YOUR NAME: Karla Hernandez

UNIT TOPIC/TITLE: Intro to Business and Technology/Technology in the Workplace

GRADE LEVEL: High School (9th - 12th)

STATE STANDARDS TO BE MET:

BMA-IBT-2 Apply technology as a tool to increase productivity to create, edit, and
publish industry appropriate documents.
2.1 Practice respectful and responsible use of technology.
2.3 Execute efficient online searches for specific and creditable resources.
2.4 Model the ability to work independently and as a team member.
2.5 Demonstrate time-management and organizational skills to complete tasks in
allotted time.
2.6 State how changes in technology affect the workplace and society.
a. Social media, cell phones, tablets, cloud computing, operating systems, and
other emerging technologies.
2.9 Apply practices that deter, detect, and defend against identity theft for a business
and personal safety.
2.10 Utilize technology in a variety of ways while solving business problems.

ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative

discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–
10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
a. Come to discussions prepared having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange
of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views),
clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate others
into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement
and disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.

ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media

or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source.
LENGTH OF UNIT—5 DAYS

RATIONALE FOR SELECTING THIS TOPIC:

The purpose of this topic is to connect core academic concepts to its related usage in
the professional environment through the use of English language arts skills in the
context of business and technology. Technology facilitates processes in the corporate
workplace, and it is imperative that students learn how to use the technology and when
to apply it. This topic will guide students throughout their post-secondary undertakings.
Students in this age range are preparing for life after high school, which includes basic
skills that are common among 21st century workplaces. Collaborating and
communicating with others requires the use of appropriate conventions of the English
language. Those skills will be reviewed and further applied, requiring higher order
thinking, in the successful identification of safety concerns related to common business
tasks using technology. This topic has relevance in the academic and professional
advancement of all students.

EDRD 6150 Lesson Plan Form

Your name__Karla Hernandez___________________________________________

Standard:
BMA-IBT-2 Apply technology as a tool to increase productivity to create, edit, and publish
industry appropriate documents.
2.1 Practice respectful and responsible use of technology.
2.4 Model the ability to work independently and as a team member.
2.5 Demonstrate time-management and organizational skills to complete tasks in allotted time.

ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-

on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.

Objective(s):
Students will learn to make predictions using visual clues.
Students will learn to make connections between text and real-world application.
Students will model working independently.
Students will complete tasks in allotted time.

Method:
OPENING
Hook: Students will be given a copy of the book Blackout by John Rocco. They will be
instructed to look at the front and back cover and predict what the book will teach them.
They will write their ideas on a notecard.

Introduction: Volunteer students will read the book to the whole class. Students will then
revisit their predictions and a few students will be asked to briefly share what they
predicted, whether their prediction was correct, and in what ways their correction was
correct or incorrect. Students will then be given 10 minutes on the class Padlet to write
about what the responsible use of technology means.

DURING
Each student will be given a vocabulary word list and a category page. Their task is to
decide which category each word belongs in, write in the appropriate column, and
define or describe the meaning of the word. Students will need to include examples or
its relevance to business. Definitions can be written next to the word on the category
sheet or on a separate sheet of paper. They will have access to computers to help in
defining the words. Copying is not allowed; they will need to write in their own words.
Students will work individually to complete this assignment.

CLOSING
Snowstorm: Students will write on a piece of paper something they learned during the
lesson. They will wad up the paper and throw it in the air over the area where they are
seated. Each student will pick one up and, going in rows, read out loud what is written.

Specific Literacy Strategy (use name)

Directed Reading Thinking Activity
Word Sorts

Assessment:
I will review answers posted on Padlet for understanding of the responsible use of
technology.
I will assess vocabulary word sorts on accuracy of definitions and examples. Placing
words in correct categories will be considered for evaluating thought process but will not
be assessed for accuracy.
EDRD 6150 Lesson Plan Form

Your name__Karla Hernandez___________________________________________

Standard:
BMA-IBT-2 Apply technology as a tool to increase productivity to create, edit, and publish
industry appropriate documents.
2.4 Model the ability to work independently and as a team member.
2.6 State how changes in technology affect the workplace and society.
b. Social media, cell phones, tablets, cloud computing, operating systems, and other
emerging technologies.
2.10 Utilize technology in a variety of ways while solving business problems.

ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-

on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
c. Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
d. Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.

Objective(s):
Students will model working with peers and as a team for decision making.
Students will understand uses of and changes in technology within the workplace.
Students will formulate an opinion on different methods of solving a business problem.
Students will challenge the conclusion to a business problem.

Method:
OPENING
Hook: Students will be handed a strip of paper with either a type of technology or an
effect of technology. The strips with the name of the technology will either have a plus
or minus sign on the corner. If the strip has a plus, they will have to find someone who
has a positive effect of the technology, and if it has a minus, they will have to find
someone who has a negative effect of that type of technology. Students will have 5
minutes to find their match.

Introduction: I will provide direct instruction to students using a presentation for visuals
and embedded supporting material. I will explain different ways technology affects the
workplace and society. I will include corporate simulations to demonstrate the uses of
technology for solving business problems. I will also present my thought processes for
each simulation.
DURING
Students will be given a transcript of a technology problem in the business environment.
Each student will have a part as a different member of the solution team, one of the
executives overseeing the work of the team, or the client team who hired the company
to solve their problem. Students will read and act out their parts. After the story and role
playing is finished, the class will discuss as a whole group the main points and the
solution to the problem as demonstrated within the story.

CLOSING
Students will use the class Padlet to type a text to one of the team members in the
simulation on their opinion to how the team solved the problem. They can include what
they would do differently and if they thought the solution worked or not. If they disagree
with the team, they should include the solution they think would have been better.
Students will need to focus their response on technology and its use in business.

Specific Literacy Strategy (use name)

Find Someone Who
Think Alouds
Role-playing
Send a text to…

Assessment:
I will assess students on how well they were able to formulate their opinion on the
solution of the transcript and how well they included technology vocabulary in their
response. They will need provide detail on the problem-solving method from the story.
EDRD 6150 Lesson Plan Form

Your name__Karla Hernandez___________________________________________

Standard:
BMA-IBT-2 Apply technology as a tool to increase productivity to create, edit, and publish
industry appropriate documents.
2.1 Practice respectful and responsible use of technology.
2.9 Apply practices that deter, detect, and defend against identity theft for a business and
personal safety.

ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-

on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.

Objective(s):
Students will work with peers with different individual roles.
Students will understand the meaning of identity theft.
Students will understand how identity theft is related to technology.
Students will know various practices for staying safe from identity theft when using
technology.

Method:
OPENING
Hook: Students will be given a Frayer Model to explore the meaning of identity theft.
They will have to include the definition, use of the word in a sentence, an example, and
a non-example.

Introduction: I will explain that identity theft is one of the dangers of using technology. I
will provide examples of safe practices to avoid identity theft when using technology,
both in business and personal safety.

DURING
Students will each be given a copy of the book The Less People Know About Us by
Axton Betz-Hamilton. Students will be divided into small groups of 3-4. They will survey
the book, including the description, reviews, and prologue, and come up with questions
based on what they think the content of the book will be. Then, I will start the book by
reading the first 3 chapters to get through the introductory part of the book. Right before
a key paragraph, I will pause and say, “echo reading” in which students will have to
repeat the next paragraph I read using the same tone as when I read it.

CLOSING
Each student will write on an index card one word describing the first 3 chapters as an
exit ticket out the door.

Specific Literacy Strategy (use name)

Frayer Model
Echo Reading
Modeling
Exit Slips

Assessment:
Frayer Models will be assessed for full understanding of the vocabulary word.
EDRD 6150 Lesson Plan Form

Your name__Karla Hernandez___________________________________________

Standard:
BMA-IBT-2 Apply technology as a tool to increase productivity to create, edit, and publish
industry appropriate documents.
2.4 Model the ability to work independently and as a team member.
2.9 Apply practices that deter, detect, and defend against identity theft for a business and
personal safety.

ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-

on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
e. Come to discussions prepared having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
c. Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.

Objective(s):
Students will model working as a member of a team.
Students will be able to use evidence from the text to formulate ideas.
Students will understand the effects of identity theft and recovery.

Method:
OPENING
Hook: Students will be given 2 minutes to quickly draw a picture of a technology or
identity theft-related concept from the reading of the previous lesson.

Introduction: I will present a quick review of the main ideas of the first 3 chapters of The
Less People Know About Us. Students will then continue reading the book. They will
use the methods I modeled in the previous lesson for reading in their assigned small
groups. The leader of the group will be the one to read to the rest of the group. All group
members will focus on the concept of safe usage of technology while reading/listening.

DURING
Each small group will be assigned a leader of my choosing (a high-level reader). The
leader will continue reading, pausing when necessary to answer questions and come up
with new ones. Questions should be focused on the concept of identity theft and
technology. If the leader sees fit, he/she may continue echo reading, but will be
instructed to keep it infrequent and restricted to the most pertinent information within the
book. When the group finishes the book, the class as a whole will review the book and
share questions.

CLOSING
Students will pair up to describe what the book was about as if they were talking about it
to a first grader.

Specific Literacy Strategy (use name)

SQ3R (Survey, Question, Read, Recite, Review)
Visual/Mental Imagery

Assessment:
Students will be assessed on their comprehension of the text. Questions from the
groups will be compiled and students will be expected to answer the questions
thoroughly.
EDRD 6150 Lesson Plan Form

Your name__Karla Hernandez___________________________________________

Standard:
BMA-IBT-2 Apply technology as a tool to increase productivity to create, edit, and publish
industry appropriate documents.
2.3 Execute efficient online searches for specific and creditable resources.
2.5 Demonstrate time-management and organizational skills to complete tasks in allotted time.
2.6 State how changes in technology affect the workplace and society.
a. Social media, cell phones, tablets, cloud computing, operating systems, and other
emerging technologies.
b. 2.9 Apply practices that deter, detect, and defend against identity theft for a business
and personal safety.

ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-

on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.

ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or

formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each
source.

Objective(s):
Students will use research skills to identify relevant information on the concept.
Students will know how to avoid identity theft when using different technologies.
Students will understand quotations as a literary element.

Method:
OPENING
Hook: Students will go to bizkids.com and watch the sketch on identity theft. They will
then write on a post-it note one sentence summarizing the video, making sure to
include supporting facts. They will place their post-its on a concept wall in the room.

Introduction: I will explain to students that there are ways to recognize identity theft
mediums and things that can be done to protect against them. Students will finalize their
understanding of the concept by reading a blog post on a real-life identity theft involving
a bank and technology.
DURING
Students will be directed to the The Bank that Stole Its Own Customers’ Identities blog
post on bizkids.com. They will read it and explore supporting material on the webpage,
including the link to the article on CNN Money. Students will then research at least two
different technologies that make people vulnerable to identity theft (cannot use e-mail as
that is the example in the readings). They will identify the technology, describe it, and
include at least 3 ways to deter, detect, or defend against identity theft through that
technology. They will present their findings in a mini PowerPoint and include images for
support.

CLOSING
Students will copy one quotation from the article in CNN Money that they feel is most
relevant or impactful to the topic of identity theft and technology. They will get in groups
of 4 to briefly discuss and defend the quote they chose.

Specific Literacy Strategy (use name)

PAYGO – Post as you go
She/He said it

Assessment:
I will assess students on the content of their post-it notes to ensure students recognized
the main idea of the video.
I will also assess students on their presentations. They will have to demonstrate efficient
research skills to find the necessary information in the allotted time. I will check for
accuracy in describing the technology and how students related the ways to avoid
identity theft to their chosen technology.