SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Year 11 Business Management

DATE: Friday 20th June, 2014

NO. OF STUDENTS: 20 students

LESSON DURATION: 75 mins

TOPIC/FOCUS: Unit 2 Outcome 1 Communication in Business

AusVELS STATEMENTS:
VCAA Study Design Unit 2 Area of study1: Communication in Business
Explain, apply and justify a range of effective communication methods used in business-related situations
GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS):
The students will be able to:
Explain, apply and justify a range of effective communication methods used in business-related situations
Understand the different communication methods, including verbal (written and oral) and non-verbal (body language, visual, technology-based)
Recognise types of potential audiences such as employees, suppliers, and customers
Select appropriate methods of communication for different management situations
SUMMARY OF RESOURCES REQUIRED:
PowerPoint/projector access
Whiteboard
Whiteboard markers
Business Management Textbook
Student workbooks
YouTube - https://www.youtube.com/watch?v=6_cDmwlbVkg
LESSON PROCEDURE

TIMING

RESOURCES

STEPS OF THE LESSON

(key activities and key questions)

EXPECTED STUDENT
REACTIONS OR
RESPONSES

TEACHER RESPONSES
TO STUDENTS
(including consideration of
the need to adapt, reteach
or extend)

GOALS & METHODS OF

EVALUATION
(including specific informal
and/or formal assessment
links to AusVELS)

Opening (links to previous lesson/s

or new topic, purpose of lesson):
3 mins

10 x copy of
notes

Acknowledge all students especially

the ones that were away from
previous lesson due to sporting
activities.

Hand out notes to

students that missed last
lesson and have them
either glue into their
workbooks or leave

Recapping will be revision for

the students from last lesson,

Hand out a copy of the coursework

sheet to all students for them to
store safely in their folders to refer to
throughout unit 2.
3 mins

enough pages to write

them out afterwards.
Perhaps show students
the posters that were
completed yesterday on
communication so that
they have an idea of some
of the things that were
done.

Using the PowerPoint, briefly recap

what was done in class yesterday
the flowchart, communication
process and effective
communication.

but will also give a good idea

of what we have covered so
far fro the students who
missed out.

Lesson Development:
25 mins

7 mins

3 mins

15 mins

Teacher Notes
Project notes onto the board
- factors that affect how a
message is decoded
- main focus on cultural
differences in decoding
- types and purpose of
information to be communicated
- Glossary terms
YouTube Fawlty Towers
Show a short scene of an episode of
Fawlty Towers to the class,
displaying the how communication
can be ineffective. Remind students
to keep an eye out for the different
ways they communicate in this
episode and whether it is effective or
not.

Students will copy the notes

from the projector into their
workbooks

Students will need their full

attention on the short clip so
that they can contribute to
the class discussion

By displaying the YouTube

clip after the notes, it can
be used as motivation for
students to complete the
notes so continue to
remind them that we will
watch a short clip once
they are finished.

Informal assessment
determining whether students
are contributing to the group
and the class when
discussing what is
communication.

Lead class discussion on how

effective the communication was
during the clip and ask why it did or
did not work.
Activity 13.1
Read Activity 13.1 p.224 of the
textbook instructions aloud to the

Students need to answer

the questions and be

Informally assessing students

on their responses and

class. Set them to work to writing the prepared to share them with
answers in their workbooks. Ensure
the class in the discussion
that all students understand that they to follow.
have a time limit of 10 mins to
complete the questions.
After students have completed the
questions ask them for their answers
as to why the communication was
ineffective. Then ask for their
suggestions on how both the
receiver and sender could have
improved the process
15 mins

10 mins

Effective communication
brainstorm
Hand out butchers paper to small
groups of students maybe three or
four in a group. Explain that they
need to have a brainstorm of what
makes communication effective or
what is effective communication.
If there is still time:
Activity 13.4
Read the activity aloud and instruct
students to set out the activity in
their books. Lead a class discussion
on the purpose of each instance of
business communication.
Activity 13.5
Read the article aloud as a class,
choosing students to read. Set the
students to working on the answers
by themselves or with discussion
with a partner.

Students should contribute

to class discussion
suggesting responses.

Students are expected to

contribute to class
discussion and offer ideas
as to what they think
effective communication is.
Students should add any
new ideas to their butchers
paper that they gained from
the class discussion.

engagement in helping the

class work through the
activity.
Explain to students that
you will then call upon
students to share their
answers with the class.
Walk around the room to
check that students are
answering the required
questions.

Inform students that if you

give them the chance to
work with another you
expect them to stay on
task and talk quietly. If
they violate these
conditions insist that they
work under exam
conditions absolute
silence.

Closure (Options include

summarising or reflecting on the
learning achievements/analysing
errors; preparation for future lessons
etc.)
Discuss as a class what we have
covered over the past two lessons
and mention that next we will finish
Chapter 13 on Monday and then
move onto Chapter 14 so students
must make sure they are up to date
with the notes.
Also, warn students to be aware that
they will have a short quiz at the end
of Chapter 13 to see how much
information they have learnt by the
end of this chapter.
Check with the students who missed
last class that they have all got the
notes and whether they need to
catch up on the activities that they
missed.

PRE-SERVICE TEACHERS POST LESSON REFLECTION

Student learning (Were the stated goals achieved by all students or only some?)
Pout and Jonathan sat there and didnt even pretend to be writing the notes down. After some prompting Jonathan started writing, but Pout
tried to explain to me that he was reading the chapter instead which wasnt wrong but I had to explain to him that it wasnt what I had
asked him to do.

Effectiveness of the learning and teaching strategies (For example, review your questioning skills in checking for understanding or
your explaining skills in information and modelling, or your organising and communicating skills, for example, giving instructions,
encouraging student participation etc.)
The students, although reluctant in the beginning, actually enjoyed the Fawlty Towers episode and begged to watch more. They thought
that it looked pretty old-fashioned and boring in the beginning, but when they had seen some of the humour and get to know the
characters, they began to enjoy it.

Reflection on what you have learned and changes for future lessons (Identify a key learning/insight that you have gained about
effective learning and teaching and those changes you will make when planning and implementing your next Direct Lesson Plan)
Next lesson I will need to break the note sup into smaller sections. The students got tired writing such a large amount of notes because we
were trying to push though the content. I also need to summarise the content more and only include brief, relevant information in the
PowerPoint slides. It is up to the students to have read the chapter before the SAC and this way while students are writing the notes down,
I can explain what some of the dot points actually mean and focus on giving good examples to make it easy for them to relate to.