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    3 3 Communication

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    api-261782961
    This lesson plan outlines a health class for 7th grade students focused on effective communication skills. Over the course of 2-3 days, students will learn about verbal and nonverbal communication through group activities, a presentation, and note-taking. Formative assessment includes a quiz to evaluate their understanding of key concepts like describing the communication process and identifying effective ways to communicate thoughts and feelings. The lesson incorporates student engagement strategies and checks for understanding to help students develop their communication abilities.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    3 3 Communication

    Uploaded by

    api-261782961
    2K views3 pages
    This lesson plan outlines a health class for 7th grade students focused on effective communication skills. Over the course of 2-3 days, students will learn about verbal and nonverbal communication through group activities, a presentation, and note-taking. Formative assessment includes a quiz to evaluate their understanding of key concepts like describing the communication process and identifying effective ways to communicate thoughts and feelings. The lesson incorporates student engagement strategies and checks for understanding to help students develop their communication abilities.

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    3 3 communication

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    This lesson plan outlines a health class for 7th grade students focused on effective communication skills. Over the course of 2-3 days, students will learn about verbal and nonverbal communication through group activities, a presentation, and note-taking. Formative assessment includes a quiz to evaluate their understanding of key concepts like describing the communication process and identifying effective ways to communicate thoughts and feelings. The lesson incorporates student engagement strategies and checks for understanding to help students develop their communication abilities.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    2K views3 pages

    3 3 Communication

    Uploaded by

    api-261782961
    This lesson plan outlines a health class for 7th grade students focused on effective communication skills. Over the course of 2-3 days, students will learn about verbal and nonverbal communication through group activities, a presentation, and note-taking. Formative assessment includes a quiz to evaluate their understanding of key concepts like describing the communication process and identifying effective ways to communicate thoughts and feelings. The lesson incorporates student engagement strategies and checks for understanding to help students develop their communication abilities.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    Astumbo Middle School

    Lesson Plan Format


    Teacher Name: Mr. Zapanta
    Quarter: 1st/3rd
    Content: Health Chapter 3 Lesson 3 Grade/Course: 7th
    Timeline: 2-3 Days
    ESLRs Addressed: (choose all that apply)
    A chievers of Academic Success
    M odel Citizens of the Community
    S killed Users of Technology to Connect with the Global Community
    Standard(s); CCSS: 3.0 Target (Lesson Preparation [SIOP])


    GDOE Health Education Standards & Performance Indicators

    MS.4.1 Apply effective verbal and nonverbal communication skills to enhance health.

    Lesson Overview; Lesson Purpose:(Develop new


    knowledge or extend and apply knowledge)

    How to be and effective speaker and effective listener.

    Lesson Objective(s): (We will: KNOW, UNDERSTAND, and BE


    ABLE TO DO; must be measurable and attainable)

    In this lesson, students will be able to:
    Describe ways people communicate
    Identify the best way to communicate thoughts and
    feelings
    Describe ways to be a better speaker and listener
    with 80% accuracy through note taking, question and
    answer, and quiz

    Learning Targets (Rigor)



    2.0 Simpler Content: (One Grade Level Below)


    4.0 More Complex: (One Grade Level Above)

    Vocabulary: (Building Background [SIOP],Vocabulary
    Focus Question(s): (Unit Essential Questions or Big Ideas)
    [Big 8])


    Describe the communication process.
    Communication; Gesture; Body Language


    Description of Lesson
    (Lesson delivery; comprehensible input [SIOP]
    Anticipatory Set: ( _____ minutes) (Cues/Questions, Building Background, [SIOP] Interaction, [SIOP] Write to Learn [Big 8]
    Teacher & Student Questioning [Big 8])

    [Think-Pair-Share. Think of that one friend or family member you speak to when you want to share the good or bad news
    with. What makes you want to share with that person?]

    Instruction and Strategies: ( _____ minutes) (Providing Feedback, Reinforcing Effort, Providing Recognition, Cooperative
    Learning, Cues/Questions, Strategies [SIOP], Interaction [SIOP], Practice and Application [SIOP], Student Dialogue &
    Instructions that are italicized include students engagement strategies. Instructions that are underlined embed checking for
    understanding. (Instructional strategies are in parentheses i.e. Marzano) [Brackets are instructional strategies pertaining to
    SIOP, Big 8, CITW]

    Astumbo Middle School


    Lesson Plan Format
    Grouping [Big 8], Write to Learn [Big 8], Graphic Organizers and Note Takers [Big 8], Teacher & Student Questioning [Big 8],
    Document, Technological, and Quantitative Literacy Strategies [Big 8])

    Episode 1
    o He Said/She Said
    Teacher should have a simple drawing of shapes, numbers, and/or alphabets on a sheet of paper.
    Choose a pair of students to do the activity. One student will start as the speaker and the other will be
    the artist. Two pairs of students may be chosen.
    With students back to back, the task is for the pair of students to communicate and get the student
    artist to draw exactly what the teacher has drawn.
    The only form of communication is through words.
    After the activity, ask students why the pairs had success or why the pairs had difficulty completing the
    task.
    Episode 2
    o [Students will get into groups of 3 (no more than 4 per group) to read lesson 3 (pg. 66-69)]
    Each student will read one sentence and then rotate to the right until end of lesson 3.
    First reader will read the learn about.
    Second reader will read the vocabulary words with the group members repeating every word.
    o Teacher will collaborate with groups to check-for-understanding
    Episode 3
    o [Teacher will present Communication: More than Words PowerPoint presentation found in the electronic
    curriculum binder]
    Episode 4
    o [Students will take notes in their notebook, labeled 3.3 Notes]
    o 3.3 Notes will be Concept Mapping style.
    o 3.3 Notes may be modified and done in Cornell style. These notes can be found in the electronic curriculum
    binder or overhead projector binder.

    Guided Practice: ( _____ minutes) Providing Recognition, Cooperative Learning, Interaction [SIOP], Practice and
    Application [SIOP], Write to, Learn [Big 8], Teacher & Student Questioning [Big 8], Document, Technological, and
    Quantitative Literacy Strategies [Big 8])

    Episode 2
    o [Students will get into groups of 3 (no more than 4 per group) to read lesson 3 (pg. 66-69)]
    Episode 3
    o [Teacher will present Communication: More than Words PowerPoint presentation found in the electronic
    curriculum binder]

    Formative Assessment: ( ____ minutes) (Providing Feedback Review and Assessment [SIOP],Student Dialogue & Grouping
    [Big 8],Teacher & Student Questioning [Big 8])

    Episode 4
    o [Students will take notes in their notebook, labeled 3.3 Notes]
    3.3 Quiz
    o Can be found in the overhead projector binder or the electronic Health Curriculum Binder
    o Given the next school day
    Instructions that are italicized include students engagement strategies. Instructions that are underlined embed checking for
    understanding. (Instructional strategies are in parentheses i.e. Marzano) [Brackets are instructional strategies pertaining to
    SIOP, Big 8, CITW]

    Astumbo Middle School


    Lesson Plan Format

    Closure: ( _____ minutes) (Providing Feedback, Reinforcing Effort, Homework, Closing the Lesson, Interaction [SIOP],
    Review and, Assessment [SIOP], Write to Learn [Big 8], Teacher & Student Questioning [Big 8])

    Effective communication skills help people express thoughts and feelings in healthy ways.

    Independent Practice: ( _____ minutes) (Homework, Interaction [SIOP], Write to Learn [Big 8])

    Episode 1
    o He Said/She Said
    Episode 4
    o [Students will take notes in their notebook, labeled 3.3 Notes]

    Accommodations/Modifications: (Component 3: Helping Students Extend and Apply Knowledge [CITW], Building
    Background [SIOP], Student Dialogue & Grouping [Big 8], Text and Media Complexity [Big 8])

    3.3 Quiz can be open book
    3.3 Notes can be substituted with a drawing of Figure 3.5 on page 66
    3.3 Notes can be Cornell Style Notes

    Resources (Textbook and Supplemental): (Leveled Materials and Digital, Multi-media Resources [Big 8])

    TEACHER:
    Glencoe Teacher Wraparound Edition
    lap top
    multimedia projector
    overhead projector
    overhead projector binder
    Health Curriculum Binder

    STUDENT:
    Glencoe Teen Health Textbook
    pen/pencil
    notebook

    Lesson Reflection/PLC Discussion:
    1. What do we expect our students to learn? (Goals/Expectations)
    2. How will we know they are learning? (Assessment)
    3. How will we respond when they dont learn? (Intervention)
    4. How will we respond if they already know it? (At Mastery)


    Instructions that are italicized include students engagement strategies. Instructions that are underlined embed checking for
    understanding. (Instructional strategies are in parentheses i.e. Marzano) [Brackets are instructional strategies pertaining to
    SIOP, Big 8, CITW]

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