NAME Curtis Whitley
TITLE OF LESSON Business logo’s = art & Communication
CURRICULUM AREA & GRADE LEVEL: 12th grade Economics
DATE OF LESSON: 3-27-14
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
BIG IDEA ADDRESSED/ENDURING UNDERSTANDING: Why this material is important to teach; how it fits in with the unit or theme
This material is important because it reveals another level of communication the students are being exposed to without some of them knowing it. The students will determine the central ideas of a selection of business logos and then develop a logo for their own business.
ESSENTIAL QUESTIONS
Which values are most important to me?
Which values should my business embody?
How will I choose to communicate those values within my business logo?
OBJECTIVE(S) OR LEARNING GOAL(S) – The students will be able to identify three values that are significant to them and explain why in writing. They will also produce a logo for their personal businesses.
• Cognitive
ASSESSMENT(S) -
• Formative - progress-monitoring- The students will produce a three paragraph reflection that identifies the top three values they want their business to reflect, and a individualized business logo.
PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL - possible misconceptions or assumptions
The students may still be unsure about what direction they want their business to take. Therefore I will provide them with time at the beginning of the class to continue their research, in the hope that they will have a general idea of what product or service they want to provide at the end of that time.
INSTRUCTIONAL STRATEGIES: What the teacher does
• The teacher will direct the students to continue researching the type of business they want to create. I will be walking the room as the students use their mobile devices to conduct their research. 30 min.
• The teacher will then ask the students to brainstorm about which personal and or professional values are the most important to them. 5min
• The teacher will model explaining his choices through talking about integrity, courteously, and determination. 1 min.
• The teacher will ask students to share their choices with one another. 2 min.
• The teacher will ask the student to complete a quick write explaining why these values are important to them. 10 min.
• The teacher will have the students come back together and talk with them about recognizable logos such as the Red Cross, Macintosh, and Blue Cross Blue Shield. These logos will be broken down and by asking the students what they believe each of the symbols communicates. 15 min
• The students will then be instructed to create the first draft of their logo’s either in hand drawn or digital form. 20min.
• The teacher will then ask the students to pair up with a partner and review each other’s logo to see if the design and symbolism communicates the desired values. 5 min.
• The logo’s will then be adjusted if necessary 5-10 min
• The teacher will ask for volunteers to show and explain their logos to the class. 5 min.
INFO ABOUT ENGLISH LANGUAGE LEARNERS
• Readiness level- CELDT level 4 Charlie can read, and speak English at a level just a bit below the level of his fellow classmates. His paragraphs are understandable, and reveal area for growth in the use of correct syntax and spelling.
• Learning profile: strengths and challenges- Charlie is an intelligent well mannered and soft spoken fifteen year old. He seems shy but will participate in group activities. He is hesitant to speak in front of the class.
• Interests—academic and/or personal He likes Superman and plays the flute.
DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS - choose area(s) as necessary based on information above
• Content - what material - including key vocabulary - is learned I could ask Charlie to find some Chinese logos for Mac and a similar organization to the Red Cross to see if that would help him grasp the concept of symbols.
• Process - how the material is learned – The internet research activity could be done via his phone so he can have an easier time reading in Chinese.
• Product - how the learning is demonstrated- During the values written reflection Charlie could be asked to write two paragraphs and really focus on expressing his ideas clearly using the correct syntax and or tenses.
INFO ABOUT STUDENTS W/ SPECIAL NEEDS
• Readiness level Vikki is a very pleasant girl who sits towards the front of class. She is classified as a SPED 290 specific learning disability.
• Learning profile: strengths and challenges she is positive and upbeat, she tends to take longer to complete in class assignments especially exams. She is also very quiet and smiles a lot.
• Interests—academic and/or personal her whole world is centered around her three horses, which she rides every week.
DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS - choose area(s) as necessary based on information above
• Content - what material - including key vocabulary - is learned- Vikki and Charlie could get a copy of the ppt slides to follow along with.
• Process - how the material is learned I could have Vikki complete a four square graphic organizer to obtain evidence that she has a strong idea of what the concept is.
• Product - how the learning is demonstrated I will pair up Vikki with a very creative student so they can share ideas and perhaps that would help Vikki begin her logo. If she requires extra time she could come in the next day to finish it.
Grading Rubric
TITLE OF LESSON Business logo’s = art & Communication
CURRICULUM AREA & GRADE LEVEL: 12th grade Economics
DATE OF LESSON: 3-27-14
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
BIG IDEA ADDRESSED/ENDURING UNDERSTANDING: Why this material is important to teach; how it fits in with the unit or theme
This material is important because it reveals another level of communication the students are being exposed to without some of them knowing it. The students will determine the central ideas of a selection of business logos and then develop a logo for their own business.
ESSENTIAL QUESTIONS
Which values are most important to me?
Which values should my business embody?
How will I choose to communicate those values within my business logo?
OBJECTIVE(S) OR LEARNING GOAL(S) – The students will be able to identify three values that are significant to them and explain why in writing. They will also produce a logo for their personal businesses.
• Cognitive
ASSESSMENT(S) -
• Formative - progress-monitoring- The students will produce a three paragraph reflection that identifies the top three values they want their business to reflect, and a individualized business logo.
PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL - possible misconceptions or assumptions
The students may still be unsure about what direction they want their business to take. Therefore I will provide them with time at the beginning of the class to continue their research, in the hope that they will have a general idea of what product or service they want to provide at the end of that time.
INSTRUCTIONAL STRATEGIES: What the teacher does
• The teacher will direct the students to continue researching the type of business they want to create. I will be walking the room as the students use their mobile devices to conduct their research. 30 min.
• The teacher will then ask the students to brainstorm about which personal and or professional values are the most important to them. 5min
• The teacher will model explaining his choices through talking about integrity, courteously, and determination. 1 min.
• The teacher will ask students to share their choices with one another. 2 min.
• The teacher will ask the student to complete a quick write explaining why these values are important to them. 10 min.
• The teacher will have the students come back together and talk with them about recognizable logos such as the Red Cross, Macintosh, and Blue Cross Blue Shield. These logos will be broken down and by asking the students what they believe each of the symbols communicates. 15 min
• The students will then be instructed to create the first draft of their logo’s either in hand drawn or digital form. 20min.
• The teacher will then ask the students to pair up with a partner and review each other’s logo to see if the design and symbolism communicates the desired values. 5 min.
• The logo’s will then be adjusted if necessary 5-10 min
• The teacher will ask for volunteers to show and explain their logos to the class. 5 min.
INFO ABOUT ENGLISH LANGUAGE LEARNERS
• Readiness level- CELDT level 4 Charlie can read, and speak English at a level just a bit below the level of his fellow classmates. His paragraphs are understandable, and reveal area for growth in the use of correct syntax and spelling.
• Learning profile: strengths and challenges- Charlie is an intelligent well mannered and soft spoken fifteen year old. He seems shy but will participate in group activities. He is hesitant to speak in front of the class.
• Interests—academic and/or personal He likes Superman and plays the flute.
DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS - choose area(s) as necessary based on information above
• Content - what material - including key vocabulary - is learned I could ask Charlie to find some Chinese logos for Mac and a similar organization to the Red Cross to see if that would help him grasp the concept of symbols.
• Process - how the material is learned – The internet research activity could be done via his phone so he can have an easier time reading in Chinese.
• Product - how the learning is demonstrated- During the values written reflection Charlie could be asked to write two paragraphs and really focus on expressing his ideas clearly using the correct syntax and or tenses.
INFO ABOUT STUDENTS W/ SPECIAL NEEDS
• Readiness level Vikki is a very pleasant girl who sits towards the front of class. She is classified as a SPED 290 specific learning disability.
• Learning profile: strengths and challenges she is positive and upbeat, she tends to take longer to complete in class assignments especially exams. She is also very quiet and smiles a lot.
• Interests—academic and/or personal her whole world is centered around her three horses, which she rides every week.
DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS - choose area(s) as necessary based on information above
• Content - what material - including key vocabulary - is learned- Vikki and Charlie could get a copy of the ppt slides to follow along with.
• Process - how the material is learned I could have Vikki complete a four square graphic organizer to obtain evidence that she has a strong idea of what the concept is.
• Product - how the learning is demonstrated I will pair up Vikki with a very creative student so they can share ideas and perhaps that would help Vikki begin her logo. If she requires extra time she could come in the next day to finish it.
Grading Rubric