Comprehensive Curriculum Business English

Comprehensive Curriculum
Business English
Cecil J. Picard State Superintendent of Education April 2005
Business English Table of Contents
Unit 1: Job/Career Orientation..................................................................................................1 Unit 2: Communicating with Others.........................................................................................9 Unit 3: The Psychology of Writing.........................................................................................17 Unit 4: Ethics and Etiquette ....................................................................................................24 Unit 5: Formatting Business Letters, Memos, Emails, and Netiquette...................................33 Unit 6: Planning and Writing Common Business Letters.......................................................41 Unit 7: Employment Portfolio ................................................................................................52 Business Standards...................................................................................................................67
Business English Unit 1: Job/Career Orientation
Time Frame: Approximately two weeks
Unit Description This unit focuses on an introduction to the world of employment. Whether researching for employment for a short-term job or for a long-term career, the basic process is common to both. This unit will assess the communication skills of the students through the development of an application letter, an application form, and an inventory skills test. It will also focus on job-keeping skills. This unit will begin a Portfolio in Progress, or PIP folder, to house resources and examples of students writings. Vocabulary development and grammar instruction 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 simple application letter and fill out an application correctly. An inventory skills test, similar to that often required by businesses to fill positions, will be given to assess students knowledge of language usage and construction. Students will also focus on soft skills needed to keep a job or continue a career.
Guiding Questions 1. 2. 3. 4. 5. 6. 7. Can students define job and career? Can students compare and contrast a job and a career? Can students format and create a simple letter of application? Can students correctly fill out an application? Can students recognize some of their weak points after taking a language skills test? Can students define soft skills? 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 Benchmarks 01c. 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,
Business English Unit 1Job/Career Orientation
GLE # GLE Text and Benchmarks represent a view or comment on life. (ELA-1-H4) 10b. Identify, gather, and evaluate appropriate sources and relevant information to solve problems 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 solve problems using multiple sources, including internet-based resources (ELA-7-H2) 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-2H1) 14c. Develop complex compositions, essays, and reports that include the following: supporting paragraphs organized in a logical sequence (e.g., spatial order, order of importance, 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 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 vocabulary selected to clarify meaning, create images, and set a tone (ELA-2-H2) 15c. Develop complex compositions on student- or teacher-selected topics that are suited to 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-2H3) 16c. Develop complex compositions using writing processes such as drafting (ELA-2H3) 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) 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 using available technology (ELA-2-H3) 19a. Extend development of individual style to include the following: avoidance of overused words, clichs, and jargon (ELA-2-H5) Business English Unit 1Job/Career Orientation 2
GLE # GLE Text and Benchmarks 19b. 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 and phrasing 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-3H2) 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-3H2) 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 after introductory adverb clauses and long introductory phrases (ELA-3-H2) 23e. Apply standard rules of mechanics and punctuation, including quotation marks for secondary quotations (ELA-3-H2) 23f. Apply standard rules of mechanics and punctuation, including internal capitalization (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) 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 document user friendly (ELA-5-H4)
Sample Activities
Activity 1: Job 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 the class: School is a job for you but a career for me. Following a teacher-facilitated discussion of the similarities and differences between a job and a career, the class will complete a Venn diagram comparing and contrasting components of each classification. The teacher will review steps in the process of writing an essay that supports a clearly stated central idea developed in a logical sequence with transitional devices. Then, students will write an essay comparing 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, beginning with a letter of application. The students will be given a sample application letter and discuss its format and characteristics. The students will discuss the formation and contents of the body of the letter. The students or teacher will bring to class three examples of application letters. Each student will decide which letter he/she feels is more reader friendly and fulfills its purpose the best and write a persuasive paragraph, defending his/her choice. Each student 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 friendliness and fulfillment of purpose. The letters will then be used to create a section of a bulletin board on the application process. The students will create and compose a letter of application for a junior or senior level position in the Business English class. The students will use the proper format for a block letter and compose a three-paragraph body that contains the purpose of the letter, supporting details for qualification for the specific position, and the request for an interview, as well as assistance from the teacher for success in this position. The letter will be written using standard English, avoiding overused words, clichs, and jargon. The letter will contain a variety of well-written sentence structures and patterns and proper diction that sets a serious tone or mood. Students will use a standard writing process that includes prewriting, drafting and conferencing with peers and teachers. The students will use word processing and/or technology to help draft, revise, edit, and publish the document. Students will create a Portfolio in Progress, PIP folder, and use this as the first published piece of writing, as well as an example of an application letter to be used in a later unit study.
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 bring three 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 application successfully. Each student will then select one form to fill it out individually. In a teacherdirected activity, the students will revise and edit their application forms. The students will next write an essay citing and explaining some helpful tips and appropriate language for filling out an application form. The purpose of this essay will be to engage the readers interest and inform him/her of the importance of each section. Students will use proper word choice and vocabulary for setting tone for a specific audience. Several students will share their essay with the class. This essay will be housed in their PIP folder for later reference. 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 final application will be completed in pencil. When editing and revisions are completed, the student will write the information in ink and house the application form as an example in his/her PIP folder. Any remaining unused application forms will be used to create another section 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 are applying for a position in the Business English class, the employment test will assess their language 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 text workbook 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
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. At the 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 and edit, using proofreaders marks. Different students will go to the board and edit each sentence. The class will be allowed to question the marks, ask questions for clarity on the use of the mark(s), and/or provide more editing if needed. Students are expected to answer all questions 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 6: Getting a Job 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 one thing, but keeping it is another. They will explain the meaning of the statement and give some 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-keeping skills mentioned in the discussion. The students will then address the following prompt: What is the difference between hard and soft skills? Which has the class just discussed? What would be a good definition of hard and 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 illustrate soft skills. Students will use online databases, electronic resources or Internet-based resources 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 the strengths and effectiveness of each presentation based upon a rubric established by the teacher before beginning the activity.
Sample Assessments
General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that can be used for this unit:
General Assessments Students will be assessed via teacher observations, skills checklists, completed forms, and anecdotal records to monitor individual progress in reading strategies and writing skills. The students will create a Portfolio in Progress folder to house examples and published 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 by the teacher or taken on the Internet. One such site may be www.careerdepot.org/cygkeep.htm.
Activity-Specific Assessments Activity 2: The students will begin their Portfolio in Progress with an application 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 any outside experience or extracurricular activities that would demonstrate positive character traits conclusion: to ask for a personal interview and assistance from the reader (teacher) for success in this position complimentary close signature name and address
The letter will contain few or no errors in grammar, usage, mechanics, or spelling. Activity 3: Example application forms may be found on the Internet at http://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 or www.jobsearch.about.com/library/jobapp/bljobappindex.htm Activity 4: After all language inventory tests have been taken, the test will be returned to each student. The class and the teacher will discuss the answers, and each student will edit and correct answers, as necessary. Their test scores will be computed, and area(s) of deficiencies, noted. The test will be used as a tool for future language skills studies to be addressed in the daily language review activity presented at the beginning of each class period. This test will also be housed as a reference tool in the PIP folder. Activity 5: Students will create a Daily Language Review division in their binder. All of the daily language review sentences will be housed 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 skills test.
Business English Unit 2: Communicating with Others
Time Frame: Approximately three weeks
Unit Description
This unit focuses on the communication process and the powerful role that choice of vocabulary and diction play in communicating what is intended. Listening, reading, speaking, observing, and writing are essential skills in the communication process. It is the responsibility of both the sender (writer) and the receiver (reader) to focus on all skills in the process. 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.
Student Understanding The essential goals of this unit require students to focus on the communication process and the elements involved. The student will identify barriers that cause miscommunication and determine possible solutions. The student will think critically about the impact of language in analyzing and preparing the written and spoken communication.
Guiding Questions 1. Can students explain the powerful role of language in shaping reality and cultural standards? 2. Can students define communication? 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?
Unit 2 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks 03a. Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including fiction/nonfiction (ELA-1-H3)
Business English Unit 2Communicating with Others
GLE # GLE Text and Benchmarks 03c. 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 solve problems using multiple sources, including electronic resources (ELA-7-H2) Analyze information within and across grade-appropriate print and nonprint texts 13a. using various reasoning skills, including identifying cause-effect relationships (ELA-7-H4) 13b. Analyze information within and across grade-appropriate print and nonprint texts using various reasoning skills, including raising questions (ELA-7-H4) 13c. Analyze information within and across grade-appropriate print and nonprint texts using various reasoning skills, including reasoning inductively and deductively (ELA-7-H4) 13d. Analyze information within and across grade-appropriate print and nonprint texts using various reasoning skills, including generating a theory or hypothesis (ELA-7H4) 13e. Analyze information within and across grade-appropriate print and nonprint texts using various reasoning skills, including skimming/scanning (ELA-7-H4) 13f. Analyze information within and across grade-appropriate print and nonprint texts using various reasoning skills, including distinguishing facts from opinions and probability (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-2H1) 14c. Develop complex compositions, essays, and reports that include the following: supporting paragraphs organized in a logical sequence (e.g., spatial order, order of importance, 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 and form (e.g., determining a purpose and audience) (ELA-2-H3) 16b. Develop complex compositions using writing processes such as prewriting (ELA-2H3) 16c. Develop complex compositions using writing processes such as drafting (ELA-2H3) 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 Benchmarks 16f. 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) 23d. Apply standard rules of mechanics and punctuation, including commas after introductory adverb clauses and long introductory phrases (ELA-3-H2) 23e. Apply standard rules of mechanics and punctuation, including quotation marks for secondary 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 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) 27a. Listen to detailed oral instructions and presentations and carry out complex procedures, including reading and questioning (ELA-4-H2) 27b. Listen to detailed oral instructions and presentations and carry out complex procedures, including writing responses (ELA-4-H2) 27c. Listen to detailed oral instructions and presentations and carry out complex procedures, including forming groups (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) 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 includes a introduction, 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; Business Standards: 5a, 5b, 5c, 7e) The students will continue activities in their Daily Language Review (DLR) notebooks. At the 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 and edit, using proofreaders marks. Different students will go to the board and edit each sentence. The class will be allowed to question the marks, ask questions for clarity on the use of the mark(s), and/or provide more editing if needed. Students are expected to answer all questions 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 define communication and describe the communication process. The students will identify several ways they communicated in the last 24 hours, both good and bad. Working in small groups of three or four, each student will discuss 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 the following headings: Sender, Receiver, Purpose, Barrier, Outcome, and Method of Communication. 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 the presentations, the teacher and students will design a rubric including appropriate items to determine 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 used to obtain a more positive outcome. Each group will then identify the method of communication used in each situation. Each groups 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 essay defining communication and the process of communication, giving examples that include barriers, outcomes, and resolutions. The essay will also include research from current data and on-line resources to validate the points presented in the paper. This definition essay will be 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 by engaging the following activities: Each student will select a person whom they consider a good communicator. On a sheet of paper, the student will write the qualities that make that person a good communicator. 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 their opinions in a shared written response. Students will choose one of the personalities discussed in class that best exemplifies the characteristics of a good communicator and write a persuasive essay on that character, providing evidence to substantiate the opinion. This persuasive essay should be written using the writing process and utilizing correct punctuation 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. Students will write a shared response or journal entry describing a situation, humorous or serious, in which miscommunication occurred, explaining the outcome and how it could have been prevented. Students will research for cartoons, pictures, advertisements, or written articles that could be considered misleading or easily misunderstood. The students will share their findings with the 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 how miscommunication can affect life and work situations. At the end of the discussion, the students will create a collage of all their findings. For ambiguous advertisements, words, sayings and responses, the following website may be used: 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 answer specific 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 to prove or disprove the answers. The students will analyze and draw conclusions from their responses about the importance of writing clear and concise documents and will write a journal 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 in different occupations (e.g., sales representative, automotive mechanic, data/information processor, graphic designer) using occupation as the first column and the communication skills as columns two through six. For example: Job Reading Writing Speaking Listening Observing Sales Read and Write clear Speak to Listen to Observe Representative understand contracts, phone and with coworkers, reaction to brochures, messages, daily coworkers, clients and sales product and weekly clients, business promotions manuals, reports, and new associates and demos for company correspondence to customers to customer policies, avoid and continue understanding. contracts, miscommunication business customer Be aware of warranties associates goodwill body language to to create to facilitate understand more time company business management product and/or service 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 essential skills in any particular job or career. From this discussion, each student will do a research project on an occupation or career interest. Using the Occupational Outlook Handbook and appropriate web sites, the student will 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 is http://webster.commnet.edu/grammar/.From the research, 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. The student 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/her essay 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 of content. Select assessments that are consistent with the type of product that results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that can be used for this unit: General Assessments The student will create an organizational chart to explain the communication process. The student will research and explain examples of miscommunication in the written language by bringing cartoons, pictures, and articles that caused readers difficulty in understanding the correct message. He/She will also raise questions and draw conclusions about the reasons for the miscommunication in the examples. 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-Specific Assessments Activity 1: The student will create a Daily Language Review division in his/her binder or notebook. All of the daily language review sentences will be placed in this 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 language skills test. Activity 3: The student will write a persuasive essay on the characteristics of an effective 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 the teacher or the students will assess the individual essays and the results will be averaged. Possible web sites for rubrics are www.teach-nology.com or www.rubrics.com Activity 5: The students will create shared responses/journal entries on teacherselected topics. The students responses are quick paragraphs but must maintain proper structuretopic sentence, supporting details and conclusion. Since responses are limited in time, each students response will be graded more on content and knowledge than on mechanics. The students responses or entries will be 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 in business attire running from the store. Quickly following behind, a person yells, We were just robbed! Police are called and respond. The victim of the 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 English Unit 3: The Psychology of Writing
Time Frame Work: Approximately two weeks
Unit Description Students will use writing processes, including identifying purpose and audience, and carefully select language appropriate for the audience. This unit focuses on the efficacy of distinguishing the authors purpose for writing and its influence on the organization of text in business communication. Choice of vocabulary and of diction is guided by the need to communicate exactly what is intended. Based on both teacher and peer feedback, students will identify and develop writing that results in clear, positive communication. Vocabulary development and grammar instruction occur within the context of student reading and writing.
Student Understanding The essential goals of this unit require students to read, comprehend, and explain how to write/develop a business document that clearly addresses the needs of the person for whom it is written. The students will identify Maslows Hierarchy of Human Needs and explain how recognizing the different levels of human need helps to develop a business document that successfully meets its requirements. Students will analyze word choices based on their denotation and connotation and recognize effects on the text and the reader. Students will apply these areas of focus to create an effective business document.
Guiding Questions 1. 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 define denotation and connotation, 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?
Business English Unit 3The Psychology of Writing
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Unit 3 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks 01a 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 complex texts 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-effect relationships (ELA-7-H4) 13c. Analyze information within and across grade-appropriate print and nonprint texts using various reasoning skills, including reasoning inductively and deductively (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) (ELA2-H1) 14c. Develop complex compositions, essays, and reports that include the following: supporting paragraphs organized in a logical sequence (e.g., spatial order, order of importance, 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 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 vocabulary selected to clarify meaning, create images, and set a tone (ELA-2-H2) 15c. Develop complex compositions on student- or teacher-selected topics that are suited to 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 (individual personality) (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 (e.g. brainstorming, clustering, outlining, generating main idea/thesis statements) (ELA-2-H3) 16c. Develop complex compositions using writing processes such as drafting (ELA2-H3) 16d. Develop complex compositions using writing processes such as conferencing with peers and teachers (ELA-2-H3)
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GLE # GLE Text and Benchmarks 16e. 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 publishing using available technology (ELA-2-H3) 17a. Use the various modes to write complex compositions, including definition essays (ELA-2-H4) 19b. 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 and phrasing that reflect the character and temperament (voice) of the writer (ELA-2-H5) 21. Apply standard rules of sentence formation, including parallel structure (ELA3-H2) 23d. Apply standard rules of mechanics and punctuation, including dashes (ELA-3H2) 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 texts and media (ELA-4-H5) 32b. Give oral and written analyses of media information, including: analyzing the techniques used in media messages for a particular audience (ELA-4-H5) 32d. Give oral and written analyses of media information including: critiquing strategies (e.g., advertisements, propaganda techniques, visual representations, special effects) used by the media to inform, persuade, entertain, and transmit culture (ELA-4-H5)
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Sample Activities
Activity 1: Ongoing Daily Language Review (GLEs: 21, 23d, 23e; Business Standards: 5a, 5b, 5c, 7e) Students begin each class period by copying one or more unedited sentences from the board or transparency into the Daily Language Review (DLR) section of their notebooks. Applying rules of grammar, spelling, punctuation, quotes, verb usage, parallel structure, and sentence construction, the students are to proofread and edit using proofreaders marks. Different students will go to the board and edit each sentence. The class will be allowed to question the marks, ask questions for clarity on the use of the mark(s), and/or provide more editing if needed. Students are expected to answer all questions 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: Determining Reader/Writers Needs (GLEs: 01a, 03c, 25, 26c; Business Standards: 4c, 5a, 5b,) The students will write a response to the following prompt: Wrecked on an island without any supplies, what would be your first concern? Your second concern? Your third? Why in that 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 that response/entry, students will search their personal experiences for an incident where the failure 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 from television or the movies. The students are to add this response to their shared response/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 as defined 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 be labeled 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 to Maslows 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 the audience may respond. The students will then be asked to review five advertisements, each one depicting a different level of human need. Students will analyze the samples to determine intended audience, purpose, main idea, and how they are organized. They will write a paragraph analysis of each advertisement, including the human need addressed and the approach used by the advertiser to obtain a favorable response. Each student will choose his/her favorite advertisement out of the five and present it to the class. The students will then 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 the initial response, a chart containing Purr Words and Snarl Words will be created on the board. The students will reevaluate the words from the cards and place them into one of the appropriate columns. The students may disagree on placement of each word, depending on their association with the word. Some words the students may find neutral, but they need to decide which column would be a better choice. The students will discuss the following questions: What role does word choice play in the psychology of writing? How do words move an audience in a positive or negative direction? The students will use a writing process and available technology to create an essay using a variety of well-written sentences. They will write an expository essay for the following question: What methods should a writer use to get the reader to respond favorably to a request? Several students will present their essays to the class. The class will evaluate and discuss 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; Business Standards: 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 who prefers to be served by one salesperson rather than another? In your social life, are there some 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 the following 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 move immediately, 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 goodwill comes from satisfying peoples needs. The students will name and explain some ways to promote goodwill among customers and friends. A chart will be created on the overhead or board that lists the form of goodwill and a short description or example for each. The students lists should include being courteous, using a persons name with correct spelling and pronunciation, listening attentively, practicing patience, and controlling ones temper. Based on students earlier writing and feedback, the teacher will conduct a mini-lesson focused on components of clear, overall structure and paragraphs organized in a logical sequence with a variety of well-chosen words and sentences. The students will use a writing process and available technology to create an expository essay explaining the broad meaning of goodwill and the methods of creating it. The essay will reflect the definition, methods and examples, and importance of its use in writing for positive results.
Sample Assessments
General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that can be used for this 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 place Maslows human needs in priority order, using their researched advertisements to illustrate each step. The student will discuss and raise questions about the denotation and connotation of a word list presented by the teacher and make inferences on why word choice is important. The student will raise and answer their own questions in a class discussion on the meaning of goodwill and how it affects others.
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Activity-Specific Assessments Activity 1: The student will create a Daily Language Review division in their binder. 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 skills test. Activity 2: The students responses are quick paragraphs but must maintain proper structuretopic sentence, supporting details and conclusion. Since responses are limited in time, the students response will be graded more on content and knowledge than his mechanics. The students responses or entries will be kept in a journal notebook or working portfolio. A checklist will be used to check or grade the response/journal entry for analyzing 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 need addressed, and an explanation of its importance a description of an incident where the need was not met and how it interfered with the attainment of the higher level need. a discussion of the importance of the level and its meeting the readers need Activity 3: The teacher and students will design a rubric to analyze and evaluate each students presentation. A rubric could be selected or created by using a web site such as www.teach-nology.com or www.rubrics.com . Topics such as organization, content knowledge, visuals, mechanics, and delivery are suggested 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 rubric to grade the students individually or have the students assess each individuals essays and projects and average the results. Possible web sites for rubrics are www.teach-nology.com or www.rubrics.com.
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Business English Unit 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 eliminates misinterpretations and misconceptions between the reader and the writer. Cultural diversity is becoming common in all aspects of communication, and having an understanding of a countrys or cultures customs and traditions will better enhance the communication process. The efficacy of writing with clarity in expression, following ethical standards, and using proper etiquette for citizens of all countries is important to address for positive results in international communication. Vocabulary development and grammar instruction occur within the context of student reading and writing.
Student Understanding The essential goals of this unit require the students to evaluate the needs of the reader by researching and reading more about the readers culture in order to communicate a more effective message. They will make inferences and draw conclusions on how to apply the knowledge they are gaining to communicate positively. Students will examine the impact of word choice in international correspondence. Students will evaluate the message for use of proper 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 define ethics and etiquette? 7. Can students compare and contrast ethics and etiquette?
Business English Unit 4 Multicultural Communications, Ethics, and Etiquette
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Unit 4 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks 01b. 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 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 historic documents, represent a view or comment on life (ELA-1-H4) 10a. Identify, gather, and evaluate appropriate sources and relevant information to solve problems using multiple sources, including: school library catalogs (ELA-7-H2) 10b. Identify, gather, and evaluate appropriate sources and relevant information to solve problems using multiple sources, including: online databases (ELA-7H2) 10c. Identify, gather, and evaluate appropriate sources and relevant information to solve problems using multiple sources, including: electronic resources (ELA7-H2) 10d. Identify, gather, and evaluate appropriate sources and relevant information to solve problems using multiple sources, including: Internet-based resources (ELA-7-H2) 13a. Analyze information within and across grade-appropriate print and nonprint texts using various reasoning skills, including identifying cause-effect relationships (ELA-7-H4) 13b. Analyze information within and across grade-appropriate print and nonprint texts using various reasoning skills, including raising questions (ELA-7-H4) 13c. Analyze information within and across grade-appropriate print and nonprint texts using various reasoning skills, including reasoning inductively and deductively (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) (ELA2-H1) 14c. Develop complex compositions, essays, and reports that include the following: supporting paragraphs organized in a logical sequence (e.g., spatial order, order of 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/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 (individual personality) (ELA-2-H2) Business English Unit 4 Multicultural Communications, Ethics, and Etiquette
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GLE # GLE Text and Benchmarks 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 (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) (ELA-2-H3) 16c. Develop complex compositions using writing processes such as drafting (ELA2-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) 16f. Develop complex compositions using writing processes such as proofreading/editing to improve conventions of language (ELA-2-H3) 17c. Use the various modes to write complex compositions, including a research project (ELA-2-H4) 21. Apply standard rules of sentence formation, including parallel structure (LEA3-H2) 23d. Apply standard rules of mechanics and punctuation, including commas after introductory adverb clauses and long introductory phrases (ELA-3-H2) 23e. Apply standard rules of mechanics and punctuation, including quotation marks for 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-3H3) 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 includes an introduction, relevant examples, and/or anecdotes, and a conclusion arranged to impact an audience (ELA-4-H3) Business English Unit 4 Multicultural Communications, Ethics, and Etiquette 26
GLE # GLE Text and Benchmarks 30a. 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 texts and 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 complex resources, including: multiple print texts (ELA-5-H2) 35b. Locate, analyze, and synthesize information from a variety of complex resources, including: electronic sources (ELA-5-H2) 35c. Locate, analyze, and synthesize information from a variety of complex resources, including: other media (ELA-5-H2) 37a. Access information and conduct research using various grade-appropriate datagathering strategies/tools, including: formulating clear research questions (ELA-5-H3) 38d. Write extended research reports which include the following: complete documentation consistent with a specified style guide (ELA-5-H3) 39c. Use word processing and/or technology to draft, revise, and publish various works including: research reports on high-interest and literary topics (ELA-5H4) 40b. Use selected style guides to produce complex reports that include the following: standard formatting for source acknowledgement (ELA-5-H5)
Sample Activities
Activity 1: Ongoing Daily Language Review (GLEs: 21, 23d, 23e; Business Standards: 5a, 5b, 5c, 7e)
Students begin each class period by copying one or more unedited sentences from the board or transparency into the Daily Language Review (DLR) section of their notebooks. Applying rules of grammar, spelling, punctuation, quotes, verb usage, parallel structure, and sentence Business English Unit 4 Multicultural Communications, Ethics, and Etiquette 27
construction, the students are to proofread and edit, using proofreaders marks. Different students will go to the board and edit sentences. The class will be allowed to question the marks, ask questions for clarity on the use of the mark(s), and/or provide more editing if needed. Students are expected to answer all questions 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: 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 present the information to the class. Internet sources can be explored to gather additional background on the culture. At the end of the presentations, the students will record all of the nationalities in their notebook under the heading Cultural Diversity. This list is a representation of cultural diversity 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 their definition of cultural diversity and 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 about cultural differences and what is deemed acceptable social behavior around the world. Dos and 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 global marketplace in the classroom. The students will search the classroom and their personal belongings for items made in foreign countries. Students will make a list of those countries in Business English Unit 4 Multicultural Communications, Ethics, and Etiquette 28
their notebooks and on the board. The students will list - or bring - items found at home or work that are manufactured in foreign countries. They should also be able to explain what marketing tool/technique and which level in Maslows hierarchy each manufacturing company used to market its goods or services. The items will be placed on a bulletin board representing 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 some popular practices of the American business culture. They should look for information that includes 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 and includes parenthetical and works-cited documentation. They will use available technology to research, organize, draft, revise, edit and publish the document. Several students will present their 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 of the world. Each student will find a newspaper article that relates to a foreign country. Each student will briefly summarize the contents of the article and annotate the source. The student will also present the article and the summary in class and identify the countrys geographical location on a map or globe. In a mini-lesson, the teacher will review and model standard rules of mechanics and punctuation as well as parenthetical and works-cited documentation in a written report. The students will then write an individual research report on one independent country to be followed by a media presentation with report highlights. The written report will contain specific information, such as the pronunciation of the countrys name, its capital, official language, population, labor force, exports, export trading partners, imports, and import trading partners. The report will include relevant information about the countrys government, people, economic and foreign affairs, and common business behaviors or practices. The media presentation will include the flag of the country, the important and interesting facts from the report, and the geographical location of the country. It will be presented 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) and of communication and marketing strategies. The students will then be divided into groups of three or four to write and deliver a group persuasive presentation encouraging people to visit a particular local or state tourist attraction. To research the tourist attraction, a visit could be made 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 a separate summary of the work detail of each of the members of the group. The written report will 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 oral presentation, focusing on expressing ideas clearly and powerfully. After peer and teacher editing, the papers will be sent to the managers of each tourist site with personal notes from the students. This activity can be adapted according to the interests of 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 synonyms for the words ethics and ethical. Then students will do an online search for a definition and explanation of the term business ethics, write a summary of the findings, document the sources, and report findings to the class. The teacher will direct a discussion of the term code of ethics. Using the Internet, students will locate home pages of three businesses that state their codes of ethics online. Each student will 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 in work and in life situations by asking students to discuss these questions: How does a person determine if an action is ethical? Is an action legal? Is it fair to both sides? How would the action 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 participate in a question/answer discussion of each scenario. Business English Unit 4 Multicultural Communications, Ethics, and Etiquette 30
Using the Internet, students will find a quotable quote or brief passage that illustrates a business ethics issue. Using critical thinking strategies, students will prepare a report that includes an summary of the issue, an explanation of its significance, the authors name, and documentation 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; Business Standards: 5b, 7a, 7b, 16c, 19f) Students will identify, gather, and evaluate relevant information from different sources, print and electronic, to define etiquette and find related forms or synonyms of this word. Using the Internet, students will research three sites that define/explain business etiquette, analyzing and synthesizing the information from the different sites. They will also initiate research to answer 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 instructions to locate a business etiquette test from the Internet. Each student is to take the test and record his/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 the Internet, print it, and keep a copy in their PIP folder for future reference. The class will discuss these ten general rules and evaluate their impact on clear and courteous communication across cultures in international communication.
Sample Assessments
General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities and develop a scoring rubric collaboratively with other teachers and students. The following are samples of assessments that can be used for this unit:
General Assessments The student will read, summarize and present a current article that relates to a foreign country. The student will discuss The Ten Commandments of Human Relations and evaluate its merit in business etiquette and positive communication. 31
The student will use print and electronic sources to explain the definitions of words such as cultural diversity, ethics, etiquette, and additional vocabulary as introduced. The student will take a Business Etiquette Test either given by the teacher or located by research from the Internet. The student will locate specific geographical locations using a world map or globe.
Activity-Specific Assessments Activity 1: Students will create a Daily Language Review division in their binder. All of the daily language review sentences will be housed 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 skills test. Activity 2: A rubric will be created to cover organization, content, grammar and spelling, neatness, formatting and references. The teacher could use the rubric to grade the students individually or have the students also assess the individuals essays and projects and average the results. Possible web sites for rubrics are www.teachnology.com or www.rubrics.com. Activities 5 and 6: Three rubrics will be used to grade all parts of these research projects. One rubric will be created to cover specific and general information requirements in formatting the report. A second rubric will be created to cover the media requirements, and a third rubric, for the oral presentation. The teacher will use the rubrics to grade the students individually or have the students also assess the individual parts of the projects and average the results. Possible web sites for rubrics are www.teach-nology.com or www.rubrics.com.
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Business English Unit 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 business letter styles--block, modified block, and modified block with indented paragraphswill be used. 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 etiquette needed for communication that carries a positive message.
Student Understanding Students will be able to name all business letter parts, identify the functions of each part, and describe 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 keying letters. Students will be able to format a business envelope correctly and fold the letter properly for insertion into the envelope. Another goal of this unit is to identify the purpose of memorandums and emails and to format an email with proper etiquette to keep goodwill between 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?
Business English Unit 5Formatting Business Letters, Memos, Emails, and Netiquette 33
Unit 5 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks 01c. 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 complex texts 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-7H2) 10c. Identify, gather, and evaluate appropriate sources and relevant information to solve problems using multiple sources, including: electronic resources (ELA7-H2) 10d. Identify, gather, and evaluate appropriate sources and relevant information to solve problems using multiple sources, including: Internet-based resources (ELA-7-H2) 13b. Analyze information within an across grade-appropriate print and nonprint texts using 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 texts using various reasoning skills, including: skimming/scanning (#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) (ELA2-H1) 14c. Develop complex compositions, essays, and reports that include the following: supporting paragraphs organized in a logical sequence (e.g., spatial order, order of importance, 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 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 vocabulary selected to clarify meaning, create images, and set a tone (ELA-2-H2) 15c. Develop complex compositions on student- or teacher-selected topics that are suited to 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 (individual personality) (ELA-2-H2) Business English Unit 5Formatting Business Letters, Memos, Emails, and Netiquette 34
GLE # GLE Text and Benchmarks 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 (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements (ELA-2-H3) 16c. Develop complex compositions using writing processes such as drafting (ELA2-H3) 16d. Develop complex compositions using writing processes such as conferencing with peers and a teachers (ELA-2-H3) 16e. 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 publishing using available technology (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) 17d. Use the various modes to write complex compositions, including a literary analyses that incorporate research (ELA-2-H4) 19d. Extend development of individual style to include the following: vocabulary and phrasing that reflect the character and temperament (voice) 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 (LEA3-H2) 23d. Apply standard rules of mechanics and punctuation, including commas after introductory adverb clauses and long introductory phrases (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) 27d. Listen to detailed oral instructions and presentations and carry out complex procedures, including taking accurate, detailed notes (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) 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) Business English Unit 5Formatting Business Letters, Memos, Emails, and Netiquette 35
GLE # GLE Text and Benchmarks 32d. Give oral and written analyses of media information including: critiquing strategies (e.g., advertisements, propaganda techniques, visual representations, special effects) used by the media to inform, persuade, entertain, and transmit culture (ELA-4-H5) 35a. Locate, analyze, and synthesize information from a variety of complex resources, including: multiple print texts (ELA-5-H2) 35b. Locate, analyze, and synthesize information from a variety of complex resources, including: electronic sources (ELA-5-H2) 35c. Locate, analyze, and synthesize information from a variety of complex resources, including: other media (ELA-5-H2) 37d. Access information and conduct research using various grade-appropriate datagathering strategies/tools including: compiling and organizing information to support the central ideas, concepts, and themes of a formal paper or presentation (ELA-5-H3) 39a. Use word processing and/or technology to draft, revise, and publish various works including: functional documents (e.g., historical investigations, reports about high interest and library subjects) which include the following: formulating clear research questions (ELA-5-H3) 39c. Use word processing and/or technology to draft, revise, and publish various works including: functional documents (e.g., historical investigations, reports about high interest and library subjects) which include the following: research reports on high-interest and literary topics (ELA-5-H3)
Sample Activities
Activity 1: Ongoing Daily Language Review (GLEs: 21, 23d, 23e; Business Standards: 5a, 5b, 5c, 7e)
Students begin each class period by copying one or more unedited sentences from the board or transparency into the Daily Language Review (DLR) section of their notebooks. Applying rules of grammar, spelling, punctuation, quotes, verb usage, parallel structure, and sentence construction, the students are to proofread and edit using proofreaders marks. Different students will go to the board and edit each sentence. The class will be allowed to question the marks, ask questions for clarity on the use of the mark(s), and/or provide more editing if needed. Students are expected to answer all questions 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: Style Counts (GLEs: 01c, 03c, 13c, 13e, 15c, 15d, 19d, 25, 31b, 32d, 35c; Business Standards: 4c, 5b, 7e,) Students will discuss the many meanings of style. Considering those different definitions, the students will discuss the definition of letter style, including such things as paper quality, weight, and color; letterhead or logo design; ink colors; fonts; and format. The students will research and bring to class at least three different business letters. Each student will write an expository paragraph describing: which of the five letters he/she likes best and why which letter is easier to read and why Student will show the letters to the class and explain their preferences. After each students presentation, the class will discuss their opinions of each of the letters presented and which would be more reader-friendly. After all presentations, the class will decide which letter styles are more reader-friendly and why. The students will then write an expository paragraph on the importance of style and reader-friendliness in business letters.
Activity 3: Letter Styles and Letter Formats (GLEs: 01c, 13b, 13c, 13e, 26c, 27d, 30b; Business Standards: 4c, 7e) The teacher will review the parts of a business letter heading, inside address, greeting, body, closing, and signature. Students will examine their collections of letters and determine which parts are common to all letters and under which section of a business letter each part fits. Students will make a chart in their notebooks of the basic sections of a business letter and write, in their own words, the definitions of what information is included in each section (e.g., Heading: gives the full address of the person writing the letter and the date.) The students will define the word format. Considering its definition, students will explain the term letter format. The teacher will identify the format of a block business letter and provide copies of a letter written in the block format. Students will draw lines dividing the letter into its six basic sections, recognizing the characteristics and appropriate spacing. They will keep this copy in their folders as an example of block style format. Next, the students will be given a copy of a modified-block letter with paragraph indentions. They will label the style, its distinguishing parts and keep as an example.
Activity 4: Business Envelopes (GLEs: 03c, 27d; Business Standards: 7e) The teacher will review letter parts, including page headings when writing multiple pages are included in one letter, and proper addressing of an envelope used in business communication. Using the guidelines from the United States Post Office, the students will key and print or write and place a proper envelope address on a business envelope. They will also properly place special mailing and delivery notations on the envelope. The students will receive a Business English Unit 5Formatting Business Letters, Memos, Emails, and Netiquette 37
copy of the two-letter state abbreviations used with zip codes and discuss their use and importance. Using letterhead stationery, the students will fold and insert the letter properly into a business envelope, so it is reader friendly.
Activity 5: Business Letter Project (GLEs: 15a, 15b, 15c, 15d, 20b, 28, 30b, 35a, 35b, 35c, 39a; Business Standards: 5b, 5d, 7e, 20a) The students will organize their notes and examples to create a booklet entitled Formatting Business Letters. In this booklet, the students will identify and illustrate the three most popular letter styles. The students will divide a letter into the six basic sections and identify the parts located in each section. They will create a list of all possible parts found in any letter and provide rules and illustrations on how each is constructed and used within a letter style. The students will include an example of a two-page letter with a proper heading and a correctly formatted business envelope. To conclude the project, the students will be required to create their own letterhead stationery and write a letter to the teacher explaining the format and construction of the body of a letter. This booklet will be housed in their PIP folder, portfolio in progress.
Activity 6: Memorandums versus E-mail (GLEs: 10b, 10c, 10d, 14a, 14b, 14c, 14d, 15a, 15b, 15c, 15d, 16a, 16b, 16c, 16d, 16e, 16f, 16g, 17c, 17d, 20b, 37d, 39c; Business Standards: 4b, 5b, 7e, 15f, 16c) The students will research current information on memorandums and e-mail messages using a variety of resources. The research will include definitions, characteristics, formats, purposes, advantages, disadvantages, illustrations and examples of both methods of communication. After all research is completed and documented, the students will create and compose an essay comparing and contrasting the memo and e-mail, using available technology and including parenthetical documentation and a listing of cited sources. The students will present the project in a creative booklet with a title page, a table of contents, the comparative essay and a works cited page. This essay will be housed in their PIP folder.
Activity 7: Netiquette (GLEs: 03c, 10b, 10c, 10d, 14a, 14b, 14c, 14d, 17a, 39a; Business Standards: 5b, 7e, 19f) After a mini-lesson on etymology, the constant introduction of new words into our vocabulary, and the impact technology has had on the English language, the teacher will facilitate a discussion on what students think the word netiquette means. Determining proper email messaging is important for goodwill communications. The students will search for five current articles on email and Internet etiquette, netiquette, using electronic sources. Two additional documents to search, print, and cite may be The Ten Commandments for Computer Ethics and The Core Rules of Netiquette. Using word processing, the students will write a short essay on netiquette and its importance in maintaining goodwill.
Putting this knowledge into practice, students will work with a partner and exchange an email message on a school topic selected by the teacher. In a rubric designed by the teacher and class, peers will evaluate each others communication.
Sample Assessments
General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities and develop a scoring rubric collaboratively with other teachers and students. The following are samples of assessments that can be used for this unit:
General Assessments Students will create a bulletin board of the three basic styles of letters: block, modified-block and modified-block with paragraph indentions, incorporating the letters brought for their style activity. Students will be given examples of block, modified-block and modified-block letters with indented paragraphs with formatting errors. They will identify the style of the letter and locate and correct any formatting errors. Students will identify and define the different parts used in the formation of any given style letter. Students will take an unarranged letter and key or write the letter in correct format according to the style given in the directions. Students will be given a letter containing proofreaders marks and will be directed to revise it into a corrected copy. The corrected copy will then be reformatted into the three letter styles and reprinted. Students will key or write a memo from unedited format.
Activity-Specific Assessments Activity 1: Students will create a Daily Language Review division in their binder. All of the daily language review sentences will be housed 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 skills test. Activity 5: Students will create a booklet entitled Formatting Business Letters. It should be neat and attractive, left bound, and contain the following components: examples of the three most popular letter stylesblock, modified-block, and modified-block with paragraph indentions
one style of letter divided into the six sections of a business letter with the basic parts labeled in each section a list of all possible letter parts that may be found in any given letter, rules for constructing each part, and illustrations or examples of each an example of a two-page letter with an addressed business envelope to match a personal business letter to the teacher explaining the construction of the body of a letter a correctly-addressed business envelope to the teacher with the personal business letter folded and inserted Activity 7: Students will key or write their own memo to a coworker explaining the importance of good email etiquette. The memo will be formatted and written properly, using the writing process and utilizing correct punctuation and effective, clearly-written sentences. The memo will be reformatted into an email message. This memo will be placed in PIP folders.
Business English Unit 6: Planning and Writing Common Business Letters
Time Frame Approximately six weeks
Unit Description The three most common business correspondences include everyday, persuasive, and bad news letters, but each takes a different plan of development. Everyday letters take a direct approach, while persuasive and bad-news letters take an indirect approach. Preparing and planning are essential elements to writing letters. Vocabulary development and grammar instruction occur within the context of student reading and writing. Time will be provided for sustained silent reading.
Student Understanding Students will determine the type of letter to write for different occasions, prepare and develop an appropriate plan using a writing process, and create the final draft. Students will list and define the five Cs of editing--content, consistency, clarity, completeness and courtesy. Students will apply the five Cs to the writing and developing of a final draft.
Guided Questions 1. Can students distinguish among the three common types of business letters? 2. Can students list and explain the steps to the direct and indirect approaches to letter writing? 3. Can students differentiate between these approaches and explain their importance? 4. Can students use the approach to prepare, plan and develop their own letter? 5. Can students evaluate the letters message from the readers point of view? 6. Can students evaluate their message using the five Cs of editing? 7. Can students identify and justify an appropriate approach for development when a specific scenario is given for a letter?
Unit 6 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks 01a. Extend basic and technical vocabulary using a variety of strategies, including: analysis of an authors word choice (ELA-1-H1) 10d. Identify, gather, and evaluate appropriate sources and relevant information to solve problems using multiple sources, including internet-based resources (ELA-7-H2)
Business English Unit 6Planning and Writing Common Business Letters
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GLE # GLE Text and Benchmarks 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, order of importance, 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 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 vocabulary selected to clarify meaning, create images, and set a tone (ELA-2-H2) 15c. Develop complex compositions on student- or teacher-selected topics that are suited to an identified audience and purpose and that include information/ideas selected to engage the interest of the reader (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 (ELA2-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) 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 using available technology (ELA-2-H3) 17a. Use various modes to write complex compositions, including: definition essay (ELA-2H4) 17e. Use various modes to write complex compositions, including: cause-effect essay (ELA-2H4) 17f. Use various modes to write complex compositions, including: process analyses essay (ELA-2H4) 19a. Extend development of individual style to include the following: avoidance of overused words, clichs, and jargon (ELA-2-H5) 19b. Extend development of individual style to include the following: a variety of sentence structures and patterns (ELA-2-H5)
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GLE # GLE Text and Benchmarks 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 and phrasing that reflect the character and temperament of the writer (ELA-2H5) 20a. Write for various purposes, including: interpretations/explanations that connect life experiences t works of American, British, and world literature. (ELA-2-H6) 21. Apply standard rules of sentence formation, including parallel structure (ELA3-H2) 22a. Apply standard rules of usage, for example: avoid splitting infinitives. (ELA-3H2) 22b. Apply standard rules of usage, for example: use the subjunctive mood appropriately (ELA-3-H2) 23d. Apply standard rules of mechanics and punctuation, including commas after introductory adverb clauses and long introductory phrases (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) 33c. Participate in group and panel discussions, including: evaluating the effectiveness of participants performances (ELA-4-H6) 34a. Select and critique relevant information for a research project using the organizational features of a variety of resources, including: print texts (e.g., prefaces, appendices, annotations, citations, bibliographic references) (ELA-5H1) 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-5H1) 35b. Locate, analyze, and synthesize information from a variety of complex resources, including: electronic sources (ELA-5-H2) 36. Analyze the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date, coverage) (ELA-5-H2) 37b. Access information and conduct research using various grade-appropriate datagathering strategies/tools, including: evaluating the validity and/or reliability of primary and/or secondary sources (ELA-e-H3) 37d. Access information and conduct research using various grade-appropriate datagathering strategies/tools, including: compiling and organizing information to support the central ideas, concepts, and themes of a formal paper or presentation (ELA-e-H3) 39a. Use word processing and/or technology to draft, revise, and publish various works, including functional documents, using format techniques that make the document user friendly (ELA-5-H4) Business English Unit 6Planning and Writing Common Business Letters 43
GLE # GLE Text and Benchmarks 40b. Use selected style guides to produce complex reports that include the following: standard formatting for source acknowledgment (ELA-5-H5)
Sample Activities
Activity 1: Ongoing Daily Language Review (GLEs: 21, 22a, 22b, 23d, 23e; Business Standards: 5a, 5b, 5c, 7e)) The students will continue activities in their Daily Language Review (DLR) notebooks. At the 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 and edit, using proofreaders marks. Different students will go to the board and edit each sentence. The class will be allowed to question the marks, ask questions for clarity on the use of the mark(s), and/or provide more editing if needed. Students are expected to answer all questions 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: Preparing to Write Everyday (Routine) Letters (GLEs: 01a, 10d, 14a, 14b, 14c, 14d, 16b, 16c, 16d, 16e, 16f, 16g, 17a, 17e, 17f, 25, 26c, 34a, 40b; Business Standards: 4a, 4b, 4c, 5a, 5b, 19f, 20c) Everyday letters are routine letters written for common situations. They may be making a request, transmitting information or materials, making a confirmation, acknowledging payments, or inviting people to speak or to attend a social event. 1. Students will write a response to the following prompt: Suppose you worked for an insurance sales agent; name the types of letters that this person might write. Suppose you worked for a customer service representative; what types of letters would be written? Students will discuss their responses and make a list accompanied by explanations of different everyday letters. 2. Students will respond to the following authors statement: Success in writing is measured not by the writers opinion of the letter but by the readers opinion. Students will make inferences and conclude that using the psychology of writing and letter etiquette is important to the composition of letters. 3. Students will research various Internet sources to locate and print The Ten Secrets of Writing Letters. Students will discuss the ten secrets and their importance to the psychology of communication, using appropriate language for the specific class audience. Students will use this document as a resource to write future letters.
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4. Students will research, select and critique various print texts and electronic sources to gather, collect, and evaluate information containing suggestions on letter writing. Students will break down and combine the best tips into one document entitled Tips for Business Letter Writing. Students will discuss their tips/suggestions with the class and create one standard list of suggestions to use as a reference for writing future letters. 5. Students will write a short composition to the following prompt: In writing a business letter, what considerations have to be made to cause a letter to have a positive effect or reaction from the reader? Why? Students will share their compositions with the class. The considerations will be listed on the board and then categorized into groups, representing the 5 Cs of effective business writing: courtesy, clarity, completeness, content, and consistency. This categorized list will be copied in their notebooks and used to do the following research: Students will research various sources to locate and print the 5 Cs of effective business writing. Students will discuss the meaning of each C and its importance to business communication. Students will write a process analysis essay, explaining the process of using the 5 Cs of effective business writing. Students will use a writing process that includes prewriting, drafting, conferencing, revising, proofreading/ editing, and publishing with a word processor or technology. The essay will contain a clearly stated central idea/thesis statement, a clear structure, and supporting paragraphs with transitional words, phrases, and devices throughout. The essay will also contain standard formatting for source acknowledgment. Several students will share their essays with the class, using correct English grammar, diction and syntax.
Activity 3: Everyday Letters (GLEs: 15a, 15b, 15c, 16b, 16c, 16d, 16e, 16f, 16g, 19a, 19b, 19c, 21, 33c, 34b, 35b, 39a, 40b; Business Standards: 4c, 4d, 5b, 5d, 5e, 19f, 20a, 20b, 20c) The readers reactions to everyday letters will be positive or neutralthats one reason why these letters are referred to as routine. As a result, everyday letters use the direct approach. The direct approach includes: a direct opening statement indicating the purpose of the letter necessary details concerning the subject matter a positive conclusion that promotes goodwill Through various sources on the Internet, keywords, and search engines, students will locate several outline plans written for routine letters. Students will analyze and synthesize the information into one condensed outline form, being creative but reader friendly. The outline will be proofread/edited for content and parallel structure by fellow classmates and the teacher. Several students will share their outlines with the class. Students will use this document as a resource to write future letters. 1. Through various sources on the Internet, keywords, and search engines, students will locate several simple routine letter examples and at least one memo. Using a routine letter evaluation form, students will evaluate one of the documents for its purpose and
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reader friendliness. Several of the students will create a transparency of their document and discuss their evaluations with the class. The class will interpret the letter for its purpose and evaluate the students presentation. 2. Using the routine letter examples and evaluation, students will create and compose several of their own letters. Students will use appropriate word choice and vocabulary to reach a specific audience and engage the interest of the reader. Students will avoid overused words, clichs or jargon, use a variety of sentence structures, and use proper diction to set tone or mood. Using a writing process that includes prewriting, drafting, conferencing with peers and teacher, revising, proofreading/editing, and publishing using a word processor or technology, students will write three routine letters as suggested below: Request letter: A summer job has been offered with the local community college. The job is in the student records office processing applications from entering freshmen. To get the job, three letters of reference are needed. Write to your Business English teacher, at an address from the local area, asking her/him to send a letter of recommendation to Mr. Angelo Amato, Personnel Director at the local community college. Research to find the appropriate address. Transmittal letter: Graduation is nearing, and a senior trip is being planned. Select a beach hotel in Destin, FL, and write a letter requesting a room with a waterfront view and two double beds. Remember, the hotel is in a resort area, so a deposit is required. Include a $100 check for the deposit. Remember to include dates and other details for the reservations. Cite the source acknowledgment in the P.S. at the bottom of the letter. Invitational letter: The schools local chapter of FBLA, Future Business Leaders of America, is hosting the district conference. As president of the local organization, you have the job of locating and securing a guest speaker for the conference. Implement an Internet search for a dynamic speaker for the district conference. Choose a speaker that would be of interest to high school students and can make a humorous presentation on a current business topic. Write a letter of invitation to that person requesting him/her to speak at the local FBLA district conference. The letter will be printed on school or FBLA letterhead, and the source acknowledgement will be added in the P.S. at the bottom of the letter. Once the letter is in final draft and printed, the letter format will be revised for an e-mail document.
Activity 4: Persuasive Letters (GLEs: 10d, 14a, 14b, 14c, 14d, 15a, 15b, 15c, 16a, 16b, 16c, 16d, 16e, 16f, 16g, 19a, 19c, 19d, 20a, 21, 25, 35b, 36, 37d, 39a; Business Standards: 4a, 4b, 4c, 4d, 5b, 5d, 7f, 19f, 20a, 20b, 20c, 20d) Persuasive writing states the opinion of the writer and attempts to influence the audience. Writing that persuades: clearly states an opinion on a specific topic; supports the opinion with convincing reasons and arguments; presents reasons in a logical order; often saves the strongest argument for last; and uses opinion words. To write an effective persuasive letter or
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e-mail, the writer must use communication psychology, being cognizant of Maslows Hierarchy of Needs (Unit 3) and the 5 Cs of effective letter writing. When a reader must be persuaded or convinced, an indirect approach to writing is used. The indirect approach leads the reader to grasp the logic through its step-by-step organization and appeals to the readers human needs. The steps to the indirect approach follow: Use an attention-getting opening statement to encourage the reader to continue reading. Present factual statements targeted at meeting the readers needs. Present the request in terms of how it will benefit the reader. Specify the action the reader must take to receive the benefits listed. 1. Students will research print and electronic sources to identify, gather, analyze, and evaluate relevant information on persuasive letters (e.g., definition/description, purpose, strategies, planning outline, example letters). One suggested Internet site: www.verity.ashland.k12.ky.us/Portfolio/persuasive_letter(billie).htm. Students will discuss the information on the site and the merits of the example letter. Students will then write an expository essay, defining and explaining the process of writing a persuasive letter. The essay will have a clearly stated central idea/thesis statement, a clear structure, supporting paragraphs in logical order, and transitional words, phrases, and devices to unify throughout. It will be created using a complete writing process that includes selecting topic and form, prewriting, drafting, conferencing with peers and/or teacher, revising for content and structure based on feedback, proofreading/editing, and publishing using a word processor or technology. Any listing provided in the essay will be constructed using parallel construction. Students will select a proper style guide to credit sources properly. Several students will read their essays to the class, utilizing proper English grammar, diction, and syntax. 2. Students will read a book review selected by the teacher. They will create a features chart by folding a piece of paper in half and writing Features at the top of one side and Examples at the top of the other. Students will then reread the book review, list the features of persuasive writing in the features column, and write an example of how the author applied each feature in the examples column. 3. Using the information gathered in the essay in Activity 1, students will create and compose one or two of their own persuasive letters. Students will use appropriate word choice and vocabulary to reach a specific audience and engage the interest of the reader. Students will avoid overused words, clichs or jargon, use a variety of sentence structures, and use proper diction to set tone or mood. They will use a writing process that includes prewriting, drafting, conferencing with peers and teacher, revising, proofreading/editing, and publishing with a word processor or technology. Suggested topics: Write a letter to a friend or acquaintance, persuading him/her to join an organization on campus. Be sure to mention benefits that will appeal to the
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wide range of people who attend the school. If necessary, research the organization through various sources. Write a letter to the editor of the local newspaper on school uniforms. There has been a problem in local schools with discipline and violence. The school board has decided to institute a school uniform policy in order to cut down on these problems, based on the positive examples that they have seen at other schools. Write a letter to the editor of your local newspaper, stating your position on this issue and supporting it with convincing reasons. Write a letter to the principal about a school issue that is important to you. Take a position on that issue and persuade the principal to act in your favor.
Activity 5: Bad News or Refusal Letters (GLEs: 10d, 14a, 14b, 14c, 14d, 15a, 15b, 15c, 16a, 16b, 16c, 16d, 16e, 16f, 16g, 19a, 19c, 19d, 21, 25, 35b, 37b, 37d, 39a; Business Standards: 4b, 5b, 5d, 5e, 7a, 7f, 19f, 20a, 20b, 20c, 20d) The teacher will facilitate a discussion of times it is necessary to write a letter of refusal. She/he will read an example letter to the class and ask questions to encourage a personal response to the text of the letter: What are your first thoughts about this text? What confused you or surprised you? Did anything in this text remind you of anything in your own life? Bad news letters contain information that will disappoint the reader. It is important that the person's goodwill be retained. Because the indirect letter approach rests on tact and provides reasons, it is ideally suited to convey bad news. 1. The hardest thing to do is to tell someone no in a positive way. The best motto to use in these types of letters is Accentuate the positive; eliminate the negative. Students will rewrite the following statements so that they convey a positive tone or mood. How can you expect us to repair your Benton watch free of charge when the guarantee expired over two months ago? We cannot mail your shipment when we promised. You claim we sent you defective merchandise? Your arguments against our company policy may have some merit. We are disappointed that you are displeased with the blouse we sent you. Students will discuss their revisions with the class. 2. Students will research various sources to identify, gather, analyze, and evaluate appropriate primary and secondary sources for validity, reliability and relevant information on bad news/refusal letters. The students research will include but not be limited to the following: definition and/or description, purpose, strategies, planning outline, and example letters. Students will then write an expository essay, defining and explaining the process of writing a bad news/refusal letter. The essay will have a clearly stated central idea/thesis statement, an obvious structure, supporting paragraphs in logical order,
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and transitional words, phrases, and devices to unify throughout. It will be created using a complete writing process that includes selecting topic and form, prewriting, drafting, conferencing with peers and/or teacher, revising for content and structure based on feedback, proofreading/editing, and publishing with a word processor or technology. Any listing provided in the essay will be constructed using parallel construction. Students will select a proper style guide to produce the essay to credit sources properly. Several students will read their essays to the class, utilizing proper English grammar, diction, and syntax. 3. Working with the information gathered in the essay, students will compose their own bad news/refusal letter. Students will use appropriate word choice and vocabulary to reach a specific audience and engage the interest of the reader. Students will avoid overused words, clichs or jargon, use a variety of sentence structures, and utilize proper diction to set tone or mood. Employing a writing process that includes prewriting, drafting, conferencing with peers and teacher, revising, proofreading/editing, and publishing using a word processor or technology, students will choose from one of the topics below: A client has requested that you replace a piece of electrical equipment manufactured by your company. However, the warranty period has just expired so you will not replace the equipment. Write to the client explaining this. You work for a large laboratory in the city. Last week an incorrect result was found in some blood samples from your work area. You found that the patient had a very high cholesterol level when, in fact, his/her reading was quite normal. Your boss has asked you to draft a letter to the patients doctor explaining the error and apologizing. You work for First National Bank. One of the banks young customers applies for a loan for a used car. As much as you would like to extend this young customer a loan for his much needed car, it is the banks policy that a loan customer must be employed with the same company for at least six months. Write this customer a bad news letter denying the loan.
Activity 6: Business Letter Writing Review (GLEs: 26c; Business Standard: 7a, 19f) Students will locate and print the letter-writing chart from the Internet site: www.ais.msstate.edu/AEE/Tutorial/letter_table.html. Following a review of the characteristics of each type of letter, students will add this document to their PIP folder as a reference guide.
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Sample Assessments
General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that can be used for this unit:
General Assessments Students will successfully use reference materials to help write everyday letters. Some documents include: ten secrets of writing business letters tips for business letter writing five Cs for effective letter writing outline plans example letters Students will edit and rewrite an unedited version of a routine letter, making it a reader-friendly document. The students will first format it in block format with open punctuation and then in modified block format with mixed punctuation. The last revision will be to change the letter to email format. Students will edit and rewrite an unedited version of a persuasive letter, utilizing an indirect, but positive approach. With the use of an overhead transparency, students will discuss appropriate changes to the persuasive letter. Students will read the following letter and determine the specific errors; then they will rewrite it, making it a more palatable correspondence that is easier for the reader to accept. Dear Ms. Hebert: We are returning your check for $119.90. We stopped carrying Neato Lawn Trimmers when the manufacturer went out of business last year. Yours truly, Students will take a teacher-made test or locate an online test on routine letters and goodwill messages.
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Activity-Specific Assessments Activity 1: Students will create a Daily Language Review division in their binder. All of the daily language review sentences will be housed 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 skills test. Activity 2: A rubric will be created to evaluate essays. The rubric will cover organization, content, grammar and spelling, sentence construction, neatness, formatting and references. The teacher could use the rubric to grade the students individually or have the students also assess the individuals essays and average the results. Possible web sites for rubrics are www.teach-nology.com or www.rubrics.com. Activities 3, 4, and 5: A rubric will be created to evaluate all letters in reference to organization, purpose and content, grammar and spelling, sentence construction, tone, neatness, and formatting. The teacher could use the rubric to grade the students individually or have the students also assess the individuals letters and average the results. Possible web sites for rubrics are www.abacon.com/inkster/routineeval.html, www.pepperbough.colton.org or www.uen.org.
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Business English Unit 7: Employment Portfolio
Time Frame: Approximately eight weeks
Unit Description The focus of this unit is to take the student through the entire employment process. It will include preparing, planning and creating the resume and letters of application, request for references, follow-up and resignation. It will end with the employment interview and an acceptance letter. Students will create an employment portfolio to house all employment notes and documents to be used as a future reference tool. Vocabulary development and grammar instruction occur within the context of student reading and writing.
Student Understanding Students will analyze their abilities and determine the skills they possess and/or need to acquire for employment now and in the future. Each student will create a resume of personal qualifications, including education, work experience, and references. Students will list and describe employment resources for available positions. Each student will create a letter of application to a prospective employer. Students will fill out employment applications and compose and format reference and follow-up letters. Students will identify and model good interview techniques.
Guided Questions 1. Can students analyze and evaluate their strong points and determine a suitable job or career of interest to them? 2. Can students take their strong points and create a personal resume? 3. Can students identify sources of employment possibilities within their community? 4. Can students create a personal resume that is reader-friendly and informative? 5. Can students fill out employment applications? Do they have all necessary information readily available? 6. Can students create a letter of application that follows the proper approach and format procedures? 7. Can students create a letter of application that is persuasive enough to interest the reader for possible action? 8. Can students create follow-up letters? 9. Can students identify and model good interview techniques?
Business English Unit 7Employment Portfolio
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Unit 7 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks 01a. 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 complex texts in oral and written responses, including: public documents (ELA-1-H3) 10a. Identify, gather, and evaluate appropriate sources and relevant information to solve problems using multiple sources, including school library catalogs (ELA7-H2) 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 to solve problems using multiple sources, including electronic resources (ELA-7H2) 10d. Identify, gather, and evaluate appropriate sources and relevant information to solve problems using multiple sources, including Internet-based resources (ELA-7-H2) 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, order of importance, 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 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 vocabulary selected to clarify meaning, create images, and set a tone (ELA-2-H2) 15c. Develop complex compositions on student- or teacher-selected topics that are suited to 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 (ELA2-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)
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GLE # GLE Text and Benchmarks 16c. Develop complex compositions using writing processes such as drafting (ELA2-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) 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 using available technology (ELA-2-H3) 17a. Use various modes to write complex compositions, including: definition essay (ELA-2H4) 17b. Use various modes to write complex compositions, including: problem/solution essay (ELA-2H4) 17c. Use various modes to write complex compositions, including: a research project (ELA-2H4) 18. Develop writing/compositions using a variety of complex literary and rhetorical devices (ELA-2-H5) 19a. Extend development of individual style to include the following: avoidance of overused words, clichs, and jargon (ELA-2-H5) 19b. 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 and phrasing that reflect the character and temperament of the writer (ELA-2H5) 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 (ELA3-H2) 22a. Apply standard rules of usage, for example avoid splitting infinitives (ELA-3H2) 22b. Apply standard rules of usage, for example use the subjunctive mood appropriately (ELA-3-H2) 23c. Apply standard rules of mechanics and punctuation, including dashes (ELA-3H2) 23d. Apply standard rules of mechanics and punctuation, including commas after introductory adverb clauses and long introductory phrases (ELA-3-H2) 23e. Apply standard rules of mechanics and punctuation, including quotation marks for secondary 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) Business English Unit 7Employment Portfolio 54
GLE # GLE Text and Benchmarks 25. Use standard English grammar, diction, and syntax when speaking in formal presentations and informal group discussions (ELA-4-H1) 26b. Select language appropriate to specific purposes and audiences for speaking, including: conducting interviews/surveys of classmates or the general public (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 procedure s, 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) 30a. 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) 30c. Use active listening strategies, including: noting cues from change of pace (ELA-4-H4) 31a. Deliver oral presentations, including: speeches that use appropriate rhetorical strategies (ELA-4-H4) 31b. Deliver oral presentations, including responses that analyze information in texts and media (ELA-4-H4) 32a. Give oral and written analyses of media information, including: identifying logical fallacies (e.g., attack ad hominem, false causality, overgeneralization, bandwagon effect) used in oral addresses (ELA-4-H5) 32b. Give oral and written analyses of media information, including: analyzing the techniques used in media messages for a particular audience (ELA-4-H5) 32c. Give oral and written analyses of media information, including: critiquing strategies (e.g., advertisements, propaganda techniques, visual presentations, special effects) used by the media to inform, persuade, entertain, and transmit culture (ELA-4-H5) 33a. Participate in group and panel discussions, including: identifying the strengths and talents of other participants (ELA-4-H6) 33c. Participate in group and panel discussions, including: evaluating the effectiveness of participants performances (ELA-4-H6) 34a. Select and critique relevant information for a research project using the organizational features of a variety of resources, including: print texts (e.g., prefaces, appendices, annotations, citations, bibliographic references) (ELA-5H1) 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-5H1)
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GLE # GLE Text and Benchmarks 35a. Locate, analyze, and synthesize information from a variety of complex resources, including: multiple print texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals (ELA-5-H2) 35b. Locate, analyze, and synthesize information from a variety of complex resources, including: electronic sources (ELA-5-H2) 35c. Locate, analyze, and synthesize information from a variety of complex resources, including: other media (e.g., community and government data, television and radio resources and audio and visual materials) (ELA-5-H2) 36. Analyze the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date, coverage) (ELA-5-H2) 37c. Access information and conduct research using various grade-appropriate datagathering strategies/tools, including: using graphic organizers (e.g., outlining, charts, timelines, webs) (ELA-5-H3) 37d. Access information and conduct research using various grade-appropriate datagathering strategies/tools, including: compiling and organizing information to support the central ideas, concepts, and themes of a formal paper or presentation (ELA-5-H3) 37e. Access information and conduct research using various grade-appropriate datagathering strategies/tools, including: preparing annotated bibliographies and anecdotal scripts (ELA-5-H3) 38a. Write extended research reports (e.g., historical investigations, reports about high interest and library subjects) which include the following: researched information that supports main idea (ELA-5-H3) 38b. Write extended research reports (e.g., historical investigations, reports about high interest and library subjects) which include the following: facts, details, examples, and explanations from sources (ELA-5-H3) 38c. Write extended research reports (e.g., historical investigations, reports about high interest and library subjects) which include the following: graphics when appropriate (ELA-5-H3) 38d. Write extended research reports (e.g., historical investigations, reports about high interest and library subjects) which include the following: complete documentation (e.g., endnotes or parenthetical citations, works cited lists or bibliographies) consistent with a specified style guide (ELA-5-H3) 39a. Use word processing and/or technology to draft, revise, and publish various works, including functional documents, using format techniques that make the document user friendly (ELA-5-H4) 39b. Use word processing and/or technology to draft, revise, and publish various works, including, analytical reports that include databases, graphics, and spreadsheets (ELA-5-H4) 39c. Use word processing and/or technology to draft, revise, and publish various works, including research reports on high-interest and literary topics (ELA-5H4)
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GLE # GLE Text and Benchmarks 40a. Use selected style guides to produce complex reports that include the following: credit for sources (e.g., appropriate parenthetical documentation and notes) (ELA-5-H5) 40b. Use selected style guides to produce complex reports that include the following: standard formatting for source acknowledgment (ELA-5-H5) 41. Analyze and synthesize information found in various complex graphic organizers, including detailed maps, comparative charts, extended tables, graphs, diagrams, cutaways, overlays, and sidebars. (ELA-5-H6)
Sample Activities
Activity 1: Ongoing Daily Language Review (GLEs: 21, 22a, 22b, 23c, 23d, 23e; Business Standards: 5a, 5b, 5c, 7e) Students begin each class period by copying one or more unedited sentences from the board or transparency into the Daily Language Review (DLR) section of their notebooks. Applying rules of grammar, spelling, punctuation, quotes, verb usage, parallel structure, and sentence construction, the students are to proofread and edit using proofreaders marks. Different students will go to the board and edit each sentence. The class will be allowed to question the marks, ask questions for clarity on the use of the mark(s), and/or provide more editing if needed. Students are expected to answer all questions 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: Interest Inventory (GLEs: 01a, 25, 26c; Business Standards: 3a, 3d) Students will write a shared response journal to the following prompt: A wise man once said, He who has no goals ends up somewhere. Explain this statement. Several students will share their ideas on the explanation and importance of this statement. Students will use several techniques to help determine their interests and better understand their abilities and talents. They will create a chart with two columns. One column will be headed Personal Goals and the other Career Goals. Students will consider the following questions as they fill in the column on Personal Goals: What do I enjoy doing the most? What are my interests? How important is fame or material success? Do I prefer to work inside or outside? Do I like to travel? Do I prefer to work directly or indirectly with people?
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Students will consider the following questions to aid in answering the Career Goals: What kind of work do I enjoy? Where do I want to be in ten years? Where do I want to work? How much do I want to earn in five years, ten years? Do I want fixed or flexible hours? Students will complete a teacher or counselor career-interest survey, or find and complete a suitable career-interest survey on the Internet. The results of the test will be evaluated and used as a reference guide for job hunting. The career interest survey results will be housed in their employment portfolio.
Activity 3: Skills Inventory (GLEs: 25, 26c; Business Standards: 3d, 5b) Students will write a shared response journal on the following comments: You will be hired because you have skills that an employer needs. What hard and soft skills do you possess? List ten skills, abilities, and/or accomplishments that make you marketable. Several students will share responses with the class. Students will create a file folder and collect items that are evidence of their skills, abilities and accomplishments on and off campus. This collection might include the following: academic transcripts letters of recommendation and commendation previous resumes copies of job application forms and application letters awards tests scores certificates of achievement scholarships grade point average work experience extracurricular activities volunteer work This file will include details about qualifications, such as education, work experience, achievements and activities, special skills, and personal traits. Organizing and keeping this collection will be useful in writing resumes and composing application letters.
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Activity 4: Job/Career Employment Information (GLEs: 10a, 10d, 25, 31b, 34a, 34b, 37c, 38c, 39b, 41; Business Standards: 4c, 5b, 16c, 19f) Using the career research project from Unit 2, Communicating with Others, students will begin to search for more detailed employment information. Using the Internet or the library reference section, students will locate, gather, analyze and synthesize information from websites, print and electronic texts and/or graphic organizers on the following: The top ten fastest growing jobs for 2002 2012 The top ten largest job growth areas for 2002 2012 The top ten fastest growing industries for 2002- 2012 Students will write an extended research report with a presentation including graphics. It will also include complete documentation consistent with a specific style guide. Several students will share their presentations with the class. After the presentations, the students will discuss their career interests and analyze the future job market for the next ten years.
Activity 5: Sources of Employment (GLEs: 26c, 30b; Business Standards: 3e, 4c, 5b) With a thorough understanding of goals, skills, and the future job market, the student will be able to match a more suitable career field. The next step is to match career interest to actual job employment. The students will respond to the following questions by copying the questions and making a list of possible answers: Where can you locate jobs of interest? Where do you look for the job for which you are qualified? Name 5 10 places to begin a search. One student will write the responses on the board while the rest of the class shares information. Each student will revise and edit his/her list of employment sources. Responses should include: school placement offices personal contacts newspaper and professional publications Internet employment agencies temp agencies or temp services internships libraries civil service employment federal, state, county, and city individual companies job fairs The students will briefly describe or explain each type of employment source as it is listed.
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Activity 6: Research Sources of Employment (GLEs: 03c, 10a, 10b, 10c, 10d, 14a, 14b, 14c, 14d, 24, 26b, 26c, 27b, 27d, 30c, 38a, 38b, 38d, 40a, 40b; Business Standards: 3b, 4b, 5b, 19f, 20b, 20d) Students will be required to complete all activities from the list below as part of their employment portfolio that provides experience using sources of employment. Activities include: Providing a guest speaker from one of the following employment sources: school placement or counselors office employment agency temporary agency or service personnel director of an individual company. Students will take notes on the presentation by the guest speaker, noting important facts and information by using cues ranging from content emphasis to change of pace in the speakers voice. Students will write a summary of important job-hunting information/facts provided by guest speaker. Students will note at the bottom of the summary the guest speakers name and business affiliation. Visiting the school or public library, students will search for three job listings in their career field, using books and professional magazines. After making a copy or rewriting each job advertisement on separate sheets of plain white paper, the students will write a paragraph on each job of choice, giving the job descriptions, qualifications, and source documentation. Locating and cutting out three newspaper classified ads for jobs in choice field, students will place each ad neatly on separate sheets plain white paper. Students will write a separate paragraph explaining why each job is of interest and how it meets their qualifications. Each student will identify and explain any abbreviations used in the ads. Each ad will be properly documented. Using Internet sites, such as www.careermosaic.com, www.hotjobs.com, or www.flipdog.com, students will search and locate three jobs in their job/career field. In paragraph form, students will give the date of job availability, job description and requirements. If available, students will also include information about the prospective employer. Searching the Internet, newspapers or professional magazines for upcoming job fairs, students will research to find the date and location of a local or parish job fair in their area. Students will research to find the date and location of the nearest job fair outside the local area. The students will create two one-page advertisements with graphics to promote each of these job fairs. Using personal interviews or surveys of local business interns, students will research to define and describe job internships and their benefits. They will collect information and compose an essay of explanation and provide standard formatting for source acknowledgement and credit for sources. Using a variety of resources, students will research civil service employment. They will gather and organize information pertaining to civil service jobs and compose an expository essay on civil service employment, including the process for acquiring a civil service job. Students will cite all sources.
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Activity 7: The Resume (GLEs: 10a, 10b, 10c, 10d, 17a, 25, 35a, 35b, 37e, 38a, 38b, 38d, 39c, 40a, 40b; Business Standards: 4c, 5b, 19f, 20c) Students will use a variety of resources to research information and tips on writing a good resume. Using available technology, students will create a report, defining and explaining the resume. This report will be written using the complete writing process and utilizing correct punctuation and effective, well-written sentences. The report will also address the answers to the following questions: What is a resume? What is its purpose? What kinds of words should be used to describe experience and accomplishments? Give examples. What are the basic parts of any good resume? What qualities do employers look for in their employees? What are some tips for a reader-friendly resume? Students will also include at least two examples of reader-friendly resumes and a recent article on resume writing from the Job Choices or Career magazine. The report will also include an annotated bibliography and standard formatting for source acknowledgement. Several students will share their reports and information with the class. This report will be housed in their employment portfolio.
Activity 8: Writing the Resume (GLEs: 16a, 16b, 16c, 16d, 16e, 16f, 16g, 20b, 24, 39a; Business Standards: 4c, 5b, 5d, 5e, 7f, 20a) Using their skills inventory folder created earlier, the students will begin to choose their best features and accentuate these in the writing of a personal resume by doing the following: Students will discuss the main parts of a good resume and the important information that should appear in each section: heading, objectives, education, work experience, organizations, accomplishments, and references. Students will then begin to identify, gather and evaluate information for those main headings. Students will choose a reader-friendly sample resume to model. Using word processing and/or technology, students will use a writing process to create and compose their own personal resume, accentuating the positive qualities. Students will allow other students and the teacher to proofread their resume before the final draft is printed. Students will recreate their resumes so that they can be sent and viewed via the Internet. The students final resumes will be in mailable form and will be a requirement in the employment portfolio.
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Activity 9: Application/Cover Letter (GLEs: 10b, 10c, 10d, 16a, 16b, 16c, 16d, 16e, 16f, 16g, 19a, 19b, 19c, 19d, 20b, 24, 25, 35a, 35b, 38d, 39a; Business Standards: 5b, 5e, 7f, 19f, 20a, 20c, 20d) Like the resume, the application letter is a form of advertising. Its job is to get the reader interested enough to read the resume. The application/cover letter and the resume must be sent together. Students will complete the following activities: 1. Students will review letter formatting from the business letter booklet they created in Unit 5. 2. Students will identify, gather and evaluate appropriate sources and relevant information about composing/creating an application/cover letter. From various sources, students will create one document of useful tips to aid in composing their own application/cover letter. This document will include a title, list of tips, and documentation of sources. Students will share their tips with the class. 3. Using various sources, students will research and provide several examples of application letters that illustrate the composition of the body of the letter. They will also research and provide three excellent examples of application letters to be used as models. 4. The students will use the information gathered in step three of this activity to compose/create their own application letter. The letter will be in response to one of the job advertisements researched in Activity 6 and will be used to accompany the personal resume created in Activity 8. The body of the application/cover letter will include: Paragraph 1 captures the readers attention and raises his/her interest. It mentions the specific job opening and how the applicant found out about it. Paragraphs 2 and 3 do the following: summarize relevant qualifications emphasize accomplishments suggest desirable personal qualities refer to the resume. Paragraphs 3and 4 request an interview and make the interview easy to arrange. The application/cover letter will be written using a complete writing process and word processing and/or technology to draft, revise, edit and publish the letter. Students will use the body of the application letter to help create an e-mail message that will serve as a cover letter for their attached resume.
Activity 10: The Interview (GLEs: 10a, 10b, 10c, 10d, 14a, 14b, 14c, 14d, 17c, 18, 24, 25, 26b, 26c, 29a, 30a, 31a, 32a, 32b, 32c, 33a, 33c, 35a, 35b, 35c, 36, 38a, 38b, 38d, 39c, 40a, 40b; Business Standards: 4c, 4g, 4j, 5b, 5d, 5e, 16c, 19f, 20c) The success in an interview depends upon the preparation. Students will create and compose a research report on The Interview. Using various research sources, the students will
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identify, gather, and evaluate appropriate sources to locate relevant information on the interview process. The report will include interesting and usable information in preparing for the interview. The report will include but not be limited to the answers to the following questions: What is the purpose of a job interview? What does preparing for an interview entail? What are some tips and strategies for a successful interview? What is interview etiquette? Give some etiquette tips. What are some logical fallacies to avoid in an interview? Give some tips for dressing for a successful interview. What are some questions an interviewer may ask? What are some questions the interviewee may ask? The report will include an appropriate style for parenthetical documentation and source acknowledgments. The class will discuss the questions from the report and comment on other interesting information found in their research. Students will be placed in groups of four to six. Students will be instructed to create a fiveminute skit dealing with interview techniques. Half of the groups will present skits dealing with negative interviewing techniques, and the other half will illustrate positive interviewing techniques. One member of each group will draw for the technique the group will present. Each member of the group must participate and have a speaking part, using rhetorical language where appropriate and avoiding overgeneralizations and other fallacies. The groups will present their skits to the class. The class will create a rubric to analyze and critique the techniques used in the media presentation of each group and each members performance, diction, and syntax. Each student will take part in the critique, keeping in mind the purpose of each groups purpose relating to the dos and donts of interviewing. The skits could be videoed, viewed and critiqued by each group. The videos could be used as presentations to other business or English classes. Students will participate in a mock interview with a local businessperson. Students will be required to plan and prepare for the interview. At the conclusion of the interview, each student will critique his/her own interview in a response journal entry. The businessperson will also evaluate the interview and make suggestions for improvement. These two documents will be housed in the employment portfolio.
Activity 11: The Application Form (GLEs: 20b; Business Standard: 5b) Using information gathered and collected from Unit 1, Job/Career Orientation, and housed in the PIP folder, the students will review the tips for filling out an application form. Students will obtain two application forms from one or two local business firms in their career interest field. Using the information on their personal resume, students will complete one of the application forms. The completed application form will then be proofread and edited by several different members of the class. Using the editing made to the application, each student will complete the second application form in a correct manner. Business English Unit 7Employment Portfolio
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Activity 12: Other Employment Letters (GLEs: 10a, 10b, 10c, 10d, 15a, 15b, 15c, 15d, 16a, 16b, 16c, 16d, 16e, 16f, 16g, 24, 25, 34b, 37d, 39a, 40b; Business Standards: 4b, 4c, 5b, 5d, 5e, 7f, 19f, 20a, 20c, 20d) Several other employment letters may be required or are simply a common courtesy. One such letter may request references. Follow-up letters may be considered, such as letters for an interview thank-you, job acceptance, job refusal, and resignation. Students will research various sources to identify, gather, and evaluate appropriate sources and relevant information on other employment letters. Using a complete writing process, the students will draft, proofread, revise, edit, and publish with word processing or available technology an expository letter on each of the various types of employment lettersrequest for references, thank-you, job acceptance, refusal, and resignation. The body of each letter will include the following information: purpose of the letter development of the bodys three paragraphs tips for writing the body examples for models standard formatting for source acknowledgment The letters will be formatted in mailable form and housed as examples in the Employment Portfolio. Students will share one of their letters with the class.
Activity 13: Writing Other Employment Letters (GLEs: 15a, 15b, 15c, 15d, 16b, 16c, 16d, 16e, 16f, 16g, 17b, 20b, 24, 25, 39a; Business Standards: 5b, 5d, 5e, 7f, 20a, 20b, 20c, 20d) Students will use the information gathered and discussed in his/her expository letters and compose and create their own specific letters. Using a complete writing process, the students will draft, proofread, revise, edit, and publish with word processing or available technology an example of each of the other employment letters. Students will apply their knowledge, using the following scenarios: Letter requesting references: Write a letter to a teacher or an acquaintance requesting permission to use his or her name as a reference. Letter of thank you: Write a letter of thanks to the person who gave the interview from the letter of application written in Activity 9. Letter of job acceptance: Write a letter accepting that position. Letter of refusal: Write a letter declining the job offer. Letter of resignation: Write a letter to the supervisor announcing the decision to take a new position at another company. Letter of rejection: Write a problem/solution essay and a revised body for the letter given below, using the directions that follow the letter: I regret to inform you that you were not selected for our summer intern program at Action County. We had over a thousand resumes and cover letters Business English Unit 7Employment Portfolio 64
to go through and simply could not get to them all. We have been asked to notify everyone that we have already selected students for the twenty-five positions based on those who applied early and were qualified. Were sure you will be able to find a suitable position for summer work in your field and wish you the best of luck. We deeply regret any inconvenience we may have caused. Analyze problems in the letter with regards to formatting and using communication psychology. Suggest solutions to make the body reflect a more pleasing and positive tone. Write an essay that identifies the problems associated with the letter, provides appropriate solutions, and explains reasons for the solutions. The essay will be written using the complete writing process and utilizing correct punctuation and effective, well-written sentences. It will be created using word processing/technology to draft, revise, edit and publish the essay. Rewrite the following letter using the solutions suggested in the essay. Several students will present their revised letters to the class. The letters will be formatted in mailable form and housed as examples in the Employment Portfolio.
Sample Assessments
General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments than can be used for this unit:
General Assessments Students will use their skills inventory folder and personal/career charts to create a useable resume of their qualifications. Students will use their knowledge of letter formatting, researched tips on writing application/cover letters and modeled examples to compose and create their own application letter to a job opening in their career field interest. Students will edit, paragraph, and rewrite unedited versions of an application letter and a follow-up letter until they become acceptable, reader-friendly letters. Students will participate in interview skits and mock interviews to be develop interviewing skills.
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Students will use information researched, composed, created, and gathered to construct a bulletin board on the employment process. As different types of documents are completed, one example of each will be chosen by the class to be used as an illustration on the bulletin board entitled The Employment Process. Students will view a video on the employment process and discuss the merits of each step of the process.
Activity-Specific Assessments Activity 1: Students will create a Daily Language Review division in their binder. All of the daily language review sentences will be housed 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 skills test. Activity 6: Students will create a detailed Employment Portfolio. The Employment Portfolio will include: i. Personal and Career Goals ii. Job Market Analysis 2002- 2012 iii. Sources of Employment iv. Report on resume writing v. Personal resume vi. Application/cover letter vii. Application form viii. Interview tips ix. Interview evaluations x. Other employment letters Activity 7: A rubric will be created to cover organization, content, grammar and spelling, neatness, formatting and references. The teacher could use the rubric to grade the students individually or have the students also assess the individuals essays and projects and average the results. Possible web sites for rubrics are www.teachnology.com or www.rubrics.com. Activity 10: A rubric will be created use to cover organization, content, clarity, member participation, props, employment techniques, creativeness, and enthusiasm. Students and teacher will grade the presentations. An average will be calculated for the final grade. Possible websites for rubrics are www.teach-nology.com or www.rubrics.com.
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Business Standards and Benchmarks/Academic Cross-Reference

Standard 1. Understand and apply basic accounting principles and procedures Benchmarks (Recommended Grades 10-12) a. Complete the steps of the accounting cycle and explain the purpose of each step *b. Determine the value of assets, liabilities, and owners equity according to generally accepted accounting principles, explaining when and why they are used *c. Prepare, interpret, and analyze financial statements using manual and computerized systems for service, merchandising, and manufacturing businesses d. Recognize the basic forms of business organizations (sole proprietorship, partnership, corporation, cooperative and franchise) and the related differences in accounting procedures (Recommended Grades 11-12) a. Develop an awareness of the role the computer can play in maintaining accounting records b. Complete the various steps of the accounting cycle using accounting software *c. Use planning and control principles to evaluate the performance of an organization *d. Apply differential analysis and present value concepts to make decisions e. Understand the procedures used in the accounting systems of departmentalized, branch, and manufacturing business and not-for-profit organizations *f. Prepare, interpret, and analyze financial statements using manual and computerized procedures (Recommended Grades 6-8) a. Identify individual assets, interests, aptitudes, talents, and occupational abilities b. Use available tools, including Internet technology, to research local, national, and global employment opportunities and qualifications (Recommended Grades 9-12) *c. Select a career pathway and complete a career plan d. Begin a personal portfolio for employment purposes e. Identify the steps to conduct a job search f. Define and demonstrate the job application process g. Identify and apply workplace skills (SCANS) to maintain successful employment *h. Evaluate various benefit packages i. Identify and define employee rights and responsibilities and review legal aspects of employment j. Relate lifelong learning to employment k. Define work ethics and professionalism (Recommended Grades 10-12) a. Select and utilize equipment and technology appropriate for successfully completing various tasks *b. Compose and produce a variety of business documents using correct grammar, punctuation, and format with current and emerging technology c. Demonstrate ability to use oral and interpersonal communication skills effectively *d. Use appropriate resources as needed for decision making and problem solving e. Demonstrate knowledge of records management and application of various manual and automated data storage and retrieval systems f. Use regular and electronic mail services appropriately and economically g. Demonstrate appropriate personal qualities and work ethics h. Demonstrate ability to use appropriate office procedures i. Identify procedures involved in distributing information and products j. Apply principles of effective human relations Academic Cross-References ELA Social Studies 1 - 1,3,4,5 C - A--6 3 - 1,2,3 E - A--1/2/3/4/ 4 - 1,2,3,4,5,6 5/6/7/8 5 - 1,2,3,4,5,6 B--1/2/3/4/5 6 - 1,2,4 C--1/2/3 Mathematics H - B--11/12/13/14/ N - 1/2/3/4/5/6/7 15/16/17 A - 1/3/4 C--15 M - 1/2/3/4 Science G-6 SI - A--1/2/3/4/5/6/ D -1/2/3/4/5/6/7/8/9 B--1/3/5 P - 1/2/4/5 ELA Social Studies 1 - 1/3/4/5 G - D--4 3 - 1/2/3 C - A--6 4 - 1/2/3/4/5/6 C--2/3 5 - 1/2/3/4/5/6 E - A--1/2/3/4/ 6 - 1/2/4 5/6/7/8 Mathematics B--1/2/3/4/5 N - 1/2/3/4/5/6/7 C--1/2/3 A - 1/3/4 H - B--11/12/13/14/ M - 1/2/3/4 15/16/17 G-6 C--15 D -1/2/3/4/5/6/7/8/9 Science P - 1/2/4/5 SI - A--1/2/3/4/5 B--1/3/5 ELA Social Studies 1 - 1/3/4/5 C - D--1/2/3/4 2 - 1/2/3/4/5 E - A--3 3 - 1/2/3 Science 4 - 1/2/3/4/5/6 SI - A--1/2/3/4/5/6 5 - 1/2/3/4/5/6 PS - H--2/3 7 - 1/2/4 LS - F--3 Mathematics G--1 N - 1/2/3/4/5/6/7 SE - D--9 M - 1/2/3/4
2. Use automated accounting procedures to apply basic accounting principles and pursue advanced accounting methods
3. Research careers and apply skills needed for initial and continued employment
4. Develop attitudes, procedures, and skills necessary to function effectively in a variety of electronic offices
ELA 1 - 1/3/4/5 2 - 1/2/3/4/5 3 - 1/2/3 4 - 1/2/3/4/5/6 5 - 1/2/3/4/5/6 7 - 1/2/4 Mathematics N - 1/3/4/5/7 A - 3/4 M - 1/3/4 G-6 D - 1/3/5/7 P - 1/2/4/5
Social Studies G - B--1/2/3/4 C--2/3/4 D--1/2/3/4/5 C - A--5/6 B--4/5/6 C--1/2/3 D--1/2/3/4 E - B--1/2/3 C--1/2 H - C--15 Science SI - A--3 B--3/5 PS - H--2/3 LS - F--3 G--1 SE - A--2/6/7/9/11 B--1/2/3/4/ 5/6/7 C--1/2/3/4/
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Benchmarks
Academic Cross-References 5/6/7/8 D--1/2/3/4/5/ 6/7/8/9 ELA 1 - 1/3/4/5 2 - 1/2/3/4/5 3 - 1/2/3 4 - 1/2/3/4/5/6 5 - 1/2/3/4/5/6 7 - 1/2/4 Mathematics N - 1/3/4/5/7 A - 3/4 M - 1/3/4 G-6 D - 1/3/5/7 P - 1/2/4/5 Social Studies G - B--1/2/3/4 C--2/3/4 D--1/2/3/4/5 C - A--5/6 B--4/5/6 C--1/2/3 D--1/2/3/4 E - B--1/2/3 C--1/2 H - C--15 Science SI - A--3 B--3/5 PS - H--2/3 LS - F--3 G--1 SE - A--2/6/7/9/11 B--1/2/3/4/ 5/6/7 C--1/2/3/4/ 5/6/7/8 D--1/2/3/4/5/
5. Use appropriate communication skills to communicate in a business environment
(Recommended Grades 11-12) a. Improve listening, comprehension, vocabulary, reading, and analytical skills b. Apply standard rules of grammar and usage c. Improve mechanics of writing to include: capitalization, number usage, punctuation, spelling, and proofreading *d. Prepare and compose business communications such as: letters, memos, reports, and e -mail *e. Use the principles of communication psychology in oral and written communiques
6. Demonstrate the ability to use standard equipment found in a variety of modern offices
7. Demonstrate successful job competencies as senior cooperative education students through classroom instruction and on-the-job training at approved business office sites
8. Demonstrate the ability to maintain business and personal records
(Recommended Grades 9-12) a. Demonstrate ability to effectively utilize o ffice equipment such as typewriters, computers, fax machines, postage machines, telephone systems, copying and reproducing machines, calculators, and transcription machines *b. Select and utilize equipment in decision making and problem solving (Recommended Grade 12) a. Demonstrate effective interpersonal skills b. Demonstrate responsible work ethics and business etiquette *c. Apply skills and techniques to complete administrative support responsibilities d. Develop an understanding of records management e. Improve knowledge and skills in word and information processing f. Apply positive attitudes and communication skills g. Demonstrate proficiency in communicating on a professional level (Recommended Grades 9-12) a. Maintain personal records for financial planning, banking, and taxes b. Maintain business records for cash, merchandising, payroll, and taxes c. Demonstrate data management procedures using manual or electronic methods d. Identify accounting fundamentals e. Select and apply appropriate filing procedures including alphabetic, numeric, and subject filing systems
ELA 1 - 1/3/4/5 2 - 1/2/3/4/5 3 - 1/2/3 4 - 1/2/3/4/5/6 5 - 1/2/3/4/5/6 7 - 1/2/4 Mathematics N - 1/3/4/5/7 A - 3/4 M - 1/3/4 G-6 D - 1/3/5/7 P - 1/2/4/5
Social Studies G - B--1/2/3/4 C--2/3/4 D--1/2/3/4/5 C - A--5/6 B--4/5/6 C--1/2/3 D--1/2/3/4 E - B--1/2/3 C--1/2 H - C--15 Science SI - A--3 B--3/5 PS - H--2/3 LS - F--3 G--1 SE - A--2/6/7/9/11 B--1/2/3/4/ 5/6/7
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9. Apply business law principles to personal and business settings
(Recommended Grades 10-12) *a. Analyze relationships between ethics and the law and describe the American legal system, structure of the courts, differences between criminal and civil law, and the Louisiana court system b. Compare and contrast relationships between contract law and law of sales c. Discuss the basic rights and responsibilities of consumers *d. Analyze the nature of the agency relationship and the nature of the employer-employee relationship e. Describe laws that apply to marriage, divorce, child custody, wills, living wills, and adoptions f. Explain how to form, operate, and dissolve sole proprietorships, partnerships, corporations, cooperatives, and franchises g. Identify laws that apply to personal property and real property h. Explain laws that apply to property and casualty insurance, automobile insurance, personal insurance, and social insurance *i. Interpret property law, contract law, criminal law, civil law, and international laws as they apply to situations in which computer technology is a factor
10. Explore the role of an entrepreneur and apply the concepts of entrepreneurship
(Recommended Grades 9-12) a. Identify personal characteristics of an entrepreneur and determine the degree to which one possesses them b. Identify business conditions necessary for becoming an entrepreneur c. Demonstrate the concepts of business ideas and types of ownership *d. Formulate a marketing strategy for a business startup e. Describe how special issues affect the entrepreneur f. Demonstrate an understanding of economic principles *g. Research and incorporate components of productivity h. Explore options for the organization and operation of a business *i. Write a business plan
Academic Cross-References C--1/2/3/4/ 5/6/7/8 D--1/2/3/4/5/ ELA Social Studies 1 - 1/3/4/5 G - B--1/2/3/4 2 - 1/2/3/4/5 C--2/3/4 3 - 1/2/3/4/5 D--1/2/3/4/5 4 - 1/2/3/4/5/6 C - A--1/2/3/4/5/6 5 - 1/2/3/4/5/6 B--4/5/6 7 - 1/2/4 C--1/2/3 Mathematics D--1/2/3/4 N - 1/2/3/4/5 E - A-8 M-4 B--2 G-6 H - A--4 D - 7/8/9 B-16 C--15 Science SI - A--1/2/3/4/5/6 B--3/5 PS - H--2/3 LS - F--3 G--1 SE - A--2/6/7/9/11 B--1/2/3/4/ 5/6/7 C--1/2/3/4/ 5/6/7/8 D--1/2/3/4/ 5/6/7/8/9 ELA Social Studies 1 - 1/3/4/5 G - B--1/2/3/4 2 - 1/2/3/4/5 C--2/3/4 3 - 1/2/3 D--1/2/3/4/5 4 - 1/2/3/4/5/6 C - A--1/2/3/4/5/6 5 - 1/2/3/4/5/6 B--4/5/6 7 - 1/2/4 C--1/2/3 Mathematics D--1/2/3/4 N - 1/2/3/4/5/6/7 E - A--1/2/3/4/ A-1 5/6/7/8 M - 1/3/4 B--1/2/3/4/5 G-6 C--1/2/3 DH - A--4 1/2/3/4/5/6/7/8/9 B--14/15/16/17 P - 1/2/4/5 C--15 Science SI - A--1/2/3/4/5/6 B--3/5 PS - H--2/3 LS - F--3 G--1 SE - A--2/6/7/9/11 B--1/2/3/4/ 5/6/7 C--1/2/3/4/ 5/6/7/8 D--1/2/3/4/ 5/6/7/8/9 ELA 1 - 1/3/4/5 2 - 1/2/3/4/5 3 - 1/2/3 4 - 1/2/3/4/5/6 5 - 1/2/3/4/5/6 7 - 1/2/4 Mathematics N - 1/2/3/4/5/6/7 A - 1/3/4 Social Studies G - B--1/2/3/4 C--2/3/4 D--1/2/3/4/5 C - A--1/2/3/4/5/6 B--4/5/6 C--1/2/3 D--1/2/3/4 E - A--1/2/3/4/ 5/6/7/8
11. Understand the American business system in order to function as a productive citizen, consumer, and worker
(Recommended Grades 9-12) a. Explore and describe basic economic concepts and their applications b. Describe the types of businesses and the features of the forms of ownership c. Explore the impact of international business on the domestic and global economy d. Identify the role and impact of government, the legal system, and labor on business *e. Analyze business career opportunities and formulate a
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Benchmarks career plan f. Identify consumer rights and responsibilities of consumer credit *g. Investigate current and emerging technology and explain its impact on business *h. Describe financial institutions and interpret banking services *i. Investigate savings and investments and interpret their impact on business and personal applications j. Discuss protection from different types of economic loss *k. Explain and apply the concepts of financial management to personal and business situations
12. Identify and explain the importance of business management concepts and the role of marketing in the global business environment
(Recommended Grades 10-12) a. Illustrate how the functions of management are implemented and explain why they are important *b. Identify the roles of marketing and analyze the impact of marketing on the individual, business, and society *c. Analyze financial data influenced by internal and external factors in order to make long-term and short-term management decisions d. Define factors that influence marketing decisions e. Describe the activities of human resource managers and their importance to the successful operation of the organization f. Identify various organizational structures and discuss the advantages and disadvantages of each g. Describe how strategies involving product, price, place, promotion, research, and forecasting fit into a marketing plan h. Define, develop, and apply a code of ethics to various issues confronted by business *i. Identify, describe, and analyze the impact and relationship of government regulations, international business, and community involvement to business decisions j. Describe the role of organized labor and its influences on government and business *k. Apply generally accepted operations management principles and procedures to design an operations plan l. Explore and describe basic economic concepts and their applications m. Describe financial institutions and banking services (Recommended Grades 9-12) a. Identify opportunity costs and trade-offs involved in making choices about how to use scarce economic resources *b. Analyze the use of the decision-making process in the individual's role as a citizen, worker, and consumer c. Define the components of productivity and discuss its importance in an economic system d. Discuss why societies develop economic systems, identify the basic features of different economic systems, and discuss the major features of the U.S. economy e. Explain the role of core economic institutions and incentives in the U.S. economy *f. Explain the role of exchange and money in global economic systems and describe the effect of interdependence on economic activity g. Describe the role of markets and prices in the U.S. economy *h. Analyze the role of the law of supply and demand in the U.S. economy
Academic Cross-References M - 1/3/4 B--1/2/3/4/5 G-6 C--1/2/3 DH - A--4 1/2/3/4/5/6/7/8/9 B--11/14/15/ P - 1/2/3/4/5 16/17 C--15 Science SI - A--1/3/5/6 B--3/5 PS - H--2/3 LS - F--3 G--1 SE - A--2/6/7/9/11 B--1/2/3/4/ 5/6/7 C--1/2/3/4/ 5/6/7/8 D--1/2/3/4/ 5/6/7/8/9 ELA Social Studies 1 - 1/3/4/5 G - B--1/2/3/4 2 - 1/2/3/4/5 C--2/3/4 3 - 1/2/3 D--1/2/3/4/5 4 - 1/2/3/4/5/6 C - A--1/2/3/4/5/6 5 - 1/2/3/4/5/6 B--4/5/6 7 - 1/2/4 C--1/2/3 Mathematics D--1/2/3/4 N - 1/2/3/4/5/6/7 E - A--1/2/3/4/ A - 1/3/4 5/6/7/8 M-4 B--1/2/3/4/5 G-6 C--1/2/3 DH - A--4 1/2/3/4/5/6/7/8/9 B--11/12/13/14/ P - 1/2/3/4/5 15/16/17 C--13/14/15 Science SI - A--1/2/3/4/5/6 B--3/4/5 PS - H--2/3 LS - F--3 G--1 SE - A--2/6/7/9/11 B--1/2/3/4/ 5/6/7 C--1/2/3/4/ 5/6/7/8 D--1/2/3/4/ 5/6/7/8/9 ELA 1-4 2-2 4 - 5/6 5 - 2/3/6 7 - 1/4 Mathematics D - 1/2/3/7/8 P - 4/5 Social Studies G - B--1/2/3/4 C--2/3/4 D--1/2/3/4/5 C - A--1/2/3/4/5/6 B--4/5/6 C--1/2/3 D--1/2/3/4 E - A-1/2/3/4/5/6/7/8 B--1/2/3/4/5 C--1/2/3 H - B--17/18/19 C--17/18 Science LS - F--3 G--1 SE - A--11 B--1/2/3/4/5/6/7
13. Use economic concepts to understand and make reasoned decisions about economic issues
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Standard
14. Apply math computational and problem-solving skills in personal, business, and consumer applications
Benchmarks i. Describe different types of competitive structures and illustrate the role of competitive markets in the U.S. and other economies j. Explain how the U.S. economy functions as a whole and describe macro-economic measures of economic activity k. Discuss the role of government and the rights and responsibilities of citizens in the U.S. economy l. Examine the importance of economic relationships among nations m. Discuss the role of international trade and investment and international monetary relations in the global economy *n. Explain the role of exchange and money in a local, regional, national, and global economic system and describe the effect of interdependence on economic activity (Recommended Grades 9-12) a. Demonstrate competency in fundamental calculations using whole numbers, fractions, decimals, and percents *b. Apply fundamental knowledge to assorted business and personal financial situations c. Use manual and electronic methods to perform calculations d. Apply mathematical concepts to business and personal financial situations such as payroll, budget, and income tax e. Compute problems involving metric measurements *f. Solve problems presented in narrative and unarranged form (Recommended Grades 10-12) a. Describe current and emerging computer architecture and its impact on society *b. Identify, select, evaluate, use, install, upgrade, and customize application software *c. Identify and configure hardware systems d. Develop a working knowledge of various types of operating systems and working environments e. Produce documents using a variety of application software including current word processing, database, spreadsheet, desktop publishing, and presentation graphics programs *f. Select appropriate technology to address business and personal needs g. Examine and use communication software including Internet technology for personal and business tasks h. Identify key ethical and security issues relating to information systems (Recommended Grades 11-12) *a. Analyze the technology available for all types of presentation use b. Explore the types and role of presentations in business and personal settings c. Demonstrate proficiency in oral and visual communication skills *d. Identify and apply design concepts for presentations *e. Investigate and apply components of effective web site design f. Integrate presentations with clip art, graphics, pictures, sound, and video g. Research the impact of emerging technology on future presentations (Recommended Grades 10-12) a. Apply concepts of layout and design *b. Determine if desktop publishing is appropriate for a task *c. Identify, compare, and use various desktop publishing technology d. Use effective communication techniques when producing desktop published documents
Academic Cross-References C--7/8 D--5/8/9
15. Utilize current technology and information processing concepts for personal and business applications
ELA 1 - 1/4/5 3-1 4 - 2/5/6 5 - 2/6 7 - 1/2/4 Mathematics N - 1/2/3/4/5/6/7 A - 1/3 M - 1/3/4 G-6 D - 1/3/5/6/7/8/9 P - 1/5 ELA 1 - 1/3/4/5 2 - 1/2/3/4/5 3 - 1/2/3 4 - 1/2/3/4/5/6 5 - 1/2/3/4/5/6 7 - 1/2/4 Mathematics N - 1/2/3/4/5/6/7 A-3 M - 1/2/3/4 D - 1/2/3/4/5/6/7/8 P - 2/3/4
Social Studies E - A--1 B--1/2 C--1 Science PS - H--3 LS - F--3 G--1 SE - B--5
Social Studies H - B--13/14 C--1415 Science SI - A--1/2 B--1/3/5 PS - H--2/3
16. Produce business and personal presentations using multimedia technology
ELA 1 - 1/3/4/5 2 - 1/2/3/4/5 3 -1/2/3 4 -1/2/3/4/5/6 5 -1/2/3/4/5/6 6 - 1/2/4 Mathematics N - 1/2/3/4/5/6/7 A-3 M - 1/2/3/4 D - 1/2/3/4/5/6/7/8 P -2/3/4 ELA 1 - 1/3/4/5 2 - 1/2/3/4/5 3 - 1/2/3 4 - 1/2/3/4/5/6 5 - 1/2/3/4/5/6 7 - 1/2/4 Mathematics N - 1/2/3/4/5/6/7
Social Studies H - B--13/14 C--14/15 Science SI - A--1/3 B--1/3/5 PS - H--2/3
17. Apply desktop publishing concepts and effective communication techniques to produce business and personal documents
Social Studies G - C--3 D--4 C - A--4 C--1 D--4 E - A--1/3 H - A--4 B--16
Business Standards
71
Standard
Benchmarks
18. Apply proper keyboarding techniques to input data and produce personal and business documents.
(Recommended Grades 6-12) a. Develop touch keyboarding skills at acceptable speed and accuracy levels b. Identify, compare, and explain features of various keyboards *c. Develop keyboarding skills to input and manipulate text and numerical data to produce usable documents
19. Explore and use telecommunications systems
20. Produce various business documents using word processing concepts and procedures
(Recommended Grades 9-12) a. Investigate ethical and legal standards for networking and telecommunications *b. Assess the development and impact of telecommunications c. Define and use telecommunications and networking vocabulary d. Explain the history, structure, and relevance of the Internet e. Access, navigate, and use on-line services such as e-mail, mailing lists, and newsgroups f. Conduct research on the Internet g. Discuss legal issues associated with locating and retrieving information from the Internet *h. Plan a web site and create web pages using hypertext markup language *i. Research the pros and cons of the various network systems used in current computer systems (Recommended Grades 10-12) a. Use appropriate format to produce mailable documents b. Produce documents unique to various career fields *c. Create, compose, edit, store, retrieve, and print documents *d. Select appropriate technology for a particular task e. Exhibit personal qualities of neatness, promptness, dependability, accuracy, and proper judgment in completing various tasks *f. Solve problems in document processing g. Examine and use desktop publishing, presentation graphics, and multimedia software h. Identify key ethical and security issues relating to information systems *i. Identify and configure hardware peripherals
Academic Cross-References A-3 C--15 M - 1/2/3/4 Science D - 1/2/3/4/5/6/7/8 SI - A--1/3 P 2/3/4 B--1/3/5 PS - H--2/3 ELA Social Studies 1 - 1/3/4/5 G - C--3 2 - 1/2/3/4/5 D--4 3 - 2/3 C - A--4 4 - 1/2/3/4/5/6 C--1 5 - 1/2/3/4/5/6 D--4 7 - 1/2/4 E - A--1/3 Mathematics H - A--4 N - 1/2/3/4/5/6/7 B--16 A-3 C--15 M - 1/3/4 Science G-6 SI - A--1/3 D - 1/7/8/9 B--1/3/5 P - 2/4 PS - H--2/3 ELA Social Studies 1 - 1/3/4/5 G - C--3 2 - 1/2/3/4/5 D--4 3 - 2/3 C - A--4 4 - 1/2/3/4/5/6 C--1 5 - 1/2/3/4/5/6 D--4 7 - 1/2/4 E - A--1/3 Mathematics H - A--4 N - 1/2/3/4/5/6/7 B--16 A-3 C--15 M - 1/3/4 Science G-6 SI - A--1/3 D - 1/7/8/9 B--1/3/5 P - 2/4 PS - H--2/3
ELA 1 - 1/3/4/5 2 - 1/2/3/4/5 3 - 1/2/3 4 - 1/2/3/4/5/6 5 - 1/2/3/4/5/6 7 - 1/2/4 Mathematics N - 1/2/3/4/5/6/7 A -3 M - 1/2/3/4 D - 1/2/3/4/5/6/7/8 P - 2/3/4
Social Studies G - C--3 D--4 C - A--4 C--1 D--4 E - A--1/3 H - A--4 B--16 C--15 Science SI - A--1/3 B--1/3/5 PS - H--2/3
*Identifies benchmarks that encourage critical thinking
Business Standards
72

Comprehensive Curriculum Business English

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Comprehensive Curriculum

Business English Table of Contents

Business English Unit 1: Job/Career Orientation

Time Frame: Approximately two weeks

Business English Unit 1Job/Career Orientation

Business English Unit 1Job/Career Orientation

Business English Unit 1Job/Career Orientation

Business English Unit 1Job/Career Orientation

Business English Unit 1Job/Career Orientation

Business English Unit 1Job/Career Orientation

Business English Unit 1Job/Career Orientation

Business English Unit 2: Communicating with Others

Time Frame: Approximately three weeks

Business English Unit 2Communicating with Others

Business English Unit 2Communicating with Others

Business English Unit 2Communicating with Others

Business English Unit 2Communicating with Others

Business English Unit 2Communicating with Others

Business English Unit 2Communicating with Others

Business English Unit 2Communicating with Others

Business English Unit 2Communicating with Others

Business English Unit 3: The Psychology of Writing

Time Frame Work: Approximately two weeks

Business English Unit 3The Psychology of Writing

Business English Unit 3The Psychology of Writing

Business English Unit 3The Psychology of Writing

Business English Unit 3The Psychology of Writing

Business English Unit 3The Psychology of Writing

Business English Unit 3The Psychology of Writing

Business English Unit 3The Psychology of Writing

Business English Unit 4: Multicultural Communications, Ethics, and Etiquette

Time Frame: Approximately six weeks

Business English Unit 4 Multicultural Communications, Ethics, and Etiquette

Business English Unit 4 Multicultural Communications, Ethics, and Etiquette

Business English Unit 4 Multicultural Communications, Ethics, and Etiquette

Business English Unit 4 Multicultural Communications, Ethics, and Etiquette

Time Frame: Approximately four weeks

Business English Unit 6: Planning and Writing Common Business Letters

Time Frame Approximately six weeks

Business English Unit 6Planning and Writing Common Business Letters

Business English Unit 6Planning and Writing Common Business Letters

Business English Unit 6Planning and Writing Common Business Letters

Business English Unit 6Planning and Writing Common Business Letters

Business English Unit 6Planning and Writing Common Business Letters

Business English Unit 6Planning and Writing Common Business Letters

Business English Unit 6Planning and Writing Common Business Letters

Business English Unit 6Planning and Writing Common Business Letters

Business English Unit 6Planning and Writing Common Business Letters

Business English Unit 6Planning and Writing Common Business Letters

Business English Unit 7: Employment Portfolio

Time Frame: Approximately eight weeks

Business English Unit 7Employment Portfolio

Business English Unit 7Employment Portfolio

Business English Unit 7Employment Portfolio

Business English Unit 7Employment Portfolio

Business English Unit 7Employment Portfolio

Business English Unit 7Employment Portfolio

Business English Unit 7Employment Portfolio

Business English Unit 7Employment Portfolio

Business English Unit 7Employment Portfolio

Business English Unit 7Employment Portfolio

Business English Unit 7Employment Portfolio

Business English Unit 7Employment Portfolio