Beacon Lesson Plan Library

Appropriate Responses

Brian Rowland

Description

Students work in pairs to practice listening and speaking to each other. Students offer input, make clarifying remarks, and demonstrate that they understand what they hear.

Objectives

The student uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.

The student selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences, including asking relevant questions when necessary, making appropriate and meaningful comments, and making insightful observations.

Materials

-Paper

Preparations

Prepare copies of the rubric to give students. Review the criteria with the students at the beginning of the lesson.

Procedures

Authentic Context:
You have just joined a peer counseling class. Your teacher has asked you to work in pairs to practice listening to each other. You and your partner select a personal topic such as, -What I Would Like to Change About Myself.- Take turns listening and speaking on this topic to each other. Make appropriate, clarifying and reflecting statements to your partner when you are the listener to show that you understand and are concerned.

Knowledge and Skills:
Students will be able to give meaningful feedback and clarifying statements after listening to a partner speak.

Procedure:
1. Student demonstrates what makes a good speaker by giving an impromptu one minute speech from a topic chosen from cards that the teacher has prepared.
2. Students demonstrate they are good listeners by asking appropriate questions of the impromptu speaker.
3. Students learn how to participate in Socratic Argument.
4. Students demonstrate a meaningful conversation by using the reading and speaking strategy, -Think-Pair-Share,- as they demonstrate a Socratic Argument in pairs for the class.
5. Students break into pairs and one student speaks to the other for five minutes on a personal topic -What I Would Like to Change About Myself,- or any other topic the students or teacher feel would facilitate a lively discussion.
6. The other student (listener) must make only clarifying or reflecting statements and ask relevant questions. (The process could be tape-recorded for later playback.)
7. Reverse the process so the speaker becomes the listener.
8. Students then share their ideas on how well their partners listened, then how well they spoke.
9. Assess the exercise with the rubric developed.

Assessments

Assess the lesson with the following rubric:


Excellent..............................................................................Not Yet
4.......................3.......................2.......................1.......................0


1. Student has effectively spoken to his or her partner about a selected topic.
4...............3...............2...............1...............0

2. Student has effectively used clarifying and reflecting statements to his or her partner.
4...............3...............2...............1...............0

3. Student has effectively asked questions of his or her partner.
4...............3...............2...............1...............0

4. Student has effectively shared ideas about his or her partnerís effectiveness.
4...............3...............2...............1...............0

5. Student has effectively used volume, stress, pacing, enunciation, eye contact, and gestures.
4...............3...............2...............1...............0

6. Student has effectively worked with partner.
4...............3...............2...............1...............0


Self-reflecion:
How do you plan to practice these lessons outside of school?

Extensions

Enhancement:
-Students perform in front of the class.
-Students record a dialogue demonstrating good speaking techniques.
Return to the Beacon Lesson Plan Library.