Assignment #4 Stage 3 - Understanding by Design Lakita Reese 11/24/2008 Submit through the Assignment Tool

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1( Identifies strategies that are intended to HOOK learners in the beginning and HOLD their attention.

'. (ails to ro%ide a retest for learners. +. Instructional strategies fail to "atch the standards$ understandings$ essential )uestions$ *nowledge$ or s*ills of the unit. (ails to ro%ide o ortunities for students to RE,HI-K ideas$ RE(LE., and to RE/ISE wor*. 2. Instruction has one global starting oint for all learners. 8. 0ro%ides one %ersion of each acti%it!. 9.ounts twice: ;. Selects or describes "edia for unit. 9.ounts twice:

Shows su erior abilit! to design instruction and select "edia so that learners understand WHERE the unit is headed and WHY. # lies rinci les of educational s!cholog!$ co""unications theor!$ and %isual literac! to selection of "edia so that the design of instruction HOOKS and HOLDS learners&attention. De%elo s a retest but the De%elo s diagnostic instru"ent does not assess"ents to chec* for all include all rere)uisite rere)uisite s*ills and s*ills. *nowledge. ,here is e%idence of a 1atches all essential )uestions$ correlation between so"e understandings$ s*ills$ and of the understandings$ *nowledge with a "atching essential )uestions$ s*ill instructional strateg!. ,his is and *nowledge and the clearl! de"onstrated in the instructional strategies assign"ent. 0ro%ides o ortunities for 0ro%ides nu"erous students to RE,HI-K big o ortunities for students to ideas$ RE(LE., on RE,HI-K big ideas$ rogress$ and RE/ISE RE(LE., on rogress$ and to their wor*. RE/ISE wor*. 3tili4es 5ardner&s strateg! 3tili4es 5ardner&s strateg! to to ro%ide different 6Entr! ro%ide different 6Entr! 0oints7 0oints.7 to "eet the needs of all t! es of intelligences. ,his is clearl! identified in the assign"ent. 0ro%ides different %ersion 0ro%ides different %ersions of of each acti%it!. 9.ounts each acti%it! at different twice: degrees of difficult!. 9.ounts twice: Shows ade)uate abilit! to Shows su erior abilit! to "atch "atch "edia to roduce a ro riate "edia to learners& effecti%e learning needs to roduce effecti%e$ en%iron"ents using differentiated learning technolog! resources. en%iron"ents using technology resources. ,his is e%idenced b! identif!ing title and roducer of co""erciall! roduced "edia or b! su l!ing the title and 3RL for internet resources.

Ensures that learners understand WHERE the unit is headed and WHY; design of instruction HOOKS learners in the beginning and HOLDS their attention.

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%it e #- Unit

Starting a <usiness

.rade Le/e

=>?'th grade

0ssentia 1'esti#ns
2/erarc3ing 1'esti#ns* What are so"e factors that affect business rofits@ How can !ou start a business legall! and what t! es of legal entities can a business be started under@ In what wa!s would !ou use "ath in starting and o erating a business@ Wh! would a business owner need a business lan when starting a business@ %#pica 1'esti#ns* What t! e of business taAes do business owners ha%e to a!@ Wh! do !ou thin* the! ha%e to a! these taAes@ Wh! would a business owner choose a sole ro rietorshi o%er a artnershi or cor oration@ What t! e of "ath do !ou thin* !ou would use to calculate business taAes@ What are so"e things !ou thin* should be included in a business lan@

Stage 3

Where are !our students headed and Wh!@ What is re)uired of the"@

On the first da! of the unit$ I will hand out the 6Starting a <usiness7 0roBect Directions. ,hese directions will gi%e the followingC ,he situationDscenario$ the design brief of what the! will be re)uired to do for both arts of the roBect$ the co" etencies to be de"onstrated$ the habits of success to be de"onstrated$ and the building and erfor"ance guidelines. ESee the attach"ent 0roBect Directions>O%er%iew for the actual docu"ent.

How will the students be hoo*ed and held in this unit@

I will hoo* the students on the first da! of the unit b! as*ing the"$ 6Do !ou want to be a business owner@ Wh! or wh! not@7 Each student will be as*ed to share their res onse and we will de%elo a class discussion. ,his will get students thin*ing about business ownershi . I will "aintain students& interest b! allowing the" to be creati%e in creating a business that the! "a! want to start in the future. Students will ha%e the o ortunit! to co"e u with a business na"e$ slogan and logo$ and identif! the roductsDser%ices the! will offer. ,he roBect acti%ities are based around their business idea. # guest s ea*er fro" the S"all <usiness #d"inistration will ser%e as the hoo* to the 'nd art of the unit. ,he guest s ea*er will co%erC how to start a business$ what a business lan is$ and the i" ortance of a business lan. ,he guest s ea*er will also gi%e real life eAa" les of eo le who ha%e launched successful businesses that ha%e de%elo ed business lans. Ongoing hoo*s will be fro" discussion fro" the following ro" ting )uestions in s onge acti%ities and eAit asses during the lessons each da!C ?. If !ou ha%e a Bob$ do !ou recei%e all of !our inco"e or do !ou ha%e taAes ta*en out of !our chec*@ Do !ou thin* all business owners *ee off the rofits that the! "a*e@ !4acet 2- 5nterpret$ '. What t! es of "ath ha%e !ou learned that !ou thin* !ou will use in the real world$ articularl! in starting a business@ !4acet 2- 5nterpret$ +. Ha%e !ou seen LL.$ Inc.$ or LL0 behind a business&s na"e@ What do !ou thin* those letters "ean@ 94acet 2* 5nterpret: 2. What is an LL.$ .or oration$ and Sole 0ro rietorshi @ 5i%e an ad%antage and disad%antage of each. !4acet 4 "erspecti/e$ 8. Wh! would a business owner choose a sole ro rietorshi o%er a cor oration@ 94acet 4* perspecti/e$ ;. What is a business lan@ EA lain wh! business owners need a business lan when

starting a business. 94acet 1* Understanding:.

E
Dail! #ssign"ents>

What acti%ities$ instruction$ and guidance will be ro%ided to enable and e)ui students to eA lore and eA erience the i" ortant ideas in this unit@

Students will create an entit! chart that shows the ad%antages and disad%antages of each t! e of legal entit!. Students will also ha%e the choice of creating a re ort or 0ower0oint to su""ari4e the ad%antages and disad%antages of each t! e of entit! !di--erentiated instr'cti#n:.!4acet 4* "erspecti/e$( E Students will use the following websites to in%estigate the ad%antages and disad%antages of each t! e of entit!C "#6er3#mebi7(c#m www. owerho"ebi4.co"D%ol+Dlegalstructure.ht" 8'siness9ameUsa(c#m htt CDDwww.businessna"eusa.co"D.o" are<usinessEntities.ht" Students will co" lete a business rofile su""ar! listingC the business owners$ legal structure and wh!$ 0roductsDSer%ice offered$ rices$ how is !our businessD roduct different fro" other si"ilar businesses$ business slogan and logo. Students will ha%e the o tion of sub"itting the business rofile su""ar! sheet or a brochure 9Di--erentiated instr'cti#n: S onge 9Da! +:C Re%iew of legal entities$ business taAes 94acet 1* Understanding: 4acet 2* 5nterpretati#n$ Students will record their research findings on the a"ount of taAes re)uired of business owners at the local$ state$ and federal le%els using the Starting a <usiness>Researching ,aAes sheet. ,wo %ariations of this sheet is ro%ided 9Differentiated instruction:. 94acet 1* Understanding: 4acet 2* 5nterpretati#n:. EStudents will use the following websites to research business taAesC .e#rgia Department #- 0c#n#mic De/e #pment htt CDDwww.georgia.orgD<usinessDIncenti%esD,aAation.ht" ;ity #- Sa/anna3
www.sa%annahga.go% > Click on Business > Click on Business Registration and Tax Information link.)

<#ney ;3imp htt CDDwww."one!chi" .co"DfeaturesDtaAFbrac*ets.ht" Ab#'t(c#m/%a= Sc3ed' e htt CDDtaAes.about.co"DodD'GGHtaAesD)tD'GGHFtaAFrates.ht" Students will use the .alculating ,aA Sheet to "ulti l! the business taA rates b! rofit to deter"ine net rofit. !4acet 1* Understanding: 4acet 3* App icati#n$

Students will co" lete the business lan wor*sheet as a lanning tool to create their business lans. 9,wo %ariations of this wor*sheet is ro%ided for di--erentiated instr'cti#n. !4acet 1* Understanding: 4acet 2*5nterpretati#n$( Students will t! e a business lan. ,he! will use the sa" le business lan as a guide. # %ariation of the business lan assign"ent is attached.

What acti%ities$ roducts and erfor"ances will be designed to ro%ide students with the o ortunit! to reflect$ rethin*$ and re%ise@

Students will be ro%ided nu"erous o ortunities to reflect$ rethin*$ and re%ise. ,he! will ha%e the o ortunit! to reflect and rethin* at the beginning and at the end of each class eriod b! res onding to the s onge acti%it! and eAit ass )uestions that are gi%en. ,he following are the )uestions that will be gi%en as s onge )uestions and eAit ass )uestionsC
Sponge: Day 3 1.What is an LLC, Corporation, and Sole Proprietorship? Reflect 2. Give 1 advanta e and 1 disadvanta e o! each. Reflect ". What is #our co$pan#%s le al entit# t#pe and &h# did #ou choose it !or #our 'usiness? Reflect

Practice
Revise/Rethink: (!ter ivin students ti$e to research the various !ees, co$e to ether to check &hat ta) rates students have !ound and i! the# are correct.

Sponge Day 4: <ased on !our taA calculations fro" the re%ious da!$ what are the a"ount of taAes business ha%e to a!@ Re%iew s onge. Students will correct their answers if the! did not erfor" the calculations correctl!. !R0>5S0$

?eek 3 Day 3
Practice Alone

EA lain to students that the! will begin to create their business lans using their business lan wor*sheets; howe%er$ students "ust re/ise 9if necessar!: their business lan wor*sheets before continuing in "a*ing their business lan. 5i%e business lan wor*sheets bac* with teacher feedbac* on what was done well and what should be changed.
Closing/Exit Pass:

Ret3ink/Re- ecti#nC What ha%e !ou learned about creating a business lan@ Wh! do !ou thin* it is i" ortant to a business owner@

Day @
Explain

Students will e"ail the students bac* their business lans eA laining what needs to be re%ised !ret3inkDre/isi#n$( Day 4-@

"r#gress s3eetsC .hec* the sections of the business lan that !ou ha%e co" leted so far.

What self>assess"ents and self>e%aluations will students artici ate in to allow for reflection and transfer of learning@

St'dents 6i c#mp ete pr#gress s3eets d'ring 6eek 3 t# m#nit#r t3eir pr#gress #n c#mp eting t3e pr#Aect( St'dents 6i ans6er t3e -# #6ing B'esti#ns at t3e end #- t3e "#6er"#int presentati#n* What ha%e !ou learned fro" co" leting this roBect@ 9Include what !ou ha%e learned about business legal structures and business taAes that ha%e to be aid to the local$ state$ and federal go%ern"ents. Would !ou still li*e to ursue this business in the future@ How would !ou feel if !ou were a business owner who after a!ing taAes had a negati%e net rofit instead of a ositi%e net rofit@ Would this encourage !ou to continue the business and tr! harder at earning "ore "one! or discourage !ou and "a*e !ou thin* that business ownershi is not for !ou@ !4acet @* 0mpat3y$

St'dents 6i ans6er t3e -# #6ing B'esti#n a-ter c#mp eting t3e 8'siness " anC What ha%e !ou learned about business lans and the rocess of creating a business lan@ Do !ou thin* co" leting this business lan will hel !ou succeed in this business in the future@

How will instruction and acti%ities be tailored to ro%ide for the %arious learning needs$ st!les$ *nowledge and interests of students@

.ardnerDs <' tip e 5nte igences >is'a /Spatia ?eek 1*Day 2* Students will ha%e the o ortunit! to create a chart that shows the ad%antages and disad%antages of each entit! t! e. ?eek 3* Day 3* Hand out sa" le business lans to guide students on the creation of their own business lans. ?eek 1-3* 5i%e handouts that outline the roBect directions for the da!. 8#di y/Einest3etic ?eek 1* Day 1* Students will ha%e the o ortunit! to "o%e around to select and collaborate with grou "e"bers. ?eek 1* Day 3* Students will use the Internet to research business taAes. 5nterpers#na /5ntrapers#na ?eek 1-3* Students will ha%e the o tion of wor*ing indi%iduall! or with '>+ grou "e"bers on the business roBect.

Ling'istic ?eek 2* Day 3-4* Students will ha%e the o ortunit! to orall! resent their <usiness 0roBect 0ower0oint resentations to the class. ?eek 1-3* 5i%e %erbal directions when eA laining the roBect directions and lesson acti%ities. L#gica /<at3ematica ?eek 1* Day 4* Students will calculate business taAes b! con%erting ercentages to deci"als and "ulti l!ing deci"als and nu"bers. ?eek 1* Day 4C Students will answer the following in a s onge acti%it!C What t! es of "ath ha%e !ou learned that !ou thin* !ou will use in the real world$ articularl! in starting a business@ <'sica ?eek 2* Day 1-2* Students will be er"itted to add "usic or sound effects to their 0ower0oint resentation. /arious Entr! 0ointsC 0ntity ;3art Students "a! su""ari4e the ad%antages and disad%antages of each business entit! in a one age re ort 9Le%el of Difficult!C High: 99arrati#na 0ntry "#int: Students "a! create a 0ower0oint resentation that eA lains the ad%antages and disad%antages of each t! e of business entit! 9Le%el of Difficult!C Low:. !Aest3etic 0ntry "#int$ Students "a! create a chart that shows the ad%antages and disad%antages of each t! e of legal entit! 9Le%el of Difficult!C 1ediu" High:. Researc3ing 8'siness %a=es Students will ha%e two %ariations of the Starting a <usiness Researching ,aAes res onse sheet. ?. One res onse sheet will be free res onse where there are no o tions to choose fro". 90=perimenta 0ntry "#int: '. ,he second res onse sheet will gi%e o tions to the correct answers. 9Le%el of Difficult!C Low: 8'siness "r#-i e S'mmary Students ha%e the o tion to co" lete the <usiness 0rofile Su""ar! Sheet or a business brochure that outlines the re)uired infor"ation for the business rofile su""ar! sheet 9Aest3etic 0ntry "#int:. 8'siness " an ?#rks3eet ,here will be two %ariations of the business lan wor*sheet. ?. One %ariation will be free res onse where students "ust write all of their answers in the s ecified sections. 9Le%el of Difficult!C 1ediu" High to High: 90=perimenta 0ntry "#int: '. ,he second %ariation is students will ha%e a few fill in the blan* res onses and the rest will be chec*>lists 9Le%el of Difficult!C Low: 8'siness " an ,wo %ariations will be a%ailable for the student. ?. ,he first %ariation will re)uire students to t! e their business lan.90=perimenta 0ntry "#int: '. ,he second %ariation will allow students to fill in the blan*s or chec* the necessar! infor"ation to "a*e the business lan co" lete. 9Difficult!C LowC (or S ecial -eeds Students:.

How will learning eA eriences be organi4edDse)uenced to ro%ide for greatest ac)uisitionDunderstanding.

1ath 0re>test at the beginning of the unit S onge #cti%ities at the beginning of each lesson Discussion of s onge; EA lanation of class acti%ities for the da! # lication of learning .losing acti%it!C Essential )uestions; )uestions to "onitor learning and rogress of each da!&s acti%ities

See attached for order of acti%itiesC Lesson 0lan I and Lesson 0lan II 3nderstanding$ Inter ret$ EA lanation$ # lication Students will de"onstrate understanding wh! business owners do not *ee all rofit fro" a business. Students will de"onstrate how "ath is used in the business world. Students will understand how go%ern"ent regulates business through taAes. Students will be able to understand wh! it is i" ortant for business owners to ha%e a business lan and what co" onents "a*e u a business lan. Students will understand wh! businesses choose certain legal structures for their businesses. Students will be able to reali4e that Bust as taAes are ta*en out of their a!chec*s fro" their Bobs$ taAes are also ta*en out of business owner&s rofits. Students will understand that "ulti l!ing ercentages and deci"als in their algebra class can be a lied to real world situations$ such as calculating business taAes. Students will understand how to use "ulti lication to "ulti l! deci"als and ercentages to calculate local$ state$ and federal business taAes. Students will use the Internet to research the ad%antages and disad%antages of each t! e of legal entit! and then organi4e theses ad%antages and disad%antages in a chart. Students will understand how to create a business lan. 0ers ecti%e$ E" ath!$ Self>Knowledge Students will understand wh! one business owner "a! choose a different legal entit! for their business than the other. Students will understand wh! the! ha%e chosen a certain legal structure for a business and how it relates to the a"ount of taAes the! a!. Students will gi%e roBect reflections and state what the! ha%e learned fro" the roBect in regards to business ownershi and taAes. How would !ou feel if !ou were a business owner who after a!ing taAes had a negati%e net rofit instead of a ositi%e net rofit@ Would this encourage !ou to continue the business and tr! harder at earning "ore "one! or discourage !ou and "a*e !ou thin* that business

ownershi is not for !ou@ !4acet @* 0mpat3y$