Content: Occupational Course of Study - English
Grade : 12
Strand: Communication
Essential Standard: OEIV.C.1 Apply information from literary and
informational texts to carry out adult-living tasks and activities.
Clarifying Objectives: OEIV.C.1.1 Distinguish elements of texts that relate to a specific issue.
Essential Questions:
How can you distinguish elements of texts that relate to a specific issue?
Pacing Guide:
QTR /WKS
Instructional Task Analysis (TLW)
1 of 18
Identify the issue that you are needing
information about
Name the elements in the text
Determine which of these elements relate
to your issue
Primary
Resources
Assessment Prompts
distinguish
Building Real Life English Skills By
Starkey and Penn
Divide students into groups and do
a think-pair-share.
elements
relate
specific
issue
The group will read about an adult
living issue relevant to them.
The group will list elements of the
issue.
Content: Occupational Course of Study - English
Grade : 12
Strand: Communication
Essential Standard: OEIV.C.1 Apply information from literary and
informational texts to carry out adult-living tasks and activities.
Clarifying Objectives: OEIV.C.1.2 Classify marketing materials on the basis of authenticity and credibility as it relates to
making key life decisions.
Essential Questions:
How can you determine the authenticity and credibility of marketing materials to
help you make life decisions?
Pacing Guide:
QTR /WKS
Instructional Task Analysis (TLW)
How can you determine authenticity in
marketing/advertising?
How can you determine credibility in
marketing/advertising?
1 of 18
Primary
Resources
Assessment Prompts
authenticity
Building Real Life English Skills By
Starkey and Penn
Divide the class into teams.
credibility
Give each group a newspaper.
marketing
Have the groups choose an
advertisement.
Each group will list the
credible/authentic elements of the
ad.
Each group will then teach the class
about their ad.
decisions
Secondary
Electronic
Lesson Sample
Content: Occupational Course of Study - English
Grade : 12
Strand: Communication
Essential Standard: OEIV.C.1 Apply information from literary and
informational texts to carry out adult-living tasks and activities.
Clarifying Objectives: OEIV.C.1.3 Carry out directions and instructions from printed texts.
Essential Questions:
How will you apply directions and instructions to carry out adult-living tasks from
printed texts?
Pacing Guide:
QTR /WKS
Instructional Task Analysis (TLW)
2 of 18
Primary
Resources
Assessment Prompts
apply
Building Real Life English Skills By
Starkey and Penn
directions
Starkey/Penn
Divide students into groups. Each
group will be given a recipe book.
Have each group choose a favorite
recipe.
Each group list a step-by-step
process to make their favorite
recipe.
How will you follow directions to get a
desired outcome?
Why is following a step-by-step process
important to get a desired outcome?
instructions
adult-living tasks
Content: Occupational Course of Study - English
Grade : 12
Strand: Communication
Essential Standard: OEIV.C.2 Evaluate commication between various
audiences.
Clarifying Objectives: OEIV.C.2.1 Distinguish between essential and non-essential information as it relates to a specific
situation.
Essential Questions:
How can you determine what is essential and non-essential information
in specific situations?
Pacing Guide:
QTR /WKS
Instructional Task Analysis (TLW)
2 of 18
Students will determine what is essential in
a given specific task.
Primary
Resources
Assessment Prompts
essential
Real Life Communication at Work by
Scholastic
Students will be divided into
groups.
Each group will be given a
telephone message.
The students are to highlight the
essential information.
The students will then be given a
different color highlighter to
highlight the non-essential.
non-essential
Content: Occupational Course of Study - English
Grade : 12
Strand: Communication
Essential Standard: OEIV.C.2 Evaluate communication between
various audiences.
Clarifying Objectives: OEIV.C.2.2 Organize information obtained through listening in a useful format.
Essential Questions:
What are useful formats for organizing information you get from listening?
Pacing Guide:
QTR /WKS
Instructional Task Analysis (TLW)
3 of 18
Discuss the aspects of active listening.
Show how to organize information from
oral instructions
Practice recording information from oral
instructions
Primary Vocabulary
Resources
Assessment Prompts
listening skills
Real Life Communication at
Work by Scholastic
Divide students into groups
organize
Each group will listen to an oral
message.
The students will organize the
important information from the
oral message.
Content: Occupational Course of Study - English
Grade : 12
Strand: Communication
Essential Standard: OEIV.C.2 Evaluate communication between various
audiences.
Clarifying Objectives: OEIV.C.2.3 Structure own behavior based on interpretation of the body language of the audience.
Essential Questions:
How can body language be used to structure your personal behavior?
Pacing Guide:
QTR /WKS
Instructional Task Analysis (TLW)
3 of 18
The student will describe different body
language.
Primary
Resources
Assessment Prompts
body language
Real Life Communication at Work by
Scholastic
Role play scenarios depicting
various body language.
Students will take turns role
playing and adjusting their
behaviors based on the body
language of the audience.
Ex: If the person is crying then I
would talk softly and comfort them.
behavior
The student will be able to describe
positive and negative body language.
Students will adjust their behavior to
better respond to the body language of
their audience.
Content: Occupational Course of Study - English
Grade : 12
Strand: Communication
Essential Standard: OEIV.C.2 Evaluate
communication between various audiences.
Clarifying Objectives: OEIV.C.2.4 Judge the effectiveness (style and content) of the oral communcation of self and
peers in employment, post-secondary education, and independent living settings.
Essential Questions:
How do I judge the effectiveness of my style of oral communication? How
do I judge the effectiveness of other people's oral communication? (in
employment, post-secondary education and indpendent living settings?)
Pacing Guide:
QTR /WKS
Instructional Task Analysis (TLW)
4 of 18
Primary Vocabulary
Assessment Prompts
effectiveness
The students will role play various
types of oral communication in
employment, post-secondary
education and other independent
living settings.
oral communication
Then determine how effective it
was using a rubric
Show how to critique your own oral
communication in various settings.
Show how to critique others oral
communication in various settings
Resources
post-secondary
independent living
Content: Occupational Course of Study - English
Grade : 12
Strand: Communication
Essential Standard: OEIV.C.3 Construct written products
without reliance on template and/or forms.
Clarifying Objectives: OEIV.C.3.1 Create formal and informal letters for the purpose of conveying information.
Essential Questions:
What is the purpose of formal and informal letters?
Pacing Guide:
QTR /WKS
Instructional Task Analysis (TLW)
4 of 18
Primary Vocabulary
Resources
Assessment Prompts
formal letters
Real Life Communication at
Work by Scholastic
informal letters
Building Real Life English Skills
by Starkey/Penn
Divide the students into groups.
Given Word banks for the letter
parts
Have each group write an informal
personal letter and label the parts.
Show the elements of a formal letter
Guided practice writing a formal letter
Provide students with a topic so they can
write their own formal letter
Show the elements of an informal letter
Guided practice writing an informal letter
Provide students with a topic so they can
write their own informal letter
Have each group write a formal
business letter and lable the parts.
Content: Occupational Course of Study - English
Grade : 12
Strand: Communication
Essential Standard: OEIV.C.3 Construct written products
without reliance on templates and/or forms.
Clarifying Objectives: OEIV.C.3.3Create personal and professional products using traditional and 21st century technologies for use
in employment, post-secondary education, and independent living seetings.
Essential Questions:
How can creating personal and professional products be important in employment, post-secondary
education and independent living settings?
Pacing Guide:
QTR /WKS
Instructional Task Analysis (TLW)
5 of 18
Primary Vocabulary
Resources
Assessment Prompts
personal
Building Real Life English Skills
by Starkey/Penn
Students will demonstrate the use
of a portfolio in career planning.
Given an application the student
will list the pages in the portfolio
that will help them to complete the
application.
professional
Real Life Communication at
Work by Scholastic
Scholastic
Students will create resumes, portfolios
and excel sheets .
post-secondary education
technology
Content: Occupational Course of Study - English
Grade : 12
Strand: Communication
Essential Standard: OEIV.C.3 Construct written products
without reliance on template and/or forms.
Clarifying Objectives: OEIV.C.3.2 Generate organized lists from random information to be used for a given purpose.
Essential Questions:
How do you organize random information into an organized list?
Pacing Guide:
QTR /WKS
Instructional Task Analysis (TLW)
5 of 18
Demonstrate the steps needed to organize
random information.
Guided practice organizing the random
information
Independent practice organizing the
random information
Primary Vocabulary
Resources
Assessment Prompts
organize
Building Real Life English Skills
by Starkey/Penn
Real Life Communication at
Work by Scholastic
Scholastic
Students will be given lists of
information from the teacher.
The students will organize the
information
Secondary
Electronic