Business English for Events Sample Unit Unit Title: Event Administration Topic: Identification and Use of Event Planning Components Grade Level: 11 th and 12 th Key Words: Event, Systems, Organization, Leadership, Communication, Solutions, Creativity Designed by: Geoffrey Gilmore, M.Ed, CSEP, NBCT Time Frame: 5 weeks (Start of school) School District: Northshore School District School: Inglemoor High School Brief Unit Summary This unit is the first one for the school year. It is designed to introduce students to the concepts of what systems are in general and how they are used in event planning. Specific to event planning are systems referred to by the public as plans. Students will learn how plans are systems and thereby used as tools by event planners to reach goals and accomplish tasks. They will also explore what personal qualities benefit an event planner in that career. Students will work in teams or cooperative groups to define vocabulary and identify systems at work in their daily lives. The student teams will then apply what they have learned to an assigned scenario to create a solution to the problem presented within the scenario. In simulation for one frustration an event planner can face, students will be given a vital piece of information that would have made a big difference in their problem solving after they worked hard to create their solutions. As a result the students will analyze what feelings and thoughts they have regarding this situation and reflect on the previously acknowledge personal qualities an event planner ideally should have to use in a situation like the simulated one. After that reflection, the student teams will re-evaluate the scenario and their solution and create another solution based on the new information. Lastly students will have the opportunity to determine what personal and communication qualities they possess that will benefit them as event planners. They will also make private goals in those two categories for personal growth for another self-evaluation in the future. Geoffrey Gilmore 1 of 10 Business English for Events Sample Curriculum Components
Topic: Event Planning Unit: Event Administration Topic: Identification and Use of Event Planning Components Time Frame: 5 weeks at the beginning of the school year Stage 1 - Identify Desired Results Established Goals: Employability Competency Student Activities SCANS Resource Reference 1.3 The student will demonstrate an understanding of complex inter-relationships (systems). This means that the student understands social, organizational, and technological systems; they can monitor and correct performance; and they can design or improve systems. A. Understand Systems. Know how social, organizational, and technological systems work and operate effectively with them B. Monitor and Correct Performance. Distinguish trends, predict impacts on system operations, diagnose deviations in systems. performance and corrects malfunction Washington State EARL: Communication and Writing #2: The student uses communication skills and strategies to interact/work effectively with others. 2.2.1 Demonstrates understanding of different purposes for writing. Writes to explain, to persuade, and to inform a specified audience Washington State Core Leadership Skills: Individual 1.4 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions. Washington State Employability Skills: Information C. Interprets and communicates information What essential questions should be considered? What understandings are desired? What are systems? Systems are the foundational operation processes for efficient and successful attainment of goals. Why are systems important to individuals and/or groups? Systems provide individuals and groups an organize method to progress toward goals and a template to use to determine solutions for where and when a breakdown of the system occurs. How do systems interact? Systems also provide a template of individual operations within the organized method for proactive reflection on how to prevent a breakdown of the system at each point. The interaction of systems is based on an individual s understanding of the organization and purpose of each system. That understanding Geoffrey Gilmore 2 of 10 Business English for Events Sample Curriculum Components
allows the individual to effectively utilize the resources and benefits offered by the systems selectively and collectively. How are systems beneficial to event planning? And thoughtfully consider the questions The organization of personnel, of data, of resources, of time and/or of communication (systems) provides an event planner with tools to create, to design, to tailor, to communicate and to monitor the unique elements of events. Why are event planners always evaluating and reviewing their plans? In what ways can a conscientious event planner drop the ball? How does an event planner develop strong written and oral communication skills based on self-assessment and/or based on external assessment? What key knowledge and skills will students acquire as a result of this unit? Students will know Students will be able to Relevant vocabulary To use event industry specific vocabulary to communicate ideas Types of systems used in event planning Use research techniques to create an system of organization for a How to determine when to use a type of system segment of an event How to use different types of systems simultaneously to Research and design various components of an event reach a single goal Communicate with contracted industry professionals to get a How to create and facilitate the operation of a system(s) better understanding about their ideas and needs to carry out the planned design. Be able to organize portions of an event using a type of system that accomplishes the specific goal/task supporting the overall event and/or a segment of the event Be able to create and use a custom system to meet a specific event goal Be able to identify problem areas in an event related system and communicate effectively with teams members and stakeholders Anticipate potential problem areas in a system related to an event and develop pro-active systems to The desired results are for the learners to Explain the need for conducting research for an event. See and/or anticipate the roles and needs of different vendors in Geoffrey Gilmore 3 of 10 Business English for Events Sample Curriculum Components
Create and/or interpret charts, graphs and schematics for an event. Develop effective communication tools with the event s client and the event s vendors. Performance Tasks: Explain the components of the comprehensive research plan for the proposed school sponsored community carnival and gala auction. (Explain) Analyze how well the space/venue will meet the needs of the event based on client s goals, event purpose and the profile of the targeted audience. Analyze a room layout to determine its compliance with ADA regulations. (Interpret) Create a client interview tool for gathering information about the client s vision and goals for the event and use it. (Application) Create a list of questions the lighting and décor vendors would ask when doing a site (venue) visit for your event and compare it to the actual questions each vendor does ask during the site visit. (Perspective) Write an email to the venue s management explaining why the aerialists need access to the ballroom forty-five minutes before the designated load-in for all vendors. (Empathy) the event production process. Empathize with all of the participants involved in the event s production. Reflect on their own ability to communicate their ideas clearly. Stage 2 Assessment Evidence Review the comments from your peers review of your event s design and compare them with your pre-identified communication strengths and weaknesses. Write a journal entry that reflects on the progress you have made and include a strategy for additional improvement and/or growth. (Self-Knowledge) Other Evidence: A. Interactive Quiz on industry related vocabulary B. Creating three different styles of charts to communicate the same information and identifying for which audience each style of chart would best fit. C. Researching and compiling information about state, county, city and school district rules for such an activity. D. Creating a profile of the targeted audiences that delineates their demographics, needs and interests. Student Self-Assessment and Reflection Geoffrey Gilmore 4 of 10 Business English for Events Sample Curriculum Components
Washington State Core Leadership Skills: Individual 1.4 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions. Washington State EARL: Communication and Writing #2: The student uses communication skills and strategies to interact/work effectively with others. 2.2.1 Demonstrates understanding of different purposes for writing. Writes to explain, to persuade, and to inform a specified audience Students will understand that outcomes and solutions came be derived from theories, ideas and concepts. Students will understand that determine the purpose for a piece of writing and the target audience leads to effective communication. Students will understand that effective communication skills in a team setting involve listening, sharing and collaboration. What criteria are the implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that the standards were met? The use of various types of thinking skills appropriate for the task Determine the target audience and writing to communicate to them effectively Use various communication skills and strategies to effectively work in a team setting Through what authentic performance task will students demonstrate understanding? Task Overview Your team has been given an event scenario. In reading this scenario you will notice that there is a challenge to be solved. You goal is to answer the following questions in determining a solution? What is the challenge? Who is hindering any solution to the challenge and why? Why does the challenge exist? What solution do you propose and why do you believe it will work? Your audience is your client who has hired you and is good friends with the people involved. Label the different portions of your writing. In a meeting you are going to hand your client a copy of your writing which you will also explain in person. Be convincing but also aware of your relationship with your audience. What student products and performances will provide evidence of desired understandings? Student writing identifying the causes of the challenge and the proposed solution The oral presentation of the students findings and rationale for the solution By what criteria will student products and performances be evaluated? Geoffrey Gilmore 5 of 10 Business English for Events Sample Curriculum Components
Assigned questions are answered insightfully Credible explanations for the cause and effect are offered Supportive evidence based on information provided is shared Appropriate tone for audience in text and orally is used Presentation is collaborative Information in text and orally is organized, persuasive and conclusive Stage 3 Plan Learning Experiences - WHERETO W = Goals, Expectations, Relevance and Value Present the syllabus and the goals for this course Share about myself and how I operate as a member of the class Have students fill out a skills (bio/self-reflection) and expectation form (why they are taking this course and what they are expecting) Share the overall goals of this unit H = Hook and Holding Students Introduce outstanding event planners through their websites and the basic qualities that an event planner must have Introduce the students to the concept of creating and planning a community school fundraiser event Welcome them to their first challenge for America s Next Top Event Planner (ANTEP) (Format like ANTM, and Top Chef) E = Equipping Students Students learn vocabulary through team challenges Students are given a set of articles to read with relevant questions. They will need this knowledge base to compete in the next challenge Students, in their teams, will then be given an event scenario to respond to and to create a solution to present to the class (Also T) R = Rethink, Revise/Refine, Reflect After students share their solutions, they are presented with some critical information that was left out before Socratic Seminar is used to discuss the implications of this new information (Also T) E = Encouraging Self-Evaluation Students are given a form to individually evaluate their ability to communicate their ideas with a team, to listen to other s ideas, to work collaboratively and to recognize their feelings during the team process. They will then set goals for themselves in those Geoffrey Gilmore 6 of 10 Business English for Events Sample Curriculum Components
categories and place all of that information into sealed envelopes for future reference. (Also T) T = Tailoring Design for Diverse Learners Students will be assigned the task of introducing themselves to the class using seven assigned categories. Their presentations have to be in a visual representation format that uses no words, letters nor numbers. O = Organizing the Learning Students will identify five systems they see and/or use. They will identify the commonalities and differences between these systems They will present their findings in a short PowerPoint presentation. The students will then compare the similarities and differences in their findings with the event planning systems I will share with them in a PowerPoint presentation/lecture. WHERETO - Sequencing the Learning Geoffrey Gilmore 7 of 10 Business English for Events Sample Curriculum Components
Monday Tuesday Wednesday Thursday 1. Welcome students to class. Introduce self and the concept of event planning. Pass out syllabus and discuss expectations. Students fill out form about expectations. 2. Discuss and share the different types of discussion formats and rules. Share in a general discussion format general results regarding the expectations shared from yesterday s form. Students write an in-class 3. Students share their key ideas from their essays in small groups and with the whole class. Introduction of outstanding planners group #1 with Assign introduction of essay about one posted discussion about their self project 6. Introduction of self projects today. topic choices 7. Finish introduction of self presentations. Introduce the ANTEP concept. Random selection of teams. Vocabulary Challenge and Systems Challenge are introduced. Suggested process for approaching the vocabulary challenge shared. job descriptions. 8. Big ideas about systems are introduced and discussed. Time given for teams to strategize how they will time manage for both challenges 4. Introduction of outstanding planners group #2 with discussion about their job descriptions. List the types of events planned and the purpose of each event type for the client and guests 9. Additional discussion of the Big Ideas continues with special emphasis on concepts that might help with the challenge. Computer lab workday for the challenges 5. Show PowerPoint on qualities needed by an event planner and discuss. Identify those qualities in planners from groups #1 and #2 and relate to event types. 10. Computer lab workday for both challenges 11. Vocabulary 12. Systems Challenge 13. Systems Challenge 14. Time given for teams 15. Teams are given the Challenge takes place takes place today. discussion continues to discuss the articles and challenge to identify the first in writing & orally. Students share their with the Big Ideas revisited. the key concepts. key concepts in their Individual teams meet w/ articles based on the findings. Audience takes Systems Geoffrey Challenge Gilmore notes 8 of on 10 the differences & Business Articles English are distributed for Events Sample me to discuss Curriculum their key Components vocabulary w/ me. They
work completion day especially on fine tuning the PowerPoint portion of the challenge. 16. Teams develop an outline for a plan to create a solution for the scenario problem. They also consider how the required solution elements will be designed and presented. similarities of the systems. Discussion follows. 17. The teams work on their scenario challenge. Goal: Application of the systems concept in this situation and why the selected system was effective. to teams. The first one is read in class with key concept identification being modeled. 18. Team work day with a preliminary review by the teacher. Each team will be left with two questions to consider before the presentation tomorrow. concepts. Scenario Challenge is passed out & discussed. 19. Team work day with a preliminary review by the teacher as needed. also are meeting together to determine their approach to the scenario problem using the article. 20. Presentation of Scenario Challenge. 21. Completion of the presentations. Critical information not shared about the scenario challenges is given. Groups meet to consider the impact of this information on their solutions (and complain). 22. Socratic Seminar: How did you feel about not having that critical information from the start and why? What were your initial thoughts about what to do? What steps did you take to re-consider your solution in light of this new information? 23. Article passed out about being a proactive event planner. Socratic Seminar continues after the reading of the article. Teams are given twenty minutes to re-adjust their solutions and turn them in. 24. Solutions are returned to the teams for sharing and discussion. Revisiting the Big Ideas, qualities a planner should have and the use of systems in event planning occurs again in the form of a questionnaire. A selfreflective evaluation based on communication skills and team work are included on that form. 25. Video shown from an industry conference on the use of creativity in the face of unexpected challenges. Discussion follows. Geoffrey Gilmore 9 of 10 Business English for Events Sample Curriculum Components
Curriculum Framework: Event Planning Big Ideas Enduring Understanding Essential Questions Standards Celebrations mark important Event times in people s lives. Who determines when an event occurs and that it needs to be celebrated? WSE Civics EALR 3 1. The student observes and analyzes the interaction between people, the environment, and culture. Systems Systems provide individuals and groups an organize method to progress toward goals. In what ways does a system help to determine solutions for where and when a breakdown occurs? EMP 1.3A. Understand Systems. Know how social, organizational, and technological systems work and operate effectively with them Organization Order provides a foundation for systematic, creative and analytical thinking. How does organization contribute to the creative process? EMP 1.2B Information: B. Organizes and maintains information Leadership With power and authority comes responsibility to act ethically. What are the skills one must possess to be considered a leader? EMP Leadership 2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community, and business and industry. Communication Listening is just as important as speaking. How does one effectively communicate with others without using words? WSE 2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language and other communication strategies. Solutions Panic, the biggest enemy to problem solving, paralyzes the mind. How does one proactively respond to a problem that has not occurred? EMP 1.3B. Monitor and Correct Performance. Distinguish trends, predict impacts on system operations, diagnose deviations in systems. performance and corrects malfunction Creativity Imagination is the power we have to see what is not seen by others. How does one become inspired to awaken those creative impulses within us? WSE Arts 4.4 Understand that the arts shape and reflect culture and history Geoffrey Gilmore 10 of 10 Business English for Events Sample Curriculum Components