Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name LaChandra Williams

Position Business Education Teacher

School/District Wilkinson County High School

E-mail lachandra.williams@wilkinson.k12.ga.us

Phone 478-946-2441

Grade Level(s) 10-12

Content Area Business and Technology

Time line 3 Months

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 Standards
BMA- BT- 1 Demonstrate employability skills required by business and industry.
1.1 Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.
1.6 Present a professional image through appearance, behavior, and language.
BMA -BT- 2 Create, edit, and publish industry appropriate documents using technology as a tool to increase
productivity.
2.3 Create a digital portfolio to display knowledge and skills learned throughout pathway courses.
2.4 Produce a document that began with pre-planning process until final produce.
2.5 Apply basic design principles to documents to produce professional quality products.
BMA- BT- 3 Develop organizational communication skills through professional leadership, personal ethics,
and customer/business relationships.
3.1 Assure that important information is effectively conveyed in a timely fashion for business operations.

NETS*S Standards
Empowered Learner Students leverage technology to take an active role in choosing, achieving, and
demonstrating competency in their learning goal, informed by the learning Science .
Knowledge Constructer 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 .
Creative Communicator 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.

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

This project is a required long-term project for the Business and Technology course, which requires students to
utilize communication skills (oral and written), critical thinking and problem solving skills, and professionalism
learned during the semester. Students are required to work in groups of three to create a simulation business.
Students are required to complete a business proposal to explain the goods and services their business will
provide and their desired target market. Students are required to create a radio advertisement utilizing a
podcast to include the business name, location, purpose, and sale information. In addition, students will create
a website to show the progressive steps to their business from the beginning to the end. The website must
include an introduction of the business, teacher and course information, and assigned assignments related to
the project. During the last week of school, students will present their business and products to the class,
administrators, and community members

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.

How can I demonstrate oral and written communication skills in a professional manner?
How can students use web 2.0 tools such as Podcasts and Weebly to communicate information?
What learning management platforms and web tools can be used to inform students of current classroom
activities?

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.

As students work on specific assignments of their projects, students will add the current information to their website
to demonstrate their ability to create and progressively build on to the website. Students will add appropriate pages,
text, links, documents, and images when necessary. Students will review YouTube videos on how to build their
website along with a tutorial lesson from the teacher. Students will also review sample websites from previous
classes that has completed this project in the pass. The teacher will review websites bi-weekly to monitor the
progression of their website. The teacher will utilize a grading rubric to assess each section of the project including
the website.

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Resources (How does technology support student learning? What digital tools, and resources—online 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?)

The technology utilized throughout the course will help guide and support the student’s ability to use Web 2.0 tools
to communicate efficiently, effectively, and professionally with their peers, teachers, administrators, and
community members. Students will access Schoology to retrieve daily project instructions, assignments, and
rubrics. Students will also be able to communicate with the teacher by asking question and receiving feedback
including current grades. Each student are required to complete a pathway before graduation. The Business and
Technology pathway consist of three course: Introduction to Business and Technology (Intro to Microsoft Word),
Business and Technology (Intro to Excel, communication skills, and integration to technology tools) and Business
Communication (Intro to PowerPoint and advanced communication skills). Introduction to Business and
Technology is a prerequisite course.

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?)

How to use word processing software effectively

How to use presentation software effectively
How to communicate written and orally professionally
How to create a website with webpages and subpages
How to research, gather, and organize relevant information to present to an audience
How to determine your target market based on a market analysis

Students are given a pre-assessment at the beginning of the semester to assess students’ needs in specific areas.
Students are remediated in those areas as needed. Throughout the course, students are able to build on to their
previous learned skills.

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.

The classroom is a computer lab with 30 computer stations, all with internet access. Each student is assigned a
computer station, which is monitored remotely by the teacher using computer-monitoring software. In the event, the
internet is inaccessible; students will utilize word processing software and PowerPoint to continue working on their
projects without losing valuable classroom time for completion. Students will save all documents to their computers
under their assigned user name and password. Teacher will require students to submit each section of their
projects for review and grading unit the project is fully complete.

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 Bloom’s 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?

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 The research based instructional strategies that will be used is Marzano’s Nine High Yield Instructional
Strategies. This research based strategy has been implemented throughout my school’s district and is required
for all assignments/projects. The following techniques will be used: Summarizing and note taking (gathering,
organizing, and presenting relevant information), Cooperative learning (work collaboratively on projects to
reach desired academic goals), and Setting objects and providing feedback (Students will be provided project
objects (rubric) and ongoing feedback via Schoology).

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?)

Students will be able to access screencasts uploaded to Schoology for their review. These screencast will
demonstrate how to complete tasks within Weebly, Podcast website, and Google Drive. Students will be able to
create sample business websites for remediation. Teacher will assess students as they work.

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?)

As the students present their business to an audience of peers, teachers, administrators, and community
members, students will be accessed by each audience member. Students will complete an online survey of
what they’ve learned and document what they could have done differently. The final decision of students
overall performance will made by the teacher with the consideration of valuable feedback made by audience
members.

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.
When creating this project for my students, a lot of thought and consideration went into it. I wanted to create a
project where my students had an opportunity to receive constructive feedback and correct a problem before their
final submission. I found that Time management was an issue with this project. There were some students that
utilized their time wisely and many lagged by waiting to the last minute to complete assignments.
If implementing this particular project, review the importance of time management skills with your students, create,
and review a project-pacing guide with specific dates assignments are due. Explain the consequences of not having
assignments submitted on time and how it could possibly affect their grade in the end.

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