Pacing Guide
Pacing Guide
Entrepreneurship: Owning Your Future 12th Edition: Suggested Pacing (Semester)
Table of Contents
FOCUS SECTION* PAGES
N/A Pacing Guide Instructions 3
N/A Suggested Unit Pacing 4
1) Opportunity Recognition & Business Structure Introduction to Entrepreneurship 5-6
1) Opportunity Recognition & Business Structure Entrepreneurship & the Economy 7
1) Opportunity Recognition & Business Structure Opportunity Recognition 8-10
1) Opportunity Recognition & Business Structure Types of Business & Business Ownership 11-12
1) Opportunity Recognition & Business Structure Ethics and Social Responsibility 13-14
1) Opportunity Recognition & Business Structure Business Plan & Assessments 15
2) Market Research What is Market Research? 16-18
2) Market Research What is Your Competitive Advantage? 19-20
2) Market Research Business Plan & Assessments 21-22
2) Market Research Wholesale Buying/Selling Activity 23
3) Financial Information & Operations Business Decisions & the Economics of One Unit 24-26
3) Financial Information & Operations Financial Statements 27
3) Financial Information & Operations Financing Your Business 28
3) Financial Information & Operations Financial Ratios & Break-Even Analysis 29
3) Financial Information & Operations Business Plan & Assessments 30-31
4) Marketing & Sales Marketing Your Product 32-33
4) Marketing & Sales Selling Your Product 34-35
4) Marketing & Sales Business Plan & Assessments 36
5) Business Plan Competitions Business Plans, Presentations, Competitions & Assessments 37-38
* Note that order of chapters covered are re-arranged from the textbook outline to best support students in completion of the business plan.
Entrepreneurship: Owning Your Future 12th Edition: Pacing Guide Instructions
Overview: This pacing guide provides a detailed course progression for a NFTE Entrepreneurship: Owning Your Future course. It is designed as a comprehensive
road map towards completing the outcomes of the NFTE course, specifically, student competition of the written business plan and business plan presentation
slides. This progression includes all key NFTE experiential activities, curricular resources, and tools for assessment alongside the business plan. Note that this is
only a suggested pacing guide, as we cannot anticipate for every classroom schedule and student population. However, you may use this guide as a support tool
while planning with your NFTE Program Staff.
Key Features: Use in the Classroom:
17. Daily Outcomes & Instructional Plan Use this guide to:
• Daily Topics and Objectives for every day of instruction • Help keep relative pace with other teachers
• Guidance for experiential activities and notes for daily instruction, • Appropriately plan time for activities and business plan completion
discussion and debrief • Receive suggestions of instructional resources and assessments
• Correlation to textbook, workbook & PPT slides • Derive daily lesson plans (example lesson below).
2. Alignment to Assessment Tools; including:
• Experiential activity & business plan rubrics
• NFTE Performance Tasks, Diagnostic, Unit, and Summative
assessments
• Pearson Textbook assessments & test generator
3. Instructional Cycles; consisting of:
• Experiential activity
• Plan for teaching content
• Classroom discussion/supplemental activities
• Assessment
• Business plan work time
4. Business Plan Integration
• Course narrative/notes for each instructional cycle connecting the
activity to the content to the business plan
• Business plan workshop time for each section of the business plan
• Workshop and presentation practice time at the end of each unit
• Qualifications
• Sales Projections
• Start-Up Finances
• Future Plans
Unit 1 – Opportunity Recognition & Business Structure
Introduction to Entrepreneurship
Wk Topic Objective Suggested Activities 12e Text 12e WB 12e PPT Assessment Notes/Course Narrative
1-1 Course overview & N/A Review course syllabus. Students will take the pre- N/A N/A N/A Pre-Survey The first few days are reserved
Pre-Survey survey. for introductions to the course
1-2 Diagnostic N/A Students will take the diagnostic assessment. N/A N/A N/A Diagnostic and NFTE’s mission. In
assessment Assessment addition/replace of the
1-3 Intro to NFTE SWBAT describe Students will watch highlights from the Ten9Eight: N/A N/A N/A N/A Ten9Eight movie, you can have
how NFTE and Shoot for the Moon documentary as an introduction to a NFTE program manager come
learning NFTE’s mission and youth entrepreneurship. By viewing in and speak about the NFTE
entrepreneurship this video, students will also get to see the end goal of program. While it is always ideal
can be beneficial the NFTE course. After viewing the video, use the to complete the pre-survey and
for planning for discussion questions from pages 50-54 of the Ten9Eight diagnostic assessment as close
their future teaching guide. Be sure that students walk away to the first day as possible, you
understanding NFTE’s mission and a sense of how this may need to re-arrange these
course might help in planning their future. first few days based on
attendance and settling of
schedules.
1-4 Introduction to SWBAT use NFTE Experiential Activity: Product Innovation Game; N/A N/A N/A Product With all of NFTE instructional
Entrepreneurship entrepreneurial Use the experiential activity guide to facilitate the Innovation cycles, the approach is to
skills to create a activity and post-discussion. Be sure that students Activity expose students through an
new innovative recognize that they used entrepreneurial thinking to Rubric experiential activity, teach the
product with create a new product using limited resources. Use the content while connecting to the
limited resources rubric at the end for peer or self-evaluation. activity, provide real-life
1-5 What is SWBAT define Use Chapter 1 and Chapter 1 PPT to review the 3-15 1-6 1 Chapter 1 examples, then apply to the
Entrepreneurship? entrepreneurship definition of an entrepreneurship and what it means to Textbook business plan. For this section,
and describe the be an entrepreneur. Provide examples of famous Assessments/ the progression is as follows:
pros and cons of entrepreneurs throughout history and their Test • Activity: Product
entrepreneurship innovations. Be sure that students note that many Generator Innovation Game
entrepreneurs start with limited resources and money • Chapter 1: Importance of
– as the students did in the previous day’s activity. Entrepreneurship
Review the risks and rewards so that students can see • Chapter 2: Characteristics
the pros and cons of being an entrepreneur. Consider of an Entrepreneur
inviting an entrepreneur as a guest speaker to discuss • Business Plan:
the pros & cons with students. At the end of class, have Qualifications
students reflect on whether or not they fell they feel
the reward of being an entrepreneur is worth the risk. In the activity, students begin to
2-1 Characteristics of SWBAT identify Use Chapter 2 and Chapter 2 PPT to review the 17-31 7-12 2 Chapter 2 investigate characteristics and
an Entrepreneur the skills, definition of an entrepreneurship and what it means to Textbook skills of an entrepreneur –
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behaviors and be an entrepreneur. Discuss the common Assessments/ which should feed into their
characteristics characteristics and skills demonstrated across all Test qualifications when they self-
demonstrated by entrepreneurs, and how developing these can be Generator identify which they possess.
entrepreneurs important for pursuing college and career pathways.
Students can review profiles from the Teen Businesses While not specifically outlined
Blast Off (OR Entrepreneurs in Profile) textbook, or look in the textbook as such, the
up profiles at http://entrepreneurs.about.com to NFTE Entrepreneurial Mindset
practice identifying skills and characteristics consists of the following
demonstrated by entrepreneurs. Relate the common domains:
skills and characteristics across entrepreneurs to the • Critical Thinking & Problem
idea of developing an entrepreneurial mindset. Review Solving
the domains of the entrepreneurial mindset and have • Creativity & Innovation
students identify examples of when they have • Communication &
demonstrated each. At the end of class, have students Collaboration
identify which skills and characteristics were necessary • Flexibility & Adaptability
for the Product Innovation Game. • Opportunity Focus
• Future Orientation
• Initiative & Self-Reliance
• Comfort with Risk
2-2 Business Plan SWBAT complete Have students use what they learned this week to N/A N/A N/A Section 1.6 The key to keeping progress on
Workshop: the Qualifications determine their own qualifications for running a Written the business plan is to have
1.6 Qualifications section of the business and complete Section 1.6 of the written Business Plan frequent ‘workshop’ days where
written business business plan. Students should reflect on the skills, Rubric students can complete a specific
plan characteristics, and entrepreneurial mindset behaviors section of the business plan
that they identified for themselves this week. Allow with peer input while teachers
time for peer review and feedback using the business can remediate/support other
plan rubric. Note the students won’t have been students. Use the provided
introduced to the business plan until the following rubrics to ensure feedback is
week, so have them save their work to transfer later. specific and relevant.
For this section, a student
exceeding expectations:
Lists 3 or more qualifications
that provide compelling
rationale for student running
business
It is important that students
develop qualifications based on
the skills, characteristics, and
entrepreneurial mindset
behaviors identified during
instruction.
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concept with students. Use the rubric at the end for existence. Students should leave
peer or self-evaluation. these activities understanding
that an innovative idea might
not necessarily be a good
business opportunity.
3-3 Thinking Creatively SWBAT explain Before learning how to evaluate which ideas are 119-131 N/A 6 Chapter 6 Because determining a business
how creative actually good opportunities, it is important to start with Textbook idea that they will work with for
thinking can lead as many potential business ideas as possible. Use Assessments the remainder of the course can
to innovative Chapter 6 Chapter 6 PPT, and the ‘Crazy Business Ideas / Test be one of the most challenging
business ideas That Worked’ presentation as a real-life case study to Generator sticking points, multiple days
help students understand the importance of thinking are built in to the schedule to
creatively towards generating ideas. Have students help facilitate this.
create a list of ‘crazy’ business ideas of their own. At
the end of class, be sure that they can explain how Before moving right to the
creative thinking leads to innovative business ideas. business opportunity, have
3-4 Idea Generation SWBAT use Use the Idea Generation exercises on pages 125-127 119-131 N/A N/A N/A students start with creative
creative thinking with students to help them each come up with as many thinking and idea generation
techniques to individual business ideas as possible. Each creative exercises outlined in the book. It
generate lists of thinking technique should result in at least ten business requires training to get students
potential ideas. Have students present their ideas with the to be comfortable with thinking
business ideas understanding that there is no ‘judging of not feasible creatively and performing idea
ideas’ at this point of the process. Allow students to generation exercises without
vote on their favorites, or the ones that are the most judgment – which is why the
innovative. ‘Crazy Business Ideas that
Worked’ presentation is a great
way to ease into these
exercises.
3-5 Evaluating SWBAT use Use Chapter 8 and Chapter 8 PPT to review how 150-163 43-48 8 Performance After students have a long list of
Business various tools to entrepreneurs can use tools to evaluate if their Task 1a: potential innovative ideas,
Opportunities evaluate business innovative idea is a true business opportunity. Walk Opportunity teach students various
opportunities students through the various tools and provide an Recognition screening methods to
example for each. Have students fill out a SWOT determine if they truly have a
analysis for the best three opportunities in their list. business opportunities.
Give students Performance Task 1a to determine their
understanding of evaluating unique ideas as potential The models outlined in the
business opportunities. textbook include:
• Cost/Benefit Analysis
• Opportunity-Cost Analysis
• SWOT Analysis
Be sure that students become
comfortable using these
methods to narrow down their
potential ideas into actual
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opportunities.
The Performance Task at the
end of the second day can be
used as a gauge for who is ready
to work on the business plan
during workshop time, and who
requires remediation.
4-1 Business Plan SWBAT complete Have students use what they learned this past week to N/A N/A N/A Section 1.1 The key to keeping progress on
Workshop: the Business determine the business opportunity they want to Written the business plan is to have
1.1 Business Opportunity pursue and complete Section 1.1 of the written Business frequent ‘workshop’ days where
Opportunity section of the business plan. Students should reflect on the various Plan Rubric students can complete a specific
written business business opportunities that they screened throughout section of the business plan
plan the past couple weeks. Allow time for peer review and with peer input while teachers
feedback using the business plan rubric. can remediate/support other
students. Use the provided
rubrics to ensure feedback is
specific and relevant.
For this section, a student
exceeding expectations:
Idea is clearly described and
linked to clear need or want;
data is used to support claims
It is important to note that this
section, as with many other
sections in the plan, will evolve
over the year.
main types of Assign students to jigsaw read from the chapter on the Ownership basic reading and presentation
business pros and cons of each type of business ownership and activity to determine the
ownership how to setup in their state/city/county. Have students pros/cons of each.
present on their group’s legal structure. Be sure that
presentations include the key features, pros and cons Since this topic can sometimes
for each. Give students Performance Task 1b to be overwhelming to students, it
determine their understanding of the difference is key to not get too far in detail
between the main types of business ownership. and try to look at the structures
at a high level.
The Performance Task can be
used as a gauge for who is ready
to work on the business plan
during workshop time, and who
requires remediation.
4-5 Business Plan SWBAT complete Have students use what they learned this week to N/A N/A N/A Section 1.3 The key to keeping progress on
Workshop: the Type of determine the type of business ownership they would Written the business plan is to have
1.3 Type of Business like to register their business as and complete Section Business frequent ‘workshop’ days where
Business Ownership 1.3 of the Written Business Plan. Be sure that students Plan Rubric students can complete a specific
Ownership section of the refer to the learnings from their presentations in their section of the business plan
written business work. Refer students to the Business Plan Tutorial Video with peer input while teachers
plan on ‘Choosing a Legal Structure’ for additional guidance. can remediate/support other
Allow time for peer review and feedback using the students. Use the provided
business plan rubric. rubrics to ensure feedback is
specific and relevant.
Choosing a business type and legal structure might not
take an entire hour, so consider supplementing with For this section, a student
Eva’s Edibles Case Study to show the students real-life exceeding expectations:
examples of opportunity recognition and setting up a Ownership type is best for the
legal structure. (Or, alternatively, have students read business; states rationales for
profiles of actual entrepreneurs from either Teens Blast chosen type
Off or Entrepreneurs in Profile). Have students reflect
on their biggest learnings so far.
presentations.
Unit 2 – Market Research
What is Market Research?
Wk Topic Objective Suggested Activities 12e Text 12e WB 12e PPT Assessment Notes/Course Narrative
6-5 What is Market SWBAT explain NFTE Experiential Activity: Eva’s Edibles Case Study N/A N/A N/A Eva’s Edibles With all of NFTE instructional
Research? why market (Part 1); Use the experiential activity guide to facilitate Case Study cycles, the approach is to
research is the activity through the primary/secondary research Activity expose students through an
important identification and post-discussion. Be sure that Rubric experiential activity, teach the
students are able to explain why it is important to content while connecting to the
identify market research questions and assign primary activity, provide real-life
and secondary sources for each. Use the rubric at the examples, then apply to the
end for peer or self-evaluation. business plan. For this section,
7-1 Market Research SWBAT Use Chapter 9 and Chapter 9 PPT to explain why 166-179 49-54 9 Chapter 9 the progression is as follows:
Methods differentiate market research is important. They should understand Textbook • Activity: Eva’s Edibles Case
between primary the broad goals of performing market research, and Assessments Study (Part 1)
and secondary the dangers entrepreneurs face by not completing / Test • Chapter 9: Market
research, and be market research. Connect their experience with Eva Generator Research Methods
able to identify from the previous class period to review the • Business Plan: Market
various methods difference between primary and secondary data, and Research
and resources to various approaches for completing both. At the end of
do both class, have students think of numerous other ways In these activities, students start
they can find either type of data as a class. to look at a model for market
7-2 Business Plan SWBAT to create a Have students use what they learned in the previous N/A N/A N/A Section 2.1 research through a real-life case
Workshop: list of questions lessons to start market research on their business idea Written study. Students should leave
2.1 Market about their that will accompany Section 2.1 of the written Business this activity understanding the
Research business business plan. Students should reflect on the market Plan Rubric importance of market research,
opportunity to be research methods they have learned so far. Have and how identifying
answered through students identify if their questions will be answered by primary/secondary resources as
market research primary or secondary research – and then have them part of a research plan can save
brainstorm where they can find the answers to each. a lot of roadblocks later.
Allow students to work in pairs/groups to help with
source identification. Students will begin work on
Section 2.1 in this cycle, but tell
As a note, this part of the business plan requires students that they will most
students to find data on the industry or a customer likely not finish all research –
trend to ‘support’ their business opportunity. Refer and will have time later in the
students to the Business Plan Tutorial Video on unit to revisit.
‘Supporting the Opportunity with Research’ for
additional guidance. A general note about this unit:
since research can be time-
If students struggle with finding research data sites, consuming and widely vary from
provide with the following list of suggested sites to student to student based on
visit: plan and ability level, cushion is
• www.bizstats.org – For information on specific built into all business plan
industries (such as average sales, average Return workshop time to provide
on Sales, etc.) students with ample time to
• www.zipskinny.com – Provides a detailed profile actually gather research. If you
of a market by ZIP code have students that ‘complete’
• www.chamber of commerce.com – Local what is assigned for the day, ask
demographic info and business support services them to revisit sections of the
• www.census.gov – Click “American Fact Finder” business plan, or help peers
for search options. with finding research data.
• www.claritas.com – Focuses on market
segmentation For this section, a student
exceeding expectations:
Correctly identifies industry
name and size; connects current
trends to further support
business opportunity
Potential target market size is
accurate, based on clear
quantitative reasoning, and
includes student-generated
primary research
7-3 Targeting Your SWBAT list Use Chapter 16 and Chapter 16 PPT to review the 286-298 N/A 16 Performance With all of NFTE instructional
Market important factors importance of identifying a target market. Relate this Task 2a: cycles, the approach is to
when targeting a concept to the benefits of market research, and the Market expose students through an
market pitfalls entrepreneurs can face if they do not. Review Research experiential activity, teach the
the main categories that consumer information can be Cycle content while connecting to the
bucketed into. Facilitate the second half of the NFTE activity, provide real-life
Experiential Activity: Eva’s Edibles Case Study (Part 2) examples, then apply to the
to demonstrate how entrepreneurs can gather market business plan. For this section,
research data, and determine a target market the progression is as follows:
segment from the data. Give students Performance • Activity: Eva’s Edibles Case
Task 2a to determine their understanding of the Study (Part 2)
process for targeting a market. • Activity: Chocolate Bar
7-4 Gathering Primary SWBAT design and NFTE Experiential Activity: Chocolate Bar Survey N/A N/A N/A Chocolate Survey Activity
Research implement a Activity (Part 1); Use the experiential activity guide to Bar Survey • Chapter 16: Identifying a
primary market facilitate the activity through the survey creation and Activity Target Market
research activity data collection. Be sure that students recognize best Rubric • Business Plan: Target
practices in constructing effective questions for Market
primary research gathering. Use the rubric at the end
for peer or self-evaluation. In these activities, students start
7-5 Analyzing SWBAT create a NFTE Experiential Activity: Chocolate Bar Survey N/A N/A N/A Performance to look at how to segment a
Research Data new product Activity (Part 2); Use the experiential activity guide to Task 2b:
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specifically for a facilitate the activity through the data analysis and Defining a target market, and how to most
target market chocolate bar creation. Be sure that students Target effectively gather data from
based on market understand how to use research data collected from Market these segments. Students
research primary sources to support business decisions. Use the should leave these activities
rubric at the end for peer or self-evaluation. Give understanding how to narrow
students Performance Task 2b to determine their down their target market, and
understanding of determining the description of a determine characteristics of
target market based on market research. their potential customer using
8-1 Business Plan SWBAT determine Have students use what they learned in the previous N/A N/A N/A Section 2.2 primary data.
Workshop: market research lessons to start market research on their business Written
2.2 Target Market methods to gather target market that will accompany Section 2.2 of the Business The Performance Tasks in this
data on the target written business plan. Students should reflect on the Plan Rubric cycle can be used as a gauge for
market for their market research methods they have learned so far. who is ready to do market
business Have students identify research questions and method research during workshop time,
of data collection for information on their target and who requires remediation.
market. If you have access to computers, show
students how to set up surveys using Students will begin work on
www.surveymonkey.com. This way, students’ surveys Section 2.2 in this cycle, but tell
will be more accessible to people in their target students that they will most
market, and they will be able to more easily aggregate likely not finish all research –
their data. Refer students to the Business Plan Tutorial and will have time later in the
Video on ‘Identifying a Target Market’ for additional unit to revisit.
guidance. Allow time for peer review and feedback
using the business plan rubric. For this section, a student
exceeding expectations:
Extensive and relevant
demographic, geographic and
psychographic information;
linked to product or service’s
features and benefits
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3.4 EOU section of the Sections 3.4 of the Written Business Plan. Be sure that Business Plan • Simple parts; Labor (lego)
written business students incorporate learnings from the EOU Rubric • Fraction parts; Labor
plan activities, and their understanding of how to (turkey sandwich)
maximize profitability with their selling price and
variable expenses. Allow time for peer review and The Performance Task in this
feedback using the business plan rubric. cycle can be used as a gauge for
11-4 Business Plan SWBAT to See previous day N/A N/A N/A Section 3.4 who is ready to do calculate
Workshop: complete the EOU Written EOU during workshop time, and
3.4 EOU section of the Business Plan who requires remediation.
written business Rubric
plan Again, many students find the
math part of this unit
challenging at first, and so, a
couple days are built in to build
to their EOU. This will also be
helpful for students who make
an error and need to restart.
For students that finish before
the rest of the group, have
them revisit sections of the
business plan, or help peers
with calculations.
For this section, a student
exceeding expectations:
Unit is clearly defined and plan
for production is well-thought
out and feasible.
Selling price and expenses are
competitive, feasible, and show
evidence of research;
contribution margin is
reasonable for scope of business
All calculations are accurate and
all costs are accurately
categorized
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and receive the third Unit in the Written Business Plan. Students Written formally presenting on their
feedback on Unit can either read from their Written Business Plan, or Business Plan business idea, and also allows
3 of their Written project their work using a digital projector. Pass out Rubric you to gauge where every
Business Plan for rubrics for peer evaluation and questioning as well. student is in on the plan.
future revisions Remind students that they will
be receiving feedback and will
continue to revise all parts of
their business plan throughout
the year.
14-1 Unit Assessment N/A Students will take the unit assessment for Financial N/A N/A N/A Unit 3 N/A
Information & Operations. You may also use this day Assessment
to finalize written business plan work and/or unit
presentations.
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Unit 4 – Marketing & Sales
Marketing Your Product
Wk Topic Objective Suggested Activities 12e Text 12e WB 12e PPT Assessment Notes/Course Narrative
14-2 Marketing Your SWBAT define the NFTE Experiential Activity: Magazine Game (Part 1); N/A N/A N/A Magazine With all of NFTE instructional
Product target market for Use the experiential activity guide to facilitate the Game cycles, the approach is to
a magazine based activity through the identification and presentation Activity expose students through an
on the ads of the target market. As a class, visit the website for Rubric experiential activity, teach the
contained within these magazines and find the ‘media kit’ so that content while connecting to the
students can confirm their target customers. Spend a activity, provide real-life
few minutes debriefing on why magazines would examples, then apply to the
want to publish the statistics for their average business plan. For this section,
customer for potential ad-buyers. Be sure that the progression is as follows:
students recognize that magazines used targeted ads • Activity: Magazine Game
that appeal to the average reader of the magazine. • Chapter 18: Delivering
Use the rubric at the end for peer or self-evaluation. Value to a Customer
14-3 Developing Your SWBAT identify Use Chapter 18 and Chapter 18 PPT to review the 313-327 99-104 18 Performance Segment
Marketing Mix components of a goals of marketing and the components of a Task 4a: • Business Plan: Marketing
marketing plan marketing mix. Be sure to present definitions Marketing Plan
through the lens of the Magazine Game activity they Mix
did during the previous class period. Discussing In this activity, students start to
marketing goals as needing to be SMART (specific, look at the ways that
measurable, action-orientated, realistic, time- businesses target and market
specific) By the end of class, assign students an to individuals in their target
assortment of various real-life businesses (include market. Many students
services and tech-based businesses), and see if they inherently ‘get’ advertising, as
can identifying the positioning strategy for the they are exposed to it, but it’s
business (i.e. McDonald’s is fast and convenient for important they understand the
busy families). mindset of marketing explicitly
14-4 Business Plan SWBAT to Have students use what they learned this week to N/A N/A N/A Section 4.1 to a different market segment.
Workshop: complete the create a Marketing Mix for their business to Written
4.1 Marketing Marketing Plan complete Section 4.1 of the Written Business Plan. Business The Performance Task in this
Plan section of the Be sure that students incorporate learnings from the Plan Rubric cycle can be used as a gauge for
written business Magazine Game investigation. Students should who is ready to work on a
plan assemble a marketing plan that will appeal to the marketing plan during
target customer detailed in Section 2 of their workshop time, and who
business plan. Refer students to the Business Plan requires remediation.
Tutorial Video on ‘Developing a Marketing Mix’ for
additional guidance. Allow time for peer review and For this section, a student
feedback using the business plan rubric. exceeding expectations:
Communicate how their
product or service benefits
members of their target market
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14-5 Choosing a SWBAT summarize Use NFTE Experiential Activity: Marketing Bingo N/A N/A N/A Performance With all of NFTE instructional
Promotional Mix the basic slides as an engaging practice of identifying Task 4b: cycles, the approach is to
principles of promotional strategies. Be sure that students Promotional expose students through an
promotion understand that their mix of promotional strategies Mix experiential activity, teach the
should be diverse to attract, obtain and retain content while connecting to the
customers. By the end of class, assign students an activity, provide real-life
assortment of various real-life businesses (include examples, then apply to the
services and tech-based businesses), and see if they business plan. For this section,
can identify promotional strategies for the business the progression is as follows:
(both explicit such as commercials; and viral • Activity: Marketing Bingo
marketing efforts). Give students Performance Task • Chapter 18: Delivering
4b to determine their understanding of the Value to a Customer
Marketing Mix. Segment
15-1 Business Plan SWBAT to Have students use what they learned this week to N/A N/A N/A Section 4.2 • Business Plan: Promotions
Workshop: complete the create a Promotional Mix for their business to Written
4.2 Promotion Promotion section complete Section 4.2 of the Written Business Plan. Business In this activity, students start to
of the written Be sure that students incorporate learnings from the Plan Rubric look at the ways that
business plan Marketing Bingo investigation. Students should businesses promote to their
assemble promotional strategies that will appeal to target customers. Again,
the target customer detailed in Section 2 of their students see many common
business plan. Refer students to the Business Plan promotional strategies used by
Tutorial Video on ‘Developing a Promotional Plan’ for big companies – mainly
additional guidance. Allow time for peer review and advertisements – but the
feedback using the business plan rubric. purpose of this activity is to get
students thinking of more cost-
effective methods (and more
effective with their target
market in general).
The Performance Task in this
cycle can be used as a gauge for
who is ready to work on a
promotional plan during
workshop time, and who
requires remediation.
For this section, a student
exceeding expectations:
Promote their business to
members of their target market
through multiple modalities
(physical and digital)
poor sales estimates using Eva’s Edibles Case Study. sales projections:
Have students reflect on how Eva should have done • Chapter 28: Revenue
her sales projections differently. Give students Streams and Sales
Performance Task 4c to determine their Projections
understanding of sales estimates. • Business Plan: Estimating
16-1 Business Plan SWBAT complete Have students use what they learned this week to N/A Sales
Workshop: the Sales create Sales Projections for their business to complete
4.4 Sales Projections section Section 4.4 of the Written Business Plan. Be sure that The Performance Task in this
Projections of the written students incorporate learnings from the case study cycle can be used as a gauge for
business plan investigations. Students should assemble sales who is ready to work on their
projections that are feasible according to the methods sales projections during
they learned, and also support the projected income workshop time, and who
in Unit 3 of their business plan. Allow time for peer requires remediation.
review and feedback using the business plan rubric.
For this section, a student
exceeding expectations:
Use primary and secondary
research to realistically forecast
future sales
Business Plan Competitions
Wk Topic Objective Suggested Activities 12e Text 12e WB 12e PPT Assessment Notes/Course Narrative
17-1 Presentation Slides SWBAT complete Students should be given a few workshop days to N/A N/A N/A Presentation Give students at least one week
the Business Plan synthesize the information from the written plan into Slide Deck to complete the Business Plan
Presentation Slide the presentation slide template. If students have Rubric Presentation Slides. While some
Template completed written plans, this step should note take students might argue that they
more than a week on the computers. need more time, if they have
been working on the written
17-2 Presentation Slides SWBAT complete See previous day N/A N/A N/A Presentation plan throughout the year, this is
the Business Plan Slide Deck solely an exercise of transferring
Presentation Slide Rubric main ideas to the slides.
Template
17-3 Presentation Slides SWBAT complete See previous day N/A N/A N/A Presentation Provide students with sample
the Business Plan Slide Deck plans and videos of students
Presentation Slide Rubric presenting if it is helpful in the
Template process.
This is a great time to have
volunteer coaches to come in
and help with the development
of slides. Provide them with the
presentation slide rubric and
judge’s rubric so that their
feedback can be consistent with
what the students will be
evaluated on.
17-4 Practice SWBAT practice Students should be given a few workshop days to N/A N/A N/A Presentation Give students at least one week
Presentations and refine their practice their presentations. If students need Slide Deck for practicing their
business plan additional support during this step, you may show Rubric presentations. Have students
presentations videos of past winners to demonstrate what needs to present in front of class, or have
be accomplished during the presentation. students present in small groups
to volunteer coaches or peers
17-5 Practice SWBAT practice See previous day N/A N/A N/A Presentation with rubrics.
Presentations and refine their Slide Deck
business plan Rubric Provide students with sample
presentations plans and videos of students
presenting if it is helpful in the
process.
18-1 Classroom SWBAT present Students should all be given an opportunity to present N/A N/A N/A Judge’s Depending on the size of your
Competition their plan to a their plans as part of a preliminary round. Work with Rubric class, you may or may not need
Preliminary panel of peers and the school administration to determine additional to include this week in your
Rounds experts time for presentations if one week of class time will timeline.
not suffice. Work with your NFTE program manager to
determine which students’ progress to the final It is the most desirable to have
class/school competition. every student present to a panel
of outside experts as part of the
18-2 Classroom SWBAT present See previous day N/A N/A N/A Judge’s experience with the course.
Competition their plan to a Rubric Number of students and
Preliminary panel of peers and logistics with volunteers does
Rounds experts not always allow for this to
happen – so students should AT
LEAST present to the teachers,
peers, and NFTE staff as their
final demonstration of learning.
This may mean you will need
days of preliminary rounds to
get all presentations done.
Work with you NFTE Program
Manager and your
administration to figure out a
schedule that will allow every
student to present their work.
18-3 Classroom SWBAT present Work with your NFTE Program Manager to plan and N/A N/A N/A Judge’s N/A
Competition Final their plan to a hold a business plan competition even with judges at Rubric
Rounds/School panel of peers and the classroom and/or school level.
Competition experts
18-4 Competition SWBAT reflect Debrief on competition and class experience, take the N/A N/A N/A Post-Survey N/A
Debrief critically on the EMI post-survey and register for the alumni network
NFTE experience
18-5 Summative N/A Students will take the summative assessment N/A N/A N/A Summative N/A
assessment Assessment