Ghana curriculum lesson note

SHS 3 Business Management 2nd Semester Week 8 Lesson Plan

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Weekly Learning Plan
Subject	Business Management	Week	8
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 Steps in setting up a business — case/application within the curriculum sub-strand Business Development.
Learning Indicator(s)	3.2.2.LI.4 - Steps in setting up a business
Lesson Focus	Steps in setting up a business
Previous Knowledge	Learners recall the immediately preceding knowledge/skill needed to engage with Steps in setting up a business — case/application; the starter diagnoses this rather than assuming mastery.
Lesson Objective(s)	Identify or explain the key subject idea/procedure in Steps in setting up a business — case/application. Complete the concrete guided/practical task for Steps in setting up a business — case/application accurately. Apply Steps in setting up a 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 Steps in setting up a business — case/application? What would a strong practical/application response to Steps in setting up a business — case/application look like? How would changing the context, data or constraints affect a decision about Steps in setting up a business — case/application?
Pedagogical Strategies	Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment
Teaching & Learning Resources	Community problem cards One-page business-plan canvas Start-up cost sheet Pitch rubric
Key Notes on Differentiation
Content	Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Steps in setting up a business — case/application. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Steps in setting up a 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 Steps in setting up a 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 Steps in setting up a business — case/application using Community problem 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 Steps in setting up a business — case/application, and justify it briefly.	Not provided.
Activity 115 minutes	Give fresh data/materials for Steps in setting up a business — case/application and require learners to complete the subject-specific task without a worked example.	Complete a one-page venture canvas with customer, product/service, operations, marketing, start-up costs and revenue assumptions. 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 Steps in setting up a business — case/application; provide a quality-control checklist tied to the actual product/calculation/performance and require evidence-based corrections.	Pitch the venture in 90 seconds and respond to one question about feasibility, ethics or risk. 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 Steps in setting up a business — case/application; require each learner to locate the defect and produce the corrected version.	Identify the exact error/weakness in the flawed Steps in setting up a 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 Steps in setting up a 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 Steps in setting up a business — case/application.

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