ktip modified lesson plan format web viewclearly describe how these objectives and this lesson...

Instructional Design Project

Name: _____________ WKU ID#: ______________________________

Date: Age/Grade Level:

Subject: # of Students: # of IEP Students:

Major Content: Authentic Topic: ________________________________________

Unit Title:___________________________________Lesson Title:

Type your lesson plan in this template. Do not delete the questions or directions. Be sure to put all worksheets, assessments, and scoring rubrics in the Appendix. After you teach the lesson in LME 537, complete the IMPACT and REFINEMENT sections at the bottom of this file.

BE SURE TO REVIEW THE SCORING RUBRIC FOR EACH SECTION AS YOU ARE COMPLETING IT.

ACTIONS: Completed prior to teaching lesson. Your instructor must approve this section before you teach the lesson.

Goals and Objectives:Clearly state your broad goals and specific objectives (each objective must have all four parts) that identify the content and technology skills/processes to be taught and formally assessed. The Content Objective must address the highest level thinking activity of content (curriculum) of the lesson. Give the Bloom’s level for each objective. Identify essential questions you want to address. You must have no more than one technology objective and no more than one content objective.

Essential Question(s): 1. In what way is social networking benefiting the entertainment industry?2. What effect does social networking have on improving the revenue and clientele of the entertainment

industry?

Content Goal: The goal of this lesson is to bring student awareness to the numerous social media products and services, awareness to the different advertising techniques used by businesses to attract and keep customers, and awareness to the procedures taken when making financial decisions. Content Objective: Revised Bloom’s

Level/Cognitive Process/Justification:

Connections to Kentucky Core Academic Standards:

1. After researching the effects of social networking in the entertainment industry, students will create the business documents and use an electronic spreadsheet to produce the marketing analysis and marketing plan for an entertainment business; students will then calculate the financials in a spreadsheet, scoring a 3 or higher on the rubric.

Bloom’s Level 6 Justification: Students will create an entertainment company business plan to include designing a cover sheet, organizing the table of contents, executive summary, business context, and business profile. Students will use Excel to produce a spreadsheet detailing the marketing analysis, construct the marketing plan, and create the financials, time table,

2.30 Students will evaluate consumer products and services and make effective consumer decisions. (546)2.33 Students demonstrate the skills to evaluate and use services and resources available in their community. (546)4.44 Students demonstrate the ability to accept the rights and responsibilities for self and others. (546)5.4 Students use a decision-making process to make informed decisions among options. (546)S-IC 4 Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.S-IC 6 Evaluate reports based on data.


Paulette B. Smith 80078259

July 26, 2011 12Career Studies 15 0

Creating a Business Plan Effect of Social Networking in the Entertainment Industry

Social Networking and Entertainment Industry How social networking can increase company revenue and clientele in entertainment world.

and summary of needed capital. Students will present their business plan during a mock interview with a local banking officer

Technology Goal: The technology goal is for students to develop their technology skills using different products to express their information and ideas.Technology Objective: Revised Bloom’s

Level/Cognitive Process/Justification:

Connections to Technology Skills in Kentucky Core Academic Standards:

2. After analyzing the business strengths and weaknesses, students will use Excel to create a spreadsheet of the marketing analysis, the marketing plan, financials, time table, and summary of needed capital; detailing the impact each will have on improving revenue and clientele; scoring at least a 3 on the rubric.

Bloom’s Level-6Justification: The students are putting the different analytical documents together to form their ideas of improving their revenue and clientele. By creating a business plan for this project and including all the documents to organize their ideas.

1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas. (552)

Create Learning Targets for the primary Kentucky Core Academic Standard for your Content Objective and your Technology Objective (Include page number in KCAS after standard):

College and Career Readiness Anchor Standard: Research to Build and Present Knowledge

Strand: 7, 8, 9 Cluster: Writing and Research Grade: 11-12 Standard #: 6

Common Core Standards for the Content Objective: WCCR 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.WCCR 7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Common Core Standards for the Technology Objective: WCCR 6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Learning TargetsDirections:

What are the knowledge, reasoning, performance skills, and products that underpin the standard? Create student-friendly “I Can” Learning Target statements Use RED text to indicate which Learning Targets you will address in this lesson. Use the Learning Target number throughout the lesson to identify where you address this target. Be sure to identify how you assess each

red LT in your scoring rubrics.

Knowledge Target Reasoning Target Performance Skill Target Product Target

1. I can explain how companies who use social networking can affect my decisions and choices.

2. I can explain how to use marketing principles and resources in making choices to satisfy my wants and needs.

3. I can use electronic resources that provide accurate and relevant information.

4. I can compare and contrast the selection of services by applying effective consumer strategies.


Context:Directions: Clearly describe how these objectives and this lesson relate to your broad goals for teaching about the topic and how this lesson fits into your unit. Explain how this lesson addresses HEAT, and diversity of students. Describe any collaboration with other professionals during this lesson. Address any personal, social, cultural, and global concerns that will be relevant to student learning.

How does your lesson address the following?A. How your objectives

relate to your broad goals and how this lesson fits into your overall unit including student’s prior learning in lessons before this lesson.

My objectives relate directly to my broad goals of students becoming aware of the numerous social media products and services (LT4) –

students will complete research activities, write reports, and create presentations on the different types of social media. After these projects, they will learn the types of social media that are available, which ones will benefit them and the business and entertainment industry, and how to monitor their usage. The overall unit of bringing the students awareness of social media and its benefits is addressed because students will gain the knowledge of how social media can be beneficial or dangerous to their lives.

awareness to the different advertising techniques used by businesses to attract and keep customers (LT1) – in this unit students will compare and contrast advertisement techniques in different activities and written reports. From this prior knowledge, they will be able to design a time table for when they will use each type, explain why it was used and why the timing plays an important role on the delivery. Their information will be compiled in the business plan after researching the statics.

awareness to the procedures taken when making financial decisions (LT2) – prior lessons will have students making money calculations and creating budget information. Students will be exposed to making short-term and long-term financial decisions and creating reports detailing the results. This objective is satisfied as the students are learning how to be responsible with their finances and how decisions that they make will affect their overall business.

develop their technology skills using different products to express their information and ideas (LT3) – this objective is to make students aware that improving their technology skills is a life-long goal that should be addressed throughout their high school and college life. Improving technology skills can be an asset used globally. The students will have previously mastered Internet research activities, advanced Microsoft Word, and PowerPoint presentation software to complete assignments and now will add Excel spreadsheet software to their skills. Students will create a Facebook page to communicate with the teacher during this unit and incorporate into their business plan.

B. Higher-order thinking(LT-1)

Provide the HEAT levels and justify your ratings with examples of higher level thinking that are required of pupils with the content in your lesson. Be sure to give the Bloom’s level for student thinking with the Content (not technology). Also, use statements from the HEAT Framework to justify the HEAT levels. H Level: 3Justification with lesson examples: Students will research and produce a 2-page report providing 100-150 words comparing and contrasting the benefits of electronic communication versus paper communication. Teacher will draw an illustration on the board for students to add their information. This visual organizer will address the different learning styles in the classroom. Teacher-led questioning will be conducted asking students which piece of information is the best for their business plans. Justification with HEAT Framework: Students will receive teacher-directed questioning and

instruction as they follow a dated, outlined schedule for completion of each part of a simulated business plan; thus recognizing individual learning styles. Students will use technology for higher-order thinking tasks during this lesson as they learn to make decisions.

C. Engaged learning(LT2)

Provide the HEAT levels and justify your ratings with examples of engaged learning that are required of pupils with the content in your lesson. Also, use statements from the HEAT Framework to justify the HEAT levels. E Level: 4Justification with lesson examples: Students will work with the teacher as they organize their ideas of what information to include in their business plans. They will work in groups after completing a graphic organizer to compare and share information and then complete a list of the top two pieces of information to include in each document. Ex. Students will compile a graphic organizer describing in detail the different documents in a business plan.


Justification with HEAT Framework: Students will be partnering with the teacher as the list is complied on the board. Students have partnered to narrow down their group choices to add to the list. The class as a whole will decided on which piece of information will be the best to use in their business plans, which will help them to decide on their finished project.

D. Authentic learning(LT4)

Provide the HEAT levels and justify your ratings with examples of authentic learning that are required of pupils with the content in your lesson. Also, use statements from the HEAT Framework to justify the HEAT levels. A Level: 5Justification with lesson examples: Students will experience real-world tasks in this lesson as they create the business plan itself. The plan is an actual instrument used to apply for bank loans, which students will do in the mock interview at the end of the project. They will gain professional feedback and experience dealing with the public and community leaders.

Students will use language, writing, math, and speaking skills in this lesson. Ex.1 Students will be asked to chart/graph final mathematical calculations in the spreadsheet

software using the chart design of their choice for extra credit. Thus appealing to different learning styles.

Ex.2-Students will participate in a mock interview presenting their business plan to a local banking officer, receiving a weighted evaluation from the bank professional.

Justification with HEAT Framework: Justification with the authentic learning is evident when students are working with actual local bankers in presenting their business plans. This real-world connection to applying for loans and dealing with financial documents will help to improve their communication skills as well. This will have a positive impact on student learning and expose them to careers in the financial field.

E. Technology integration(LT3)

Provide the HEAT levels and justify your ratings with examples of technology integration that are required of pupils with the content in your lesson. Also, use statements from the HEAT Framework to justify the HEAT levels. T Level: 5Justification with lesson examples:After making their calculations, the students will be able to chart them using the software chart features. The entire project will be completed in Microsoft Word to produce a professional looking business plan.. Students are able to collaborate with each other with this project by sharing their previous learned computer skills. Students will experience higher-order thinking processes while learning new computer techniques from one another as they use these software packages. The student’s different skill levels can be shared with one another.Lesson examples:

Students will use Word, Excel, and PrintShop to assemble all documents needed to complete the business plan and include in a portfolio.

Students will use Microsoft Excel to create a spreadsheet of mathematical calculations for their financial reports in the business plan. Work will be teacher-assisted for immediate feedback.

Students will be us Excel to chart/graph final mathematical calculations in the spreadsheet using the chart design of their choice for extra credit; thus appealing to different learning styles.

Justification with HEAT Framework: Technology for this lesson is directly connected to the students completing their tasks by

using the spreadsheets they are able to make calculations within the document. Using other software, Word and PrintShop, students are able to enhance their documents to have a professional look.

The students will experience a real-world procedure of applying for financial support using a computer generated product.

Students will improve communication skills of speaking and listening in a mock interview.F. Describe pupil

characteristics and diversity of your students; # of pupils, gender, ethnicity, academic levels, special needs, include the results of the learning styles

COMPLETE THIS SECTION IN LME 537


survey of your pupilsG. How will you

differentiate instruction for these diverse students?

COMPLETE THIS SECTION IN LME 537

H. How will you collaborate with other professionals?

I will collaborate with other teaching professionals when designing the lesson plan to include the writing documents that students will produce in the lesson plan. Students will be assessed on spelling, grammar, and writing style. Collaboration will be received from the technology department on calculations to request in the spreadsheet document. The use of banking professionals will improve student communication skills as the banking professionals will model a mock loan interview.

Resources: Use bullets to list all resources (i.e., all materials, software, files, websites, including specific technology applications) that will

be used during the lesson. Include worksheets and scoring rubrics to be used with students in the Appendix of this lesson plan file. You must link to worksheets and rubrics that are in the Appendix of this file.

Give one to two sentences for each resource telling how it will be used in the lesson.

RESOURCES NEEDED:1. Computer2. Internet3. Curriculum resources: handouts, business plan outline, pre-assessment worksheet, career interest

survey 4. Social Networking Websites – this is a list of different sites that students can use, in addition to others

they may find, when researching their project. http://www.searchenginepeople.com (Social Media City) www.facebook.com (Web 2.0) www.google.com.au (Search) www.siteadvisor.com (Safety) Ax.phobos.apple.com.edgesuite.net (iPhone) www.google-analytics.com (Analysis) www.nba.com (Sport) www.foxsports.com.au (Sport) www.news.com.au (News) en.wikipedia.org (Research) www.youtube.com (Web 2.0) www.nrl.com (sport)

5. Software needed: Microsoft Word is the will be used to complete all written documentation in the lesson plan to

include the table of contents, executive summary, business context, business profile, marketing plan, and marketing analysis.

Microsoft Excel is the spreadsheet software that will be used to create the financials, time table and summary of needed capital.

The PrintShop version 20 is a desktop publishing software made by Broderbund that can be used to create the business plan coversheet.


http://www.nrl.com/

http://www.youtube.com/

http://www.news.com.au/

http://www.foxsports.com.au/

http://www.nba.com/

http://www.google-analytics.com/

http://www.siteadvisor.com/

http://www.google.com.au/

http://www.facebook.com/

http://www.searchenginepeople.com/

Assessment and Instruction Plan: Give the objective number and text from your Goals and Objectives section above. Describe the pre-assessment strategies for each objective. Copy the assessment to the Appendix and link to the assessment from this table. Describe the instructional activities you will use to engage students toward mastery of your objectives including how you will trigger prior knowledge and adapt

strategies to meet individual student needs and the diversity in your classroom. Be sure to describe higher level thinking requirements in your activities. All worksheets you use must be included in the Appendix of this lesson file (not a separate file). Bullets or numbered items preferred over lengthy paragraphs. If there were prior lessons providing background knowledge and skills, begin by briefly describing what pupils learned from those prior lessons. There is not need to give those lesson activities here.

Clearly state how you will assess student progress in meeting each objective, including performance criteria you will use. Include all written assessment measures and rubrics in the Appendix of this lesson file (not a separate file). Link to your assessments/rubrics from this table. (Points will be deducted for not linking to worksheets and assessments.)

Learning Targets: Indicate which Learning Targets (LT) are addressed in your instructional activities and assessments.

Objective (# and text)Copy your Content and Technology objectives below from the Goals and Objectives section above.

Pre-assessment Describe Instruction and Activities Post-assessment

Content Objective:1. After researching the effects of social networking in the entertainment industry, students will create the business documents and use an electronic spreadsheet to produce the marketing analysis and marketing plan; students will then calculate the financials in a spreadsheet, scoring a 3 or higher on the rubric.

1. Students will produce a 2-page report providing 100-150 words comparing and contrasting the benefits of electronic communication versus paper communication. (LT3)

2. Students will compile a graphic organizer describing in detail the different documents in a business plan. (LT2)

Students will be teacher-assisted as they follow a dated, outlined schedule for completion of each part of the business plan; thus recognizing individual learning styles. (LT2)

Students will produce each business document during class time in order to receive immediate feedback. (LT2)

Students will assemble all documents needed to complete the business plan and include in a portfolio and turn in for grade. (LT2)

Assessment will be a rubric with specific criteria for each document produced.

Students will participate in a mock interview presenting their business plan to a local banking officer, receiving a weighted evaluation from the bank professional. (LT4)

Technology Objective:

2. After analyzing the business strengths and weaknesses, students will use Excel to create a spreadsheet of the marketing analysis, the marketing plan, financials, time table, and summary of needed capital; detailing the impact each will have on improving revenue and clientele; scoring at least a 3 on

Students will write detailed answers on a sheet of paper to three questions:1. Have you used spreadsheet software? If so, what type and what functions did you use?

2. Are you familiar with the calculating functions in spreadsheet software? What mathematical calculations can

Students will create a spreadsheet of mathematical calculations for their financial reports in the business plan. Work will be teacher-assisted for immediate feedback. (LT3)

Students will be asked to chart/graph final mathematical calculations in the spreadsheet software using the chart design of their choice for extra credit. Thus appealing to different learning styles. (LT3)

Students will complete each spreadsheet document to accurately calculate final results and include in business plan. (LT3)

Students will receive extra credit of 25 points for charting/graphing the results of one of their calculated documents. (LT3)


the rubric. you perform in this software?

3. Are you familiar with the Charts function in spreadsheets? What type charts have you created using this software?

Students will complete a worksheet performing simple mathematical calculations. (LT2)

Assessment would be a rubric with specific criteria for each document.


References:Include five or more annotated APA references. Annotations should be complete sentences, describe source contents, and how the source was used in creating your lesson.

REFERENCES:

1. Kentucky Department of Education, Kentucky Core Academic Standards, June, 2010, Retrieved on July 28, 2011 from www. education . ky .gov/

This is Kentucky Department of Education website where the Common Core Standards and College and Career Readiness Anchor Standards can be assessed from a PDF/Adobe Acrobat file.

2. Rubistar ALTEC at University of Kansas, 2000-2008. Retrieved on July 29, 2011 from www. rubistar .4teachers.org/

This website helps teachers to create rubrics for any content and grade level with appropriate wordage.

3. Career, Choose Your Path to Success, Career Tech, 2011. Retrieved on July 29, 2011 from www.ok career tech.org/.../ Career %20Path/ok career tech/.../int_ invent

This is a free career interest survey that can be printed and given to students. The assessment is also included that tells the career evaluation results and what career path clusters the student fit best in.

4. Rubric Title Business Plan: Economics, 2011 Retrieved on July 29, 2011 from www.hccs.edu/hcc/System%20Home/.../MAllen_ rubrics - business .pdf .

This website helps teachers to design rubrics just for student business plans. The descriptions are f for secondary high school student business plans and are written clearly and concisely.

5. Everett, Donna R., 2011, “Engaging Net Generation Students with Social networking Tools.” Newsletter, Date July, 2011.


http://www.hccs.edu/hcc/System%20Home/.../MAllen_rubrics-business.pdf

http://www.hccs.edu/hcc/System%20Home/.../MAllen_rubrics-business.pdf

http://www.okcareertech.org/.../Career%20Path/okcareertech/.../int_invent

http://www.rubistar.4teachers.org/

http://www.education.ky.gov/

Appendix:Include all student worksheets, assessments, and rubrics in this section.

Written Research Report Rubric

Scoring Rubric4. Exceeds Indicator;

Excellent; Distinguished

3. Indicator Met; Acceptable; Proficient

2. Indicator Partially Met; Needs

Improvement; Apprentice

1. Indicator Not Met; Needs Much

Improvement; Novice

Organization Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8)

Quality of Information

Information clearly relates to the main topic.

It includes several supporting details and/or examples.


It provides 1-2 supporting details and/or examples.


No details and/or examples are given.

Information has little or nothing to do with the main topic.

Sources All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Graphic Organizer

Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics.

Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics.

Graphic organizer or outline has been started and includes some topics and subtopics.

Graphic organizer or outline has not been attempted.

Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

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SPREADSHEET RUBRICScoring Rubric:

1. Indicator Not Met; Needs Much Improvement;

Novice

2. Indicator Partially Met; Needs Improvement;

Apprentice


4 = Exceeds Indicator; Excellent; Distinguished

Content Spreadsheet is not complete and cannot be used for school news

reflects very little research and did not analyze of social media

very few words illogical, irrelevant justification

6 or more grammar errors

Video has omissions in research

Some pictures and information is missing.

Spreadsheet reflects attempts at planning and organization for information

100 word justification; many parts are irrelevant

3-5 grammar errors

Spreadsheet is relatively complete

Reflects effective planning an organization for the information

Provides 100-150 word logical analysis of career

100-150 word justification 1-2 grammar errors

Spreadsheet is complete Reflects outstanding

planning and organization for research

Provides 150+ word excellent, logical, detailed analysis of careers.

150+ word justification No grammar errors Accomplishes the above on

the first attempt

Creativity Product; Art/photos, color, and space not original and does not carry theme/tone/ concept; Unprofessional look; Overall graphical theme does not appeal to the audience, compliment the information, and not based upon logical conclusions and sound research.

Some original, unique features in product; Art/photos, color, and space not original and does not carry theme/tone/concept; Unprofessional look; Overall graphical theme does not appeal to the audience, compliment the information, and not based upon logical conclusions and sound

Original, unique product; Art/photos, color, and space used in original ways that mostly carry theme/tone/concept; Professional look with an overall graphical theme that mostly appeals to the audience, compliments the information, and based upon logical conclusions and sound

Excellent, original, unique product; Art/photos, color, and space used in original ways that carry theme/tone/concept; Professional look with an overall graphical theme that appeals to the audience, compliments the information, and based upon logical conclusions and sound


research. research. research.Planning, organization, contribution

Student has spent little effort on researching and analyzing their career. Unclear on objectives and how contributions will help complete video.

Student has researched project but no clear focus has produced unclear results. Student may describe the objectives and final project incorrectly.

Student has fairly clear picture of what they are trying to achieve. Student can describe what is trying to do overall, but has trouble describing how his/her work.

Student has clear picture of what is trying to achieve. Can describe what is trying to do and generally how his/her work.

Use of technology

Many technical problems; inconsistent navigation and formatting; No graphics from outside sources; No use of advanced features/ enhancements such as video, transitions, sounds, and/or animations (appropriate to software/project)

Some technical problems; inconsistent navigation and formatting; 2 or less graphics from outside sources; Use of one advanced feature/ enhancement such as video, transitions, sounds, and/or animations (appropriate to software/project)

Few technical problems; consistent navigation and formatting; 5 or less graphics from outside sources; Use of some advanced features/ enhancements such as video, transitions, sounds, and/or animations (appropriate to software/project)

No technical problems; consistent navigation and formatting; 7 or more graphics from outside sources; Use of several advanced features/enhancements such as video, transitions, sounds, and/or animations (appropriate to software/project)

Research/ Content

Includes little essential information and one or two facts; sources cited incorrectly; cannot be used for school news.

Includes some essential information with few citations and few facts; correctly cited sources; with corrections can be used for school news.

Includes essential information with most sources properly cited in APA format. Information is mostly clear, appropriate, correct, and suited to the specified purpose and audience; Generally can be used as is for school news.

Covers topic completely and in depth; Information is clear, appropriate, correct, and suited to the specified purpose and audience; Encourages readers to know more; Sources cited in proper APA format.

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PERSONAL INTERVIEW RUBRIC

SCORING RUBRIC

4. Exceeds Indicator; Excellent;

Distinguished3. Indicator Met;

Acceptable; Proficient

2. Indicator Partially Met; Needs

Improvement; Apprentice

1. Indicator Not Met; Needs Much

Improvement; Novice

Preparation Before the interview, the student prepared several in-depth AND factual questions to ask.

Before the interview, the student prepared a couple of in-depth questions and several factual questions to ask.

Before the interview, the student prepared several factual questions to ask.

The student did not prepare any questions before the interview.

Setting Up the Interview

The student introduced himself, explained why he wanted to meet

Student asked permission to set up a time for an interview.

The student introduced himself.

Needed a reminder to explain why he wanted the meeting.

The student asked permission to set up a time for the interview, but needed reminders to introduce himself and to tell why he wanted meeting.

The student needed assistance in all aspects of setting up the interview.

Knowledge Gained

Student can accurately answer several questions

Can tell how this interview relates to the project.

Student can accurately answer a few questions.


Student can accurately answer a few questions about the person who was interviewed.

Student cannot accurately answer questions about the project.

Follow-up Questions

The student listened carefully to the person conducting the interview

Asked several relevant follow-up questions based on what the person said.

The student listened carefully to the person conducting interview

asked a couple of relevant follow-up questions based on what the person said.

The student asked a couple of follow-up questions based on what s/he thought the person said.

The student did not ask any follow-up questions based on what the person said.

Knowledge Gained

Student can accurately answer several questions


Student can accurately answer a few questions

Can tell how this interview relates to the material project.

Student can accurately answer a few questions.

Student cannot accurately answer questions about the project.

These sections must be completed in LME 537 AFTER you teach the lesson.


SOCIAL NETWORKING BUSINESS PLAN INSTRUCTIONS

Students will develop a written business plan for a hypothetical entertainment business. Students will also orally present their plan in detail to a local banking officer.

The following are the basic rules and guidelines established for the Social Networking Business Plan.

A student may submit one plan only. All plans must be submitted on or before the deadline date (30 days prior to interviews). Late entries are not allowed.

All ideas or business concepts must be legal, within the boundaries of local or state laws, and be ethical.

This lesson is meant to encourage the actual development of communication skills. Business plan ideas will be judged on feasibility. All ideas and business concepts submitted are expected to be original and created solely by

the student with the support from the teacher. All participants are expected to honor other students’ ideas.

The student must complete his/her own business plan. Adult technical assistance should be limited to advice.

All ideas submitted will remain the property of the submitting student. Written business plans will be submitted a minimum of 30 days prior to the scheduled

intervilew date. Final business plans should be approximately double -spaced 12-point font. The Business Plan will be scored separately and represent 50% of the final grade. The grade

will be based on the rubric below. The plan should follow the outline provided below. The oral presentation will represent the remaining 50% of the final score. The oral presentation should be at least 5 minutes in duration and no more than 20 minutes

in length. The oral presentation will be scored based on the criteria outlined below. The oral presentation score will represent the student’s command of information, data, clarity

in presentation, “persuasion of investment potential, and ability to respond to the banking officer’s inquiry.


Written Business Plan Outline

Cover Page to include the following information:o Business nameo Company logo (optional)o Name(s) of the student(s)o Schoolo Teachero Date

Table of Contentso One page - include the major sections of the plan and page numbers.

Executive Summaryo A one page clear overview of the business concept. It should highlight the key areas

of your plan.

Business Descriptiono An overview of your business and what the business will do. Include: o Legal form (partnership, corporation, etc.) - be specifico Mission statemento Goals & objectiveso Management Team

Product o Describe the type social media your business will use.o What need does the media type meet for customers?o What is unique about the social network? What is the competitive advantage?o Barriers to entry and strategies to overcome barriers

Market Analysiso Provide research indicating market size and potential for growth.o Target market – describe your customers (age, gender, income, etc.)o Competition – describe competitors and their strengths and weaknesses

Marketingo How will you reach your customers and your sales goals?o Marketing Mix

Product Price Promotion Place


Business Plan Outline, con’t.

Operational Plano Locationo Risk managemento Personnelo Credit policieso Accounting systems

Financial Plano Sales forecasto Income statemento Cash flow statement (budget)o Balance sheeto Break even analysis

BUSINESS PLAN RUBRICSCORING RUBRIC

4. Exceeds Indicator; Excellent;

Distinguished


2. Indicator Partially Met; Needs Improvement; Apprentice

1. Indicator Not Met; Needs Much Improvement; Novice

Understanding of Social Networking

Outlines several criticaloperational systems andplans for implementingthem, based on the type of

business and complexity.

Identifies a couple ofspecific systems he/shewill implement and createsa link between the systemsand the type of business

selected

Indicates rationale forusing a particular type ofbusiness and mentions theneeds foradministrative/accounting

systems

Indicates what type ofbusiness he/she will run(sole proprietorship,partnership, S-corp,

nonprofit, etc.)

Marketing Skills.

Presents a plan forpromoting the product to aspecific market and themeans of marketing [e.g.media, social events,demonstrations]), utilizingproductbranding/differentiation

Creates a business thatis appropriate for a definedtarget market and an ideaof how to publicize it (e.g.media, social events,

demonstrations, etc.)

Demonstratesunderstanding ofcommunicating the needfor their business and hasa plan for promoting the

product/service

Identifies a targetmarket for the business

Finance Concepts

Uses a complex mix offunding sources(alternative financing mix),providing rationale for whyeach source would bewilling to contribute to thebusiness start-up costs

Presents yearly salesprojections, income

statement and ROI

Provides a planoutlining various sourcesof capital (i.e. personalcontribution, grants, loansand other forms of OPM)and how much eachsource will contributetowards start-up costs

Identifies the cost ofstarting and sustaining fora reasonable time (3months) the business andpresents general plans on

sources of capital

Presents monthly salesprojections, projectedrevenue and taxes anddemonstrates proper use

of ledger

Identifies how much itwill cost to start the

business.

Identifies the economicsof one unit

Technology Use Sophisticated use ofcomputer technology forpresenting

ideas/conducting research

Effective use ofPowerPoint/otherpresentation to highlightkey ideas and supplement

PowerPoint/otherpresentation looks nice, isclear (no spelling

mistakes) and relevant

Uses PowerPoint orsome other computerprogram for presenting the

business plan


the presentation

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PARTS OF BUSINESS PLAN PRE-ASSESSMENT

PARTS OF BUSINESS PLAN PRE-ASSESSMENT

Chart the different parts of a Business Plan and describe each in detail.

1. ________________________________.

2. _________________________________

3. _________________________________

4. ________________________________

5. ________________________________

6. ________________________________

7. ________________________________


8. ________________________________

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SPREADSHEET PRE-ASSESSMENT

SPREADSHEET PRE-ASSESSMENT

Answer the three questions below in the space provided.

1. Have you used spreadsheet software? If so, what type and what functions did you use?

2. Are you familiar with the calculating functions in spreadsheet software? What mathematical calculations can you perform in this software?

3. Are you familiar with the Charts function in spreadsheets? What type charts have you created using this software?

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Career Interest Survey:


ktip modified lesson plan format web viewclearly describe how these objectives and this lesson...

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