Business Management Lesson Plan

Teacher: Ms. Yvonne Lawson

Subject: Day 3: Scheduling

Simple work schedule

Standards:
7.0 - PERFORM GENERAL OFFICE MANAGEMENT FUNCTIONS
7.2 - Analyze and prioritize needs of an organization
7.4 - Develop project plans and timelines
7.5 - Schedule employee work assignment
Mathematics Standard N.RN Number and quantity: Real Number System
9-10.RST.3 - Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
9-10.RST.7 - Translate quantitative or technical information expressed in words in a text into visual form (e.g., a
table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Objective:
SWBAT read, understand and create a simple work schedule
Evidence of Mastery (Measurable Behaviors):
Ability to read and follow a work schedule, apply efficient and effective work schedule for one week based upon
the criteria given by the teacher
Key vocabulary:
Break, call in, change(s), late, overtime, vacation, work
hours, fixed shift schedule

Materials/Technology Resources to be Used:

PowerPoint, whiteboard, erasable markers,
scheduling worksheets

Opening (Anticipatory Set):

Students who are currently employed will have been asked to bring a copy of their work to share with the class.
Students will be asked to recall and write down their class schedule and think of it as being similar to a work
schedule.
Bell work: Students will be shown the vocabulary words on the projections screen and asked to look up the
definitions (they may use online resources)

Instructional Input

Teacher Will:
Review the unit lessons from day 1 and 2
Show PowerPoint to explain the different types of
work schedules, PPT will include
bolded/underlined vocabulary words
Ask students who choose to share their work
schedules with each different class being the
equivalent of a task or position at a job.
Combine a few class schedules into the structure of
a work schedule
Check for understanding at various points in the

Students Will:
Complete the Bell work and list the vocabulary
words and definitions in their journal
Provide the instructor with their class schedule
and answer questions
As vocabulary words occur in the PPT, students
will be called upon to provide the definition they
researched (additional check for understanding)

Guided Practice

Teacher Will:

Independent
Practice

presentation and instructions

Teacher Will:

Students Will:

Ask students to pick a profession to work as a class

Assist students in creating a simple work schedule
based using criteria given
Give students scheduling worksheet

Be asked suggestions of how to start and how to

proceed
Follow along with the worksheet, ask and
answer questions as needed
Students Will:

Ask student create a slightly more complex work

schedule, in a profession of their choosing (teacher
approved) based upon defined criteria
Walk the room and assist where necessary

Complete the worksheet based upon the given

criteria

Closure:
Teacher will ask students to share their worksheets with the class and explain their reasoning to the best of their
ability
Ticket Out the Door:
Students will turn in the worksheets completed during the class
Accommodations:
Teacher will teach content vocabulary.
Teacher will follow all I.E.P.s for students with special needs.
Teacher will create note pages for all students with special needs.