Lesson Planning Template - CRD
Career Research and Development II
Understanding Business/Workplace Etiquette
Lesson Plan
|LESSON: Workplace Etiquette |UNIT: |LESSON SEQUENCE IN UNIT: |
|LESSON CONTENT FOCUS —What will students learn from this lesson? | |
|Career Research and Development |Academic – Disciplinary Literacy |21st Century Skills |Dependable Strengths |
| |Reading and/or Writing: |Skills For Success | |
| | |(Employability Skills) | |
| |RST 21-12.1: Cite specific textual evidence to support|CREATIVITY AND INNOVATION |To build self-esteem |
|Standard 5: Job-Seeking and Advancement – Students|analysis of science and technical texts, attending to |Think Creatively |To build self-awareness |
|will demonstrate skills to secure, maintain and |important distinctions the author makes and to any |Elaborate, refine, analyze and evaluate their own ideas in order | |
|advance in their chosen or related career cluster. |gaps or inconsistencies in the account. |to improve and maximize creative efforts. | |
| | |Work Creatively with Others | |
|S5A |W.2 CCR Anchor Standard: |Develop, implement and communicate new ideas to others | |
|Indicator A: Understand how academic, technical, |Write informative/explanatory texts to examine and |effectively | |
|cross cluster, and employability skills are needed |convey complex ideas, concepts, and information |Be open and responsive to new and diverse perspectives; | |
|to obtain or create, maintain, and advance in one’s|clearly and accurately through the effective |incorporate group input and feedback into the work | |
|career. |selection, organization, and analysis of content. |CRITICAL THINKING AND PROBLEM SOLVING | |
| | |Reason Effectively | |
|5Ab: Demonstrate positive strategies to work with | |Use various types of reasoning (inductive, deductive, etc.) as | |
|others in a diverse workplace. | |appropriate to the situation. | |
|5Ae: Practice workplace readiness skills including| | | |
|thinking, learning, communication, interpersonal | |Make Judgments and Decisions | |
|and technological skills (SFS) Skills for Success | |Interpret information and draw conclusions based on the best | |
|in the classroom and in the workplace. | |analysis. | |
|MATERIALS AND RESOURCES |
| |
|Prerequisite skills and knowledge: |
|Please use these resources for background content/knowledge |
|“17 Business Etiquette Rules Every Professional Needs To Know” – Business Insider |
| |
|“11 Email Etiquette Rules Every Professional Should Know”– Business Insider |
| |
|“Top Ten Cell Phone Manners” – The Emily Post Institute |
|“How Your Professional Appearance Affects Your Productivity” – Time Management Ninja |
|“Professional Appearance and Grooming for the Workplace” - Future of Working |
| |
| |
|LESSON OUTLINE |
|TIME |SEQUENCE OF INSTRUCTION |DESCRIPTION OF INSTRUCTIONAL ACTIVITY |
|15 |GET STARTED | |
| | |(PowerPoint Slides: 1 & 2) Opening and Lesson Goal |
| | |Ask students: |
| | |Question 1: What is the definition of Etiquette? |
| | |Answer: The customary code of polite behavior in society or among members of a particular profession or group. |
| | | |
| | | |
| | |(PowerPoint Slides: 3, 4 & 5) |
| | |Questions #2 Why Etiquette? Why do we have these customary rules? |
| | | |
| | |Have students pair up and read the article: 17 Business Etiquette Rules Every Professional Needs To Know – Business Insider |
| | |. |
| | |Class Discussion: Ask students to cite evidence from the text to justify their responses to each rule by describing what to do and what not to do and why. |
| | |Practice: Practice each rule |
| | | |
| | |Read and respond: |
| | |Handout #1: Workplace Etiquette Drill |
| | | |
| | |Allow students time to rate habits. Use Four Corners AVID strategy and discuss answers with class. |
| | | |
| | |Four Corners AVID Strategy: |
| | |Post four pieces of paper in the four corners of the classroom. Put each habit topic on the board Have students move to the corner that best matches their position |
| | |(very annoying, annoying, somewhat annoying and does not annoy me at all). If social cliques are a problem, have students write their choice on a card first in order |
| | |to ensure honest reactions. Each corner will have 2 minutes to discuss and solidify their reasoning/logic. Each group selects a spokesperson to express the group's |
| | |position. He/she has 30 seconds to express thoughts concisely and persuade their classmates. Other groups must listen intently. After the first corner presents, invite|
| | |those who have been persuaded to move to the appropriate corner. Direct each group to present their group's position in turn. Allow students to move to the appropriate|
| | |corners if they have changed their minds. |
| |ENGAGE | |
|5 | |Reinforce the article reading by having the students watch this video: |
| | |The Do's and Don'ts in a Professional Workplace |
| | | |
| | |Ask the students to describe their reactions to any of the etiquette portrayed in the video: For example: What did you think when the young man advised his |
| | |supervisor he was finished with the assignment? What do you think some people might do? (finish the assignment and wait to tell the supervisor so that you don’t get |
| | |more work). Especially when you are new on the job, supervisors tend to give you a bit more time than someone who has worked there for a while. They are watching to |
| | |see if you can meet deadlines and how much time it takes you. |
|30 |DISCOVER/ |(PowerPoint Slide 6 & 7) |
| |EXPLAIN |Email Etiquette: Have students compare and contrast 2 emails. Handouts #2 and #3: Sample Emails |
| | |Discuss emails. What do they like about each email? What is not businesslike? |
| | | |
| | |(PowerPoint Slides 8, 9 & 10) |
| | |Phone Etiquette |
| | |Have students work in pairs to complete Handout #4: Phone Etiquette |
| | |(PowerPoint Slides 11, 12 & 13) |
| | |Professional Appearance |
| | |Class Discussion: Have students identify various industries to fit the appropriate attire from slide 13. |
|40 |PRACTICE |Divide class into groups of 3 or 4 students. Provide each group with a career. Use a variety of careers including but not limited to those in the Health |
| | |professions/biomedical, Construction trades and Business Management and Finance. |
| | |Students will create a visual of workplace etiquette for the career. Visuals can be posters, PowerPoint Slides or an info graphic. |
| | |Handout #5: Workplace Etiquette Presentation |
| | | |
| | |Handout #6: Workplace Etiquette Visual Scoring Rubric |
| | |Each group will present its visual to the class. Class will analyze and discuss the presentation for proper workplace etiquette. Students will rate each group’s |
| | |presentation. |
|10 |CHECK FOR UNDERSTANDING |Now that the class has explored etiquette in three different areas: professional workplace, email and appropriate dress, ask the class to complete the following |
| | |assignment: |
| | |Have students write a reflection essay that includes: |
| | |• The definition of etiquette |
| | |• Description of three rules of etiquette that the student thinks they follow/perform consistently |
| | |• Description of three rules of etiquette that they need to improve upon and how improving upon these rules/actions will |
| | |help them achieve their employment or education and training goals. Have the students write a reflection on reasons why |
| | |workplace etiquette is important. |
| | |If time permits, have students share their reasons. Use CRD Scoring Tool to grade. |
| | | |
| |CLOSING |For homework, assign students Handout # 7 – Homework: Workplace Etiquette Scenarios! |
|As Needed |SUPPORT |Provide students with printed examples of proper workplace etiquette. |
| |MODIFICATIONS | |
| |EXTENSIONS | |
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