Business Roles

Overview

In this lesson, students analyze how different roles at Chewy.com contribute to business success. They read informational details, identify a central idea, and then write a short, evidence-based explanation of how responsibilities connect.

Learning intentions

• Students will determine a central idea of an informational text about business roles.
• Students will analyze how that central idea develops using specific details from the text.
• Students will write an objective summary and a brief explanation with well-chosen facts.
• Students will use linking words to clarify relationships between claims, reasons, and evidence.

Success criteria

• I can state the central idea of the business roles text in one sentence.
• I can describe how the central idea is shaped by specific job-role details across the text.
• I can write an objective summary that includes the key information without personal opinions.
• I can draft a paragraph that connects a claim to reasons and evidence using linking words.

Curriculum links

• Reading informational text: central idea, development, and objective summary (CCSS.ELA-LITERACY.RI.9-10.2).
• Writing to explain with well-chosen facts and examples (CCSS.ELA-LITERACY.WHST.9-10.2b).
• Writing cohesion using linking words to clarify relationships (CCSS.ELA-LITERACY.WHST.9-10.1c and CCSS.ELA-LITERACY.W.9-10.2b).

Lesson structure (50 minutes)

1. 0–5 min · Launch with a business “mystery.” Teacher displays a short scenario: “Chewy customers get fast delivery and helpful support—what roles make that possible?” Students do a quick silent write: list 2–3 roles they think are involved.

2. 5–15 min · Direct teach: central idea + objective summary. Teacher models using a think-aloud with a mini-example (not Chewy yet): identifies central idea, points to details, and shows what “objective summary” means (no opinions, no “I think”). Students highlight in their notes the difference between a summary and a response.

3. 15–28 min · Case study reading (Chewy.com). Teacher provides a curated informational text or excerpt package describing several roles at Chewy.com (for example: customer support, operations/fulfillment, marketing, merchandising, technology/data, and leadership). Students read and annotate:

• Circle role names or titles
• Underline details that explain responsibilities
• Add margin notes: “How this supports success?”

4. 28–37 min · Small-group analysis: central idea development. Teacher assigns groups of 3–4. Each group completes a quick organizer: (a) central idea sentence, (b) 3 supporting details from different roles, (c) one sentence explaining how those details refine the central idea. Students collaborate, using evidence from their annotations.

5. 37–43 min · Write objective summary. Teacher sets expectations: 4–6 sentences, objective tone, includes key details about how roles contribute to success. Students independently draft an objective summary based on the text.

6. 43–50 min · Evidence paragraph with linking words (claim → reasons → evidence). Teacher provides a prompt: “Choose one role and explain how its responsibilities contribute to overall business success.” Students write 6–8 sentences using linking words (e.g., “because,” “as a result,” “for example,” “therefore,” “in contrast” if relevant). Teacher circulates for quick feedback on clarity and evidence.

Resources

• Printed or teacher-provided informational excerpts from Chewy.com describing multiple business roles (job descriptions or company role summaries)
• Student annotation handout (role/title, responsibility details, success connection)
• Central idea organizer (central idea + 3 evidence details + development sentence)
• Writing templates: objective summary lines and evidence paragraph lines
• Markers/highlighters or digital annotation tools
• Timer and visible agenda

Assessment

• Teacher observation during group organizer work: check that central idea matches the text and that details are specific to roles.
• Formative check on annotations: students correctly identify responsibilities and how they connect to success.
• Exit ticket (last 7 minutes): collect the objective summary sentence OR the first 2–3 sentences of the evidence paragraph to confirm central idea, evidence use, and linking words.

Differentiation

• Support: Provide sentence frames for central idea (“The text mainly explains that…”) and for summary (“The text describes…,” “It explains how…”). Offer a word bank of linking words.
• Support: For students who need it, pre-select 3 role sections so they must use only those details (reduces search load).
• Extension: Ask advanced students to include a “because/therefore” chain showing cause-and-effect from responsibilities to outcomes and to compare two roles briefly (“While…, …”).
• EAL/SEN: Allow structured paragraphing with guided prompts; provide a glossary of key business terms (responsibilities, operations, customer experience, marketing, technology).

Notes for teaching today (unit flow)

• Lesson 11 builds directly toward the unit goal by helping students connect entrepreneurial success to real organizational roles and responsibilities.
• Ensure students leave with one clear central idea plus a transferable writing structure: objective summary + evidence paragraph with cohesion.