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We begin the course with an exploration of what it means to be an entrepreneur: what an entrepreneur does, what he/she acts like, values, and achieves. These first lessons will give students and overview of what it means to start, run, and own a business—the risks, rewards, needs, and expectations.
These first lessons also include some interactive games and activities in class. As you
work to establish good working relationships and group dynamics, it is important to
get students working together early. You’ll see a fun (and funny) team game, silly word exercise, and a lot of group interaction.
You are encouraged to form a business as the premise of your class. You, or you and
the students together, can choose what kind of “enterprise” you want to imagine for
yourselves. Instead of their teacher, you will be their manager, CEO, or President.
Students can rotate Assistant Manager or Vice President positions, to practice taking
on extra responsibility, management risks, and authority. Lots of teamwork is always
encouraged throughout the course, with clear roles and expectations. Be creative with this business structure. Make name tags, team names, stations, office spaces, titles, and business goals.
These first few weeks of the course should be focused on establishing professional
business behavior, teamwork expectations, work ethic, and an entrepreneurial spirit.
This lesson will introduce students to the genre of the
business card. Students will explore and familiarize
themselves with a business card formatting, content, and
professional uses. Students will draft and justify their own
You may allow 1-3 additional follow-up class periods for
independent research, discussion, and completion.
Name the components of a business card.
• Classify the levels of information to display.
• Illustrate a business card draft.
• Develop an electronic business card draft.
• Distinguish levels of professional interaction
Students may verbally describe their card designs if unable
to draw or electronically create them. Students may
verbally describe their design choices if unable to write
Provide students with the lesson worksheet and have them
brainstorm about business cards for 10 minutes.
Before the lesson, gather business cards from local
establishments, and pass them around for students to feel,
examine, and analyze. Provide students with the second
worksheet, to take notes on their opinions and reflections
of your sample business cards. Let them pass business
cards and write for 15 minutes.
Encourage discussion, and navigate the room to assist with
questions or offer feedback.
Students will first Google the phrase “business cards” and
review Google Images for 10 minutes.
Next, students will save images to a Word document, with
at least 5 samples of business cards they think are
professional and visually appealing. 10 minutes.
Students will begin to create their own business cards on
Students will complete the worksheet describing their
design choices, benefits, and models.
What information should go at the TOP of your
business card? Why?
• What information might you NOT want on your
• What features distinguish a professional card?
There is a business card rubric within this lesson that will assist in assessing their knowledge of creating business cards.
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