Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Cheryl Hudson

Position Business Education Teacher

School/District Fulton County Schools

E-mail: Mschudson89@gmail.com

Phone (470) 254-6400

Grade Level(s) 9-12

Content Area Business Education

Time line 3 to 4 days

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks?) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Content Standard(s):

BMA-ENT-3
Use and model concepts, strategies and systems needed to interact and present effectively to others.

BMA-ENT-7
Develop a marketing plan to identify and reach a specific target market.

NET-S Standard(s):

NETSS1 Empowered Learner (1b, 1c, 1d)

Students leverage technology to take an active role in choosing, achieving and demonstrating competency in
their learning goals, informed by the learning sciences.

NETSS2 Digital Citizen (2c, 2d)

Students recognize the rights, responsibilities and opportunities of living, learning and working in an
interconnected digital world, and they act and model in ways that are safe, legal and ethical.

NETSS3 Knowledge Constructor (3a, 3d)

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative
artifacts and make meaningful learning experiences for themselves and others.

NETSS5 Computational Thinker (5b)

Students develop and employ strategies for understanding and solving problems in ways that leverage the power
of technological methods to develop and test solutions.

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 NETSS6 Creative Communicator (6a, 6b, 6c, 6d)
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms,
tools, styles, formats and digital media appropriate to their goals.

NETSS7 Global Collaborator (7b, 7c)

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and
working effectively in teams locally and globally.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

Students enrolled in Entrepreneurship will learn how to promote an event through completing an authentic
assignment that entails promoting a school sponsored event. This assignment will allow students to fine-tune
their communication skills, practice management tasks, take on management roles and showcase management
skills before starting their school-based enterprise. Additionally, students will be exposed through different Web
2.0 tools that are used in business and industry. The management tasks, management roles and management
skills are as follows:

Management Tasks
Planning Manager decides on company goals and what must be done to meet the goals
Organizing Manager groups related activities and assigns them to employees to perform
Staffing Manager decides the number and type of people needed to meet the goals of the
business and recruits, selects and trains them
Leading Manager provides guidance to employees to perform their tasks
Controlling Manager measures business performance to ensure goals are being met
Management Roles
Interpersonal Roles Managers relationships with people
Information-Related Roles Manager provides knowledge, news or advice to employees
Decision-Making Roles Manager makes changes in policies, resolves conflicts or decides how to best
use resources.
Management Skills
Conceptual Skills Understands how different parts of the business relate to one another
Human Relations Skills Understands and how to work well with people
Technical Skills Specific abilities that employees use to perform their job

Source: Business Management: Real World Applications and Connections

Essential Questions (What essential question or learning are you addressing? What would students care or want
to know about the topic? What are some questions to get students thinking about the topic or generate interest
about the topic? Additionally, what questions can you ask students to help them focus on important aspects of the
topic? (Guiding questions) What background or prior knowledge will you expect students to bring to this topic and
build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be
answered with a simple yes or no and should have many acceptable answers.

Students will need to review the following questions before starting on their project.

How can you communicate your thoughts, ideas and opinions in a professional and effective manner?
What is correct format for a block-style letter?
What is a press release and how is it formatted?
What elements should be included in a promotional flyer to attract the readers attention?
How can I produce a professional presentation?
How can I best use technology to plan and present material to a target audience?
Why is it important to proofread any document?

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Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what
they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or rubrics.
Include these in your presentation as well.

Students will produce the following artifacts to show evidence of learning.

A letter to the Principal that includes all pertinent information about the event to help her make the decision
to possibly approve it.
An electronic presentation of their choice about the school event can be used to provide supporting details
regarding information mentioned in the letter, as well as additional information.
A press release about the school event that can be used to promote it if it is approved.
A flyer advertising the school event that can be used to promote it if it is approved.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc.help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

Student will use the following resources:

Assignment Sheet
School Event Proposal Assignment Sheet

Grading Rubric
General Grading Rubric

Audacity
Audacity
Audacity Tutorial for Beginners

Canva
Canva
Create a Poster or Flyer with Canva

Comcast Internet Essentials

Comcast Internet Essentials

iMovie
iMovie
iMovie 2017 Full Tutorial for Beginners Plus + General Overview
How to Make an Awesome iMovie - iMovie Tutorial

Poster My Wall
Poster My Wall
Poster My Wall Tutorial

Prezi
Prezi
Prezi Classic Tutorial Simple Steps to a Great Presentation

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Instructional Plan Preparation (What student needs, interests, and prior learning provide a foundation for this
lesson? How can you find out if students have this foundation? What difficulties might students have?)

Students prior knowledge should include:

use professional oral, written, and digital communication skills to create, express, and interpret information
and ideas.
of use of positive language in their writing
formatting of professional appearing business documents

Before taking this course, student should have successfully passed the prerequisite. Additionally, students are
required school-wide to express themselves through the CEI Writing Model on topics assigned by each teacher.
I can assess my students foundation through the. Sometimes students may be a little out of practice from summer
break, but the First 15 and the CEI Writing Model and my constant constructive criticism will help them to get
back on track.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

Students will work in pairs and choose their own partner. Accommodations will be made for absent students and
students who do not have a partner if needed. Students will start the project in class and be required to work on
some components during tutorial or at home if applicable. All students have equitable access to the internet via
their Surface tablet or a desktop computer in class and before or after school during tutorial. Additionally, I have
sent information home to parents regarding Comcast Internet Essentials. This is a low-cost internet program for
families that qualify. As we know, the internet (hardwire and Wi-Fi) sometimes goes out during the school day.
Although this does not happen that much it does happen. So how is this addressed? Each day at the beginning
of the day, I turn all the desktops on (and off at the end of the day with student help). Internet access is checked
during our First 15 segment of the class and students let me know at this point about computer problems. If there
is an internet outage, I simply have students to switch to a component of the assignment that does not require
the internet at the time it is down. Also, the Wi-Fi goes in and out with the Surface tablets. This has been a big
problem. If this happens and restarting the device does not work, students have the option of switching to a
desktop. Also, they must report to the Student Kiosk to submit a ticket to resolve the issue with their tablet.
Internet is usually not out for an entire class period. If so, and students have worked through those components
of the assignment for which the internet is not required. I just switch gears to an employability skills activity and
discussion (Completing a Job Application, Writing a Cover Letter, etc.).

Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity
levels of Blooms Taxonomy? How can the technology support your teaching? What authentic, relevant, and
meaningful learning activities and tasks will your students complete? How will they build knowledge and skills? How
will students use digital tools and resources to communicate and collaborate with each other and others? How
will you facilitate the collaboration?

Checking for Understanding, Individualized Instruction, Group Investigations, Setting Objectives and Providing
Feedback, are the learning strategies used in this lesson. My learning environment support these strategies
because my students know that I even when I stop by my desk to change attendance for a student who just came
in, write a restroom pass, etc. that I am still listening to the conversations that they are having about their
assignment. They also know that I am going to check for understanding through the end of class. In lieu of higher
order thinking I have given my students Webbs Depth of Knowledge Chart to place in their class folder. I tell
them to aim for levels three (strategic thinking) and four (extended thinking). This also aligns with Blooms

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 Taxonomy. My roles are as follows: facilitator, guide and co-learner. Students roles are as follows: explorer and
producer.
Students will develop the following authentic, engaging, relevant and meaningful activities:

A letter to the Principal that includes all pertinent information about the event to help her make the
decision to possibly approve it.
An electronic presentation of their choice about the school event can be used to provide supporting
details regarding information mentioned in the letter, as well as additional information.
A press release about the school event that can be used to promote it if it is approved.
A flyer advertising the school event that can be used to promote it if it is approved.

Students will build knowledge and skills through mastering the Content and NETSS standards found in the
standards section. Students will use G-mail and other Web 2.0 and resources to communicate and collaborate
with each other. I will guide and monitor student collaboration.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

In an effort to differentiate content students will be able to choose the type of electronic presentation they want
to produce (iMovie, Microsoft PowerPoint, Prezi, etc.). Students will also be able to choose the software they
would like to use for their flyer (Canva, Microsoft Publisher, Poster My Wall, etc.). To differentiate process, I will
have students work on the similar/the same tasks depending on what they chose for their content, but allow them
to proceed with varying levels of support from me. Additionally, I will vary the length of time the student is given
to complete the tasks. This depends on if the student is struggling or not. The struggling student will be given
additional time (one-on-one in class, tutorial, homework). The advanced student will be encouraged to explore
the topic at a greater depth. In most cases as a teacher we already know which learners will need additional
support and which ones are more independent. And when students are working in pairs or groups, it may be a
good idea to place a student who struggles with one who is more independent. Assistive Technology is provided
by the Services for Exceptional Children Department at my school. Currently, I do not have students who are
using ATI. However, I did have a student who used Co:Writer last year. In lieu of ELL students, I would use the
TESOL International Association site as resource.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked
to provide feedback on the assignment itself? What will be your process for answering the following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)

This is one of the lessons that gave the student more flexibility and it went well. Students found the lesson both
engaging and meaningful. The lesson was effective because students could choose an event of interest to
them and come up with ways to convince the principal to give it chance. Going forward, I will coordinate with
my colleague who is assigned to the iMac lab so that students who would like to use iMovie will have access to
the iMacs. This was one of the challenges that we faced. One group needed to do a few edits using the iMac,
but access was a challenge. We do not have 1:1 iMac ratio as with other computers. Going forward, I will move
this activity up earlier in the semester. This will allow enough time to submit proposals for events that students
would like to have earlier in the semester.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.

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 I have struggled with the idea of implementing this lesson as an individual assignment for each student or a
partner assignment. I have implemented it as an individual assignment in the past, but struggled with grading it.
At the time, I had two classes. Hence, I decided to change it to a partner assignment. And this year I have three
classes so I would really struggle. I may consider changing it back to an individual assignment and condensing
it. This is just something I am thinking about. There are probably some other things that I will consider before
implementation next year. I would tell other teachers to consider looking at implementing the project as an
individual assignment versus a partner assignment. Which would be the best experience for students? Neither
is bad. But which one would you choose?

Screencast Presentation

Please click on the link below to view my screencast presentation.

Screencast Presentation
Screencast Transcript

References

Amazingly Simple Graphic Design Software Canva. (n.d.). Retrieved from https://www.canva.com/

Audacity Tutorial For Beginners! Record Commentaries & Improve Your Audio Quality! [Video file]. (2015, July
6). Retrieved from https://www.youtube.com/watch?v=fGJ8wIRy7gA

Audacity. (n.d.). Retrieved from https://sourceforge.net/projects/audacity/

Canva Tutorial: Create A Poster or Flyer With Canva [Video file]. (2015, January 22). Retrieved from
https://www.youtube.com/watch?v=R4n3A6ZTZsM

Don Johnston Inc. | Co:Writer Universal. (n.d.). Retrieved from http://donjohnston.com/cowriter/

Free Online Poster and Flyer Maker. (n.d.). Retrieved from https://www.postermywall.com/

A Good Visual On Bloom's Taxonomy Vs Depth of Knowledge. (n.d.). Retrieved from

http://www.educatorstechnology.com/2014/12/a-good-visual-on-blooms-taxonomy-vs.html

How To Make An Awesome Movie Trailer in iMovie - iMovie Tutorial [Video file]. (2014, June 25). Retrieved
from https://www.youtube.com/watch?v=OhV6s3K1zz0

iMovie 2017 - Full Tutorial for Beginners [+General Overview]* [Video file]. (2016, December 26). Retrieved
from https://www.youtube.com/watch?v=gqNXhDEFgEk

iMovie. (n.d.). Retrieved from https://www.apple.com/imovie/

Internet Essentials | internetessentials.com. (n.d.). Retrieved from https://internetessentials.com/

ISTE | Standards For Students. (n.d.). Retrieved from https://www.iste.org/standards/for-students

Postermywall.com Tutorial [Video file]. (2016, August 21). Retrieved from

https://www.youtube.com/watch?v=gP9cK9Me9H0

Presentation Software | Online Presentation Tools | Prezi. (n.d.). Retrieved from https://prezi.com/

Prezi Classic Tutorial: Simple steps to a great presentation [Video file]. (2016, November 29). Retrieved from
https://www.youtube.com/watch?v=QadFvf3D8P8
Rue, L. W., & Byars, L. L. (2006). Glencoe Business management: Real-world applications & connections.
New York, NY: Glencoe McGraw-Hill.

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TESOL International Association. (n.d.). Retrieved from http://www.tesol.org/

Webb, N. L. (2005, July 24). Depth of Knowledge Levels. Retrieved from

https://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf

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