Unit 1 Lesson 2
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Instructional Goal
Intended Audience 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. Time Designed for a 70 Minute Class period. Objective 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. Assessment 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 https://www.youtube.com/watch?v=4Kudo7aIpFA 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 #2 Title: Unit 1 Lesson 2
Performance Objective: 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 Resources or Materials Needed: Effective Communicator WS scan, Communication Style WS scan, Partner Drawing Sheets/ Prompt, how to be Assertive video, Lesson 1 review questions. Time: 70 Minutes Step 1: Pre-Instructional Activities: Students will answer a 10 question quiz the first 5 minutes of class about previous lesson. Discuss answers with cold call. Step 2: Content Presentation: Start with power point presentation discussing barriers in communication. Language, tone, body language, emotions. Show how to be assertive video to show how it can relate to them. With real life examples. Step 3: Learner Participation: Students will break up into groups of two. They will be assigned a drawing at random. Partner #1 will describe the image to partner #2 without being able to see it. Partner #2 will have to draw that image based only on partner #1s description. They will have a time limit of 1 minute. They will do this once and then get a new drawing and the other person will be describing and drawing. They each will get 2 chances as a drawer and 2 as a describer. Step 4: Assessment: Once complete 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 everyday communication. Step 5: Follow-Through Activities: The next lesson the students will have to try to eliminate their own communication barriers while conducting interviews and being interviewed. The skill set is the same but they will have to apply it in a new application. 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. The cognitivism model best fits the way this information can be taught for this particular objective and in my classroom environment. They have real demonstrations of the desired skill and then they have the opportunity to practice that skill with immediate feedback. |
Appendix C
Appendix D
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Paragraph on Barriers to Communication
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 everyday communication.
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 everyday communication.