Lesson Plan Format

Name of Teacher Candidate: Courtney Edwards Dates of Lessons: TBD

Grade Level: High School – Business Education

Lesson Title: Professionalism in the Workplace

Curriculum Areas Addressed: Employability Skills

Time Required: 2 Days Instructional Groupings: Are you using whole group, small group, partners, quads, homogeneous, heterogeneous?
Partner Work (allow them to pick their own partner)
Standards: List the GSE that are key to this lesson. Include the number and the text of each of the GSE that is being addressed. If only a portion of a standard is addressed, include only the part or
parts that are relevant.
 BMA-BC-1 Demonstrate employability skills required by business and industry.
o 1.6 - Present a professional image through appearance, behavior, and language.

As a result of this lesson students will know… and/or be able to do…

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline. These represent the skills that will be assessed.)
Students will have the knowledge to be able to dress for success, identify/exhibit behaviors that are appropriate for the workplace
and utilize appropriate language skills for person to person, phone, email, and interaction with co-workers.

Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content area. These may be derived from the standards.)
Professional Image, Etiquette, Non-Verbal Communication, Body Language

Assessment (Each learning objective must be assessed. How will students demonstrate the targeted skill and/or understanding of the lesson’s objectives? How will you provide feedback for the
students? What type of assessment will be used? What evidence will be collected to demonstrate students’ understanding/mastery of the lesson’s objective? What constitutes success for the
students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each learning objective should be assessed. DO NOT restate
the learning objective.)
The teacher will present acceptable and unacceptable behavior in the workplace.
Students (in pairs) will draw a card from a stack the teacher has created. Each card contains a workplace scenario. The students will
work together on a lab computer to create a digital storyboard showing how an employee would exhibit professionalism in that
particular scenario.
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Next, each pair of partners will present their digital storyboard to the class.
Feedback will only be delivered if student storyboard examples are incorrect. If student examples are correct, the student will have
demonstrated mastery of the learning objective, which is the desired goal.
Ticket out the door: Give one reason it is important to make a positive impression. (Spot check, formative assessment).

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including strategies/planned supports for whole‐class, small group, and
individual instructions; and differentiated activities.)
LESSON
Opening:
The teacher will begin the lesson by giving the class some idioms they have all heard before (as an attention grabber), such as: “Put
your best foot forward”, and, “You don’t get a second chance to make a great first impression.” She/He will ask the students what
they think these statements really mean?? After students have time to respond, the teacher will explain that both statements
emphasize the importance of making a positive first impression on others. The teacher will use inquiry to:
 Ask students to give an example of a time when they wanted to put their best foot forward. Answers might include: at
church, on a date, at school, meeting new people, in court, when you have guests, on the phone, in an interview,…
 Then, students are asked to give you 5 behaviors that turn them off—that offer a bad first impression. Example of answers
may be a person who is: a know it all, loud, needy, rude, negative...
 Next, ask them to give 10 behaviors that provide a positive first impression. Some answers may include a person who is:
positive, attentive, good at making eye contact, funny, friendly, honest, neat/well groomed, or someone who: has positive
body language, asks questions, shares common interest…

The teacher then will tell the students there are many situations in business where their appearance, behavior, and language will
determine the type of professional image they portray. The teacher will ask students to get out their notebooks and take notes
because she/he is going to give them a great deal of important information they will need to remember.

Work Session Instructional Strategies:

1. The teacher will ask the students to choose a partner for class participation.

2. The teacher will lecture on presenting a professional image in many different situations such as:
 On the Job Etiquette—Explain that etiquette is the customary code of polite behavior in society or among members of a
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particular profession or group. Some examples are: appropriate dress, using professional manners to make introductions,
at business meetings, business meals, conventions…
o Students – each partner will make an introduction as the teacher monitors
 Person to Person Etiquette—meeting business acquaintances, meeting people for the first time, showing politeness…
 Communication Etiquette—Creating a good impression, keeping phone calls professional, proper use of work email, cell
phone and texting.
o Students – Work with partner to demonstrate/model how to “appropriately” answer the phone and
“appropriately” end a call.
 Presenting Yourself—looking professional, dressing for success, showing a professional attitude, using good posture,
presenting yourself to associates, accepting criticism.

As the teacher provides information on each type of situation, she/he will also use inquiry to question students and encourage
them to share personal experiences when they made a good impression.

3. When she/he feels the students have a good grasp of the material, she/he will ask them to complete an activity with their
partner. This activity will allow them to use creative thinking skills.

4. Each pair of students will then choose one card from a stack the teacher has created. Each card contains a workplace
scenario.
5. Students will work together on a lab computer to create a digital storyboard showing how an employee would exhibit
professional behavior in the chosen scenario. An example might be “A Business Luncheon.” The student could provide a
positive scenario as being the employee displays excellent table manners and easily makes conversation with everyone.

6. When the assignment is completed, each pair will present their storyboard to the class.

Vocabulary for the lesson will be discussed and defined within the lecture/class discussion.

Closure: Strategies for students to summarize, process or report their learning

The teacher will link the objectives for the day (professional appearance and appropriate language and behavior) to students’
personal lives. Tell students that now they are aware of what is required in business situations, but many of the skills are also
helpful in their personal interactions as well. They should take notice of others (both good and bad impressions) in an effort to
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improve and practice their own skills which will assist them in the future.

As students are dismissed, the ticket out the door is to give one example of making a positive impression in the workplace. (spot-
check formative assessment)