Ghana curriculum lesson note

SHS 3 Business Management 2nd Semester Week 4 Lesson Plan

Create your lesson notes your way

Create, personalize and download your complete lesson notes on Sirbus.

Weekly Learning Plan
Subject	Business Management	Week	4
Duration	60 minutes	Form	SHS 3
Strand	Glocal Business	Sub-Strand	Business Development
Learning Outcome(s)	3.2.2.LO.1 - Demonstrate understanding and practical application of Ways of entering into business — case/application within the curriculum sub-strand Business Development.
Learning Indicator(s)	3.2.2.LI.2 - Ways of entering into business
Lesson Focus	Ways of entering into business
Previous Knowledge	Learners recall the immediately preceding knowledge/skill needed to engage with Ways of entering into business — case/application; the starter diagnoses this rather than assuming mastery.
Lesson Objective(s)	Identify or explain the key subject idea/procedure in Ways of entering into business — case/application. Complete the concrete guided/practical task for Ways of entering into business — case/application accurately. Apply Ways of entering into business — case/application 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 Ways of entering into business — case/application? What would a strong practical/application response to Ways of entering into business — case/application look like? How would changing the context, data or constraints affect a decision about Ways of entering into business — case/application?
Pedagogical Strategies	Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment
Teaching & Learning Resources	Local business profile cards Ownership comparison matrix Entrepreneur scenarios Flip chart
Key Notes on Differentiation
Content	Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Ways of entering into business — case/application. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Ways of entering into business — case/application.
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	Find or invent a small-business example of Ways of entering into business — case/application; submit the evidence or assumptions and a 100-word analysis.

Lesson Activities
Stage	Teacher Activity	Learner Activity	Assessment / DoK
Starter10 minutes	Present an unseen case/material set for Ways of entering into business — case/application using Local business profile cards; do not model the solution. Ask learners to identify the first decision, calculation, language feature or practical step.	Inspect the prompt/materials, record an initial response about Ways of entering into business — case/application, and justify it briefly.	Not provided.
Activity 115 minutes	Give fresh data/materials for Ways of entering into business — case/application and require learners to complete the subject-specific task without a worked example.	Use a decision matrix to recommend a form of ownership for three entrepreneurs with different capital/risk/control needs. Use the fresh case/materials and show all evidence, workings or process decisions.	Check independent transfer: correct method/technique, use of evidence and completeness of the concrete output.
Activity 220 minutes	Have pairs exchange outputs for Ways of entering into business — case/application; provide a quality-control checklist tied to the actual product/calculation/performance and require evidence-based corrections.	Write a short recommendation to one entrepreneur explaining the chosen form and one trade-off. Then peer-audit another output, identify one precise defect/error and propose a correction.	Score both the original output and the accuracy of the peer correction against the subject checklist.
Activity 310 minutes	Present one deliberately flawed example related to Ways of entering into business — case/application; require each learner to locate the defect and produce the corrected version.	Identify the exact error/weakness in the flawed Ways of entering into business — case/application example, correct it and write one sentence explaining why the correction is valid.	Check that the learner corrects the actual defect rather than merely rewriting the example.

Lesson Closure

Compare the model criteria with the errors found in the unseen Ways of entering into business — case/application task; highlight the one quality check learners should carry into future work. Complete a one-minute exit response using a concrete example from the lesson on Ways of entering into business — case/application.

Create your lesson notes your way

Create, personalize and download your complete lesson notes on Sirbus.

Create on Web Create on WhatsApp

More SHS 3 Business Management 2nd Semester Lessons