Lesson Plan : Reading and Using Word Study Strategies

Teacher Name:
 Abbie davis
 Grade 6
 Language Arts

 Word Study
 Communication Vocabulary: eye contact, observation, body language, listening, turn taking, praise, criticism, success, failure
 ER. Communication for Social Interaction: The student sustains interaction. The student takes turns in conversation.
 The student will demonstrate understanding of appropriate communication skills by taking turns in conversation and sustaining the conversation appropriately for the environment. The student will politely respond either positively or negatively toward comments made by conversation partner. The student will politely end the conversation when ready to move on to another activity.
 Vocabulary flash cards, thought bubbles, conversation starters, conversation words, mirrors, role plays, ball, post-its,
 Sending and Receiving Messages: Help your students understand that communication consists of sending and receiving messages. Equate communication to a ball game. Toss the ball to a student who looks prepared to catch, explain that it takes one person to throw and one person to catch it. Just like in communication, you need a sender and a receiver.
 Communication Received: Ask the student to pass the ball back to you. Fail to catch it. Ask your students what happened. They'll talk about your missing the ball, which will allow you to explain that, like a ball game, when we talk, sometimes people don't listen to catch our message. Communication Missed: Next, toss the ball to another student so it barely reaches him. Again, explore with your students what happened. Explain that messages have to be sent loud enough for people to receive them. Communication Difficult to Receive: Then, throw the ball rather hard to a student and discuss what happened. Explain that just like a toss in a ball game, a communication message must be sent carefullly. You don't want to send the message to loudly because it will be difficult to receive.
 Now that you have captured your students' attention and curiosity, ask, "What do expert communicators do? Let's brainstorm!" Hand out post-it notes for student brainstorming. Explain that they'll be observing and participating in a lot of role plays to make these discoveries. Tell students to write on their post-its whatever ideas they have right now about communication. Have them make a web on the board with their ideas. As students put their notes on the board, assign some roles to play in the role play; eye contact, observation, body language, listening, turn taking, The Way, stay on subject, normal volume, normal pitch, clear speech, rate of speech, adequate distance, don't fidget. After each role play, call "Freeze!" and ask students what happened. The students will isolate the communication skill you and the classroom teacher didn't use. Next, write the skill that was identified on the board, have students determine where it belongs in the web. Explain how good communicators use eye contact, listening, etc. as you go through the role plays. Ask students to identify which communication skills their class is really good at and which ones they want to work on. What would be important to help communication be better in our class, in other classes? Why would we want to study this in school? How is communication important in school? at home? with friends?
 Vocabulary flashcards, thought bubbles, mirrors and repetition will be used to assist student engagement.
Checking For Understanding:
 After introduction and brainstorming, students will be slowly grouped so that those who will need the most help will get it. They will be able to use flashcards, thought bubbles and mirrors to help with role playing and feedback.
 As role plays end, bring students back for discussion. Ask them what we need to add to the web? What other elements of communication did they notice as they watched and participated in the role plays? What do we need to work on in our class? at home? with friends? Let students see the observation sheet and tell them about the weekly assessment of their communication progress. Parents will be involved after conferences and students will have homework after spring break.
 As students practice increases, behavior should reflect what they practice. Communication should get better, graph results of daily and weekly assessment.

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