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Create to Learn Unit 2: Lesson 6: Cash In On Your Passion

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Lesson 6: Cash in on Your Passion (Casey Desjarlais) CREATE TO LEARN Finally, have students fill in the "From Passion to Purpose" chart, starting with the "What I'm Good At" circle and then writing the similarities in the overlapping circles. The idea is that the answers in the innermost circle, which combines all three categories, are the answers that the student should focus on for their business idea. It might take some time for students to notice the similar- ities, as that is completely normal! On the back of the page, have students brainstorm specific business ideas that fit with the answers in their innermost circle. Optional: Have students pair up and add to each others' business ideas! ACQUIRE: "CASH IN ON YOUR PASSION" BY CASEY DESJARLAIS Have students read "Cash in on Your Passion" by Casey Desjarlais, found on pages 2-10 of the Create to Learn textbook. Students can also watch online here: http://www.tigurl.org/cashin To debrief the reading, ask the class the following questions: 1. Why do you think it's important to have plan who you are going to be selling your product to or who is going to be using your service (aka. Target audience)? 2. How does Casey's culture serve as an inspiration for her business? 3. What are Casey's tips for Warrior Entrepreneurship? APPLY: CREATE A BRAND KIT Now that they have their business ideas, have students complete "The Three W's" handout. Next, have students complete the "Branding My Product/Service" handout. Have students read the "Brand Colours" handout to learn about the various emotions colours can evoke in people. Finally, have students create a Logo using Canva, if available. Alternatively, students can create a logo by hand. Review the Peer Assessment rubric with them beforehand, so they know what they will be graded on. Other Helpful Tutorials: • Creating Digital Media on a Budget (Diana Hellson) • Graphic Arts (Ovila Mailhot) ASSESS: PEER ASSESSMENT Once everyone has created a logo, have students peer assess each other's logo using the "Peer Assessment Rubric" handout. It is recommended that you have a discussion about giving and receiving constructive feedback prior to this process. Students should understand that construc- tive feedback is beneficial and should come from a good intention. Optional: Have students co-construct the Peer Assessment Rubric instead of using the one pro- vided. You can solicit answers from them by asking "What makes a great logo?" TAKE STUDENT LEARNING FURTHER Activity: Developing a Business Plan Student learning doesn't have to stop with the creation of a business brand and logo. If students would like to pursue their business idea further, they should develop a business plan. This exten- sion is designed to be a student-led inquiry into the process of researching and developing a business plan that fits their vision.

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