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  • 1/14 students used class time to complete work on semester projects- newsletters

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  • 1/10 students took the chapter 16 exam. Students received grading rubric for final writing product. Class time used to work on final products. 

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  • 1/8 graded independent practice for commas. Introduced teamwork with Pixar clip. Read text 549-550. Went over handouts on benefits and drawbacks of teamwork. Read pps 557-563 to learn about VSOs and professional organizations. Students given handout and instruction on how to write captions for their semester newsletters. Chapter 16 exam on Thursday.

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  • 1/4 introduced goal setting. Read text pps 542-544. Looked at handouts on forming SMART goals, barriers to goal setting, and benefits of goal setting.  Viewed video. Shared samples of newsletter stories. Students had work time for newsletters. 

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  • 1/2 Went over handout on comma rules from English for Everyone. Independent practice due on Tuesday, 1/8, Introduced topic 1 from chapter 16 in the text with clip from Ellen D on procrastination. Read pps 537-542. Students received handout on techniquest to control procrastination. Watched Ted Talk on procrastination. Went over brainstorming ideas for semester newsletter. 

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  • 12/20 Graded final assessment on commonly confused. Students received "agenda" for final note taking and summarizing activity. Students viewed Ted Talk. I shared teacher model of notes and summary for the video. Distributed semester exam assignment and showed samples. Students encouraged to explore for templates or begin design.

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  • completed presentation of generation gap projects. Had whole group discussion of take-aways from the project. 

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  • 12/10 students began presenting generation gap projects. With remaining class time, students could work on email assignments. Email submissions are due to appropriate teacher by 11:59 pm.

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  • 12/6 Final work day to prepare generation gap projects and email assignment responses. Students will begin presenting on Monday, 12/10.

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  • 12/4 Next steps essays returned for student correction. Class time to be used to complete emailing assignment or work on generation gap projects. We will start presenting projects on Monday, 12/10.

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  • 11/30 graded independent practice on dangling and misplaced modifiers. Students viewed remainder of video on how to write a proper email. Students  given handout with suggestions of salutations and closings and samples of proper and improper emails. Distributed emailing options. To be sent to teacher by Monday, December 10. Drew speaking order for generation gap projects. Students asked to complete and print out next steps essays. Work time given to begin composing emails or continue work on generation gap projects. 

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  • 11/28 intro'd emailing in the workplace with email fails with Jimmy Fallon. Went over handout on email blunders as received by 20/20. Went over handout on 10 recommendations for email in the workplace. Started viewing video on 10 tips of using email. Left off at number 6. Students given remaining time to work on modifiers worksheet or next steps essay- both due on Friday.

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  • 11/26 introduced grammar lesson on misplaced and dangling modifiers with video and teaching sheet. Students should complete independent practice for Friday. Reviewed construction of next steps essay- also to be completed by Friday. Here is the thesis for this essay: I have a specific plan in mind of what school I will attend and why, what I will bring to that scholastic environment, and how I will take advantage of all the setting has to offer. Students also given time to work on essay or generation gap project.

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  • 11/19 Took feedback on mock interviews and students signed thank you cards. Introduced generation gap project. Went over requirements. Students given time to begin setting up slide show. Returned mock interview evaluation sheets at the end of class.

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  • 11/15 students took part in mock interviews with Dave Miller and Michael Gahagan.

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  • 11/13 Guest speaker- Gunnery Sgt Korey Hampton discussed communication in a military career path. 

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  • 11/7 Introduced nonverbals of interviewing with good/bad interview clip. Students read handout on nonverbal issues of interviewing. Distributed handout with percentages related to nonverbals which interfered with success. Students viewed Today show clip on making a good first impression. Read article on 7 biggest nonverbal mistakes of interviewing. Students viewed interview sample and we then discussed what the candidate did badly.

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  • 11/5 Introduced run-on sentences with video and teaching sheet. Students should complete independent practice for Friday. Distributed handout with common interview questions and went over possible responses. Read info text on top mistakes made when interviewing. 

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  • 10/31 Graded practice on active vs passive construction. Students read additional article on how social media keeps people from getting jobs. Viewed channel 58 video on using Scrubber to clean up social media accounts. Read article from Chicago Tribune on problems which have resulted because of employers using discriminatory practices in hiring because of looking at social media accounts. Students took social media quiz. Reviewed components of the next steps essay for portfolio and showed sample introduction.

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  • 10/29 Introduced active vs passive construction with video and teaching sheet. Students assigned independent practice for Wednesday. Introduced social media's effect on job hunting with channel 12 segment. Read article from Career Builder on using social media responsible. Students viewed video of people fired for misuse of social media. Students assigned thought journal.

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  • 10/25 Students signed thank you card for guest speaker Bill Dandoy. Graded independent practice on commonly confused there, their, and they're. Students used remaining time to peer edit cover letters and turn in and to make edits to returned resumes.

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  • 10/23 Guest speaker Deputy Bill Dandoy discussed writing and communication in the field of law enforcement. Students should complete independent practice for commonly confused by Thursday. 

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  • 10/19 Graded working with titles independent practice. Introduced there/their/they're with video and teaching sheet since we will have a guest speaker on Tuesday. Assigned independent practice for next week Thursday. Students viewed video on cover letters. Distributed peer edits and rubrics for cover letters. Students continued work and did peer edits toward the end of class.

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  • 10/15 Intro'd use of italics and underlining with titles. Independent practice due on Friday. Students completed resumes and conducted peer edits. Students received rubrics to attach to resumes. 

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  • 10/11 Graded independent practice on to, two, and too. Students looked at student sample resumes as we went over checklist of required elements. Students given time in class to continue work on resumes with teacher support. Peer edits will be conducted on Monday.

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  • 10/5 Students gave feedback on guest speaker. Graded independent practice on identifying fragments. Introduced thought journal 3. Students given writing time to complete their responses. Introduced (handout) next steps essay and resume to be completed for the portfolio process. Looked at sample resumes to discuss layouts.

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  • 10/3 Tim Higgins of Airgas came in to speak with students about a communication in the career path of welding.

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  • 10/1 Intro'd sentence fragments with video, teaching sheet and smartboard practice. Independent practice due on Friday. Students took the chapter 3 exam, which we graded in class. Students had final opportunity to revise and edit memorandums. Students printed final documents and turned in with peer edits and rubrics.

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  • 9/27 Graded practice on your vs you're. Collected capitalization redos. Continued reading in chapter 3 pgs 80-86.  Watched Ted Talk on how to speak so others will listen. Students conducted peer edits of memorandums that will be due on Monday.Students will also have chapter 3 exam on Monday. 

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  • 9/25 Offered redo worksheet on capitalization due Thursday. Intro'd your vs you're with photo, youtube and teaching sheet. Independent practice exercise due on Thursday. Read sections on tone from text starting on pg 74. Students given time to work on memorandums. Peer edit will take place on Thursday.

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  • 9/21 Distributed grading rubric for the memo. Graded independent practice on capitalization. Introduced listening with questionnaire. Read pgs 71-71 and 79 from text. Handout: 7 levels of listening. Viewed video on effective listening strategies. Work time on memos. 

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  • 9/19 Completed video on how to write a memo. Students received teaching packet and list of directive words which we looked at in class. Distributed options for their memos and gave work time. Capitalization wksht due on Friday.

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  • 9/17 Introduced rules of capitalization with video and teaching sheet. Students received independent practice to complete for Friday 9/21. Students completed chapter 1 test. Introduced memorandum writing with video and handout. Students given memo writing assignment options. 

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  • 9/13 Graded commonly confused it's vs its. Continued text reading and discussion on stages of communication.(15-18) Looked at Cambridge example to reinforce reading out loud. Went over handout of punctuation errors in advertising to reinforce importance of punctuation. Went over editing checklist activity to see common errors in writing. Read article "Why I Don''t Hire People with Poor Grammar" Students completed thought journal 2. Chapter 1 test on Monday, 9/17.

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  • 9/11 continued reading and discussion of chapter 1 pgs 8-14 while students filled in notes guides. Completed activities on stereotyping, idioms, and cultural barriers due to diction in conjunction with reading. Students viewed video on how American nonverbals can be misinterpreted in other countries. Intro'd weekly commonly confused- it's v its. Students video, recieved teaching sheet and completed in-class practice. Independent practice due on Thursday.

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  • 9/7 completed introduction to career paths. Completed quick write of thought journal 1. Began chapter 1 after distributing guided notetaking sheet. Completed reading and discussion through page 8.

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  • Went over syllabus and expectations for the course. Students completed team quiz on aspects of communication in the work place. Students introduced their career paths and explained one example of verbal and one example of written communication in their fields.

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