***************ALL COMMON CORE ALIGNED***************Teach Entrepreneur CharacteristicsWe 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 youwork to establish good working relationships and group dynamics, it is important toget 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 andthe students together, can choose what kind of “enterprise” you want to imagine foryourselves. Instead of their teacher, you will be their manager, CEO, or President.Students can rotate Assistant Manager or Vice President positions, to practice takingon extra responsibility, management risks, and authority. Lots of teamwork is alwaysencouraged 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 professionalbusiness behavior, teamwork expectations, work ethic, and an entrepreneurial spirit.Create a Business Card 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 additional follow-up class periods forindependent 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 interactionAccommodations:Students may verbally describe their card designs if unableto draw or electronically create them. Students mayverbally describe their design choices if unable to writethem.Guided Learning:Provide students with the lesson worksheet and have thembrainstorm about business cards for 10 minutes.Before the lesson, gather business cards from localestablishments, and pass them around for students to feel,examine, and analyze. Provide students with the secondworksheet, to take notes on their opinions and reflectionsof your sample business cards. Let them pass businesscards and write for 15 minutes.Encourage discussion, and navigate the room to assist withquestions or offer feedback.Independent Practice:Students will first Google the phrase “business cards” andreview Google Images for 10 minutes.Next, students will save images to a Word document, withat least 5 samples of business cards they think areprofessional and visually appealing. 10 minutes.Synthesis:Students will begin to create their own business cards onMicrosoft Word.Students will complete the worksheet describing theirdesign choices, benefits, and models.Formative Assessment:What information should go at the TOP of yourbusiness card? Why?• What information might you NOT want on yourbusiness card?• What features distinguish a professional card?
***BUNDLE*** Teach Entrepreneur Characteristics and Create a Business Card
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