MEYERSDALE AREA SCHOOL DISTRICT
A PLANNED COURSE STATEMENT
FOR
Business Communications and Procedures
Adopted: June 2009
Revised: June 2012
Developed by: Christine Custer
Business Communications Planned Course Statement
A.
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COURSE DESCRIPTION
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This course is designed to help students sharpen their tools for oral and
written communications in business and the working environment. This
includes using a computer, oral, writing and editing skills. Proofreading,
filing, business equipment usage and other business basic skills will be
examined. This course will develop basic skills, information and attitudes
that will prepare the students for a successful career.
Length of Course:
36 Weeks
Periods per Week:
Five
Curriculum:
Unit:
Grading:
Prerequisite(s):
Business Education
1 Credit
Percentage
None
Materials:
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Help with Business English, by Judith Shultz Byfield, Houghton Mifflin
Company
Telecommunications Skills, Moore, Southwestern, 2004
Communication Skills for the Processing of Words, 5th Edition, Reiff,
Southwestern, 2005
Proofreading at the Computer, Norstron and Cole, South-Western , 2000.
Alphabetic Indexing, Guthrie Norwood, South-Western , 1999.
Internet
Worksheets and handouts distributed by the teacher.
Business Communications Planned Course Statement
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UNIT: Business English
I. Learning Objective:
A. Students will obtain a level of proficiency in functional language skills including
vocabulary, grammar, spelling, proofreading and oral communications. In any
office and as part of life, these rules are a necessity to learn and understand.
Students will use hands on techniques, internet and handouts to master these
skills. Functional language, vocabulary and grammar are introduced in
manageable amounts. With a focus on listening and speaking, learners are given
the opportunity to build their confidence in areas such as telephoning, ordering,
networking and dealing with problems in authentic business contexts
II. Content
A. Students will define common nouns, proper nouns, collective nouns, plural nouns,
and possessive nouns.
B. Students will identify common nouns, proper nouns, collective nouns, plural
nouns, and possessive nouns within a sentence.
C. Students will define pronouns, personal pronouns, gender pronouns, case
pronouns, demonstrative pronouns, interrogative pronouns, and indefinite
pronouns.
D. Students will underline and identify the pronouns, personal pronouns, gender
pronouns, case pronouns, demonstrative pronouns, interrogative pronouns, and
indefinite pronouns with a sentence.
E. Student will write pronouns, personal pronouns, gender pronouns, case pronouns,
demonstrative pronouns, interrogative pronouns, and indefinite pronouns and use
them correctly in a sentence.
F. Students will define three different types of verbs – action, linking and helping.
G. Students will identify and use each type in a sentence or paragraph form.
H. Students will define the different types of adjectives – descriptive, proper, articles
and comparison.
I. The student will identify and use each type in a sentence or paragraph form.
J. Students will define the different types of adverbs – modifying verbs, modifying
adjectives, modifying adverbs and comparison.
K. The student will identify and use each type of adverb in a sentence or paragraph
form.
L. Students will define prepositional phrase, coordinating conjunctions, correlative
conjunction, and subordinating conjunctions.
M. The student will identify each and use each type in a sentence or paragraph form.
N. Students will identify the types and parts of a sentence.
O. Students will create sentences based on types and parts.
P. Students will identify and define four types of phrases – appositive, infinitive,
participial, and gerund.
Q. Students will identify each in sentence or paragraph form.
R. Students will create their own sentences or paragraphs using these phrases.
Business Communications Planned Course Statement
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UNIT: Telecommunicating Skills
I. Telecommunications in the world
A. Students will define telecommunications.
B. Students will identify major technology developments of the 1980’s and 1990’s.
C. Students will explain why it is important to study telecommunications.
D. Students will research a historic event dealing with telecommunications and
reports their findings.
E. Students will explore jobs in telecommunications.
F. Students will analyze the top uses of the Internet.
II. Using Business Telephones, technology and tools
A. Students will identify why the telephone is an ideal way to communicate when a
problem needs solved.
B. Students will explain how having more than one line on a business telephone will
help when receiving incoming calls.
C. Students will describe three types of telephone systems used by businesses.
D. Students will explain two ways CTI can improve customer service.
E. Students will write a memo.
F. Student will research and purchase a fax machine.
G. Students will handle incoming calls on the telephone.
III. Wireless Telecommunications
A. Students will list five ways a cell phone can handle business tasks.
B. Student will explain why it is particularly important to observe the rules of cell
phone etiquette in business.
C. Student will name three professions that use walki-talkies, two-way radios, or
pagers and list two advantages of each device.
D. Students will list at least three features of a handheld computer that can help
organize personal band business information.
E. Students will research and compare pagers on the internet.
IV. Telecommunication Networks
A. Students will define sender, channel and receiver.
B. Students will identify the three key elements of a telecommunications network.
C. Student will list two benefits of having a business network.
D. Students will explain how the Internet, intranet and extranet differ.
E. Students will give directions on how to troubleshoot a technical problem
experienced on the computer.
F. Students will use the internet and research network service providers.
V. The Internet
Business Communications Planned Course Statement
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A. Students will explain why to be cautious about giving personal and company
information on a web site.
B. Students will explain the difference between a traditional company that uses the
internet for e-commerce and a dot-com company.
C. Students will research and report the history of the internet.
D. Students will evaluate web sites of local companies.
VI. Doing business on the Internet – pg 65
A. Students will explain why it is important to use more than one search engine when
doing research on the Web.
B. Students will explain how a directory organizes information for searching.
C. Students will list three general types of information sources that give reliable and
accurate information on the web.
D. Students will list at least two factors on what to consider before downloading and
using information from a web site.
E. Students will research and report plagiarism.
F. Students will define and explain how copyright differs from a trademark or patent.
VII. Mortgages
A. Students will define the term mortgage
B. Students will identify several types of mortgages
C. Students will describe the components involved in obtaining a mortgage
D. Students will explain the mortgage approval process
E. Students will describe consumer protection laws that apply to mortgage lending
F. Students will describe laws directly related to mortgage lending
G. Students will explain the concept of government backed loans
H. Students will identify government backed programs to encourage home lending
VIII. Commercial Lending
A. Students will list purposes for commercial loans
B. Students will identify types of commercial loans
C. Students will identify basic ratios used in commercial underwriting
D. Students will list other items used to evaluate commercial loans
E. Students will explain the importance of disclosure in commercial loans
F. Students will describe the purpose of the SBA
G. Students will explain SBA loan eligibility requirements
H. Students will identify SBA loan options
Unit: How to do Banking
I. Setting and reaching goals
A. Students will explain how to set and reach financial goals
B. Students will develop a personal budget
II. Savings accounts
Business Communications Planned Course Statement
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A. Students will tell how and where to save money in order to reach financial goals
III. Electronic Banking
A. Students will describe how to use an ATM and how moving money by satellite has
change banking
IV. Balancing and writing checks
A. Students will write checks
B. Students will reconcile a bank statement to a check book register
V. Credit
A. Students will explain how to get and keep credit
Unit: Basic Keyboarding Skills
A. Reinforcement of basic keyboarding skills
1.
Students will type by touch, display proper posture, and use proper
keystroking patterns.
2.
Students will type without looking at their keyboard.
B. Speed and Accuracy Development
1.
Students will strive to earn a “C” average or better on timed writings.
2.
Students will strive to improve on their speed and/or accuracy
progressively.
C. Centering horizontally and vertically
1.
Students will correctly format and type problems using MS Word
vertical and horizontal placement.
D. Formatting and typing business letters
1.
Students will correctly format and type business letters using proper
placement for all letter parts.
E. Addressing envelopes
1.
Students will type addresses on small and large envelopes following
specific guidelines, and using MS Word.
UNIT: Electronic Calculator Proficiency
I. Learning Objective:
A. Students will develop the ten-key touch method for speed and accuracy.
B. Students will perform four basic math functions while being tested for speed
and accuracy.
C. Students will solve typical business problems such as percentage, millage,
markup and markdown.
Students will utilize the advanced calculator functions such as memory, percent and
memory storage
Business Communications Planned Course Statement
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UNIT: Index and Filing
III. Learning Objective:
Students will learn and use the correct proofreaders marks while correcting business
correspondence. Students will also use correct grammar, sentence construction,
punctuation and language. Students will improve the quality of their copy. In any
office and as part of life, these rules are a necessity to learn and understand. Students
will use hands on techniques, internet and handouts to master these skills.
IV. Content
A. Students will file indexing units including personal names, minor words and
symbols in business names with titles and suffixes.
B. Students will file single letters and abbreviations.
C. Students will combine article or particles in a personal or business name in order
to correctly file and index.
D. Students will index and file identical names.
E. Students will index and file organizations and institution names.
F. Students will index and file separated single words and hyphenated names.
UNIT: Proofreading
V. Learning Objective:
A. Students will obtain a level of proficiency in the alphabetic and indexing rules and
procedures. In any office and as part of life, these rules are a necessity to learn and
understand. Students will use hands on techniques, internet and handouts to
master these skills.
VI. Content
A. Proofread for keyboarding errors.
B. Use comparative proofreading
C. Proofread statistical information
D. Use the electronic spell checker
E. Proofread as a team
F. Check for grammar, punctuation, mechanical and consistency errors
G. Format common documents
Business Communications Planned Course Statement
UNIT:
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All Units in Automated Accounting I
INSTRUCTIONAL STRATEGIES
X
Lecture
RESOURCES & MATERIALS
X
Computer
X
Demonstration
X
Overhead Projector
X
Discussion
X
Chalkboard
X
Exploratory/Discovery Activity
ASSESSMENT PROCEDURES (cont'd)
Classroom Portfolio
Other
Models/Maps
METHODS OF ASSISTANCE
AND ENRICHMENT
Laboratory
X
Textbooks
X
Cooperative Learning
X
Resource Books
X
Independent Learning
Literature
X
Adaptive Materials
X
Integrated Learning
Laboratory Equip./Materials
X
Test Remake/Retry
X
Presentation/Dramatization
Manipulatives
X
Cooperative Learning
X
Peer Tutor
Community Based Instruction
X
Worksheets/Workbooks
Teacher Tutor
Assembly
X
Demonstration Board
Self-Check Charts
Peer Teaching
X
Slides/Filmstrips/Movies
X
Modified Curriculum
Enrichment/Learning Centers
X
Charts
X
Instructional Support
Computations
Calculator
Parental Conferences
X
Project
Other
Aide Assistance
X
Note Taking
X
Silent Reading
Color Code Clues
ASSESSMENT PROCEDURES
Alternate Instructional Approaches
Drawing
X
Class Participation
X
Provide Extra Time
Field Trips
X
Research Papers
X
Tests
Competitions
X
X
Essay Tests
Task Analysis
Guest Speakers
X
Objective Tests
Organizational Framework
Model Building
X
Rubrics
Other
X
Homework
INSTRUCTIONAL ARRANGEMENTS
X
Verbal Response (Tests)
Ad Hoc Grouping
Individual Project
X
Computer Utilization
X
Class Work
X
Independent Testing
X
X
Whole Class
Application
Audio/Videotape Lessons
X
Small Group
Multi-media Production
Resource Teacher
Pairs
Quality Elements Checklist
Individual
Teacher Observations
X
Focus Groups
Extended Readings
X
Guidesheets
Self-Assessment
Learning Style Adaptations
Ability Groups
X
Workshops
Increase Guided Practice
Heterogeneous Group
X
Tests
Inclusionary/Blended
Teaching Team
X
Audiocassette/Projector
Read
Work Experience
Lab Work
Other
Skills Checklist
MATERIALS/TECHNOLOGIES:
X
Journals
Peer Work
Group Work
Business Communications Planned Course Statement
X
Videocassette/VCR/TV
X
Software/Computer
Group Project
X
CD ROM/Computer
X
Internet
Posters
Observations
X
Oral Presentations
Videoconference
Community Service
TV/Satellite
Booklets
Other
Leadership
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