Business Document Formatting Business Information Management I Business Management & Administration Lesson Plan
Performance Objective Students will understand different types of business documents as well as effective enhancements to these documents. Specific Objectives  Identify the purposes for a variety of business documents  Display proper formatting for different business documents  Enhance business documents with word processing tools Terms  Business letter‐ a letter written from a business to another business  Personal business letter‐ a letter written from an individual to a business  Block style‐ a letter with all parts left‐aligned  Modified block style‐ a letter with the date and closing parts tabbed to the right 3”  Table‐ organized presentation of data into columns and rows  Organizational chart‐ a diagram showing the structure of personnel in an organization  Venn diagram‐ a diagram that shows how topics are related and usually consists of overlapping shapes  Flowchart‐ a diagram that shows the steps involved in a process  Bookmark‐ in an electronic document, bookmarks are links to other parts within the document Time When taught as written, this lesson should take approximately four to five days to complete. 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. 130.114 (c) Knowledge and Skills (5) The student applies word‐processing technology. The student is expected to: (A) identify customary styles of business documents; (B) improve touch‐system skills using the keyboard and keypad to input data; (C) use hardware and software flexibility needed to produce documents to address different computer applications; and (D) demonstrate writing techniques generating ideas and gathering information relevant to the topic and purpose, maintaining accurate records of outside sources. Copyright © Texas Education Agency, 2013. All rights reserved.
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Interdisciplinary Correlations English‐English I  110.31(b)(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.  110.3(b)(11) Reading/Comprehension of informational text/procedural texts. Students understand how to glean and use information in procedural texts and documents. Math‐Algebra I  111.32(b)(1)(C) Interpret and make decisions, predictions, and critical judgments from functional relationships. Occupational Correlation (O*Net – www.onetonline.org/) Job Title: Clinical Data Managers O*Net Number: 15‐2041.02 Reported Job Titles: Clinical Data Management Manager (CDM Manager), Clinical Data Management Associate Director, Data Management Manager Tasks

Design forms for receiving, processing, or tracking data.

Write work instruction manuals, data capture guidelines, or standard operating procedures

Develop project-specific data management plans that address areas such as data coding,
reporting, or transfer, database locks, and work flow processes.
Soft Skills: Writing, Critical Thinking, Reading Comprehension 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, website links, and proper document formatting techniques.  Have materials, websites, and lesson presentation ready prior to the start of the lesson. References  http://nces.ed.gov/programs/digest/d10/tables/dt10_246.asp  http://www.rockingham.k12.va.us/howto/computer7tips.htm Copyright © Texas Education Agency, 2013. All rights reserved.
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Instructional Aids  Lesson Presentation  Instructor Computer/Projection Unit  Websites Introduction
The main purposes of this lesson are to help students understand the following concepts:  the purposes for a variety of business documents,  how to make documents look professional, and  how to utilize the keypad in documents when creating tables. 
Ask students if they know the difference in purpose between a letter and an e-mail.

Ask students if they are aware of word processing documents aside from letters and reports.
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Outline
I. II. Types of Business Documents
A. Letters (to existing and prospective customers) B. Proposals that accompany external sales and internal purchases C. Annual Reports that include financial data D. Forms such as applications and invoices E. Newsletters Letters, Memorandums, E‐Mails A. All are common communication tools B. Letters are more formal/ can be internal or external 1. business style‐ from a business to another business 2. personal business‐ from an individual to a business C. Memorandum‐ usually internal (within an organization) D. E‐Mail‐ less formal/ can be internal or external/ basically an electronic memorandum III. Proposals A. Usually a formal request B. Contains an intent or purpose (such as request for new programs, equipment, or business from a potential client) C. Contains a description of a solution to a problem or needs to be addressed D. Contains the costs involved Ask students how important they think first impressions are. Discuss how first impressions can impact a business. Improperly formatted or unprofessionally designed documents can give a potential customer a less than favorable impression of the business, even if the business itself is very reputable and extremely profitable. During the 1st week of school, students will have created personal, electronic Word Walls in which they will copy and paste any and all vocabulary terms and their definitions that are introduced to them. Even if you are writing a proposal to request equipment, personnel, or anything else within the company you work for, the proposal should still appear professional and include visuals to support your topic. This gives the impression that you have thoroughly researched your topic. 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
Outline
IV. V. VI. VII. Forms A. Can include invoices and receipts B. Usually, format is dependent upon type of company C. For some companies, forms may be 1. applications 2. contracts 3. bank statements 4. tax records Newsletters A. Usually two or three columns B. Provides information and updates about an organization C. Contains creative elements to make it more interesting to read D. Can contain enhancements to make it more interesting to read Reports A. Informative document/ longer than a letter B. Contains data and statistics C. Can contain financial information (like annual reports) D. Can contain sales information E. Can contain marketing information Enhancements to Business Documents A. Tables B. Charts and graphs C. Diagrams D. Borders and shading Forms should also appear professional. Ask students what they would assume about a company if their employment application or contract had typographical errors or errors in formatting. Newsletters are a creative way to provide information about a topic or organization. Ask students if any of the groups to which they belong distribute any form of newsletter. Word Walls in which they will Ask students if they would rather look at a document that is text only or a document that also contained charts or other graphics. paste any
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Multiple Intelligences Guide
Existentialist
Interpersonal
VIII. IX. X. Intrapersonal
E. F. G. H. Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Title page Table of Contents Bookmarks Text formatting Tables A. Insert a table by specifying the number of desired rows (horizontal) and columns (vertical) B. Can change column width and row height by “right clicking” or dragging edge C. Can add, delete, or edit borders D. Ideal for displaying lists of data E. Can calculate basic formulas in a word processing program F. Can sort data G. Formatting such as shading, text alignment, and font styles add emphasis Charts and Graphs A. Can create many types of charts such as column, bar, pie, etc. B. When “insert” is clicked, a spreadsheet template opens so data may be entered C. May be inserted into an existing document for emphasis or demonstration of a point (or may stand on its own) Diagrams A. Shows order of tasks or concepts 1. flowcharts 2. organizational charts Naturalist
Verbal/Linguistic
Visual/Spatial
During the 1st week of school,
students will have created personal,
electronic Word Walls in which they
On a projector, show students how to insert a table and manipulate its rows and columns. You can also have students volunteer to come up to the teacher’s computer as the teacher instructs the students in adding borders, shading, and adding other enhancements. Have students raise their hands or stand up if they would consider themselves to be visual learners. Many people are and understand concepts better if they are presented visually. This is where diagrams provide an effective way to present instruction. Show students how to use features on the computer to insert certain types of diagrams or how to insert shapes that can be used for flowchart diagrams. Copyright © Texas Education Agency, 2013. All rights reserved.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
3. classification charts such as Venn diagrams B. Shows relationships C. Can also be created by inserting shapes and adding text (depending on your program) Naturalist
Verbal/Linguistic
Visual/Spatial
Ask students if they used Venn diagrams in a math class. Explain the parts of the diagram and how it applies to business concepts. During the 1st week of school,
students will have created personal,
electronic Word Walls in which they
will copy and paste any and all
vocabulary terms and their
definitions that are introduced to
them.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
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Visual/Spatial
Application
Guided Practice  Provide students with a couple of different scenarios they may encounter in their lives. First, ask students to raise their hand if they have a cell phone. There will probably be many hands because, today, this technological device almost seems like a necessity for teenagers. Has their screen ever broken? Have any buttons ever stopped working? What would they do if they had to keep repairing their phone, it kept breaking, and they would like to formally complain to the company? Next, have students imagine that they just had an interview for the most amazing job they could imagine. They really want this job, but there could be hundreds of other candidates who have applied. What can they do to set themselves apart from the competition? The answer to both scenarios is to write an effective and professional letter. Have students work together in pairs to type a letter for each situation. After giving them some time, place an example of a properly formatted, professionally designed letter for each situation on the projector so students can see the “answer key.” You may use the samples found later in this lesson. Independent Practice  Copy enough pages of the letter parts (found later in this lesson) for each student. Cut out each part and laminate (if desired). Pass out the letter parts to each student and give them a time limit so they can place the parts in the proper order. For example, include six spaces before the date, three spaces after the date, and the complimentary close and salutation in the proper place. Summary
Review Question #1: What are four common types of business documents? Answer #1: Letters, Proposals, Annual Reports, and Forms Question #2: Which type of document is mainly used to present information? Answer #2: A report provides information; the most common is an “Annual Report” for a company. Question #3: An invoice is what type of document? Answer #3: An invoice is a form. It provides prices, quantities, description, and shipping information. Question #4: List three enhancements to business documents. Copyright © Texas Education Agency, 2013. All rights reserved.
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Answer #4: Tables, diagrams, and text formatting are some of the enhancements a writer can add to business documents. Question #5: What is a flowchart? Answer #5: A flowchart is a diagram that visually shows the steps in a particular process. Evaluation
Informal Assessment Any and all of the following can be used as informal assessments.  Provide students with sample business scenarios and have students explain what type of document they feel would best represent the material (whether it is a proposal, a table, a newsletter, a diagram, etc.).  Provide students with a sample letter (you can copy one you have received as ‘junk mail’ and white out your name and address). Have them identify the parts of the letter and the spacing between letter parts. Formal Assessment The following can be considered a formal evaluation.  Flowchart Assignment #1 Students are to think of a process that they would like to explain how to do through a flowchart diagram. The topic is to be explained step‐by‐step and should preferably be something related to teaching a skill (whether it be computer‐related or otherwise).  Table Assignment #2 Have students conduct research into some sort of business‐ or education‐related statistics. It can be related to salaries, sales, or any other topic that the teacher deems appropriate. Students will create a table that displays their findings. Following are the minimum technical requirements for their table: at least two columns and at least ten rows, borders, shading, and text formatting.  Proposal Assignment #3 Students are to create a proposal from one of two different topics: a sales proposal to a potential customer about why you would like to create a marketing plan for their new product or a request for new laptop computers (or tablets) for the employees of the company you work for. The marketing plan would include sections describing the product and how it will fulfill a need in the community, the current competitors and how this product is different from them, a price structure for the product, the target customers, and, finally, a goal for a certain number of sales and a deadline to accomplish the goal. The request for laptops should include the need for the laptops and what concerns or problems laptops can solve, a comparison of different types of laptops, total costs, and all of the benefits that company‐wide laptops can provide. Both of these proposals should include tables, diagrams, graphics, and visuals where appropriate. Remember, these proposals are written to persuade someone to take action; therefore, they should look and sound convincing and professional. Copyright © Texas Education Agency, 2013. All rights reserved.
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Enrichment
Extension Ask students to interview a businessperson. It can be a family member. Ask them questions regarding the type of documents they use most on the job. Try to get them to specify a percentage for several types of documents including letters, memos, tables, diagrams, proposals, reports, and any other documents. Display your findings in a document style of your choice. Copyright © Texas Education Agency, 2013. All rights reserved.
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Illustration of a Thank You Letter- Business Letter, Modified Block Style, Open
Punctuation
¶
¶
¶
¶
¶
¶
In a Modified Block
letter, the date and
closing parts are
tabbed six times.
June 1, 2013
¶
¶
¶
Mr. John Smith
MicroComm Corporation
457 Technology Way
Seattle, WA 98199
¶
Dear Mr. Smith
¶
I would like to thank you for the opportunity to interview for the position of Technology
Associate with your company. I enjoyed meeting your colleagues and learning more
about the company.
¶
I feel that my skills would be a good match for MicroComm. I know your colleagues and
I can work well together to accomplish great things for the future of the company.
¶
Thank you again and I look forward to hearing from you. Please contact me any time if
you have any questions or would like additional information.
¶
Sincerely
In Open Punctuation, there is no
¶
punctuation after the salutation or
¶
the complimentary close.
¶
Mary Simmons
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Illustration of a Complaint Letter-Personal Business Letter, Block Style, Mixed
Punctuation
¶ Enter down seven times before typing. This
¶ provides space for letterhead above (if a
¶ business letter) and provides an even
¶ amount of white space.
¶ ¶ 5678 Hopeful Way Dallas, TX 75234 July 22, 2013 Enter four times after the date, which
¶ will leave three blank lines before
¶ you start your letter address.
¶ Mr. Tom Communications CommCentral Corporation 1234 Conversation Way Mixed punctuation uses a colon
Silicon Valley, CA 98199 after the salutation and a comma
¶ after the complimentary close.
Dear Mr. Communication: ¶ I have been a long‐time user of your CellPhone7. Lately, however, my phone has been having some persistent issues, which I would like to bring to your attention with this letter. ¶ While I have been a loyal and satisfied customer for many years, I have been disappointed with the service I have received regarding the CellPhone7. First, two months ago the screen cracked to the extent that I could not read text messages. I had it repaired but the new screen had a small crack in it, which I then had to get replaced. Then it happened again two weeks later. Next, my battery has been going dead on a daily basis. I was told that a new one would cost almost as much as a new phone. ¶ I have been with your company for over ten years and I very much like this phone, before the problems began. I feel that the longer I have it, the more problems arise, and unfortunately I still have time on my contract so paying for a new phone is not an option for me at this time. I would very much appreciate any help you can give me in resolving this situation. Again, I have been a loyal customer for many years and would like to continue to do so. ¶ Thank you for your consideration in this matter. Please contact me any time if you would like additional information. ¶ Sincerely, ¶ ¶ ¶ Mary Smith Copyright © Texas Education Agency, 2013. All rights reserved.
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LETTER PARTS
SPACE
SPACE
SPACE
SPACE
SPACE
SPACE
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SPACE
SPACE
SPACE
SPACE
SPACE
SPACE
SPACE
SPACE
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SPACE
SPACE
SPACE
DATE
LETTER
ADDRESS
SALUTATION
BODY
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BODY
BODY
COMPLIMENTARY
CLOSE
LETTER WRITER
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Business Document Formatting Business Information Management I Flowchart Assignment #1 Student Name: ________________________________________ CATEGORY 20 Drawings/Diagrams Flowchart elements are exceptionally thorough and easy to understand. 15 8 1 Flowchart elements are adequately completed. Flowchart More than three components are elements are incomplete. missing from the flowchart. Appearance The flowchart is The flowchart is The flowchart is The flowchart is attractive and somewhat unappealing to constructed interesting to attractive. look at. poorly. read. Spelling, Punctuation, and Grammar One or fewer errors in spelling, punctuation, and grammar in the flowchart. Two or three errors in spelling, punctuation, and grammar in the flowchart. Four errors in spelling, punctuation, and grammar in the flowchart. More than four errors in spelling, punctuation, and grammar in the flowchart. Replicability Procedures appear to be replicable. Steps are outlined sequentially and are adequately detailed. Procedures All steps are appear to be outlined, but replicable. Steps there is not are outlined and enough detail to are adequately replicate detailed. procedures. Several steps are not outlined AND there is not enough detail to replicate procedures. Process The process is very clearly identified. The process is adequately identified. The process is not identified at all. The process is not clearly identified. Maximum Points Possible: 100 Student Points: ________ Copyright © Texas Education Agency, 2013. All rights reserved.
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Business Document Formatting Business Information Management I Table Assignment #2 Student Name: ________________________________________ CATEGORY 20 15 8 1 Spelling, One or fewer Two or three Four errors in More than four Punctuation, and errors in spelling, errors in spelling, errors in spelling, Grammar punctuation, and spelling, punctuation, and punctuation, and grammar in the punctuation, and grammar in the grammar in the table. grammar in the table. table. table. Organization Table is exceptionally organized. Table is neat and Table is slightly adequately unorganized. organized. Table is completely unorganized. Required Elements The table The table is contains at least missing one row 10 rows and two of data. columns. The table is missing two to three rows of data. The table is missing more than three rows of data. Cell Formatting Professional‐ Cell data looking formatted formatted data adequately. in the cells. Cell data formatting is inconsistent. No cell formatting present in the table. Borders/Shading Borders and Borders and Either borders or No borders or shading used shading present shading missing shading on table. very effectively. but average. from table. Maximum Points Possible: 100 Student Points: __________
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Business Document Formatting
Business Information Management I Proposal Assignment #3 Student Name: ________________________________________ CATEGORY 20 15 8 1 Organization Information is very organized with well‐
constructed paragraphs and subheadings. Information is organized with well‐constructed paragraphs. Information is organized, but paragraphs are not well constructed. The information appears to be disorganized. Mechanics No grammatical, spelling, or punctuation errors. Almost no grammatical, spelling, or punctuation errors. A few grammatical, spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Diagrams & Illustrations Diagrams and illustrations are neat, accurate, and add to the reader's understanding of the topic. Diagrams and illustrations are accurate and add to the reader's understanding of the topic. Diagrams and Diagrams and illustrations are illustrations are neat and accurate not accurate OR and sometimes do not add to the add to the reader's reader's understanding of understanding of the topic. the topic. Paragraph Construction All paragraphs include an introductory sentence, explanations or details, and a concluding sentence. Most paragraphs include an introductory sentence, explanations or details, and a concluding sentence. Paragraphs included related information but were typically not constructed well. Paragraph structure was not clear and sentences were not typically related within the paragraphs. Internet Use Successfully uses Internet to find information and navigates within these sites easily without assistance. Usually able to use Internet to find information and navigates within these sites easily without assistance. Occasionally able to use Internet to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use Internet and/or to navigate within these sites. Maximum Points Possible: 100 Student Points: ___________ Copyright © Texas Education Agency, 2013. All rights reserved.
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