Marketing
Practicum
1
Copyright © Texas Education Agency, 2015. All rights reserved.
Table of Contents
Introduction
4
Preparation for First Day of Class
5
Useful Websites
5
Practicum Schedule
6
General Housekeeping
8
Training Station Orientation
22
History of Marketing
31
Marketing Concepts
46
Marketing Segmentation
54
International Business Impact
62
Product Planning
75
Marketing Research
83
Marketing Planning
90
Branding
98
Advertising
105
Public Relations & Publicity
112
Sales
119
Going Global
126
Free Enterprise System
154
Economic Factors
163
Global Economy
172
Leadership
181
Management and Interpersonal Skills
205
Math
236
2
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Purchasing
289
Career Exploration
298
Program Forms
324
Additional Activities
341
Career Pathways
352
Personal Management
369
Project Management
395
Scholarships
412
Portfolios
424
3
Copyright © Texas Education Agency, 2015. All rights reserved.
Marketing 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 are
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.
4
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Preparation for the First Class Day
Classroom
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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?
Useful Websites
Texas Education Agency: www.tea.state.tx.us/
Career and Technical Education: http://cte.unt.edu/
O*NET: http://www.onetonline.org/
All Club Information
The DECA is an extension of Marketing course instruction. Dues and registration for most of
the youth organizations is conducted on-line.
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/
5
Copyright © Texas Education Agency, 2015. All rights reserved.
Practicum Schedule
Topic
Activity
Time Frame
General Housekeeping
Forms
5 Class Periods
Training Station Orientation
Project
12 Class Periods
History of Marketing
Notes, Activities, and Projects
3 Class Periods
Marketing Concepts
Notes, Activities, and Projects
4 Class Periods
Marketing Segmentation
Notes, Activities, and Projects
4 Class Periods
Business Impact
Notes, Activities, and Projects
7 Class Periods
Product Planning
Notes, Activities, and Projects
3 Class Periods
Marketing Research
Notes, Activities, and Projects
2 Class Periods
Marketing Planning
Notes, Activities, and Projects
5 Class Periods
Branding
Notes, Activities, and Projects
4 Class Periods
Advertising
Notes, Activities, and Projects
4 Class Periods
Public Relations and Publicity
Notes, Activities, and Projects
3 Class Periods
Sales
Notes, Activities, and Projects
3 Class Periods
Going Global
Notes, Activities, and Projects
5 Class Periods
Free Enterprise System
Notes, Activities, and Projects
5 Class Periods
Economic Factors
Notes, Activities, and Projects
4 Class Periods
Global Economy
Notes, Activities, and Projects
5 Class Periods
Leadership
Notes, Activities, and Projects
7 Class Periods
Management and
Interpersonal Skills
Notes, Activities, and Projects
Twenty-Five Class Periods
Math
Notes, Worksheets, and Tests
Twelve Class Periods
Purchasing
Notes, Activities, and Tests
6
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Career Exploration
Notes, Activities, and Tests
Career Pathways
Notes, Activities, and Projects
Personal Management
Notes, Activities, and Projects
Project Management
Notes, Activities, and Projects
Scholarships
Notes, Activities, and Projects
Portfolios
Notes, Activities, and Projects
Nine Class Periods
*Each Class Period is 45 – 50 minutes in length
7
Copyright © Texas Education Agency, 2015. All rights reserved.
General Housekeeping: Forms
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate characteristics necessary to be a
successful student in the Marketing 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 Marketing 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 TEKS listed.
127.13 Career Prep I
(c) Knowledge and skills.
(1) The student uses employability skills to gain an entry-level job in a high-skill, highwage, or high-demand field. The student is expected to:
(B) demonstrate the application of essential workplace skills in the career
acquisition process;
(2) The student develops skills for success in the workplace. The student is expected to:
(B) demonstrate dependability, punctuality, and initiative;
(E) exhibit productive work habits, ethical practices and a positive attitude
(G) identify how to prioritize work to fulfill responsibilities and meet deadlines
(3) The student applies work ethics, employer expectations and interactions with
diverse populations, and communication skills in the workplace. The student is expected
to:
(G) identify ethical standards;
(H) comply with organizational policies and procedures
(5) The student applies ethical behavior standards and legal responsibilities within the
workplace. The student is expected to:
(B) demonstrate responsible and ethical behavior
8
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§127.14 Career Prep II
(c) Knowledge and Skills
(1) The student uses and evaluates employability skills to maintain a position in a
company. The student is expected to:
(C) expand personal communication skills;
(2) The student develops advanced knowledge and skills associated with success in the
workplace. The student is expected to:
(A) maintain appropriate grooming and appearance for the workplace;
(C) demonstrate appropriate business and personal etiquette in the workplace;
(D) exhibit productive work habits, attitudes, and ethical practices;
(E) evaluate consequences for breach of personal and occupational safety
practices in the workplace
(5) The student recognizes legal responsibilities of the workplace. The student is
expected to:
(B) analyze the legal consequences of breach of confidentiality;
Interdisciplinary Correlations
§110.47 Reading I, II, III
(b) Knowledge and skills.
(1) The student uses a variety of 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;
(2) The student acquires an extensive vocabulary through reading and systematic 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;
(4) The student comprehends texts 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.
§110.57 Public Speaking I, II, III
(b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions; and
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expected to:
(C) develop verbal, vocal, and physical skills to enhance presentations.
9
Copyright © Texas Education Agency, 2015. All rights reserved.
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
written 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
 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
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Outline
MI
OUTLINE
NOTES TO TEACHER
The following forms are included in the students’ packets:
Training Plan Form
 Used by the teacher to complete a student’s
training plan
 Can also be used by the teacher when visiting
training stations, if kept in a Visitation binder
Student Responsibilities
 Rules of the program should be strictly adhered
to in order to avoid problems.
 Key rule: if a student is absent from school, that
student is not to report to work.
 Key rule: a student may not quit a job without
the teacher’s permission, or is in jeopardy of
failing the class for the grading period.
 Key rule: theft is grounds for immediate removal
from the program.
Syllabus
 Details what the students will learn
 Grading policy
Classroom Rules
 Strongly recommended for every teacher
 Personalize to your methods
Unemployed Student Policy
Dependability Grade
Summary Verification Signatures Form
 Ensures the parent received all the paperwork
Wage and Hour Report
 This is an auditable document and all students
must keep an accurate record of the hours
worked. Keep these in the permanent record
files.
 There are several samples included
“Mobile Me” Activity: Students will create a
mobile about themselves and share it with the
class. Assign this on the first or second day of
class (due by the end of the first week).
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. Teacher will hand
out the instructions and go over
them for this assignment. If
possible, it would be helpful if the
teacher made one to show as an
example. Hang all of the mobiles in
the classroom for the first few
weeks of school.
Multiple Intelligences Guide
Existentialist
Interpersonal
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.
Marketing Practicum Syllabus
Welcome to the dynamic world of Marketing! 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 Overview
 History
 Leadership
 Management
 Going Global
 Math
 Career Exploration
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 Marketing 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.
YOUTH ORGANIZATION: Marketing
All co-op students are expected to join Marketing and to participate in competitive
events. Dues are $______ for the school year.
_____________________________
___________________________
Parent’s Signature
Student’s Signature
13
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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 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.
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:
_________________________________________________________________
14
Copyright © Texas Education Agency, 2015. All rights reserved.
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.
2. Bring your materials to class and be ready to work on assignments. ALWAYS BRING YOUR
TEXTBOOK.
3. Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.
4. 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.
5. Do not comb hair, put on makeup, paint fingernails, etc. You don’t have to impress us—we
like you as you are.
6. Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.
7. RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone
else has the floor.
8. NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS.
9. 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.
10. Park in the designated parking lot only. DO NOT park in the front of school or in the
teachers’ lot.
________________________________
Parent or Guardian’s Signature
_________________________________
Student’s Signature
15
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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!
____________________________
Parent or Guardian’s Signature
______________________________
Student’s Signature
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
16
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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 NINEWEEKS / 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
17
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Summary Signature Verification Form
I have reviewed the following forms:





Marketing 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 or Guardian’s Signature
__________________________
Student’s Signature
Please return this form to the teacher.
18
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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
19
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Wage and Hour Report
_________________________
Name/ID#
_________________________
Hourly Wage $
_________________________
Training Station
_________________________
Total Hours for 3 Weeks
_________________________
Student Signature
WEEK
9/25-9/29
TOTAL
HOURS
HOURS
MONDAY
CLASSES
MISSED
REASON FOR
ABSENCE
WORKED
To
From
1 2 3
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
20
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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.
21
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Training Station Orientation
Practicum in Marketing Dynamics
Marketing
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 twelve 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.
§127.13 Career Prep I
(c) Knowledge and skills.
(1) The student uses employability skills to gain an entry-level job in a high-skill, highwage, or high-demand field. The student is expected to:
(B) demonstrate the application of essential workplace skills in the career
acquisition process;
(2) The student develops skills for success in the workplace. The student is expected to:
(A) identify and model appropriate grooming and appearance for the workplace;
(B) demonstrate dependability, punctuality, and initiative;
(D) model appropriate business and personal etiquette in the workplace;
(E) exhibit productive work habits, ethical practices and a positive attitude
(G) identify how to prioritize work to fulfill responsibilities and meet deadlines
(3) The student applies work ethics, employer expectations and interactions with
diverse populations, and communication skills in the workplace. The student is expected
to:
(C) analyze employer expectations;
22
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(G) identify ethical standards;
(H) comply with organizational policies and procedures
(5) The student applies ethical behavior standards and legal responsibilities within the
workplace. The student is expected to:
(B) demonstrate responsible and ethical behavior
(D) describe the consequences of breach of confidentiality;
(7) The student applies concepts and skills related to safety at the workplace. The student is
expected to:
(A) identify and apply safe working practices related to training station;
(B) demonstrate knowledge of personal and occupational safety practices in the
§127.14 Career Prep II
(c) Knowledge and Skills
(1) The student uses and evaluates employability skills to maintain a position in a
company. The student is expected to:
(C) expand personal communication skills;
(2) The student develops advanced knowledge and skills associated with success in the
workplace. The student is expected to:
(A) maintain appropriate grooming and appearance for the workplace;
(C) demonstrate appropriate business and personal etiquette in the workplace;
(D) exhibit productive work habits, attitudes, and ethical practices;
(E) evaluate consequences for breach of personal and occupational safety
practices in the workplace
(4) The student applies academic knowledge and skills in the workplace. The student is
expected to:
(A) apply critical and creative thinking skills to solve complex problems;
(5) The student recognizes legal responsibilities of the workplace. The student is
expected to:
(B) analyze the legal consequences of breach of confidentiality;
(8) The student recognizes knowledge and skills related to safety in the workplace. The student
is expected to:
(A) apply safe working conditions to training station;
(D) recognize the importance of applying safety rules in all situations;
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and skills.
(5) The student knows that management is the process of achieving goals through the
use of human resources, technology, and material resources. The student is expected
to:
(D) demonstrate an understanding of the process used to train and monitor
employees to ensure compliance with laws, regulations, and self-regulatory
measures;
(8) The student integrates listening, reading, speaking, writing, and nonverbal
communication skills effectively. The student is expected to:
(A) communicate effectively in a business management setting;
23
Copyright © Texas Education Agency, 2015. All rights reserved.
(C) develop effective business correspondence; and
(D) use technology in receiving and sending business communication.
(9) The student knows how to use self-development techniques and interpersonal skills
to accomplish marketing management objectives. The student is expected to:
(A) demonstrate effective interpersonal and team-building skills involving
situations with coworkers, managers, and customers;
(30) The student knows the important role each employee plays in providing
exceptional customer service. The student is expected to:
(A) identify employee management actions and attitudes that result in customer
satisfaction;
(35) The student knows the importance of teamwork, leadership, and organizational
skills. The student is expected to:
(E) identify employers' expectations and appropriate work habits;
Interdisciplinary Correlations
§110.47 Reading I, II, III
(b) Knowledge and skills.
(2) The student acquires an extensive vocabulary through reading and systematic 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;
(4) The student comprehends texts 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.
§110.57 Public Speaking I, II, III
(b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions; and
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expected 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.
24
Copyright © Texas Education Agency, 2015. All rights reserved.
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
25
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
Assignment Outline:
I. 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
II. Grading:
A. Completion of packet
B. Multi-media presentation
C. Pictures
D. Professionalism during presentation
III. 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. Floor plan
G. Policies/procedures
H. Company history
I. Supervisor’s or owner’s previous
experience
J. Site of company
K. Organizational chart
L. Inclusion:
i. 3,2,1
IV. Layout format must be followed
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.
26
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Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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.
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?
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.
27
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: ___________________________
28
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Employer Project (Continued)
Project Document Requirements
The following ordered items are required for the Employer Project. Points will be taken off for
not following the order of the items listed below.
Basic Company Information
 Student’s name
 Company’s name, address
 Type of company
 Organizational chart
 Floor plan
 Names of competitors and their locations
 Names of vendors and suppliers
 In a minimum of 75 words, (typed and turned in separately) state what your first day on
the job was like
Daily Employment Procedures
 Reporting to work
 Calling in sick or calling in late
 Asking for time off
 Handling cash or legal documents(beginning and ending shifts)
 Accessing or handling clients files/information
 Processing returns, issuing credit and keeping clients happy
 Theft (by employees or customers)
Training and Regulations
 Explain the process that the company uses to ensure that employees are trained to
ensure that all company policies, laws and regulations are followed
 How does the company ensure that employees are following all policies, laws and
regulations?
 What types of benefits are available?
Interview with Management
 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?
Student Work Experience
 What types of jobs/careers will your current training station prepare you for?
 What is the strangest thing that has happened to you on the job?
29
Copyright © Texas Education Agency, 2015. All rights reserved.
Individual Presentation Rubric
Criteria
Points
0-5
6-10
11-15
16-20
Organization
Audience cannot
understand
presentation
because there is
no sequence of
information.
Audience has
difficulty
following
presentation
because student
jumps around.
Student presents
information in
logical sequence
that audience
can follow.
Visuals
Student used no
visuals.
Visuals related to
text and
presentation.
Mechanics
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
occasionally used
visuals that rarely
support text and
presentation.
Presentation had
three
misspellings
and/or
grammatical
errors.
Student presents
information in
logical,
interesting
sequence which
audience can
follow.
Student used
visuals to
reinforce screen
text and
presentation.
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.
Content
Knowledge
Delivery
Presentation had
no more than
two misspellings
and/or
grammatical
errors.
Student’s voice is
clear. Student
pronounces
most words
correctly.
Student
demonstrates full
knowledge (more
than required)
with
explanations and
elaboration.
Student used
clear voice and
correct, precise
pronunciation of
terms.
Total
30
Copyright © Texas Education Agency, 2015. All rights reserved.
History of Marketing
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will have an understanding of the changes in
methods and the need for change over the course of history of America.
Specific Objectives
 Students will explain the origin of the Yankee Peddler
 Students will describe the origination of the general store
 Students will list the elements of a supermarket
 Students will compare and contrast shopping malls to colonial day specialization of
merchants
This lesson should take three class days to complete; add at least two days for presentations.
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.
127.13 Career Prep I
(c) Knowledge and skills.
(a) Identify employment opportunities;
127.14 Career Prep II
(c) Knowledge and Skills
(a) Identify employment opportunities;
130.348. Practicum in Marketing Dynamics
(c) Knowledge and skills.
(13) The student knows that private enterprise is based on independent decisions by
businesses and consumers. The student is expected to:
(B) discuss advantages and disadvantages of specialization.
(10) The student knows the importance of emerging trends and technologies in
marketing. The student is expected to:
(A) discuss trends affecting marketing;
(B) research emerging technologies in marketing; and
(C) select and use the tools of information technology in marketing.
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Interdisciplinary Correlations
110.47 Reading I, II, III
(b) Knowledge and skills.
(2) The student acquires an extensive vocabulary through reading and systematic 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;
(4) The student comprehends texts using effective strategies. The student is expected
to:
(D) summarize texts by identifying main ideas and relevant details.
(7) The student reads with fluency and understanding in increasingly demanding and varied
texts. The student is expected to:
(A) Read silently or orally such as paired reading or literature circles for sustained
periods of time
110.57 Public Speaking I, II, III
(b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(5) Proofs and appeals. The student uses valid proofs and appeals in speeches. The
student is expected to:
(A) analyze the implications of the audience, occasion, topic, and purpose as a
basis for choosing proofs and appeals for speeches;
(6) Style. The student develops skills in using oral language in public speeches. The
student is expected to:
(D) use informal, standard, and technical language appropriately;
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.
The student is expected to:
(E) interact with audiences appropriately
Tasks
 Students will discuss advantages and disadvantages of specialization.
 Students will
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 to go 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
Materials Needed
 Butcher paper or poster board as an option for the “It’s About Time” activity
 Students can provide their own materials
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students to describe Colonial retail days. (They may not realize it but it was
essentially “specialization”.
 Ask students if they have ever heard of the Pony Express. Tell them it was the first
example of retail on horseback
 Tell students that Malls as they know them, have been in operation for approximately
50 years.
 Ask why it is necessary to see where we have been so we will know where we are
headed in the future?
Lesson Introduction
 Use multi-media presentation and explain the concepts from early days to modern day.
Outline
MI
Outline
I. General Store
A. Owned by Yankee Peddler
B. Needed in towns
C. Wide varieties
D. Information hub
II. Mail Order Catalog
A. Give information on the 1st
B. List who followed
C. Extinct
III. Limited Line Store
A. Similar to Pilgrims
B. Also called Specialty store
NOTES TO TEACHER
Notes are provided on
the multimedia
presentation for teacher
extension.
Have the Student Notes
Outline ready to hand out
at the beginning of class.
Have students fill in the
missing blacks during
your presentation,
1. Do 1a “It’s About
33
Copyright © Texas Education Agency, 2015. All rights reserved.
Time” which
involves students
making and
presenting their
own timeline.
IV. Supermarket
A. Give information on the 1st
B. Mass display/self service
C. Wide assortment
D. Shopping carts
2. Have the students
complete the
“Peer Review”
that goes with this
assignment.
V. Shopping Center
A. 1950s
B. Had anchor stores
C. Outside entrances
D. Neighborhoods
VI. Department Store
A. Many limited line stores under same roof
B. Centralized Checkouts
C. Anchor stores
VII. Malls
A. Shopping & entertainment
B. Climate controlled
C. Made shopping recreational
VIII. Discount Stores
A. Low prices
B. Open vs. closed
3. Do 1b “Then and
Now” Have
student complete
both of these
assignments
which will take at
least 4 days total
for all activities,
including student
presentations.
4. Use the suggested
rubrics for
grading.
IX. Hypermarches
A. European :giant store
B. Sells everything
X. Kiosk
A. German: little store
B. Cart vendors at malls
i. Club Warehouses
ii. New Developments
C. Cybershopping
iii. Internet
iv. Revolutionized the way people shop
D. Smart phone shopping
v. Apps
vi. QR readers
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
The teacher will show the multi-media presentation and explain the changes made in
Marketing since the Colonial days. Point out that change was inevitable as needs became
greater. This should be a reference tool for the writing assignment in this unit.
Independent Practice
Students will complete two guided assignments.
Summary
Review
 What changes have taken place in marketing methods over the years?
 How has Marketing become more complex?
 Which decade to you feel has experienced the biggest change? Why
Application
Informal Assessment
 Daily work on assignments to monitor progress.
Formal Assessment
 Rubrics will be used to assess both activities.
35
Copyright © Texas Education Agency, 2015. All rights reserved.
History of Marketing
I. General Store
A. Roads were created by repeated travel by __________ and _____________
B. Towns were located near a __________ ____________ such as a _________ or a
_____________
C. Often operated by a _______________ _______________ who also settled in the
town
D. Served the town as a “_____” of necessity
E. Carried a wide _________________ of merchandise, but did not have a large
_____________ in stock
F. Bartered or accepted _______
II. Mail Order Catalog
A. Served as an ________________ of the ____________ ____________
B. The term, ___________ _________ was coined because children would make lists of
items they wished for from Santa Claus
III. Limited Lines Stores
A. Reminiscent of Pilgrim days (_____________________)
B. Merchants sold _____ type of goods (dressmakers, haberdashers, butcher, etc.
C. Limited ____________, but wide ___________________within a small mix
IV. Supermarket
A. Promoted ________ ____________ and ________ ______________
B. Offered a wide assortment of ____________________
36
Copyright © Texas Education Agency, 2015. All rights reserved.
C. Also had shopping ________
V. Shopping Centers
A. First developed in ________
B. Introduced “____________” store concept
C. _____________ entrances to stores; _____________ parking lot
D. Located in _____________________ areas
VI. Department Stores
A. Many ________________ ______________ ________ under one roof
B. ___________________ check out locations
C. Served as “___________” stores to attract other merchants
VII. Malls
A. ________________ and ____________________under same roof
B. ________________ controlled
C. Evolved _______________ into a _____________________ activity
D. Average size is under ______________ sq. ft.
E. Regional Mall is _______________ to _________________ sq. ft.
F. Super Regional Malls are over ________________ sq. ft.
G. 1986-2004: West Edmonton Mall (Canada) was _____________ in the world
1. Since then, ____ malls have surpassed that size
2. Mall of __________ in __________ is 929,000 sq. ft.
3. Mall of _______________ is the largest in the U.S. and is located in
_______________________, MN
37
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VIII. Discount Stores
A. Open (___________ can shop)
B. Closed ( must have a _________________)
C. Offers low ________ because they often have their own warehouses
D. Kiosks
1. German word for “_________ _________”
2. Often seen in malls ( ________ vendors)
E. Hypermarches
1. European term: “________” store
2. Sells everything: ________, __________________, __________________ and
_______
F. Club Warehouses
1. Charge _________________ fees
2. _______ purchases
IX. New Developments
A. Cybershopping as a result of the Internet shopping explosion
1. _________ ______________ consists of large in store sales the Friday after
Thanksgiving
2. _________ ______________ consists of large online sales on the Monday after
Thanksgiving
3. Shopping Apps
B. Smart phone shopping
1. ___________ used when in stores to save money.
38
Copyright © Texas Education Agency, 2015. All rights reserved.
2. Charity: allows donations via smart phone
3. Social Media: companies offer discounts for followers
39
Copyright © Texas Education Agency, 2015. All rights reserved.
History of Marketing Answer Key
I. General Store
A. Roads were created by repeated travel by wagon and horse
B. Towns were located near a water source such as a river or a lake
C. Often operated by a Yankee Peddler who also settled in the town
D. Served the town as a “hub” of necessity
E. Carried a wide assortment of merchandise, but did not have a large variety in stock
F. Bartered or accepted cash
II. Mail Order Catalog
A. Served as an extension of the general store
B. The term, “Wish Book” was coined because children would make lists of items they
wished for from Santa Claus
III. Limited Lines Stores
A. Reminiscent of Pilgrim days (specialization)
B. Merchants sold one type of goods (dressmakers, haberdashers, butcher, etc.
C. Limited variety but wide assortment within a small mix
IV. Supermarket
A. Promoted mass display and self-service
B. Offered a wide assortment of merchandise
C. Also had shopping carts
V. Shopping Centers
A. First developed in 1950’s
B. Introduced “anchor” store concept
C. Outside entrances to stores; large parking lot
D. Located in suburban areas
VI. Department Stores
A. Many limited line stores under one roof
B. Centralized checkout locations
C. Served as “anchors” stores to attract other merchants
VII. Malls
A. Shopping and entertainment under same roof
B. Climate controlled
C. Evolved shopping into a recreational activity
D. Average size is under 400,000 sq. ft.
E. Regional Mall is 400,000 to 800,000 sq. ft.
F. Super Regional Malls are over 800,000 sq. ft.
G. 1986-2004: West Edmonton Mall (Canada) was largest in the world
1. Since then, 3 malls have surpassed that size
40
Copyright © Texas Education Agency, 2015. All rights reserved.
2. Mall of Arabic in Dubai is 929,000 sq. ft.
3. Mall of America is the largest in the U.S. and is located in Minneapolis, MN
VIII. Discount Stores
A. Open (anyone can shop)
B. Closed ( must have a membership)
C. Offers low prices because they often have their own warehouses
IX. Kiosks
A. German word for “little store”
B. Often seen in malls ( cart vendors)
X. Hypermarches
A. European term: “Giant” store
B. Sells everything: food, housewares, furniture and cars
XI. Club Warehouses
A. Charge membership fees
B. Bulk purchases
XII. New Developments
A. Cybershopping as a result of the Internet shopping explosion
1. Black Friday consists of large in store sales the Friday after Thanksgiving
2. Cyber Monday consists of large online sales on the Monday after Thanksgiving
3. Shopping Apps
B. Smart phone shopping
1. Coupons: used when in stores to save money.
2. Charity: allows donations via smart phone which are added to the cell phone bill
in the form of an extra charge
3. Social Media: “Liking” on Facebook: once an individual “likes” a page, then he/she
receives that company’s feed which includes special offers. Following on Twitter:
works in a similar way to “liking” on Facebook.
41
Copyright © Texas Education Agency, 2015. All rights reserved.
“It’s About Time”
OBJECTIVE: Students will organize and develop a personal timeline. The purpose of this activity
is to classify and explain key events in their lives.
PROCEDURE: You are to design a personal timeline that includes the following information:
5 Historic events
7 Marketing events
10 Personal milestones in your life
MATERIALS NEEDED: Poster boards or butcher paper, string or yarn, rope, pictures, computer,
printer and paper.
Be as creative as possible! Use pictures to make your timeline more appealing! No markers or
handwritten information may be used. Everything must be typed, cut and pasted. The string,
yarn or rope should be used to make the actual timeline and should be adhered to the poster
board or butcher paper.
TIME ALLOTTED:
Be ready to share your timeline with the rest of the class.
42
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Individual Presentation Rubric
Criteria
Organization
Content
Knowledge
Points
0-5
6-10
11-15
16-20
Audience cannot
understand
presentation
because there is
no sequence of
information
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Audience has
difficulty following
presentation
because student
jumps around
Student presents
information in
logical sequence
which audience
can follow.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student occasional
used visuals that
rarely support text
and presentation.
Student is at ease
with content, but
fails to elaborate.
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Visuals related to
text and
presentation.
Student used
visuals to
reinforce screen
text and
presentation.
Visuals
Student used no
visuals.
Mechanics
Student's
presentation had
four or more
spelling errors
and/or
grammatical
errors.
Presentation had
three misspellings
and/or
grammatical
errors.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
Delivery
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for
students in the
back of class to
hear.
Student
incorrectly
pronounces terms.
Audience
members have
difficulty hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total
Teacher Comments:
43
Copyright © Texas Education Agency, 2015. All rights reserved.
“Then and Now”
OBJECTIVE: Students will conduct research and will investigate similarities and differences
between selected forms of marketing by comparing past and present concepts.
PROCEDURE: You are to research one or two forms of marketing from the past. Compare and
contrast your choice(s) with one or two current forms of marketing. Answer these questions in
your response:



How would you rate your selections?
What are your opinions of the two marketing methods you selected?
How would you compare the day to day activities of the past form of marketing to that
of the current form?
Summarize your findings in a 450 – 500 word typed essay.
44
Copyright © Texas Education Agency, 2015. All rights reserved.
Research Report Rubric
Research Report Title:___________________________________
Criteria
4
3
Points
2
1
Student(s) properly
generate questions
and or problems
around a topic.
Student(s) generate
questions and or
problems.
Student(s) require
prompts to generate
questions and or
problems.
Conclusions
Reached
Numerous detailed
conclusions are
reached from the
evidence offered.
Several detailed
conclusions are
reached from the
evidence offered.
Some detailed
conclusions are
reached from the
evidence offered.
A conclusion is
made from the
evidence offered.
____
Information
Gathering
Information is
gathered from
multiple electronic
and non-electronic
sources and cited
properly.
Information is
gathered from
multiple electronic
and non-electronic
sources.
Information is
gathered from limited
electronic and nonelectronic sources.
Information is
gathered from nonelectronic or
electronic sources
only.
____
Summary
Paragraph
Well organized,
demonstrates
logical sequencing
and sentence
structure.
Well organized, but
demonstrates illogical
sequencing or
sentence structure.
Well organized, but
demonstrates illogical
sequencing and
sentence structure.
Weakly organized.
____
Punctuation,
Capitalization, &
Spelling
Punctuation and
capitalization are
correct.
There is one error in
punctuation and/or
capitalization.
There are two or three
errors in punctuation
and/or capitalization.
There are four or
more errors in
punctuation and/or
capitalization.
____
Introduction/
Topic
Questions or
problems are
teacher generated.
Total---->
____
____
45
Copyright © Texas Education Agency, 2015. All rights reserved.
Marketing Concepts
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Students will identify marketing concepts including the marketing mix and marketing strategies.
Specific Objective
 Identify elements of the marketing mix
 Explain the relationship among goals, tactics, and strategies pertaining to the marketing
mix
 Illustrate factors that may cause marketing strategies to change
 Evaluate forms of utility and how it affects marketing
Terms
 Marketing concept – businesses must satisfy customers’ needs and wants in order to
make a profit
 Marketing mix – Four basic marketing strategies, known as the four Ps – product, price,
place and promotion
 Market – potential customers who share common needs and wants, and who have the
ability and willingness to buy the product
 Target marketing – focus of all marketing decisions on a very specific group of people
who you want to reach
 Customer profile – information about the target market with regard to the age, income
level, ethnic background, occupation, attitudes, lifestyle, or geographic residence of the
targeted customer
Time
When taught as written, this lesson should take three to four 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.
46
Copyright © Texas Education Agency, 2015. All rights reserved.
§127.14 Career Prep II
(c) Knowledge and Skills
(1) The student uses and evaluates employability skills to maintain a position in a
company. The student is expected to:
(C) expand personal communication skills;
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and Skills
(2) The student knows marketing mix
A) explain the relationship among goals, tactics and strategies pertaining to the
marketing mix
B) illustrate factors that may cause marketing strategies to change.
Interdisciplinary Correlations:
§110.47 Reading I, II, III
(b) Knowledge and skills.
(2) The student acquires an extensive vocabulary through reading and systematic 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;
(4) The student comprehends texts 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.
§110.57 Public Speaking I, II, III
(b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions; and
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expected to:
(C) develop verbal, vocal, and physical skills to enhance presentations.
47
Copyright © Texas Education Agency, 2015. All rights reserved.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Marketing Manager
O*Net Number: 11-2021.00
Reported Job Titles: Marketing Director, Vice President of Marketing, Business Development
Manager, Marketing Coordinator
Tasks:



Formulate, direct and coordinate marketing activities and policies to promote products
and services, working with advertising and promotion managers.
Coordinate or participate in promotional activities or trade shows, working with
developers, advertisers, or production managers, to market products or services.
Consult with buying personnel to gain advice regarding the types of products or services
expected to be in demand.
Soft Skills: Speaking, Active Listening, Critical Thinking, Judgment and Decision Making, Social
Perception
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 familiarize yourself with the terminology,
 Have materials ready prior to the start of the lesson.
Textbooks:
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills: McGraw-Hill
Companies.
Online:
http://www.onetonline.org
Instructional Aids
 Textbook
 Lesson Presentation
 Instructor Computer/Projection Unit
 Online Websites

48
Copyright © Texas Education Agency, 2015. All rights reserved.
Introduction
The main purposes of this lesson is to help students understand



Marketing concepts
Marketing mix
Marketing utility
Ask students to define marketing in their own terms
Ask students if they know what the 4 Ps in marketing
Outline
MI
OUTLINE
I.
II.
III.
IV.
V.
Terms
 Marketing Concepts
 Marketing Mix
 Market
 Target Marketing
Customer Profile Marketing Concept
A. Customers/Consumers
B. Market
C. Target marketing
Customer profile Marketing Mix
A. Product
B. Price
C. Place
D. Promotion
Marketing Activities
A. Buying
B. Selling
C. Transporting
D. Storing
E. Financing
F. Researching
G. Risk Taking
Grading and valuing Role of Marketing
A. Distribution
B. Sales Oriented
C. Customer Oriented
NOTES TO TEACHER
Use presentation as visual aide
Have students write vocabulary
terms and meanings
Discuss marketing concept
elements utilizing the
presentation and listed resources
49
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
Students will work independently to identify the relationship of the 4 Ps by illustrating each
concept using a single product to connect each element of the marketing mix.
Independent Practice
Students will identify the target market and develop a marketing mix for a new hair styling
product.
Summary
Review
 What are the 4 Ps of the marketing mix?
 Define the marketing concept.
 What is a market?
 What is target marketing?
Evaluation
Informal Assessment
Student participation throughout the discussion process and contribution to the guided practice
activity. Teacher will observe students by walking the classroom during each activity.
Formal Assessment
Students will be evaluated on their Marketing Mix using the Assigned Rubric.
Enrichment
Extension
Integrate writing skills: Have students write a report about a company’s current use of the
marketing mix. They should research the marketing mix elements and write a formal report
defining their impact on the company’s success.
50
Copyright © Texas Education Agency, 2015. All rights reserved.
Marketing a HAIR STYLING Product Project:
APPLYING THE 4 Ps
Answer the questions regarding the proposed item to develop a plan. Then type a formal
proposal including all marketing mix elements.
Your Role: Assume you are product manager for the hair care division of a large consumer
products firm. You’ve been asked to develop the marketing mix for a new hair styling
product.
Target Market: Men or women age 18-55 with normal hair and an active life-style. These
people are fashion conscious and classified in the upper middle to lower upper income
range.
Target Market Gender Selection
Male
Female
Product Decisions
1. What would you name the styling product?
Explain why you chose this name.
2. What does the styling product container look like? Illustrate the container.
3. Explain why the container design is consistent with your target market and product name.
1. Describe the texture, fragrance, consistency, color, etc. of your styling product and
explain why you chose them.
5. In what size(s) will your styling product be offered and why?
51
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Place Decisions
1. Where do your potential customers generally buy their styling product (at what type of
store)?
2. Explain where you will sell your styling product and why.
Price Decisions
1. Suggest a retail price for the new styling product. (If you have more than one size, specify
the price for each size.)
2. Explain your choice given the prices of competitive products.
Promotion Decisions
1. What will be the main theme/slogan of your promotion activities?
2. In what media will you advertise your product and why? Be specific as to frequency and
times of radio, TV, and newspaper advertising.
52
Copyright © Texas Education Agency, 2015. All rights reserved.
Assignment Rubric
20
15
10
5 or less
Product Content
Highly developed
product with branding
and relevance to
target market
Well-developed
product branded and
appropriate for target
market
Product is branded
and appropriate for
target market
Product is branded
or appropriate for
target market
Place Content
Identified distribution
method and location
and relevant to target
market
Identified distribution
location and relevant
to target market
Identified
distribution
location within
target market
Identified
distribution location
Price Content
Identified pricing point
and strategy with
relevance to
competitors
Identified pricing
point or strategy with
relevance to
competitors
Identity pricing
relevant to
competitors
Identify price
Promotion
Promotion plan
developed identifying
sources of media
appropriate for target
market
Promotion developed
using media
appropriate for target
market
Promotion
developed with
media identified
Promotion identified
Report Format &
Grammar
Well written using
high levels of
marketing language
with no grammatical
errors
Well written using
marketing terms with
no grammatical errors
Written using
marketing terms
with two or fewer
grammatical errors
Written with three or
more grammatical
errors
Categories
Total Score ________
Maximum 100 Points
53
Copyright © Texas Education Agency, 2015. All rights reserved.
Market Segmentation
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Students know the concept of market and market identification and understand the impact and
value of diversity.
Specific Objective
 Research market segmentation trends
 Analyze types of segmentation in markets
 Identify the effect of languages
 Portray how cultural diversity affects marketing
 Discover legal responsibilities of diversity
Terms
 Market segmentation – a way of analyzing a market by specific characteristics in order
to create a target market
 Demographics – statistics that describe a populations in terms of personal
characteristics including age, gender, marital status, etc.
 Psychographics – studies of consumers based on social and psychological characteristics
 Geographics – segmentation of the market based on where people live
 Cultural diversity - the variety of human societies or cultures in a specific region, or in
the world as a whole
Time
When taught as written, this lesson should take three to four 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.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and Skills
(3) The student knows the concepts of market and market identification
(A) research market segmentation trends
(B) analyze types of segmentation in markets
54
Copyright © Texas Education Agency, 2015. All rights reserved.
(11) The student knows the impact and value of diversity
(A) identify the effect of language other than English on marketing
(B) portray how cultural diversity affects marketing
(C) discover legal responsibilities of diversity
Interdisciplinary Correlations:
§110.47 Reading I, II, III
(b) Knowledge and skills.
(2) The student acquires an extensive vocabulary through reading and systematic 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;
(4) The student comprehends texts 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.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Market Research Analyst and Marketing Specialist
O*Net Number: 13-1161
Reported Job Titles: Market Analyst, Project Manager, Market Research Consultant, Client
Service and Consulting Manager, Market Research Manager, Product Line Manager, Business
Development Specialist
Tasks:

Prepare reports of findings, illustrating data graphically and translating complex findings
into written text.

Seek and provide information to help companies determine their position in the
marketplace.

Gather data on competitors and analyze their prices, sales, and method of marketing
and distribution.

Collect and analyze data on customer demographics, preferences, needs, and buying
habits to identify potential markets and factors affecting product demand.
55
Copyright © Texas Education Agency, 2015. All rights reserved.

Devise and evaluate methods and procedures for collecting data, such as surveys,
opinion polls, or questionnaires, or arrange to obtain existing data.

Monitor industry statistics and follow trends in trade literature.

Measure and assess customer and employee satisfaction.

Measure the effectiveness of marketing, advertising, and communications programs and
strategies.

Forecast and track marketing and sales trends, analyzing collected data.

Attend staff conferences to provide management with information and proposals
concerning the promotion, distribution, design, and pricing of company products or
services.
Soft Skills: Speaking, Active Listening, Critical Thinking, Judgment and Decision Making, Social
Perception
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 familiarize yourself with the terminology,
 Have materials ready prior to the start of the lesson.
Textbooks:
Everard, K., & Burrow, J. (2004). Business Principles and Management. Mason, OH: SouthWestern.
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills, CA: McGraw-Hill
Companies.
Books:
Morrison, T., & Conaway, W. A. (2007). Kiss, bow, or shake hands: The Bestselling Guide to
Doing Business in More than 60 Countries. Avon, MA: Adams Media Corporation.
Online:
http://www.onetonline.org
Instructional Aids
 Textbook
 Lesson Presentation
 Instructor Computer/Projection Unit
 Online Websites
56
Copyright © Texas Education Agency, 2015. All rights reserved.
Introduction
The main purposes of this lesson is to help students understand


Market Segmentation
Cultural Diversity
Ask students if they know the purpose and importance of a budget for an advertising campaign.
Ask students if they know why it is important to develop a workable budget for an advertising
campaign.
Outline
MI
OUTLINE
I. Terms
A. Market segmentation
B. Demographics
C. Psychographics
D. Geographics
E. Cultural diversity
NOTES TO TEACHER
Use presentation as visual aide
Have students write vocabulary terms and
meanings
Discuss using the presentation and listed
resources
II. Market segmentation
A. Demographics
B. Psychographics
C. Geographics
III. Demographics
A. Age- Generations
B. Gender
C. Income
D. Ethnic Background
IV. Psychographics
A. Interests
B. Attitudes
C. Lifestyles
V. Geographics
A. Local
B. Regional
C. National
D. Global
57
Copyright © Texas Education Agency, 2015. All rights reserved.
Allow students 20 minutes to complete
guided practice
Allow students
VI. Cultural Diversity in marketing
A. Language differences
B. Cultural differences
C. Non-verbal differences
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students will work with a partner to identify various forms of communication used globally by
different cultures.
Independent Practice
Assign students to complete Generations Project activity.
Summary
Review



Define market segments.
What are the defining elements of demographics?
How does cultural diversity affect marketing?
Evaluation
Informal Assessment
Teacher will evaluate student participation throughout the discussion process and contribution
to the guided practice activity. Teacher will observe students by walking the classroom during
each activity.
Formal Assessment
Students will be evaluated on the Generations Project using the Assigned Rubric.
58
Copyright © Texas Education Agency, 2015. All rights reserved.
Enrichment
Extension
Integrate writing skills: Have students write a report about a current consumer generations as
defined buyers.
59
Copyright © Texas Education Agency, 2015. All rights reserved.
Generations Project Assignment
Select one of the four generations discussed and identify a product marketed toward the
segment. Complete the following to develop a successful promotion plan to sell the product.
Create a digital presentation with the information to present to the class.
1. Name and describe the generation
2. Identify the product characteristics
3. List the price and locations to purchase it.
4. Classify the specific segment characteristics within the generation the product is
intended.
5. Select the best type of promotion media to reach the generation segment
6. Create a new print ad to sell the product to the intended audience.
60
Copyright © Texas Education Agency, 2015. All rights reserved.
Generations Project Assignment Rubric
20
15
10
5 or less
Content
Student is
knowledgeable and
includes all
information plus
additional content in
presentation
Student shares
information required
in presentation
Student is missing
one or two
elements in
presentation
Student is missing
multiple elements of
content and is
lacking knowledge
Preparedness
Student is prepared
and has rehearsed
extensively
Student seems
prepared but should
rehearse more
Student is
somewhat
prepared but is
lacking rehearsal
Student is not
prepared
Enthusiasm
Facial expressions and
body language show
interest and
enthusiasm about the
topic
Facial expressions and
body language
sometime show
interest
Facial expressions
and body language
are used to try to
generate
enthusiasm
Very little used of
facial expressions or
body language. Did
not generate much
interest in topic
Speaking, eye
contact, and
posture
Speaks clearly, stands
straight and makes
eye contact with
audience 100% of
presentation
Speaks clearly, stands
straight and makes
eye contact with
audience 90% of
presentation
Speaks clearly,
stands straight and
makes eye contact
with audience 80%
of presentation
Mumbles, slouches
and does not look at
the audience
throughout the
presentation
Visual
Attractively designed
visual with all required
information
Organized Visual with
all required
information
Visual with all
information but
lacks organization
Visual with partial
information
Categories
Total Score ________
Maximum 100 Points
61
Copyright © Texas Education Agency, 2015. All rights reserved.
International Business Impact
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, the student will be able to analyze the impact of an
international economy on business activities and determine the impact of multiculturalism and
multigenerationalism on business activities.
Specific Objectives
 List and analyze the impact of an international economy on business activities.
 Determine the impact of multiculturalism and multigenerationalism on business
activities
Terms











Imports
Exports
Globalization
Trade agreements
Multinationals
Cultural Factors
Economic Factors
Political & Legal Factors
Culture
Multiculturalism
Multigenerationalism
Time
When taught as written, this lesson should take approximately five to seven 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.
62
Copyright © Texas Education Agency, 2015. All rights reserved.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and Skills
(1) The student knows business concepts and how business satisfies economic needs.
The student is expected to:
(A) analyze the impact of an international economy on business activities
(B) determine the impact of multiculturalism and multigenerationalism on
business activities.
Interdisciplinary Correlations:
§113.41. United States History Studies Since 1877
(c) Knowledge and skills
(17) Economics. The student understands the economic effects of World War II and the
Cold War. The student is expected to:
(E) describe the dynamic relationship between U.S. international trade policies
and the U.S. free enterprise system such as the Organization of Petroleum
Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and
Trade (GATT), and the North American Free Trade Agreement (NAFTA).
§113.42. World History Studies
(c) Knowledge and skills
(23) Culture. The student understands the history and relevance of major religious and
philosophical traditions. The student is expected to:
(B) identify examples of religious influence on various events referenced in the
major eras of world history.
(24) Culture. The student understands the roles of women, children, and families in
different historical cultures. The student is expected to:
(A) describe the changing roles of women, children, and families during major
eras of world history; and
(26) Culture. The student understands the relationship between the arts and the times
during which they were created. The student is expected to:
(A) identify significant examples of art and architecture that demonstrate an
artistic ideal or visual principle from selected cultures;
§113.43. World Geography Studies
(c) Knowledge and skills
(8) Geography. The student understands how people, places, and environments are
connected and interdependent. The student is expected to:
63
Copyright © Texas Education Agency, 2015. All rights reserved.
(A) compare ways that humans depend on, adapt to, and modify the physical
environment, including the influences of culture and technology;
(16) Culture. The student understands how the components of culture affect the way
people live and shape the characteristics of regions. The student is expected to:
(A) describe distinctive cultural patterns and landscapes associated with
different places in Texas, the United States, and other regions of the world and
how these patterns influenced the processes of innovation and diffusion;
(B) describe elements of culture, including language, religion, beliefs and
customs, institutions, and technologies;
(D) compare life in a variety of urban and rural areas in the world to evaluate
political, economic, social, and environmental changes.
(17) Culture. The student understands the distribution, patterns, and characteristics of
different cultures. The student is expected to:
(D) evaluate the experiences and contributions of diverse groups to
multicultural societies.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Business Intelligence Analysts
O*Net Number: 15-1199.08
Reported Job Titles: Operations Manager, General Manager, Business Manager
Tasks



Generate standard or custom reports summarizing business, financial, or economic data
for review by executives, managers, clients, and other stakeholders.
Synthesize current business intelligence or trend data to support recommendations for
action.
Identify and analyze industry or geographic trends with business strategy implications.
Soft Skills: active listening, reading comprehension, critical thinking, speaking, coordinating,
active learning
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).
64
Copyright © Texas Education Agency, 2015. All rights reserved.
Preparation
 Teacher will review the terms in the outline, digital presentation slides and websites to
become familiar with lesson.
 Teacher should locate and evaluate various resources and websites before the lesson.
 Teacher will have assignments and website information ready to distribute to students.
Materials Needed
 Printer paper
 Assignments and website information ready to distribute to students.
Equipment Needed
 Computer with digital presentation and Internet access.
 Projector to show Internet sites.
 Computers for students to conduct research
Introduction
Learner Preparation
Last year in marketing dynamics you learned about business activities and marketing functions,
we will expand upon that knowledge now. Many business owners choose to expand their
businesses into the global marketplace. This is a big decision for businesses and one that
should not be taken lightly. There are many factors that need to be considered, like the
stability of the host country and the culture of the country. In order to be successful it is
imperative that the business owners understand the economic, political and cultural
environment before expanding into that country.
Ask students if they think it would be a wise decision for a company such as fast food
restaurant who sold chicken to open restaurants in India. Why or why not?
Lesson Introduction
SAY: Explain that most business have to modify their products to fit the culture of their host
countries.
ASK: Ask students why they think major fast food restaurants entering the marketing in India
do not sell all-beef patties in India?
SAY: Explain that in Indian culture cows are considered sacred and fast food hamburger
restaurants knew that all-beef would not work well in that culture.
ASK: Ask students if they can think of other factors that affect fast food hamburger entry into
the Indian food market?
65
Copyright © Texas Education Agency, 2015. All rights reserved.
SAY: Explain that U.S. restaurants entering the Indian market also had to comply with India’s
labor laws, food safety laws, tax laws and understand the government structure.
ASK: Ask students if they can think of any other obstacles fast food restaurants may have had
to deal with when entering the market in India?
SAY: Explain that it is important that any business research the host country thoroughly, so
that they can better predict if their product will be successful and how it will have to be
changed to fit into the new business environment.
Outline
MI
OUTLINE
I. International Business
A. Imports – goods or services that are
purchased by one country from another country.
B. Exports – goods or services that are sold by
one country to another country.
C. International Business
D. Trade Agreements are made by two or more
countries that establish guidelines for
international trade and to setup trade alliances
1. NAFTA – North American Free Trade
Agreement
2. International Business
E. Multinationals are companies that have
operations in foreign countries
 major fast food restaurants
 soft drink manufacturers, and
 Retailers Factors to consider
F. Cultural Factors are differences in language
and culture that make international business
more challenging
1. Language
2. Values
3. Customs
4. International Business
G. Economic Factors must be considered when
considering starting up a business in a foreign
country
1. Infrastructure
2. Labor
3. Taxes
4. Currency exchange
NOTES TO TEACHER
Use presentation program slides
and current events as aid.
Many companies produce goods in
another country and import them
into the U.S. or they import
products and turn them into final
products here and sell them
elsewhere. These companies need
to be aware of and many even
benefit by trade agreements
which are in place.
It is important to understand the
economic, political and cultural
environment of the host country
in which you are considering doing
business.
Culture includes the language of
the country, the values that
people hold dear and the customs
that they keep. When opening a
business in another country it is
important that you understand the
economic factors of that country.
If you do not take into account the
taxes, currency or labor costs you
may not be able to be profitable.
It is also necessary to understand
66
Copyright © Texas Education Agency, 2015. All rights reserved.
5. Standard of living
6. International Business
H. Political and Legal Factors
1. Type of political system
2. Governmental policies
3. Government stability
4. Nationalization
5. International Business
I. Technological Factors
1. Technology has changed the way people
get involved in international business.
a. Internet
b. Email
c. Cell phones
d. Computers
II. Culture shared, unifying, and interrelated beliefs
values, and assumptions
J. Learned through
1. Home
2. School
3. Religious institutions
K. Multiculturalism is the appreciation,
acceptance or promotion of multiple cultures in
a society.
L. Multigenerationalism is having several
generations living and working together.
1. Baby boomers (1946-1964)
2. Generation X (1965-1976)
3. Generation Y (1977-1997 also known as
millennials)
4. Generation Z (early 90’s to present – net
generation)
the policies that the government
will have your country adhere to.
They may have laws governing
what products you can produce,
how much you must pay workers
or how byproducts are disposed.
Use the digital presentation as aid.
We share certain beliefs as
American’s such as free speech
and the right of women to work
outside the homes and vote. Not
all countries believe as we do and
it is important to understand that,
when visiting other countries.
Multiculturalism is how we all live
together with different cultures.
Because our world is so mobile
states and country with people
from many different cultural
backgrounds. Because of this,
how we run our businesses and
market our products has changed.
There are now multiple
generations that are living
together and working together.
Each generation has different
characteristics, likes and dislikes.
It is a challenge to cater to each
generation at the same time.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
67
Copyright © Texas Education Agency, 2015. All rights reserved.
Application
Guided Practice
Ask students to complete the Lesson Review handout after the lesson presentation. After the
class finishes the lesson, answer the questions as a class.
Independent Practice
Country Expansion Project (team project: 2 students per team)




Each team will choose a country in which the students are interested in researching.
Using the Country Expansion Project handout, the team will conduct research for their
country so they can make a decision as to whether or not they should expand into that
country.
Students will write a minimum of a five page essay and create a digital presentation to
present to the class discussing the political and legal, cultural, government and
economic environments in their assigned countries.
Students will present their digital presentations to the class and turn in their essays for
evaluation.
This project will be evaluated using the assigned rubrics.
Summary
Review
What is the role of multiculturalism on business activities?
How does the country’s infrastructure affect business?
How is culture taught?
What types of business activities are affected by the differences in culture?
Evaluation
Informal Assessment
Instructor should observe the work ethic of individuals involved in class discussions and the
independent practice activity.
Formal Assessment
Students will be evaluated on their “Country Expansion Project” essay and presentations by
using the assigned rubrics.
68
Copyright © Texas Education Agency, 2015. All rights reserved.
Enrichment
Extension
Reverse Marketing Exercise
Student Directions:
You will divide into small groups, no more than four per group. Each group will choose a
product at random from the products available. You will then decide how you can take this
product, which is currently marketed in another country, and make it marketable in the United
States. You may make minor changes to the product itself and you can completely change the
packaging if so desired, however the intent of the product must stay the same.
Each group must determine the four P’s of the Marketing Mix for their product. You will
present your product to the class.
69
Copyright © Texas Education Agency, 2015. All rights reserved.
Lesson Review Questions
What should countries be concerned with when deciding to enter a new international market?
Why would culture cause businesses to modify their products?
What are some economic factors that need to be considered when researching the prospective
host country?
How can these be an indicator of the success of the business when expanding into that
country?
What are some technological factors that must be considered?
Why would multigenerationalism be a factor in marketing and producing products?
How does the stability of a government affect the decision to enter into foreign markets?
How does the country’s political and legal environment affect business activities?
70
Copyright © Texas Education Agency, 2015. All rights reserved.
Country Expansion Project
Student Directions (team project: 2 students per team):




Each team will chose a country in which the students are interested in researching.
Team will conduct research for their country so they can make a decision as to
whether or not they should expand into that country.
Students will write a minimum of a five page essay and create a digital presentation
to present to the class discussing the political and legal, cultural, government and
economic environments in their assigned countries.
Students will present their digital presentations to the class and turn in their essays
for evaluation.
Country: ___________________________________________________
71
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Presentation Format:
I. Country Information
 Country Name
 Economic Conditions
 Type Of Government
 Work Force Demographics
 Currency
II. Cultural Information
 Business Relations Information
 Etiquette For Country
 Major Holidays
 Major Religions
III. Business Information:
• Civil Disruptions
• Labor Laws
• Labor Costs
• Occupational Safety Laws
• Trade Barriers
• Investment Restriction
• Taxes
• Investment Incentives
IV. Business Recommendation
72
Copyright © Texas Education Agency, 2015. All rights reserved.
Presentation Rubric
CATEGORY
20
15
10
5 or less
Number of Slides
8-10 Slides
6-8 Slides
4-6 Slides
1-4 Slides
Use of fonts and
creative layouts
Multiple transitions
between slides and
build effects
Some transitions
between slides and
build effects
A single transition
between slides and
no build effects
No
transitions or
build effects
Clipart and
Pictures
Clipart or pictures are Clipart or pictures are
tastefully used and
used and relevant to
relevant to the
the presentation
presentation
Clipart or pictures
are used, but do not
seem relevant to
the presentation
No clipart or
pictures are
used
Title Screen
A creative title screen A title screen with an
with an informative
informative title
title graphics
A title screen
No title
screen
Transitions and
build affects
Transitions are
smooth and well
thought out between
slides and are used
on all slides.
Most slides have
some type of
transitions.
Transitions
are only used
on a few
slides.
Transitions are
smooth and well
thought out between
slides and are used on
most slides.
Total Score ________
Maximum 100 Points
73
Copyright © Texas Education Agency, 2015. All rights reserved.
Country Expansion Project
CATEGORY
20
15
10
5 or less
Presentation of
information
Student speaks with
confidence and
knowledge of
information and makes a
clear and concise
presentation.
Students speak
with knowledge of
information.
Student speaks with
some knowledge of
information.
Student does not
fully understand
their
presentation.
Country
Information
Includes all of the
required elements for
the countries presented.
Includes at least 4
of the required
elements.
Includes at least 3 of
the required
elements.
Includes 1-2 of the
required
elements.
Cultural
information
Includes all of the
required elements for
the countries presented.
Includes at least 3
of the required
elements.
Includes at least 2 of
the required
elements.
Includes only one
of the required
elements.
Business
Information
Includes all of the
required elements.
Includes at least 7
of the required
elements.
Includes at least 5 of
the required
elements.
Includes 1-4 of the
required
elements.
Business
Recommendation
Recommendation is well
thought out, presented
in a clear concise manner
and is consistent with
facts presented in
country, cultural and
business presentation.
Recommendation
is clear, concise
and mostly
consistent with
facts presented in
country, cultural
and business
presentation.
Recommendation is
present and some
facts are present to
backup
recommendation in
country, cultural
and business
presentation.
Recommendation
is not backed up
by any facts from
country, cultural
and business
presentation.
Total Score ________
Maximum 100 Points
74
Copyright © Texas Education Agency, 2015. All rights reserved.
Product Planning
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
The student knows the elements and processes of product planning.
Specific Objective
 The student can explain the scope of product planning,
 The student can relate product-mix strategies to meet customer needs,
 The student can identify steps in product planning and
 The student can define the product life cycle
Terms
Product Planning – The process of managing the design, creation, promotion and
decline of the product.
Product Mix – The different products that a company or store sell to their target
customer.
Product Line – A specific model, brand or size of a product within a product line.
Product Life Cycle - The stages that a product goes through during its life, including
introduction, growth, maturity and decline.
Time
When taught as written, this lesson should take two to three 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.
130.348. Practicum in Marketing Dynamics
(c) Knowledge and Skills
(19) The student knows the elements and processes of product planning. The student is
expected to:
(A) explain the nature and scope of product planning;
(B) relate product-mix strategies to meet customer expectation;
(C) identify steps in new-product planning; and
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Copyright © Texas Education Agency, 2015. All rights reserved.
(D) define the product life cycle.
Interdisciplinary Correlations
§110.47 Reading I, II, III
(b) Knowledge and skills.
(1) The student uses a variety of 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;
(2) The student acquires an extensive vocabulary through reading and systematic 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;
(4) The student comprehends texts 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.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Marketing Manager
O*Net Number: 11-2021.00
Reported Job Titles: Marketing Director, Vice President of Marketing, Business Development
Manager, Marketing Coordinator
Tasks:

Formulate, direct and coordinate marketing activities and policies to promote products
and services, working with advertising and promotion managers.
 Direct the hiring, training, or performance evaluations of marketing or sales staff and
oversee their daily activities.
 Evaluate the financial aspects of product development, such as budgets, expenditures,
research and development appropriations, or return-on-investment and profit-loss
projections.
Soft Skills: Speaking, Active Listening, Critical Thinking, Judgment and Decision Making, Social
Perception
76
Copyright © Texas Education Agency, 2015. All rights reserved.
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 familiarize yourself with the terminology,
Have materials ready prior to the start of the lesson.
References:
Textbooks:
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills: McGraw-Hill
Companies.
Online:
http://www.onetonline.org
Instructional Aids




Textbook
Lesson Presentation
Instructor Computer/Projection Unit
Websites
Introduction
The main purposes of this lesson is to help students understand:




Product Planning
Product Mix
Product Line
Product Life Cycle
Ask students how often they plan on getting a new cell phone?
77
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Ask students if they know the process that manufacturers use to make sure that they will have
new products to offer?
Outline
MI
OUTLINE
I.
Terms
 Product Planning
 Product Mix
 Product Line
 Product Life Cycle
A. Product planning.
B. Upgrades
C. New Products
II.
Product Mix
A. Convenience stores
B. Grocery stores
III.
Product Lines
A. Different kinds of soups
B. Must fit overall product strategy
IV.
New Product Development
A. Generating ideas
B. Screening ideas
C. Developing a business proposal
D. Developing the products
E. Testing the products
F. Introducing the product
G. Evaluating the customer acceptance
V.
a.
b.
c.
d.
NOTES TO TEACHER
Use presentation as visual aide
Have students write vocabulary
terms and meanings
Discuss marketing concept
elements utilizing the
presentation and listed resources
Product Life Cycle
Introduction
Growth
Maturity
Decline
78
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students will work independently to find a variety of products and then group them into their
appropriate product lines.
Independent Practice
Students will research different products and identify in which stage of the product life cycle
they fall.
Summary
Review




What is product planning?
How does a product line fit into the product mix?
Explain the steps of product development.
Define the stages of the product life cycle.
Evaluation
Informal Assessment
 Student participation throughout the discussion process and contribution to the guided
practice activity. Teacher will observe students by walking the classroom during each
activity.
Formal Assessment
Students will be evaluated on their Product Life Stage assignment using the Assigned Rubric.
79
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Enrichment
Extension
Integrate writing skills: Have students write a report about a companies use of the product mix
and product lines. They should choose a company, like a soda manufacturer or chip
manufacturer and research the different product mixes and lines that the corporate company
uses to support their overall corporate mission statement.
80
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Identifying the Product Life Cycle
Choose a product from the provided list or select one of your own. Research




the history of the product,
How often, if any new features and models have been introduced.
How saturated the market is (how many people have already purchased the product)
What different models might be available to purchase (high, medium or low priced or
features)
Prepare a digital presentation that summarizes your research. At the end of the digital
presentation tell what stage of the product life cycle you think this product is currently in and
provide evidence as to why you believe that to be true.
Possible products to research:
Soda’s
Washing machines
Cell phones
Cars
Computers
Watches
Video games
Robotics
Biometrics
Drones
81
Copyright © Texas Education Agency, 2015. All rights reserved.
Assignment Rubric
20
15
10
5 or less
Highly developed
content with extensive
research.
Well-developed
content with good
research evident.
Product was
researched and has
some content.
Little evidence of
product research or
history.
Phase of Life
Cycle
Product was
accurately placed in
correct life cycle with
facts and evidence to
support placement.
Product was placed
correctly in life cycle
and had supporting
information to
support placement.
Product was placed
correctly and some
evidence was given
for placement.
Product was placed
Product features
and upgrades
Product features and
upgrades were well
documented and
researched
Product features and
upgrades were
documented and
research was evident.
Product features
and upgrades were
documented with
some research
Product features and
upgrades were
documented.
Product saturation has
been thoroughly
researched and
evidence to support
position is evident.
Product saturation
has been researched
and position is
supported
Product saturation
has been
researched
A guess has been
made about product
saturation.
Well written using
high levels of
marketing language
with no grammatical
errors
Well written using
marketing terms with
no grammatical errors
Written using
marketing terms
with two or fewer
grammatical errors
Written with three or
more grammatical
errors
Categories
Product History
Market
saturation
Report Format &
Grammar
Total Score ________
Maximum 100 Points
82
Copyright © Texas Education Agency, 2015. All rights reserved.
Marketing Research
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
The student identifies marketing research as a specific inquiry to solve a problem.
Specific Objective
 The student can express the importance of marketing research.
 The student can describe areas of marketing research such as advertising, product,
market and sales.
 The student can explain the purpose of test marketing.
 The student can identify trends affecting marketing research.
 The student can communicate the benefits and limitations of marketing research.
Terms
Marketing Research - the systematic gathering, recording, analyzing, and presentation
of information related to marketing goods and services
Test Marketing - type of marketing research that occurs when a new product is placed in
one or more selected geographic areas.
Time
When taught as written, this lesson should take one to two 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.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and Skills
(17) The student identifies marketing research as a specific inquiry to solve a problem.
The student is expected to:
(A) express the importance of marketing research;
(B) describe areas of marketing research such as advertising, product, market,
and sales;
(C) explain the purpose of test marketing;
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Copyright © Texas Education Agency, 2015. All rights reserved.
(D) identify trends affecting marketing research; and
(E) communicate benefits and limitations of marketing research.
Interdisciplinary Correlations:
§110.47 Reading I, II, III
(b) Knowledge and skills.
(2) The student acquires an extensive vocabulary through reading and systematic 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;
(4) The student comprehends texts 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.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Market Research Analysts and Marketing Specialists
O*Net Number: 13-1161-00
Reported Job Titles: Business Development Specialist, Client Service and Consulting Manager,
Client Services Vice President, Communications Specialist, Market Analyst, Market Research
Analyst, Market Research Consultant, Market Research Manager, Product Line Manager,
Project Manage
Tasks:

Prepare reports of findings, illustrating data graphically and translating complex findings
into written text.

Seek and provide information to help companies determine their position in the
marketplace.

Gather data on competitors and analyze their prices, sales, and method of marketing
and distribution.

Collect and analyze data on customer demographics, preferences, needs, and buying
habits to identify potential markets and factors affecting product demand.

Devise and evaluate methods and procedures for collecting data, such as surveys,
opinion polls, or questionnaires, or arrange to obtain existing data.
84
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Soft Skills: Speaking, Active Listening, Critical Thinking, Judgment and Decision Making, Social
Perception
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 familiarize yourself with the terminology,
Have materials ready prior to the start of the lesson.
Textbooks:
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills: McGraw-Hill
Companies.
Online:
http://www.onetonline.org
Instructional Aids




Textbook
Lesson Presentation
Instructor Computer/Projection Unit
Online Websites
Introduction
The main purposes of this lesson is to help students understand





Importance of marketing research
Areas that can benefit from marketing research
The purpose of test marketing
Trends affecting marketing research
The benefits and limitation of marketing research.
Ask students how they think companies find out what type of products people would like?
Ask students if they think their opinion is important to marketers?
85
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
NOTES TO TEACHER
I. Terms
A. Marketing Research
B. Test Marketing
Use presentation as visual aide
Have students write vocabulary
terms and meanings
II. Marketing Research
A. Identifies opportunities
B. Solves problems
C. Implements marketing plans
D. Monitors marketing
Discuss role of marketing
research using the Presentation
and listed resources
III. Marketing Research used in
A. Advertising
B. Packaging
C. Product design and development
D. Determining market
E. Sales
F. Secondary Data
IV. Trends in Research
A. Mobile devices
B. Social media
C. Speed of business
D. Many sources of data
V. Benefits of research
A. Determine best way to reach customer
B. Identify opportunities
C. Minimize risk
D. Identify problems
E. Establish market position
VI. Limitations of Marketing Research
A. Increases value
B. Increases demand
C. Supply and Demand
Allow students 20 minutes to
complete guided practice
VII. Guided Practices
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
86
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Application
Guided Practice
Students will brainstorm reasons why products might fail.
Independent Practice
Students will research products that have failed and reasons why those products have failed.
Summary
Review
 Importance of marketing research
 Areas that can benefit from marketing research
 Purpose of test marketing
 Trends that affect marketing research
 Benefits and limitations of marketing research .
Evaluation
Informal Assessment
Informal assessment will be made as the student participates throughout the discussion
process and contributes to the guided practice activity. Teacher will observe students by
walking the classroom during each activity.
Formal Assessment
Students will research at least five products that have been failures upon product launch. They
will explain why those products failed and how marketing research might have helped save
those products. They will prepare a written report and a digital presentation to present to the
class.
Enrichment
Extension
Integrate writing skills: Assign students to research how major companies conduct marketing
research. They should research how much emphasis the corporation places on marketing
research. Do they conduct focus groups, survey’s, observations? Do they use social media to
contact customers? They will write a paper explaining their organizational structure and how
marketing research fits into their corporation.
87
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Failed Product Research
Working in small groups students will research five products that have failed upon launch.



Explain what the product was and provide a brief history
Discuss why the product failed For instance:
o Did it not meet target market expectations?
o Was it the wrong target market?
o Did the product not work correctly?
o Did customers want different options?
Explain how marketing research might have helped make the product a success.
The paper and presentations will be graded using the following rubric.
88
Copyright © Texas Education Agency, 2015. All rights reserved.
Failed Product Research
20
15
10
5 or less
Content
Student is
knowledgeable and
includes all
information plus
additional content in
presentation
Student shares
information required
in presentation
Student is missing
one or two
elements in
presentation
Student is missing
multiple elements of
content and is
lacking knowledge
Preparedness
Student is prepared
and has rehearsed
extensively
Student seems
prepared but should
rehearse more
Student is
somewhat
prepared but is
lacking rehearsal
Student is not
prepared
Enthusiasm
Facial expressions and
body language show
interest and
enthusiasm about the
topic
Facial expressions and
body language
sometime show
interest
Facial expressions
and body language
are used to try to
generate
enthusiasm
Very little used of
facial expressions or
body language. Did
not generate much
interest in topic
Speaking, eye
contact, and
posture
Speaks clearly, stands
straight and makes
eye contact with
audience 100% of
presentation
Speaks clearly, stands
straight and makes
eye contact with
audience 90% of
presentation
Speaks clearly,
stands straight and
makes eye contact
with audience 80%
of presentation
Mumbles, slouches
and does not look at
the audience
throughout the
presentation
Written Report
Extensive information
included with
descriptive factors
regarding the
economic and political
system and is well
constructed.
Information included
regarding economic
and political systems
and is well
constructed
Information
included regarding
economic and
political systems
One or more
elements are not
included regarding
the economic and
political system
Categories
Total Score ________
Maximum 100 Points
89
Copyright © Texas Education Agency, 2015. All rights reserved.
Marketing Planning
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
The student knows the components of marketing research in order to analyze demand, forecast
sales, and make other decisions.
Specific Objective
 The student can state the marketing research process.
 The student can identify methods of collecting data.
 The student can describe ways technology is used in research.
 The student can design and implement a study.
 The student can analyze and interpret data collected.
 The student can develop a research report.
 The student can make recommendations based on the research report.
Terms
Marketing Research - the systematic gathering, recording, analyzing, and presentation of
information related to marketing goods and services
Primary data – Data obtained for the first time and used specifically for the particular
problem or issue under study.
Secondary data – Data that has already been collected for some purpose other than the
current study.
Focus group – eight to twelve people who are brought together to evaluate advertising, a
particular product, package design or a specific marketing strategy.
Survey Method – A research technique in which information is gathered from people
through the use of surveys or questionnaires.
Time
When taught as written, this lesson should take four to five 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.
90
Copyright © Texas Education Agency, 2015. All rights reserved.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and Skills
(18) The student knows the components of the marketing research process in order to
analyze demand, forecast sales, and make other decisions. The student is expected to:
(A) state the marketing research process;
(B) identify methods of collecting data;
(C) describe ways technology is used in research;
(D) design and implement a study;
(E) analyze and interpret data collected;
(F) develop a research report; and
(G) make recommendations based on the research report.
Interdisciplinary Correlations:
§110.47 Reading I, II, III
(b) Knowledge and skills.
(2) The student acquires an extensive vocabulary through reading and systematic 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;
(4) The student comprehends texts 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.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Market Research Analysts and Marketing Specialists
O*Net Number: 13-1161-00
Reported Job Titles: Business Development Specialist, Client Service and Consulting Manager,
Client Services Vice President, Communications Specialist, Market Analyst, Market Research
Analyst, Market Research Consultant, Market Research Manager, Product Line Manager,
Project Manage
Tasks:

Prepare reports of findings, illustrating data graphically and translating complex findings
into written text.
91
Copyright © Texas Education Agency, 2015. All rights reserved.

Gather data on competitors and analyze their prices, sales, and method of marketing
and distribution.

Collect and analyze data on customer demographics, preferences, needs, and buying
habits to identify potential markets and factors affecting product demand.

Devise and evaluate methods and procedures for collecting data, such as surveys,
opinion polls, or questionnaires, or arrange to obtain existing data.
Soft Skills: Speaking, Active Listening, Critical Thinking, Judgment and Decision Making, Social
Perception
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 familiarize yourself with the terminology,
Have materials ready prior to the start of the lesson.
Textbooks:
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills: McGraw-Hill
Companies.
Online:
http://www.onetonline.org
Instructional Aids
 Textbook
 Lesson Presentation
 Instructor Computer/Projection Unit
 Online Websites
Introduction
The main purposes of this lesson is to help students understand
 Identify methods of collecting data
 Design and implement a marketing research study.
 Analyze and interpret collected data
 Develop a research report
 Make recommendations based on research report.
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Ask students how can they find out what students at your school are thinking about a particular
subject?
Ask students how easy they think it would be to get other students opinions?
Outline
MI
OUTLINE
NOTES TO TEACHER
I. Terms
Marketing Research
Primary data
Secondary data
Focus groups
Survey Method
Observation Method
Use presentation as visual
aide
II. Marketing Research Involves
a. Methods to gather data
b. Analyzing information
c. Reporting findings
Discuss steps of marketing
research using the
presentation and listed
resources
Have students write
vocabulary terms and
meanings
III. Types of Data
a. Primary Data
b. Secondary Data
IV. Data Collection Methods
a. Survey Method
b. Focus Groups
c. Observation Method
V. Technology’s Impact
a. Online survey’s
b. Customer loyalty cards
c. Social media
d. Large amounts of data
VI. Limitations of Marketing Research
a. Increases value
b. Increases demand
c. Supply and Demand
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students will brainstorm together a list of problems that might be helped by conducting
marketing research.
Independent Practice
Students will create a marketing research survey to be conducted on other students at school.
They will collect the data from the survey’s analyze the results, make recommendations based
on the results and write a report to be presented to the class. .
Summary
Review
 Explain what is involved in marketing research
 Describe the types of data
 Explain the different types of data collection
 Design and implement a study
 Interpret and analyze the collected data
 Make recommendations based on data collected.
Evaluation
Informal Assessment
Informal assessment will be made as the student participates throughout the discussion
process and contributes to the guided practice activity. Teacher will observe students by
walking the classroom during each activity.
Formal Assessment
Students will be conducting a survey of other students at school. They will design the survey,
conduct it, analyze the results and write a research paper with recommendations based on the
results. They will also create a presentation to the class of their survey methods, data
collection, analysis and recommendations using the Assigned Rubric.
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Enrichment
Extension
Integrate writing skills: Assign students to research marketing research failures. They will
discuss the product or service that was being marketed, why the marketing research failed and
suggestions for improvement.
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Marketing Research Study
Working in small groups brainstorm an issue at your school on which students are divided. It
could relate to selections offered in the cafeteria, after school activities or DECA themes for the
year.
Once you have your topic selected, create a survey using the suggestions outlined in the lesson.
Determine the appropriate number of students throughout the school and in each grade that
should be surveyed to achieve accurate results.
Once the surveys are completed analyze the data that was collected and report on your
findings in a research paper. The research paper should outline the methodology for collecting
the data, the survey that was used, how the sample was obtained that matches the general
population and any recommendations that should be made based on the data.
Each group will also create a presentation based on the research report to present to the class.
The paper and presentations will be graded using the following rubric.
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Marketing Planning Rubric
20
15
10
5 or less
Content
Student is
knowledgeable and
includes all
information plus
additional content in
presentation
Student shares
information required
in presentation
Student is missing
one or two
elements in
presentation
Student is missing
multiple elements of
content and is
lacking knowledge
Preparedness
Student is prepared
and has rehearsed
extensively
Student seems
prepared but should
rehearse more
Student is
somewhat
prepared but is
lacking rehearsal
Student is not
prepared
Enthusiasm
Facial expressions and
body language show
interest and
enthusiasm about the
topic
Facial expressions and
body language
sometime show
interest
Facial expressions
and body language
are used to try to
generate
enthusiasm
Very little used of
facial expressions or
body language. Did
not generate much
interest in topic
Speaking, eye
contact, and
posture
Speaks clearly, stands
straight and makes
eye contact with
audience 100% of
presentation
Speaks clearly, stands
straight and makes
eye contact with
audience 90% of
presentation
Speaks clearly,
stands straight and
makes eye contact
with audience 80%
of presentation
Mumbles, slouches
and does not look at
the audience
throughout the
presentation
Written Report
Extensive information
included with
descriptive factors
regarding the
economic and political
system and is well
constructed.
Information included
regarding economic
and political systems
and is well
constructed
Information
included regarding
economic and
political systems
One or more
elements are not
included regarding
the economic and
political system
Categories
Total Score ________
Maximum 100 Points
97
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Branding
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand the importance of branding and
extended product features.
Specific Objective
• Students will define branding elements.
• Students will explain applicable grades and standards.
• Students will distinguish between warranties and guarantees.
• Students will design a product package, brand, and label.
Terms
Brand- name, term, design, or symbol (or combination) that identifies a business or
organization and its products
Brand extension- A branding strategy that uses an existing brand name for an improved or
new product in the product line
Brand name- The letters, numbers, or words that represent a brand
Brand mark- The symbol or design that represents a brand
Trademark- A legally registered symbol, words, brand name, brand mark, or combination
Packaging- Physical container or wrapping for a product
Label- Information tag, wrapper, seal or imprinted message that is attached to a product or
its package
Warranty- A promise given to a customer that a product will meet certain standards
Guarantee- Another term for warranty that is usually used when promoting a good or
service
Time
When taught as written, this lesson should take three to four days to teach.
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.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and skills.
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(20) The student knows the importance of branding and extended product features. The
student is expected to:
(A) define branding elements;
(B) explain applicable grades and standards
(C) distinguish between warranties and guarantees; and
(D) design a product package, brand, and label.
(21) The student analyzes the laws and regulations that affect new product development.
The student is expected to:
(A) differentiate amount laws, regulations, and self-regulatory measures for newproduct development;
(B) break down consumer protection provisions of government agencies; and
(C) clarify how business is affected by government regulation of consumer protection.
Interdisciplinary Correlations:
§113.41. United States History Studies Since 1877
(c) Knowledge and skills.
(28) Science, technology, and society. The student understands the influence of scientific
discoveries, technological innovations, and the free enterprise system on the standard of
living in the United States. The student is expected to:
(A) analyze how scientific discoveries, technological innovations, and the application of
these by the free enterprise system, including those in transportation and
communication, improve the standard of living in the United States;
(B) explain how space technology and exploration improve the quality of life; and
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Marketing Manager
O*Net Number: 11-2021.00
Reported Job Titles: Account Supervisor, Business Development Director, Business
Development Manager, Commercial Lines Manager, Commercial Marketing Specialist, Market
Development Manager, Marketing Coordinator, Marketing Director, Marketing Manager, Vice
President of Marketing
Tasks:





Identify, develop, or evaluate marketing strategy, based on knowledge of establishment
objectives, market characteristics, and cost and markup factors.
Develop pricing strategies, balancing firm objectives and customer satisfaction.
Use sales forecasting or strategic planning to ensure the sale and profitability of
products, lines, or services, analyzing business developments and monitoring market
trends.
Coordinate or participate in promotional activities or trade shows, working with
developers, advertisers, or production managers, to market products or services.
Consult with buying personnel to gain advice regarding the types of products or services
expected to be in demand.
99
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Soft Skills: Speaking, Active Listening, Critical Thinking, Judgment and Decision Making, Social
Perception
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 familiarize yourself with the terminology.
 Have materials ready prior to the start of the lesson.
References:
Textbook:
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills: McGraw-Hill
Companies.
Online:
http://www.onetonline.org
Instructional Aids
 Textbook
 Lesson Presentation
 Instructor Computer/Projection Unit
 Online Websites
Introduction
The main purpose of this lesson is to help students understand:
 Branding
 Product packaging
Ask students if they understand the purpose and importance of branding for a company,
providing examples.
Ask students how packaging plays a role in the marketing process.
100
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Outline
MI
OUTLINE
Terms
VI.








Branding
Brand name
Brand mark
Trademark
Packaging
Label
Warranty
Guarantee
VII.
Brand
a. Purpose
b. Elements
VIII.
Packaging
a. Purposes
b. Requirements
c. Materials
IX.
Legal Considerations
a. Legal Guidelines
b. Food & Drug Administration
c. Federal Trade Commission
X.
Warranty or Guarantee
a. Purpose
XI.
Guided Practice
XII.
Independent Practice
NOTES TO TEACHER
Use presentation as visual
aide. Have students write
vocabulary terms and
meanings.
Discuss the purpose of
branding and the
elements of branding
using the PP and
resources listed.
Discuss purposes and
elements of packaging
using the PP and
resources listed.
Discuss packaging
standards in regards to
local, state, federal, and
international laws using
the PP and resources
listed.
Discuss the difference
between warranty and
guarantees using the PP
and resources listed.
Allow students 45
minutes to complete
guided practice.
Allow students up to 90
minutes to complete
independent practice and
summative.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
101
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Application
Guided Practice
Students will research current packaging trends and identify labeling types and brand elements.
Students will compare findings with classmates through discussion.
Independent Practice
Students will complete the Packaging design project to create a new packaging design,
including a new brand mark and label for an existing product.
Summary
Review
 Define branding elements.
 Understand warranties and guarantee roles in product promotion.
 What are important aspects to consider when creating a product package?
 How does packaging affect product success?
Evaluation
Informal Assessment
Teacher will evaluate student participation throughout the discussion process and contribution
to the guided practice activity. Teacher will observe students by walking the classroom during
research time and discussions.
Formal Assessment
Students will be evaluated on Packaging Design Project using the Assigned Rubric.
Enrichment
Extension
Integrate writing skills: Students will write a report after researching and identifying products
that provide warranties or guarantees.
102
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Packaging Design Project
Objective: Create a brand mark and unique package for a company. Provide a brief justification
report on why you chose the colors, packaging, and name that you did.
Company information: Whole Food Crunch is a new company that specializes in healthy grain
products. They have created a new cereal product, healthy grain flakes with dried fruit. In an
effort to appeal to their target market of children and parents of children, they would like a
packaging design that stands out among competitors. Whole Food Crunch prides itself on being
good, both healthy for the body and the environment. A future goal of the company is to use
product packaging that is environmentally friendly. Whole Food Crunch is open to brand
extensions and guarantees ideas that you might suggest to improve sales.
Student goal: You will be responsible for creating Whole Food Crunch’s brand mark for the
company, creating a cereal name for the grain flakes with dried fruit, and designing the
appropriate packaging to attract the correct target market. The packaging should include
appropriate labels.
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Assignment Rubric
Categories
25
20
15
10 or less
Label
Included appropriate
label type and all
necessary and
relevant information
Included appropriate
label type and most
necessary and relevant
information
Included
appropriate label
type and some
relevant
information
Included a label with
no relevant
information or did
not include a label.
Brand mark
Created a unique
brand mark in
alignment with
company mission
Created a unique
brand mark but not
very aligned with
company mission
Created a brand
mark not aligned
with company
mission
Did not create a
brand mark or used a
brand mark that
already existed.
Package Design
Package design
appeals to target
market, provides
product protection,
and has a unique
design.
Packaging design
appeals to target
market, provides
protection, but does
not have a unique
design.
Packaging design
appeals to target
market, but
provides little
protection, and
does not have a
unique design.
Package design was
not fully constructed.
Justification
summary
Well written using
high levels of
marketing language
with no grammatical
errors
Well written using
marketing terms with
no grammatical errors
Written using
marketing terms
with two or fewer
grammatical errors
Written with three or
more grammatical
errors
Total Score ________
Maximum 100 Points
104
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Advertising
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand what advertising is and how .
Specific Objective
• Students will acquire an understanding of the scope and nature of the sales process.
• Students will understand the role that employees play in the sales process.
• Students will be able to diagram the sales process and identify techniques that enhance
customer relationships.
• Students will prepare and deliver sales presentations.
Terms
Promotional advertising- Advertising is created to increase sales.
Advertising campaign- Creating and coordinating advertisements that revolves around the
same theme, for release in both print and broadcast media.
Broadcast media- Advertising that is done on radio or television
Print media- All forms of written advertising
Cooperative advertising- Arrangement made by a supplier and a local company to split the
expenses of advertising campaigns.
Time
When taught as written, this lesson should take three to four days to teach.
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.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and skills.
(22) The student knows that advertising is the paid form of nonpersonal communication
of an identified sponsor’s product. The student is expected to:
(A) calculated the cost-effectiveness of media; and
(B) create an advertising campaign.
(23) The students know that the physical environment of a business should project a
positive image. The student is expected to:
(A) evaluate image; and
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(B) analyze factors involved in facilities design, maintenance, and improvement.
(25) The student knows that sales promotion activities or materials offer customers a
direct incentive to buy. The student is expected to:
(A) catalog examples of sales promotion materials; and
(B) analyze how sales promotion materials encourage sales.
(33) The student demonstrates mathematics knowledge and skills required to pursue
the full-range of postsecondary education and career opportunities. The student is
expected to:
(D) construct charts, tables, and graphs from functions and data.
Interdisciplinary Correlations:
§110.31 English I, II, III
(b) Knowledge and skills.
(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 or work-related documents (e.g., instructions, e-mails,
correspondence, memos, project plans) that include:
(i) organized and accurately conveyed information; and
(ii) reader-friendly formatting techniques;
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Advertising and Promotions Manager
O*Net Number: 11-2011.00
Reported Job Titles: Account Executive, Advertising Director, Advertising Manager, Advertising
Sales Manager, Classified Advertising Manager, Marketing and Promotions Manager, Marketing
Director, Marketing Manager, Promotions Director, Retail Advertising Sales Manager
Tasks:




Inspect layouts and advertising copy and edit scripts, audio and video tapes, and other
promotional material for adherence to specifications.
Plan and prepare advertising and promotional material to increase sales of products or
services, working with customers, company officials, sales departments and advertising
agencies.
Monitor and analyze sales promotion results to determine cost effectiveness of
promotion campaigns.
Coordinate with the media to disseminate advertising.
Soft Skills: Active Listening, Social Perception, Speaking, Time Management, Critical Thinking
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).
106
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References:
Textbook:
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills: McGraw-Hill
Companies.
Online:
http://www.onetonline.org
Instructional Aids
 Textbook
 Lesson Presentation
 Instructor Computer/Projection Unit
 Online Websites
Introduction
The main purpose of this lesson is to help students understand:
 Advertising
Ask students if they understand the elements of an advertising campaign.
Ask students if they understand how promotional activities play a role in product sales.
MI
OUTLINE
XIII.
Terms
• Promotional advertising- Advertising is
created to increase sales
• Advertising campaign- Creating and
coordinating advertisements that revolve
around the same theme, for release in both
print and broadcast media
• Broadcast media- Advertising that is done on
radio or television.
• Print media- All forms of written advertising
• Cooperative advertising- Arrangement made
by a supplier and a local company to split the
expenses of advertising campaigns
XIV.
NOTES TO TEACHER
Use presentation as visual
aide. Have students
record vocabulary terms
and meanings.
Discuss types of media
using presentation notes.
Types of Media
a.
b.
c.
d.
Print
Broadcast
Online
Specialty
107
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XV.
Advertising campaign costs
A. Promotional Budget
XVI.
Cooperative Advertising
d. Cost-sharing
e. Promotional materials
f. Additional sales
XVII.
Print Advertisements
Headline
Copy
Illustration
Signature
b.
c.
d.
e.
XVIII.
Guided Practice
XIX.
Independent Practice
Discuss campaign design
and costs using
presentation notes.
Discuss benefits of
cooperative advertising
using presentation notes.
Discuss elements of print
advertisements.
Allow 20 to 30 minutes for
students to complete guided
practice.
Students will need up to
three days to complete
independent practice and
formal assessment.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students will look through newspapers, magazine ads, direct mail, or online to find examples of
cooperative advertising.
When students find examples, they will identify additional sales promotion materials within the
examples. Students will share findings with the class.
Independent Practice
Students will create an advertising plan by selecting a product, writing a report identifying
media choices, target audiences, and ideas for a theme or slogans. Students will also create a
chart, table, or graph to illustrate the projected costs associated with advertising plan.
108
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Summary
Review
 What are the elements of a print ad?
 Why are the benefits of cooperative advertising?
 Identify types of media and an example for each.
Evaluation
Informal Assessment
Teacher will evaluate student participation throughout the discussion process and contribution
to the guided practice activity. Teacher will observe students by walking the classroom during
research time and discussions. Students can be evaluated on the Independent Practice
Assignment.
Formal Assessment
Students will be evaluated on the Ad Proposal Project using the attached rubric.
Enrichment
Extension
Integrate writing skills: Students will develop a broadcast script to advertise a product on the
radio.
109
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Ad Proposal Project
Objective:
You and your team will work as an advertising company to create an advertising campaign to
promote a product of choice.
Details:
The company seeks a relevant advertising campaign that will persuade teenagers to purchase
the product.
The committee is looking for print and broadcast media ads that creatively convey new product
uses. They would also like a sketch of a visual merchandising display idea for the product. Your
team will have up to 5 minutes to professionally pitch your ideas and show off your creative
materials to a selection committee (classmates).
Project Steps:
 Submit team name and product
 Create theme/slogan
 Produce both a broadcast script and type of print ad
 Create store display sketch or mock
 Prepare and practice for presentation
 Present campaign to class
110
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Ad Proposal Project Rubric
CATEGORY
21 to 25 points
16 to 20 points
11 to 15 points
0 to 10 points
Makes use of some font,
Makes excellent use of
Makes good use of font, color, graphics, effects, Did not use fonts, colors,
Attractiveness font, color, graphics,
color, graphics, effects, etc. but occasionally
graphics, effects etc. to
effects, etc. to enhance
of print ad
etc. to enhance to ad. these detract from the enhance the content.
the ad.
content.
Mechanics of No misspellings or
script
grammatical errors.
Three or fewer
misspellings and/or
mechanical errors..
Four misspellings and/or More than 4 errors in
grammatical errors.
spelling or grammar.
Slogan is creative and
matches target
Creativity of
audience. Subject
content
knowledge on product
is excellent.
Includes essential
knowledge about the
product. Subject
knowledge appears to
be good.
Includes essential
Content is minimal OR
information about the
there are several factual
product but there are 1-2
errors.
factual errors.
Delivery
Presentation was
practiced, all elements
were included, and
students were well
prepared.
Presentation was
Presentation was
practiced, most
practiced, many
elements were included, elements were missing,
and student seemed
and students seemed
somewhat prepared.
less than prepared.
Presentation was not
practices, many or all
elements were missing,
and students seemed
unprepared.
Total Points
Earned
Total Score ________
Maximum 100 Points
111
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Public Relations & Publicity
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand how to promote a business or
organization using public relations and publicity techniques.
Specific Objective
• Students will acquire an understanding of how to prepare publicity materials.
• Students will demonstrate verbal skills in marketing communications.
• Students will be able to distinguish activities that would encourage positive public
relations.
• Students will understand how to analyze potential impacts of publicity and offer
possible strategies for dealing with its impact.
Terms
Customer relations- Positive communications (friendliness, good customer service, special
services) between a business and customer to create repeat business.
Community relations- The activities that a business participates in to create or improve
their relations with the community.
News release- Document that a business creates to distribute news to media outlets. They
often share information about new products, openings, or participation in events to use as a
promotional tool.
Press kit- Folder containing news releases, articles, and photographs about the company,
product, or person. Folder is created by public relations specialist to help assist media
outlets on frequently asked questions.
Press Conference- Meeting that is arranged by an organization that invites media outlets to
hear announcements about newsworthy events.
Public relations- A strategically planned process for a company to communicate with its
customers and the public.
Time
When taught as written, this lesson should take two to three days to teach.
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.
§130.348. Practicum in Marketing Dynamics
112
Copyright © Texas Education Agency, 2015. All rights reserved.
(c) Knowledge and skills.
(24) The student knows that public relations and publicity can be used to promote a
business or organization. The student is expected to:
(A) Prepare publicity materials;
(B) Demonstrate verbal skills in marketing communications;
(C) Distinguish activities that would encourage positive public relations; and
(D) Analyze potential impact of publicity and offer possible strategies for dealing
with its impact.
Interdisciplinary Correlations:
§110.47 Reading I, II, III
(b) Knowledge and skills.
(2) The student acquires an extensive vocabulary through reading and systematic 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;
(4) The student comprehends texts 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.
§110.31 English I, II, III
(b) Knowledge and skills.
(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 or work-related documents (e.g., instructions, e-mails,
correspondence, memos, project plans) that include:
(i) organized and accurately conveyed information; and
(ii) reader-friendly formatting techniques;
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Public Relations and Fundraising Managers
O*Net Number: 11-2031.00
Reported Job Titles: Account Executive, Account Manager, Account Supervisor, Business
Development Director, Communications Director, Community Relations Director, Director of
Public Relations, Public Relations Manager (PR Manager)
Tasks:

Establish and maintain effective working relationships with clients, government officials,
and media representatives and use these relationships to develop new business
opportunities.
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

Write interesting and effective press releases, prepare information for media kits and
develop and maintain company internet or intranet web pages.
Draft speeches for company executives, and arrange interviews and other forms of
contact for them.
Soft Skills: Speaking, Active Listening, Reading Comprehension, Social Perception, Writing
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 familiarize yourself with the terminology.
 Have materials ready prior to the start of the lesson.
References:
Textbook:
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills: McGraw-Hill
Companies.
Online:
http://www.onetonline.org
Instructional Aids
 Textbook
 Lesson Presentation
 Instructor Computer/Projection Unit
 Online Websites
Introduction
The main purpose of this lesson is to help students understand:
 Benefits of public relations
Ask students to recall seeing a product in a movie or television show.
114
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Outline
MI
OUTLINE
NOTES TO TEACHER
XX.
Terms
 Customer relations- Positive communications
(friendliness, good customer service, special services)
between a business and customer to create repeat
business
 Community relations- The activities that a business
participates in to create or improve their relations with
the community
 News release- Document that a business creates to
distribute news to media outlets. They often share
information about new products, openings, or
participation in events to use as a promotional tool
 Press kit- Folder containing news releases, articles, and
photographs about the company, product, or person.
Folder is created by public relations specialist to help
assist media outlets on frequently asked questions
 Press Conference- Meeting that is arranged by an
organization that invites media outlets to hear
announcements about newsworthy events
 Public relations- A strategically planned process for a
company to communicate with its customers and the
public
XXI.
Public Relations and Publicity
XXII.
a.
b.
c.
d.
e.
f.
g.
Communication objectives
Product Placement
Event Sponsorship
Issue Sponsorship
PR Tools
News release
Press kit
Press conference
XXIII.
Guided Practice
XXIV.
Independent Practice
Use presentation as
visual aide. Have
students record
vocabulary terms and
meanings.
Discuss the objectives
of public relations.
Discuss the activities
that foster positive
public images.
Discuss the tools used
in public relations.
Allow students 10
minutes to find a news
release sample on line.
Discuss similarities,
purposes, and
differences for 20
minutes.
Allow students at least
45 minutes to
complete independent
practice.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
115
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Application
Guided Practice
Students will look for a recent news release. As a class, discuss the formatting, specific events
mentioned in the news release, and how the release will affect the company’s image.
Independent Practice
Students will conduct research online to find examples of companies’ public relation efforts in
product placement, event sponsorships, and new product publicity. Students will share findings
with the class in a report.
Summary
Review
 Name important elements of a news release.
 What is the role of a public relations department?
 How do positive public images benefit the company?
Evaluation
Informal Assessment
Teacher will evaluate student participation throughout the discussion process and contribution
to the guided practice activity. Teacher will observe students by walking the classroom during
research time and discussions.
Formal Assessment
Students will be evaluated on the report that is created based on their research in the
independent practice.
udents will complete activity School News Release using the sample provided as a guide.
Enrichment
Extension
Integrate writing skills: Students may look online or attend a press conference. Report on the
purpose of the conference, and project possible outcomes that will likely occur as a result of
the press conference.
116
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PR Report Project
Objective:
Select your favorite food company for your assignment. Create a PR folder with examples of
product placement, event sponsorship, and a press release.
Details:
Research the company you have selected online and print out the examples needed in the steps
listed below. When selecting your company, make sure it is a robust company that provides
easy access to the required documents.
Project Steps:
 Select snack food company
 Find examples of product placement and/or suggest new ideas
 Identify events that are currently sponsored by the company and/or suggest new ideas
 Obtain a press release from your company or one of its competitors
 Prepare an organized folder with all of your information
 Present your information to the class
BOUNUS POINTS:
The company you selected was recently release a batch of product with harmful bacteria.
Conduct a mock press conference to address public concerns. Take questions from your fellow
classmates about the future plans for the company.
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PR Report Project Rubric
CATEGORY
21 to 25 points
16 to 20 points
11 to 15 points
0 to 10 points
Makes use of some font,
Makes excellent use of
Makes good use of font, color, graphics, effects, Did not use fonts, colors,
Attractiveness font, color, graphics,
color, graphics, effects, etc. but occasionally
graphics, effects etc. to
effects, etc. to enhance
of Folder
etc. to enhance to ad. these detract from the enhance the content.
the ad.
content.
Mechanics of No misspellings or
Folder
grammatical errors.
Content
Delivery
Three or fewer
misspellings and/or
mechanical errors..
Student is
Student shares
knowledgeable and
information required
includes all information
plus additional content
Presentation was
practiced, all elements
were included, and
students were well
prepared.
Four misspellings and/or More than 4 errors in
grammatical errors.
spelling or grammar.
Student is missing one or Student is missing
two elements in report multiple elements of
content and is lacking
knowledge
Presentation was
Presentation was
practiced, most
practiced, many
elements were included, elements were missing,
and student seemed
and students seemed
somewhat prepared.
less than prepared.
Presentation was not
practices, many or all
elements were missing,
and students seemed
unprepared.
Total Points
Earned
Total Score ________
Maximum 100 Points
118
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Sales
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand how to determine client needs
and wants and respond through planned, personalized communication to influence purchase
decisions and enhance future business opportunities.
Specific Objective
• Students will acquire an understanding of the scope and nature of the sales process.
• Students will understand the role that employees play in the sales process.
• Students will be able to diagram the sales process and identify techniques that enhance
customer relationships.
• Students will prepare and deliver sales presentations.
Terms
 Personal selling- The direct contact that takes place between a salesperson and a
customer.
 Pre-approach- Preparation taken to get ready for personal selling situations
 Suggestive selling- A technique used to sale additional products to the customer.
 Customer benefits- Satisfaction or benefits the customer receives for a good or service.
 Sales quotas- Sales goals set for the employee by the company’s management to help
improve employee motivation to increase sales.
 Sales records- The documented records of sales history. Helpful to store management
to track what items are selling and what salespeople are being most effective.
Time
When taught as written, this lesson should take two to three days to teach.
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.
130.348. Practicum in Marketing Dynamics
(c) Knowledge and skills.
(13) The student knows that private enterprise is based on independent decisions by
businesses and consumers. The student is expected to:
(C) explain ways to increase productivity and profit.
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(29) The students knows methods to determine client needs and wants and responds
through planned, personalized communication to influence purchase decisions and
enhance future business opportunities.
(A) acquire a foundational knowledge of selling to understand its nature and
scope;
(B) explain how product knowledge is essential to communicate product benefits
to ensure appropriateness of product for the customer;
(C) diagram sales processes and techniques to enhance customer relationships
and to increase the likelihood of making sales; and
(D) prepare and deliver a sales presentation.
(30) The student knows the important role each employee plays in providing exceptional
customer service. The student is expected to:
(B) describe how customer service and follow-up are major factors for success in
marketing; and
(C) demonstrate effective communication with customers to foster positive
relationships that enhance company image.
(31) The student demonstrates the management of selling activities. The student is
expected to:
(A) explain sales and financial quotas;
(B) identify types of information contained in sales records; and
(C) exhibit proper procedures for maintaining sales records.
Interdisciplinary Correlations:
110.31 English I, II, III
(b) Knowledge and skills.
(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 or work-related documents (e.g., instructions, e-mails,
correspondence, memos, project plans) that include:
(i) organized and accurately conveyed information; and
(ii) reader-friendly formatting techniques;
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Sales Manager
O*Net Number: 11-2022.00
Reported Job Titles: Director of Sales, District Sales Manager, General Manager, Regional Sales
Manager, Sales and Marketing Vice President, Sales Manager, Sales Representative, Sales
Supervisor, Store Manager, Vice President of Sales
Tasks:



Resolve customer complaints regarding sales and service.
Plan and direct staffing, training, and performance evaluations to develop and control
sales and service programs.
Monitor customer preferences to determine focus of sales efforts.
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
Prepare budgets and approve budget expenditures.
Soft Skills: Speaking, Active Listening, Social Perception, Persuasion, Coordination
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 familiarize yourself with the terminology.
 Have materials ready prior to the start of the lesson.
Textbook:
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills: McGraw-Hill
Companies.
Online:
http://www.onetonline.org
Instructional Aids




Textbook
Lesson Presentation
Instructor Computer/Projection Unit
Online Websites
Introduction
The main purpose of this lesson is to help students understand:
 Sales process
 Roles of a sales person
Ask students to recall their most memorable sales experience.
Ask students how the salesperson played a role in the particular experience.
121
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Outline
MI
OUTLINE
I.






II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Terms
Personal selling- The direct contact that
takes place between a salesperson and a
customer.
Pre-approach- Preparation taken to get
ready for personal selling situations
Suggestive selling- A technique used to sale
additional products to the customer.
Customer benefits- Satisfaction or benefits
the customer receives for a good or service.
Sales quotas- Sales goals set for the
employee by the company’s management to
help improve employee motivation to
increase sales.
Sales records- The documented records of
sales history. Helpful to store management
to track what items are selling and what
salespeople are being most effective.
Sales Process
Pre-approach
a. Product Knowledge
Approaching Customer
a. Determine needs
Product Promotion
a. displays
b. Promotional materials
c. Demonstrations
d. Overcoming objectives
Closing and Recoding Sales
a. Suggestive selling
b. Sales
c. Sales record
d. Sales quota
Qualities of a salesperson
a. Product knowledge
b. Understands sales process
c. Follow up
Guided Practice
Independent Practice
NOTES TO TEACHER
Use presentation as visual
aide. Have students record
vocabulary terms and
meanings.
Discuss the steps in the
sales process using the PP
and resources listed. Have
students record the steps in
their notes.
Discuss the purpose of
equipping the sales people
with product knowledge
using the presentation and
resources listed.
Discuss how to approach a
customer and how to
determine customer needs
using the PP and resources
listed.
Discuss the styles and
purposes of product
promotion.
Discuss process for closing a
sale, how to record the sale,
and explain sales quota.
Discuss the qualities that
make a productive
salesperson.
Allow students 10 minutes
to complete guided
practice.
Allow students time to
complete independent
practice.
122
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students will recall previous purchasing experiences and note the traits of the sales person. Students will
share their experiences within small groups or with the class to find similarities in characteristics.
Independent Practice
Students will create a diagram charting the steps of the sales process using magazine pictures
or drawing.
Summary
Review
 What are the steps in the sales process?
 What roles do employees play in the sales process?
 Identify techniques that enhance customer relationships.
Evaluation
Informal Assessment
Teacher will evaluate student participation throughout the discussion process and contribution
to the guided practice activity. Teacher will observe students by walking the classroom during
research time and discussions.
Formal Assessment
Students will be evaluated on their sales diagram presentation using the attached rubric.
Enrichment
Extension
Integrate writing skills: Students will develop a sales script to promote their favorite product to
a classmate.
123
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Sales Process Steps
Objective: Create a poster or digital presentation with examples of the sales process. Find
pictures of interactions within each step of the sales process. Use creative images and include
key terms for each stage of the process.
Approaching
Customer
Determining
Needs
Presenting the
Product
Overcoming
Objections
Closing the
Sale
Suggestion
Selling
Relationship
Building
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Assignment Rubric
CATEGORY
21 to 25 points
Makes excellent use of
font, color, graphics,
Attractiveness
effects, etc. to enhance
the diagram.
16 to 20 points
11 to 15 points
0 to 10 points
Makes good use of font,
color, graphics, effects,
etc. to enhance to
diagram.
Makes use of some font,
Did not use fonts, colors,
color, graphics, effects, etc.
graphics, effects etc. to
but occasionally these
enhance the content.
detract from the content.
Three or fewer
misspellings and/or
mechanical errors.
Four misspellings and/or
grammatical errors.
Mechanics
No misspellings or
grammatical errors.
Content
Covers topic in-depth with Includes essential
details and examples.
knowledge about the
Subject knowledge is
topic. Subject knowledge
excellent.
appears to be good.
Delivery
Presentation was not
Presentation was
Presentation was practiced
practiced but student
practiced and student was and student seemed
seemed somewhat
well prepared.
somewhat prepared.
prepared..
More than 4 errors in
spelling or grammar.
Includes essential
information about the topic Content is minimal OR there
but there are 1-2 factual
are several factual errors.
errors.
Presentation was not
practiced and student did
not seem prepared.
Total Score ________
Maximum 100 Points
125
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Going Global
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will evaluate and conclude why international
trade is vital to a nation’s economy.
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.
Terms














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 common business activities
Multinational Companies: Businesses that have operations all over the world and
conduct planning for worldwide markets
Pre-industrial economy: Based on agriculture & raw material development; low
standard of living
Post-industrial economy: Based on mix of business and consumer products/services
produced & marketed in the global marketplace
126
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









Gross Domestic Product: The total $ value of all good/services produced within a
country in one year
Gross National Product: The total $ value of all goods/services produced
Quota: Limits on the numbers of certain types of products foreign companies can sell in
a country
Tariffs: Taxes placed on imported products to increase the selling price
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
Business Cycle: Consists of four stages: Prosperity, Recession, Depression and Inflation
Time
This lesson should take 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.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and skills.
(11) The student knows the impact and value of diversity. The student is expected to:
(B) portray how cultural diversity affects marketing; and
(12) The student knows that marketing begins with a working knowledge of economic
concepts. The student is expected to:
(A) describe fundamental economic concepts used in marketing;
(B) use information about supply and demand to predict their influence on
pricing; and
(C) describe ways in which marketing affects utility.
(14) The student knows that gross domestic product, standard of living, consumer price
index, and unemployment figures help measure whether an economy is accomplishing
its goals. The student is expected to:
(A) research and report on the current economic climate with regard to gross
domestic product, unemployment, standard of living, and other economic
indicators; and
(B) depict why the gross domestic product is an accurate indicator of the
economic health of a nation.
127
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(15) The student knows that changes in the economy include prosperity, recession,
depression, and recovery that may be collectively referred to as the business cycle. The
student is expected to:
(A) describe the impact that a business cycle has on an economy;
(B) explain how businesses react to economic changes; and
(C) clarify the impact of government on business activities to make informed
economic decisions.
(16) The student identifies international economic factors that affect marketing
planning. The student is expected to:
(A) identify strategies for entering international markets; and
(B) illustrate cultural, economic, and political factors considered when engaging
in international trade.
Interdisciplinary Correlations
§110.47. Reading I, II, III
(b) Knowledge and skills.
(2) The student acquires an extensive vocabulary through reading and systematic 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;
(4) The student comprehends texts using effective strategies. The student is expected
to:
(D) summarize texts by identifying main ideas and relevant details.
(7) The student reads with fluency and understanding in increasingly demanding and varied
texts. The student is expected to:
(A) Read silently or orally such as paired reading or literature circles for sustained
periods of time
§110.57. Public Speaking I, II, III
(b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(5) Proofs and appeals. The student uses valid proofs and appeals in speeches. The
student is expected to:
(A) analyze the implications of the audience, occasion, topic, and purpose as a
basis for choosing proofs and appeals for speeches;
(6) Style. The student develops skills in using oral language in public speeches. The
student is expected to:
(D) use informal, standard, and technical language appropriately;
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.
The student is expected to:
(E) interact with audiences appropriately
128
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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
 Secure a computer lab, if one is not readily available to your class
Instructional Aids
 Student handouts
Materials Needed
 Copies of assigned activities
 Internet
Equipment Needed
 Computer lab
 Teacher computer
 Projector (for 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?
 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.
129
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Outline
MI
OUTLINE
NOTES TO TEACHER
I. Terminology (Students will fill in blanks
I.
from the multi-media presentation)
A. Business Cycle: (diagram in
presentation)
B. Prosperity
C. Inflation
D. Recession
E. Depression
II. U.S. and International Trade
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
IV. Importance of International Trade
A. Over 250,000 U.S. businesses
export products
B. 11% of GNP
C. 95% are small to med-Sized
D. Export over $500 billion in
products
E. Wholesalers export over $100
billion
F. U.S.is 2nd largest exporter
G. U.S. is 1st in imports
H. U.S. trade deficit in 1971
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.
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.
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
130
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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.
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.
131
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Global Marketing
Student Notes
TERMINOLOGY:
________: North American Free Trade Agreement
______: World Trade Organization
_____: European Union
International Trade: The _____ of products/services to people in _______ countries
Imports: Products/services _______________ from another _____________
Exports: Products/services _______ to _____________ country
Indirect Exporting: Marketers with ______________ experience __________ the ____________
company; ____________ for the _________ of products in other countries
Direct Exporting: Company handles ____ responsibilities to market products in other
___________
Balance of Trade: The ________________ between a country’s _________ and __________
Foreign Production: A company ______ and __________ production ___________ in another
country
Joint Venture: ____ or_____ companies in ____________ countries with _____________
interests develop a _______________ to join in ____________ __________________activities
Multinational Companies: Businesses that have_________________ all over the ___________
and conduct planning for _________________ markets
Pre-industrial Economy: Based on _________________ and ______
_____________development; _____ standard of living
Post-industrial Economy: Based on____ of business & consumer _____________________
produced & marketed in the__________ marketplace
Gross Domestic Product: The ________ $ value of all ______________________ produced
within a country in____ year
Gross National Product: The total___________ of all goods/services (_____________
_____________) produced within a country in one year
132
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Quota: _________ on the numbers of ___________ _________ of products ____________
_________________ can ______ in a country
Tariffs: _________ placed on imported products to increase the ____________ __________
Subsidy: ___________ provided to a business to _______ in the development and sale of
products
Standard of Living: A ______________ of the quality of life for the citizens of a country
Productivity: The____________ output by workers for a ______________ period of time
Purchasing Power: The ___________ of goods/services that can be bought with a
______________ $ amount of money
Consumer Price Index: The _____________ in the ________ of a specified set of goods over
___________________ _________: Consists of 4 stages: Prosperity, Recession, Depression and
Inflation
U.S. and International Trade
”Approximately _____ of world-wide production is sold _________ of the _______ country
The bulk of products that Americans use daily are_______________
U.S. __________music, movies, cars, airplanes and food items
International Trade is Changing:
Raw materials once were an _____________ commodity; today makes up less than ____ of
world’s exports __________________ goods/services are most popular _____________
(communications, travel, education, and financial) are most popular exchanges between
______________________ is transferred via phone, fiber optics, or satellite on a daily basis
Businesses are Going Global
_____________ are changing.
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____________ markets are enticing to ________________ businesses who experience dropping
sales & profit
Foreign markets are another way to expand ________________and increase worldwide
___________for products
Benefit of international marketing: __________________ support is available
Importance of International Trade
U.S. economy: over ___________ businesses _________ products
Accounts for over _____ of GNP
_____ of U.S. exporting businesses are small to medium sized
Manufactures ________ over $500 billion of products
Wholesalers export over $____ billion worth of products
U.S. is __________ largest exporter
_____________ is #1 exporter
U.S. is #1 ___________ of products
Germany is _____ importer
_____ had 1st_________ deficit of the 20th Century in ______ (imports exceeded exports by
over $1 billion that year.
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)
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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:
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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Going Global
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 common business 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 raw material 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
Gross National Product: The total $ value of all goods/services (including imports) produced
within a country in one year
Quota: Limits on the numbers of certain types of products foreign companies can sell in a
country
Tariffs: Taxes placed on imported products to increase the selling price
Subsidy: Money provided to a business to help in the development and sale of products
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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
Business Cycle: Consists of 4 stages: Prosperity, Recession, Depression and Inflation
Prosperity
Prosperity
Recovery
Recession
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
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 Marketing: Government support is available
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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
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. China Construction Bank (China; banking)
3. JP Morgan Chase (U.S.; banking)
4. General Electric (U.S.; conglomerate, owns NBC & Comcast)
5. Exxon Mobil (U.S.; oil/gas)
6. HSBC Holdings (U.K.; banking)
7. Royal Dutch Shell Oil (Netherlands; oil/gas)
8. Agricultural Bank of China (China; banking)
9. PetroChina (China; oil)
10. Berkshire Hathaway (U.S.; diversified financial)
11. Bank of China (China; banking)
12. Wells Fargo (U.S.; banking)
13. Chevron (U.S.; oil/gas)
14. Volkswagen Group (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 87 million worldwide
Country ranking
U.S. (543 members)
Japan (251 members)
China (136 members)
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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)
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Cultural Differences: Part I
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:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
CUSTOMS AND COURTESIES
1. Greetings
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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2. Gestures
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Visiting
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Eating
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
LIFESTYLE
1. Family
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Dating/Marriage
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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3. Diet
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Recreation
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
5. Commerce
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
SOCIETY
1. Government
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Economy
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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3. Transportation/communication
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Education
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Literacy Rate:______________________
5. Health
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Life Expectancy:____________________
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Cultural Differences: Part Ii
DIRECTIONS: 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 I. 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 ______________________
Product #1 _____________________________
Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
Product #2______________________________
Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
Product #3 _____________________________
Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
Product #4______________________________
Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
Product #5______________________________
Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
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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
Criteria
1
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
2
Points
3
4
Audience has
Student presents
Student presents
Audience cannot
difficulty following
information in
information in
understand presentation
presentation because logical sequence
logical, interesting
because there is no
student jumps
which audience can
sequence which
sequence of information.
around.
follow.
audience can follow.
Student does not have
grasp of information;
student cannot answer
questions about subject.
Student is
uncomfortable with
information and is
able to answer only
rudimentary
questions.
Student used no visuals.
Student occasional
used visuals that
rarely support text
and presentation.
____
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
____
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
____
Student's presentation
Presentation had
Presentation has no
Presentation has no
had four or more spelling three misspellings
more than two
misspellings or
errors and/or
and/or grammatical misspellings and/or
grammatical errors.
grammatical errors.
errors.
grammatical errors.
____
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in the
back of class to hear.
Student used a clear
voice and correct,
precise
pronunciation of
terms.
____
Total---->
____
Student incorrectly
Student's voice is
pronounces terms.
clear. Student
Audience members
pronounces most
have difficulty hearing
words correctly.
presentation.
Teacher Comments:
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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
Switzerland
Wales
Columbia
Portugal
India
Denmark
Korea
Australia
Greenland
Peru
Uruguay
Nigeria
Turkey
Poland
New Zealand
Algeria
Austria
Norway
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Foreign Business Project:
Planning an Itinerary
OBJECTIVE: You are in charge of planning a seven day itinerary for 30 foreign business
executives who will be in the Dallas, Texas area. Incorporate 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.
Remember the following when researching and planning:
1. You must promote the Dallas, Texas in a positive manner
2. You will draw to determine what country your guests are from. What are the
possible custom conflicts you may encounter?
3. You decide what time of year or month; however, think about when they will arrive
and depart.
4. How will you “sell” Dallas?
5. What key places and events will you include
Your presentation must include a mixture of:
 Sporting Events
 Entertainment Events
 Cultural Events
6. 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.
7. Are your guests male or female?
8. Where will the conference be held?
9. What considerations have you taken regarding language barriers?
10. What will you include in the host/hostess gifts? ( “goody bags”)
11. What brochures will you include in the information packet?
12. What are the cost factors per person and as a group?
13. 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:
1. Participation with your partner
2. Appropriateness of your selections
3. Presentation to the class
4. Appearance of digital presentation (minimum of 14 slides)
5. Your appearance
6. Realistic nature of project
7. You pick the time of year they are coming!
8. Find out important info about your country
9. What about customs? No faux pas!
10. Allow two days for travel; however, these days DO NOT count toward the
conference time
11. Maximum of 4 people per hotel room
12. Think about time allowances (drive time, etc.)
13. Presentation: Audience will be from the “country” which has been assigned to you
14. Consider any cultural food restrictions
15. You must secure transportation. Rental cars will not be an option.
16. Remember: no activity may be repeated!
17. You will have to research the hotel occupancy tax for your location and calculate the
tax per room per night.
18. Your company will handle payment of all activities and meals, etc. You must keep a
running total of all expenses (use a spreadsheet).
19. Do not forget to include all gratuities! (Wait staff, chauffeur, hotel, etc.)
20. You and your partner will receive a commission of 6% per visitor in the group. Make
sure you show your guests a GOOD time!
21. Calculate how much your company made on the entire booking. (Hint: revenues less
expenses.)
Be as detailed as possible. Be as creative as possible.
Think outside the box.
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Foreign Business Project:
Planning an Itinerary
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: _____________________
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
____
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
____
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:
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.
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:
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Free Enterprise System
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Students know the United States free enterprise system offers marketers entrepreneurial
opportunities to operate in private enterprise.
Specific Objective



Explain the importance of the United States free enterprise system in encouraging
opportunities for entrepreneurial ventures
Analyze a proposed business plan
Discuss advantages and disadvantages of specialization
Terms
 Free enterprise system – system where individuals start and operate their own
businesses without government involvement
 Competition – struggle between companies for customers
 Price competition – competition that focuses on the sale price of a product
 Nonprice competition – competition that focuses on product/service factors not related
to price
 Monopoly – exclusive control over a product or the means of producing it
 Risk – potential of financial loss
 Profit – money earned from conducting business after all costs and expenses are paid
 Private enterprise - Business or industry that is managed by independent companies or
private individuals rather than by the state.
 Business plan – a proposal that describes a new business to potential investors and
lenders
Time
When taught as written, this lesson should take four to five days to teach.
Preparation
TEKS Correlations:
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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.
130.348. Practicum in Marketing Dynamics
(c) Knowledge and Skills
(4) The student knows that the United States free enterprise system offers marketers
entrepreneurial opportunities
A) explain the importance of the United States free enterprise system in
encouraging opportunities for entrepreneurial ventures
B) analyze a proposed business plan
(11) The student knows that private enterprise is based on independent decisions by
businesses and consumers
B) discuss advantages and disadvantages of specialization
Interdisciplinary Correlations:
111.32. Algebra I
(b) Knowledge and skills.
(1) Foundations for functions. The student understands that a function represents a
dependence of one quantity on another and can be described in a variety of ways. The
student is expected to:
(E) interpret and make decisions, predictions, and critical judgments from
functional relationships.
113.41. United States History Studies Since 1877
(c) Knowledge and skills.
(17) Economics. The student understands the economic effects of World War II and the
Cold War. The student is expected to:
(E) describe the dynamic relationship between U.S. international trade policies
and the U.S. free enterprise system such as the Organization of Petroleum
Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and
Trade (GATT), and the North American Free Trade Agreement (NAFTA).
(28) Science, technology, and society. The student understands the influence of
scientific discoveries, technological innovations, and the free enterprise system on the
standard of living in the United States. The student is expected to:
(C) understand how the free enterprise system drives technological innovation
and its application in the marketplace such as cell phones, inexpensive personal
computers, and global positioning products.
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118.4. Economics with Emphasis on the Free Enterprise System and Its Benefits
(c) Knowledge and skills.
(5) Economics. The student understands free enterprise, socialist, and communist
economic systems. The student is expected to:
(A) describe the basic characteristics of economic systems, including property
rights, incentives, economic freedom, competition, and the role of government;
(B) compare the free enterprise system, socialism, and communism using the
basic characteristics of economic systems;
(C) examine current examples of free enterprise, socialist, and communist
economic systems;
(D) understand that the terms free enterprise, free market, and capitalism are
synonymous terms to describe the U.S. economic system; and
(E) analyze the importance of various economic philosophers, including Friedrich
Hayek, Milton Friedman, John Maynard Keynes, and Adam Smith, and their
impact on the U.S. free enterprise system.
(6) Economics. The student understands the basic characteristics and benefits of a free
enterprise system. The student is expected to:
(A) explain the basic characteristics of the U.S. free enterprise system, including
private property, incentives, economic freedom, competition, and the limited
role of government;
(B) explain the benefits of the U.S. free enterprise system, including individual
freedom of consumers and producers, variety of goods, responsive prices,
investment opportunities, and the creation of wealth;
(C) analyze recent changes in the basic characteristics of the U.S. economy; and
(D) analyze the costs and benefits of U.S. economic policies related to the
economic goals of economic growth, stability, full employment, freedom,
security, equity (equal opportunity versus equal outcome), and efficiency.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: General and Operations Manager
O*Net Number: 11-1021
Reported Job Titles: Operations Manager, General Manager (GM), Director of Operations,
Plant Manager, Store Manager, Facilities Manager, Plant Superintendent, Vice President of
Operations
Tasks:


Oversee activities directly related to making products or providing services.
Direct and coordinate activities of businesses or departments concerned with the
production, pricing, sales, or distribution of products.
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
Review financial statements, sales and activity reports, and other performance data to
measure productivity and goal achievement and to determine areas needing cost
reduction and program improvement.
Soft Skills: Speaking, Active Listening, Critical Thinking, Judgment and Decision Making, Social
Perception, Persuasion
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 familiarize yourself with the terminology,
 Have materials ready prior to the start of the lesson.
Textbooks:
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills: McGraw-Hill
Companies.
Online:
http://www.councilforeconed.org
http://www.onetonline.org
Instructional Aids
 Textbook
 Lesson Presentation
 Instructor Computer/Projection Unit
 Online Websites
Introduction
The main purposes of this lesson is to help students understand
 Free Enterprise System
 Private Enterprise
 Business Plan
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Ask students what is a Free Enterprise System?
Ask students what does a business plan needs to propose a business?
Outline
MI
Outline
I. Terms
 Free enterprise system
 Competition
 Price competition
 Nonprice competition
 Monopoly
 Risk
 Profit
 Private enterprise
 Business plan
Instructor Notes
Use presentation as visual aide
Have students write
vocabulary terms and
meanings
Discuss utilizing the
presentation and listed
resources
II. Ownership in a Free Enterprise System
A. Personal ownership
B. Private Enterprise
C. Restrictions
III. Competition in a Free Enterprise System
A. Price
B. NonPrice
IV. Business Risk
A. New business
B. New products
C. Disaster
D. Profit/Loss
V. Business Plan
A. Description and Analysis
B. Organization
C. Marketing Plan
D. Financial Plan
VI. Organization
A. Type of Ownership
B. Hierarchy model
C. Proposed Goods and Services
Discuss utilizing the
presentation and listed
resources
VII. Marketing Plan
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A. Pricing policies
B. Promotion activities
VIII. Financial Plan
A. Capital
B. Income and Expenses
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students will review a complete business plan to evaluate the components required to
successfully develop a business.
Independent Practice
Assign students to complete the Private Enterprise Business Concept project.
Summary
Review
 Define a free enterprise system.
 Name the sections of a business plan.
 What is private enterprise?
Evaluation
Informal Assessment
Informal assessment will be made as the student participates throughout the discussion
process and contributes to the guided practice activity. Teacher will observe students by
walking the classroom during each activity.
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Formal Assessment
Students will be evaluated on the Private Enterprise Business Concept project using the
Assigned Rubric.
Enrichment
Extension
Integrate math skills: Assign students to determine a financial budget to begin the operation of
the proposed business concept.
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Private Enterprise Business Concept
Complete the following:
1.
2.
3.
4.
5.
6.
7.
Select a form of ownership for a type of business you would like to create
Describe the types of goods and services the business will offer
Determine where the business will operate
Select a target market for the business and describe it
Create a marketing plan for the business
Determine the source of financing
Select a name for your company
After determining the information for the sections above, write a report outlining the content
into a preliminary business plan. Then create a Digital presentation to share the business idea
with the class.
161
Copyright © Texas Education Agency, 2015. All rights reserved.
Private Enterprise Business Concept
20
15
10
5 or less
Content
Student is
knowledgeable and
includes all
information plus
additional content in
presentation
Student shares
information required
in presentation
Student is missing
one or two
elements in
presentation
Student is missing
multiple elements of
content and is
lacking knowledge
Preparedness
Student is prepared
and has rehearsed
extensively
Student seems
prepared but should
rehearse more
Student is
somewhat
prepared but is
lacking rehearsal
Student is not
prepared
Enthusiasm
Facial expressions and
body language show
interest and
enthusiasm about the
topic
Facial expressions and
body language
sometime show
interest
Facial expressions
and body language
are used to try to
generate
enthusiasm
Very little used of
facial expressions or
body language. Did
not generate much
interest in topic
Speaking, eye
contact, and
posture
Speaks clearly, stands
straight and makes
eye contact with
audience 100% of
presentation
Speaks clearly, stands
straight and makes
eye contact with
audience 90% of
presentation
Speaks clearly,
stands straight and
makes eye contact
with audience 80%
of presentation
Mumbles, slouches
and does not look at
the audience
throughout the
presentation
Written Report
Extensive information
included with
descriptive factors
regarding the
economic and political
system and is well
constructed.
Information included
regarding economic
and political systems
and is well
constructed
Information
included regarding
economic and
political systems
One or more
elements are not
included regarding
the economic and
political system
Categories
Total Score ________
Maximum 100 Points
162
Copyright © Texas Education Agency, 2015. All rights reserved.
Economic Factors
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Students know an economy processes through a business cycle and is measured by a
combination of economic indicators
Specific Objective
 Research and report on the current economic climate with regard to gross domestic
product, unemployment, standard of living, and other economic indicators
 Depict why the gross domestic product is an accurate indicator of the economic health
of a nation
 Describe the impact that a business cycle has on an economy
 Explain how businesses react to economic changes
 Clarify the impact of government on business activities to make informed economic
decisions
Terms
 Gross domestic product – measure of the goods and services produced using labor and
property located in the United States
 Standard of living - the degree of wealth and material comfort available to a person or
community
 Consumer price index - an index of the variation in prices paid by typical consumers for
retail goods and other items.
 Unemployment Rate - the percentage of the work force that is unemployed at any given
date
 Prosperity – point in the business cycle when the economy flourishes
 Recession - period of economic slowdown that lasts for six months
 Depression – a period of prolonged recession
 Recovery – increase in overall economic activity
 Productivity – an economic measure of output per unit of input (labor productivity –
output per worker)
 Inflation - a general increase in prices and fall in the purchasing value of money
 Business cycle – recurring slow down and growth of an economy
 Producer Price Index - measures the average change in selling prices received by
domestic producers of goods and services over time
163
Copyright © Texas Education Agency, 2015. All rights reserved.
Time
When taught as written, this lesson should take four 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.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and Skills
(14) The student knows that gross domestic product, standard of living, consumer price
index, and unemployment figures help measure whether an economy is accomplishing
its goals
(A) Research and report on the current economic climate with regard to gross
domestic product, unemployment, standard of living, and other economic
indicators
(B) Depict why the gross domestic product is an accurate indicator of the
economic health of a nation
(15) The student knows that changes in the economy include prosperity, recession,
depression, and recovery that may be collectively referred to as the business cycle
(A) Describe the impact that a business cycle has on an economy
(B) Explain how businesses react to economic changes
(C) Clarify the impact of government on business activities to make informed
economic decisions
Interdisciplinary Correlations:
§113.41. United States History Studies Since 1877
(c) Knowledge and skills.
(17) Economics. The student understands the economic effects of World War II and the
Cold War. The student is expected to:
(E) describe the dynamic relationship between U.S. international trade policies
and the U.S. free enterprise system such as the Organization of Petroleum
Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and
Trade (GATT), and the North American Free Trade Agreement (NAFTA).
(28) Science, technology, and society. The student understands the influence of
scientific discoveries, technological innovations, and the free enterprise system on the
standard of living in the United States. The student is expected to:
164
Copyright © Texas Education Agency, 2015. All rights reserved.
(C) understand how the free enterprise system drives technological innovation
and its application in the marketplace such as cell phones, inexpensive personal
computers, and global positioning products.
§118.4. Economics with Emphasis on the Free Enterprise System and Its Benefits
(c) Knowledge and skills.
(5) Economics. The student understands free enterprise, socialist, and communist
economic systems. The student is expected to:
(A) describe the basic characteristics of economic systems, including property
rights, incentives, economic freedom, competition, and the role of government;
(B) compare the free enterprise system, socialism, and communism using the
basic characteristics of economic systems;
(C) examine current examples of free enterprise, socialist, and communist
economic systems;
(D) understand that the terms free enterprise, free market, and capitalism are
synonymous terms to describe the U.S. economic system; and
(E) analyze the importance of various economic philosophers, including Friedrich
Hayek, Milton Friedman, John Maynard Keynes, and Adam Smith, and their
impact on the U.S. free enterprise system.
(6) Economics. The student understands the basic characteristics and benefits of a free
enterprise system. The student is expected to:
(A) explain the basic characteristics of the U.S. free enterprise system, including
private property, incentives, economic freedom, competition, and the limited
role of government;
(B) explain the benefits of the U.S. free enterprise system, including individual
freedom of consumers and producers, variety of goods, responsive prices,
investment opportunities, and the creation of wealth;
(C) analyze recent changes in the basic characteristics of the U.S. economy; and
(D) analyze the costs and benefits of U.S. economic policies related to the
economic goals of economic growth, stability, full employment, freedom,
security, equity (equal opportunity versus equal outcome), and efficiency.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Logistics Analyst
O*Net Number: 13-1081
Reported Job Titles: Supply Chain Analyst, Global Logistics Analyst
165
Copyright © Texas Education Agency, 2015. All rights reserved.
Tasks:




Interpret data on logistics elements, such as availability, maintainability, reliability,
supply chain management, strategic sourcing or distribution, supplier management, or
transportation.
Provide ongoing analyses in areas such as transportation costs, parts procurement, back
orders, or delivery processes.
Prepare reports on logistics performance measures.
Develop or maintain models for logistics uses, such as cost estimating or demand
forecasting.
Soft Skills: Problem solving, Active Listening, Critical Thinking, Judgment and Decision Making,
Social Perception
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 familiarize yourself with the terminology,
 Have materials ready prior to the start of the lesson.
Textbooks:
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills: McGraw-Hill
Companies.
Online:
http://www.onetonline.org
Instructional Aids




Textbook
Lesson Presentation
Instructor Computer/Projection Unit
Online Websites
166
Copyright © Texas Education Agency, 2015. All rights reserved.
Introduction
The main purposes of this lesson is to help students understand
A) Economic Measures
B) Economic Health
C) Business Cycle
Ask students what type of economy the United States has and what makes it that type.
Ask students how the time, location and form of a product impact its value.
Outline
MI
OUTLINE
X.
Terms
 Gross domestic product
 Standard of living
 Consumer price index
 Unemployment
 Prosperity
 Recession
 Depression
 Recovery
 Productivity
 Inflation
 Business cycle
 Consumer Price Index
 Producer Price Index
XI.
Economic Measurements
a. Gross Domestic Product
b. Inflation
c. Unemployment Rate
XII.
Gross Domestic Product
a. Productivity
b. Goods and Services
c. Labor and Property
XIII.
Inflation
a. Consumer Price Index
b. Producer Price Index
NOTES TO TEACHER
Use presentation as visual aide
Have students write vocabulary
terms and meanings
Discuss utilizing the presentation
and listed resources
167
Copyright © Texas Education Agency, 2015. All rights reserved.
XIV.
Unemployment Rate
a. High unemployment
b. Low Unemployment
XV.
a.
b.
c.
d.
XVI.
Business Cycle
Recession
Depression
Recovery
Prosperity
Business Reaction
a. Expansion
b. Downsize
XVII.
a.
b.
c.
Government Influence
Tax Rates
Consumer Laws
Workplace Laws
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students will discuss consumer reaction to different stages of the business cycle.
Independent Practice
Assign students to complete Economic Measure Report and Presentation project.
Summary
Review
 Identify 3 economic factors
 Describe the business cycle
 How does the government impact the economy
168
Copyright © Texas Education Agency, 2015. All rights reserved.
Evaluation
Informal Assessment
Informal assessment will be made as the student participates throughout the discussion
process and contributes to the guided practice activity. Teacher will observe students by
walking the classroom during each activity.
Formal Assessment
Students will be evaluated on an Economic Measure Report and Presentation project using the
Assigned Rubric.
Enrichment
Extension
Integrate social studies: Assign students to research a historical time period and indicate the
business cycle point of the economy at that time.
169
Copyright © Texas Education Agency, 2015. All rights reserved.
Economic Measure Report and Presentation
Examples of Measures Used Today:




Productivity and gross domestic product (GDP)
Inflation (consumer price index (CPI))
Unemployment rate
Standard of living
Choose one of the listed measures and research to complete the following:
1. define the measure
2. give the formula for the measure or explanation of how the figure is determined
3. how is the measure used to make business decisions nationally
After conducting your research, compile the information collected into a report describing the
measure and how it impacts economic decisions within a country. Include sources on a
bibliography to be turned in with your report. Then develop a presentation visual indicating
each item listed about your measure to share with the class.
170
Copyright © Texas Education Agency, 2015. All rights reserved.
Economic Measure Report and Presentation
20
15
10
5 or less
Content
Student is
knowledgeable and
includes all
information plus
additional content in
presentation
Student shares
information required
in presentation
Student is missing
one or two
elements in
presentation
Student is missing
multiple elements of
content and is
lacking knowledge
Preparedness
Student is prepared
and has rehearsed
extensively
Student seems
prepared but should
rehearse more
Student is
somewhat
prepared but is
lacking rehearsal
Student is not
prepared
Enthusiasm
Facial expressions and
body language show
interest and
enthusiasm about the
topic
Facial expressions and
body language
sometime show
interest
Facial expressions
and body language
are used to try to
generate
enthusiasm
Very little used of
facial expressions or
body language. Did
not generate much
interest in topic
Speaking, eye
contact, and
posture
Speaks clearly, stands
straight and makes
eye contact with
audience 100% of
presentation
Speaks clearly, stands
straight and makes
eye contact with
audience 90% of
presentation
Speaks clearly,
stands straight and
makes eye contact
with audience 80%
of presentation
Mumbles, slouches
and does not look at
the audience
throughout the
presentation
Written Report
Extensive information
included with
descriptive factors
regarding the
economic and political
system and is well
constructed.
Information included
regarding economic
and political systems
and is well
constructed
Information
included regarding
economic and
political systems
One or more
elements are not
included regarding
the economic and
political system
Categories
Total Score ________
Maximum 100 Points
171
Copyright © Texas Education Agency, 2015. All rights reserved.
Global Economics
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Students know business concepts and how business satisfies economic needs while relating the
impact economics has on marketing.
Specific Objective
 Analyze the impact of an international economy on business activities
 Describe fundamental economic concepts used in marketing
 Use information about supply and demand to predict their influence on pricing
 Describe ways in which marketing affects utility
Terms
 Economy – the wealth and resources of a country or region in terms of the production and
consumption of goods and services
 Resources – all things used in producing goods and services (aka: factors of production)
 Scarcity – the difference between wants and needs and available resources
 Market economy - an economy that relies primarily on market forces to allocate goods and
resources and to determine prices without government involvement
 Command economy - A system where the government, rather than the free market,
determines what goods should be produced, how much should be produced and the price
at which the goods will be offered for sale
 Capitalism- An economic and political system in which a country's trade and industry are
controlled by private owners for profit.
 Socialist – a political system with increased government involvement in people’s lives and
the economy to keep prices low for all people and to provide employment for many
 Communist - a system of social organization in which all economic and social activity is
controlled by a totalitarian state dominated by a single and self-perpetuating political party
 Privatization – the process of selling government owned businesses to private individuals
 Utility – the attributes of a product or service that make it capable of satisfying consumers’
wants and needs
 Supply – amount or quantity of goods and services that producers will provide at various
prices
 Demand – the amount or quantity of goods and services that consumers are willing and
able to buy at various prices
172
Copyright © Texas Education Agency, 2015. All rights reserved.
Time
When taught as written, this lesson should take four to five 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.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and Skills
(1) The student knows business concepts and how business satisfies economic needs
(A) analyze the impact of an international economy on business activities
(11) The student knows that marketing begins with a working knowledge of economic
concepts
(A) describe fundamental economic concepts used in marketing
(B) used information about supply and demand to predict their influence on
pricing
(C) describe ways in which marketing affects utility
Interdisciplinary Correlations:
§113.41. United States History Studies Since 1877
(c) Knowledge and skills.
(17) Economics. The student understands the economic effects of World War II and the
Cold War. The student is expected to:
(E) describe the dynamic relationship between U.S. international trade policies
and the U.S. free enterprise system such as the Organization of Petroleum
Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and
Trade (GATT), and the North American Free Trade Agreement (NAFTA).
(28) Science, technology, and society. The student understands the influence of
scientific discoveries, technological innovations, and the free enterprise system on the
standard of living in the United States. The student is expected to:
(C) understand how the free enterprise system drives technological innovation
and its application in the marketplace such as cell phones, inexpensive personal
computers, and global positioning products.
§118.4. Economics with Emphasis on the Free Enterprise System and Its Benefits
(c) Knowledge and skills.
173
Copyright © Texas Education Agency, 2015. All rights reserved.
(5) Economics. The student understands free enterprise, socialist, and communist
economic systems. The student is expected to:
(A) describe the basic characteristics of economic systems, including property
rights, incentives, economic freedom, competition, and the role of government;
(B) compare the free enterprise system, socialism, and communism using the
basic characteristics of economic systems;
(C) examine current examples of free enterprise, socialist, and communist
economic systems;
(D) understand that the terms free enterprise, free market, and capitalism are
synonymous terms to describe the U.S. economic system; and
(E) analyze the importance of various economic philosophers, including Friedrich
Hayek, Milton Friedman, John Maynard Keynes, and Adam Smith, and their
impact on the U.S. free enterprise system.
(6) Economics. The student understands the basic characteristics and benefits of a free
enterprise system. The student is expected to:
(A) explain the basic characteristics of the U.S. free enterprise system, including
private property, incentives, economic freedom, competition, and the limited
role of government;
(B) explain the benefits of the U.S. free enterprise system, including individual
freedom of consumers and producers, variety of goods, responsive prices,
investment opportunities, and the creation of wealth;
(C) analyze recent changes in the basic characteristics of the U.S. economy; and
(D) analyze the costs and benefits of U.S. economic policies related to the
economic goals of economic growth, stability, full employment, freedom,
security, equity (equal opportunity versus equal outcome), and efficiency.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Marketing Manager
O*Net Number: 11-2021
Reported Job Titles: Market Marketing Director, Marketing Manager, Vice President of
Marketing, Business Development Manager, Marketing Coordinator
Tasks:



Formulate, direct and coordinate marketing activities and policies to promote products
and services, working with advertising and promotion managers.
Identify, develop, or evaluate marketing strategy, based on knowledge of establishment
objectives, market characteristics, and cost and markup factors.
Direct the hiring, training, or performance evaluations of marketing or sales staff and
oversee their daily activities.
174
Copyright © Texas Education Agency, 2015. All rights reserved.
Soft Skills: Speaking, Active Listening, Critical Thinking, Judgment and Decision Making, Social
Perception, Persuasion
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 familiarize yourself with the terminology,
 Have materials ready prior to the start of the lesson.
Textbooks:
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills: McGraw-Hill
Companies.
Online:
http://www.onetonline.org
Instructional Aids
 Textbook
 Lesson Presentation
 Instructor Computer/Projection Unit
 Online Websites
Introduction
The main purposes of this lesson is to help students understand



Types of Economies
Economic Utility
Impact of marketing on the economy
Ask students what type of economy the United States has and what makes it that type
Ask students how the time, location and form of a product impact its value
175
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
I.












Terms
Economy
Resources
Scarcity
Market economy
Command economy
Capitalism
Socialist
Communist
Privatization
Utility
Supply
Demand
a.
b.
c.
Economy
Market Economies
Command Economies
Mixed Economies
a.
b.
c.
d.
Resources
Land
Labor
Capital
Entrepreneurship
a.
b.
c.
Political Philosophies
Capitalism
Socialism
Communism
II.
III.
IV.
V.
a.
b.
c.
VI.
VII.
NOTES TO TEACHER
Use presentation as visual aide
Have students write vocabulary
terms and meanings
Discuss using the presentation
and resources listed
Economics in Marketing
Utility
Pricing
Products
Marketing Utility
a. Form utility
b. Place utility
c. Time utility
Marketing and Pricing
a. Increases value
b. Increases demand
176
Copyright © Texas Education Agency, 2015. All rights reserved.
c. Supply and Demand
VIII.
New and Better Products
a. Variety or goods and services
b. Better quality for less
Innovative products
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students will identify a product and discuss with a partner the impact utility has on the value of
the product.
Independent Practice
Assign students to complete Country’s Economy and Politics project.
Summary
Review
 Define economy.
 What are the forms of utility?
 How does marketing impact the economy?
Evaluation
Informal Assessment
Informal assessment will be made as the student participates throughout the discussion
process and contributes to the guided practice activity. Teacher will observe students by
walking the classroom during each activity.
177
Copyright © Texas Education Agency, 2015. All rights reserved.
Formal Assessment
Students will be evaluated on a Country’s Economy and Politics project using the Assigned
Rubric.
Enrichment
Extension
Integrate writing skills: Assign students to research a new product or improved product and
write a report about the impact it will have on marketing in the economy.
178
Copyright © Texas Education Agency, 2015. All rights reserved.
A Country’s Economy and Politics
Complete the following:
1. Select a country of choice
2. Research the following criteria about chosen country
A. Economic system
B. Specific economic characteristics
C. Specific political characteristics
3. Write a report describing the country including the researched information listed above
4. Create a visual (poster or PowerPoint) showing the economic and political
characteristics of the country
179
Copyright © Texas Education Agency, 2015. All rights reserved.
A Country’s Economy and Politics
20
15
10
5 or less
Content
Student is
knowledgeable and
includes all
information plus
additional content in
presentation
Student shares
information required
in presentation
Student is missing
one or two
elements in
presentation
Student is missing
multiple elements of
content and is
lacking knowledge
Preparedness
Student is prepared
and has rehearsed
extensively
Student seems
prepared but should
rehearse more
Student is
somewhat
prepared but is
lacking rehearsal
Student is not
prepared
Enthusiasm
Facial expressions and
body language show
interest and
enthusiasm about the
topic
Facial expressions and
body language
sometime show
interest
Facial expressions
and body language
are used to try to
generate
enthusiasm
Very little used of
facial expressions or
body language. Did
not generate much
interest in topic
Speaking, eye
contact, and
posture
Speaks clearly, stands
straight and makes
eye contact with
audience 100% of
presentation
Speaks clearly, stands
straight and makes
eye contact with
audience 90% of
presentation
Speaks clearly,
stands straight and
makes eye contact
with audience 80%
of presentation
Mumbles, slouches
and does not look at
the audience
throughout the
presentation
Written Report
Extensive information
included with
descriptive factors
regarding the
economic and political
system and is well
constructed.
Information included
regarding economic
and political systems
and is well
constructed
Information
included regarding
economic and
political systems
One or more
elements are not
included regarding
the economic and
political system
Categories
Total Score ________
Maximum 100 Points
180
Copyright © Texas Education Agency, 2015. All rights reserved.
Leadership
Practicum in Marketing Dynamics
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership traits, and
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.
§127.13 Career Prep I
(c) Knowledge and skills
(6) The student applies the use of self-development techniques and interpersonal skills
to accomplish objectives. The student is expected to:
(A) identify and practice effective interpersonal and team-building skills with
coworkers, managers, and customers, and
(B) develop effective leadership skills through participation in activities such as
career and technical student organizations.
§127.14 Career Prep II
(c) Knowledge and skills
(7) The student applies the use of self-development techniques and interpersonal skills
to improve personal development. The student is expected to:
(A) evaluate effective interpersonal and team-building skills involving situations
with coworkers, managers, and customers, and
(B) participate in leadership and career development activities.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and skills.
181
Copyright © Texas Education Agency, 2015. All rights reserved.
(35) The student knows the importance of teamwork, leadership, and organizational
skills. The student is expected to:
(A) specify how teams function;
(B) use teamwork to solve problems;
(C) differentiate between the roles of team leaders and team members;
(D) analyze characteristics of good leaders;
Interdisciplinary Correlations
§ 110.42 English
(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.
§110.57 Public Speaking I, II, III
(b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(5) Proofs and appeals. The student uses valid proofs and appeals in speeches. The student is
expected to:
(A) Analyze the implications of the audience, occasion, topic, and purpose as a
basis for choosing proofs and appeals for speeches;
(6) Style. The student develops skills in using oral language in public speeches. The student is
expected to:
(D) Use informal, standard, and technical language appropriately;
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.
The student is expected to:
(E) Interact with audiences 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
182
Copyright © Texas Education Agency, 2015. All rights reserved.
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 to go 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
Instructional Aids
 Student handouts
 Multi-media presentations
Materials Needed
 Copies of all activities in this unit
 Incentives (individually packaged candies)
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students what they look for in a leader
 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?
 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 multi-media, “How to be a Team Player “, and lead class in discussion. (Take
about 15-20 min.)
 Present multi-media, “Leadership Play Book”, and have students take notes. (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?
183
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Outline
MI
OUTLINE
NOTES TO TEACHER
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!
II. Leadership Play Book: Together Everyone
Achieves More
A. What makes a good/great team?
1. Knowledge
2. Cooperation
3. Flexibility
4. Common Goals
5. Dedication
6. Planning
7. Effort by All
8. Effective Leaders
B. Team players become leaders
1. Advancement
2. Bonuses
3. Consideration
4. Manage
III. What Color Are You? (Activity)
The purpose of this activity is to
demonstrate to students that
compassion is a necessary quality
of a great leader. 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.
Every member within the group
has important information or skills
to share. Learning is a life-long
process. We grow as we learn.
All team members must work
together in harmony. Everyone
has a job to do to keep the team
operating smoothly, 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.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
184
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Application
Guided Practice
The teacher will present the multi-media presentations and lead the class in discussion during
each one. Students will take the “What Color are You?” test and will self-grade to get the
results. Students will determine their personality color after scoring. 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.
Summary
Review
 There are different personality categories and everyone fits into at least one of them.
 It is helpful to know what type a 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.
185
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What Color are You? Test
Instructions: Compare all four boxes in each row. Do not analyze each word; just get a sense of each box. Score
EACH OF THE FOUR BOXES IN EACH ROW from most to least as it describes you: 4 = most, 3 = a lot, 2 = somewhat,
1 = least.
Row 1
A
B
C
D
Active
Organized
Warm
Learning
Variety
Planned
Helpful
Science
Sports
Neat
Friends
Quiet
Opportunities
Parental
Authentic
Versatile
Spontaneous
Traditional
Harmonious
Inventive
Flexible
Responsible
Compassionate
Competent
Row 2
Row 3
Row 4
Row 5
SCORE _____
E
Curious
Ideas
Questions
Conceptual
Knowledge
Problem solver
SCORE _____
F
Caring
People-oriented
Feelings
Unique
Empathetic
Communicative
SCORE _____
G
Orderly
On-time
Honest
Stable
Sensible
Dependable
SCORE _____
H
Action
Challenges
Competitive
Impetuous
Impactful
SCORE _____
I
Helpful
Trustworthy
Dependable
Loyal
Conservative
Organized
SCORE _____
J
Kind
Understanding
Giving
Devoted
Warm
Poetic
SCORE _____
K
Playful
Quick
Adventurous
Confronter
Open-minded
Independent
SCORE _____
L
Independent
Exploring
Competent
Theoretical
Why Questions
Ingenious
SCORE _____
M
Follow rules
Useful
Save money
Concerned
Procedural
Cooperative
SCORE _____
N
Active
Free
Winning
Daring
Impulsive
Risk taker
SCORE _____
O
Sharing
Getting along
Feelings
Tender
Inspirational
Dramatic
SCORE _____
P
Thinking
Solving problems
Perfectionist
Determined
Complex
Composed
SCORE _____
Q
Puzzles
Seeking info
Making sense
Philosophical
Principled
Rational
SCORE _____
R
Social Causes
Easy going
Happy endings
Approachable
Affectionate
Sympathetic
SCORE _____
S
Exciting
Lively
Hands on
Courageous
Skillful
On stage
SCORE _____
T
Pride
Tradition
Do things Right
Orderly
Conventional
Careful
SCORE _____
SCORE _____
SCORE _____
SCORE _____
Add up the scores and put the totals in the boxes below.
186
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Total Orange
A H K N S
Total Green
Total Blue
D E L P Q
C F J O R
Total Gold
B G I M T
If any of the scores in the colored boxes are less than 5 or greater than 20, you have made an
error. In that case, go back and read the instructions to total your scores. In some cases a
person may be a combination of two colors, but usually demonstrates one primary color over
all. This test may help you to understand your strengths and weaknesses as you interact with
friends, family and co-workers.
The next sheet gives descriptions of each of the colors. You may see characteristics of friends
and family members on this chart.
187
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Greens
Are innovative and logical
Seek to understand the world
Need to be competent
Require intellectual freedom
Are curious
Question authority
Push themselves to improve
Seek perfection in play
May become intellectually isolated
Are slow to make decisions
Value concise communication
Look for intellectual stimulation
Enjoy intriguing discussions
Are sometimes oblivious to emotions
Are detached
Believe work is play
Are drawn to technical occupations
Analyze and rearrange systems
Focus on the future
Bring innovation to society
Oranges
Are free and spontaneous
Are impulsive risk-takers
Are active
Are optimistic
Resist commitment
Can become virtuosos
Thrive on crises
Are drawn to tools
Like to be the center of attention
Have great endurance
Are drawn to action jobs
Need variety
Are dynamic, animated communicators
Are competitive
Deal with the here and now
Are bold in relationships
Are generous
Have difficulty finding acceptance
Like to live in a casual atmosphere
Bring excitement to society
Golds
Are dutiful and stable
Need to be useful
Want to be self-sufficient
Value organization
Desire punctuality
Schedule their lives
Make and keep commitments
Measure worth by completion
Are goal-oriented
Value rules
Prepare for the future
Are inclined to join groups
Believe work comes before play
Safeguard tradition
Prefer order and cleanliness
Are responsible and dedicated
Enjoy positions of authority
Desire structure
Bring stability to society
Blues
Are in search of themselves
Need to feel unique
Must be true to themselves
Look for symbolism
Value close relationships
Encourage expression
Desire quality time with loved ones
Need opportunities to be creative
Compromise and cooperate
Nurture people, plants and animals
Look beyond the surface
Share emotions
Make decisions based on feelings
Need harmony
Are adaptable
Are drawn to literature
Are drawn to nurturing careers
Get involved in causes
Are committed to ideals
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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
Chief
Manager
Character
Boss
Mentor
Officer
Guide
Guru
Advisor
Direct
Head
Organizer
Punctual
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
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:
191
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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:
192
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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, 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:
193
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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, Q Tips, 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:
194
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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
195
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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?
196
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Successful Leaders:
Loves to laugh
Exudes enthusiasm
Appreciates the ideas of others
Does the right thing
Establishes goals
Respects all members
Sets a positive example
Helps others succeed
Instills pride
Practices patience
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The Ten Commandments of a Good Leader
Believe in something other than yourself.
Listen to others.
Work as a team, never be a loner.
Be considerate of a different opinion.
Stand for what you believe in even when criticized.
Be a peacemaker above all.
Be patient with other people even if they do not see things your way.
Stick to the promises you make.
Work hard as a leader.
Most importantly, thank people for what they do for you even though you may not receive
thanks.
198
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Organization Officers’ Responsibilities
PRESIDENT:
Presides over and conducts club meetings
Keeps the meeting to its order of business
Handles discussion in an orderly way
Coordinates & guides efforts of club members
Puts motions to a vote and announces outcome
Should be familiar with basic parliamentary procedures
Counsels with club officers concerning their duties and responsibilities
VICE PRESIDENT:
Assists the president in the discharge of his/her responsibilities
Presides over the club and committee meetings in the absence of the president
Coordinates and guides the efforts of all club committees, serving as an ex-officio
member of all
Assures that there is a quorum present before beginning the business portion of the
Meeting
SECRETARY:
Takes notes and prepares minutes of each meeting of the club
Answers incoming club correspondence
Prepares all necessary chapter records
Reads letters/correspondence at meetings
Keeps a proper record of votes cast
Before each meeting, provides a list of pending/potential business for the chairperson
TREASURER:
Responsible for all financial transactions in and out of the club account
Assists in preparing an annual statement of receipts and expenses;
Collects all dues, including, but not limited to local, state or national
Pays out funds on authorization of the club
Helps plan and execute means of providing club income
Serves an as ex-officio member of the finance committee
REPORTER:
Sends club news to state and national organizations, if applicable
Prepares articles for publication in school and local newspapers
Gathers and organizes all club news
Keeps a cumulative file of clippings, pictures, charts, and copies of special programs, etc.
Updates club Facebook account, if applicable
Assists in building the club’s public image relations notebook
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SERGEANT OF ARMS:
Secures the meeting sites
Maintains order during the meeting
Collects all ballots during voting
Endures that meetings are safe from intrusion
Maintains proper conduct amongst members during meetings
HISTORIAN:
Produces (with the help of members) a scrapbook of all club activities and events
Works closely with secretary and reporter on all club activities
Keeps an accurate record of all events and activities
Prepares a summary report at the end of the year to pass to the next year’s Historian,
noting significant changes in club operations or activities
PARLIAMENTARIAN:
Is responsible for being knowledgeable about parliamentary procedures and for
ensuring that proper parliamentary procedure is followed
Advises the presiding officer/members on points of parliamentary procedure during
meetings
Recognizes and calls Chair’s attention to irregularities in procedures
If needed, explains any irregularity and its effect on the fair and equal rights of all club
members
Preserves a spirit of harmony within the group
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(Company or Department Name)
Meeting Agenda:
Date
Time
Type of Meeting:
Meeting Facilitator:
Invitees:
I. Call to order
II. Roll call
III. Approval of minutes from last meeting
IV. Open issues
a) [Description of open issue]
b) [Description of open issue]
c) [Description of open issue]
V. New business
a) [Description of open issue]
b) [Description of open issue]
c) [Description of open issue]
VI. Adjournment
201
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[Organization/Committee Name]
Meeting Minutes
(Date)
Opening
The regular meeting of the [Organization/Committee Name] was called to order at [time] on
[date] in [location] by [Facilitator Name].
Present
[Attendee names]
Approval of Agenda
The agenda was unanimously approved as distributed.
Approval of Minutes
The minutes of the previous meeting were unanimously approved as distributed.
Open Issues
Summarize the discussion for each existing issue, state the outcome, and assign any action
item..
New Business
Summarize the discussion for new issues, state the next steps, and assign any action item.
Agenda for Next Meeting
List the items to be discussed at the next meeting.
Adjournment
Meeting was adjourned at [time] by [Facilitator Name]. The next general meeting will be at
[time] on [click to select date], in [location].
Minutes submitted by:
[Name]
Approved by: [Name]
202
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Suggested Club Activities
This list is compiled from various teachers across Texas.
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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 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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
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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 team.
Have students enter the contest to guess the baby picture “match” up
204
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Management and Interpersonal Skills
Practicum in Marketing Dynamics
Marketing
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 they are used by effective managers.
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.
 Students will illustrate how teams measure their results
 Students will demonstrate methods to recognize and reward team performance.
 Students will apply ethical reasoning to a variety of workplace situations in order to
make ethical decision.
Terms
 Vertical organization: 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 & 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
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


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 ten years
Short-term planning: specific objectives are identified for implementation of one year or
less. Usually evaluated on quarterly or semi-annual basis.
This unit should take ten to fourteen 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.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and skills.
(5) The student knows that management is the process of achieving goals through the
use of human resources, technology, and material resources. The student is expected
to:
(A) differentiate among levels of management;
(B) compare and contrast management styles;
(C) identify effective recruitment, selection, training and development, and
performance evaluation techniques;
(E) model techniques to use in difficult customer relations situations.
(8) The student integrates listening, reading, speaking, writing, and nonverbal
communication skills effectively. The student is expected to:
(B) demonstrate rules of order in a business meeting
(9) The student knows how to use self-development techniques and interpersonal skills
to accomplish marketing management objectives. The student is expected to:
(A) demonstrate effective interpersonal and team-building skills involving
situations with coworkers, managers, and customers;
(B) plan leadership and career development activities; and
(C) develop employability skills for advancement.
(34) The student applies ethical reasoning to a variety of workplace situations in order
to make ethical decisions. The student is expected to:
(A) weigh alternative responses to workplace situations based on legal
responsibilities and employer policies;
(B) weigh alternative responses to workplace situations based on personal or
professional ethical responsibilities;
(C) identify and explain personal and long-term consequences of unethical or
illegal behaviors; and
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(D) identify the most appropriate response to workplace situations based on
legal and ethical considerations.
(35) The student knows the importance of teamwork, leadership, and organizational
skills. The student is expected to:
(G) demonstrate time-management techniques to develop and maintain
schedules and meet deadlines;
(H) illustrate how teams measure their results; and
(I) demonstrate methods to recognize and reward team performance.
Interdisciplinary Correlations
§110.57. Public Speaking I, II, III
(b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(5) Proofs and appeals. The student uses valid proofs and appeals in speeches. The
student is expected to:
(A) analyze the implications of the audience, occasion, topic, and purpose as a
basis for choosing proofs and appeals for speeches;
(6) Style. The student develops skills in using oral language in public speeches. The
student is expected to:
(D) use informal, standard, and technical language appropriately;
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expected to:
(E) interact with audiences appropriately
§110.58. Communication Applications
(b) Knowledge and skills.
(2) Interpersonal. The student uses appropriate interpersonal communication strategies
in professional and social contexts. The student is expected to:
(F) participate appropriately in conversations;
(3) Group communication. The student communicates effectively in groups in
professional and social contexts. The student is expected to:
(H) use effective communication strategies for solving problems, managing
conflicts, and building consensus in groups; and
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.
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Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Secure a computer lab, if none is readily available in the classroom
 Copy the handouts and assignments
Instructional Aids
 Student handouts and multi-media 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.
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.
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Outline
MI
OUTLINE
Management
I. Terms
II. Management Structures
A. Vertical Organization
B. Horizontal Organization
III. Management Functions
A. Planning
B. Organizing
C. Controlling
D. Staffing
E. Leading
IV. Management Styles
A. Autocratic
B. Chaotic
C. Consultative
D. Democratic
E. Laissez-faire
F. Persuasive
V. An Effective Manager
A. Smiles
B. Cares
C. Considerate of Others
D. Listens
E. Encourages Interaction
F. Fair
G. Communicates
H. Uses Humor Appropriately
I. Empathetic
J. Positive
VI. An Effective Manager Also…
A. Gives clear directions
B. Trains Employees
C. Has Vision
D. Consistent
E. Sets Example
F. Delegates
G. Fosters Initiative
Interpersonal Skills
I. Personal Traits
 Personal Ethics
 Creativity, Initiative & Responsibility
 Attitude
NOTES TO TEACHER
Teacher will hand out student
notes sheets and go over the
material, using the multimedia presentation.
Teacher will move about the
classroom and will monitor
the students’ progress while
the students assume the role
of self-director.
It is suggested that the
students present all projects
to the class.
Option: The teacher may
want to set up a competition
among the students and offer
a small prize. Counselors or
school administrators could
serve as judges.
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 Self-Control/ Orderliness
 Self-Awareness & Willingness to Change
 Self Esteem
 Empathy
II. Personal Ethics
 Honesty
 Integrity
 Play Fair
III. Creativity, Initiative & Responsibility
 Find new ways to do your job (cuts
boredom)
 Doing what needs to be done w/o being
told
 Be accountable for your actions
IV. Attitude
 Develop a positive attitude
 View difficult assignments as a challenge
 Positive attitude flows over into other
areas
V. Self-control/Orderliness
 Tactfulness… what does it mean?
 A must when dealing w/difficult
customers
VI. 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
VII. Self esteem
 The way you see your self (your value)
 Demonstrate self-esteem on the job by
showing confidence in your work
 Build customers’ self-esteem, too
 Call them by name if possible
 Smile and greet them
VIII. Empathy
 Understand another’s situation or frame
of mind
 Putting oneself in another’s place
IX. Personal Skills
 Assertiveness
 Stand up for yourself, but don’t be
pushy!
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 Don’t boss others
 Make sure you know what you’re talking
about!
 Time Management
 Budget your time
 Don’t over-commit yourself or you’ll
regret it!
 Sometimes “NO” is okay
X. Goal Setting
 What do you want out of…
 Life?
 Career?
 Personal Relationships?
 Where do you plan to be in ____ years??
Multiple Intelligence 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 include 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.
Summary
Review
 We all possess personal traits that make us unique.
 Everyone has a set of personal ethics; however, the degree to which we use them is an
individual choice.
 Developing and using effective interpersonal skills is necessary for successful managers.
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Evaluation
Informal Evaluation: it is up to the teacher’s discretion of 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.
.
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Management: Another Piece of the Puzzle
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 _________ &
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 ten years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of _______ year
or _______. Usually evaluated on ________________ or _________________ basis.
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MANAGEMENT STRUCTURES:
A. Vertical Organization
1. ________________ performs ___________department function
2. _____ management
3. _______________ management
4. __________________-level
B. Horizontal Organization
1. Became ______________ due to _______________ in the _______ and __________.
2. __________ set own __________ and make own ________________.
3. ________________ oriented
4. Adopted by most _______ manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. __________________
2. __________________
B. Organizing
1. _________________________________
2. _________________________________
C. Controlling
1. Performance is __________________ and _________________ with goals
2. ________________ standards ,areas of improvement
D. Staffing
1. _____________ and________; _________; ______________ performance
E. Leading
1. _____________________ direction of business; ____________________;
_____________________________, drive
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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 ___________
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o Calls people by their __________
o ____________________ birthdays, anniversaries, etc.

Listens
o _______ questions
o __________ information

Encourages ________________
o Does not ____________
o Treats everyone ____________
o Is a _________ player
o Is __________________
AN EFFECTIVE MANAGER also:
A. Is able to give _________ directions
B. Has skills to ___________ employees adequately
C. Has ____________
D. Is consistent and _______, and _________
E. Acts as a good _________________
F. Delegates __________________
G. Fosters ________________
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Management: Another Piece of the Puzzle
Student Notes
I. 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 & 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 ten years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of one year or
less. Usually evaluated on quarterly or semi-annual basis.
II. 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 1980’s and 1990’s.
Self-managing teams set own goals and make own decisions.
2. Customer oriented
3. Adopted by most car manufacturers
III. MANAGEMENT FUNCTIONS:
A. Planning
1. Long range
2. Short range
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B. Organizing
1. Arrange staff to accomplish goals
2. Organizational chart
C. Controlling
1. Performance is measured and compared with goals
2. Setting standards ,areas of improvement
D. Staffing
1. Recruit and hire; evaluate performance
E. Leading
1. Communicate direction of business; commitment; motivation; drive
IV. 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”
V. AN EFFECTIVE MANAGER…
 Shows a happy face
o It’s ok to smile! It’s contagious!
 Cares about others
o Encourages and looks for the good in others
o Says “thank you”
 Is considerate
o Takes interest
o Calls people by their names
o Recognizes birthdays, anniversaries, etc.
 Listens
o Asks questions
o Recalls information
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
Encourages interaction
o Does not gossip
o Treats everyone equally
o Is a team player
o Is trustworthy
VI. 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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Interpersonal Skills
Student Notes
A. Personal ethics

_______________________

_______________________

_______________________
B. Creativity Initiative and Responsibility

_________________________________________

_________________________________________

_________________________________________
C. Attitude

_________________________________________
o __________________________________
o __________________________________
D. Self-Control/Orderliness

_________________________________________

_________________________________________
E. Self-Awareness & Willingness to Change

_________________________________________

_________________________________________

_________________________________________

_________________________________________
F. Self-Esteem

_________________________________________

_________________________________________

_________________________________________
o ___________________________________
o ___________________________________
G. Empathy
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
_________________________________________

_________________________________________
H. Personal Skills
Assertiveness:

_________________________________________

_________________________________________

_________________________________________
Time Management:

_________________________________________

_________________________________________

_________________________________________
I. Goal Setting

_________________________________________

_________________________________________

__________________________________________

__________________________________________
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Interpersonal Skills KEY
Student Notes
A. Personal ethics:

Honesty

Integrity

Play Fair
B. 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
C. Attitude

Develop a positive attitude
o View difficult assignments as a challenge
o Positive attitude flows over into other areas
D. Self-Control/Orderliness

Tactfulness…what does it mean?

A must when dealing with difficult customers
E. Self-Awareness & Willingness to Change

Make a list of strengths & weaknesses

You may think you know everything!

The first 100 years are the hardest!

Adaptable employees are valuable
F. 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
G. Empathy

Understand another’s situation or frame of mind
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
Putting oneself in another’s place
H. Personal Skills
Assertiveness:

Stand up for yourself, but don’t be pushy

Don’t boss others

Make sure you know what you’re talking about
Time Management:

Budget your time

Don’t over-commit yourself or you will regret it

Sometimes “NO” is okay!
I. Goal Setting:

What do you want out of:
o Life
o Career?
o Personal Relationships?

Where do you plan to be in ______ years?
o Continue to ask yourself this question!
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A “Taste of ________ 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. Determine how you will evaluate each team’s performance and how they will be
recognized and rewarded based on performance.
3. Selecting the restaurants which will participate (plan for variety).
4. Conduct a meeting of the committee using rules of order to help facilitate the meeting.
(You can use http://www.portlandoregon.gov/oni/article/22969 as a guide).
5. Decide on admission charges
6. Plan the arrangement of the floor plan for the event.
7. Secure the site (must be in YOUR County). Look up the location on Internet.
8. Decide how you will promote the event to the public.
9. What type of entertainment will participate? When? Variety?
a. 1 direct mail (postcard or flyer)
b. 1 press release (story that tells who, what, where, when, why) and you must
include at least 2 quotes from someone who has participated in the past;
c. 1 TV commercial (use multimedia software or a video production software)
d. 1 Non-traditional promotion such as an airplane trailer, a “sandwich promo”
walker, sky diver, etc.
10. Design a layout and floor plan and list the participating restaurants in their booth
locations. (Use word processing software.)
11. 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
Visuals
Mechanics
Delivery
2
Points
3
4
Audience has
Student presents
Student presents
Audience cannot
difficulty following
information in
information in
understand presentation
presentation because logical sequence
logical, interesting
because there is no
student jumps
which audience can
sequence which
sequence of information.
around.
follow.
audience can follow.
Student does not have
grasp of information;
student cannot answer
questions about subject.
Student is
uncomfortable with
information and is
able to answer only
rudimentary
questions.
Student used no visuals.
Student occasional
used visuals that
rarely support text
and presentation.
____
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
____
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
____
Student's presentation
Presentation had
Presentation has no
Presentation has no
had four or more spelling three misspellings
more than two
misspellings or
errors and/or
and/or grammatical misspellings and/or
grammatical errors.
grammatical errors.
errors.
grammatical errors.
____
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in the
back of class to hear.
Student used a clear
voice and correct,
precise
pronunciation of
terms.
____
Total---->
____
Student incorrectly
Student's voice is
pronounces terms.
clear. Student
Audience members
pronounces most
have difficulty hearing
words correctly.
presentation.
Teacher’s Comments
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Group Progress Rubric
Name: _____________________
Teacher:
Date: ______________________
Title of Work: ______________
Skills
Helping
The teacher observed the students
offering assistance to each other.
Listening
The teacher observed students
working from each other's ideas.
Criteria
Points
0
10
15
20
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
____
____
Participating:
The teacher observed each
student contributing to the
project.
Persuading:
The teacher observed the students
exchanging, defending, and
rethinking ideas.
Sharing:
The teacher observed the students
offering ideas and reporting their
findings to each other.
____
____
____
Total Points ____
Teacher Comments:
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Your Personal Brand
OBJECTIVE: Now is the time to shine and create something all about you! Your job is to create
and market a 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







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 & include on your CD cover
Select a title for your that represents how others see you
Select at least 6 song titles. These must be real songs & include the artist.
 One for the type of friend you are
 One for the types of friends you have
 One that tells where you feel most comfortable
 One that tells what you would like to accomplish
 One that tells what you do well
 One that tells what makes you feel good
Choose a producer- your most influential family teacher
Choose an agent – your most influential teacher or employer
Design the front & back cover of the CD. Make sure to include your artist name, CD
title & logo (size= 4.5”x 4.5”).
Written Report
 How would you market your CD? Type a summary on the following (1 page
minimum)
 Product: Why these songs are a real representation of you and why you selected the
songs. Explain your choice of producer & agent.
 Price: how much you’d 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
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Name: _____________________
Date: ___________________
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:
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“Personal Bucket List”
50 Things You Want to Do Before Age 65
Directions: In your “50 Things”, you will need use word processing program to devise a list of 50
things to do before you reach age 65, and include a brief (1 or 2 sentence) explanation why you
would do each task/activity. You may not repeat or combine any! Your list must include:
1 challenging sport (counts as one “thing”)
1 regular activity you never tried but would like to
2 sites in the world you would like to see (each counts as 1 “thing”)
2 career options (each counts as 1 “thing”)
2 personal goals (each counts as 1 “thing”)
3 activities that includes your family members
2 things you would do for someone else (each counts as 1 “thing”)
2 activities you would do for your community
The rest are up to you!
Date Due:
229
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Amusement Park Development
OBJECTIVE: Students will use management and leadership skills learned in order to successfully
complete all assigned tasks in this amusement park project.
MATERIALS NEEDED: Computers; Internet; projector for presentations; printer and paper for
proposal and brochure
DIRECTIONS: Amusement parks have become part of America’s pastime. In this project, your
team, as part of the Department for Product Design and Development for AlphaGenX
Amusement Park, is vying for your idea to be the one chosen as the NEW Park to be built in
your area.
Part 1 Group Formation and Preparation
A. Decide on a team leader and divide up all tasks.
B. Create a survey to be given to students in your math or English class. The survey is to find
out what your peers would like in an amusement park. The survey must include at least 10
QUALITY questions. Type the questions and turn them in and include the number of copies
you will need.
C. After your surveys have been completed, you are to write a final analysis of "A New
Amusement Park for Your Generation," based on personal ideas and survey results.
Part 2 Research and Development
A. Research 2 different amusement parks that are similar to yours. (They can be amusement
parks anywhere.) For each of the two parks you will need to find the following information.
1. Name of the
6. Ten other rides
11. Location of
park
(type and
park
2. Location of the
name)
12. Surrounding
park
7. Water rides
cities
3. Number of
8. Available food
13. Any other
roller coasters
and beverages
pertinent
4. Names of roller
9. Entertainment
information
coasters
offered
you discover
5. Names of park
10. Services
areas/sections
Offered
Part 3: Your Proposed Amusement Park Outline
A. This is the section where YOUR design of YOUR amusement park comes to life. You
CANNOT have the same exact ideas, features or themes as another park!
1. Overall park theme
5. Number of rides
2. Principal Sponsor (Disney,
6. Kind of rides
United Artists, MTV, etc.)
7. Number of concession
3. Location of park
stands/restaurants
4. Size of the park in acres
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8. What food/drink is available for
sale
9. Other park attractions/activities
10. Layout of the park
11. How many parking spaces for
cars/busses/vans/motorhomes/
RVs
12. Number of souvenir
stands/stores
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Copyright © Texas Education Agency, 2015. All rights reserved.
Considerations…
- Define your target market, its location and population of the area. Be prepared to defend your
reasoning.
- What is the name, the type of park will it be and what is the overall theme?
- Include a logo design.
- Who is your park's sponsor and are there any others?
- What types of sections/areas/divisions will your park have and what will you name these
areas?
- What kind of rides will be in each section?
- How many roller coasters will you have? What will their names be?
- What other rides will you have and what are their names?
- What types of entertainment will you have? Where will it be located in the park? Will the
venues have names?
- What are the general rules and guidelines will you have for the park?
- What will be your days and hours of operation?
- Will there be any special characters in the park?
- What accommodations will you make for handicapped guests to your park?
- Describe your parking facilities.
- Will you have a shuttle service?
- Describe number and location of restroom facilities and concession stands.
You must include the following:
- A typed proposal for the park (limited to 7 pages)
- A brochure for the park
- A detailed map of the park and surrounding area
The project needs to be neat and look professional.
All written information must be typed or word-processed.
Prepare a multimedia presentation or video to use as you present your project to the Board
of Directors.
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Amusement Park Rubric
Presentation Title:_______________________________________________
Name: ________________________
Teacher:
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
2
Points
3
4
Audience has
Student presents
Student presents
Audience cannot
difficulty following
information in
information in
understand presentation
presentation because logical sequence
logical, interesting
because there is no
student jumps
which audience can
sequence which
sequence of information.
around.
follow.
audience can follow.
Student does not have
grasp of information;
student cannot answer
questions about subject.
Student is
uncomfortable with
information and is
able to answer only
rudimentary
questions.
Student used no visuals.
Student occasional
used visuals that
rarely support text
and presentation.
____
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
____
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
____
Student's presentation
Presentation had
Presentation has no
Presentation has no
had four or more spelling three misspellings
more than two
misspellings or
errors and/or
and/or grammatical misspellings and/or
grammatical errors.
grammatical errors.
errors.
grammatical errors.
____
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in the
back of class to hear.
Student used a clear
voice and correct,
precise
pronunciation of
terms.
____
Total---->
____
Student incorrectly
Student's voice is
pronounces terms.
clear. Student
Audience members
pronounces most
have difficulty hearing
words correctly.
presentation.
Teacher’s Comments:
233
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Business Ethics
Divide the class into teams of two. Have each team use the case study below from the
Business Law and Ethics Team Decision Making Event. Students will have 30 minutes to
prepare their case, after 30 minutes students will take turns being the judge and being the
participants.
CASE STUDY SITUATION
You are to assume the roles of public relations managers at the central office of BUBBA’S AUTO
REPAIR AND SERVICE. Your director of marketing (judge) has asked you to prepare a
presentation about the importance of business ethics to be delivered to your employees at the
local shops.
BUBBA’S AUTO REPAIR AND SERVICE is a regional company with 30 locations in four states.
They have been in business for over 50 years. As the company grew the owners have grown
more concerned that their focus of a customer service mindset and work performed at a fair
price could be compromised.
A national news television program recently did an exposé on women customers bringing their
cars to their local repair shops and being over charged for services. The focus of the news story
did not include a BUBBA’S location but the owners want to ensure they are not the focus of a
future story and that their customers are getting good work at a fair price. This could be an
issue at BUBBA’S as the store management team and employees have the opportunity to make
an annual bonus for increased sales.
The news program sent women with identical cars to locations with a simple automotive fuse
repair; an easy job to diagnose and repair. This type of work at BUBBA’S would be under
$20.00. The exposé found that some repair shops would be very dishonest and suggest work
that was not needed at a cost of hundreds of dollars. BUBBA’S wants all of their customers,
from a novice to an experienced mechanic, treated with respect and given a fair price.
The director of marketing (judge) has assigned this task to your team. First, develop an easy to
understand presentation about branding that focuses on providing a full understanding of
business ethics. Secondly, the company wants to hear your proposed plan on how they can
evaluate their individual stores to ensure the company standards are being followed.
You will present to the proposed presentation and plan to the director of marketing (judge) in a
meeting to take place in the director’s (judge’s) office. The director (judge) will begin the
meeting by greeting you and asking to hear your ideas. After you have presented and have
answered the director’s (judge’s) questions, the director (judge) will conclude the meeting by
thanking you for your work.
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JUDGE’S INSTRUCTIONS
You are to assume the role of director of marketing at BUBBA’S AUTO REPAIR AND SERVICE.
You have asked your public relations managers (participant team) to first; develop an easy to
understand presentation about branding that focuses on providing a full understanding of
business ethics. Secondly, a proposed plan on how they can evaluate their individual stores to
ensure the company standards are being followed. The presentation will be for all employees of
local BUBBA’S repair shops.
BUBBA’S AUTO REPAIR AND SERVICE is a regional company with 30 locations in four states.
They have been in business for over 50 years. As the company grew the owners have grown
more concerned that their focus of a customer service mindset and work performed at a fair
price could be compromised.
A national news television program recently did an exposé on women customers bringing their
cars to their local repair shops and being over charged for services. The focus of the news story
did not include a BUBBA’S location but the owners want to ensure they are not the focus of a
future story and that their customers are getting good work at a fair price. This could be an
issue at BUBBA’S as the store management team and employees have the opportunity to make
an annual bonus for increased sales.
The news program sent women with identical cars to locations with a simple automotive fuse
repair; an easy job to diagnose and repair. This type of work at BUBBA’S would be under
$20.00. The exposé found that some repair shops would be very dishonest and suggest work
that was not needed at a cost of hundreds of dollars. BUBBA’S wants all of their customers,
from a novice to an experienced mechanic, treated with respect and given a fair price.
The public relations managers (participant team) will present to you in a meeting to take place
in your office. You will begin the meeting by greeting the public relations managers (participant
team) and asking to hear their ideas.
After the public relations managers (participant team) have presented, you are to ask the
following questions of each participant team:
1. How would you recommend we inform our customers about our dedication to business
ethics?
2. What will we need to do as a company to ensure this project will continue for the long term?
Once the public relations managers (participant team) have answered your questions, you will
conclude the meeting by thanking them for their work.
You are not to make any comments after the event is over except to thank the participants.
235
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Math
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will calculate assorted discounts and markups.
Specific Objectives
 Students will explain the concepts of cost, dollar mark up, 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 mark-up percentage is calculated.
This lesson should take 10-12 class days to complete, unless the teacher decides to teach the
discount material separately from mark-up.
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.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and skills.
(28) The student knows that a buying plan identifies products to be offered for sale for a
particular period of time. The student is expected to:
(A) describe and calculate merchandising-related discounts;
(C) calculate the final cost of a product.
(33) The student demonstrates mathematics knowledge and skills required to pursue the fullrange of postsecondary education and career opportunities. The student is expected to:
(A) demonstrate use of relational expressions such as equal to, not equal to, greater
than, and less than;
(B) apply data and measurements to solve a problem;
(C) analyze mathematical problem statements for missing or irrelevant data;
Interdisciplinary Correlations
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110.47 Reading I, II, III
(b) Knowledge and skills.
(1) The student uses a variety of 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;
(2) The student acquires an extensive vocabulary through reading and systematic 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;
(4) The student comprehends texts 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.
110.57 Public Speaking I, II, III
(b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(5) Proofs and appeals. The student uses valid proofs and appeals in speeches. The student is
expected to:
(A) Analyze the implications of the audience, occasion, topic, and purpose as a
basis for choosing proofs and appeals for speeches;
(6) Style. The student develops skills in using oral language in public speeches. The student is
expected to:
(D) Use informal, standard, and technical language appropriately;
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.
The student is expected to:
(E) Interact with audiences 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).
237
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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
 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 mark up 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
II.
OUTLINE
NOTES TO TEACHER
The teacher has the discretion to teach
Discounts and Markups back to back or
separate them.
I. Discounts
II. Advantages
III. Types of Discounts
A. Seasonal
B. Quantity
C. Cumulative Quantity
D. Chain
E. Cash
1. Terms
2. ROG & EOM
IV. Pricing
V. Formulas
VI. Wait, I’m Confused
VII. Keystone Pricing
VIII. More formulas
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 5 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
240
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Math: Discounts
Student Notes Outline KEY
OBJECTIVES:
1. Calculate an assortment of discounts
2. Assimilate a retail environment through use of word problems in calculating
assortments of discounts
3. Demonstrate knowledge of correct procedures in calculating cash/trade discounts
4. Demonstrate understanding of trade/cash discounts by calculating EOM and ROG terms
5. Demonstrate proficiency with math calculations
6. 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 6 MONTHS in advance
Deep SAVINGS for merchants w/STORAGE.
– Buy LARGE QUANTITIES and store in WAREHOUSE
2. QUANTITY
The MORE units ORDERED, the more $$ SAVED.
– Incentive to PURCHASE MASS QUANTITIES
3. CUMULATVE QUANTITY
A RUNNING total is kept so DISCOUNT INCREASES as more orders are placed
4. CHAIN
Expressed as:
– Less 15%, 10%, 5% (percentages will vary)
**DO NOT add PERCENTAGES before taking DISCOUNT
**Take each percentage SEPARATELY from BALANCE!
Example of Chain Discount:
A tire manufacturer sells radial tires for $85, less 15%, 9%, 4%.
$85.00 x .15 = $12.75
$72.25 x .09 = $6.50
$65.75 x .04 = $2.63
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$85.00 - $12.75 = $72.25
$60.42
$72.25 - $6.50 = $65.75
$65.75 – 2.63 =
5. TRADE CREDIT/CASH DISCOUNTS
• Allows MERCHANT to sell merchandise prior to billing
• Gives EXTRA time to generate PROFIT
• Most companies deal with more than one VENDOR
• Bills are PAID as terms MATURE
• Shown on INVOICE as “Terms:”
Note: Each numeral in the equation may vary
Expressed as: 2/15, n/60 or 2/15, net 60 or 2/15, n60
Interpreted as: 2% discount if paid within 15 days of the date of the invoice;All is due 60 days
from date of invoice, if the discount is not taken.
Example:
Invoice Amount: $599.65
Date of Invoice: Nov. 12, 2013
Terms:
3/10, n/60
When does the discount deadline end? Nov. 22
When is the final payment due if discount is not taken? Jan 11
What is the amount payable w/discount? $581.66
What is the discount amount in $$? $17.99
Do You Know How Many Days are in Each Month????????
Use the knuckle method
– Make a fist and look at your knuckles.
– The first knuckle is “January”, then 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 its “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:
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–
–
–
–
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.
243
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Math: Discounts
Student Notes Outline
OBJECTIVES:
1. Calculate an assortment of discounts
2. Assimilate a retail environment through use of word problems in calculating
assortments of discounts
3. Demonstrate knowledge of correct procedures in calculating cash/trade discounts
4. Demonstrate understanding of trade/cash discounts by calculating EOM and ROG terms
5. Demonstrate proficiency with math calculations
6. 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 $$ _____________
– Incentive to __________________________________________
3. ___________________ __________________
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•
A ______________ total is kept so ______________ _______________ as more
orders are placed
4. ___________
Expressed as:
– Less 15%, 10%, 5% (percentages will vary)
**DO NOT add ___________________ before taking ________________
**Take each percentage _________________ from ________________
Example of Chain Discount:
A tire manufacturer sells radial tires for $85, less 15%, 9%, 4%.
Calculate the problem:
5. _______________________
•
•
•
•
•
Allows ____________________ to sell merchandise prior to billing
Gives __________ time to generate ____________
Most companies deal with more than one ____________
Bills are ________ as terms ____________
Shown on ____________ as “Terms:”
Note: Each numeral in the equation may vary
Expressed as:
2/15, n/60 or 2/15, net 60 or 2/15, n60
Interpreted as:
_____% discount if paid w/in _____ days of invoice;
All is due ______ days from date of invoice
Example:
245
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Invoice Amount: $599.65
Date of Invoice: Nov. 12, 2004
Terms:
3/10, n/60
When does the discount deadline end? __________
When is the final payment due if discount is not taken? ____________
What is the amount payable w/discount? ___________
What is the discount amount in $$? _________
•
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”, then “___________” 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 its
“__________”; 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 “__________________”
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– 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 “_______________”
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_______________________________.
247
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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!
1. Date of Invoice:
Purchase amount:
Terms:
11/16/13
$6,789.50
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
________________________
2. Date of Invoice:
Purchase amount:
Terms:
11/20/13
$25,759
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
________________________
3. Date of Invoice:
12/15/13
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Purchase amount:
Terms:
$559.60
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
________________________
4. Date of Invoice:
Purchase amount:
Terms:
11/29/13
$25.75
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
________________________
5. Date of Invoice:
Purchase amount:
Terms:
1/17/13
$12,755.90
4/15, N90
Date paid:
2/28/ 13
Date due to take discount:
________________________
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
Amount payable w/discount: ________________________
Date due without discount:
________________________
Amount saved by taking discount
________________________
6. Date of Invoice:
Purchase amount:
Terms:
1/15/13
$29,667
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
________________________
7. Date of Invoice:
Purchase amount:
Terms:
2/14/13
$459.20
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
________________________
250
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8. Date of Invoice:
Purchase amount:
Terms:
3/15/13
$29,875
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
________________________
9. Date of Invoice:
Purchase amount:
Terms:
3/12/13
$65,790
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
________________________
10. Date of Invoice:
Purchase amount:
Terms:
4/20/13
$452.79
3/15, N90
Date paid:
5/2/13
251
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Date due to take discount:
________________________
Amount payable w/discount: ________________________
Date due without discount:
________________________
Amount saved by taking discount
________________________
11. Date of Invoice:
Purchase amount:
Terms:
3/10/13
$3,472.77
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
________________________
12. Date of Invoice:
Purchase amount:
Terms:
2/10/13
$19.065.57
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
________________________
252
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13. Date of Invoice:
Purchase amount:
Terms:
11/20/13
$4,099.97
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
________________________
14. Date of Invoice:
Purchase amount:
Terms:
8/11/13
$995.04
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
________________________
15. Date of Invoice:
Purchase amount:
Terms:
9/2/13
$55.90
2/15, N60
Date paid:
9/12/13
Date due to take discount:
________________________
253
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Amount payable w/discount: ________________________
Date due without discount:
________________________
Amount saved by taking discount
________________________
16. Date of Invoice:
Purchase amount:
Terms:
4/20/13
$325.45
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
________________________
17. Date of Invoice:
Purchase amount:
Terms:
1/6/13
$78.97
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
________________________
254
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18. Date of Invoice:
Purchase amount:
Terms:
10/20/13
$1,673.23
2/10, N30
Date paid:
10/29/13
Date due to take discount:
________________________
Amount payable w/discount: ________________________
Date due without discount:
________________________
Amount saved by taking discount
________________________
19. Date of Invoice:
Purchase amount:
Terms:
9/13/13
$555.15
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
________________________
20. Date of Invoice:
Purchase amount:
Terms:
7/31/13
$2,714.50
3/10, N60
255
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Date paid:
8/9/13
Date due to take discount:
________________________
Amount payable w/discount: ________________________
Date due without discount:
________________________
Amount saved by taking discount
________________________
21. Date of Invoice:
Purchase amount:
Terms:
11/30/13
$766.45
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
________________________
22. Date of Invoice:
Purchase amount:
Terms:
6/26/13
$85.95
3/15, N30 ROG
Date paid:
7/12/13
256
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Date due to take discount:
________________________
Amount payable w/discount: ________________________
Date due without discount:
________________________
Amount saved by taking discount
________________________
23. Date of Invoice:
Purchase amount:
Terms:
4/20/13
$677.50
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
________________________
24. Date of Invoice:
Purchase amount:
Terms:
7/27/13
$672.13
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
________________________
257
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25. Date of Invoice:
Purchase amount:
Terms:
8/10/13
$199.80
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
________________________
258
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Math KEY
Discounts
Calculate the following problems. You may use your notes if you need to. Don’t just copy your
neighbor’s answer!!!
1. Date of Invoice:
Purchase amount:
Terms:
11/16/13
$6,789.50
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
2. Date of Invoice:
Purchase amount:
Terms:
11/20/13
$25,759
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
259
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3. Date of Invoice:
Purchase amount:
Terms:
12/15/13
$559.60
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
4. Date of Invoice:
Purchase amount:
Terms:
11/29/13
$25.75
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
5. Date of Invoice:
Purchase amount:
Terms:
1/17/13
$12,755.90
4/15, N90
Date paid:
2/28/14
260
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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
6. Date of Invoice:
Purchase amount:
Terms:
1/15/13
$29,667
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
7. Date of Invoice:
Purchase amount:
Terms:
2/14/13
$459.20
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
Amount saved by taking discount
$27.55
261
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8. Date of Invoice:
Purchase amount:
Terms:
3/15/13
$29,875
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
9. Date of Invoice:
Purchase amount:
Terms:
3/12/13
$65,790
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
10. Date of Invoice:
Purchase amount:
Terms:
4/20/13
$452.79
3/15, N90
Date paid:
5/2/13
262
Copyright © Texas Education Agency, 2015. All Rights Reserved.
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
11. Date of Invoice:
Purchase amount:
Terms:
3/10/14
$3,472.77
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
12. Date of Invoice:
Purchase amount:
Terms:
2/10/14
$19.065.57
3/10, N90
Date paid:
2/18/14
Date due to take discount:
2/20/14
Amount payable w/discount: $18,493.60
263
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Date due without discount:
5/11/14
Amount saved by taking discount:
$571.97
13. Date of Invoice:
Purchase amount:
Terms:
11/20/14
$4,099.97
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
14. Date of Invoice:
Purchase amount:
Terms:
8/11/13
$995.04
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
Amount saved by taking discount
$29.85
264
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15. Date of Invoice:
Purchase amount:
Terms:
9/2/13
$55.90
2/15, N60
Date paid:
9/12/13
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
16. Date of Invoice:
Purchase amount:
Terms:
4/20/13
$325.45
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
17. Date of Invoice:
Purchase amount:
Terms:
1/6/13
$78.97
3/10, N30
265
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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
18. Date of Invoice:
Purchase amount:
Terms:
10/20/13
$1,673.23
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
19. Date of Invoice:
Purchase amount:
Terms:
9/13/13
$555.15
3/10, N60
Date paid:
9/21/13
Date due to take discount:
9/23/08
266
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Amount payable w/discount: $538.50
Date due without discount:
11/12/13
Amount saved by taking discount
$16.65
20. Date of Invoice:
Purchase amount:
Terms:
7/31/13
$2,714.50
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
21. Date of Invoice:
Purchase amount:
Terms:
11/30/13
$766.45
3/15, N60 EOM
Date paid:
1/10/13
Date due to take discount:
1/15/13
Amount payable w/discount: $743.46
Date due without discount:
3/1/13
Amount saved by taking discount
$22.99
267
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22. Date Received:
Purchase amount:
Terms:
6/26/13
$85.95
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
23. Date of Invoice:
Purchase amount:
Terms:
4/20/13
$677.50
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
24. Date of Invoice:
Purchase amount:
Terms:
7/27/13
$672.13
4/15, N60 EOM
Date paid:
8/12/13
268
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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
25. Date of Invoice:
Purchase amount:
Terms:
8/10/13
$199.80
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
269
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Math: Discounts Part 1 Adjust according to subject
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
$
%
270
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%
9%
12%
14%
17%
20%
1-10
21-35
36-45
46-55
56-70
71-80
81-90
91-100
ITEM
QUANTITY
PURCHASED
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
271
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%
272
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%
9%
12%
14%
17%
20%
1-10
21-35
36-45
46-55
56-70
71-80
81-90
91-100
ITEM
QUANTITY
PURCHASED
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.
$
$
$2.60 ea.
$ 49.40
Backpacks
95
5.60
27.33
$ 197.60
273
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Math TEST: Discounts ADJUST ACCORDING TO SUBJECT
1. You purchase 3 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:
a. Deadline for discount period
_______________________________
b. Discount amount
$_______________________________
c. Deadline for full payment
_______________________________
d. Amount saved with discount
$_______________________________
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:
a. Deadline for discount period
_______________________________
b. Discount amount
$______________________________
c. Deadline for full payment
_______________________________
d. Amount saved with discount
$______________________________
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:
a. Deadline for discount period
_______________________________
b. Discount amount
$_______________________________
c. Deadline for full payment
_______________________________
d. Amount saved with discount
$_______________________________
4. You purchase a printer for $749.99, less 9%, 7%, 6%. What is the final price for the
printer?
a. __________________
5. You purchase the following office furniture:
a. Desk
$ 750
b. Chair
300
c. Filing cabinet 150
d. 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? $______________
274
Copyright © Texas Education Agency, 2015. All Rights Reserved.
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:
a. Seasonal discount amount
$_______________________
b. Deadline for discount
________________________
c. Discount amount
$_______________________
d. Full payment amount
$_______________________
e. Amount saved after all discounts
$_______________________
7. The following items were ordered on January 13, 2013:
a. 23 lamps @ $17.50 each
b. 12 tables @ $75.00 each
c. 3 couches @ $210.00 each
d. 6 recliners @ $180 each
e. 8 rugs @ $90 each
What is the total order amount before any discounts are offered? $______________
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
f.
g.
h.
i.
j.
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?
a. $____________________
275
Copyright © Texas Education Agency, 2015. All Rights Reserved.
8. Find the answers: (2 pts. for each blank)
ITEM
Shoes
Boots
Shoelaces
Shoe polish
Purses
Purses
PRICE
$23.65
$51.50
.70
.84
$22.75
$ 8.50
QUANTITY
22.00 pairs
14 pair
8 doz.
10 doz.
9 ea.
10 ea.
TOTAL
_______
_______
_______
_______
_______
_______
276
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Math TEST KEY: Discounts
1. You purchase 3 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:
a.
b.
c.
d.
Deadline for discount period
Discount amount
Deadline for full payment
Amount paid with discount
July 28, 2013
18.00
September 11, 2013
$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:
e.
f.
g.
h.
Deadline for discount period
Discount amount
Deadline for full payment
Amount paid with discount
May 19, 2013
$1249.44
August 7, 2013
$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:
i.
j.
k.
l.
Deadline for discount period
Discount amount
Deadline for full payment
Amount paid with discount
March 18
$1249.44
April 17
$900.02
4. You purchase a printer for $749.99, less 9%, 7%, 6%. What is the final price for the
printer?
m. $596.63
5. You purchase the following office furniture:
n. Desk
$750
o. Chair
300
p. Filing cabinet 150
q. 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
277
Copyright © Texas Education Agency, 2015. All Rights Reserved.
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:
r. Seasonal discount amount
$67.25
s. Deadline for discount
July 13
t. Discount amount
$24.21
u. Full payment amount
$605.21
v. Amount saved after all discounts
$91.45
7. The following items were ordered on January 13, 2014:
w. 23 lamps @ $17.50 each
x. 12 tables @ $75.00 each
y. 3 couches @ $210.00 each
z. 6 recliners @ $180 each
aa. 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
Invoice: 4/15, n/60 EOM
bb. When is the discount deadline? March 15
cc. When is the full payment due? April 29
dd. Amount paid if discount is taken $2,675.74
ee. Amount to be saved with the discount $111.49
ff. What is the TOTAL dollar amount saved with all discounts considered?
a. $1,057.76
8. Find the answers: (2 pts. for each blank)
ITEM
Shoes
Boots
Shoelaces
Shoe polish
Purses
Purses
PRICE
$23.65
$51.50
.70
.84
$22.75
$ 8.50
QUANTITY
22 pair
14 pair
8 dozen
10 doz.
9 ea.
10 ea.
TOTAL
$520.30
$721.00
$ 67.20
$100.80
$204.75
$ 85.00
278
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Markups
Complete the following chart. Remember to include your $$$ and %%% where necessary!
ADJUST ACCORDING TO SUBJECT
Retail Price
Cost
$4,597.50
$1,665.00
$ 995.99
$ 445.75
$
$ Mark Up
1.75
$
$3,667.55
$
$
$1,055.99
2.95 each
$
4.99 each
.85
$ 775.50
$225.75
$
.95
$5,550.45
.95
Markup %
$ 359.25
$ 9.50/ doz.
279
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Find the information needed to complete the problems below:
I. The cost of a suit is $174.55. It retails for $299.99. Determine the $MU and the MU%
$MU=
MU%=
II. A DVD player costs $75.00. You mark it up $144.00. Determine the RP and the MU%
RP=
MU%=
III. The following shipment arrives. You will need to price the merchandise and move it to the
sales floor.
4 shirts @ $15.50 ea. (cost)
$MU $22.50
RP (each) =
MU%=
280
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Markups KEY
Complete the following chart. Remember to include your $$$ 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.)
281
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%)
282
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Mark-ups Practice
Calculate the following information where needed:
1. You purchase 1 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?
a. $MU
b. MU%
c. Total purchase
d. Total amount of profit
2. Ice Cream Sundaes retail for $3.99 each. Each one costs you $.92 to make. Find the
$MU and the MU%:
a. $MU:
b. MU%:
3. You purchase 2 dozen tires to sell in your store. You plan to mark up 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
4. Calculate the following:
a. Socks:
$1.28 at cost.
 RP
______
 $MU ______
MU% = 71%
283
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b. Towels:
$4.08 at cost.
 RP
______
 $MU ______
MU% = 38%
c. Shelves:
$13.19 at cost.
 RP
______
 $MU ______
MU% = 42%
d. Chairs:
$51.88 at cost.
 RP
______
 $MU ______
MU% = 72%
e. Shovels:
$13.55 at cost.
 RP
______
 $MU
______
MU% = 35%
f. Hats:
$115.05 at cost.
 RP
______
 $MU
______
MU% = 29%
g. Shorts:
$8.45 at cost.
MU% = 31%
 RP
______
 $MU
______
h. Suitcase:
$16.45 at cost.
MU% = 39%
 RP
______
 $MU
______
i.
Books:
$1.45 at cost.
MU% = 28%
 RP
______
 $MU
______
j.
Boots:
$52.00 at cost.
MU% = 34%
 RP
______
 $MU
______
284
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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
285
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Mark-ups Practice KEY
Calculate the following information where needed:
1. You purchase 1 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?
a. $MU
$ 161.99
b. MU%
58%
c. Total purchase
$1,416.00
d. 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%:
a. $MU:
$3.07
b. MU%:
77%
3. You purchase 2 dozen tires to sell in your store. You plan to mark up 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:
a. Socks:
$1.28 at cost.
 RP
$ 4.41
 $MU $ 3.13
MU% = 71%
286
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b. Towels:
$4.08 at cost.
 RP
$ 6.58
 $MU $ 2.50
MU% = 38%
c. Shelves:
$13.19 at cost.
 RP
$22.74
 $MU $ 9.55
MU% = 42%
d. Chairs:
$51.88 at cost.
 RP
$185.29
 $MU $133.41
MU% = 72%
e. Shovels:
$13.55 at cost.
 RP
$ 20.85
 $MU
$ 7.30
MU% = 35%
f. Hats:
$115.05 at cost.
MU% = 29%
 RP
$162.04
 $MU
46.99
g. Shorts:
$8.45 at cost.
MU% = 31%
 RP
$ 12.25
 $MU
$ 3.80
h. Suitcase:
$16.45 at cost.
MU% = 39%
 RP
$ 26.97
 $MU
10.52
i.
$1.45 at cost.
 RP
$
 $MU
j.
Books:
Boots:
MU% = 28%
2.01
.56
$52.00 at cost.
MU% = 34%
 RP
$ 78.79
 $MU
26.79
287
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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%)
288
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Purchasing
Practicum in Marketing Dynamics
Lesson Plan
Performance Objective
The student knows that the purchasing process occurs in a continuous cycle. The student
knows that businesses need goods and services for daily operation, and the student knows that
a buying plan identifies products to be offered for sale for a particular period of time. .
Specific Objective
 The student can explain the process of identifying needs.
 The student can describe the process of selecting suppliers and sources.
 The student can explain the negotiation process
 The student can explain how goods and services are ordered.
 The student can distinguish strategies used in evaluating purchases
 The student can analyze the selection of goods and services based on a business’
operation needs
 The student can compare and contrast terms offered by suppliers
 The student can describe and calculate merchandising-related discounts
 The student can interpret vendor terms and policies
 The student can calculate the final cost of a product.
 The student can make accurate estimates and projections
 The student can interpret data found in financial reports.
Terms
Six-month merchandize plan – six month plan that estimates planned
purchases.
Centralized buying – purchasing decisions are made by a few people for
entire departments.
Decentralized buying – purchasing decisions are made from lower levels in
the organization
Special buying arrangements - Suppliers may have special policies
regarding merchandise returns and sales arrangements.
Buying terms – terms negotiated with suppliers before purchases are made.
Discounts – Reduction in final price if paid by a per-set time frame.
Dating terms – time frame a bill must be paid in order to get the prenegotiated discount
289
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Time
When taught as written, this lesson should take two to three 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.
130.348. Practicum of Marketing Dynamics
(c) Knowledge and Skills
7) The student applies mathematical concepts in management. The student is expected
to:
(A) make accurate estimates and projections; and
(B) interpret data found in financial reports.
26) The student knows that the purchasing process occurs in a continuous cycle. The
student is expected to:
(A) explain the process of identifying needs;
(B) describe the process of selecting suppliers and sources;
(C) explain the negotiation process;
(D) explain how goods and services are ordered; and
(E) distinguish strategies used in evaluating purchases.
(27) The student knows that businesses need goods and services for daily operation.
The student is expected to:
(A) analyze the selection of goods and services based on a business' operational
needs; and
(B) compare and contrast terms offered by suppliers.
(28) The student knows that a buying plan identifies products to be offered for sale for
a particular period of time. The student is expected to:
(A) describe and calculate merchandising-related discounts;
(B) interpret vendor terms and policies; and
(C) calculate the final cost of a product.
Interdisciplinary Correlations:
290
Copyright © Texas Education Agency, 2015. All Rights Reserved.
110.47. Reading I, II, III
(b) Knowledge and skills.
(1) The student uses a variety of 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;
(2) The student acquires an extensive vocabulary through reading and systematic 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;
(4) The student comprehends texts 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.
§111.32. Algebra I
(b) Knowledge and skills.
(1) Foundations for functions. The student understands that a function represents a
dependence of one quantity on another and can be described in a variety of ways. The
student is expected to:
(E) interpret and make decisions, predictions, and critical judgments from
functional relationships.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Purchasing Managers
O*Net Number: 11-3061-00
Reported Job Titles: Commodity Manager, Director of Materials, Director of Purchasing,
Director of Strategic Sourcing, Materials Manager, Procurement Manager, Procurement Officer,
Purchasing Director, Purchasing Manager, Purchasing Supervisor
Tasks:


Represent companies in negotiating contracts and formulating policies with suppliers.
Direct and coordinate activities of personnel engaged in buying, selling, and distributing
materials, equipment, machinery, and supplies.
291
Copyright © Texas Education Agency, 2015. All Rights Reserved.


Interview and hire staff, and oversee staff training.
Locate vendors of materials, equipment or supplies, and interview them to determine
product availability and terms of sales.
 Prepare and process requisitions and purchase orders for supplies and equipment.
Soft Skills: Speaking, Active Listening, Critical Thinking, Judgment and Decision Making, Social
Perception
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 familiarize yourself with the terminology,
 Have materials ready prior to the start of the lesson.
Textbooks:
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills: McGraw-Hill
Companies.
Online:
http://www.onetonline.org
Instructional Aids
 Textbook
 Lesson Presentation
 Instructor Computer/Projection Unit
 Online Websites
Introduction
The main purposes of this lesson is to help students understand:
 The process of identifying needs
 The process of selecting suppliers and sources
 The negotiation process
 How goods and services are ordered
 Strategies used in evaluating purchases
 The selection of goods and services based on a business’ operation needs
 Terms offered by suppliers
292
Copyright © Texas Education Agency, 2015. All Rights Reserved.



How to calculate merchandising-related discounts
Interpret vendor terms and policies
How to calculate the final cost of a product
Ask students what steps they think are involved for a company to purchase products?
Ask students if they think large companies pay full price for products?
Outline
MI
OUTLINE
I.
a.
b.
c.
d.
e.
f.
g.
II.
NOTES TO TEACHER
Terms
Six month merchandize plan
Centralized buying
Decentralized buying
Special buying
Buying terms
Discounts
Dating terms
Purchasing Planning
A. Six-month merchandise plan
B. Planned sales
C. Beginning inventory
D. Ending inventory
III.
Purchasing Methods
A. Centralized buying
B. Decentralized buying
IV.
Purchasing situations
A. New-task purchases
B. Modified rebuy
C. Straight rebuy
V.
Negotiation Terms
A. Discounts
B. Dating terms
VI.
Selecting suppliers
A. Production capabilities
Use presentation as visual aide
Have students write vocabulary
terms and meanings
Discuss using the presentation
and resources listed
293
Copyright © Texas Education Agency, 2015. All Rights Reserved.
B. Past experiences
C. Special buying
D. Special services
VII.
How goods are purchased
A. Internet
B. Electronic exchanges
C. Online auctions
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students will list individually on a piece of paper all of the products they think they would need
to open a retail store. Once they have completed the list lead a discussion about where these
products could be purchased.
Independent Practice
Students will calculate the discounts taken on purchasing invoices.
Summary
Review









The process of selecting suppliers and sources.
The negotiation process
How goods and services are ordered.
Strategies used in evaluating purchases
The selection of goods and services based on a business’ operation needs
Terms offered by suppliers
How to calculate merchandising-related discounts
Interpret vendor terms and policies
How to calculate the final cost of a product
294
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Evaluation
Informal Assessment
Informal assessment will be made as the student participates throughout the discussion
process and contributes to the guided practice activity. Teacher will observe students by
walking the classroom during each activity.
Formal Assessment
Students will complete a worksheet to calculate the final cost of goods.
Enrichment
Extension
Integrate writing skills: Assign students write a research paper based on the lists that they
produced in the guided practice. Students will use those lists to find vendors to purchase those
products. They are to find the vendors terms, discounts offered, shipping costs and final cost of
goods. They will compare and contrast at least two different vendors and make a
recommendation on which vendor is best.
295
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Product Cost Calculation
Directions:
For each of the following invoice that offers ordinary dating terms, determine the discount
date, amount of discount, amount payable if discount is taken, and final date for payment of
invoice.
Inv.
Amt of
Dating
Date of
Disc
Disc
Net
Final Date
No.
Invoice
Terms
Invoice
Date
Amount
Amount
for payment
12.
$1000
2/10,N45
5/18
_____
_________ ________
_________
13.
$8500
4/20,N60
1/22
_____
_________ ________
_________
14.
$2000
2/10,N30
Extra 30
5/27
_____
_________ ________
_________
15.
$1150
3/15,N45
ROG
6/20
_____
_________ ________
_________
16.
$7500
4/20,N30
EOM
4/12
______ _________ ________
_________
17.
$1500
3/10,N45
6/8
as of July 14
______ _________ _________ _________
18.
$6430
4/15,n30
ROG,EOM
12/8
______ _________ _________ _________
19.
$2500
2/10,N30
2/14
______ _________ _________ __________
20.
$1000
3/20,N45
7/17
______ _________ _________ __________
296
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Product Cost Calculation
Directions:
For each of the following invoice that offers ordinary dating terms, determine the discount
date, amount of discount, amount payable if discount is taken, and final date for payment of
invoice.
Inv.
Amt of
Dating
Date of
Disc
Disc
Net
Final Date
No.
Invoice
Terms
Invoice
Date
Amount
Amount
for payment
12.
$1000
2/10,N45
5/18
5/28
$20
$980
3/27
13.
$8500
4/20,N60
1/22
2/12
$340
$8160
6/19
14.
$2000
2/10,N30
Extra 30
5/27
6/6
$40
$1060
7/26
15.
$1150
3/15,N45
6/20
7/5
$34.50
$1115.50
8/4
16.
$7500
4/20,N30
EOM
4/12
5/2
$300
$7200
5/30
17.
$1500
3/10,N45
6/8
as of July 14
6/18
$45
$1455
8/28
18.
$6430
4/15,n30
EOM
12/8
12/23
$257.20
$6172.80
1/7
19.
$2500
2/10,N30
2/14
2/24
$50
$2450
3/16
20.
$1000
3/20,N45
7/17
8/6
$30
$970
8/31
297
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Career Exploration
Practicum in Marketing Dynamics
Marketing
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 web site.
Terms
 O*NET: a free website that contains hundreds of occupation-specific careers. It helps to
evaluate or investigate career options.
 Resume: a document that is used to “sell” 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 7 to 9 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.
127.13. Career Prep I
(c) Knowledge and skills.
(1) The student uses employability skills to gain an entry-level job in a high-skill, highwage, or high-demand field. The student is expected to:
298
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(B) demonstrate the application of essential workplace skills in the career
acquisition process;
(2) The student develops skills for success in the workplace. The student is expected to:
(B) demonstrate dependability, punctuality, and initiative;
(E) exhibit productive work habits, ethical practices and a positive attitude
(G) identify how to prioritize work to fulfill responsibilities and meet deadlines
(3) The student applies work ethics, employer expectations and interactions with
diverse populations, and communication skills in the workplace. The student is expected
to:
(G) identify ethical standards;
(H) comply with organizational policies and procedures
(5) The student applies ethical behavior standards and legal responsibilities within the
workplace. The student is expected to:
(B) demonstrate responsible and ethical behavior
127.14. Career Prep II
(c) Knowledge and Skills
(1) The student uses and evaluates employability skills to maintain a position in a
company. The student is expected to:
(C) expand personal communication skills;
(2) The student develops advanced knowledge and skills associated with success in the
workplace. The student is expected to:
(A) maintain appropriate grooming and appearance for the workplace;
(C) demonstrate appropriate business and personal etiquette in the workplace;
(D) exhibit productive work habits, attitudes, and ethical practices;
(E) evaluate consequences for breach of personal and occupational safety
practices in the workplace
(5) The student recognizes legal responsibilities of the workplace. The student is
expected to:
(B) analyze the legal consequences of breach of confidentiality;
130.348. Practicum in Marketing Dynamics
(c) Knowledge and skills.
(32) The student prepares for employment in a particular career field. The student is
expected to:
(A) identify training, education, and certification requirements for occupational
choice;
(B) participate in career-related training or degree programs; and
(C) prepare for licensure or certification in a chosen occupational area.
Interdisciplinary Correlations
299
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110.47 Reading I, II, III
(b) Knowledge and skills.
(1) The student uses a variety of 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;
(2) The student acquires an extensive vocabulary through reading and systematic 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;
(4) The student comprehends texts 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.
110.57 Public Speaking I, II, III
(b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions; and
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expected to:
(C) develop verbal, vocal, and physical skills to enhance presentations.
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 fouryear 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)
O*Net Number: Varies, according to each student’s career choice.
Reported Job Titles: Varies, according to each student’s career choice.
300
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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 a
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 to go 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 Words! Activity
 Internet
Materials Needed
 Printer paper
 Notebook paper
 Flash drive (optional for students to save their work)
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Equipment Needed
 Computers (for students to complete projects)
 Projector (for digital presentation)
 Internet Access
Introduction
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.
 What was the process when they were hired?
 Did they fill out an application or were they also required to submit a resume?
Explain that once students graduate from high school, often they will 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 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
Ask students if they currently have a job. Then ask them if they plan to keep that job until they
retire from the work force. 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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Outline
MI
OUTLINE
I. OBJECTIVES
Upon completing this unit, the student-learner
will be able to:
A. Investigate the O*NET website
B. Assess necessary skills for employment
C. Select a prospective career
D. Compare one’s skills with job
requirements
E. Probe techniques prospective
employers use in the hiring process
F. Scrutinize possible questions
interviewers may ask on an interview
II. O*NET
A. What is O*NET and how can I use it?
1. Free; contains hundreds of
occupationspecific careers
2. Helps to evaluate or investigate
career options
B. Web site: http://www.onetonline.org
C. Discover occupations by taking on-line
survey:
http://www.mynextmove.org/explore
/ip
D. If you already have a career in mind:
http://www.www.mynextmove.org
III. 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?
XII. PERSONAL WEB PAGE
a. Increasingly popular
b. Can be linked to your resume
c. Display qualifications in detail, including
video, pictures, samples of your work, etc.
NOTES TO TEACHER
DO: Read these objectives out loud
and have students copy then onto
their Student Notes Handout.
O*NET is the nation’s primary FREE
source of occupational information
which contains hundreds of
occupation-specific career
descriptions. This site may be used
throughout your life in the event
you decide to change jobs later on.
There are surveys which will lead
to career options so students can
investigate career options and
evaluate career expectations.
Have students write the web site
on their student note sheet under
the proper section.
Click on the links so the students
can see what you are referring to.
Explain that there will be an
opportunity later during this unit
to further investigate O*NET.
XIII. SUMMARY
a. What is O*NET?
b. What is the difference between entrylevel and advanced level skills?
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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 min.)
Independent Practice
“Would You Hire YOU?” Students’ 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 3 careers; then
write a paper reflecting their research and career choices. Upon completion of part 1, students
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will type a resume, cover letter, and letter of resignation using examples found on the Internet.
Students will also prepare a presentation which 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 occupation-specific career descriptions.
Q. What is the difference between entry-level and advanced level skills?
A. Entry-level skills are very basic, such as simply math, basic reading and writing skills;
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:
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
Career Project (2 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 social media format, using only 140
characters. They will make a replica of a social media account (including their
screen name and a picture!) in word processor or a digital presentation. Hint:
they can do a word count, using the Review Tab then selecting “word count.”
Have the students share 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 awhile since you were in that person’s class, or since you have seen your family
friend.
3. State the date you need it by. 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.
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.
6.
O*NET:
O*NET is ________ and contains _______________ of ___________________-specific
_____________________.
7. It helps to __________________ or ___________________ career ______________.
8. The Main Web site is: ________________________________________
9. The on-line 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 _____________________.
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18. Resumes may be ______ _______________, _______________, or sent via _________.
19. Some sites allow for ___________________ _____________________.
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 good, 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 Web site is: http://www.onetonline.org
9. The on-line 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 e-mail .
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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 good, 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
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 $$$
Skills
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5. How many “New & Emerging” fields are listed under “Bright Outlook” occupations?
6. How many STEM Disciplinary categories are there?
7. The _________ _______________will cause a change in____________________ employment
demand.
8. Green Occupations are linked to ___________________ _____________________
________________________
9.
List the NINE categories one could research using the Advance Search feature:
_____________________
_____________________
_____________________
_____________________
_____________________
______________________
______________________
_____________________
______________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
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O*NET SCAVENGER HUNT
Answer Key
DIRECTIONS: Using the Internet, go to www.onetonline.org to complete this activity. Be prepared to
discuss your answers!
1.
What is the definition of O*NET? Answers will vary; however, it is a free website that contains
hundreds of occupation-specific careers. It helps to evaluate or investigate career
options.
2. List THREE occupations that fall into the “Rapid Growth” Sector: Answers will vary
a._________________________________________________
b._________________________________________________
c._________________________________________________
3.
How many categories fall under the “Rapid Growth” Sector?
69
4.
Looking back at the three occupations you listed in Question #1, list the median wages and
the skills
that are necessary for each:
Occupation
Median $$$
Answers will vary based
on answers in question 1
Skills
Answers will vary
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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 Advance 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”; next click “Go to Skills Search” which is right under “Skills Search”.
Check the boxes that you think apply to you in each category, 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
which will assist you in your career search.
.
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Career Project
Instruction Sheet
PART I
Use a word processer to compose a report, using the research material you gather from the
O*NET website. (www.onetonline.org)
FORMAT FOR PAPER:
Use word processer 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!
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!
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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 5 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. Compile a list of 15 questions which one could be asked on a job interview
7. Compile a list of at least 5 questions which are considered illegal and cannot be asked
on an interview
8. Compile a list of 5 questions one might ask the person conducting the interview
9. Works cited slide (does not count toward the 5 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 5 slides
_____What to wear/not to wear (male/female)
_____How to prepare for the interview
_____5 Interview tips
_____When to know to change jobs
_____How to change jobs
_____15 questions which could be asked on an interview
_____5 questions which are considered illegal
_____5 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
Reader has difficulty
Student presents Information is logical,
Sequence of information is
following work
information in logical interesting; spacing
difficult to follow.
because student jumps sequence which and format directions
around.
reader can follow.
were followed.
____
Student is
Student
Student does not have
Student is at ease
uncomfortable with
demonstrates full
grasp of information;
with content, but
Content Knowledge
content and is able to
knowledge of topic;
student work does not
fails to elaborate/ 1-2
demonstrate basic
required paragraphs
demonstrate completion.
elements are missing.
concepts.
were present.
____
Organization
Grammar and
Spelling
Work has four or more
spelling errors and/or
grammatical errors.
Presentation has no
Presentation has three
Presentation has no
more than two
misspellings and/or
misspellings or
misspellings and/or
grammatical errors.
grammatical errors.
grammatical errors.
____
Neatness
Work is Illegible or
incomplete.
Work has three or four Work has one or two
Work is neatly typed.
areas that are sloppy. areas that are sloppy.
____
Work does not have
Required samples
the appropriate
were present, but
number of required
were attached out of
attachments included
order.
with completed work.
____
Attachments
Required samples were
not submitted with
completed work.
Required samples
were attached and
entire packet was
submitted in proper
order.
Total---->
____
Teacher’s Comments
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Career Project Rubric
Name: _____________________
Date: ___________________
Presentation
Process
Below Avg.
Satisfactory
Good - Excellent
1. Has clear vision of final product;
Followed directions
1, 2, 3
4, 5, 6
7, 8, 9, 10
2. Properly organized to complete;
Presentation was easy to follow
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
Below Avg.
Satisfactory
Good - Excellent
1. Format (Correct # of slides)
1, 2, 3
4, 5, 6
7, 8, 9, 10
2. Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7, 8, 9, 10
3. Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9, 10
4. Creativity
1, 2, 3
4, 5, 6
7, 8, 9, 10
5. Demonstrates knowledge
1, 2, 3
4, 5, 6
7, 8, 9, 10
3. Managed time wisely
4. Acquired needed knowledge
**Works Cited was included
base
5. Communicated efforts with
teacher
Product (Project)
Total Score:____________________________
Teacher(s) Comments:
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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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Enhancement Rubric
Name: _____________________
Date: ___________________
Project Title:
“What a Character!”
Process
Below Avg.
Satisfactory
Good - Excellent
1. Has clear vision of final product;
Followed directions
1, 2, 3
4, 5, 6
7, 8, 9, 10
2. Properly organized to complete
Presentation was easy to follow
1, 2, 3
4, 5, 6
7, 8, 9, 10
3. Managed time wisely
1, 2, 3
4, 5, 6
7, 8, 9, 10
4. Acquired needed knowledge base
1, 2, 3
4, 5, 6
7, 8, 9, 10
5. Demonstrated knowledge of lesson
1, 2, 3
4, 5, 6
7, 8, 9, 10
Below Avg.
Satisfactory
Good - Excellent
1. Format:140 characters or less
1, 2, 3
4, 5, 6
7, 8, 9, 10
2. Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7, 8, 9, 10
3. Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9, 10
4. Creativity in presentation
1, 2, 3
4, 5, 6
7, 8, 9, 10
5. Demonstrates knowledge
1, 2, 3
4, 5, 6
7, 8, 9, 10
Product (Project)
Total Score:____________________________
Teacher(s) Comments:
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PROGRAM FORMS
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(Date)
Dear Parent(s):
Your son/daughter is enrolled in the Marketing 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 Marketing 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 Marketing 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 Marketing 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 Marketing 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)
Marketing Coordinator and DECA Sponsor
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Marketing Practicum (Co-op) Application
NAME ____________________________
Date of Birth ___________
SCHOOL I.D. # ____________________
Grade Level _______
Address _____________________________ Cell Phone #
Present age ______
____________________
_____________________________ Home Phone # ____________________
Dad’s Name __________________________
Mom’s Name
____________________
Dad’s work ___________________________
Mom’s work
____________________
Phone#____________________
Phone#___________________
Will you have transportation to/from job?
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)
328
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Marketing PRACTICUM SYLLABUS
Welcome to the dynamic world of Marketing! 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
 Marketing Mathematics
 Human Relations
 Management
 Promotion
 Sales
 Visual Merchandising/Advertising
 Business Etiquette
 Entrepreneurship
 Marketing 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.
DECA:
All Marketing coop students are expected to join DECA and to participate in DECA competitive
events. Dues are $______ for the school year.
_____________________________
Parent’s Signature
__________________________
Student’s Signature
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STUDENT RESPONSIBILITIES IN MARKETING 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:
o 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.
o 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.
o 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.
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Copyright © Texas Education Agency, 2015. All Rights Reserved.

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.

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:
_________________________________________________________________
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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
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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 (coop) 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
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!
_______________________________________
(Parent’s signature)
_______________________________________
(Student’s signature)
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
333
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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 NINEWEEKS/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
334
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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
335
Copyright © Texas Education Agency, 2015. All Rights Reserved.
SUMMARY SIGNATURE VERIFICATION FORM
I have reviewed the following forms:
Marketing 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
336
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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
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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DAYS ABSENT AT JOBSITE _____________________
DAYS LATE TO JOBSITE___________
EMPLOYER/SUPERVISOR _______________________
DATE____________________________
Please return with student or fax to:
(YOUR NAME), Teacher/Coordinator
Fax #__________________
Phone # __________________________
338
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_______________________________High School Marketing
Student Disciplinary Action
Student Name:
ID#:
Grade:
1.
Infraction
Date
Time
Location
2.
Description
3.
Disciplinary Action Taken
Teacher
Date
Student
Date
Parent
Date
Counselor
Date
Assistant Principal
Date
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
WAGE AND HOUR REPORT
NAME/ID#
HOURLY WAGE $ __________________________________
______________________________________________________
TRAINING STATION
TOTAL HOURS FOR 3 WEEKS __________
______________________________________________________
STUDENT SIGNATURE
______________________________________________________
Your signature verifies the information on this report is accurate and
honest.
WEEK
9/25-9/29
HOURS
From
WORKED
To
TOTAL
HOURS
CLASSES
MISSED
MONDAY
1 2 3
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
1 2 3
SUNDAY
1 2 3
REASON FOR ABSENCE
TOTAL HOURS: MONDAY - FRIDAY
TOTAL HOURS FOR WEEK
340
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Additional Activities
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Activity Evaluation
CRITERIA:
A. Intellectually or Academically
Challenging
10
9
8
7
Not Challenging
6
5
4
B. Adequate Time Allowed
10
9
8
3
9
8
7
6
5
4
3
7
6
5
4
3
1
2
1
Boring
9
8
7
6
5
4
3
E. Repeat Assignment Next Year
10
2
Unclear
D. Interesting
10
1
Inadequate Time
C. Assignment Very Clear
10
2
9
8
7
2
1
Do Not Repeat
6
5
4
3
2
1
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.
A.
ACTIVITY 1
B.
_____ _____
C.
D.
E.
TOTAL
_____ _____ _____
______
ACTIVITY 2
_____
_____ _____ _____ _____
______
ACTIVITY 3
_____
_____ _____ _____ _____
______
ACTIVITY 4
_____
_____ _____ _____ _____
______
ACTIVITY 5
_____
_____ _____ _____ _____
______
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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:
1. In typed format, gather the following information which MUST include:
a. Date school was founded and its location
b. Size of Campus
c. Student population (only include your chosen campus)
d. Where college is located
e. Tuition per semester, including room, board and fees
f. Entrance requirements (SAT, ACT, etc.)
g. Majors offered
h. Campus map
2. 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)
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)
343
Copyright © Texas Education Agency, 2015. All rights reserved.
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: 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.
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.
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.
Teacher’s Directions: Divide the class into groups of 3 or 4 by handing out numbers, colors, etc. Secure the materials in
the front of the room, near your desk. 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.) Make sure each member has a responsibility. Depending on the size of the group,
someone may have more than one job. The spokesperson in each group will have the largest (or smallest hand or foot).
You decide. 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. 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. 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 building the product. Group E: Design and name a new means of transportation. Each member
will have tasks assigned by the group leader. Number of groups will vary according to the size of the class. Improvise if
needed.
344
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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.
345
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(Name of Assignment or Activity)
OBJECTIVE:
PROCEDURE:
MATERIALS REQIRED:
APPROXIMATE TIME REQUIRED:
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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. 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. 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?
347
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THINKING DEMOGRAPHICALLY
OBJECTIVES: Learn the importance of demographics used in business decisions.
MATERIALS NEEDED: Library and 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 of
a major car company you are to decide what product would be a candidate for this specific area.
3. 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?
City
Demographic Information
GRADING CRITERIA: The report will be evaluated on thoroughness, spelling, and grammar. This report must
be typed.
348
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Should You Become an Entrepreneur?
1. How are entrepreneurs different from employees?
2. Describe different types of entrepreneurial businesses.
3. Name one historical entrepreneur and describe what he or she did.
4. Why are small businesses so important to our economy?
5. What are the reasons for wanting to become an entrepreneur?
6. Do you think the reasons are common to all entrepreneurs, or are some of your reasons unique?
7. What other entrepreneurs in the 19th or 20th century have changed the American economy? How?
8. 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.
349
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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.
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.
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2.
3.
4.
5.
PLAN OF EXECUTION AND JUSTIFICATION FOR __________________(EACH TASK):
(EACH TASK WILL HAVE ITS OWN EXECUTION/JUSTIFICATION PLAN.)
351
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Career Pathways
Practicum in Marketing Dynamics
Marketing
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, reemployment 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)
352
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
Days five through six - College or University of Choice Presentation and Companies of Interest Research
Presentation (90 minutes)
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.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and Skills.
(18) The student knows the components of the marketing research process in order to analyze
demand, forecast sales, and make other decisions. The student is expected to:
(E) analyze and interpret data collected;
(F) develop a research report;
(32) The student prepares for employment in a particular career field. The student is expected to:
(A) identify training, education, and certification requirements for occupational choice;
(B) participate in career-related training or degree programs; and
(C) prepare for licensure or certification in a chosen occupational area.
Interdisciplinary Correlations
§110.31. English Language Arts and Reading, English I
(b) Knowledge and Skills
(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.
§110.57 Public Speaking I, II, III
(b) Knowledge and Skills
(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.
353
Copyright © Texas Education Agency, 2015. All rights reserved.

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
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
354
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
Days 1-2
I.
II.
Introduce Career Pathways
A. Objectives
B. What are Career Pathways?
C. Programs of Study
D. Career Pathway Research
Activity 1 - My Career Pathway
Day 3-4
III.
IV.
Career Pathways Resources
A. Bureau of Labor Statistics
B. Department of Labor
C. O*NET Online
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.
Days 1-2 refer to slides 1-9.
Students will participate in group
discussions and complete class
activities.
Days 3-4 refer to slides 10-11.
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
355
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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 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.
356
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, reemployment 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.
357
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?
358
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?
359
Copyright © Texas Education Agency, 2015. All rights reserved.
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.
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.?
360
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Activity 1 – My Career Pathway
1. Which is the most important, salary or working environment? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. 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
3. 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
361
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
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
362
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.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
Career
Nature of the Work
Working Conditions
Educational Requirements
Training and Other Qualifications
Experience/Required Skills
Salary/Income
Job Market Outlook – Is this a career field with good future job prospects?
Upside – What are the benefits of working in this career field?
Downside – What are the detriments to this career?
Related Occupation(s)
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?
363
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
364
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.
365
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and
capitalization
15
Presentation Skills
15
Original and creative presentation
10
Reflection
10
Total
100
366
Copyright © Texas Education Agency, 2015. All rights reserved.
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.
367
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
368
Copyright © Texas Education Agency, 2015. All rights reserved.
Personal Management
Practicum in Marketing Dynamics
Marketing
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)
369
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.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and Skills.
(18) The student knows the components of the marketing research process in order to analyze
demand, forecast sales, and make other decisions. The student is expected to:
(E) analyze and interpret data collected;
(F) develop a research report;
(32) The student prepares for employment in a particular career field. The student is expected to:
(A) identify training, education, and certification requirements for occupational choice;
(B) participate in career-related training or degree programs; and
(C) prepare for licensure or certification in a chosen occupational area.
Interdisciplinary Correlations
§110.31. English Language Arts and Reading, English I
(b) Knowledge and Skills
(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.
§110.57 Public Speaking I, II, III
(b) Knowledge and Skills
(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.
370
Copyright © Texas Education Agency, 2015. All rights reserved.
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
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
During this lesson you will learn about Personal Management. You will focus on what goal-setting 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
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
Why do you think it is necessary to establish short-term goals and long-term goals?
Say
You will create your short-term goals and long-term goals for the current academic school year.
Show
Personal Management slide presentation
371
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
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
NOTES TO TEACHER
Begin the Personal 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.
Days 1-3 - refer to slides 1-15
Day 4
II.
Weekly S.M.A.R.T. Goals Planner
A. How do you use your planner?
B. Planner Expectations
III.
Activity 4 – Six Weeks S.M.A.R.T.
Goals Planner
Day 4 - refer to slides 16-23
Day 5
Day 5 - refer to slides 24-29
VIII.
Mentor and Mentee Partnership
C. What is a mentor?
D. What is a mentee?
IX. 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
372
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 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.
373
Copyright © Texas Education Agency, 2015. All rights reserved.
Personal Management Terms and Definitions
2. Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
3. 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.
4. 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.
5. 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.
6. Mentee - a person who is guided by a mentor.
7. Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
8. Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
9. S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
374
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?
375
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?
376
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
Activity 1 - Short-Term Goals
Project
Determine your short-term goals for the current academic school year.
Activity
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.
Supplies
Activity 1 - Short-Term Goals handout, pen or pencil
Deliverable
Activity 1 - Short-Term Goals handout completed (including reflection)
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
Total Points
Activity 1 - Short-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
377
Copyright © Texas Education Agency, 2015. All rights reserved.
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.
2.
3.
4.
5.
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
378
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Actions to Take to Achieve My Short-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your short-term goals and why it is important to set short-term goals.
379
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
Activity 2 - Long-Term Goals
Project
Determine your long-term goals for the current academic school year.
Activity
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
Total Points
Activity 2 - Long-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
380
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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.
My LONG-TERM Goals
Something that will take longer than a month to achieve!
1.
2.
3.
4.
5.
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
381
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Actions to Take to Achieve My Long-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your long-term goals and why it is important to set long-term goals.
382
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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.
383
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Name _______________________________ Date ____________________
Activity 3 - Life Goals Collage
Project
Create a collage depicting 10-12 Life Goals
Activity
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
Total Points
8.5”x 11” collage with 10 life goals
50
Descriptive text
10
Shows depth of thought
15
Creativity in design
15
Reflection
10
Total
100
384
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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
385
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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:
386
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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:
387
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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:
388
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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:
389
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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:
390
Copyright © Texas Education Agency, 2015. All rights reserved.
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:
391
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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
392
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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
393
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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
394
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Project Management
Practicum in Marketing Dynamics
Marketing
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)
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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.
Practicum in Marketing Dynamics
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and Skills.
(18) The student knows the components of the marketing research process in order to analyze
demand, forecast sales, and make other decisions. The student is expected to:
(E) analyze and interpret data collected;
(F) develop a research report;
Interdisciplinary Correlations
§110.31. English Language Arts and Reading, English I
(b) Knowledge and Skills
(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
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
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
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
397
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Outline
MI
OUTLINE
Day 1
I.
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
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.
Day 2
II.
Activity 1 – Project Management
Team Project
A. Analyzing Career Job Ads
B. Group Discussion
Day 3
III.
Activity 2 – Team Project Task List
and Schedule
IV.
Assessment = Daily Activities
398
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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.
399
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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.
400
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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?
401
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TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
402
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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?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
404
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Rubrics
Graded Elements
Total Points
Quality of Research
50
Correct use of Spelling, Grammar, and
Capitalization
25
Presentation Skills
25
Total
100
405
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Activity 1 - Task List and Schedule
Project Title_____________________________ Completion Date _______________
PROJECT MANAGEMENT
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
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.
PROJECT MANAGEMENT
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
407
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Activity 2 - Team Project - Task List and Schedule
PROJECT
MANAGEMENT
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.
408
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Project Management Assessment Tool
Directions
PROJECT MANAGEMENT
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
409
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Rubrics:
Graded Elements
Total Points
Task List and Schedule
40
Project Management Assessment Tool
40
Correct use of Spelling, Grammar, and
Capitalization
20
Total
100
410
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Project Management Organizational Tool
Gantt Chart
411
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Scholarships for Post-Secondary Options
Practicum in Marketing Dynamics
Marketing
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
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and Skills.
(9) The student knows how to use self-development techniques and interpersonal skills to
accomplish marketing management objectives. The student is expected to:
(C) develop employability skills for advancement.
§110.34. English Language Arts and Reading, English IV (One Credit), Beginning with School
Year 2009- 2010
(b) Knowledge and Skills.
(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 well412
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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 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.
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

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.
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.
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

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
Outline
MI
I.
OUTLINE
Explain different types of funding
a. Apply for Financial Aid
b. Scholarships
c. National Grants
d. Pell Grants
e. Service Commitment:
AmeriCorps, PeaceCorps,
ROTC, Military
f. Local schools / living at home
NOTES TO TEACHER
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
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II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
What Kinds of Scholarships
a. University / College
b. National
c. State
d. Organizational
e. Local
Scholarship Searches & Strategies
a. Search sites & aggregators
b. Professional organizations
c. Local organizations
d. School counselors
e. Lists
f. Emails
Scholarship Process
a. Key components
b. Personal information
c. Resume
d. Academic information
e. Community information
f. Essay
g. References
h. Transcripts
i. Due dates
Organization
a. File types
b. USB flash drives or
collaboration drives
Keeping Track of Time
a. Start early
b. December due dates
c. Documentation of enrollment
/ grades
Resume
a. Content types
b. Writing tips
c. Example
d. Content Ideas
Reference letters
a. Reference process
b. Get more letters than you
need
c. Write thank you notes
Scholarship Essays
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
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.
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X.
XI.
a. Good writing
b. Flow / structure
c. Memorable
d. Tell your story
e. Share your heart
f. Stand out from other students
g. Essay ideas
Transcripts
a. Ordering and organizing
Finalize Project
a. Self-review
b. Finalize project pieces
c. Submit
Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhyth
mic
Naturalist
Verbal/Linguistic
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?
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Visual/Spatial
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/scholarshi
p_senior.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.
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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
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folder and save with the name of the file relevant to the type of resume that it is
(For example, “One-Paged 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.
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 wellorganized structure with a folder
for each scholarship.
Requirements for each
scholarship are listed in each
folder.
The first essay aligns well with the
prompt and would be an
appropriate essay to submit for
scholarship consideration.
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 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?
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Portfolio Information
Practicum in Marketing Dynamics
Marketing
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 twelve 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.
§127.13 Career Prep I
(c) Knowledge and skills
(1) The student uses employability skills to gain an entry-level job in a high-skill, highwage, or high-demand field. The student is expected to:
(F) create and complete appropriate documents such as electronic portfolio,
employment application, letter of intent, and thank you letters.
§127.14 Career Prep II
(c) Knowledge and skills
(1) The student uses and evaluates employability skills to maintain a position in a
company. The student is expected to:
(A) create a professional electronic portfolio, including a two- to four-year
individual career plan of study, resumé, cover letter, awards, commendations,
and thank you letters;
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Interdisciplinary Correlations
§110.47 Reading I, II, III
(b) Knowledge and skills.
(2) The student acquires an extensive vocabulary through reading and systematic 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;
(4) The student comprehends texts 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.
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
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Outline
MI
OUTLINE
NOTES TO TEACHER
I. 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
II. Grading:
A. Completion of packet
B. Multi-media presentation
C. Pictures
D. Professionalism during presentation
III. 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:
i. 3,2,1
IV. Layout format must be followed
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.
Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
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Visual/Spatial
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.
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