University of Idaho Lesson Plan

Name Date
Bradley Peterson November 27, 2017
Subject Topic
Marketing Job Readiness
The big idea(s) or essential question(s)
What is Job Readiness?
How has business education changed to accommodate Job Readiness?
How is Marketing a form of Job Readiness

State of Idaho and/or common core standards addressed:

* Idaho Core (CCSS) Speech Standards 9-12
* Instructional Technology Standards 9-12
* Information and Communication Technology Communication and Collaboration Standards 9-12
* Content Standard 2: Economic System, Indicators/Trends, and International Concepts

Objectives (what the students will be able to do because of the lesson)

*Students will be able to analyze and see the trends in Job Readiness through Business Education
History.

Diversity goals: (where relevant)

* Developing multiple historical perspectives

* Developing cultural consciousness
* Increasing intercultural competence
* Combatting racism, prejudice, and discrimination
* Developing awareness of the state of the planet and awareness of global dynamics
* Developing social action skills

TSWBAT Explain what Job Readiness means

TSWBAT Communicate how Marketing is a form of Job Readiness

TSWBAT Demonstrate the trends of Job Readiness through the changes in Business
Education
Materials and/or technology
* Internet
* Computers or Laptops
* Effective Methods of Teaching Business Education (2013 Yearbook)
* Pen & Paper or other not taking tools or materials.

Activities/procedures (include anticipated time for each)

* Intro 10 mins for communication of expectations and what will be expected and covered in this
Assignment. Additionally watch What is True Work Readiness (3:09) with Josh Davies
explaining what Job Readiness is its importance.

* Research and Discussion 25 Mins of class; students will research and spend time finding
 information relevant to Job Readiness in the Effective Methods text that shows how Business
Education has been geared around Job Readiness and how that has changed over time.

* Group Discussion- students will spend 10 mins collaborating with other students to solidify their
findings and ideas about Job readiness.

* Class Discussion Students will spend the last 15 mins of class in a collaboration scenario to
present and solidify their findings.

Introduction/activator

* Start the class by discussing and explaining Job Readiness. Specifically focusing on what it is
and why its important. This will then be following by a great video geared towards explaining
Job Readiness and aiding in establishing the vision and purpose of this lesson. Communicate
expectations of what the rest of the period will look like.

Class activities (what you/students will do) Class activities (why you will do them)

* Watch What is True Work Readiness? - (3:09) * Students will watch this video at home to help
students understand Job readiness and what it
* Begin research on Job readiness means.

* Introduction * Students will be researching a job readiness to

and what that is. They will focus on what job
* Class research readiness is how marketing is a form of job
readiness. Use Job Readiness Research
* Group Discussion Assignment.

* Class Discussion * The purpose of the introduction to communicate

the purpose of Job Readiness and foreshadow
the rest of the class.

* Class research will be used so students can find

and generate their own findings or information
regarding the Work Readiness.

* The group discussion will be used to solidify

and reflect on any information found during
research and clarify any confusion.

* The Class discussion will be used to evaluate

and solidify any thoughts questions or concerns
students have.
Closure/reminders
Remind student to use Blooms Stem Starters in group and class discussions to help create
more developed questions
Assessment (how you will know students met the objectives - include rubrics)

* Performance Based Assessment Student will be assessed on how their ability to apply
knowledge and skills through work read or researched to Job Readiness. This will be based on a
met vs. not met standard through an informal evaluation done during the class and group
discussion.

Job Readiness Understanding Assessment Student:

Did student show understand of job Met Not Met
readiness during group or class discussion
through contributions of ideas or
perspectives?
Did student show trends in job readiness, Met Not Met
relating to business education through
presentation of findings in group
discussion?
Did student explain how marketing was a Met Not Met
form of job readiness during group or class
discussion through contributions of ideas or
perspectives?
Comments:

* The following assessment will be used to evaluate students analysis of trends they found during
research done during class research.

Research Findings Assessment Student:

Area relates to Job Readiness Area does not relate Job
Students identified an area of
found Readiness
job readiness and researched it
(1 Point) (0 Points)
Area of job readiness can be Can be demonstrated Cant be demonstrated
demonstrated in discussion (1 Point) (0 Points)
At least 3 ways of applying the 3 ways to 2 ways to apply 1 way to No ways
area of job readiness recorded applying area found apply area to apply
through research area found (2 Points) found area found
(3 Points) (1 Point) (0 Points)
At least two changes that had 2 or more changes One change found No changes
occurred in job readiness found found (1 Point) found
(2 points) (0 Points)
Connection made between their Clear connection Assumed No connection
area of job readiness and made between the connection made made between the
business education found job readiness area between the job job readiness area
 and business readiness area and and business
education business education
(5 Points) education (0 Points
(2 Points
Total Points /12 points

Comments:

*Assessment of students watching the video during the flipped aspect of this lesson and analysis
will be conducted using Quizlet prior to coming to class. The assessment can be found at:

https://quizlet.com/_437q7x

Accommodations/differentiation

* Work closely with students who seem to not be fully understanding concepts and expectations to
ensure that communication is clear and applicable to their needs.

* Provide addition time if needed to those who may need additional help.

* Be present and open to accommodating any needs that students may have such as alternative
work environments, etc.

Reflection/evaluation (after lesson is taught)