CTE Externship Lessons: Communications and Event Management Created by teachers: Valerie Thornton and Raefani Green

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1 CTE Externship Lessons: Communications and Event Management Created by teachers: Valerie Thornton and Raefani Green This resource was created by Tennessee teachers who participated in teacher externships sponsored by the Tennessee Department of Education, Division of Career and Technical Education. Many of the resources within the activities may be specific to industries where teachers completed their externship. Teachers may opt to substitute resources from companies within their region for better local alignment. This resource is best for: Teachers of: Marketing and Management II Career Cluster: Marketing Option: Integrated with English III Addressing Standard(s): Marketing and Management II: 4, 5 Grade-Band Learning Objective: The goal of this activity is to develop a student s understanding of the functions of management. Students will experience the way communication skills work within business and demonstrate the importance of effective communication and management throughout the process of planning an event. This activity will allow students to demonstrate proficiency of Tennessee s Standards for Literacy in Technical Subjects along with CTE course standards. Texts Text 1: Etiquette Do s and Don ts Author: Emily Post, Edipedia Citation/Publication Information: " Etiquette Do s and Don ts." Emily Post, Etipedia. Emily Post Institute Inc., Burlington, Vermont, Web. 4 July Link: Text Complexity Analysis Quantitative: Lexile: 1070 Qualitative: This text is in an easy-to-read format, with clear and modern language and a conversational tone. Domain-specific vocabulary and academic vocabulary can be understood with contextual clues. Reader and Task: Text should be accessible and engaging for most high school students on or below grade-level reading. 1

2 Text 2: The Event Services Planning Guide Author: Music City Center, Event Services Citation/Publication Information: The Event Services Planning Guide. Event Services, Music City Center, Nashville, Tennessee, Web. 4 July Link: ter.com/files/media/mcc_planning_guide_new.pdf Text 3: Marketing Essentials Textbook (Chapter 11) Author: Lois Farese - Grady Kimbrell - Carl A. Woloszyk Citation/Publication Information: Lois Farese - Grady Kimbrell - Carl A. Woloszyk - Marketing Essentials - New York, NY - Glencoe/McGraw-Hill 2006 Quantitative: Lexile: 1290 Qualitative: This text's features, such as headings and graphics, help students understand content; the vocabulary is mostly familiar. The academic and domain-specific vocabulary used can be understood with contextual clues. Reader and Task: Those with a background in marketing may find the text more accessible. The purpose of the guide, combined with standard format and language, mean that high school students on or even below grade-level reading should be able to engage; however, close reading of may be necessary to understand vocabulary. Quantitative: Lexile: 1030 Qualitative: This text's features, such as headings and graphics, help students understand content; the vocabulary is mostly familiar. The academic and domain-specific vocabulary used can be understood with contextual clues. Reader & Task: Those with a background in marketing will find the text more accessible, as it is a marketing text. The use of sub/headings, bullet points, and bolded vocabulary words mean that high school students on grade-level reading should be able to engage; however, close reading of may be necessary to fully understand vocabulary. 2

3 Strand Grades ELA- Reading Standards for Informational Text: Key Ideas and Details Reading for Technical Subjects: Key Ideas and Details Reading for Technical Subjects: Integration of Knowledge and Ideas ELA-Writing Standards: Text Types and Purposes ELA-Writing Standards: Production and Distribution of Writing ELA/Literacy Standards addressed by task 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 3

4 ELA-Writing Standards: Research to Build and Present Knowledge Writing for Technical Subjects: Text Types and Purposes Writing for Technical Subjects: Production and Distribution of Writing Writing for Technical Subjects: Research to Build and Present Knowledge 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9. Draw evidence from informational texts to support analysis, reflection, and research. 4

5 Marketing and Management II Tennessee CTE Standards addressed by task 4) Discuss why all three functions of management (planning, organizing, and controlling) involve decision making and leadership. Describe the steps that should be included in the decision-making process. (TN Reading 2; TN Writing 2, 4, 9) 5) Demonstrate effective management skills by role-playing how you could manage a difficult workplace scenario. (TN Reading 9) What key insights should students take from these resources? 1. All functions of management are necessary for creating, proposing, and executing an effective event. 2. Interpersonal skills play a role in all forms of communication and management. 3. Effective communication and management skills are vital to the process of successfully planning an event. Text-Dependent Questions Writing Mode Writing Prompt Informative Classes will communicate via to plan and organize a graduation event. English: *English classes will act in the role of the customer* Pretend you have secured a major public figure to be your graduation speaker, and you need to obtain a location. You have decided to contact the local convention center as a potential locale. Write a follow up that includes a request for a tour and further discussion over the requirements for the event, including the date, which ballroom is requested, and other services needed. This request should follow the Event Planning Checklist/Event Services Guide. You re scheduled to meet with the Event Services Team at the conference center tomorrow to take a tour of the facility and finalize your plans for your event. Finally, once the Event Services Team responds and includes meeting expectations with the agenda, create objections to the location (too small/large, pricing, etc.) for the final meeting. Marketing: *Marketing classes will act in the role of the service provider* You re a member of the Event Services Team for a convention center. You just received a lead from the sales team. Your responsibility is to the potential customer, introduce your team, and provide information about your facility and include the Events Services Guide (ESG) and the Event Planning Checklist. Additionally, you should ask the date, type of event, and estimated number of people attending, as well as mention possible ballroom locations that would fit the client s need. Design an that includes the client meeting agenda, meeting expectations, and potential outcomes. 5

6 Additional Resources Videos: Brian Williams/Hillwood video Gloria Campbell of Advantage Training Systems: Preparing for a Meeting Suggested Additional Website References: Exemplar Business - FBLA Chapter Management Handbook , p

7 Potential Lesson Plan Design: Day 1: Marketing II and English III Set: Let s Make a Deal! Introduce the unit by playing the Hillwood High School proposal video to Brian Williams, NBC s nightly news anchor. English III Students: Pretend you have secured a major figure to be your graduation speaker, and you need to obtain a location. You have decided to contact the sales team at the local convention center. *English classes will act in the role of the customer. Marketing II Students: You re a member of the Event Services Team for a convention center. You just received a lead from the sales team. Your responsibility is to the potential customer, introduce your team, and provide information about your facility and include the Events Services Guide (ESG) and the Event Planning Checklist. Additionally, you should ask the date, type of event, and estimated number of people attending, as well as mention possible ballroom locations that would fit the client s need. *Marketing classes will act in the role of the service provider. Discuss business etiquette using the Emily Post article. Split the classes into their respective groups to complete the assignment. Closure: We ve analyzed effective means of communication and begun drafting our business s. Text Under Discussion Resource: Brian Williams/Hillwood video. Sample Teacher Dialogue & Guiding Questions Why was the video effective in obtaining Bryan Williams as the graduation speaker? What about the video captured your attention? Why? Based on the information from the video, what are three things that make Bryan Williams an effective motivator? Cite specific examples. Text 1: Emily Post Etiquette Dos and Don ts What are the rules of etiquette that work for both written and verbal communication? According to the article, how can you avoid some of the pitfalls of communication? What are some reasons in business--other than the ones listed-- that people should communicate faceto-face instead of via ? 7

8 Day 2: Marketing II and English III Students will analytically read and annotate the Event Service Planning Guide. Review last class. Give time to complete assignment from Day 1 if needed. Give out copy of Event Service Planning Guide (ESG) and three different-colored highlighters. We re going to learn to read and understand an ESG, as well as go through the process of annotating informational text. Students are already seated in groups, so assign each group a section ( chunk ) of the ESG to read. As they read, choose one color highlighter to mark words that are unfamiliar/difficult, another color for passages that are confusing, and a final color for things they find most useful. Give time for students to read passage through at least twice. Discuss within groups. Discuss whole class. Assignment Marketing II students Glencoe Marketing Textbook, Chapter 11 as homework. Text Under Discussion Text 2: Event Service Planning Guide (ESG) Sample Teacher Dialogue & Guiding Questions Based on the ESG, what is the most surprising thing about planning an event? What do you think would be the most difficult about planning an event, based on the ESG? The easiest? What evidence from the texts supports your answer? Based on the ESG, which types of meeting and ballrooms fit your budget? 8

9 Day 3: Marketing II Marketing students will examine the management functions of planning, organizing, and controlling and how they relate to event management. Review Day 1 and Day 2 main ideas. Quick write: Describe the steps of planning an event and what decisions should be made during the event planning process. Include what person(s) should make decisions regarding the event. Whole class review of PowerPoint from Chapter 11. Whole class discussion of PowerPoint on planning, organizing, and controlling. Class closure and review through Edmodo or Land School quiz. Text Under Discussion Text 3: Glencoe Marketing Textbook PowerPoints - Chapter 11 Sample Teacher Dialogue & Guiding Questions According to the text, what skills are necessary to be manager? According to the text, what are effective management techniques? Utilizing the text for examples, explain which management function would determine whether a project is completed properly. What are options which could be used to improve the outcome? How can the management functions (planning, organizing and controlling) help you create the steps to executing the perfect client meeting? Use the text to support your answer. Day 3: English III Review Day 1 and Day 2 main ideas. Using the Event Services Guide as an outline of topics for consideration, draft a follow-up to the Event Services Team at the convention center. This will include the following: o Request for a tour o Date of the event o Room requirements o Catering information o Audio/Visual needs o Any additional relevant information o Questions for the Event Services Team Review Emily Post etiquette to ensure the s are appropriate. 9

10 Day 4: Marketing II Marketing students have received the request for a tour from the English students. In reply, marking students will design an that includes the client meeting agenda, meeting expectations, and potential outcomes. Teacher will play Gloria Campbell video and discuss how an agenda is part of the planning and controlling management function. Teacher led instruction on creating an agenda, setting meeting expectations, and outcomes. Text Under Discussion Resource: Preparing for a Meeting Video Sample Teacher Dialogue & Guiding Questions What are three key insights from the video? According to the video, why is important to have plan? The video states that you should set an agenda. How important is this to the outcome of a client meeting? Day 4: All Students Participate in a Client Meeting Role Play To prepare for this class, the English III students will review the and meeting agenda from Marketing II students. The Marketing II students will review the agenda and that they created the day before to prepare for the meeting. All students will anticipate questions/objections that the other team will have. 10

11 Client Meeting Role Play English and marketing students will be paired in groups to complete the role play. Each group of students will perform in front of teachers and students and receive both peer and teacher feedback. The Event Services Team manager will make introductions and follow the agenda to begin the role play. The client team members will make event requests according to the Event Service Planning Guide. Client team must also present a minimum of two objections to Event Services Team to demonstrate conflict /problem resolution skills. *Teachers and students will be given modified DECA Marketing Communications Team Decisions Events Rubric to score each group. Did the participant: PERFORMANCE INDICATORS Little/No Value Below Expectations Meets Expectations 1. Discuss internal and external audiences for events? Explain communication channels used in planning events? Describe word-of-mouth channels used to communicate with targeted audiences? 4. Discuss actions employees can take to achieve the company s desired results? 5. Demonstrate connections between company actions and results? 21st CENTURY SKILLS Reason effectively and use thinking? Make judgments and decisions, and solve problems? Communicate clearly and show evidence of collaboration? Show evidence of creativity? Overall impression and responses to the judge s questions Exceeds Expectations TOTAL SCORE Judged Score 11

12 Discussion: These texts could be explored orally and used to form the basic foundation of a lesson or series of lessons. Close-reading questions should be developed in advance in order to drive student understanding of the material while also practicing reading skills. For information on how to develop questions for this type of discussion, visit Writing and/or Assessment: The writing prompt included can be either a constructed-response assessment or a longer-term writing assignment for students to develop and refine over time to gauge student understanding of technical content as well as reading and writing skills as outlined by the Tennessee Standards for English Language Arts and Literacy in Technical Subjects. An appropriate writing rubric such as those found at should be used to assess student work. Culminating Assessment: If using this material as an assessment, present all three texts to students at once, and provide them with the prompt and materials to use to construct their response. This should be a timed exercise (for example, 90 minutes). Use this exercise as an assessment to measure student progress toward reading and writing expectations as well as content knowledge. This is a good primer activity for state assessments. Task: If using this material as a writing task, you may scaffold the texts with close readings and text-based questions to guide student exploration of the texts. A culminating task of this lesson or sequence of lessons could be the writing prompt either assigned in class, as homework, or as a report that is drafted and refined over time to build writing skills. In-class work: The writing prompt can also be shortened and used as an exit slip or journal entry at the conclusion of a lesson or series of lessons and then used formatively to determine student understanding of marketing concepts. Scaffolding and support for students with special needs, English language learners, and struggling readers: Consider pre-teaching synonyms of difficult vocabulary words. Lower-level readers and ELL students can still be challenged without being overloaded with difficulty. This strategy can also be used to differentiate for stronger readers by introducing new, and more challenging, vocabulary. Struggling readers would also benefit from visual aids to illustrate many of the ideas presented. Pictures, diagrams, and charts alongside the text will go far to aid students as they dissect the articles. Note: Social, ethnic, racial, religious, and gender bias is best determined at the local level where educators have in-depth knowledge of the culture and values of the community in which students live. TDOE asks local districts to review these materials for social, ethnic, racial, religious, and gender bias before use in local schools. 12