Management and Interpersonal Skills
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, students will defend the purpose of management as it relates to
efficient operation of a business. Students will discuss the relationship of interpersonal and teambuilding skills and how effective managers use them.
Specific Objectives
 Students will identify the three levels of management.
 Students will theorize how a self-managing team functions.
 Students will evaluate the five functions of management.
 Students will discuss the difference between traditional and horizontal organizations.
 Students will explain how interpersonal and team-building skills are vital to employee,
management, and customer interaction.
 Students will demonstrate effective interpersonal and team building skills.
This unit should take 25 class days to complete, including presentation days.
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.
Interdisciplinary Correlations
Reading I, II, III
 110.47(b)
o (1) The student uses the following word recognition strategies. The student is
expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available
technology to determine pronunciations of unfamiliar words;
o (2) The student acquires an extensive vocabulary through reading and systemic word
study. The student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
o (4) The student comprehends text using effective strategies. The student is expected
to:
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(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
o (7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expect to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
 Students will take notes, as directed by the teacher.
 Students will complete individual and group assignments.
 Students will present their projects to the class.
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 (cte.unt.edu).
Preparation
 Secure a computer lab if none is readily available in the classroom.
 Copy the handouts and assignments.
Instructional Aids
 Student handouts and multimedia presentations
Materials Needed
 Copies of assignments, empty CD cases
Equipment Needed
 Teacher computer and printer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask what makes management effective?
 Ask what character traits are common in “good” managers?
 Explain how interpersonal skills are important in the work place.
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Lesson Introduction
 Ask the class if anyone has ever had to “manage” other people.
 Explain how effective interpersonal skills are necessary for managers to function in business.
 Tell students the information they will learn in this lesson will be important to them as they
complete the assigned project.
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Outline
MI
OUTLINE
NOTES TO TEACHER
Management
A. Management: Another piece of the
puzzle
B. Terminology
C. Management Structures
D. Management Functions
E. Management Styles
F. An Effective Manager…
Teacher will hand out student
notes sheets and go over the
material, using the multimedia
presentation.
Interpersonal Skills
A. Interpersonal Skills
B. Personal Traits
C. Personal Ethics
D. Creativity, Initiative, Responsibility
E. Attitude
F. Self-control/Orderliness
G. Self-awareness & Willingness to
Change
H. Self-esteem
I. Empathy
J. Personal Skills
K. Goal Setting
Students will complete all
activities, whether individually or
in pairs or groups at the discretion
of the teacher.
Teacher will lead the discussion of
material, using multimedia
presentations for management and
interpersonal skills.
This unit will easily take 25 class
days due to the length of the
projects assigned.
Teacher will move about the
classroom and will monitor the
students’ progress while the
students assume the role of selfdirector.
It is suggested that the students
present all projects to the class.
Option: The teacher may want to
set up a competition among the
students and offer a small prize.
Counselors or school
administrators could serve as
judges.
Multiple Intelligences Guide
Existentialist
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Interpersonal
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Application
Guided Practice
The teacher will present the multimedia presentations (one each for management and interpersonal
skills) and will have the students complete the included assignments. It is up to the teacher’s
discretion whether to assign some of the larger projects to pairs or small groups instead of to
individual students.
Review
 We all possess personal traits that make us unique.
 Everyone has a set of personal ethics; however, the degree to which we use them is an
individual choice.
 Developing and using effective interpersonal skills is necessary for successful managers.
Evaluation
Informal Evaluation: It is up to the teacher’s discretion regarding how to grade the daily and desk
assignments. The teacher will monitor the students’ work to check for understanding.
Formal Evaluation: Students will complete extensive projects to demonstrate knowledge of
material covered in this unit. Rubrics have been provided.
Management: Another Piece of the Puzzle
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Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION: ______ to __________ management structure of an organization (consists
of ____________, ____________, and __________________levels).
TOP MANAGEMENT: Makes __________________ affecting _______________; decisions have
_________________ effect on the company.
MIDDLE MANAGEMENT: _________________ the _________________ of ________ management;
plan ways to implement ___________; communicate with __________________ -level management.
SUPERVISORY-LEVEL MANAGEMENT: _________________ the activities of employees;
_________________the instructions of Middle and Top management; _____________
tasks and __________________ performance of employees.
HORIZONTAL ORGANIZATION: _______________________teams set their own _________ and make
their own ______________. Organized by _____________ instead of ______________.
EMPOWERMENT: __________________ team members’ _____________________ and willingness to
take ________________________.
MANAGING: ______________________ the___________ of an organization through its __________
and _________________.
ORGANIZING: Bringing people, activities, and resources together for the _____________ of the
company.
STAFFING: ______________ _______________ with the __________ to be done.
CONTROLLING: __________________ performance; ___________________performance with
company ____________________ and goals for effective outcome.
LONG-RANGE PLANNING: Information is __________________ and _________________, serving
goals ranging from one to five years; or five to 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of _______ year or
_______. Usually evaluated on ________________ or _________________ basis.
MANAGEMENT STRUCTURES:
A. Vertical Organization
1. ________________ performs ___________department function
2. _____ management
3. _______________ management
4. __________________-level
B. Horizontal Organization
1. Became ______________ due to _______________ in the _______ and __________.
2. __________ set own __________ and make own ________________.
3. ________________ oriented
4. Adopted by most _______ manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. __________________
2. __________________
B. Organizing
1. _________________________________
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2. _________________________________
C. Controlling
1. Performance is __________________ and _________________ with goals
2. ________________ standards, areas of improvement
D. Staffing
1. _____________ and________; _________; ______________ performance
E. Leading
1. _____________________ direction of business; ____________________;
_____________________________, drive
MANAGEMENT STYLES
A. __________________:
Makes decisions with virtually no input
“_________________________________”
B.
__________________:
Allows employees to make all decisions
Can be a “circus”
C. _________________:
Gets ____________________ and adjusts when necessary
Can be slow; ________________________ can be helpful
D. ______________________:
Allows majority rule; sometimes slow process,
but it’s easier to get employee’s approval
E. ______________________:
Manager acts as a mentor; allows employees ________ _________
Focus on results, not how work gets done
F. ______________________:
Makes decision, then takes time to convince employees it was good
Spend time getting people to “_______ _______”
AN EFFECTIVE MANAGER…




Shows a __________ __________
o It’s ok to smile! It’s contagious!
Cares about ___________
o Encourages and looks for the _______ in others
o Says “________________”
Is considerate
o Takes ___________
o Calls people by their __________
o ____________________ birthdays, anniversaries, etc.
Listens
o _______ questions
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
o __________ information
Encourages ________________
o Does not ____________
o Treats everyone ____________
o Is a _________ player
o Is __________________
AN EFFECTIVE MANAGER also:
A. Is able to give _________ directions
B. Has skills to ___________ employees adequately
C. Has ____________
D. Is consistent and _______, and _________
E. Acts as a good _________________
F. Delegates __________________
G. Fosters ________________
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Management: Another Piece of the Puzzle
Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION: Top to bottom management structure of an organization (consists of Top,
Middle, and Supervisory levels).
TOP MANAGEMENT: Makes decisions affecting entire company; decisions have broadest effect on
the company.
MIDDLE MANAGEMENT: implements the decisions of Top management; plan ways to implement
goals; communicate with Supervisory-level management.
SUPERVISORY-LEVEL MANAGEMENT: Supervise the activities of employees; carry out the instructions
of Middle and Top management; assign tasks and evaluate performance of employees.
HORIZONTAL ORGANIZATION: Self-managing teams set their own goals and make their own
decisions. Organized by process instead of function.
EMPOWERMENT: Encourages team members’ contributions and willingness to take responsibility.
MANAGING: Completing the work of an organization through its people and resources.
ORGANIZING: Bringing people, activities, and resources together for the benefit of the company.
STAFFING: Matching workers with the tasks to be done.
CONTROLLING: Measuring performance; comparing performance with company objectives and goals
for effective outcome.
LONG-RANGE PLANNING: Information is gathered and analyzed, serving goals ranging from one to
five years; or five to 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of one year or less.
Usually evaluated on quarterly or semi-annual basis.
MANAGEMENT STRUCTURES:
A. Vertical Organization
1. Manager performs particular department function well.
2. Top management
3. Middle management
4. Supervisory-level
B. Horizontal Organization
1. Became popular due to downsizing in the 1980s and 1990s.
Self-managing teams set own goals and make own decisions.
2. Customer oriented
3. Adopted by most car manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. Long range
2. Short range
B. Organizing
1. Arrange staff to accomplish goals
2. Organizational chart
C. Controlling
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1. Performance is measured and compared with goals
2. Setting standards, areas of improvement
D. Staffing
1. Recruit and hire; evaluate performance
E. Leading
1. Communicate direction of business; commitment; motivation; drive
MANAGEMENT STYLES
A. Autocratic:
Makes decisions with virtually no input
“My way or the highway”
B.
Chaotic:
Allows employees to make all decisions
Can be a “circus”
C. Consultative:
Gets feedback and adjusts when necessary
Can be slow; Advisory Board can be helpful
D. Democratic:
Allows majority rule; sometimes slow process,
but it’s easier to get employee’s approval
E. Laissez-faire:
Manager acts as a mentor; allows employees some control;
Focus on results, not how work gets done
F.
Persuasive:
Makes decision, then takes time to convince employees it was good
Spend time getting people to “buy in”
AN EFFECTIVE MANAGER…
 Shows a happy face
o It’s ok to smile! It’s contagious!
 Cares about others
o Encourages and looks for the good in others
o Says “thank you”
 Is considerate
o Takes interest
o Calls people by their names
o Recognizes birthdays, anniversaries, etc.
 Listens
o Asks questions
o Recalls information
 Encourages interaction
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o
o
o
o
Does not gossip
Treats everyone equally
Is a team player
Is trustworthy
AN EFFECTIVE MANAGER also:
A. Is able to give clear directions
B. Has skills to train employees adequately
C. Has vision
D. Is consistent and fair and firm
E. Acts as a good example
F. Delegates responsibilities
G. Fosters initiative
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A “Taste of Your County”
OBJECTIVE: Students will use management decision-making skills to complete all the necessary tasks
of staging a tasting event.
MATERIALS NEEDED: Computers; projector; Internet; paper and printer for print items
PROCEDURE:
You are the Chairperson of the “Taste of Your County (you supply the name of your county)
Committee.” Your goal is to ensure 100% occupancy by restaurants located within YOUR county.
You have space for 45 booths. The event will take place on pick a date. Your duties are as follows:
1. Determine your target market (who you want to draw to your event).
2. Selecting the restaurants that will participate (plan for variety).
3. Decide on admission charges.
4. Plan the arrangement of the floor plan for the event.
5. Secure the site (must be in your county). Look up the location on Internet.
6. Decide how you will promote the event to the public.
7. What type of entertainment will participate? When? Variety?
8. Choose Advertising.
a. One direct mail (postcard or flyer)
b. One press release (story that tells who, what, where, when, and why) and you must
include at least two quotes from someone who has participated in the past
c. One TV commercial (use multimedia software or a video production software)
d. One non-traditional promotion such as an airplane trailer, a “sandwich promo” walker,
sky diver, etc.
9. Design a layout and floor plan and list the participating restaurants in their booth locations. (use
word processing software).
10. What considerations did you take in deciding where to locate the participating restaurants within
your chosen site?
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Group Presentation Rubric
Presentation Title:_______________________________________________
Name: ________________________
Teacher:
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
Organization
2
Audience cannot
Audience has difficulty
understand presentation following presentation
because there is no
because student jumps
sequence of information.
around.
Content Knowledge
Student does not have
grasp of information;
student cannot answer
questions about subject.
Visuals
Student used no visuals.
Mechanics
Student's presentation had
four or more spelling errors
and/or grammatical errors.
Delivery
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in the
back of class to hear.
Points
3
4
Student presents
Student presents
information in logical,
information in logical
interesting sequence
sequence that
that audience can
audience can follow.
follow.
Student demonstrates
Student is at ease full knowledge (more
with content, but fails than required) with
to elaborate.
explanations and
elaboration.
Student is
uncomfortable with
information and is able
to answer only
rudimentary questions.
Student occasional
used visuals that rarely Visuals related to text
support text and
and presentation.
presentation.
Presentation has no
Presentation had three
more than two
misspellings and/or
misspellings and/or
grammatical errors.
grammatical errors.
Student incorrectly
Student's voice is
pronounces terms.
clear. Student
Audience members
pronounces most
have difficulty hearing
words correctly.
presentation.
____
____
Student used visuals
to reinforce screen
text and presentation.
____
Presentation has no
misspellings or
grammatical errors.
____
Student used a clear
voice and correct,
precise pronunciation
of terms.
____
Total---->
____
Teacher’s Comments
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Group Progress Rubric
Name: _____________________
Teacher:
Date: ______________________
Title of Work: ______________
Skills
Criteria
0
10
Points
15
20
Helping
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
The teacher observed the students
exchanging, defending, and rethinking
ideas.
Sharing:
None of the Time Some of the Time Most of the Time All of the Time
____
The teacher observed the students
offering ideas and reporting their
findings to each other.
None of the Time Some of the Time Most of the Time All of the Time
____
Total Points
____
The teacher observed the students
offering assistance to each other.
Listening
The teacher observed students
working from each other's ideas.
Participating:
The teacher observed each student
contributing to the project.
Persuading:
Teacher Comments:
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Your Personal Brand
OBJECTIVE:
Now is the time to shine and create something all about you! Your job is to create and market a CD cover that
represents you as you look toward life after high school.
MATERIALS NEEDED:
Computer, Internet, personal pictures, blank CD cases; good quality glossy or matte paper, printer
INSTRUCTIONS:
 Select an artist or group name that represents the “real you.” This is a made-up name, not a real
band name.
 Create a personal logo and include it on your CD cover.
 Select a title for your that represents how others see you
 Select at least six song titles. These must be real songs and include the artist.
 One for the type of friend you are
 One for the types of friends you have
 One that describes where you feel most comfortable
 One that describes what you would like to accomplish
 One that describes what you do well
 One that describes what makes you feel good
 Choose a producer – your most influential family member or teacher
 Choose an agent – your most influential teacher or employer
 Design the front and back cover of the CD. Make sure to include your artist name, CD title, and
logo (size= 4.5”x 4.5”).
Written Report
 How would you market your CD? Type a summary on the following (one-page minimum)
 Product: Why these songs are a real representation of you and why you selected the songs.
Explain your choice of producer and agent.
 Price: how much you would charge (per cd, song, etc.)
 Place: where people could get your music
 Promotion: how you will promote your CD
 Extra credit: design the inside of the CD jacket
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Project Rubric
Name: _____________________
Date: ___________________
Title: ___________________________________________
Process
1. Has clear vision of final product; directions
were followed
2. Properly organized to complete project
3. Managed time wisely
4. Acquired needed knowledge base
5. Communicated efforts with teacher
Product (Project)
1. Format (required number of slides present)
2. Mechanics of speaking/writing
3. Organization and structure
4. Creativity
5. Demonstrates knowledge
Below Avg.
Satisfactory
Excellent
1, 2, 3
4, 5, 6
7, 8, 9, 10
1, 2, 3
1, 2, 3
4, 5, 6
4, 5, 6
7, 8, 9, 10
7, 8, 9, 10
1, 2, 3
4, 5, 6
7, 8, 9, 10
1, 2, 3
Below Avg.
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
4, 5, 6
Satisfactory
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
7, 8, 9, 10
Excellent
7, 8, 9, 10
7, 8, 9, 10
7, 8, 9, 10
7, 8, 9, 10
7, 8, 9, 10
Total Score:____________________________
Teacher’s Comments:
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Interpersonal Skills
Student Notes
I.







Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self-Esteem
Empathy
Personal Ethics
 _______________________
 _______________________
 _______________________
Creativity Initiative and Responsibility
 _________________________________________
 _________________________________________
 _________________________________________
Attitude

_________________________________________
o __________________________________
o __________________________________
Self-Control/Orderliness
 _________________________________________
 _________________________________________
Self-Awareness and Willingness to Change
 _________________________________________
 _________________________________________
 _________________________________________
 _________________________________________
Self-Esteem
 _________________________________________
 _________________________________________
 _________________________________________
o ___________________________________
o ___________________________________
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Empathy
 _________________________________________
 _________________________________________
II.
Personal Skills
Assertiveness
 _________________________________________
 _________________________________________
 _________________________________________
Time Management
 _________________________________________
 _________________________________________
 _________________________________________
Goal Setting
 _________________________________________
 _________________________________________
 __________________________________________
 __________________________________________
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Interpersonal Skills KEY
Student Notes
I.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self-Esteem
Empathy
Personal Ethics
 Honesty
 Integrity
 Play Fair
Creativity Initiative and Responsibility
 Find new ways to do your job (cuts boredom)
 Doing what needs to be done without being told
 Be accountable for your actions
Attitude

Develop a positive attitude
o View difficult assignments as a challenge
o Positive attitude flows over into other areas
Self-Control/Orderliness
 Tactfulness…what does it mean?
 A must when dealing with difficult customers
Self-Awareness & Willingness to Change
 Make a list of strengths and weaknesses
 You may think you know everything!
 The first 100 years are the hardest!
 Adaptable employees are valuable
Self-Esteem
 The way you see yourself – your value
 Demonstrate self-esteem on the job by showing confidence in your work
 Build Customers’ self-esteem too
o Call them by name
o Smile and greet them
Empathy
 Understand another’s situation or frame of mind
 Putting oneself in another’s place
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II.
Personal Skills
Assertiveness



Stand up for yourself, but don’t be pushy
Don’t boss others
Make sure you know what you’re talking about
Time Management
 Budget your time
 Don’t overcommit yourself or you will regret it
 Sometimes “NO” is okay!
Goal Setting
 What do you want out of:
o Life
o Career?
o Personal Relationships?

Where do you plan to be in ______ years?
o Continue to ask yourself this question!
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“Personal Bucket List”
50 Things You Want to Do Before Age 65
Think about this carefully before you begin. In your “50 Things,” you will need use a wordprocessing program to devise a list of 50 things to do before you reach age 65, and include a brief
(one or two sentences) explanation regarding why you would do each task/activity. You may not
repeat or combine any! Your list must include:
One challenging sport (counts as one item)
One regular activity you never tried but would like to
Two sites in the world you would like to see (each counts as 1 item)
Two career options (each counts as one item)
Two personal goals (each counts as one item)
Three activities that includes your family members
Two things you would do for someone else (each counts as one item)
Two activities you would do for your community
The rest are up to you!
Date Due:
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Donors Choose Campaign
OBJECTIVE:
To develop, use, and APPLY effective interpersonal, managerial, teamwork, and communication skills
necessary to be successful individuals, team members, and managers.
MATERIALS NEEDED:
Computers; Internet; projector for presentations; organization tool to record and organize and gauge
campaign and team information.
Due to the economy, educational funders are encouraging alternative methods of funding.
DonorsChoose.org makes it easy for anyone to help a classroom in need. Public school teachers from
every corner of America create classroom project requests, and you can give any amount to the
project that inspires you.
(Source: www.donorschoose.org)
First rule of thumb: read the through the whole project before beginning.
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Part 1 = Identify a Campaign
1. Identify a specific campaign you want to create either on your class’ behalf or on the behalf of
another class.
Part 2 = Research and Report
2. Go to www.donorschoose.org and identify your top three campaigns and report this information
back to your teacher using their desired method.
3. From your list of three, identify your favorite campaign and WHY you like it. Report this
information back to your teacher using their desired method.
Part 3 = “Must Haves” Selection
4. After each student has identified his/her favorite campaign and the reason it is his/her favorite,
compile a master list of reasons for the entire class. Remove any overlaps and come up with a
“must have” list of requirements for your class campaign (e.g. personal connection, catchy title,
video, reasonable goal, etc.).
Part 4 = Team Selections and Job Assignments
5. Once the “must haves” are identified, set up teams (based on the list) for each part of the
campaign.
6. Have team members select a team captain, vote on a team name, and compose and submit
(based on teacher instruction) suggested job descriptions for each team.
Part 5 = Your Campaign
7. After the teacher has set up an account with donorschoose.org, the team will identify one
person to meet with the teacher to receive instruction on how to compose their class’ campaign.
The following are requirements for each campaign:
 Identify your project type (Materials through Vendor Directory, Class Visitor, Class
Trip, or Special request for materials not through Vendor Directory).
 Use the wizard to complete project type specifics.
 Use the wizard to complete the “Tell Your Story” section based on your project type.
 Use the wizard to complete the “Add Details” section based on your project type.
 Use the wizard to complete the “Get Creative” section based on your project type.
8. Once each team’s portion has been put into the online wizard, each team will present their
portion to the teacher/class for final approval and will be graded on their presentation using the
provided rubric.
9. Once final approval has been given the campaign will be submitted and monitored for its
success.
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CONSIDERATIONS:
The primary goal of this project is to develop, use, and APPLY effective interpersonal skills necessary
to be successful individuals, team members, and managers. Our secondary goal is to achieve 90% or
more of our intended revenue. As an incentive for success, a class grade may be taken in which all
students receive the same grade.
Have fun with it and let’s get some support!
If the campaign
receives 0%-10% of
its intended
revenue.
If the campaign
receives between
11% and 89% of its
intended revenue.
If the campaign
receives 90%-100%
of its intended
revenue.
If the campaign
receives more than
100% of its
intended revenue.
60
80
100
110
24
Copyright © Texas Education Agency, 2015. All rights reserved.
Donors Choose Campaign Rubric
Name: ________________________
Teacher: ______________________
Criteria
1
3
4
Organization is
There is organization
No organization is present
present and each
within each team,
Very little organization
and there was no
team member
every team member
is present and limited
understanding of job
understands his/her knows his/her job
Organization
understanding of job
assignments and
job assignment and
description and
assignments among
individual responsibilities
responsibility, but
responsibilities, and
team members.
among team members.
does not complete
all tasks are
his/her task(s).
completed.
Team is aware and
Team is aware and
Team is aware and
Team is not aware and
can effectively
communicates the
can communicate
cannot communicate the
communicate the
Content Knowledge
due date, but not the the purpose, but not
purpose and due date of
purpose and the due
purpose of the
the due date of the
campaign.
date of the
campaign
campaign.
campaign.
More than half, but
Less than half of the
All members
not all team
No team members
team members
effectively
members,
participated in the
participated in the
participated in the
Team Participation
participated in the
creation of the team’s creation of the team’s
creation of the
creation of the
portion of the campaign.
portion of the
team’s portion of the
team’s portion of the
campaign.
campaign.
campaign.
Class Campaign had four Class Campaign had Class Campaign has
Class Campaign has
or more spelling errors
three misspellings
no more than two
Mechanics
no misspellings or
and/or grammatical
and/or grammatical misspellings and/or
grammatical errors.
errors.
errors.
grammatical errors.
The team members
Student incorrectly
Student used a clear
mumble, incorrectly
Student's voice is
pronounces terms.
voice and correct,
pronounces terms, and
clear. Student
Delivery
Audience members
precise
speak too quietly for
pronounces most
have difficulty hearing
pronunciation of
students in the back of
words correctly.
presentation.
terms.
class to hear.
Total---->
Points
2
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____
____
____
____
____
Teacher’s Comments:
25
Copyright © Texas Education Agency, 2015. All rights reserved.