Effective Communication Skills Business English Business Management & Administration Lesson Plan
Plan
Lesson
Performance Objective The student prepares for effective communication skills. Specific Objectives  Organize ideas logically and sequentially  Locate and interpret written information  Distinguish communicated fact from opinion by identifying key words  Employ precise language to communicate ideas clearly and concisely  Organize ideas in writing to ensure coherence, logical progression, and support for ideas Terms  Interpret‐ to give or provide meaning of; explain  Distinguish‐ to perceive clearly by sight or other sense; discern; recognize  Employ‐ to make use of; apply Time When taught as written, this lesson should take approximately 240 minutes to teach. Preparation
Preparation
TEKS Correlations This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Business English  130.116 (c) Knowledge and Skills (1) The student prepares for effective communication skills. The student is expected to: (a) organize ideas logically and sequentially; (b) locate and interpret written information; (c) distinguish communicated fact from opinion by identifying key words; (d) employ precise language to communicate ideas clearly and concisely; and (e) organize ideas in writing to ensure coherence, logical progression, and support for ideas. Copyright © Texas Education Agency, 2013. All rights reserved.
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Interdisciplinary Correlations English‐English IV  110.34(b)(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.  110.34(b)(17) Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.  110.34(b)(18) Students will write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.  110.34(b)(19) Students are expected to spell correctly, including using various resources to determine and check correct spellings.  110.34(b)(9) Reading/Comprehension of informational/expository text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Occupational Correlation (O*Net – www.onetonline.org/) Job Title: Training and Development Specialists O*Net Number: 13‐1151.00 Reported Job Titles: Corporate Trainer, E‐Learning Developer, Job Training Specialist Tasks 
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Monitor, evaluate, or record training activities or program effectiveness. Evaluate training materials prepared by instructors, such as outlines, text, or handouts. Present information using a variety of instructional techniques or formats, such as role playing, simulations, team exercises, group discussion, videos, or lectures. Soft Skills: Speaking, Reading Comprehension, and Active Listening Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Preparation  Review and familiarize yourself with the terminology, any and all website links, and any resource materials required  Have materials and websites ready prior to the start of the lesson.  Pick a song and have the lyrics typed up on slides, ready to view. Copyright © Texas Education Agency, 2013. All rights reserved.
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References Your chosen dictionary Instructional Aids  Lesson 1.02 Presentation  Instructor Computer/Projection Unit  Online Websites listed in the References Section  Song lyrics (selected by instructor) Introduction
Introduction
The main purposes of this lesson are to help students understand how to  Organize ideas logically and sequentially  Locate and interpret written information  Distinguish communicated fact from opinion by identifying key words  Employ precise language to communicate ideas clearly and concisely  Organize ideas in writing to ensure coherence, logical progression, and support for ideas  Ask o Is logic a subjective or objective concept?  Say o When it comes to logic, what is logical to some might not be logical to others in some cases, but in other cases, what is logical to one is logical to all. For example, everyone has a different way of handling how to buy his or her first car. Some save first, then start looking for a car they can afford with the money they have. Others start looking at cars before they have the money saved to buy it, and then they start to save their money. To both, their way seems like a logical sequence, even though they are different strategies.  Ask o What is an example of what most people would determine a logical order of events?  Say o When it comes to putting peanut butter on a piece of bread, most people will agree that you have to first open the jar of the peanut butter, use your preferred utensil to get the peanut butter out of the jar, and then spread the peanut butter on the piece of bread.  Say o Fact or opinion—can you tell the difference? Can you compose a sample of each? We’re going to see if you can 1) interpret the meaning of something; and 2) 2) provide both a fact and an opinion about the information you just interpreted in order to prepare you for the rest of the lesson. Copyright © Texas Education Agency, 2013. All rights reserved.
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Outline
Multiple Intelligences Guide During the first week of school, students will have created personal, possibly electronic, “Word Walls.” The method I. Vocabulary/Personal Word Walls Kinesthetic/ Logical/ and location will be established by the Interpersonal Intrapersonal Bodily Musical/Rhythmic Verbal/Linguistic Visual/Spatial Mathematical Naturalist instructor. Select a song of your choice and share its lyrics with the students. How you II. Introduction (Ask and Say) share the song is up to you. Experiment  Share lyrics with students with written, typed, audio, and video formats. Have students interpret the words of this song and share their Discovery Activity interpretations with the class. You and students search the internet to find different sources that help with sentence structure: III. Discovery Activity Point out that even though we all heard  Sentence Structure  Interpret lyrics from song shared the same lyrics, the interpretations can  Parts of Speech in Introduction vary (fact‐ lyrics are all the same;  Capitalization opinion‐varies with each person).  Spelling Guided Practice Show the picture of the baseball glove Use the online resource, http://www.cliffsnotes.com/study_guide/Grammar.topicArticleId‐251364.html and go through the first set and ball. Have students write down of links under ‘Grammar>Phrases, Clauses, and Sentences’, IV. Guided Practice three factual statements and three  Baseball opinion statements about the picture. Independent Practice Once completed, have each student Have students go through the other sections on the site (Common Sentence Errors, Commas‐Semicolonss‐Colons, etc.). share one fact and one opinion with the class. See how many different facts and opinions you get. VI. Independent Practice Two Have students pick three songs of their choice and look up the lyrics (they may Review and Lesson Evaluation have to do this at home) and record a Review the lesson’s purpose and evaluate its effectiveness. portion of lyrics from each. They will VII. Review and Evaluation then interpret their lyrics for meaning and then provide one fact and one opinion for each. Show them samples. Have students present their facts and opinions to the class. Copyright © Texas Education Agency, 2013. All rights reserved.
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Multiple Intelligences Guide Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/Rhythmic Naturalist Verbal/Linguistic Visual/Spatial Summary
Application
Discovery Activity Interpret lyrics from your selected song and share responses with class. Guided Practice Use handout (provided) or presentation slide (provided) to go through different statements and determine if they are fact or opinion. Independent Practice Have students write down/type up a portion of the lyrics to three of their favorite songs. Have them interpret what they think the songwriter means in those lyrics, and then provide one fact about the song and one opinion about the song. Review
Evaluation
Informal Assessment Any and all of the following can be used as informal assessments:  Check Personal Word Wall Documents  Fact or Opinion Handout (if used as such)  Discovery Activity‐ Interpretation of your selected song/lyrics Formal Assessment  Song Lyrics interpretation and fact/opinion statements (rubric is provided) Evaluation
Summary
Performance Objective The student prepares for effective communication skills. Specific Objectives  Organize ideas logically and sequentially  Locate and interpret written information  Distinguish communicated fact from opinion by identifying key words Copyright © Texas Education Agency, 2013. All rights reserved.
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 Employ precise language to communicate ideas clearly and concisely  Organize ideas in writing to ensure coherence, logical progression, and support for ideas Terms  Interpret‐ to give or provide meaning of; explain  Distinguish‐ to perceive clearly by sight or other sense; discern; recognize  Employ‐ to make use of; apply Enrichment
Enrichment
Extension  Have students interview friends/family about one of their favorite songs and have them provide a fact and an opinion about the song.  Have students research and record three interpretations of one of their song/lyric choices that agree with their own interpretation and also three interpretations that differ from their interpretation. Copyright © Texas Education Agency, 2013. All rights reserved.
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Fact or Opinion Handout Copyright © Texas Education Agency, 2013. All rights reserved.
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Song 1
Song 1
Content
Format
Interpretation
Fact 1
Fact 2
Fact 3
Opinion 1
Opinion 2
Opinion 3
Key Word(s) 1
Key Word(s) 2
Key Word(s) 3
Format
Content
Format
Content
Format
Song 2
Song 2
Content
Format
Interpretation
Fact 1
Fact 2
Fact 3
Opinion 1
Opinion 2
Opinion 3
Key Word(s) 1
Key Word(s) 2
Key Word(s) 3
Interpretation
Fact 1
Fact 2
Fact 3
Opinion 1
Opinion 2
Opinion 3
Key Word(s) 1
Key Word(s) 2
Key Word(s) 3
Song 3
Song 3
Content
Format
Interpretation
Fact 1
Fact 2
Fact 3
Opinion 1
Opinion 2
Opinion 3
Key Word(s) 1
Key Word(s) 2
Key Word(s) 3
Interpretation
Fact 1
Fact 2
Fact 3
Opinion 1
Opinion 2
Opinion 3
Key Word(s) 1
Key Word(s) 2
Key Word(s) 3
Sample
Sample
Content
Interpretation
Fact 1
Fact 2
Fact 3
Opinion 1
Opinion 2
Opinion 3
Key Word(s) 1
Key Word(s) 2
Key Word(s) 3
Based on 100 point scale
Content
Interpretation
Fact 1
Fact 2
Fact 3
Opinion 1
Opinion 2
Opinion 3
Key Word(s) 1
Key Word(s) 2
Key Word(s) 3
Format
10
10
10
0
10
10
0
10
10
10
80
Final Grade
100
80
80
0
100
100
0
80
100
80
72
76
Content
Interpretation
Fact 1
Fact 2
Fact 3
Opinion 1
Opinion 2
Opinion 3
Key Word(s) 1
Key Word(s) 2
Key Word(s) 3
Based on 100 point scale
Format
10
10
10
0
10
10
0
10
10
10
80
Final Grade
100
80
80
0
100
100
0
80
100
80
72
76
Content= It's either present or it's not.
Content= It's either present or it's not.
Format is subjective (the following scale is an effective example of how you can dFormat is subjective (the following scale is an effective example of how
100= perfect/almost perfect
100= perfect/almost perfect
80= good, but needs more support
80= good, but needs more support
60= did it, but very weak 60= did it, but very weak 0= did not do it at all
0= did not do it at all