SkillsUSA entrepreneurship lesson planMaterials needed:

Writing surface Post-it notes, at least seven pieces per student Framework handout, one per student Large envelopes labeled with the framework component containing the corresponding color-

coded framework elements and descriptors cards (print on card stock or laminate for reuse), one set per small group

Smartphone, tablet or computer, one per student Computer or tablet with projector to show entrepreneurship videos

Anticipatory Set: 4 minutes“SkillsUSA helps students become world-class workers, leaders and responsible American citizens. Participation in SkillsUSA activities and completion of Career and Technical Education classes prepares us for the future. Today we will take a look at how SkillsUSA accomplishes these tasks.”

Use Let’s Go to the Movies from SkillsUSA Accelerate (Page 45) and show the first of three entrepreneurship videos: https://vimeopro.com/user10273618/skillsusa20-1/video/140791321

Loretta Cabuyadao owns Kopy King. She explores the decision to own her own business. After the video, facilitate a discussion by asking questions including:

“How did SkillsUSA prepare Loretta for her future career?”“‘Nobody but me.’ How do these words relate to Loretta? How do they relate to you in the classroom?

In SkillsUSA? In the workplace?”

“Loretta is just one example of a successful entrepreneurs who got her start in SkillsUSA. Today we will meet two other alumni. However, first, let’s examine the skills a successful entrepreneur must possess.”

Activity 1: 9 minutesGive each student several Post-it notes.

“Think about a successful entrepreneur such as Loretta. What skills does he or she possess? What characteristics does he or she demonstrate on a daily basis? Write one skill or characteristic per Post-it note. What questions are there? (Pause) You have two minutes to brainstorm.”

Monitor students’ work. After two minutes, give further directions.

“Post your notes on the writing surface (or another wall). As you are doing this, read through all of the Post-it notes. If there are some that are similar, move them so they are grouped together. What questions do you have? (Pause) You have three minutes to post, read and organize.”

Monitor student work. After three minutes, have students return to their seats. Have volunteers read the Post-it notes to the class.

As students read, notes should be grouped and moved as needed.

“Good work brainstorming. These skills and traits are a great start.”

Activity 2: 10 minutes“To further define the skills of a successful entrepreneur, we will look at the SkillsUSA Framework. The framework is unique to our organization and illustrates how students fulfill the mission of SkillsUSA, which is ‘to empower members to become world-class workers, leaders and responsible American citizens.’ The framework has three components. Let’s discover those three components and learn more about each one.”

Divide students into three small groups (for classes of 3-15 students). If working with larger classes, divide into six or possibly nine groups. Give each group one framework component envelope containing the corresponding essential element and descriptor cards. Students should not open the envelopes until instructions are given.

“The three components of the SkillsUSA Framework are: personal, workplace and technical skills. Personal skills include values, personality traits and personal characteristics for success in life. Workplace skills are attitudes and abilities for success in the workplace. Finally, technical skills include knowledge and competencies for success on the job. Each component contains five or six essential elements, which are specific skills or traits. These elements are further defined with descriptors of how to demonstrate and display these skills. To help us learn about the components and essential elements of the framework, each group has received one envelope containing cards with the essential elements and descriptors for one of the three components. Your group will read the cards and match the descriptors to the appropriate essential element. What questions do you have? (Pause) When your group is finished, raise your hands so we can check your accuracy. When I say, ‘match,’ you may open the envelopes and you will have three minutes. Match!”

Monitor groups as they work. Check accuracy as groups finish the matching activity. When a group is approved, give each student in the group a handout. They may complete the blanks for their framework component. When all or most groups have finished, provide the next set of oral instructions.

“As your group finishes the matching of the essential elements with the descriptors, you will start thinking about the next task. Your group will share your essential elements and a short description of the element with the class. Please do not read all descriptors; simply summarize for us. Everyone in your group should share a part with the class. We will present in two minutes.”

When all groups have correctly matched their cards and had adequate preparation time, have groups share with the class. At this point, all students should have a worksheet.

“As groups share about their component of the framework, list the essential elements on your worksheet. You should not write the descriptors, only the elements.”

The group presenting should record their essential elements on the writing surface so it is easier for students to complete the worksheet. Listen closely to the summaries of the elements. Add information and clarification when needed.

If the class is large and there are multiple groups with the same framework component, have groups team up to present. With multiple groups and multiple presenters, you could also divide the class in half and have groups present to only half of the class.

“These skills of the framework are obtained through SkillsUSA programming, CTE classes and industry partnerships.”

Activity 3: 4 minutes“Now we know what the framework is, let’s see how the framework benefited another alumni member.”

Use Let’s Go to the Movies from SkillsUSA Accelerate (Page 45) and show the second entrepreneurship video: https://vimeopro.com/user10273618/skillsusa20-1/video/140791716

Kevin Sbraga owns his own restaurant. He discusses competition, including his experience on “Top Chef.” After the video, facilitate a discussion by asking questions including:

“How did SkillsUSA prepare Kevin for his future career?”“Kevin shares the benefits of competition. How does competition make you better in the classroom? In SkillsUSA? In the workplace?”

“Kevin is another example of a successful entrepreneur who got his start in SkillsUSA. He credits SkillsUSA for preparing him for his future through the development of skills. The framework highlights skills needed for student success and career readiness.”

Activity 4: 12 minutesFor the next activity, students will work in their component groups from Activity 2. If multiple groups had the same component, then simply divide the essential elements up so ultimately, there is only one of each essential element.

“Next, we will blend together the framework and our list of entrepreneurial skills and traits. Working in your same groups, you will review the Post-it notes and collect all of those that fall within your component and essential

elements. Stick the Post-it notes onto the appropriate descriptor page. What questions are there? (Pause) You have two minutes to work. If another group wants to use the same Post-it note, simply create a duplicate and put the skill or characteristic in both components.”

Monitor students’ work. After two minutes, bring the students back together. Have groups quickly review their component and essential elements and share the added post-it note descriptors. Again, if Post-it notes need to be re-arranged or shared with another component, do so.

“Our Post-it notes of entrepreneurial skills fit perfectly inline with the framework. These are the skills you have and will continue to develop through SkillsUSA. These skills prepare you for your future career.”

Activity 5: 4 minutes“Let’s meet one last person who credits the framework for his success.”

Use Let’s Go to the Movies from SkillsUSA Accelerate (Page 45) and show the third and final entrepreneurship video: https://vimeopro.com/user10273618/skillsusa20-1/vid eo/140796994

Denver Barfus started his own business. He discusses skills he gained through SkillsUSA. After the video, facilitate a discussion by asking questions including:

“How did SkillsUSA prepare Denver for his future career?”“Denver shares about the importance of perseverance and not giving up. How do you overcome challenges in the classroom? In SkillsUSA? In the workplace?”

Review: 10 minutes (will vary based on class size and number of small groups)“Entrepreneurs possess many skills. These are used to market a product or service. More importantly, entrepreneurs must market themselves to clients, potential employees and investors. To review our knowledge of entrepreneurial skills and the SkillsUSA framework, we will practice positively promoting ourselves and our skills.”

Students create a selfie introduction video including one experience that has given them entrepreneurial skills from the framework.“Raise your hand if you have ever taken a selfie. (Pause) How about made a selfie video? (Pause) Today we are going to make a selfie introduction video to be posted on social media. In your short, one-minute video, you will introduce yourself and describe one experience that has given you specific entrepreneurial skills from the framework. You will record your videos using a Smartphone or iPad and then post them to your favorite social media outlet. What questions do you have? (Pause) You have three minutes to complete this task. Remember there is often a delay between when you push start and the recording starts. I recommend smiling at the camera so you have a good first frame of the video. Sell yourself!”

Monitor student work. Students will need to spread out around the room to eliminate extra background noise. After three minutes, bring the class back together. Depending on the size of group, have students share with the entire group or divide into small groups for sharing. After sharing, facilitate a group discussion by asking questions including:

“What activities were highlighted?”“What skills were discussed?”“Why is it important to be able to effectively communicate the skills and experiences you have?”

“Thanks for your positive videos. As SkillsUSA members, you will have the opportunity to share your experiences and our organization with a variety of individuals and groups. You will also have the chance to sell yourself to business owners, potential investors and more. The SkillsUSA Framework provides a common language to help articulate what you gain from SkillsUSA participation.”

“Today we learned about the SkillsUSA Framework and its three components: Technical, personal and workplace skills. We have explored the importance of the framework to us as members and even practiced how we communicate the value of our experiences to others. We have met three alumni entrepreneurs who credit their success to SkillsUSA participation. The framework empowers each of us to achieve career success. However, in order to benefit, you must participate. Take advantage of opportunities and experiences, which will not only prepare you for the future, but also allow you to have fun with your classmates and peers. Enjoy every day of your SkillsUSA membership.”

Extended learning opportunities Have each student rate him or herself on a scale of 1-10 for each essential element. Each

student should identify his or her weakest area. Then have students group up based on these areas to brainstorm steps and methods to improve the skill.

Have each student visit www.kickstarter.com, select one he or she would choose to fund (if funds were available) and share with the class. Be sure to highlight what caused him or her to select this project.

Invite a bank loan officer or a startup business investor to visit the class. Have him or her share about preparations individuals should complete before requesting a loan or financial support. If time allows, have students participate in mock interviews.

Name:

Technical Skills Grounded in Academics

Computer and Technology Literacy

Technical Skills Grounded in Academics

Safety and Health

Technical Skills Grounded in Academics

Job Specific Skills

Technical Skills Grounded in Academics

Service Orientation

Technical Skills Grounded in Academics

Professional Development

Technical Skills Grounded in Academics

Use computer hardware Use multiple software applications Follows policies and procedures regarding hardware and software

Technical Skills Grounded in Academics

Demonstrates knowledge of tools, equipment and materials Abides by quality standards for products and services Demonstrates essential knowledge and skills required for the job Applies academic knowledge on the job Follows personnel manual and company expectations

Technical Skills Grounded in Academics

Follows workplace health and wellness expectations Understands and follows safety guidelines and expectations

Technical Skills Grounded in Academics Responds to internal and external customers Demonstrates focus and presence Attends to personal matters away from work

Technical Skills Grounded in Academics

Demonstrates openness to learn, grow and change Accesses and applies appropriate resources Manages personal career Maintains licensing and certification requirements

Personal Skills

Integrity

Personal Skills

Work Ethic

Personal Skills

Professionalism

Personal Skills

Responsibility

Personal Skills Personal Skills

Adaptability/Flexibility Self-Motivation

Personal Skills

Demonstrates honesty Accepts personal responsibility for actions Exhibits authentic and congruent behavior Demonstrates trustworthiness Demonstrates ethical behavior

Personal Skills

Demonstrates tenacity and hard work Practices excellence Demonstrates punctuality, meats deadlines and is self-directed

Follows established policies, procedures and expectations

Personal Skills

Demonstrates loyalty Exhibits self-confidence Demonstrates maturity Displays a positive image

Personal Skills

Contributes to success Demonstrates dependability Demonstrates consistency Follows through with commitments

Demonstrates personal and financial well-being

Personal Skills

Fosters creativity and new ideas Demonstrates resilience Embraces calculated change

Personal Skills

Demonstrates a willingness to learn Exhibits passion for life and career Works with little or no supervision Takes initiative Demonstrates a positive attitude

Workplace Skills

Communication

Workplace Skills

Decision Making

Workplace Skills

Teamwork

Workplace Skills

Multicultural Sensitivity and Awareness

Workplace Skills

Planning, Organizing and Management

Workplace Skills

Leadership

Workplace Skills

Demonstrates skills in listening and speaking Demonstrates skills in writing and reading Communicates professionally with teammates, supervisors and

customers Comprehends and applies workplace materials

Workplace Skills

Analyzes key facts, data and situations Employs reasoning skills Uses a variety of strategies to solve problems Embodies creativity Practices resourcefulness

Workplace Skills

Builds trusting relationships Works cooperatively with others Demonstrates the ability to lead or follow as a team member

Workplace Skills

Demonstrates ability to be personable and professional Exhibits tolerance for diverse opinions and cultures Builds rapport with co-workers Fosters appropriate workplace relationships and interaction

Honors the contributions of others Uses individual strengths of team members

Expands knowledge of diverse culture, race, religion and sexuality

Workplace Skills

Designs, prepares and implements within a desired timeframe Demonstrates attention to detail Follows established standard of quality and expectations Perseveres to complete projects and tasks Sets priorities when faced with multiple tasks Responds to changing priorities

Workplace Skills

Builds positive relationships Focuses on others above self Mitigates conflict Coaches others to high performance Mobilizes individuals and resources to accomplish a goal Crafts and articulates a vision