The Indian High School, Dubai
Lesson Plan
Teacher: Ms. JAMUNA BABU
Subject: ENTREPRENEURSHIP
Grade: 11 ART B
Topic: E-BUSINESS
Learning Objective(s):
Identify the concept of e-business.
Compare e-business and e-commerce
Investigate the steps involved in online trading.
Big Idea:
Have you ever placed order through online for purchasing
goods or food items etc.,
Prior Knowledge:
Learners have knowledge about emerging markets (e-
commerce) in their previous classes.
Association Phase
Introduce the topic with
Think pair share activity by
showing images.
Date: 10.10.2022
Period: 5,6
Roll:
Duration: 1 HR 30 MINUTES
Key Competencies:
Observe, initiative, Compare, Thinking, Communication,
decision making, teamwork, Research and investigating.
Possible Misconceptions:
 We can succeed in e- business with minimal resources.
 E-commerce businesses require less skill and
experience to run than brick-and-mortar stores
 E-commerce businesses should sell to everyone
Activation Phase Assimilation Phase Assessment Phase
o Watch the video and  Learners discuss and  Observing student
pictures. work in group and participation during the
o Discuss collaboratively to present their research, activities
identify the concept of e- new information/ideas  Closure at the end of the
business. with the class for further lesson
o Research based learning discussion through  Exit ticket
 Students’ reflection of
debate.
Learning
 Tiered activity based on
ability as listed below in
all levels.
 Learning gaps are filled
by peers within the
 group or others in class.
LOTS LEARNING LADDER / DEPTH OF KNOWLEDGE
Level 1: Recall Level 2: Skill/Concept Level 3: Strategic Thinking
 Define e-business Describe e-business and e- What type of risk involved in
 What is meant by E- commerce. data storage and transmission
commerce? in e-business?
 Highlight the key points in Compare e-business and e- Harsh runs an online store
the textbook. commerce. dealing in all kinds of
 Complete the Crossword Refer text book page No.95 household items which he
puzzle and take points in tabular procures from different
form in your notebook. dealers. Whereas his friend
Lakshay runs an online store
which sells all kinds off organic
products like spices, pickles,
jams etc., These products are
produced in his automated
manufacturing unit in Mumbai.
In context of the above case:
a) Identify the two
concepts which define
the scope of business
activities undertaken by
both Harsh and Lakshay,
respectively.
b) Differentiate between
the two concepts as
identified in part(a) of
the question.
HOTS
Level 4: Extended Thinking
Research / Explore the concept/
idea and share the information
about e-business through PPT /
Role play /social media for peers.
Pushkar is a taxi driver
working with a popular cab
service provider. Recently,
he was given a bonus of Rs.
50,000 by the company. He
bought a smart phone for
himself from the money.
Now, he wishes to buy a
watch for his son which is
exclusively available for sale
on the portal of a popular e-
commerce company.
Appraise him for the
procedure to be followed for
online shopping. Also
explore it through role play
among peers.
 Inclusion Identified need(s)
L1 PRACHI MUKESH Mild Intellectual Disability:
1.Faces difficulty in completing range of collaborative discussions GRAPHIC ORGANIZERS.
written work.
2. Finds difficulty in evaluating expressing on her own clearly.
expressions
ARZOO MARYAM Mild Intellectual Disability
1. Finds it difficult to concentrate
for a longer period of time.
2.Faces challenges to complete
written task in the stipulated
time.
ROZANNE TERESA JOSEPH Mild Intellectual Disability
1.Has difficulty in spelling and
reading.
2. Faces difficulty in questions
involving multiple steps .
MUTHU AAMINA YAHYA Mild Intellectual Disability
MOHIDEEN 1. She finds it difficult to
participate and share her views
in class and during group session
due to fear of judgement which
impact the her over-all learning
process of the classroom.
2. Faces difficulty in solving
application level questions.
SAKINA ABBASI MORAWALA Mild Intellectual Disability
1. She finds it difficult to
participate and share her views
in class and during group session
Interventions: (IEP/ILP Goals) Strategy: (that targets the
goal)
Prachi will engage effectively in a CHUNKING,
on grade level topics and texts, MIND MAPING
HIGHLIGHTING THE KEY
POINTS.
Arzoo will write texts to examine CHUNKING,
a topic and convey ideas, GRAPHICC ORGANIZERS.
concepts, and information MIND MAPING
through the selection, HIGHLIGHTNG KEY POINTS
organization, and analysis of CROSSWORD PUZZLE
relevant content within given
time frame.
Rozanne will refer to details and CHUNKING,
examples when explaining what GRAPHICC ORGANIZERS.
the text says explicitly while HIGHLIGHTNG KEY POINTS
solving case studies. MIND MAPPING
CROSSWORD PUZZLE
Amina will engage in a range of TURN AND TALK.
collaborative discussions using DIRECT INSTRUCTIONS.
appropriate eye contact, VERBAL ENCOURAGEMENT.
appropriate volume and clear BRAIN STORMING.
pronunciation.
Sakina will engage effectively in a BRAIN STORMING
range of collaborative discussions CHUNKING
using appropriate eye contact, THINK PAIR SHARE,
and adequate volume Direct Instruction,
 due to fear of judgement which
impact the her over-all learning
process of the classroom.
2. Faces difficulty in solving
application level questions.
RISHIKA DEEPAK NATHANI Mild Intellectual Disability
1. Has difficulty in Sentence
comprehension.
2. Has difficulty in framing
complex answers.
HANISHA JITENDER BANSILAL Mild Intellectual Disability
1. Difficulty in sentence
comprehension.
2. Hanisha finds it challenging to
interpret word problems and
focus on a given task for a long
time.
TURN AND TALK
Rishika will cite the textual CHUNKING,
evidence that most strongly GRAPHICC ORGANIZERS.
supports an analysis of what the MIND MAPING
text says explicitly as well as HIGHLIGHTNG KEY POINTS
inferences drawn from the text.
Hanisha will compare the WORD WALL.
structure of the texts and analyze THINK PAIR SHARE.
how the differing structure of HIGHLIGHTING KEY POINTS.
each text contributes to its GRAPHIC ORGANIZERS.
meaning and style..

THANUSHREE SHANMUGAN Mild Intellectual Disability Thanushree will analyze in detail MIND MAP,
the structure of a specific HELPING WORDS.
1. Difficulty in sentence paragraph in a text, including the THINK PAIR SHARE
comprehension. role of sentences in developing MIND MAPPING
2. Thanushree finds it and refining a key concept.
challenging to interpret word
problems and focus on a given
task for a long time.

SIMRAN PRAKASH BHATIA Mild Intellectual Disability Simran will compare the
1. Has difficulty in sequencing ideas. structure of the texts and analyze
2.Faces difficulty in comprehending how the differing structure of
the purpose of the text. each text contributes to its
meaning and style.
AISHWARYA SENTHIL KUMAR Mild Intellectual Disability Aishwarya will determine a
1. Has difficulty in sequencing ideas. central idea of the text, analyze
2. Finds it difficult to structure an its development over the course
answer appropriately. of the text, including its
relationship to supporting ideas
Writing prompts,
Direct Instruction,
Verbal encouragement,
Highlight key points.
Think pair share
Direct Instruction,
Verbal encouragement,
Turn and talk
Group discussion.

BHUMIKA CHELANI 1. Struggles with sentence
comprehension.
2. Faces difficulty in solving
application level questions.
LAYAM KARTHIGEYAN ADHD: Combined type.
1. Faces difficulty in solving
application level questions.
L2 MELASHA GONSOLVES Mild Intellectual Disability:
1. Has difficulty
understanding complex
concepts
2. Participation in group
discussions and other
group activities.
L3 RIDAA PARVEEN KAMAL Moderate Intellectual
BATCHA Disability:
1. Difficulty in organization
2. Difficulty in completing
task.
Probing Q&A:
How would you make payment when you buy goods online?
UAE National Agenda, culture and heritage links:
https://www.dubizzle.com
https://www.amazon.ae
https://www.viator.com/dubaimuseum/tours-tickets
and provide an objective
summary of the text.
Bhumika will write text by using CHUNKING,
precise language and subject- GRAPHIC ORGANIZER,
specific vocabulary to inform HIGHLIGHTING KEY POINTS
about or explain the topic.
Layam will engage effectively in Find and discuss.
a range of collaborative INQUIRY BASED LEARNING.
discussions using appropritae
eye contact, adequate volume and
clear pronunciation
When given a task to complete, Graphic organizers,
Melasha will listen carefully to Crossword puzzle,
instructions, assemble necessary
materials, begin working neatly
and promptly, remain focused
until task is completed, examine
product to ensure it is complete,
and check back with the teacher
who assigned the task by
following all 6 steps.
When given a task, the Ridaa will Graphic organizers,
organise the task on paper, Crossword puzzle,
including the materials needed,
the steps to accomplish the task,
and a time frame.
Extension for Highly Abled/G&T:
NIL
Cross-curricular content, skills and real-world links:
e-commerce in economics gr 9
Real-life situation while placing online orders.
Moral Education values and Wellbeing links: Innovation and enterprise links:
Respecting suppliers and customers welfare while selling Google search, nearpod activity, smart board.
products in the emerging markets.
ttps://ae.jobrapido.com/jobs healthcare dubai/jobs

Resources/Web links: Lesson reflections to feed forward:

NCERT TEXTBOOK, SMART BOARD, PPT, What did you understand best in today’s lesson?
List any two things which you want to learn more about this
topic?
Is there any part of the lesson that you want to be revisited?

Teacher signature: MS. JAMUNA BABU Team Leader: MS. SRIJAYA