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Dissecting the Entrepreneur: A Round Table Discussion

Lesson Plan

Dissecting the Entrepreneur: A Round Table Discussion

Grade Levels

10th Grade, 11th Grade, 12th Grade, 9th Grade

Course, Subject

Entrepreneurship
Related Academic Standards
CC.1.2.11-12.B CC.1.2.11-12.B
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.
CC.1.2.11-12.G CC.1.2.11-12.G
Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well as in words in order to address a question or solve a problem.
CC.1.2.11-12.J CC.1.2.11-12.J
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CC.1.4.11-12.A CC.1.4.11-12.A
Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
CC.1.4.11-12.D CC.1.4.11-12.D
Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.
Expand
  • Big Ideas
    Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
    Effective speaking and listening are essential for productive communication.
    Information to gain or expand knowledge can be acquired through a variety of sources.
    Listening provides the opportunity to learn, reflect, and respond
    Purpose, topic and audience guide types of writing
    Writing is a means of documenting thinking
    Writing is a recursive process that conveys ideas, thoughts and feelings
    Careful planning is fundamental to success.
    Each student will achieve and maintain a personally and professionally rewarding career journey in a diverse and changing world.
    Entrepreneurs tend to exemplify unique combinations of personal characteristics that tend to distinguish them from other people.
    Active listeners make meaning from what they hear by questioning, reflecting, responding and evaluating.
    An expanded vocabulary enhances one’s ability to express ideas and information
    Audience and purpose influence the writer’s choice of organizational pattern, language, and literacy techniques.
    Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information.
    Effective readers use appropriate strategies to construct meaning.
  • Concepts
    Active listening facilitates learning and communication.
    Essential content, literary elements and devices inform meaning
    Focus, content, organization, style, and conventions work together to impact writing quality
    Informational sources have unique purposes.
    Informational writing describes, explains and/or summarizes ideas or content in a variety of genre.
    Purpose, context and audience influence the content and delivery in speaking situations
    Textual structure, features and organization inform meaning
    The writing supports a thesis or research question based on research, observation, and/or experience.
    Validity of information must be established.
    Benefits of writing a business plan including forcing the entrepreneur to objectively develop and evaluating the tactical and strategic plans, identifying the opportunities and risks encountered as a result of decisions made, understanding the environment in which the business operates, the strengths and weaknesses of the business, the competition, and the validity of assumptions made.
    Entrepreneurship in the broadest sense as including all innovative and creative endeavors, the reorganizing of an existing enterprise, the discovery of a new technology, or the development of a solution to a social or political problem.
    Importance of acquiring personal insight into one’s own abilities, strengths and weaknesses.
    Collaborative Discussion
    Diverse Media
    Evaluating Information
    Organization for Writing
    Response to Literature
    Text Analysis
    Vocabulary Acquisition and Use
  • Competencies
    Analyze and evaluate information from sources for relevance to the research question, topic or thesis.
    Construct parallel structures between sentences and paragraphs.
    Construct parallel structures between sentences, paragraphs and related documents.
    Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization).
    Evaluate and respond to the speaker’s message by analyzing and synthesizing information, ideas, and opinions
    Evaluate organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, problem/solution) as related to content to clarify and enhance meaning
    Evaluate the relevance and reliability of information, citing supportive evidence in texts
    Evaluate the use of graphics in text as they clarify and enhance meaning
    Identify a single thesis, research question or topic. Attribute sources of information when appropriate. Use information in maps, charts, graphs, time lines, tables and diagrams to inform writing.
    Incorporate an expansive and expressive vocabulary that includes terms specific to the topic
    Incorporate appropriate transitions within and between paragraphs.
    Informational Writing: Develop substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose (content).
    Informational Writing: Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization).
    Informational Writing: Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Integrate appropriate transitions within and between paragraphs.
    Interact effectively in discussions by o maintaining the focus of the discussion by contributing relevant content o selecting and using appropriate language o asking relevant and clarifying questions o monitoring the response of participants and adjusting contributions accordingly o employing effective delivery techniques: volume, pace eye contact, emphasis, gestures, enunciation
    Listen Actively and monitor one’s own understanding by asking probing questions, paraphrasing, summarizing and/or reflecting on the speaker’s message
    Listen with civility to the ideas of others
    Narrative Writing: Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization).
    Narrative Writing: Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Persuasive Writing: Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization).
    Persuasive Writing: Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Synthesize information gathered from a variety of sources.
    Use organizational patterns that support key ideas and are appropriate to format and purpose. (organization)
    Use precise vocabulary when developing writing
    Use socially and academically appropriate language and content
    Use socially and academically appropriate writing conventions in a variety of formal and informal communication.
    Use strong verbs and nouns, concrete details, and sensory language to make meaning clear to the reader
    Write to create an individual writing style, tone and voice through the use of a variety of sentence structures, descriptive word choices, literary devices and precise language. (style)
    Write to create an individual writing style, tone and voice through the use of precise and well integrated language, literary devices and a variety of sentence structures. (style)
    Write to inform by: • presenting information purposefully and succinctly to meet the needs of the intended audience. • applying organizational structures that communicate information and ideas accurately and coherently. • using language that qualifies fact from opinion. • communicating quantitative and qualitative technical information and concepts from primary and secondary sources accurately and coherently. • using language that qualifies evidence from inference. • developing informational genres that relate to a variety of purposes and audiences (e.g.: instructions, memos, e-mails, correspondence, project plans, proposals, and resumes).
    Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Focus, content, organization, style, and conventions work together to impact writing quality
    Conduct self-assessment to determine entrepreneurial potential.
    Determine interests.
    Determine personal biases and stereotypes.
    Develop tolerance for ambiguity.
    Evaluate personal capabilities.
    Make decisions.
    Set personal goals.
    Share authority, when appropriate.
    Use feedback for personal growth.
    Value diversity.
    Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and assumptions and beliefs.
    Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.
    Informational: Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. Argumentative: Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented. Narrative: Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
    Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
    Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well as in words in order to address a question or solve a problem.
    Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Rationale

RATIONALE: A round table discussion between students and entrepreneurs will provide a valuable opportunity for students to not only be introduced to local business owners, but also to allow the students to create and ask questions they deem important when trying to determine character traits necessary to be a successful entrepreneur, if entrepreneurship is a viable career choice, and to further examine the opportunities entrepreneurship offers.

SUGGESTIONS FOR IMPLEMENTATION: A small diverse group of entrepreneurs (five to eight) will work nicely for limited class time. This number will allow the students to realize that though the panel’s backgrounds and interests may differ, there are similarities in their personal character traits that make each of these people successful.

Vocabulary

  • Personal trait - A distinguishing characteristic or quality, especially of one’s personal nature
  • Entrepreneur - A person who organizes and manages any enterprise, especially a business, usually with considerable risk and initiative; an employer of productive labor; contractor

Objectives

Objectives

Method of Summative Evaluation

1.  Students will identify and define potential personal traits that help to make an entrepreneur successful with 80% accuracy as evaluated by the teacher.

Teacher observation: Individual or small group activity and study guide completion

2.  Each student will develop at least one question that can be used to determine which personal traits entrepreneurs feel helped make them successful. The questions must be acceptable to the teacher with 100% accuracy.

Teacher observation: Small group rough draft of questions with a follow up large class discussion to polish a final series of questions (minimum 1 per student)

3.  Students will compile a list of personal traits the entrepreneurs deem necessary or helpful in their success. The list must reflect those traits given by the panel of entrepreneurs in the discussion with 100% accuracy as evaluated by the teacher.

Teacher observed: class participation

4.  Using interview responses students will generate notes that can be used to recall the entrepreneur’s responses. The notes must reflect the actual responses with 100% accuracy as evaluated by the teacher.

Teacher review: check list and note column on study guide

5.  Students will compose a five-paragraph essay that highlights the personal traits required to be a successful entrepreneur and determine if they have the personal traits necessary to be a successful entrepreneur. The essay will reach a minimum of 70% as evaluated by the rubric.

Product evaluation: Rubric

 

Lesson Essential Question(s)

How do active listeners know what to believe in what they hear?
How do active listeners make meaning?
How do readers know what to believe in what they read, hear, and view?
How do strategic readers create meaning from informational and literary text?
How does interaction with text provoke thinking and response?
What do good listeners do?
What is this text really about?
What makes clear and effective writing?
What strategies and resources do I use to figure out unknown vocabulary?
Why learn new words?

What are the personal character traits of an entrepreneur and is entrepreneurship right for me?

Duration

Four 45-minute class periods

Materials

Resources

1.   Worksheet - Dissecting the Entrepreneur: Organizer and Notes

Dissecting the Entrepreneur- A Round Table Discussion - Resource 1.doc

2.   Website - 10 Personality Traits Every Successful Entrepreneur Has

http://www.businessinsider.com/traits-of-successful-entrepreneurs-2013-2

3.   Website - Eight Traits of Successful Entrepreneurs- Do you have what it takes?

http://www.mbda.gov/node/337

4.   Website - 9 Essential Traits of Successful Entrepreneurs

http://www.smallbusinessbc.ca/starting-a-business/9-essential-traits-successful-entrepreneurs

5.  Website - 5 Personality Traits Essential for Entrepreneurial Success

http://blog.talkdesk.com/5-personality-traits-essential-for-entrepreneurial-success

6.   Writing prompt - Dissecting the Entrepreneur: Writing Prompt

Dissecting the Entrepreneur- A Round Table Discussion - Resource 6.doc

7.   Writing rubric - PSSA Domain Rubric for Writing      http://images.pcmac.org/SiSFiles/Schools/PA/LawrenceCountyArea/TechSchool/Uploads/Forms/writing_rubric.pdf

Equipment/Materials/Software

  1. Computers, laptops or iPads with internet access
  2. Index Cards, 3”x5”
  3. Name tags

Suggested Instructional Strategies

W

While an Internet search will offer extensive information on the personal traits of entrepreneurs, this lesson will engage the students in clearly defining, analyzing, reflecting, and determining if they too have the personal traits needed to be a successful entrepreneur.

The bellringers or warm up questions encourage students think about what they have learned and make connections between personal traits and success.

H

This lesson provides a forum for students to actually interview entrepreneurs. By doing so, the research information collected by the students will be reinforced and clarified by an entrepreneur from their community. This will help validate the information and provide a forum to clarify questions the students may have. The performance tasks in this lesson will also aid the students in reflecting to determine if they too have the personal traits that are needed to be a successful entrepreneur.

E

Students will gain the required information through research. As they define the personal traits they will gain a deeper understanding of the information. They will review the information as they reflect to determine if they too hold any or all of the personal characteristics discovered during their research. The round table discussion will serve to reinforce the importance of each personal trait and how it related to an entrepreneur’s success.

R

Reflection is an important part of this lesson. Students will reflect upon their notes, and rethink their research as they formulate and refine the question they will use for the round table discussion. Reflection is also required as the students examine their own personal traits as they prepare to write an essay for the performance task. Students that rewrite their essays to achieve a passing score will have the opportunity to reflect on their writing and improve their skills.

E

Students will exhibit their understanding through a final essay that summarizes the information and requires the students to determine if they have what it takes to be a successful entrepreneur. This could serve instrumental as the students prepare for their future.

T

Student responses during class discussion/reviews will help guide questions posed by the teacher. In addition, student questions will guide the round table discussion with local entrepreneurs. The personal traits of each student will individualize the performance task. This lesson offers a variety of activity types that range from individual research, as the students search resources for the information required and write their essay responses, to a large group discussion while revealing their findings, and small group or team collaboration as the students create questions.

O

The provided worksheet, Dissecting the Entrepreneur: Organizer and Notes will assist the students in organizing their research, defining the terms used in this lesson, determining their own personal traits, and gathering information from the participating entrepreneurs. The writing prompt will provide guidance and direction as they reflect upon the lesson. The rubric will provide the standards by which their essays will be assessed.

Instructional Procedures

Strategy

Outline

Resources/ Materials

Related Skills

Objective 1 - Students will identify and define potential personal traits that help to make an entrepreneur successful with 80% accuracy.

Opening Activity

(Bellringer)

 

After the students are seated, as a class develop a working definition of the phrase “personal trait.” Once an accurate definition is agreed upon list examples of the personal traits the students believe they have and discuss how these traits have helped them be successful or unsuccessful as students, athletes, musicians, artists, friends, etc.

 

 

 

 

Motivational Set

Explain to the students that just as they have personal traits that help make them successful, entrepreneurs also have personal traits that make them successful in the world of business. Inform the class that you have arranged a round table discussion which will introduce them to local entrepreneurs, provide a forum for them to interview this special breed of business person, and enable them to determine what successful personality traits entrepreneurs may hold that make them successful.

 

 

 

 

Introduction

Inform the students that in order to prepare for the round table discussion there is research that needs to be completed, and interview questions that will be prepared in advance to help the discussion flow smoothly and productively. Also, explain to the students that the notes they will be taking are important in this process because they will be writing a paper that will not only reflect their findings, but also help to determine if they hold the necessary personality traits to be a successful entrepreneur.

 

 

 

 

Activity

 

 

Distribute the worksheet titled Dissecting the Entrepreneur: Organizer and Notes. Read the instructions as a class, and clarify any questions the students may have. Indicate to the class possible resources they may utilize in order to complete the worksheet. These may include the Internet, specific websites, magazine articles, handouts, or any other information in the room or school library (if available). Establish a time frame for research completion (suggested time 25-30 minutes). Monitor the students as they research the topic. Modifications can be made by providing websites or articles that will help the students narrow their search and find the information they need to complete the task.

Resource 1

Resource 2

Resource 3

Resource 4

Resource 5

Equipment 1

CC.1.2.11-12.B

CC.1.2.11-12.G

CC.1.2.11-12.J

 

Discussion

Upon completion of the task or at the end of the established time frame, the class will return to their seats, discuss their research data, and clarify the definitions of the personal traits in their notes.

 

 

Review or

Out of class assignment

Students will review by reexamining each of the personality traits listed on their organizer to determine if this is a personal trait they hold. If the students believe they have a given trait they should indicate it by placing a check in the column titled “Me Too.”

Resource 1

 

Optional Opening Review (Bellringer)

Discussion

After students are seated, ask them to list what they feel to be the top five personal traits of an entrepreneur. Answers will vary. Briefly discuss the responses.

 

 

Objective 2 - Each student will develop at least one question that can be used to determine which personal traits entrepreneurs feel helped make them successful. The questions must be acceptable to the teacher with 100% accuracy.

Motivational Set

Explain to the students that in preparation for the Round Table Discussion with guest entrepreneurs, questions and topics for discussion will be created in advance. Impress upon the students that preparation is important. Being prepared will assure that the class obtains all the information they need and will help the discussion flow smoothly. The guest entrepreneurs are giving up their time so that the students can gain valuable insight into entrepreneurship. These business people are valuable connections in the business community. Finally, you never know, someday in the near future you may want to reconnect with this resource as you establish yourself in the community or business world.

 

 

 

 

Assignment

 

 

Using small groups, students will draft a series of questions that they believe will help to determine the personality traits of each entrepreneur participating in the discussion. The members of the group should develop a minimum of three questions for each member. Monitor students during the activity and give the group assistance or pointers to help them create clear questions that will help them obtain the information they need. As students are finishing up the activity, give each student a 3”x5” index card. Have the students write their name on their card. As their questions are approved by the teacher, students will transfer the question onto their index cards. Each student will have a minimum of one question they can pose to the visiting entrepreneurs during the round table discussion.

Modification: This number may vary depending upon the number of students in the class. Small classes will need to have more questions prepared.

Encourage students to create additional questions that they may want to ask if time allows.

Collect these cards at the end of class and redistribute before the round table discussion.

Equipment 2

 

 

 

Activity

 

Additional preparation for the Round Table Discussion can also be completed by the students if class time allows. Name tags for each of the students and the visiting entrepreneurs will help students keep names and business types accurate and will help the entrepreneurs address each of the students by name.

Students can also help to arrange the room before the discussion.

Equipment 3

 

 

Activity closure

 

Give the students a general idea of how the Round Table Discussion will work. Tell them that each of the guest entrepreneurs will introduce themselves and give a brief description of their business; then the discussion will begin. Students will introduce themselves before they pose a question to the guest. Students should take notes during the discussion to aid in reflection as they compose their paper. Students should be courteous and not interrupt each other or the guests. Students should dress professionally to help establish a professional tone. Finally, be sure to remind the students to thank the guest at the conclusion of the discussion.

 

 

 

 

Objective 3 - Students will compile a list of personal traits the entrepreneurs deem necessary or helpful in their success. The list must reflect those given by the panel of entrepreneurs in the discussion with 100% accuracy as evaluated by the teacher.

Guest Speaker Introduction

 

After the students are seated, distribute question cards. Ask each of the guest entrepreneurs to introduce themselves and give a brief description of their business. Then invite each guest to join the students at the table.

 

 

 

 

Guest Speaker Discussion Introduction

 

Discuss the forum with the students and entrepreneurs. Remind the students to introduce themselves before they pose their question(s). Remind them to be polite and limit speaking to one person at a time. Then indicate which student should start and step back to let the students take control of the activity.

 

 

 

 

Guest Speaker Discussion

 

The teacher will monitor participation and be sure that each student has asked their question. If time allows, encourage the students to ask other questions of the guest. By taking notes during the discussion the teacher is modeling the behavior for the students and will have an accurate account of the discussion in case students have questions or need clarification.

 

 

CC.1.5.11-12.A

CC1.5.11-12.C

 

Discussion Closure

Upon completion thank the guest and remind students to review their notes in preparation for the paper they will write.

Resource 1

 

 

 

Objective 4 - Using interview responses students will generate notes that can be used to recall the entrepreneur’s responses. The notes must reflect with 100% accuracy as evaluated by the teacher.

Activity conclusion

 

Have students complete the note portion of the worksheet. Students should submit the worksheet for evaluation by the teacher.

Resource 1

 

 

 

Objective 5 - Students will compose a five-paragraph essay that highlights the personal traits required to be a successful entrepreneur and determine if they have the personal traits necessary to be a successful entrepreneur. The essay will reach a minimum of 70% accuracy as evaluated by the teacher.

Optional Opening Review

 

After students are seated, ask them which personal traits the guest entrepreneurs thought they held and how it helped them in their business ventures.

 

 

 

 

Introduce Writing Activity

 

Redistribute the worksheet to the students. Impress upon the students that all the work they have invested in their notes will prove valuable while they reflect and write their paper. Encourage the students to quickly look over their notes and ask any questions or clarifications that they might have. Distribute Dissecting the Entrepreneur Writing Prompt and the Writing Rubric. Read the prompt aloud and address any questions. Review the rubric and address any questions.

Resource 1

Resource 2

Resource 3

 

 

 

 

Using a computer, laptop, or iPad, students will address the writing prompt in the form of an essay. Upon completion, students will submit their essays and the rubric to the teacher for assessment. Modification may include assistance with outlines, extended time, or other modifications addressed in the student’s IEP or 503 plans.

Students who do not assess at the minimum 70% will have the opportunity to rewrite their essays to achieve a passing score.

Equipment 1

 

13.4.11.B

CC.1.4.11-12.A

CC.1.4.11-12.D

CC.1.4.11-12.F

CC.1.4.11-12.S

Formative Assessment

During student’s research to complete the organizer and the initial development of their questions by the groups the teacher will be individually monitoring students and the groups for feedback and provide assistance. To make sure the notes students took to write their paper are useful, the class reviews them and has a chance to ask questions to clarify the information they collected.

Related Materials & Resources

Author

This planning guide was written by Sandra Ludwig, Academic Integration Advisor, Lycoming Career and Technology Center, Hughesville, PA.

Date Published

September 21, 2014
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