Unit 1 Lesson 1
This unit is designed for high school sophomores or any high school student who has not completed a Health II course. This learner group consists of high school aged students from the range of 15-18. The majority of them are sophomores in high school and either 15 or 16. The class is a high school core course so all students are required to take this class to graduate and every student will have to take this class.
Delivery approach and Instructional sequence
Instructional sequence and lesson plan are based on Gagne’s 9 events of instruction, and the learning model for this lesson is cognitivism.
Designed for a 70 Minute Class period.
Given a partner and 1 of four drawings, each student will participate in the partner drawing activity, they will then identify 5 barriers to communication within their own group. Students must identify at least 5
Each student will write 1 paragraph a minimum of 8 sentences listing 5 different barriers to communication they experienced during the activity and how it might relate to
Resources or materials needed
Partner Drawing Sheets/ Prompt, how to be Assertive video, Lesson 1 review questions Computer, & Projector. All materials can be accessed on Phillip-keddy.com Unit 1 Lesson 2
Step By step instructions
Step 1. When students enter classroom have Unit 1 Lesson 1 review quiz (Appendix C) projected onto white board. Give students 5 minutes to complete. Once complete Cold call on students to go over the quiz and check for understanding.
Step 2. To gain attention show How to be assertive clip
Step 3. Begin Power point Communication and Relationships.
Step 4. Put students in groups of 2. And complete
Partner Drawing Activity (Appendix D)
Finish with formative assessment, students must write 1 Paragraph a minimum of 8 sentences listing 5 different barriers to communication they experienced during the activity. Due beginning of class the next day.
Final Step assessment
Each student will be assessed by grading their Paragraph. They will be assigned a pass/fail grade based on identifying 5 communication barriers correctly.
70% or more of the class needs to achieve a passing score. If this is not achieved evaluate misunderstandings and reteach
Lesson Plan #1 Title: Unit 1 Lesson 1 & 1.1 Effective Communication Skills
Performance Objective: Given a Worksheet and pencil, each student will answer 4 out of 5 questions correctly by identifying each type of communication from the samples on the worksheet.
Resources or Materials Needed: Power point presentation Unit 1 Lesson 1, Effective Communicator WS scan, Communication Style WS scan, Pencil, & YouTube clip.
Time: 70 Minutes
Step 1: Pre-Instructional Activities: Students will watch a 3-minute YouTube clip about sending mixed signals in communication. (Video is funny meant to gain attention and introduce topic)
Step 2: Content Presentation: Power point presentation showing the three different types of communication. Examples of all three. Asking students questions about what characteristics make up each type of communication. They will then be given an Effective Communicator Worksheet so they can practice identifying different characteristics.
Step 3: Learner Participation: At the end of the power point the students will be given a scenario and they will have to get up and move to the side of the room that matches their personality and how they would communicate in that situation. Front of the room Assertive, back of the room passive, side of the room aggressive. Then they will discuss as a group.
Step 4: Assessment: Students will be given a formative assessment worksheet with 5 scenarios they need to identify the type of communication in each scenario: assertive, passive, aggressive.
Step 5: Follow-Through Activities: This lesson is a prerequisite skill for the unit. They need to know what effective communication looks like so they can continue to practice these skills in the next unit. If students have not been able to identify these different types of communication skills they will be given more examples and have another chance to identify them correctly. Identifying types of communication will be used and revisited in the next three lessons.
Lesson Plan Summary: The instructional strategies used in this lesson come from Gagne’s nine events of instruction. I based the structure of what the students will be doing on each one of those components. Then I used the behaviorism model because it best fits the way this information can be taught. The students get examples as a stimulus and they must create a correct response form that stimulus.