Comprehensive Curriculum Business English

7/29/2019 Comprehensive Curriculum Business English

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ComprehensiveCurriculum

Business English

Cecil J. PicardState Superintendent of Education

April 2005


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Business EnglishTable of Contents

Unit 1: Job/Career Orientation..................................................................................................1

Unit 2: Communicating with Others.........................................................................................9Unit 3: The Psychology of Writing.........................................................................................17Unit 4: Ethics and Etiquette....................................................................................................24Unit 5: Formatting Business Letters, Memos, Emails, and Netiquette...................................33Unit 6: Planning and Writing Common Business Letters.......................................................41Unit 7: Employment Portfolio................................................................................................52Business Standards...................................................................................................................67


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Business EnglishUnit 1Job/Career Orientation 1

Business EnglishUnit 1: J ob/Career Orientation

Time Frame: Approximately two weeks

Unit Description

This unit focuses on an introduction to the world of employment. Whether researching foremployment for a short-term job or for a long-term career, the basic process is common toboth. This unit will assess the communication skills of the students through the developmentof an application letter, an application form, and an inventory skills test. It will also focus onjob-keeping skills. This unit will begin a Portfolio in Progress, or PIP folder, to houseresources and examples of students writings. Vocabulary development and grammarinstruction occur within the context of student reading and writing.

Student Understanding

The essential goals of this unit require students to demonstrate the ability to write a simpleapplication letter and fill out an application correctly. An inventory skills test, similar to thatoften required by businesses to fill positions, will be given to assess students knowledge oflanguage usage and construction. Students will also focus on soft skills needed to keep a jobor continue a career.

Guiding Questions

1. Can students definejobandcareer?2. Can students compare and contrast ajoband acareer?3. Can students format and create a simple letter of application?4. Can students correctly fill out an application?5. Can students recognize some of their weak points after taking a language skills test?6. Can students definesoft skills?7. Can students list and discuss some personal qualities needed to keep a job or continue

a career?

Unit 1 Grade-Level Expectations (GLEs)

GLE # GLE Text and Benchmarks01c. Extend basic and technical vocabulary using a variety of strategies, including:

analysis of analogous statements (ELA-1-H1)04. Evaluate ways in which the main idea, rationale or thesis, and information in

complex texts, including consumer, workplace, public, and historical documents,


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GLE # GLE Text and Benchmarksrepresent a view or comment on life. (ELA-1-H4)

10b. Identify, gather, and evaluate appropriate sources and relevant information to solveproblems using multiple sources, online databases (ELA-7-H2)

10c. Identify, gather, and evaluate appropriate sources and relevant information to solve

problems using multiple sources, including electronic resources (ELA-7-H2)10d. Identify, gather, and evaluate appropriate sources and relevant information to solveproblems using multiple sources, including internet-based resources (ELA-7-H2)

14a. Develop complex compositions, essays, and reports that include the following: aclearly stated central idea/thesis statement (ELA-2-H1)

14b. Develop complex compositions, essays, and reports that include the following: aclear, overall structure (e.g., introduction, body, appropriate conclusion) (ELA-2-H1)

14c. Develop complex compositions, essays, and reports that include the following:supporting paragraphs organized in a logical sequence (e.g., spatial order, order ofimportance, ascending/descending order, chronological order, parallel construction)

(ELA-2-H1)14d. Develop complex compositions, essays, and reports that include the following:

transitional words, phrases, and devices that unify throughout (ELA-2-H1)15a. Develop complex compositions on student- or teacher-selected topics that are suited

to an identified audience and purpose and that include word choices appropriate tothe identified audience and/or purpose (ELA-2-H2)

15b. Develop complex compositions on student- or teacher-selected topics that are suitedto an identified audience and purpose and that include vocabulary selected to clarifymeaning, create images, and set a tone (ELA-2-H2)

15c. Develop complex compositions on student- or teacher-selected topics that are suitedto an identified audience and purpose and that include information/ideas selected to

engage the interest of the reader (ELA-2-H2)15d. Develop complex compositions on student- or teacher-selected topics that are suited

to an identified audience and purpose and that include clear voice (ELA-2-H2)16a. Develop complex compositions using writing processes such as selecting topic and

form (e.g., determining a purpose and audience) (ELA-2-H3)16b. Develop complex compositions using writing processes such as prewriting (ELA-2-

H3)16c. Develop complex compositions using writing processes such as drafting (ELA-2-

H3)16d. Develop complex compositions using writing processes such as conferencing with

peers and teachers (ELA-2-H3)

16e. Develop complex compositions using writing processes such as revising for contentand structure based on feedback (ELA-2-H3)

16f. Develop complex compositions using writing processes such as proofreading/editing to improve conventions of language (ELA-2-H3)

16g. Develop complex compositions using writing processes such as publishing usingavailable technology (ELA-2-H3)

19a. Extend development of individual style to include the following: avoidance ofoverused words, clichs, and jargon (ELA-2-H5)


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GLE # GLE Text and Benchmarks19b. Extend development of individual style to include the following: a variety of

sentence structures and patterns (ELA-2-H5)19c. Extend development of individual style to include the following: diction that sets

tone and mood (ELA-2-H5)

19d. Extend development of individual style to include the following: vocabulary andphrasing that reflect the character and temperament of the writer (ELA-2-H5)20b. Write for various purposes, including: functional documents (e.g., resumes,

memos, proposals) (ELA-2-H6)21. Apply standard rules of sentence formation, including parallel structure (ELA-3-

H2)22a. Apply standard rules of usage, for example: avoid splitting infinitives (ELA-3-H2)23a. Apply standard rules of mechanics and punctuation, including parentheses (ELA-3-

H2)23b. Apply standard rules of mechanics and punctuation, including brackets (ELA-3-H2)23c. Apply standard rules of mechanics and punctuation, including dashes (ELA-3-H2)

23d. Apply standard rules of mechanics and punctuation, including commas afterintroductory adverb clauses and long introductory phrases (ELA-3-H2)

23e. Apply standard rules of mechanics and punctuation, including quotation marks forsecondary quotations (ELA-3-H2)

23f. Apply standard rules of mechanics and punctuation, including internalcapitalization (ELA-3-H2)

25. Use standard English grammar, diction, and syntax when speaking in formalpresentations and informal group discussions (ELA-4-H1)

26c. Select language appropriate to specific purposes and audiences for speaking,including: participating in class discussions (ELA-4-H1)

27b. Listen to detailed oral instructions and presentations and carry out complex

procedures, including writing responses (ELA-4-H2)27d. Listen to detailed oral instructions and presentations and carry out complex

procedures, including taking accurate, detailed notes (ELA-4-H2)29a. Deliver presentations that include the following: language, diction, and syntax

selected to suit a purpose and impact an audience (ELA-4-H3)30b. Use active listening strategies, including: selecting and organizing information

(ELA-4-H4)31b. Deliver oral presentations, including responses that analyze information in texts and

media (ELA-4-H4)34b. Select and critique relevant information for a research project using the

organizational features of a variety of resources, including: electronic texts (e.g.,

database keyword searches, search engines, e-mail addresses) (ELA-5-H1)35b. Locate, analyze, and synthesize information from a variety of complex resources,

including: electronic sources (ELA-5-H2)39a. Use word processing and/or technology to draft, revise, and publish various works,

including functional documents, using format techniques that make the documentuser friendly (ELA-5-H4)


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Sample Activities

Activity 1: J ob or Career? (GLEs: 01c, 14a, 14b, 14c, 14d, 26c; Business Standards:5b, 5c)

Students will respond to the following introductory prompt and share their responses with theclass: School is a job for you but a career for me. Following a teacher-facilitated discussionof the similarities and differences between a job and a career, the class will complete a Venndiagram comparing and contrasting components of each classification. The teacher willreview steps in the process of writing an essay that supports a clearly stated central ideadeveloped in a logical sequence with transitional devices. Then, students will write an essaycomparing and contrasting a job and a career, using language appropriate to the task.

Activity 2: Letter of Application (GLEs: 04, 16a, 16b, 16c, 16d, 16e, 16f, 16g, 19a,

19b, 19c, 19d, 20b, 29a, 39a; Business Standards: 3d, 4a, 4c, 5b, 5c, 5d, 7f, 7g, 20c)

Each student will be required to go through the steps of the employment process, beginningwith a letter of application.

The students will be given a sample application letter and discuss its format andcharacteristics. The students will discuss the formation and contents of the body ofthe letter.

The students or teacher will bring to class three examples of application letters. Eachstudent will decide which letter he/she feels is more reader friendly and fulfills itspurpose the best and write a persuasive paragraph, defending his/her choice. Eachstudent will present his/her best letter and the persuasive paragraph to the class. The

whole class will then discuss the letter and agree or disagree on its reader friendlinessand fulfillment of purpose. The letters will then be used to create a section of abulletin board on the application process.

The students will create and compose a letter of application for a junior or seniorlevel position in the Business English class. The students will use the proper formatfor a block letter and compose a three-paragraph body that contains the purpose of theletter, supporting details for qualification for the specific position, and the request foran interview, as well as assistance from the teacher for success in this position. Theletter will be written using standard English, avoiding overused words, clichs, andjargon. The letter will contain a variety of well-written sentence structures andpatterns and proper diction that sets a serious tone or mood.

Students will use a standard writing process that includes prewriting, drafting andconferencing with peers and teachers. The students will use word processing and/ortechnology to help draft, revise, edit, and publish the document.

Students will create a Portfolio in Progress, PIP folder, and use this as the first publishedpiece of writing, as well as an example of an application letter to be used in a later unit study.


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Activity 3: Application Forms (GLEs: 04, 15a, 15b, 15c, 15d, 25, 26c, 27d, 30b;Business Standards: 4c, 5b, 5c)

The second step of the employment process is the application form. The teacher will bringthree different application forms to class, obtained either from a business or online source.

The teacher will facilitate a discussion on how to complete each section of the applicationsuccessfully. Each student will then select one form to fill it out individually. In a teacher-directed activity, the students will revise and edit their application forms.

The students will next write an essay citing and explaining some helpful tips and appropriatelanguage for filling out an application form. The purpose of this essay will be to engage thereaders interest and inform him/her of the importance of each section. Students will useproper word choice and vocabulary for setting tone for a specific audience. Several studentswill share their essay with the class. This essay will be housed in their PIP folder for laterreference.

The students will then accurately complete another application form provided by the teacher,keeping in mind the tips and suggestions presented in the class discussion. The students finalapplication will be completed in pencil. When editing and revisions are completed, thestudent will write the information in ink and house the application form as an example inhis/her PIP folder. Any remaining unused application forms will be used to create anothersection of a bulletin board on the application process.

Activity 4: Language Inventory Test (GLEs: 21, 22a, 23a, 23b, 23c, 23d, 23e, 23f;Business Standards: 7g)

The third part of the basic employment process is an employment test. Since the students areapplying for a position in the Business English class, the employment test will assess theirlanguage skills. The inventory test will cover the following:

vocabulary spelling English usage, including splitting infinitives, parallel structure and commas in

introductory adverb clauses and long introductory phrases punctuation, including dashes, brackets, parentheses, quotations and secondary quotes capitalization, abbreviations, and numbers

The results of this language inventory test will be housed in the Portfolio in Progress folders

and used as a reference for differentiating ongoing grammar and vocabulary review.

Employment tests may be created by the teacher, located in a Business English textworkbook or located online. Possible Internet sites may be:

www.grammarbook.com/punctuation/punc_master_test.asp www.uvsc.edu/owl/tests/punct/punct.html www.//college.hmco.com/english/elibrary/punctuation.html


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Activity 5: Ongoing Daily Language Review (GLEs: 21, 23d, 23e; Business Standards:5a, 5b, 5c, 7e)

The students will continue activities in their Daily Language Review (DLR) notebooks. Atthe beginning of each class period, students will copy an unedited sentence or two from the

board or overhead transparency. Applying rules of grammar, spelling, punctuation, quotes,verb usage, parallel structure, and sentence construction, the students are to proofread andedit, using proofreaders marks. Different students will go to the board and edit eachsentence. The class will be allowed to question the marks, ask questions for clarity on the useof the mark(s), and/or provide more editing if needed. Students are expected to answer allquestions raised and explain all marks used.

Teacher Note: For special study, language skill deficiencies assessed in the employment testwill be addressed as needed in activities for each unit.

Activity 6: Getting a J ob is One Thing, but Keeping It is Another (GLEs: 01c, 10b,10c, 10d, 25, 27b, 31b, 34b, 35b; Business Standards: 19f, 20c, 20g)

The students will write in journals in response to the following prompt: Getting a job is onething, but keeping it is another. They will explain the meaning of the statement and givesome tips on keeping a job. Students will share their responses. As the responses are read,students will make and post a class organizational chart, listing and explaining job-keepingskills mentioned in the discussion.

The students will then address the following prompt: What is the difference between hardand soft skills? Which has the class just discussed? What would be a good definition of hardand soft skills?

For further study, the students will use keywords in different search engines to identify,research, and evaluate appropriate sources and relevant information that define and illustratesoft skills. Students will use online databases, electronic resources or Internet-basedresources to locate, read, and print appropriate information. Using available technology,students will compose and present a three- to five-minute presentation on their findings,citing sources using an appropriate style guide. Peer groups and the teacher will identify thestrengths and effectiveness of each presentation based upon a rubric established by theteacher before beginning the activity.


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Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding ofcontent. Select assessments that are consistent with the type of product that resultsfrom the student activities, and develop a scoring rubric collaboratively with otherteachers or students. The following are samples of assessments that can be used forthis unit:

General Assessments

Students will be assessed via teacher observations, skills checklists, completedforms, and anecdotal records to monitor individual progress in readingstrategies and writing skills.

The students will create a Portfolio in Progress folder to house examples andpublished documents for later reference. The students will research and bring to class for presentation examples of

application letters, application forms, and information on job keeping skills. The students will create a bulletin board on the application process from

examples brought to class. To test the students understanding of soft skills and their importance to any

job, each student will be given a job-keeping skills test. It will be created bythe teacher or taken on the Internet. One such site may bewww.careerdepot.org/cygkeep.htm.

Activity-Specific Assessments

Activity 2: The students will begin their Portfolio in Progress with anapplication letter. This application letter will contain the following criteria: current date inside or letter address to teacher proper salutation body of letter:

purpose: to apply for a position in Business English class details: to provide personal and academic qualities that fit the job

position as a member of the Business English class, as well as anyoutside experience or extracurricular activities that would demonstratepositive character traits

conclusion: to ask for a personal interview and assistance from thereader (teacher) for success in this position

complimentary close signature

name and address


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The letter will contain few or no errors in grammar, usage, mechanics, orspelling.

Activity 3: Example application forms may be found on the Internet athttp://jobs.state.va.us/state7.doc. Further online practice may be found at

several sites including the following:www.collegeview.com/career/job_hunting/app orwww.jobsearch.about.com/library/jobapp/bljobappindex.htm

Activity 4: After all language inventory tests have been taken, the test will bereturned to each student. The class and the teacher will discuss the answers,and each student will edit and correct answers, as necessary. Their test scoreswill be computed, and area(s) of deficiencies, noted. The test will be used as atool for future language skills studies to be addressed in the daily languagereview activity presented at the beginning of each class period. This test willalso be housed as a reference tool in the PIP folder.

Activity 5: Students will create a Daily Language Review division in theirbinder. All of the daily language review sentences will be housed in thissection. At the end of the grading period, the students will gather all of theDLRs from that grading period and use them as a study guide for a languageskills test.


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Business EnglishUnit 2Communicating with Others 9

Business EnglishUnit 2: Communicating with Others

Time Frame: Approximately three weeks

Unit Description

This unit focuses on the communication process and the powerful role that choice ofvocabulary and diction play in communicating what is intended. Listening, reading,speaking, observing, and writing are essential skills in the communication process. It is theresponsibility of both the sender (writer) and the receiver (reader) to focus on all skills in theprocess. If either party fails to fulfill his/her responsibility in any part of the process,miscommunication will occur. Vocabulary will continue to be developed and extended by

focusing on defining words within the context of the unit.


The essential goals of this unit require students to focus on the communication process andthe elements involved. The student will identify barriers that cause miscommunication anddetermine possible solutions. The student will think critically about the impact of language inanalyzing and preparing the written and spoken communication.

Guiding Questions1. Can students explain the powerful role of language in shaping reality and cultural

standards?2. Can students definecommunication?3. Can students describe different forms of transmitting communication?4. Can students explain some causes for miscommunication?5. Can students explain the need for developing skills in listening, reading, writing,

observing, and speaking in their personal lives? Their careers?6. Can students describe barriers to any/all forms of the communication process? How

can these barriers be corrected?7. Can students explain the relevance and the importance of developing skills in the

communication process?


GLE # GLE Text and Benchmarks03a. Draw conclusions and make inferences about ideas and information in complex

texts in oral and written responses, including fiction/nonfiction (ELA-1-H3)


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GLE # GLE Text and Benchmarks03c. Draw conclusions and make inferences about ideas and information in complex

texts in oral and written responses, including public documents (ELA-1-H3)04. Evaluate ways in which the main idea, rationale or thesis, and information in

complex texts, including consumer, workplace, public, and historical documents,

represent a view or comment on life. (ELA-1-H4)10c. Identify, gather, and evaluate appropriate sources and relevant information to solveproblems using multiple sources, including electronic resources (ELA-7-H2)

13a.Analyze information within and across grade-appropriate print and nonprint textsusing various reasoning skills, including identifying cause-effect relationships(ELA-7-H4)

13b. Analyze information within and across grade-appropriate print and nonprint textsusing various reasoning skills, including raising questions (ELA-7-H4)

13c. Analyze information within and across grade-appropriate print and nonprint textsusing various reasoning skills, including reasoning inductively and deductively(ELA-7-H4)

13d. Analyze information within and across grade-appropriate print and nonprint textsusing various reasoning skills, including generating a theory or hypothesis (ELA-7-H4)

13e. Analyze information within and across grade-appropriate print and nonprint textsusing various reasoning skills, including skimming/scanning (ELA-7-H4)

13f. Analyze information within and across grade-appropriate print and nonprint textsusing various reasoning skills, including distinguishing facts from opinions andprobability (ELA-7-H4)

14a. Develop complex compositions, essays, and reports that include the following: aclearly stated central idea/thesis statement (ELA-2-H1)

14b. Develop complex compositions, essays, and reports that include the following: a

clear, overall structure (e.g., introduction, body, appropriate conclusion) (ELA-2-H1)

14c. Develop complex compositions, essays, and reports that include the following:supporting paragraphs organized in a logical sequence (e.g., spatial order, order ofimportance, ascending/descending order, chronological order, parallel construction)(ELA-2-H1)

14d. Develop complex compositions, essays, and reports that include the following:transitional words, phrases, and devices that unify throughout (ELA-2-H1)

16a. Develop complex compositions using writing processes such as selecting topic andform (e.g., determining a purpose and audience) (ELA-2-H3)

16b. Develop complex compositions using writing processes such as prewriting (ELA-2-

H3)16c. Develop complex compositions using writing processes such as drafting (ELA-2-

H3)16d. Develop complex compositions using writing processes such as conferencing with

peers and teachers (ELA-2-H3)16e. Develop complex compositions using writing processes such as revising for content

and structure based on feedback (ELA-2-H3)


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GLE # GLE Text and Benchmarks16f. Develop complex compositions using writing processes such as proofreading/

editing to improve conventions of language (ELA-2-H3)17a. Use the various modes to write complex compositions, including definition essay

(ELA-2-H4)17c. Use the various modes to write complex compositions, including a research project(ELA-2-H4)

17g. Use the various modes to write complex compositions, including persuasive essays(ELA-2-H4)

21. Apply standard rules of sentence formation, including parallel structure(ELA-3-H2)


23e. Apply standard rules of mechanics and punctuation, including quotation marks forsecondary quotations (ELA-3-H2)

24. Use a variety of resources (e.g., dictionaries, thesauruses, glossaries, technology)and textual features, (e.g., definitional footnotes, sidebars) to verify word spellings(ELA-3-H3)

25. Use standard English grammar, diction, and syntax when speaking in formalpresentations and informal group discussions (ELA-4-H1)

26c. Select language appropriate to specific purposes and audiences for speaking,including: participating in class discussions (ELA-4-H1)

27a. Listen to detailed oral instructions and presentations and carry out complexprocedures, including reading and questioning (ELA-4-H2)

27b. Listen to detailed oral instructions and presentations and carry out complexprocedures, including writing responses (ELA-4-H2)

27c. Listen to detailed oral instructions and presentations and carry out complexprocedures, including forming groups (ELA-4-H2)

29a. Deliver presentations that include the following: language, diction, and syntaxselected to suit a purpose and impact an audience (ELA-4-H3)

29b. Deliver presentations that include the following: delivery techniques includingrepetition, eye contact, and appeal to emotion suited to a purpose and audience(ELA-4-H3)

29c. Deliver presentations that include the following: an organization that includes aintroduction, relevant examples, and/or anecdotes (ELA-4-H3)

40b. Use selected style guides to produce complex reports that include the following:standard formatting for source acknowledgement (ELA-5-H5)


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Sample Activities

Activity 1: Ongoing Daily Language Review (GLEs: 21, 23d, 23e; BusinessStandards: 5a, 5b, 5c, 7e)

The students will continue activities in their Daily Language Review (DLR) notebooks. Atthe beginning of each class period, students will copy an unedited sentence or two from theboard or overhead transparency. Applying rules of grammar, spelling, punctuation, quotes,verb usage, parallel structure, and sentence construction, the students are to proofread andedit, using proofreaders marks. Different students will go to the board and edit eachsentence. The class will be allowed to question the marks, ask questions for clarity on the useof the mark(s), and/or provide more editing if needed. Students are expected to answer allquestions raised and explain all marks used.

Teacher Note: For special study, language skill deficiencies assessed in the employment test

will be addressed as needed in activities for each unit.

Activity 2: The Communication Process (GLEs: 13a, 13b, 13c, 13d, 13e, 13f, 16a, 16b,16c, 16d, 16e, 16f, 17a, 29a, 29b, 29c; Business Standards: 4c, 5b, 5e, 19f)

As a class, the students should be able to definecommunicationand describe thecommunication process. The students will identify several ways they communicated in thelast 24 hours, both good and bad. Working in small groups of three or four, each student willdiscuss one communication episode he/she was involved in during the past 24 hours,including those with good and poor outcomes. Each group will create a chart with thefollowing headings: Sender, Receiver, Purpose, Barrier, Outcome, and Method ofCommunication. Each group will chart the variety of communications the group encountered,asking these questions:

Were there any barriers to the communication? Who were the senders? Who were the receivers? What was the purpose of the conversation? What was the outcome of the entire communication? What was the method of communication?

One member of each group will make a presentation to the class on one of the episodes from

the chart, describing the situation and explaining the parts of the chart. Before thepresentations, the teacher and students will design a rubric including appropriate items todetermine if the communication was effective (e.g., organization, content knowledge, visuals,mechanics, delivery). If not, the students will offer some solutions that could have been usedto obtain a more positive outcome.

Each group will then identify the method of communication used in each situation. Eachgroups response should include the skills involved with the communication process


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reading, writing, speaking, listening, and observing. Each group will write a definition essaydefiningcommunicationand the process of communication, giving examples that includebarriers, outcomes, and resolutions. The essay will also include research from current dataand on-line resources to validate the points presented in the paper. This definition essay willbe written using the complete writing process and utilizing correct punctuation and effective,

well-written sentences.

Activity 3: Classifying and Recognizing Communication Skills (GLEs: 13a, 13b, 13c,16a, 16b, 16c, 16d, 16e, 17g, 26c; Business Standard: 5b)

Students should practice classification and recognition of good communication skills byengaging the following activities:

Each student will select a person whom they consider a good communicator. On asheet of paper, the student will write the qualities that make that person a goodcommunicator. Students will share their responses and create a list of common

qualities on the board. Students will select a well-known personality from local, national, or international

status and analyze his/her communication skills. The students will defend theiropinions in a shared written response.

Students will choose one of the personalities discussed in class that bestexemplifies the characteristics of a good communicator and write a persuasiveessay on that character, providing evidence to substantiate the opinion. Thispersuasive essay should be written using the writing process and utilizing correctpunctuation and effective, well-written sentences.

Activity 4: Miscommunication (GLEs: 04, 13a, 13b, 13c; Business Standards: 4c, 5a,5b, 19f)

Miscommunication occurs when barriers are blocking the communication process. Studentswill write a shared response or journal entry describing a situation, humorous or serious, inwhich miscommunication occurred, explaining the outcome and how it could have beenprevented.

Students will research for cartoons, pictures, advertisements, or written articles that could beconsidered misleading or easily misunderstood. The students will share their findings withthe class. The other class members will analyze the reasons for the different interpretations.

The students will then analyze how easily miscommunication can occur and determine howmiscommunication can affect life and work situations. At the end of the discussion, thestudents will create a collage of all their findings.

For ambiguous advertisements, words, sayings and responses, the following website may beused: www.gray-area.org/Research/Ambig/.


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Activity 5: The Skill of Reading and Understanding (GLEs: 03a, 13a, 13c, 13d, 13e;Business Standards: 5a, 5e)

The students will be given a short, ambiguous passage or story and will read and answerspecific comprehension questions. The students will be divided into small groups of three or

four and discuss their answers and give reasons for them, citing references in the text. Then,the students will discuss the answers as a whole class and evaluate the supporting details toprove or disprove the answers. The students will analyze and draw conclusions from theirresponses about the importance of writing clear and concise documents and will write ajournal entry or response paragraph on what was learned about ambiguous writings.

Activity 6: Understanding Essential Skills (GLEs: 03c, 10c, 13c, 14a, 14b, 14c, 14d,17c, 24, 25, 27a, 27b, 27c, 40b; Business Standards: 3a, 4g, 5b, 5d, 19f, 20c)

In groups of three or four, students will create a chart specifically explaining how each of the

communication skillsreading, writing, speaking, listening, and observingare used indifferent occupations (e.g., sales representative, automotive mechanic, data/informationprocessor, graphic designer) using occupation as the first column and the communicationskills as columns two through six. For example:Job Reading Writing Speaking Listening ObservingSalesRepresentative

Read andunderstandbrochures,productmanuals,company

policies,contracts,warrantiestounderstandcompanyproductand/orservice

Write clearcontracts, phonemessages, dailyand weeklyreports, andcorrespondence to

avoidmiscommunication

Speak toand withcoworkers,clients,newcustomers

andbusinessassociatesto createmorebusiness

Listen tocoworkers,clients andbusinessassociatesto

continuecustomergoodwill

Observereaction tosalespromotionsand demos forcustomer

understanding.Be aware ofbody languageto facilitatetimemanagement

The whole class will discuss and create one chart on the overhead or board. The class will

determine if all communication skills are used in each job occupation and if they are essentialskills in any particular job or career.

From this discussion, each student will do a research project on an occupation or careerinterest. Using theOccupational Outlook Handbookand appropriate web sites, the studentwill research information to explain and/or illustrate how the communication skillsreading,writing, listening, and observingare used in his/her occupation or career interest. A website


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containing a guide to grammar and writing ishttp://webster.commnet.edu/grammar/.From theresearch, the student will create a multi-paragraph essay that includes the following:

Introduction: identifies and describes the occupation makes general statement concerning the communication skills

Body: includes separate paragraph for each of the communication skills specifically describes and gives examples for each

Conclusion: restatement of topic includes training/education and future income

Bibliography: lists all print texts and Internet-based sites uses standard formatting for source acknowledgement

The student will design a poster that expresses information from the essay visually. Thestudent will make a three-minute presentation on the project and display the poster on a

classroom wall. Each presentation may be videotaped and used later for feedback.

Teacher Note: Once the poster is no longer on display, the student will collect his/heressay from the poster and place it in the portfolio in progress (PIP) folder.

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding ofcontent. Select assessments that are consistent with the type of product that resultsfrom the student activities and develop a scoring rubric collaboratively with otherteachers or students. The following are samples of assessments that can be used forthis unit:

General Assessments

The student will create an organizational chart to explain the communicationprocess.

The student will research and explain examples of miscommunication in the

written language by bringing cartoons, pictures, and articles that caused readersdifficulty in understanding the correct message. He/She will also raise questionsand draw conclusions about the reasons for the miscommunication in theexamples.

The student will create a humorous collage with the researched cartoons, pictures,and written articles representing misleading or ambiguous documents.


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Activity 1: The student will create a Daily Language Review division in his/herbinder or notebook. All of the daily language review sentences will be placed inthis section. At the end of the grading period, the student will gather all of the

DLRs from that grading period and use them as a study guide for a languageskills test.

Activity 3: The student will write a persuasive essay on the characteristics of aneffective communicator. The students essays will be assessed for:

thesis statement development support organization persuasive elements

A rubric will be created to cover organization, content, grammar and spelling,

neatness, formatting and references. The individual essays will be assessed by theteacher or the students will assess the individual essays and the results will beaveraged. Possible web sites for rubrics are www.teach-nology.com orwww.rubrics.com

Activity 5: The students will create shared responses/journal entries on teacher-selected topics. The students responses are quick paragraphs but must maintainproper structuretopic sentence, supporting details and conclusion. Sinceresponses are limited in time, each students response will be graded more oncontent and knowledge than on mechanics. The students responses or entries willbe kept in a journal notebook or working portfolio.

The following is a suggested ambiguous passage:A couple drives up to a gas station/convenience store. They notice a person inbusiness attire running from the store. Quickly following behind, a personyells, We were just robbed! Police are called and respond. The victim ofthe robbery is interviewed.

The following questions are to be answered with True/False/Unknown:1. The store was robbed.2. The owner of the store was in business attire.3. The couple consisted of a male and female.

4. The couple witnessed two people running from the store.5. The police interviewed the victim.6. The person in business attire was yelling, We were just robbed!


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Business EnglishUnit 3The Psychology of Writing 17

Business EnglishUnit 3: The Psychology of Writing

Time Frame Work: Approximately two weeks

Unit Description

Students will use writing processes, including identifying purpose and audience, andcarefully select language appropriate for the audience. This unit focuses on the efficacy ofdistinguishing the authors purpose for writing and its influence on the organization of textin business communication. Choice of vocabulary and of diction is guided by the need tocommunicate exactly what is intended. Based on both teacher and peer feedback, studentswill identify and develop writing that results in clear, positive communication. Vocabularydevelopment and grammar instruction occur within the context of student reading and

writing.


The essential goals of this unit require students to read, comprehend, and explain how towrite/develop a business document that clearly addresses the needs of the person for whom itis written. The students will identify Maslows Hierarchy of Human Needs and explain howrecognizing the different levels of human need helps to develop a business document thatsuccessfully meets its requirements. Students will analyze word choices based on theirdenotation and connotation and recognize effects on the text and the reader. Students willapply these areas of focus to create an effective business document.

Guiding Questions1. Can students identify purpose and audience in writing?2. Can the students list and describe all the steps in Maslows Hierarchy of Human

Needs?3. Can the students provide and justify appropriate examples for each step?4. Can the students definedenotationandconnotation, recognizing words as negative

and positive?5. Can the students analyze the message from the readers point of view?6. Can the students explain how word choice can make a difference in the effectiveness

of a business document?


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GLE # GLE Text and Benchmarks01a Extend basic and technical vocabulary using a variety of strategies, including:

analysis of an authors word choice (ELA-1-H1)

03c. Draw conclusions and make inferences about ideas and information in complextexts in oral and written responses, including public documents (ELA-1-H3)13a. Analyze information within and across grade-appropriate print and nonprint

texts using various reasoning skills, including identifying cause-effectrelationships (ELA-7-H4)

13c. Analyze information within and across grade-appropriate print and nonprinttexts using various reasoning skills, including reasoning inductively anddeductively (ELA-7-H4)

14a. Develop complex compositions, essays, and reports that include the following:a clearly stated central idea/thesis statement (ELA-2-H1)

14b. Develop complex compositions, essays, and reports that include the following:

a clear, overall structure (e.g. introduction, body, appropriate conclusion) (ELA-2-H1)14c. Develop complex compositions, essays, and reports that include the following:

supporting paragraphs organized in a logical sequence (e.g., spatial order, orderof importance, ascending/descending order, chronological order, parallelconstruction) (ELA-2-H1)


15a. Develop complex compositions on student- or teacher-selected topics that aresuited to an identified audience and purpose and that include word choicesappropriate to the identified audience and/or purpose (ELA-2-H2)

15b. Develop complex compositions on student- or teacher-selected topics that aresuited to an identified audience and purpose and that include vocabularyselected to clarify meaning, create images, and set a tone (ELA-2-H2)

15c. Develop complex compositions on student- or teacher-selected topics that aresuited to an identified audience and purpose and that include information/ideasselected to engage the interest of the reader (ELA-2-H2)

15d. Develop complex compositions on student- or teacher-selected topics that aresuited to an identified audience and purpose and that include clear voice(individual personality) (ELA-2-H2)

16a. Develop complex compositions using writing processes such as selecting topicand form (e.g., determining a purpose and audience) (ELA-2-H3)

16b. Develop complex compositions using writing processes such as prewriting (e.g.brainstorming, clustering, outlining, generating main idea/thesis statements)(ELA-2-H3)

16c. Develop complex compositions using writing processes such as drafting (ELA-2-H3)

16d. Develop complex compositions using writing processes such as conferencingwith peers and teachers (ELA-2-H3)


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GLE # GLE Text and Benchmarks16e. Develop complex compositions using writing processes such as revising for

content and structure based on feedback (ELA-2-H3)16f. Develop complex compositions using writing processes such as

proofreading/editing to improve conventions of language (ELA-2-H3)16g. Develop complex compositions using writing processes such as publishingusing available technology (ELA-2-H3)

17a. Use the various modes to write complex compositions, including definitionessays (ELA-2-H4)

19b. Extend development of individual style to include the following: a variety ofsentence structures and patterns (ELA-2-H5)

19c. Extend development of individual style to include the following: diction thatsets tone and mood (ELA-2-H5)

19d. Extend development of individual style to include the following: vocabularyand phrasing that reflect the character and temperament (voice) of the writer

(ELA-2-H5)21. Apply standard rules of sentence formation, including parallel structure (ELA-

3-H2)23d. Apply standard rules of mechanics and punctuation, including dashes (ELA-3-

H2)23e. Apply standard rules of mechanics and punctuation, including quotation marks

for secondary quotations (ELA-3-H2)25. Use standard English grammar, diction, and syntax when speaking in formal

presentations and informal group discussions (ELA-4-H1)26c. Select language appropriate to specific purposes and audiences for speaking,

including participating in class discussions (ELA-4-H1)

30b. Use active listening strategies, including selecting and organizing information(ELA-4-H4)

31b. Deliver oral presentations, including responses that analyze information in textsand media (ELA-4-H5)

32b. Give oral and written analyses of media information, including: analyzing thetechniques used in media messages for a particular audience (ELA-4-H5)

32d. Give oral and written analyses of media information including: critiquingstrategies (e.g., advertisements, propaganda techniques, visual representations,special effects) used by the media to inform, persuade, entertain, and transmitculture (ELA-4-H5)


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Sample Activities


Students begin each class period by copying one or more unedited sentences from the boardor transparency into the Daily Language Review (DLR) section of their notebooks. Applyingrules of grammar, spelling, punctuation, quotes, verb usage, parallel structure, and sentenceconstruction, the students are to proofread and edit using proofreaders marks. Differentstudents will go to the board and edit each sentence. The class will be allowed to question themarks, ask questions for clarity on the use of the mark(s), and/or provide more editing ifneeded. Students are expected to answer all questions raised and explain all marks used.


Activity 2: Determining Reader/Writers Needs (GLEs: 01a, 03c, 25, 26c; BusinessStandards: 4c, 5a, 5b,)

The students will write a response to the following prompt: Wrecked on an island withoutany supplies, what would be your first concern? Your second concern? Your third? Why inthat order? The class will share and give reasons for the order of their concerns.

The teacher will present a mini-lesson on Maslows Hierarchy of Human Needs: Rung 1 Basic Physical Needs

Rung 2 Safety and Security Needs Rung 3 The Need to Belong Rung 4 The Need to be Somebody Rung 5 The Need to Help Others and to be Creative.

Students will write and explain each of the levels identified by Maslow. Then, adding to thatresponse/entry, students will search their personal experiences for an incident where thefailure to fulfill a lower-level need has interfered with the attainment of a higher-level need.If the students are unable to provide personal examples, they should think of incidents fromtelevision or the movies. The students are to add this response to their sharedresponse/journal entry and share with the class. For the conclusion of their entry, the students

will explain how their initial response fits Maslows Hierarchy of Human Needs ladder.

Activity 3: Use of Human Needs in Advertising (GLEs: 25, 30b, 31b, 32b, 32d;Business Standard: 12d)

The students will work in small groups, with each group assigned a level of human need asdefined by Mazlow, to create a visual ladder representing Mazlows hierarchy .The first rung


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at the bottom will be labeled with the basic level of need, and each rung thereafter will belabeled until the fifth and highest level of human need has been reached.

In random order, the teacher will show students five examples of advertising that appeal toMaslows Hierarchy of Human Needs: basic physical needs, safety and security needs, the

need to belong, the need to be somebody, and the need to help others and to be creative.The students will describe the human need each advertisement is targeting and how theaudience may respond. The students will then be asked to review five advertisements, eachone depicting a different level of human need. Students will analyze the samples to determineintended audience, purpose, main idea, and how they are organized. They will write aparagraph analysis of each advertisement, including the human need addressed and theapproach used by the advertiser to obtain a favorable response. Each student will choosehis/her favorite advertisement out of the five and present it to the class. The students willthen display their advertisements on appropriate rungs of the bulletin board they designed,illustrating ways that businesses address the different levels of human needs in advertising.

Activity 4: Use of Connotation: Positive Versus Negative (GLEs: 15a, 15c, 15d, 16a,16b, 16c, 16d, 16e, 16f, 16g, 19b, 19c, 19d; Business Standards: 4a, 4b, 4c, 5a, 5b, 5c,20a, 20c)

Students will be shown ten word cards to test their reactionspositive or negative. After theinitial response, a chart containingPurr WordsandSnarl Wordswill be created on the board.The students will reevaluate the words from the cards and place them into one of theappropriate columns. The students may disagree on placement of each word, depending ontheir association with the word. Some words the students may find neutral, but they need todecide which column would be a better choice. The students will discuss the followingquestions: What role does word choice play in the psychology of writing? How do wordsmove an audience in a positive or negative direction?

The students will use a writing process and available technology to create an essay using avariety of well-written sentences. They will write an expository essay for the followingquestion: What methods should a writer use to get the reader to respond favorably to arequest? Several students will present their essays to the class. The class will evaluate anddiscuss the essays on content, organization and delivery.

Activity 5: Promoting Positive Reactions through Communication (GLEs: 13a, 13c,14a, 14b, 14c, 14d, 15a, 15b, 15c, 15d, 16a, 16b, 16c, 16d, 16e, 16f, 16g, 17a; BusinessStandards: 4a, 4b, 5a, 5b, 20a, 20c)

Students will discuss and defend their answers to the following questions: What is goodwill?Do you know anyone who prefers to trade at one store or another? Do you know anyone whoprefers to be served by one salesperson rather than another? In your social life, are theresome friends whose company you prefer over others? Why?


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Students will describe and discuss the cause-effect relationships in their answers to thefollowing questions: Has anyone ever tried to crowd in front of you in the cafeteria line?How did you feel? Why? When a traffic light turns green and the lead car doesnt moveimmediately, why do so many drivers in the lane following that car honk their horns?

The students will use inductive and deductive reasoning in analyzing whether or not goodwillcomes from satisfying peoples needs. The students will name and explain some ways topromote goodwill among customers and friends. A chart will be created on the overhead orboard that lists the form of goodwill and a short description or example for each. Thestudents lists should include being courteous, using a persons name with correct spellingand pronunciation, listening attentively, practicing patience, and controlling ones temper.

Based on students earlier writing and feedback, the teacher will conduct a mini-lessonfocused on components of clear, overall structure and paragraphs organized in a logicalsequence with a variety of well-chosen words and sentences. The students will use a writingprocess and available technology to create an expository essay explaining the broad meaning

ofgoodwill and the methods of creating it. The essay will reflect the definition, methods andexamples, and importance of its use in writing for positive results.

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding ofcontent. Select assessments that are consistent with the type of product that resultsfrom the student activities, and develop a scoring rubric collaboratively with otherteachers or students. The following are samples of assessments that can be used forthis unit:

General Assessments

The class will create a bulletin board of Maslows Hierarchy of Needs.According to Maslow, human needs are based on a system of priorities,similar to the rungs of a ladder. The class will create a ladder and placeMaslows human needs in priority order, using their researchedadvertisements to illustrate each step.

The student will discuss and raise questions about the denotation andconnotation of a word list presented by the teacher and make inferences onwhy word choice is important.

The student will raise and answer their own questions in a class discussion onthe meaning ofgoodwill and how it affects others.


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Activity 1: The student will create a Daily Language Review division in theirbinder. All of the daily language review sentences will be put in this section.At the end of the grading period, the students will gather all of the DLRs

from that grading period and use them as a study guide for a language skillstest.

Activity 2: The students responses are quick paragraphs but must maintainproper structuretopic sentence, supporting details and conclusion. Sinceresponses are limited in time, the students response will be graded more oncontent and knowledge than his mechanics. The students responses or entrieswill be kept in a journal notebook or working portfolio.

A checklist will be used to check or grade the response/journal entry foranalyzing Maslows Hierarchy of Human Needs. The response/journal entry

checklist should include the following items of information: a list of each rung level, identification of the human needaddressed, and an explanation of its importance

a description of an incident where the need was not met and how itinterfered with the attainment of the higher level need.

a discussion of the importance of the level and its meeting thereaders need

Activity 3: The teacher and students will design a rubric to analyze andevaluate each students presentation. A rubric could be selected or created byusing a web site such aswww.teach-nology.comor www.rubrics.com. Topics

such as organization, content knowledge, visuals, mechanics, and delivery aresuggested for criteria of each presentation.

The written paragraph should be graded on organization, main idea, content,formatting, grammar, and punctuation.

Activities 4 and 5: A created rubric will cover organization, content, grammar,spelling, neatness, formatting, and references. The teacher will use the rubricto grade the students individually or have the students assess each individualsessays and projects and average the results. Possible web sites for rubrics arewww.teach-nology.com or www.rubrics.com.


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Business EnglishUnit 4Multicultural Communications, Ethics, and Etiquette 24

Business EnglishUnit 4: Multicultural Communications,

Ethics, and Etiquette

Time Frame: Approximately six weeks

Unit Description

The focus of this unit is on better international communication that limits or eliminatesmisinterpretations and misconceptions between the reader and the writer. Cultural diversity isbecoming common in all aspects of communication, and having an understanding of acountrys or cultures customs and traditions will better enhance the communication process.The efficacy of writing with clarity in expression, following ethical standards, and usingproper etiquette for citizens of all countries is important to address for positive results in

international communication. Vocabulary development and grammar instruction occur withinthe context of student reading and writing.


The essential goals of this unit require the students to evaluate the needs of the reader byresearching and reading more about the readers culture in order to communicate a moreeffective message. They will make inferences and draw conclusions on how to apply theknowledge they are gaining to communicate positively. Students will examine the impact ofword choice in international correspondence. Students will evaluate the message for use ofproper ethics, etiquette, and other elements that lead to successful communication.

Guiding Questions

1. Do students recognize cultural diversity in their own environment?2. Can students recognize some cultural differences in their personal environment? How

are they handled? Why?3. Can students describe the American business culture in relationship to time and

punctuality, work ethics, and social business practices?4. Can students compare and contrast foreign cultures to the American culture?5. Can they defend some dos and donts in writing and speaking with people of a

foreign country?6. Can student defineethicsandetiquette?7. Can students compare and contrastethicsandetiquette?


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GLE # GLE Text and Benchmarks01b. Extend basic and technical vocabulary using a variety of strategies, including:

use of related forms of words (ELA-1-H1)

03c. Draw conclusions and make inferences about ideas and information in complextexts in oral and written responses, including public documents (ELA-1-H3)04. Evaluate ways in which the main idea, rationale or thesis, and information in

complex texts, including consumer, workplace, public, and historic documents,represent a view or comment on life (ELA-1-H4)

10a. Identify, gather, and evaluate appropriate sources and relevant information tosolve problems using multiple sources, including: school library catalogs(ELA-7-H2)

10b. Identify, gather, and evaluate appropriate sources and relevant information tosolve problems using multiple sources, including: online databases (ELA-7-H2)

10c. Identify, gather, and evaluate appropriate sources and relevant information tosolve problems using multiple sources, including: electronic resources (ELA-7-H2)

10d. Identify, gather, and evaluate appropriate sources and relevant information tosolve problems using multiple sources, including: Internet-based resources(ELA-7-H2)

13a. Analyze information within and across grade-appropriate print and nonprinttexts using various reasoning skills, including identifying cause-effectrelationships (ELA-7-H4)

13b. Analyze information within and across grade-appropriate print and nonprinttexts using various reasoning skills, including raising questions (ELA-7-H4)

13c. Analyze information within and across grade-appropriate print and nonprinttexts using various reasoning skills, including reasoning inductively anddeductively (ELA-7-H4)


14b. Develop complex compositions, essays, and reports that include the following:a clear, overall structure (e.g. introduction, body, appropriate conclusion) (ELA-2-H1)

14c. Develop complex compositions, essays, and reports that include the following:supporting paragraphs organized in a logical sequence (e.g., spatial order, orderof importance, ascending/descending order, chronological order, parallel

construction) (ELA-2-H1)15c. Develop complex compositions on student- or teacher-selected topics that are

suited to an identified audience and purpose and that include information/ideasselected to engage the interest of the reader (ELA-2-H2)



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GLE # GLE Text and Benchmarks16a. Develop complex compositions using writing processes such as selecting topic

and form (e.g., determining a purpose and audience) (ELA-2-H3)16b. Develop complex compositions using writing processes such as prewriting

(e.g., brainstorming, clustering, outlining, generating main idea/thesis

statements) (ELA-2-H3)16c. Develop complex compositions using writing processes such as drafting (ELA-2-H3)

16d. Develop complex compositions using writing processes such as conferencingwith peers and teachers (ELA-2-H3)

16e. Develop complex compositions using writing processes such as revising forcontent and structure based on feedback (ELA-2-H3)

16f. Develop complex compositions using writing processes such asproofreading/editing to improve conventions of language (ELA-2-H3)

17c. Use the various modes to write complex compositions, including a researchproject (ELA-2-H4)

21. Apply standard rules of sentence formation, including parallel structure (LEA-3-H2)


23e. Apply standard rules of mechanics and punctuation, including quotation marksfor secondary quotations (ELA-3-H2)

23g. Apply standard rules of mechanics and punctuation, including manuscript form(ELA-3-H2)

24. Use a variety of resources and textual features to verify word spelling (ELA-3-H3)

25. Use standard English grammar, diction, and syntax when speaking in formal

presentations and informal group discussions (ELA-4-H1)26a. Select language appropriate to specific purposes and audiences for speaking,

including: delivering informational/book reports in class (ELA-4-H1)26c. Select language appropriate to specific purposes and audiences for speaking,

including: participating in class discussions (ELA-4-H1)27c. Listen to detailed oral instructions and presentations and carry out complex

procedures, including forming groups (ELA-4-H2)28. Organize and use precise language to deliver complex oral directions or

instructions about general, technical, or scientific topics (ELA-4-H2)29a. Deliver presentations that include the following: an organization that includes

language, diction, and syntax selected to suit a purpose and impact an audience

(ELA-4-H3)29b. Deliver presentations that include the following: delivery techniques including

repetition, eye contact, and appeal to emotion suited to a purpose and audience(ELA-4-H3)

29c. Deliver presentations that include the following: an organization that includesan introduction, relevant examples, and/or anecdotes, and a conclusion arrangedto impact an audience (ELA-4-H3)


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GLE # GLE Text and Benchmarks30a. Use active listening strategies, including monitoring messages for clarity

(ELA-4-H4)30b. Use active listening strategies, including selecting and organizing information

(ELA-4-H4)

31b. Deliver oral presentations, including responses that analyze information in textsand media (ELA-4-H5)31c. Deliver oral presentations, including persuasive arguments that clarify or defend

positions (ELA-4-H5)33a. Participate in group and panel discussions, including identifying the strengths

and talents of other participants (ELA-4-H6)33b. Participate in group and panel discussions, including acting as facilitator,

recorder, leader, listener, or mediator (ELA-4-H6)33c. Participate in group and panel discussions, including evaluating the

effectiveness of participants performance (ELA-4-H6)34b. Select and critique relevant information for a research project using the

organizational features of a variety of resources, including: electronic texts(ELA-5-H1)

35a. Locate, analyze, and synthesize information from a variety of complexresources, including: multiple print texts (ELA-5-H2)

35b. Locate, analyze, and synthesize information from a variety of complexresources, including: electronic sources (ELA-5-H2)

35c. Locate, analyze, and synthesize information from a variety of complexresources, including: other media (ELA-5-H2)

37a. Access information and conduct research using various grade-appropriate data-gathering strategies/tools, including: formulating clear research questions(ELA-5-H3)

38d. Write extended research reports which include the following: completedocumentation consistent with a specified style guide (ELA-5-H3)

39c. Use word processing and/or technology to draft, revise, and publish variousworks including: research reports on high-interest and literary topics (ELA-5-H4)

40b. Use selected style guides to produce complex reports that include the following:standard formatting for source acknowledgement (ELA-5-H5)

Sample Activities


Students begin each class period by copying one or more unedited sentences from the boardor transparency into the Daily Language Review (DLR) section of their notebooks. Applyingrules of grammar, spelling, punctuation, quotes, verb usage, parallel structure, and sentence


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construction, the students are to proofread and edit, using proofreaders marks. Differentstudents will go to the board and edit sentences. The class will be allowed to question themarks, ask questions for clarity on the use of the mark(s), and/or provide more editing ifneeded. Students are expected to answer all questions raised and explain all marks used.


Activity 2: Cultural Diversity (GLEs: 10b, 13a, 13b, 13c, 14a, 14b, 14c, 16a, 16b, 16c,16d, 16e, 16f, 25, 26a, 29c; Business Standards: 5a, 5b, 5c, 19f)

The teacher will present mini-lessons on the following topics: the diversity of cultures and languages represented in the United States and

the impact of different cultures on a nation guidelines to follow in conducting a personal interview

Students will select someone from a culture or background different from theirs to interview.They will gather and organize information from the interview to write a report and presentthe information to the class. Internet sources can be explored to gather additional backgroundon the culture. At the end of the presentations, the students will record all of the nationalitiesin their notebook under the headingCultural Diversity. This list is a representation of culturaldiversity in their work place.

The students will discuss their encounters and experiences with the person they interviewed.In the discussion, students will answer these questions:

What happened during the initial encounter?

Was the communication clear and easy? How was it handled? What was the outcome?

The students will use writing processes to develop an expository essay that gives theirdefinition ofcultural diversityand explains its importance to the communication process.They will include obstacles encountered in communication during the interviews.

Books by Roger Axtell are high interest books for high school students learning aboutcultural differences and what is deemed acceptable social behavior around the world. Dosand Taboos Around the World is one example of his books that can be kept in the classroom

for silent reading.

Activity 3: Made in the USA? (GLEs: 13b, 13c, 31b, 33b; Business Standards: 4c, 11c)

In a teacher-facilitated discussion, students will examine the influences of the globalmarketplace in the classroom. The students will search the classroom and their personalbelongings for items made in foreign countries. Students will make a list of those countries in


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their notebooks and on the board. The students will list - or bring - items found at home orwork that are manufactured in foreign countries. They should also be able to explain whatmarketing tool/technique and which level in Maslows hierarchy each manufacturingcompany used to market its goods or services. The items will be placed on a bulletin boardrepresenting the global marketplace.

Activity 4: The American Business Culture (GLEs: 03c, 10d, 14b, 17c, 23g, 34b, 35b,37a, 38d, 39c, 40b; Business Standards: 3b, 5b, 5d, 11a, 16c, 19f, 20c)

The students will search the Internet and other print and electronic sources to find somepopular practices of the American business culture. They should look for information thatincludes the American business culture in relationship to time and punctuality, work ethics,and social business practices that relate to appearance, behavior, and communications.Students will compose a research report that describes the American business culture andincludes parenthetical and works-cited documentation. They will use available technology to

research, organize, draft, revise, edit and publish the document. Several students will presenttheir reports to the class.

Activity 5: Global Economic Systems (GLEs: 10a, 17c, 23g, 25, 26a, 29a, 30a, 31b, 33a,33c, 35c; Business Standards: 5b, 5d, 11a, 16c)

Using a world map or globe, the students will locate different major economic countries ofthe world.

Each student will find a newspaper article that relates to a foreign country. Each student willbriefly summarize the contents of the article and annotate the source. The student will alsopresent the article and the summary in class and identify the countrys geographical locationon a map or globe.

In a mini-lesson, the teacher will review and model standard rules of mechanics andpunctuation as well as parenthetical and works-cited documentation in a written report. Thestudents will then write an individual research report on one independent country to befollowed by a media presentation with report highlights. The written report will containspecific information, such as the pronunciation of the countrys name, its capital, officiallanguage, population, labor force, exports, export trading partners, imports, and importtrading partners. The report will include relevant information about the countrysgovernment, people, economic and foreign affairs, and common business behaviors orpractices. The media presentation will include the flag of the country, the important andinteresting facts from the report, and the geographical location of the country. It will bepresented to the class with emphasis on correct language, diction, and syntax.


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Activity 6: Persuasive Presentation (GLEs: 03c, 10a, 10b, 10c, 10d, 15c, 15d, 16a, 16c,17c, 25, 26a, 27c, 28, 29a, 29b, 29c, 30a, 30b, 31c, 33a, 33b, 33c; Business Standards: 4c,4d, 5b, 5d, 5e, 7a, 16c, 16f, 20d)

The teacher will facilitate a review of elements of persuasive writing (e.g., clearly stated

opinion, logical order, convincing supporting reasons/arguments to influence audience) andof communication and marketing strategies. The students will then be divided into groups ofthree or four to write and deliver a group persuasive presentation encouraging people to visita particular local or state tourist attraction. To research the tourist attraction, a visit could bemade to the site, or it could be researched through the library, Internet, or the Tourist Bureau.The written report will include at least a one-page persuasive report on the site selected and aseparate summary of the work detail of each of the members of the group. The written reportwill also contain work-cited documentation and parenthetical references where necessary.The oral presentation must include several types of media that would be of interest to local,state, national, and international visitors. Each member of the group must take part in the oralpresentation, focusing on expressing ideas clearly and powerfully.

After peer and teacher editing, the papers will be sent to the managers of each tourist sitewith personal notes from the students. This activity can be adapted according to the interestsof the students.

Activity 7: Ethics (GLEs: 01b, 04, 13a, 13b, 24, 25, 26c, 27c, 30a, 31b, 33b, 34b, 35b,38d, 40b; Business Standards: 3k, 4c, 5b, 12h, 16c, 19f)

Students will use print and/or electronic sources to locate definitions and suitable synonymsfor the wordsethicsandethical. Then students will do an online search for a definition andexplanation of the termbusiness ethics, write a summary of the findings, document thesources, and report findings to the class.

The teacher will direct a discussion of the termcodeof ethics. Using the Internet,studentswill locate home pages of three businesses that state their codes of ethics online. Each studentwill then write an analysis that compares and contrasts the code of ethics of the businesses,explains the purpose for each code of ethics, and documents the sources.

The teacher will facilitate a discussion of the principles for preserving ethical behavior inwork and in life situations by asking students to discuss these questions: How does a persondetermine if an action is ethical? Is an action legal? Is it fair to both sides? How would theaction make both sides feel?

Working in groups of three or four, students will choose a facilitator, a recorder, a presenter,and a researcher and examine an assigned scenario with the following questions:

How do I feel about the situation? Why? What should be the ethical response to this situation? Why?

Each group will prepare an informal oral report, present it to the whole class, and participatein a question/answer discussion of each scenario.


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Using the Internet, students will find a quotable quote or brief passage that illustrates abusiness ethics issue. Using critical thinking strategies, students will prepare a report thatincludes an summary of the issue, an explanation of its significance, the authors name, anddocumentation of the source. Each student will present his or her work to the entire class.

Activity 8: Etiquette (GLEs: 01b, 03c, 04, 10c, 10d, 34b, 35a, 35b, 38d; BusinessStandards: 5b, 7a, 7b, 16c, 19f)

Students will identify, gather, and evaluate relevant information from different sources, printand electronic, to defineetiquetteand find related forms or synonyms of this word. Using theInternet, students will research three sites that define/explain business etiquette,analyzingand synthesizing the information from the different sites. They will also initiate research toanswer the following questions: Why is business etiquette necessary in communication?Who benefits from using it? Each student will then write a summary of research findings,responses to the questions, and documentation of the Internet sites where the information can

be found. The students will share their findings with the class.

The students will be instructed to take a test provided by the teacher or be given instructionsto locate a business etiquette test from the Internet. Each student is to take the test and recordhis/her responses. The test and its answers will be discussed with the class.

The students will search for a copy of the Ten Commandments of Human Relations from theInternet, print it, and keep a copy in their PIP folder for future reference. The class willdiscuss these ten general rules and evaluate their impact on clear and courteouscommunication across cultures in international communication.

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding ofcontent. Select assessments that are consistent with the type of product that resultsfrom the student activities and develop a scoring rubric collaboratively with otherteachers and students. The following are samples of assessments that can be used forthis unit:

General Assessments

The student will read, summarize and present a current article that relates to a foreigncountry.

The student will discussThe Ten Commandments of Human Relationsand evaluateits merit in business etiquette and positive communication.


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The student will use print and electronic sources to explain the definitions of wordssuch ascultural diversity, ethics, etiquette, and additional vocabulary as introduced.

The student will take a Business Etiquette Test either given by the teacher or locatedby research from the Internet.

The student will locate specific geographical locations using a world map or globe.


Activity 1: Students will create a Daily Language Review division in their binder. Allof the daily language review sentences will be housed in this section. At the end ofthe grading period, the students will gather all of the DLRs from that grading periodand use them as a study guide for a language skills test.

Activity 2: A rubric will be created to cover organization, content, grammar andspelling, neatness, formatting and references. The teacher could use the rubric to

grade the students individually or have the students also assess the individuals essaysand projects and average the results. Possible web sites for rubrics are www.teach-nology.comor www.rubrics.com.

Activities 5 and 6: Three rubrics will be used to grade all parts of these researchprojects. One rubric will be created to cover specific and general informationrequirements in formatting the report. A second rubric will be created to cover themedia requirements, and a third rubric, for the oral presentation. The teacher will usethe rubrics to grade the students individually or have the students also assess theindividual parts of the projects and average the results. Possible web sites for rubricsare www.teach-nology.com or www.rubrics.com.


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Business EnglishUnit 5Formatting Business Letters, Memos, Emails, and Netiquette33

Business EnglishUnit 5: Formatting Business Letters,

Memos, Emails and Netiquette

Time Frame: Approximately four weeks

Unit Description

This unit focuses on formatting a business letter and envelope. The three common businessletter styles--block, modified block, and modified block with indented paragraphswill beused. This unit also focuses on formatting the one-page letter, its common and optional parts,and its envelope. Another focus of this unit will be the formatting of emails and the etiquetteneeded for communication that carries a positive message.


Students will be able to name all business letter parts, identify the functions of each part, anddescribe the arrangements of those parts in the three most common business letter styles.Students will format a letter with correct margins and spacing and justify the need for keyingletters. Students will be able to format a business envelope correctly and fold the letterproperly for insertion into the envelope. Another goal of this unit is to identify the purpose ofmemorandums and emails and to format an email with proper etiquette to keep goodwillbetween and among coworkers and customers.

Guided Questions

1. Can students name, describe and identify the most common business letter style?2. Can students identify both the common and optional business letter parts and describe

the function of each?3. Can students specify the standard margins and spacing used in a business letter?4. Can students correctly key or write a letter from an unarranged form?5. Can students format an envelope correctly?6. Can students properly fold a business letter for a business envelope? For a window

envelope?7. Can students identify and explain the need for keyed documents?8. Can students identify the need and justification for memos and emails?9. Can students properly format and construct a memo and/or an email for business use?


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Business EnglishUnit 5Formatting Business Letters, Memos, Emails, and Netiquette34


GLE # GLE Text and Benchmarks01c. Extend basic and technical vocabulary using a variety of strategies, including:

analysis of analogous statements (ELA-1-H1)

03c. Draw conclusions and make inferences about ideas and information in complextexts in oral and written responses, including public documents (ELA-1-H3)10b. Identify, gather, and evaluate appropriate sources and relevant information to

solve problems using multiple sources, including: online databases (ELA-7-H2)

10c. Identify, gather, and evaluate appropriate sources and relevant information tosolve problems using multiple sources, including: electronic resources (ELA-7-H2)

10d. Identify, gather, and evaluate appropriate sources and relevant information tosolve problems using multiple sources, including: Internet-based resources(ELA-7-H2)

13b. Analyze information within an across grade-appropriate print and nonprint textsusing various reasoning skills, including: raising questions (ELA-7-H4)13c. Analyze information within an across grade-appropriate print and nonprint texts

using various reasoning skills, including: reasoning inductively and deductively(ELA-7-H4)

13e. Analyze information within an across grade-appropriate print and nonprint textsusing various reasoning skills, including: skimming/scanning (#ELA-7-H4)


14b. Develop complex compositions, essays, and reports that include the following:a clear, overall structure (e.g. introduction, body, appropriate conclusion) (ELA-

2-H1)14c. Develop complex compositions, essays, and reports that include the following:

supporting paragraphs organized in a logical sequence (e.g., spatial order, orderof importance, ascending/descending order, chronological order, parallelconstruction) (ELA-2-H1)


15a. Develop complex compositions on student- or teacher-selected topics that aresuited to an identified audience and purpose and that include word choicesappropriate to the identified audience and/or purpose (ELA-2-H2)

15b. Develop complex compositions on student- or teacher-selected topics that are

suited to an identified audience and purpose and that include vocabularyselected to clarify meaning, create images, and set a tone (ELA-2-H2)

15c. Develop complex compositions on student- or teacher-selected topics that aresuited to an identified audience and purpose and that include information/ideasselected to engage the interest of the reader (ELA-2-H2)


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Comprehensive Curriculum Business English

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