21st Century Instructional Guide for Career Technical Education
Business Communications
Business and Marketing Cluster
Title:
Business Communications (WVEIS 1409)
Standard
Number:
BE.S.BCOM.1
Essential
Questions:
Objective:
BE.O.BCOM.1.1
Reading Strategies
Students will demonstrate use of reading strategies to acquire meaning from written material and
apply the information to a task.
What does the writer expect the reader to know or think after reading the selection?
BE.O.BCOM.1.2
establish the integrity of printed or oral
communication.
BE.O.BCOM.1.3
report relevant information from written
materials.
BE.O.BCOM.1.4.
collect information from business
correspondence, professional articles,
electronic sources, and supporting graphic
material.
Students will
determine whether written material and
electronic media provides factual information
or opinion.
Learning Plan & Notes to Instructor:
Students will develop rubrics to evaluate Internet
samples of written and electronic media to determine
fact or opinion. Draw conclusions from active
reading. Students will formulate a classroom debate
on the issue of factual vs. opinion
Students cite evidence for document integrity.
Students construct a www.sasinschools.com project
on active listening. In teams students use an
electronic projection device (ex. Elmo) to analyze
integrity of Internet documents and video.
Using a blog, students critique articles from business
magazine sites on the Internet for relevance.
Students create an electronic media presentation of
document examples demonstrating relevance.
Students produce a newsletter of relevant
information for the school, classroom, or student
organization
Students create a bulletin board that classifies
various samples. Students create a digital flyer
exemplifying the different types of correspondence,
professional articles, electronic sources, and support
graphic material. Teams of students will construct
oral presentations critiquing samples of different
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BE.O.BCOM.1.5
BE.O.BCOM.1.6
BE.O.BCOM.1.7
Standard
Number:
BE.S.BCOM.2
business documents.
demonstrate the ability to follow written
In a cooperative group, students create directions to
directions to achieve tasks.
take video and pictures of the class or student
organization activities with a digital and flip camera
and then perform each task.
select an appropriate reading method for a
Using word processing software, students design an
particular situation (e.g., skimming, scanning, SQ3R chart for an operations manual. Students in
speed reading, and in-depth reading).
cooperative groups implement the CLOSE reading
strategy.
discover the intent of printed propaganda
Students analyze the www.thinkfinity.org lesson on
and its impact on decision-making.
evaluating online political cartoons for propaganda.
Students create a cartoon with a specific intent and
peer review its intent.
Listening and Observation Skills
Students will:
 utilize active listening and observation skills to understand the positions of others.
 utilize verbal and nonverbal cues from others to communicate effectively in return.
Essential
Questions:
How can effective listening improve your communication?
Objective:
BE.O.BCOM.2.1
Students will
establish differences between hearing and
listening.
provide the guidelines and advantages for
effective listening techniques.
implement effective listening techniques to
assess and respond to major points of a
speaker’s message.
BE.O.BCOM.2.2
BE.O.BCOM.2.3
BE.O.BCOM.2.4
BE.O.BCOM.2.5
utilize information from multiple speakers
within a group to obtain key facts and
respond in an effective manner.
determine and overcome major barriers to
effective listening.
Learning Plan & Notes to Instructor:
Students evaluate online blogs about the difference
between hearing and listening. In cooperative groups
students write scripts demonstrating the differences
between hearing and listening and then perform.
Students complete a www.thinkfinity.org lesson on
the Mozart effect of listening. Teams of students
compile a rubric of guidelines and advantages of
effective listening. Invite a guest speaker and have
students organize main points using a graphic
organizer.
Organize a career fair to obtain key facts for an
electronic media presentation on careers. Attend
FBLA State Leadership Conference workshops.
Students perform skits and role play scenarios cards
demonstrating listening barriers.
2
BE.O.BCOM.2.6
BE.O.BCOM.2.7
Standard
Number:
BE.S.BCOM.3
Essential
Questions:
Objective:
BE.O.BCOM.3.1
BE.O.BCOM.3.2
BE.O.BCOM.3.3
BE.O.BCOM.3.4
BE.O.BCOM.3.5
BE.O.BCOM.3.6
BE.O.BCOM.3.7
BE.O.BCOM.3.8
BE.O.BCOM.3.9
BE.O.BCOM.3.10
receive, interpret, and respond to different
Complete the www.thinkfinity.org lesson of “Creating
types of nonverbal messages and cues
a Class Consumer Electronics Trade Show.”
appropriately in various situations, including
other cultures.
demonstrate the ability to follow oral
instructions in completing jobs.
Oral Communication Skills
Students will demonstrate verbal skills to obtain and convey information in a clear, courteous,
concise, and responsible manner on personal and professional levels.
Why is effective oral communication important?
Students will
use your voice effectively to articulate using
standard oral English.
establish the nature of effective verbal
communications.
construct relevant questions to elicit
information in the exchange of ideas in a
formal/informal setting.
determine different types of nonverbal cues
and discuss their impact on the
communication process.
provide legitimate responses to inquiries.
develop thoughts in an organized manner to
reflect logical thinking.
use proper telephone techniques and
etiquette to gather and record oral
information.
participate in group discussions.
prepare effective oral presentations using
tasks and techniques associated with special
presentation situations.
demonstrate an awareness and acceptance
of international, regional, and multicultural
speech.
Learning Plan & Notes to Instructor:
In cooperative groups students use cell phones to
demonstrate role play scenarios of business and
international transactions and customer service while
peer evaluators use a rubric to check for
effectiveness and legitimate responses. Group
performances of skits demonstrating nonverbal cues.
Use student responders to check for understanding
of effective oral communication and activate student
discussion.
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Standard
Number:
BE.S.BCOM.4.
Essential
Questions:
Objective:
BE.O.BCOM.4.1
BE.O.BCOM.4.2
BE.O.BCOM.4.3
BE.O.BCOM.4.4
BE.O.BCOM.4.5
BE.O.BCOM.4.6
BE.O.BCOM.4.7
BE.O.BCOM.4.8
BE.O.BCOM.4.9
BE.O.BCOM.4.10
BE.O.BCOM.4.11
Written Communication Skills
Students will construct written correspondence to convey and obtain information.
Why is effective written communication important?
Students will
establish the nature of effective written
communication.
select and utilize appropriate formats for
professional writing.
edit and revise written work consistent with
professional standards.
discover acceptable steps in the writing
process.
identify factors affecting the readability for
specific audiences.
prepare professional e-mails that are
grammatically correct and use appropriate
business style.
prepare business letters that are
grammatically correct and use appropriate
business style.
prepare informational messages that are
grammatically correct and use appropriate
business style.
prepare inquiries that are grammatically
correct and use appropriate business style.
prepare persuasive messages that are
grammatically correct and use appropriate
business style.
prepare executive summaries that are
grammatically correct and use appropriate
business style.
Learning Plan & Notes to Instructor:
Students utilize www.writingroadmap2.com writing
prompts or create original prompts for writing. Using
an interactive whiteboard, students design a graphic
organizer of factors affecting readability for specific
audiences.
Students write and send an e-mail to the instructor
concerning school improvement or suggestions for
FBLA community service or fundraisers. Students
write an e-mail to friends inviting them to attend an
FBLA meeting.
Students utilize the www.writingroadmap2.com
prompts or customize new prompts to write a
business letter to the principal requesting permission
to attend the FBLA State Leadership Conference.
Student teams will utilize Google Docs and peer
editing to write an inquiry to a college, a letter of
persuasion to the school principal to implement
school uniforms, an executive summary of FBLA
chapter activities, and write a business plan and
proposal to open a new small business in the
community.
4
BE.O.BCOM.4.12
BE.O.BCOM.4.13
BE.O.BCOM.4.14
BE.O.BCOM.4.15
BE.O.BCOM.4.16
Standard
Number:
BE.S.BCOM.5.
Essential
Question:
Objective:
BE.O.BCOM.5.1.
BE.O.BCOM.5.2
BE.O.BCOM.5.3
BE.O.BCOM.5.4
BE.O.BCOM.5.5
BE.O.BCOM.5.6
BE.O.BCOM.5.7.
prepare simple written reports that are
grammatically correct and use appropriate
business style.
prepare complex written reports that are
grammatically correct and use appropriate
business style.
develop proposals that are grammatically
correct and use appropriate business style.
use a variety of references, resources, and
graphics for the purpose of writing business
documents.
develop effective electronic-based messages Start a class wiki.
Record a podcast on the
(e.g. wiki, ipods, youtube, etc)
procedure to record a video for YouTube.
Basic Social Communication Skills
Students will develop basic social communication skills in personal and professional situations that
prepare them to be adaptable in a global business environment.
Why is it important to develop basic social communication skills for personal and professional
situations?
Students will
Learning Plan & Notes to Instructor:
determine personal self-concept and design
Invite your Chamber of Commerce representatives
a program for improvement.
to speak on professional development. Invite a
relate the role that self-concept plays in one’s college career counselor to speak to your class.
As a team organize a style show demonstrating
personal and professional life.
appropriate and inappropriate business attire.
select appropriate business attire and
Create a collage of professional attire. Use
demonstrate good grooming and personal
surveymonkey.com to obtain feedback on the style
hygiene.
show project.
display a positive attitude in personal and
professional settings.
understand and develop an appropriate work
ethic.
set communication goals and demonstrate
flexibility in adjusting those goals in response
to feedback from others or changes in the
business environment.
apply team skills in a business environment.
5
BE.O.BCOM.5.8
BE.O.BCOM.5.9
BE.O.BCOM.5.10
BE.O.BCOM.5.11
Standard
Number:
BE.S.BCOM.6
Essential
Question:
Objective:
BE.O.BCOM.6.1
BE.O.BCOM.6.2
BE.O.BCOM.6.3
BE.O.BCOM.6.4
BE.O.BCOM.6.5
BE.O.BCOM.6.6
BE.O.BCOM.6.7
BE.O.BCOM.6.8
BE.O.BCOM.6.9
BE.O.BCOM.6.10
Standard
Number:
BE.S.BCOM.7
Essential
Question:
apply the principles of group dynamics in
structured activities.
demonstrate appropriate responses to
passive, assertive, and aggressive behavior.
select appropriate communication techniques Students will role play with a partner business
to avoid, minimize, or prevent conflicts.
conflict situations and self-reflect solutions to those
conflicts. In teams students examine case studies
respect the customer-client confidentiality.
and role play customer–client confidentiality.
Communications in a Career
Students will integrate all forms of communication in the successful pursuit of a career.
What forms of communication are valuable tools when pursuing a career?
Students will
Learning Plan & Notes to Instructor:
complete systematic career and job analysis. After scanning the newspapers, students will create
an electronic portfolio to apply for a job completing a
compose formal letters of application.
letter of application, resume, application form, and
create an appropriate resume.
follow-up letters.
complete application forms.
compose follow-up letters for job
opportunities.
participate in mock interviews in various
Professionally dressed students will participate in
situations
mock interviews. Students participate in the FBLA
Job Interview competition. Students complete
discuss and demonstrate the importance of
www.readwritethink.com activity on Job Placement
appropriate dress in an interview situation.
Assignment.
discuss the significance of nonverbal
communications in the interviewing process.
list and discuss qualities that employers
expect in potential employees.
use correct strategies for accepting or
rejecting an employment offer.
Participating in the Student Organization
Students will participate in a student organization.
What are the benefits of a career, technical student organization?
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Objective:
BE.O.BCOM.7.1
BE.O.BCOM.7.2
BE.O.BCOM.7.3
21st Century
Skills
Information and
Communication
Skills:
Students will
identify the purposes and goals of the
student/professional organization.
Learning Plan & Notes to Instructor:
Invite students to participate in an FBLA chapter
event. Invite State FBLA Officer to present at a
chapter meeting or to a class on the activities,
purpose and benefits of membership. Show the
FBLA promotional video located on www.FBLAPBL.org web site. Have students to locate and
discuss the FBLA-PBL goals, mission statement, and
pledge.
explain the benefits and responsibilities of
Invite FBLA-PBL alumni members to be guest
participation in student/professional/civic
speakers in the classroom and during chapter
organization as an adult.
events. Coordinate a chapter event with another
service organization in the community (such as
Lion’s Club, Women’s Club, Jaycees, Rotary, etc.).
demonstrate leadership skills through
Have the local FBLA officer team to develop a
participation in student/professional/civic
program of work for the school year and form various
organization activities such as meetings,
committees to complete the task using chapter
programs, and projects.
members. Encourage students to actively participate
in State, regional, and national conferences and vie
for leadership positions.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of
Culminating Activity
Success
21C.S.PK-2.1 The student will access,
Students use search
Students will present
analyze, manage, integrate,
engines to complete an
the electronic
evaluate, and create
online search for
portfolio to a multiple
information in a variety of forms information to prepare an
of audiences to
using appropriate technology
electronic portfolio. The
include peers,
skills and communicate that
portfolio should contain
faculty, potential
information in an appropriate
samples of publications
employers, college
oral, written, or multimedia
created in class and job
scholarships, and
format.
application documents,
could be used in
such as resume, letter of
DECA and FBLA.
21C.O.9The student’s visual products
application, cover letter
12.1.LS2
reflect a sophisticated
understanding of subject, digital and etc.
media and design techniques.
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Thinking and
Reasoning Skills:
21C.S.9-12.3
Personal, and
Workplace,
Skills:
21C.O.912.3.TT5
Entrepreneurship
Skills:
H.04-06, .14.18
21C.S.PK-2.1
Information and
The student will exhibit
leadership, ethical behavior,
respect for others; accept
responsibility for personal
actions considering the impact
on others; take the initiative to
plan and execute tasks; and
interact productively as a
member of a group.
Student models ethical
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of copyrighted
materials in papers, projects
and multi-media presentations.
Student advocates for legal and
ethical behaviors among peers,
family, and community
regarding the use of technology
and information.
Learning Skills & Technology
Tools
Understands concepts and
strategies needed for career
exploration, entrepreneurial
and opportunities, development
and growth.
Teaching Strategies
Culminating Activity
Students will process
collaborative work,
decision-making
processes and draw
career conclusions.
The student will access,
analyze, manage,
Evidence of
Success
Students will draw
conclusions
regarding
educational
requirements, job
duties, and salary
expectation in their
area of interest.
Students use search
engines to complete
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Communication
Skills:
21C.O.912.1.LS2
Student analyzes and interprets
visuals and recognizes the
impact digital media influences
(e.g. design, technique, and
rate of speed) have on
audiences. The student’s visual
products reflect a sophisticated
understanding of subject, digital
media and design techniques.
21C.O.912.2.TT3
Student uses multiple
electronic sources of
information and multiple
technology tools and resources
tools (e.g., digital cameras,
graphing calculators, probes,
mp3 players, handheld devices,
other emerging technologies,
simulations, models, browsers,
word processing, authoring
tools, spreadsheets,
databases) to collaborate with
others, to formulate a
Thinking and
Reasoning Skills:
Personal, and
Workplace,
Skills:
integrate, evaluate, and
create information in a
variety of forms using
appropriate technology
skills and communicate
that information in an
appropriate oral, written,
or multimedia format.
an online search for
information to
prepare an
electronic portfolio.
The portfolio should
contain samples of
publications created
in class and job
application
documents, such as
resume, letter of
application, cover
letter and etc.
Students will work in
groups to analyze
professional publications
that are used in the
business world to
determine the feasibility of
using them in a simulation.
Students will blog
their findings and
conduct class
discussions.
9
21C.S.9-12.3
Culminating
Assessment:
hypothesis, to solve problems,
make decisions, and present
and justify the solutions.
The student will exhibit
leadership, ethical behavior,
respect for others; accept
responsibility for personal
actions considering the impact
on others; take the initiative to
plan and execute tasks; and
interact productively as a
member of a group.
Culminating Assessment:
Your school would like to hold a career fair. As chairperson of this committee, send e-mails and
letters inviting businesspersons from your community to participate. Thank you letters, agenda for
program, script out telephone calls as reminders to presenters. Coordinate, through a variety of
communities, information to the persons who are providing services for food preparations,
media/equipment, and maintenance
Links and Other Resources
Related Websites:
Links and Other
Resources
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
10
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Thinkfinity
11
www.thinkfinity.org
SAS In Schools
www.sasinschools.com
Writing Roadmap 2
www.writingroadmap2.com
Surveys
www.surveymonkey.com
ReadWriteThink.org
www.readwritethink.org
Rubrics
www.rubistar.com
www.rubrics.com
Job Searching
www.monster.com
Dictionary
www.dictionary.com
Grammar Girl
Career Kids
www.careerkids.org
12
Contacts:
Contacts:
Business Teachers: Utilize K12 Business Marketing Listserv at K12-BUSMKT@listserv.wvnet.edu
Business Coordinator: Abby Reynolds, areynold@access.k12.wv.us
OCTI Assistant Executive Director: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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