***BUNDLE*** Teach Entrepreneur Characteristics and Create a Business Card

***BUNDLE*** Teach Entrepreneur Characteristics and Create a Business Card
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  1. ***************ALL COMMON CORE ALIGNED*************** We begin the course with an exploration of what it means to be an entrepreneur: whatan entrepreneur does, what he/she acts like, values, and achieves. These first lessonswill give students and overview of what
  2. ******ALL COMMON CORE ALIGNED*****Overview: This lesson will introduce students to the genre of thebusiness card. Students will explore and familiarizethemselves with a business card formatting, content, andprofessional uses. Students will draft and justify their owndesigns.You may allow 1-3 additio
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***************ALL COMMON CORE ALIGNED***************

Teach Entrepreneur Characteristics

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. ***USE "MANAGING THE CLASSROOM" GUIDE TO REFERENCE THE MANAGEMENT POSITION DESCRIPTIONS***

These first few weeks of the course should be focused on establishing professional

business behavior, teamwork expectations, work ethic, and an entrepreneurial spirit.

Create a Business Card Overview:

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

designs.

You may allow 1-3 additional follow-up class periods for

independent research, discussion, and completion.

Student Objectives:

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

Accommodations:

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

them.

Guided Learning:

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.

Independent Practice:

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.

Synthesis:

Students will begin to create their own business cards on

Microsoft Word.

Students will complete the worksheet describing their

design choices, benefits, and models.

Formative Assessment:

What information should go at the TOP of your

business card? Why?

• What information might you NOT want on your

business card?

• What features distinguish a professional card?

Summative Assessment:

There is a business card rubric within this lesson that will assist in assessing their knowledge of creating business cards.

************************Don't forget to FOLLOW Career Ready Education within the Classroom so you can receive discounts and sales in the future**************************

Total Pages
21 pages
Answer Key
Included with rubric
Teaching Duration
1 Week
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