Title of Unit: Communications, Bookkeeping, Peachtree
Curriculum Area: Computer Technology
STAGE 1: DESIRED OUTCOME
Transfer Goal:
Content Standard:
The students demonstrate understanding and competence in planning and
creating business plan using computer software such as Peachtree Accounting.
Essential Understanding: The students will understand that..
1. Business letters are the important means of communication to customers
and clients.
2. Bookkeeping is recording all the transactions arising from your business
activities which can be expressed in money.
3. Assets are valuable resources owned by the company such as cash,
equipment, and goods.
4. A database is important in business for the purpose of information not only in
collecting and finding them but more importantly in using them.
5. Peachtree is accounting software that allows you to enter, save, print
transactions and generate reports.
Knowledge: The students will know...
• The various types and examples of letters
• How to create letters and other documents using MS Word 2010 Templates
• The basics of Bookkeeping & the computation of payroll
• The balance sheet, income statement and cash flow statement
• The database for inventory, customers and suppliers
• The application software Peachtree and its functions
Year Level: 4th year
Time Frame: 5 Sessions / 45 min. each
I want my students to learn Communications, Bookkeeping and Peachtree
Accounting so that in the long run they will…
− be able to communicate effectively with customers and clients by means of
business letters
− become more systematic and organized in their documents and in whatever
they do
− become successful in managing accounts
Essential Questions:
• How do we communicate effectively with the clients and customers?
• How does bookkeeping determine the money you have earned and spent in
a business?
• As a youth, how do you value your assets and liabilities?
• How can database benefit people?
• Why use Peachtree software in a business?
Skills: The students will be able to...
• Identify the different types of business letters
• Create their own business letters using MS Word 2010
• Recognize the balance sheet items and income statement items
• Create a database for inventory, customers and suppliers
• Identify the parts and elements of a Peachtree Accounting window
• Create a company account using Peachtree
 STAGE 2: ASSESSMENT EVIDENCE

Performance Task Description #1 (Hands-On page 69) Performance Task Description #3 (Activity #5 on page 86)

Goal – Create your own resumé Goal – Create a product cash flow.

Role – Businessman/woman Role – Businessman/woman

Audience – Customers Audience – Customers

Situation – You should make your own resumé using MS Word 2010 Template. Situation – You should create a cash flow statement.

Product – Resumé Product – Balance Sheet

Standards – Your resumé must meet the standards set in the rubrics score Standards – Your website must meet the standards set in the rubrics score
sheet. See attachment for the rubric score sheet. sheet. See attachment for the rubric score sheet.

Performance Task Description #2 (Hands-On page 80) Other Evidence:

Goal – Compute the payroll summary of five employees • Student Word Samples
− Activity sheets
Role – Businessman/woman − Hands-on drills
− Learning logs and journals
Audience – Customers • Recitation
• Participation in group work
Situation – Using MS Excel 2010, you should compute the payroll summary of
your five employees in your business including the basic pay and Criteria / Assessment tools
necessary deductions. • Rubric
Product – Payroll

Standards – Your payroll must meet the standards set in the rubrics score
sheet. See attachment for the rubric score sheet.
Performance Task Description #4 (Hands on #4 on page 100) Other Evidence:

Goal – Create a database for your ten products. • Student Word Samples
− Activity sheets
Role – Businessman/woman − Hands-on drills
− Learning logs and journals
Audience – Customers • Recitation
• Participation in group work
Situation – Using MS Access 2010, you should create a database for your ten
products, including its name, code number, price, quantity, and Criteria / Assessment tools
other data you may need. • Rubric
Product – Database

Standards – Your database must meet the standards set in the rubrics score
sheet. See attachment for the rubric score sheet.

Performance Task Description #5 (Hands on no. III on page 121)

Goal – Generate a sales report, collections report and disbursement report.

Role – Businessman/woman

Audience – Customers

Situation – You should generate a sales report, collections report and

disbursement report using Peachtree Accounting software.

Product – sales report

Standards – Your sales report must meet the standards set in the rubrics score
sheet. See attachment for the rubric score sheet.
 STAGE 3: LEARNING PLAN
Essential Questions Resources /
Sessions / Lessons Teaching / Learning Sequence
Materials

SESSION 1 I. INTRODUCTION OF ESSENTIAL QUESTION Entrepreneurial

• How do we The teacher will post the essential questions on the board and remind the students to be guided and Career
Lesson 1: communicate by these questions. Development.
Letters and effectively with the II. MOTIVATION Jemma, Inc.
Before the class starts, the teacher will read a letter in front of the class (it can be a love letter or
Communications clients and
a letter from a family member). While reading the letter, the students must listen attentively,
customers? understand what is being told, and observe the emotions being felt.
Time Frame: 45 min. • What are the III. PROCESSING
techniques of writing After reading the letter, the teacher will ask the following questions:
OBJECTIVES: business letter? What is the letter all about?
In this session the • What is the function of What emotions did you while listening to the letter?
students are sales quotation? How did the writer address his sentiments / message through a letter?
expected to: • How do you turn an Can a letter be an effective tool in communicating? In what ways?
1. Learn about the inquiry into sales? IV. EXPLORE
various types and DEMONSTRATION – DISCUSSION
examples of letters The teacher will discuss the techniques of writing a business letter, parts of a letter and forms of a
2. Use template in business letter.
• What is a business letter?
MS Word to create
• What are the parts of a letter and its forms?
letters and other
• What are the techniques of writing business letter?
documents The teacher demonstrates the techniques in writing a business letter and discuss the following topics:
3. Create mail merge • Sales Quotation • Claims and Adjustments
using MS Word
• Turning Inquiries into Sales • Routine Business Letters
• Follow-up, Goodwill, Credit, and Collection Letters
The teacher will ask the following questions:
What is the function of sales quotation?
How do you turn an inquiry into sales?
V. FIRM-UP
BOOK ACTIVITY: How Much Have You Learned
The students will answer Activities 3-4 on page 67-68 of the textbook.
VI. TRANSFER OF SKILLS
COMPUTER HANDS-ON
The students will do Performance Task No. 1 on page 69. (See Stage 2 of UbD)
VII. REFLECTION LOG
SENTENCE COMPLETION:
Today I learned that ___________________________________________________.
 SESSION 2 I. INTRODUCTION OF ESSENTIAL QUESTION Entrepreneurial
• How does The teacher will post the essential questions on the board and remind the students to be guided and Career
Lesson 2 bookkeeping by these questions. Development.
Bookkeeping and determine the money II. MOTIVATION Jemma, Inc.
Records

Payroll CLUSTER MAP

you have earned and
The students will create a cluster map about
spent in a business? the word “bookkeeping” that will be facilitated Office Money

Time Frame: 45 min. • Why is bookkeeping by the teacher. BOOKKEEPING

important in business III. PROCESSING

OBJECTIVES: transactions? The teacher will ask the following questions: Statement of
Account Transactions

In this session the -What is your idea about the word

students are “bookkeeping”?
expected to: -Why is bookkeeping important in business transactions?
1. Learn about the -How does bookkeeping determine the money you have earned and spent in a business?
basics of IV. EXPLORE
bookkeeping RESEARCH
2. Identify the journal, The students will go the library and do a research about bookkeeping and payroll.
What is bookkeeping? Ledger? What is disbursement What is cash receipts
ledger and subsidiary book? subsidiary book?
subsidiary books
What is purchase subsidiary book? What is sales subsidiary book? What is payroll?
3. Learn about payroll
V. FIRM-UP
computation
BOOK ACTIVITY: How Much Have You Learned
The students will answer Activities 1-3 on page 79-80 of the textbook.
VI. DEEPENING
DEMONSTRATION – DISCUSSION
The teacher will demonstrate and discuss how to analyze a Business Transactions with the
What is the value What accounting elements are affected? What are their effects on the
received? ALORE?
What is the value What appropriate account will describe the What amounts are to be
given or parted? effect of the transaction? recorded?
following rules: Assets ; Liabilities ; Equity ; Revenue ; Expenses
The teacher will ask these questions afterwards:
VII. TRANSFER OF SKILLS
COMPUTER HANDS-ON
The students will do Performance Task No. 2 on page 80. (See Stage 2 of UbD)
VIII. REFLECTION LOG
THREE-MINUTE-PAUSE
The students will write the following:
3 – Concepts, Skills, and Values Learned____________________.
2 – Additional Insights _____________________.
1 – Question so far ______________________.
 SESSION 3 I. INTRODUCTION OF ESSENTIAL QUESTION Entrepreneurial
• What makes a balance The teacher will post the essential questions on the board and remind the students to be guided and Career
Lesson 3 sheet? by these questions. Development.
II. MOTIVATION
Management • What is an asset? Jemma, Inc.
FINANCIAL STATEMENT
Accounting • What are liabilities? The students will create their own financial statement on a monthly basis. They will list down all
• What is the importance assets, allowances as well as their expenditures. In this manner, they will be familiarized of what
Time Frame: 45 min. of making a financial a balance sheet is.
statement? III. PROCESSING
OBJECTIVES: • What are the The teacher will ask these questions upon the creation of financial statement by the students:
In this session the advantages or What is the importance of making a financial statement?
students are disadvantages of What are the advantages or disadvantages of knowing your financial statement?
expected to: knowing your financial As a youth, how do you value your assets and liabilities?
1. Learn about the IV. EXPLORE
statement?
balance sheet, BALANCE SHEET ANALYSIS
• As a youth, how do you The teacher will present a sample balance sheet of a company. The students will observe and
income statement value your assets and
and cash flow analyze the important things on a balance sheet. Discussion follows.
liabilities? What makes a balance sheet?
statement What is an asset?
2. Identify the What are liabilities?
balance sheet What is equity?
items and income What is Income Statement?
statement items V. DEEPENING
The students will fill in the box below. They will write the two parts of a Balance sheet and two
sources of Equity.
Two Parts of a Two Sources of
Balance Sheet Equity

VI. TRANSFER OF SKILLS

COMPUTER HANDS-ON
The students will do Performance Task No. 3 on page 86. (See Stage 2 of UbD)
VII. REFLECTION LOG
Encourage the students to share their feelings, insights by accomplishing the following
phrases:
I am happy_________________________________________.
I am proud _________________________________________.
I like MS Word ______________________________________.
 SESSION 4 I. INTRODUCTION OF ESSENTIAL QUESTION Entrepreneurial
• Why do we make a The teacher will post the essential questions on the board and remind the students to be guided and Career
Lesson 4 list of anything? by these questions. Development.
II. MOTIVATION
Database • How can database Jemma, Inc.
CREATING A LIST
benefit people? The students will be asked to create the following lists:
Time Frame: 45 min. • How do you create − Groceries to buy − Classmates, relatives and friends
database in − Books to borrow from the library − Telephone directory
OBJECTIVES: computer? III. PROCESSING
In this session the • How do you organize The teacher will ask the following questions:
students are contacts and tasks Why do we make a list of anything?
expected to: using MS Outlook? What is a collection of organized data, information and records?
1. Learn to create a • What are the positive How can database benefit people?
database for benefits of IV. EXPLORE
inventory, organizing? LECTURE-DEMONSTRATION
customers, and The teacher will discuss what “database” is and its purpose in business. Afterwards, the teacher
suppliers will demonstrate the basic skills in creating a database.
2. Use MS Outlook to Creating database using MS Access 2010 Creating a table Creating forms
organize contacts Entering records in datasheet Sorting records Using queries
and tasks The teacher will ask the following questions:
How do you create database in computer?
What program will you use to create a database?
How will you enter records in the table using the Datasheet?
In what ways can you edit and make changes to your table by using the navigation buttons for
easier movement around the table?
V. FIRM-UP
BOOK ACTIVITY: How Much Have You Learned
The students will answer Activity 1 on page 99 of the textbook.
VI. DEEPENING
ORGANIZING CONTACTS AND TASKS USING MS OUTLOOK
The students will learn and demonstrate understanding on how to organize and contact and
tasks using MS Outlook. They will follow the procedures on page 87 of the textbook.
How do you organize contacts and tasks using MS Outlook?
What are the positive benefits of organizing?
VII. TRANSFER OF SKILLS
COMPUTER HANDS-ON
The students will do Performance Task No. 4 on page 100. (See Stage 2 of UbD)
VIII. REFLECTION LOG
The students will reflect on their learning progress and efforts, areas of strength and
weakness, and provide specific examples.
________________________________________________________________.
 SESSION 5 I. INTRODUCTION OF ESSENTIAL QUESTION Entrepreneurial
• How do people The teacher will post the essential questions on the board and remind the students to be guided and Career
Lesson 5: value the use of by these questions. Development.
Using Peachtree computers? II. MOTIVATION Jemma, Inc.
INTRODUCTION TO PEACHTREE SOFTWARE
Accounting Software • Why use Peachtree The teacher will discuss the following topics and demonstrate the basic skills in utilizing
software in a Peachtree software.
Time Frame: 45 min. business? − Setting up your company
− Menu bar elements, navigation aids, parts of a window
OBJECTIVES: − The toolbar buttons, set up guide
In this session the III. PROCESSING
students are The teacher will ask the following questions:
expected to: What is Peachtree How does Setup guide What is the use of
1. Learn to use accounting? help you? Navigation aid?
Peachtree IV. CHECKING OF PRIOR KNOWLEDGE
accounting The students will be asked about their knowledge on the following terms. After the lesson
software discussion, they will be asked again to complete the activity.
2. Identify the parts My Own Definition The Standard Definition
and element of a A software is..
Peachtree Application Software is ..
Accounting Peachtree Accounting Software is..
Window V. EXPLORE
3. Record sales, DEMONSTRATION
receipts, set up The students will demonstrate the following skills with the guidance of their teacher.
Encoding customers, vendors, Generating, filtering and printing Converting a report to excel
and generate
employees, inventory items and reports
reports prices, sales transactions,
expenses, and receipt
Setting up report styles Exiting the Peachtree program Opening and deleting a company
and back-up your company
VI. FIRM-UP
BOOK ACTIVITY: How Much Have You Learned
The students will answer Activity 1 on page 121 of the textbook.
VII. TRANSFER OF SKILLS
COMPUTER HANDS-ON
The students will do Performance Task No. 5 on page 121. (See Stage 2 of UbD)
VIII. RELECTION LOG
The students will reflect on the following questions:
1. What are the difficulties encountered in the activity?
2. What skills did I use in the activities?
3. How did I overcome / resolve the difficulties encountered?
 RUBRIC FOR HANDS-ON ACTIVITIES
Does not
Exceeds Meets
Criteria meet Score
Expectations Expectations
expectations
Points Earned 3 2 1
Creatively
Balanced,
Layout enhances Not balanced
uncluttered,
information
Varied
Limited use of Graphics are
Graphics/Photos graphics are
graphics. not utilized.
utilized
All text are Most text are Some text are
Text Size clear and clear and clear and
readable readable readable
Product
Product Product is
description is
description is Not clear,
Quality of mostly clear,
clear, incomplete,
Information could be a
complete, and and Not
little more
concise concise
concise.
Many
No grammar One-few
Grammar and grammar and
or spelling grammar of
Spelling spelling
errors spelling error
errors