LESSON EIGHT: Workplace Communication from Two Points of View
LESSON DESCRIPTION
This lesson focuses on writing for different purposes and audiences. The objective of this lesson is to compose text for a workplace communication that addresses the same topic from two different points of view using appropriate forms. Students create two memos on the same topic from two different points of view.
GRADE-LEVEL EXPECTATIONS ADDRESSED
W3E Compose texts
§ for a workplace communication (e.g., memo or letter) that includes summaries, directives, meeting minutes, and/ or complaints or concerns
§ that address the same topic from two points of view, using appropriate forms (e.g., interpret a school rule from the perspective of an adult and a student)
LESSON MATERIALS
o None
§ Supplies:
o Overhead or smart board
§ Handouts provided
o Checklists to evaluate memos
o Scoring guide self-assessment for memos
§ Words to Know
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o evaluate |
o author's purpose |
o analyze |
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o connotation |
o compare |
o contrast |
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o letter |
o points of view |
o workplace communication |
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o nonfiction |
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Students use a situation set for them to create two memos on the same topic from two different points of view Students use another set of checklists to determine what criteria are present in the memos they wrote. They then edit and review their memos as necessary and use a scoring guide to self-assess each memo.
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Technology Connections |
The teacher may use an overhead, Notepad, SmartBoard, etc., for this lesson. Student access to computers with a printer is desired but not necessary for creating workplace communications. |
LEARNING ACTIVITIES
1.
Introduce students to the concept
of (author’s) point of view by displaying on the overhead passages from two
different points of view. Read those to or with students. Students describe the
person whose point of view each passage expresses. Students tell what words in
the passage helped them determine the point of view and highlight those words in
each passage.
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Questions for Students |
What similarities are there in these two passages? What differences are there? What accounts for those similarities and differences?/Why do those similarities and differences exist? From whose point of view is each passage presented? What words in each passage help you determine whose point of view the passage expresses? |
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Strategy
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Although the Communication Arts Grade Level Expectations Glossary of Terms refers to point of view as first, second or third person, when considering point of view as it relates to writing, this lesson is concerned with from whose perspective the passage is written. |
2. Review memo format (this should be a review from sixth grade) with students while writing two memos on the board using the passages from the earlier exercise (see below) as a stimulus, thus creating two different viewpoints. One memo will be from the father’s point of view to the principal in support of the football program, and the other will be from the son’s point of view to the principal for the same purpose.
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Questions for Students |
What in each memo helps you identify the point of view expressed in it?
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Strategy |
See sample memo handout |
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Idea |
Textbooks (particularly business as well as some writing textbooks) and online resources have examples and explanations of various business communications, including memos. |
3. Distribute the worksheet with examples of three memos. Students read the three memos and use a separate checklist handout to determine what elements are present in each memo. Students then place each memo example number under the label that best fits the memo to verify that they understand the intent of each memo. Lead students in discussing their responses.
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Strategy
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Each student will need a copy of each of the various worksheets and two copies of the scoring guide used to self-assess the student-written memos. |
4. Formative Assessment. Students then use the situation set forth for them to create two memos on the same topic using two different points of view. Students use another set of checklists on handout to determine what elements are present in each memo they write. Students edit and revise their memos as necessary and then use a scoring guide handout to self-assess each of their memos.
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Strategy
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If using the computer to construct the student-written memos, the teacher will make computer arrangements prior to the assessment. The teacher should go over the directions on the worksheets with students to clarify their understanding. |
Passages expressing different points of view (Lesson Eight)
Passage 1
Football is a fantastic sport! It allows me to relax and hang out with my friends and helps keep me in shape for basketball season. On top of that, all the girls want to be seen with a football player!
Passage 2
I’m very pleased with what
football does for my son. It helps teach him discipline and organization, as he
has to manage practice, chores and homework. It also keeps him busy and out of
trouble.