Lesson Plan
Course Title:
v
Professional Communications
Session Title: Reading with a Purpose
Lesson Duration: Approximately two 90-minute class periods
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will be able to evaluate oral and written
professional contexts.
Specific Objectives:
1. Define terms associated with the lesson.
2. Identify the components of active reading and improving reading skills.
3. Discuss pre-reading strategies.
4. Discuss annotating strategies.
5. Discuss post-reading strategies.
Preparation
TEKS Correlations:
§130.99(c)
(1) The student applies English language arts in professional communications projects. The
student is expected to:
(A) demonstrate use of content, technical concepts, and vocabulary;
(C) identify assumptions, purpose, outcomes, solutions, and propaganda techniques;
and
(E) evaluate oral and written information.
(2) The student applies professional communications strategies. The student is expected to:
(C) interpret and communicate information, data, and observations.
(10) The student develops an understanding of professional communications through
exploration of the career cluster. The student is expected to:
(B) demonstrate knowledge of various communication processes in professional
contexts by:
(i) explaining the importance of effective communication skills in professional
contexts;
(ii) identifying the components and functions of the communication process; and
(x) recognizing the importance of using accurate and complete information as a
basis for making communication decisions.
Instructor/Trainer
References:
Anticipation Guide-A Reading Strategy. UNT Podcast. Podcast retrieved from http://cteresources.unt.edu/home/Prof_devl/IT/AntGuide/AntGuide_podcast_010909.mp3
McGraw-Hill. (2000). Communication applications. (Teacher’s Wraparound ed.). New York, NY:
Glencoe/McGraw-Hill.
AAVTC: Professional Communications: Reading with a Purpose
Copyright © Texas Education Agency, 2012. All rights reserved.
1
Roberts, Sherry J.(2012). Fundamentals of business communication. Tinley Park, IL:
Goodheart-Willcox Company.
Instructional Aids:
1. Reading with a Purpose slide presentation
2. Reading with a Purpose Key Terms
3. Guided Practice Anticipation Guide
4. Independent Practice Anticipation Guide
5. Independent Practice Reading Assignment
6. Reading with a Purpose Quiz
7. Reading with a Purpose Quiz Key
Materials Needed:
1. Pen/Pencil – one per student
2. Search and prepare several short reading selections associated with emotional context.
Equipment Needed:
1. Teacher computer with a projector and appropriate software to display the slide presentation
as well as desktop publishing software and online access.
2. Student computers with desktop publishing software, industry-standard presentation
software, and online access.
Learner
None.
Introduction
MI
Introduction (LSI Quadrant I):
SAY: We have previously completed lessons on the Communication Process, the
Listening Process, and Listening with a Purpose. Another aspect of the
communication process is being able to read and comprehend information.
Reading comprehension is vital to being a great communicator.
ASK: How many of you, by a show of hands, really enjoy reading? What are some
of the behaviors people who love reading easily engage in? [Scanning
introductions or the table of contents prior to reading for understanding,
predicting outcomes, thinking about previous experience with the same
topic, talking about the topic with others.]
SAY: In this lesson we will explore how actively processing the words, phrases,
and sentences you read requires you to be involved and to do something in
response to the words. We will also learn some pre-reading strategies that
you can use to help prepare yourself to read text and some annotating
strategies that you can use while reading to keep your mind on track and
improve your comprehension.
AAVTC: Professional Communications: Reading with a Purpose
Copyright © Texas Education Agency, 2012. All rights reserved.
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Outline
MI
Outline (LSI Quadrant II):
I. Define terms associated with the lesson.
A. Active reading. Actively processing the
words, phrases, and sentences you read;
requires you to be involved and to do
something in response to the words.
B. Pre-reading. The process of skimming a
text to locate key ideas prior to reading the
document from beginning to end.
C. Predict. To foretell on the basis of
observation or experience.
D. Presumption. Something believed based
on probable or assumed reliability.
E. Preview. To review text prior to reading it
from start to finish.
F. Prior knowledge. Information or
experiences a person has had in the past
that relate to a current topic of interest or
instruction.
G. Prioritize. To rank items in order from most
to least important (read now, read later, or
file/discard).
H. Purpose. The main reason for a piece of
communication.
I. Reading for detail. Reading all words and
phrases, considering their meaning, and
determining how they combine with other
elements to convey ideas. What most
people think of when they hear the word
reading.
J. Scanning. To quickly glance through a
message to find something specific.
K. Skimming. To quickly glance through an
entire document.
Instructor Notes:
Use the Reading with a
Purpose slide presentation to
review terms associated with
the lesson.
Have students use desktop
publishing software to create
an electronic document to
record notes and key terms
as you go through the
presentation.
II. Identify the components of active reading
and improving reading skills.
A. Consider the writer’s purpose
B. Consider your purpose for reading
C. Relate text to prior knowledge
D. Evaluate reading material both as you read
and after you read to ensure understanding
and to form judgments
E. Three approaches to reading
1. Skimming
2. Scanning
3. Reading for detail
AAVTC: Professional Communications: Reading with a Purpose
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F. Reading more and using a dictionary to look
up words you don’t understand are the best
ways to improve your reading skills
III. Discuss pre-reading strategies.
A. Predict
B. Preview
1. Titles
2. Subtitles
3. Introduction
4. Summaries
5. Conclusions
6. Study questions
C. Purpose
D. Prior knowledge
Key Point: Most people who
love to read do these tasks
automatically, but you can
train yourself to go through
these steps before you read.
Anticipation guides are
extremely helpful for prereading.
For more information on
anticipation guides, see:
http://cteresources.unt.edu/home/Prof
_devl/IT/AntGuide/AntGuide_
podcast_010909.mp3
Be sure to look at titles,
subtitles, introductions,
summaries, conclusions, and
study questions.
IV. Discuss annotating strategies.
A. Highlight key information, new vocabulary,
significant quotes, or references to other
works
B. While reading, make notes in the margin (in
pencil) or on post-it notes and flag the
pages
C. At the end of each chapter, write a brief
summary (one or two sentences)
D. Keep a list of key information with a
reference page number
E. Create a vocabulary list of new terms with
reference page numbers and definitions
Key Point: You can create
your own system of
annotating works including
color-coding or a symbol
system to keep track of
different items of interest.
It is a good idea to keep lists
of key ideas and new terms in
a journal with reference page
numbers and thoughts about
each entry as you record it.
V. Discuss post-reading strategies.
A. After reading, skim the text again, adding to
your notes and highlighting
B. Keep all of your notes with the text
C. Create a timeline of events
D. Finish all related assignments while
information is fresh
Application
MI
Guided Practice (LSI Quadrant III):
Use the Guided Practice Anticipation Guide to model pre-reading, annotation, and
AAVTC: Professional Communications: Reading with a Purpose
Copyright © Texas Education Agency, 2012. All rights reserved.
4
post-reading strategies. The most important part of the Guided Practice activity is
for the teacher to spend time engaging the students in a discussion on the topic.
Questions on the Anticipation Guide should be designed to evoke strong emotional
responses from the students, which should help engage them in discussions and in
making a commitment to an opinion prior to reading the passage. Once they make
an emotional commitment to an opinion, they will be much more likely to read the
information for detail, which is the goal of the lesson.
For detailed guidelines/instructions research anticipation guides.
MI
Independent Practice (LSI Quadrant III):
Use the Independent Practice Anticipation Guide or select a reading assignment of
your own choosing which evokes a strong emotional response. Ideally the teacher
will engage students in the activity by going over the questions on the Anticipation
Guide before the end of class so they are prepared to read the passage for
homework. Students will complete a reading assignment using pre-reading,
annotation, and post-reading strategies.
Summary
MI
Review (LSI Quadrants I and IV):
Q: What occurs when you read skillfully?
A: When reading skillfully, you get meaning from written words and symbols and
evaluate their accuracy and validity.
Q: What two things are required in active reading?
A: Active reading requires you to be involved and to do something in response to the
words.
Q: What are four things you must do when actively reading?
A: You must consider the writer’s purpose for writing, consider your purpose for
reading, relate what you read to your prior knowledge, and evaluate reading
material both as you read and after you read to ensure understanding and form
judgments.
Q: What are the three approaches to reading?
A: The three approaches to reading are skimming, scanning, and reading for detail.
Q: What is the difference between skimming and scanning?
A: Skimming means to quickly glance through an entire document. Scanning means to
quickly glance through a message to find something specific.
Q: What is the type of reading most people think of when they hear the word
reading?
A: Reading for detail is what most people think of when they hear the word reading.
Q: What are the three groups for prioritizing reading material?
A: The three groups for prioritizing reading material are read now, read later, and file
or discard.
Q: What is the best way to improve your vocabulary?
A: To build your vocabulary, make a point of looking up words you do not understand.
Q: What are the two best ways to improve your reading skills?
AAVTC: Professional Communications: Reading with a Purpose
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A: Reading more and using a dictionary are the best ways to improve your reading
skills.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Teacher will circulate through lab to check for understanding as students work on
the Guided and Independent Practice activities. Redirection and re-teaching should
occur as needed.
MI
Formal Assessment (LSI Quadrant III, IV):
Administer an objective quiz and evaluate the reading activities completed during
Independent Practice.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):


Have students reflect on the activities completed and strategies learned in this
lesson, thinking specifically about how they can use these strategies in other
classes and in future learning situations.
Students will apply skills learned on future assignments/projects.
AAVTC: Professional Communications: Reading with a Purpose
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Reading with a Purpose Key Terms
1. Active reading – Actively processing the words, phrases, and sentences you read;
requires you to be involved and to do something in response to the words.
2. Pre-reading – The process of skimming a text to locate key ideas prior to reading
the document from beginning to end.
3. Predict – To foretell on the basis of observation or experience.
4. Presumption – Something believed based on probable or assumed reliability.
5. Preview – To review text prior to reading it from start to finish.
6. Prior knowledge – Information or experiences a person has had in the past that
relate to a current topic of interest or instruction.
7. Prioritize – To rank items in order from most to least important (read now, read
later, or file/discard).
8. Purpose – The main reason for a piece of communication.
9. Reading for detail – Reading all words and phrases, considering their meaning,
and determining how they combine with other elements to convey ideas. What most
people think of when they hear the word reading.
10. Scanning – To quickly glance through a message to find something specific.
11. Skimming – To quickly glance through an entire document.
AAVTC: Professional Communications: Reading with a Purpose
Copyright © Texas Education Agency, 2012. All rights reserved.
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Guided Practice Anticipation Guide
Student Name:
Agree/Disagree
_____
Date:
Statement
1. Males are better problem solvers than
females.
_____
2. A person’s self-concept increases as
he/she gets older.
_____
_____
3. People with a strong self-concept tend to
do better in school.
_____
_____
4. Females feel better about themselves than
males do.
_____
_____
_____
_____
_____
_____
5. Emotional Intelligence is the ability to think
about and react appropriately to our
emotions.
6. People with a high self-concept tend to set
more challenging goals for themselves.
7.
_____
_____
8.
_____
_____
9.
_____
_____
10.
_____
_____
11.
_____
_____
12.
_____
_____
AAVTC: Professional Communications: Reading with a Purpose
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Evidence
Independent Practice Anticipation Guide
Student Name:
Agree/Disagree
_____
Date:
Statement
1. Copyright guidelines do not apply to
education.
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
2. Sonny Bono, who used to be married to
Cher, worked in Congress to pass
legislation related to copyright.
3. If someone steals your copyrighted work,
you can file a copyright infringement
lawsuit against him/her.
4. Media that is online is part of the public
domain and is free for anyone to use.
5. If you buy a music CD or a piece of
software, you can use it in any way you
want.
6. Copyright is a legal tool that people use to
protect their ideas.
7. A quick sketch on a napkin is protected by
copyright.
_____
_____
_____
_____
_____
_____
8. If you are delivering a presentation in class
you can make enough copies of copyrightprotected work to give one copy to each of
your classmates.
9.
10.
_____
_____
11.
_____
_____
12.
_____
_____
AAVTC: Professional Communications: Reading with a Purpose
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Evidence
Independent Practice Reading Assignment
Introduction
Copyright laws affect our lives in numerous ways. This is particularly true in the Arts, A/V
Technology & Communications Cluster, where students are involved in the creation, production,
duplication, and distribution of work using various media. Everyone needs to be aware of the
copyright laws and the need to abide by them.
Academic integrity and intellectual property
Academic integrity is a cross-disciplinary topic addressed by the College Readiness Standards,
adopted by the Texas Higher Education Coordinating Board on January 24, 2008. According to
those standards, students are expected to (1) attribute ideas and information to source
materials and people; (2) evaluate sources for quality of content, validity, credibility, and
relevance; and (3) understand and adhere to ethical codes of conduct, including following
copyright laws and restrictions, and using technology responsibly.
Intellectual property refers to “creations of the mind,” and represents intangible property.
Copyrights, patents, and trademarks are forms of intellectual property. A copyright protects
original works of authorship, while a patent protects inventions or discoveries. A trademark
protects words, phrases, symbols, or designs, identifying the source of the goods or services of
one party, and distinguishing them from those of others. Copyright is a legal tool that people use
to protect their creations from other people taking them and claiming them as their own.
Legislation
Established by the Copyright Act of 1976, copyright protection for works created prior to January
1, 1978, lasts 75 years from the date of publication. Works created by an individual after
January 1, 1978, are protected by copyright for the lifetime of the author plus fifty years.
Copyright protection is set at 75 years for a work of corporate authorship under this act.
The Sonny Bono Copyright Term Extension Act extends the Copyright Law of 1976. Under the
Sonny Bono Act, copyright of private works is extended by 20 years. During his tenure in
politics, Sonny Bono petitioned to extend the timeframe of copyright protection. Although his
original bill was never voted on, a similar bill was passed in 1998 after his death and was named
in his honor. Under the Sonny Bono Act, works created by an individual prior to January 1,
1978, are protected by copyright for 95 years from the date of publication. Works created by an
individual after January 1, 1978, are protected by copyright for the lifetime of the creator plus 70
years.
What is not protected by copyright
Copyright does not protect ideas, facts, systems, or methods of operation. Copyright does not
protect names, titles, slogans, or short phrases; though in some cases, these things may be
protected as trademarks. Ideas in writing, or drawings, may be protected by copyright, but
copyright will not protect the idea itself as revealed in the written or artistic work.
Copyright registration
Work is under copyright protection the moment it is created and fixed in a tangible form, or that
it is perceptible either directly or with the aid of a machine or device. Registration of copyright is
NOT required to protect an expression. Registration of copyright, however, DOES secure a
public record of the copyright claim, and is necessary in order for the owner to file a copyright
infringement lawsuit.
AAVTC: Professional Communications: Reading with a Purpose
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Public domain
In some cases media is free and accessible for anyone’s use. Works of this nature are
considered part of the public domain. Public domain applies to work that was created before
1923 (never covered by copyright law), work that is government property, and work that has an
expired copyright. Additionally, an author or artist may choose to place his or her work in the
public domain by including a statement of intent as part of the published work. An example of
work that has been placed in the public domain by the copyright owner can be found in image
citations on websites such as Wikipedia.
You can enter the Wikipedia link in this paragraph in your online browser to view an entry on
Fallingwater, a house designed by Frank Lloyd Wright (http://en.wikipedia.org/wiki/Fallingwater).
Click on any of the images of the house on that page and look at the copyright
permissions/licensing information. Though each image licensing statement is a little different,
most images are part of the public domain, either because they were taken by government
employees or because the owner placed them in the public domain.
Royalty free
In some cases media may be used in exchange for a fee payment. Media is considered “royalty
free” when a contract is created between the media owner and someone who wants to use the
media. The contract allows works such as photographs, animations, songs, videos, etc. to be
used without having to pay on-going royalties to the creator. The contract usually requires a
one-time fee.
Plagiarism
Plagiarism occurs when a person uses someone else’s ideas and claims them as his or her
own. Whether plagiarism involves a portion or the entirety of the other person’s creation,
plagiarism violates copyright laws. In a school setting, plagiarism is considered academic
dishonesty and can lead to expulsion from the school. The news will occasionally report trials
where a person is accused of stealing someone else’s work. The punishment for these types of
crimes often includes hefty fines and/or jail time.
Fair use guidelines
Fair Use is a doctrine in the U.S. which allows limited use of copyright protected information
without the permission of the author, creator, or publisher. Uses of material which typically fall
under the Fair Use guidelines are scholarly research and review of material prior to purchase.
Most people are aware that copyright law applies to print materials, but do not know the specific
guidelines for use. If the printed materials are being used in a classroom and meet the following
guidelines for fair use, then they can be used in the classroom:
 Short printed materials less than 250 words or 250 words of larger materials
 10% of printed materials with 1,000 words or more
 Archived printed materials in their entirety
 Single images or illustrations – no more than five copies
Online with its unlimited resources are being used more frequently in the classroom. With the
increased usage there is a mistaken belief that the resources are free. In fact, most resources
are not free and must be purchased. If something is used from online, it is a good rule of thumb
to always give credit.
AAVTC: Professional Communications: Reading with a Purpose
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11
Understandably, students like to add songs to their multimedia presentations or other projects.
According to copyright and fair use guidelines, up to 10%, or no more than 30 seconds, of a
musical work can be used for educational purposes in multimedia programs.
Computer software is another copyrighted source that is frequently misused. The thought on
computer software is that if it has been purchased, then it can be loaded on to any computer
that is owned or used by the purchaser. Computer software is limited by the number of
installations that are in the license agreement. Users are required to abide by the licensing
agreement. The owner may make a single backup copy of the software in the event of damage
or loss. Libraries may be willing to assist you in creating backup copies for a fair price.
Items from online follow the same guidelines as music, printed materials, and videos. Online
resources cannot be reposted without permission, and they have to be acquired legitimately to
be used in educational presentations.
Conclusion
Copyright is designed to protect the rights of EVERY author, creator, and publisher. Students
are bound by the same copyright and fair use policies as non-students. If plagiarism occurs it is
deemed academic dishonesty and could result in expulsion from school. Most importantly,
copyright protects your work from misuse by others!
AAVTC: Professional Communications: Reading with a Purpose
Copyright © Texas Education Agency, 2012. All rights reserved.
12
Reading with a Purpose Quiz
Student Name:
Date:
MATCHING (5 points each)
Directions: Match each of the terms in Column A with the appropriate definition in Column B.
Column A
1. Active reading
2. Pre-reading
3. Predict
4. Presumption
5. Prior knowledge
6. Prioritize
7. Purpose
8. Reading for detail
9. Scanning
10. Skimming
Column B
A. Information or experiences a person has had in the
past.
B. Reading all words and phrases, considering their
meaning, and determining how they combine with
other elements to convey ideas.
C. Requires you to be involved and to do something in
response to the words.
D. Something believed based on probably or assumed
reliability.
E. The main reason for a piece of communication.
F. The process of skimming a text to locate key ideas
prior to reading the document from beginning to
end.
G. To foretell on the basis of observation or
experience.
H. To quickly glance through an entire document.
I. To quickly glance through a message to find
something specific.
J. To rank items in order from most to least important.
TRUE/FALSE (5 points each)
Directions: Read each of the statements below and decide if each is true or false. Record T
(true) or F (false) in the space provided to indicate your decision.
11. When you are actively reading, it is important to relate what you are reading to
your prior knowledge.
12. One of the best ways to improve your vocabulary is to make a point of looking up
words you do not understand.
13. Highlighting key information and new vocabulary terms is an annotating strategy.
14. The ability to practice pre-reading strategies is inherent and cannot be learned.
15. One of the components of active reading is to consider the writer’s purpose.
16. Evaluating material while reading and after reading is a pre-reading strategy.
17. One effective post-reading strategy is to skim the text again, adding to notes and
highlighting.
18. Previewing text includes looking at titles, subtitles, introductions, and summaries.
19. Most people think of reading for detail when they hear the word “reading.”
20. The three approaches to reading include skimming, scanning, and reading for
detail.
AAVTC: Professional Communications: Reading with a Purpose
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Reading with a Purpose Quiz Key
MATCHING
1. C
2. F
3. G
4. D
5. A
6. J
7. E
8. B
9. I
10. H
TRUE/FALSE
11. T
12. T
13. T
14. F
15. T
16. F
17. T
18. T
19. T
20. T
AAVTC: Professional Communications: Reading with a Purpose
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14