Lesson Plan
Course Title:
Professional Communications
Session Title: Communication History
Lesson Duration: Approximately two 90-minute class periods
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will be able to create a one-page flyer
explaining communication and the evolution of communication history.
Specific Objectives:
1. Define terms associated with the lesson.
2. Explain the timeline of communication.
3. Evaluate which communication channels are most effective.
4. Analyze the communicative effects of career fields.
5. Create a one-page computer-generated flyer on Communication and Evolution of
Communication History.
Preparation
TEKS Correlations:
130.99 (c)
(10) The student develops an understanding of professional communications through
exploration of the career cluster. The student is expected to:
(A) develop an understanding of the evolution of the career cluster by:
(i) explaining the history and evolution of career cluster fields;
(ii) defining and using related terminology;
(iii) analyzing foundation elements and principles of career fields; and
(iv) analyzing the communicative effects of career fields.
Instructor/Trainer
References:
None.
Instructional Aids:
1. Communication History slide presentation
2. Vocabulary Identification/ Communication History Notes Document
3. Flyer Rubric
4. Example Flyer
Materials Needed:
1. Pen/pencil (one per student)
Equipment Needed:
1. Computer with word-processing and desktop publishing software and online access (one
per student)
2. Projector for slide presentation
AAVTC: Professional Communications: Communication History
Copyright © Texas Education Agency, 2012. All rights reserved.
1
Learner
Safety & Ethical Communication Lesson.
Introduction
MI
Introduction (LSI Quadrant I):
SAY: Communication is important in every aspect of our lives. Communication is
the act of conveying information from one source to another. So whether we
are communicating with our family, friends, teachers, or co workers,
communication is important.
SAY: Communication can be verbal or non-verbal. Over the years, there have been
several forms of communication.
SAY: We will explore the history of communication. We will examine how
communication has developed from the age of the caveman to the
technological savvy student today.
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
I. Define terms associated with lesson.
A. Communication – the process of creating and
exchanging meaning through symbolic
interaction.
B. Verbal Communication – spoken or written
words.
C. Non-Verbal Communication – in the form of
gestures, eye contact, or tone of voice.
D. Speech – the expression of or the ability to
express thoughts and feelings by articulate
sounds.
E. Channel – the method or medium by which
the sender conveys the message.
F. Symbol – something that represents or stands
for something else.
G. Cave Drawing – murals that were painted on
cave walls.
H. Petroglyphs – images created by removing
part of a rock surface by incising, pecking,
carving, and abrading.
I. Pictogram – picture that represents a word or
an idea by illustration.
J. Ideogram – a written character symbolizing
the idea of a thing without indicating the
sounds used to say it, e.g., numerals and
Chinese characters.
K. Writing – a sequence of letters, words, or
symbols marked on paper or some other
surface.
Present the Communication
History slide presentation to
class.
Class should complete the
Communication History
Notes Documents while
viewing the presentation.
AAVTC: Professional Communications: Communication History
Copyright © Texas Education Agency, 2012. All rights reserved.
2
L. Alphabet – a set of letters or symbols in a
fixed order, used to represent the basic
sounds of a language; in particular, the set of
letters from A to Z.
II. Explain the timeline of communication.
A. Speech and primitive communication
B. Symbols and the alphabet
III. Evaluate which communication channels are
most effective.
A. Verbal
B. Non-Verbal
C. Symbols/Visuals
D. Writing
Students will test their ability
to communicate using
different channels of
communication.
IV. Analyze the communicative effects of career
fields.
A. Audio Engineer
B. Photographer
C. Editor
D. Video Producer
E. Director
F. Commercial Artist
G. Station Manager
H. TV & Radio Announcer
I. Printing and Graphics Designer
J. Special Effects & Animation Designer
K. Fashion Designer
Discuss with students what
communication channels
would be most effective for
each career field.
V. Create a one-page flyer on Communication &
the Evolution of Communication History.
A. Graphics
B. Title
C. Theme
D. Facts
E. Grammar
Students will create a onepage computer-generated
flyer. Flyer should contain
information from the lesson
about the Evolution of
Communication.
Application
MI
Guided Practice (LSI Quadrant III):
The teacher will demonstrate what the final product should look like. Teacher will go
over the rubric and requirements for flyer.
MI
Independent Practice (LSI Quadrant III):
Students will work on flyers independently.
AAVTC: Professional Communications: Communication History
Copyright © Texas Education Agency, 2012. All rights reserved.
3
Summary
MI
Review (LSI Quadrants I and IV):
Q & A Session
Q: What is communication?
A: The process of creating and exchanging meaning through symbolic interaction.
Q: Can communication only be verbal?
A: No, there is nonverbal communication such gestures, eye contact, or tone of
voice.
Q: What were some of the early/primitive forms of communication?
A: Cave drawings, pictograms, smoke signals, etc.
Q: What are some of the more modern/current forms of communication?
A: Smart phones, emails, online calling, etc.
Q: What revolutionized human communication?
A: Speech.
Q: What are some channels of communication?
A: Written letters, text messages, phone calls, emails, face to face conversation,
etc.
Q: Which channel (channels) is most effective?
A: Face to face conversation.
Q: How could communication impact a career field?
A: It could be the difference between getting a job done correctly or not.
Evaluation
MI
Informal Assessment (LSI Quadrant III):


MI
Teacher will observe student work during the development process of flyer.
Teacher will circulate through lab as students work on flyers independently to
redirect/re-teach as necessary
Formal Assessment (LSI Quadrant III, IV):

Use flyer rubric to evaluate projects.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):


Students will print completed flyers and post in classroom.
Students will utilize various communication channels on future
assignments/projects.
AAVTC: Professional Communications: Communication History
Copyright © Texas Education Agency, 2012. All rights reserved.
4
Communication History
Notes Document
DIRECTIONS: Use the class presentation to help you define the following key terms:
1.
Communication –
2.
Verbal Communication –
a. Examples-
3.
Nonverbal Communication –
a. Examples –
4.
Speech –
5.
Symbols –
6.
Cave Drawings –
7.
Petroglyphs –
8.
Pictograms –
9.
Ideogram –
10. Writing –
11. Alphabet –
12. Printing Press –
13. Typewriter –
14. Telegraph –
15. Telephone –
16. Computer –
17. Online –
18. Email –
AAVTC: Professional Communications: Communication History
Copyright © Texas Education Agency, 2012. All rights reserved.
5
Communication is the
process of creating and
exchanging meaning
through symbolic interaction.
With the advancement of
new technologies, we have
evolved from Cave drawings to
Internet calls. Communication is
very important in our society.
Communication is often the
key to success. Knowing
when and how to send your
messages effectively plays a
big role in the communication
process.
Making A Flyer : Communication & The Evolution of Communication History
Student Name:
________________________________________
CRITERIA
Content Accuracy
4
At least seven
accurate facts are
displayed on the
poster.
3
2
1
Five to six accurate Three to four accurate Less than two accurate
facts are displayed on facts are displayed on facts are displayed on
the poster.
the poster.
the poster.
Graphics Relevance
All graphics are
related to the topic
and make it easier to
understand. All
borrowed graphics
Title can be read
from six feet away
and is quite creative.
All graphics are
related to the topic
and most make it
easier to understand.
All borrowed
Title can be read
from three feet away
and describes
content well.
Title
All graphics relate to
the topic. Most
borrowed graphics
have a source citation.
Graphics do not relate
to the topic OR several
borrowed graphics do
not have a source
citation.
Title can only be read The title can only be
up close but describes read up close and does
the content well.
not describe the
content well.
Theme
The poster has a well- The poster has a
developed, cohesive, theme but more time
and creative theme. needs to be spent on
development.
Grammar
There are no
grammatical
mistakes on the
poster.
There is one
There are two
There are more than
grammatical mistake grammatical mistakes three grammatical
on the poster.
on the poster.
mistakes on the poster.
Use of Class
Time
Used time well
during each class
period. Focused on
getting the project
done. Never
distracted others.
Used time well
during each class
period. Usually
focused on getting
the project done and
never distracted
others.
Point to Grade Conversion Scale:
22-24 = A
19-21 = B
17-18 = C
14-16 = D
13 or Below = F
The poster has more The poster has no
than one theme. Time theme.
needs to be spent
clarifying and
developing a single
theme.
Used some of the time
well during each class
period. There was
some focus on getting
the project done but
occasionally distracted
others.
Did not use class time
to focus on the project
OR often distracted
others.
TOTAL POINTS:
AAVTC: Professional Communications: History of Communication
Copyright © Texas Education Agency, 2012. All rights reserved.
1