Ghana curriculum lesson note

SHS 2 Business Management 1st Semester Week 9 Lesson Plan

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Weekly Learning Plan
Subject	Business Management	Week	9
Duration	60 minutes	Form	SHS 2
Strand	Managing Businesses and the Legal Framework of Businesses	Sub-Strand	Functional Areas of Management
Learning Outcome(s)	2.1.2.LO.1 - Demonstrate understanding and practical application of Business communication: forms, process and importance within the curriculum sub-strand Functional Areas of Management.
Learning Indicator(s)	2.1.2.LI.5 - Business communication: forms, process and importance
Lesson Focus	Business communication: forms, process and importance
Previous Knowledge	Learners recall the immediately preceding knowledge/skill needed to engage with Business communication: forms, process and importance; the starter diagnoses this rather than assuming mastery.
Lesson Objective(s)	Identify or explain the key subject idea/procedure in Business communication: forms, process and importance. Complete the concrete guided/practical task for Business communication: forms, process and importance accurately. Apply Business communication: forms, process and importance independently to a new case, data set, text, material or performance situation.
Essential Question(s)	What evidence or procedure is needed to work accurately with Business communication: forms, process and importance? What would a strong practical/application response to Business communication: forms, process and importance look like? How would changing the context, data or constraints affect a decision about Business communication: forms, process and importance?
Pedagogical Strategies	Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment
Teaching & Learning Resources	Sample organogram Workplace message cards Communication-process flowchart Sticky notes
Key Notes on Differentiation
Content	Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Business communication: forms, process and importance. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Business communication: forms, process and importance.
Process	Use mixed-ability pairs for the first application, then require an individual transfer task. Allow oral/visual demonstration where appropriate while retaining the same subject accuracy criteria.
Product	Use a checklist/rubric tied to the concrete output for this week rather than participation alone. For advanced work, require justification with evidence, calculations, source reference or quality criteria.
Success Criteria	The learner uses correct subject terminology and evidence. The learner completes the week’s concrete product/calculation/performance with acceptable accuracy. The learner explains why the procedure/choice fits the stated context rather than giving a memorised general answer.
Homework	Observe a familiar school, shop or organisation and write a short example showing how Business communication: forms, process and importance is or could be used.

Lesson Activities
Stage	Teacher Activity	Learner Activity	Assessment / DoK
Starter10 minutes	Present a short workplace case involving Business communication: forms, process and importance; ask learners to identify the manager’s immediate decision and the evidence needed.	Inspect the prompt/materials, record an initial response about Business communication: forms, process and importance, and justify it briefly.	Not provided.
Activity 115 minutes	Model the key components of Business communication: forms, process and importance using the provided business documents, chart or case rather than definitions alone.	Map a message through sender, encoding, channel, receiver and feedback using a workplace memo/phone-call scenario.	Check correct use of management terminology and evidence from the case.
Activity 220 minutes	Assign a realistic organisation case and require groups to apply Business communication: forms, process and importance to produce a decision, flow, structure or management action.	Use an organogram and message cards to trace downward, upward, horizontal and informal communication; identify barriers at each point.	Assess the group product for sequence, feasibility and justification.
Activity 310 minutes	Give an individual mini-case requiring one concrete output that demonstrates Business communication: forms, process and importance.	Rewrite a poorly communicated workplace instruction so that channel, message and feedback are clear.	Check whether the individual output would work in the stated organisation.

Lesson Closure

Ask learners to name one specific mistake an organisation could make in Business communication: forms, process and importance and the practical consequence of that mistake. Complete a one-minute exit response using a concrete example from the lesson on Business communication: forms, process and importance.

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