Building the Next Big Tech Business WOW Students

Building the Next Big Tech Business WOW!: Students pitch a tech business proposal to a group of investors People 1 -4 Citizen Teacher(s) 1 Team Leader Materials needed Projector Laptop Classroom internet connection 10 -Week Plan 1 What is a Tech Business? 2 Cost, Revenue, and Profit 3 Develop a Business Idea Part 1 4 Develop a Business Idea Part 2 5 Brand Name and Logo 6 Elevator Pitch 7 Group Business Pitch 8 Group Power. Point 9 Practice for WOW! 10 More WOW! Practice

Apprenticeship Sector: Business Unit Guide – Building the Next Big Tech Students will learn about business, specifically tech businesses, and what makes certain ideas become successful companies. The apprenticeship will culminate with students pitching group business plans to an elite group of investors at their WOW! In their pitches, students will summarize the problem they are attempting to solve with their product, their solution to the problem in the form of their company, their logo, their brand name and the nitty gritty details of their tech businesses such as cost, revenue, and profit. Standards and Objectives 21 st Century Skill: Oral Persuasive Communication 21 st Century Standard 2: Citizen Schools students will demonstrate persuasive communication 21 st Century Standard 3: Citizen Schools students will make an effective oral presentation • Present a message that is appropriate for a pitch • Make an argument with specific claims. • Adjust your message around your knowledge of your audience. • Present accurate information • Make a clear and well-reasoned claim based on evidence gathered from preparation. • Use information from a wide variety of sources that include diverse media. • Present information using media in such a way that it enhances your presentation. • Use correct grammar and pronunciation for the entire presentation. Standard 3*: Citizen Schools students will solve a problem Lesson Objectives: • Create a solution that solves the presented problem. • Use brainstorming and small group discussion to propose solutions. * Not formally assessed using rubric Guiding Questions How do businesses make a profit by solving consumers’problems? How do you know a good business idea when you see one? Performance Task Assessment (WOW!) Apprentices will present a tech business proposal to a group of investors. Students will create a tech business plan and prepare a pitch, along with a power point, which details their proposals. They will deliver the pitch to a panel of elite investors. The pitch will be followed by a question and answer segment from the panel where the investors will provide structured feedback to student groups. Basic Unit Plan Week Connections to Standard/WOW! 1 Tech business and entrepreneurs are introduced to students. 6 Students learn the elements of an elevator pitch. 2 Students learn about cost, revenue, and profit. 7 Students practice delivering a business pitch as a group. 3 Students decide what their business is going to be about. 8 Students create the Power. Point presentation that will guide their pitches. 4 Students conduct market assessments. 9 Students practice giving their pitches and answering questions. 5 Students name their businesses and create logos. 10 Students practice one last time before the WOW!

Apprenticeship Sector: Business Unit Guide – Building the Next Big Tech UNIT CONTEXT/BIG IDEA Students will learn concepts that connect to majors and careers involving advertising, investing, finance, math, and business. The broad ideas they interact with in Building the Next Big Tech will hopefully excite and inspire them to pursue learning opportunities both in and out of school that will prepare them for excellent careers in the business or technology sectors. Long-term Mid-term Short-term CS program SHARED GOALS If you teach this unit successfully, § Apprentices will improve their oral communication skills, which will increase their confidence and presentation grades. Program Score Card § Apprentices will improve their internet research skills and strategy, which will improve their critical thinking abilities in other classes. § Apprentices will improve their collaboration skills which will increase their participation and grades in group assignments. TIMELINE OF SKILLS § Students will learn the elements of a business plan. Academic Skills 21 st. Century Skills § Students will incorporate internet research into their business plans through conducting market assessments. § Students will learn the value of teamwork through carrying out specific College Readiness Skills roles. § Students will practice public speaking through product pitches. IMPLEMENTATION NOTES § This curriculum is ideally designed for 2 -3 CTs so that each student group is assigned an individual CT to help guide their planning. Depending on how many students/groups you have, it is best for there to be one CT/TL who works with each group. Lessons are designed for there to be a short direct teach, followed by students working in their groups with their CT/TL.

Apprenticeship Sector: Business Unit Guide – Building the Next Big Tech LESSON PLANS AT A GLANCE Week Lesson Objectives Identify the problem being solved and the process being used to solve it. 1 Present accurate information 2 4 Hook: Meet Your CTs Introduction to New Material: Solving Problems using Tech Activity 1: Google’s Problem Solving Process Activity 2: Tech Business Gallery Walk Activity 3: Identify a Problem and Solution Assessment: Exit Ticket Identify a tech business concept § Hook: Hershey Kisses Introduction to New Material: Cost, Revenue, and Profit Activity 1: Tech Business Finances Activity 2: Analyze Tech Companies Activity 3: Develop Your Tech Business Financial Profile Assessment: Exit Ticket Develop the tech business financial profile § § § Use brainstorming and small § group discussion to propose § solutions. § Adjust your message around § your knowledge of your § audience § Adjust your message around § § your knowledge of your § audience. § § § Make a clear and well§ reasoned claim based on evidence gathered from § preparation. § § § Present a message that is § § appropriate for a pitch Make an argument with § specific claims § § § Present a message that is § appropriate for a pitch § Use information from a wide § variety of sources that include § diverse media. § § § Present information using § media in such a way that it § enhances your presentation. § § Make an argument with specific claims 5 6 7 8 9 10 Project Phase: Steps Completed § § § Create a solution that solves § the presented problem. § Make an argument with specific claims 3 Activities Hook: Desert Island Game Introduction to New Material: Business Plans Activity 1: Vision Statement Activity 2: Goals and Objectives Activity 3: Write Your Vision and Goals Assessment: Exit Ticket Hook: Time Machine Introduction to New Material: Predicting Success Activity 1: What’s Out There? Activity 2: How Will We Step it Up? Activity 3: Market Assessment: Exit Ticket Hook: What’s That Logo? Introduction to New Material: Criteria for Brands Activity 1: Class Branding Activity 2: Brainstorming Brands & Logos Activity 3: Finalizing Logos Assessment: Exit Ticket Hook: Chalk Talk Introduction to New Material: Elevator Pitch Activity 1: Example Pitches Activity 2: Write Your Own Pitch Activity 3: Deliver Your Pitch Assessment: Exit Ticket Hook: Shark Tank Example Introduction to New Material: Persuading an Audience Activity 1: Assigning Roles Activity 2: Pitch Writing Activity 3: Persuasive Pitch Proofing Assessment: Exit Ticket Hook: Identify the Error Introduction to New Material: Power. Point Activity 1: Planning Your Power. Point Presentation Activity 2: Team Planning Activity 3: Create Your Power. Point Assessment: Exit Ticket Write the vision statement and goals for the tech business Write the company summary, market assessment, and financial plan for the tech business plan Brand the tech business Write and practice the elevator pitch Work in groups to create and practice the group business pitch Finish the business pitch and Q&A Use correct grammar and pronunciation for the entire presentation. Present information using media enhances your presentation. § § § Hook: Presentation Do’s and Don’ts Introduction to New Material: Power. Point Tweaking Activity 1: Tweak Your Power. Point Activity 2: Presentation Criteria & Model Activity 3: Presentation Practice Round 1 Assessment: Exit Ticket Presenting and prepare for investor panel Q&A Present accurate information § § § Hook: Retrospective Introduction to New Material: Review Presentation Criteria Activity 1: Practice in groups Activity 2: Presenting to Class Activity 3: Presenting to Class and Q&A Final presentation preparation

Apprenticeship Sector: Business Unit Guide – Building the Next Big Tech Lesson Elements Assessment – There will be an exit ticket at the end of every lesson. The exit ticket assesses what students have learned throughout the course of the lesson. Structures – There will be packets that will be given out every week which will contain all of the material needed for that day. It saves time handing out papers, and also keeps things more organized. Procedures – Students will complete an exit ticket at the end of each lesson so these materials, along with supplemental worksheets and handouts, should be printed before class. Notes for Campuses Supplies – The class will need to use a laptop and a projector during most sessions. Prepare to have both in advance of the class’ meeting. Location – A classroom is the only thing needed. Students will be working in groups for a large portion of the apprenticeship. Choice and Voice – There are plenty of choices throughout the Building the Next Big Tech apprenticeship. Students will actually create most of what they do in the apprenticeship. Cost Estimate Next Big Tech should cost no more than $150. 00 including the cost of supplemental supplies, WOW! materials for students and weekly supplies.

Building the Next Big Tech Apprenticeship Pitch Apprenticeship Description for Students will design their own product. They will create a product, a logo, and a pitch that they will present to investors at the WOW!. The Pitch Introduce yourself to students. Tell them your role/title at the company at which you work, and in kid-friendly language, explain to them what you do in a couple of sentences. Then, share the following anecdote, or share one of your own. Note: It is recommended that you create a short Power. Point for the pitch that contains visuals supporting the anecdote as well as the sample innovations below. Before the Printing Press was invented in 1440, there were no newspapers and hardly anyone had books. Books were literally copied by hand, which meant that most of them included many mistakes, there were far fewer books available, and mostly monks and scholars were the only people who had access to them. Johannes Gutenberg invented the Printing Press to solve the problem of the slow flow of information between people. Gutenberg’s invention changed history forever. In modern terms, Gutenberg created a product—the printing press—then marketed it to major cities across Europe. Because of the high demand, the product gained popularity and became essential in society. Gutenberg was not only a great inventor, but also an excellent businessman. He made a fortune off of his invention, and went down in history for his contribution. Products can also be innovations or improvements upon pre-existing products. See if you can guess what the newest versions of these products have been. Also, what problems did they solve? How were they improvements? Ask students to share their answers. To encourage participation, reward students with Value Stars or cheers in response to their ideas. Show image of face dial telephone Portable house phone; cell phone Show image of giant, bulky TV Flat screen TVs that hang on walls Show image of written letters Email/Internet, etc. In this apprenticeship, you will learn how to address a modern-day problem through the creation of a new product. Not only will you design this product, but you will also focus on how to market this product to investors. You will also create a catchy logo for your product and pitch it to a panel of potential investors, seeking to convince them of how important your product is and how well it will address the problem. What will students learn in 10 weeks? Students will learn how to make a business. They will create a logo and name for their product that they create. They will be able to give a pitch to investors to try to convince them to invest in their product. Recommended Materials 1. Laptop 2. Projector 3. Classroom internet access

Building the Next Big Tech LESSON 1 – page 1 What is a Tech Business? In this lesson, students will learn what a tech business is. They will explore examples of tech businesses that are popular today. They will also learn how these companies identified problems in the world and worked together to solve them. Lesson Objective: Standards for Unit: • Citizen Schools students will demonstrate persuasive communication • Citizen Schools students will use a problem solving approach to approach an issue systematically Identify the problem being solved and the process being used to solve it Lesson Agenda 10 MIN Hook: Meet Your CTs 15 MIN Introduction to New Material: Solving Problems Using Tech 15 MIN Activity 1: Google’s Problem Solving Process 20 MIN Activity 2: Tech Business Gallery Walk 20 MIN Activity 3: Identify a Problem and Solution 10 MIN Assessment: Exit Ticket Connections: Lesson 1 will introduce students to the process for identifying problems and solutions from the perspectives of entrepreneurs and the tech companies they lead. Once they understand the process, they will identify the problem and solution that will form the basis of their tech business. Material: 1. Exit Tickets 2. Gallery Worksheets 3. Projector Lesson Preparation: § Space: There will need to be enough space for students to move around their classroom for the stations in Activity 2. § Groups: Groups will be needed for Activity 1. The TL should consider what he/she knows about students in this apprenticeship to predetermine teams to achieve the best outcome. The TL should consider the size of the class, student behavior and past performance of students during other CS courses. § Resources: Arrange to have a projector and copies of the Facebook case study for each student. 4. Facebook Case Study

Building the Next Big Tech LESSON 1 – page 2 Objective: Identify the problem being solved and the process being used to solve it. Hook: Meet Your CTs 10 Minutes § Activity Summary: Students will meet their CTs and learn about the WOW! § Say: “As we said in our pitch last time we met, the reason we are learning about different kinds of tech businesses is because you all are being challenged to create your own ideas for the next big tech business. § Now each of us will take turns introducing ourselves to you; but instead of just giving you information about us, we are going to tell you two truths (things that are true) and a lie (something we made up) and then cold call you to see if you can guess which facts are true and which ones are lies. ” § If you have more than two CTs, modify the intro activity by having each team member briefly introduce themselves, share where they went to college, and say their favorite piece of tech/their favorite hobby. § Once each CT has introduced him/herself, allow the students to introduce themselves. See sidebar for suggestions. Then move forward to describing the WOW! § Describe The WOW!: We are going to present our plans for the next big tech business to a group of executives. We are professionals here to help you perfect your ideas and learn how to present them effectively. Introduction of New Material: Solving Problems Using Tech Student Says… For student introductions, either have students simply stand introduce themselves professionally, or add a small twist by having students play the adjective name game. In this game, students introduce themselves with an adjective that begins with the same letter as their first name. For example, “Ambitious Alex, ” “Brave Barbara, ” etc. Allow students to wear nametags, as well. 15 Minutes § Objectives/Agenda: List the 21 st century skill for this apprenticeship, share daily objectives and preview agenda. Tell students that they will assume shared responsibility for collaborative work today by explaining what a “tech business” is with examples, and describing what the WOW! will be. § Preview of Assessment: Briefly explain the exit tickets students will complete at the end of the lesson which will assess what they have learned today. § Direct Teach: Ask students to raise their hands if they use Facebook. Choose one volunteer and ask if they know how Facebook started. § Say: “Facebook is an example of a tech business. It was founded by Mark Zuckerberg as a tool for college students to flirt online without the awkwardness of real life. ” Over time Facebook became a tool for people to connect with each other, no matter where they were in the world. Facebook has evolved, but its core mission of helping people connect is still the same. § Additionally, Facebook is a business that uses technology as its primary product, unlike some other types of businesses. In this apprenticeship you all are going to use the tech business concept to solve a problem that you identify in the world. Facebook and Google are the two biggest examples of tech businesses that were developed to solve a problem. Our first example, Facebook, solved the problem of people not being able to keep in touch with each other in an organized way. § We will talk about Google in just a few minutes. First, let’s learn the process Facebook and many other tech businesses used to identify problems and develop tech businesses which created solutions to those problems. § See sidebar for CT Scripting of Steps. 1. "Need it" – Helps you identify a problem in the market 2. “Create it"-- Develop a tech solution 3. "Prove it"-- Clarify your market niche and financial specifications 4. "Brand it"-- Come up with logo/brand, etc. that makes your business unique 5. "Sell it"--Develop presentations to investors that make them want to invest in your business § Transition: Let’s see how these steps apply to Google’s problem-solving process. Closer Look! CT Sample Script: 1. "Need it" – FB creators saw that college students needed to be able to connect online to avoid inperson awkwardness. 2. “Create it"—The solution? An online networking community where students could “talk” without actually talking. FB is born! 3. "Prove it"– Mark and his team piloted FB with a group of students and the program went viral in minutes! They had proof that a product like FB was in high demand. 4. "Brand it"– Like a yearbook, but with faces online—Facebook got its name. 5. "Sell it"—The FB team pitched their product to big investors across the country. They convinced them that FB would be a huge money-maker especially through online advertising.

Building the Next Big Tech LESSON 1 – page 3 Objective: Identify the problem being solved and the process being used to solve it. Activity 1: Google’s Problem Solving Process 10 Minutes § Activity Summary: The CT will model the same problem solving process from the Introduction to New Material – this time using Google as an example for students to follow along. See sidebar for sample script. Students will watch the CT lead the thinking process about Google for two steps, then actively participate by writing down their own answers for the final three steps while the CT coaches them to the correct responses. § Directions: The CT will use Google as an example by filling in the blanks of the problem solving process worksheet with Google information. Students will follow along on their own copies as the CT models how the process works. § Debrief: What similarities do you see between Facebook’s and Google’s problemsolving processes? § Transition: Now let’s apply our problem-solving process to other examples of well known tech businesses. Activity 2: Tech Business Gallery Walk 20 Minutes § Activity Summary: Students will split into three groups and rotate through three different tech businesses: Spotify, Amazon, and Instagram. They will recreate the problem solving process these companies became famous for and work independently in their groups to break down each one. See sidebar for businessspecific information to share with students at each station. § Directions: Students will work in groups and explore three tech businesses. Each group will have six minutes to complete each worksheet. They will share out answers at the end of the activity. § Expectations: 1. Students must work with their groups to complete the problem-solving process. 2. Each student must record their answers on their own activity sheets. 3. Students should work at a level 2 volume—quiet voices that cannot be heard by the next group to keep their answers confidential. 4. Students must not rotate or leave their stations until told to do so. § Debrief: Once students have visited all three stations, CT/TL should debrief students’ answers for each company’s problem-solving process. Ask if there any final questions before moving to the next activity. Cold call students from all groups. § Transition: Now we will get into our project groups and complete the problem solving process for a tech business that you will create. Missing Parts… CT Sample Script: 1. "Need it" – Google felt that people needed a fast way to access information without Encyclopedias and libraries. 2. “Create it"—The solution? An online search engine that is easy-touse and gives everyday people access to a wealth of information. 3. "Prove it"– Ask students for input: Google piloted their search engine and tracked its popularity electronically. 4. "Brand it"– Ask students for input: Google created their simple logo and put it EVERYWHERE. 5. "Sell it”—Ask students for input: Google pitched to investors, shared popularity statistics, and emphasized the money-making possibilities through online advertising. Additional Notes Print small cards with the information below to keep at each station for student reference: Spotify is a digital music service that gives users access to millions of their favorite songs online. Amazon is the largest online store that began by selling books but has expanded to sell music, household items, etc. Instagram is a fast and easyto-use way to share pictures with family and friends electronically.

Building the Next Big Tech LESSON 1 – page 4 Objective: Identify the problem being solved and the process being used to solve it. Activity 3: Identify a Problem and Solution 20 Minutes § Activity Summary: Students will work in their permanent groups to lead their own problem solving process. By the end of Activity 3 each group should have a tech business idea which they will further develop throughout the apprenticeship. § Directions: Say: “Now that you are familiar with the problem-solving process, it is your turn to solve a NEW problem! By yourselves, you will each get 7 minutes to brainstorm a possible problem to solve. § If you want to make a list of possibilities, feel free to do so on the back of your handout. § Think about something that is a problem for you or people you know every day. § What invention would solve that problem for you? How could it make your life easier or better? § Say: “After 7 minutes, you will share your idea—no matter how much or little you have developed it—with the rest of your team. After everyone in your team has shared, you will discuss which individual’s idea you’d like to expound upon in future weeks. Feel free to combine ideas if you’d like!” § Ask for a teachback to make sure students understand the directions. § After 7 minutes, announce that students should begin sharing their ideas with their teammates. § Debrief: What tech business did you settle on? Why did you pick that idea? Field Tips CTs should float during Activity 3. It is possible that students will have a difficult time generating ideas for new problems to solve. If more than 2/3 of the class is stuck, lead a class brainstorm on possible problems to solve. Some guiding questions to consider include: • What technological challenges do you encounter when doing schoolwork? • What technology might improve your social life? • What annoys you most about X (Facebook/Twitter, etc)? How could you change that? • In what specific ways do you wish technology would help you prepare for your future? (College/Career) Future Plans Assessment: Exit Ticket 10 Minutes § Questions: Students will answer the following questions: 1. Order the following steps to solving a tech business problem in the correct order: “Create it" "Prove it" "Sell it" "Brand it” "Need it" 2. What problem will you solve during the Next Big Tech Apprenticeship? § Sample Answer Key: 1. "Need it" Create it" "Prove it""Brand it” "Sell it“ 2. Answers will vary based on group selections. Next week the class will focus on developing a simple business plan for an idea which solves a problem they notice in their everyday lives.

Apprenticeship Building the Next Big Tech: Exit Ticket #1 Name: ________________________ Date: _______________ 1. Order the following steps to solving a tech business problem in the correct order by numbering 1 -5: “Create it" "Prove it" "Sell it" "Brand it” "Need it" 2. What problem will you solve during the Next Big Tech Apprenticeship?

Google Example Problem Solving Process: "Need it" – What problem did Google identify in the market? __________________________________________________ _________ “Create it"– What tech solution did they create? __________________________________________________ _________ "Prove it"– How will you identify customers and financial information? __________________________________________________ _________ "Brand it"– What will your logo and brand look like? What makes your business unique? __________________________________________________ _________ “Sell it"– What will your presentations to investors look and sound like to attract investors? __________________________________________________

Spotify Example Problem Solving Process: "Need it" – What problem did Spotify identify in the market? __________________________________________________ _________ “Create it"– What tech solution did they create? __________________________________________________ _________ "Prove it"– How will you identify customers and financial information? __________________________________________________ _________ "Brand it"– What will your logo and brand look like? What makes your business unique? __________________________________________________ _________ “Sell it"– What will your presentations to investors look and sound like to attract investors? __________________________________________________

Amazon Example Problem Solving Process: "Need it" – What problem did Amazon identify in the market? __________________________________________________ _________ “Create it"– What tech solution did they create? __________________________________________________ _________ "Prove it"– How will you identify customers and financial information? __________________________________________________ _________ "Brand it"– What will your logo and brand look like? What makes your business unique? __________________________________________________ _________ “Sell it"– What will your presentations to investors look and sound like to attract investors? __________________________________________________

Instagram Example Problem Solving Process: "Need it" – What problem did Instagram identify in the market? __________________________________________________ _________ “Create it"– What tech solution did they create? __________________________________________________ _________ "Prove it"– How will you identify customers and financial information? __________________________________________________ _________ "Brand it"– What will your logo and brand look like? What makes your business unique? __________________________________________________ _________ “Sell it"– What will your presentations to investors look and sound like to attract investors? __________________________________________________

? ______(your tech business) Problem Solving Process: "Need it" – What problem will your tech business solve? __________________________________________________ _________ “Create it"– What tech solution will your tech business create? __________________________________________________ _________ "Prove it"– How will your tech business identify customers and financial information? __________________________________________________ _________ "Brand it"– What will your logo and brand look like? What makes your tech business unique? __________________________________________________ _________ “Sell it"– What will your presentations to investors look and sound like to attract investors? __________________________________________________

Building the Next Big Tech LESSON 2 – page 1 Costs, Revenue, and Profit In this lesson, students will be introduced to cost, revenue, and profit. They will play a game with Hershey Kisses to learn the basics of the concept then students will analyze the cost, revenue, and profit of i. Phones and Google, as well as three exemplary tech businesses. Students will apply this skill when they create their group tech businesses and develop the underlying financial positions of their companies. Lesson Objective: Standards for Unit: • Citizen Schools students will demonstrate persuasive communication • Citizen Schools students will use a problem solving approach to approach an issue systematically Create a solution that solves the presented problem Lesson Agenda 10 MIN Hook: Hershey Kisses 15 MIN Introduction to New Material: Cost, Revenue, and Profit 15 MIN Activity 1: Tech Business Finances 15 MIN Activity 2: Analyze Tech Companies 25 MIN Activity 3: Develop Your Tech Business’ Financial Profile 10 MIN Assessment: Exit Ticket Connections: Lesson 2 establishes the basic knowledge of cost, revenue, and profit, which will connect with future activities where students construct their own estimates of these three factors for their tech businesses. Materials: 1. Exit Tickets 2. Hershey Kisses (20 total) 3. Lemonade Stand Handouts Lesson Preparation: § Space: Students will work in groups during Activity 3. § Groups: Students will stay in the same groups from Lesson 1. § Resources: Make sure to have enough Hershey Kisses for each student to be able to participate in the activity. 4. Worksheets 5. Case Study Printouts from Lesson 1

Building the Next Big Tech LESSON 2 – page 2 Objective: Create a solution that solves the presented problem. Hook: Hershey Kisses 10 Minutes § Say: “We are going to play a game with Hershey Kisses to demonstrate the importance of finance—or how money is used—in a business. I need two volunteers for this demonstration. The rest of you will be Financial Advisors to our Entrepreneur, so pay attention so you can give him/her good advice!” § Tell the first volunteer: “You are the Entrepreneur. Our Entrepreneur has invented a new Hershey Kiss that cleans your teeth while you eat it, so no more cavities!” § “Now our Entrepreneur has a great idea, but no money! Our Entrepreneur needs an Investor to give him/her money to fund the production of these teeth-cleaning Hershey Kisses. ” § Let’s say our Investor gives our Entrepreneur $20 to fund his/her project. Here is where our Financial Advisors come in. If our Entrepreneur has 20 Hershey Kisses to sell, and $20 with which to produce them, at what cost should he/she sell individual Hershey Kisses in order to make money? § Give students 3 minutes to discuss with their teams or elbow partners. § Debrief: Ask students to share answers and rationale. For each answer, share how much money the Entrepreneur would make if he/she sold Hershey Kisses for X amount. (Example: If students propose $2 per Hershey Kiss, write equation: 20 Hershey Kisses x $2/Hershey Kiss= $40, and $40 (total)-$20 (initial investment owed to investor)= $20, so the Entrepreneur technically has $20 more than he/she started with. ) § Transition: Today we are going to learn why the entrepreneur sold his/her Hershey Kisses for more than he borrowed from the investor. You will learn how cost, revenue, and profit help entrepreneurs figure out how to make their businesses profitable. Intro to New Material: Cost, Revenue, Profit 15 Minutes § Objectives/Agenda: List the 21 st century skill for this apprenticeship, share daily objectives and preview agenda. § Preview of Assessment: Briefly explain the exit tickets students will complete. § Direct Teach: Say, “Today we will focus on the financial (or money) aspects of tech businesses. In a nutshell, we are going to unpack an important equation in Entrepreneurship: Profit = Revenue - Cost. Understanding this principle will help us create great tech businesses that efficiently solve the problems we identified last week. ” § Note: Refer to Lemonade Stand Visual & Student Handouts for Direct Teach. § Say: “There are three key terms that will be crucial to our understanding of a business: Cost, Revenue and Profit. Costs refers to the money spent to create a product or service. For example, the start-up costs for a lemonade stand when include the stand, the lemons, the cups, etc. Let’s say that costs you $75 (refer to handout). Revenue Is the total amount of money you make at the lemonade stand. If 100 people buy 100 cups of $1 lemonade then my revenue is $100. However my Profit is whatever money is leftover. In other words, my profit is equal to the revenue minus the cost so if I spend $75 buying supplies for the lemonade stand, then my profit is $25. § Example: I spent $200 to set up my lemonade stand. So far we have Profit = Revenue – 200. I end up selling 100 cups of lemonade at $3/cup. So, 3 x 100 = $300. My revenue is $300, so if we plug this into the equation, we have: Profit = 300 -200. Now to figure out my profit, I just calculate the Revenue – the Cost, so 300 -200 =100. My profit is $100. § Transition: Let’s look at some examples of cost, revenue and profit in the tech business context. Student Says… Students may ask why anyone would pay $2 for a Hershey Kiss. Make sure they understand that the price is just an example of what an entrepreneur might charge in order to generate a profit. In the real world the actual price of an item must match what consumers are willing to pay for it. Closer Look! CT/TL should write out Profit equation on the board, or have it written on a flipchart, so that students can follow along with this visual. Profit = Revenue - Costs Also write out the three key terms with their definitions: Costs: Money spent to create a product/service. Revenue: Total amount of money made. Profit: Revenue – Cost (Leftover money!)

Building the Next Big Tech LESSON 2 – page 3 Objective: Create a solution that solves the presented problem. Activity 1: Tech Business Finances 15 Minutes § Activity Summary: Students will learn to identify a company’s profits using a simple equation of Profit = Revenue – Costs. § Directions: Hand out the Facebook example worksheet to students. Read the Cost and Revenue sections as a class. § Ask: “What is the Profit Formula again? ” Profit – Revenue- Costs § Ask: “So what are Facebook’s costs according the worksheet? ” Ask students for costs of individual items, then add as a class. Record the total cost on the board. § Repeat the same process for revenue, and plug the numbers into the formula. § Ask students what the final profit is. § Ask for a teachback on how we know that Facebook made a $248 million profit. Missing Parts… During Activity 2, students are asked to think outside the box. They are going beyond the application of the Profit Equation to making up potential $ amounts of both costs and revenues. It is crucial that a CT or TL work with small groups during both Activities 2 and 3 in order to help students choose numbers that make sense. That said, the emphasis should be on the following key takeaway: Activity 2: Analyze Tech Companies 15 Minutes § Activity Summary: Students will work with their CTs to fill out the columns with possible sources of costs and revenue for Facebook. § Directions: “Remember that profit is the revenue minus the cost. The reason why entrepreneurs work so hard is so that they can make money by maximizing their profit. Think back to the Hershey Kisses activity. Why did the entrepreneur price the Hershey Kisses the way he/she did? Did he/she make a profit? Now, let’s talk about Facebook. What are a few other sources of revenue and expenses that we could add to each column? ” Students should brainstorm seven examples of where Facebook may derive their revenue. Examples are advertisements, games, investments, products for sale in Facebook’s marketplace, promotions, etc. § Transition: Next we are going to put those principles into practice as we write financial plans for our own tech businesses. If costs increase, a business must find ways to ensure that revenue also increases. In other words, if it costs more money to operate, the business needs to find more ways to turn a profit by increasing their revenue. Additional Notes Make sure that students understand that most organizations have extremely expensive operations costs and lots of employees. Tech businesses are usually the exception because you can operate them from a remote location and you don’t need an army of employees to get all of the necessary work done.

Building the Next Big Tech LESSON 2 – page 4 Objective: Create a solution that solves the presented problem. Activity 3: Develop Your Tech Business’ Financial Profile 25 Minutes § Activity Summary: Students will develop the revenues and costs for their own tech businesses in groups. They will craft their analysis so that their companies are profitable by developing a prediction of what it could cost to run a business like the one they are proposing. § Directions: § Each group will pair up with a CT/TL and develop their own financial estimate on a blank sheet of paper. Their objective is to estimate (with their CTs help) what their cost and revenue should be in order to be profitable. To do this, groups will need to create five different scenarios for their business with different cost and revenue figures. Each scenario should use different numbers but all should end with the same result or the tech business turning a profit. In this activity students should walk away with the understanding that if your costs go up, then your revenue must increase as well in order to ensure that your business remains profitable. § Debrief: Ask: “How did your group ensure that your financial plan made a profit? ” Allow a couple of groups to share their thought/work process. § Ask if any of the groups recognized a fundamental rule in entrepreneurship when trying to become a profitable company. The rule is that in order to become a profitable business, you must either raise revenues or cut costs. This is a main reason why a struggling company fires people. Their employees cost money and occasionally companies decide that they need the extra money to go towards profits instead of to an employee. § Transition: Say “I hope you all enjoyed the second lesson of Next Big Tech. Next week you will put what you learned to practice by developing your own business plan. For our final activity you all are going to answer a few exit questions so that we know to what extent we accomplished our objectives today. ” Assessment: Exit Ticket § Questions: Students will answer the following questions: 1. In your own words, what is profit? 2. In your own words, what is cost? 3. In your own words, what is revenue? 4. What is the Profit Formula? § Sample Answer Key: 1. Profit is the revenue minus the cost. 2. Cost is the money spent to create a product or a service. 3. Revenue is the income made from selling a product or a service. 4. Profit = Revenue - Costs 10 Minutes Field Tips Depending on how many CTs there are, there should be one CT at each station in Activity 3. Students may ask questions about what numbers they should write on their company’s business sheet. Tell them that the figures do not have to be exact and that for the purposes of today’s activity they should simply focus on the relationship between cost and revenue, not the actual values. In other words, students should focus on how to guarantee that they turn a profit, so the revenue must be greater than the costs. Future Plans Next week the class will focus on developing a simple business plan for an idea which solves a problem they notice in their everyday lives.

Apprenticeship Building the Next Big Tech: Exit Ticket #2 Name: ________________________ Date: _______________ 1. Match the term with its definition (draw a connecting line): a. Profit 1. the total amount of money made b. Revenue product/service 2. the money spent to create a c. Cost 3. the amount of money leftover 2. What is the Profit Formula? Write it here: 3. How can the Profit Formula help businesses succeed? In other words, what can happen to a business that does not calculate their projected profit before starting up?

Lemonade Stand Example 1: Start-Up Costs: ____$75____ Remember: Profit = Revenue - Costs Cost/Cup: ____$1/cup______ x ______ = ______ Cost/Cup # Cups Sold Revenue ______ - ______ = ______ Revenue Costs Profit __________________________________ Example 2: Start-Up Costs: ____$200____ Cost/Cup: ___$3/cup______ x ______ = ______ Cost/Cup # Cups Sold Revenue ______ - ______ = ______ Revenue Costs Profit

Costs Revenue Facebook Profit and Cost Components Revenues Profit Costs Advertising – $300 million Employee Payroll (salary) - $50 million Paid profile promotions - $25 million Servers and other equipment - $25 million Legal expenses - $2 million

Building the Next Big Tech LESSON 2 Tech Business Financial Document Your Tech Business’ Profit and Cost Components Revenues Costs _____________________________________ _ ______________________________________ ___________________ _ ___________________

Building the Next Big Tech LESSON 3 – page 1 Develop a Business Idea Part 1 Standards for Unit: In this lesson, students will learn about the relationship between vision, goals, and • Citizen Schools students will how these guide business plans. They will see an example of a business plan demonstrate persuasive delivered by their CTs, then they will practice what they learned by using small communication group discussion to collaborate on the vision and goals section of the business plan. Lesson Objective: Use brainstorming and small group discussion to create visions and goals to guide their business plans. Lesson Agenda 10 MIN 15 MIN Hook: Desert Island Game • Citizen Schools students will use a problem solving approach to approach an issue systematically Connections: Students will develop group business plans. Introduction to New Material: Business Plans 15 MIN Activity 1: Vision Statement 15 MIN Activity 2: Goals and Objectives 25 MIN Activity 3: Write Your Vision and Goals 10 MIN Assessment: Exit Ticket Materials: 1. Exit Tickets 2. Worksheet packet 3. Laptops for research (if available) Lesson Preparation: § Space: There will need to be enough space for student groups to work on their business plans collaboratively §Groups: Students will work in their permanent groups for the majority of Lesson 3.

Building the Next Big Tech LESSON 3 – page 2 Objective: Use brainstorming and small group discussion to propose solutions. Hook: Desert Island Game 10 Minutes § Say: We are going to start with a game today. The focus of this game is going to be working with our teams creatively to solve a problem. § Directions: Split the class into three teams. § Say: “Pretend you are stranded on a desert island. Your task is two-fold: First: Brainstorm the items you would like to have with you to increase your chances of survival. You will have 3 minutes to do this. Second: Narrow down your list to the top TWO items you feel would be most crucial in ensuring your survival. You will have 3 more minutes to do this. ” § Ask for a quick teach back. “What will you do during the first 3 minutes? The second 3 minutes? ” § Debrief: “What items did your group choose as your top two items? How did you narrow down your list? ” § Transition: Say: “That game was a great way for us to practice solving problems in groups. What was the problem that we faced? Was there more than one way to solve the problem? Today we will work in groups to develop business plans collaboratively and creatively, just like we had to figure out how to survive on a desert island. ” Introduction of New Material: Business Plans Student Says… Students may have questions about what kind of items they can bring to the island. Tell them that they can choose any items they want, but to think carefully about which items would be most helpful for survival. You may give examples if students have trouble getting started with the activity on their own. 15 Minutes § Objectives/Agenda: objectives and preview agenda. § Preview of Assessment: Briefly explain the exit tickets students will complete at the end of the lesson will assess what they have learned today. § Direct Teach: “Last week we learned about cost, revenue, and profit. Today we are going to apply these concepts to our discussion of business plans. ” §“A business plan is a game plan for a proposed business. It tells people what that business’ main objectives will be when it is fully operational. There are four main aspects to a business plan and today we are going to learn about two of them: the vision statement and goals sections. ” Share an overhead/Power. Point version of the business plan template for students to follow along as a class. § The first section of the business plan template we will use is the vision statement. The vision statement is a clear summary of where the business is headed. Let’s see how Facebook’s Vision Statement answers three important questions: 1. What does the business produce? “Facebook will produce a website where college students can connect with each other virtually. “ 2. Who are our products produced for? “Our website will provide a free and easyto-use platform that anyone can edit and utilize. It will allow students to share information such as music, book, and film preferences while also providing a messaging feature. “ 3. What makes us unique? “Facebook will be unique because it will allow users to restrict their networks to certain colleges/universities and/or cities. It will resemble a traditional social network but break down the barriers that keep people apart such as distance and time. ” § The second section is the goals section. The goals state what your business will accomplish. Let’s look at some of Facebook’s concrete and specific goals. See sidebar for example goals. § Check for Understanding: “What three questions does a vision statement answer? What does a goals section address? ” § Transition: Let’s think about how to develop vision statements and goals by practicing an example together. List the 21 st century skill for this apprenticeship, share daily Closer Look! Facebook Goals: • Facebook will start at the college level with admission only offered to elite college students at Harvard, Yale, Princeton, Stanford, and MIT. • After expanding to other schools, we will attract over one million members in our first year of operation. • Then Facebook will launch a high-school version which will require an invitation to join. • Once our membership is over one million, we aim to create business pages that allow companies to attract potential customers (our users) and give information about themselves. • Facebook will generate $50 million a year in revenue one this goal is reached.

Building the Next Big Tech LESSON 3 – page 3 Objective: Use brainstorming and small group discussion to propose solutions. Activity 1: Vision Statement 15 Minutes § Activity Summary: CTs/TL will write a vision statement with student support based on the Teeth-Cleaning Hershey Kiss product from Lesson 2. Say: “To write a great Vision Statement for our Tech Business let’s think about how we would answer each of the following questions: 1. What does the business produce? “Our business produces teeth-cleaning Hershey Kisses. What else can we say about our product? ” Take student ideas, which may include: Our product cleans teeth by including an edible, teeth-cleaning ingredient that also freshen breath; It has less sugar than regular Hershey Kisses so it reduces cavities. 2. Who are our products produced for? “Who are we marketing this product to? ” Students brainstorm possible audiences, including parents who don’t want their kids to get cavities, health-conscious kids and adults, dentists, etc. Record ideas on board. 3. What makes us unique? “How is our product different or better than other Hershey Kisses? ” Possible answers: Regular Kisses give you cavities because of all of the sugar; our product leaves people with fresh breath instead of chocolate breath, etc. Record student answers. § Debrief: “What three questions will you and your groups need to answer to develop your vision statements? ” Activity 2: Goals and Objectives Missing Parts… With the Teeth-Cleaning Hershey Kiss example, CTs will model both the Vision and Goals sections of the business plan template by talking students through the process of answering key questions. After initially modeling each process, CTs will invite students to share ideas, too, to contribute to the brainstorming process and to give them some initial practice in a “we do” setting. Tell students that a lot of the early planning for a tech business is working in small groups to figure out the answers to strategic questions. 15 Minutes § Activity Summary: CTs/TL will develop goals with student support based on the Teeth-Cleaning Hershey Kiss product from Lesson 2. § Say: “I showed you some sample goals from Facebook earlier. Notice how these goals are very concrete and specific. They explain what will happen, over how much time, and to what extent (via how many people they will reach and how much money they will make). Let’s think about what kinds of specific goals we could set as the creators of the Teeth-Cleaning Hershey Kiss product. ” § Volunteer two goals and emphasize what is concrete or specific about them. Example: “Market product to 50 local dentists within the first year. We know exactly how many dentists we want to reach within the first year. ” Then take two to three more from the class. § Additional potential goals: Expand to 100% of dentists across the city over two years. Replace 50% of regular Hershey Kiss sales in bodegas across the city. Generate $1 million profit over 1 st year. Advertise in top ten most popular kid-friendly TV stations and online sites within first year, etc. § Debrief: How will you write your Goals and Objectives in your groups based on the example you just saw? What should you be specific about? (How much time it will take, how many people you will reach, how many products you will sell, how much profit you will make, etc. ) Additional Notes The answers to the business plan questions are open ended but should be written with an eye towards the group of investors who will be on the panel at the WOW! in seven weeks.

Building the Next Big Tech LESSON 3 – page 4 Objective: Use brainstorming and small group discussion to propose solutions. Activity 3: Write Your Vision and Goals 25 Minutes § Activity Summary: Students will work in their project groups to develop their Vision Statement and Goals by brainstorming together with their CT/TL. § Directions: Pass out one copy of the blank Vision and Goals templates to each student. Individual students will have 5 minutes to answer each section of their template. §After the initial 5 minutes, ask students to share out in groups following these steps: 1. Each student presents his/her ideas for about 1 minute. Listening students should independently rate their peers’ ideas on a scale of 1 -5 on scratch paper to facilitate in voting at the end of sharing. 5 = idea really resonates, 1 = not a big fan. (Alternative: Jot down the presenter’s name if you like the idea, don’t if you don’t. The idea here is to encourage students to jot down key ideas to facilitate in the voting discussion. ) 2. After each student has shared, students will talk about their favorite proposals (those ranked 4 or 5) with the objective of choosing the best, or combining the top 2 -3 proposals. 3. Once an idea has been selected by the group, they will answer guiding questions to describe what their tech business will look like and what the vision statement and goals of their business will be. § Questions: What does the business produce? Who are our products produced for? What makes us unique? What do you want your business to achieve? Be specific in terms of who you will reach, how long it will take, and how much money you will make. § Debrief: How did you decide in your groups what to say in Vision Statement and Goals sections? What did you learn about brainstorming as a team in order to accomplish a goal? § Transition: Emphasize how well teams worked together, then direct them to exit tickets. “For our final activity you all are going to answer a few exit questions so that we know to what extent we accomplished our objectives today. ” Assessment: Exit Ticket 10 Minutes § Questions: Students will answer the following questions: 1. Define the vision statement and goals sections of the business plan in complete sentences. 2. How did with your small team help with YOU write a business plan for a tech business? § Sample Answer Key: 1. The vision statement is a clear summary of where the business is headed. It describes what the tech business makes, who the products are made for, and things that make the business unique. The goals state what you want your business to achieve. 2. Answers will vary. Field Tips If your campus has access to laptops and the Internet, then use them during Activity 3 so that students can research whethere are businesses like the ones they are proposing and if so determine how their company will be different. Future Plans Next week the class will focus on part 2 of the Business Plan writing process and finish their product before preparing their brand names and elevator pitches.

Apprenticeship Building the Next Big Tech: Exit Ticket #3 Name: ________________________ Date: _______________ 1. Define the vision statement and goals sections of the business plan in complete sentences. 2. How did with your small team help with YOU write a business plan for a tech business?

Building the Next Big Tech LESSON 3 Business Plan Template: Vision Statement and Goals Vision Statement The vision statement is a clear summary of where the business is headed. It describes what the business produces, who products are produced for, and what makes your business unique. _______________________________________________________________________________________________ _________ _______________________________________________________________________________________________ _________ _______________________________________________________________________________________________ ________________________________________________ Goals and Objectives What do you want your business to achieve? Be specific in terms of who you will reach, how long it will take, and how much money you will make. _______________________________________________________________________________________________ _________ ________________________________________________

Building the Next Big Tech LESSON 3 Business Plan Example: Vision Statement and Goals Facebook Vision Statement The vision statement answers the following questions: What does the business produce? Who are our products produced for? What makes us unique? Facebook will be a website where college students can connect with each other virtually. Our website will provide a free and easy-to-use platform that anyone can edit and utilize. It will allow students to share information such as music, book, and film preferences while also providing a messaging feature. Facebook will be unique because it will allow users to restrict their networks to certain colleges/universities and/or cities. It will resemble a traditional social network but break down the barriers that keep people apart such as distance and time. Goals and Objectives What do you want your business to achieve? Be specific in terms of who you will reach, how long it will take, and how much money you will make. Facebook will start at the college level with admission only offered to elite college students at Harvard, Yale, Princeton, Stanford, and MIT. Our product will gain buzz over a few months then we will open membership to anyone with a college e-mail address. By following this approach we should be able to attract over one million members in our first year of operation. Following that threshold, Facebook will launch a high-school version which will require an invitation to join. Once our membership is over one million, we aim to create business pages that allow companies to attract potential customers (our users) and give information about themselves. Facebook will be able to generate $50 million a year in revenue one this goal is reached.

Building the Next Big Tech LESSON 4 – page 1 Develop a Business Idea Part 2 Standards for Unit: In this lesson, students will continue to learn about business plans. They will learn to think strategically as they develop the “predicting success” phase of their plans, understanding that investors need to be convinced that their product is better than others in the current market. Students will conclude by creating the Market Assessment section of their business plans. • Citizen Schools students will demonstrate persuasive communication Lesson Objective: • Citizen Schools students will use a problem solving approach to approach an issue systematically Use brainstorming, small group discussion, research, and evidence/data to propose a Market Assessment. Lesson Agenda 10 MIN Hook: Time Machine 15 MIN Introduction to New Material: Predicting Success 15 MIN Activity 1: What’s Out There? 15 MIN Activity 2: How Will We Step it Up? 25 MIN Activity 3: Market Assessment 10 MIN Assessment: Exit Ticket Connections: Students will develop group business plans. Material: 1. Exit Tickets 2. Worksheet packet 3. Laptops for research (if available) Lesson Preparation: Space: There will need to be enough space for student groups to work on their business plans collaboratively Groups: Students will work in their permanent groups for the majority of Lesson 4 Resources: Laptops for individuals or groups of students if available.

Building the Next Big Tech LESSON 4 – page 2 Objective: Use brainstorming, small group discussion, research, and evidence/data to propose solutions. Hook: Time Machine 10 Minutes In the hook, students will be pretend they are the creators of the television. Make sure students understand that before TV, the radio was the only “competition. ” In groups, they will brainstorm how/why the TV is better than the radio in preparation for defending their products to investors later on in the lesson. § Say: “Let’s go back in time to around 1925. Pretend you are the Tech Start-Up responsible for the invention of the Television. Before TV, all people had to connect to the outside world were newspapers and radios. Your job is to convince investors to give you money to fund the creation of your product! You will do this by convincing them how/why TV is better than newspaper/radio. You have seven minutes to brainstorm ideas with a partner. ” § Debrief: Cold call partnerships for ideas. Pretend you are a potential investor. Respond with affirmations or questions to push partnerships’ thinking further. § Transition: Say: “Investors will be skeptical that your proposal will work as a tech business so it will be up to you and your team to compile the necessary information for investors to trust you. ” Introduction of New Material: Predicting Success Student Says… Students may have questions about the scenario. In order to avoid confusion, type the scenario into a Power. Point slide and project it on the white board. 15 Minutes § Objectives/Agenda: List the 21 st century skill for this apprenticeship, share daily objectives and preview agenda. § Preview of Assessment: Briefly explain the exit tickets students will complete at the end of the lesson which will assess what they have learned today. § Direct Teach: “Today we are going to learn another phase of a business plan. Remember that a business plan is a game plan for a proposed business. It tells people what that business’ main objectives will be when it is fully operational. There are five main aspects to a business plan and today we are going to learn about the Market Assessment, which is a planning process that helps us predict how successful our business plan will be. The Market Assessment helps us define realistic goals and plan accordingly. ” § When we talk about the “market” we are talking about a place in which products, businesses, and ideas are bought and sold by companies and consumers. Markets used to be physical places (like a supermarket), but now, can also be spoken of in a more general sense. § When we talk about the market value of a product, we are talking about how successful and popular that product will be. More successful items can be sold for more money and can turn a higher profit. § For example, if I wanted to sell a boring, black pen, its market value would not be very high because there are hundreds of companies selling black pens. Black pens are nothing special. As a tech start-up, we want to come up with ideas that are NEW and will do well in the market. § In order to predict the success of our NEW products, we have to do a market assessment to see what’s out there and how our product compares in terms of meeting the needs of consumers. § To do a market assessment, we have to look at two things: 1. What’s out there? Who is our competition? What market trends can we study and learn from? 2. Consumer trends: What are consumers spending time and money on? How can we cater to their needs in a unique way? § Transition: Let’s take a look at our Facebook example to see how a Market Assessment helped them get money for investors. Closer Look! Market value: the amount for which a product can be sold in a market, based on that product’s popularity and uniqueness. Market assessment: the evaluation of the market for a product or service, including the analysis of market trends, and assessing the competition.

Building the Next Big Tech LESSON 4 – page 3 Objective: Use brainstorming, small group discussion, research, and evidence/data to propose solutions. Activity 1: What’s Out There? 15 Minutes § Activity Summary: CTs will show students how Facebook execs researched “what’s out there” in terms of market trends and competition before proposing Facebook to investors. Students will then conduct research to answer “what’s out there? ” in light of their own companies. § Say: “Before Facebook executives pitched their company to investors, they had to assess the market value of their idea. They did this first by researching: What’s out there? Who is our competition? What market trends can we study and learn from? Facebook executives found the answers to these questions by: 1. Conducting research, and 2. Considering their own experiences as consumers. ” § Walk through example, Facebook Market Assessment Step #1. § Check for Understanding: What are the two types of research methods you will incorporate into the first phase of your Market Assessment? (Conducting research; incorporating personal consumer experiences) § Directions: In your groups, tackle the questions on your handout in response to “What’s out there? ” in light of your business model. § First, on your laptops, search for other companies that solve the problem your group seeks to solve. For example, for Facebook, I could type in, “social networking sites. ” I could then click on individual results to learn how these sites compare to one another, and to see how they differ from my idea. §Then, think about YOUR experience with companies that do/don’t solve your problem. With FB example, I might reflect on other social networks I have been in and consider their strengths/weaknesses from my perspective as a consumer. § You will have 8 minutes to do this. Use your laptops to find concrete data on the internet, and be sure to incorporate your own experiences as consumers, as well. Activity 2: How Will You Step it Up? 15 Minutes § Activity Summary: CTs will show students how Facebook execs researched “how to step it up” in terms of how to make their product more marketable to consumers before proposing Facebook to investors. Students will then brainstorm how they will “step it up” for their own companies. § Say: “Now that you have an idea of what is out there, the second part of conducting a market assessment is studying your consumers. Who are your consumers? What are consumers spending time and money on? How can we cater to their needs in a unique way? ” § Talk through Facebook Market Assessment Step #2. Emphasize the ways in which FB executives can make their ideas sound more attractive to consumers and investors, i. e. , being clear about the many ways in which this new product solves the problem being addressed! § Remind students that as they brainstorm the answers to these questions, they should put themselves in the consumers’ shoes while considering how to make their product more attractive to consumers. § Check for Understanding: What will you emphasize as you complete the second part of your Market Assessment? Whose shoes will you wear as you brainstorm ideas? § Directions: In your groups, respond to the questions on your handout in to “How will you step it up? ” in light of your business model. You will have 8 minutes to do this. Use your laptops to find concrete data on the internet, and be sure to incorporate your own experiences as consumers, as well. § Sample search terms/phrases: Teen/adolescent girls/boys consumer spending statistics, after school hobbies/habits of adolescents in the United States, marketing to teens. Missing Parts… CTs will model the What’s Out There? Portion of the business plan template by talking students through the process of answering these key questions. Tell students that a lot of the early planning for a tech business is working in small groups to figure out the answers to strategic questions. No laptops: For classes that do not have access to laptops or the internet, encourage students to think critically about their own experiences as consumers of specific products. Have them brainstorm individually first, then share out with their groups before recording answers. Additional Notes The answers to the Market Assessment questions are open ended but should be written with an eye towards the group of investors who will be on the panel at the WOW! in seven weeks. No laptops: For classes that do not have access to laptops or the internet, encourage students to think critically about their own experiences as consumers. What would they want in a product? What would convince them to buy something? Have them brainstorm individually first, then share out with their groups before recording answers.

Building the Next Big Tech LESSON 4 – page 4 Objective: Use brainstorming, small group discussion, research, and evidence/data to propose solutions. Activity 3: Market Assessments 25 Minutes § Activity Summary: Students will combine the two steps of their Market Assessments to put together a short pitch to pretend investors. § Say: “Now that you have determined the competition, general market trends, and consumer-specific trends, it is time to put it all together to convince your investors to invest in your company! In your groups, you should put together the information you have compiled/brainstormed in a very brief pitch— 2 -3 minutes long. Each team member should speak at least two sentences of your pitch. ” § As you compile and present, your investors will be listening for these 3 things: 1. Did each team member contribute to the pitch? 2. What is your competition, and how are you better? 3. How will your product/service solve your consumers’ problem? How will you cater to their needs? § Say: “Now watch your CTs as they pitch for Facebook. Listen carefully to see if they hit all three criteria. ” Have CTs pitch Facebook as an example— 2 -3 minutes, tops. Model that each person speaks, and address both questions in the above criteria using the examples from Activities 1 and 2. Note: Do not focus on oral presentation in this lesson. Though an important skill, that is not the focus of this lesson. § Give students 7 minutes to put together their pitches. CTs/TL should provide support and direction to one specific group a piece, or if not enough adults, each adult should work with 2 groups, maximum. § After 10 minutes, begin pitch presentations. Remind the class that this is their first attempt at practicing for the WOW!, when they will pitch their products to a panel of investors. For today, the whole class will serve as investors. § After each presentation, have students vote silently by putting up at 1, 2, or 3 based on how many of the criteria they met. If they get all 3 points, tell them they got their investment!!! (For the purposes of today’s activity, that is. ) § Transition: Remember that at the WOW! you will be pitching your product to a panel of investors. The research you conducted today will serve as selling points to convince your investors to take a chance on you! Now, for our final activity you all are going to answer a few exit questions so that we know to what extent we accomplished our objectives today. Assessment: Exit Ticket 10 Minutes § Questions: Students will answer the following questions: 1. What are the two primary questions answered in the Market Assessment section of a Business Plan? 2. Why is it important to know your consumers well before finalizing any product or service? § Sample Answer Key: 1. Market Assessments address who the major competition is in the market as it stands as well as what consumers are looking for and how this new product will meet their needs. 2. It is important to know consumers well because your products/services should be catered to their needs. If you make assumptions about what they want, you could be wrong, which will likely lead to poor sales and an unsuccessful business. Field Tips This lesson is not focused on oral communication. Although this is an important skill, since it is not the primary objective, do not spend too much time emphasizing the quality of students’ presentations in light of these skills. Instead, focus on the continuity and clarity of the content that is presented. Future Plans Next week the class will learn about the power and importance of advertising as it pertains to the success of their business. They will also focus on their brand names and logos.

Apprenticeship Building the Next Big Tech: Exit Ticket #4 Name: ________________________ Date: _______________ 1. What are the two primary questions answered in the Market Assessment section of a Business Plan? 2. Why is it important to know your consumers well before finalizing any product or service?

Building the Next Big Tech LESSON 4 Facebook Example Activity 1 & 2: Market Assessment Research Questions Step #1: Competition—What other ideas/companies are similar to ours? What are market trends that impact the development of our product? Research shows that 95% of college students are using email to connect with other students and future employers, but this is the only digital source for fostering these kinds of connections. There is currently no social networking site that combines a clean design with an easy to use system. Literally anyone can use Facebook. Long term, we see Facebook as a unique way for people to position their personal brands by posting the colleges and universities they attended, the companies and firms they work for, and their significant others. We have the opportunity to capture a large portion of college students and recent college graduates who are interested in staying connected with their networks. The world is trending toward a hyper connected and aware system and Facebook wants to be on the cutting edge of this trend. Step #2: Consumer Trends: Who will be your customers? What do you sell to each of the customers? How does your product/service solve a key customer problem? Our customers will primarily be young people in college and recently out of college. We will eventually expand our service to anyone with a valid email address. Anyone who registers will have access to their own profile where they can list information, post pictures, message friends, and post life updates. We expect customers will retain their profiles for life. Our products and layout will change periodically to engage users in various ways throughout their experience as Facebook users. The problem that our product solves is that college students and young professionals are not connecting as efficiently with as many people as they’d like via services like email. This online networking site will enable people to make hundreds of connections with the click of their mouse.

Building the Next Big Tech LESSON 4 Business Plan Template: Market Assessment Research Questions 1. Competition—What other ideas/companies are similar to ours? How can we uniquely meet the needs of our consumers? _______________________________________________________________________________________________ _________ _______________________________________________________________________________________________ _________ ________________________________________________ 2. Consumer Trends: Who will be your customers? What do you sell to each of the customers? How does your product/service solve a key customer problem? _______________________________________________________________________________________________ _________ _______________________________________________________________________________________________ _________

Building the Next Big Tech LESSON 4 Business Plan: Market Assessment Pitch Practice: What will you say in your pitch to convince investors that your product/service is worthy of investment? Do not read right off your paper, but jot down notes to guide what you will emphasize during your pitch. Pitch Criteria: 1. Everyone in the group must say at least one sentence of the pitch. 2. Answer the question: What/Who is your competition, and how are you better? 3. Answer the question: How will your product/service solve your consumers’ problem? How will you cater to their needs? What/Who is your competition? • __________________________________________________________________________________ ____ How are you better than your competition? • __________________________________________________________________________________ ____ How will your product/service solve your consumers’ problem? 3. _________________________________________ 4. _________________________________________ • _________________________________________

Building the Next Big Tech LESSON 5 – page 1 Brand Name and Logo In this lesson, students will understand the importance of advertising. They will confront the central problem of how companies get consumers to remember their brands. They will also look through examples of popular logos and brand names, and figure out why those are more memorable than others. Lesson Objective: Create a solution that solves the presented problem. Lesson Agenda 15 MIN Hook: What’s That Logo? Introduction to New Material: Criteria for Brands 15 MIN Activity 1: Class Branding 25 MIN Activity 2: Brainstorming Brands & Logos 10 MIN Activity 3: Finalizing Logos 10 MIN Assessment: Exit Ticket Standards for Unit: • Citizen Schools students will demonstrate persuasive communication • Citizen Schools students will use a problem solving approach to approach an issue systematically Connections: Students will use today’s lesson to develop their brand name and logo. They will use both during their WOW! presentations. Material: 1. Exit Tickets 2. Art Supplies (pens, pencils, erasers) for each group Lesson Preparation: • Space: There will need to be enough space for student groups to work on their business plans collaboratively • Groups: Students will work in their permanent groups for Activities 1 and 2. • Resources: If possible, following lesson 4, professionally digitize the logos students create in Activity 2. Making the logos look professional can get students very excited about their product. 3. Worksheets

Building the Next Big Tech LESSON 5 – page 2 Objective: Create a solution that solves the presented problem. Hook: What’s That Logo? 15 Minutes § Say: “We are going to start today’s lesson with an activity. Can someone raise their hand tell the class what a logo is? I am going to pass out a worksheet featuring different tech company logos. You all will divide into your permanent groups and have 6 minutes to write down as many of the company names matching the tech business logos as you can. After your 6 minutes are up, we will go over the answers together. § Directions: Split the class into their permanent groups. Each group will receive one handout and work collaboratively to complete the activity in 6 minutes. § Debrief: Was it easy or difficult for you to identify the company behind the logo? For those of you who thought it was easy why do you think you recognized many of the company logos? § Transition: Say: “You all were able to quickly identify which company was which because they had memorable logos. Logos and brand names help businesses become popular with consumers. In turn, that helps them make more money! Today we'll learn how to do this for your tech business. " Introduction of New Material: Criteria for Brands Student Says… Students may not recognize every logo, but have them write down as many of the tech business names as they can. The answers are listed in order below: 1. Pandora 2. Facebook 3. Twitter 4. Google 5. Apple 6. Spotify 15 Minutes § Objectives/Agenda: List the 21 st century skills for this apprenticeship, share daily objectives and preview agenda. § Preview of Assessment: Briefly explain the exit tickets students will complete at the end of the lesson which will assess what they have leaned today. § Direct Teach: “The key to solving our problem of effectively promoting what our tech companies stand for is to think of a short but memorable name and a logo that will remind people of our brand name. Once you have the name, you should come up with a logo, or a symbol, that embodies the essence, or main idea, of your company. Examples: Nike and the Swoosh, Apple and the Apple symbol, and Mc. Donalds and the Golden Arches. I’m going to model how I would come up with a brand name and logo for my company following these three criteria. Listen and get ready to practice together! § Let’s say I am creating a company that is selling S’more cookies: 1. Make sure it matches your company's vision statement: Write down the first few ideas that come to mind when you think about your business' service, product and personality; try using a symbol or compare the ideas to something you already know about. Think aloud—write bold words on board: When I picture S’mores, I think about how they taste—warm and delicious! They also make me happy, so my brand name and logo should be inviting and warm, as opposed to slinky and cold…. Everybody likes s’mores, so my name should make them sound like they are just irresistible! 2. Make your brand name memorable: Short sweet, and catchy. If it sounds like something else, it's not going to be strong in the marketplace. Think aloud—write bold words on board: I like how “s’more” sounds like “some more” so maybe I’ll pull that into my name: Something like, “Gimme S’more. ” That doesn’t sound like anything else, and it sure is catchy! 3. Use all 5 Senses: When you have a strong name, use all 5 senses to represent your name in a logo—S’mores are sticky and gooey, so maybe my font can look that way. Or maybe, since marshmallows are the essence of S’mores, I’ll use a picture of a marshmallow and incorporate that into the logo… Draw some doodles on the board that embody this principle. § Transition: “Now we are going to put these rules to practice by creating a brand name and logo for a class product. ” Closer Look! Link to Wall Street Journal article on creating a company brand: http: //online. wsj. com/article/SB 1 25328266881923153. html

Building the Next Big Tech LESSON 5 – page 3 Objective: Create a solution that solves the presented problem. Activity 1: Class Branding 15 Minutes § Activity Summary: Students will come up with a brand name and logo for a class product. CT/TL will begin the model, but will rely on students to fill in blanks. Example below. § Let’s say we are creating a brand name and logo for a new hair comb that cleans your hair when you brush it. Ask students guiding questions below, or have them volunteer to add their idea to a shared chart. § Step 1: Match your vision statement: Draw any symbols, images, or words that come to mind as you think about your company/product. Make sure they match your vision statement! Ideas: Something that is clean, neat, easy… § Step 2: Make it memorable: Make sure it is catchy and does not look/sound too much like something else. Ideas: Alliteration, so something like Clean Comb. § Step 3: Use all 5 Senses: What feelings, smells, sounds, tastes are part of our product? How can we represent those? Ideas: Maybe something that suggests “freshness” or “neatness. ” Adding a word to make it “Pristine Clean Comb, ” or “Cooling Comb”… § As a class, choose an idea that meets all three criteria. Think-aloud, or have students explain. § Check for Understanding: Does our brand name/logo match our vision statement? Is it memorable? How/Why? What senses did we evoke in our name/logo? Activity 2: Brainstorming Brands and Logos Missing Parts… Students may need the help of their CTs in this activity but allow groups to work independently as much as possible to increase investment in the tech business concept since they will have coined the brand name. Note: It is important to model the process outlined here. Students’ handouts will walk them through these same questions, so they will need to see this process clearly modeled before they begin working in their groups! 25 Minutes § Activity Summary: Students will work in their project groups to develop their brand name and draw their company logo. § Directions for brand name: Students will create a name for their tech business by following the process modeled for them above. Remind them to consider the criteria discussed earlier as they brainstorm. Note that the handout scaffolds the process even further. Students will work independently for ten minutes, then will brainstorm and choose a favorite with their groups over the final 15 minutes. § Make sure it matches your company's vision statement § Make your brand name and logo memorable § Use All 5 Senses § Directions on Student Handouts: 1. (6 minutes): In the space below, draw any symbols, images, or words that come to mind as you think about your company/product. Make sure they match your vision statement, are memorable, and evoke some of the 5 senses. 2. (2 minutes): Cross out anything that does not seem memorable, that looks too much like something else, or that does not match your vision statement. 3. (2 minutes): Circle your top 3 choices to share with your team. § After 10 minutes, tell students they should share their logos/brand names with their group members. They should then vote on the brand name/logo they collectively like the best and move onto finalizing their logos (directions on the next page). Additional Notes Encourage the class to do their best work because the logos will be graphically designed and presented during the WOW! In a few short weeks (if the CT/TL has access to graphics equipment).

Building the Next Big Tech LESSON 5 – page 4 Objective: Create a solution that solves the presented problem. Activity 3: Finalizing Logos 15 Minutes § CT/TL will share brief criteria for their logos and model how to draw a more finalized version of a logo before having students work on theirs. § CT should draw an example for Gimme S’more product—perhaps a giant marshmallow with a gooey S on it with the word “Gimme” above in gooey-looking letters. Criteria: 1. Logos must include two to five colors. 2. Logos can include brand name, but no other words or slogans should be included at this time. Minimal words! 3. Logos must take up whole paper—your version here is a blown up/zoomed in version of the logo you will use to brand your product. § Directions for logo: Each student will receive a sheet of white paper and arts supplies (markers, pencils, crayons). Each student should spend 10 minutes working on their own vision for the company logo. After 10 minutes, students should share their ideas with their groups, then take five minutes to choose their favorite logo of the group. That logo will become their official company logo. Remind them that it should be as memorable and neat as possible so that people do not forget about their tech business. § Debrief: If time, allow an elected speaker from each group to present their group’s logo to the class. § Transition: Now that you have your brand names and logos, you are on your way to hooking your investors’ attention and your future consumers’ appetites! Assessment: Exit Ticket 10 Minutes § Questions: Students will answer the following questions: 1. What are three rules for creating a good logo/brand name? 2. What makes your team’s logo memorable? § Sample Answer Key: 1. Make sure it matches your company’s vision statement; make your brand name and logo memorable, use some of the five senses. 2. Answers will vary. Future Plans Next week the class will learn how to make an elevator pitch to advocate for their tech business by summarizing their business plan and effectively using their brand name.

Apprenticeship Building the Next Big Tech: Exit Ticket #5 Name: ________________________ Date: _______________ 1. What are three rules for creating a good logo/brand name? 2. What makes your team’s logo memorable?

Building the Next Big Tech LESSON 5 Brand/Logo Brainstorm Criteria for Brand Names/Logos: ☐ Make sure it matches your company's vision statement ☐ Make your brand name and logo memorable ☐ Use the five senses 1. 6 minutes: In the space below, draw any symbols, images, or words that come to mind as you think about your company/product. Use criteria above as a guide. 2. 2 minutes: Cross out anything that does not seem memorable, that looks too much like something else, or that does not evoke your vision statement. 3. 2 minutes: Circle your top 3 choices to share with your team.

Building the Next Big Tech LESSON 5 Identify the company behind the logo __________ __________

Building the Next Big Tech LESSON 6 – page 1 Elevator Pitch In this lesson, students will learn how to communicate persuasively by giving elevator pitches. They will learn the parts of a 60 second pitch, analyze four examples, and write their own elevator pitch. Lesson Objective: Use communication to persuade. Lesson Agenda 10 MIN Hook: Chalk Talk 15 MIN Introduction to New Material: Elevator Pitch 20 MIN Activity 1: Example Pitches 20 MIN Activity 2: Write Your Pitch 15 MIN Activity 3: Deliver Your Pitch 10 MIN Assessment: Exit Ticket Standards for Unit: • Citizen Schools students will demonstrate persuasive communication • Citizen Schools students will use a problem solving approach to approach an issue systematically Connections: Students will learn about and develop an elevator pitch. Material: 1. Exit Tickets 2. Worksheets 3. White board markers (enough for Lesson Preparation: § Space: There are no specific space needs for Lesson 6. § Groups: Students will work in groups of two for Activity 3. each student to have one)

Building the Next Big Tech LESSON 6 – page 2 Objective: Use communication to persuade. 10 Minutes Hook: Chalk Talk § In the hook, students think in terms of HOW to make an idea compelling or convincing. § Say: “We are going to start with an activity called Chalk Talk today. In the activity we will focus on a term that we will be using a lot today: Elevator pitch. ” § Directions: CT explains that Chalk Talk is a silent activity. No one may talk at all, but everyone should contribute ideas in writing. In pairs, students will write their answers to the prompt on one sheet of paper, passing it back and forth as they generate ideas in silence. Post the question “”If you had one minute to convince someone to lend you $50, what would you say? ” Allow for at least four minutes of activity time before moving on in the lesson. § Debrief: Ask for student ideas, and jot their ideas on the board. Draw out themes/trends when possible. Some potential themes include: Convincing someone why you need the money, that you will pay them back, that you will do something good with that money, etc. § Transition: All entrepreneurs need to be good at talking about the work they do in compelling, convincing ways, especially if they plan to get investors to support their company! Today you will learn about the elevator pitch, in which you will persuade potential investors to invest in your tech business by emphasizing a few key points about your company. Introduction of New Material: Elevator Pitch Student Says… Students may have questions about what kind of things they should write. Keep your examples to a minimum so that students are still generating their own responses instead of copying yours. 15 Minutes § Objectives/Agenda: objectives and preview agenda. § Preview of Assessment: Briefly explain the exit tickets students will complete at the end of the lesson which will assess what they have leaned today. § Direct Teach: The introduction of any business plan should start with a written version of your elevator pitch. The term “elevator pitch” refers to your answer to the hypothetical question, “If you found yourself in an elevator with a wealthy investor who might have an interest in your company, what would you say about your company in the time it takes the elevator to go from the top floor to the lobby? How would you persuade the potential investor to believe in your idea? ” The purpose of an elevator pitch is to persuade someone to want to learn more about your business after the elevator ride is over. When you think of a person who is persuasive, you probably think of someone who is confident, articulate, charming, etc. Though the manner in which you pitch your idea is important, the meat of a persuasive pitch is the content that is being highlighted. It can be difficult to persuade someone to invest in your idea, but luckily, there is a step-by-step structure to the elevator pitch. All elevator pitches should include four things: 1. The problem your business solves 2. Who has the problem 3. How big the market for the solution is 4. Your qualifications to run this business § Model what this can look like using the Healthy. Fit Yogurt example. Adults should pretend they are in an elevator to concretize this concept for kids. CT should deliver pitch to TL over 60 seconds while someone keeps time. § After delivering pitch, project the script of your pitch onto the screen and think-aloud about how this example meets the four criteria of a persuasive elevator pitch. Point out the “small talk” phrases throughout and mention that this helps build rapport with prospective investors, but is not one of the 4 criteria. § Transition: “Let’s practice by putting together a script for a class business idea. ” List the 21 st century skill for this apprenticeship, share daily Elevator Pitch Template 1. [Name of your company] provides [name your products or services] for [describe the specific segment of the market you will serve] who [describe the problem this solves for them]. 2. [Enter one sentence that tells why this business is needed and by whom. ] 3. [Make a statement about the size and/or growth trend of the industry. ] 4. [Write a sentence or two, no more, to address your qualifications to run the business. ) 5. [Make an honest, upbeat, substantive and credible claim about the business potential in terms of sales or profitability. ]

Building the Next Big Tech LESSON 6 – page 3 Objective: Use communication to persuade. Activity 1: Example Pitch 20 Minutes § Activity Summary: CT/TL will model how to write a strong elevator pitch for the JD Software company. The CT/TL should NOT simply project the strong example, but should model how to write the pitch as he/she presents. § Part 1: “Now I am going to show you how I would write my own pitch for a new tech company, called JD Software. ” Think aloud as you write this pitch, or something similar. See example in supplemental materials. Explain how each component answers each of the strong pitch criteria as you write. § Part 2: “Now, let’s try one together. ” Give students a list of choices that they will be familiar with. Examples include: Facebook, Spotify, Android Phones, or one of the companies you made up together as a class. Take a popularity vote, then begin the scaffolded pitch-writing process. § Say: “What could we say to address the first/second/third… questions in a compelling way? ” § Take student ideas and chart as they respond. Revise as necessary to model the trial and error process and so students understand that they probably won’t get it perfect the first time! § Mention the catchy “small talk” pieces of the script–tell students these feel forced if they do not come up naturally, so they should focus on organically connecting with prospective investors and supporters and should not follow the “small talk” pieces of the script verbatim. Missing Parts… As you model the pitchwriting process, be sure to explicitly connect the content you include to the guiding questions that delineate strong pitch criteria (shared in the intro to new material). Also, consider making mistakes as you go to model for students the trial and error quality of this type of activity. They probably won’t get it perfect the first time, so they should see that the need to revise is not only ok, but is expected! § Debrief: Ask “What steps did we take to write our pitches? Did we get it right the first time? What was easy/hard about the pitch-writing process? ” Additional Notes Activity 2: Write Your Own Pitch 20 Minutes § Activity Summary: Students will use the elevator pitch template you provided in order to write their own, individual elevator pitches based on the companies they developed in their business plans and branding activities from weeks three and four. § Directions: Each individual student will write down their own pitches using the template provided. While writing, tell them to refer to the strong examples from the last activity in order to see an example of how to phrase their pitch. (Keep these projected on the board. ) CTs will work with the students from their groups and answer any questions that may come up during the activity. Once students have finished writing, tell them to begin memorizing the template for when they practice with a partner in Activity 3. Remind them that “small talk” is natural and organic—it may not be on their script, but they should include it in their actual pitch demos. § Debrief: Ask: What did you do to make your pitch persuasive? CTs/TLs should circulate throughout the room in order to adequately gauge student progress and determine where students may need additional support in writing their own pitches.

Building the Next Big Tech LESSON 6 – page 4 Objective: Use communication to persuade. Activity 3: Deliver Your Pitch 15 Minutes § Activity Summary: Students will work with a partner to practice their elevator pitches. § Directions: Divide the class up into groups of two. Tell students that their task is to rehearse their elevator pitch twice with their partner, alternating turns. The CT/TL will time students and make sure that they alternate once their 2 minutes are up. While the other person is rehearsing, the listener will pay attention and provide feedback by answering three questions on the worksheet provided: § What is the name of the presenter’s product? § What does the product do? § Would you invest in the product based on the presentation? Field Tips Have each presenting student stand up and face their partner in a form of practice for the WOW! § Debrief: “By a show of hands how many of you were persuaded to buy your partner’s product? Why? What did your partner say to persuade you? How did you revise your pitch for the second round? Hopefully we were all able to see how valuable feedback can be to improving our projects. The more you revise your pitches to make the content and delivery more persuasive, the more likely you will be to get investors excited about your companies and products. At the WOW!, your job will be to sell your idea in a persuasive way by honing in on these four criteria while delivering your pitch with confidence and charisma. ” § Transition: For our final activity you all are going to answer a few exit ticket questions so that we know to what extent we accomplished our objectives today. Future Plans In the coming weeks, the class will finalize the team’s pitches. Along with the pitches, the class will also develop a Power. Point to use during the WOW!. Assessment: Exit Ticket 10 Minutes § Questions: Students will answer the following questions: 1. What questions does a good, strong pitch answer? 2. Students will submit their pitch worksheets for CT/TL evaluation. § Sample Answer Key: 1. What problem does your business solve? Who has the problem? How big is the market for the solution? What are your qualifications to run this business? 2. Answers will vary.

Apprenticeship Building the Next Big Tech: Exit Ticket #6 Name: ____________ Date: ________ 1. What four questions does a good, strong pitch answer? Apprenticeship Building the Next Big Tech: Exit Ticket #6 Name: ____________ 1. What questions does a good, strong pitch answer? Date: ________

Building the Next Big Tech LESSON 6 Deliver Your Pitch: Feedback Form 1. What is the name of the presenter’s product? ________________________________________________ 2. What does the product do? _______________________________________________________________________________________________ _________ 3. Would you invest in the product based on the presentation? Why or Why not? _______________________________________________________________________________________________ _________

Building the Next Big Tech LESSON 6 Elevator Pitch Template 1. [Name of your tech business] provides [name your products or services] for [describe the specific population you will serve] who [describe the problem this solves for them]. ______________________________________________________________________________________________________ __ 2. [Enter one sentence that tells why this tech business is needed and by whom. ] ______________________________________________________________________________________________________ __ 3. [Make a statement about the size and/or growth trend of the industry. ] ______________________________________________________________________________________________________ __ 4. [Write one to two sentences to address your qualifications to run the tech business. ) ______________________________________________________________________________________________________ __

Elevator Pitch Examples Healthy. Fit Yogurt Stores Healthy. Fit Yogurt Example: Intro to New Material Good afternoon! On a hot summer day like today, I could really go for an ice cream, but I am just so tired of feeling guilty for my sweet tooth! That’s why I am starting a new company called Healthy. Fit Yogurt, which offers an alternative to unhealthy ice cream. Healthy. Fit Yogurt will offer 10 flavors of yogurt and 25 toppings to people within a five-mile radius of their carefully selected locations, ideal for people who want a healthy meal or snack. This means that, for example, the 300, 000 people who live and work in Cleveland won’t have to drive more than five minutes to get great yogurt served by friendly people in a sparkling clean store. Frozen yogurt has been the fastest growing category in over-the-counter snack foods for the past three years, with year-overyear growth rates of 17%. Healthy. Fit’s founder, Chuck Franklin, has 10 years experience as a regional manager of quick service restaurants, where he learned how to run efficient, profitable stores. With that experience, Mr. Franklin is confident about opening Healthy. Fit Yogurt Stores at the rate of one every six months and building a business that is profitable from year one and surpasses $25 million in revenue within five years. I don’t know about you, but I am a believer! JD Software Example- Activity 1, Part 1 Think aloud as you write this pitch. Explain how each component answers each of the strong pitch criteria. JD Software provides custom online commerce and back-office solutions to businesses with less than $10 million in sales that can’t afford the high prices of big name consulting firms. These business customers will be eager to drive their sales and improve efficiency, now that it can be accomplished with a fraction of the time and money required by the big-name firms. Our leader, Cliff Purdue, has eight years’ experience as a senior project manager for EDS, where he learned how to manage projects from start to finish using skilled independent contractors. With a market of over 8, 000 small businesses in San Diego with revenue ranging from $1 million and $10 million, JD Software will be profitable in less than 12 months.

Building the Next Big Tech LESSON 7 – page 1 Group Business Pitch In this lesson students will work in groups to combine and collaboratively practice the elevator pitches that they created in Lesson 6. Students will write the first part of their final pitch for the WOW, which consists of talking about the brand name, the problem, and the solution of their tech business. Students will also determine roles within their groups. Lesson Objective: Use communication to persuade. Lesson Agenda 10 MIN Hook: Shark Tank Example 15 MIN Introduction to New Material: Persuading an Audience as a Group 15 MIN Activity 1: Assigning Roles 20 MIN Activity 2: Pitch Writing 20 MIN Activity 3: Persuasive Pitch Proofing 10 MIN Assessment: Exit Ticket Standards for Unit: • Citizen Schools students will demonstrate persuasive communication • Citizen Schools students will use a problem solving approach to approach an issue systematically Connections: Students will learn how to develop a group business pitch which they will present at the WOW!. Material: 1. Exit Tickets 2. Worksheets 3. One laptop with Internet access Lesson Preparation: § Space: There are no specific space needs for Lesson 6. § Groups: Students will work in their project groups during Activities 2 and 3. § Resources: CTs and TL should also come to class wearing business formal attire in order to model what a group business pitch will look like. 4. LCD projector 5. CTs and TL business formal attire

Building the Next Big Tech LESSON 7 – page 2 Objective: Use communication to persuade. Hook: Shark Tank Example 10 Minutes § Say: We are going to start today’s session by watching a short clip from a television show called “Shark Tank. ” In the clip you will see an entrepreneur make a 60 second elevator pitch to two potential investors. Link: http: //www. youtube. com/watch? v=v. Av. Erchn. M_w § Directions: While students watch the video, they will write down 3 -4 facts about the entrepreneur’s business that they heard from the pitch. Tell them to remember what a persuasive pitch includes: What is the product? For whom? Projected growth? Why are you qualified for this? Future sales potential? Etc. § Debrief: What did students learn about the entrepreneur’s business from his pitch? Call on three students to share their answers with the class. Was the entrepreneur persuasive? § Transition: “We just saw an example of a professional entrepreneur pitching his business idea to potential investors. Today we are going to take what we learned from last week’s class and form our group pitches in preparation for the WOW! Introduction of New Material: Persuading an Audience as a Group Student Says… One sample observation of the entrepreneur’s pitch in the You. Tube clip is that he seemed nervous and did not make consistent eye contact with the investors. Potential investors often invest based on their feelings toward the entrepreneur as well as based on their opinion of the proposed business. Therefore, it is important to be as personable and engaged as possible while making the elevator pitch. 15 Minutes § Objectives/Agenda: List the 21 st century skills for Building the Next Big Tech, share daily objectives and preview the agenda. § Preview of Assessment: Briefly explain the exit tickets students will complete at the end of the lesson which will assess what they have leaned today. § Direct Teach: Last week everyone wrote their own elevator pitches and presented them to a partner. That was a great way to practice the structure of the elevator pitch before getting back into your groups to decide what your group elevator pitch will look like. There are three components to a persuasive group business pitch: script, Power. Point, and presentation. Today, you’ll learn the importance of each role in producing a persuasive pitch, then will get a chance to put your skill sets together to finalize your script. The script-writer will do a lot of the heavy-lifting today, but others will take the lead in future sessions. As you learn about each role, think about YOUR skill sets and to which role you as an individual are best suited. 1. Script Manager: Every great pitch is scripted out so that entrepreneurs are prepared to impress their investors. Each group will assign one person to manage the script. Everyone will contribute, but the Script Manager will be in charge of typing up the final script. Ideal candidates should: have nice handwriting, be organized, “have a way with words, ” etc. 2. Power. Point Manager: One person will manage the Power. Point presentation which details the business problem, how the business solves the problem, how big the market is for the solution, and why your group is qualified to solve the problem. Everyone will contribute to the Power. Point but the Manager will be in charge of typing text into the PPT and moving slides forward at the WOW! Ideal candidates should: Be tech- and internet-savvy, enjoy graphic design, etc. 3. Presentation Manager: This person will lead the presentation in rehearsal and during WOW! The presentation manager will not be only person to speak during the pitch, but will be the lead presenter. This person will oversee script rehearsal, hold others accountable for memorization, and rehearse timing with the Power. Point Manager. Ideal candidates should: be confident public speakers, be good at taking charge and giving feedback to other presenters, etc. § Transition: Before you assign roles, we’re going to show you how to work together to formulate a group pitch with the Script Manager in charge. Closer Look! Explain to students that today’s Introduction to New Material explains team member roles for the remainder of the apprenticeship, but remaining activities for today will focus on the Script Manager’s role, primarily.

Building the Next Big Tech LESSON 7 – page 3 Objective: Use communication to persuade. Activity 1: Assigning Roles 15 Minutes § Activity Summary: Students will observe as CTs model how to determine who will do what role. Then students will choose their own roles within their teams. § Say: When you choose roles in your groups, remember you should be thinking about what skills you bring to the table. Every successful team utilizes the strengths of its members to create a better product. That is what teamwork is all about! So how are you going to maximize your persuasive power? But choosing roles that fit! When you choose your roles, follow these steps: § Individually: Think about your strengths/preferences. § Each person tells the group: “I want X role because I am good at Y (skills). ” § After everyone has shared, if there is more than one person interested in a given role, give each person another chance to advocate for their position, then take a vote. If everyone wants a different role, then no voting is necessary. § CT/TL model above process in front of class. Make sure two people want the same role so you can model how to advocate for yourselves and then take a vote. Modeling should be in the form of a natural conversation. Focus on having courteous conversation—taking turns, listening to everyone’s ideas, taking a vote when necessary, etc. Give students 10 minutes to decide on their roles within their teams following the above steps. Missing Parts… The CTs and TL should rehearse this conversation before modeling before the class, determining who will “do” what in the team. For Script-Writing, model the give-and-take that must occur when compromising with a group. Make sure the Script Manager takes the lead in this conversation! § Debrief: How did each person choose their role? How did we decide who should have X role (that two people wanted? ) Why do we have roles anyway? Additional Notes Activity 2: Pitch Writing 20 Minutes § Activity Summary: Students will write a new pitch by pulling in elements of their individual pitches from Lesson 6 to collaboratively write their group elevator pitches. § Say: It is time for you to put your great minds together to create one solid, persuasive pitch! In your groups, you will follow these steps. Remember the criteria of a persuasive pitch as you work. Your objective is to combine your brilliant minds to create the MOST persuasive pitch. Your Script Writer will use his/her neat handwriting and organizational skills to keep you on task! § Script Writing Process Steps (CT and TL can model this process if necessary): § Step 1: Each group will be given a new blank template like the Week 6 Elevator Pitch template. § Step 2: Script Writer will use template (or type if computers are available) as group members share ideas in response to each item. Group members will pull ideas from their own scripts. § Step 3: At the completion of each section, Script Writer will read aloud what he/she has so far and ask for suggestions/revisions from group. § Move onto the next section and repeat steps 2 and 3. § Debrief: Ask: How did you decide what to write in your group’s business pitch? Is your group pitch persuasive? How do you know? Persuasive Pitches: 1. [Name of your company] provides [name your products or services] for [describe the specific segment of the market you will serve] who [describe the problem this solves for them]. 2. [Enter one sentence that tells why this business is needed and by whom. ] 3. [Make a statement about the size and/or growth trend of the industry. ] 4. [Write a sentence or two, no more, to address your qualifications to run the business. ) 5. [Make an honest, upbeat, substantive and credible claim about the business potential in terms of sales or profitability. ]

Building the Next Big Tech LESSON 7 – page 4 Objective: Use communication to persuade. Activity 3: Persuasive Pitch Proofing 20 Minutes § Activity Summary: In this activity, each group will share their pitch with another group, then get feedback in regards to the persuasiveness of their pitches in accordance with the criteria given in Lesson 6. § Directions: Tell groups that their task is to share their pitch with another group. Each group member must be responsible for a portion of the pitch, though the Speaker will give most of the pitch. The other group will listen for the persuasive components within their pitch. As they listen, they will fill out a graphic organizer indicating which criteria are present in/absent from the pitch. When both groups have finished and heard feedback, each group will have five minutes to revise their pitches in accordance with the feedback they were given. § Time Breakdown 4 minutes: Group One pitches 3 minutes: Feedback 4 minutes: Group Two pitches 3 minutes: Feedback 5 minutes: Both groups revise pitches based on new feedback Field Tips Sneak Peak at Persuasive Pitch Criteria Handout 1. What is the name of the company? 2. What is the company product/service? 3. Who does the product/service serve? 4. Why is the product/service necessary? 5. What is the likely growth trend? 6. Why are these folks qualified to run this business? 7. What can be said about the sales potential of this business? § Debrief: “What is one piece of feedback you incorporated in your group’s pitch? How did that make your pitch more persuasive? §“We have four more weeks before the WOW!—now that you have your persuasive pitch script, next week, each group will create a great Power. Point that will help add visuals and data to the presentation before sharing with potential investors. ” Future Plans § Transition: For our final activity you all are going to answer a few exit questions so that we know to what extent we accomplished our objectives today. Assessment: Exit Ticket 10 Minutes § Questions: Students will answer the following questions: 1. What are three key components your group drove home to make your pitch more persuasive? 2. What was the most effective feedback you received? How will incorporating that feedback make your pitch more persuasive? § Sample Answer Key: 1. Three of any of the items on the Persuasive Pitch handout: articulating company name, product/service/audience, growth trend, why you’re qualified to run business, sales potential, etc. 2. Answers vary. Whatever feedback they were given should related to how it will help their pitch become more persuasive. Next week the class will develop the business pitch Power. Point. The Power. Point will include the brand name, logo and all of the numbers (such as the costs and revenues).

Building the Next Big Tech LESSON 7 Persuasive Pitch Criteria Handout Directions: While the other group is presenting, listen for their responses to the below questions. If you hear the answer, check off the box, then write a summary of the key points presented. If you do not hear an answer to the question, give the group feedback that they need to address this point in order to make their pitch more persuasive. ☐ 1. What is the name of the company? __________________________________________ ☐ 2. What is the company product/service? __________________________________________ ☐ 3. Who does the product/service serve? __________________________________________ ☐ 4. Why is the product/service necessary? __________________________________________ ☐ 5. What is the likely growth trend? __________________________________________ ☐ 6. Why are these folks qualified to run this business? __________________________________________ ☐ 7. What can be said about the sales potential of this business? __________________________________________

Apprenticeship Building the Next Big Tech: Exit Ticket #7 Name: ____________ Date: ________ 1. What are three key components your group drove home to make your pitch more persuasive? 2. What was the most effective feedback you received? How will incorporating that feedback make your pitch more persuasive? Apprenticeship Building the Next Big Tech: Exit Ticket #7 Name: ____________ Date: ________ 1. What are three key components your group drove home to make your pitch more persuasive? 2. What was the most effective feedback you received? How will incorporating that feedback make your pitch more persuasive?

Building the Next Big Tech LESSON 8 – page 1 Group Power. Point In this lesson students will learn what an informative and effective Power. Point presentation entails, then work within a pre-made template to enter the information from their project in preparation for the WOW! Lesson Objective: Use communication to inform. Lesson Agenda 10 MIN Hook: Identify the Error 15 MIN Introduction to New Material: Power. Point 15 MIN Activity 1: Planning your Power. Point Presentation 15 MIN Activity 2: Team Planning 25 MIN Activity 3: Create Power. Point 10 MIN Assessment: Exit Ticket Standards for Unit: • Citizen Schools students will demonstrate persuasive communication • Citizen Schools students will use a problem solving approach to approach an issue systematically Connections: Students will learn how to develop a group business pitch. Material: 1. Exit Tickets 2. Laptops (one for each group) 3. Power. Point Presentation Template Lesson Preparation: § Space: Each group will need to have room to collaborate on their Power. Point presentation. 4. Class number of printed notes pages for the Power. Point template 5. Four Hook Power. Point templates 1. Too much content § Groups: Students will work in their project groups during Activities 2 and 3. 2. Font is too small § Resources: Before Lesson 8, the CTs/TL will need to create a model Power. Point template which students will use to create their pitch presentations. 3. Font is too big 4. Misspelled words

Building the Next Big Tech LESSON 8 – page 2 Objective: Use communication to inform. Hook: Identify the Error 10 Minutes § Activity Summary: Students will observe two examples of Power. Point slides with common errors: Too much text in paragraph form and too much text in bullet form. Debrief will set stage for lesson about choosing the right content and the right amount of content for Power. Point slides. § Directions: Students will participate in the Hook activity individually. First, project the practice Power. Point presentation on the white board. Give students the following instructions: “Today we will play a game called Identify the Error. I will show you two examples of Power. Point slides. Each one has a critical error which could prevent an investor from choosing this particular tech business. Your task is to identify what the error is by raising your hand when you figure it out and telling the class what the error is. Are there any questions? ” Student Says… If students get the point of the hook right away, do no belabor it. Simply dive into the lesson quickly to give students more work time. § Debrief: Say: “We saw two examples of slides with critical errors. Those errors were : Too much content in paragraph form and too many bullets. Having too much content on the screen can be overwhelming to investors and waters down your main points. These are things you must avoid when creating your own Power. Point. ” § Transition: Now we are going to determine the right content and the right amount of content to include in your slides. Introduction of New Material: Power. Point 15 Minutes Closer Look! § Objectives/Agenda: List the 21 st century skills for Building the Next Big Tech, share daily objectives and preview the agenda. § Preview of Assessment: Briefly explain the exit tickets students will complete at the end of the lesson which will assess what they have learned today. § Direct Teach: Say “Using Power. Point for your business pitches will be critical to engaging prospective funders. Power. Point allows the funders to interact with the proposal by reading information while gaining a visual understanding. If you use it effectively, Power. Point can also help presentations become more engaging. The primary way you will communicate information to your audience will be not only by presenting orally, but also by presenting figures and facts with your Power. Point presentation. To inform your audience through Power. Point, follow these three simple rules: 1. Brief heading—give your slides a title to give your investor an idea of what that slide is about. 2. Stay on topic—all content should be aligned with the topic of your header. 3. Short and sweet— Avoid rambling sentences. Bullets are better! § If you meet these three criteria, your investors will be able to focus on what you are presenting and your ability to persuade them will increase significantly! § Transition: Now the CT/TL will present a model how to plan a Power. Point presentation slide. Tell students that the reason why the rules are so strict for Power. Point presentations is that you want the audience to retain as much information about your tech business as possible. Lengthy, rambling content in Power. Point slides distract your audience from the message you are conveying.

Building the Next Big Tech LESSON 8 – page 3 Objective: Use communication to inform. Activity 1: Planning your Power. Point Presentation 15 Minutes § Activity Summary: CT/TL will model how to physically draw out a plan for a presentation slide meeting the three criteria explained in the INM. Students will participate by giving feedback based on the three criteria. § Say: “Before creating a Power. Point Slide, it is a good idea to have a paper draft of your plan. I am going to show you how to plan a slide on paper for the first slide in my presentation. I will refer to the three criteria as I go. ” § On a big sheet of chart paper, model how to plan the first slide while adhering to the three criteria. “My first slide is about our company—I want to share our name and give a general idea of who we are. For a heading, I will put “Who We Are” on the top of my slide. Everything on the slide should be aligned to this topic of “who we are. ” Add two to three bullets detailing the company name and relevant facts about the company—perhaps what they care about and other items related to the company mission. § Say: “Now I want YOUR help as I create my slide for my second slide. ” Begin fleshing out a sample slide, but include some mistakes. For example, instead of bullets, write too many sentences about the company product/service. You could also “forget” to include a heading. § Ask: “What would you change about my slide, if anything? ” § Once you and the class have determined that your second slide meets the criteria, move onto the debrief. Missing Parts… Assign students different portions of their group’s presentation to plan. This will give them more direction. Divide slides into main points outlined in pitch: 1. What is the name of the company? 2. What is the company product/service? 3. Who does the product/service serve? 4. Why is the product/service necessary? 5. What is the likely growth trend? 6. Why are these folks qualified to run this business? 7. What can be said about the sales potential of this business? § Debrief: What was most effective about the Power. Point presentation? Did the CT follow the three rules we just learned about? Activity 2: Team Planning 15 Minutes § Activity Summary: Students will get in their tech business groups and plan their own Power. Point presentations using the printed out “Notes” version of a blank project template. § Directions: Pass out the blank notes template page from your Power. Point presentation to each student so that everyone has a copy while the group collaborates on their presentation. § Each group should write in their own information before using a computer so that all of the information is written down in advance in case the class needs more time to complete their Power. Point presentation during lesson 9. § The CT/TL should circulate the room to check group responses and provide help if students are stuck on a particular section of the template. You may want to assign team members individual portions of the presentation. § Steps: 1. Determine which slides you are responsible for. They should be the same slides you will be presenting at the WOW!. 2. Follow the three criteria to flesh out your slides. 3. When your whole group is finished, put your slides in order, then raise your hands to get CT feedback and approval. 4. Incorporate feedback. § Debrief: Do any groups have questions about their project template? Are we ready to move on to transferring our information into Power. Point? Additional Notes Allow groups more than 15 minutes during Activity 2 if necessary. This is the most important phase of the project and it is critical that students finish their planning before moving on to the more complicated task of inserting this information into Power. Point.

Building the Next Big Tech LESSON 8 – page 4 Objective: Use communication to inform. Activity 3: Create Your Power. Point 25 Minutes § Activity Summary: Each group will create a Power. Point that will help add information such as visuals and data to their presentation before potential investors at the WOW! Remind students that the Power. Point Manager should take the lead in transferring information while his/her team members offer suggestions. § Directions: Assign each group to a section of the room with a laptop and a CT/TL to help them troubleshoot if there any problems. Students should transfer the information from their written draft to their Power. Point templates and make sure that it follows the three rules they learned earlier. § CT should spend a couple of minutes modeling some basic Power. Point skills like how to change font size, how to choose bullets, etc. before launching into work time. § Debrief: Were all of the groups able to complete their Power. Point presentations? How do you feel about the results? Do you have questions? We have two more weeks before the WOW! And your pitches are almost ready! Next week, we will beef up our Power. Point presentations and practice alongside them to refine our pitch presentations. Field Tips You may also elect to have students write down their Power. Point ONLY, then give you their template so that the team of CTs can invest time in creating the Power. Point presentations for the WOW! the focus of the apprenticeship is not on how to use Power. Point but rather how to brainstorm ideas for a startup tech business and manage the basic principles of communicating that idea to potential investors. § Transition: Now, let’s close out today’s lesson with an exit ticket. Future Plans Assessment: Exit Ticket 10 Minutes § Questions: Students will answer the following questions: 1. What are three criteria your Power. Point slides should meet in order to effectively communicate information? 2. How will keeping your slides concise improve your presentation? § Sample Answer Key: 1. Brief heading—to title your slide and give your investor an idea of what that slide is about; stay on topic—all content should be aligned with the topic of your header; Short and sweet— Avoid rambling sentences. Bullets are better! 2. Remaining concise will help us cut to the chase. Investors will understand more about our company, and will also understand that we mean business! Next week, students will beef up their Power. Point presentations, then practice their pitches alongside them.

Apprenticeship Building the Next Big Tech: Exit Ticket #8 Name: ________________________ Date: _______________ 1. What are the three criteria your Power. Point slides should meet in order to effectively communicate information? 2. How will keeping your slides concise improve your presentation?

Building the Next Big Tech LESSON 9 – page 1 Practice for WOW! In this lesson, each group will practice giving their tech business pitch before the class. The rest of the class will listen and will hold up pictures which indicate ears (if they cannot hear the speaker), a yellow stop light (if they are going too fast), and an eye (if the speaker is looking down or away from the audience). Each group will present twice. Lesson Objective: Deliver a persuasive communication to others. Lesson Agenda 10 MIN Hook: Presentation Do’s and Don’ts 15 MIN Introduction to New Material: Power. Point Tweaking 15 MIN Activity 1: Tweak Your Power. Points 15 MIN Activity 2: Presentation Criteria & Model 25 MIN Activity 3: Presentation Practice Round 1 10 MIN Assessment: Exit Ticket Standards for Unit: • Citizen Schools students will demonstrate persuasive communication • Citizen Schools students will use a problem solving approach to approach an issue systematically Connections: Students will deliver a group business pitch. Material: 1. Exit Tickets 2. Laptop 3. Projector Lesson Preparation: § Space: Students should all be able to sit with a view of the whiteboard and the presenting group’s Power. Point. § Groups: Students will work in the full class group for the majority of Lesson 9. § Resources: Be sure to be extra positive in today’s lesson. As it gets closer to the WOW!, students will get nervous about presenting. Frame everything with excitement and positivity. You will need to print and cut out the eye, ear, and yellow light pictures in advance of lesson 9. 4. Group Power. Point Presentations 5. Yellow stop light, ear, and eye visual (cut one of each for every student)

Building the Next Big Tech LESSON 9 – page 2 Objective: Deliver a persuasive communication to others. Hook: Presentation Do’s and Don’ts 10 Minutes § Activity Summary: CTs/TL will model behavior speakers should and should not do during a presentation and have students use their thumbs in thumbs up and thumbs down fashion to identify whether the action is a presentation do or a presentation don’t. § Directions: Instruct students that you are going to model a few types of public speaking behaviors that you often see and that you need help from them to identify which behaviors are presentation do’s and which are presentation don’ts. They will use a thumbs up to signal if they think your behavior is a Do and a thumbs down to signal if they think your behavior is a Don’t. The CT will model the following acts in order: § talking too fast (thumbs down) § engaging the audience by asking for a show of hands (thumbs up) § looking down at the ground (thumbs down) § speaking too softly (thumbs down). § Debrief: Can I have two volunteers tell me an example of a presentation don’ts you just saw? What about a presentation do? § Transition: Now we are going to learn more about how to use our presentation skills to deliver a persuasive communication to others. We are also going to spend some time perfecting our Power. Point presentations. Introduction of New Material: Power. Point Tweaking Student Says… The Hook activity is previewing what students will learn during the Introduction to New Material and practice during the activities. Ask students if the actions you modeled during the Hook were clearly presentation don’ts and allow an opportunity for students to ask questions. 15 Minutes § Objectives/Agenda: : List the 21 st century skills for Building the Next Big Tech, share daily objectives and preview the agenda. § Preview of Assessment: Briefly explain the exit tickets students will complete at the end of the lesson which will assess what they have leaned today. § Direct Teach: Transition: Last week, you did a great job of setting up your team’s Power. Point presentations. Today you are going to have some time to make your Power. Point presentations even more persuasive and powerful. § Explain three criteria for persuasive and powerful Power. Points. Show examples of each. 1. Sticky Images. Great Power. Point presentations have images, or pictures, that are sticky—they really stick with audience members. A sticky image should evoke a powerful emotion. Mc. Donalds might include a juicy hamburger to evoke hunger in a potential consumer. Facebook might use smiling friends to remind us of friendship. 2. Facts & Figures. Investors like to see numbers! Numbers can help you prove you’ve done your research, and also that you have a concrete, measurable plan. You could use numbers to show that 25% of meat-eaters prefer Mc. Donalds hamburgers (research), or that in 5 years, your company anticipates 200% growth. 3. Clean it up. Power. Point presentations should look clean and neat—they should not have too much text (which you learned last week) but they also shouldn’t have too much other stuff going on either. Your sticky image, your straightforward facts, your bullets, are sufficient. Avoid silly/childish looking templates, too! § Transition: Now, you and your teams will have some time to make your Power. Point presentations more persuasive and powerful. Closer Look! The three elements of a public presentation during Lesson 9 are speed, volume, and eye contact.

Building the Next Big Tech LESSON 9 – page 3 Objective: Deliver a persuasive communication to others. Activity 1: Tweak Your Power. Points 15 Minutes § Activity Summary: In this activity, students will help the CT add criteria for persuasive and powerful content into a slide, then will have work time to incorporate three new criteria for more persuasive and powerful presentations. § CT models how to incorporate three criteria into one of your slides. If your business were attempting to sell cookies that clean your teeth while you eat, you might use the following: 1. A Sticky Image: Sparkling smile; delicious gooey cookie on a mint leaf, to suggest fresh breath 2. Facts & Figures. Stats around child tooth decay; projected reduction in cavities over the next five years. 3. Clean it up! Choose a more simple, professional template, and eliminate any excessive text or images. § Say: I need your help to improve one of my slides! Help me make my slide more persuasive and powerful. § Walk through these steps for an additional slide, but leaning heavily on students for ideas and guidance. § Transition: Now it is your turn to make your slides more persuasive and powerful. Since you’re all working on one Power. Point, take turns sharing ideas about the slides you designed. Power. Point managers should take the lead. Activity 2: Presentation Criteria & Model Missing Parts… The CT should hand out paper signals aligned to each criteria. Consider cutting these out before today’s lesson to save time. Students will keep these to use during all three activities today. Students will also need them for the Week 10 practice session. 15 Minutes § Activity Summary: CT will share presentation criteria. Then, CTs will model how to meet criteria in their own pitch presentations. § Say: Before you practice in groups, we are going to learn how to deliver a persuasive presentation to others. In order to deliver a persuasive presentation, you need to not only have your content and Power. Point presentation planned but your performance during the pitch also matters. Prospective investors will pay attention to the following components of your presentation: speed, volume, and eye contact. § Say: “Speed means that you are speaking at a good pace so that people are able to understand you, but you are not speaking so slowly that your audience becomes bored. ” Model the activity by speaking at a steady pace, then vary your example to show students what not to do by racing through your words then mumbling through them slowly. § Say: “Volume means that you are speaking loud enough for your audience, even the person in the back of the room, to hear you. You may have a microphone available but pay close attention to how you speak into it because it is easy to speak too loudly or assume that everyone can hear you because you have a microphone. ” § CT models three volume levels and think aloud the strengths/weaknesses of each. § Say: “Eye contact is also important because your potential investors want to see that you are confident about your proposed tech business. If you make strong eye contact with them then they will likely feel more connected to you and your ideas. ” § Model looking at the ground and think aloud about the lack of connection. Model too intensely looking at ONE presenter and think aloud about how that is awkward. Then, model how to make eye contact with ALL investors equally and comfortably. Additional Notes CT/TL should circulate throughout the room while students rehearse in their small groups.

Building the Next Big Tech LESSON 9 – page 4 Objective: Deliver a persuasive communication to others. Activity 2: Presentation Criteria and Model continued… 25 Minutes § Activity Summary: Students will act as investors observing the CTs/TL act out a mock tech business pitch. As the CT/TL presents their tech business presentation, students will give them live feedback on their performance by holding up signals that align to the three criteria. See supplemental handouts. § The CT will make sure all students have three paper signals. § Explain how the signals are to be used: “You will give your CT/T L live feedback on their presentation skills using these signals: § Show the ear with thumbs up/down to adjust volume. § Show the traffic light with thumbs up/down to adjust speed. § Show the Eye ball with thumbs up/down/gesturing to all investors to adjust eye contact. § The CT/TL will project the prepared Power. Point demo and present it to the students. Students will give live feedback throughout. § Debrief: How did we do? What could we work on for the future? Does anyone have a question about our presentation before we move into your small group rehearsals? Also, have CTs explain how it was helpful to them to get live feedback, i. e. , seeing your signals helped them adjust their presentation while it was happening, which should yield better outcomes. Activity 3: Presentation Practice 10 Minutes § Questions: Students will answer the following questions: 1. What are three things that a speaker has to practice to make a good oral presentation? Explain the importance of each. 2. What do you need time to prepare during our final lesson? § Sample Answer Key: 1. Speed, Eye contact, Volume 2. Answers will vary, should reference feedback given. Allow the class to practice in front of other students and adults if possible. Practicing in front of new faces could throw a new caveat at the presenters and give them more variety before they present at the WOW! Consider recording presentations with a flip-cam so students can later watch themselves to reflect on their performance. 20 Minutes § Directions: Students will practice their presentation in their group by sharing their talking points from the business plan template out loud and reviewing their slides together to make sure there are no spelling errors, factual errors or formatting problems. Groups will observe each presenter as he/she presents his/her respective section and offer the same type of feedback they offered the CT/TL by using the eyes, ears, or yellow traffic light signal to give instant feedback during the presentation. § Debrief: After 15 minutes, group up and ask students how their presenters did. What did they do well and what do they need to practice more? § Also, have presenters reflect on how helpful it was to get live feedback. They may have feedback to offer their teams in regards to the way they gave feedback, i. e. , perhaps it was distracting to see lots of signals or conflicting signals at the same time. § Team members should talk about how to improve the way they give feedback to insure it is meaningful to their presenter. § Transition: Great job everyone! We have one more week to perfect our pitches! For today, now we are going to have our last exit ticket of the Building the Next Big Tech apprenticeship. Assessment: Exit Ticket Field Tips Future Plans Next week will give students another opportunity to practice their presentations before the WOW!

Building the Next Big Tech Presentation Feedback Cutouts

Apprenticeship Building the Next Big Tech: Exit Ticket #9 Name: ________________________ Date: _______________ 1. What are the three things that a speaker has to practice to make a good oral presentation? Explain the importance of each. 2. What do you need more time to prepare during our final lesson?

Building the Next Big Tech LESSON 10 – page 1 More WOW! Practice In this lesson, students will learn about the final logistics of their WOW!. Students will have the rest of the time to practice their pitches and ask last minute questions. Lesson Objective: Deliver a persuasive communication to others. Lesson Agenda 10 MIN Hook: Retrospective 15 MIN Introduction to New Material: Review Presentation Criteria 15 MIN Activity 1: Practice Pitch with Group and CT 15 MIN Activity 2: Presenting Pitches 35 MIN Activity 3: Presenting Pitches and Q&A Standards for Unit: • Citizen Schools students will demonstrate persuasive communication • Citizen Schools students will use a problem solving approach to approach an issue systematically Connections: Students will practice their WOW! business pitches. Material: 1. Final Presentation Power. Point 2. Final Script for Presentation 3. Eye, Ear and Stoplight from Lesson Preparation: § Resources: The Introduction to New Material in Lesson 10 provides time for students to rehearse their presentations. If the time feels too long for practice, then play a team building activity at the end of the class so that students are able to celebrate their successes before the WOW!. Be sure no Eye, Ear and Stoplight images have been lost or torn, or print a few extras. Lesson 9 4. Projector 5. Laptops

Building the Next Big Tech LESSON 10 – page 2 Objective: Deliver a persuasive communication to others. Hook: Retrospective 10 Minutes § Activity Summary: Students answer questions to reflect on their favorite moments from the past 10 weeks of the Apprenticeship. § Directions: Pass out a notecard to each student and instruct them to answer the two questions written on the white board (or projected through an LCD): 1. What was your favorite moment from the Building the Next Big Tech apprenticeship? 2. 2. On a scale of 1 -5 how likely are you to start your own tech business some day? Student Says… The Hook activity will have students reflect on what they learned over the past 10 weeks. § Debrief: Say: “Can I have three or four volunteers tell the class their favorite moment from the apprenticeship? ” § Transition: Say: “Let’s review the material on oral presentations we went over last week and rehearse our presentations one last time before the WOW!” Introduction of New Material: Review Presentation Criteria 15 Minutes § Objectives/Agenda: List the 21 st century skills for Building the Next Big Tech, share daily objectives and preview the agenda. § Direct Teach: “Today we are going to begin by discussing some WOW-related logistics. Then, you will have the remainder of the class to work in your groups on finalizing your Power. Point presentations and on rehearsing. § Note: Before today’s class, obtain answers to the following questions from your Campus Director/Citizen Teacher Lead. Share this information with students in a direct teach format. § Sample Check For Understanding questions are listed below the summary of logistical items. § Where are students presenting? § At what time are students presenting? § What is each student’s role? § Who will be the audience? § What should students keep in mind while presenting (i. e. , three criteria)? § Does the CD/CT have a map or blueprint of the WOW! space for students to see so they know where to go and when? § Are there any behavioral expectations that must be reviewed? § Will there be food/drinks served? If so, when will students be able to partake in these? § Is there a plan for students who get lost? § What should students do if they need to use the restroom? § Are there any transitions students need to be mindful of? § Check for Understanding: Where should you be at X time? Raise your hand if your role is X. Who will your audience be? What time are you transitioning? What should you do if you get lost? § Transition: Now we will practice our presentations one more time before the WOW! next week. Closer Look! Make sure to check in with the CD/CTL before today’s lesson to get as much logistical information as you can. Highlight important elements during your Introduction to New Material today. Make sure you give students time to ask their own clarifying questions in addition to insuring that they answer Check for Understanding questions listed in the lesson. They may think of things that you haven’t thought of!

Building the Next Big Tech LESSON 10 – page 3 Objective: Deliver a persuasive communication to others. Activity 1: Practice Pitch with Group and CT 15 Minutes § Ask: “Before we move to practice in groups again this week, let’s review how to deliver a persuasive presentation to others. Can someone remind the class what the three elements of a strong oral presentation are? ” § Answer: In order to deliver a persuasive presentation, you need to not only have your content and Power. Point presentation planned but your performance during the pitch also matters. Prospective investors will pay attention to the following components of your presentation: speed, volume, and eye contact. § Review each criteria and ask for student volunteers to demonstrate each for the rest of the class. § Speed means that you are speaking at a good pace so that people are able to understand you, but you are not speaking so slowly that your audience becomes bored. § Volume means that you are speaking loud enough for your audience, even the person in the back of the room, to hear you. You may have a microphone available but pay close attention to how you speak into it because it is easy to speak too loudly or assume that everyone can hear you because you have a microphone. § Eye contact is also important because your potential investors want to see that you are confident about your proposed tech business. If you make strong eye contact with them then they will likely feel more engaged. Activity 2: Presenting Pitches 15 Minutes § Activity Summary: Each group will present within their own group. They will have the opportunity to evaluate their own speaker, as well as finish up any last minute changes to their Power. Point. § Directions: Students will practice their presentation in their group by talking through their talking points from the business plan template out loud and reviewing their slides together to make sure there are no spelling errors, factual errors or formatting problems. Groups will observe the main presenter deliver the presentation and offer him the same type of feedback they offered the CT/TL by using the eyes, ears, or yellow traffic light signal to give instant feedback during the presentation. § Debrief: Check in with students to find out how they are feeling about their presentations—both the Power. Points and their speakers. If necessary, give them a bit more time to wrap things up before moving onto whole-class presentation practice. Missing Parts… Make sure students get instant feedback signals to use during Activity 2 today. Print out some extra copies in case signals from last week have been misplaced or torn. Additional Notes CT/TL should circulate throughout the room while students rehearse in their small groups.

Building the Next Big Tech LESSON 10 – page 4 Objective: Deliver a persuasive communication to others. Activity 3: Presenting Pitches and Q&A 35 Minutes § Activity Summary: Groups will present before the class for the second time. Each student will have signs that signify eyes, ears, and a yellow light. Each team will have the chance to present and will receive some feedback from the CTs and their peers. Both students and CTs/TL will be constructive and focus on the presentation criteria shared in the Introduction to New Material. § Directions: Students will practice their presentation before the entire class by presenting as formally as they would at the WOW! § They may use notes, but the presentation should otherwise be exactly what they would present to the panel of donors. Students will practice their pitches before the class, and out loud. § The class will observe the groups deliver presentations and offer them the same type of feedback they offered the CT/TL and their own teammates by using the eyes, ears, or yellow traffic light signal to give instant feedback during the presentation. § Remember that ALL team members must have a role in presenting. The main speaker will likely say most of the content, both other members should be presenting at least one slide each. Field Tips Allow the class to practice in front of other students and adults if possible. Practicing in front of new faces could throw a new caveat at the presenters and give them more variety before they present at the WOW! § Debrief: Are there any questions before we move into today’s exit tickets? You can ask about your presentations or any other WOW!-related logistics. § Transition: “Great job everyone! You have worked SO hard over the past ten weeks and you should be very proud of all that you have learned and accomplished! For today’s exit ticket, you begin to get your mind for next week’s WOW! Remember: You can do this! You are all going to do an amazing job!” Future Plans The CT will confirm WOW! logistics and guest details with the TL, Campus Director, and any other relevant Citizen Schools staff.

Building the Next Big Tech Presentation Feedback Cutouts

Apprenticeship Building the Next Big Tech: Exit Ticket #9 Exit Ticket #10 Name: ____________ Date: ________ 1. What is one thing you will practice or work on between now and the WOW!? 1. Fill in the below information about your presentation: 1. Where will you be presenting? 2. What time are you presenting? 3. Who will you be presenting to? 4. What three things will you keep in mind as you present? Apprenticeship Building the Next Big Tech: Exit Ticket #10 Name: ____________ Date: ________ 1. What is one thing you will practice or work on between now and the WOW!? 1. Fill in the below information about your presentation: 1. Where will you be presenting? 2. What time are you presenting? 3. Who will you be presenting to? 4. What three things will you keep in mind as you present?