Planning Guide

Creating Learner-Focused
Schools

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

• Why should you learn about management and leadership styles?
• What is management and leadership?
• How does unethical behavior impact organizations?
• Why is it important to learn about entrepreneurship and the skills required to be an entrepreneur?
• How does leadership and management relate to and impact your personal and professional career goals?
• How do various businesses operate? (to include topics such as vendors, sponsors, targeted customer base, mission statements/corporate philosophy)

INTEGRATION OF TECHNOLOGY:

Students will access a variety of technological resources to complete this learning unit. Students will utilize Microsoft word to publish word processing documents for electronic forms of communication such as business letters, outlines, reports, and memos. Presentational software such as PowerPoint to create mini slide shows and one page documents for class presentations. Students will also access the Internet to research topics for their Leadership Program presentations. Technology is an integral piece of not only this unit, but an ongoing tool utilized throughout this entire program on a regular basis.

INITIATING ACTIVITY

 To gain an understanding of these broad concepts of leadership and management, students will be asked to identify how they are leaders/managers right now in their own everyday life. This helps students to realize that regardless of career paths, you are still a leader and a manager. You don't have to have the title of "the boss". Each student will comprise a list of what they do to lead and manage themselves and/or others and select one experience that has impacted them the most and share with the class.

Following this activity, the students will receive unit and chapter outlines to include concepts, topics and terminology related to this unit that will be used throughout the unit's learning experiences (declarative, procedural, extending and refining, and the culminating performance).

 LEARNING EXPERIENCES

TEXTBOOKS UTILIZED FOR READING ASSIGNMENTS: Succeeding in the World of Work Glencoe McGraw-Hill, The Art of Life: An Anthology of Literature about Life and Work and The Art of Work: An Anthology of Workplace Literature, both published by South-Western Publishing Company, 1998. The Literature is a combination of short stories, essays, poems, and plays.

There are four large projects of this unit that are comprised of many learning experiences.

TEAMWORK PROJECT: Discussion topics: Teamwork in business; functional and cross-functional teams, Team Planning, Being a Valuable Team Member, Total Quality Management (TQM), Readings: Chapter 14 (Teamwork and Leadership). Orals: Team Chapter presentations. Cooperative Learning Activity: Team quiz design, cross-functional team test taking. Written: Learning Log; Critical thinking-Students will respond to the following quote: "May you be as strong as the oak, yet flexible as the birch" and apply what they have learned about the concept of teamwork. Create handouts (study guides, worksheets) for oral presentations.

ENTREPRENEUR PROJECT: Discussion topics: Entrepreneurs, forms of legal ownership, sole proprietorship, franchise, Ways of becoming a business owner, start-up costs, income statement, gross and net profit, financial plan. Readings: Chapter 4, (Entrepreneurship) Literature Readings: "Business at Eleven", "Top of the Tree" The Art of Life, South-Western Publishing Company, 1998. Orals: Presentations of Entrepreneur Project (Cooperative Learning Assignment). Cooperative Learning Activity: Brainstorm ideas for new businesses, select one, outline a plan for start-up based on concepts learned, create an ad to market new business. Written: Learning Log; short essay on the importance and the value of studying Entrepreneurship, and reflective essay on personal qualities student posses that would be valuable in a business relationship and why. Outline for business plan, create visual ad utilizing computer software programs.

ETHICS PROJECT: Discussion topics: Ethical and unethical behavior in the work place, personal and professional ethics. Readings: Chapter 9, (Workplace Ethics) from text, Literature readings: "Let Me Hear You Whisper", The Art of Life, South-Western Publishing Company, 1998; "The Boy and the Bank Officer", The Art of Work, South-Western Publishing Company, 1998. Orals: Presentations of Ethics Research project. Written: Create case studies on ethical situations for class activity.

LEADERSHIP PROJECT: Leadership Program whereby each week one leader will research one of the following topics (Management, Leadership, Teamwork, Ethics in Business), write a report, and give an oral presentation that is critiqued by their peers in addition to their instructor. Students will have the autonomy to determine the means by which this presentation will be given: tell a true story, create a role play, show a video, read a poem, or teach a lesson. Discussion topics: Four styles of Leadership, Qualities of a Leader, What makes a Leader?, and Parliamentary Procedure. Readings: Chapter 14 (Leadership) from text, Literature Readings: "from Quiet Strength" by Rosa Parks with Gregory J. Reed, "mother to Son" by Langston Hughes. Orals: Individual Presentation on one of the above-mentioned topics. Written: Report to support research.

CULMINATING PERFORMANCE

As a result of this unit, the students will complete an Industry Profile Project. The scope of this project will include a variety of written reports, essays, graphic charts, visual displays, conducting an interview, and an oral presentation. The elements of this project include:

• Industry Historical Profile (research paper with visual timeline)
• Work-based Operations Profile (written outline with graphic flowchart)
• Work-based Occupational Profile (interview, oral and written)
• Reflective Profile (written)
• Oral Presentation-summarize entire project with visuals completed for this project

This project also serves as their mid-term exam.

Connection to State Learning Standards

Content Area: Learning Standards for Career Development and Occupational Studies

Level:

Unit Theme:

LEARNING STANDARDS FOR ENGLISH LANGUAGE ARTS

Standard #1: Students will read, write, listen, and speak for information and understanding.

1. Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Benchmarks/Performance Indicators: Industry Profile Project

• Incorporate information from diverse sources to identify complexities and discrepancies in the information
• Make distinctions about the relative value and significance of specific data, facts, and ideas to assemble the many components of this project
• Produce flow charts to show relationships among information from different sources
• Make perceptive and well developed connections to prior knowledge
• Evaluate writing strategies and presentational features that affect interpretation of the information

1. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensively.

Benchmarks/Performance Indicators: Industry Profile Project, Learning Logs, Oral Presentations

• Write and present research reports on their career area of interest
• Revise and improve early drafts by restructuring, correcting errors, and revising for clarity and effect
• Use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and effect, and comparison/contrast
• Use standard English skillfully, applying established rules and conventions for presenting information and making use of a wide range of grammatical constructions and vocabulary to achieve an individual style that communicates effectively

Standard #2-Students will read, write, listen, and speak for literary response and expression.

Benchmarks/Performance Indicators: Literature Readings, Text Readings, Oral Presentations

1. Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognize the social, historical and cultural features of the text.

• Read and view independently and fluently across many genres of literature
• Identify the distinguishing features of different literary genres, periods, and traditions and use those features to interpret the work
• Read aloud expressively to convey a clear interpretation of the work
• Evaluate literary merit based on an understanding of the genre, the literary elements, and the literary period and tradition

1. Speaking and writing for literary response involves presenting interpretations, analysis, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.

• Present responses to and interpretations of works of recognized literary merit with references to the principal features of the genre, period, and literary tradition, and draw on their personal experiences and knowledge
• Write original literature pieces in a variety of literary forms using correct structure and vocabulary to achieve an effect
• Use standard English skillfully and with an individual style

Standard #3-Students will read, write, listen, and speak for critical analysis and evaluation at the commencement level.

Benchmarks/Performance Indicators: Literature Readings, Learning Logs, Text Readings, Oral Presentations, Internship Experience Evaluations.

1. Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.

• Analyze, interpret, and evaluate ideas, information, organization, and language of a wide range of texts to include professional journals at internship worksites
• Evaluate and compare their own work and others' work with regard to different criteria and recognize the change in evaluations when different criteria are considered to be more important

1. Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgement is based.

• Present in writing and through oral presentations well developed analysis of issues, ideas, and text, explaining the rationale for their positions and analyzing their positions from a variety of perspectives in such forms as formal speeches, theses/support papers, simulated interviews, and literary critiques
• Make effective use of details, evidence, arguments and of presentational strategies to influence an audience to adopt a position
• Monitor and adjust their own oral and written presentations to have the greatest influence on a particular audience
• Use standard English and a broad and precise vocabulary

Standard #4-Students will read, write, listen, and speak for social interaction.

Benchmarks/Performance Indicators: Leadership Program, Teamwork Project, Industry Profile Project, Internship Experiences.

1. Oral communication in formal and informal settings requires the ability to talk with people of different ages, genres, and cultures to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

• Engages in conversations and discussions on academic, technical, and community subjects, anticipating listeners' needs and skillfully addressing them; such as group discussions for cooperative learning projects
• Interact with community members through internship experience with mentors at worksites; such as introductions, conversations for training
• Interview worksite mentor (occupational profile)

1. Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.

• Use a variety of print and electronic forms for communication with adults at worksite; such as business letters or memos
• Make effective use of language and style to connect the message with the audience and context

Learning Experiences

Declarative Knowledge

 **a)Historical Profile of Industry-Report with Timeline b)Operations Flowchart-customers, vendors, product/service c)Organizational Chart d)Conduct Interview of manager and employee e)Reflective report f)Oral presentation with handouts, visual aids.

Students will participate in drama "Let Me Hear you Whisper".

Students will create their own manual on ethical behavior for the business they started with the entrepreneur project.

Students will create case studies on appropriate workplace behaviors.

Learning Experiences

Procedural Knowledge

 **Questions will be created by teams of students. Practice interviews in class and then students will conduct interview. Students will create a comparison chart (overhead or poster) to present to class and report out their findings to the class.

Students will assemble all products completed from this project into a formal display. Products must be organized and professionally presented, with handouts or visual aids. Students will assess each other's products in addition to the instructor.

Learning Experiences

Extending and Refining

ELEMENTS:

4-Mastery (95+)

Student successfully completes the task thoroughly, is precise, in-depth, well-documented, accurate information presented, and successfully completes it independently in a consistent manner. Organization and planning is logical and consistently maintained. The overall outcome is highly effective.

3-Proficient (85-94)

Student adequately completes task, and in a frequent manner. Information is substantial and appropriate. Most of the time information is well documented and correct. The student completes task with minimal assistance. Organization and planning is apparent, yet not consistently maintained. The overall outcome is effective.

2-Competent (Minimum Competency level 75-84)

Student does not successfully complete all components or aspects of the task. Student is inconsistent and sometimes does not complete entire task or components of task are missing. Information is not well documented or correct. The student can complete task with moderate assistance. Organization and planning is not clearly apparent or consistently maintained. The overall outcome is moderately effective.

1-Below Satisfactory (work in progress 74 and below)

Student has not successfully completed the task; work is incomplete. Student has misconception or misunderstanding of task. Student rarely or never completes assignment. The student can complete task but only with considerable assistance. Organization and planning in not evident at all. The overall outcome is ineffective.

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

 NOTE: Rubric or other performance assessment instruments may be used.

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Have You Considered These Yet?

Learn to Learn Skills:

 Critical Thinking: listening, reading, and thinking with critical minds to engage in complex thinking

Effective Communicating: clearly, concisely, and accurately both orally and in writing

Self-Directed Learning: organization and time management skill development

Lifelong Learning: students learning all aspects of the industry or industry sector that interests them will be prepared to deal with changes in the workplace, move from one set of responsibilities to another, and transfer skills to other, related industries.

Assessment Modifications:

 Individualized instruction and peer tutoring for students with learning disabilities; access resource teachers at home schools for additional support to students if needed, modifications of project requirements as needed; assistance and consideration during assessment.

Unit Schedule/Time Plan:

 The unit takes approximately 25-30 hours of instruction (or 12-15 class meetings) to complete. This unit is delivered in time blocks of 2 hour class periods with classes meeting twice a week.

Written Overview:

 Completed a one page overview based on the Learning Unit Template as created through Madison Oneida BOCES.