Assignment Calendar
Assignment Calendar
In this mini unit, students will establish the foundations of their senior project. Topics of discussion include individual and group member expectations, school finances, the strategyzer business model which includes the yearly calendar and proposed budget. Students will perfect the art or rhetoric and persuasive techniques which will be used during pitch rehersals as well as the actual pitch presentation to the school principal.
(1) Professional standards/employability skills
(A) Communicate effectively with others using oral and written skills
(B) Demonstrate collaboration skills through teamwork
(C) Demonstrate professionalism by conducting oneself in a manner appropriate for the profession and workplace
(D) Demonstrate a positive, productive work ethic by performing assigned tasks as directed
(F) Demonstrate time-management skills by prioritizing tasks, following schedules, and tending to goal-relevant activities
(2) Prepares for effective communication skills
(A) Organize ideas logically and sequentially
(B) Locate and interpret written information
(E) Employ precise language to communicate ideas clearly and concisely
(F) Organize ideas in writing in a coherent, logical progression
(4) Exchanges information via telecommunications
(A) Evaluate which telecommunications methods are most appropriate to a given situation
(B) Apply appropriate business ethics and correct etiquette when using telecommunications
(5) Illustrates proficiency in interpersonal communication
(A) Develop professional vocabulary skills
(B) Execute effective oral presentations
(F) Display active listening through oral feedback
(G) Follow oral and written directions
(H) Demonstrate the ability to give oral instructions for completing a simple task
(17) Makes oral presentations — Use proper conventions of language and presentation
(18) Works productively with others in teams — Offer ideas or judgments that are purposeful in moving the team toward goals…
#1 - Bell Work Week 1
#2 - Senior Project Finances
#3 - Bell Work Week 2
#4 - Business Model - Strategyzer
#5 - Bell Work Week 3
#6 - Persuasive Techniques within Public Speaking
#7 - Bell Work Week 4
#8 - Project Pitch
#9 - Pitch Rehearsal
#10 - Bell Work Week 5
#11 - Pitch to Mr. Flood
#12 - Bell Work Week 6
#13 - Mentor Selection Process
#14 - Application of the Business Model
#15 - Bell Work Week 7
#16 - Master Blueprint
Colored schedule out and unfolded on your desk.
Go to matherneedu.org and find your way to this page.
Answer in Google Classroom #1 - Bell Work Week 1: The poem contains four stanzas. Within each stanza there are several lessons. Choose two lessons that not only resonates with you but also how you learn the lesson through real world experience.
We will analyze lessons from Rudyard Kipling’s “If,” connect them to personal experience, and begin planning our Senior Project by reviewing expectations, navigating the class website, and generating project ideas.
Students will know the Senior Project requirements (individual and group components), the required communication protocol (Parent/Student Square), and how to access resources and submit ideas on the class website.
Explain senior project expectations
Individual projects
Group projects
Do not email me! Teacher/Student communication will be done via Parent/Student Square
Navigate the class website
Students will brainstorm project ideas by visiting the Past Projects page.
Complete the following Senior Project Ideas Google Forms.
Each student shares the lesson from the poem and how they learned the lesson through life experience.
Considering the lessons that are mentioned in the poem, what are two that apply to your initial senior project idea? If you do not have an idea yet, pick an idea from the list and apply the teaching of the poem to the project. Write 6-10 complete sentences. Be specific and honest.
We will analyze key life lessons from Kipling’s “If,” connect them to personal experience, learn Senior Project expectations and communication protocols, and begin generating project ideas using class resources.
Students will know the individual and group Senior Project requirements, the required use of Parent/Student Square for communication, and how to access the class website and Past Projects page to brainstorm and submit project ideas.
Three things I look for in a teammate
Dependability
Skilled
Selflessness
Create word wall consisting of the characteristics of a teammate that will make any project/task be successful
By collaborating with the people at your table, identify individual and group member expectations in order for a successful project to take place.
What are two attributes that make an effective group member?
What are two attributes that make an ineffective group member?
Read what one classmate has written (someone not sitting at your table) and explain in 6-10 sentences the significance, make personal connections, and/or what it reveals about society.
In Google Classroom, underneath what your classmate has written, click 'reply' and type your answer in the box that appears.
We will examine life lessons and societal insights in Kipling’s “If,” then learn and apply the exact purchasing process required for Senior Project (approved vendors, proper quotes, requisitions, purchase orders, and the 10-business-day approval timeline).
Students will know the required purchasing sequence (Approved Vendor with current W-9 → complete quote → Requisition → Purchase Order), the 10-business-day approval window, common reasons a PO is denied, and the serious consequences of skipping or violating the process.
The fastest way to not only be removed from Senior Project, but to also have criminal charges filed against you!
Example budget when your senior project received funds: Senior Prom Lock-In
Approved Vendor - company must have current W-9 on file with Godley ISD
Quote from Approved Vendor - screenshots or emails are NOT considered a quote
purchasing coop name and contract number listed on the quote
No tax / tax free form can be obtained from Mrs. Watts
Itemized list of items requested on the quote
Requisition / Request Form - must support all disbursements
Forms are located outside the Campus Business Office (Mrs. Watts)
Forms can be printed from on Google Drive
Business Office Forms & Info completed and emailed to Campus Business Office
Purchase Order - required for all purchases and checks request
Requisitions for purchases are entered by the Campus Accounting Office, Mrs. Watts
Approval Process - allow for 10 business days
1-2 days to process: campus principal review and approval
Additional 3 day process
2-step approval by the Finance Business Office & Chief Financial Officer
Reasons for Return or Denial of a PO - if denied, the approval process begins at step one, YES, from the very beginning
Quote did not contain all necessary information
Outdated quote, no coop name, or no bid number on the quote
#2 - Senior Project Finances - Make a copy → Template 26/27 Senior Project Financials
Start creating your expenses for your potential project
Follow the process to purchase something from Walmart and Amazon
Analyze a classmate’s response to “If” in 6–10 sentences and correctly complete the steps to request a purchase from Walmart or Amazon following district procedures.
Students will demonstrate the correct purchasing process by outlining or completing the steps needed to buy an item from Walmart and from Amazon, including identifying required quote elements and the proper forms and timeline.
How many days in advance is your purchase request required to be approved?
How many quotes do you need for your purchase request to be approved?
The following is considered to be the top 10 topics unmarried couples should discuss and agree upon before you take the vow. Could also be applied to “true” friendships. Rank your top 5 in order of importance and briefly explain why the topic is important to you.
_ Shared Faith & Spiritual Life
_ Church & Ministry Involvement
_ Roles in Marriage
_ Finances & Stewardship
_ Children & Parenting
_ Conflict & Forgiveness
_ Family & In-Law Relationships
_ Intimacy & Purity
_ Lifestyle & Daily Life Together
_ Calling & Long-Term Vision
Respond by clicking reply to one classmate with a thoughtful, engaging, and/or challenging thought.
Respond to the classmate who left a reply on your original comment.
We Will analyze the nine building blocks of the Strategyzer Business Model Canvas and apply them to create a complete, coherent business model.
I will know the meaning and purpose of each of the nine building blocks (Key Partnerships, Key Activities, Key Resources, Cost Structure, Value Propositions, Customer Relationships, Customer Segments, Channels, and Revenue Streams).
I will know how the blocks interconnect (especially how Key Resources and Key Activities drive Cost Structure, and how Value Propositions, Channels, and Customer Relationships generate Revenue Streams).
I will know that a strong business model requires clarity, specificity, and alignment across all nine blocks.
I Will complete the first four blocks of my Business Model Canvas with specific, accurate details and be ready to explain how the blocks work together.
Students will show a complete and accurate, detailed Strategyzer Business Model Canvas for a chosen business idea for their Senior Project venture.
Students will show precise language and concrete examples for every block.
Students will show explanations and reasoning behind at least three critical connections between blocks.
Complete the Strategyzer Business Model
Value Propositions
Meaning: The bundle of products and services that create value for a specific customer segment. This is the reason customers choose you over competitors. What to include:
What problem are you solving or what need are you satisfying?
What benefits do customers get (newness, performance, customization, design, price, accessibility, brand/status, risk reduction, convenience, etc.)?
How is your offering different or better?
Customer Relationships
Meaning: The type of relationship you establish and maintain with each customer segment. What to include:
Personal assistance, dedicated personal assistance, self-service, automated services, communities, co-creation, etc.
What does it cost to acquire and retain customers?
How do you want the relationship to feel (transactional, long-term, exclusive)?
Customer Segments
The different groups of people or organizations you aim to reach and serve. What to include:
Who are your most important customers?
Are they mass market, niche, segmented, diversified, or multi-sided platforms?
What are their specific needs, jobs-to-be-done, or pain points?
Be specific (e.g., “high school English teachers in Texas public schools” rather than just “teachers”).
Channels
Meaning: How you communicate with and reach your customer segments to deliver the value proposition. What to include:
Awareness (how customers find out about you)
Evaluation (how they evaluate your value proposition)
Purchase Delivery, After-sales / support
Note whether channels are owned (your website, sales team) or partner (app stores, retailers, platforms).
Students work alone with a printed copy of the blank canvas.
Teacher circulates and coaches using targeted prompts:
Be more specific than ‘suppliers,' name the actual type of partnership and why it exists.
Which Key Activities are truly critical, not just nice to have?
Is this resource physical, intellectual, human, or financial and is it essential?
What are customers really willing to pay for, and is that revenue one time or recurring?
After 15–20 minutes, pause for a quick share out of one strong block and one challenging block from different groups.
Students revise based on feedback and peer input.
#3 - Bell Work Week 2
#4 - Business Model - Strategyzer (Value Customers, Customer Relationships, Customer Segments, Channels)
Share one insight about how the right side (Value Propositions/customers/channels).
Reinforce the big idea: A business model is not a list of ideas—it is a system. Every block must support the others.
The following is considered to be the top 10 topics unmarried couples should discuss and agree upon before you take the vow. Could also be applied to “true” friendships. Rank your top 5 in order of importance and briefly explain why the topic is important to you.
_ Shared Faith & Spiritual Life
_ Church & Ministry Involvement
_ Roles in Marriage
_ Finances & Stewardship
_ Children & Parenting
_ Conflict & Forgiveness
_ Family & In-Law Relationships
_ Intimacy & Purity
_ Lifestyle & Daily Life Together
_ Calling & Long-Term Vision
Respond by clicking reply to one classmate with a thoughtful, engaging, and/or challenging thought.
Respond to the classmate who left a reply on your original comment.
We Will analyze the nine building blocks of the Strategyzer Business Model Canvas and apply them to create a complete, coherent business model.
I will know the meaning and purpose of each of the nine building blocks (Key Partnerships, Key Activities, Key Resources, Cost Structure, Value Propositions, Customer Relationships, Customer Segments, Channels, and Revenue Streams).
I will know how the blocks interconnect (especially how Key Resources and Key Activities drive Cost Structure, and how Value Propositions, Channels, and Customer Relationships generate Revenue Streams).
I will know that a strong business model requires clarity, specificity, and alignment across all nine blocks.
I Will complete the next three blocks of my Business Model Canvas with specific, accurate details and be ready to explain how the blocks work together.
Students will show a complete and accurate, detailed Strategyzer Business Model Canvas for a chosen business idea for their Senior Project venture.
Students will show precise language and concrete examples for every block.
Students will show explanations and reasoning behind at least three critical connections between blocks.
Key Resources
Meaning: The most important assets required to make the business model work. What to include:
Physical (facilities, vehicles, machines)
Intellectual (brands, patents, copyrights, data, partnerships)
Human (key people, expertise)
Financial (cash, lines of credit, stock options)
Focus only on the resources that are critical, not everything the company owns.
Key Activities
Meaning: The most important things a company must do to make its business model work. What to include:
Production, problem-solving, platform/network management, etc.
Activities that create and deliver the value proposition, reach markets, maintain customer relationships, and earn revenue.
Ask: “What must we do exceptionally well?”
Key Partnerships
Meaning: The network of suppliers and partners that make the business model work. What to include:
Strategic alliances between non-competitors
Coopetition (strategic partnerships between competitors)
Joint ventures
Buyer-supplier relationships to assure reliable supplies
Reasons for partnerships: optimization & economy of scale, reduction of risk and uncertainty, acquisition of particular resources and activities.
Students work alone with a printed copy of the blank canvas.
Teacher circulates and coaches using targeted prompts:
Be more specific than ‘suppliers,' name the actual type of partnership and why it exists.
Which Key Activities are truly critical, not just nice to have?
Is this resource physical, intellectual, human, or financial and is it essential?
What are customers really willing to pay for, and is that revenue one time or recurring?
After 15–20 minutes, pause for a quick share out of one strong block and one challenging block from different groups.
Students revise based on feedback and peer input.
#3 - Bell Work Week 2
#4 - Business Model - Strategyzer (Key Resources, Key Activities, Key Partnerships)
Share one insight about the left side (resources/activities/partnerships).
Reinforce the big idea: A business model is not a list of ideas—it is a system. Every block must support the others.
The following is considered to be the top 10 topics unmarried couples should discuss and agree upon before you take the vow. Could also be applied to “true” friendships. Rank your top 5 in order of importance and briefly explain why the topic is important to you.
_ Shared Faith & Spiritual Life
_ Church & Ministry Involvement
_ Roles in Marriage
_ Finances & Stewardship
_ Children & Parenting
_ Conflict & Forgiveness
_ Family & In-Law Relationships
_ Intimacy & Purity
_ Lifestyle & Daily Life Together
_ Calling & Long-Term Vision
Respond by clicking reply to one classmate with a thoughtful, engaging, and/or challenging thought.
Respond to the classmate who left a reply on your original comment.
We Will analyze the nine building blocks of the Strategyzer Business Model Canvas and apply them to create a complete, coherent business model.
I will know the meaning and purpose of each of the nine building blocks (Key Partnerships, Key Activities, Key Resources, Cost Structure, Value Propositions, Customer Relationships, Customer Segments, Channels, and Revenue Streams).
I will know how the blocks interconnect (especially how Key Resources and Key Activities drive Cost Structure, and how Value Propositions, Channels, and Customer Relationships generate Revenue Streams).
I will know that a strong business model requires clarity, specificity, and alignment across all nine blocks.
I Will complete the last two blocks of my Business Model Canvas with specific, accurate details and be ready to explain how the blocks work together.
Students will show a complete and accurate, detailed Strategyzer Business Model Canvas for a chosen business idea for their Senior Project venture.
Students will show precise language and concrete examples for every block.
Students will show explanations and reasoning behind at least three critical connections between blocks.
Cost Structure
Meaning: All costs incurred to operate the business model. What to include:
Most important costs inherent in the business model
Fixed costs vs. variable costs
Economies of scale or scope
Cost-driven (lean, low-price focus) vs. value-driven (premium offerings)
Identify the costliest Key Resources and Key Activities.
Revenue Streams
Meaning: How the business generates cash from each customer segment. What to include:
Pricing mechanisms (fixed list price, bargaining, auction, volume-dependent, etc.)
Revenue types: asset sale, usage fee, subscription, lending/renting/leasing, licensing, brokerage fees, advertising
One-time vs. recurring revenue
What customers are truly willing to pay for
Students work alone with a printed copy of the blank canvas.
Teacher circulates and coaches using targeted prompts:
Be more specific than ‘suppliers,' name the actual type of partnership and why it exists.
Which Key Activities are truly critical, not just nice to have?
Is this resource physical, intellectual, human, or financial and is it essential?
What are customers really willing to pay for, and is that revenue one time or recurring?
After 15–20 minutes, pause for a quick share out of one strong block and one challenging block from different groups.
Students revise based on feedback and peer input.
#3 - Bell Work Week 2
#4 - Business Model - Strategyzer (Cost Structure & Revenue Streams)
Share one insight about how the left side (costs/resources/activities) supports the right side (value/customers/revenue).
Reinforce the big idea: A business model is not a list of ideas—it is a system. Every block must support the others.
The following is considered to be the top 10 topics unmarried couples should discuss and agree upon before you take the vow. Could also be applied to “true” friendships. Rank your top 5 in order of importance and briefly explain why the topic is important to you.
_ Shared Faith & Spiritual Life
_ Church & Ministry Involvement
_ Roles in Marriage
_ Finances & Stewardship
_ Children & Parenting
_ Conflict & Forgiveness
_ Family & In-Law Relationships
_ Intimacy & Purity
_ Lifestyle & Daily Life Together
_ Calling & Long-Term Vision
Respond by clicking reply to one classmate with a thoughtful, engaging, and/or challenging thought.
Respond to the classmate who left a reply on your original comment.
We Will complete Bell Work Week 2 and begin building a yearly calendar of potential events using our Strategyzer Business Model Canvas as the foundation.
I Will finish Bell Work accurately, then draft a yearly event calendar that clearly connects to my Customer Segments, Value Proposition, and Channels.
Know
The purpose and expectations of Bell Work Week 2.
How the nine building blocks of the Strategyzer Business Model Canvas inform realistic event planning.
That a strong yearly calendar must align with Customer Segments, Value Propositions, Channels, Key Activities, Key Resources, and Cost Structure.
Show
Complete Bell Work Week 2 correctly and on time.
Create a draft yearly calendar of potential events that is grounded in their Business Model Canvas (especially Customer Segments, Value Propositions, and Channels).
Justify why each major event supports their business model.
Display a sample Business Model Canvas (from the previous lesson or a new example).
Think aloud while converting the canvas into a yearly calendar:
Start with Customer Segments and Value Propositions → Who am I serving and what do they actually want throughout the year?
Move to Channels and Customer Relationships → How and when will I reach them?
Consider Key Activities, Key Resources, and Cost Structure → What events are realistic given my time, money, and partnerships?
Using a blank yearly calendar template (digital or paper), they begin placing potential events for their Senior Project business.
Teacher guides with targeted questions:
Which Customer Segment are you targeting with this event?
How does this event deliver or reinforce your Value Proposition?
What Channel will you use to promote it?
Is this event realistic given your Key Resources and Cost Structure?
#3 - Bell Work Week 2
#4 - Business Model - Strategyzer (calendar)
List your two most important events for the year and name the Business Model Canvas block each one most strongly supports. Then write one sentence explaining why that event matters for your customers.
Quick pair-share: Each student shares one strong event idea and one event they are still unsure about.
The following is considered to be the top 10 topics unmarried couples should discuss and agree upon before you take the vow. Could also be applied to “true” friendships. Rank your top 5 in order of importance and briefly explain why the topic is important to you.
_ Shared Faith & Spiritual Life
_ Church & Ministry Involvement
_ Roles in Marriage
_ Finances & Stewardship
_ Children & Parenting
_ Conflict & Forgiveness
_ Family & In-Law Relationships
_ Intimacy & Purity
_ Lifestyle & Daily Life Together
_ Calling & Long-Term Vision
Respond by clicking reply to one classmate with a thoughtful, engaging, and/or challenging thought.
Respond to the classmate who left a reply on your original comment.
We Will complete Bell Work Week 2 and build a proposed yearly budget for our Senior Project businesses using researched revenue and expense data grounded in our Strategyzer Business Model Canvas.
I Will finish Bell Work accurately, then draft a realistic yearly budget that includes researched revenue projections and clear expense categories tied to my business model.
Know
The purpose and expectations of Bell Work Week 2.
How Revenue Streams and Cost Structure from the Strategyzer Business Model Canvas directly inform a yearly budget.
The difference between projected revenue and actual expenses, and why research is required for realistic numbers.
That a viable budget must align with Key Resources, Key Activities, Customer Segments, and Value Propositions.
Show
Complete Bell Work Week 2 correctly and on time.
Create a proposed yearly budget that includes researched revenue estimates and expense categories.
Justify major budget items by linking them back to specific blocks on their Business Model Canvas.
Display a sample Business Model Canvas
Think aloud while converting the canvas into a simple yearly budget:
Start with Revenue Streams → What are customers actually willing to pay for and how often? Researching realistic price points and volume estimates.
Move to Cost Structure → Separate fixed costs vs. variable costs. Researching realistic numbers for Key Resources and Key Activities (rent/space, materials, marketing, labor, software, insurance, etc.).
Show how Customer Segments and Value Propositions influence both revenue potential and necessary expenses.
Students open their completed Strategyzer Business Model Canvas and yearly event calendar.
Using a provided budget template (digital or paper), students begin drafting:
Projected Revenue (tied to Revenue Streams and Customer Segments)
Major Expense Categories (tied to Cost Structure, Key Resources, and Key Activities)
Teacher guides with targeted coaching questions:
What research supports this revenue number?
Is this expense fixed or variable?
Which Key Resource or Key Activity is driving this cost?
Does this budget still support your Value Proposition and Customer Segments?
#3 - Bell Work Week 2
#4 - Business Model - Strategyzer (proposed yearly budget with researched revenue and expenses)
Think-pair-share: Students exchange the details from one strong revenue projection and one expense both must be researched.
Students strengthen persuasive communication skills by analyzing classic rhetoric in Patrick Henry’s “Give Me Liberty or Give Me Death” and immediately applying those techniques to their own Senior Project pitches and supporting business documents.
Monday, August 24
Main Focus: Bell Work (Henry speech analysis + peer critique) + Senior Project yearly budget tied to Business Model Canvas
Primary Business English TEKS
1(A) – Communicate effectively with others using oral and written skills
1(B) – Demonstrate collaboration skills through teamwork
1(F) – Demonstrate time-management skills
2(A) – Organize ideas logically and sequentially
2(B) – Locate and interpret written information
2(E)–(F) – Employ precise language; organize ideas in writing in a coherent, logical progression
3 – Employ appropriate research techniques to produce effective business communication (research revenue/expense data)
7(B)–(C) – Demonstrate basic writing skills; compose persuasive messages (budget justification)
Supporting English expectations (rhetorical analysis Bell Work)
Author’s purpose & craft, response skills, and composition of analytical/argumentative text (English IV TEKS related to rhetorical analysis and commentary).
Tuesday, August 25
Main Focus: Bell Work (Henry speech commentary + peer critique) + Pitch Persuasive Techniques (#6)
Primary Business English TEKS
1(A) – Communicate effectively (written commentary + oral critique)
1(B) – Collaboration / teamwork (project groups)
2(A), (E), (F) – Organize ideas logically; precise language; coherent writing
5(B)–(C) – Execute effective oral presentations; deliver an effective business presentation (beginning pitch work)
7(C) – Compose persuasive messages
Supporting English expectations
Rhetorical analysis (ethos, pathos, antithesis, allusions, etc.), peer response/critique skills.
Wednesday, August 26
Main Focus: Bell Work (Henry) + Identify/create persuasive techniques in senior project pitches
Primary Business English TEKS
1(A)–(B) – Effective oral/written communication + collaboration
2(A), (E), (F) – Logical organization and precise language in pitch revisions
5(B)–(C) – Effective oral presentations / business presentations (sales-style pitch)
7(C) – Compose persuasive messages
Supporting English expectations
Author’s craft / rhetorical techniques applied to students’ own persuasive writing and speaking.
Thursday, August 27
Main Focus: Bell Work (Henry) + Practice delivering senior project pitches to the class with feedback
Primary Business English TEKS
1(A) – Communicate effectively using oral skills
1(B) – Collaboration (peer feedback)
5(B)–(C) – Execute effective oral presentations; deliver effective business presentations (pitches)
5 – Related interpersonal skills (active listening, giving/receiving feedback)
7(C) – Persuasive messaging in spoken form
Friday, August 28
Main Focus: Bell Work (Henry) + Continued pitch practice rounds with feedback and reflection
Primary Business English TEKS
1(A)–(B) – Oral communication + collaboration/teamwork
5(B)–(C) – Effective oral / business presentations (refined delivery)
1(F) – Time-management (practice rounds and adjustments)
7(C) – Persuasive messages delivered orally
#5 - Bell Work Week 3
#6 - Persuasive Techniques within Public Speaking
#7 - Bell Work Week 4
#8 - Pitch Practice
Read Patrick Henry's speech "Give Me Liberty or Give Me Death"
Create commentary (the explanation, analysis, or interpretation of a text) on the ethos, antithesis, appeal to high authority, biblical allusions, pathos, metaphor, imagery, repetition, irony, or rhetorical questions.
Respond to a classmate who does not sit at your table by critiquing what they wrote.
We Will complete Bell Work Week 2 and build a proposed yearly budget for our Senior Project businesses using researched revenue and expense data grounded in our Strategyzer Business Model Canvas.
I Will finish Bell Work accurately, then draft a realistic yearly budget that includes researched revenue projections and clear expense categories tied to my business model.
Know
The purpose and expectations of Bell Work Week 2.
How Revenue Streams and Cost Structure from the Strategyzer Business Model Canvas directly inform a yearly budget.
The difference between projected revenue and actual expenses, and why research is required for realistic numbers.
That a viable budget must align with Key Resources, Key Activities, Customer Segments, and Value Propositions.
Show
Complete Bell Work Week 2 correctly and on time.
Create a proposed yearly budget that includes researched revenue estimates and expense categories.
Justify major budget items by linking them back to specific blocks on their Business Model Canvas.
Display a sample Business Model Canvas
Think aloud while converting the canvas into a simple yearly budget:
Start with Revenue Streams → What are customers actually willing to pay for and how often? Researching realistic price points and volume estimates.
Move to Cost Structure → Separate fixed costs vs. variable costs. Researching realistic numbers for Key Resources and Key Activities (rent/space, materials, marketing, labor, software, insurance, etc.).
Show how Customer Segments and Value Propositions influence both revenue potential and necessary expenses.
Students open their completed Strategyzer Business Model Canvas and yearly event calendar.
Using a provided budget template (digital or paper), students begin drafting:
Projected Revenue (tied to Revenue Streams and Customer Segments)
Major Expense Categories (tied to Cost Structure, Key Resources, and Key Activities)
Teacher guides with targeted coaching questions:
What research supports this revenue number?
Is this expense fixed or variable?
Which Key Resource or Key Activity is driving this cost?
Does this budget still support your Value Proposition and Customer Segments?
#5 - Bell Work Week 3
#4 - Business Model - Strategyzer (proposed yearly budget with researched revenue and expenses)
Think-pair-share: Students exchange the details from one strong revenue projection and one expense both must be researched.
Read Patrick Henry's speech "Give Me Liberty or Give Me Death"
Create commentary (the explanation, analysis, or interpretation of a text) on the ethos, antithesis, appeal to high authority, biblical allusions, pathos, metaphor, imagery, repetition, irony, or rhetorical questions.
Respond to a classmate who does not sit at your table by critiquing what they wrote.
We will analyze Patrick Henry’s speech by creating precise commentary on selected rhetorical techniques (ethos, antithesis, appeal to higher authority, biblical allusions, pathos, metaphor, imagery, repetition, irony, or rhetorical questions) and practice constructive peer critique of classmates’ commentary.
I will write focused commentary that explains how at least two specific rhetorical techniques work in Henry’s speech and strengthen his argument, then respond to a classmate (not at my table) with a respectful, specific critique that identifies a strength and suggests one improvement.
I know that effective commentary moves beyond identifying a technique to explaining how it functions and why it is persuasive in context. I also know that strong peer critique is specific, balanced, and focused on the writing itself rather than the writer.
I show this by producing clear, text-supported commentary on selected rhetorical devices from the speech and by writing a thoughtful response that critiques a peer’s work with concrete evidence and a constructive suggestion.
Model a short piece of commentary on one technique (example: the final antithesis “give me liberty or give me death”).
Identifies the technique.
Quotes the text.
Explains how the parallel structure and choice force the audience into a moral corner.
Connects it to Henry’s larger purpose (making inaction feel like moral failure).
In your project groups, students examine a second technique together (the chains imagery or a series of rhetorical questions).
Locate the evidence.
Draft 2–3 sentences of commentary collaboratively.
Practice giving and receiving one constructive critique using the modeled structure (glow & grow / positive & negative / effective & ineffective)
#5 - Bell Work Week 3
#6 - Pitch Persuasive Techniques
One sentence stating the most persuasive technique they analyzed and why it worked.
One sentence describing how the peer critique they gave or received will improve their next piece of commentary.
Read Patrick Henry's speech "Give Me Liberty or Give Me Death"
Create commentary (the explanation, analysis, or interpretation of a text) on the ethos, antithesis, appeal to high authority, biblical allusions, pathos, metaphor, imagery, repetition, irony, or rhetorical questions.
Respond to a classmate who does not sit at your table by critiquing what they wrote.
We will strengthen our senior project pitches by identifying and deliberately incorporating persuasive techniques on Day 1, then practice delivering those pitches to the class on Days 2 and 3 with focused feedback.
I will analyze or revise my senior project pitch to include clear persuasive techniques, then deliver my pitch to the class while applying feedback to improve clarity, conviction, and audience engagement.
I know that effective pitches use intentional persuasive techniques (such as ethos, pathos, logos, rhetorical questions, vivid imagery, repetition, or strong calls to action) to connect with the audience and make the project compelling. I also know that practiced delivery improves confidence, timing, and impact.
I show this by producing a pitch that contains identifiable persuasive techniques and by delivering that pitch to the class with evidence of preparation and improvement across practice rounds.
Explicitly identifies 2–3 persuasive techniques used (e.g., ethos through personal connection, pathos through a vivid scenario, a clear call to action).
Thinks aloud about why each technique was chosen and how it strengthens the pitch.
Demonstrates one delivery strength (eye contact, pacing, or vocal emphasis) and one area for improvement.
Students work in senior project groups to examine their own drafts.
Identify existing persuasive techniques or deliberately add 1–2 new ones.
Share one technique with a partner and explain its intended effect.
#5 - Bell Work Week 3
Read, Create, and Respond
#6 - Pitch Persuasive Techniques
Title, Purpose, Project Summary, Mentor (potential), Community Impact, Plan of Action (calendar), Resources Needed (simplify the block on the strategyzer model), Safety, Measuring Success (each big event)
3–5 minutes in length
Visuals are a must! Strategyzer, Calendar, and Budget
Speak clearly, stay organized, show enthusiasm, be confident yet humble
Name one persuasive technique you added or strengthened in your pitch and explain in one sentence why it should help persuade your audience.
Read Patrick Henry's speech "Give Me Liberty or Give Me Death"
Create commentary (the explanation, analysis, or interpretation of a text) on the ethos, antithesis, appeal to high authority, biblical allusions, pathos, metaphor, imagery, repetition, irony, or rhetorical questions.
Respond to a classmate who does not sit at your table by critiquing what they wrote.
We will strengthen our senior project pitches by identifying and deliberately incorporating persuasive techniques on Day 1, then practice delivering those pitches to the class on Days 2 and 3 with focused feedback.
I will analyze or revise my senior project pitch to include clear persuasive techniques, then deliver my pitch to the class while applying feedback to improve clarity, conviction, and audience engagement.
I know that effective pitches use intentional persuasive techniques (such as ethos, pathos, logos, rhetorical questions, vivid imagery, repetition, or strong calls to action) to connect with the audience and make the project compelling. I also know that practiced delivery improves confidence, timing, and impact.
I show this by producing a pitch that contains identifiable persuasive techniques and by delivering that pitch to the class with evidence of preparation and improvement across practice rounds.
Explicitly identifies 2–3 persuasive techniques used (e.g., ethos through personal connection, pathos through a vivid scenario, a clear call to action).
Thinks aloud about why each technique was chosen and how it strengthens the pitch.
Demonstrates one delivery strength (eye contact, pacing, or vocal emphasis) and one area for improvement.
Students deliver pitches to the whole class in short rounds.
Peers and teacher use a simple feedback structure (one strength + one specific suggestion focused on either technique use or delivery).
Students revise delivery based on feedback between rounds.
Only one person from each senior project group needs to complete this form.
Senior Project Groups - Complete
All Projects and Members - Results
#5 - Bell Work Week 3
#6 - Pitch Persuasive Techniques
Title, Purpose, Project Summary, Mentor (potential), Community Impact, Plan of Action (calendar), Resources Needed (simplify the block on the strategyzer model), Safety, Measuring Success (each big event)
3–5 minutes in length
Visuals are a must! Strategyzer, Calendar, and Budget
Speak clearly, stay organized, show enthusiasm, be confident yet humble
One specific adjustment they will make for the next practice or final presentation.
Read Patrick Henry's speech "Give Me Liberty or Give Me Death"
Create commentary (the explanation, analysis, or interpretation of a text) on the ethos, antithesis, appeal to high authority, biblical allusions, pathos, metaphor, imagery, repetition, irony, or rhetorical questions.
Respond to a classmate who does not sit at your table by critiquing what they wrote.
We will strengthen our senior project pitches by identifying and deliberately incorporating persuasive techniques on Day 1, then practice delivering those pitches to the class on Days 2 and 3 with focused feedback.
I will analyze or revise my senior project pitch to include clear persuasive techniques, then deliver my pitch to the class while applying feedback to improve clarity, conviction, and audience engagement.
I know that effective pitches use intentional persuasive techniques (such as ethos, pathos, logos, rhetorical questions, vivid imagery, repetition, or strong calls to action) to connect with the audience and make the project compelling. I also know that practiced delivery improves confidence, timing, and impact.
I show this by producing a pitch that contains identifiable persuasive techniques and by delivering that pitch to the class with evidence of preparation and improvement across practice rounds.
Explicitly identifies 2–3 persuasive techniques used (e.g., ethos through personal connection, pathos through a vivid scenario, a clear call to action).
Thinks aloud about why each technique was chosen and how it strengthens the pitch.
Demonstrates one delivery strength (eye contact, pacing, or vocal emphasis) and one area for improvement.
Students deliver pitches to the whole class in short rounds.
Peers and teacher use a simple feedback structure (one strength + one specific suggestion focused on either technique use or delivery).
Students revise delivery based on feedback between rounds.
Sign up / Register for next week's flex / Wildcat Business!
#5 - Bell Work Week 3
#6 - Pitch Persuasive Techniques
Title, Purpose, Project Summary, Mentor (potential), Community Impact, Plan of Action (calendar), Resources Needed (simplify the block on the strategyzer model), Safety, Measuring Success (each big event)
3–5 minutes in length
Visuals are a must! Strategyzer, Calendar, and Budget
Speak clearly, stay organized, show enthusiasm, be confident yet humble
One delivery strength that improved today.
Read: Frédéric Bastiat, “That Which Is Seen, and That Which Is Not Seen” (1850): Due: 1 September @ 11:59 p.m.
Observe every time Bastiat writes seen or not seen.
Observe the three people in the shop scene
Think of a one sentence moral in your own words before you open the discussion board.
75+ Word Original thread: Due: 2 September 11:59 p.m.
Prompt. Bastiat says a theory that stops at the glazier’s six francs “is confined to that which is seen.” After you read the assigned text, write a thread that does all of the following:
Open with your senior project named in one sentence.
In your own words, explain the difference between what is seen and what is not seen. Use the shop scene only as long as you need it to prove you understood the essay.
Quote Bastiat once (one or two sentences).
Name three roles in your project: the shopkeeper, the glazier, and the shoemaker (the third person).
Close with one sentence a pitch panel should not let your group get away with saying.
75+ Word Peer reply: Due: 3 September 11:59 p.m.
Reply to one classmate who does not yet have a peer reply. Add an unseen cost they skipped.
Quote six to twelve words that are their strongest sentence.
Name a cost, a crowded-out use, or a third person they still treated as invisible.
Add something they did not say. “I agree” does not count.
75+ Word Reply to your responder: Due: 4 September 11:59 p.m.
Answer the person who replied to you. Concede or defend with evidence. Name one change to the pitch.
Paraphrase their challenge in one sentence so they can see you heard it.
Concede an unseen cost or show why your evidence still holds. You may do both.
End with a visible change: a revised hook, a slide to cut, a number to add, or a word to stop using (“solved,” “no downside,” “everybody wins”).
A senior-project pitch is a timed business presentation, not a class report.
A strong pitch follows a clear sequence: hook, problem, project/solution, evidence, impact, ask, close.
Every speaker needs a defined role and a timed segment.
Visuals support the spoken message; they do not replace it.
Groups complete a Pitch Blueprint with timed speaker roles.
Groups deliver a first full run-through to their own team only.
Each member records one content gap and one delivery gap after the run-through.
Teacher models a 90-second mini-pitch of a sample senior project (for example, a campus internship portal).
Teacher thinks aloud while labeling each move on the board: hook, problem, solution, proof, ask.
Teacher shows one crowded slide and one clean slide, then names the graphic and font rules students must follow.
Teacher posts the 3-5 minute pitch clock and the speaking-role map so groups know the target product for Days 3–5.
As a class, students name the purpose of each pitch section using the model.
Teacher and class convert a rambling sentence into a one-breath claim.
Groups receive the Pitch Blueprint and quickly confirm roles: opener, problem/need, process/product, evidence, closer/Q&A captain.
Teacher spot-checks two groups’ opening hooks and gives a public “what good looks like” example without opening whole-class critique.
#7 - Bell Work Week 4
#8 - Pitch Practice
Run the first internal rehearsal. Time it. Do not stop for coaching until the close.
After the run-through, each student completes an Internal Rehearsal Log:
What landed?
What stalled?
What will we cut or move?
Exit ticket (individual): Write the one sentence your group must make unforgettable, and name the teammate who will say it.
Read: Frédéric Bastiat, “That Which Is Seen, and That Which Is Not Seen” (1850): Due: 1 September @ 11:59 p.m.
Observe every time Bastiat writes seen or not seen.
Observe the three people in the shop scene
Think of a one sentence moral in your own words before you open the discussion board.
75+ Word Original thread: Due: 2 September 11:59 p.m.
Prompt. Bastiat says a theory that stops at the glazier’s six francs “is confined to that which is seen.” After you read the assigned text, write a thread that does all of the following:
Open with your senior project named in one sentence.
In your own words, explain the difference between what is seen and what is not seen. Use the shop scene only as long as you need it to prove you understood the essay.
Quote Bastiat once (one or two sentences).
Name three roles in your project: the shopkeeper, the glazier, and the shoemaker (the third person).
Close with one sentence a pitch panel should not let your group get away with saying.
75+ Word Peer reply: Due: 3 September 11:59 p.m.
Reply to one classmate who does not yet have a peer reply. Add an unseen cost they skipped.
Quote six to twelve words that are their strongest sentence.
Name a cost, a crowded-out use, or a third person they still treated as invisible.
Add something they did not say. “I agree” does not count.
75+ Word Reply to your responder: Due: 4 September 11:59 p.m.
Answer the person who replied to you. Concede or defend with evidence. Name one change to the pitch.
Paraphrase their challenge in one sentence so they can see you heard it.
Concede an unseen cost or show why your evidence still holds. You may do both.
End with a visible change: a revised hook, a slide to cut, a number to add, or a word to stop using (“solved,” “no downside,” “everybody wins”).
Delivery is part of the argument: stance, pace, eye contact, and transitions change how evidence is received.
Useful critique is specific, evidence-based, and actionable.
In-group critique is practice for the public critique protocol used on Days 3–5.
Groups complete two timed run-throughs.
Each student writes one TAG critique (Tell / Ask / Give) for a teammate.
Groups revise speaker cards and slide order based on the second run-through.
Teacher models a weak 30-second close (“So yeah, that’s our project”) and a strong close that restates the ask.
Teacher models one unhelpful critique (“It was good”) and one TAG critique that names a moment, asks a question, and offers a revision.
Teacher demonstrates how to mark a slide that fights the speaker: too much text, unread chart, or competing animation.
Class practices the TAG sentence stems aloud.
Two volunteers give 20-second hooks; the class uses only TAG language to respond.
Teacher and class agree on critique norms: no sarcasm, no pile-on, speak to the work, end with a next step.
Groups set a rehearsal plan: Run 1 = content and timing; Run 2 = delivery and visuals.
#7 - Bell Work Week 4
#8 - Pitch Practice
Run-through 1 (timed): content only. Recorder notes overruns by speaker.
Silent write: each member lists cuts needed to hit 3-5 minutes, including Q&A buffer.
Run-through 2 (timed): stand, use slides, practice transitions and the handoff phrase between speakers.
In-group TAG critique. Each student gives and receives one written critique.
Revise speaker cards and lock slide order. Submit a one-paragraph Rehearsal Memo: what changed after Run 2 and why.
Whip-around: one group shares a cut they made and why it improved the pitch.
The riskiest moment in our pitch is _____ because _____.
Read: Frédéric Bastiat, “That Which Is Seen, and That Which Is Not Seen” (1850): Due: 1 September @ 11:59 p.m.
Observe every time Bastiat writes seen or not seen.
Observe the three people in the shop scene
Think of a one sentence moral in your own words before you open the discussion board.
75+ Word Original thread: Due: 2 September 11:59 p.m.
Prompt. Bastiat says a theory that stops at the glazier’s six francs “is confined to that which is seen.” After you read the assigned text, write a thread that does all of the following:
Open with your senior project named in one sentence.
In your own words, explain the difference between what is seen and what is not seen. Use the shop scene only as long as you need it to prove you understood the essay.
Quote Bastiat once (one or two sentences).
Name three roles in your project: the shopkeeper, the glazier, and the shoemaker (the third person).
Close with one sentence a pitch panel should not let your group get away with saying.
75+ Word Peer reply: Due: 3 September 11:59 p.m.
Reply to one classmate who does not yet have a peer reply. Add an unseen cost they skipped.
Quote six to twelve words that are their strongest sentence.
Name a cost, a crowded-out use, or a third person they still treated as invisible.
Add something they did not say. “I agree” does not count.
75+ Word Reply to your responder: Due: 4 September 11:59 p.m.
Answer the person who replied to you. Concede or defend with evidence. Name one change to the pitch.
Paraphrase their challenge in one sentence so they can see you heard it.
Concede an unseen cost or show why your evidence still holds. You may do both.
End with a visible change: a revised hook, a slide to cut, a number to add, or a word to stop using (“solved,” “no downside,” “everybody wins”).
A public critique is a professional communication event with roles for speakers, listeners, and the facilitator.
Listeners evaluate content, organization, delivery, visuals, and professionalism.
Teacher coaching names a high-leverage revision, not every possible fix.
Assigned groups deliver a complete timed pitch to the class.
Listening groups complete a Critique Card and one oral TAG comment.
Presenting groups capture teacher and peer notes on a Revision Tracker.
Teacher restates the room protocol: timer visible, phones down, critiques written first / spoken second.
Teacher models scoring one sample pitch clip (or a teacher-made 2-minute sample) on the rubric so students see the difference between a 2 and a 3.
Teacher assigns critique jobs for listening groups: Content, Delivery, Visuals, and Questioner.
Class reviews the Critique Card together and stars the two highest-value comments a listener can make.
Teacher and class write one model question that tests evidence rather than taste (“Where did the need data come from?” vs. “I just didn’t like it.”).
Presenting groups for the day do a 60-second mic-check and slide-share test.
#7 - Bell Work Week 4
#8 - Pitch Practice
2–3 groups present an 3-5 minute pitch plus 3-minute Q&A (adjust number to class size and period length).
Listening groups complete Critique Cards in silence during the pitch.
After each pitch: 90 seconds of oral TAG comments from two listening groups, then 60–90 seconds of teacher coaching focused on one content move and one delivery move.
Presenting group records notes on the Revision Tracker before leaving the front of the room.
Non-presenting groups continue quiet polish work after their critique duties are finished.
Teacher names two patterns heard today (for example, hooks that delay the project name, or slides that are read aloud).
Presenters turn in Revision Trackers.
Summarize one pitch in two sentences without looking at notes.
Read: Frédéric Bastiat, “That Which Is Seen, and That Which Is Not Seen” (1850): Due: 1 September @ 11:59 p.m.
Observe every time Bastiat writes seen or not seen.
Observe the three people in the shop scene
Think of a one sentence moral in your own words before you open the discussion board.
75+ Word Original thread: Due: 2 September 11:59 p.m.
Prompt. Bastiat says a theory that stops at the glazier’s six francs “is confined to that which is seen.” After you read the assigned text, write a thread that does all of the following:
Open with your senior project named in one sentence.
In your own words, explain the difference between what is seen and what is not seen. Use the shop scene only as long as you need it to prove you understood the essay.
Quote Bastiat once (one or two sentences).
Name three roles in your project: the shopkeeper, the glazier, and the shoemaker (the third person).
Close with one sentence a pitch panel should not let your group get away with saying.
75+ Word Peer reply: Due: 3 September 11:59 p.m.
Reply to one classmate who does not yet have a peer reply. Add an unseen cost they skipped.
Quote six to twelve words that are their strongest sentence.
Name a cost, a crowded-out use, or a third person they still treated as invisible.
Add something they did not say. “I agree” does not count.
75+ Word Reply to your responder: Due: 4 September 11:59 p.m.
Answer the person who replied to you. Concede or defend with evidence. Name one change to the pitch.
Paraphrase their challenge in one sentence so they can see you heard it.
Concede an unseen cost or show why your evidence still holds. You may do both.
End with a visible change: a revised hook, a slide to cut, a number to add, or a word to stop using (“solved,” “no downside,” “everybody wins”).
Strong Q&A treats questions as part of the pitch, not an interruption.
Revision should follow evidence from critique, not preference.
Organizational communication improves when groups assign a single owner to each change.
Next scheduled groups deliver full pitches with Q&A.
Listeners ask at least one evidence-based question.
Every group, presenting or not, logs one revision with an owner and a due point before Day 5.
Teacher models three Q&A moves: buy time (“That is a fair question. Here is what the data showed.”), redirect to a teammate, and close the answer before it becomes a second speech.
Teacher shows a Revision Tracker that is too vague (“fix slides”) and one that is usable (“Cut slide 6; Ana owns the new cost graphic by tomorrow.”).
Class generates a bank of professional questions: feasibility, audience, evidence, ethics, next step, and budget/time.
Two students practice answering a hard question in 20 seconds.
Listening groups rotate jobs so the same students are not always the questioners.
#7 - Bell Work Week 4
#8 - Pitch Practice
2–3 groups present 3-5 minute pitches plus 3-minute Q&A.
Listeners complete Critique Cards and must mark one claim that still needs proof.
Oral critique uses TAG, then one required evidence question per listening pair.
Teacher coaching names the single highest-leverage change before the next public run.
All groups update the Revision Tracker: change, owner, done-by.
Groups that already presented use remaining minutes to apply yesterday’s notes, not to rebuild the whole deck.
Groups announce the one change they will actually finish before Day 5.
Write the question you hope nobody asks — then write the answer in two sentences.
Read: Frédéric Bastiat, “That Which Is Seen, and That Which Is Not Seen” (1850): Due: 1 September @ 11:59 p.m.
Observe every time Bastiat writes seen or not seen.
Observe the three people in the shop scene
Think of a one sentence moral in your own words before you open the discussion board.
75+ Word Original thread: Due: 2 September 11:59 p.m.
Prompt. Bastiat says a theory that stops at the glazier’s six francs “is confined to that which is seen.” After you read the assigned text, write a thread that does all of the following:
Open with your senior project named in one sentence.
In your own words, explain the difference between what is seen and what is not seen. Use the shop scene only as long as you need it to prove you understood the essay.
Quote Bastiat once (one or two sentences).
Name three roles in your project: the shopkeeper, the glazier, and the shoemaker (the third person).
Close with one sentence a pitch panel should not let your group get away with saying.
75+ Word Peer reply: Due: 3 September 11:59 p.m.
Reply to one classmate who does not yet have a peer reply. Add an unseen cost they skipped.
Quote six to twelve words that are their strongest sentence.
Name a cost, a crowded-out use, or a third person they still treated as invisible.
Add something they did not say. “I agree” does not count.
75+ Word Reply to your responder: Due: 4 September 11:59 p.m.
Answer the person who replied to you. Concede or defend with evidence. Name one change to the pitch.
Paraphrase their challenge in one sentence so they can see you heard it.
Concede an unseen cost or show why your evidence still holds. You may do both.
End with a visible change: a revised hook, a slide to cut, a number to add, or a word to stop using (“solved,” “no downside,” “everybody wins”).
A final practice pitch should sound decided: clear claim, owned evidence, clean close.
Professional communicators convert critique into a short, dated action plan.
Reflection is part of employability: what changed because of feedback?
Remaining groups deliver a complete public pitch.
Every student submits a completed Critique Card set and a Pitch Reflection.
Each group turns in a Next-Audience Plan for the official senior-project presentation.
Teacher restates the success bar using the rubric’s “proficient” column.
Teacher models a 4-sentence reflection that cites a specific critique and the change it produced.
Teacher previews how today’s notes will follow students into the formal senior-project event.
Class names the three most common strengths from Days 3–4 and the three most common leaks.
Students identify which leak still applies to their own group before the last pitches begin.
Teacher and class agree on final-day critique focus: only comments that a group can still act on before the official presentation.
#7 - Bell Work Week 4
#8 - Pitch Practice
Remaining groups present 8-minute pitches plus Q&A.
Listeners complete final Critique Cards. Teacher scores presenting groups on the rubric.
After the last pitch, every group — including those who presented earlier — writes a Next-Audience Plan: audience, time limit, two keeps, two changes, owner of each change.
Individual Pitch Reflection (one page): What did we intend? What did listeners hear? What will I do differently as a speaker?
Turn in speaker cards, Revision Tracker, Critique Cards received, and the reflection.
Teacher closes with two concrete class-wide wins and one standard still required for the official pitch.
Groups leave with a dated next step, not a vague “keep practicing.”
When we present to the official panel, the first sentence I will own is _____.
Students analyze “Invictus,” then write a claim first post on whether the speaker shows resilience or denial, using short diction and a personal connection. They reply to two classmates by extending, challenging, or refining the claim. They then deliver a 3–5 minute community project pitch to the principal using logos, pathos, ethos, a timeline, resources, and professional delivery. Afterward they reflect on Flood’s questions and begin follow-up research.
1(A) Communicate effectively with others using oral and written skills
1(B) Demonstrate collaboration skills through teamwork
1(C) Demonstrate professionalism by conducting oneself in a manner appropriate for the profession and workplace
1(F) Demonstrate time-management skills by prioritizing tasks, following schedules, and tending to goal-relevant activities in a way that uses time wisely and optimizes efficiency and results
2(A) Organize ideas logically and sequentially
2(B) Locate and interpret written information
2(C) Distinguish communicated fact from opinion by identifying key words
2(E) Employ precise language to communicate ideas clearly and concisely
2(F) Organize ideas in writing in a coherent, logical progression
(3) Employ appropriate research techniques to produce effective business communication
5(A) Develop professional vocabulary skills
5(B) Execute effective oral presentations
5(C) Deliver an effective business presentation such as sales, reports, and proposals
6(A) Describe the communication process
6(E) Interpret nonverbal communication in various activities
6(F) Illustrate the impact of nonverbal communication on the total communication process
7(A) Format business documents
7(B) Demonstrate basic writing skills through assigned tasks
7(C) Compose positive, negative, and persuasive messages
7(E) Produce a business report containing text and graphics
#11 - Bell Work Week 6
#12 - Professional Email
#13 - 4DX
Read "Invictus" by William Ernest Henley (1875)
While reading think about the actual difference between fantasy world vs reality.
Tone vs. Reality. The speaker’s head is “bloody, but unbowed.” Does the poem celebrate resilience OR does it refuse to admit limits? Point to diction that supports your reading. Connect your claim to your personal life.
Write as a senior: claim first, then proof, then meaning. Do not summarize the whole poem.
Lead with a claim, not “I think the poem is about…”
Embed quotations (four words or fewer when you can). Example: Henley calls the soul “unconquerable” before he has earned the word.
Reply to two classmates who did not choose the same angle you.
A strong reply does one of the following:
Extend: Add a line they did not use and show how it tightens or complicates their claim.
Challenge: Quote a word that works against their reading and explain the tension without attacking the writer.
Refine: Grant their point, then distinguish resilience from denial, or agency from isolation.
A final practice pitch should sound decided: clear claim, owned evidence, clean close.
Professional communicators convert critique into a short, dated action plan.
Reflection is part of employability: what changed because of feedback?
Remaining groups deliver a complete public pitch.
Every student submits a completed Critique Card set and a Pitch Reflection.
Each group turns in a Next-Audience Plan for the official senior-project presentation.
Teacher restates the success bar using the rubric’s “proficient” column.
Teacher models a 4-sentence reflection that cites a specific critique and the change it produced.
Teacher previews how today’s notes will follow students into the formal senior-project event.
Class names the three most common strengths from Days 3–4 and the three most common leaks.
Students identify which leak still applies to their own group before the last pitches begin.
Teacher and class agree on final-day critique focus: only comments that a group can still act on before the official presentation.
Teacher closes with two concrete class-wide wins and one standard still required for the official pitch.
Groups leave with a dated next step, not a vague “keep practicing.”
When we present to the official panel, the first sentence I will own is _____.
Read "Invictus" by William Ernest Henley (1875)
While reading think about the actual difference between fantasy world vs reality.
Tone vs. Reality. The speaker’s head is “bloody, but unbowed.” Does the poem celebrate resilience OR does it refuse to admit limits? Point to diction that supports your reading. Connect your claim to your personal life.
Write as a senior: claim first, then proof, then meaning. Do not summarize the whole poem.
Lead with a claim, not “I think the poem is about…”
Embed quotations (four words or fewer when you can). Example: Henley calls the soul “unconquerable” before he has earned the word.
Reply to two classmates who did not choose the same angle you.
A strong reply does one of the following:
Extend: Add a line they did not use and show how it tightens or complicates their claim.
Challenge: Quote a word that works against their reading and explain the tension without attacking the writer.
Refine: Grant their point, then distinguish resilience from denial, or agency from isolation.
We will plan, organize, and present a persuasive community project pitch using logos, pathos, and ethos plus professional speaking skills, so the principal can approve a complete proposal that shows purpose, plan, resources, and community impact.
I will clearly explain my project’s purpose and community benefit, use facts, emotion, and credibility to persuade, prepare a realistic timeline and resource list, address likely concerns, speak with confidence and eye contact, and submit my completed pitch handout.
Helpful Presentation Hints
Before You Present
During the Presentation
Closing Strong
Persuasive Techniques for Your Project Pitch
Appeal to Logic (Logos)
Appeal to Emotion (Pathos)
Appeal to Credibility (Ethos)
Use Vivid Language
Anticipate Concerns
Reflect on your senior project pitch with the principal. What went well? What would you change next time? What questions did Flood ask you?
If Flood asked you questions you could not fully answer, begin your research today. Write the questions down, find reliable sources, and start gathering the information you will need.
Read "Invictus" by William Ernest Henley (1875)
While reading think about the acutal difference between fantasy world vs reality.
Tone vs. Reality. The speaker’s head is “bloody, but unbowed.” Does the poem celebrate resilience OR does it refuse to admit limits? Point to diction that supports your reading. Connect your claim to your personal life.
Write as a senior: claim first, then proof, then meaning. Do not summarize the whole poem.
Lead with a claim, not “I think the poem is about…”
Embed quotations (four words or fewer when you can). Example: Henley calls the soul “unconquerable” before he has earned the word.
Reply to two classmates who did not choose the same angle you.
A strong reply does one of the following:
Extend: Add a line they did not use and show how it tightens or complicates their claim.
Challenge: Quote a word that works against their reading and explain the tension without attacking the writer.
Refine: Grant their point, then distinguish resilience from denial, or agency from isolation.
We will plan, organize, and present a persuasive community project pitch using logos, pathos, and ethos plus professional speaking skills, so the principal can approve a complete proposal that shows purpose, plan, resources, and community impact.
I will clearly explain my project’s purpose and community benefit, use facts, emotion, and credibility to persuade, prepare a realistic timeline and resource list, address likely concerns, speak with confidence and eye contact, and submit my completed pitch handout.
Helpful Presentation Hints
Before You Present:
Practice your pitch out loud at least 3 times.
Time yourself to stay within 3–5 minutes.
Prepare any visuals or handouts neatly.
During the Presentation:
Stand Tall – Good posture shows confidence.
Make Eye Contact – Connect with your audience rather than reading from your notes.
Speak Clearly & at a Steady Pace – Don’t rush.
Use Gestures Naturally – Emphasize points with your hands but avoid fidgeting.
Show Enthusiasm – If you sound excited, others will be excited too.
Closing Strong:
Restate the problem.
Remind them of your solution.
End with a confident statement: “With your approval, we can make this happen and positively impact our community this year.”
Persuasive Techniques for Your Project Pitch
Appeal to Logic (Logos) - “Based on last year’s fundraiser, we can expect to raise at least $500 for supplies in two weeks.”
Appeal to Emotion (Pathos) - “Many younger students don’t have a safe place after school. This program would give them support and a place to belong.”
Appeal to Credibility (Ethos) - “I’ve volunteered at the food pantry for two years, so I already know the process for collecting and delivering donations.”
Use Vivid Language - “help people” vs “provide warm winter coats to 50 local children”
Anticipate Concerns - “To avoid scheduling conflicts, I will coordinate with the athletic department before setting the event date.”
Reflect on your senior project pitch with the principal. What went well? What would you change next time? What questions did Flood ask you?
If Flood asked you questions you could not fully answer, begin your research today. Write the questions down, find reliable sources, and start gathering the information you will need.
Read "Invictus" by William Ernest Henley (1875)
While reading think about the acutal difference between fantasy world vs reality.
Tone vs. Reality. The speaker’s head is “bloody, but unbowed.” Does the poem celebrate resilience OR does it refuse to admit limits? Point to diction that supports your reading. Connect your claim to your personal life.
Write as a senior: claim first, then proof, then meaning. Do not summarize the whole poem.
Lead with a claim, not “I think the poem is about…”
Embed quotations (four words or fewer when you can). Example: Henley calls the soul “unconquerable” before he has earned the word.
Reply to two classmates who did not choose the same angle you.
A strong reply does one of the following:
Extend: Add a line they did not use and show how it tightens or complicates their claim.
Challenge: Quote a word that works against their reading and explain the tension without attacking the writer.
Refine: Grant their point, then distinguish resilience from denial, or agency from isolation.
We will plan, organize, and present a persuasive community project pitch using logos, pathos, and ethos plus professional speaking skills, so the principal can approve a complete proposal that shows purpose, plan, resources, and community impact.
I will clearly explain my project’s purpose and community benefit, use facts, emotion, and credibility to persuade, prepare a realistic timeline and resource list, address likely concerns, speak with confidence and eye contact, and submit my completed pitch handout.
Helpful Presentation Hints
Before You Present:
Practice your pitch out loud at least 3 times.
Time yourself to stay within 3–5 minutes.
Prepare any visuals or handouts neatly.
During the Presentation:
Stand Tall – Good posture shows confidence.
Make Eye Contact – Connect with your audience rather than reading from your notes.
Speak Clearly & at a Steady Pace – Don’t rush.
Use Gestures Naturally – Emphasize points with your hands but avoid fidgeting.
Show Enthusiasm – If you sound excited, others will be excited too.
Closing Strong:
Restate the problem.
Remind them of your solution.
End with a confident statement: “With your approval, we can make this happen and positively impact our community this year.”
Persuasive Techniques for Your Project Pitch
Appeal to Logic (Logos) - “Based on last year’s fundraiser, we can expect to raise at least $500 for supplies in two weeks.”
Appeal to Emotion (Pathos) - “Many younger students don’t have a safe place after school. This program would give them support and a place to belong.”
Appeal to Credibility (Ethos) - “I’ve volunteered at the food pantry for two years, so I already know the process for collecting and delivering donations.”
Use Vivid Language - “help people” vs “provide warm winter coats to 50 local children”
Anticipate Concerns - “To avoid scheduling conflicts, I will coordinate with the athletic department before setting the event date.”
Reflect on your senior project pitch with the principal. What went well? What would you change next time? What questions did Flood ask you?
If Flood asked you questions you could not fully answer, begin your research today. Write the questions down, find reliable sources, and start gathering the information you will need.
Bell Work will be different everyday this week!
“Hardships often prepare ordinary people for an extraordinary destiny.”
— C.S. Lewis
Explain a personal connection.
We will learn and apply the Four Disciplines of Execution (4DX) to plan, manage, and complete our senior projects by focusing on one clear goal, taking consistent action, tracking progress, and holding each other accountable.
I will choose a Wildly Important Goal (WIG) for my project, act on specific lead measures each week, keep my scoreboard updated, and take responsibility for my progress or lack thereof through weekly accountability check-ins.
Explain The 4 Disciplines of Execution
Can I count it?
Does it have a finish line?
If I hit this number, will the project have mattered?
From X → To Y → By When
NOT - Collect 500 pounds → Lead Measure - Ask 10 families for donations each week
NOT - Hope people give → Lead Measure - Place a collection box at 3 businesses by Friday
NOT - “Work on my project” → Lead Measure - Sort and weigh donations every Sunday
A scoreboard is not decoration. It answers one question in five seconds: Am I winning or losing?
Can a stranger tell in five seconds if we are winning?
Does it show lead measures, not only the final total?
Where will it live so it gets updated (binder cover, shared slide, classroom wall, phone note)?
Script
Last week I committed to ________.
I completed ________.
This week I will ________.
Listen for:
numbers instead of feelings
a new commitment that is doable in seven days
no blaming (“people just didn’t give”)
Look at the results spreadsheet of other groups.
“Get comfortable being uncomfortable.”
— David Goggins
What makes you uncomfortable?
When was the last time you were out of your comfort zone?
We will know the parts of a professional business email and how to use correct format, tone, and etiquette when asking a mentor for support.
I will show I can write and send a professionally formatted mentor-request email that includes a clear subject line, proper greeting, purpose-first body, specific call to action, professional closing and signature, and the required CC list.
To — primary recipient only (the person who must act).
CC — people who need to see it but are not the main actor (for this assignment: lmatherne@godleyisd.net and all group members).
BCC — hidden copies; not used for this assignment.
Subject line — short label of the purpose.
Example: Request to Serve as My Senior Project Mentor — Scholarship Fundraiser
Attachments (if any) — named clearly, mentioned in the body.
Greeting / salutation — Dear Ms. Hale, or Dear Coach Ramirez,
Opening — who you are and why you are writing (purpose first).
Body — the necessary details, in a logical order. Keep it scannable.
Call to action — the one thing you want them to do (reply yes/no, approve, schedule a meeting).
Closing / complimentary close — Regards, Sincerely, or Thank you,
Signature block
Full name
School and class year
Email (phone optional)
Correct spelling of the recipient’s name and title
Professional tone (no slang, emojis, or text-speak)
One clear purpose per email
Proofread before send
View examples
#13 - Professional Email & Calendar Invite - Mentor
Review and send email
“Life isn’t about finding yourself. Life is about creating yourself.”
— George Bernard Shaw
Who are you trying to create? Discuss a minimum of three character traits.
We will know the parts of a professional business email and how to use correct format, tone, and etiquette when asking a mentor for support.
I will show I can write and send a professionally formatted mentor-request email that includes a clear subject line, proper greeting, purpose-first body, specific call to action, professional closing and signature, and the required CC list.
Create and send a calendar invite.
N/A
#13 - Professional Email & Calendar Invite - Mentor
Review and send calendar invite
"Men are qualified for civil liberty in exact proportion to their disposition to put moral chains upon their own appetites... Society cannot exist, unless a controlling power upon will and appetite be placed somewhere; and the less of it there be within the more there must be without."
— Edmund Burke
Schools, teams, and families all place controlling power “without.” When does that feel like protection of liberty, and when does it feel like a substitute for it?
We will know the parts of a professional business email and how to use correct format, tone, and etiquette when asking a mentor for support.
I will show I can write and send a professionally formatted mentor-request email that includes a clear subject line, proper greeting, purpose-first body, specific call to action, professional closing and signature, and the required CC list.
N/A
N/A
#13 - Professional Email & Calendar Invite - Mentor
Enjoy the three day weekend!
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