Lesson Plan-The Importance of Verbal Communication
Course Title: Business Information Management II
Session Title: Communication in Business – The Importance of Verbal
Communication
Performance Objective:
 Upon completion of this lesson, the student will understand the importance of verbal
communication in the workplace, and how oral and written communications are most
effective when used together.
Specific Objectives:
 Students will identify steps in the communication process.
 Students will understand the types of verbal communication, i. e., oral and written.
Preparation
TEKS Correlations:
 130.115.c.1.C&D
monitor a business project; minimize a business project‟s errors
 130.115.c.2.B-D
demonstrate use of content, technical concepts, and vocabulary when analyzing
information and following directions; record information needed to present a
report on a given topic or problem; write internal and external business
correspondence that conveys information effectively using correct grammar,
spelling, punctuation, and capitalization
 130.115.c.3.B – organize information to use in written and oral communication
 130.115.c.4.A – Use informational texts, Internet websites, and technical
materials to review and apply information sources for occupational tasks
 130.115.c.5.A-C – prepare oral presentations to provide information for specific
purposes and audiences; identify support materials that will enhance an oral
presentation; prepare support materials that will enhance an oral presentation
 130.115.c.7.B&E – employ verbal skills when obtaining and conveying
information; use academic skills to facilitate effective written and oral
communication
English:
110.33.b.1.A&C – determine the meaning of grade-level technical academic English
words in multiple content areas (e.g., science, mathematics, social studies, the arts)
derived from Latin, Greek or other linguistic roots and affixes; infer word meanings
through the identification and analysis of analogies and other word relationships.
110.33.b.12.B-D – evaluate the interactions of different techniques (e.g., layout,
pictures, typeface in print media, images, text, sound in electronic journalism) used in
multi-layered media; evaluate the objectivity of coverage of the same event in various
types of media; evaluate changes in formality and tone across various media for
different audiences and purposes.
110.31.b.15.B – organized and accurately conveyed information, and reader-friendly
formatting techniques.
Accommodations for Learning Differences:
It is important that lessons accommodate the needs of every learner. These lessons
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Copyright © Texas Education Agency, 2011. All rights reserved.
may be modified to accommodate your students with learning differences by referring to
the files found on the Special Populations page of this website.
Teacher Preparation:
References:
1. Business Computer Information Systems II, Prentice Hall
2. http://www.businessballs.com/project.htm
Instructional Aids:
1. “The Importance of Verbal Communication” PowerPoint presentation.
2. “Communication Process” Assignment #1
3. “Communication Process” Rubric
4. “Publisher Message” Assignment #2
5. “Publisher Message” Rubric
6. “Corporate Message” Assignment #3
7. “Corporate Message” Rubric
8. “Toy Story” Assignment #4
9. “Toy Story” Rubric
Materials Needed:
1. Lincoln logs®, K‟nex®, or Legos® for “Toy Story” assignment
Equipment Needed:
1. Computers for students to complete assignments.
2. Projector for PowerPoint.
Learner Preparation:
1. Provide students with any type of written direction at the beginning of class, but only
write it on the board or document camera. As an example, have them write or type
something having to do with their previous class. Do not use any oral
communication. After a few minutes, when students are done with their assignment,
provide them with oral directions for another short assignment, with no written
directions. See if they can remember the directions you gave them orally. After this
assignment is done, ask students which one they thought was easiest to remember.
Then have a discussion on how oral and written communication works best together.
Lesson Plan
Introduction (LSI Quadrant I)
1. Ask students how they communicate with other people on a daily basis. Record
responses on the board or document camera. Then go through each way and
discuss verbal, nonverbal, and visual communication.
2. Have students discuss, in pairs, examples of how people communicate at work.
Give each pair a type of business and have them come up with communication
ideas for that particular type of business.
Important Terms for this Lesson:
 Verbal communication – communication using words, includes oral and written
 Non-verbal communication – communication using gestures and facial expressions
 Visual communication – communication using visuals such as charts, graphs, or
pictures
Outline
Outline (LSI Quadrant II)
Instructors can use the PowerPoint presentation, slides, handouts, and the internet in
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conjunction with the following outline.
MI
Outline
I. Types of Communication
A. Verbal
1. Oral
2. Written
B. Nonverbal
1. Gestures
2. Facial Expressions
3. Dress
C. Visual
1. Charts
2. Graphs
II. Communication Process
A. Sender – who is wanting the
message sent
B. Receiver – the audience to
whom
the message is sent
C. Channel – medium by which
the
message is „delivered‟
D. Message – what is being sent
or
transmitted
E. Feedback – a response to the
message
III. Channels of Communication
A. Internal – could be emails or
meetings
B. External – could be press
releases or marketing
advertisements
Notes to Instructor
Ask students if they have
ever „misunderstood‟ their
parents‟ rules or a teacher‟s
homework assignment.
Then ask them to volunteer
how they think they learn
best. Have a discussion
about tactile, visual, and
auditory learning styles and
tally on the board how
many relate to one or more
of the different types.
Show students on a
projector or document
camera different types of
documents including charts
or graphs and articles from
the newspaper. Ask them if
they were going to be
tested on that material,
which medium would help
them best remember the
facts. They should
conclude that a
combination of media
should increase their
understanding and
retention.
Explain the importance of
communication at work.
There are serious
consequences for
inadequate or incorrectly
communicated information.
Ask for student responses.
Answers should be similar
to lost sales, lost
customers, terminated
employees, and many
others.
On the projector or board
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demonstrate the 5
components of the
communication process
with a common schoolrelated message and label
each part.
Copy and Paste Multiple Intelligences Graphic in appropriate place in left column.
Application
Guided Practice (LSI Quadrant III):
 Using the PowerPoint presentation, the teacher will explain the communication
process and the importance of effective verbal communication.
 Discuss the communication process with students. Ask students to provide
examples of each step of the process. Provide examples to the students of
communication that they have on a daily basis and how each of the steps can be
applied to their own communication with their peers, parents, supervisors (if they
work), and teachers.
 Show the students advertisements or a video of a commercial. Ask students to
write down each step of the process and identify each step as it relates to the ad
or commercial. For example, have them identify the sender of the message, who
the target audience is, the medium (is it a flyer, TV ad, pop up ad on a computer,
email, …), the advertising message itself, and what their response is to the
message.
Independent Practice (LSI Quadrant III):
 Communication Process Assignment #1
Students will create a particular message they would like to convey and use
software such as Microsoft Word, PowerPoint, Inspiration, or Visio to create a
flowchart demonstrating the Communication Process. Each shape should contain
the name of the step as well as an example of each step that corresponds to the
student‟s message

Publisher Message Assignment #2
Students will create a Publisher document that is separated into 3 sections: verbal,
nonverbal, and visual communication. Each section should contain at least 5 types
of messages or topics appropriate for that particular mode of communication.

Corporate Message Assignment #3
Students should each think of 3 commercials for products or services. They will
report on what the message is and how verbal (oral and written), nonverbal, and
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visual communication is used to promote the product or service.

Toy Story Assignment #4
Group students into pairs. Distribute to each pair either Lincoln logs®, K‟nex®, or
Legos®. Their task is to assume the role of an employee of a toy store and create
the next new toy. They are to conduct this project using any type of communication
they want. Let the students conduct the task without mentioning communication.
Just have them try to agree on what kind of toy to create. After ten minutes or so,
walk around to each pair and remove several of their pieces (you decide how many).
Then observe if they have to change their plans or not. After five minutes or so, tell
each pair that only one partner may speak. The other will have to find another way
to complete the task. After a predetermined time, tell them to stop. Now have them
each prepare a document (either a typed report with appropriate report formatting
and heading/paragraph styles) or a table summarizing the following information:
1. What types of communication did they use in their pairs?
2. What obstacles were created when some pieces were removed and when only
one partner could communicate orally?
3. Was their new toy completed and thus their task successful?
4. What would they do differently in the future in terms of communication?
Summary
Review (LSI Quadrants I and IV):
Q: What are two types of verbal communication?
A: Oral and written
Q: What is non-verbal communication?
A: Communication using gestures and facial expressions
Q: What is visual communication?
A: Communication using charts, graphs, or pictures.
Q: What type of communication is most effective?
A: Communication is most effective when verbal, nonverbal, and visual are combined.
Evaluation
Informal Assessment (LSI Quadrant III):
1. Instructor will observe students during Independent Practice.
2. Instructor will assist students as needed.
Formal Assessment (LSI Quadrants III and IV):
Use the assigned rubrics to evaluate the four Independent Practice Assignments.
Extension/Enrichment (LSI Quadrant IV):
Conduct Internet research of a college of your choice to determine what communication
courses and majors are available for students. Report your findings including a short
summary of at least five of the courses.
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Business Information Management II - Communication in Business – The
Importance of Verbal Communication
Independent Practice Assignments
Communication Process Assignment #1
Students will create a particular message they would like to convey and use
software such as Microsoft Word, PowerPoint, Inspiration, or Visio to create a
flowchart demonstrating the Communication Process. Each shape should
contain the name of the step as well as an example of each step that
corresponds to the student‟s message
Publisher Message Assignment #2
Students will create a Publisher document that is separated into 3 sections:
verbal, nonverbal, and visual communication. Each section should contain at
least 5 types of messages or topics appropriate for that particular mode of
communication.
Corporate Message Assignment #3
Students should each think of 3 commercials for products or services. They will
report on what the message is and how verbal (oral and written), nonverbal, and
visual communication is used to promote the product or service using a
PowerPoint presentation.
Toy Story Assignment #4
Group students into pairs. Distribute to each pair either Lincoln logs®, K‟nex®,
or Legos®. Their task is to assume the role of an employee of a toy store and
create the next new toy. They are to conduct this project using any type of
communication they want. Let the students conduct the task without mentioning
communication. Just have them try to agree on what kind of toy to create. After
ten minutes or so, walk around to each pair and remove several of their pieces
(you decide how many). Then observe if they have to change their plans or not.
After five minutes or so, tell each pair that only one partner may speak. The
other will have to find another way to complete the task. After a predetermined
time, tell them to stop. Now have them each prepare a document (either a typed
report with appropriate report formatting and heading/paragraph styles) or a table
summarizing the following information:
1. What types of communication did they use in their pairs?
2. What obstacles were created when some pieces were removed and when
only one partner could communicate orally?
3. Was their new toy completed and thus their task successful?
4. What would they do differently in the future in terms of communication?
6
Copyright © Texas Education Agency, 2011. All rights reserved.
Business Information Management II – Verbal Communication in Business
Communication Process Flowchart Rubric
Assignment #1
Student Name: __________________________________
CATEGORY
20
Required Elements Flow chart
contains shapes
with all steps of
communication
process
Appearance
Flow chart is
exceptionally
attractive relative
to design,
creativity, and
layout
Sequence
Flow chart
components are
sequentially
accurate showing
all connectors.
15
Flow chart
missing 1step in
communication
process
Sufficiency of
Information
Excellent amount
of information
provided in
examples of each
communication
step
Examples related
to project
All examples
match the
appropriate
communication
step
Adequate
amount of
information
provided to
understand
communication
process
1 example does
not
appropriately
match the
communication
step
Flow chart is
adequately
attractive
regarding
neatness and
design.
Flow chart
components are
sequentially
accurate but
missing 1
connector.
10
Flow chart
missing 2 steps
in
communication
process
Flow chart is
unorganized
and inconsistent
in terms of
layout and
design.
Flow chart
components are
sequentially
accurate but
missing 2
connectors.
Little information
provided in each
step so
message is
slightly difficult
to comprehend
2 examples do
not match the
communication
step identified
Total Score ________
Maximum 100 Points
7
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5 or less
Flow chart
missing more
than 2
communication
process steps
Flow chart is
poorly designed
and
unattractive.
Flow chart
components are
not in the
appropriate
order with
connectors
missing.
Flow chart is
sketchy at best
More than 2
examples to not
match the
communication
step
Business Information Management II – Verbal Communication in Business
Publisher Message Rubric
Assignment #2
Student Name: __________________________________
CATEGORY
Required
Elements
Creativity &
Originality
Grasp of Content
Mechanics
Time and Effort
20
At least 5 types
of messages
listed for each
type of
communication
Publisher
document has
exceptional use
of design
principles
including color,
layout, and
balance, very
neat
Each type of
message
appropriate for
the
communication
type
No grammatical
or punctuation
errors
Exceptional use
of class time to
complete
assignment with
all details
15
All
communication
types present but
1-2 messages
missing
Publisher
document
displays
adequate use of
design
principles, neat
appearance
10
All
communication
types present but
3-4 messages
missing
Publisher
document
missing some
elements of
design but neat
in appearance
5 or less
Messages as
well as examples
were missing
1-2 messages
may be classified
into the incorrect
communication
type
3-5 messages
may be classified
into the incorrect
communication
type
More than 5
messages are
incorrectly
classified
1-3 grammatical
or punctuation
errors in
document
Adequate use of
class time to
complete
assignment
4-6 grammatical
or punctuation
errors in
document
Inadequate use
of class time, led
to missing
elements
More than 6
errors in
grammar or
punctuation
Very distracted,
poor product
result
Total Score ________
Maximum 100 Points
8
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Publisher
document has no
design elements
and appears
thrown together
Business Information Management II – Verbal Communication in Business
Corporate Message Rubric
Assignment #3
Student Name: __________________________________
CATEGORY
Required
Elements
Appearance
Content
Mechanics
Accuracy
20
3 commercials
included in
PowerPoint and
all
communication
types utilized
Exceptional use
of design
principles on all
slides
PowerPoint
demonstrates
clear
understanding
of topic
No grammatical
or punctuation
errors
Message and
communication
type is more
than accurately
conveyed for
each particular
commercial
15
PowerPoint
contains 3
commercials
but missing 1
communication
type
Average use of
design on
slides
PowerPoint
demonstrates
adequate
understanding
of topic
1-2
grammatical or
punctuation
errors
Communication
types not
correctly
identified for 1
commercial
10
1 commercial
missing as well
as more than
one
communication
type
Few design
elements
present on
slides
PowerPoint
shows little
understanding
of topic
5 or less
PowerPoint
contains one
commercial or
less
3-4
grammatical or
punctuation
errors
Communication
types
incorrectly
identified for 2
commercials
More than 4
grammatical or
punctuation
errors
Every
communication
type incorrectly
identified for all
commercials
Total Score ________
Maximum 100 Points
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Slides appear
unprofessional
PowerPoint
shows no
understanding
of topic
Business Information Management II – Verbal Communication in Business
Toy Story Rubric
Assignment #4
Student Name: __________________________________
CATEGORY
Required
Elements
20
All questions
thoroughly
answered in
document
Document is
original and
atypical of other
students‟ work
Document is
neat with a wellorganized layout
15
Questions
answered but
briefly
10
1 question
unanswered on
document
5 or less
More than 1
question
unanswered
Document
somewhat
original
Document looks
common or
typical
Document is
neat but
organization
slightly lacking
Grasp of Content
Document shows
excellent
understanding of
the topic
Document shows
an average
understanding of
the topic
Cooperative
Effort
The pair work
exceptionally
well together to
answer all
questions and
aid in each
other‟s
completion of
documents
The pair worked
well together but
no additional
effort to help
each other with
the document
Document
appears
unorganized with
a messy
appearance
Answers to
questions show
little
understanding of
topic
The pair
operated more
as individuals
working alone
Little to no
creative, original
work in this
document
Document has
too little
information to be
organized or
neat
Not all questions
answered so
difficult to assess
understanding of
topic
The pair showed
no respect for
each others‟
opinions
Creativity
Appearance
Total Score ________
Maximum 100 Points
10
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