• This course is designed to teach individuals to perform marketing and management functions and tasks associated with owning and operating a small business. Students will develop a business plan, learn appropriate customer service and human relation skills and demonstrate positive work habits.


    This course provides an in-depth, hands-on introduction to business technologies used for business communication. Topics include communication through digital documents, presentations, data computation and presentation, as well as how to represent themselves through digital media to society. This course applies the principles of ethical and effective communication in the creation of business letters, memos, emails, as well as written and oral reports for a variety of business situations. Concepts taught in this course will satisfy local computer literacy requirements and prepares individuals to create business correspondence, reports, publications, and forms by using computer operating systems; word processing; database, spreadsheet, and desktop publishing software; hardware and peripherals. Related topics in this course include human relationships and effective communication, issue analysis, decision-making and problem-solving, leadership qualities and styles, and ensuring successful teamwork.


    I will add work to this website when I can.  you can also find the worksheets in my teacher HAND OUT FOLDER


    Matt Klinger Presentation


    Unit 1 - Employment Portfolio


    I want you to create a folder in your H drive and in your binder with the following information in this order.  I will give you points (possible extra credit) for keeping a binder and folder organized.  Organization is one of the key components to a successful business.  


    1. Job Application (sample application) Job App
    2. Cover Letter (your cover letter)  Cover letter tips  cover letter rubric
    3. Letter of Recommendation Sample Letter of Recommendation
    4. Resume (your resume)  Resume handout  resume PPT
    5. The Job Shadow  
    6. The Interview  


    Unit 2 - Career Opportunity 

    1. Career Report
    2. Career Rubric


    Unit 3 Creating Your Business Plan

    Part 1

    1. Creating Your Business Plan Lecture Notes
    2. Pre-Assessment
    3. Business Plan Part 1
    4. Friendly Cafe Sample

    Part 2

    1. Swot Analysis
    2. Office layout example
    3. Hotel Room Example
    4. Flow Chart example
    5. Business Plan Part 2
    6. Full Business Plan sample
    7. Swot Image
    8. -Test

    Part 3

    1. Job Description Sample
    2. Friendly Cafe Sample
    3. Business Plan Part 3


     Forms of Business Ownership

    Ethical Issues 

    • Social Media
    • Harassment and discrimination
    • Health and Saftey 
    • Technology/privacy

    Social responsibility 

    • Create a social responsibility mission
    • establish attainable goals
    • Target good talent
    • collaborate with like-minded businesses and organizations

    Global issues

    • When entering new foreign countries, companies need to identify the specific benefits their product or service can bring to consumers in the market. ... To capitalize on its competitive advantage, a company has to understand both the culture in the new market as well as the expectations of the potential customers.
    • Global competition is the services or products provided by competing companies that serve international customers. ... Global competition has allowed companies to buy and sell their services internationally, which opens the door to increased profits and flattens the playing field in business.

    SWOT analysis (strengths, weaknesses, opportunities and threats analysis)

     Related image
    •  Compensation - It is the amount per hour or per year that you are paid for performing your job. Base salary does not include any bonuses, benefits or perks associated with the job. It increases with raises or adjustments but remains the yearly or hourly wage paid.
    • Incentives - Definition of Employee Incentives. When a company wants to encourage productivity among its employees, one option available is an employee incentive program. Employee incentives describe a system of rewarding success and effort in the workplace by allowing employees to earn prizes or recognition

    Examples of incentives - 

    • Profit Or Gain-Sharing Incentive Plan. ...
    • The Good Old Cash Bonus. ...
    • We Pay If You Stay. ...
    • Long-term, Stock-Based Incentives. ...
    • Career Development and Training.




    Unit 4 - Financing the Business 

    1. How Much Will It Cost
    2. Start up a Mexican restaurant Business
    3. Idaho Business License
    4. How to Do a Break Even Chart in Excel
    5. Break Even Analysis Excel Spreadsheet
    6. How to Make a Schedule for Employees
    7. Showing Good Taste
    8. Restaurant Teamwork Rubric
    9. How much will it cost: Money Instructor


    Slide 1 - Name of Company, logo, and slogan

    Slide 2 - Location (with picture and address). In your presentation explain why you chose the location.

    Slide 3 - Identify your Target Market (use pictures of people). Explain why you chose this Target Market.

    Slide 4 - Identify your Niche. (show pictures of your food). Explain what your niche is and give specific examples of why you chose the niche.

    Slide 5 - Post your Employee Schedule (copy and paste Excel spreadsheet into slide; if it is too big, you may have to break it up onto multiple slides).

    Slide 6 - Post your Break Even Spreadsheet (copy and paste; break it up if it's too big)

    Slide 7 - Restaurant Review (add a few quotes from your Restaurant Review).



     Below is for No. 2-3

    Students read the article, "How to Start a Mexican Restaurant Business." By going onto the Internet, they discover which types of permits they need to start their business in their particular part of the city. After doing a Google search and finding the right information, students, in groups, download, print, and fill out permits to start their business. Each student fills out a permit to get the practice of doing it.

    Next, students decide on a target market or niche. They research on the Internet and choose from among authentic cuisine, family style, upscale, fusion, organic-only, vegetarian, vegan, or Tex-Mex. The find examples of images of their particular type of food and download them for a PowerPoint Presentation.

    Next, students choose a location. They do a Google search on commercial real estate from their particular community. They figure out how much their rent will be as most places advertise price per square foot and the amount of the square footage of the building. They calculate the figures. They download pictures of the property for a PowerPoint Presentation.

    Next, students determine staff. As a group, they decide the amount of servers, door attendants, cooks, dishwashers, a head chef and possibly parking attendants.


    Below is for No. 4-5

    Students, in groups, determine what they need to purchase in order to open up a Mexican Restaurant. They are given two sheets of poster paper. One of them will be marked "fixed costs" and the other will be "variable" costs. Students brainstorm by jotting down ideas about what fixed and variable costs are needed to start up their restaurant. Items will include kitchen appliances, furniture, and silverware.


    , students research on the Internet to find the exact prices for their items. They download pictures of the items for a later PowerPoint Presentation.

    Students read the article, "How to Do a Break Even Chart in Excel." They download the Break Even Spreadsheet and fill in their newly generated information using Microsoft Excel. Students must keep in mind that, since this is a template, they can change the categories on the left to suit their needs.


     Unit 5 - Managing the Business 


     Click below 

    Your tutorials are in my hand out folder labeled audio tutorials Below is a video to show you how to get there 

    Tutorial on how to find your tutorial videos

    Monday - Wednesday 4/1/19 - 4/3/19

    What is Management? Lecture


    Once you open your business and have people working for you, you become a manager. A manager is a person responsible for planning, organizing, staffing, implementing, and controlling the operations of a business. There are functions that all managers must perform, no matter the size or type of business that they manage.

    Management is the process of achieving goals by establishing operating procedures that make effective use of people and other resources. All functions of management work together and are continuous.

    There are four Management Functions:

    • Planning
    • Organizing
    • Directing
    • Controlling

    Require students to take notes on the following information and to underline or highlight the new terms, plus a write a brief definition, as they are emphasized in this lecture.

    Planning - is an ongoing process of setting goals, deciding when and how to accomplish them, and determining how best to accomplish them.

    There are three types of plans used in business management:

    1. Strategic Plans are long-range objectives based on long-term goals. They map out where you want your business to be in three to five years. Usually, they do not include a specific target date. These plans are usually created by top-level managers with a big-picture view of what needs to be done and the general way in which it will be accomplished.
    2. Tactical Plans are midrange objectives that focus on a period of one-year or less. They are built on specific objectives with target dates. Tactical plans are usually laid out by mid-level managers.
    3. Operational Plans are short-term objectives (covering days, weeks, or months) that help achieve tactical plans. They bring the tactical plans to life. These plans also include policies, rules and regulations, and budgets for the day-to-day operation of the business. Operational plans are typically drawn up by low-level managers (usually supervisors) who are very familiar with the actual day-to-day workings of the business.

    Check for Understanding - 

    Organizing is one grouping of resources in combinations that will help you reach your objectives. Think of it as deciding what jobs need to get done. To better understand, you must set up an organizational chart that includes the jobs. You then hire and train new employees to fill the positions. You also need to give your new employees the authority and responsibilities. The right combination will maximize production and minimize expenses.

    Display the attached organizational chart. Ask students which manager is directly responsible for Scheduling Department, for Warehouse, or for Sales Department.

    Directing is the process of guiding and supervising employees, often one-on-one, while they work. It is an ongoing process of leading, influencing, and motivating employees so they can work together to achieve goals. Leaders must have good Interpersonal Skills. These include being able to interact with others with clear communication skills, good listening skills, behaving politely, and with a positive attitude.

    The ultimate goal of directing is Team Building. Leaders build teams by motivating individuals in a group to work together to achieve a shared goal. A good manager is not necessarily a good leader. There are three basic leadership styles that most business leaders use: authoritarian, democratic, and delegating.

    Authoritarian leadership style is where the manager tells the employees what to do, how to do it, and without seeking the advice of employees. This style may be appropriate in some situations, such as when employees lack information or experience to make decisions, or when something needs to completed quickly and without discussion (as in an emergency).

    Democratic leadership style is used when a leader seeks input from employees about what tasks need to be done and how to do them. However, this leader makes the final decision. Use of this leadership style is appropriate when employees are experienced and knowledgeable about their jobs. Employee input may be valuable to the leader, but the leader/manager bears final responsibility for the success of their performance.

    Delegating leadership style is applied by a leader to give employees complete freedom to decide what tasks need to be done and how to do them. The employees need to be knowledgeable and experienced as well as be able to think and work independently. With this type of leadership style, the manager can be afforded the time to work on other tasks or more urgent matters. This type of leadership can be a very time-saving style for the business.

    Overall, good leaders need to choose their leadership style and adjust according to the situation.

    Planning, organizing, and directing are all interrelated. Together, a well-organized group of employees with a solid plan may not be successful unless they are guided by good leadership. They must become a TEAM.

    Controlling is an ongoing process of setting performance standards, measuring actual performance, comparing actual performance to the standards, and taking corrective action if actual performance does not meet the performance standards. How do you compare your plans with what is actually happening? You can use your budget to compare budgeted costs with actual costs. You can use personal observations and quality control programs. Quality control programs are a set of measures built into the production process to make sure that products or services meet certain standards and performance requirements.

    company image is a perception (thoughts, attitudes, opinions, and beliefs) that the public holds about a company. Logos, signs, Websites, store layout, business cards, and letterhead, product choices, and packaging, advertising, publicity, customer relations...even the way employees dress...contribute to a company's image. Companies try to create an image that fits their vision of how they want to be identified in the marketplace. It contributes to company pride and a positive workplace climate.

    Management of a business requires a leader who understands the experience and knowledge of the employees, is willing to adjust leadership style to fit the make-up of employees, and works collaboratively with employees to achieve specific goals for the business.




    Prove It! Formative Assessment


    Prove It!

    Students are to answer the following questions about Management (see below or use the attached handout).

    Then, students are to pair up with a partner and share their answers.

    Students may also make notes and/or corrections to their paper as needed.

    1. What are the four management functions?
    2. What are the three types of plans used by businesses?
    3. What does organizing create?
    4. What is the ultimate goal of directing?
    5. What is a quality control program?
    6. Define workplace climate.


    • Prove It!!!!    Wednesday 4/3/19  - Email this to me
    • Friday 4/5/19 is a catchup day get everything in 



    Unit 6 - Promoting the Business - Advertising and its Affect on Consumer Decision Making



    I Love This Ad..... Demo / Modeling


    Choose two ads on the internet. Choose the one you Like the one you dislike  Think of ads like coca cola, Nike, under armor, Doritos ECT...  After students have chosen the advertisement they like and dislike, show the video, 8 Steps for Effective Advertising. After the video, give the student a copy of the handout with the 8 steps.

    Using the 8 steps, the teacher models for the class the advertisement that he/she thinks is good, noting how it meets each of the 8 steps; then the teacher moves to the ad that he/she does not like and how it does not meet the 8 steps. After the teacher models, students evaluate their ads following the same process as the teacher used in the modeling.

    When students complete the evaluation, have students share their opinions and have a class discussion



    After all students have shared their selected ads and class discussion has ended, divide the class into groups of 4 students. Tell the groups that they are going to create an advertising campaign for a product of their choice. Break students into groups of 4 and give them 5 minutes to determine the product for which they will create the advertisement. At the end of 5 minutes, ask each group to write down their product and the names of all group members and turn it into you.

    Tell the class that they will use the 8 Steps to Effective Advertising to create their advertisement campaign.

    Each group will develop their advertisement and present it to the class. Multimedia is encouraged: Powerpoint, video, camera, tape recording, etc. (Review the different advertising mediums throughout the class.) Students will be evaluated by the other groups as well as the teacher during the final presentation.

    The group with the highest overall score after presentations will receive 10 extra credit points in addition to the points for the assignment.

    Show the Advertising Techniques for Small Business video to expand the thinking of students as they begin the project.



     I give students one class period to prepare their product advertisement.  This allows for my availability for questions and facilitation.

    Each group will present their advertisement for their product referring to how the advertisement meets the 8 Steps of Effective Advertising.

    After each presentation, the groups in the class will score the advertisement. (Do not share scores until all presentations have been made.)

    After all, presentations have been completed and scored, start by bringing the first group to the front of the class and sharing score sheets and reviewing the strengths and weaknesses of their advertisement as it fits within the 8 Steps of Effective Advertising.  Class discussion is encouraged as long as it is positive and constructive!  No put downs!  Follow the same process share-out process for all groups.

    The group with the highest overall score will receive 10 extra credit points in addition to the points associated with the assignment.


    Unit 7 - Determining the Characteristics of a Good Salesman/Saleswoman



    Activities in this Lesson

    Defining "Salesman" Hooks / Set


    Students, in groups, discuss the definition of a salesman. After defining qualities of a good or a bad salesman, they jot down their answers on a large sheet of provided paper. They share stories of good/bad salesman experiences.

    Next, students present their information to class and have one of the students share a good or bad salesman experience.

    Afterwards, students watch the Woody Woodpecker cartoon, "The Unbearable Salesman." In their groups, they discuss whether Woody Woodpecker was a good or a bad salesman. Finally, there is a whole class discussion about their answers.


    Resources and Materials

    Reader's Theater - Good Salesmanship Lecture


    Students read the article, "How to be a Good Salesman" from ehowto.com. Using Cornell Notes, on the left side of the paper, they jot down each of the steps listed below:

    Step 1) A good salesman LISTENS more than he talks
    Step 2) A good salesman ASKS THE RIGHT QUESTION
    Step 3) A good salesman is HONEST
    Step 4) A good salesman is committed to providing NOTCH CUSTOMER SERVICE.
    Step 5) A good salesman does FOLLOW UP CALLS to his customers.
    Step 6) A good salesman goes the EXTRA MILE for his customers, even if that going the extra mile will cause a decrease in his commission.
    Step 7) A good salesman knows his PRODUCTS AND PRICES backwards and forwards.

    On the right side of the papers, students write a response to each of the steps. Those responses can include whether they agree or disagree with the step and/or what the step actually means to them.

    In their same groups from the previous activity, students share their answers and then there is a whole class discussion.

    Next, students, in their groups, perform a Reader's Theater in which they read each step to being a good salesman and then act it out. Before that, the teacher will ask for volunteers and model a Reader's Theater for the class.

    Finally, the group who does the best in terms of creativity and enthusiasm, receives a healthy treat (or a candy bar). Students will be provided a Reader's Theater Rubric so that they will know how they are to be evaluated.

    This rubric was found at http://www.cheney268.com/learning/organizers/ReadersTheaterRubric.htm

    A description of what Reader's Theater is provided at Wikipedia.com provided by the link below.


    Resources and Materials

    Are You Listening? Demo / Modeling


    Students are reminded about Step 1) A good salesman LISTENS more than he talks.

    Students sit in a circle and participate in the "Gossip" (or "Telephone") game. One students comes up with a phrase and whispers it to another, who whispers it to another. This keeps going until the class reaches the end. The last person states the phrase, and the class sees how garbled the phrase has become.

    Students participate in a class discussion about what they could've done to make sure that everyone got the message.

    Students receive the article, "Improving Your Listening Skills," by Robert W. Bly. They're given another page of Cornell Notes and asked to write about the "Four Steps of Listening and "Become a Better Listener" (listing the categories on the left side of the page with their comments on the right).
    In groups, student share their Cornell Notes and reflect on their own strengths and weaknesses in listening. Finally, students write a short summary in which they acknowledge the four steps of listening and how to become a better listener and state their own strengths and weaknesses in listening.


    Five Levels of Listening Independent Practice


    Students, in pairs, speak to each other for several minutes. After the first person speaks, the second person repeats back the information and then the switch. Afterwards, students, in their pairs, form a group with another pair to make a foursome. Each person introduces their partner and repeats back information that their partner provided.

    Next, students receive the "Levels of Listening" handout, where they are presented with the five levels of listening: 1) Ignoring, 2) Pretending, 3) Selective, 4) Attentive, 5) Empathic.

    Still in their pairs, students role play each of the levels of listening. In front of the class, each pair will role play one of the levels of listening and the class guesses which one it is.

    Finally, in a reflective journal, students write about each of the levels of listening, providing details of how, when and why people use them and provide examples from their lives or other people's lives. Each of these will be written in a paragraph.


    Resources and Materials

    Questioning and Bloom's Taxonomy Lecture


    Students are reminded about Step 2) A good salesman ASKS THE RIGHT QUESTIONS.

    Students are shown an apple and an orange. Teacher asks students to ask questions about what they see. In the background, another student (or two) writes down the questions on a large sheet of paper.

    After the questions are written down, teacher explains that there are multiple levels of questioning from high to low level. Teacher puts students into groups and passes out Bloom's Taxonomy. Each group is assigned one of the levels in Bloom's Taxonomy and is to write questions about the apple and orange. A handout is given to them showing examples:

    Students present their findings to the class..

    This activity is based on a lesson by Marcy Winograd. The link is listed below.


    Questions and Business Cartoons Check Understanding


    Students, in groups, receive the first business cartoon (see link). After examining the cartoon, students, in their groups, write three questions about the cartoon from each category of Bloom's Taxonomy on a large sheet of paper. Students present their questions to the class.

    Next, students receive the second business cartoon (see link) and do the same thing. This time, students write down each questions individually. Students cannot share answers until they are finished.

    Finally, students return to their seats and receive the third busiiness cartoon (see link). This time, they write their questions alone.


    Resources and Materials

    Honesty is the best policy? Group Work


    Students are reminded about Step 3) A good salesman is HONEST

    Students, in groups, discuss the meaning of "honesty." Next, they write about a time when they were either honest or dishonest and what was the outcome. Afterwards, they share with the group.

    Students, in groups, write about a time when a business (or a salesperson) was either honest or dishonest to them. They share their stories. Each group selects one of the stories and acts it out in front of the class. There is a general class discussion after each role-playing incident.

    Students write about why it's important to be honest in business.


    Top Notch Customer Service Group Work


    Students are reminded about Step 4) A good salesman is committed to providing TOP NOTCH CUSTOMER SERVICE.

    Students participate in selected activities from the following lesson:


    Or see link below.


    Resources and Materials

    Sales Simulation Projects


    Students are reminded that:

    Step 1) A good salesman LISTENS more than he talks.
    Step 2) A good salesman ASKS THE RIGHT QUESTIONS
    Step 3) A good salesman is HONEST
    Step 4) A good salesman is committed to providing TOP NOTCH CUSTOMER SERVICE.
    Step 5) A good salesman does FOLLOW UP CALLS to his customers.
    Step 6) A good salesman goes the EXTRA MILE for his customers, even if that going the extra mile will cause a decrease in his commission.
    Step 7) A good salesman knows his PRODUCTS AND PRICES backwards and forwards.

    Students participate in a Sales Simulation using skymall.com as a catalog. First, students research the website in order to know their products and prices backwards and forwards.

    Next, students break into pairs with one person being the salesperson and the other the customer. The salesperson walks the customer through the steps of the selling process. The customer has $200.00 to spend.

    Depending on class size, teacher may have each pair perform in front of the class or have them do it in their groups with teacher walking around the room as a monitor.


    Resources and Materials

    Sales Reflection Formative Assessment


    Students, after participating in this simulation, reflect on their performance as a salesperson and as a customer. They write about each step of the sales process:

    Step 1) A good salesman LISTENS more than he talks.

    Step 2) A good salesman ASKS THE RIGHT QUESTIONS

    Step 3) A good salesman is HONEST

    Step 4) A good salesman is committed to providing TOP NOTCH CUSTOMER SERVICE.

    Step 5) A good salesman does FOLLOW UP CALLS to his customers.

    Step 6) A good salesman goes the EXTRA MILE for his customers, even if that going the extra mile will cause a decrease in his commission.

    Step 7) A good salesman knows his PRODUCTS AND PRICES backwards and forwards.

    As a conclusion, students write about how much, if anything, they learned about the characteristics of being a good salesperson.


    Follow Up Call Closure


    Students are reminded about Step 5) A good salesman does FOLLOW UP CALLS to his customers. For closure, students, who were salesman, will roleplay with their customer on a follow up call to see how the customer is doing with the product. They will ask about the product, check to see if the customer has any questions, and let them know about other products that they may be interested in.


    Resources and Materials


    Assessment Type(s):


    Unit 8 - Leadership in Action 


    Activities in this Lesson

    What Leadership Style Am I? Hooks / Set


    As students enter the classroom, refer them to the Smartboard. Direct them to log onto a computer and access the web site on the Smartboard and let them know that they will be taking a simple, short leadership quiz.

    As students finish the quiz, have students document their leadership strengths and weaknesses.

    Ask students to open a new Google document and create a one-page, single-spaced document sharing their leadership strengths and weaknesses, instances where they have been in a leadership position, and ultimately, how they lead and if it was effective or not.

    Emphasize to students that this document will be used throughout this lesson and will be modified. Be sure students share the document with the teacher.


    Resources and Materials
    Leadership Characteristic Quiz

    Short, Simple on-line quiz

    Characteristics of an Effective Leader Group Work



    As students complete the Leadership Quiz, give each student a post-it note with a number and a characteristic common to leaders.

    Have students group up according to number and write their understanding of the term as it pertains to leadership. Students can use the Internet, text or other resources.


    Characteristics of an Effective Leader

    Businesses are always looking for strong leaders. Effective leaders are one of the most important elements for a successful business. Leaders come in many forms but the majority possess and practice certain characteristics:










    Display the terms on the Smartboard and have each group share their responses for each term. As students share, engage class in discussion about responses.

    After all groups have shared, play the Great Leaders Video on the Smartboard, pausing during each leadership characteristic and discussing past and current leaders that are recognized for strength with this leadership characteristic.

    Effective leaders generally have common characteristics but may practice different styles of leadership.



    Resources and Materials

    Styles of Leadership Lecture



    Begin PPT, showing the four main styles of leadership:

    Autocratic Leadership

    Democratic Leadership

    Free-Rein Leadership or Hands-off Leadership

    Self-Managed Teams


    Resources and Materials

    Leadership Expert - Guest Speaker Demo / Modeling



    Invite a leadership expert to attend class and share his/her knowledge and experience. The guest speaker will provide real world information and scenarios for the students.

    I contact the guest speaker prior to their attendance to class and ask her to share:

    What is a leadership expert?

    What is the most common type of leadership style today? (reinforce leadership styles)

    Is everyone a leader?

    What if I'm not a leader?

    The role of women and minorities in leadership.

    What do employers look for in a leader?

    How did you become a leadership expert?

    What is your education and experience that lead you to this career? What is the average salary for a job like yours?


    ***NOTE: If a Leadership Expert guest speaker is not available, you can use alternative Leadership videos.


    Resources and Materials

    Changing Leadership Styles Check Understanding


    Students need to refer back to their initial Google document where they described their Leadership strengths and weaknesses, instances where they were a leader, how they lead and if it was effective or not.

    Using what they have learned about leadership styles in this lesson, have them modify their initial responses.

    Students will share the instance(s) where they were leaders, what style(s) they used and how they might change the style(s) used after this lesson.

    This is the perfect time to revisit all the leadership styles and have meaningful discussion.


    The Essence of Leadership Closure


    After students have submitted their summary one page Goggle document, close the period by showing the video, "The Essence of Leadership."


    Resources and Materials

    My Preferred Style of Leadership

    Assessment Type(s): Writing Samples


    Have students open a new Google document and write a two-page response to the following:

    Based on what you have learned in this lesson, what is/are your preferred style(s) of leadership and why?

    Give a specific example of how you have or would use these leadership style(s) to provide the most effective leadership to your personnel.

    Be sure students "share" their responses with you.  I put the responses on the Smartboard and have students verbally share and give time for discussion and closure as a class.

    Grading is credit/no credit and worth 25 points. 



    Unit 9 -Sales Presentation - Selling your Zombie Structure


    Activities in this Lesson

    Hook Hooks / Set


    Have the picture up on the board. Have students write down the last 5 items they purchased and why. Have each student share out one of their items to the class.


    Resources and Materials
    Boat Picture

    Boat Picture

    Team Up Group Work


    • Group students in teams of two. Use Grouping Gimmicks if you need ideas to help group your students.
    • Students will promote a Zombie Survival Kit the choice of their product must be selected over the other kits in class. Students must present everything in such a persuasive and positive way that the "citizens" (other students) will select their idea. (this kit was created in Lesson #3 - A Marketing Plan - A Zombie Survival Kit
    • The presentation should be the work of the entire team, and be a maximum of ten minutes in length, but no less than five minutes.


    Resources and Materials
    Grouping Gimmicks

    Grouping Gimmicks

    Presentation Guidelines

    Presentation Guidelines

    Pricing Activity Group Work


    • Teams will need to set the pricing of their kit before they can complete their presentation. Use Excel to help set the price for their kit.
    • Using the Step by Step instructions guide the students through the first few steps and then have the teams work independently to complete the pricing.


    Resources and Materials
    Pricing Worksheet

    Pricing Worksheet

    Step by Step

    Step by Step

    News Release Lecture


    • Students will need help understanding a press release.
    • Show them the example and walk them through the guidelines.
    • They should write their press release with their partner before finishing the presentation.


    Resources and Materials
    Press Release

    Press Release

    Final Presentation Projects


    • Students will create their presentation and must follow the following guidelines
      • 1. Introduction - a creative, attention-getting opening. Includes names of team. Idea - read your press release in the beginning.

        2. Description of product/service chosen and why. (what is in your Survival Kit/) (include graphics and pictures)

        a.What is unique about it? - special features, benefits, etc. 
        b.How does it meet the needs of the “survivor" market? c.Why would anyone buy it?

        4. Packaging. 

        a. How will the product look when packaged for sale?

        5. Positioning and Place. 

        a. How will the products or services be delivered to the customers? 
        b. Where should the products be made available for sale?

        6. Pricing. 

        a. Describe the results of the product development/costs and pricing worksheet.

        7. Examples of Promotional Materials or Ideas. 

        a. Print advertising - One-page colorful flyer, brochure (with graphics), and/or the flyer converted to a web page.
        b. Direct mail or marketing - Press release to be distributed via email

        8. Conclusion - "sell it"


    Summative Assessment

    Assessment Type(s): Projects


    Use the rubric to assess the presentation given by the team.

    Have students vote on the product that they would be and their reasons.


    Resources and Materials