K-12 Blended and Online Learning

Name of Unit/Course: Online Unit Design

Overall Unit Information (Required for MOOC participants)

SelfCheck

Unit or Course
Goal(s)

See A1

In this unit students will learn about key concepts in the area of Communication. They will gain experience
in the specific area areas of giving and receiving effective feedback, delivering effective oral
communication, demonstrating an awareness of verbal and non-verbal cues, and writing purposeful
organized block style business letters.
This unit will use the fully online model.

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K-12 Blended and Online Learning

Standards

Name of standards: Georgia Performance Standards

Link to standards:
https://www.georgiastandards.org/standards/Georgia%20Performance%20Standards%20CTAE/BCS_grad
e8.pdf
Location information: P.B. Ritch Middle School
Grade/Year: 8th (roughly 13-14 years old)
Subject: Business and Computer Science
Standard (as written):

See A2

MSBCS-BCSIII-2: The students will demonstrate effective communication skills used to succeed in the
business world.
a) Verbal Communication
b) Written communication
c) Bridging cultural differences and using differing perspectives to increase innovation and the quality of
work.
e) Differentiate between verbal and non-verbal
Name of standards: ISTE Standards for Students
Standard 1 Creativity and innovation: Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
Standard 2 Communication and Collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning and contribute
to the learning of others.
Learner
Characteristics

These learners are 8th graders at P.B. Ritch Middle School located in Dallas, Ga. The school itself is
considered a Title 1 school. 54% of our population at P.B. Ritch Middle School receives free or reduced
lunch. Our racial demographics are 44% white, 43% African American, 2% Asian, 7% Hispanic, and 4%
mixed race. We have a transient population but above average attendance compared to other middle
schools in our county.

Lokey-Vega (2014)

See B1

K-12 Blended and Online Learning

Technology
requirements

Students do need to have the following tools at their disposal to take this course.

See D5

1. Home Internet Connection

2. Personal Computer: Desktop or Mobile Laptop
3. Webcam
4. Headphone with microphone (recording equipment)
5. Smart Phone
6. Edmodo Account
7. Gmail Account
8. Keyboard, mouse, speakers
9. Computer operating system Windows 7 or newer
10. Microsoft Office Applications 2010 or newer (Word, PowerPoint, Publisher, Excel)
11. Java, Flash, QuickTime updates installed.
12. Firefox Updated browser
13. Optional: Video Camera
*If you have technical problems that cannot be solved by yourself or your learning coach, contact Mr. CW
through email and he will set up a phone call to walk your learning coach through trouble shooting the
problem.
Prerequisite
Skills

*8th grade reading and writing proficiency (differentiation and accommodations provided)

See A4
& D6

*Safe and effective Internet research and navigation (information literacy skill)
*PC computer use
*Students that have not taken Business and Computer Science in 6 th or 7th grade most likely have not been
provided with proficient learning experiences with many of the Microsoft Applications and keyboarding
techniques that are a prerequisite of this class. If a student finds themselves lacking in one of these areas
please make Mr. CW aware so suggestions for remediation and extension in those areas can be provided.
Some suggestions for improving in the areas of:
*Keyboarding- www.Typing.com and www.Nitrotype.com
*Microsoft Applications- www.ribbonhero.com

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K-12 Blended and Online Learning

Introductory
Communication
Plans

Students are expected to participate in daily discussion posts and complete a unit reflection in the form of a
vlog or podcast to be uploaded to the class blog. Students are responsible for replying to a minimum of 3
classmates discussion posts per day and at least 1 of their classmates unit reflection vlogs/podcasts.
Each student is expected to return direct messages sent by Mr. CW within 1 day. Teacher will respond to
any direct messages received from students within 1 day as well. Students are expected to follow all
communication rules outlined in the syllabus and taught at the beginning of the semester.

See A4
B9 &
B10

Universal
Design
Principles
Considered

Multiple means of representation: web quests, websites, videos, screencasts, news articles, guest
speakers

See B4

Multiple means of action and expression: quizzes, vlogs, podcasts, active learning projects, reflection
posts, video presentations, summative assessments
Multiple means of engagement: polls, surveys, discussion posts, face to face discussion, webcams,
student created rubrics

Number of
Modules or
Weeks

This will be a 3-week online unit. Students will access course content and exercise/project materials via
Edmodo from home and in class. This will be a self-paced unit; however, students will be given access to a
new module each Monday. Early finishers will be encouraged to participate in extension activities with their
extra time. Each weeks module assignments will be due the following Monday morning.

Lokey-Vega (2014)

See A3

K-12 Blended and Online Learning

Module 1 Plan (Note: module and lesson used interchangeably) (Required for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Giving and receiving feedback effectively and politely is an integral part of bridging cultural
differences and allows both communicators to share their ideas and perspectives.
Students will learn how to give and receive feedback to their peers and will demonstrate
mastery of these skills by scoring an 80% or higher on the Giving and Receiving Feedback
Rubric.

Module
Assessment(s)

1. Online Quiz about effective ways to give and receive feedback.

2. Effective Feedback Video/Podcast

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will meet for an online synchronous session to discuss this weeks
activities. Students will be introduced the module topic and will what they already
know about giving and receiving effective feedback. We will discuss the importance
of successful feedback. Students may ask questions regarding this weeks
activities.
2. Students will download and view the Giving and Receiving Feedback PDF.
3. Students will read the online article Youve Been Doing a Fantastic Job. Just One
Thing by Alina Tugend. Students will create and add an original discussion post
referencing the pdf and article and responding to the following discussion prompt.
What ideas stuck out to you in the readings in regards to giving and receiving
feedback? How do you prefer feedback? What were your thoughts about the NY
Times article that suggested people in our society lack the skills to give and receive
effective feedback?
4. Students will watch the YouTube video Effective Feedback for Improving
Performance by the San Antonio Business Leadership Academy.
5. Students will plan, create, and post their own video/podcast/screencast about giving
and receiving effective feedback. They can pull their thoughts and ideas from any
of the sources we used in this unit.
6. Students will respond in writing to at least three peer videos using their Effective
Feedback Video/Podcast/Screencast Rubric.
7. Student will post an original blog discussing what they learned in this module and
how they will put it to good use when giving and receiving feedback in the future.

See A2 A3 B3 B4 &
B10

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K-12 Blended and Online Learning

Formative
Evaluation &
Feedback
Physical
Learning
Materials
Digital Learning
Objects

1.
2.
3.
4.
None

Plans for
Differentiation

Lokey-Vega (2014)

Participation in Synchronous Session Monday Morning from 10-11am.

Peer online discussion of module content and discussion prompt
Peer feedback for Effective Feedback video/podcast/screencast
Student Blog

See A3 C1 C3 & C5

See A3, A9, B1, B4,

& B6
Giving and Receiving Feedback PDF
Online Article- Youve Been Doing a Fantastic Job. Just One Thing ...(Alina Tugend)
http://www.nytimes.com/2013/04/06/your-money/how-to-give-effective-feedbackboth-positive-and-negative.html?_r=0
Tips on Giving and Receiving Feedback pdf
Effective Feedback for Improving Performance by the San Antonio Business
Leadership Academy https://www.youtube.com/watch?v=MUN2SETIT4s
Screencast describing how to use Vocaroo and Jing
Giving and Receiving feedback video/podcast/screencast Assignment
Effective Feedback Video/Podcast/Screencast Rubric

See A3, A9, B1, B4,

& B6

The synchronous session will be recorded and made available for later review.
Additional teacher phone calls and support will be available for students who
struggle with any course content and/or requirements.
PDFs will be made into short video presentations with audio for students with limited
English proficiency or below grade level reading ability.
An outline with unit highlights will be available for students with IEP
accommodations.

See B1 B4 & B6

K-12 Blended and Online Learning

Module 2 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Students will demonstrate their mastery over the differences between the 4 types of
speeches (Chronological, persuasive, and informational, and impromptu) that are
predominant in the business environment with a minimum of 80% on an independent quiz.
Students will demonstrate effective verbal and nonverbal communication skills used in the
business world by preparing for and giving one of three types of presentations
(Chronological, persuasive, and informational) that is to be recorded via webcam or
camera and then uploaded for peer review. Students must receive a minimum score of
80% on the oral presentation rubric. Students may choose to combine more than one type
of speech if they choose.
Students will be able to identify the type of speech presented by 3 of their classmates and
evaluate those speeches by providing their peers with useful and appropriate feedback
posted to the class blog.
Students will be able to effectively blog about their learning describing key concepts and
the impact of such concepts on their future.

Module
Assessment(s)

Lokey-Vega (2014)

1. Online Quiz about elements of speeches graded automatically with instant feedback
for students (answer key)
2. Oral Speech Presentation
3. Presentation Feedback for 3 Peers

See A2 A3 C1 C2 &
C5

K-12 Blended and Online Learning

Description of
Learning
Activities

1.

2.
3.

4.

5.
6.

7.
8.
9.
10.

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Students will meet for an online synchronous session where they will have the
opportunity to learn about this weeks activities, the 4 types of speeches, and play
an impromptu speech game with their peers.
Students will download and read types of nonverbal communication
Students will watch a YouTube presentation Eric Thomas - Secrets to Success.
This is a motivational/Persuasive speech; however, Mr. Thomas does add culturally
relevant informational content into his speech which does help his audience connect
with the speeches overall message.
Students will add an original post to the discussion post and respond to three peers.
The discussion prompt will be: The video Eric Thomas- Secrets to Success
contains many great elements of a quality presentation. What parts of the
presentation interested you and why? What thoughts motivated you? What types
of non-verbal cues did Mr. Thomas use during his presentation?
Students will download and read through the Oral Communication pdf focusing on
the important concepts to consider when creating an effective speech.
Students will select a business related topic to design a speech around. This
speech may take the form of any of our 4 focuses except impromptu. Some ideas
for a business related speech include:

Describe why a current event in business is important to keep an eye on.

Companies that they believe would be good companies to invest and why?

Why do most businesses have a dress code of dress code?

Choose a successful entrepreneur and share their personal and business

history.

Considering the career field you would like to enter in the future, convince
others to join your field?
Students will design a speech following the 9 steps described in their PDF.
Students will practice and record their speeches using their personal webcams.
Students will post their speeches to the class blog and respond to 3 peer speeches
being sure to meet the elements of their Peer Speech Response Rubric.
Students will blog about their experience this week, describing what they learned
and how they believe it will assist them in the future.

See A2 A3 B3 B4 &
B10

K-12 Blended and Online Learning

Formative
Evaluation &
Feedback

1.
2.
3.
4.

Participation in Synchronous Session Monday Morning from 10-11am.

Peer online discussion of Eric Thomas Secrets to Success oral presentation
Peer feedback for video presentations
Student Blog

See A3 C1 C3 & C5

Physical
Learning
Materials

None

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

The synchronous session will be recorded and made available for later review.
Additional teacher phone calls and support will be available for students who struggle
with any course content and/or requirements.
PDFs will be made into short video presentations with audio for students with limited
English proficiency or below grade level reading ability.
An outline with unit highlights will be available for students with IEP accommodations.
All students will have choice of speech topics; however, those that struggle choosing a
topic will be assisted through email/phone conversation.

Lokey-Vega (2014)

Eric Thomas Secrets of Success video: https://www.youtube.com/watch?v=sl_kv-6-I_s

Peer Discussion Response Rubric
Oral Communication pdf/video presentation
Types of Nonverbal Communication and Body Language pdf/video presentation
Oral Presentation Rubric
Peer Speech Response Rubric

See B1 B4 & B6

K-12 Blended and Online Learning

Module 3 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Students will be able to successfully identify the different parts of a business letter with a
minimum of 80% accuracy.
Students will be able to demonstrate their knowledge and understanding of the key
components of both a business complaint letter with a minimum of 80% accuracy.
Students will be able to create and evaluate a business letter for possible effectiveness.
Students must score an 80% or better on the block style business letter rubric.

Module
Assessment(s)

Lokey-Vega (2014)

1. Online Quiz regarding parts of a business letter

2. Creation of a business letter.
3. Evaluation of three peers business letters.

See A2 A3 C1 C2 &
C5

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K-12 Blended and Online Learning

Description of
Learning
Activities

1. Students will meet for an online synchronous session to discuss this weeks
activities. Students will be introduced to the business letter format and the purposes
associated with writing a business letter. Students will discuss what they already
know about written communication and what they want to know about written
communication. Students may ask questions regarding this weeks activities.
2. Students will review the online article 22 Reasons to Write a Letter. Students will
then add an original post to the class discussion blog and respond to 3 of their
classmates. The discussion prompt will be People write letters for all sorts of
things. Why do you think the author, Sarah Winfrey, discusses how people may be
more impacted by a written letter than one sent through email? What types of
letters mentioned in the post do you feel are business related? Is there any other
reason you could think of to send a business related letter.
3. Students will review the basic components of a bock style business letter at
http://www.office.xerox.com/small-business/tips/business-letter/enus.html.
4. Students will complete the Rasonic Corporation Complaint assignment to gain
experience in formatting a business letter and learn what types of details need to be
included when trying to make a business aware of a complaint and your requested
solution. Students will have access to a template to assist them in writing this letter.
Students will turn this assignment into Edmodo for a formative grade.
5. Students will refer to the article 22 Reasons to Write a Letter and select a topic to
write a letter in business letter format. This letter will be mailed to the recipient
listed on the inside address to see if students gain a response or the senders
suggested action.
6. Students will post their business letters to the class blog. Students must respond to
3 other students blogs with appropriate feedback as outlined in their peer response
rubric.

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

1.
2.
3.
4.

See A3 C1 C3 & C5

Physical
Learning
Materials
Lokey-Vega (2014)

None

Participation in Synchronous Session Monday Morning from 10-11am.

Peer online discussion of 22 Reason to Write a Letter article.
Peer feedback for student choice business letters
Student Blog

See A3, A9, B1, B4,

& B6

11

K-12 Blended and Online Learning

Digital Learning
Objects

Plans for
Differentiation

Lokey-Vega (2014)

Online Article 22 Reasons to Write a Letter http://www.wisebread.com/22-reasons-towrite-a-letter (Sarah Winfrey)

Peer Discussion Response Rubric
Block style Business letter example: http://www.office.xerox.com/smallbusiness/tips/business-letter/enus.html
Personal Business Letter Rasonic Corporation Complaint Assignment
Personal Business Letter Rasonic Corporation Complaint Example
Block Style Business Letter Student Choice Assignment
Block Style Business Letter Rubric
Peer Response Rubric for Business Letter

The synchronous session will be recorded and made available for later review.
Additional teacher phone calls and support will be available for students who struggle
with any course content and/or requirements.
PDFs will be made into short video presentations with audio for students with limited
English proficiency or below grade level reading ability.
An outline with unit highlights will be available for students with IEP accommodations.
All students will have choice of business letter topics; however, those that struggle
choosing a topic will be assisted through email/phone conversation.

See A3, A9, B1, B4,

& B6

See B1 B4 & B6

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K-12 Blended and Online Learning

Module 4 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Module
Assessment(s)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

See A3 C1 C3 & C5

Physical
Learning
Materials

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

See B1 B4 & B6

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K-12 Blended and Online Learning

Module 5 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Module
Assessment(s)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

See A3 C1 C3 & C5

Physical
Learning
Materials

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

See B1 B4 & B6

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K-12 Blended and Online Learning

Module 6 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Module
Assessment(s)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

See A3 C1 C3 & C5

Physical
Learning
Materials

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

See B1 B4 & B6

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