Incorporating Varied Resources Business English Business Management & Administration Lesson Plan
Performance Objective The student employs appropriate research techniques to produce effective business communications. Specific Objective The student will be able to incorporate information from various sources into a final document. Terms  Organize‐ to systematize.  Effective‐ adequate to accomplish a purpose.  Resource‐ a source of supply, support, or aid, especially one that can be readily drawn upon when needed.  Secondary Resource‐ In scholarship, a secondary source is a document or recording that relates or discusses information originally presented elsewhere.  Book Section Resource‐ a resource that is found within a particular section of a book.  Case File Resource‐ a resource that is found within a file that is being kept on a person who is involved in a medical, legal, or social‐work investigation.  Film Resource‐ a resource that is found within a movie.  Interview Resource‐ a resource that is found either through a personal interview or a taped interview.  Journal Article Resource‐ a resource that is found within an article that can be found in a professional journal.  Sound Recording Resource‐ a resource that is found within lyrics to a song.  Expository Writing‐ a type of writing where the purpose is to inform, describe, or explain.  Venn Diagram‐ a graphic organizer used to note similarities and differences between two subjects, concepts, or pieces of writing.  Compare‐ to find out how two or more things are alike.  Contrast‐ to find out how two or more things are different.  Persuasive Writing‐ a type of writing that is used to convince the reader of a writer’s argument(s) relating to a debatable issue. Time When taught as written, this lesson should take approximately 480 minutes to complete. Copyright © Texas Education Agency, 2013. All rights reserved.
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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.  130.116 (c) Knowledge and Skills o (1)  (6) The student produces business documents using current and emerging technology.  (8) The student understands how to collect and use information in procedural texts and documents.  (10) The student uses elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.  (14) The student is expected to spell correctly, including using various resources to determine and check correct spellings. o (2)  The student employs appropriate research techniques to produce effective business communication. The student is expected to:  (A) incorporate information from printed copy and electronic resources and references;  Locate and paraphrase secondary sources; and  Document secondary sources. 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) Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.  110.34(b)(13) Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.  110.34(b)(15) Students write expository and procedural or work‐related texts to communicate ideas and information to specific audiences for specific purposes.  110.34(b)(16) Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Copyright © Texas Education Agency, 2013. All rights reserved.
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Occupational Correlation (O*Net – www.onetonline.org/) Job Title: Public Relations Specialist O*Net Number: 27‐3031.00 Reported Job Titles: Account Executive, Public Affairs Specialist, Communications Director Tasks  Respond to requests for information from the media or designate an appropriate spokesperson or information source.  Prepare or edit organizational publications for internal and external audiences, including employee newsletters and stockholders' reports.  Coach client representatives in effective communication with the public or with employees. Soft Skills: Writing, Critical Thinking, and Coordination 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. References  www.dictionary.com  http://teachinghistory.org/history‐content/website‐reviews Instructional Aids  Lesson 2.01 Presentation  Lesson 2.01 Newsletter Project Directions  Lesson 2.01 Newsletter Project Resource Form  Instructor Computer/Projection Unit  Websites listed in the References Section Introduction
The main purposes of this lesson are to help students understand  how to incorporate information from printed copy and electronic resources and references,  how to locate and paraphrase secondary resources, and  how to document secondary resources. Copyright © Texas Education Agency, 2013. All rights reserved.
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Ask: Do you know what a newsletter is? Ask: Do you know what the purpose of a newsletter is? Ask: Have you ever created a newsletter? Say and Show: The main purpose of a newsletter is to convey information on a specific subject, in an organized manner. A newsletter also uses text and graphics to do this. Here is an example (provided). Say: By the end of this project, our goal is to give you practice in using proper researching and writing techniques in order to produce an effective newsletter on a topic of your choice.
Copyright © Texas Education Agency, 2013. All rights reserved.
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Outline
I. Vocabulary/Personal Word Walls II. Introduction (Ask and Say) A. Ask questions and then explain the purpose of the lesson. B. Show sample. If you are in a computer lab, you can have students look up samples of electronic newsletters that have been posted. III. Newsletter Project: Directions and Assignment. Reminder: Students have to use at least three different types of resources IV. Present newsletters (optional)
During the 1st week of school, students will have created personal, possibly electronic, Word Walls. The method and location will be established by the instructor. Use provided sample or bring in your own samples. You can do some research to find trusted sites that provide historical information, or you can use http://teachinghistory.org/history‐
content/website‐reviews/25812. Go over the directions for the Newsletter Project. Once directions have been given, plan to instruct at the beginning of any of the four sections of the newsletter: o Page 1 Top= Expository o Page 1 Bottom= Facts o Page 2 Top= Compare/Contrast o Page 2 Bottom= Persuasive Complete again when proofreading and editing. You can share with them spell‐check, but you may also want to share with them other proofreading techniques such as reading from the bottom right to the top left or peer proofreading. Multiple Intelligences Guide
Copyright © Texas Education Agency, 2013. All rights reserved.
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Interpersonal Intrapersonal
Kinesthetic/
Logical/
Bodily
Mathematical Musical/Rhythmic Naturalist Verbal/Linguistic Vis
Application
Independent Practice Students will create a two‐paged newsletter based on a chosen subject (topic or television show). Summary
Review and Lesson Evaluation Review the lesson’s purpose and evaluate its effectiveness. Evaluation
Informal Assessment Any and all of the following can be used as informal assessments:  Check Personal Word Wall Documents  Research Days  Newsletter Title, Author’s Names, and Date  Page 1 Top= Expository Writing  Page 1 Bottom= Facts  Page 2 Top= Compare/Contrast Venn Diagram  Page 2 Bottom= Persuasive Writing Formal Assessment  Average the informal assessments taken for the Newsletter (rubric provided). Enrichment
Extension  Have students bring in newsletters (electronically or printed) from various groups/organizations.  Have students share what three parts of the assignment they liked and one part of the assignment they didn’t like. Copyright © Texas Education Agency, 2013. All rights reserved.
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Newsletter Project Directions Objectives: To give you experience working with Publisher, and show how you can use it to report information on a selected topic. 
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Day 1= Decide if you want to work on your own or with a partner. Identify a topic from a trusted Internet site that has been provided by your teacher and provides historical information. An example of a website that can be used is www.teachinghistory.org and a direct link for topics is http://teachinghistory.org/history‐content/website‐reviews . Links from this site lead to .edu, .gov, or .org sites. Days 2 & 3= Research and Record. As you gather research, use the provided form to record your information. You will be required to gather at least five pieces of information from a minimum of three differenct types of resources. Type of resources include the following: o
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Book Section Case Title Film Journal Article Interview Sound Recording Day 4= Review samples of newsletters (provided), select a template, create a document, determine length of document (1‐4 pages), and determine and record a title, student name(s), and a date. Note: A two‐paged newsletter is most favorable. Day 5= Page 1 Top‐ Expository. Title your story (appropriate title) and then using the top part of Page 1, use expository form to provide a summary of your chosen topic. You need an introduction, a body, and a conclusion (three paragraphs total). Use at least one quote/reference in this story. Day 6= Page 1 Bottom‐ Facts. Title this section and provide three facts, on chosen topic, in bullet form. Use at least one quote/reference. Day 7= Page 2 Top‐ Compare and Contrast. Determine a compare/contrast item for your chosen subject, and then create a Venn diagram to report the information. Select three contrasts for each side of the diagram and three comparisons for the center of the diagram. Day 8= Page 2 Bottom‐ Persuasive. Use persuasive‐style writing to write an opinion on your chosen topic. Day 9= Formatting. Add two‐three graphics that illustrate key points of information you’ve included in the newsletter. Day 10= Review for spelling and grammar mistakes. Edit, if necessary. Turn in final document. Copyright © Texas Education Agency, 2013. All rights reserved.
Lesson 2.1_ Newsletter Resource Form Book Section Author Title Year Page City Publisher Case Title Case # Court Year Month Film Title Performer Director Year Interview Interviewee Title Interviewer Year/Month/Day Journal Article Author Title Journal Name Year Pages Sound Recording Performer Title Album Title Year Newsletter Project Assessment Grid
Content
Format
Name(s), Date, and Title (5 points)
Top of Page 1= Expository (20 points)
Bottom of Page 1= Facts (10 points)
Top of Page 2= Compare/Contrast (20 points)
Bottom of Page 2= Persuasive (20 points)
Resources= (15 points)
Spelling and Grammar (10 points)
Total Points Awarded
Grade
0
0
0
You can give 1 minor grade for Content and 1 minor grade for Format, or you can take out the format grade all together and use your own method of grading.
You can give 1 major grade for the average of Content and Format.