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Marietta High School Project Based Instruction Shirley Flack
Course Projects for Introduction to Business and Technology
Project Number
Project Title Project Description
Project #1 Marketing to Different Generations
Students will select one of the following generations to research by pulling from a basket: Greatest Generation, Baby Boomers, Generation X, Generation Y, and Generation Z. Students will be grouped by generations and create a profile by answering a series of questions. Students will brainstorm and think of a product or service to launch. The product or service should be one that the generation needs or would be interested in. It is recommended that the students interview their parents, grandparents, or relatives as appropriate to determine an appropriate product for their selected generation. Students will then create a report based on the marketing mix. Last, students will role play the use of their product or service while illustrating the marketing mix: Product, Place, Price, and Promotion.
Project #2 All About Me
Students will complete a project about themselves. They will present their project to their classmates. First, they will answer the questions in the All About Me sheet. Then, they will complete a project. There are nine (9) different ways that the students can choose to complete this project. Students will complete one of the following:
- Create an All About Me glog using the website www.edu.glogster.com
- Write an autobiography telling their life story. - Create a picture slide show. - Create an All About Me book. - Write a letter to him or herself as an adult, age 40. - Create a 3-Dimensional project that represents him or
herself (a sculpture, clay, mobile, etc.) - Create a song or dance that represents him or her. - Pretend someone is writing a newspaper article about
something the student did. - Free choice – What creative way the student can come
up with to share important information about him or herself.
Title of Lesson: Marketing to Another Generation
Grade/Subject/Topic: Introduction to Business and Technology
Time Frame: 3 Weeks (October 12– October 22)
Teacher: S. Flack
Stage 1 – Desired Results
Common Core Georgia Performance Standard:
FIN-IBT-5.1 Explain the fundamental marketing concepts used by a small business.
FIN-IBT-5.2 Understand a target market demographics in marketing strategies.
FIN-IBT-5.5 Evaluate different types of promotional tools for business product and/or services.
FIN-IBT-5.6 Use innovation to gain a competitive advantage in the marketplace.
Big Idea:
Market planning is aimed at satisfying customer
needs better than competitors do, resulting in sales
and profits.
Enduring Understanding(s)
Student Objectives (outcomes):
Understand how a company uses marketing to
achieve its goals.
Inquiry Statement: Promotion can influence the quantity of a product that consumers purchase.
Activate Prior Knowledge: Do you remember the class we studied target marketing and you designed
a t-shirt? Who can tell me what that was about? What else do you remember? Today is an extension of
that because after identifying the target market, a company can plan how it will use marketing to
achieve its goals (revenue and profits).
Stage 2 – Evidence
Performance Tasks: Students will:
- Create a research report
- Create and perform a skit “Marketing to
Another Generation”
Informal:
- Discussions
- Teacher Observations
- Research Report Draft
- Role Play Practice
Formal:
Performance Rubric
Stage 3 – Learning Plan & Resources
Students will:
Day 1:
Clock-In: Technology
Standard, learning goal, prior knowledge, inquiry statement
Introduction of the lesson
Divide students into teams of four.
Go over handout (instructions, resources, and rubric)
Part I – Product Question Form/Brainstorm
Close: Learning Journal
Day 2:
Clock-In: Technology
Standard, objective/learning goal, inquiry statement
Review previous
Part II – Report – Product explained using the Marketing Mix.
Close: Learning Journal
Day 3:
Clock-In: Technology
Standard, objective/learning goal, inquiry statement
Review previous
Part III – Finish report and brainstorm product, price, place, and promotion as an individual. Put
ideas together and decide on a skit.
Close: Learning Journal
Day 4:
Clock-In – Technology
Standard, objective/learning goal, inquiry statement
Determine characters for role play and determine how “Product, Price, Place, and Promotion
will be illustrated.
Practice
Close: Learning Journal
Day 5:
Clock-In: Technology
Standard for the day, objective/learning goal, inquiry statement
Review previous
Role Play
Close: Learning Journal
Resources:
PowerPoint
Microsoft Word
Web links: http://www.marketingteacher.com/the-six-living-generations-in-america/
http://www.esds1.pt/site/images/stories/isacosta/secondary_pages/10%C2%BA_block1/Generations%20Chart
Microcomputers and peripherals
Digital Projector
Internet
Assignment sheet with grading rubrics
Differentiated Instruction Plan:
Differentiated by Content: Students are offered multiple modes of learning. They are exposed to the
content through learning style preferences. Oral discussions,
visual presentation of the lesson, and hands-on computer interaction.
Although this is a group project, students can select the learning task that
matches their level of understanding.
Differentiate by Process: I present material using aural, visual, and kinesthetic modalities. After
presenting the material, I will give students the opportunity to work on the
new skill. As a group project, remedial learners have access to
Text-to-Speech software and play a role that is within his or her ability level,
students in the middle of the learning curve will research and write specific
parts of the research paper and give specific input for implementing the
marketing mix into a skit, and my advanced students will pull the overall
research paper together and proof read for content accuracy, formatting, and
mechanics. Advanced learners may also be responsible for writing the role
play script.
Differentiated by Product: Students will work in small groups on performance tasks that encourage
students to produce their own research paper and skit.
Differentiated Learning Environment: I have created an environment where student differences are
respected.
Differentiated Instruction Strategies Used:
Flexible Grouping – Based on readiness, natural abilities, and talents
Anchoring Activities – Work with struggling team members
Effective Instructional Strategies (Marzano, 2003, p. 80)
Identifying similarities and differences – Activating prior knowledge and close
Cooperative Learning – Informal grouping (positive interdependence, group processing,
appropriate use of social skills, face-to-face interaction, and individual and group accountability.
Marketing BasicsMs. Flack
FIN-IBT-5
Standard
Demonstrate understanding of the concept of marketing and its importance to business ownership.
FIN-IBT-5
Goals
• Define important marketing concepts.
• Identify the steps in a marketing strategy.
• Describe the consumer decision-making process.
FIN-IBT-5
Key Terms
• Marketing
• Marketing strategy
• Target market
• Marketing mix
FIN-IBT-5
Focus on Real Life
• Marketing is one of the most innovative areas of business.
• Advertising has moved from flyers and roadside billboards to targeted e-mail messages and huge electronic displays on the sides of buildings.
• Companies continually change and improve the way they provide marketing services to attract customer attention and meet changing customer needs.
FIN-IBT-5
Understanding Marketing
• Marketing involves more than advertising and selling.
• Marketing includes the transfer of goods and services from the seller to the buyer. It includes advertising, shipping, and selling.
FIN-IBT-5
Marketing Strategies
• Marketing strategy – A company’s plan that identifies how it will use marketing to achieve its goals.
• Target market – A specific group of consumers who have similar wants and needs.
FIN-IBT-5
Marketing Strategies
• Marketing mix -The blending of four (4) marketing elements:
• Product/Service
• Price
• Place/Distribution
• Promotion
FIN-IBT-5
7 Functions of Marketing
1. Pricing
• At what price will customers pay for the product?
• At what price will the business make a profit?
• How much does it cost to make the product? Labor, raw materials
• How much does it cost to distribute the product? Gas prices!
FIN-IBT-5
7 Functions of Marketing (Cont’d)
2. Distribution
• Moving goods/services from one place to the end user. Careful shipping, handling, and storing products
3. Financing
• Customers must have resources and methods to pay for purchases. Businesses must receive timely payments to operate.
FIN-IBT-5
7 Functions of Marketing (Cont’d)
4. Marketing Information Management
• Marketing research and development of databases with information about products, customers, and competitors.
FIN-IBT-5
7 Functions of Marketing (Cont’d)
5. Product/Service Management
• Designing, developing, maintaining, improving, and acquiring products and services that meet customer needs.
• Businesses must be innovative and come up with new ideas, creations, and inventions to remain competitive.
FIN-IBT-5
7 Functions of Marketing
6. Promotion
• Communicating information about products and services to potential customers. Advertising and other promotional methods are used.
FIN-IBT-5
7 Functions of Marketing
7. Selling
• Communicating directly with potential customers to determine and satisfy their needs (face-to-face, customers visit a business, salesperson goes to the home…by telephone, instant messaging, videoconferencing…)
• Personal selling is most effective and costly.
FIN-IBT-5
Marketing to Different
Generations
Market planning is aimed at satisfying
customer needs better than competitors do,
resulting in sales and profits.
A marketing mix is the blending of four marketing elements—
product, distribution, price, and promotion. A successful
marketing mix satisfies the wants and needs of the target
market. It also provides a profit for the company.
The class will be divided into teams of four. You will select one
of the generations below to research. Your team will research
your selected generation and decide on a product or service to
market to your selected generation (your idea must be
approved by the teacher). Your product or service should be
based on the generation’s needs and wants.
It is important that the research is accurate! Below are web
links that you might find helpful:
http://www.marketingteacher.com/the-six-living-generations-in-america/
http://www.esds1.pt/site/images/stories/isacosta/secondary_pages/10%C2%BA_block1/Generations%
20Chart.pdf
Part 1:
Directions: Marketing a Product PROJECT
1. Think of a product or service to launch. 2. Analyze your assigned generation market through research, interviews and questionnaires. (Ask
your friends or parents if they would buy your product) 3. Complete Product Question form.
-----------------------------------------------------------------------------------------------------------------------------------------
Product Question Form
1. Name of product____________________________________________________________________
2. Price range to sell product____________________________________________________________
3. Target market (be specific) ____________________________________________________________
____________________________________________________________________________________
4. Location to sell product______________________________________________________________
5. Details on how consumer will receive the product. (Buy in a store/shipped to their home)________
____________________________________________________________________________________
6. Details on the product. Ideas: _________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
8. Is there anything else like it on the market? _______ if so, what makes your product unique? _____
___________________________________________________________________________________
Part II.
Report
Create a report to respond to the following questions. Your report should be MLA format and include:
- An introduction (summarize the information from the Product Question Form) - Sub headings
o Product/Service o Place/Distribution o Price o Promotion
Product/Service
What does the customer want from the product/service? What needs does it satisfy?
What features does it have to meet these needs?
Are there any features you've missed out?
Are you including costly features that the customer won't actually use?
How and where will the customer use it?
What does it look like? How will customers experience it?
What size(s), color(s), and so on, should it be?
What is it to be called?
How is it branded?
How is it different from your competitors?
What is the most it can cost while still gaining a profit? (See also Price, below).
Place/Distribution
Where do buyers look for your product or service?
If they look in a store, what kind? A specialist boutique or in a supermarket, or both? Or online? Or direct, via a catalogue?
How can you access the right distribution channels?
Do you need to use a sales force? Or attend trade fairs? Or make online submissions? Or send samples to catalogue companies?
What do your competitors do, and how can you learn from that and/or differentiate?
Price
What is the value of the product or service to the buyer?
Are there established price points for products or services in this area?
Is the customer price sensitive? Will a small decrease in price gain you extra market share? Or will a small increase be indiscernible, and so gain you extra profit margin?
What discounts should be offered to trade customers, or to other specific segments of your market?
How will your price compare with your competitors?
Promotion
Where and when can you get across your marketing messages to your target market?
Will you reach your audience by advertising in the press, or on TV, or radio, or on billboards? By using direct marketing mail outs? Through PR? On the Internet?
When is the best time to promote? Is there seasonality in the market? Are there any wider environmental issues that suggest or dictate the timing of your market launch, or the timing of subsequent promotions?
How do your competitors do their promotions? And how does that influence your choice of promotional activity?
Part III
Create a skit/role play that explains the marketing mix: Product – Place – Price – Promotion.
You will role-play your product or service described earlier in this assignment. Your team will also need to dress the part of your generation based on the generation’s age today. See the chart below.
Generation Sub-Generations Time Table Role Play Age
Greatest Generation G.I. Generation 1901 – 1924 91
Greatest Generation Silent Generation 1925 – 1945 70
Baby Boomers Boom Generation/Hippie
1946 – 1964 55
Generation X MTV Generation/Boomerang Generation
1975 – 1985 35
Generation Y Echo Boom (Generation McGuire)
1978 – 1990 25
Generation Z New Silent Generation 1995 – 2007 15
Research Report : Marketing to a Different Generation
Teacher Name: Ms. Flack
Student Name: ________________________________________
CATEGORY 4 3 2 1
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.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Mechanics No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling, or punctuation errors.
Many grammatical, spelling, or punctuation errors.
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.
Role Play : Marketing - Generations
Teacher Name: Ms. Flack
Student Name: ________________________________________
CATEGORY 4 3 2 1
Role Point-of-view, arguments, and solutions proposed were consistently in character.
Point-of-view, arguments, and solutions proposed were often in character.
Point-of-view, arguments, and solutions proposed were sometimes in character.
Point-of-view, arguments, and solutions proposed were rarely in character.
Required Elements
Student included more information than was required (the four Ps of marketing).
Student included all information that was required (the four Ps of marketing).
Student included most information that was required (the four s of marketing).
Student included less information than was required (the four Ps of marketing).
Props/Costume Student uses several props (could include costume) that accurately fit the age group, show considerable work/creativity and make the presentation better.
Student uses 1-2 props that accurately fit the age group, and make the presentation better.
Student uses 1-2 props which make the presentation better.
The student uses no props OR the props chosen detract from the presentation.
Peer Rubric for Skit or Role Play
Team:
Criteria
wei
ght
Exceptional
10
Admirable
8
Acceptable
6
Attempted
4
Understanding of
Topic 10%
Factual information is accurate
Indicates a clear understanding of topic
Factual information is mostly accurate
Good understanding of topic
Factual information is somewhat accurate
Fair understanding of topic
Information is inaccurate Presentation is off topic
Presentation 10%
Shows confidence Informative Entertaining; engages
audience Speaks loudly and clearly Appropriate use of body
language
Shows some confidence Presents some
information Engages audience Can be heard Some use of body
language
Unsure of responsibility Somewhat informative Engages audience
intermittently Hard to hear Some movement
Portrayal stalls Lacks information Audience bored Mumbles Body language is lacking;
inappropriate
Assignment Score ______________
Copyright © Texas Education Agency (modified)
Marketing to a Different
Generation
Student Work Sample
Henrietta Beckor, Mya Moss, Alexis Montes, Stephanie Perales
Part 1:
Directions: Marketing a Product PROJECT
4. Think of a product or service to launch. 5. Analyze your assigned generation market through research, interviews and questionnaires. (Ask
your friends or parents if they would buy your product) 6. Complete Product Question form.
-----------------------------------------------------------------------------------------------------------------------------------------
Product Question Form
1. Name of product: The Greatest Generation Package
2. Price range to sell product: $19.00
3. Target market (be specific): 1901 - 1926
4. Location to sell product: Walgreens and Walmart stores
5. Details on how consumer will receive the product. (Buy in a store/shipped to their home): Purchase directly from the store.
6. Details on the product. Ideas: The initial idea was Conveniently Made” based on customer selection. However the group decided to offer one package and name it after the name of the target generation “The Great Generation Package”
8. Is there anything else like it on the market? No. if so, what makes your product unique? N/A
Henrietta Beckor, Mya Moss, Alexis Montes, Stephanie Perales
Ms. Flack
Introduction to Business and Technology
16 October 2015
Marketing to Different Generations
Introduction
The basis for the Great Generation Package derived from an initial idea entitled “Conveniently
Made.” Conveniently Made, like the final product we devised, was aimed at persons who have grown
up during the Great Depression (G.I. Generation). Conveniently Made was to come in a box and contain
products based on customer selection. This plan was reformed to combine all our ideas and formulate
one great, effective product.
Product/Service
With the product—The Greatest Generation Package—customers desire for a source that will
effectively provide for their entertainment, relaxation, health, and safety needs. To meet these needs,
The Greatest Generation Package comes with a device entitled the “Life Saver.” The Life Saver monitors
customer safety to ensure they will have assistance in the event that they become injured. It can be
programmed to call for help. Additionally, magazines and newspaper subscriptions are included based
on what the customer has selected. These magazines and newspapers are designed to match the
customer’s interests. Then, a container of calcium supplements are within the box for strengthening of
the bones.
Overall, the features mentioned will likely be used by the customer. At their age range, all these
objects will grant some benefits. The customer may hold onto the Life Saver from day to day in case of
an emergency. The newspapers and magazines are meant for reading purposes. The calcium
supplements are meant for home use and can be swallowed easily.
The Life Saver, magazine and newspaper subscriptions, and calcium supplements come in
separate boxes. The Life Saver is a sleek, comfortable device. It is similar to a watch and can be placed
on one’s wrist. The watch-equips object grants access to contacts and emergency calling. The calcium
supplements come in a clear container.
As previously stated, the name of the product is The Greatest Generation Package. It is branded
by the tagline, “The Greatest thing to happen for the G.I. generation.” It is not the same as what
competitors sell since it combines many useful products as one mega product. The set price is $19.99 (a
one-time price for the Life Saver, newspaper and magazine subscriptions, and the reclining chair. The
calcium supplements are $7 per refill).
Place/Distribution
Customers look for the product in local Walgreens and Walmart stores and online. The
distribution channels are right for this product because they are proper places that customers look for
based on what the product is selling. Online submissions are necessary for the product as well as sales
forces. Competitors tend to make what would be an inexpensive product as affordable one, and that is
the goal with the Treat Generation Package.
Price
The value of the product is set as $19.99. The only established price point for this product is
$7.00 per refill for the calcium supplements. The product is already quite cheap considering how much is
has to offer. The small decrease in price would not affect sales. Discounts are offered to customers
during holiday periods. Our rice is much cheaper in comparison to our competitors.
Promotion
An important aspect of grasping the attention of any target audience is by appealing to them
with some of the media. The Greatest Generation Package is promoted to the G.I. generation via
billboards, newspapers, and television advertisements. Advertisements are also available on the ratio
and online. The best time to promote is near and during holiday periods. There are not exactly any
factors complicating the timing of the marketing launch. Our competitors promote their product(s) in
similar modes, and we do the same for customers to easily compare and contrast.
Works Cited
“The Six Living Generations in America.” Marketing Teacher. Nap., n.d. Wed. 09 Oct. 2015.
“List of Generations Chart.” (n.d.): n. page. Isacpsta’site. Web. 9 Oct. 2015
William, Kaylene C., and Robert A. Page. “Marketing to Different Generations.” Marketing to the
Generations (n.d.): 1-17. Academic and Business Research Institute. Web. 9 Oct. 2015.
Elderly fell and is injured
Safety Device used to call for help
Help arrived, all is well now.
Title of Lesson: All About Me
Subject/ Unit: Introduction to Business and Technology/ Communications
Time Frame: 2 Weeks (August 17 – August 28, 2015)
Teacher: S. Flack
Stage 1 – Desired Results
Common Core Georgia Performance Standard:
FIN-IBT-1.1 – Communicate effectively through writing, speaking, listening, reading, and
interpersonal abilities.
FIN-IBT-1.2 – Demonstrate creativity with multiple approaches to ask challenging questions resulting
in innovative procedures, methods, and products.
FIN-IBT-2.5 – Demonstrate time-management and organizational skills to complete tasks in allotted
time.
FIN-IBT-6.1 – Exhibit appropriate business (oral, written, and digital) communication skills needed in
the workplace to facilitate information and communication.
FIN-IBT-6.5 – Using presentation software, create and deliver simple, clear and compelling
presentations effectively to target audiences.
Big Idea:
Build workplace competencies in using
interpersonal skills, information, and technology.
Enduring Understanding(s)
Student Objectives (outcomes):
Use professional oral, written, and digital
communication skills to create, express, and
interpret information.
Essential Questions:
How do I deliver an effective presentation?
How can I use technology to enhance my presentation?
How can FBLA help to develop my communication skills?
Background:
- Ask students to share examples of nonverbal communication. Have a student write the
responses on the board.
- Discussions: Ask students about a time when they experienced an interesting presentation or a
boring presentation? What made the presentation interesting to you? What made the
presentation boring to you?
Stage 2 – Evidence
Performance Tasks: - Students will complete a project about
themselves. They will be asked to present
their project to their classmates. First,
students will answer some questions about
themselves, then complete a project. There
Informal:
Ongoing Assessments:
- Discussions
- Rubrics
Formal:
are nine different ways that students can
choose to complete the project. Students
will complete one of the nine project
formats. Choices include: create a
multimedia presentation, write an
autobiography, create a picture slide show,
write a mini book, write a letter, create a 3-
dimensional project, create a song or
dance, or write a newspaper article to
complete a project about themselves. The
project should be detailed and creative.
- Performance Rubrics
Stage 3 – Learning Plan & Resources
Students will:
Day 1:
Clock-In: Technology Building
Anticipatory Set: Engage students in a brief discussion about the importance of
communicating effectively through writing, speaking, listening, reading, and interpersonal
abilities.
https://www.youtube.com/watch?v=fapnvvBfvIU
PowerPoint Introduction – Communications Skills
Brainstorm activity choices and make a selection.
Start work on the project of choice.
Closure: We are going where? Students predict the topic of the next day’s lesson.
Day 2:
Clock-In: Technology Building
Anticipatory Set: Engage in a brief discussion with students about creativity with multiple
approaches to ask challenging questions resulting in innovative procedures, methods,
and products.
Remind students about time management and organizational skills to complete their project.
Refer to predictions from the previous class meet.
Continue to work on All About Me Project
Closure: Post Card – Students are given an index card and they write a post card to their
parents explaining today’s lesson.
Days 3:
Clock-In Technology
Anticipatory Set: Engage students in a brief discussion about using presentation software,
creating and delivering, simple, clear and compelling presentations effectively to target
audiences.
https://www.youtube.com/watch?v=S5c1susCPAE
After modeling presentation skills, students will be given a word for impromptu speaking
(demonstrating proper voice, posture, eye contact, and smile).
Students will share their project with a peer for critique and make necessary changes.
Closure: Review tips for effective presentations. Remind students to practice their
presentations. They will be presenting next class.
So What’s up with…: Students raise questions about something they were either unsure about
or need clarification (done orally).
Day 4:
Clock-In Technology
Anticipatory Set: Engage students into a brief discussion about appropriate business (oral,
written, and digital) communication skills needed in the workplace to facilitate information
and communication.
All About Me Oral Presentations (Students will evaluate themselves. Their peers will also
evaluate them)
Closure: I Care Why: Students explain relevancy of the concept to their life or how they
might use it.
Day 5:
Clock-In Technology
Anticipatory Set: Engage students into a brief discussion about building workplace
competencies in using interpersonal skills, information, and technology
All About Me Oral Presentations (Students will evaluate themselves. Their peers will also
evaluate them)
FBLA co-curricular activity: Scavenger Hunt – How Can FBLA help me with my
communications skills?
Closure: Credit Cards – Students are given an index card and required to state the lesson’s
objectives and if they feel the objectives were met. Credit given for participating.
Resources:
PowerPoint
Microsoft Word
Video clip: https://www.youtube.com/watch?v=fapnvvBfvIU
Video clip: Handouts https://www.youtube.com/watch?v=S5c1susCPAE
Microcomputers and peripherals
Digital Projector
Internet
Assignment sheet with grading rubrics
Differentiated Instruction Plan:
Differentiate by Content: The whole class will do a presentation, but the content is
differentiated.
Differentiated by Process: Provided multiple ways for students to interact with the content.
Differentiated by Product: Students were given a menu of options to demonstrate their
learning.
Differentiated Strategies Used:
Multiple Intelligences Theory - Knowledge of how students learn best through Learning Style
and Interest Inventory assessments. Recognition that students are all different kinds of smart.
Students are given the choice of nine different ways to complete the project based on choice
and learning style preference. These nine ways reflected the nine MIs.
Think-Tac-Toe Board – Choice board for differentiated learning.
Scaffolding and Guided Practice – I model an affective presentation. Students participate and
took over the learning by presenting their own mini impromptu presentation in a practice
session.
Anchoring Activities – If students are finished with an assignment before other students are
finished, they are encouraged to visit the enrichment center to choose from a selection of
activities for extended learning.
COMMUNICATION
SKILLS
Ms. Flack
EFFECTIVE WRITING SKILLS
• Determine the purpose of the correspondence.
• Decide which kind of writing is needed.
• Make notes of important points to bring out.
• Organize your notes by topic.
• Write freely
EFFECTIVE WRITING SKILLS
• Use appropriate sentences structure and length.
• The writing should contain several paragraphs.
• Revise
• Edit
• Ask for input.
ADDITIONAL WRITING SUGGESTIONS
• Be specific
• Avoid redundancies
• Be positive
• Turn passive voice into active voice.
• For example: “A meeting will he held on Thursday” is better stated as “We will meet on
Thursday.”
THE FIVE Cs OF EFFECTIVE WRITING
• Complete – All readers questions are answered.
• Clear – Does the reader get the message that you tended.?
• Concise – Does the style, organization, and visual impact of the message help the reader to read, understand
• Coherent – Are ideas presented in a logical consistent manner that makes it easy tor the reader to follow and understand , and if necessary made a decision or conclusion.
• Correct – Is the information in the message accurate?
EFFECTIVE SPEAKING TECHNIQUES
• Your voice has a vital role in confirming another person’s first impression of you. (If you sound harsh, shy and insure, or strong and confident, you will likely be viewed that way.
• Your voice has a physiological effect upon your listener. Speak rapidly and the listener’s heart rate and adrenaline level increases. Shout at someone and his or her blood pressure rises.
• Your voice is a barometer of your physical and emotional state. It reveals stress before other physical signs, reflects how tired you are, and gives clues to other emotions (i.e., the voice of a person who is upset, tense, angry, afraid arises)
EFFECTIVE PRESESNTATION SKILLS
• https://www.youtube.com/watch?v=S5c1susCPAE
• https://www.youtube.com/results?search_query=presentation+skills+for+h
igh+school+students
Name: _____________________________________________ Block: _________________ All About Me Project You will be completing a project about yourself. You will be asked to present your project to your classmates. First, you will answer the questions in the All About Me sheet. Then, you will complete a project. There are nine (9) different ways that you can choose to complete this project. You will only complete ONE of these choices.
Choice #1 Create an All About Me glog, using the website: www.edu.glogster.com. Include all of the information from your All About Me sheet, and at least one picture of you.
Choice #2 Write an autobiography, telling us your life story. Be sure to include all of the information from the All About Me sheet, but also include any other information needed to tell your life story.
Choice #3 Create a picture slide show with all the information from the All About Me sheet. Write down information about yourself that you will say as the slide show plays, or record this information and play it at the same time.
Choice #4 Create an All About Me book, using all of the information from the All About Me sheet. Include hand drawn illustrations, or cut pictures out of magazines.
Choice #5 Write a letter to yourself as an adult, age 40. Tell yourself all the pieces of information from your All About Me sheet. Ask yourself questions about what your life is like at age 40.
Choice #6 Create a 3-Dimensional project that represents you (a diorama, clay sculpture, mobile, etc.) Include a written explanation of how this represents you.
Choice #7 Create a song or a dance that represents you. Include a written explanation of how this represents you. Create a video or audio cd of your music, or be prepared to perform the music in class.
Choice #8 Pretend someone is writing a newspaper article about something you did. It may be about something you have already done, or something you hope to do. Write the newspaper article you think you would see.
Choice #9 Free Choice – What creative way can you come up with to share important information about you? Write one paragraph describing what you want to do, and get it approved by your teacher. Then, complete your project your way.
Raki’s Rad Resources (Modified)
All About Me Sheet
_____ Name _____ Age _____ Birthday _____ Who is a part of your family? _____ What is your favorite food? _____ What is your favorite thing to do? _____ What is your favorite book or author? _____ What do you want to be when you grow up? _____ What is your favorite movie or TV show? _____ What is your favorite website?
Multimedia Project : All About Me Project
Teacher Name: Ms. Flack
Student Name: ________________________________________
CATEGORY 5 4 3 2
Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.
Makes good use of font, color, graphics, effects, etc. to enhance to presentation.
Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.
Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Mechanics No misspellings or grammatical errors.
Three or fewer misspellings and/or mechanical errors.
Four misspellings and/or grammatical errors.
More than 4 errors in spelling or grammar.
Organization Content is well organized using headings or bulleted lists to group related material.
Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.
Content is logically organized for the most part.
There was no clear or logical organizational structure, just lots of facts.
Requirements All requirements are met and exceeded.
All requirements are met.
One requirement was not completely met.
More than one requirement was not completely met.
Oral Presentation Rubric : All About Me Project
Teacher Name: Ms. Flack
Student Name: ________________________________________
CATEGORY 4 3 2 1
Volume Volume is loud enough to be heard by all audience members throughout the presentation.
Volume is loud enough to be heard by all audience members at least 90% of the time.
Volume is loud enough to be heard by all audience members at least 80% of the time.
Volume often too soft to be heard by all audience members.
Posture and Eye Contact
Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.
Stands up straight and establishes eye contact with everyone in the room during the presentation.
Sometimes stands up straight and establishes eye contact.
Slouches and/or does not look at people during the presentation.
Preparedness Student is completely prepared and has obviously rehearsed.
Student seems pretty prepared but might have needed a couple more rehearsals.
The student is somewhat prepared, but it is clear that rehearsal was lacking.
Student does not seem at all prepared to present.
Evaluates Peers Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).
Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).
Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).
Fills out most of the peer evaluation but scoring appears to be biased.
Listens to Other Presentations
Listens intently. Does not make distracting noises or movements.
Listens intently but has one distracting noise or movement.
Sometimes does not appear to be listening but is not distracting.
Sometimes does not appear to be listening and has distracting noises or movements.
Peer Evaluation Rubric Introduction to Business and Technology
All About Me
Peer Evaluation
Score on a scale on 1 to 3 (1 = lowest and 3 = highest)
1 2 3 1 2 3 1 2 3
Voice Posture &
Name Volume Eye Contact Preparedness
Baul, Robert
Bell, Jordan
Birge, Bionka
Brinson, Alijah
Carrasco, Emmanuel
Chavez Pavon, Brandon
Colbert, Qua'shawn
Davilar, Ricky
Hicks, Courtney
Holbus, Nathaniel
Khan, Muhammad
Kumi, Daniel
McQueen, Khalil
Miller, Niko
Mills, Quinton
Nason, Katrina
Olayisade, Emmanuel
Osoinach, Harrison
Parris, DeAndre'
Rowe, Kalia
Salzmann, Devon
Shields, Kyle
Summers, Nicholas
Thiam, Lamine
Thompson, Rhea
Vicente, Anthony
Walker, Anthony
Washington, Rebecca
Work Sample:
Slide 1
All About Me ProjectStephanie
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Slide 2 Birthday and age
I was born in Houston on June 14 and I am 15 years old.
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Slide 3
Family
I live with my mom, my dad, my brother and rocky.
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Slide 4 Pet
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Slide 5 Favorite Food
French fries are my favorite food.
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Slide 6 Favorite things to do
I love to go shopping, go to the movie theater and read.
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Slide 7 Favorite author
John Green is my favorite author
because his books are amazing.
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Slide 8 When I Grow Up
I want to be a psychiatrist.
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Slide 9 Favorite TV Show
My favorite TV show is Pretty Little Liars
because is full of mysteries and surprises.
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Slide 10 Favorite Website
Netflix is my favorite website because
yon watch pretty much any movie or TV
show.
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