Beacon Lesson Plan Library
DescriptionStudents participate in an exciting way to greet and meet a fellow classmate and then share the information with others.
ObjectivesThe student listens attentively to the speaker (including but not limited to making eye contact and facing the speaker).
Materials-Classroom chart displaying rules for being a good listener and a good speaker
-Chalkboard, white board, or chart paper
-Chalk, dry erase markers, or markers for chart paper
-Scratch paper (optional)
Preparations1. Post classroom chart displaying the rules for being a good listener and a good speaker.
2. Be prepared to review rules with students and refer them to the classroom chart as necessary.
3. Prepare chalkboard, white board, or chart paper and gather appropriate writing materials.
4. Gather scratch paper and pencils in case students need them.
Procedures1. Demonstrate good listening skills by using two students to model. Position them face to face and point out that eye contact should be made to show you are listening.
2. Demonstrate poor listening skills by modeling and doing the opposite of step 1 (i.e., not facing the speaker, not making eye contact).
3. Have each student partner with another student for this activity. (This activity would work well early in the school year while students are still getting to know one another.)
4. Explain that they have 6 minutes with their partner (3 minutes each) to find out as much as they can about each other.
5. Give examples of questions: What do you like about school? What is your favorite thing you like to do after school? Do you have any sisters or brothers? Have students share other possible questions and jot these down on the classroom board or chart paper.
6. Explain that they have to remember what their partner says because they will relay that information to the rest of the class.
7. Instruct students to find a partner. (Option: Pair up students who don't normally interact a lot with each other so that they have a chance to get to know one another better.)
8. Give students a few minutes to think about and/or write down the questions they want to ask their partner.
9. When all are ready, tell students to start.
10. Tell students when 3 minutes are up and have them switch speaking/listening roles.
11. Walk to each group to observe and assist when needed in order for students to understand the standard and what is expected.
12. After 3 minutes call time.
13. Pick a pair of students to share with the class what they learned about each other.
14. Go around the room to the different pairs of students until everyone has had a chance to share.
15. After students have completed the assignment, review the rules for being a good listener.
Assessments1. Teacher formatively assesses students in their groups checking for eye contact and the positions of their bodies.
-Are they facing each other?
-Are they making eye contact?
2. Teacher then assesses students' listening skills through the oral communication of sharing their partner's information. Did they listen attentively enough to remember what their partner said?
S, N, and U can be used in the assessment.
-S can be given when the student maintains eye contact and is facing the speaker 90% of the time. Attentiveness is reflected in the listener's ability to remember the majority of answers given by the speaker.
-N can be given when the student maintains eye contact and faces the speaker 50% of the time. Occasional inattentiveness is reflected in the answers the listener shares from the speaker--some answers are complete, but others are missing important facts and details.
-U can be given if the student is off-task, not making eye contact and not facing the speaker. The listener is unable to share any meaningful information given by the speaker.
(Note: Students not reaching S level should be retaught and reassessed.)
Extensions1. ESOL students will partner up with another student unless there is a big language barrier. Then the teacher will partner up with that student or place him/her with a student of the teacher's choice so that the ESOL student feels more comfortable.
2. A group of 3 students can be acceptable so an ESOL student can be exposed to the activity. This would be done if the child does not speak any English at all.
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