenue.
60
80
100
110
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Donors Choose Campaign Rubric
Name: ________________________
Teacher: ______________________
Criteria
1
3
4
Organization is
There is organization
No organization is present
Very little organization is present and each team within each team,
and there was no
present and limited member understands
every team member
understanding of job
Organization
understanding of job his/her job assignment
knows his/her job
assignments and individual
assignments among and responsibility, but
description and
responsibilities among team
team members.
does not complete
responsibilities, and all
members.
his/her task(s).
tasks are completed.
Team is aware and
Team is aware and can Team is aware and can
Team is not aware and
communicates the due
communicate the
effectively
cannot communicate the
Content Knowledge
date, but not the
purpose, but not the
communicate the
purpose and due date of
purpose of the
due date of the
purpose and the due
campaign.
campaign
campaign.
date of the campaign.
More than half, but
Less than half of the
All members
No team members
not all team members,
team members
effectively participated
participated in the creation
participated in the
Team Participation
participated in the
in the creation of the
of the team’s portion of the
creation of the team’s
creation of the team’s
team’s portion of the
campaign.
portion of the
portion of the campaign.
campaign.
campaign.
Class Campaign had Class Campaign has no
Class Campaign had four or
Class Campaign has no
three misspellings
more than two
Mechanics
more spelling errors and/or
misspellings or
and/or grammatical
misspellings and/or
grammatical errors.
grammatical errors.
errors.
grammatical errors.
The team members mumble, Student incorrectly
Student used a clear
incorrectly pronounces
pronounces terms. Student's voice is clear.
voice and correct,
Delivery
terms, and speak too quietly Audience members have Student pronounces
precise pronunciation
for students in the back of
difficulty hearing
most words correctly.
of terms.
class to hear.
presentation.
Total---->
Points
2
____
____
____
____
____
____
Teacher’s Comments:
279
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Project Management
Practicum in Management and Administration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate the importance of using Project Management
in the school environment by completing Activity 1 - Project Management Team Project and Project
Management Assessment Tool matching the criteria in the rubrics.
Specific Objectives
 Define what Project Management is.
 Apply the seven Project Management Techniques.
 Describe the Project Management Planning Process.
 Use the most common Project Management Organizational Tools.
 Complete Project Management Team Projects.
Terms
 Project Management – involves the planning, monitoring, and coordinating of all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
 Project Management Techniques
1. Understand the project
2. Research and summarize
3. Cite the source
4. Working on the project
5. Group work
6. Time
7. Time management
 Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
 Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
be started. They allow the project team to determine the several factors in project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
Time
This lesson should take three days (135 minutes) to complete.
 Day one – Project Management slide presentation (45 minutes)
 Day two – Activity 1 - Project Management Team Project (45 minutes)
 Day three – Activity 2 - Team Project Task List and Schedule (45 minutes)
280
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Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
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
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing Co.
Instructional Aids
 Project Management slide presentation
 Note Taking Form
Materials Needed
 Handouts for each student
o Project Management Terms and Definitions
o Note Taking Form
o Activity 1 - Project Management Team Project
o Activity 1 - Project Management Team Project Task List and Schedule
o Activity 2 - Team Project Task List and Schedule
o Project Management Assessment Tool
 Pencils and Pens
281
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Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Project
Management using seven Project Management Techniques.
• Say
o During this lesson you will learn about Project Management in school and the workplace. You
will explore the various Project Management Techniques and will apply them to two separate
team activities.
• Say
o To learn about Project Management you will need to explore the various techniques used and
organizational tools.
 Ask
o Why do you think it is necessary to understand how to use Project Management in the school
environment?
 Say
o Project Management involves planning, monitoring, and coordinating all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
• Show
o Project Management slide presentation
282
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Outline
MI
OUTLINE
Day 1
III. Introduce Project Management
A. Objectives
B. What is Project Management?
C. Project Management Techniques
i. Understand the Project
ii. Research and Summarize
iii. Cite the Source
iv. Working on the Project
v. Group Work
vi. Time
vii. Time Management
D. Summary
E. Project Management Planning
Process
i. Planning
ii. Monitoring
iii. Coordination
F. Project Management
Organizational Tools
i. Task List and Schedule
ii. Gantt Chart
Day 2
NOTES TO TEACHER
Begin the Project Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
IV. Activity 1 – Project Management Team
Project
A. Analyzing Career Job Ads
B. Group Discussion
Day 3
V. Activity 2 – Team Project Task List and
Schedule
VI. Assessment = Daily Activities
283
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Project Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Project Management they will begin to work on the activities.
Independent Practice
 Student teams will analyze and identify Project Management careers.
 Student teams will complete a specific Project Management Task List and Schedule.
Summary
Review
Project Management requires skills that are highly desirable in the workplace. School projects provide
excellent opportunities for students to refine their planning and Time Management skills and to acquire
“executive” thinking skills as they analyze and synthesize tasks using Project Management Tools.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a professional Project Manager may be used as enrichment to
discuss the importance of Project Management in high school and the workplace.
284
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Project Management Terms and Definitions
1. Project Management – involves planning, monitoring, and coordinating all aspects of a project, and
the motivation of all those involved, in order to achieve desired results.
2. Project Management Techniques
o Understand the Project
o Research and Summarize
o Cite the Source
o Working on the Project
o Group Work
o Time
o Time Management
3. Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
4. Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
start. It allows the project team to determine the several factors in a project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
285
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NAME _________________________________ DATE ___________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
286
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SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
287
Copyright © Texas Education Agency, 2015. All rights reserved.
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
288
Copyright © Texas Education Agency, 2015. All rights reserved.
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
289
Copyright © Texas Education Agency, 2015. All rights reserved.
Name ___________________________________Date ____________________ Class ____________________
Activity 1 - Project Management Team Project
Part 1 - Analyzing Career Job Ads
1. Students will work with a partner.
2. Visit the school library.
3. Use copies of the career job ads pages from newspapers in the school library.
4. Underline references to any of the essential skills and circle specific references to Project Management in
the ads.
5. Identify a job website and refer to Project Management positions advertised on the Internet.
Part 2 - Analyzing Career Job Ads
Group Discussion
1. What are some of the jobs/careers that specifically identified Project Management Skills as a required skill
or an asset for employment?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What are the salary ranges for these jobs?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What additional skills are identified in these ads?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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4. From these examples, what do you think Project Managers do?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
291
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Rubrics
Graded Elements
Quality of Research
Correct use of Spelling, Grammar, and
Capitalization
Presentation Skills
Total Points
50
25
Total
25
100
292
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Activity 1 - Task List and Schedule
PROJECT MANAGEMENT
Project Title_____________________________ Completion Date _______________
Project Team Members:
Tasks
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
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Project Management Assessment Tool
PROJECT MANAGEMENT
Directions
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
12. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
13. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
294
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Activity 2 - Team Project - Task List and Schedule
PROJECT MANAGEMENT
Project Title_____________________________ Completion Date ______________
Project Team Members:
Task
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
295
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Project Management Assessment Tool
PROJECT MANAGEMENT
Directions
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
11. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
12. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
296
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Rubrics:
Graded Elements
Task List and Schedule
Project Management Assessment Tool
Correct use of Spelling, Grammar, and
Capitalization
Total Points
40
40
20
Total
100
297
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Project Management Organizational Tool
Gantt Chart
298
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Banking and Financial Skills
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand the importance of banking services.
Specific Objectives
 Students will understand the procedures involved in cash management.
 Students will demonstrate steps to bank reconciliation.
 Students will understand vendor and supplier relationships.
 Students will demonstrate understanding of equipment and supplies maintenance.
Terms
 Petty cash – an amount of money that a business keeps to cover small expenses.
 Bank statement – a bank’s record of all of the transactions in a customer’s account.
 Checkbook – a book that contains blank checks.
 Check register – considered part of a checkbook and is a form to record the checks that are written, as
well as other additions and subtractions to and from a checking account.
 Deposits – additions to an account.
 Withdrawals – deductions from an account.
 Outstanding checks – checks that have been written but have not been cleared by the bank.
 Outstanding deposits – deposits that an account holder made but the bank has not yet recorded.
 Bank reconciliation – the process of comparing an account holder’s checkbook balance and the balance
that is recorded by the bank.
 Debit – an amount that is subtracted from an account.
 Credit – an amount that is added to an account.
 Endorsement – makes a check or other financial instrument negotiable through the signing of the
instrument.
 Blank endorsement – the signature of the account holder on the back of a check, typically used to cash a
check.
 Restrictive endorsement – a signature on the back of a check that limits the use of the check with a
phrase such as “For Deposit Only.”
 Special endorsement – an endorsement where an account holder signs the check but may limit its use to
a named person with a phrase such as “Pay to the Order of _________________ .“
 Vendor – someone who typically sells office supplies and equipment.
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This lesson should take four to five class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.122 C Knowledge and skills
(12) The student records transactions to manage cash fund accounts, tallies receipt, and proofs work to prepare
bank deposits. The student is expected to:
(A) maintain records of petty cash disbursements;
(B) replenish petty cash;
(C) increase or decrease cash fund accounts as necessary;
(D) prepare endorsements;
(E) reconcile; and
(F) verify totals.
(13) The student demonstrates accurate bookkeeping guidelines to reconcile bank statements. The student is
expected to:
(A) compare an electronic or a manual checkbook to a bank statement;
(B) add deposits not credited;
(C) subtract checks not cleared;
(D) subtract bank charges from a checkbook; and
(E) ensure a bank statement balance equals a checkbook balance.
(16) The student implements processes for purchasing business supplies, equipment, and services. The student
is expected to:
(A) maintain vendor and supplier relationships;
(B) conduct vendor and supplier searches; and
(C) negotiate terms with vendors.
(17) The student establishes procedures to maintain equipment and supplies. The student is expected to:
(A) determine equipment needed;
(B) determine supplies needed;
(C) establish equipment and supplies maintenance systems;
(D) schedule equipment maintenance; and
(E) use equipment and supplies maintenance procedures.
Interdisciplinary Correlations
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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
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.
strategies. The student
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(3)(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students will complete activities as directed by teacher.
 Students will return all handouts in a timely manner.
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
 Copy the handouts
Instructional Aids
 Access to computers for Internet research
 Student worksheets
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Copyright © Texas Education Agency, 2015. All rights reserved.
Materials Needed
 Copies
 Pencil
Equipment Needed
 Teacher computer
 Projector (to demonstrate examples from web sites)
Introduction
Learner Preparation
 Begin by reviewing the lesson terms with students.
 Have students share any experiences they have had with a bank.
Lesson Introduction
 Ask students what kinds of interactions a store or other business would have with a bank.
 Discuss possible ways that handling cash could be made more efficient for businesses.
 Discuss with students how sometimes their checkbook balance may not equal their bank statement
balance.
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Outline
MI
OUTLINE
I.
Instructor Notes
Petty Cash Procedures
A. Assign responsibilities to a
designated person
B. Establish a fund of a
certain amount, usually
several hundred dollars
C. Determine what expenses
can come out of petty
cash
i. Supplies
ii. Postage
iii. Miscellaneous
expenses
D. Record every
disbursement from petty
cash
E. Replenish petty cash
according to a predetermined schedule
II. Cash Handling, Bank Deposits and
Automation
A. Benefits
1. Lower costs
Teachers should explain to students that this
lesson is about cash management for
businesses. Ask students if they know what
petty cash is. Then explain why a business
would keep a small amount of cash on hand.
Then explain that there should be
procedures for recording petty cash
transactions. Search for petty cash forms on
the Internet and show students examples.
Then lead a discussion about what
businesses do (especially retail businesses)
with the money they make each day. They
usually take it to the bank. Ask the students
if they can just dump their register drawers
into a sack and deposit it or if there is a
better way. Have students who have jobs
respond and ask what their procedures are
where they work. Then have a discussion
with students about benefits and drawbacks
of certain types of bank deposits, for
example, manual or electronic.
ffas
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Copyright © Texas Education Agency, 2015. All rights reserved.
time
II.
2. Faster transaction
3.
More secure
B. Automation equipment
1. Cash dispensers
a. Increase accuracy
of dispensing cash
b. More time with
customers
2. Smart safes
a. Used more by
merchants than
banks
b. Generates reports
and data
electronically
3. Recyclers
a. Mainly used by
banks
b. Takes in cash,
counts, sorts, and
dispenses as well
4. Remote deposit
capture
a. Makes deposits
electronic
b. Makes funds
available earlier
Bank Reconciliation
A. Record all transactions in
a checking account in a
check register
Ask students what the drawbacks are when
people manually handle cash. Have a
student write the responses on the board.
Then discuss each of the automated
equipment items on the left and ask the
students how they address the drawbacks
that are listed on the board. Put a tally mark
next to each item on the board that can be
reduced or eliminated through the use of
automated equipment.
Explain to students what the remote deposit
capture is. Ask them if there is something
that they may have used lately that
resembles this feature. If they don’t know,
mention that many banks let you take a
picture of a check and then it gets deposited
“remotely” to the bank. Businesses can do
the same thing with their customers’ checks
and the process of endorsing the checks is
also done electronically so the merchant
does not have to manually sign or stamp
each check.
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III.
IV.
Reconciling Bank Statements
A. Check off the checks in your
checkbook that have cleared
the bank
B. Check off the deposits that
are in your checkbook as
well as the bank statement
C. On the bank statement:
subtract checks or debit card
transactions that you made
but that the bank does not
have recorded
D. On the bank statement:
Add deposits that you made
but that the bank does not
have recorded
E. To your checkbook:
Subtract any fees that the
bank has charged you that
you have not recorded
Purchasing Business Supplies and
Equipment
A.
Types of banking supplies
1. Advertising supplies
2. Supplies to hold coins
and currency
3. Security supplies
4. Supplies for the bank
lobby
Explain to students the purposes for
businesses (and individuals) to reconcile their
checkbook with the bank statement. It is very
important to monitoring cash but a tax
accountant may need these records as well.
The teacher can locate several bank
reconciliation templates on the computer and
show students on the projector the parts of
the templates. The teacher can also
demonstrate how each part of the form is
completed, asking students to volunteer dollar
amounts to place in the various blanks on the
form.
Have a discussion with students about the
various fees that a bank may charge on an
account that will need to be deducted from
the account holder’s records. The teacher
may also want to locate bank websites on the
computer and show the different fees that
can be charged.
Also explain to the students how the bank has
a monthly cut-off date for transactions to
appear on a bank statement. This can cause
deposits that a customer makes to not appear
on a bank statement if, for example, it was
made the day after the cut-off.
Discuss with students the types of supplies
that banks need. You may search online for
banking supplies and show students after they
provide responses and compare.
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5. Cash handling
equipment
B. Vendor and supplier
relationships (for any type of
business)
1. Explain the needs of
your business
2. Work together, or
collaborate, on your
ideas
3. Be aware of what a fair
price is
4. Get terms in writing
5. Communicate frequently
C. Selecting vendors
1. Consider what services
are being outsourced
2. Consider risks involved
with suppliers
V.
Maintaining Equipment and Supplies
A. Should conduct maintenance
on a regular schedule,
usually through a contract
from a vendor
B. Should have 24/7 support
C. Should provide training on
equipment
Discuss with students the importance of a
business having a good relationship with the
businesses that provide them with equipment,
supplies, and services. Ask them to volunteer
the consequences of not having a positive
relationship. Ask students in pairs to come up
with a short list of benefits and risks of having
a positive relationship as opposed to a
negative relationship. These can include
better prices, higher quality products, or, on
the other hand, inferior products and service,
and potentially higher prices.
Explain to students what outsourcing means
and then ask them what some services are
that businesses may outsource. Discuss
services such as call centers (for customer
service centers) or tech support. Have
students write risks on the board of having
vendors perform services outside of the
company itself.
Search online for examples of supplier or
vendor codes of conduct and discuss the
importance of these principles for suppliers.
Many businesses create codes of conduct for
their suppliers to follow, which establish
expectations for their relationship.
Have students in pairs create a list of supplies
and equipment that businesses need. As they
call out an item write it on the board and then
tally for all repeat responses. Then discuss
with students ways to track and schedule the
ordering of those supplies and equipment.
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Application
Guided Practice
The teacher will monitor students’ independent practices.
Summary
Review



What is the purpose in performing a bank reconciliation?
Why do businesses have a petty cash account?
What are some benefits to having positive vendor relationships?
Evaluation

Informal Evaluation
o Teacher will check for understanding.
o Students can help each other on the assignments.

Formal Evaluation
o Activities in this lesson
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Vendor/Supplier Code of Conduct Venn Diagram
Because the relationship between a business and its vendors and suppliers is so important to its success,
students should understand the various components common to many Supplier Codes of Conduct. Students
will conduct an Internet search for several companies’ Supplier Codes of Conduct. They will create a Venn
diagram with three circles that interlock in the middle. In each circle they will write the company name and
three important aspects of their code (for example, the type of labor and working conditions that will be used to
perform duties, that applicable laws are followed, and any learning preparation or training that must be done to
become familiar with the companies for which they are supplying products or services). In the overlapping
center of the circles, students will write one provision that is common to all three companies.
308
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Money Tally Sheet Activity
This activity will assess the students’ financial math skills. Provide students with a total dollar amount on the
following Money Tally Sheet that (for example, a business is depositing in a bank at the end of a business day).
Have the students divide the amount into the various denominations that could possibly make up that amount.
The teacher can also provide students with the counts of the various denominations and the students can
determine the total dollar amount of the bank deposit. For extra practice, the teacher can do these activities
and time the students to see who can complete the calculations in the least amount of time.
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Money Tally Sheet (Blank)
Date _______________________
COINS
# Each Coin
Individual Value
Total Value Each Coin
Pennies
______________
@ $.01
______________
Nickels
______________
@ $.05
______________
Dimes
______________
@ $.10
______________
Quarters
______________
@ $.25
______________
Half Dollar
______________
@ $.50
______________
Silver Dollar
______________
@ $1.00
______________
Total Coins
CURRENCY
______________
# Each Denomination
Individual Value
Total Value Each
Denomination
Ones
______________
@ $1.00
______________
Twos
______________
@ $2.00
______________
Fives
______________
@ $5.00
______________
Tens
______________
@ $10.00
______________
Twenties
______________
@ $20.00
______________
Fifties
______________
@ $50.00
______________
Hundreds
______________
@ $100.00
______________
Total Currency
______________
CHECKS
Attach a completed deposit slip for all checks as well as the endorsed checks.
Total from deposit slip
______________
Total Bank Deposit
______________
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Money Tally Sheet Key
(There isn’t one set of correct answers for this. Many combinations of amounts exist that can add to the
bottom Total Bank Deposit amount.)
Date _______________________
COINS
# Each Coin
Individual Value
Total Value Each Coin
Pennies
______________
@ $.01
______________
Nickels
______________
@ $.05
______________
Dimes
______________
@ $.10
______________
Quarters
______________
@ $.25
______________
Half Dollar
______________
@ $.50
______________
Silver Dollar
______________
@ $1.00
______________
Total Coins
CURRENCY
______________
# Each Denomination
Individual Value
Total Value Each
Denomination
Ones
______________
@ $1.00
______________
Twos
______________
@ $2.00
______________
Fives
______________
@ $5.00
______________
Tens
______________
@ $10.00
______________
Twenties
______________
@ $20.00
______________
Fifties
______________
@ $50.00
______________
Hundreds
______________
@ $100.00
______________
Total Currency
______________
CHECKS
Attach a completed deposit slip for all checks as well as the endorsed checks.
Total from deposit slip
______________
Total Bank Deposit
___13,143.57__
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Money Tally Sheet
Date _______________________
Pennies
____43________
@ $.01
Total Value Each
Coin
______________
Nickels
____72________
@ $.05
______________
Dimes
___136________
@ $.10
______________
Quarters
____89________
@ $.25
______________
Half Dollar
____17________
@ $.50
______________
Silver Dollar
____52________
@ $1.00
______________
COINS
# Each Coin
Individual Value
Total Coins
______________
# Each
Denomination
CURRENCY
Individual Value
Total Value Each
Denomination
Ones
___1113_______
@ $1.00
______________
Twos
______3_______
@ $2.00
______________
Fives
_____48_______
@ $5.00
______________
Tens
_____29_______
@ $10.00
______________
Twenties
_____72_______
@ $20.00
______________
Fifties
_____18_______
@ $50.00
______________
Hundreds
_____56_______
@ $100.00
______________
Total Currency
______________
CHECKS
Attach a completed deposit slip for all checks as well as the endorsed checks.
Total from deposit slip
____360.00____
Total Bank Deposit
______________
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Money Tally Sheet Key
Date _______________________
Pennies
____43________
@ $.01
Total Value Each
Coin
______________
.43
Nickels
____72________
@ $.05
______________
3.60
Dimes
___136________
@ $.10
13.60
______________
Quarters
____89________
@ $.25
22.25
______________
Half Dollar
____17________
@ $.50
______________
8.50
Silver Dollar
____52________
@ $1.00
52.00
______________
COINS
# Each Coin
Individual Value
100.38
______________
Total Coins
# Each
Denomination
CURRENCY
Individual Value
Total Value Each
Denomination
Ones
___1113_______
@ $1.00
1,113.00
______________
Twos
______3_______
@ $2.00
6.00
______________
Fives
_____48_______
@ $5.00
240.00
______________
Tens
_____29_______
@ $10.00
290.00
______________
Twenties
_____72_______
@ $20.00
1,440.00
______________
Fifties
_____18_______
@ $50.00
900.00
______________
Hundreds
_____56_______
@ $100.00
5,600.00
______________
Total Currency
______________
9,589.00
CHECKS
Attach a completed deposit slip for all checks as well as the endorsed checks.
Total from deposit slip
____360.00____
Total Bank Deposit
______________
10,049.38
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Bank Reconciliation
Bank Statement
Checkbook
Beginning balance:
Checks that have cleared:
1,051.00
1. Ending bank statement balance: ________
No.
Date
Amount
127
4/1
57.00
128
4/5
450.00
130
4/7
89.75
Debits and Other Withdrawals:
Date
4/11
Amount
15.00
4/15
25.00
Description
Fast Food
Bank Service
Charge
Deposits:
Date
4/2
Amount
500.00
Description
Payday
Ending balance: 1,051.00 – 57.00 - 450.00 –
89.75 – 15.00 – 25.00 + 500.00 = 914.25
2. List checks and other withdrawals made
but not shown on statement (outstanding):
No.
Date
Amount
129
4/16
117.50
Total withdrawals:
__________
3. List deposits made but not shown on
statement (outstanding):
Date
Amount
Description
4/15
50.00
Refund
Total deposits:
__________
4. Subtract line 2 from line 1. __________
5. Add number 3 and 4.
__________
This should match your Checkbook Balance.
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Bank Reconciliation Key
Bank Statement
Checkbook
Beginning balance:
Checks that have cleared:
1,051.00
1. Ending bank statement balance: _914.25_
No.
Date
Amount
127
4/1
57.00
128
4/5
450.00
130
4/7
89.75
Debits and Other Withdrawals:
Date
4/11
Amount
15.00
4/15
25.00
Description
Fast Food
Bank Service
Charge
Deposits:
Date
4/2
Amount
500.00
Description
Payday
Ending balance: 1,051.00 – 57.00 - 450.00 –
89.75 – 15.00 – 25.00 + 500.00 = 914.25
2. List checks and other withdrawals made
but not shown on statement (outstanding):
No.
Date
Amount
129
4/16
117.50
Total withdrawals:
__117.50__
3. List deposits made but not shown on
statement (outstanding):
Date
Amount
Description
4/15
50.00
Refund
Total deposits:
__50.00___
4. Subtract line 2 from line 1. _796.75___
5. Add number 3 and 4.
_846.75___
This should match your Checkbook Balance.
315
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Careers in Banking Research
Visit the https://bls.gov website and search for Banking Careers. Complete the following questions related to a
banking career of your choosing. Each aspect of the career must include at least four attributes that you
learned.
What They Do:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Work Environment:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
How to Become One:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Pay:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Job Outlook:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
316
Copyright © Texas Education Agency, 2015. All rights reserved.
Next, please visit the O*Net website at https://www.onetonline.org/. Search again for Banking Careers. Locate
a career that is the same as, or similar to, the career you just researched on the bls.gov website. Click on the
“Details” tab. Scroll down to the two sections listed below and respond to the questions.
Knowledge – Rank the top three elements listed in the Knowledge section that you feel you possess:
1) ________________________________________________________________________
2) ________________________________________________________________________
3) ________________________________________________________________________
Work Context – Rank the top three elements listed in the Work Context section that you feel you would be
good at on a job:
1) _________________________________________________________________________
2) _________________________________________________________________________
3) _________________________________________________________________________
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Careers in Banking Research Rubric
Student Name:
________________________________________
CATEGORY 25
15
7
1
Student appears to
have insufficient
knowledge about
the facts in the
worksheet.
Knowledge
Gained
Student can accurately
answer all questions
related to facts in the
worksheet.
Student can
accurately answer
most questions
related to facts in
the worksheet.
Student can
accurately answer
about 50% of
questions related
to facts in the
worksheet.
Use of Class
Time
Used time well during
the class period.
Focused on getting the
questions done.
Used time well
during the class
period. Generally
focused on getting
the questions
done.
Used some of the Did not use class
time well during
time to focus on the
the class period, questions.
but was
occasionally
distracted.
Required
Elements
At least four accurate
facts are displayed on
each of the questions
from the bls.gov
website and three
elements listed from the
O*Net website.
An average of
three accurate
facts are
displayed on the
questions from
the bls.gov
website and two
elements listed
from the O*Net
website.
Two accurate
facts are
displayed on the
questions from
the bls.gov
website and one
to two elements
listed from the
O*Net website.
Less than two
accurate facts are
displayed on the
questions from the
bls.gov website and
zero to one
elements listed from
the O*Net website.
Grammar
There are no
grammatical mistakes
In the document.
There is one
grammatical
mistake in the
document.
There are two
grammatical
mistakes in the
document.
There are more than
two grammatical
mistakes in the
document.
Total points _______________
318
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Business Math in Retail
Practicum In Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will calculate assorted discounts and markups related to retail
math.
Specific Objectives
 Students will explain the concepts of cost, dollar markup, and retail price.
 Students will calculate cash, trade, quantity, and chain discounts.
 Students will define the different types of discounts.
 Students will solve various merchandising math problems.
 Students will explain how markup percentage is calculated.
This lesson should take 10-12 class days to complete, unless the teacher decides to teach the discount material
separately from markup.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Interdisciplinary Correlations
Reading I, II, III
Reading I, II, III
 110.47(b)
o (1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and context
to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to
determine pronunciations of unfamiliar words;
o (2) The student acquires an extensive vocabulary through reading and systemic word study. The
student is expected to:
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Copyright © Texas Education Agency, 2015. All rights reserved.
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other words
and concepts such as content, synonyms, antonyms, and analogies;
o (4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and occasions.
o (7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.
The student is expect to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks

Teachers will review the entire lesson and prepare accordingly.
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
 Copy the handouts
Instructional Aids
 Student worksheets
Materials Needed
 Copies
 Pencils
Equipment Needed
 Teacher computer
 Projector (for any digital presentation)
 Calculators
320
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Introduction
Learner Preparation
 How do businesses decide how to price their merchandise?
 How do service businesses arrive at a price for their service?
 List what is included in overhead expenses on the board.
 Explain that profit margin is the amount after overhead expenses and mark downs have been taken care
of.
Lesson Introduction
 Ask the class how much they pay for jeans or shoes.
 Ask them what they think the retailer pays for the items.
 Tell them the amount between cost and retail price is called dollar markup or profit margin.
 Explain retailers have to mark the prices up to cover all overhead costs, including theft and merchandise
they have to put on sale.
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Outline
MI
OUTLINE
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
Discounts
Advantages
Types of Discounts
Cash Discounts
ROG & EOM
Pricing
Formulas
Wait, I’m Confused
Keystone Pricing
More formulas
NOTES TO TEACHER
The teacher has the discretion to teach
Discounts and Markups back to back or
separate them.
The teacher will use the multimedia
presentation to explain the various types
of discounts. Students will take notes
using the Student Notes Outline. The
students will then complete the
worksheets.
The teacher will use the multimedia
presentation to explain the concept of
markup based on retail method. Students
will take notes using the Student Notes
Outline and then will complete the
worksheets.
These concepts may be somewhat difficult
for the students to grasp. It may be
necessary for the teacher to make up
additional problems. One suggestion is to
put students into groups or pairs and have
them craft five or 10 problems (and work
the answer keys) that could be compiled
and shared with the entire class.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
The teacher will use the multimedia presentations to teach the material. The teacher will monitor students’
independent practice.
Summary
Review
 Why do retailers consider overhead expenses when pricing merchandise?
 Why is it an advantage to a retailer to take any discounts available?
 What is Keystone pricing?
Evaluation

Informal Evaluation
 Teacher will check for understanding
 Very small work group option (students help each other)

Formal Evaluation
 Tests over the material
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Math: Discounts
Student Notes Outline KEY
OBJECTIVES:






Calculate an assortment of discounts
Assimilate a retail environment through use of word problems in calculating assortments of discounts
Demonstrate knowledge of correct procedures in calculating cash/trade discounts
Demonstrate understanding of trade/cash discounts by calculating EOM and ROG terms
Demonstrate proficiency with math calculations
Calculate quantity and cumulative quantity discounts
What are the Advantages of Discounts?
Allows BUYERS/MERCHANTS the “best deal”
Provides an INCENTIVE to do business w/company
GENERATES $$$ for Open to Buy


Merchant has more $$ available to PURCHASE ADDITIONAL MERCHANDISE
Merchant is more capable to generate PROFIT
Types of Discounts
1. SEASONAL

Purchases must be made well in advance

Usually at least SIX MONTHS in advance

Deep SAVINGS for merchants w/STORAGE.

Buy LARGE QUANTITIES and store in WAREHOUSE
2. QUANTITY

The MORE units ORDERED, the more $$ SAVED

Incentive to PURCHASE MASS QUANTITIES
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3. CUMULATVE QUANTITY

A RUNNING total is kept so DISCOUNT INCREASES as more orders are placed
4. CHAIN
Expressed as:

Less 15%, 10%, 5% (percentages will vary)
 **DO NOT add PERCENTAGES before taking DISCOUNT

**Take each percentage SEPARATELY from BALANCE
Example of Chain Discount:
A tire manufacturer sells radial tires for $85, less 15%, 9%, 4%.
$85.00 x .15 = $12.75
$72.25 x .09 = $6.50
$85.00 - $12.75 = $72.25
$72.25 - $6.50 = $65.75
$65.75 x .04 = $2.63
$65.75 – 2.63 = $60.42
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PART TWO OF PRESENTATION
5. TRADE CREDIT/CASH DISCOUNTS
 Allows MERCHANT to sell merchandise prior to billing
 Gives EXTRA time to generate PROFIT
 Most companies deal with more than one VENDOR
 Bills are PAID as terms MATURE
 Shown on INVOICE as “Terms:”
Note: Each numeral in the equation may vary:
Expressed as:
2/15, n/60 or 2/15, net 60 or 2/15, n60
Interpreted as:
2% discount if paid within 15 days of the date of the invoice.
All is due 60 days from date of invoice, if the discount is not taken.
Example:
Invoice Amount: $599.65
Date of Invoice: Nov. 12, 2013
Terms:
3/10, n/60
When does the discount deadline end? Nov. 22
When is the final payment due if discount is not taken? Jan 11
What is the amount payable w/discount? $581.66
What is the discount amount in $$? $17.99

Do you know how many days are in each month?
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
Use the knuckle method
 Make a fist and look at your knuckles.
 The first knuckle is “January;” February is in between; the second knuckle is “March;” “April” is in
between; “May” is the 3rd knuckle; “June” is in between; “July” is the last knuckle; start again on
the first knuckle and it’s “August”; then “September” is in between; “October” is the next
knuckle; “November” is in between; then “December” is the next knuckle.
 All “Knuckles” have 31 days; the in-betweeners have 30 with the exception of February, which
has 28 days.
CASH DISCOUNTS PART 2
ROG:



Stands for “Receipt of Goods”
In this case the discount period and the final payment period begin when the merchandise is
received, not the invoice date.
2/15, n/60 ROG
EOM:




Stands for “End of Month”
Written: 2/12, n/45 EOM
Actually gives an extra time period for billing
The key to remember: 25th day of the month
 if the date of the invoice is before the 25th day of the month, then the counting period for
the discount and final payment due starts on the last day of that current month.
 If the date of the invoice is after the 25th day of the month, then the counting period for
the discount and final payment due jumps to the last day of the month that FOLLOWS THE
CURRENT MONTH.
327
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Math: Discounts
Student Notes Outline
OBJECTIVES






Calculate an assortment of discounts
Assimilate a retail environment through use of word problems in calculating assortments of discounts
Demonstrate knowledge of correct procedures in calculating cash/trade discounts
Demonstrate understanding of trade/cash discounts by calculating EOM and ROG terms
Demonstrate proficiency with math calculations
Calculate quantity and cumulative quantity discounts
What are the Advantages of Discounts?
Allows ___________/________________ the “best deal”
Provides an________________ to do business w/company
________________ $$$ for Open to Buy


Merchant has more $$ available to _________________________________
Merchant is more capable to generate ____________
Types of Discounts
1. ________________

Purchases must be made well in advance


Usually at least _________________ in advance
Deep ________________ for merchants w/_________________

Buy _____________ _________________ and store in ___________________
2. ________________

The ________ units _____________, the more $$ _____________

Incentive to __________________________________________
3. ___________________ __________________
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
A ______________ total is kept so ______________ _______________ as more orders are
placed
4. ___________
Expressed as:


Less 15%, 10%, 5% (percentages will vary)
**DO NOT add ___________________ before taking ________________

**Take each percentage _________________ from ________________
Example of Chain Discount:
A tire manufacturer sells radial tires for $85, less 15%, 9%, 4%.
Calculate the problem:
5. _______________________





Allows ____________________ to sell merchandise prior to billing
Gives __________ time to generate ____________
Most companies deal with more than one ____________
Bills are ________ as terms ____________
Shown on ____________ as “Terms:”
Note: Each numeral in the equation may vary:
Expressed as:
2/15, n/60 or 2/15, net 60 or 2/15, n60
Interpreted as:
_____% discount if paid w/in _____ days of invoice.
All is due ______ days from date of invoice.
Example:
Invoice Amount: $599.65
Date of Invoice: Nov. 12, 2004
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Terms:
3/10, n/60
When does the discount deadline end? __________
When is the final payment due if discount is not taken? ____________
What is the amount payable w/discount? ___________
What is the discount amount in $$? _________

Do you know how many days are in each month?

Use the knuckle method
 Make a fist and look at your knuckles.

The first knuckle is “January;” ___________is in between; the second knuckle is “March;” “April”
is in between; ___________is the 3rd knuckle; “June” is in between; “July” is the last knuckle;
start again on the first knuckle and it’s ___________; then “September” is in between; “October”
is the next knuckle; ___________is in between; then ___________is the next knuckle.

All “Knuckles” have 31 days; the in-betweeners have 30 with the exception of ______________,
which has 28 days.
CASH DISCOUNTS PART 2
ROG:



Stands for “__________________”
In this case the discount period and the final payment period begin when the merchandise is
received, not the invoice date.
2/15, n/60 ROG
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EOM:




Stands for “_______________”
Written: 2/12, n/45 EOM
Actually gives an extra time period for billing
The key to remember: ________day of the month
 If the date of the invoice is before the _____day of the month, then the counting period
for the discount and final payment due starts on the last day of that _________ month.
 If the date of the invoice is after the _____ day of the month, then the counting period for
the discount and final payment due jumps to the last day of
the_______________________________.
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Math Discounts
Calculate the following problems. You may use your notes if you need to. Don’t just copy your neighbor’s
answer!



Date of Invoice:
Purchase amount:
11/16/13
$6,789.50
Terms:
3/10, N60
Date paid
12/12/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
11/20/13
$25,759
Terms:
4/15, N45
Date paid:
12/20/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
12/15/13
$559.60
332
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

Terms:
2/10, N60
Date paid:
12/31/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
11/29/13
$25.75
Terms:
3/10, N30
Date paid:
12/8/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
1/17/13
$12,755.90
Terms:
4/15, N90
Date paid:
2/28/ 13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
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


Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
1/15/13
$29,667
Terms:
2/10, N30
Date paid:
1/25/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
2/14/13
$459.20
Terms:
6/15, N30
Date paid:
2/28/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
3/15/13
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

Purchase amount:
$29,875
Terms:
4/20, N60
Date paid:
3/31/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
3/12/13
$65,790
Terms:
3/10, N45
Date paid:
3/21/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
_______________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
4/20/13
$452.79
Terms:
3/15, N90
Date paid:
5/2/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
335
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


Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
3/10/13
$3,472.77
Terms:
3/15, N60
Date paid:
4/2/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
2/10/13
$19.065.57
Terms:
3/10, N90
Date paid:
2/18/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
_______________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
11/20/13
$4,099.97
336
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

Terms:
2/10, N90
Date paid:
12/2/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
8/11/13
$995.04
Terms:
3/10, N45
Date paid:
8/17/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
9/2/13
$55.90
Terms:
2/15, N60
Date paid:
9/12/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
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Amount saved by taking discount:



________________________
Date of Invoice:
Purchase amount:
4/20/13
$325.45
Terms:
3/10, N30
Date paid:
5/1/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
1/6/13
$78.97
Terms:
3/10, N30
Date paid:
1/15/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
10/20/13
$1,673.23
Terms:
2/10, N30
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Date paid:


10/29/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
9/13/13
$555.15
Terms:
3/10, N60
Date paid:
9/21/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
7/31/13
$2,714.50
Terms:
3/10, N60
Date paid:
8/9/13
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

Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
11/30/13
$766.45
Terms:
3/15, N60 EOM
Date paid:
1/10/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
6/26/13
$85.95
Terms:
3/15, N30 ROG
Date paid:
7/12/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
340
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


Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
4/20/13
$677.50
Terms:
2/10, N30 EOM
Date paid:
5/2/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
Purchase amount:
7/27/13
$672.13
Terms:
4/15, N60 EOM
Date paid:
8/12/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
Date of Invoice:
8/10/13
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Purchase amount:
$199.80
Terms:
2/10, N30 ROG
Date paid:
8/18/13
Date due to take discount:
________________________
Amount payable w/discount:
________________________
Date due without discount:
________________________
Amount saved by taking discount:
________________________
342
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Math KEY
Discounts
Calculate the following problems. You may use your notes if you need to. Don’t just copy your neighbor’s
answer!!!


Date of Invoice:
Purchase amount:
11/16/13
$6,789.50
Terms:
3/10, N60
Date paid
12/12/13
Date due to take discount:
11/26/13
Amount payable w/discount:
$6,585.82
Date due without discount:
Jan. 16, 2014
Amount saved by taking discount:
$203.68
Date of Invoice:
Purchase amount:
11/20/13
$25,759
Terms:
4/15, N45
Date paid:
12/20/13
Date due to take discount:
12/5/13
Amount payable w/discount:
$24,728.64
Date due without discount:
Jan. 5, 2014
Amount saved by taking discount:
$1,030.36
343
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


Date of Invoice:
Purchase amount:
12/15/13
$559.60
Terms:
2/10, N60
Date paid:
12/31/13
Date due to take discount:
12/25/13
Amount payable w/discount:
$548.41
Date due without discount:
2/13/14
Amount saved by taking discount:
$11.19
Date of Invoice:
Purchase amount:
11/29/13
$25.75
Terms:
3/10, N30
Date paid:
12/8/13
Date due to take discount:
12/9/13
Amount payable w/discount:
$24.98
Date due without discount:
12/29/13
Amount saved by taking discount:
$.77
Date of Invoice:
Purchase amount:
1/17/13
$12,755.90
Terms:
4/15, N90
344
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Date paid:


2/28/14
Date due to take discount:
2/1/13
Amount payable w/discount:
$12,245.66
Date due without discount:
4/17/14
Amount saved by taking discount:
$510.24
Date of Invoice:
Purchase amount:
1/15/13
$29,667
Terms:
2/10, N30
Date paid:
1/25/13
Date due to take discount:
1/25/13
Amount payable w/discount:
$29,073.66
Date due without discount:
2/14/13
Amount saved by taking discount:
$593.34
Date of Invoice:
Purchase amount:
2/14/13
$459.20
Terms:
6/15, N30
Date paid:
2/28/13
Date due to take discount:
3/1/13
Amount payable w/discount:
$431.65
Date due without discount:
3/16/13
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Amount saved by taking discount:



$27.55
Date of Invoice:
Purchase amount:
3/15/13
$29,875
Terms:
4/20, N60
Date paid:
3/31/13
Date due to take discount:
4/4/13
Amount payable w/discount:
$28,680
Date due without discount:
5/14/13
Amount saved by taking discount:
$1,195
Date of Invoice:
Purchase amount:
3/12/13
$65,790
Terms:
3/10, N45
Date paid:
3/21/13
Date due to take discount:
3/22/13
Amount payable w/discount:
$63,816.30
Date due without discount:
4/26/13
Amount saved by taking discount:
$1,973.70
Date of Invoice:
4/20/13
346
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

Purchase amount:
$452.79
Terms:
3/15, N90
Date paid:
5/2/13
Date due to take discount:
5/5/13
Amount payable w/discount:
$439.21
Date due without discount:
7/1/13
Amount saved by taking discount
$13.58
Date of Invoice:
Purchase amount:
3/10/14
$3,472.77
Terms:
3/15, N60
Date paid:
4/2/14
Date due to take discount:
4/4/14
Amount payable w/discount:
$3,368.59
Date due without discount:
6/9/14
Amount saved by taking discount:
$103.49
Date of Invoice:
Purchase amount:
2/10/14
$19.065.57
Terms:
3/10, N90
Date paid:
2/18/14
347
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

Date due to take discount:
2/20/14
Amount payable w/discount:
$18,493.60
Date due without discount:
5/11/14
Amount saved by taking discount:
$571.97
Date of Invoice:
Purchase amount:
11/20/14
$4,099.97
Terms:
2/10, N90
Date paid:
12/2/14
Date due to take discount:
11/30/14
Amount payable w/discount:
$4017.97
Date due without discount:
2/18/15
Amount saved by taking discount:
$82.00
Date of Invoice:
Purchase amount:
8/11/13
$995.04
Terms:
3/10, N45
Date paid:
8/17/13
Date due to take discount:
8/21/13
Amount payable w/discount:
$995.19
Date due without discount:
9/25/13
348
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Amount saved by taking discount:


Date of Invoice:
Purchase amount:
$55.90
Terms:
2/15, N60
Date paid:
9/12/13
$29.85
9/2/13
Date due to take discount:
9/17/13
Amount payable w/discount:
$54.78
Date due without discount:
11/1/13
Amount saved by taking discount:
$1.12
Date of Invoice:
Purchase amount:
4/20/13
$325.45
Terms:
3/10, N30
Date paid:
5/1/13
Date due to take discount:
4/30/13
Amount payable w/discount:
$315.69
Date due without discount:
5/10/13
Amount saved by taking discount:
$9.76
349
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


Date of Invoice:
Purchase amount:
1/6/13
$78.97
Terms:
3/10, N30
Date paid:
1/15/13
Date due to take discount:
1/16/13
Amount payable w/discount:
$76/60
Date due without discount:
2/5/13
Amount saved by taking discount:
$2.37
Date of Invoice:
Purchase amount:
10/20/13
$1,673.23
Terms:
2/10, N30
Date paid:
10/29/13
Date due to take discount:
10/30/13
Amount payable w/discount:
$1639.77
Date due without discount:
11/19/13
Amount saved by taking discount:
$33.46
Date of Invoice:
Purchase amount:
9/13/13
$555.15
Terms:
3/10, N60
350
Copyright © Texas Education Agency, 2015. All rights reserved.
Date paid:


9/21/13
Date due to take discount:
9/23/08
Amount payable w/discount:
$538.50
Date due without discount:
11/12/13
Amount saved by taking discount:
$16.65
Date of Invoice:
Purchase amount:
7/31/13
$2,714.50
Terms:
3/10, N60
Date paid:
8/9/13
Date due to take discount:
8/10/13
Amount payable w/discount:
$2633.07
Date due without discount:
9/29/13
Amount saved by taking discount:
$81.43
Date of Invoice:
Purchase amount:
11/30/13
$766.45
Terms:
3/15, N60 EOM
Date paid:
1/10/13
Date due to take discount:
1/15/13
351
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

Amount payable w/discount:
$743.46
Date due without discount:
3/1/13
Amount saved by taking discount:
$22.99
Date Received:
Purchase amount:
$85.95
6/26/13
Terms:
3/15, N30 ROG
Date paid:
7/12/13
Date due to take discount:
7/11/13
Amount payable w/discount:
$83.37
Date due without discount:
7/26/13
Amount saved by taking discount:
$2.58
Date of Invoice:
Purchase amount:
4/20/13
$677.50
Terms:
2/10, N30 EOM
Date paid:
5/2/13
Date due to take discount:
5/10/13
Amount payable w/discount:
$663.95
Date due without discount:
5/30/13
Amount saved by taking discount:
$13.55
352
Copyright © Texas Education Agency, 2015. All rights reserved.


Date of Invoice:
Purchase amount:
7/27/13
$672.13
Terms:
4/15, N60 EOM
Date paid:
8/12/13
Date due to take discount:
8/28/13
Amount payable w/discount:
$195.80
Date due without discount:
9/25/13
Amount saved by taking discount:
$26.89
Date of Invoice:
Purchase amount:
8/10/13
$199.80
Terms:
2/10, N30 ROG
Date received:
8/18/13
Date due to take discount:
8/28/13
Amount payable w/discount:
$195.80
Date due without discount:
9/13/13
Amount saved by taking discount:
$4.00
353
Copyright © Texas Education Agency, 2015. All rights reserved.
Math: Discounts Part 1
Worksheet
CALCULATE THE SEASONAL DISCOUNTS BELOW:
ITEM
AMOUNT OF
PURCHASE
SEASONAL
DISCOUNT
Lawn mowers
$980.00
15%
Halloween
costumes
$327.00
5%
Christmas
Decorations
$489.00
20%
Water skis
$1757.00
10%
AMOUNT OF
DISCOUNT
NET COST TO
BUSINESS
CALCULATE THE PERCENT OF DISCOUNT AND THE TOTAL DUE IF THE FOLLOWING PROMOTIONAL DISCOUNTS
ARE TAKEN:
ITEM
AMOUNT OF
PURCHASE
PROMOTIONAL
DISCOUNT
NET COST TO
BUSINESS
DISCOUNT %
Motorcycles
$ 2750.00
$220.00
$
%
Ski boots
$ 1200.00
$120.00
$
%
Snow boots
$ 1750.00
$ 87.50
$
%
Sail boats
$ 7560.00
$113.40
$
%
354
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CALCULATE THE QUANTITY AND/OR CUMULATIVE QUANTITY DISCOUNTS:
Refer to the chard to see purchase requirements for discount:
3%
5%
7%
1-10
21-35
36-45
ITEM
QUANTITY
PURCHASED
9%
12%
14%
17%
20%
46-55
56-70
71-80
81-90
91-100
AMOUNT OF
PURCHASE
DISCOUNT
ALLOWED
NET COST TO
BUSINESS
Tennis shoes
38 pr.
$42.00 .PR
$
$
Athletic socks
89 pr.
$.37 pr.
$
$
$2.60 ea.
$
$
Backpacks
95
355
Copyright © Texas Education Agency, 2015. All rights reserved.
ANSWER KEY
Math: Discounts Part 1
Worksheet
CALCULATE THE SEASONAL DISCOUNTS BELOW:
ITEM
AMOUNT OF
PURCHASE
SEASONAL
DISCOUNT
AMOUNT OF
DISCOUNT
NET COST TO
BUSINESS
Lawn mowers
$980.00
15%
$147.00
$ 833.00
Halloween
costumes
$327.00
5%
$ 16.35
$ 310.65
Christmas
Decorations
$489.00
20%
$ 97.80
$ 391.20
Water skis
$1757.00
10%
$175.70
$ 1581.30
CALCULATE THE PERCENT OF DISCOUNT AND THE TOTAL DUE IF THE FOLLOWING PROMOTIONAL DISCOUNTS
ARE TAKEN:
ITEM
AMOUNT OF
PURCHASE
PROMOTIONAL
DISCOUNT
NET COST TO
BUSINESS
DISCOUNT %
Motorcycles
$ 2750.00
$220.00
$2530.00
8%
Ski boots
$ 1200.00
$120.00
$1080.00
10%
Snow boots
$ 1750.00
$ 87.50
$1662.50
5%
Sail boats
$ 7560.00
$113.40
$7446.60
1½%
356
Copyright © Texas Education Agency, 2015. All rights reserved.
CALCULATE THE QUANTITY AND/OR CUMULATIVE QUANTITY DISCOUNTS:
Refer to the chard to see purchase requirements for discount:
3%
5%
7%
1-10
21-35
36-45
ITEM
QUANTITY
PURCHASED
9%
12%
14%
17%
20%
46-55
56-70
71-80
81-90
91-100
AMOUNT OF
PURCHASE
DISCOUNT
ALLOWED
NET COST TO
BUSINESS
Tennis shoes
38 pr.
$42.00 pr.
$111.72
$1484.28
Athletic socks
89 pr.
$.37 pr.
$ 5.60
$ 27.33
$2.60 ea.
$ 49.40
$ 197.60
Backpacks
95
357
Copyright © Texas Education Agency, 2015. All rights reserved.
Math TEST: Discounts




You purchase three dozen backpacks at $12.50 each. You negotiate the sale with the following terms:
4/15, n/60. The merchandise is delivered on 7-13-13. Find the following:

Deadline for discount period

Discount amount

Deadline for full payment

Amount saved with discount
_______________________________
$_______________________________
_______________________________
$_______________________________
A shipment of rugs arrives on May 9, 2013 in the amount of $62,471.98. The terms on the invoice are
2/10, n/90. Find the following:

Deadline for discount period

Discount amount

Deadline for full payment
_______________________________

Amount saved with discount
$______________________________
_______________________________
$______________________________
An Order of CDs is delivered and billed on March 3rd. The total invoice billing is $987.52 and you are
granted a 7% promotional discount on the purchase. Payment terms are 2/15, n/45. Find the following:

Deadline for discount period

Discount amount

Deadline for full payment

Amount saved with discount
_______________________________
$_______________________________
_______________________________
$_______________________________
You purchase a printer for $749.99, less 9%, 7%, 6%. What is the final price for the printer?

__________________
358
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
You purchase the following office furniture:

Desk
$ 750

Chair
300

Filing cabinet
150

Bookcase
240
The vendor has offered a quantity discount of 11%, plus a promotional discount of 5% on the total
purchase. What amount did you write a check for? $______________


You order Christmas decorations in June and are offered a 10% seasonal discount. The amount of the
purchase totals $672.45 and you successfully negotiate the following terms:

Seasonal discount amount
$_______________________

Deadline for discount
________________________

Discount amount
$_______________________

Full payment amount
$_______________________

Amount saved after all discounts
$_______________________
The following items were ordered on January 13, 2013:

23 lamps @ $17.50 each

12 tables @ $75.00 each

3 couches @ $210.00 each

6 recliners @ $180 each

8 rugs @ $90 each
What is the total order amount before any discounts are offered? $______________
359
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You were granted a chain discount of less 11%, 8%, 5% and a seasonal discount of 4%.
Determine the amount of the purchase after discounts are taken $_______________
The merchandise is delivered and billed on January 26th with the following terms on the
Invoice: 4/15, n/60 EOM

When is the discount deadline? __________________________

When is the full payment due? __________________________

Amount paid if discount is taken $_________________________

Amount to be saved with the discount $____________________

What is the TOTAL dollar amount saved with all discounts considered?


$____________________
Find the answers: (2 pts. for each blank)
ITEM
PRICE
QUANTITY
TOTAL
Shoes
$23.65
22.00 pairs
_______
Boots
$51.50
14 pair
_______
Shoelaces
.70
8 doz.
_______
Shoe polish
.84
10 doz.
_______
Purses
$22.75
9 ea.
_______
Purses
$ 8.50
10 ea.
_______
360
Copyright © Texas Education Agency, 2015. All rights reserved.
Math TEST KEY: Discounts
1. You purchase three dozen backpacks at $12.50 each. You negotiate the sale with the following terms:
4/15, n/60. The merchandise is delivered on 7-13-13. Find the following:

Deadline for discount period
July 28, 2013

Discount amount
18.00

Deadline for full payment
September 11, 2013

Amount paid with discount
$61,222.54
2. A shipment of rugs arrives on May 9, 2013 in the amount of $62,471.98. The terms on the invoice are
2/10, n/90. Find the following:

Deadline for discount period
May 19, 2013

Discount amount
$1249.44

Deadline for full payment
August 7, 2013

Amount paid with discount
$61,222.54
3. An Order of CDs is delivered and billed on March 3rd. The total invoice billing is $987.52 and you are
granted a 7% promotional discount on the purchase. Payment terms are 2/15, n/45. Find the following:

Deadline for discount period

Discount amount

Deadline for full payment
April 17

Amount paid with discount
$900.02
March 18
$1249.44
4. You purchase a printer for $749.99, less 9%, 7%, 6%. What is the final price for the printer?

$596.63
361
Copyright © Texas Education Agency, 2015. All rights reserved.
5. You purchase the following office furniture:

Desk
$750

Chair
300

Filing cabinet
150

Bookcase
240
The vendor has offered a quantity discount of 11%, plus a promotional discount of 5% on the total
purchase. What amount did you write a check for? $1217.52
6. You order Christmas decorations in June and are offered a 10% seasonal discount. The amount of the
purchase totals $672.45 and you successfully negotiate the following terms:

Seasonal discount amount
$67.25

Deadline for discount
July 13

Discount amount
$24.21

Full payment amount
$605.21

Amount saved after all discounts
$91.45
7. The following items were ordered on January 13, 2014:

23 lamps @ $17.50 each

12 tables @ $75.00 each

3 couches @ $210.00 each

6 recliners @ $180 each

8 rugs @ $90 each
What is the total order amount before any discounts are offered? $3,732.50
You were granted a chain discount of less 11%, 8%, 5% and a seasonal discount of 4%.
Determine the amount of the purchase after discounts are taken: $2,787.23
The merchandise is delivered and billed on January 26th with the following terms on the
362
Copyright © Texas Education Agency, 2015. All rights reserved.
Invoice: 4/15, n/60 EOM

When is the discount deadline? March 15

When is the full payment due? April 29

Amount paid if discount is taken $2,675.74

Amount to be saved with the discount $111.49

What is the TOTAL dollar amount saved with all discounts considered?

$1,057.76
8. Find the answers: (2 pts. for each blank)
ITEM
PRICE
QUANTITY
TOTAL
Shoes
$23.65
22 pair
$520.30
Boots
$51.50
14 pair
$721.00
Shoelaces
.70
8 dozen
$ 67.20
Shoe polish
.84
10 doz.
$100.80
Purses
$22.75
9 ea.
$204.75
Purses
$ 8.50
10 ea.
$ 85.00
363
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Markups
Complete the following chart. Remember to include your $$$ and %%% where necessary!
ADJUST ACCORDING TO SUBJECT
Retail Price
Cost
$4,597.50
$1,665.00
$ 995.99
$ 445.75
$
$ Mark Up
1.75
$
$3,667.55
$
$
$1,055.99
2.95 each
$
4.99 each
.85
$ 775.50
$225.75
$
.95
$5,550.45
.95
Markup %
$ 359.25
$ 9.50/ doz.
364
Copyright © Texas Education Agency, 2015. All rights reserved.
Find the information needed to complete the problems below:
I. The cost of a suit is $174.55. It retails for $299.99. Determine the $MU and the MU%
$MU=
MU%=
II. A DVD player costs $75.00. You mark it up $144.00. Determine the RP and the MU%
RP=
MU%=
III. The following shipment arrives. You will need to price the merchandise and move it to the sales floor.
4 shirts @ $15.50 ea. (cost)
$MU $22.50
RP (each) =
MU%=
365
Copyright © Texas Education Agency, 2015. All rights reserved.
Markups KEY
Complete the following chart. Remember to include your $$$ and %%% where necessary!
Retail Price
Cost
$ Mark Up
Markup %
$4,597.50
$1,665.00
$2,932.50
63.7% (64%)
$ 995.99
$ 445.75
$ 550.24
55.2% (55%)
$
$
$
.95
54.2% (54%)
1.75
.80
$9,218.00
$5,550.45
$3,667.55
39.7% (38%)
$1.80
$
$
.85
47.2% (47%)
$1,055.99
$ 280.49
$ 775.50
73.4% (73%)
$585.00
$ 225.75
$ 359.25
61.4% (61%)
$
$
$
2.16 ea.
73.2% (73%)
$
3.08 ea.
61.7% (62%)
2.95 each
.95
9.50/dz.
(.79 ea.)
$
4.99 each
$
22.95/dz.
($1.91 ea.)
366
Copyright © Texas Education Agency, 2015. All rights reserved.
Find the information needed to complete the problems below:
I. The cost of a suit is $174.55. It retails for $299.99. Determine the $MU and the MU%
$MU= $125.44
MU%= 41.8% (42%)
II. A DVD player costs $75.00. You mark it up $144.00. Determine the RP and the MU%
RP= $219.00
MU%= 34.2% (34%)
III. The following shipment arrives. You will need to price the merchandise and move it to the sales floor.
4 shirts @ $15.50 ea. (cost) $MU $22.50
RP (each) = $38.00 MU%= 59.2%
(59%)
367
Copyright © Texas Education Agency, 2015. All rights reserved.
Markups Practice
Calculate the following information where needed:




You purchase one dozen desks at $118.00 each. You intend to retail them for $279.99 each. Calculate
the $MU and the MU%. What is the total purchase amount? If you were to sell all the desks, what is the
dollar amount of total profit that you would make?
 $MU
 MU%
 Total purchase
 Total amount of profit
Ice Cream Sundaes retail for $3.99 each. Each one costs you $.92 to make. Find the $MU and the MU%:
 $MU:
 MU%:
You purchase two dozen tires to sell in your store. You plan to markup each tire by 67%. Calculate the
following to determine the retail price of each stock model of tire:
QUANTITY
STOCK #
UNITS
COST
$MU
RETAIL PRICE
4
SSRvTS1
ea.
$75.00
3
TTSRvr5
ea.
$38.00
4
YNUSV3
ea.
$41.55
2
HMq45t
ea.
$92.90
3
SKX45v1
ea.
$122.90
4
LMX50-V
ea.
$151.60
4
MRSv55a
ea.
$99.05
Calculate the following:
 Socks:
$1.28 at cost.
 RP
______
 $MU ______

Towels:
$4.08 at cost.
MU% = 71%
MU% = 38%
368
Copyright © Texas Education Agency, 2015. All rights reserved.


RP
$MU
______
______

Shelves:
$13.19 at cost.
 RP
______
 $MU ______
MU% = 42%

Chairs:
$51.88 at cost.
 RP
______
 $MU ______
MU% = 72%

Shovels:
$13.55 at cost.
 RP
______
 $MU
______
MU% = 35%

Hats:
$115.05 at cost.
 RP
______
 $MU
______

Shorts:
$8.45 at cost.
MU% = 31%
 RP
______
 $MU
______

Suitcase:
$16.45 at cost.
 RP
______
 $MU
______

Books:
$1.45 at cost.
MU% = 28%
 RP
______
 $MU
______

Boots:
$52.00 at cost.
 RP
______
 $MU
______
MU% = 29%
MU% = 39%
MU% = 34%
369
Copyright © Texas Education Agency, 2015. All rights reserved.
Complete the chart:
RETAIL PRICE
COST
$6.45
$2.18
$MU
$19.33
MU%
22%
$169.95
$62.66
$11,555.09
$3,200
$19.95
66%
$199.99
45%
$799.99
$400.00
$15.50
$24.50
$645.00
$49.95
35%
$15.66
370
Copyright © Texas Education Agency, 2015. All rights reserved.
Markups Practice KEY
Calculate the following information where needed:
1. You purchase one dozen desks at $118.00 each. You intend to retail them for $279.99 each. Calculate the
$MU and the MU%. What is the total purchase amount? If you were to sell all the desks, what is the dollar
amount of total profit that you would make?
 $MU
$ 161.99
 MU%
58%
 Total purchase
$1,416.00
 Total amount of profit
$1,943.88
2.Ice Cream Sundaes retail for $3.99 each. Each one costs you $.92 to make. Find the $MU and the MU%:
 $MU:
$3.07
 MU%:
77%
3. You purchase two dozen tires to sell in your store. You plan to markup each tire by 67%. Calculate
the following to determine the retail price of each stock model of tire:
QUANTITY
STOCK #
UNITS
COST
$MU
RETAIL PRICE
4
SSRvTS1
ea.
$75.00
$302.27
$227.27
3
TTSRvr5
ea.
$38.00
77.15
115.27
4
YNUSV3
ea.
$41.55
84.36
125.91
2
HMq45t
ea.
$92.90
188.62
281.52
3
SKX45v1
ea.
$122.90
249.52
372.42
4
LMX50-V
ea.
$151.60
307.79
459.39
4
MRSv55a
ea.
$99.05
201.10
300.15
4. Calculate the following:
 Socks:
$1.28 at cost.
 RP
$ 4.41
 $MU $ 3.13

Towels:
$4.08 at cost.
MU% = 71%
MU% = 38%
371
Copyright © Texas Education Agency, 2015. All rights reserved.


RP
$MU
$ 6.58
$ 2.50

Shelves:
$13.19 at cost.
 RP
$22.74
 $MU $ 9.55
MU% = 42%

Chairs:
$51.88 at cost.
 RP
$185.29
 $MU $133.41
MU% = 72%

Shovels:
$13.55 at cost.
 RP
$ 20.85
 $MU
$ 7.30
MU% = 35%

Hats:
$115.05 at cost.
MU% = 29%
 RP
$162.04
 $MU
46.99

Shorts:
$8.45 at cost.
MU% = 31%
 RP
$ 12.25
 $MU
$ 3.80

Suitcase:
$16.45 at cost.
 RP
$ 26.97
 $MU
10.52

Books:
$1.45 at cost.
 RP
$
 $MU

Boots:
MU% = 39%
MU% = 28%
2.01
.56
$52.00 at cost.
 RP
$ 78.79
 $MU
26.79
MU% = 34%
372
Copyright © Texas Education Agency, 2015. All rights reserved.
Complete the chart:
RETAIL PRICE
COST
$MU
MU%
$6.45
$2.18
$4.27
66%
$24.78
$19.33
$5.45
22%
$169.95
$107.29
$62.66
37%
$11,555.09
$8,355.09
$3,200
28%
$19.95
$6.78
$13.17
66%
$199.99
$109.99
$90.00
45%
$799.99
$400.00
$399.99
50%
$40.00
$15.50
$24.50
61%
$992.31
$645.00
$347.31
35%
$49.95
$34.29
$15.66
31%
(49.9%)
373
Copyright © Texas Education Agency, 2015. All rights reserved.
Leadership
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership traits, and they will
determine the characteristics necessary of successful leaders.
Specific Objectives
 Students will demonstrate skills necessary for leadership.
 Students will explain what people look for in a leader.
 Students will evaluate leadership roles.
 Students will determine the type of leader they want to be or want to follow.
This lesson should take six to seven class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.122 Knowledge and Skills
(14) The student demonstrates leadership and teamwork skills in collaborating with others to accomplish
goals and objectives. The student is expected to:
(A) analyze leadership in relation to trust, positive attitude, integrity, and willingness to accept key
responsibilities in a work situation;
(B) demonstrate teamwork skills through working cooperatively with others to achieve goals;
(C) demonstrate teamwork processes that promote team building, consensus, continuous
improvement, respect for the opinions of others, cooperation, adaptability, and conflict resolution;
and
(E) establish and maintain effective working relationships in order to accomplish the following
objectives and tasks:
(i) demonstrate effective working relationships using interpersonal skills;
(ii) use positive interpersonal skills to work cooperatively with others;
(iii) negotiate effectively to arrive at decisions; and
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(iv) demonstrate respect for individuals, including those from different cultures, genders,
and backgrounds.
Business Management
130.121 (c) Knowledge and Skills
(5) The student demonstrates the qualities of leadership. The student is expected to:
(G) explain the roles and functions of a leader;
(H) explain the traits of an effective leader; and
(I) define the different types and styles of leadership and explain when each is appropriate,
including Autocratic, Democratic, and Free Rein.
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.
375
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(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.
Speech
110.56 (b) Knowledge and Skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings; and
(E) use appropriate verbal, non-verbal, and listening strategies to
communicate effectively in groups.
(5)(B) Use language clearly and appropriately.
Tasks



Students will complete all note sheets per the multimedia presentations.
Students will complete assigned activities.
Students will participate in group discussions and class activities.
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 computer lab if one is not readily available.
 Copy the handout sheets.
 Have materials ready prior to the start of the lesson.
 Have incentives ready, if specified in the activity.
 Have a list of leaders handy to refer to during lecture or use the following website:
http://www.hbs.edu/leadership/database/
Instructional Aids
 Student handouts
 Multimedia presentations
Materials Needed
 Copies of all activities in this unit
 Incentives (individually packaged candies)
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Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students what they look for in a leader.


Ask students what leadership qualities they feel they possess.
Ask what positive skills and negative skills attract or sway them from others.

Ask students if they have held leadership positions and if so, which type?


Ask students what qualities were required of those positions.
Hand out Student Notes sheets.
Lesson Introduction

Have students write a leader’s name that comes to mind on the top of their handout sheet.

Present multimedia presentation, “How to be a Team Player,“ and lead class in discussion. (Takes about

15-20 min.)
Present multimedia presentation, “Leadership Play Book,” and have students take notes. (Takes about

15 min.)
Show “Leaders in the World.”

Go around the room and ask students to share the leader’s name they wrote down and tell why they
chose that person. How many students chose the same person?
377
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Outline
MI
OUTLINE
I.
How to be a Team Player
A. Are you sensitive when your friend has
personal problems?
B. Are you on time when you are
supposed to meet friends?
C. Do you offer support or offer to find
someone who can help?
D. Do you accept your friends as they are?
E. Are you excited for your friends when
something good happens to them?
F. Do you eagerly lend a helping hand?
G. If you answered “Yes” to the questions
then you are on your way to being a
great teammate!
Leadership Play Book
II. Together Everyone Achieves More
A. What makes a good team?
1. KnowledgeEvery member within the group
has important information or
skills to share. Learning is a lifelong process. We grow as we
learn.
B. Cooperation
1. The purpose of
this activity is to demonstrate
to students that compassion is
2. All team members must work together
in harmony. Everyone has a job to do to
keep the team operating smoothly.
3. Flexibility: It is important
for all team members to be
able to adjust their ideas and
to be able to set their opinions
aside in order to achieve the
goal the team is pursuing.
NOTES TO TEACHER
a necessary quality.
Often, students choose
their school or team leaders by how
popular or smart they are, without
considering that anyone with the
qualities in this presentation would
make a good leader.
This lesson is to give introspective
thought to each student in order to
prepare them for the rest of the
activities in this unit.
This presentation explains qualities of
leaders. Students should write down
the notes from the slides to keep in
their folders for reference.
378
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
379
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Application
Guided Practice
 The teacher will present the multimedia presentations and lead the class in discussion during each one.
Students will take the personality test and will self-grade to get the results. The teacher will lead the class
in a discussion. There are numerous activities in this unit. Once this test has been done, the order in which
the activities are done is up to the discretion of the teacher. It is suggested that they be broken up so that
they are all completed within the time frame. Note: there are a couple of activities that may be used as
sponge activities. The teacher will then hand out all other handouts and the class will discuss them. It is
suggested these forms and the activities be kept in the students’ folders for testing and use in the event a
student should decide to run for club office.

Allow students to complete this activity in pairs. Direct students to the http://www.bls.gov website and
search the word leadership. Of the careers that the search results in, select five careers. In each career,
click the “What They Do” tab and, for each career, make a list of five verbs that relate to leadership skills.
Then tally any words that are duplicates among the five careers. The teacher (or a student recorder) can
then write the responses from the pairs, again tallying the duplicate verbs, on the board so then the class
can discuss the results as a class.
Summary
Review





There are different personality categories and everyone fits into at least one of them.
It is helpful to know what type of personality a person has in order for them to work with others on a
team.
Personality surveys are helpful for use in clubs and other organizations.
Leaders play a dual role when faced with responsibility.
Everyone possesses some element of leadership qualities.
Evaluation
Informal Assessment
 Teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on desk assignments
 Grade on essay
 Test grade over material
 Rubrics for projects
380
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Famous Business Leaders Venn Diagram
I. To familiarize students with business leaders, students will research three different business leaders. They can
use any search engine or library database for “famous business leaders” or any other phrase that generates
detailed results. They may also use the following website: http://www.hbs.edu/leadership/database/. They will
select three leaders, read about their biographies, their qualities, and their accomplishments, and record three
leadership characteristics for each leader in each of the three circles of the Venn diagram. In the middle section,
which overlaps all three circles, the students will record any characteristics that are common to all three leaders. If
any characteristics are similar only to two leaders, they can be listed in the section that overlaps the two circles for
those two leaders.
similar
to A & B
similar
to A & C
similar
to all
three
similar
to B & C
II. After the diagram is completed, write or type a summary paragraph that describes which one of the three
leaders above you would prefer to have worked for. Explain why, based on that leaders’ qualities and what
you know about yourself and the type of leadership skills that you would prefer in a leader of your team.
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Famous Business Leaders Venn Diagram Rubric
CATEGORY
20
15
8
Required Elements The diagram
includes all
required elements
as well as
additional
information.
All required
elements are
included on the
diagram.
All but one of the Several required
required elements elements were
are included on
missing.
the diagram.
Use of Class Time
Used time well
during each class
period. Focused on
getting the project
done.
Used time well
during each class
period. Usually
focused on getting
the project done.
Used some of the Did not use class
time well during
time to focus on
each class period. the project.
There was some
focus on getting
the project done.
Attractiveness
The diagram is
exceptionally
attractive in terms
of design, layout,
and neatness.
The diagram is
attractive in terms
of design, layout,
and neatness.
The diagram is
acceptably
attractive though
it may be a bit
messy.
The diagram is
distractingly
messy or very
poorly designed. It
is not attractive.
Grammar
There are no
grammatical
mistakes on the
diagram or
summary
paragraph.
There is one
grammatical
mistake on the
diagram or
summary
paragraph.
There are two
grammatical
mistakes on the
diagram or
summary
paragraph.
There are more
than two
grammatical
mistakes on the
diagram or
summary
paragraph.
Student can
accurately answer
most questions
related to facts in
the diagram.
Student can
accurately answer
about 75% of
questions related
to facts in the
diagram.
Student appears
to have
insufficient
knowledge about
the facts or
processes used in
the poster.
Knowledge Gained Student can
accurately answer
all questions
related to facts in
the diagram.
1
Total Points - _____________
382
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The Principals Story
Principles of Leadership
Directions: Watch the 1st video mentioned at the following website:
http://www.pbs.org/pov/principalstory/lesson_plan.php
Pay particular attention to the qualities of leadership that are exhibited. Then list the ones that you observed on
the document below this paragraph (from the website) and describe the evidence you noticed that back up the
skills you recorded.
383
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384
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Name____________________________ Date______________________ Class____________
Leadership Word Search
Directions
Find all 15 leadership words by circling words that are either horizontal or vertical.
L
V
I
X
M
C
O
N
T
R
O
L
L
E
A
D
E
R
L
I
V
T
M
M
O
N
X
E
N
B
X
I
B
O
N
A
G
U
R
U
T
I
V
Y
X
I
O
N
U
O
L
L
O
F
F
I
C
E
R
A
I
C
H
A
R
A
C
T
E
R
G
G
D
A
D
V
I
S
O
R
B
E
A
E
E
I
B
C
U
Q
C
C
H
O
N
R
O
N
W
S
L
C
H
I
E
F
I
O
M
D
I
R
E
C
T
U
A
B
Z
S
P
U
N
C
T
U
A
L
D
W
E
L
B
O
S
S
N
N
I
O
T
E
R
E
Leader
Character
Officer
Advisor
Organizer
Chief
Boss
Guide
Direct
Punctual
Manager
Mentor
Guru
Head
Control
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DIRECTIONS: Make as many words as you can from the word, “LEADERSHIP” below. You may use a letter
more than once ONLY if it appears more than once.
LEADERSHIP
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IN-CLASS
ACTIVITIES
To be used with the Leadership Unit
You may choose to do all or some of the suggested activities below. Since these are just suggestions, by all
means feel free to add your own “spin” to customize the activities for your students.
Leadership Activity #1
1. “Who Did It?”
a. Make a list of things teenagers may have had the opportunity to do from birth to their current
age. (Answers will vary, but here are a few to get you started: played a team sport; played an
individual sport; travelled to another country; planted a tree; rode an elephant; rode on a hot
air balloon; etc.) The number of opportunities should match the number of students in your
class. Give each student a copy of this list and have them go about the room, getting
signatures on each activity as it applies to members of the class. Allow about 10 minutes, and
then see if anyone was able to get all the blanks filled.
b. Discussion: Explain that many people share similar likes and dislikes. This is how groups are
established. Ask if anyone found out something about a classmate they did not know before
taking part in this activity. Also ask the group if they had trouble getting their list filled out in
10 minutes. Discuss how this could be changed if a team effort were to be used when getting
signatures.
c. Materials needed: Pre-determined list designed by teacher, paper, and pencil
NOTES:
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2. “Marooned” Intended to be used after the multimedia presentations in the Leadership unit.
a. Divide the class into teams (by drawing numbers, colors, TV shows, etc.)
b. Students are marooned on a deserted island. Depending on how many students are on each
team, have each team member list an item they would bring with them if they knew there was
a chance they would be stranded. They must then discuss the items and select ONE ITEM per
team.
c. Team leaders then write their choices on the board.
d. Have each team leader explain the entire team’s suggestions and how they arrived at the ONE
ITEM.
e. Extension: have students hypothesize how life would be different with only the items the
entire group brought with them to the island. Point out that the key to a successful operation
is COMMUNICATION! If all groups were allowed to communicate with each other, the items
could have been coordinated in a more efficient manner.
f. Materials needed: paper, pencil, and whiteboard or poster board and markers
NOTES:
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3. “Take Me to Your Leader” This activity helps students to recall, brainstorm, and identify various
leaders in business and industry.
a. Directions:
i. Form teams.
ii. Instruct the leader of each team to estimate the number of candies their group will
need. (DO NOT disclose the objective of this lesson yet!) The leaders will need to get
the amount they think they will need and take the candies to their groups. DO NOT LET
THEM EAT THE CANDY! When all teams are ready, decide how much time you want to
allow, and then give them the student directions.
b. Materials needed: Paper/pencil, Internet, assorted candy (miniature bars, individual
packages, etc.)
Directions to students: The objective of this lesson is to identify as many leaders in
business and industry as possible. Your team will need to brainstorm and identify one
leader in business or industry for each piece of candy at your table. You will need to list
the company and leader associated with it. At the end of the allotted time, your team
will have to forfeit any candy that does not correspond to a name on your list!
c. After the time allotted has expired, (suggested: 15-20 min.) have each team share their
answers with the class. Discuss. Eat the candy as a reward!
d. Alternative instructions:
i. The business leader MUST be the current leader and/or he or she must still be alive.
(This makes it a little tougher.)
ii. Divide the requirements into categories, such as Retail, Sports, Technology,
Entertainment, Food, and Transportation. (You may want to allow more time, but it is
your option.)
NOTES:
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4. “Product in a Bag” This product always allows for an interesting discussion!
a. Divide the class into teams, using your chosen method.
b. Team members will work together to build a product from the items in their paper bag within
the allotted time period. (This may take the better part of a class period, but allow time to
discuss the results.)
c. You will need to prepare the paper bags with the contents prior to class.
d. Have each team share their product with the class. Display them in the room.
e. MATERIALS NEEDED: Paper bags (one per team); the following items are suggestions, but are
not limited to: small paper plates, paper cups, balloons, pipe cleaners, cotton swabs, paper clips,
tape, sequins, cotton balls, scissors, a couple of markers, string or yarn, drinking straws,
construction paper, paper strips, etc.
DIRECTIONS TO STUDENTS: Your team will take the contents of this paper bag and will
make a product that could be sold to customers. You will need to use all of the
materials in the bag and may not add anything that is not supplied. You are
responsible for naming the product and determining how it would be used in the
marketplace.
f.
Discussion: Have each team present their “product” and tell the class its purpose and name.
Ask students to relay what steps they took, problems encountered, etc.
g. Alternative directions: Have students write a jingle about their product or personalize the
product to your school.
h. Note the number of groups who use the bags as part of their product!
NOTES:
390
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Influential Leaders
Report
ASSIGNMENT: Research a leader you admire. Type a report with a minimum of 500 words, and include the
following:

Accomplishments this person has made

Contributions he or she has made to society on the local, national, or international level

Background

Personal triumphs
391
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CHARACTER TRAITS OF A GOOD LEADER
Directions: Brainstorm with your partner and develop a list of traits; then be ready to share with the class.
Positive Traits
Negative Traits
What traits did others share that were not on your list?
392
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Suggested Club Activities
This list is compiled from various teachers across Texas.



































Organize an alumni chapter
Show movies, films, videos, etc. during lunch
Present awards to students who deserve recognition at an assembly on campus
Be responsible for an entire assembly at school
Set up a student ethics committee
Work for improved school attendance
Hold an Achievement Day
Present a Teacher of the Month award
Recognize teachers on their birthdays
Build a student lounge our of unused space
Improve the school library
Paint the hall
Serve on principal’s advisory committee
Clean trophy cases and polish trophies
Conduct tours of the school for incoming freshmen
Plan activities for Crime Prevention Week
Host an awards breakfast or luncheon each quarter/semester during the year
Host a birthday breakfast for teachers once a month
Plan an activity to welcome new teachers in the fall
Plan a Yearbook Signing Party
Host a father/daughter or mother/son lunch, tea, brunch, etc.
Senior breakfast
Pizza party
Chili cooking contest
Progressive dinner
Scavenger hunt; include food for a local pantry on the list and donate what is collected
Sponsor a Career Day
Invite a guest speaker each month to talk about careers during lunch
Sponsor tours of local college campuses
Arrange tours of major businesses in the area
Plant a tree to honor a community leader, veterans, or a distinguished citizen
Participate in a Toys For Tots campaign
Spend time with children at a shelter or orphanage
Entertain children while parents vote
Entertain children during open house at your school
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







Maintain a community bulletin board
Visit senior citizens in their homes or nursing homes
Clean up roadsides and parks
Collect books, magazines, etc. for a senior citizens home
Set up a clothing drive for those less fortunate
Plan a food drive at Thanksgiving, Christmas, or Easter
Walk dogs for the animal shelter
Sponsor a baby picture contest at your school ( great for football or basketball teams). Have
students enter the contest to guess the baby picture “match” up.
394
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Goin’ Global
Practicum In Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, students will understand the significance of conducting business
internationally.
Specific Objectives
 Students will discover the interdependence among nations.
 Students will assess the benefits of international trade.
 Students will examine the requirements of a balance of trade and its barriers.
 Students will interpret the standard business practices involved in importing and exporting.
 Students will determine the cultural, economic, and political factors that should be considered
when deciding whether to do business abroad.
 Students will understand the meaning and effects of outsourcing.
This lesson should take 5 class days to complete.
Preparation
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may
result in the elimination of any or all of the TEKS listed.
Business Management
130.121 Knowledge and Skills:
(2) The student recognizes the importance of planning in an organization. The student is
expected to:
(I) define global management; and
(J) explain how the organization will function in a global environment.
Global Business
130.118 Knowledge and Skills:
(1) The student identifies steps in implementing the background for starting an international
operation. The student is expected to:
(A) define global business
(8) The student researches the business elements of cultural challenges and diversity. The student
is expected to:
(A) explain the role of culture in global business;
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(B) identify various elements of culture
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:
Speech
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to
communicate effectively in groups;
(5)(B) use language clearly and appropriately;
Tasks


Students will take notes and keep them in their notebook.
Students will complete all assignments in a timely manner.
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
Make copies of all handouts for this unit
396
Copyright © Texas Education Agency, 2015. All rights reserved.

Secure a computer lab, if one is not readily available to your class
Make sure web sites are working and available.
Instructional Aids
 Student handouts
Materials Needed
 Copies of assigned activities
 Internet
Equipment Needed
 Computer lab
 Teacher computer
 Projector (for any digital presentation)
Introduction
Learner Preparation
 Ask why is it necessary to get goods from other countries?
 Ask why our government puts trade restrictions on imports?
 Ask how do emerging nations become involved in international trade?
Lesson Introduction
 Show the multi-media presentation and lead class in a discussion.
 Explain how all leading nations are interdependent.
 Discuss the impact of cultural and social environments on global trade.
397
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Outline
MI
OUTLINE
NOTES TO TEACHER
Terminology
(Students will fill in blanks
A. Business Cycle
B. Prosperity
C. Inflation
D. Recession
E. Depression
II.
U.S. and International Trade
”Approximately 1/3 of world-wide
production is sold outside of the “home”
country;
A. Raw materials
B. Manufactured goods
C. Services as popular exchanges
D. Data is transferred
III.
Businesses are Going Global
A. Changing markets
B. Foreign markets draw attention
C. Competition
D. Demand
E. Government support
Importance of International Trade
Over 250,000 U.S. businesses export
products
11% of GNP
95% are small to med. Sized
Export over $500 billion in products
Wholesalers export over $100 billion
U.S.is 2nd largest exporter
Each student should have a Student
Notes sheet to complete during the
multi-media presentation. Explain to
the class that the vocab will be on an
exam so it is important they fill in all
blanks.
I.
U.S. is 1st in imports
Have students take notes to
keep in notebook.
Notes Extension Activity: hand out
the assignment sheet and complete
in class. You may want the group to
partner up or just have each student
complete it individually. This is one
reason why students should have
taken notes! DISCUSS the questions.
Assign “Cultural Differences” project.
This project will take approximately 3
to 4 class periods to complete and 1
to 2 class periods to present to the
class.
*Note: prior to the onset of this
activity, the teacher will need to go
to the website and pre-select the
countries to use. Try to get countries
that are not popular and those that
are not in the news as much, in order
for the students to really learn
something when researching.
U.S. trade deficit in 1971
Forbes Global 2000: Top 25 Countries
This activity allows for great class
discussion, especially when the
students present the final section.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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I. Introduction
A. Global business
B. International business
C. Multinational corporation
II.
A.
B.
C.
D.
E.
Common topics today
Culture
Trade agreements
Economic advantage
Outsourcing
Fair trade
III. Culture
A. Values
1. religion
2. authority
3. individualism/collectivism
B. Business customs
1. dress code
2. gift-giving
3. using a title
4. making appointments
5. negotiating contracts
6. phrases
C. Non-verbal communication
1. personal space
2. eye contact
3. smells
4. touching
IV. Common trade agreements
A. Purpose-to make trade easier between
member nations by reducing trade
restrictions
B. WTO-World Trade Organization
C.
After going through the facts stated
in the outline above regarding
international trade, begin a
discussion with students about how
international business affects them
personally
Ask how many students buy products
online. Have a student record on the
board what companies students shop
online and whether those companies
are based in this country or abroad.
Discuss with students the difference
between a virtual business and an
international or multinational
company. A virtual business may (or
may not) only exist online and not
have any locations in other countries,
but a multinational company can have
facilities or factories scattered around
the world, which can have a big
impact on how business is physically
conducted in the other countries.
Have students in pairs think of a
common company and research how
many locations it is in and have the
pairs discuss the kinds of issues must
be considered in those countries
EU-European Union
D. NAFTA-North American Free Trade
Agreement
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V.
WTO
A. Increased international economic
growth
B. More than 150 members
C. Headquartered in Geneva,
Switzerland
D. Lower tariffs
E. Quotas eliminated
F. Less financing restrictions
VI.
EU
A. 28 member countries
B. Based in Brussels, Belgium
C. Eliminated many trade barriers
D. Established consistent standards for
many products
E. Established a common currency to
facilitate trade
VII.
NAFTA
A. Canada, Mexico, and United States
are member countries
B. Reduced some and eliminated other
tariffs between the member countries
VIII.
Economic advantage
A. Absolute advantage-when a country
can produce a product at a lower cost
than other countries can
B. Comparative advantage-when a
country may have an absolute
advantage in producing more than one
product, but it is more efficient at
C. Can be partially determined by a
product’s life cycle
.
Ask students how NAFTA can affect their
lives as a result of living in a state
bordering Mexico. Have students
research NAFTA and how it has affected
Texas, its job market, and any other issues
they can uncover. Informally have them
take turns presenting their findings.
Discuss with students how economic
advantage can be the basis of trade. For
example, countries produce what they are
best at and that they can produce as
cheaply as possible. But sometimes
countries can import something less
expensively than they can produce it, such
as the U.S. with oil. We can produce it,
but it is more expensive for us to do that
on a large scale so we still rely on foreign
oil. Discuss the product life cycle with
students-introduction, growth, maturity,
and decline stages. Explain to students
that when we were inventing computers
(intro.) and sales were on the increase
(growth), other countries developed
technology to create competitors (used to
be called “clones”) so as computers
reached the maturity stage here, other
countries could produce them cheaper
and our country looked for different
variations of the computer such as
laptops, etc. Many countries benefitted
from this cycle. Have students suggest
other products that have gone through
the same cycles and how countries
benefit. Draw a bell curve diagram to
demonstrate the process.
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IX.
X.
Outsourcing
A. Transferring functions normally
performed within a company to outside
of the company
B. Can reduce costs of a company
C. Can reduce jobs within a company,
but can create more jobs to companies
who specialized in the outsourced
functions
Fair Trade
A. Promotes equitable trading
opportunities in developing countries
B. Promotes sustainability and social
awareness such as concern for the
environment and favorable working
conditions
Ask students if they have ever contacted
tech support online or by phone for any of
their products such as phones, software
CDs, or DVDs. Most likely many of these
people are located in other countries.
This is an effective way to introduce
outsourcing as an expansion into global
business.
There is a persuasive essay assignment on
Outsourcing later in this unit that will
better familiarize students to the
concepts, advantages and disadvantages
of outsourcing.
Show students fair trade web sites such as
those that have rules and regulations for
what can be considered as fair trade
products.
producing one over the other, for
example, it may be more efficient
to product one product
domestically and import the
other product
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Application
Guided Practice

The teacher will present the multi-media presentation while students take notes using their
handout.
Students will work in class to complete the Notes Completion Activity to ensure understanding of
the material. The projects are student-driven; therefore, the teacher will take on the role of a
facilitator after students begin working on them.
Have students in pairs write a list of each of the brand names they are either wearing, carrying, or
using. Have a student recorder use sticky flip chart paper and place them around the room
according to the category of items such as clothing, backpacks, phones, or school supplies. Then
have each pair go around the room and write down the brand names for each category on their
list. The pairs should research online which brands are manufactured in which countries. Give
each pair a blank world map (found later in this lesson) and record in which countries their items
are manufactured. In this way students can better understand the impact of global business as it
relates to their own lives.


Summary
Review




Why do countries trade with each other?
Why do governments put trade restrictions on businesses?
Why is it important to an economy to maintain a balance of trade?
Which country is most influential according to Forbes “Global 2000: Top 25?”
Evaluation
Informal Evaluation:
 Daily assessment of projects. The teacher will become the Facilitator, because the Cultural
Differences and Foreign Business activities are student-driven.
As a suggestion, the teacher may want to have students evaluate their peers as well. If so, copy extra
rubrics ahead of time.
Formal Evaluation:
 Rubrics will be used.
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WORLD MAP
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Global Economy
Student Notes
Fill in the blanks as we discuss these ideas. Keep this as a study guide.
TERMINOLOGY:

______: North American Free Trade Agreement.

______: World Trade Organization.

_______: European Union.

International Trade: The
in
countries.

Imports: Products/services

Exports: Products/services

Indirect Exporting: Marketers with

Direct Exporting: Company handles ________responsibilities to market products in other
_________.

Balance of Trade: The

Foreign Production: A company and

Joint Venture:
or ___________companies in
____________countries with _______
interests develop a _____________to join in __________ ________________activities.

Multinational Companies: Businesses that have
of products/services to people
from another
to
.
country.
experience
the
company;
___________for the ____________of products in other countries.
conduct planning for
between a country’s
and
production
.
in another country.
all over the
and
markets.
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
Pre-industrial Economy: Based on
and
____
development;
standard of living.

Post-industrial Economy: Based on
And consumer
produced & marketed in the

Gross Domestic Product: The
$ value of all
country in ______________year.

Gross National Product: The total
of all goods/services (
produced within a country in one year.

Quota:
on the numbers of
_________can
in a country.

Tariffs:

Subsidy:
of business
marketplace.
produced within a
of products
placed on imported products to increase the
provided to a business to
)
______________.
in the development and sale of
products.

Standard of Living: A


Productivity: The
Purchasing Power: The
a

Consumer Price Index: The

____________________: Consists of 4 stages: Prosperity, Recession, Depression and Inflation.
of the quality of life for the citizens of a country.
output by workers for a
period of time.
of goods/services that can be bought with
$ amount of money.
in the
of a specified set of goods over
_.
U.S. and International Trade

”Approximately
the
country.

The bulk of products that Americans use daily are

U.S.
of world-wide production is sold
of
.
music, movies, cars, airplanes and food items.
International Trade is Changing:
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
Raw materials once were an

_____________________ goods/services are most popular.

______________________ (communications, travel, education, and financial) are most popular
exchanges between ________________________.

commodity; today makes up less than
world’s exports.
of
___________________is transferred via phone, fiber optics, or satellite on a daily basis.
Businesses are Going Global

_____________________ are changing.

_____________________markets are enticing to _______________businesses who experience
dropping sales & profit.

Foreign markets are another way to expand

Benefit of international marketing:
and increase worldwide
for products.
support is available.
Importance of International Trade

U.S. economy: over

Accounts for over

_________________of U.S. exporting businesses are small to medium sized.

Manufactures


Wholesalers export over $ billion worth of products.
U.S. is
largest exporter.

_________________is #1 exporter.

U.S. is #1

Germany is

___________had 1st _____________deficit of the 20th Century in ______________(imports
exceeded exports by over $1 billion that year).
businesses
products.
of GNP.
over $500 billion of products.
__of products.
______importer.
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Forbes Magazine Global 2000: Top 25
1. ____________(China; banking)
2. ____________________(China; banking)
3. ___________________________(U.S.; banking)
4. ____________________________(U.S.; conglomerate, owns NBC & Comcast)
5. _________________(U.S.; oil/gas)
6. _________________________________
(U.K.; banking)
7. ________________________(Netherlands; oil/gas)
8. ____________________________(China; banking)
9. ______________________________
(China; oil)
10.
______________________(U.S.; diversified financial)
11.
_____________(China; banking)
12.
____________(U.S.; banking)
13.
______________(U.S.; oil/gas)
14.
_________________(Germany; world’s largest car manufacturer)
15.
__________(U.S.; tech hardware/equipment)
15.
____________(U.S.; retailing) tied with Apple for 15th place
17.
_____________(Russia; oil/gas—largest producer in the world)
18.
_______(U.K.; oil/gas)
19.
____________(U.S.; banking)
20. ____________________(Brazil; oil/gas)
Interpreted:
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Global 2000 companies:
Include
countries
$
trillion in revenues
$
trillion in assets
Employ
worldwide
Country ranking
(543 members)
(251 members)
(136 members)
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Goin’ Global
Student Notes
Fill in the blanks as we discuss the multi-media presentation. Keep this as a study guide.
TERMINOLOGY:

NAFTA: North American Free Trade Agreement

WTO: World Trade Organization

EU: European Union

International Trade: The sale of products/services to people in other countries

Imports: Products/services purchased from another country

Exports: Products/services sold to another country

Indirect Exporting: Marketers with exporting experience represent the exporting company;
arranges for the sale of products in other countries

Direct Exporting: Company handles all responsibilities to market products in other countries

Balance of Trade: The difference between a country’s imports and exports

Foreign Production: A company owns and operates production facilities in another country

Joint Venture: Two or more companies in different countries with common interests develop a
relationship to join in commonbusiness activities

Multinational Companies: Businesses that have operations all over the world and conduct planning
for world-wide markets

Pre-industrial Economy: Based on agriculture and rawmaterial development; low standard of living

Post-industrial Economy: Based on mix of business & consumer products/services produced &
marketed in the global marketplace

Gross Domestic Product: The total $ value of all goods/services produced within a country in one
year
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
Gross National Product: The total $value of all goods/services (includingimports) produced within a
country in one year

Quota: Limits on the numbers of certaintypes of products foreigncompanies can sell in a country

Tariffs: Taxes placed on imported products to increase the sellingprice

Subsidy: Money provided to a business to help in the development and sale of products

Standard of Living: A measure of the quality of life for the citizens of a country

Productivity: The average output by workers for a specified period of time

Purchasing Power: The amount of goods/services that can be bought with a specific $ amount of
money

Consumer Price Index: The variance in the cost of a specified set of goods over time

BusinessCycle: Consists of 4 stages: Prosperity, Recession, Depression and Inflation
Prosperity
Recession
Recovery
Depression
U.S. and International Trade

The bulk of products that Americans use daily are imported.

U.S. exports music, movies, cars, airplanes and food items.
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International Trade is changing:

Raw materials once were an abundant commodity; today makes up less than 1/3 of world’s
exports.

Manufactured good/services are most popular.

Services (communications, travel, education, and financial) are most popular exchanges between
countries.

Data is transferred via phone, fiber optics, or satellite on a daily basis.
Businesses are Going Global

Markets are changing.

Foreign markets are enticing to domestic businesses who experience dropping sales & profit.

Foreign markets are another way to expand competition and increase worldwide demand for
products.

Benefit of international: Government support is available.
Importance of International Trade

U.S. economy: over 250,000 businesses export products.

Accounts for over 11% of GNP.

95% of U.S. exporting businesses are small to medium sized.

Manufacturers export over $500 billion of products.

Wholesalers export over $100 billion worth of products.

U.S. is second largest exporter.

Germany is #1 exporter.
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
U.S. is #1 importer of products.

Germany is #2 importer.

U.S. had 1st trade deficit of the 20th Century in 1971 (imports exceeded exports by over $1 billion
that year).
Forbes Magazine Global 2000: Top 25
1. ICBC (China; banking)
2. ChinaConstructionBank (China; banking)
3. JPMorganChase (U.S.; banking)
4. GeneralElectric (U.S.; conglomerate, owns NBC & Comcast)
5. ExxonMobil (U.S.; oil/gas)
6. HSBCHoldings (U.K.; banking)
7. RoyalDutchShellOil (Netherlands; oil/gas)
8. AgriculturalBankofChina (China; banking)
9. PetroChina (China; oil)
10. BerkshireHathaway (U.S.; diversified financial)
11. BankofChina (China; banking)
12. WellsFargo (U.S.; banking)
13. Chevron (U.S.; oil/gas)
14. VolkswagenGroup (Germany; world’s largest car manufacturer)
15. Apple (U.S.; tech hardware/equipment)
15. Wal-Mart (U.S.; retailing) tied with Apple for 15th place
17. Gazprom (Russia; oil/gas—largest producer in the world)
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18. BP (U.K.; oil/gas)
19. Citigroup (U.S.; banking)
20. Petrobras (Brazil; oil/gas)
Interpreted:
Global 2000 companies:
Include 63 countries
$38 trillion in revenues
$159 trillion in assets
Employ 87million worldwide
Country ranking
U.S. (543 members)
Japan (251 members)
China (136 members)
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Global Economy
Notes Extension Activity
OBJECTIVE:
Students will dissect information from their notes to answer the questions. Next, students will design a
graph of their choice that interprets the information learned.
PROCEDURE:
Use your notes from the Global Economy multi-media presentation to complete this activity.
(Use only the information from the slides, even though the actual list is more extensive.)
1. What industry had the most listings in the Top 20?
2. What country led the list and how many did it have?
3. What is the percentage of U.S. countries?
4. Which country had the highest percentage of listings?
5. List the country or countries with the lowest percentage of listings.
6. Make a graph of the countries that depicts the information on the slides. (Greatest to least)
414
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Foreign Business Project Country Selection
Teacher’s Directions:
You will need two copies of this list (or add your own selections). One is to be cut in strips
so the students can draw to see which country (and partner) they will get and the other is
to be used to write the students’ names beside the country so you will have record of
which students are assigned to which country.
Finland
Wales
Portugal
Denmark
Australia
Peru
Uruguay
Nigeria
Turkey
Poland
New Zealand
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Algeria
Austria
Norway
India
Columbia
Greenland
Korea
Switzerland
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Cultural Differences
I. Global Union
OBJECTIVE: Students will research an assigned country to obtain required information. The final product
will be a multi- media presentation of information; ultimately including products the students
recommend to be sold in their respective country, as well as products which could be imported to the
U.S. for sale.
PROCEDURE:
You have been assigned a country to research using the website below. You are to read over the
following categories and take notes. Compare your country’s information with the United States.
www.cia.gov/library/publications/the-world-factbook/
Country
Language
Religion
General Attitudes:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Personal Appearance:
_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
CUSTOMS AND COURTESIES
1. Greetings
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Gestures
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Visiting
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Eating
_____________________________________________________________________________________
_____________________________________________________________________________________
Lifestyle
1. Family
_____________________________________________________________________________________
_____________________________________________________________________________________
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2. Dating/Marriage
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Diet
______________________________________________________________________________________
______________________________________________________________________________________
4. Recreation
______________________________________________________________________________________
______________________________________________________________________________________
5. Commerce
______________________________________________________________________________________
______________________________________________________________________________________
SOCIETY
1. Government
______________________________________________________________________________________
______________________________________________________________________________________
2. Economy
______________________________________________________________________________________
______________________________________________________________________________________
3. Transportation/communication
______________________________________________________________________________________
______________________________________________________________________________________
4. Education
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______________________________________________________________________________________
______________________________________________________________________________________
Literacy Rate:
5. Health
______________________________________________________________________________________
______________________________________________________________________________________
Life Expectancy:
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II.
Culture Grams Project Continued…
Now that you have concluded your investigation, you will now complete Part II.
Design a multi-media presentation about your country which includes information you discovered in Part
1. Then determine 5 U.S. products you would market to the people in your country. The product may
already be in existence, but you are to invent your own Brand Name and Logo for each one. Then
determine 3 products your country could import to the U.S. Prepare a multi-media presentation
documenting your research of your assigned country and all 8 products. BE CREATIVE. Also, be prepared
to present your project to the class.
U.S. PRODUCTS TO MARKET TO
Type in your answers below and save this in a word processed file.
Product #1
_________________________ Why?
_______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Product #2
___________________________ Why?
______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Product #3
Why?
______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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Product #4
Why?
______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Product #5
Why?
______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
PRODUCTS TO BE EXPORTED TO MARKET WITHIN THE U.S.:
Product #1
Why?
______________________________________________________________________________________
______________________________________________________________________________________
Product #2
Why?
______________________________________________________________________________________
______________________________________________________________________________________
Product #3
Why?
______________________________________________________________________________________
______________________________________________________________________________________
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Cultural Differences Presentation Rubric
Country
:
Name:
Teacher:____________________________
Date of Presentation:________Title of Work_________________________________________
1
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
2
Audience cannot
Audience has
understand presentation difficulty following
because there is no
presentation
sequence of
because student
information.
jumps around.
3
Student presents
information in
logical sequence
which audience can
follow.
Student does not have Student is
Student is at ease
grasp of information;
uncomfortable with with content, but
student cannot answer information and is fails to elaborate.
questions about subject. able to answer only
rudimentary
questions.
4
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student
demonstrates
full knowledge
(more than
required) with
explanations and
elaboration.
Student used
visuals to reinforce
screen text and
presentation.
Student used no visuals. Student occasional
used visuals that
rarely support text
and presentation.
Visuals related to
text and
presentation.
Student's presentation
had four or more
spelling errors and/or
grammatical errors.
Presentation has no Presentation has no
more than two
misspellings or
misspellings and/or grammatical errors.
grammatical errors.
Presentation had
three misspellings
and/or grammatical
errors.
Student mumbles,
Student incorrectly
incorrectly pronounces pronounces terms.
terms, and speaks too Audience members
quietly for students in have difficulty
the back of class to hear. hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total---->
Teacher Comments:
423
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Business Customs Comic Strip
Directions:
Students will create a six-panel comic strip (using any online comic strip creator) that displays a conversation
between at least two characters discussing at least eight different business customs for a chosen country. Have
students draw country names from a hat. Students can conduct Internet research to learn about customs such as the
following:
gift-giving,
planning a meeting,
business attire,
punctuality,
using first name or title,
negotiating,
entertaining,
topics of conversation,
common phrases,
public behavior, and other appropriate business topics.
The comic strip should show a conversation that demonstrates understanding of the significance of each of
the eight customs to the chosen country. The conversations should be appropriate and the comic strip should be
attractive and easy to follow for the reader.
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Business Customs Comic Strip Rubric
CATEGORY
Clarity and
Neatness
20
Comic strip is easy
to read and all
elements are
clearly written,
labeled, or drawn.
15
8
Comic strip is easy to
Comic strip is hard to
read and most elements read with rough
are clearly written,
drawings and labels.
labeled, or drawn.
1
Comic strip is hard to
read and one cannot
tell what goes where.
No spelling or
grammatical
mistakes on the
comic strip.
Required Elements Comic strip
included all
required elements
as well as a few
additional
elements.
Content
All content is in the
students' own
words and is
accurate.
No spelling or
grammatical mistakes
on the comic strip.
Several spelling and/or
grammatical errors on
the comic strip.
Use of Time
Used time well during
most class periods.
Spelling &
Grammar
Used time well
during each class
period.
One spelling or
grammatical error on
the comic strip.
Comic strip included all Comic strip included all One or more required
required elements and required elements.
elements was missing
one additional element.
from the comic strip.
Almost all content is in At least half of the
the students' own words content is in the
and is accurate.
students' own words
and is accurate.
Less than half of the
content is in the
students' own words
and/or is accurate.
Used time occasionally Used time poorly most
during some class
of the time.
periods.
Total Points ____________
425
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Foreign Business Project:
Planning an Itinerary
You are in charge of planning a seven day itinerary for 30 foreign business executives who will be in the Dallas,
Texas area. Incorporate both sports and entertainment activities as well as lodging, transportation and dining.
Consider as well that these executives will be in town for a technology conference and will attend meetings for
four hours each day for four of the days they are in town.
Keep in mind that considerations must be made for how a country is represented to companies who do business
with each other and all the issues to be taken into account such as respecting customs, cultures. among other
things.
Remember the following when researching and planning:














You must promote the DFW Metroplex in a positive manner
You will draw to determine what country your guests are from. What are the possible custom
conflicts you may encounter?
You decide what time of year or month; however, think about when they will arrive and depart.
How will you “sell” Dallas?
What key places and events will you include? Your presentation must include a mixture of:
 Sporting Events
 Entertainment Events
 Cultural Events
Where and when will meals take place and at what cost? Remember foreign customs! You may not
repeat a restaurant in your plan. Your guests may only eat four meals in the hotel.
Are your guests male or female?
Where will the conference be held? (Registration is paid separately and is not part of this activity.)
What considerations have you taken regarding language barriers?
What will you include in the host/hostess gifts? ( “goody bags”)
What brochures will you include in the information packet?
What are the cost factors per person and as a group?
No “Gentlemen’s” Clubs or bars. Sorry about that!!!!
Keep your expenditures to no more than $5,000 per person. (Airfare not included.)
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Project Pointers
You will be graded on the following:























Participation with your partner
Daily work on computer
Appropriateness of your selections
PowerPoint presentation to the class (oral)
Appearance of PowerPoint presentation (minimum of 14 slides)
Your appearance
Realistic nature of project
You pick the time of year they are coming!
Find out important info about your country
What about customs? No faux pas!
Allow two days for travel; however, these days DO NOT count toward the conference time frame
Maximum of 4 people per hotel room
Think about time allowances (drive time within the Metroplex, etc.)
Presentation: Audience will be from the “country” which has been assigned to you
Consider any cultural food restrictions
You must secure transportation. Rental cars will not be an option.
Remember: no activity may be repeated!
You will have to research the hotel occupancy tax for your location and calculate the tax per room per night.
Your company will handle payment of all activities and meals, etc. You must keep a running total of all
expenses (use a spreadsheet).
Do not forget to include all gratuities! (Wait staff, chauffeur, hotel, etc.)
You and your partner will receive a commission of 6% per visitor in the group. Make sure you show your
guests a GOOD time!
Calculate how much your company made on the entire booking. (Hint: revenues less expenses.)
***Both people must present
Be as detailed as possible. Be as creative as possible.
Think outside the box.
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Detail Sheet:
Record each person’s responsibilities for this project. Check off the tasks as they are completed. This
will be a graded portion of your project.
Assigned Task
Name
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Teacher-Facilitator Rubric
(To be used to grade daily work as part of a major group or partner project)
Name:
Date:
Teacher:____________________
Title of Work: _______________________
Skills
Criteria
Helping
The teacher observed the students
offering assistance to each other.
Listening
The teacher observed students
working from each other's ideas.
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.
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
Total Points
Teacher Comments:
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Name:
Date:
Foreign Business Project Rubric
Title:
Process
Below Avg.
Satisfactory
Excellent
1, 2, 3
4, 5, 6
7, 8, 9
2. Properly organized to complete project
1, 2, 3
4, 5, 6
7, 8, 9
3. Managed time wisely
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
Below Avg.
Satisfactory
Excellent
1. Format (required # of slides present)
1, 2, 3
4, 5, 6
7, 8, 9
2. Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7, 8, 9
3. Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9
4. Creativity
1, 2, 3
4, 5, 6
7, 8, 9
5. Demonstrates knowledge
1, 2, 3
4, 5, 6
7, 8, 9, 10
Has clear vision of final product
Directions were followed
4. Acquired needed knowledge base
5. Communicated efforts with teacher
Product (Project)
Total Score:
Teacher’s Comments:
430
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Outsourcing Persuasive Essay
Visit the PBS web site: http://www.pbs.org/pov/lasttrainhome/lesson-ethics-outsourcing.php and read
through the ideas presented. Watch the short video entitled “The World’s Largest Human Migration” and discuss
with them what obligations a country may or may not have regarding working conditions if they have facilities in
other countries. Should they follow that country’s standards or the home country’s standards? Divide the class into
pairs and have each student pick a side. There are articles at the web site that they can use to help research their
side. They will each write an organized one- to two- page paper presenting evidence to support their side. Use the
attached rubric for evaluation.
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Outsourcing Persuasive Essay Rubric
Name:
Date:
Teacher:____________________
Title of Work: _______________________
1CATEGORY 4 - Above Standards 3 - Meets Standards 2 - Approaching Standards Below Standards Score
Position The position
The position
A position statement is
There is no
Statement statement provides a statement provides present, but does not
position
clear, strong
a clear statement of make the author's
statement.
statement of the
the author's position position clear.
author's position on on the topic.
the topic.
Support Includes more than 3 Includes 3 pieces of Includes 2 pieces of
Includes 1 or fewer
for
pieces of evidence
evidence (facts,
evidence (facts, statistics, pieces of evidence
Position (facts, statistics,
statistics, examples, examples, real-life
(facts, statistics,
examples, real-life
real-life experiences) experiences) that support examples, real-life
experiences) that
that support the
the position statement. experiences).
support the position position statement.
statement.
Grammar Author makes no
Author makes 1-2 Author makes 3-4 errors Author makes
& Spelling errors in grammar or errors in grammar or in grammar or spelling
more than 4 errors
spelling that distract spelling that distract that distract the reader in grammar or
the reader from the the reader from the from the content.
spelling that
content.
content.
distract the reader
from the content.
Transitions A variety of
Transitions show
Some transitions work
The transitions
thoughtful transitions how ideas are
well, but some
between ideas are
are used. They clearly connected, but there connections between
unclear OR
show how ideas are is little variety
ideas are fuzzy.
nonexistent.
connected
Sentence All sentences are
Most sentences are Most sentences are well Most sentences
Structure well-constructed with well-constructed
constructed, but there is are not wellvaried structure.
and there is some no variation is structure. constructed or
varied sentence
varied.
structure in the
essay.
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Scholarships for Post-Secondary Options
Practicum in Business Management and Administration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will create an organized structure and the files needed to
apply to multiple scholarships.
Specific Objectives
 Students will locate five scholarships that they meet the requirements for.
 Students will create an organized file system for the documents required by the scholarship.
 Students will write three essays appropriate to submit with scholarship applications.
 Students will request and collect at least three references to be submitted with scholarship
applications.
 Students will write thank you letters to anyone who writes references.
 Students will create a calendar to track the due dates of the scholarships.
This lesson should take eight to 10 class days to complete.
Preparation
TEKS Correlations
(1) The student knows the employability characteristics of a successful worker in the modern workplace.
The student is expected to:
(D) apply the competencies related to resources, information, interpersonal skills, systems, and
technology in appropriate settings and situations.
(2) The student relates communication, mathematics, and science to the requirements of the student's
chosen field. The student is expected to:
(A) demonstrate effective verbal and written communication skills with individuals from varied
cultures, including fellow workers, management, and customers.
(9) The student applies communication, mathematics, and science knowledge and skills to job-related
activities. The student is expected to:
(A) use written, verbal, and visual communication techniques consistent with industry standards;
and
(B) use mathematics concepts in communication technology.
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110.34. English Language Arts and Reading, English IV (One Credit), Beginning with School Year 20092010
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work- related
texts to communicate ideas and information to specific audiences for specific purposes. Students are
expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals, college applications,
operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on the topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential problems and
misunderstandings;
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details (documented if
appropriate).
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a
specific audience on specific issues. Students are expected to write an argumentative essay (e.g.,
evaluative essays, proposals) to the appropriate audience that includes:
(A) a clear thesis or position based on logical reasons with various forms of support (e.g., hard
evidence, reason, common sense, cultural assumptions);
(B) accurate and honest representation of divergent views (i.e., in the author's own words and not
out of context);
(C) an organizing structure appropriate to the purpose, audience, and context;
(D) information on the complete range of relevant perspectives;
(E) demonstrated consideration of the validity and reliability of all primary and secondary sources
used;
(F) language attentively crafted to move a disinterested or opposed audience, using specific
rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs); and
(G) an awareness and anticipation of audience response that is reflected in different levels of
formality, style, and tone.
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly
and use appropriate capitalization and punctuation conventions in their compositions. Students are
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expected to correctly and consistently use conventions of punctuation and capitalization.
(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell
correctly, including using various resources to determine and check correct spellings.
Tasks
Day 1: Scholarship & Funding Opportunities


Teacher presentation on scholarships and demonstration of finding scholarships.
Students will identify two sources of scholarships.
Day 2: Getting Organized




Teacher presentation on scholarship process and organizations.
Students will identify two additional sources of scholarships.
Students will create a digital system to organize and track scholarship applications.
Students will identify the common elements of scholarship applications, including but not limited
to, transcripts, resumes, essays, photographs, and letters of recommendation.
Day 3: Keeping Track of Time



Teacher presentation on time keeping and calendaring.
Students will identify one additional source of scholarships.
Students will create a plan for five scholarships with a calendar timeline to complete and submit
the materials.
Day 4: Resumes



Teacher presentation on writing resumes.
Students will write resumes.
In partners, students will edit and review resumes.
Day 5: References



Teacher presentation on getting personalized references.
Student will write an email that can be used to solicit references.
Students will contact at least three individuals for reference letters for each scholarship.
Day 6- 8: Writing essays


Teacher presentation on writing scholarship essays.
Students will write and edit one essay per day.
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

In pairs, students will review and revise edits.
Essays can be written in class or assigned as homework.
Day 9: Collecting Transcripts






Students will collect necessary transcripts from high school or college programs.
Students will work on documentation in folder system.
Students will be editors for each other’s work for proof and review.
Students will contact/follow-up with individuals for reference letters.
Students will scan and organize reference letters.
Students will write thank you letters to references.
Day 10: Finalize Project



Students will finalize project.
Students will complete a self-evaluation of the project using the rubric.
Students will submit final USB flash drive or link to collaborative drive.
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
 Find scholarships that would be appropriate for your cluster area.
 Find scholarship listings for your local community.
 Pull example resumes.
 Each year, ask students for samples to share with other students.
Instructional Aids
 Scholarship websites
 Grading rubric
 Internet
Materials Needed
 USB flash drives or collaborative drives
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan recommendation letters
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Outline
MI
Outline
I.Explain different types of funding
I.
Apply for Financial Aid
1.
Scholarships
2.
National Grants
3.
Pell Grants
4.
Service Commitment:
AmeriCorps, PeaceCorps,
ROTC, Military
5.
Local schools / living at
home
6.
What Kinds of
Scholarships
7.
University / College
8.
National
9.
State
10.
Organizational
11.
Local
12.
Scholarship Searches &
Strategies
13.
Search sites &
aggregators
14.
Professional
organizations
15.
Local organizations
16.
School counselors
Instructor Notes
Talk through the different types
of funding for post-secondary
education. Open the discussion
to see what the students have
thought about using.
Give examples of the different
types of scholarships someone
may find at each level. Add
appropriate examples from your
own industry.
Help students find scholarships
that would be beneficial to
them.
By looking at the scholarships
that they found, have a
discussion about the common
elements that students have
found.
Based on your school’s security,
find out what collaborative
drives are available.
Show different types of calendar
templates. Allow students to
use what they will actually
follow – even their smart
phones.
Provide examples of student
resumes.
Help students brainstorm whom
they could ask to be a reference.
Essays may take more or less
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II.
17.
Lists
18.
Emails
19.
Scholarship Process
20.
Key components
Personal information
1.
Resume
2.
Academic information
time in the classroom
depending on your own
schedule and how much writing
they can do at home.
Check with your own school
about the transcript request
process.
Give a copy of a rubric to each
student for a self-evaluation.
3.
Community
information
4.
Essay
5.
References
6.
Transcripts
7.
Due dates
8.
Organization
9.
File types
10.
USB flash drives or
collaboration drives
11.
Keeping Track of Time
12.
Start early
13.
December due dates
14.
Documentation of
enrollment / grades
15.
Resume
16.
Content types
17.
Writing tips
18.
Example
19.
Content Ideas
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20.
Reference letters
21.
Reference process
22.
Get more letters than
you need
23.
Write thank you notes
24.
Scholarship Essays
25.
Good writing
26.
Flow / structure
27.
Memorable
28.
Tell your story
29.
Share your heart
30.
Stand out from other
students
31.
Essay ideas
32.
Transcripts
33.
Ordering and
organizing
34.
Finalize Project
35.
Self-review
36.
Finalize project pieces
37.
Submit
Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhyth
mic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
The application for this lesson is outlined in the Scholarship Planning Project and Rubric at the end of this
lesson.
Extension
Create a bulletin board to share the successes of each scholarship received. One idea is to have fake
checks that can be put up on the board. You can also track how much total funding each class receives.
Summary
Review
 What do you think scholarship committees are looking for when they review resumes, essays, and
letters of recommendations?
 Where are the best places to find scholarships?
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Scholarship Planning Rubric to evaluate.
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Scholarship Resources Handout
You can search for scholarship listings and find many sites that include listings of scholarships. Here are a
few to get you started.
 Every Chance Every Texan
o http://www.everychanceeverytexan.org/funding/aid/faidalpha.php
 My College Options (Texas)
o https://www.mycollegeoptions.org/TX/0/Texas/search-results-scholarship-search-bylocation.aspx
 College Scholarships (Texas)
o http://www.collegescholarships.org/states/texas.htm
 College Scholarships (Subjects)
o http://www.collegescholarships.org/scholarships/subject-specific.htm
 Big Future by the College Board
o https://bigfuture.collegeboard.org/scholarship-search
 Student Scholarships
o http://www.studentscholarships.org/
Some school districts have great scholarship listings too:






Austin ISD
o https://www.austinisd.org/scholarships
Arlington ISD
o http://www.aisd.net/AISD/Default.aspx?alias=www.aisd.net/aisd/scholarships
Mesquite ISD
o http://www.mesquiteisd.org/college-scholarships/
Fort Worth ISD
o http://www.fwisd.org/files/_FFAsx_/a22733bd372513063745a49013852ec4/scholarship_s
enior.pdf
Houston ISD
o http://www.houstonisd.org/site/default.aspx?PageID=110473
Waxahachie ISD
o http://schools.wisd.org/default.aspx?name=whs.scholarships
Scholarship Aggregators
There are many sites that help you find scholarships. You can use them to help find the scholarships, but
we recommend that you use it only as a directory and submit directly to the organization instead of
through the aggregator site. There are many scams where you have to pay to get scholarships. You
should never have to pay anything to receive a scholarship.
441
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Scholarship Project
For this project, you will be setting up your own plan to apply for scholarships that you meet the
requirements for. You will collect files and documents to do this.
There are two options for completing this task.
A) Collaborative Drives – This option is valuable if you want to be able to work with your teachers
and parents. You can share documents and get help with reviewing documents very easily.
B) A USB flash drive – If your school limits the access to a collaborative drive or file sharing, then a
USB flash drive is a good way to bring the documents back and forth to school and home.
Requirements
1. Identify at least five scholarships for which you meet the requirements.
2. For each scholarship, create a folder in either a USB flash drive or virtual drive. Name that folder
to correspond to the name of the scholarship.
a. In each folder, create a document named REQUIREMENTS that lists with each of those
requirements.
3. Create a folder called ESSAYS.
a. In this folder, you will put any essay that you have written as a scholarship essay or for a
class that could be used as content in a scholarship essay.
b. Review the current essays in “Apply Texas” if you are planning on attending school in
Texas.
c. Include at least three different essays in your folder.
4. Create a folder called RECOMMENDATIONS.
a. In this folder, you will file any letters of recommendations that you have been able to
collect. These are best if they have been signed, scanned, and can be reprinted or sent
digitally if needed.
b. Include at least three letters of recommendation.
i. A teacher
ii. An administrator
iii. A member of the community
5. Create a folder called RESUMES.
a. In this folder, you will file a copy of your resume. Some scholarships will require different
lengths. Therefore, if you create a new version, keep any copies in this folder and save
with the name of the file relevant to the type of resume that it is (For example, “OnePaged Resume” or “Two-Paged Resume).
b. Include at least one resume in this folder.
6. Create a CALENDAR to document the due date of each scholarship.
a. If you are using a collaborative drive with a calendar app, you can make this in a shared
Calendar that you can share with your family.
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b. If you are using digital file share site or a USB flash drive, you can make a calendar in a
table in a document, spreadsheet, or a calendar template for a slide.
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Scholarship Planning Rubric
0
Poor/Not Evident
Scholarships were
identified, however,
they were not an
appropriate match for
the qualifications of
the student.
The drive is not
organized.
1
Needs Improvement
Four scholarships were
identified that match the
qualifications of the
student.
2
Exemplary
Five scholarships were identified
that match the qualifications of the
student.
The drive includes a folder
for each scholarship.
Requirements
The requirement
listing is not included.
Essay 1
The first essay is
missing or is too short
to be considered for a
scholarship.
Essay 2
The second essay is
missing or is too short
to be considered for a
scholarship.
Essay 3
The third essay is
missing or is too short
to be considered for a
scholarship.
Recommendations
Zero to one
recommendation
letters are included.
A resume is not
included in a folder.
Some requirements for
scholarships are missing in
the folder structure.
The first essay does not
align well to the prompt or
may not be appropriate yet
without revision for
scholarship consideration.
The second essay does not
align well to the prompt or
may not be appropriate yet
without revision for
scholarship consideration.
The third essay does not
align well to the prompt or
may not be appropriate yet
without revision for
scholarship consideration.
Two recommendation
letters are included.
The drive includes a well-organized
structure with a folder for each
scholarship.
Requirements for each scholarship
are listed in each folder.
Scholarship
Identification
Folders Created
Resumes
Calendar
A calendar is not
included.
Writing
The writing needs
significant revisions
with many errors in
grammar or
mechanics.
A resume is included in a
folder that needs revisions
to be able to appropriately
highlight the student’s
academic career for
scholarship consideration.
A calendar is created to
document due dates for
each of the scholarships
identified, but the
formatting is not clean and
professional.
The writing needs revisions
with some errors in
grammar or mechanics.
The first essay aligns well with the
prompt and would be an
appropriate essay to submit for
scholarship consideration.
The second essay aligns well to the
prompt and would be an
appropriate essay to submit for
scholarship consideration.
The third essay aligns well to the
prompt and would be an
appropriate essay to submit for
scholarship consideration.
Three recommendation letters are
included.
A resume is included in a folder that
appropriately highlights the
student’s academic career for
scholarship consideration.
A professional, well-formatted
calendar is created to document
due dates for each of the
scholarships identified.
The writing is exemplary with no
errors in grammar or mechanics.
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Peer Review for Essay
Writer: ____________________________________________________________________________
Peer Reviewer: _____________________________________________________________________
Essay Prompt: ______________________________________________________________________
Scholarship Organization: ____________________________________________________________
Yes/No
Notes
Does the essay meet the
prompt?
Does the essay meet the goals
of the scholarship organization?
Does the essay convey a
personal tone and voice?
Does the essay maintain good
organization, structure, and
flow?
Does the essay maintain correct
writing grammar and
mechanics?
Is the essay unique and
memorable?
445
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ePortfolio Information
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will be able to define, maintain, and utilize a career
ePortfolio.
Specific Objectives
 Students will learn to define a career eportfolio.
 Students will identify the types of information employers want to see in a potential employee’s career
eportfolios.
 Students will prepare a career eportfolio for post-secondary education and/or career development.
 Students will maintain a career eportfolio.
This lesson should take 10 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to the
activities may result in the elimination of any or all of the T EKS listed.
Reading I, II, III
 110.47(b)
o (1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology
to determine pronunciations of unfamiliar words;
o (2) The student acquires an extensive vocabulary through reading and systemic word
study. The student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their
relationships to other words and concepts such as content, synonyms, antonyms,
and analogies;
o (4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
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Copyright © Texas Education Agency, 2015. All rights reserved.
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
o (7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expect to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
 Have students create an eportfolio using the Portfolio Guidelines. They will choose a sample of
their current work to add to the eportfolio and evaluate each entry by completing the Student
Reflection Sheet before adding the document to the eportfolio.

Students will obtain company information from employee handbooks or trade journals.
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 the computer lab if you do not have immediate access to one in your classroom.
 Copy the handout sheets and rubric for the students
Instructional Aids
 Student handouts
 Grading rubric
 Internet
Materials Needed
1. ePortfolio Order and Checklist handout for each student
2. ePortfolio (Digital Portfolio) Rubric for each student
3. Mission Statement/Goals Rubric for each student
4. Career and Technical Education Request for Letter of Recommendation handout for each student
Equipment Needed
 Computers (for students to complete eportfolio)
 Projector (for digital presentation)
447
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
Scanner to scan pictures or materials brought to class
This is a continuation and completion of the student portfolio created previous
courses. However, this lesson has a more structured outline of questions that must be answered
on the ePortfolio website.
Assignment Outline:
Day 1 = Show rubric and example website; retrieve or create students’ own account.
Day 2 = Cover sheet, Table of Contents, and Letter of Introduction,
Day 3 = Explain the application portion of the eportfolio and complete
Day 4 = Resume’
Day 5 = Academic Skills and Certifications
Day 6= Letters of Recommendation and
Special Interests.
Days 7-10 = ePortfolio Presentations
Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The student will
follow along and make notes on their hard copy.
448
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Student Portfolio Guidelines
Student portfolios should include:
A. Cover sheet – identifies the student
B. Table of contents – listing of entries
C. Letter of Introduction – introduces the student
D. Application – practical exercise that displays "real-world skills"
E. Résumé – student qualifications
F. Academic skills – an entry from areas showcasing growth in content and real-world skills, with a
reflection sheet for every item
G. Transcript – provides the official record of a student's coursework and testing
H. Letters of recommendation – show how others view a student
I. Special interests and awards – special interests and awards achieved in or outside of school; a vital part
of a student's total package
449
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Portfolio Reflection Sheet
Name_____________ _____
Date_____________ _______
Describe the eportfolio item:
Explain the purpose for including the item:
Discuss what you learned, its importance to you, and what improvement you can make:
450
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Career and Technical Education Request for Letter of Recommendation
for Public/Private Colleges or Scholarships
* * * TEACHER/COUNSELOR FORM * * *
The information provided on this form will be used by teachers/counselors to write the
recommendation(s) you need for your college or scholarship applications. Detail as completely as possible
all information concerning your interests, special talents and activities. Provide a properly addressed and
stamped envelope for each letter requested.
Submit both this form and a copy of your Résumé to your teacher(s) three weeks before the due date.
______________________________________________________________________________
Full Name:
Address:
Telephone:
Birth date:
______________________________________________________________________________
Will you pick up letter/or will it be mailed (provide postage)?:
Yes: Pick up
Yes: Please mail (I provided postage and envelope)
Name and Address of where you want this letter to go to:
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_________________________________________________________________________
A. What colleges are you considering (in order of preference)?
1.
5.
2.
6.
3.
7.
4.
8.
B. What careers are you considering?
1.
2.
3.
4.
C. What college majors are you considering?
1.
2.
3.
4.
D. What are your current senior courses?
1.
2.
3.
4.
5.
6.
7.
8.
E. List high school academic awards and activities pertaining to this teacher’s discipline.
1.
2.
3.
F. Will you be applying for scholarships?
Yes
No
G. What is your high school academic GPA (9-12) based on 4 point scale?
452
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Portfolio Rubric
Student:_____________________
Scoring Criteria
5
Excellent
Date:____________________
4
Good
3
2
Needs Some Needs Much
Improvement Improvement
1
N/A
Visual Appeal
Cover Page
Table of Contents
Letter of
Introduction
Application
Resume
Academic Skills
Transcript
Letters of
Recommendation
Special interests
and awards
Scale:
90-100 A Excellent
80-89 B Good
70-79 C Needs Some Improvement
60-69 D Needs Much Improvement
0-50 F Not Appropriate
TOTAL = _____________
453
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Oral Presentation Rubric
Student:____________________
Scoring
Criteria
4
Excellent
Date:____________________
3
Good
2
1
Needs Some Needs Much
Improvement Improvement
N/A
Clearly and
effectively
communicates
the main idea
or theme
Presenter is
self-confident
and clearly
expresses
ideas
Presenter
answers
questions
with well
thought out
responses
Holds
audience
attention and
maintain eye
contact
Visual aids are
clear and add
to the
presentation
Total
NOTE: N/A represents a response to the performance which is “not appropriate.”
454
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PROGRAM FORMS
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(Date)
Dear Parent(s):
Your son/daughter is enrolled in the (INSERT YOUR PROGRAM HERE) Practicum (co-op) program for this
school year. This unique course, which runs the entire 36 weeks, enables students to take core courses
and work within the community for (fill in this blank) credits toward graduation.
It is my job as (INSERT YOUR PROGRAM HERE) Coordinator to determine that students are working in jobs
which are related to their interests, and that employers are training them adequately and treating them
fairly. There are specific rules and guidelines which must be met by employers when hiring a co-op
student. I serve as the liaison between students and employers. If problems arise on the job, students
are to inform me immediately so we can determine the best way to handle the situation. By the same
token, students are expected to behave ethically and professionally while at work. Students MAY NOT
quit a job arbitrarily without the risk of failing (INSERT YOUR PROGRAM HERE) and losing credit for the
course.
Because your child is enrolled in this program, he/she has the opportunity to join DECA, an Association of
(INSERT YOUR PROGRAM HERE) Students. As members of DECA, students will be given various
opportunities to participate in co-curricular activities such as leadership training, community service and
local, state, and international competition. These activities make the co-op experience unique and add
fun to learning.
Membership in (INSERT YOUR YOUTH ORGANIZATION HERE) is $____, which is due by_???_. (This
includes the $_____ fee for state and national DECA dues. I urge you to encourage your child to
participate in all DECA activities—even encourage him/her to run for chapter office! The benefits and
opportunities are invaluable.
The goal of this course is simple: to guide and direct students toward becoming responsible, productive
young adults who can succeed in the “real world”.
It’s going to be a great year! If you should have any questions or concerns, please feel free to call me
anytime at school at (phone number). If you prefer, you may e-mail me at: (email address)
Regards,
(Your Name)
(INSERT YOUR PROGRAM HERE) Coordinator and DECA Sponsor
456
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(INSERT YOUR PROGRAM HERE) Practicum (Co-op) Application
NAME ____________________________
SCHOOL I.D. # ____________________
Date of Birth ___________
Grade Level _______
Address _____________________________
Cell Phone #
_____________________________
Present age ______
____________________
Home Phone # ____________________
Dad’s Name __________________________
Mom’s Name
____________________
Dad’s work ___________________________
Mom’s work
____________________
Phone#____________________
Will you have transportation to/from job?
Phone#___________________
What discipline problems have you had?
______________________________________ ___________________________________
# of days absent this year ____ fall ____ spring (Practicum students: limit is 3 per nine weeks)
List your school activities:
_____________________________________________________________________________
What promoted your interest? _____________________________________________
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Ask three teachers to sign below as a reference for you:
Name
Course
1.________________________________
____________________________________
2.________________________________
____________________________________
3.________________________________
____________________________________
List your current schedule:
TEACHER
COURSE
RM. #
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
EMPLOYMENT HISTORY (Leave blank if you have never worked)
COMPANY
SUPERVISOR
REASON FOR LEAVING
Parent(s) signature: ____________________________________________________
(Required before application may be processed.)
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EMPLOYMENT INFORMATION
(To be used to complete the student’s Training Plan)
GRADE
AGE
STUDENT NAME
SCHOOL I.D. NUMBER
CELL #
COMPANY NAME
DESCRIBE YOUR DUTIES
SUPERVISOR’S NAME
WORK PHONE NUMBER
WAGE PER HOUR
DAYS AND HOURS YOU WORK (if you work various hours/days, then specify as such)
DIRECTIONS TO YOUR TRAINING STATION (YOU MAY DRAW A MAP)
459
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(INSERT YOUR PROGRAM HERE) PRACTICUM SYLLABUS
Welcome to the dynamic world of (INSERT YOUR PROGRAM HERE)! You have been selected from
many applicants to experience a fun and rewarding year. It is my intent for you to learn a great deal about the
world of work as you learn about yourself.
This course consists of the following topics:
 Economics
 International Business
 (INSERT YOUR PROGRAM HERE) Mathematics
 Human Relations
 Management
 Promotion
 Sales
 Visual Merchandising/Advertising
 Business Etiquette
 Entrepreneurship
 (INSERT YOUR PROGRAM HERE) Research
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously: READ THE
TEXTBOOK! There will be a lot of information given and discussed in class that is not in the text; however,
you are still accountable for reading assigned chapters. Students entered in DECA competition are more
successful due to reading the material in the text.
GRADING:
Your grade will consist of the following: weekly work reports; dependability grades (see
Dependability sheet); individual and group assignments; daily
work; tests; and your employer
evaluation.
(INSERT YOUR YOUTH ORGAZINATION HERE):
All (INSERT YOUR PROGRAM HERE) coop students are expected to join (INSERT YOUR YOUTH
ORGANIZATION HERE) and to participate in DECA competitive events. Dues are $______ for the school year.
_____________________________
___________________________
Parent’s Signature
Student’s Signature
460
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STUDENT RESPONSIBILITIES IN (INSERT YOUR PROGRAM HER) TRAINING PROGRAM
Type Your School District Name Here
Career and Technical Education Department
In order to establish and maintain a responsible, high quality type of Cooperative Training Program
for (insert name of school or school district),
it is essential that the student, the parents, the
training sponsor, the coordinator, and school administrators agree to these basic principles:

It is the responsibility of the coordinator to provide appropriate interview opportunities for
student job placement. The coordinator must grant final approval of all job placements.

It is the responsibility of the student to remain at the same training station throughout the
training period. A change may be made only when approved by the coordinator.

A student will be removed from the Cooperative Training Program and lose state credits for any of
the following reasons:



If the student is dismissed from the training station and the coordinator determines that
the dismissal was for sufficient reasons. Example: theft or unethical conduct.
The second time a student has been fired and/or quits without the permission of the
coordinator, he/she is released from the program without credit.
If a student’s attendance drops below 90%, the student may be removed from the
Cooperative Education Program. Removal from the class would result in loss of credit for
the term.

The student is under school supervision at school, and during the work schedule at the training
station. School credit is given for four hours spent on the job, as well as in the classroom. The
student must work a minimum of 15 hours a week, 10 of which must be Monday through Friday.

If the student is to be absent from school on any particular day for any reason, the student is
required to notify the teacher-coordinator no later than 12:00 (noon) on the day of the absence.

He/she may not report to the training station without having first received permission from the
coordinator. Failure to observe this rule will result in unexcused absences in all classes missed.

A student who is fired or quits a job shall receive a nine weeks grade no higher than 60 for the
grading period during which he/she was fired. The student is expected to find his/her own
employment within five days. Grades will be reduced from the sixth day forward.
461
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
Students enrolled in Cooperative Education are expected to belong to the youth organization, as
activities are related.
It is with the above understanding that we enter into this agreement to provide the best training for the
individual student.
_________________________________
STUDENT
______________________________
PARENT OR GUARDIAN
_________________________________
COORDINATOR
______________________________
PRINCIPAL
*** If you wish to communicate via e-mail, please list your address:
________________________________________________________________
462
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CLASSROOM RULES

You must be in class on time; failure to do so may result in an after class detention on the day you are late! Class
is from INSERT TIME

Bring your materials to class and be ready to work on assignments. ALWAYS BRING YOUR TEXTBOOK.

Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.

No work from other classes is to be done in our class. You are earning credit for this course, so you must devote
your attention to our subject material.

Do not comb hair, put on makeup, paint fingernails, etc. You don’t have to impress us—we like you as you are.

Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.

RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone else has the floor.

NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS.

You are responsible for your conduct in your other classes. If you are a behavior problem in another class, it will
be brought to my attention. You will be subject to removal from the co-op program due to behavioral problems.

Park in the designated parking lot only. DO NOT park in the front of school or in the teachers’ lot.
________________________________
_________________________________
Parent’s Signature
Student’s Signature
463
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Dependability Grade
An important characteristic of a good employee is dependability. It is vital that the student realize the
importance of being dependable on the job and in the classroom. To reinforce this, a “DEPENDABILITY
GRADE” has been created. It is treated as a MAJOR TEST GRADE and is averaged in with the other major test
scores.
When a student is absent from school for ANY REASON, he/she must telephone his/her Practicum (co-op)
teacher before NOON that day. If the teacher’s phone rings to voice mail, the student should leave the
following information:
Name, date, time, reason for absence, and phone number
It is the student’s responsibility to phone his/her employer to report the absence in a timely manner from
work. Practicum students are also required to sign in each day on the Practicum Dependability Log, located
in the classroom.
Practicum students are required to sign in each day on the Practicum Dependability Log!
Failure to phone the teacher in the event of an absence or to sign in when present will result in points being
deducted from the “Dependability Grade” in the following manner:
PRESENT EVERY DAY……………………………………………………………………………..…………100%
ABSENT
CALLED IN
1 DAY
2 DAYS
3 DAYS***
4 DAYS
5 DAYS
97%
93%
90%
87%
83%
FAILED TO CALL or SIGN IN
87%
78%
65%
37%
0
***If you are absent 3 or more continuous days, and you have a doctor’s note, you will be exempt from
this system for the period of time in which you were absent.
As you can see, it is critical that you become a dependable, responsible, young adult!
_______________________________________
(Parent’s signature)
_______________________________________
(Student’s signature)
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
464
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POLICIES GOVERNING UNEMPLOYED STUDENTS
1. If a student is released from a job because he/she has been found guilty of theft/unethical conduct, the
student is released from the program with no credit.
2. Students fired from jobs for reasons other than theft/unethical conduct, even though they go to work at
another job, may receive a NINE WEEKS/ SIX WEEKS (circle one) grade of no higher than 60 for the grading
period during which they were fired.
3. Students fired from jobs are expected to find their own employment within five school days. Grades will be
reduced from the sixth day forward.
4. Students who are laid off will have ten days to find a job and the coordinator will assist them in finding a
job. Grades will be reduced from the eleventh day forward.
5. If a student quits a job without permission from the coordinator, he/she will receive a NINE-WEEKS/SIX
WEEKS (circle one) grade of no higher than 60 for the grading period during which he/she quit the job.
6. The second time a student has been fired and/or quits without permission from the coordinator, he/she
will be released from the program with loss of credit.
I understand that any time the Practicum student is not employed in an APPROVED training station; he/she must be
under the supervision of the Practicum instructor from the end of the class period through the end of the school day, until
a new training station is secured. The student may be exempt from this restriction if he/she has a scheduled
appointment for a job interview. (Documented proof of interview is required.)
________________________________________
Parent/Guardian Signature
_______________________________________
Student’s Signature
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Cell Phone Number Exchange Permission Form
Due to the fact that students may be driving to the Internship site and will be coming from different
schools, it may be necessary for them to have access to their teacher’s cell phone number to call
regarding emergencies and/or class. Likewise, it may be necessary for the teacher to contact the student
for various reasons regarding the internship.
Please sign below if you give permission for your child and the internship teacher to exchange cell phone
numbers.
If you have any questions, please email me at Insert your email address.
____________________________________ ____________________
Parent/Guardian Signature
Date
____________________________________ ____________________
Student Signature
Date
466
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SUMMARY SIGNATURE VERIFICATION FORM
I have reviewed the following forms:
(INSERT YOUR PROGRAM HERE) Practicum (Co-op) Syllabus
Student Responsibilities in Cooperative Training Program
Classroom Rules
Dependability Grade
Policies Governing Unemployed Students
My signature acknowledges I have read all documents listed above and agree to abide by the stated policies.
____________________
Parent’s Signature
_____________________
Student’s Signature
Please return this form to the teacher
467
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(Fill in the Blank) INDEPENDENT SCHOOL DISTRICT
(Fill in the Blank) High School
Evaluation of Student’s Performance at the Training Station
________________________________________
________________________________________
Student Trainee
Job Classification
________________________________________
RETURN BY _________________________
Training Station
FACTOR
WORK VOLUME
DEPENDABILITY
QUALITY OF WORK
DONE ON ROUTINE
TASKS
ATTITUDE &
ENTHUSIASM FOR JOB
SUPERVISION
REQUIRED ON
ROUTINE TASKS
JUDGMENT SHOWN
ON THE JOB
USE OF HUMAN
RELATIONS SKILLS
APPEARANCE AND
GROOMING
RESPONSE TO
SUGGESTIONS MADE
BY SUPERVISOR
RESULTS OF
SUGGESTIONS
10
Exceptionally fast;
output high
Always on time;
always present
Always neat and
accurate
9-8
Usually does more
than expected
Usually on time;
seldom absent
Usually neat and
accurate
7-6
Adequate volume
Usually on time;
frequently absent
Sometimes neat
and/or accurate
5
Does less than
required
Seldom on time;
excessively absent
Never neat
and/or accurate
Very enthusiastic;
very cooperative
Finishes
assignments and
takes initiative
Clearly outstanding
for level of training
Interested in job;
cooperative
Finishes
assignments with
little supervision
Usually correct and
with confidence
Indifferent to job;
some cooperation
Needs some
supervision
Dislikes job; poor
cooperation
Needs constant
supervision
Poor
Above average;
always tactful,
poised
Professional for
jobsite
Average; often
tactful, poised
Welcomes
suggestions
Accepts suggestions
Usually correct
but lacks
confidence
Needs
improvement;
tries to be tactful
Usually
appropriate for
jobsite
Indifferent to
suggestions
Steady
improvement with
minimum
supervision
Steady
improvement with
supervision
Slow
improvement
with supervision
No improvement
Appropriate for
jobsite
RATING
Poor; seldom
tactful or poised
Needs
improvement
Rejects
suggestions
TOTAL POINTS
COMMENTS_____________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
____________
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_______________________________High School (INSERT YOUR PROGRAM HERE)
DAYS ABSENT AT JOBSITE _____________________
DAYS LATE TO JOBSITE___________
EMPLOYER/SUPERVISOR _______________________
DATE____________________________
Please return with student or fax to:
(YOUR NAME), Teacher/Coordinator
Fax #__________________
Phone # __________________________
469
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Additional Activities
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Activity Evaluation
CRITERIA:

Intellectually or Academically
Challenging
10

6
5
4
9
8
3
9
8
7
6
5
4
3
1
2
1
Unclear
7
6
5
4
3
2
1
Boring
9
8
7
6
5
4
3
Repeat Assignment Next Year
10
2
Inadequate Time
Interesting
10

7
Assignment Very Clear
10

8
Adequate Time Allowed
10

9
Not Challenging
9
8
7
2
1
Do Not Repeat
6
5
4
3
2
1
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Rate the following activities using the criteria above on a scale of 1 to 10. List the name of the activity in the
space allocated. Total responses in the total column on the right.

ACTIVITY 1
B.
_____ _____
C.
D.
E.
TOTAL
_____ _____ _____
______
ACTIVITY 2
_____
_____ _____ _____ _____
______
ACTIVITY 3
_____
_____ _____ _____ _____
______
ACTIVITY 4
_____
_____ _____ _____ _____
______
ACTIVITY 5
_____
_____ _____ _____ _____
______
472
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College Investigation Project
OBJECTIVE: The student will research a prospective college/university and prepare informative documents. The
purpose of this activity is to introduce students to various college websites, which will serve as tools for use when
making application.
PROCEDURE:
Pick any college or university that interests you, but consider your planned major to be certain it is offered. After
completing your investigation, you will be responsible for the following activities:


In typed format, gather the following information which MUST include:
 Date school was founded and its location
 Size of Campus
 Student population (only include your chosen campus)
 Where college is located
 Tuition per semester, including room, board and fees
 Entrance requirements (SAT, ACT, etc.)
 Majors offered
 Campus map
You are going to prepare a newsletter of information regarding your chosen college/university. Use
your own creativity; therefore, delete any preloaded artwork in the newsletter and insert your own
pictures, etc.
Your newsletter will be minimum of 2 pages in length. When you print, only print the two pages. (Print Current
Page Only for each one)
You must include information from the following categories:
Admission information, including deadlines
Student Life
New Student Orientation
Sports (limit to 2 or 3 different sports and include information on each)
473
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Clubs and Activities
Housing information (dormitories/apartments on campus)
Financial Aid
3 other areas of your choice not listed above
**DO NOT COPY AND PASTE! THAT IS CONSIDERED PLAGIARISM! You must use your own words!
MATERIALS NEEDED: Computer, paper, Internet, projector and screen (for presenting)
474
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EMERGING LEADERS
OBJECTIVE:
Student groups will work cooperatively to invent a product, using directions provided. The purpose of this lesson is
to determine the leaders in the classroom. Discussion about types of political societies may also take place.
MATERIALS NEEDED:
LEGOS, Tinker Toys, or building blocks (enough for an entire class). These items should be secured well in advance
of the activity to be certain you have enough materials.
Prepared slips of paper with group information for each group. (See Group A-E below)
TIME ALLOTED: One class period. (Make sure time is allowed for discussion and take away. Suggested discussion
time: 20 minutes)
DIRECTIONS:
***Each group will invent a product using the materials provided. Groups must follow directions, interpreting and
determining how to execute the instructions as they are given by the teacher. (See Group A-E below)
Teacher’s Directions:
***1. Divide the class into groups of 3 or 4 by handing out numbers, colors, etc.
2. Secure the materials in the front of the room, near your desk.
3. Designate the youngest (or oldest or whatever category you choose) as the leader of the group.
**The oldest (youngest, or the one with the most brothers/sisters, etc.) is in charge of procuring materials for the
group. The procurers are the only ones who may approach the materials area. They are to take back to their
groups only what they can carry in two hands. (It is up to the teacher to decide when to call the procurers back to
the materials area to secure more materials.)
4. Make sure each member has a responsibility. Depending on the size of the group,
have more than one job.
5. The spokesperson in each group will have the largest (or smallest hand or foot). You
someone may
decide.
6. Once the groups have been established and re-located within the classroom, give each group their
instructions for completing the task. Due to variations in class size, some
products or decision making
processes may be repeated.***
475
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7. After about 10 minutes, instruct the groups they must barter at least one of their materials with another
group. This is the job of the procurer.
8. Walk around the room, listen and observe. You will see leaders emerge.
***Suggestions:
Group A: Design and name a skyscraper that doubles as an aircraft. All members may provide input.
Group B: Design and name a futuristic retail establishment. Group leader makes all
decisions.
Group C: Design and name a new tech product. All members must vote on all decisions.
Group D: Design and name a new educational product. No talking is allowed while
product.
building the
Group E: Design and name a new means of transportation. Each member will have
the group leader.
tasks assigned by
** Number of groups will vary according to the size of the class. Improvise if needed.
SUMMARY/DISCUSSION/TAKE AWAY:
Each group’s spokesperson will present their group’s product to the class, stating their directions as well as
explaining their invention. Have the members discuss the decision making process and how they felt during the
process.
Explain the role of managers and employees and the differences in companies’ operational procedures. Ask the
class what type of leader or manager they work better with. Discuss.
476
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CURRENT EVENT SUMMARY
Title of Article: __________________________________________________________
Source of Article: ________________________________________________________
State the key point of the article: ___________________________________________
____________________________________________________________________
Summarize the supporting facts of the article: ________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
What information did you learn? ___________________________________________
____________________________________________________________________
____________________________________________________________________
Definitions to NEW WORDS: (You cannot leave this blank)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
***Attach a copy (or the original) article to this sheet.
477
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(Name of Assignment or Activity)
OBJECTIVE:
PROCEDURE:
MATERIALS REQIRED:
APPROXIMATE TIME REQUIRED:
478
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Product Development Strategy
1. People are drinking all types of cold beverages today: soft drinks, bottled waters, fruit juices, and sports drinks,
to name a few. Evaluate the positioning of three brands on the market. For example, compare the positioning of
Nestea Iced Tea in a bottle, Arizona iced tea, and Snapple iced teas. You may have to look on the Internet to help
you determine the product development strategies.
2. The challenge for yogurt makers is how to increase that percentage. Yoplait has Trix yogurt for children and
Dannon has Sprinkl’ins. Develop a yogurt of your own (complete with name) and devise your appeal to the age
bracket of your customers. What would make them want to eat your product over the competitors’?
3. List an assortment of business establishments (by name) you would like to have in your city or town. Also list
where you would have them locate. What would this do to our current economic situation? What would happen to
the existing businesses?
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Thinking Demographically
OBJECTIVES:
Learn the importance of demographics used in business decisions.
MATERIALS NEEDED:
Library for research
Internet for research
TIME ALLOCATED: One class period
DIRECTIONS:
You will log into the computer to prepare for research.
You will research three different cities or towns in one state:
1. Write down the name of the city you choose and write down ALL of the demographic information for each
town or city. (Ex. Age, income, gender…….)
2. After you have researched the three cities you are to assume the role of a product development manager
a major car company you are to decide what product would be a candidate for this specific area.
of
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City
Demographic Information
You work for a major corporation and want to corner the market for computers used by college students. Based on
research you conducted, where would you spend you advertising dollars and why?
GRADING CRITERIA:
The report will be evaluated on thoroughness, spelling, and grammar. This report must be typed. This
entire complete report is due at the end of class
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Should You Become an Entrepreneur?

How are entrepreneurs different from employees?

Describe different types of entrepreneurial businesses.

Name one historical entrepreneur and describe what he or she did.

Why are small businesses so important to our economy?

What are the reasons for wanting to become an entrepreneur?

Do you think the reasons are common to all entrepreneurs, or are some of your reasons unique?
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
What other entrepreneurs in the 19th or 20th century have changed the American economy? How?

Clarence Birdseye developed the first packaged frozen foods. He greatly influenced eating habits in the
United States and throughout the world. What do you think a typical family’s daily eating habits were
like at the end of the nineteenth century? Write a short scenario describing them.
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Business Project
Instructions: Read the case problem below and execute your plan. When you are finished, you will print your
responses and SUBMIT your work.
PERFORMANCE INDICATORS:

Explain the nature of your promotional plan.

Coordinate activities in the promotional mix.

Explain the nature and scope of the selling function.

Determine customer wants and needs.

Explain key factors in building a clientele.
THE PROBLEM:
You are to assume the role of sales manager for HOLLYWOOD THEATRE. Your manager, Brian Miller, has asked you
to provide strategies to increase business for the movie theatre during the hot summer months.
HOLLYWOOD THEATRE, located in a city with a variable climate, has eight movie screens that can each
accommodate 600 people. Business at HOLLYWOOD THEATRE is very strong during the cold winter months;
however, in the summer months, the movie theatre’s revenue declines 40 percent. Tickets at HOLLYWOOD
THEATRE cost $8.00 for adults.
Recently, several drive-in theatres in the area have captured the interest of many movie enthusiasts. The new
outdoor theatres not only allow customers to watch movies from their cars, they also offer comfortable picnic
settings where customers bring an outdoor meal to eat while lounging in comfortable chairs to watch the movie
under the stars. Drive-in theatres charge $8.00 per person or a maximum of $30 per any four-door vehicle. The
carload rate has been very popular.
HOLLYWOOD THEATRE was built four years ago and recently received a significant facelift that included new, more
comfortable seats, a better sound system and a great heating/cooling system. The spacious lobby gives customers
plenty of room to wait for the next movie and to purchase their favorite snacks from the snack bar.
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The theatre manager has asked you to present a plan to increase business significantly during the hot summer
months and to intercept business from the popular outdoor drive-in movie theatres. You are also to define a
pricing strategy to increase business. The manager also wants the plan to attract group sales. You must include a
strategy to develop relationships with other businesses in the community and special promotions to increase
business for HOLLYWOOD THEATRE.
You will complete your task in the following format, making sure you use facts stated in the above case problem in
your response.
TASKS IDENTIFIED: (EACH TASK AND PLAN OF ITS EXECUTION/JUSTIFICATION IS WORTH 20 PTS)
1.
2.
3.
4.
5.
PLAN OF EXECUTION AND JUSTIFICATION FOR __________________(EACH TASK):
(EACH TASK WILL HAVE ITS OWN EXECUTION/JUSTIFICATION PLAN.)
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