Appendices
Appendix A
Delaware State Standard and Implementation
Delaware has state standards for Finance, Management/Administration, and Marketing Pathways. According to Performance C:30, students must be able to apply verbal skills to obtain and convey information, employ communication styles that are appropriate for the target audience, and create and give oral presentations.
This unit addresses the Finance, Management/Administration, and Marketing standard. Students will obtain information through research of various types of prose such as famous poems and speeches and convey the information through recitation. Students will be taught how to effectively and creatively prepare and deliver a presentation through research, memorization, practice and elements of poetry.
Appendix B
The I Am Poem
| I am | (Two special characteristics the person or thing has) |
| I wonder | (something the person or thing could actually be curious about) |
| I hear | (an imaginary or actual sound) |
| I see | (an imaginary or actual sight) |
| I want | (a desire) |
| I am | (the first line of the poem is repeated) |
| I pretend | (something the person or thing could actually pretend to do) |
| I feel | (a feeling about the imaginary) |
| I touch | (an imaginary touch) |
| I worry | (something that could really bother the person or thing) |
| I cry | (something that could make the person or thing sad) |
| I am | (the first line of the poem is repeated) |
| I understand | (something the person or thing knows to be true) |
| I say | (something the person or thing believes in) |
| I dream | (something the person or thing could actually dream about) |
| I try | (something the person or thing could make an effort to do) |
| I hope | (something the person or thing could hope for) |
| I am | (the first line of the poem is repeated) |
From:http://score.rims.k12.ca.us/score_lessons/symbols_freedom/pages/i_am_poem.html
Appendix C
Name______________________________________________ Date_____________
Product Pitch Presentations
Directions:
Your task is to work collaboratively to create a product pitch. For this assignment, each team will invent their own product and choose a company to present the product pitch to.
Example: Team X has developed a solar-powered air-conditioner called the "Suncool," which they will pitch to Best Buy. Team Y has invented an action figure toy that can go from slim to muscular, based on how much you move his arms. The doll is called "Body Builder Ben" and the team will pitch it to Toys R Us. The following is a list of requirements and terms for assessment:
- _____Target audience and age range
- _____ Product name, function, price, description
- _____ A visual representation (can be drawings)
- _____ Product claims
- _____ Target company and why the product would be an asset
- _____ How the product is necessary/unique
- _____ Magazine ad and In-class presentation
Each team member will participate in creating this product and delivering the pitch in class. You have two weeks to complete this project.
Due Date:
Appendix D
Product Pitch Development Sheet
What is your product? Name? Function? Price? Description?
Who is your target audience? What is its age range?
What is your target company? Why would your product be an asset to that company?
Why is your product necessary and unique?
Appendix E
Product Pitch Presentation
Team:
Date of Presentation: Product:
| Criteria | Points | ||||
| 5 | 10 | 15 | 20 | ||
| Organization | Audience could not understand presentation because there was not a sequence of information. | Audience had difficulty following presentation because students jumped around. | Students presented information in logical sequence, which the audience followed. | Students presented information in logical, interesting sequence, which the audience followed. | |
| Product Knowledge | Students did not exhibit an understanding of the product. | Students exhibited a basic understanding but did not provide adequate information. | Students exhibited an adequate understanding of the product and provided details. | Students demonstrated a full understanding of the product and used explanations and elaboration. | |
| Visuals | Students used visuals that did not support presentation. | Students occasionally used visuals that rarely supported presentation. | Visuals related to presentation. | Students used visuals to reinforce presentation. | |
| Eye Contact | Students did not maintain eye contact with the audience, and remain tied to a written script. | Students maintained limited eye contact with the audience, and frequently refer to a written script. | Students maintain good eye contact throughout presentation, and occasionally refer to a script. | Students maintained superior eye contact during presentation rarely referred to a script. | |
| Delivery | Students mumbled, and spoke too quietly for students in the back of the class to hear. | Students somewhat project their voices, but audience members had difficulty hearing presentation. | Students' voices are clear. Students enunciated and communicated ideas. | Students used a clear voice, and effectively conveyed their ideas. | |
| Total | |||||
Comments: