Course Profile Communication in the World of Business and Technology (EBT4O), Grade 12, Open, Public
Unit 3: Report on Business
Time: 30 hours
Activity
3.1 | Activity 3.2 | Activity 3.3 | Activity 3.4
| Activity 3.5
Unit Description
Students develop
skills in report writing. Students examine the elements of a business report,
and identify organizational patterns used in a variety of reports. They
investigate different report styles and comment on the effective strategies
used. Students practise a variety of technological aids to enhance pre-written,
text-only reports. They use fact sheets for different companies as the basis
for a brief written report to a selected audience. Students choose a company
that provides services to a target market to research with the approval of the
teacher, and investigate such topics as its history, economic success,
projected success, workforce, locations, design, technology, and other
pertinent information. The culminating activity is the design and presentation
of a written report for the company’s annual meeting for shareholders.
Unit Synopsis Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
3.1 |
IBV.01, IBV.02,
CBV.01, IB1.01, IB1.02, IB1.03, IB2.01, CB1.01, CB1.02 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Career
Investigation of Editors or Word Processing Operators - Discussion of
the needs and interests of mature adults as a target market, especially as
related to their responsibilities. - Identification
of the elements of primary and secondary research (interviews, surveys,
questionnaires, Internet, print sources). - Design and
implementation of a primary resource tool to research the target market. - Identification
of safety issues (environment, strangers, privacy) involved in conducting
interviews. Identification of interests, needs and of possible companies that
serve the target market based on primary research. - Generation of a
list of companies that could be researched in this unit. |
|
3.2 |
IBV.01, IBV.02,
IB1.02, IB1.03, IB1.04, IB2.01, IB2.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
- Introduction of
different organizational patterns in writing such as analysis, cause and
effect, chronological, illustration, and problem/solution. - Introduction of
strategies to be used when reading reports. - Implementation
of reading strategies and identification of, in chart form, organizational
patterns used in sample reports aimed at the Target Market. - Identification
of the terminology which focuses on this audience. - Development of a
list of terms that should be used in a report. These terms should be included
in student glossary. |
|
3.3 |
CBV.01, CB1.01, CB1.02, CB1.03, CB1.05 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
- The elements of a report: format (introduction, body, conclusion),
visual elements, establishing credibility. - Demonstration of the relationship between the elements of the
report, the organizational pattern, and the audience and purpose. - Choice of a company to investigate and complete a report on. - Investigation of the issues and information essential to the report
and creation of a rough draft of headings. - Implementation of secondary and if possible, primary research on the
company of choice. - Determination of what visual support is necessary in the report. - Creation of a rough draft text of their report, with accompanying
source. - Assessment of work to date and suggestions for improvement. - Revision of rough draft. |
|
3.4 |
CBV.01, CBV.02,
CBV.03, CB1.01, CB1.02, CB1.03, CB1.04, CB1.05, CB2.01, CB2.02, CB3.01,
CB3.02 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Review of
technology used to date. - Demonstration of
its use in report writing. - Introduction of
new technology. - Practice of the
above techniques on pre-typed reports. - Application of
appropriate new techniques to the rough draft of their report. - Use of a
checklist for peer and self-assessment. - Revision of
rough draft, production, and submission of a polished report. |
|
3.5 |
CBV.01, CBV.02,
CBV.03, IB3.01, IB3.02, CB1.01, CB1.02, CB1.03, CB1.04, CB1.05, CB2.01,
CB2.02, CB3.01, CB3.02 |
Knowledge/ Understanding
Thinking/ Inquiry Communication Application |
Introduction of
the essentials of presentations. - Introduction of
visual presentation techniques: slides, overheads, videotape, flip chart. - Choice of the
medium and preparation of a plan for presentation. - Practice of
presentation in front of a peer for feedback. - Presentation of
report to the class. |
Activity
3.1: Market Research
Time: 5 hours
Description
Students discuss
mature adults as a target market, and how their needs are related to their responsibilities,
sometimes being characterized as the “Sandwich Generation.” Students design and
implement a primary research tool with the purpose of building a list of
companies that service this demographic group. This activity offers a mix of
teacher-directed, student-centred, and independent learning, and introduces the
culminating activity for the unit.
Strand(s) & Learning Expectations
Strand(s):
Investigating Business and Technical
Communications
Overall
Expectations
IBV.01 - demonstrate
an understanding of the forms and content of business and technical
communications and their purposes and audiences;
CBV.01 - produce
written, oral, and visual business and technical communications for specific
purposes and audiences.
Specific
Expectations
IB1.02 - identify
the characteristics and needs of different types of audiences for business and
technical communications, including experts, managers, technicians, employees,
and the general public;
IB1.03 - identify
the specific purpose and audience for a variety of business and technical
communications;
IB2.01 - identify
the characteristics of effective business and technical communications,
including clarity, accuracy, comprehensiveness, accessibility, conciseness, and
correctness;
CB1.01 - use the
forms, elements, and organizational patterns of business and technical
communications to communicate effectively;
CB1.02 - use
information and ideas gathered from a variety of print and electronic sources
to generate content for business and technical communications on school-,
career-, or workplace-related topics and issues.
Prior Knowledge & Skills
·
Research and
interview skills
·
Knowledge of
graphic organizers
·
Knowledge of
brainstorming
Planning Notes
·
Collect materials
suitable to the discussion of the “Sandwich Generation” or of the
responsibilities of adults in their mid-life.
·
Collect stories
in anthologies or other resources that demonstrate the needs of this
generation.
·
Review ethical
and safety procedures for use of the Internet.
Teaching/Learning Strategies
3.1.1 – Student Activity: Students identify
the family and economic responsibilities their parents have, and then read and
respond to an essay or article relating to the topic. Students review the
assignment for the culminating activity.
Teacher Facilitation: The teacher introduces the topic and poses
questions about family and work responsibilities, especially responsibilities
to care for both younger and older generations, and the stresses they may
produce. (The teacher must be sensitive to different cultural approaches to
caring for older members of the extended family.) The teacher provides an essay
or article. The teacher introduces the culminating activity for this unit,
which will involve the research and writing of a report on a company that
caters to this group, sometimes referred to in North America as the “Sandwich
Generation,” as a target market.
3.1.2 – Student Activity: Students read a
short story and make note of how families function in different cultures.
Students share information about their own experiences. Students read a short
story and reflect on their own family situations, sharing relevant experiences
within a group.
Teacher
Facilitation: Teacher
facilitates the group discussion.
3.1.3 – Student Activity: Students brainstorm
needs and interests of this group based on their knowledge of parents and
relatives or experience with adults they know. Students record list from chart
paper in notes for future reference.
Teacher
Facilitation: Teacher
facilitates brainstorming activity.
3.1.4 – Student Activity: As a class,
students brainstorm companies and services that serve this group. Students
categorize the list and record in their own notes, e.g., Fitness and Health,
Money Management, Travel, Home Decorating. Students draw on experiences from
other courses such as Physical and Health Education, Social Science, and
Business Studies.
Teacher
Facilitation: Teacher may have
to facilitate the brainstorming by suggesting companies and services related to
these needs and interests.
3.1.5 – Student Activity: Students read text
and make notes on the various elements of primary research, Students design a
primary research tool that the class can use to gather information about this
group as a target market, by interviewing and implementing it in a safe environment,
with family members. Students refer to the checklists and model interview
format in Appendices 3.1.1 and 3.1.2.
Teacher
Facilitation: Teacher reviews
the elements of primary research (interviews, surveys, questionnaires) and
introduces research assignment. Teacher stresses the importance of practising
safe procedures when conducting primary research. An outline for an interview,
along with criteria for determining the suitability of the interviewee and
conducting an interview, are included in Appendices 3.1.1 and 3.1.2.
3.1.6 – Student Activity: Students implement
primary research tools and record their findings. In groups, students compile a
list of companies or services that were mentioned in their findings, which will
be submitted to the teacher.
Teacher
Facilitation: Teacher
establishes criteria for implementing the primary research tool (safety,
courtesy, and suitability of interviewee). Teacher monitors groups while they
discuss their findings.
3.1.7 – Student Activity: Students compare
and contrast their earlier brainstormed list with their research findings.
Students summarize the research process (Appendix 3.1.3) and what they have
learned about this demographic group through the course of this activity.
Students collect data from groups and compile a master list on chart paper.
Teacher
Facilitation: Teacher uses
rubric to assess individual research tools and results. Teacher may use this
time to compare how different cultures view the responsibilities associated
with this generation.
Assessment & Evaluation of
Student Achievement
K/U =
Knowledge/Understanding T/I =
Thinking/Inquiry C =
Communication A = Application
|
Task |
Tool |
Achievement Chart Categories |
|
Designing and
Conducting Research Interviews |
Student Checklist |
K/U, T/I, C, A |
|
Interview |
Rubric – Teacher
Assessment |
K/U, T/I, C, A |
|
Research Process |
Student Checklist |
K/U, T/I, C, A |
Accommodations
·
Check with
student IEPs for guidance on specific accommodations appropriate for this
activity, and the remainder of the activities in this unit.
·
Provide charts
for recording information.
·
Tape recorder may
be used for the interview, as long as the interviewee is informed beforehand.
·
Provide
additional opportunities for rehearsal
Resources
Barclay, S.,
J. Coghill, and P. Weeks. Canadian Students’ Guide to Language,
Literature, and Media. Toronto: Oxford University Press, 2001. ISBN
0-19-541675-9, pp. 323-324
Saliani,
Dom. Communicate! Scarborough: Nelson, 2002. ISBN 0-17-619717-6
Saliani, Dom. Communicate!
Ontario Teacher’s Guide. Scarborough: Nelson, 2002.
ISBN 0-17-619489-4
Activity
3.2: Seeking Order
Time: 3 hours
Description
Students practise
different types of organizational patterns in writing and useful strategies for
reading reports. In order to study the target market, students read articles
specific to this demographic group and identify relevant terminology. Students
develop a glossary of these terms and submit it for evaluation.
Strand(s) & Learning Expectations
Strand(s): Investigating Business and Technical Communications
Overall
Expectations
IBV.01 - demonstrate
an understanding of the forms and content of business and technical
communications and their purposes and audiences;
IBV.02 - identify
characteristics of written, oral and visual business and technical
communications.
Specific
Expectations
IB1.02 - identify
the characteristics and needs of different types of audiences for business and
technical communications, including experts, managers, technicians, employees,
and the general public;
IB1.03 - identify
the specific purpose and audience for a variety of business and technical
communications;
IB1.04 - select and
use appropriate strategies to understand business and technical communications;
IB2.01 - identify
the characteristics of effective business and technical communications,
including clarity, accuracy, comprehensiveness, accessibility, conciseness and
correctness;
IB2.04 - identify the organizational patterns
of business and technical communications, with an emphasis on sequential,
chronological, spatial, order-of-importance, problem-solution,
comparison-and-contrast, and cause-and-effect patterns.
Prior Knowledge & Skills
·
Knowledge of
format conventions
·
Knowledge of
writing conventions
·
Knowledge of
variety of reading strategies
Planning Notes
·
Locate resources
that allow students to observe various organizational patterns in writing
(texts such as Oxford Guide to Language and Literature would be useful).
·
Identify suitable
text(s) that allow students to experience a range of strategies useful for
reading reports.
·
Collect articles
dealing with the target market from magazines, newspapers, etc.
·
Prepare chart for
students to identify article, organizational pattern, and terms.
Teaching/Learning Strategies
3.2.1 – Student Activity: Students read a
sample report and identify the organizational pattern. Students offer
suggestions as to other methods of organizing writing (e.g., cause and effect,
chronological, illustration, analysis, problem/solution) and develop a list of
writing patterns. Students should be able to draw on organizational patterns
they have used in previous English courses.
Teacher
Facilitation: Teacher provides
students with a report and they identify how it is organized. Students suggest
other ways of organizing writing.
3.2.2 – Student Activity: Students read a sample report using reading
strategies, such as scanning, graphics, prior knowledge, organizational
patterns, audience and purpose, that they can implement for efficient reading
of information. Students make notes on the different strategies to use when
reading for information.
Teacher
Facilitation: Teacher provides
a sample report from 3.2.1 (or another report) to demonstrate techniques of
reading for information.
3.2.3 – Student Activity: Students read
article(s). Students create and fill in an organizational chart detailing
patterns, strategies and terminology (glossary).
Teacher
Facilitation: Teacher provides
copies of articles dealing with topics of interest to this demographic group
and asks students to identify the organizational pattern, reading strategies,
and terminology that are unique or specific to this demographic group.
Assessment & Evaluation of Student
Achievement
K/U =
Knowledge/Understanding T/I =
Thinking/Inquiry C =
Communication A = Application
|
Task |
Tool |
Achievement Chart |
|
Identification of
Organizational Patterns Chart |
Checklist |
K/U, T/I |
|
Glossary of Terms |
Rubric – Teacher
Assessment |
K/U, T/I, C |
Accommodations
·
Provide articles
suitable for a range of reading ability.
Resources
Barclay, S., J. Coghill, and P. Weeks. Canadian
Students’ Guide to Language, Literature, and Media. Toronto: Oxford
University Press, 2001. ISBN 0-19-541675-9
Ellerby, J.
L., L. E. Pinto, and V. E. Brady. Insights: Succeeding in the Information
Age. Toronto: Irwin Publishing, 2001. ISBN 0-7725-2873-X
Saliani, Dom. Communicate!
Scarborough: Nelson, 2002. ISBN 0-17-619717-6
Activity
3.3: Reporting – It’s Elementary
Time: 7 hours
Description
Students help to
create a model report using what they have learned about the elements of a
report and organizational patterns. Students synthesize all they have learned
in the previous activities and apply this knowledge to the study of a real-life
company. Students will choose a company that provides services to the target
market and begin researching and writing a report.
Strand(s) & Learning Expectations
Strand(s): Investigating Business and Technical Communications,
Creating Business
and Technical Communications
Overall
Expectations
CBV.01 - produce
written, oral, and visual business and technical communications for specific
purposes and audiences.
Specific
Expectations
CB1.01 - use the
forms, elements, and organizational patterns of business and technical
communications to communicate effectively;
CB1.02 - use
information and ideas gathered from a variety of print and electronic sources
to generate content for business and technical communications on school-,
career-, or workplace-related topics and issues;
CB1.03 - select or
adapt the content, forms, and organizational patterns of business and technical
communications to suit the purpose and audience;
CB1.05 - revise,
edit, and proofread drafts to produce clear, accurate, well-organized, and
grammatically correct business and technical communications.
Prior Learning
·
Research skills
·
Ability to
interpret and present graphic information
Planning Notes
·
Identify
resources (texts) to help illustrate elements of a report.
·
Provide access to
these resources for research (Internet, print, etc.).
·
Provide a rubric
to assess students’ rough drafts.
·
Review ethical and
safety procedures regarding the use of the Internet.
Teaching/Learning Strategies
3.3.1 – Student Activity: Students review
prior knowledge of the elements of a report format, visual elements, and
establishing credibility. Students create a theory note on the various elements
of a report.
Teacher
Facilitation: Teacher reviews
and reinforces students’ knowledge.
3.3.2 – Student Activity: Students choose a
topic for their report (e.g., What are the causes and effects of investing in
fitness?) and create a model report using one of the organizational patterns
(e.g., cause and effect).
Teacher
Facilitation: Teacher reviews
the relationship between the elements of the report, the organizational
pattern, and the audience and purpose.
3.3.3 – Student Activity: Students choose a
company from the master list created in Activity 3.1 (or other, with teacher
approval). Students identify the issues and information relevant to the focus
of their company’s report (company history, product development, and
innovations). Students conduct secondary, and if possible, primary research to
establish whether there is sufficient material available on this particular
company.
Teacher
Facilitation: Teacher
establishes expectations to be fulfilled by the writing of the report. Teacher
informs students that this report is to be presented at the shareholders'
annual meeting.
3.3.4 – Student Activity: Students locate
primary (if possible) and secondary information for their report and determine
the amount of visual support necessary (charts, graphs, pictures). Students
create a rough draft of their report, listing their sources.
Teacher
Facilitation: Teacher
facilitates students with locating information and including visual support.
3.3.5 – Student Activity: Students review
report, consider teacher suggestions and revise accordingly. Teacher
Facilitation: Teacher assesses rough draft with rubric and offers
suggestions for improvements.
Assessment & Evaluation of
Student Achievement
K/U =
Knowledge/Understanding T/I =
Thinking/Inquiry C =
Communication A = Application
|
Task |
Tool |
Achievement Chart |
|
Writing a Report |
Rubric |
K/U, T/I, C, A |
Resources
http://directory.google.com/Top/Health/Home_Health/Home_Care/Service_Providers
http://strategis.gc.ca/cdncc
www.1212.com/rec/can/homeP.html
www.amazon.com
www.apple.com
www.broadcast.com
www.business.com
www.canadabrowser.com
www.cmc.ca/about/corporation/plan/Module5/mod5.4.html
www.cnn.com
www.dell.com
www.gateway.com
www.hgtv.com
www.hoovers.com/company/detail/0,2417,20_4084,00.html
www.hsbc.ca/english/our_world/hsbc_securities.asp
www.ldlhr.com
www.mertus.org/gardening
www.morpheus.com
www.naptster.com
www.nrc.ca/ibc/canada/com-provincial.html
www.petsmart.com
www.pixar.com
www.randburg.com
www.robmagazine.com
http://yellowpages.pl/ca/336482/Health/Home_Health
Activity
3.4: Eye-Catching Reports
Time: 7 hours
Description
The teacher reviews
technology that can enhance business and technical writing. A diagnostic
assessment of student proficiency in a variety of audio, visual, and electronic
aids determines which aids should be introduced to the students. Students
explore technologies such as graphics, ClipArt, scanner, charts, graphics, and
desktop publishing. Students have the opportunity to practise the use of these
aids and their writing skills by reformatting and rewriting pre-typed reports
provided by the teacher. Students apply appropriate enhancement techniques to
the rough draft of their report. Students use a checklist for peer and
self-assessment of the rough draft and revise accordingly.
Strand(s) & Learning Expectations
Strand(s): Investigating Business and Technical Communications,
Creating Business
and Technical Communications
Overall
Expectations
CBV.01 - produce
written, oral, and visual business and technical communications for specific
purposes and audiences;
CBV.02 - use
technology appropriately to clarify the meaning and enhance the impact of
business and technical communications;
CBV.03 - assess
their own and other’s business and technical communications.
Specific
Expectations
CB1.01 - use the
forms, elements, and organizational patterns of business and technical
communications to communicate effectively;
CB1.02 - use
information and ideas gathered from a variety of print and electronic sources
to generate content for business and technical communications on school-,
career-, or workplace-related topics and issues;
CB1.03 - select or
adapt the content, forms, and organizational patterns of business and technical
communications to suit the purpose and audience;
CB1.04 - use
graphics effectively in business and technical communications;
CB1.05 - revise,
edit, and proofread drafts to produce clear, accurate, well-organized, and
grammatically correct business and technical communications;
CB2.01 - use a
variety of audio, visual, and electronic aids to produce effective business and
technical communications;
CB2.02 - use sound
clips, animation, pictures, illustrations, charts, and diagrams from the
Internet, CD-ROMs, software programs, scanners, or other audio-visual equipment
to enhance the visual impact of business and technical communications;
CB3.01 - assess the
content and style of business and technical communications they have produced;
CB3.02 - assess
drafts and final versions of business and technical communications by peers,
providing objective and constructive suggestions.
Prior Knowledge & Skills
·
The use of
technology to edit styles, colours, fonts, signposts, graphics, headings
·
Word processing,
electronic slide presentation, and spreadsheet software
Planning Notes
·
Determine the
level of students’ proficiency with technology.
·
Prepare
activities in report form to allow for student practice.
·
Link the computer
to a screen so that changes and formatting can be shown to the entire class.
·
Review the
importance of the four Cs (courteous, clear, concise, and correct) when writing
business reports.
·
Plan for use of
technology by booking labs.
Teaching/Learning Strategies
3.4.1 – Student Activity: Students reformat a
document with specific instructions regarding font, colour, graphics, headings,
and other format features. Students draw on their experience from other courses
where they have used technology.
Teacher
Facilitation: The teacher
observes the proficiency with which students make the specified changes and
determines what skills students already possess and those that require
instruction
(Appendix 3.4-1).
3.4.2 Student Activity: Students practise
technology that enhances business and technical writing and demonstrate its use
in report writing.
Teacher
Facilitation: Teacher
introduces technology through use of overheads and examples of business
reports, and brochures. Formatting changes can be shown on a screen hooked up
to the computer so students may make changes at the same time as the teacher.
Some of the technology that could be demonstrated includes use of a scanner,
charts and graphs, cut and paste from the Internet, desktop publishing,
ClipArt, and watermarks. The teacher assists students with application of the
new and previously learned technology.
3.4.3 Student Activity: Students reread their
reports analytically, looking for a format that will enhance the message they
wish to send. They fill out a Plan for Revision that proposes changes to their
report based on purpose, audience, organizational pattern, the four Cs, visual
appeal. (Appendix 3.4.2)
Teacher
Facilitation: The teacher
provides feedback on the rough draft and offers suggestions for improvement.
3.4.4 Student Activity: Students apply
appropriate new techniques to the rough draft of their report to enhance the
report’s purpose and focus on the audience, and provide a clear, concise
message and visual appeal.
Teacher
Facilitation: The teacher
assists students with application of the new and previously learned technology.
3.4.5 Student Activity: Students submit their
revised report to a peer for evaluation. A checklist is provided to act as a
guide for evaluation. (Appendix 3.4-3)
Teacher
Facilitation: The teacher
reinforces the importance of peer assessment as a tool for improving student
work and encourages students to make anecdotal comments and use the checklist.
3.4.6 Student Activity: Students revise their
rough drafts after reading their peer-assessment. They submit a final report to
the teacher.
Teacher
Facilitation: The teacher
reviews the rubric used to evaluate the students’ reports and encourages the
application of positive comments from the students’ peers. The teacher makes
suggestions that encourage the submission of a final report. (Appendix 3.4-4)
Assessment & Evaluation of
Student Achievement
K/U = Knowledge/Understanding T/I = Thinking/Inquiry C = Communication A = Application
|
Task |
Tool |
Achievement Chart |
|
Formatting
Technology – Diagnostic Assessment |
Teacher Checklist |
K/U |
|
Report Revision
Plan |
Anecdotal Report |
K/U, T/I, C |
|
Peer and
Self-Assessment of Rough Draft of Report |
Checklist |
K/U, T/I, C |
|
Student-Revised
Reports |
Rubric |
K/U, T/I, C, A |
Resources
Barclay, S.,
J. Coghill, and P. Weeks. Canadian Students’ Guide to Language,
Literature, and Media. Toronto: Oxford University Press, 2001. ISBN
0-19-541675-9. pp. 184-225.
Saliani, Dom. Communicate!
Scarborough: Nelson, 2002. ISBN 0-17-619717-6
Activity
3.5: Presentations with Pizzazz!
Time: 8 hours
Description
The teacher
introduces the essentials of presentations such as knowledge of topic, voice,
body language, and visuals. The teacher also introduces visual presentation
techniques such as electronic slide presentations, slides, overheads,
videotapes, and flip charts. Students practise the implementation of these
techniques on a sample report. Students choose the presentation technique(s)
they wish to use when presenting their own report and prepare a presentation
plan. The students determine the best plan for presentation after conferencing
with their peers and teacher. Students present their report to the class using
a variety of presentation techniques and software.
Strand(s) & Learning Expectations
Strand(s):
Investigating Business and Technical
Communications,
Creating Business
and Technical Communications
Overall Expectations
CBV.01 - produce
written, oral, and visual business and technical communications for specific
purposes and audiences;
CBV.02 - use
technology appropriately to clarify the meaning and enhance the impact of
business and technical communications;
CBV.03 - assess
their own and other’s business and technical communications;
IBV.03 - explain the
role of technology in producing effective business and technical
communications.
Specific
Expectations
IB3.01 - explain the
role of audio, visual, and telecommunications equipment, computer hardware and
software, and presentation and desktop publishing programs in producing clear
and effective business and technical communications;
IB3.02 - demonstrate
an understanding of how sound clips, animation, pictures, illustrations,
charts, and diagrams from the Internet, CD-ROMs, software programs, and
scanners can clarify the meaning and enhance the visual impact of business and
technical communication;
CB1.01 - use the
forms, elements, and organizational patterns of business and technical
communications to communicate effectively;
CB1.02 - use
information and ideas gathered from a variety of print and electronic sources
to generate content for business and technical communications on school-,
career-, or workplace-related topics and issues;
CB1.03 - select or
adapt the content, forms, and organizational patterns of business and technical
communications to suit the purpose and audience;
CB1.04 - use
graphics effectively in business and technical communications;
CB1.05 - revise,
edit, and proofread drafts to produce clear, accurate, well-organized, and
grammatically correct business and technical communications;
CB2.01 - use a
variety of audio, visual, and electronic aids to produce effective business and
technical communications;
CB2.02 - use sound
clips, animation, pictures, illustrations, charts, and diagrams from the
Internet, CD-ROMs, software programs, scanners, or other audio-visual equipment
to enhance the visual impact of business and technical communications;
CB3.01 - assess the
content and style of business and technical communications they have produced;
CB3.02 - assess
drafts and final versions of business and technical communications by peers,
providing objective and constructive suggestions.
Prior Knowledge & Skills
·
Word processing
software applications
·
Knowledge of
report-enhancing technology
·
Presentation
skills from a variety of other courses
·
Ability to
identify purpose and audience
·
Ability to
develop communication strategies appropriate to purpose and audience of report
Planning Notes
·
Consider
modelling appropriate presentation techniques.
·
Determine the
order in which students will present.
·
Provide brief,
pre-planned reports that students may format, using various presentation
techniques.
·
Provide a
presentation plan that leads students toward creating an effective
presentation.
·
Provide an
assessment checklist.
·
Provide a Request
for Equipment Form for students.
·
Provide necessary
technology for presentations (overhead projector, LCD, TV and VCR).
·
Consider how to
prepare students for dealing with technological glitches.
·
Consider how to
provide a safe environment for student presentation of information in the
class.
Teaching/Learning Strategies
3.5.1 – Student Activity: Students brainstorm
about what holds their attention when a lesson is being taught. After observing
the teacher present a lesson, students record the important aspects of
presenting information. Students can draw on any previous educational
experience.
Teacher
Facilitation: Teacher
addresses the essentials of presenting information (content, design, delivery)
in an electronic presentation or on an overhead if this technology is not
available. Teacher reviews the three learning modalities (auditory, visual, and
kinesthetic) and the importance of using all three in presentations. The
teacher emphasizes the importance of constructive criticism when improving
student work.
3.5.2 – Student Activity: Students review or
record instructions for implementing various presentation technologies. The
presentations could include a variety of techniques such as electronic
presentations, slides, overheads, videotapes, and flip charts. Students
practise the implementation of the various techniques on a pre-planned body of
information.
Teacher
Facilitation: Teacher demonstrates
a variety of presentation techniques daily. Teacher facilitates student
implementation of these techniques.
3.5.3 – Student Activity: The students review
their report, focusing on the audience and purpose. They highlight the main
points that they wish to present as content. Students choose the design and
mode(s) of delivery they wish to use when presenting their report. Students
prepare the presentation of their report according to the plan they have
developed. They should be able to justify their choices for presentation when
questioned by their peers.
Teacher
Facilitation: Teacher
facilitates their choices and reinforces the importance of focusing on the
audience and the vocabulary appropriate for the target market. Grouping of
information into categories is encouraged. The teacher reviews the importance
of using key words instead of sentences to make a point, choosing font, colour,
and highlighting techniques to suit the audience and choosing visuals and sound
to further enhance purpose. The teacher facilitates students’ application of
new software and technology.
3.5.4 – Student Activity: Students practise
their report presentation in front of a peer who assesses them using a
checklist. Changes, if necessary, are made to the presentation after the
assessment
(Appendix 3.5-1).
Teacher
Facilitation: The teacher
establishes a safe environment in which presentations may be made, providing
some constructive criticism if necessary.
3.5.5 – Student Activity: Students present
their reports to the class, using a variety of techniques and software, and
answer any questions that the audience may have.
Teacher
Facilitation: The teacher
ensures that a safe environment for speaking is available. They also prepare
questions to ask the speaker regarding their topic (Appendix 3.5-2).
Assessment & Evaluation of Student Achievement
K/U = Knowledge/Understanding T/I = Thinking/Inquiry C = Communication A = Application
|
Task |
Tool |
Achievement Chart Categories |
|
Assessing
Presentation |
Student Checklist |
K/U, T/I, C, A |
|
Plan for
Presentation |
Anecdotal/Rubric |
K/U, T/I, C, A |
|
Peer Assessment |
Presentation
Checklist |
K/U, T/I, C, A |
|
Report
Presentation |
Rubric – Teacher
Assessment |
K/U, T/I, C, A |
Resources
Ellerby,
J.L., L.E. Pinto, and V. Esposito Brady. Insights: Succeeding in the
Information Age. Toronto: Irwin Publishing, 2001. ISBN 0-7725-2873-X pp.
159-168
Saliani,
Dom. Communicate! Scarborough: Nelson, 2002. ISBN 0-17-619717-6 pp.
253-260
Saliani, Dom. Communicate!
Ontario Teacher’s Guide. Scarborough: Nelson, 2002.
ISBN 0-17-619489-4
Appendix 3.1.1
Checklist For Designing And Conducting Research Interviews
Designing an
Interview
|
Criteria |
Achieved |
Possible Improvements |
|
Purpose of the
interview is clearly explained. |
|
|
|
Questions are
clear and well-organized. |
|
|
|
Questions are open
ended, requiring more than a one-word answer. |
|
|
|
Questions move
from general to specific in nature. |
|
|
|
Interviewer is
prepared to ask related questions to elicit more information. |
|
|
Conducting an
Interview
|
Criteria |
Achieved |
Possible Improvements |
|
Interviewee is
appropriate to my needs. |
|
|
|
Interviewer came
to interview well-prepared and on time. |
|
|
|
Interviewer was a
polite, active listener. |
|
|
|
The interview
stayed on topic. |
|
|
|
Interview was
conducted courteously and professionally. |
|
|
|
A note was sent to
the interviewee thanking him/her for his/her time. |
|
|
|
Notes were taken
of any quotations, ideas, insights that pertained to the purpose of the
interview. |
|
|
Appendix 3.1.2
Interview Outline
Teacher Note: Please be aware that the following outline is
a suggestion only. The teacher should encourage the students to develop
interview questions that encompass the cultural elements of the communities
they live in. Students should also be reminded of the safety issues involved in
interviewing (speaking with strangers, safe environment, not giving out
personal information).
Interviewee Criteria
The interviewee must:
a. have children or be responsible for parenting a child
b. care for, or be responsible for, a senior person
Purpose of the Interview
This interview will
attempt to discover the interests and needs of people who are presently
involved in parenting and play an active role as a son or daughter in the lives
of their parents or a senior. Students will be able to list companies that
service these interests and needs.
Interviewee
Information – Gather relevant personal information which could include:
1. Gender:
2. Age of Interviewee: (use a range) 25-34, 35-44 etc.
3. Age of Children:
4. Age Range of Parent (Senior):
5. Physical Proximity to Parent:
Develop Questions
Regarding Children such as:
1. In what ways do you spend the most time with
your child (children) (e.g., meal preparation, watching TV, homework, sports,
music, chauffeuring)?
2. What concerns do you have regarding your child’s/children’s
future education/employment?
3. What resources or services have you used to
help your parents or your children?
Develop Questions Regarding Senior Persons such as:
1. In what ways do you assist/help an older
person for whom you feel a sense of responsibility (e.g., meal preparation,
shopping, home maintenance, visiting, health care)?
2. What concerns do you have regarding these
people’s health and welfare?
3. What resources or services have you used or
anticipate a need for in the future?
Develop Questions
Regarding Interviewee such as:
1. In what activities do you take part? (please
name specific resources that you use in each area)
a. Household Activities (meal preparation, cleaning)
b. Social Activities (church, family, community centre)
c. Reading (magazines, newspapers, books)
d. Computers (games, websites, search engines, chat lines)
e. Entertainment (television, movies, restaurants, music, sports and fitness, tours, craft shows, do-it-yourself demonstrations, classes/courses)
g. Other (questions should be developed according to the students’ community and its makeup)
Appendix 3.1.3
The Research Process Student Checklist (self assessment)
|
Criteria |
Achieved |
Possible Improvements |
|
Did I establish a
central purpose and research needs? |
|
|
|
Have I considered
a wide range of appropriate primary and/or secondary sources, e.g.,
magazines, Internet, books, newspapers? |
|
|
|
Does my research
move from general to specific? |
|
|
|
Have I made
appropriate selections of sources based on relevance to topic, reliability,
variety of perspectives, degree of bias? |
|
|
|
Have I recorded
the information in a systematic way? |
|
|
|
Have I recorded
the sources of all information? |
|
|
|
Have I classified
or categorized the information appropriately and effectively? |
|
|
|
Have I created
notes and graphic organizers to represent the information effectively? |
|
|
Appendix 3.2.1
Identification of Organizational Patterns Chart
|
Report Title |
Organizational Pattern |
Justification for Choice of Pattern |
Strengths of Pattern |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Appendix 3.2.2
Glossary of Terms Rubric
|
Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Definitions |
- demonstrates
limited understanding of the vocabulary |
- demonstrate some
understanding of the vocabulary |
- demonstrate
considerable understanding of the vocabulary |
- demonstrate
thorough and insightful understanding of the vocabulary |
|
Thinking/
Inquiry Choice of Words |
- chooses
vocabulary with limited relation to the specified audience |
- chooses
vocabulary with some relation to the specified audience |
- chooses
vocabulary that considerably relates to the specified audience |
- chooses
vocabulary that highly relates to the specified audience |
|
Communication Format Order (chronological, alphabetical) |
- presents
glossary with limited order or sequence |
- presents
glossary with some order or sequence |
- presents
glossary with considerable order or sequence |
- presents a
glossary with a highly effective order or sequence |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Appendix 3.4.1
Formatting Technology – Diagnostic
Assessment
Key the
following instruction manual into the computer. You are to complete the
formatting instructions given at the bottom of the page.
Assembly Instructions For Super Treadmill
Installation Requirements
Your Super Treadmill should be installed indoors on a flat, level surface near a 120Volt/15 Amp outlet. Super Treadmill requires a dedicated, non-switched outlet that is not part of a GFI (Ground Fault Interrupter) circuit, preferably no more than 5 feet from the outlet to eliminate the need for an extension cord. You must have a minimum of 4 feet of clearance between the rear of the treadmill and any wall or obstruction.
Appendix 3.4.1 (Continued)
Unpacking Your Treadmill
The Super Treadmill is packed in five pieces:
Frame assembly
Front handlebar assembly with Control Panel
Two side rails
Motor Cover
Hardware package
If any parts
are missing, contact the authorized Super Treadmill retailer where you
purchased your Super Treadmill.
Tools Required for Assembly
" Allen wrench
" combination wrench
Phillips head screwdriver
Grounding Instructions
Danger: This product must be properly grounded. If it should malfunction or become inoperable, grounding provides a path of least resistance for electric current to reduce the risk of electric shock. This product is equipped with a cord having an equipment-grounding conductor and a grounding plug. The plug must be plugged into an appropriate outlet that is properly installed and grounded in accordance with all local codes and ordinances.
The Control Panel
Magnetic
Safety Key – The magnetic safety key, with its red cord and garment clip, is a
safety feature.
Warm Up/Cool
Down – To achieve the maximum benefit from your workout, fitness experts advise
that you warm up for a minimum of 5 minutes before and cool down for minimum of
5 minutes after your main aerobic routine.
Data Display
Window – When selecting a preset workout, the program and level numbers will
appear in the data display window.
Benefits of Use
25% of
buyers lose weight
65% of
buyers increase cardiac capacity
10% of buyers maintain
their weight and cardiac capacity
Formatting Instructions
1. Set your left and right margins for one inch.
2. Change the title ‘ASSEMBLY INSTRUCTIONS FOR SUPERTREADMILL’ to a WordArt title.
3. Format the instructions into two columns.
4. The entire document should be in Arial 12 font.
5. All subheadings should be in Arial 14 font, bold, and in red.
6. The trademark ‘SuperTreadmill’ should be italicized at all times.
7. The main points under ‘Unpacking Your Treadmill’ should be numbered and indented.
8. The ‘Tools Required for Assembly’ should be indented with nuggets of your choice.
9. The text after ‘Grounding Instructions’ should be in a text box with a heavy border.
10. Create a 2-column table for the ‘Control Panel’ features. The titles should go in the first column and the description should go in the second column.
Appendix 3.4.1 (Continued)
11. Insert an appropriate graphic or ClipArt picture under the main title, ASSEMBLY INSTRUCTIONS and an appropriate symbol by the DANGER notice under ‘Grounding Instructions.’
12. Put the information under ‘Benefits of Exercise’ in a pie graph.
13. Create a title page for the ASSEMBLY INSTRUCTIONS in an electronic presentation document, e.g., PowerPoint.
14. Place an appropriate watermark behind the text.
Appendix 3.4.2
Report Revision Plan (self
assessment)
Students analyse
their present report and suggest changes that would enhance communication of
the main ideas in the report by completing the following Revision Plan.
|
Audience and Purpose 1. What is the purpose of my report? 2. Who is my audience? What are the characteristics of this audience? 3. How much time will the audience spend reading my report? How will this affect my report? |
|||
|
Report Criteria |
Strength(s) |
Weakness(es) |
Suggestions for Improvement |
|
Content and
Organization Organizational
Pattern Introduction, Body and Closing |
|
|
|
|
Visuals Graphics |
|
|
|
|
Layout |
|
|
|
In the space
below, draw a rough sketch of the layout of your report.
Appendix 3.4-3
Peer- Assessment of Rough Draft of
Report
After reading the
report given to you by a peer, assess it using the following checklist.
Remember to be constructive in your criticism and honest in your analysis,
suggesting changes that you believe would enhance the report.
|
Report Criteria |
Achieved |
Needs Work |
Suggestions for Improvement |
|
Content and
Organization |
|
|
|
|
The introduction
engages the reader. |
|
|
|
|
The introduction
explains what the report is about. |
|
|
|
|
The organization
of the report is effective (correct paragraph structure, smooth transitions
between introduction, body and conclusion). |
|
|
|
|
The information is
presented in a logical order/pattern. |
|
|
|
|
The language is
appropriate for the purpose and audience. |
|
|
|
|
Research is used
to support main points. |
|
|
|
|
Visuals |
|
|
|
|
The visual effects
are eye-catching, but not overwhelming. |
|
|
|
|
The visuals relate
to the text or provide information on their own. |
|
|
|
|
The visuals are
appropriate for the audience and purpose of the report. |
|
|
|
|
Layout |
|
|
|
|
The font(s) and
colour(s) are appropriate for the audience. |
|
|
|
|
The layout is
clean, clear, and crisp. |
|
|
|
|
The layout
encourages the reader to continue reading. |
|
|
|
|
The headings,
sub-headings, and signposts highlight the most important points clearly. |
|
|
|
Appendix 3.4.4
Report Rubric
|
Categories/ Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Content |
- demonstrates
knowledge of facts with limited clarity, and accuracy |
- demonstrates
knowledge of facts with some clarity, and accuracy |
- demonstrates
knowledge of facts with considerable clarity, and accuracy |
- demonstrates
knowledge of facts with a high degree of clarity, and accuracy |
|
Reference to
outside sources (Internet, periodicals, interviews, books) |
- includes limited
information from outside sources |
- includes some
information from outside sources |
- includes
considerable information from outside sources |
- includes
thorough information from outside sources |
|
Thinking/
Inquiry Observations,
Analysis, Research |
- uses few
observations, little analysis, and little research |
- uses some
observations, some analysis, and some research |
- uses accurate
observations, effective analysis, and valid research |
- uses insightful
observations, thorough analysis, and timely, valid research |
|
Communication Introduction Body Conclusion |
- communicates
with a limited sense of audience and purpose - communicates
evidence with limited organization and clarity - summarizes main
points to limited extent |
- communicates
with some sense of audience and purpose - communicates
evidence with some organization and clarity - summarizes main
points to some extent |
- communicates with
a clear sense of audience and purpose - communicates
evidence with effective organization and clarity - summarizes main
points to a considerable extent |
- communicates
with a strong sense of audience and purpose - communicates
evidence with highly effective organization and clarity - summarizes and
extends main points in a highly effective way |
Appendix
3.4.4 (Continued)
|
Categories/ Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Communication Language |
- communicates
with the limited use of appropriate language |
- communicates
with some use of appropriate language |
- communicates
with considerably appropriate language |
- communicates
with highly appropriate language |
|
Layout |
- presents visual
aspects with limited effectiveness |
- presents visual
aspects with some effectiveness |
- presents visual
aspects with considerable effectiveness |
- presents visual
aspects with a high degree of effectiveness |
|
Application Writing Mechanics |
- uses writing
mechanics (spelling, grammar) with limited competence |
- uses writing
mechanics (spelling, grammar) with some competence |
- uses writing
mechanics (spelling, grammar) with considerable competence |
- uses writing
mechanics (spelling, grammar) with a high degree of competence |
|
Layout and Design |
- uses software
and technology to enhance design with limited effectiveness |
- uses software
and technology to enhance design with some effectiveness |
- uses software
and technology to enhance design with considerable effectiveness |
- uses software and
technology to enhance design with a high degree of effectiveness |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Appendix 3.5.1
Report Presentation Checklist
|
Presentation Criteria |
Achieved |
Needs Work |
Suggestions for Improvement |
|
Content |
|
|
|
|
The content is
interesting and informative for the intended audience. |
|
|
|
|
The purpose of the
presentation is clearly stated. |
|
|
|
|
Research verifies
the points being outlined. |
|
|
|
|
The information is
presented in a logical order. |
|
|
|
|
Design |
|
|
|
|
Key words are used
to present the main ideas. |
|
|
|
|
Key points are
grouped into categories. |
|
|
|
|
No more than 2
fonts, minimum 20 pt., are used. Fonts suit intended audience. |
|
|
|
|
Important points
are highlighted (use of bold, colour, nuggets, etc). |
|
|
|
|
A simple warm or
cold colour scheme is used that suits the audience. |
|
|
|
|
Visual effects are
used to complement the message. They are sensitive to gender, race, age, and
cultural issues. |
|
|
|
|
Sounds are used
effectively to enhance the message. |
|
|
|
|
Delivery |
|
|
|
|
The speaker is
prepared and on time. |
|
|
|
|
There is no
distracting behaviour. |
|
|
|
|
The speaker makes
eye contact. |
|
|
|
|
The speaker has
all materials organized and available. |
|
|
|
|
Presenter speaks
clearly and can be heard. |
|
|
|
Appendix 3.5.2
Presentation Rubric
|
Criteria/ Category |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Content |
- demonstrates
limited clarity, conciseness, and accuracy |
- demonstrates
some clarity, conciseness, and accuracy |
- demonstrates
consideration clarity, conciseness, and accuracy |
- demonstrates a
high degree of clarity, conciseness, and accuracy |
|
Resources |
- includes limited
information from outside sources |
- includes some
information from outside sources |
- includes
sufficient information from outside sources |
- includes highly
pertinent information from outside sources |
|
Thinking/
Inquiry Use of Learning
Modalities |
- uses audio
and/or visual elements which relate to message with limited effectiveness |
- uses audio
and/or visual elements which relate to message with some effectiveness |
- uses audio
and/or visual elements which relate to message with considerable
effectiveness |
- uses audio
and/or visual elements which relate to message with a high degree of
effectiveness |
|
Questions from
Audience |
- answers
questions with limited clarity and appropriateness |
- answers
questions with some clarity and appropriateness |
- answers
questions with considerable clarity and appropriateness |
- answers
questions with a high degree of clarity and appropriateness |
|
Communication Design and
Delivery |
- communicates
overall theme or message with limited consistency |
- communicates
overall theme or message with some consistency |
- communicates
overall theme or message with considerable consistency |
- communicates
overall theme or message with a high degree of consistency and confidence |
|
|
- communicates
with a limited sense of audience and purpose |
- communicates
with some sense of audience and purpose |
- communicates
with a considerable sense of audience and purpose |
- communicates
with a strong sense of audience and purpose |
Appendix
3.5.2 (Continued)
|
Criteria/ Category |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Application Writing Mechanics |
- uses writing
mechanics (spelling, grammar) with limited competence |
- uses writing
mechanics (spelling, grammar) with some competence |
- uses writing
mechanics (spelling, grammar) with considerable competence |
- uses writing
mechanics (spelling, grammar) with a high degree of competence |
|
Use of Technology/
Presentation Techniques |
- uses visual
elements with limited effectiveness |
- uses visual
elements with some effectiveness |
- uses visual
elements with considerable effectiveness |
- uses visual elements
with a high degree of effectiveness |
|
|
- uses audio
elements with limited effectiveness |
- uses audio
elements with some effectiveness |
- uses audio
elements with considerable effectiveness |
- uses audio
elements with a high degree of effectiveness |
|
|
- uses appropriate
technology with limited effectiveness |
- uses appropriate
technology with some effectiveness |
- uses appropriate
technology with considerable effectiveness |
- uses appropriate
technology with a high degree of effectiveness |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Overview | Course Profiles Main
Menu