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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