Entrepreneurial Presentations

Overview

In this final unit performance task, students present the business plans they developed earlier. They also practice giving clear, evidence-based feedback that connects to organization, ideas, and presentation goals.

Learning intentions

Students will be able to:

• Present key findings and claims from their business plan in a clear, logical sequence.
• Use appropriate formatting and visual elements (as planned) to support understanding.
• Provide constructive feedback to peers that follows agreed discussion norms and focuses on evidence.
• Organize speaking content so listeners can follow the line of reasoning.

Success criteria

• I can present my business plan clearly and concisely, in the order that makes sense.
• I can use visuals/graphics or multimedia I prepared to help the audience understand.
• I can explain my evidence and reasoning so classmates can follow my thinking.
• I can give feedback that is specific, respectful, and connected to the plan’s strengths and needed improvements.

Curriculum links

• CCSS.ELA-LITERACY.WHST.9-10.2a: Introduce a topic and organize ideas; include formatting and graphics/multimedia to aid comprehension.
• CCSS.ELA-LITERACY.SL.9-10.4: Present information and findings clearly and logically so the audience can follow reasoning and organization.
• CCSS.ELA-LITERACY.SL.9-10.1b: Collaborate by using discussion rules, roles, goals, deadlines, and alternate views.
• CCSS.ELA-LITERACY.SL.9-10.5: Use digital media strategically to enhance understanding and add interest.

Lesson structure (50 minutes)

1. 0–5 min · Set purpose and norms. Teacher briefly revisits the goal: feedback should help improve business plans, not just judge them. Students review the discussion norms and their feedback roles (speaker, listener, responder, timekeeper).

2. 5–10 min · Quick model: strong vs. unclear. Teacher shows (or reads) a short example of a strong business-plan introduction and a weak, confusing one, highlighting organization and clarity. Students identify which version is easier to follow and why (line of reasoning, order, clarity).

3. 10–35 min · Business plan presentations (round-robin). Teacher runs timed presentations in small groups (about 3–4 students presenting, 5 minutes each including a brief Q&A).

• Teacher action: starts timers, reminds listeners to record feedback tied to the rubric, and keeps Q&A brief and respectful.
• Student task: each speaker presents using planned visuals/formatting; audience members provide at least two pieces of feedback during or immediately after the Q&A, referencing specific parts of the plan.

4. 35–45 min · Structured feedback share-out. Teacher prompts a whole-class synthesis: “What feedback themes helped the most?” Students complete a quick “2 stars and a step” note on one peer presentation, then discuss one theme with a partner.

5. 45–50 min · Exit ticket: reflect and next-step plan. Teacher collects a short exit ticket. Students write one sentence on (1) what they learned from peer feedback and (2) one specific improvement they will make if they revise their business plan.

Resources

• Student business plan drafts (print or digital)
• Presentation slides/handouts with planned headings and graphics
• Feedback rubric/checklist (speaker clarity, organization, evidence, visuals)
• Timer or countdown display
• Sticky notes or digital feedback form
• Copies of “discussion norms” for listener roles
• Projector/speakers (if digital presentations are used)

Assessment

• Formative: Teacher circulates with a quick checklist for organization, clarity, and evidence during presentations.
• Formative: Listeners submit feedback notes that cite specific plan elements (not general praise/criticism).
• Summative-in-form: Exit ticket shows individual next-step improvement based on received or observed feedback.

Differentiation

• Support: Provide sentence starters for feedback (e.g., “Your plan is strongest when…, I recommend…, The audience would understand better if…”).
• Support: Offer an outline template for presenters (opening hook, problem/opportunity, product/service, target customer, value proposition, revenue model, marketing approach, closing).
• Extension: For students ready to deepen feedback, require one “why” statement that explains how a suggested change improves clarity, logic, or audience understanding.
• EAL/SEN: Allow feedback to be captured in structured bullets; permit reading from notes for speakers; pre-teach key terms like “value proposition,” “target market,” and “revenue model.”