Mind Your Business, Authors: D. Clarke, F. Colburn, B. Woodarek, Grade Level: 7, Subject: English, Social Studies, - This unit was written in response to the school to work program. It was our desire to show how all skills, English, social studies, and later math and science are integrated into daily life. This advertising unit makes students aware of the elements of advertising. Students will complete a job description, and then a resume.

Mind Your Business

Learning Unit

Learning Unit: Mind Your Business	Authors: D. Clarke, F. Colburn, B. Woodarek
Grade Level: 7	School Address: Canastota Central School
Subject: English, Social Studies	School Phone: 697-2003

Content Knowledge:

Declarative:	Procedural:
A resume has purpose	Conduct an interview
A resume has multiple parts A resume is used in the hiring process A resume is a compilation of current skills . Job descriptions are skill specific	Create a resume
A job application has multiple parts	Fill out an application
Retail sales has multiple jobs A position requires specific skills
Advertising has characteristics	Create an advertisement
Capitalism has specific characteristics.
Communism has specific characteristics..
Supply and demand have a role in pricing.
Competition has a role in a free market

Essential Questions:

How does a person’s experience affect his/ her career placement?
In establishing a business, how does one determine personnel needs?
In establishing a business, how does one determine the product to offer?

How does advertising affect or influence customers ?
How does the economy affect business ?
What have I done or experienced that can help me in a job search?
How do I go about getting a job?
How does a prospective employer view my application?

Initiating Activity:

In order to set up a 7^th grade store in school, students , working in teams of four, will visit a local mall to investigate and evaluate two stores per team based on a preselected topic of: manager /personnel; displays/ advertising; physical layout of the store; products; pricing.

Students will generate a list of questions to interview store managers about their jobs and the jobs of employees. Using a graphic organizer of choice, students who are working on products or pricing, will list examples

of each. Also using graphic organizers, those who are working with advertising will cite likes and dislikes pertaining to displays or advertising.

Those assigned to layout will draw a representation of the layout of two stores. Questions for the interview and organizers will be generated by students and approved by teacher.

English

Standard 1.1 Writing and reading to acquire information and understanding, involves collecting data, facts, ideas, discovering relationships, concepts, generalizations and using knowledge form oral and written resources.

Performance Indicators:

Apply reading to a variety of texts.

Gather and use information from a variety of sources.
Use a variety of strategies for organizing.
Distinguish between relevant and irrelevant information.
Use new information to adjust and extend prior knowledge

Writing to transmit information

Performance Indicators:

Use a variety of prewriting strategies
Use conventions of writing

4: Oral communication informal and formal settings to enhance relationships with others.

Performance Indicators:

Use verbal and nonverbal skills to improve communciation with
others.

4.2: Writing to enhance relationships with others.

Write a social message
Use appropriate language for a specific audience.

Social Studies

Standard 4: making decisions, market and nonmarket mechanisms.

Performance Indicators:

Basic economic concepts, scarcity, supply and demand, market opportunity, cost, productivity, economic growth system.
Scarcity requires people and nations to make changes which include costs and benefits with alternate choices.
Understand how people in the U.S. and the world are both producers and consumers of goods and services.
Classify major development into economic categories.

Excepted from Learning Standards for English Language Arts The University of The State of New York The State Education Department March 1996

Advertising:

Declarative knowledge	Procedural Knowledge
Advertising has characteristics	Create an advertisement

Learning Experience:

Students who worked on the display tea m for the initiating activity will report on the store displays they observed and how they influence advertising. Next, students will be asked to think about a favorite commercial and list what about it influenced them. ( 3 min pause). As a whole group, students will discuss what appealed to them in the favorite commercials.
Teacher will distribute a sheet with advertising terms and their meanings. Students will match them to demonstrate prior knowledge.

Students will be asked to brainstorm a list of characteristics of favorite commercials.
Students will read the text to note kinds of advertising with characteristics.
Students will complete graphic organizer or definitions. Then they will share and check with the class.
Teacher will provide the class with examples of advertising. Students will classify the ad as to type of propaganda. (guided whole group)
Students will complete homework assignment to watch television to find two advertisements, classify them, explain classification. Student will do the same with two newspaper or magazine ads.
Ticket out the door: SW give an example of an ad, classify it, tell why.
Teacher will provide video and print ads. Students will classify type and explain why. (Guided)
Teacher will present another set of ads and commercials. As a test situation, students will identify ad techniques and provide reasons for decisions.
Students will use the graphic organizer from step 5 as a reference. They will brainstorm an advertisement with the teacher. Teacher will point our errors and pitfalls in making the advertisement.
Teacher will assign students to a group to construct an advertisement using a specific technique: bandwagon, transfer, etc. (Guided)
Each will select a product from the school store to advertise. After selecting a product sold in the school store, each student will design his or her advertisement for it using desk top publishing or video equipment. Guides used in class and rubric to follow will be used.

Rubric: Advertising

	*Information*	*Pattern*	*Relationship*
4	Identifies situation then provides a rich source or material for abstracting. Could offer a powerful pattern when abstracted	Identifies general/ abstract pattern that provides unusual insights into information understudy. The pattern furnishes the means for seeing other material from a unique prospective	Demonstrated creativity in the selection of another situation or information that contains a similar form. Information or situation is important and provides a good subject for analysis.
3	Identifies significant information that also has a pattern that lends itself to the abstracting process.	Constructs general abstract pattern that accurately represents the information from which it came.	Correctly identifies another set of information or situation that contains the same essential characteristics and provides a worthwhile subject for study.
2	Identifies information that seems unimportant but does have a pattern that can be used in the abstracting process.	Creates a general or abstract pattern that may not be a completely accurate representation of the situation or information which was drawn, but does not focus on its most important elements.	Identifies another situation or set of information that does not perfectly match the general/abstract form but has some similarities.
1	Identifies trivial information having no identifiable pattern that can be used in the abstracting process.	Does not create a general or abstract pattern that accurately represents the information or situation.	Selects another situation or set of information that does not conform in any way to the general abstract pattern given.

Excerpted from Dimension 3 Abstracting Task Rubric p20 Extending & Refining Processes 1999.

Extending and Refining:

Using knowledge

Thought Process

Criteria for Evaluation

Students will use known information from propaganda techniques to create a new ad for a product which the student store will market

Comparing

Abstracting

Rubric above

Unit Schedule: From the day of the field trip through the completion of the advertisement, this should take no more than 10 (40) minute periods.

Written Overview: This unit was written in response to the school to work program. It was our desire to show how all skills, English, social studies, and later math and science are integrated into daily life. This advertising unit makes students aware of the elements of advertising. Students will complete a job description, and then a resume. All of these are necessary to get a job. This follows a study of the scientific method to survey what is needed in a school store. It will culminate in math class in a school store in which the students price merchandise, take inventory, sell merchandise determine profit and loss. Each unit can stand alone, or can be added to the others in a natural flow from one class to another. It was felt that students would help each other with any technology problems as they arose within the classroom..

Modifications: The unit was designed in such a way that no extra modifications were needed for students with special needs. A resource teacher also pushes into classes to support these students.

Job Description

Declarative	Procedural
Retail business has multiple jobs A position requires specific skills Job descriptions are skill specific

Learning Experience

Students who interviewed store personnel during the field trip will describe the types of jobs required in a retail store.

From that list students will brainstorm with the teacher what jobs will be needed in our school store.

Students will skim and scan newspaper want ads for job descriptions to create a model.

Students will use think-pair-share to match skills needed to the jobs necessary for our school store.

Students will construct a sample job description with the teacher using the overhead (guided).

Teacher will point out errors and pitfalls.

Students will break into groups to write official job descriptions for store personnel.

Groups will practice effective oral presentation ,.

The entire 7^th grade will vote on the best description for each job. These descriptions will be posted for applicants.

Extending and Refining

Using knowledge

Thought Process

Criteria for evaluation

Students will be extending their observations about job descriptions by creating a job description to fit a position available in our store

Classifying

Inductive reasoning

Rubric

Rubric: Induction Task Rubric

	*Identifies items*	*Interprets information*	*Articulates conclusions*
4	Clearly and accurately identifies all relevant information needed to make an induction. Reflects creative insight and careful analysis of the situation.	Provides accurate interpretations that show insight into the information from which they were made. Reflects a study or familiarity with the particulars of the topic.	Draws conclusions that reflect clear and logical links between information and the interpretations made from them. Rationale for the interpretation shows thoughtful accurate attention to the process of induction.
3	Specifies all relevant information from which to make inductions. Selects information important to the general topic.	Provides interpretations that with few exceptions are valid and say something important about the topic.	Presents conclusions that with few exceptions follow logically from the selected information.
2	Includes information that is not important or doesn’t accurately identify the most important information from which the induction is made.	Provides some interpretations that are based on significant misunderstand- ings of the subject matter.	Presents some conclusions that present erroneous interpretation made from the information.
1	Selects unimportant or trivial information for the induction.	Significantly misinterprets the information. The interpretation has no bearing on the area or is illogical.	Draws many erroneous conclusions from the selected information and can not satisfactorily describe rationale behind the conclusion.

Excerpted from Dimension 3 Abstracting Task Rubric p 29 Extending & Refining Processes 1999.

Unit Overview: Unit should take 5 (40 minute) periods. This can follow advertising or be done at the same time if another teacher such as a resource teacher is available. Then the group could be divided. The two teachers would switch at the end of the project.

Resume:

Declarative knowledge	Procedural Knowledge
A resume has purpose. A resume has multiple parts..	Create a resume
A resume is used in the hiring process.
A resume is a compilation of current skills

Learning Experience:

Students will look up the definition of resume in the dictionary.

Students will complete a KWL of a resume. They will use the information gleaned from participation in the segment on writing job descriptions.

Students will think-pair-share to review the skills needed for the jobs in our school store.

Students will brainstorm to generate a list of skills they already have that would qualify them for a job in the school store.

Students will use text Guide to Preparing A Resume NYS Dept. of Labor p 13; Life Skills Graphic Aids Fearon/Janus California Simon and Schuster 1992 p 17, 18, 31 to note the format of a resume.

Students will use graphic organizer to note differences in resume formats.

Students will complete a rough draft of a resume by matching existing skills with the job descriptions.

Students will use either Resume Pro or download a form from the internet. Each will write a final resume to submit.

Students will divide into groups with each group being responsible for a position in the store. By comparing and contrasting, they will determine the best resumes and hire for the positions.

Extending and Refining

Students will be extending and refining their knowledge of job skills and how experience can aid in getting a job.	Comparing, classifying	Students will match existing skills to jobs available.
Students will extend their knowledge of a resume and how to sell themselves on paper.	Constructing support	Students will successfully complete and review resumes to match the best candidates with the skills needed.

Rubric: Resume

	Typing, Spacing, Mechanics Accurate	Appropriate Job Sought	Clear and Concise
4	Document is typed with skill and insight.	Student shows insight in comparing job sought to skills possessed.	Uses vocabulary with finesse to indicate skills.
3	Document is typed accurately.	Student is accurate in matching skills possessed to skills needed.	Uses age level appropriate language to indicate skills.
2	Document is typed with some errors.	Student makes minor errors in matching self to job required.	Uses appropriate vocabulary with a few exceptions.
1	Document is typed with many errors.	Student makes major errors in interpreting skills needed and matching those to himself.	Student is not yet able to use appropriate language skills to indicate ability.

Rubric contributed by Jean Garrisi teacher at Canastota Central School.

Contrasting Economic Systems:

Declarative knowledge	Procedural Knowledge
Capitalism has specific characteristics.
Communism has specific characteristics..
Supply and demand have a role in pricing/
Competition has a role in a free market

Learning Experience:

Teacher will define and lecture on capitalism. Students will take notes.

Teacher will define and lecture about communism. Students will take notes

Students will form groups and brainstorm to construct a T chart comparing capitalism and communism.

Each group will present its chart orally.

Students will follow the same procedure to contrast the economic systems.
Using the information the group T charts, students will use Microsoft Desktop Publishing to construct and complete a Venn diagram comparing and contrasting the economic systems.

Mock Auction:

Declarative knowledge	Procedural Knowledge
Supply and demand have a role in pricing.	Participate in a mock auction

Learning Experience:

Teacher will present a teddy bear and a furby. Teacher will poll students to see how much each would pay per item and record the amount on the overhead.

Teacher will distribute Experimental Inquiry Graphic. Students will complete to predict outcome. *

Students will hold a mock auction and discuss the results.

They will compare the results with their predictions.

Students will complete cloze statements on supply and demand to demonstrate comprehension of the terms.

Students will think-pair-share to complete statements to summarize the relationship between supply and demand.

Using their own money, students will participate in an auction. Teacher will ask for a price prediction prior to the bidding for each item.
Students will complete a learning log entry to explain what was learned about supply and demand from the auction. Students will be rated on successful completion of learning log.

Graphic excerpted from p 13 overhead 4.4F Dimension 4 Experimental Inquiry Use Knowledge Meaningfully 1999.

Pricing Essay:

Declarative knowledge	Procedural Knowledge
Competition has a role in pricing	Write an expository essay of how each would spend $200. including supports.

Learning Experience:

Students will select an item. By using newspapers and magazines, students will research the price at 3 different stores.

Students should use Microsoft Desk top Publishing to construct and complete a graph charting the prices of item at each store.

Students will orally present their charts to the class including a statement about the best buy with reasoning to support.

Using the internet, students will follow the same procedure as above. Student will show sources consulted.

Student will go to E-Bay and select an item to bid on. Prior to bidding, student will submit a paragraph predicting the bid outcome and then the actual price.

Student will complete decision making organizer. *

Student will use information from the organizer to format expository on how each would spend $ 200. with supports.

* Excerpted from page 4 Decision Making graphic organizer 4.1 C Dimension 4 Use Knowledge Meaningfully 1999.

Extending and Refining

Students will extend and refine supply and demand by applying it to daily life

Abstracting

Predicting

Students will use newspapers and magazines to determine current pricing. Then they will decide on the best buy and justify reasoning.

Students will repeat the same by shopping over the internet

Students will repeat the process using Ebay and predicting the outcome.

Rubric: Expository composition

	Identifies Alternatives	Identifies Criteria	Tries Alternatives Against Criteria	Selects Alternative	Supports Alternative Choice
4	Presents a comprehensive list of the most important alternatives and describes each in detail	Clearly identifies criteria by which the alternatives will be assessed. Criteria reflect an unusually thorough grasp of the decision task.	Provides a thorough, fully developed assessment of each alternative based upon the criteria. Assesses the alternatives to a greater insight.	Selects alternative that meets or exceeds criteria.	Provides a well-developed discussion of the decision task and provides insights into the choice.
3	Identifies most of the important possible alternatives.	With no exceptions, clearly identifies the criteria important to the decision task.	Presents an accurate assessment of the extent to which the alternatives possess the identified criteria.	Selects alternative that meets established criteria successfully.	Provides successful support for the choice by a discussion of the decision task.
2	Identifies some alternatives that are important and some that are not.	Identifies some important criteria while other criteria are omitted or may not be important to the decision task.	Does not completely address all criteria; or apply all criteria to alternatives but is not fully accurate in assessing how well they meet criteria	Selects alternative that does not entirely conform to the student’s assessment of the alternatives.	Provides some support for the choice through a discussion of the decision task.
1	Selects alternatives that are clearly not relevant to the decision.	Identifies few or no criteria that are relevant to the decision task.	Does not address extent to which alternatives meet criteria or is inaccurate in assessing how well they meet the criteria.	Makes a selection that does not appear reasonable or can not be justified by the evaluation of the alternatives.	Selects alternative which can not be supported or does not answer the decision task.

Excerpted from Dimension 4 Decision Making Task Rubric p 6 Use Knowledge Meaningfully 1999.

Learning Experience: The learning experience will take 10 days spending 90 minutes every other day. Students will determine web sites by making their own choices.

Culminating Performance:

The school BOE has requested a report of the 7^th grade School-To-Work unit. Students will divide into groups: advertising, job description, resume, store operation and economic forces. Each group will design a presentation for the BOE to show them what they learned from the project. Each group will be expected to design its own visuals, audio accompaniment, if necessary, select speakers, etc. Each student will be expected to conference with the teacher to show how his individual work contributed to the whole.

Performance will be judged according to the oral performance rubric . Students will use the Microsoft Word Suite and/or desk top publishing depending on which suits their needs best.

Rubric: Oral presentation

Content	Organization	Delivery	Presentation	Preparation
Thoroughly and clearly states the main points and precise details that are accurately focused on the topic/task.	Provides an accurate and thorough structure for the information being presented	Effectively and creatively delivers the information while accurately keeping to the purpose.	Effectively enhances the presentation by accurate use of voice, posture, eye contact.	Presentation showed detailed preparation as well as practice in delivery. Visual aids enhances the presentation.
States clearly the relevant points and details that are accurately focused on the topic/task.	Provides an accurate structure for the information being presented.	Effectively delivers the information while accurately keeping to the purpose.	Enhances the presentation by appropriate use of voice, posture, eye contact.	Presentation showed adequate preparation as well as practice in the delivery. Visual aids were appropriately used.
States most of the relevant points and details that focus on the topic/task. May include some unfocused information.	Provides some structure for the information in sections of the presentation.	Delivers the information but does not keep to the purpose throughout the presentation.	Inappropriate use of voice, posture, eye contact is apparent but does not interfere with the information being presented.	Presentation showed some preparation as well as some practice in the delivery. Use of visual aids were helpful to the presentation at times.
States few relevant points and details that focus on the topic or task.	Provides little appropriate structure for the information being presented.	Little or no attempt is made to keep to the purpose in the delivery of the information.	Inappropriate use of voice, posture, eye contact interferes with the information being presented.	Presentation was lacking in needed preparation as well as in practice in the delivery. Little or no attempt to use visual aids.

Excerpted from Effective Communication Matrix 1997 New Hartford Central School

Works Cited

Dimensions of Learning Dimension 3 Extending & Refining Processes

Dimensions of Learning Dimension 4 Use Knowledge Meaningfully

New Hartford Central Schools Effective Communication Matrix 1977.

New York State Department of Labor, Guide To Preparing A Resume p 13.

Fearon/Janus, Life Skills Graphic Aids California: Simon and Schuster 1992 :17,18, 31