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Lesson 10: Personal Relationships: Communication

BEGINING OF CLASS ROUTINE

Purpose: Students will learn about communication styles and engage in discussion about productive communication online and in-person. (self-awareness, self-management, social awareness, social management, social engagement). 

LIA Themes: Cultural Enrichment, Team Building, Leadership, Professionalism, Responsive Conflict Resolution

Setting the Stage

Display the quote on the board and have students respond to one of the prompts as they get in their seats. 

OPTIONAL: Play culturally relevant music as students enter the class.

OPTIONAL: Lead students in a midline crossing activity. Use Educational Kinesiology document to find useful resources. 

60-120 minute lesson

OBJECTIVES:

Students will

  • Develop and enhance their linguistic proficiency (2.1).
  • Develop social skills to interact across a wide variety of age groups and social contexts (2.2A, 2.2B, and 2.2C).
  • Students will use reflection and metacognition to develop critical thinking skills (2.3.)
  • Students will demonstrate an understanding of professional dress, appropriate behavior, and language across a variety of settings (3.1.A.)
  • Increase interpersonal skills through interactive games and situational practice (5.2.A.)
  • Identify and raise questions about what might be unexplained, missing, or left unsaid (WIDA ELD-SI.4-12.Narrate)
  • Report on explicit and inferred characteristics, patterns or behavior (WIDA ELD-SI.4-12.Inform)
  • Support or challenge an opinion, premise, or interpretation (WILDA ELD-SI.4-12.Argue).

INTRODUCTION

Communication

R.10 Slide Deck

Review objectives of the lesson with students (slide #5)
As students take their seats

Students will respond to the prompt in their journal / daily worksheet. Prompt suggestions:

  • How has bilingualism benefited you?
  • Do you believe this quote? Why or why not. 

Provide 5-7 minutes for students to write their reflections. Display a timer on the board if able. 

OPTIONAL: Ask students to share reflections. They can pair-share, group-share in tables, or volunteer responses to the class. 

For virtual class: 

  • Allow students to use the chat, a discussion board, or unmute their microphones to share responses with the class. 

LESSON

Lesson steps

  • (I do, We Do) Group students into pairs or threes at most. Distribute Communication Activity. Explain to students that one of them will be a reader (Student A), giving instructions, and the other (Student B) will be a drawer, listening to instructions. Instruct Student B that they will not interrupt or ask questions, they will just listen and do. 
  • (You Do) Ask students if anybody succeeded in drawing a chicken. 
    • If not, ask students to reflect and share the disconnect between the instructions and the drawing. 
    • If so, ask students to reflect and share what worked well in achieving the desired goal. 

ADAPTATION: teacher reads instructions to all students and they follow along. 

Reflection: WHAT? | SO WHAT? | NOW WHAT? (slide #7)

Initiate reflection using the questions below. Students can reflect quietly or in writing before sharing out in pairs, as a group, or as a class. 

  • What? What were your thoughts and feelings as you participated in this activity?
  • So what? Why do you think it’s important that all sides can participate in communicating with each other?
  • Now what? What will you do with what you’ve learned about communication today?
  • (I Do) Communication Styles (slides #8-11) . Teacher or student reads slide to the class.
    ADAPTATION: teacher provides examples of each communication style.
    EXTENSION: students come up with examples of each communication style. 
  • (We Do)Distribute SLANT Strategy to students for general suggestions of good communication. (slide #12)
  • (You Do) Does Culture Play a Role in Communication Style? (Slide #13)
    Recall individualist and collectivist cultures. Ask students to make inferences about culture and preferred communication style using the provided sentence frames.
    EXTENSION: students use a variation of the prompts provided to share their inferences. 

    • Individualists/collectivists are more likely to exhibit ________ communication style when they are ___________ (under pressure, upset, feeling great, etc) because….
    •  As someone who primarily identifies with individualist/collectivist culture, the communication style I was taught is the most polite is __________________. This is because… 
  • (We Do) Denotation and Connotation (slide #14).
    Explain that words and behaviors can be interpreted differently, and share the examples in the slide. Ask students to share examples. 
  • (You Do) Communication & Technology (slide #15-#16)
    Students brainstorm individually, pairs, or small groups. They may write their answers on a worksheet or journal before sharing out. Ask students to volunteer answers for the board.
    EXTENSION: What advantages or disadvantages does technology have on communication?
  • Kinesthetic ADAPTATION: Four Corners Activity for opinions on slide #16. 

Virtual Class Adaptations:  

  • Conduct the lesson on an established LMS or use tools such as FlipGrid, Canvas, Miro, Google Classroom, or other interactive platform. 
  • Invite students to use the chat option to share their responses. 

ASSESSMENT

Exit ticket: Students complete one of the following prompts

  1. Something I learned today is…
  2. Some examples of good communication are…

In Person Class Assessment Options:

  • Write responses on a sticky note and place in a designated space in the classroom. 
  • Write in a journal / daily worksheet. 
  • Share out loud/with their groups

Virtual Class Assessment Options:

  • Discussion assignment on LMS.
  • Virtual board such as jamboard, miro, Zoom Whiteboard, etc.
  • Create a video on Flipgrid or Canvas.

ADAPTATIONS

DIFFERENTIATION: 

  • Use sentence stems to guide student conversations. 
  • Have students write their responses to each question in a journal or worksheet before sharing out loud. 

EXTENSION: 

  • Conduct research or read Sandra Cisneros. https://www.britannica.com/search?query=sandra+cisneros 
  • Vocabulary support. Students enhance vocabulary by using a search engine or thesaurus to find synonyms for their descriptive words. 
  • Conduct a Socratic Seminar or small group discussions on the following prompts. There are no right or wrong answers, and it is important to provide a safe space for students to answer honestly.  
    • What improvements can/should be made to online communications? 
    • How can I improve my in-person and online communication?
    • How did technology support education during the pandemic? 
    • What can I do if I misunderstand somebody? 

BRIGHT IDEAS

Vocabulary

Connotation Denotation

Competencies and Skills

21st Century Skills Skills for Learning and Life
Critical Thinking, Communication Skills, Social Responsibility, Collaboration, Media Literacy, Technology Literacy, Leadership, Flexibility, Social Skills Self-Awareness, Self-Management, Social Awareness, Social Management, Social Engagement

Lesson Materials 

R.10 Slide Deck

Communication Activity

SLANT Strategy

(OPTIONAL) Good First Impression