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.
Lesson Plan
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, high-wage, 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;
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:
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(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
Outline
MI
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
Instructor Notes
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.
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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
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
Existentialist
Interpersonal
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.
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