To Be Completed
21st Century Instructional Guide for Career Technical Education
Business Communications
Business and Marketing Cluster
List all concentrations with this course
Title:
Standard
Number:
BE.S.BCOM.1
Essential
Questions:
Objective:
BE.O.BCOM.1.1
BE.O.BCOM.1.2
BE.O.BCOM.1.3
BE.O.BCOM.1.4.
BE.O.BCOM.1.5
BE.O.BCOM.1.6
BE.O.BCOM.1.7
Business Communications (WVEIS 1409)
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?
How does the writer expect the reader to feel after reading the selection?
Is the reader expected to take some action after reading? If so, what action?
Students will
Learning Plan & Notes to Instructor:
determine whether written material and
Example of Unit/Chapter Assessments: authentic
electronic media provides factual information performance tasks and projects; academic exam
or opinion.
questions, prompts, problems; traditional quizzes
and test items; informal checks for understanding;
and student self-assessments.
establish the integrity of printed or oral
communication.
report relevant information from written
materials.
collect information from business
correspondence, professional articles,
electronic sources, and supporting graphic
material.
demonstrate the ability to follow written
directions to achieve tasks.
select an appropriate reading method for a
particular situation (e.g., skimming, scanning,
speed reading, and in-depth reading).
discover the intent of printed propaganda
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Standard
Number:
BE.S.BCOM.2
Essential
Questions:
Objective:
BE.O.BCOM.2.1
BE.O.BCOM.2.2
BE.O.BCOM.2.3
BE.O.BCOM.2.4
BE.O.BCOM.2.5
BE.O.BCOM.2.6
BE.O.BCOM.2.7
Standard
Number:
BE.S.BCOM.3
Essential
Questions:
Objective:
BE.O.BCOM.3.1
and its impact on decision-making.
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.
How can a listener keep an open mind about the topic?
How can effective listening improve your communication?
How does time convey a nonverbal message?
Students will
Learning Plan & Notes to Instructor:
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.
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.
receive, interpret, and respond to different
types of nonverbal messages and cues
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.
Define personal presence and explain the role it plays in effective oral communication.
Describe the benefits of appropriate eye contact and the impact of poor eye contact.
List the keys for successfully delivering an oral presentation.
Students will
Learning Plan & Notes to Instructor:
use your voice effectively to articulate using
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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
Standard
Number:
BE.S.BCOM.4.
Essential
Questions:
Objective:
BE.O.BCOM.4.1
BE.O.BCOM.4.2
BE.O.BCOM.4.3
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.
Written Communication Skills
Students will construct written correspondence to convey and obtain information.
How do personal letters differ from business letters sent from organizations?
What purpose does a post script serve in correspondence?
How should the body of an e-mail be formatted?
Students will
Learning Plan & Notes to Instructor:
establish the nature of effective written
communication.
select and utilize appropriate formats for
professional writing.
edit and revise written work consistent with
professional standards.
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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
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:
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.
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 (e.g. wiki, ipods, youtube, etc)
Basic Social Communication Skills
Students will develop basic social communication skills in personal and professional situations that
4
BE.S.BCOM.5.
Essential
Questions:
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.
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
Questions:
prepare them to be adaptable in a global business environment.
How can the you-viewpoint be implemented in a positive information message?
How can relationships be repaired?
Describe ethical considerations for communication, and explain how codes of conduct help
organizations promote ethical business behavior.
Students will
Learning Plan & Notes to Instructor:
determine personal self-concept and design
a program for improvement.
relate the role that self-concept plays in one’s
personal and professional life.
select appropriate business attire and
demonstrate good grooming and personal
hygiene.
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.
apply the principles of group dynamics in
structured activities.
demonstrate appropriate responses to
passive, assertive, and aggressive behavior.
select appropriate communication techniques
to avoid, minimize, or prevent conflicts.
respect the customer-client confidentiality.
Communications in a Career
Students will integrate all forms of communication in the successful pursuit of a career.
Explain how you would decide which to list first on a resume: experience or education.
Explain how you would use the main body of the cover letter to convince the potential employer that
your qualifications fit the position requirements.
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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
Questions:
Objective:
BE.O.BCOM.7.1
BE.O.BCOM.7.2
BE.O.BCOM.7.3
21st Century
Indicate the various ways the candidate should prepare for a job interview.
Students will
Learning Plan & Notes to Instructor:
complete systematic career and job analysis.
compose formal letters of application.
create an appropriate resume.
complete application forms.
compose follow-up letters for job
opportunities.
participate in mock interviews in various
situations
discuss and demonstrate the importance of
appropriate dress in an interview situation.
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.
How can a student benefit from participating in a student organization?
For what competitions does the business communication course prepare?
What benefits does a student organization provide you in future careers?
Students will
Learning Plan & Notes to Instructor:
identify the purposes and goals of the
student/professional organization.
explain the benefits and responsibilities of
participation in student/professional/civic
organization as an adult.
demonstrate leadership skills through
participation in student/professional/civic
organization activities such as meetings,
programs, and projects.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of
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Skills
21C.S.PK-2.1
Information and
Communication
Skills:
21C.O.912.1.LS2
Thinking and
Reasoning Skills:
21C.S.9-12.3
Personal, and
Workplace,
Skills:
21C.O.912.3.TT5
Culminating Activity
The student will access,
Students use search
analyze, manage, integrate,
engines to complete an
evaluate, and create
online search for
information in a variety of forms information to prepare an
using appropriate technology
electronic portfolio. The
skills and communicate that
portfolio should contain
information in an appropriate
samples of publications
oral, written, or multimedia
created in class and job
format.
application documents,
such as resume, letter of
The student’s visual products
application, cover letter
reflect a sophisticated
understanding of subject, digital and etc.
media and design techniques.
Success
Students will present
the electronic
portfolio to a multiple
of audiences to
include peers,
faculty, potential
employers, college
scholarships, and
could be used in
DECA and FBLA.
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
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Entrepreneurship
Skills:
H.04-06, .14.18
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.
21C.S.PK-2.1
The student will access,
analyze, manage,
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.
Information and
Communication
Skills:
21C.O.912.1.LS2
Thinking and
Reasoning Skills:
Personal, and
Workplace,
Teaching Strategies
Culminating Activity
Students
will
process
collaborative
work,
decision-making
processes
and
draw
career conclusions.
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
Students will work in
groups to analyze
professional publications
that are used in the
business world to
determine the feasibility of
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
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 blog
their findings and
conduct class
discussions.
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Skills:
understanding of subject, digital using them in a simulation.
media and design techniques.
21C.O.912.2.TT3
21C.S.9-12.3
Culminating
Assessment:
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
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:
Examples:
1. Build Assessments anchored in authentic task by using GRASPS:
G What is the Goal in the scenario?
R What is the Role?
A Who is the Audience?
S What is your Situation (context)?
P What is the Performance challenge?
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S By what Standards will work be judged in the scenario?
2. End-Of-Course Technical Skills Test
3. Industry Credential Exam
Examples:
You are a Dietician within healthcare facility. Your goal is to develop a meal plan, for a patient, given
a specific diagnosis and a prescribed therapeutic diet. You will be judged by the inclusions and
restrictions of the therapeutic diet and the guidelines for recommended daily allowances established
by the U.S. Department of Agriculture.
You work in a Information Management Department of a local hospital and must correctly interpret a
medical record by defining the medical elements contained within a patient’s medical report. You
will be judged on the accuracy of you interpretation.
As a consumer of health care, you must identify the type of healthcare insurance plan provided by
your employer, listing the provisions and exemptions of the plan. You must correctly analyze the
Explanation of Benefits (EOB) received for services provided during a recent healthcare episode,
including the deductible, co-insurance, co-payment, and final charges. You will be judged on the
correct conclusions of the EOB.
As a high school student, you plan to continue your education and enter a healthcare profession.
You will research a selected healthcare career, utilizing a variety of resources and methods such as
web searches, interviewing local professionals, etc. From your research, you will develop a
healthcare career display to enter in the HOSA Career Health Display competitive event. You will be
judged by the event rubric within HOSA Handbook.
You are an Infection Control specialist in a local hospital. In the last 6 months there has been an
increase in the number of nosocomial infections on the Extended Care Unit. Your job is to analyze a
patient care scenario to determine the inputs into the Chain of Infection that perpetuated this spread.
You will verbally present your analysis to your co-workers, by presenting a pictorial representation
(charts, graph, etc.) illustrating each area of the chain and the corresponding action that might have
contributed to the patient contracting a nosocomial infection. You will be judged on the application of
your knowledge of microorganisms and the Chain of Infection, and a peer review on your ability to
verbally and pictorially communicate your analysis effectively.
Obtain industry certification in CPR and First Aid
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End-Of-Course Technical Skill Test
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
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
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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/
Contacts:
Contacts:
CTE Teachers: See CTE Directory
Cluster Coordinator: Abigail R. Reynolds, areynold@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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