› gfxk8lrcvbhb1etm8lzmmty6wlgwxtbvnmnui… · aug 26 3 lt: students will log on to grading system...

Career Essentials LT=Learning Target SA=Student Activity PU=Performance of Understanding OBJ=Objective EQ=Essential Question 1

Date Day Plan Objective and

Essential Question

Aug

24

1 LT: Identify classmates, introduce each other, and learn about each other.

SA: Students will introduce each other and answer questions about each other. PU: Monitor students and learn students’ names.

OBJ: Identify

classmates, introduce each other, and learn

about each other. EQ: Who are your

classmates?

Aug

25

2 LT: Identify classroom regulations and procedures and log on to computers.

SA: Students will identify classroom rules and regulations. Students will log on to computers. Students will reflect on yourself

Answer the What If? and About Me! worksheet – finish worksheet as homework for tomorrow.

PU: Question students on regulations and procedures.

OBJ: Identify

classroom regulations and procedures and log

on to computers. EQ: What are the

classroom rules and procedures?

Aug 26

3 LT: Students will log on to grading system and determine learning styles. SA: Students will log on to grading system. Discuss learning styles with students.

Students will identify personal preferences for learning style, student type, study habits, and character www.educationplanner.org, Student Tab

File on L Drive: Personal Assessments

OBJ: Students will log on to grading system and

determine learning styles.

EQ: Do I know my grading system password?

What type of learning style do I

have?

http://www.educationplanner.org/


Aug

29

4 LT: Identify personal preferences for learning style, student type, study habits,

and character. SA: Students will identify personal preferences for learning style, student type, study habits, and character.

o www.educationplanner.org, Student Tab

PU: Monitor students as they identify their learning styles.

OBJ: Identify

personal preferences for learning style,

student type, study habits, and

character. EQ: What is my learning style?

Aug 30

5 CURRICULUM MAP = Ethics in Business

https://asd-pa.perfplusk12.com/curric/landscape_map.aspx

LT: Explain and provide examples of office ethics. SA: Complete pre-assessment activity, page ix. Discuss office ethics and provide examples, pages 1-3.

List and define the four areas of ethical concern, pages 3-4. PU: Question students on ethics and state examples of situations.

OBJ: List and describe the four

areas of ethical concern.

EQ: What are serious

issues related to office ethics that could end up in the courtroom? What do you consider

to be office ethics?

Aug

31

6 Ethics: http://www.ethics.org/resource/definitions-values

Ethics timeline: http://www.ethics.org/resource/business-ethics-timeline LT: List steps of decision-making model and discuss office ethics.

SA: Ethics: http://www.ethics.org/resource/definitions-values

Ethics timeline: http://www.ethics.org/resource/business-ethics-timeline

Key ethics content using the following file from L Drive.

List steps of decision-making model and discuss office ethics.

Describe the decision-making model and apply model, pages 5-9. PU: Monitor discussions and presentations.

OBJ: Explain

corporate and environmental

ethics. EQ: What are the

effects of

disappearing office

supplies?

What are values?

What are

environmental

values?

What is an ethical

conduct policy?

http://www.educationplanner.org/


http://www.ethics.org/resource/definitions-values

http://www.ethics.org/resource/business-ethics-timeline

http://www.ethics.org/resource/definitions-values

http://www.ethics.org/resource/business-ethics-timeline


Sept

1

7 LT: Create flyer, brochure, or collage pertaining to ethics.

SA: Students will work on their selected about ethics. Add printer Create shortcut to teacher’s L drive folder

Key ethics content using the following file from L Drive.

Explain ethics’ brochure or collage. Students will begin creating brochure or collage.

PU: Monitor and assist students with presentation.

OBJ: Select

information to list in ethics collage. EQ: What does

ethics include?

Sept 2

8 LT: Insert pictures and edit ethics presentation. SA: Students will work on their selected about ethics.


OBJ: Insert pictures and edit ethics collage.

EQ: Does my presentation

contain all vital information about ethics?

Sept 6

9 LT: Insert pictures and edit ethics presentation. SA: Students will work on their selected about ethics.


OBJ: Insert pictures and edit

ethics collage. EQ: Does my

presentation contain all vital information about

ethics?


Sept

7

10 LT: Insert pictures, edit, and finalize ethics presentation.

SA: Students will work on their selected about ethics.


OBJ: Insert

pictures, edit, and finalize ethics collage.

EQ: Does my presentation

contain all vital information about ethics?


Sept

8

11 LT: List ways ethics play a part in the corporate world and how outside

activities influence ethics. SA: Students will present information about corporate ethics, pages 11-19 and outside influences on ethics, pages 21-30.


OBJ: Determine

how outside

influences become

ethical situations.

Explain ethics for

various levels of

employment.

State ways office

relationships play a

role in ethics.

Explain proper

procedure for

accepting/giving

gifts at the

workplace

EQ: Are you

permitted to have a

second job?

Which outside

activities are

acceptable?

How are political

activities handled?

What type of gifts

are you permitted to

receive?

What is a rumor

mill?

What is grapevine

gossip?

What is a silent

saboteur?

What is an office

informant?


Sept

9

12 LT: List ways ethics play a part in the corporate world and how outside

activities influence ethics. SA: Students will provide examples about corporate ethics, pages 11-19 and outside influences on ethics, pages 21-30.


OBJ: Determine

how outside

influences become

ethical situations.

Explain ethics for

various levels of

employment.

State ways office

relationships play a

role in ethics.

Explain proper

procedure for

accepting/giving

gifts at the

workplace

EQ: Are you

permitted to have a

second job? Any

restrictions?

Which outside

activities are

acceptable for your

job?

How are political

activities handled for

your job?

What type of gifts

are you permitted to

receive?

What is a rumor

mill?

What is grapevine

gossip?

What is a silent

saboteur?

What is an office

informant?

Environmental values 14

Ethical conduct policy 15-16

Falsifying resume 16

Outside influences 21-23

Political activities 25-26

Gift giving 26


Sept

12

13 LT: State ways technology and communication play a part in ethics.

SA: Students will provide examples about technology and ethics, pages 31-41 and ethical communication, pages 43-49.

List and describe ways ethics and technology play a part in the corporate

world and how outside activities influence ethics. o Falsifying resume, Sect 2, page 16

o Outside influences, Sect 3, pages 21-23 o Political activities, Sect 3, pages 25-26 o Gift giving, Sect 3, page 26

o Technology and ethics, Sect 4, pages 31-37 o Confidential info, Sect 5, page 44


OBJ: Explain ways

in which ethics are

related to utilizing

technology at the

workplace.

State ways to

communicate

ethically in the

workplace.

EQ: What does it

mean to falsify a

resume?

How should personal

phone calls be

handled at work?

What is the proper

procedure for

children visiting the

workplace?

Sept 13

14 LT: List and describe ways ethics and technology play a part in the corporate world and how office relationships, perceptions, and behaviors influence ethics. SA:

List and describe ways ethics and technology play a part in the corporate world and how office relationships, perceptions, and behaviors influence

ethics. o Office relationships, Section 7, pages 59-64 o Perceptions and behaviors, Section 8, pages 71-74

Complete post assessment Locate an article relating to ethics, summarize and reflect article.


OBJ: List and

describe ways ethics

and technology play

a part in the

corporate world and

how office

relationships,

perceptions, and

behaviors influence

ethics.

EQ: What behavior

is appropriate in the

office? What are

perceptions of

others? How does

my behavior affect

my job?


Sept

14

15 LT: Identify ethic concerns in business.

SA: Test on Ethics in Business. Complete post assessment Test on Ethics

Locate an article relating to ethics, summarize and reflect article.

PU: Monitor students as they take test.

OBJ: Pass test on

ethics. Identify ethic concerns in business.

EQ: Did I prepare for test?

Sept 15

16 CURRICULUM MAP = Career Planning https://asd-pa.perfplusk12.com/curric/landscape_map.aspx

LT: Distinguish among and provide examples for jobs, occupations, and

careers. SA:

Distinguish among and provide examples for jobs, occupations, and careers.

Discuss and provide examples of job, occupations, and careers. Determine lifestyle needed to provide for their style.

PU: Textbook: World of Work Complete vocab and sentences for Chapter 1, You and Work.

OBJ: Distinguish among and

provide examples for jobs, occupations, and

careers. EQ: What is the

difference among jobs, occupations, and careers?

How does job, occupation, or

career affect my lifestyle?



Sept

16

17 LT: Identify and provide examples of technology and equal opportunity in the

workplace. SA: Students will determine the variety of technology they may use in the workplace and explain how equal opportunity is affecting the workplace.

Identify and provide examples of technology and equal opportunity in the workplace.

Students will determine the variety of technology they may use in the workplace and explain how equal opportunity is affecting the workplace, pages 15-21.

PU: Question students on technology use at work and equal opportunity

implementation.

OBJ: Identify and

provide examples of technology and equal opportunity

in the workplace. EQ: What types of

technology will I use in the workplace?

How do I prepare to use technology?

What does equal opportunity mean to me? How does

equal opportunity affect my chances

of being hired?


Sept

19

18 LT: Identify and provide examples of equal opportunity, job accommodations,

and personal values and interests for jobs and careers. SA:

Identify experiences, talents, and learning styles.

Students will reflect on their experiences, talents, and learning styles to determine possible jobs and careers, pages 28-39.

Complete various assessments for people skills, problem-solving, decision marking, time management, stress, communication skills, and creativity.

Chart used to enter results.

Link file to access sites if needed.

PU: Question students on equal opportunity, job accommodations, and their

values and interests.

Book: World of Work, pages 28-39.

OBJ: Identify and

provide examples of equal opportunity and

job accommodations

in the workplace. State the distinction

between a career and a job.

Identify values and interests to determine possible

jobs or careers. EQ:

What does equal opportunity mean to me? How does

equal opportunity affect my chances

of being hired? What type of job accommodations

would employers have to provide?

What is the difference between

a career and a job? What interests do

I have?


Sept

20

19

CURRICULUM MAP = Career Planning https://asd-pa.perfplusk12.com/curric/landscape_map.aspx

LT: Identify experiences, talents, and learning styles. SA: Students will reflect on their experiences, talents, and learning styles to

determine possible jobs and careers. Identify learning styles. Students will reflect on their learning styles to determine possible jobs

and careers.

PU: Question students on experiences and talents and discuss possible jobs and careers.

Book: World of Work, pages 32-43

OBJ: Identify

experiences, talents, and learning styles.

EQ: What experience do I

have? What are my talents?

What is a learning style?

Sept 21

20 LT: Identify learning styles. SA: Students will reflect on their learning styles to determine possible jobs and careers.

PU: Question students on their particular type of learning style.

Book: World of Work, pages 43-45

OBJ: Identify learning styles. EQ: What is a

learning style? Which learning

style fits me?



Sept

22

21 LT: Compare and write a mission statement and use self-assessment tests.

SA: Compare and contrast the companies’ mission statements. Students will identify what is important to company and its goals, pages 12-14.

Compare and write mission statement.

Compare and contrast the companies’ mission statements. Students will identify what is important to company and its goals, pages 12-14

PU: Discussion on mission statements and writing individual mission statement.

Book: Career Planning and Networking, pages 12-14

OBJ: Compare

and write a mission statement and use self-

assessment tests.

EQ: Why use

self-assessment strategies? What

is a mission statement?

Sept 23 Half

22

Sept 26

23 LT: Identify strengths, weaknesses, opportunities, and threats in the workplace.

SA: Students will complete the SWOT worksheet. Students will use various websites to identify the corporate culture and

determine their skill level in a variety of areas. PU: Question students about their strengths, weaknesses, opportunities, and threats; monitor students as they use the various websites.

OBJ: Identify strengths,

weaknesses, opportunities, and

threats in the workplace. EQ: What is

SWOT? Why complete the

tests?


Sept

27

24 LT: Summarize and explain the career planning process and the fundamentals

of an effective plan. SA: Students will identify, summarize, and explain the career planning process and fundamental of an effective plan.

Summarize and explain the career planning process and the fundamentals of an effective plan.

Students will identify, summarize, and explain the career planning process and fundamentals of an effective plan.

PU: Monitor students as they complete chart and summarize content.

Book: Career Planning and Networking, pages 4-9

OBJ: Explain the

career planning process and describe a

network. EQ: What is the

career planning process? What is a network?

Sept 28

25 LT: Describe acronym for SMARTY goals and describe aspects of career planning and networking.

SA: Students will explain and describe words creating the SMARTY acronym. Set SMARTY goals and determine ways to make effective decisions. Students will set goals and determine how to make effective decisions.

PU: Monitor and question students on topics.

Book: Career Planning and Networking

OBJ: Describe acronym for

SMARTY goals and describe aspects of career planning

and networking. EQ: What is

SMARTY? How do you begin to plan for a career?

What is networking?


Sept

29

26 LT: Identify and provide examples of career sources, career network, and

basic need-to-know info about company. SA: Students will read, summarize, and provide examples for career sources, career network, and basic need-to-know info about company, pages 21-30.

Identify and provide examples of career sources, career network, and basic need-to-know info about company.

PU: Question students on content. Book: Career Planning and Networking

OBJ: Identify and

provide examples of career sources, career network,

and basic need-to-know info about

company. EQ: What are career sources?

Who is part of my career network?

What info do I need to know about a company

before becoming an employee?

Sept 30

27 LT: Explore a variety of career clusters, describe each category, and identify jobs relating to those groups.

SA: Students will read career clusters, describe each category, and identify jobs related to each group, pages 55-62.

Explore a variety of career clusters, describe each category, and identify

jobs relating to those groups. Students will read career clusters, describe each category, and identify

jobs related to each group, pages 55-62.

PU: Monitor students as they fill in the table with appropriate content.

Book: Entering the World of Work

OBJ: Explore a variety of career

clusters, describe each category, and identify jobs

relating to those groups.

EQ: What is a career cluster? Which jobs relate

to that cluster?


Oct

3

28 LT: Identify five jobs for each career cluster.

SA: Identify five jobs for each career cluster. Students will utilize the Internet and textbook to discover five jobs

related to each career cluster, pages 55-62.

BOOK: Entering the World of Work

PU: Monitor students as they research careers.

OBJ: Identify five

jobs for each career cluster. EQ: Which jobs

would I be interested in that

fits a specific career cluster?

Oct

4

29 LT: Identify and describe learning and training options for various jobs.

SA: Students will utilize the Internet and textbook to determine learning and training options for various jobs, pages 80-88.

Identify five jobs for each career cluster and the learning and training

options for various jobs. Students will utilize the Internet and textbook to discover five jobs

related to each career cluster, pages 55-62. Students will utilize the Internet and textbook to determine learning and

training options for various jobs, pages 80-88.

BOOK: Entering the World of Work PU: Monitor and assist students with location information.

OBJ: Identify and

describe learning and training options for various

jobs. EQ: What are the

learning and training options for various jobs?


Oct

5








OBJ: Identify and





Oct

6








OBJ: Identify and





Oct

11








OBJ: Identify and





Oct

12

33 LT: Utilize OOH website and locate information relating to a job you are interested in

obtaining.

SA:

Utilize OOH website and locate information relating to a job you are interested

in obtaining.

Students will research information relating to a job they are interested in

obtaining.

http://www.bls.gov/ooh/


PU: Monitor students as they research careers.

OBJ: Utilize OOH

website and locate

information relating

to a job you are

interested in

obtaining.

EQ: Which jobs am

I most interested in

learning more

information?

What does the OOH

provide?

What is OOH?

http://www.bls.gov/ooh/


Oct

13

34

Curriculum Map = Customer Relations and Rapport https://asd-pa.perfplusk12.com/curric/landscape_map.aspx

LT: Compare and contrast customer service and customer relations. SA: Complete pre-assessment on customer relations and rapport.

Compare and contrast customer service and customer relations.

Bell Ringer: List the places you shop and reasoning for shopping at that

particular place.

Food Clothes Accessories

Shoes Medical Vehicle

Dining School Hair

Create a list of customer service and customer relations examples.

Discuss differences between customer service and customer relations, pages 1-

9.

PU: Monitor discussion on customer service and relations. BOOK: Customer Relations and Rapport

OBJ: Compare

and contrast customer service and customer

relations. EQ: What is

customer service

and customer

relations?

What are customers

and clients? How

are business

relationships in a

demographic society

used? What is

customer service

and honesty?



Oct

14

35 LT: Provide examples of employee responsibilities.

SA: List items you feel should be incorporated into employee orientation programs and in employee training. Discuss employee responsibilities in customer relations, pages 13-25.

Provide examples of employee responsibilities

Bell Ringer: Create a list of responsibilities you have as an employee.

List items you feel should be incorporated into employee orientation programs

and in employee training.

Discuss employee responsibilities in customer relations, pages 13-25.

PU: Question students on topic and monitor discussion on examples of topic. BOOK: Customer Relations and Rapport

OBJ: Provide

examples of employee responsibilities.

EQ: What are

employee

orientation

programs?

What is employee

training and

customer relations?

What are the

benefits of training

in product and

services?

What is employee

cross training?

What is employee

accountability?

What is employee

sense of ownership?


Oct

17

36 LT: Determine six rules of customer basics.

SA: Determine six rules of customer basics.

Students will watch the video on customer basics to determine the six rules of

customer basics.

Video: Postal Service (06:05)

http://www.youtube.com/watch?v=4GKQ9kTnSg4

Video: Customer Service Basics (19:11)

http://www.youtube.com/watch?v=eB9Bq3YJGcA

BOOK: Customer Relations and Rapport PU: Monitor and question students as we discuss customer basics and watch videos on topic.

OBJ: Determine six

rules of customer

basics.

EQ: What are

customer basics?

What is good

customer service?

Oct 18

37 LT: Explain and describe the elements, noise, barriers, channels of communication. SA:

Explain and describe the elements, noise, barriers, channels of communication.

Watch videos relating to customer empathy and communication.

Video: Customer Empathy (02:21) http://www.youtube.com/watch?v=A_mMEIJLF3Y

Video: Sam Glenn, Elevator, Communication (03:02)

http://www.youtube.com/watch?v=I5lgXk-hWYg

Students will complete the communication worksheet.

BOOK: Customer Relations and Rapport PU: Monitor and question students as we discuss customer basics and watch

videos on topic.

OBJ: Explain and

describe the

elements, noise,

barriers, channels of

communication.

EQ: What are

channels of

communication?

Why do you need to

be aware of various

elements when

communicating?

http://www.youtube.com/watch?v=4GKQ9kTnSg4

http://www.youtube.com/watch?v=eB9Bq3YJGcA

http://www.youtube.com/watch?v=A_mMEIJLF3Y

http://www.youtube.com/watch?v=I5lgXk-hWYg


Oct

19

38 LT: Describe and explain telephone etiquette.

SA: Explain and describe telephone ethics and procedures, and learn about

communication for customer service.

Essential Telephone Skills (02:44):

https://www.youtube.com/watch?v=E5_JmqsK8_c

Phone Etiquette Training (07:22):

https://www.youtube.com/watch?v=54xYxV1SoaU

IDK (04:23): https://www.youtube.com/watch?v=V-auTJlOn7A

Students will finish the communication worksheet.

BOOK: Customer Relations and Rapport PU: Monitor students as they watch video and complete assignment.

OBJ: Describe and

explain telephone etiquette. EQ: What are basic

telephone skills?

What are live

incoming calls?

What are voice mail

calls?

When do you return

phone calls?

https://www.youtube.com/watch?v=E5_JmqsK8_c

https://www.youtube.com/watch?v=54xYxV1SoaU

https://www.youtube.com/watch?v=V-auTJlOn7A


Oct

20

39 LT: Explain and describe channels of communication.

SA: Discuss various ways to maximum channels of communication, pgs 73-88. Topics include committees, surveys, suggestion boxes, phone calls, media, reports, etc.

Discuss how to handle customer complaints, pages 77-86. Topics include promoting policies, accepting complaints, and developing

solutions. Explain and describe new technologies, feedback channels, customer

complaints, public relations, and marketing.

Show video on Advertising, Marketing, and Customer Relations https://www.youtube.com/watch?v=7zMRt6qCBZg&feature=youtu.be

Students will work in groups and create a PowerPoint pertaining to various

topics.

BOOK: Customer Relations and Rapport PU: Monitor discussion and question students on topic.

OBJ: Provide

examples for feedback channels and reasoning for

utilizing those channels.

EQ: What are

individual

communications,

committees/boards,

and focus groups?

What are suggestion

boxes and surveys?

What is incoming

mail and electronic

mail?

What are incoming

telephone calls?

Who are secret

shoppers?

Why should you

promote complaint

channels and

policies? Why

should you accept a

complaint?

How do you develop

solutions? What is

delegating and

follow up?

https://www.youtube.com/watch?v=7zMRt6qCBZg&feature=youtu.be


Oct

21

40 LT: Add and modify PowerPoint to describe and provide examples of content.

SA: Add and modify PowerPoint to describe and provide examples of content.


topics.

BOOK: Customer Relations and Rapport

PU: Monitor and assist students with assignment.

OBJ: Add and

modify PowerPoint

to describe and

provide examples of

content.

EQ: What

information is most

important?

What did I learn

from content?

Oct

24

41 LT: Edit, modify, and finalize PowerPoint to describe and provide examples of content.

SA: Add and modify PowerPoint to describe and provide examples of content.


topics.


PU: Monitor and assist students with assignment.

OBJ: Edit, modify,

and finalize

PowerPoint to

describe and provide

examples of content.

EQ: What

information is most

important?

What did I learn

from content?

Oct

25

42 LT: Verbally present content to classmates.

SA:

Verbally present content to classmates.

Students will verbally present information pertaining to their topic. ASSIGN: Prepare for test on customer relations (Date to be determined)


PU: Monitor and question students on topics presented.

OBJ: Verbally

present content to classmates.

EQ: Am I speaking clearly and loudly enough

for students to hear?

Oct 26

43 LT: Verbally present content to classmates. SA:

Verbally present content to classmates. Students will verbally present information pertaining to their topic.

ASSIGN: Prepare for test on customer relations (Date to be determined)



OBJ: Verbally present content to

classmates. EQ: Am I

speaking clearly and loudly enough



Oct

27

44 LT: Verbally present content to classmates.

SA:





OBJ: Verbally

present content to classmates. EQ: Am I

speaking clearly and loudly enough


Oct 28

Half

45 LT: Verbally present content to classmates. SA:





OBJ: Verbally present content to

classmates. EQ: Am I

speaking clearly and loudly enough for students to

hear?

Nov 1

46 LT: Pass test on customer relations and rapport. SA: Complete test on customer relations and rapport. Complete pre assessment for interpersonal skills.

PU: Monitor students as they test.

OBJ: Pass test on customer relations and rapport.



Nov

2

47 Curriculum Map = Business Etiquette & Protocol

https://web1.asd.k12.pa.us/CURRICULUM/MAPS/Secondary/Business%20Education%20Department/Career_Essentials.pdf

LT: Explain and provide examples for business etiquette.

SA: Students will learn proper etiquette for opening office and car doors, walking on sidewalks, giving up seats, and corporate dress. Explain and provide examples for business etiquette. Students will finish customer relations test.

Students will learn proper etiquette for opening office and car doors, walking on sidewalks, giving up seats, and corporate dress, pages 1-5, 9-10. (Verbal info)

BOOK: Business Etiquette and Protocol – teacher only PU: Question students on various business scenarios to determine their actions.

OBJ: Explain and

provide examples for

business etiquette.

EQ: What is the

proper etiquette for

opening doors?

What is the proper

etiquette for walking

on sidewalks?

What is the proper

etiquette for giving

up

seats?

What is appropriate

for corporate dress?

What attire is

appropriate for

casual days?




Nov

3

48 LT: Read, interpret, determine positive or negative result, and provide

suggestion to correct situation for scenarios. SA:

Read, interpret, determine positive or negative result, and provide

suggestion to correct situation for scenarios. Students will read a variety of scenarios, interpret the meaning,

determine the outcome, and provide suggestion to correct situation for each scenario.

BOOK: Customer Relations & Rapport PU: Monitor students as they read and describe meaning of scenarios.

OBJ: Read,

interpret, determine positive or negative result,

and provide suggestion to

correct situation for scenarios. EQ: What did I

learn from scenario?

What is the best way to act in the workplace?

Nov 4

49 LT: Read, interpret, determine positive or negative result, and provide suggestion to correct situation for scenarios.

SA: Read, interpret, determine positive or negative result, and provide

suggestion to correct situation for scenarios.

Students will read a variety of scenarios, interpret the meaning, determine the outcome, and provide suggestion to correct situation for

each scenario.

BOOK: Customer Relations & Rapport PU: Monitor students as they read and describe meaning of scenarios.

OBJ: Read, interpret,

determine positive or negative result, and provide

suggestion to correct situation

for scenarios. EQ: What did I

learn from scenario? What is the best

way to act in the workplace?


Nov

7

50 LT: Properly introduce and interact with people.

SA: Explain and provide examples for business etiquette. Students will learn proper etiquette for opening office and car doors,

walking on sidewalks, giving up seats, and corporate dress, pages 1-5, 9-10. (Verbal info)

Explain how to make introductions and interact with people, pages 15-

21. (Verbal info)

Video: How to Introduce People (02:59)

http://www.videojug.com/film/how-to-introduce-people

Thing One and Thing Two (00:30) or (01:00)

https://www.youtube.com/watch?v=lLvhrj6IPCI or

https://www.youtube.com/watch?v=9CgdW15iLNk

BOOK: Business Etiquette and Protocol – teacher only PU: Question students and practice some role playing activities to indicate

knowledge of introductions and small talk.

OBJ: Properly

introduce and interact with

people. EQ: What is the proper

way to introduce people?

What are appropriate topics for small talk?


https://www.youtube.com/watch?v=lLvhrj6IPCI

https://www.youtube.com/watch?v=9CgdW15iLNk


Nov

8

51 LT: Explain and provide examples of proper dining etiquette.

SA: Properly introduce and interact with people.

Explain how to make introductions and interact with people, pages

15-21. (Verbal info)

Video: How to Introduce People (02:59)


Explain ways to remember names, shake hands, and make small talk, pages 15-21.

Students will learn dining etiquette relating to arrival, napkin usage, place setting, ordering, communicating with server, and paying tab, 41-

49.

BOOK: Business Etiquette and Protocol – teacher only

PU: Question students and practice role playing activities to indicate knowledge of proper dining etiquette.

OBJ: Explain

and provide examples of

proper dining etiquette.

EQ: What is proper dining

etiquette? How do you

order from a menu?

Who is

responsible for paying the

tab?



Nov

9

52 LT: Demonstrate proper etiquette for a variety of business situations.

SA: Properly introduce and interact with people; in addition, explain and

provide examples of proper dining etiquette.

Students will learn dining etiquette relating to arrival, napkin usage, place setting, ordering, communicating with server, and paying tab, 41-

49 Properly dress, treat others with courtesy, introduce and interact with

people.

Students will learn how to make introductions, remember names, shake hands, and make small talk, pages 15-21. Test: http://sbinfocanada.about.com/library/bizetiquettequiz/bletiquettequiz1.htm

Video: http://www.youtube.com/watch?v=0OYIxkltkaY&app=desktop (03:00)

Websites:

12 Business Etiquette Tips to Improve Manners https://www.americanexpress.com/us/small-business/openforum/articles/business-

etiquette-12-tips-to-improve-manners/

Handshake: http://etiquette.about.com/od/Professional-Etiquette/tp/7-Tips-On-Proper-

Handshake-Etiquette.htm

Video: http://www.youtube.com/watch?v=gK3I_NcXzWc (01:22)

BOOK: Business Etiquette and Protocol – teacher only PU:

OBJ: Demonstrate

proper etiquette for a variety of business

situations. EQ: How do I

properly introduce people? What is proper

dining etiquette? How can I make

small talk?

http://sbinfocanada.about.com/library/bizetiquettequiz/bletiquettequiz1.htm

http://www.youtube.com/watch?v=0OYIxkltkaY&app=desktop

https://www.americanexpress.com/us/small-business/openforum/articles/business-etiquette-12-tips-to-improve-manners/

https://www.americanexpress.com/us/small-business/openforum/articles/business-etiquette-12-tips-to-improve-manners/

http://etiquette.about.com/od/Professional-Etiquette/tp/7-Tips-On-Proper-Handshake-Etiquette.htm

http://etiquette.about.com/od/Professional-Etiquette/tp/7-Tips-On-Proper-Handshake-Etiquette.htm

http://www.youtube.com/watch?v=gK3I_NcXzWc


Nov

10

53 LT: Explain and provide examples of proper dining etiquette.

SA:

Explain and provide examples of proper dining etiquette

Students will learn dining etiquette relating to arrival, lateness, place setting, ordering, communicating with server, paying tab,

drinking, and disastrous mishaps, pages 41-58

Use file:

BOOK: Business Etiquette and Protocol – teacher only PU: Question students and practice role playing activities to indicate

knowledge of proper dining etiquette.

OBJ: Explain

and provide examples of

proper dining etiquette.

EQ: What is proper dining

etiquette? How do you

order from a menu?

Who is

responsible for paying the

tab?


Nov

14

54 LT: Explain and provide examples of proper dining and drinking

etiquette. SA:

Explain and provide examples of proper dining and drinking etiquette

Students will learn dining and drinking etiquette, pages 51-58. Main Course:

http://www.youtube.com/watch?v=0NOiaC3A1uw (06:05) Explain differences between American and European styles of dining.

Emily Post, Table Manners: http://www.youtube.com/watch?v=fSaMtjRmpqM (10:00)

Use file:

BOOK: Business Etiquette and Protocol – teacher only PU:

OBJ: Explain and

provide examples of

proper dining and drinking

etiquette. EQ: Am I using

proper dining etiquette? What

is American Style of eating? What

is European Style

of eating?

http://www.youtube.com/watch?v=0NOiaC3A1uw

http://www.youtube.com/watch?v=fSaMtjRmpqM


Nov

15

55 LT: Locate and summarize an article relating to professional image. SA:

Locate and summarize an article relating to professional image.

Students will use the Internet, locate an article, and summarize article on professional image.

BOOK: Professional Image PU: Monitor students as they locate, summarize, and reflect on article.

OBJ: Locate and

summarize an article relating to

professional image.

EQ: Does article relate to

professional image? How can

I relate article to real-world

connection?


Nov

16

56 Curriculum Map: Professional Image


LT: Explain concept, attributes, importance, and effects of professional image. SA: Students will describe attributes of professional image and appearance,

manners and etiquette, and importance of first impressions, pages 1-8. Explain concept, attributes, importance, and effects of professional

image.

Students will describe attributes of professional image and appearance, manners and etiquette, and importance of first impressions, pages 1-8.

Book: Professional Image

PU: Question students on professional image and appearance.

OBJ: Explain

concept, attributes, importance, and

effects of professional

image. EQ: What is the concept of a

professional image?

What are the specific attributes of

a professional image?

What is the importance and significance of a

professional image?

What are the effects of a professional

image on self-confidence?




Nov

17

57 LT: Explain concept, attributes, importance, and effects of professional image.

SA: Students will describe attributes of professional image and appearance, manners and etiquette, and importance of first impressions, pages 1-8.

Explain concept, attributes, importance, and effects of professional

image. Students will describe attributes of professional image and appearance,

manners and etiquette, and importance of first impressions, pages 1-8.


PU: Question students on professional image and appearance.

OBJ: Explain

concept, attributes, importance, and

effects of professional

image. EQ: What is the concept of a

professional image?

What are the specific attributes of

a professional image?

What is the importance and significance of a

professional image?

What are the effects of a professional

image on self-confidence?


Nov

18

58 Curriculum Map = Professional Image

LT: Explain concept of professional image and discuss professional appearance.

SA: Discuss professional image—importance, effect, and development, pages

1-8.

Discuss professional image pertaining to grooming, hairstyles, nails,

makeup, exercise, nutrition, and more, pages 11-22.

PU: Question students on topic.

OBJ: Describe a

professional image. EQ: What is

professional image?

What is included in professional image?

Nov 21

59 LT: Learn how to tie scarves and ties. SA:

Learn how to tie scarves and ties.

Students will learn how to tie scarves and ties.


PU: Demonstration of tying a scarf and tie.

OBJ: Learn how to tie scarves and ties.

EQ: How many different ways can

I tie a scarf and tie? Why do I need to

learn to tie a scarf and tie?


Nov

22

60 LT: Provide examples of professional dress and wardrobe management.

SA: Provide examples of professional dress and wardrobe management.

Discuss professional dress for men and women, pages 25-41. Explain wardrobe assessment, planning, and purchasing, pages 45-58

Use website to determine color palette for purchasing wardrobe and coordinating makeup and attire.



OBJ: Provide

examples of professional dress and wardrobe

management. EQ: What is

appropriate professional dress for men and

women in the workplace?

What accessories are appropriate to wear in the

workplace environment?

How do you assess your wardrobe?

Nov 23

61 LT: Learn interesting facts relating to Thanksgiving. SA:

Learn interesting facts relating to Thanksgiving.

Students will use the Internet and learn facts relating to Thanksgiving.

Students who need to finish work can complete it. Be sure they save files in their Z drive!!!!

PU: Monitor students as they complete assignment.

OBJ: Learn

interesting facts relating to

Thanksgiving. EQ: What facts

did I learn about Thanksgiving?


Nov

29

62 LT: Provide examples of professional dress and wardrobe management.

SA: Provide examples of professional dress and wardrobe management.

Discuss professional dress for men and women, pages 25-41. Explain wardrobe assessment, planning, and purchasing, pages 45-58

Wardrobe Planning Video (2:35) -

http://m.youtube.com/watch?v=7ErJ_gcBmxo&desktop_uri=%2Fwatch%3Fv%3D7ErJ_

gcBmxo

Image Consultant Video (3:15) –

http://m.youtube.com/watch?v=Jk-mUDBkWoI

Color Analysis Video (5:58) -

http://m.youtube.com/watch?v=9uMRVLIj7yc

Color test – determine personal color

http://www.newstartat40.com/categories-2/4-season-color-analysis/

What Colors Work for You Video (15:02) - watch at home

http://m.youtube.com/watch?v=Frjw4SX1S-4

Color Analysis from Pinterest -

http://www.pinterest.com/skdlugosh/all-types-color-analysis/



OBJ: Provide

examples of professional

dress and wardrobe

management. EQ: What is

appropriate professional

dress for men and women in

the workplace?

What accessories are appropriate

to wear in the workplace

environment? How do you

assess your wardrobe?

http://m.youtube.com/watch?v=7ErJ_gcBmxo&desktop_uri=%2Fwatch%3Fv%3D7ErJ_gcBmxo

http://m.youtube.com/watch?v=7ErJ_gcBmxo&desktop_uri=%2Fwatch%3Fv%3D7ErJ_gcBmxo

http://m.youtube.com/watch?v=Jk-mUDBkWoI

http://m.youtube.com/watch?v=9uMRVLIj7yc

http://www.newstartat40.com/categories-2/4-season-color-analysis/

http://m.youtube.com/watch?v=Frjw4SX1S-4

http://www.pinterest.com/skdlugosh/all-types-color-analysis/


Nov

30

63 Curriculum Map: Interview Styles & Strategies


LT: Identify purpose of interview and list interview myths and truths. SA:

Identify purpose of interview and list interview myths and truths. Bell Ringer: List questions you were asked during your interview or

expect to be ask during an interview.

Discuss interview purpose, process, and the myths and truths of interviewing, pages 1-10

Book: Interview Styles and Strategies

PU: Question students on topic and provide examples.

OBJ: Identify

purpose of interview and list interview myths

and truths. EQ: What is the

purpose of an interview? What is the

process of an interview?

What are some myths about interviews?

What are some frequently asked

questions during an interview?

Dec 1

64 LT: Answer frequently asked interview questions and identify interviewing styles.

SA: Answer frequently asked interview questions and identify interviewing

styles.

Read and answer the twenty-five frequently asked interview questions,

pages 13-24. Answer questions 1-21.


PU: Monitor students as they answer interview questions and question

students on various interview styles and structures.

OBJ: Answer frequently asked

interview questions and

identify interviewing styles.

EQ: What are the frequently asked

interview questions?




Dec

2

65 LT: Answer frequently asked interview questions and identify interviewing

styles. SA:

Answer frequently asked interview questions and identify interviewing

styles.

Read and answer the twenty-five frequently asked interview questions, pages 13-24.

Answer questions 1-21.


PU: Monitor students as they answer interview questions and question

students on various interview styles and structures.

OBJ: Answer

frequently asked interview questions and

identify interviewing

styles. EQ: What are the frequently asked

interview questions?

Dec

5

66 LT: Locate, summarize, and reflect on interview article.

SA:

Locate and summarize an article relating to interviews.

Use the Internet, locate an article, and summarize article on interviews.


PU: Monitor students as they locate, summarize, and reflect on article.

OBJ: Locate,

summarize, and reflect on

interview article. EQ: Does my article relate to

interviews? How does article

pertain to real-world connections?


Dec

6

67 LT: Identify interview methods and purpose of interview.

SA: Identify interviewing styles. Identify interview methods and purpose of interview.

Discuss interviewing styles, purposes, formats, and structures, pages 25-34.


PU: Question students on interview methods and purpose.

OBJ: Identify

interview methods and purpose of interview.

EQ: What are the different types of

interview styles? How is the interview

structured? How do you act during

an interview?

Dec 7

68 LT: Describe strategies for planning, preparing, and practicing for interviews. SA:

Describe strategies for planning, preparing, and practicing for interviews.

Students will determine ways to plan, prepare, and practice for an interview.

o Identify what employers want, necessary documentation, right image, right answers, and more, pages 35-52.


PU: Question students on topics.

OBJ: Describe strategies for planning,

preparing, and practicing for

interviews. EQ: How do I plan for an interview?

How do know if you fit with the

company? What image do I portray?

How do I impress an interviewer?

How do I properly express myself?


Dec

8

69 LT: Determine how to organize resume and content to include in personal

resume and create electronic resume. SA:

Determine how to organize resume and identify content to include in

personal resume.

Explain organization of resume and how to prepare a resume. Look at various resume samples online.

Demo:

Files Needed:

Students will answer questions to assist in forming a resume.


PU: Assist and monitor students as they create resume.

OBJ: Create

electronic resume.

EQ: How will I organize my

resume? Am I using action

verbs to explain job

responsibilities? Is the content on

my resume

correct and true?


Dec

9

70 LT: Determine layout and content for resume and add content to include

heading and objective. SA:

Determine layout and content for resume and add content to include

heading and objective. Explain how to format resume.

Students will look at various resume samples online. Students will add content to their resume.

Files Needed:

Book: Interview Styles and Strategies PU:

OBJ: Determine

layout and content for resume and add content to

include heading and objective.

EQ: How to want to organize my

resume? How should I

separate content in heading? What is my

objective?


Dec

12

71 LT: Edit electronic resume.

SA: Students will add content to their resume. Determine layout and content for resume and add content to include

heading, objective, work experience, activities, and other.

Students will add content to their resume.

Files Needed:

Book: Interview Styles and Strategies PU: Monitor and assist students as they edit resume.

OBJ: Edit

electronic resume.

EQ: Does my resume contain

accurate and correct

information?


Dec

13

72 LT: Edit electronic resume.

SA: Add content to and edit resume. Students will add content to and edit their resume.

Files Needed:

Book: Interview Styles and Strategies PU: Monitor and assist students as they edit resume.

OBJ: Edit

electronic resume.



information?


Dec

14

73 LT: Edit and finalize electronic resume.

SA: Add content to and edit resume. Students will add content to, edit, proofread, and finalize their resume.

Files Needed:

Book: Interview Styles and Strategies PU: Monitor and assist students as they edit and finalize resume.

OBJ: Edit and

finalize electronic resume.



information?

Dec 15

74 LT: Create reference sheet. SA:

Create reference sheet.

Students will key references in appropriate format Files Needed:


PU: Monitor and assist students as they key references.

OBJ: Create reference sheet.

EQ: Does my reference page

contain accurate and correct

information?


Dec

16

75 LT: Identify components of application letter and key one for a particular

position. SA:

Identify components of application letter and key one for a particular

position.

Explain the components of the application (cover) letter. Students will key an application letter for a particular position using

appropriate format.

Files Needed:


PU: Monitor and assist students with application letter.

OBJ: Identify

components of application letter and key one for a

particular position. EQ: What are the

components of an application letter? Do I need to write

an application letter?

What is another name for an application letter?


Dec

19

76 LT: Key application letter for a particular position.

SA: Key an application (cover) letter for a particular position. Students will key an application letter for a particular position using

appropriate format.

Files Needed:


PU: Monitor and assist students with application letter.

OBJ: Key

application letter for a particular position.

EQ: Why do I use a certain format?

What components are needed in letter?


Dec

20

77 LT: Locate a job application form and complete it properly.

SA: Finalize an application (cover) letter for a particular position and fill out a

job application form.

Students will finish keying an application letter for a particular position using appropriate format.

Files Needed:

Locate a job application form and complete it properly.

Students will use the Internet to locate a job application form; fill out the form completely, using N/A if not applicable; and use a blue or black ink

pen if completing a paper application. Book: Interview Styles and Strategies PU: Monitor and observe students as they fill out application form.

OBJ: Locate a job

application form and complete it properly.

EQ: Where do I want to be

employed? Which job application form

do I complete?

Dec 21

78 LT: Locate a job application form and complete it properly. SA:

Locate a job application form and complete it properly. Students will use the Internet to locate a job application form.

Form is to be filled out completely o Use N/A if not applicable

o Use a blue or black ink pen if completing a paper application Book: Interview Styles and Strategies

PU: Monitor and observe students as they fill out application form.

OBJ: Locate a job application form

and complete it properly.

EQ: Where do I want to be

employed? Which job application form

do I complete?


Dec

22

79 LT: Identify components of a thank-you letter and key a simulated one from

an interview. SA: Explain the components of a thank-you (follow-up) letter.

Identify components of a thank-you letter and key a simulated one from an interview.

Explain the components of a thank-you (follow-up) letter. Students will key a thank-you letter to a particular person from a

simulated interview.


PU: Monitor and assist students with thank-you letter.

OBJ: Identify

components of a thank-you letter and key a

simulated one from an interview.

EQ: Why do I need to write a thank-you letter?

What are other names for a

thank-you letter?

Dec 23

80 LT: Edit, finalize, and print application letter and thank you letters. SA: Students will edit, spell check, proofread, and print application letter and thank you letter.

Edit, finalize, and print application letter and thank you letters. Students will edit, spell check, proofread, and print application letter and

thank you letter. Book: Interview Styles and Strategies

PU: Monitor and assist students while they edit letters.

OBJ: Edit, finalize, and print application letter

and thank you letters

EQ: Does my letter

follow proper

format? Did I use

paragraphs in letter?


Jan

3

81 LT: Research a prospective employer to obtain information about company.

SA: Research a prospective employer to obtain information about company. Students will research a prospective employer and obtain various

information about the company. Students will answer questions, search the Internet, and visit company

website to obtain information, page 185.

PU: Monitor and question students about employers.


OBJ: Research a

prospective employer to obtain information about

company. EQ: Why do I

need to research a company? Which questions

do I ask?


Jan

4

82 LT: Research a prospective employer to obtain information about company.

SA: Research a prospective employer to obtain information about company. Students will research a prospective employer and obtain various

information about the company. Students will answer questions, search the Internet, and visit company

website to obtain information, page 185. Finish any incomplete assignments.

PU: Monitor and question students about employers.


OBJ: Research a

prospective employer to obtain information about

company. EQ: Why do I

need to research a company? Which questions

do I ask?

Jan 5

83 LT: Describe steps to help jump start a new job. SA:

Describe steps to help jump start a new job. Students will evaluate and describe steps of a new job. Students will explain terms of job offer, negotiation process, dress code,

supervisor, orientation, and coworkers, pages 212-219. Book: Entering the World of Work

PU: Monitor and question students on job process.

OBJ: Describe steps to help jump

start a new job. EQ: What are terms?

Why is orientation needed?

Why do I need to know supervisor and coworkers?


Jan

6

84 LT: Determine pay and benefits of a job.

SA: Determine pay and benefits of a job. Students will determine the net job benefits of a job, pages 223-229.


PU: Ask students the criteria for benefits and how to determine net job benefits.

OBJ: Determine

pay and benefits of a job. EQ: What are

benefits? How are wages

paid to employees?

Jan 9

85 LT: Determine pay and benefits of a job. Fill out a time sheet. SA:

Fill out a time sheet. Explain process of filling out time sheets or clocking in and out for a job.

Students will fill out a time sheet for job. Follow guide on page 226.


PU: Ask students the criteria for benefits and how to determine net job benefits.

OBJ: Determine pay and benefits

of a job. EQ: What are

benefits? How are wages paid to

employees? How do I fill out a

time sheet? What is a time sheet?


Jan

10

86 LT: Fill out a time sheet and identify ways to work well with others.

SA: Students will explain ways to work well with others, pages 260-267. Fill out a time sheet. Explain process of filling out time sheets or clocking in and out for a job.

Students will fill out a time sheet for job. Follow guide on page 226.

Identify and describe ways to communicate well with others.

Students will explain ways to work well with others, pages 260-267. Students will describe ways to communicate with others, pages 269-275.


PU: Monitor and assist students with activity to work well with others.

OBJ: Fill out a

time sheet. Identify ways to work well with

others. EQ: What can I do

to work well with others?


Jan

11

87 LT: Identify and describe safety basics in the workplace.

SA: Identify and describe safety basics in the workplace. Students will identify and describe safety basics in the workplace, pages

236-252.

Identify and explain W4 and W2 forms and complete a 1040 EZ form.

Students will identify and describe sections of W4 and W2 forms, pages 317-321.

W4: http://www.rapidtax.com/blog/breakdown-w-4-allowances/#.VKrMCCvF8rU

1040EZ Sample - http://www.classroomtools.com/1040ez.pdf

1040EZ Instructions:

http://taxhow.net/articles/1040ez-step-by-step-guide

1040EZ Wiki Directions:

http://www.wikihow.com/Fill-Out-a-US-1040EZ-Tax-Return

1040EZ Video: https://www.youtube.com/watch?v=52QVzOUXQ34


PU: Monitor and assist students with activity pertaining to safety in the workplace.

OBJ: Identify and

describe safety basics in the workplace.

EQ: What are the safety basics in

the workplace?

http://www.rapidtax.com/blog/breakdown-w-4-allowances/#.VKrMCCvF8rU

http://www.classroomtools.com/1040ez.pdf



https://www.youtube.com/watch?v=52QVzOUXQ34


Jan

12

88 LT: Pass final exam and complete a 1040 EZ form.

SA: Pass final exam.

Complete a 1040 EZ form.

W4: http://www.rapidtax.com/blog/breakdown-w-4-allowances/#.VKrMCCvF8rU

1040EZ Sample - http://www.classroomtools.com/1040ez.pdf

1040EZ Instructions:


1040EZ Wiki Directions:


1040EZ Video: https://www.youtube.com/watch?v=52QVzOUXQ34

Book: Entering the World of Work PU: Monitor students as they test. Assist students in completing 1040 EZ form.

OBJ: Pass final

exam and complete a 1040 EZ form.


Can I complete a 1040 EZ by myself?

Jan 13

Half

89 LT: Clean out Z Drives. SA: Clean out Z Drives.

PU: Monitor students as they delete files.

OBJ: Clean out Z drive.

EQ: Did I delete files?

Jan 17

90

Other Work

http://www.rapidtax.com/blog/breakdown-w-4-allowances/#.VKrMCCvF8rU

http://www.classroomtools.com/1040ez.pdf



https://www.youtube.com/watch?v=52QVzOUXQ34


LT: Create a budget and fill out a check register.

SA: Students will create a budget, page 337. Students will explain and checking accounts and fill out a check register,

pages 345-349. PU: Monitor and assist students with budget and check register.


OBJ: Create a

budget and fill out a check register. EQ: Why should I

create a budget? What items are

listed on a budget? What is a check register?

Why should I enter all transactions in

the check register?

LT: Finish incomplete work, clean out and organize Z drive. SA: Students will finish incomplete work.

Students will organize and clean out Z drive. PU: Monitor and assist students.

OBJ: Finish incomplete work, clean out and

organize Z drive. EQ: Is my work

finished and submitted? Which files can I

delete? How should my folders

be organized?

Sub Work:


LT: List and describe various characteristics of new employees to ensure

career success. SA: Students will utilize the Career Success for Newbies website,

http://www.career-success-for-newbies.com/, and write the guidelines, advice, or tips for each category.

PU: Monitor and assist students while they identity career success for new employees.

OBJ: List and

describe various characteristics of new employees to

ensure career success.

EQ: What are characteristics a new employee

should desire or have?

What characteristics aid in career success?

LT: Calculate pay amount using Excel. SA: Students will calculate gross pay using Excel.

PU: Monitor and assist students with calculating amounts.

OBJ: Calculate pay amount using

Excel. EQ: Why use

Excel to calculate pay amounts? Why do I need to

know how to calculate gross

pay?

http://www.career-success-for-newbies.com/


Curriculum Map: Team Dynamics

LT: Identify and describe team roles, stages of team development, and

ways to treat other professionally. SA: Students will answer questions relating to teamwork, pages 24-33.

PU: Monitor and assist students with questions.

Book: Team Dynamics

OBJ: Identify

team roles, stages of team development, and

ways to treat other

professionally. EQ: What are advantages of

teamwork? What are challenges

that face today's businesses? What are the

typical team roles?

What are the four stages in team development?

How do you treat others

professionally?

LT: Identify and describe traits of a good team player.

SA: Students will answer questions relating to teamwork, pages 33-36. PU: Monitor and assist students with questions.

Book: Team Dynamics

OBJ: Identify and

describe traits of a good team player. EQ: What are

traits of a good team player?

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