Lesson: Pitching to Investors

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Business Management and Analysis

  Course Title: Business and Entrepreneurial Principles

  Course Number: 8215120

  Career Cluster: Business Management & Administration

  CIP Number: 0552070110

  Course Type: Secondary – Career Preparatory

  CTE Standard(s) or Benchmarks:

  16.03 Present information formally and informally for specific purposes and audiences.

  17.05 Function as a team member and participate in group discussions to identify and resolve problems.

  17.09 Answer questions in formal and information situations.

  18.06 Analyze and synthesize information obtained from print and electronic resources for group discussions and team building activities.

  Integrated benchmarks: ELA or Other:

  ELA.10.C.2.1 Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.

  ELA.11.C.2.1 Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Pitching to Investors.” See CPALMS resource ID# 214891.

• Career Connection

  
  

  Entrepreneurs need capital to fund their startup business operations. Much of the startup capital required comes from investors. Entrepreneurs need to know how to effectively prepare for an investor pitch to ensure they receive capital.

  Students will learn and practice presenting and discussing in groups, which are important skillsets in the business world.

• Learning Objectives

  
  

  By the end of the lesson, students will be able to:

  • Obtain key information from multiple speakers in a group.
  • Identify relevant information in written and oral communication.
  • Analyze information from a case study for group discussions and team building activities.
  • Identify and resolve problems in a group setting.
  • Present a claim using evidence from the case study to a small group of students.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Work cooperatively in a small group setting (about 4 students per group).
  • Speak in front of classmates.
  • Participate in class discussions with varying opinions.

• Guiding Questions

  
  

  How does an entrepreneur prepare for a successful investor pitch?

• Procedure

  
  

  Introduction:

  • Review the Case Study, "Pitching to Investors" (See CPALMS Resource ID#: 214891).
  • Have students read and discuss the case study.
  • Reference entrepreneurship shows on TV and ask students, "What do investors usually consider when investing in a business?"
  • Review the background information about costs included in the case study, including startup costs, COGS, and SG&A, and why it’s important for entrepreneurs to receive capital funding.

  Discussion:

  • Ask students what they think is important to include in an investor pitch and how they would recommend Steve prepares for his investor pitches.
  • Ask students, "Based on what the case study says about his 3 potential investors, how should Steve’s presentation be tailored to his audience?"

  Integrated activity:

  • Students will work in groups to create two lists:
    • What is important for entrepreneurs to include in their investor pitch?
    • How should entrepreneurs prepare for an investor pitch?
  • Students can write ideas down on the provided worksheet: Investor Pitch Worksheet (see attachments).
  • In their groups, using the Investor Pitch Worksheet, students will share what ideas they wrote down.
  • After writing down their ideas for how Steve should present, each student then decides which investor is the best fit for Steve to give his pitch to. Students will present their ideas in small groups and must cite at least three reasons why they chose that investor based on information from the case, from Steve’s business, or the discussions about preparing.

  Closure:

  • Students will analyze how the list of ideas they wrote down differs from the ideas that their classmates listed.
  • To bring the lesson to a close, have students create an exit ticket, where they list 3 things they learned, 2 things they liked, and 1 question they still have. Additionally, the should answer the reflection question, "How could you use what you learned today in your future career?"

• Teacher Notes

  
  

  This can be a low-tech activity with sticky notes and pens or high-tech with computers.