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Connecting English Language Arts Standardsto Business and Marketing Education

Curriculum

Created by:

Jennifer Batz, English Language Arts Educator, Spencerport High School

Melissa Garofalo, Business Educator, Spencerport High School

Daina Rossi, Business Educator, South Glens Falls High School

Susan Siuta, Business Educator, Alden High School

Kathleen Skellie, English Language Arts Educator, South Glens Falls High School

CONNECTIONS ELA STANDARDS BUSINESS & MARKETING EDUCATION

Purpose

A team of two English Language Arts (ELA) educators and three Business and Marketing Educators created this project to show the connections between the ELA standards and the Business and Marketing Education curriculum. This document will help Business educators utilize the foundation established in the ELA classroom and use those skills within a variety of Business courses. It is our hope that Business and Marketing education educators, along with ELA educators, will continue to work collaboratively to meet the students’ needs and help them understand that the skills acquired in both classrooms will be beneficial outside the school walls.

As Business educators, we see the importance of creating activities that can assist students in meeting ELA standards, which in turn can help prepare students for the ELA Regents Exam. By working together ELA educators and Business education educators can enhance the students’ connections between the two disciplines. Students will then understand that what they are doing in the classroom will meet the needs of the workplace. As Business and Marketing Education professionals, we recognize that the ELA educator is the expert in meeting the New York State ELA standards. However, we also recognize the benefit of carrying this information across curriculum so that students understand that what they are learning in the ELA classroom can and should be used in all Business courses.

Goals

Identify Grade 11 ELA standards and performance indicators correlating to Business and Marketing education curriculum.

Provide examples of Business classroom activities to meet each ELA standard and performance indicator.

Provide examples of ELA classroom activities meeting each ELA standard and performance indicator.

Create a document that can be utilized by Business educators throughout New York State to assist in integrating ELA standards into their classrooms.

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TABLE OF CONTENTS

Reading Standards and Performance Indicators

Information and Understanding………………………………………………………… 5

Critical Analysis and Evaluation………………………………………………………... 6

Social Interaction………………………………………………………………………….. 7

Writing Standards and Performance Indicators




Listening Standards and Performance Indicators




Speaking Standards and Performance Indicators




Appendix

Appendix A: Suggested Book List to be Integrated into Business Curriculum… 20

Appendix B: Suggested Movie List to be Integrated into Business Curriculum… 21

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READING STANDARDSAND

PERFORMANCE INDICATORS

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READING PERFORMANCE INDICATORS

SAMPLE ELACLASSROOM ACTIVITIES

SAMPLE BUSINESSCLASSROOM ACTIVITIES

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Locate and use school, public, and academic library resources for information and research

After choosing a research topic, find and utilize a variety of sources (i.e. books, periodicals, databases, historical documents, etc.) – for pertinent information.

Read pertinent articles from selected business publications such as Forbes, Newsweek, Money Magazine, Business Week, etc.

Use school and/or public library resources (ex: databases, text, journals, etc.) to locate information to conduct research and gather information.

Identify and determine unfamiliar words read in business articles and keep a vocabulary list.

Read and follow written directions and procedures to solve problems and accomplish tasks

Use workplace documents and technical manuals

Read the directions to a vocabulary worksheet, use the list of words and definitions, to complete a series of activities as stated.

Read and follow directions and procedures found in a technical manual to set up and troubleshoot hardware devices and software programs.

Read employee manuals and interpret policies and procedures.

Identify and evaluate the reliability and validity of informational sources

Determine if an Internet source is reliable by examining the homepage and host information.

When reading literacy criticisms, identify the author and determine the validity of the author’s commentary.

Differentiate between a reliable and unreliable informational source found on the internet.

Students learn and use methods to backtrack (especially on the Internet) to determine where a website’s information actually originated which will validate or negate its validity and reliability.

Analyze and synthesize information from different sources, making connections and showing relationships to other texts, ideas, and subjects and to the world at large

While reading Night, students can make connections to other texts (i.e. The Diary of Anne Frank, etc.), ideas (survival, loss, anger, faith), subjects (Holocaust, genocide, World War II), and how the author’s story changed the world (Nobel Peace Prize, inception of the Holocaust Memorial Museum, appearance on the Oprah Winfrey show).

Use articles on a related topic from selected business publications such as Forbes, Newsweek, Money Magazine, Business Week, etc. to link concepts taught in class. Students will create maps and charts to connect higher level business concepts to class content.

Read business publications pertaining to specific companies and relate the information to the company’s overall image.

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READING PERFORMANCE INDICATORS

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Form opinions and make judgments about the validity of interpretive texts

During the study of William Shakespeare’s Macbeth, students read Sigmund Freud’s “Shakespeare: Macbeth –Freud on the Macbeths” in order to validate their own opinions and judgments about the main characters.

Read a book and a review of that book to formulate judgments and opinions on the validity of a topic.

Read and evaluate letters of application/cover letters and resumes from competing applicants and form an opinion for hiring based on a specific job description.

Read a court decision and a response to that decision to formulate their own opinions and judgments about the decision in connection to the course content.

Students will choose current events articles from a newspapers and business journals to refine understanding of key concepts in course content.

Select, reject, and reconcile ideas and information in light of biases

The educator selects various advertisements from a variety of magazines (i.e. Newsweek, Seventeen, GQ, The New Yorker, etc.) for a Journalism class. Students need to examine the advertisements to determine gender biases and the exploitation of women versus men by the advertisers.

Read two or more articles, letters, etc. on the same topic and identify biases present. For example, read a letter that is gender biased. Highlight the gender bias phrases in the letter. Then re-write the letter eliminating the gender biases that were present, in order to reach a larger audience.

Select a chapter in To Kill a Mockingbird and have students list biases present in that time period and then reflect on how the legal system has evolved. *See Appendix A

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READING STANDARDS(continued)



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Share reading experiences with a peer or adult; for example, read together silently or aloud and discuss reactions to texts

During Lord of the Flies, group students in sets of three and separate the groups from each other. Each group needs to read a selection from the novel (educator determined) aloud and discuss their reaction. The educator may want to provide prompts to facilitate discussion. After a period of time, educator can bring the groups back together for large group instruction.

In groups, analyze various advertisements to determine the techniques used to convey the meaning and intent of the ad.

Use various written mediums relevant to business topics such as newspapers, letters, emails, memorandums, etc. in order to differentiate between formal and information writing by:

- Determining the writer’s perspective, purpose and intended audience

- Identifying tone, style and use of language- Recognizing format and its significance to content

Consider the age, gender, social position, and cultural traditions of the writer

While looking at a piece of literature, students need to consider and discuss the background of the author in connection with the topic of the book (i.e. Arthur Miller writing about the Salem Witch Trials in the 1950’s, about the witch trials of 1692).

Recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication

While showing the format of standard written language for a Regents-level essay, students discuss the difference between formal language and that which is used in instant messaging, text messaging, and notes to friends.

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WRITING STANDARDSAND


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WRITING STANDARDSSAMPLE ELA

CLASSROOM ACTIVITIESSAMPLE BUSINESS

CLASSROOM ACTIVITIES

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Use both primary and secondary sources of information for research

Gather information on a social issue (i.e. gun control) to locate sources for the development of a research paper.

Career Unit: Job Shadow – Research the career, complete a written project reflecting information learned.

Conduct marketing research and develop a marketing plan for a new or improved product.

Analyze and integrate data, facts, and ideas to communicate information

Write a persuasive speech, using a variety of information (data, facts and ideas) about a specific animal in order to add the animal to the Endangered Species List.

Analyze a business related document such as a business plan, marketing plan, financial statements, etc. Write an editorial on the predicted future of the company.

Evaluate an annual report to determine if the company’s stock would be a good investment. Present recommendations in professional written format.

Define the meaning of and understand the consequences of plagiarism; investigate electronic safeguards

Students complete unit requiring students to define plagiarism, review the school’s academic policy on plagiarism, share an article on the consequences of plagiarism, and read Marion Plagiarizes.

Review assigned research project and review formal documentation expectations to avoid unintentional plagiarism.

Research various company policies regarding plagiarism, computer usage policies, etc. Create a policy for a mock business.

Use a range of organizational strategies, such as clustering, webbing, and mapping, to present information

Use a six-column table to organize ideas for writing an autobiographical essay.

Use a graphic organizer connecting social, economic and political events to a literary time period (Early American, Modernism).

Trial Procedures: Map the roles and responsibilities of each member in the courtroom (judge, jury, defense team, prosecution, defendant, plaintiff, witness, experts, etc.).

Chart and visually represent (using time line, pie graphs, pivot charts) a concept – such as the economic cycle of the U.S. during a set time period.

Create an organizational chart for a business.

Maintain a portfolio that includes informational writing

Maintain K-12 District Writing Portfolio containing required pieces reflecting writing for information, literary response, analysis and social interaction.

Communications simulation: Maintain a portfolio consisting of a memo, business letter, charts, research reports, marketing plan, business plan, etc.

Create an employment portfolio including documents such as a resume, cover letter, and other examples of commonly used employment documents.

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WRITING STANDARDS (continued)

SAMPLE ELA CLASSROOM ACTIVITIES


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perspective, such as historical, cultural, and social

Students critique Shakespeare’s Macbeth from a historical perspective (the representation of rulers in Scottish History) or a social perspective (role of women in society during the time period).

Written response to an article, interview, report, quotation, book and/or text.

Analyze advertisements in various countries for the same product and explain effect culture has on the theme of the advertisement.

Use strategies designed to influence or persuade in writing speeches, editorials, and advertisements

Select a current political or social issue and write an editorial considering the topic, audience and purpose of the designated publication.

Write a speech to the School Board advocating for or against upcoming tax vote using specific writing and speech organization techniques.

Write an editorial to the local newspaper arguing for or against an assigned business topic (i.e. Wal-Mart coming to your community, the death penalty, justifying salaries of sports figures, etc).

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Share the process of writing with peers and adults; for example, write a condolence note, get-well card, or thank-you letter with writing partner(s).

Write a letter to a family member thanking them for a positive memorable experience.

Write a thank you letter to a educator who made a difference in their life.

Across courses students write thank-you notes to interviewer, complaint letters, peer evaluations, etc.

Respond appropriately to a blog posted by the instructor using effective language arts skills.

Respect age, gender, and cultural traditions of the recipient

Write a letter on the same topic to three different audiences – grandparent, parents, and friend.

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LISTENING STANDARDSAND


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LISTENING STANDARDSSAMPLE ELA



**Please note: Assessments of the listeningskills should be reflected in written or verbal form**

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Interpret and analyze information from media presentations, such as documentary films, news broadcasts, and taped interviews

To supplement the plight of author Elie Wiesel, students watch a video that documents his journey back to Auschwitz as he remembers his childhood as a Polish Jew.

Using the documentary Fish showcasing Pike’s Fish Market in Seattle students analyze the work environment, interaction between coworkers and customers and how that relates to employability skills.

Students analyze a news program that focuses on a business topic (i.e.: Dateline, 20/20, 60 Minutes, etc) using a graphic organizer.

Students analyze two different sports announcers and critique their communication style.

Synthesize information from different sources by condensing, combining, or categorizing data, facts, and ideas

In a lesson to help students distinguish between paraphrasing, summarizing, and direct quotations, students are given sample excerpts from resources and practices condensing, combining and extracting information for the purpose of using these facts in a research paper.

Students compare and contrast two news shows regarding the same topic.

Students compare and contrast two advertisements for the same product.

Teacher shows Greatest Speeches of All Time and has students chart presentation styles and delivery. (See Appendix B)

Recognize appropriate voice, tone, diction, and syntax

While listening to a Career Day Speaker, students must recognize appropriate physical and verbal presentation.

Peer Evaluations of classmates presentations. Students evaluate presentations from other business leaders (i.e.

Donald Trump, Steve Jobs, Bill Gates, etc.). Teacher video tapes the students giving their presentations in class and

has them listen to and review themselves for voice, tone, diction and syntax.

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LISTENING STANDARDS(continued)




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Determine points of view, clarify positions, make judgments, and form opinions

After reading the courtroom scene in Act IV of The Crucible, students should analyze the position of the judges, make judgments on the characters and share their reactions and opinions to the court decisions.

Students listen to class presentations to provide feedback to their peers.

Students listen to mock interviews and determine who would be hired based on set criteria.

Students listen to various guest speakers and evaluate their presentation styles.

Students engage in classroom debates on provided topic/content – students formulate arguments and engage in active debate.

Students analyze various movie trailers or commercials to determine the products potential success in the marketplace.

Use the perspectives of other individuals, groups, recognized experts, and prior knowledge to analyze and evaluate presentations

During a speech by a notable author, students analyze and evaluate the presentation using their own prior knowledge as well as use the perspective of other members of the group.

Evaluate content and organization of the presentations, applying criteria such as the validity of the speaker’s conclusion

Students examine historical photographs of the migrant farm workers during the Dust Bowl, complete an activity based on those photos, and present to the class the observations as outlined in the assignment while the class observes the content, organization, and validity of the speaker’s conclusion – connection between the photo and Steinbeck’s Of Mice and Men.

Recognize the use of protocols and traditional practices in interviewing and other forms of speaking

Following the conventions of standard presentation practices and protocol, students present a “profile” of themselves to a panel of peers.

Students participate in Mock Interviews and Mock Trials Class participates in a mock board meeting in which students develop

an agenda and follow Robert’s Rules of Order to conduct business pertaining to the school (i.e. dress code, senior privileges, attendance policy, course requirements, etc.)

Evaluate the impact of the medium of the message

Allow students to compare the auditory impact of a speaker’s voice using the novel To Kill a Mockingbird there is a difference between listening to a classmate read Atticus’ speech, hearing Harper Lee (the author) read the same speech, and watching Gregory Peck perform that speech in the movie.

Have students work in groups to evaluate the impact of a message delivered through the following mediums: Written text, podcasts, PowerPoint, blog, radio, and television/film, etc.

Students watch and listen to a series of television and radio commercials on the same product to compare and contrast the effect of the medium on the message.

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LISTENING STANDARDS(continued)




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Participate as a listener in social conversation with one or more people who are friends or acquaintances

When asked to respond independently to the prompt, “Describe Ralph as a leader,” from William Golding’s Lord of the Flies, students will discuss their answers and explain their rationale while classmates listen. The teacher is merely a facilitator.

Place students in pairs and have them tell each other about themselves. Students are then responsible for introducing their partner to the class including information shared in their conversation.

Respect the age, gender, social position, and cultural traditions of the speaker

During a visit from an administrator or ELA coordinator, student must show respect for authority and actively listen to the speaker’s message.

Have students interview an adult that has been in the workplace for at least twenty years to compare and contrast how the workplace has evolved.

Listen for multiple levels of meaning, articulated and unspoken

Upon “witnessing” Cyrano and Roxanne’s first kiss in Cyrano de Bergerac, students can either write a poem about their own first kiss, write a letter to the person they first kissed, or create a first-kiss scenario in order to gain a deeper meaning for the character’s unspoken feelings. Students can share their reactions with the class.

Students will listen to a variety of recorded phone messages. For each telephone message the students will record whether they think the speaker is male/female, age of the speaker, and overall impression of the speaker.

Encourage the speaker with appropriate facial expressions and gestures

While listening to a speaker, students need to exhibit characteristics of “SLANT” – sit up, learn forward, act interested, nod head, and track speaker. The speaker should be able to see an audience that is actively listening.

The class role-plays a variety of workplace situations. During the role-play the listener should be using appropriate body language to convey an understanding of the message received.

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SPEAKING STANDARDSAND


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SPEAKING STANDARDSSAMPLE ELA

CLASSROOM ACTIVITIESSAMPLE BUSINESS


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Prepare and give presentations to a variety of audiences on a range of informational topics

Students select relevant information from their research paper and develop a verbal/visual presentation of their research paper topic.

Create a commercial/infomercial promoting a specific product. Develop a presentation to be delivered at a Board of Education meeting

focusing on a topic provided by the business educator (i.e. the importance of Business and Marketing Education in your school district, Business projects completed during the school year, success of the Business club(s), etc.).

Anticipate and respond to the listener’s points of view

Agree/Disagree: Students listen to questions, decide whether they agree or disagree and then must justify their position. For example – “Is it stealing if a homeless mother takes food from a broken vending machine to feed her two small children?”

Evaluate the audience during a presentation, reading their body language, and respond appropriately to any questions being asked.

Respond appropriately to follow-up questions after a presentation.

Give directions and explain complex processes

Each day during the research paper unit a different student will review the skill or process piece taught and practiced the day before. For example, at the start of our second day in the library, a student will direct classmates through the process to access the online databases and explain how to select key search words to gather articles from a variety of acceptable databases.

Give verbal directions on how to complete a task (i.e. accessing the school’s homework website, driving directions to a sporting event, formatting a computerized document, etc.).

Students create a podcast providing instruction on a specific topic (i.e. buying a car or computer, getting an insurance quote, preparing for a job interview, etc.).

Ask and respond to probing and challenging questions to acquire information

Students ask thin questions of the text (the answers are found only in the specific text) and thick questions – questions originating from reading a specific text; however the answer may come from many different areas. These questions are the foundation for the daily class discussion on the current text.

Participate in a mock interview for a position of employment serving as the applicant and the employer.

Interview a local business owner on the rewards and challenges of business ownership.

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SPEAKING STANDARDS(continued)



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Express opinions or make judgments about ideas, information, experiences, and issues in literary, scientific, and historic articles, in public documents, and in advertisements

Review a timeline for a literary period and discuss connections between the social, political, and economic events of the time to the themes present in the literature of the time period.

Express opinions about advertisements taken from various media. After reading a most recent court decision, express a point of view

providing facts and details to support a position. Integrate various technology to enhance presentations.

Articulate personal opinions to clarify stated positions, persuade or influence groups, or state preferences about topics

At the conclusion of Steinbeck’s Of Mice and Men, students express opinions on George’s decision to kill Lennie at the end of the novel.

Participate in a debate on a particular topic. Using proper Business techniques, respond to an angry or dissatisfied

customer or client.

Modify content and presentation strategies on the basis of audience response during presentation

Students participate in the “Expert” game, requiring them to select an obscure topic and a designated audience, and then speak for forty-five seconds as an expert on the selected topic. During the presentation of information audience members raise their hands if the speech becomes “less than believable” and the speaker must increase the believability of the speech through use of sophisticated vocabulary and speaking techniques.

Divide students into two groups. One group is the audience; the second group will rotate speaking. Audience group will receive an index card with a prompted response to the speaker (i.e. boredom, sleeping, clock watching, working on another task, etc.). The speaker will begin speaking on the assigned topic and have to adjust the presentation based on the audience’s response.

Respond to constructive criticism During student/teacher editing conferences

students are required to actively participate in the conference.

Role-play and verbally respond to being criticized in the workplace. During writing/portfolio reviews, the student will meet independently with

the instructor and receive and digest criticism given and verbally respond with appropriate comments and questions.

Use visuals and technology to enhance presentation

Students create concept maps using events, settings and symbols for chapter review presentations in William Golding’s Lord of the Flies.

Prepare and execute a sales presentation using appropriate business presentation software (i.e. PowerPoint, Flash, etc.).

Create a video resume using appropriate movie production software (i.e. MovieMaker, iMovie, etc.).

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SPEAKING STANDARDS(continued)



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Speak informally with familiar and unfamiliar people, individually and in group settings

Students participate in roundtable discussions on the topics of Rwandan genocide, the Holocaust, and the Nazi party during the study of the book Night by Elie Wiesel.

Practice handling inquiries, complaints, and requests from co-workers and/or peers.

Provide greetings to employers and parents at an Open House or other school functions.

Communicate with various school personnel, peers, and teachers in order to integrate course curriculum into school activities (i.e. marketing a school sports team, designing posters for an upcoming school events, marketing students creating displays for school functions, etc.).

Respect the age, gender, social position, and cultural traditions of the listener

During yearly author visits students participate in the small group discussions and writing workshops.

Use social communication in workplace settings to foster trust and build goodwill

During literature circles students rotate the role of discussion facilitator and are required to use positive communication skills to discuss the designated books.

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APPENDIX

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APPENDIX ASuggested Book List to be Integrated into Business Curriculum

BOOK AUTHOR(S)

7 Habits of Highly Effective Teens, The Steven Covey

Automatic Millionaire : A Powerful One-Step Plan to Live and Finish Rich, The

David Bach

FishStephen C. LundinHarry PaulJohn Christensen

Five Dysfunctions of a Team: A Leadership Fable, The Patrick M. Lencioni

Google Story: Inside the Hottest Business, Media, and Technology Success of Our Time, The

David ViseMark Malseed

How to Win Friends & Influence People Dale Carnegie

L.L. Bean: The Making of an American Icon Leon Gorman

Nickel and Dimed: On (Not) Getting By in America Barbara Ehrenreich

Our Iceberg Is Melting: Changing and Succeeding Under Any Conditions

John KotterHolger Rathgeber

Positively Outrageous Service: How to Delight and Astound Your Customers and Win Them for Life

T. Scott Gross

Sports Leaders & Success : 55 Top Sports Leaders & How They Achieved Greatness

William J. O’Neil

There's No Such Thing As "Business" Ethics: There's Only One Rule For Making Decisions

John C. Maxwell

Tipping Point: How Little Things Can Make a Big Difference, The

Malcolm Gladwell

To Kill a Mockingbird**Note: Provides an excellent connection to law courses as well as an opportunity to work directly with the English Language Arts Department

Harper Lee

Trump 101: The Way to Success Wiley

Wal-Mart Effect Charles Fishman

Wal-Mart Effect: How the World's Most Powerful Company Really Works--and How It's Transforming the American Economy, The

Charles Fishman

Who Moved My Cheese? Spencer Johnson

Working Poor: Invisible in America, The David K. Shipler

You're in Charge, Now What?: The 8 Point PlanThomas J. Neff James M. Citrin

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APPENDIX BSuggested Movie List to be Integrated into Business Curriculum

“Note: Please view the whole movie before showing clips in your classes. While some of the content is an excellent way to integrate business concepts into your classroom, certain scenes may be

inappropriate for students. Please use your best professional judgment”

NAME OF MOVIE TOPIC COVERED COURSE

12 Angry Men Trials/Jury ProcessBusiness LawPersonal Law

A League of Their OwnPublic Relations; Role of Women in Sports

MarketingSports Marketing

Catch Me If You Can Identity Theft

Business LawPersonal LawCareer and Financial Management

Dare to Dream: The Story of the U.S. Women’s Soccer Team

Growth of Women in Sports

Sports Marketing

Fish (Documentary about Pike’s Place Fish Market)

Workplace Skills and Attitudes

Career and Financial ManagementMarketingLeadership/Management

HoosiersImportance of a Coach on a Sports Program

Sports Marketing

In Good CompanyLeadershipPromotional Mix

MarketingCareer and Financial Management

Jerry McGuire Sports AgentsSports MarketingSports Management

Miracle Promoting Olympics Sports Marketing

My Cousin Vinny TrialsPersonal LawBusiness Law

Norma Rae UnionsCareer and Financial ManagementBusiness Law

Pirates of the Silicon ValleyHistory of Mac and Microsoft

Web Page DesignComputer ApplicationsBA/BCA

Remember the Titans

TeamworkImportance of a Coach on a Sports ProgramDesegregation

Sports/Entertainment Marketing

Shattered GlassPlagiarism in the WorkplaceWorkplace Ethics/Morals

Computer ApplicationsCareer Management

Space Jam Promotion in SportsSports MarketingMarketing

The Net Identity Theft

Keyboarding/Computer ApplicationsCareer and Financial ManagementBusiness Law

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APPENDIX B(continued)

Suggested Movie List to be Integrated into Business Curriculum“Note: Please view the whole movie before showing clips in your classes. While some of the content

is an excellent way to integrate business concepts into your classroom, certain scenes may be inappropriate for students. Please use your best professional judgment”

NAME OF MOVIE TOPIC COVERED COURSE

The Runaway JuryTrial ProceduresJury SelectionJury Manipulation

Business LawPersonal Law

TuckerBusiness OwnershipBusiness Entrepreneurship

EntrepreneurshipCareer and Financial Management

Wall Street

Business EthicsStock MarketInsider TradingFinance

AccountingBusiness LawCareer and Financial ManagementEconomics

Wal-Mart-The High Cost of Low Price

Business EthicsPricingBig Business and the Effect on Small Towns

MarketingBusiness LawEntrepreneurship

What Women Want (Clip of Product Testing)

PromotionAdvertisingTest MarketTarget Market

Marketing

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