Name: Anna Shields

Date and time that the lesson will be taught: Tuesday Feb. 21st, 2017 (6th Period 12:44-1:31)

Name of Class: Entrepreneurship II

Lesson Title: Legal Responsibilities of Business Lesson 1

Curriculum Framework Unit and Item:

3.2.1 Recognize how laws promote competition

3.2.2 Identify regulations that protect businesses and the public

Objectives: The learners will be able to..

1. Review the key terms that relate to the legal responsibilities of businesses
2. Identify different laws that effect businesses and the public.
3. Research and present different types of laws to promote competition, protect
businesses, and protect the public via a JIGSAW activity.

Materials and equipment needed for lesson:

Whiteboards Dry Erase Markers Emoji Exit Slip

Markers Poster Boards

Introduction to the Lesson:

On the board will be instructions for students to get a whiteboard and dry erase marker

and return to their seats. Welcome back everyone! I hope you had a great long weekend! Today

we are going to begin by reviewing the key terms we went over last Friday. We will be using the

whiteboards to answer the questions. Whenever the question appears on the screen, you will have

fifteen seconds to answer. Keep your answers covered until the end and hold your boards in the

air when I say to reveal your answers. Before we begin, would you please explain what we are

doing in your own words to the class, STUDENT? Student will give a summary of what we are

doing. Thank you, does everyone understand? Lets begin! Have 10 questions covering the

information from Friday. Students will write down their answers. I will quickly be able to see

whether or not they have retained the information yet.

Content to be presented in lesson:

Awesome job everyone! Now we will begin todays lesson. We will be discussing the

different laws and regulations that affect businesses and the public, as well as laws that promote

competition. Slide with assigned groups will appear on the board. Go ahead and move to your

groups. Assign where each group will sit, then have students move to these seats. You will notice

a letter by your name. I will explain what this means after we complete the first part of our lesson.

In your groups you will each be assigned a type of law. Group one, you will have laws that

promote competition, group two has laws that affect businesses, and group three has laws that

affect the public. In your groups you will need to use your textbook and the Internet to research

your laws and regulations. You will need to include what these laws are, how they affect your

group, and give examples. You need to write this information down in your guided notes under

your section. IT IS CRUCIAL that everyone participates and writes down their information. This

is because you will be teaching your laws to another group. I am only giving you fifteen minutes

and it should not take more time than this. I want everyone to work together in your group.

Remember that part of your grade is participation points. If I feel you are not participating, I will

take points off. What type of laws are you researching? (Students answer). What three things do

you need to include in your research? (Students answer). How long do you have to research?

(Students answer). And why do you need to participate? (students answer). Great!! Are there any

other questions before we begin? Your time starts now! A timer will be displayed on the board. I

will walk around to each group of students to make sure they are working and understanding

their research.

After fifteen minutes passes, perform the class call (clapping). Please put your pencils

down and look at me. Now that you have the information about your laws it is time for you to

learn from your classmates about the other two types of laws. Please move to your groups with

corresponding letter next to your name. The As will all move here (gesture to part of room), the

Bs there, the Cs over here, and the Ds back there. In your groups, you will need to teach your
law that you researched. Whenever you are listening to another student, write down their notes in

the corresponding spaces. After you everyone has finished in your group, put your pencils down

and look up at me. You may begin. Allow about 10 minutes for students to teach their information

to the group. Whenever groups have finished, hand out an emoji exit for them to complete on

their way out.

Learning activities:

Whiteboard review game

JIGSAW

Emoji Exit Slip

Summary of information in lesson:

Today we talked learned different laws that effect businesses and the public and you taught each

other different laws that help promote competition. Fill out the emoji exit ticket. Remember to

circle the emoji that describes how you felt about todays lesson and provide and explanation of

why you chose that emoji. As you leave the class, please turn in your emoji exit ticket in the tray.

I hope you enjoyed todays lesson and I will see you all tomorrow!

Evaluation/assessment of student learning:

Reviewing the key terms for the unit will allow me to see whether or not students have

retained their knowledge from the previous lesson. The emoji exit tickets will allow me to see

how well each student understands what was taught during the days lesson.

Accommodations:

Students will be working in groups with assigned jobs. This allows the students with special

needs to be appropriately challenged and feel important, helping establish a sense of community

and confidence in each student.

References:

Entrepreneurship II state frameworks retrieved from

http://ace.arkansas.gov/cte/informationForms/curriculumFrameworks/Documents/Entrepr

eneurship%20II.pdf
Name: Anna Shields

Date and time that the lesson will be taught: Wednesday February 22nd, 2017 (6th Period 12:44-
1:31)

Name of Class: Entrepreneurship II

Lesson Title: Legal Responsibilities of Businesses Lesson 2

Curriculum Framework Unit and Item:

3.2.2 Identify regulations that protect business and the public

3.2.3 Identify laws that protect employee rights

Objectives: The learners will be able to..

1. Compare and contrast the three main laws discussed from yesterdays lesson.

2. Select and explain the appropriate law, given a case study, to protect the employees,
public, or business.

Materials and equipment needed for lesson:

PowerPoint Worksheet Video

Introduction to the Lesson:

Before the bell rings, there will be a bell ringer on the board for students to reflect on

what stuck with them from yesterdays lesson. Please continue working on your what stuck with

me when you have finished look up and give me a big smile! After everyone has finished. It

looks like everyone is done; so now we are going to share what we wrote. Is anyone going to be

brave enough to volunteer to share? Have a few students share what they wrote and then take up

the rest of the notes. Thank you for sharing! We need to move on to todays lesson; so, everyone

please pass up your notes to the front of the room. I will use these responses to assess what

concepts students understand. Concepts that were not addressed will be reviewed again.

Content to be presented in lesson:

 Now that we have learned about each type of law, today, we are going to apply it to

different situations. We will be doing a ThinkPairShare activity. I will have a case study

presented on the board. Then, you and your partner, that I assign, will pick the law that you feel

best applies to the situation. You will also need to discuss why and be able to defend your answer.

After talking to your partner, we will share our answers with the class. You may use your guided

notes from yesterday to help you make your decisions. Now we are going to use the generator to

randomly select our partners for the activity. Once you find your partners, please stand up and

walk to them.

After students are seated with their partners, a case study will appear on the PowerPoint.

Would you please read this to the rest of the class, STUDENT? Now, think about and discuss with

your partners what law would apply to this situation and why. Give students a minute or so to

discuss the case. Eyes and ears up here. Now that we have discussed with our partners, is there

anyone who would like to share? Allow 15 seconds for a student to volunteer. If no one

volunteers, I will call on a student. That was very good. Now, why do you think it was that law?

Allow student to answer. Did anyone say a different answer? Allow students to answer. Why did

you think it was that instead of what OTHER STUDENT said? Allow student to answer. We will

repeat this procedure for 5 more cases.

Now that we have discussed in class how to apply the laws we learned into the real

world, it is your turn to investigate different situations and select the law you think would apply,

similar to what we just did in class. Before we begin though, I would like you to watch this short

video that summarizes the legal responsibilities of businesses. Play video

https://www.youtube.com/watch?v=Uiq42O6rhW4. While the video is playing, I will pass out the

worksheets. You may now begin working on these worksheets. You should do this independently.

If you have any questions please ask me, not your neighbor. These will be due at the beginning of

class tomorrow and you will have the rest of the class to work on them. Are there any questions

before you begin? Allow students to ask questions. You may begin working. Students will spend
the remaining period of class working on the worksheets. I will walk around to make sure

students are working diligently and answer any questions they may have.

Learning activities:

Bell ringerWhat stuck with me

ThinkPairShare

Independent Worksheet

Video

Summary of information in lesson:

When one minute remains, Class is almost over; so, wrap up what you are working on and pack

your bags. If you have any further questions about your homework, either email me or send me a

text on remind. Have a great rest of your day!

Evaluation/assessment of student learning:

The students will reflect on yesterdays lesson via a what stuck with me bell ringer. Then, they

will participate in a grouppairshare to see if they understand how the laws apply. Finally,

they will complete a similar activity independently on a worksheet. This will provide concrete

evidence on the level of understanding for each student.

Accommodations:

Students with special needs will have the completed guided notes from yesterday to aid them in

todays lesson. They will also be working in groups to help them get a better understanding from

their peers. They will have fewer questions to answer on their worksheet.

References:
Greene, C.L. (2015). Entrepreneurship: Ideas in action (6th ed.). Boston,
MA: Cengage Learning.
Name: Anna Shields

Date and time that the lesson will be taught: Thursday Feb. 23rd, 2017 (6th Period 12:44- 1:31)

Name of Class: Entrepreneurship II

Lesson Title: Ethical Responsibilities of Businesses Lesson 1

Curriculum Framework Unit and Item:

3.3.1 Define ethics

3.3.2 Explain the need to establish ethics in the workplace

Objectives: The learners will be able to..

1. Identify the definition of ethics and why ethics are needed.

2. Create skits that demonstrate the appropriate behavior in ethical dilemmas

3. Discuss the need to establish ethics in the workplace.

Materials and equipment needed for lesson:

Guided Notes/Ethical Dilemmas Tweet Sheets Highlighters

Introduction to the Lesson:

On the board will be instructions for students to write on a piece of notebook paper a

brief summary of ethics, business ethics, and the code of ethics. Students will begin working as

they enter the class. Happy Thursday everyone! I hope your day is going well. Today we will be

starting to learn about ethics. Finish up your summaries and turn them in to the class tray. When

you turn it in, please pick up a copy of the guided notes for today. You will also need a highlighter

for today. If you do not have your own, you may borrow one of mine. Begin reading the article

after you have finished.

Content to be presented in lesson:

 If you have not done so already, read the article. I would like you to highlight the most

important points of the article only. Allow time for students to read the article. When students are

done reading. Now that you have read the article, go on to answer the three questions on the next

page of your guided notes and be ready to discuss these questions. When you finish put your

pencils down and look up!

So, what exactly are ethics? Allow students to answer. Good. Now why would do we have

ethics, instead of letting people do what they want? Allow students to answers. Do you think that

sometimes people are faced with ethical dilemmas at work, and if so, what are some examples?

Allow students to answer.

Awesome job everyone! Now we are going to take our knowledge of what ethics are and

why we need them and apply them to real-life situations. We are going to break into groups. In

these groups, you will be assigned an ethical dilemma. You will have to create a skit

demonstrating what the ethical dilemma is and how someone should respond. You also create a

skit using the same dilemma; however, this time you will show how someone should not respond.

In total there will be two skits, one showing what to do and one showing what not to do. After

you perform your skit, you need be ready to defend your responses. I am going to let you pick the

people in your groups. There should be three people in each group. Allow time for students to

move to their groups. Before we begin, everyone in your group needs to participate in the skits. I

will assign each group a number 1-4. The number I assigned your group is the number of the

dilemma you will perform on the next page of your notes. For example, group one will create and

perform a skit reflecting dilemma number one. Your skits need to be at least thirty seconds long.

Does anyone have any questions? You may begin.

Students will have 5-7 minutes to prepare for their skits. Then, students will present their

dilemmas. After each group I will ask questions such as: Why did you decide to do this? Would

you have done this in the situation? What is something else you could do in this situation? After

all groups have presented we will come back together for a final discussion. Excellent job
everyone. This was fun to see and it may seem crazy that people do these things; however, it is

more common than you think. For example, Nestle creates baby formula for new mothers. In

developing nations, the World Health Organization found children on Nestles formula had a

mortality rate of five to ten times higher than babies breastfed. They found that Nestle had nurses

informing mothers to use the formula for free until their they could no longer produce. This

caused the mothers to be completely dependent on Nestle. They now had to pay for the formula

and because it was expensive, they did not give the children proper amounts and used dirty water

because they did not have access to clean water. Nestle has had to pay millions of dollars in fines

because of this. They are not the only company to participate in unethical practices. Many other

businesses have been caught. I encourage you to research some of these on your own.

Learning activities:

Skits
Tweet Sheets

Summary of information in lesson:

Today you learned about ethics. Who can tell me what ethics means? Call on

student. Before you leave today, I would like you to complete the tweet sheet on the back of your

notes. On your sheets please state why you think it is important to have established ethics.

Remember you must do this in 140 characters or less. Do not forget to include a hashtag! Turn

these in on your way out of class. Have a great day!

Evaluation/assessment of student learning:

Participation in the skits will provide evidence that students know how to behave in ethical

dilemmas. There tweet sheets will be a formative evaluation of their knowledge of what ethics are

and why they are important. I can use this assessment to drive tomorrows lesson plan. I can tell if

students will need me to clarify more at the beginning of class.

Accommodations:

Students that have special needs will have their notes underlined for important information. This

will help guide them to the key information they need to know from the article, helping them

answer their questions.

References:

http://businesscasestudies.co.uk/cadbury-schweppes/ethical-business-practices/the-importance-
of-ethics-in-business.html#axzz4O2GHdGsO

Real-World Examples of Bad Business Ethics: Companies You Know.

(2014. Retrieved from

http://www.brighthub.com/office/entrepreneurs/articles/115557.a

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