Business Risks Fashion Marketing Marketing Lesson Plan Performance Objective Upon completion of this lesson, the student will know that various types of risks impact business activities. Specific Objectives • Know that various types of risks impact business activities • Categorize business risks • Explain methods a business uses to control risks such as surveillance and safety training. Terms • • • • Risk-the possibility that a loss can occur as the result of a business activity Risk Management-the strategy to offset business risks Economic Risks-occur from changes in overall business conditions Human Risks-caused by human mistakes as well as by the unpredictability of customers, employees, or the work environment Natural Risks-result from natural causes such as the weather • Time When taught as written, this lesson should take approximately 2 days to teach. 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. 130.343. (c) Knowledge and Skills (13) The student knows that various types of risks impact business activities.... The student is expected to: (a) categorize business risks (b) explain method a business uses to control risks such as surveillance and safety training Copyright © Texas Education Agency, 2014. All rights reserved. 1 Interdisciplinary Correlations: English III • 110.33(1)(a) Reading/Vocabulary Development determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek or other linguistic roots and affixes • 110.33 (1)(b) – Reading/Vocabulary Development analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings • 110.33 (1)(c) – Reading/Vocabulary Development infer word meaning through the identification and analysis of analogies and other word relationships • 110.33(9)(c) – Reading/Comprehension of Informational Text/Expository Text make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns • 110.33(11)(B) – Reading/Comprehension of Informational Text/Procedural Text translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables and diagrams • 110.33(12)(A) – Reading/Media Literacy evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts • 110.33(12)(B) – Reading/Media Literacy evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, and sound in electronic journalism) used in multilayered media • 110.33(12)(C) – Reading/Media Literacy evaluate the objectivity of coverage of the same event in various types of media • 110.33(12)(D) – Reading/Media Literacy evaluate changes in formality and tone across various media for different audiences and purposes Occupational Correlation (O*Net – www.onetonline.org/): Job Title: Retail Loss Prevention Specialists O*Net Number: 33-9099.02 Reported Job Titles: retail loss prevention specialist Tasks • • • • Investigate known or suspected internal theft, external theft, or vendor fraud. Conduct store audits to identify problem areas or procedural deficiencies. Identify and report merchandise or stock shortages. Monitor compliance with standard operating procedures for loss prevention, physical security, or risk management. Soft Skills: monitoring, time management, instructing, judgment and decision-making 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). Copyright © Texas Education Agency, 2014. All rights reserved. 2 Preparation • Teacher will review the terms in the outline, slideshow, and handouts to become familiar with lesson. • Teacher will have assignments and vocabulary words ready to distribute to students. • Teacher will have websites and pictures ready on projector for visual learning and comparison. References • Ekstrom, G., Justiss, M., & Glencoe/McGraw-Hill. (2006). Fashion marketing. New York: Glencoe/McGraw Hill • Retailing association and loss prevention websites Instructional Aids • Display for slideshow • Ekstrom, G., Justiss, M., & Glencoe/McGraw-Hill. (2006). Fashion marketing. New York: Glencoe/McGraw Hill Materials Needed • Printer Paper • Assignments handouts Equipment Needed • Computers for teacher/students with slideshow and Internet access • Projector Introduction Learner Preparation • Ask the students what the word “Risk” means to them. Discuss answers. Then ask “What does the word “Risk” means to a clothing store?” Discuss answers. Lesson Introduction ASK: ask students what the word risk means to them. Then ask what the word risk means to a clothing store. SAY: Risk is a possibility that a loss can occur. Theft can occur. But consider this: businesses must constantly respond to consumer demand for change. New products are a risk. Advertising is a risk. Change in itself is a risk. ASK: Ask students what the biggest cause of inventory shortages in a store is. SHOW: Show slideshow slide #3. Go over details of graph. Copyright © Texas Education Agency, 2014. All rights reserved. 3 Outline MI Outline I. II. Existentialist Interpersonal Instructor Notes Fashion Risks A. Risk Management 1. Off-setting business risks 2. Managing risk exposure Use slideshow as aid. After introduction, students will make a list of ways a store could protect itself from theft. Types of Risks 1. Economic Risks 2. Human Risks 3. Natural Risks Intrapersonal Kinesthetic/ Bodily Go over terms and slideshow with class. Students will research a particular company and write 1 page report on ways they prevent shoplifting in their stores. Logical/ Mathematical Musical/Rhythmic Naturalist Verbal/Linguistic Application Guided Practice Introduction on Fashion risk and slideshow. Independent Practice • Students will independently create a list of ways a store could protect itself from theft. Summary Review Q: What are the 3 types of risks? A: Q: What is the number one cause of theft? A: Q: What is an example of economic risk? A: Q: What is an example of human risk? A: Q: What is an example of natural risk? A: Copyright © Texas Education Agency, 2014. All rights reserved. 4 Visual/Spatial Evaluation Informal Assessment • Teacher will observe students during assignment. Teacher will move about the classroom, providing feedback and making sure that students are on task. Formal Assessment Students will be evaluated on Theft Prevention Assignment using the assigned rubric. Enrichment Extension • Ask students: “Besides cash and merchandise, what are other items employees may steal from a business?” Can you steal time? Lead class discussion. Copyright © Texas Education Agency, 2014. All rights reserved. 5 Business Risks Fashion Marketing Marketing Theft Prevention Assignment Choose a large company and research their methods of loss prevention. Students will write a one-page summary describing ways the company prevents shoplifting in their stores and protects itself from employee theft. Copyright © Texas Education Agency, 2014. All rights reserved. 6 Business Risks Theft Prevention Assignment Rubric CATEGORY Organization Quality of Information Quality of Writing Paragraph Construction Amount of Information 20 Information is very organized with wellconstructed paragraphs and subheadings. Information clearly relates to the main topic. It includes several supporting details and/or examples. Complete sentences with good variety, proper grammar, and correct spelling. All paragraphs include introductory sentence, explanations or details, and concluding sentence. All topics are addressed and all questions answered with at least 2 sentences about each. 15 10 5 or less Information is organized with wellconstructed paragraphs. Information is organized, but paragraphs are not well-constructed. The information appears to be disorganized. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Complete sentences, correct spelling and proper grammar. Need more variety in sentence structure. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. All topics are addressed and most questions answered with at least 2 sentences about each. Complete sentences with some improper grammar. Some incomplete sentences and fragments, some misspelled words and poor grammar. Paragraphing structure was not clear and sentences were not typically related within the paragraphs. One or more topics were not addressed. Paragraphs included related information but were typically not constructed well. All topics are addressed, and most questions answered with 1 sentence about each. Total Score ________ Maximum 100 Points Copyright © Texas Education Agency, 2014. All rights reserved. 7 Business Risks Fashion Marketing Marketing Business Risks Vocabulary Risk Risk Management Economic Risks Human Risks Natural Risks Copyright © Texas Education Agency, 2014. All rights reserved. 8