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Lesson 9: Personal Relationships: Team Building

BEGINING OF CLASS ROUTINE

Purpose: Students will interview each other to learn about the collective strengths of the class (self-awareness, self-efficacy, social awareness, social engagement). 

LIA Themes: Team Building, Leadership, Professionalism

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. 

45-90 minute lesson

OBJECTIVES:

Students will

  • Develop and enhance their linguistic proficiency (2.1).
  • Demonstrate effective and appropriate communication skills across different mediums (2.2.A.).
  • Demonstrate an understanding of professional dress, appropriate behavior, and language across a variety of settings (ie interviews) (3.1.A.). 
  • Identify personal positive attributes, marketable skills, and talents they can offer to employers and the community (3.1.B.).
  • Begin a collection of service, academic, and professional artifacts (3.2.A.). 
  • Increase interpersonal skills through interactive games and situational practice (5.2.A.).
  • Share ideas about one’s own and others’ lived experiences and previous learning (WIDA ELD-SI.4-12.Narrate).
  • Recount and restate ideas to sustain and move dialogue forward (WIDA ELD-SI.4-12.Narrate).
  • Summarize most important aspects of information (WIDA ELD-SI-4-12.Inform)
  • Generate questions about different perspectives (WIDA ELD-SI.4-12.Argue)

INTRODUCTION

Personal Relationships: Team Building

R.09 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:

  • What is the value of an “open heart”?
  • Do you agree or disagree with the quote? Explain your answer. 

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) Explain to students that they will be interviewing each other to create a collection of class strengths and attributes. (slide #6)
  • (We do) Ask students to come up with interview questions and qualities or behaviors of a good interviewer. (slide #6)

ADAPTATION: have students write answers in their journals before sharing out to provide thinking time.
ADAPTATION: provide a pre-generated list of questions to students. 

  • (You Do) Students conduct interviews. Be sure to adjust the highlighted text for your class (slide #7).
    ADAPTATION: have students interview in small groups and then compare notes afterward.  

Reflection: WHAT? | SO WHAT? | NOW WHAT? (slide #8)

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 to get to know the people in your LIA class?
  • Now what? What will you do with what you learned about the interview process and your classmates?

Lesson closure

    • Students will present their interviewee to the class in a positive, kind way. Each presentation should highlight the student’s strengths and interests, their contributions to the class, and a picture.
      EXTENSION: integrate technology by allowing students to take pictures with a digital camera, smart phone, or tablet.
  • ADAPTATION: allow students to create a clip art or digital art instead of using a picture if they prefer not to have their picture taken. 

Virtual Class Adaptations:  

  • Conduct the lesson on an established LMS or use tools such as FlipGrid, Canvas, Miro, Google Classroom, or other interactive platform. 
  • Create a padlet and allow students to type their culture sentence into the padlet. 
  • Invite students to use the chat option to share their responses. 

ASSESSMENT

Exit ticket: Students complete one of the following prompts

  1. How will practicing interviews help you in life?
  2. How did you feel interviewing and being interviewed? 

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. 
  • Provide a pre-generated list of questions for students to choose from. 
  • Provide a template for students to fill out so that everybody’s interview is the same. 

EXTENSION: 

  • Conduct research or read Carlos Santana’s history. https://www.britannica.com/biography/Carlos-Santana 
  • Vocabulary support. Students enhance vocabulary by using a search engine or thesaurus to find synonyms for their descriptive words. 
  • Create a physical or digital “book” to give to each student of the class as a memory/keepsake. 

BRIGHT IDEAS

Vocabulary

 

Attribute Dialogue

Competencies and Skills

21st Century Skills Skills for Learning and Life
Critical Thinking, Creativity, Collaboration, Communication, Information Literacy, Flexibility, Productivity, Social Skills Self-Awareness, Self-Efficacy, Social Awareness, Social Engagement

Lesson Materials 

R.09 Slide Deck