Unit Example 1
The unit is to be used as an example only, not a set form. Check your assignment for the criteria you are to use.
PRESENTING
YOUR
BUSINESS TO THE WORLD
ANNA MICHELLE KENNEDY
APRIL 9, 2001
DR. C. GRABLE
SCED 7201
PRESENTING YOUR BUSINESS TO THE WORLD
RATIONALE:
The purpose of this unit is to have students to each create a business and develop the items that would basically advertise their business. This lesson will involve word processing skills and the use of Microsoft Publishers to produce a brochures, business cards, letterheads, logos, advertising ads, and commercials that will inform the public about their business. This will be something the students will possibly have to do in the future in their chosen fields of expertise.
This lesson also enhances their technology skills, which will have them to navigate through the Internet using websites that will help the students to gain knowledge about a particular subject area. This technology unit has a variety of computer software that will help the students perform different task allowing them to complete their projects.
This technology unit will incorporate the NETS standards to make sure that the students' needs are met educationally.
Modifications:
For students with special needs, peer tutoring will be used in most situations. Students will be allowed extra time for individual assignments for completion. Copies of handouts will be boldly printed for visual challenged students. When instructions are given, stand by the students that have hearing disabilities.
CREATING A CATCH PHRASE AND LOGO
Subject: Marketing/Advertising
Grade: 9-12
Time Span: Two class periods
Standards:
NETS: 1 and 5
Materials:
Computers with Internet access
Objectives: SWBT
Understand the basic concept of the term “logo”.
Successfully create a catch phrase and logo to represent their business.
Correctly and efficiently access information using the Internet.
Set/Introduction:
Draw or show the symbol of the “Nike” swoosh symbol and the “JUST DO IT” sign on the board or have a transparency of the symbol.
Ask the question, “How many of you seen these symbol and what does it represent?” What other symbols can you name?
TTO:
Today class, we are going to create a catch phrase and a logo for your business. This logo will represent your company's mission. You will use the Internet to look at some samples. (www.globaldesigns.com)
The important role of the logo is to gain the attention of the viewer. Globaldesign stated, “A logo is a simple, easily remembered icon that represents its bearer. It is meant to be seen and recognized instantly. It is meant to be able to reduce down in size without disappearing from view. I should be effective both in color or black and white. It should translate well into different media, within and ever-changing world. Few logos achieve these standards. Those that succeed play an important role in determining their bearer's success.”
When designing this logo, keep in mind that it will be used on the other projects you will complete later in this lesson. Also the catch phrase you create will be a short statement using ten words or less.
Closure:
When all the students have designed and completed their logos, they will present them to the class. Report the meaning behind their design. Remember to pay attention close attention the sample logos on the Internet.
Evaluation/ Assessment:
Students will be graded on the creativity of their logos and catch phrases.
A report, one or two paragraphs on the Internet samples worth 20pts.
Teachers Notes and Assessments:
CREATE A LETTERHEAD FOR BUSINESS STATIONERY
Subject: Marketing
Grade: 9-12
Time Span: One class period
Standards: NETS- 1, 3, and 5
Materials: Computers with Internet access
Desktop publishing
Microsoft Print Ensemble II
Objectives: SWBT
Create a letterhead for their businesses using desktop publishing software.
Use the Internet to view samples of business letterhead stationery
Incorporate their logos that were designed.
Set/Introduction:
How many of you seen or know what is a business letterhead? Well today class, we will be creating the next step of this business lesson which is Letterheads for your business.
TTO:
Business letterheads are also a form of representing your business. It shows that the business is formal when communicating to customers and understands the proper way of doing business. Students will work individual on the computers for this lesson. The students are to access the www.cornermark.com website to view samples of business letterheads to get an idea of how and what is needed to complete one. Once the students finish viewing the website, they are go to Desktop Publishing to begin creating their letterheads. The only requirement is to use the logos that were created and the important information from their business cards.
Evaluation/Assessment:
While walking around the class, I will check to see if the students understand the lesson and are on task. The students are to make sure that their letterheads display no errors. Students are to turn in a copy of their finish work when class is over to be graded and making sure that it is saved in their files.
Closure:
State to the class the topic for the next class will be Advertising Ads.
For homework, start thinking about how you will present your business to the world in an advertising ad.
Teacher Notes and Assessments:
Business Card Lesson Plan
Subject: Advertising, Desktop Publishing
Grade Level: 9-12
Time Span: Two class periods
Standards: NETS- 1, 3, 5, and 6
Materials: Computer and Microsoft Desktop Publishing software
Objectives: SWBT
Create a business card that creatively makes a statement.
Successfully use Microsoft Desktop Publishing software.
Set/Introduction:
As a student you share many of the same attributes of someone in the business world. You may meet people in the course of a day whom you do not know and who do not know you. It is not always possible to spend a great deal of time talking with and getting to know the people you meet. When people meet they exchange business cards. Today class, we are going to create a business card. This card will be a representation of who you (the students) are.
TTO: Create a business card for yourself. Your card should help others know and remember you.
Decide what you want you business card to tell others.
Describe yourself.
Decide if you want a serious or formal card or something more light-hearted of informal.
Use the Business Card Checklist handout as a guideline.
Evaluation/Assessment:
Students will attach a copy of their business cards to the question sheet that will be handed out to answer. The student will give their business card to another student in the class along with a question checklist to be evaluated. Be fair and truthful when evaluating the business cards of your classmates.
Closure: Now that we have reviewed the checklist for what belongs on a business card, who can tell me what are the most important things that belongs on a business card?
Teacher Notes and Assessments:
Business Card Checklist
Many of the items in this list are optional. You must decide which ones are appropriate for your business card.
Name of individual
Name of business or organizational
Address
Phone number
Fax number
Email number
Web page address
Job title of individual
Graphic image
Logo
List of services of products
Tagline of description of business
Items to aid in designing your business card. Some may not apply.
Horizontal or Vertical Layout
Emphasis on business or organization (name/ or logo)
Emphasis on individual
Emphasis on title of individual
Emphasis on a particular part of the contact information (phone, address, email, etc.)
Size of logo or other graphics
Number of colors
Conservative type (fonts)
Student Question Sheet
What is the focal point of this business card? (What part catches the reader's eye first?)
What job, role, or activity does this business card describe?
Is this business supposed to be a formal (serious) or informal (casual) business card?
Questions To Evaluate Your Classmate's Business Card
When you first look at this business card what catches your eye first? (The graphics, the name, the color, etc.)
From reading this card, what job, role, or activity do you believe this person does?
Is the business card easy to read? Is the type large enough? Is there too much information or not enough information on the card?
Do you feel that this is a formal or informal business card?
Do you like this business card? Why or why not?
CREATE A FULL PAGE AD
Subject: Marketing/Advertising
Grade: 9-12
Time Span: Two class periods
Standards: NETS- 1, 3, 5, and 6
Materials: Computers, Desktop Publishing, and Internet Access
Objective: SWBT
Develop written, verbal, and visual communication skills using the computer.
Create a statement that presents their business in limited words.
Design an ad that looks professionally done.
Set/Introduction:
Ask the class when they look in magazines or newspapers “What is the one thing that they notice?”
Advertising ads are what we will be creating today.
What is one thing you notice first in the ads?
Are there any bold letters you notice and what are they?
I asked you in the last class period to do a brainstorming on what you would put in your ads. This will be the time to use that information.
TTO:
Advertising ads are a source of getting your business distributed around the world. It tells the world what you are offering. When creating an ad, you will have to strategically place items in the ad to be able to gain attention effectively. Students are to access the www.adflip.com website and look at the different ads that were created paying close attention to the logos, catch phrases, pictures, and the statements that describes the business or what it is selling. Students are to look at the different ads that were created in the different years noticing what were the important points that stood out then and now. Students will use Desktop Publishing to create this ad. In order to prevent confusion, all students will build the ad as a flyer on a blank page. Students are to add color in the ad and use the different font sizes and styles. They are allowed to use whatever they need to have a neat and clean (not cluttered) ad. It will be used for newspaper and magazine. This lesson will take about two class periods to complete.
Evaluation/Assessment:
Students are to turn in two copies at the end of class. The first one is for a magazine, which will be in color and a full page. The second one is for a newspaper, which will black and white and reduced in size by half using whatever it takes to get it reduced and readable.
Closure:
State to class that the ads they produced are just the basics of creating an advertising ad. In the advertising business, it is more complicated. Most businesses usually have a professional do the work. When this lesson is completed, we will work on the last and final project next class period. Which will be “The COMMERCIAL”.
Teacher Notes and Assessments:
CREATE A BROCHURE
Subject: Marketing/Advertising
Grade: 9-12
Time Span: Two class periods
Standards: NETS- 1, 3, and 6
Materials: Computer, Internet access, Desktop Publishing
Objectives: SWBT
Successfully create a brochure following the guidelines.
Creatively design and write a brochure aimed to make readers want to inquire about your business.
Set/Introduction:
One way that people learn about a business or a product is by reading about them. When we don't have time to read a book about it or just want a quick overview of the business we read brochures to inform us about the business. The brochures are to grab the attention and get them interested enough to want to know more.
TTO:
Students are to create a brochure using these steps:
Use desktop Publishing to create a tri-fold panel
Write down what you know about your business. Which includes the mission and or the purpose of the business.
Use the checklist guide to help you complete the brochure omitting information not needed.
Requirements:
Front panel must have name and logo.
Back center panel must have business owner's names, address, phone numbers, and email address.
All other panels should have the information of the business and some pictures that describing the business.
Evaluation/Assessment:
Students will be graded on the creativity of the brochure and the criteria listed in the checklist. Students will evaluate their classmate's brochure using the same checklist. Turn in a copy of the brochure at end of class and save in file.
Closure:
Review-- Ask the students to state some of the things that are in the brochure and explain what is the purpose of a brochure.
Teacher Notes and Assessments:
BROCHURE CHECKLIST
Name of Business
Address
Phone Number
Fax Number
Email Address
Web Page Address
Headline that creates curiosity, states a major benefit, or otherwise entices the reader to open and read the brochure.
Subheads
Short, easy to read blocks of text
Lists and charts
Key benefits (2-3)
Features
Biography (of business owner, key members of organization, officers, etc.)
Mission Statement
History
Logo
Graphic Image(s)
Photographs of business
Map
Call to Action (What you want the reader do)
Color
CREATE A 60 SECOND COMMERCIAL SCRIPT
Subject: Journalism, Marketing
Grade: 9-12
Time Span: Two to three class periods
Standards: NETS- 1-6
Materials: Computers, Word processing, and Internet access
Objectives: SWBT
Successfully present their business in a short creative commercial.
Act out the information from their past projects in a creative manner.
Design props for the commercial.
Work successfully in teams.
Set/Introduction:
“Today class, we have reached the finale of this unit. We will become actors/actresses displaying all creative talents. It is commercial time!!! So put on your television faces and voices and lets go to work!!!!!!”
TTO:
Students will work in groups of 4 or 5 for this unit. They will creatively come up with and idea/concept that will display their businesses. Each student will be placed into groups according to their businesses they have created. Only one commercial will be produced to represent their business. I, the teacher, will leave it up to the students to decide how it will be done. The groups have 60 seconds each. The students must have the following items in the commercial:
Name of the Business
Logos
Catch Phrase
Statement describing the business.
Address
Phone and Fax numbers
Email address
The students are to work efficiently in a timely manner to complete the commercial. The commercial will be recorded when it is presented to the class. No extra class time is allowed. Students are to work on individual parts as homework assignments.
Evaluation/Assessment:
The students will be graded by the following criteria. They will also be graded on class and group participation. How well they work together as a team. This will come from my assessment of the students.
Closure:
Ask the students if they have any questions pertaining to the assignments. Restate the time period, which is two days to get, materials together and write a 60 second script. The third day will be for presenting the commercials.
Teacher Notes and Assessments:
COMMERCIAL ADVERTISEMENT
PRESENTATION
GROUP NAME/BUSINESS: ___________ ________________________________
For this project, you are to create a unique advertisement or commercial for a local television station. The presentation must be timed exactly to 60 seconds.
The project will be graded using the following criteria:
Objective/
Competency
|
Points Possible
|
Points Awarded
|
Must include appropriate pictures for the topic and must be professional in nature. Pictures, when necessary, should be large enough to see.
|
20
|
|
All graphics should have color.
|
20
|
|
A sound must be included, either music as a background or a recorded voice message.
|
15
|
|
All members of the group must present a part of the commercial
|
20
|
|
Must have a logical order and have a clear purpose; must appeal to audience.
|
40
|
|
Timings should be set appropriately.
|
15
|
|
Must be professional in nature.
|
30
|
|
Must use proper grammar and spelling, unless other forms are used for emphasis.
|
40
|
|
STUDENT
INDIVIDUAL GRADE SHEET
POINTS POINTS
AWARDED POSSIBLE
CREATE A LOGO 50
CREATE LETTERHEAD 50
CREATE A BUSINESS CARD 50
CREATE A BROCHURE 50
CREATE MAGAZINE /NEWSPAPER AD 100
___________
TOTAL 300
Grading will be based on the following:
Creativity
Neatness
Appropriateness
Appearance
Cooperation/Participation
Information
JUST DO IT
