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Unit: Entrepreneurship Level: Business 8

Topic of Lesson: How do you define Entrepreneurial success?

Length of Lesson: 1hr 20minutes

Lesson Objectives: -SWBAT recognize what traits they value for Entrepreneurial success
SWBAT (Students -SWBAT determine what are characteristics of successful entrepreneurs
Will Be Able To) -SWBAT understand the concept of social entrepreneurship
PROCEDURE
Time What the teacher says/does What the students do Material
Needed
2min Introduction/Opener: 1. Students answer central Whiteboard
1. Central Question Asked and question.
students write down response. 2. Students will participate in Commented [MB1]: Behaviorism/Information
2. Ask students to recall definition answering recall questions. processing/Constructivism Establishing a routine for
students, asking students for recall of knowledge and
of an Entrepreneur cite experiences and bring their experiences to come to an
examples. idea

15min Pre-activity: 1. Students work in small groups Computers,


1. 3 minute brain entrepreneur task. to create any type of whiteboard
Give students three items they must product/service using three given
use in order to do launch a micro items: black felt, scissors and
business in class. tape. Students discuss/debate/ Commented [MB2]: Constructivist Activity Added
2. Ask students to take an decide and reason. Discuss. Students are given free reign with minor constraints
added to generate ideas on their own
Entrepreneur survey to learn what 2. Students do an online
kind of potential entrepreneur questionnaire. Commented [MB4]: Constructivist Learning
collaborating with peers allows for interaction and a
personality could they be. https://quiz.infusionsoft.com/ basis for the zone of proximal development where
3. Question and make connections 3. Discuss with a partner the instructor can ask questions to help guide students to
between the various students strengths of different personality higher learning
anyone can be an entrepreneur/all types: survivor, legacy builder,
have different strengths freedom seeker or passion Commented [MB3]: Scaffolding taking place here as
4. Have students group and come up creator. Have them relate this to students are guided to make connections
with common entrepreneur the product idea they came up
character traits after connections with. Commented [MB5]: Information Processing Linking
made 4. Come to conclusions about new knowledge with previous experience reinforces
learning and is moved to long term memory much
common character traits quicker
25 35 Activity: 1. Students discuss and make Famous
min 1. Brainstorm term social connections from entrepreneur to Entrepreneur
entrepreneurship extend from social entrepreneur profile Commented [MB7]: Continued use of Information
original entrepreneurship definition. 2. Students read entrepreneur sheets Processing Theory to extend connections and
associations
Have them balance individually profiles and start forming a case
what success looks like to them. about why their entrepreneur is
2. Provide students 5 entrepreneur most successful. Commented [MB8]: Constructivist Learning Task
profiles randomly, read as 3. Students work in pairs/groups assigned in this Case Activity
individuals and discuss in pairs. to sort successful entrepreneurs
(2 out of 5 are social
3. Group activity in groups of 2-3, entrepreneurs against famous
present to class why their well known 3)
entrepreneur is most successful. 4. Draw a diagram to sort out
4. Sort the order they perceive to be what they most value and why in
most successful and justify why an image format.
individually. 5. Present to class. Commented [MB6]: Constructivist Learning
5. Share with class the order and Students collaborate in groups and come to a
conclusion on what they collectively value in an
their justification question to entrepreneur and then must use this information to
breakdown reasoning and extend convince their classmates. This involves reflection and
20-25 Post-Activity: 1. Students answer about benefits Whiteboard, discussion to come to an agreement.
min 1. Extend idea of social to providing free/low interest Aboriginal Commented [MB9]: Metacognitive strategy employed
entrepreneurship with the idea of loans to promote local aboriginal Features
small based businesses and businesses in the community Assignment
microloans. Link to aboriginal connect to local economy and
successful entrepreneurs social causes Commented [MB10]: Information Processing
2. Assignment feature an 2. Students select aboriginal Further connection of ideas and previous knowledge.
This will change and adjust based on class discussion
aboriginal entrepreneur using our entrepreneur to feature and start as knowledge is malleable.
Entrepreneurship framework with Google Searches to learn
developed in the last week. One more about business.
page breakdown and formatted on 3. Students use MS word to build
MS Word. Start assignment, finish a Features page on the
next class. Students need to Google entrepreneur using the
search information to learn about Entrepreneur Discovering
individuals on list Opportunities Framework
developed over two classes and
Aboriginal Entrepreneur list: traits brainstormed. Students
http://ccae.ca/success-stories/ asked to follow template.
3. Conclude by arguing benefits
of social entrepreneurship and re-
answering central question Commented [MB11]: Summative assessment
Conclusion/ Why do organizations promote social entrepreneurship? What are the benefits employed to incorporate behaviorism in terms of
template formatting and recall, cognitive learning theory
Central for the entrepreneurs? The consumers? The local economy? in connecting terms and constructivism by applying
Question their informed values
Evaluation Formative: Class discussion, partner work observations, group sharing, Commented [MB12]: Central questions employed for
presentation students to start making connections from the
beginning to the end. It is important for them to reflect
and get into deeper learning
Summative: Aboriginal Features Assignment

Extensions 1. Invite aboriginal business leaders from list or in the community to discuss
their journey in starting small based businesses.
2. Have students do an interview with a local entrepreneur on their experiences. Commented [MB13]: Constructivist extension by
Adaptations Lots of text in current lesson, have students choose five entrepreneurs they placing students with someone who has been
personally impacted or be put in an active learning
know well and sort to mitigate content to sort through. situation, students are able to apply their learning and
make greater meaning out of their encounters
Commented [MB14]: Opportunities to change layout if
required. Each student responds differently so
modifications may need to be made based on students
cultural backgrounds language or learning ability