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| Learning Context | ||||||
| The purpose, objective, or focus of the learning experience: | ||||||
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1. Purpose: Students will identify the traits defining good communication skills and comprehend the importance of using these skills in their everyday lives and future careers. Students will apply and demonstrate these skills by making an oral presentation that is videotaped and then assessed by themselves, the whole class and the teacher. Students will express proficiency in their personal communication skills by utilizing patterns of organization in an oral presentation of a tour of the school. The oral tour will be engaging and easy to follow by the audience; using verbal and non-verbal clues for dissemination of this information. Students and teacher will view videotape of the performance and use an analytic rubric for assessment. The class will compare and contrast all students’ performances and offer aural and visual discrimination advice.
2. Standards and Indicators:
Health, Physical Education, and Home Economics -
Standard 3 - Resource Management
Students will understand and be able to manage their personal and community resources.
Specific Performance Indicator:
Students will understand the resources available to them, make informed decisions about the use of those resources, and know some ways to expand resources.
This is evident by the use of a rubric as shown on page 13
English Language Arts (ELA)
Standard 1
Students will write, listen, and speak for information and understanding
Specific Performance Indicator: (Listening and Reading)
Students will interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, oral interviews, graphs, charts, diagrams, and electronic databases intended for a general audience.
This is evident by the development of a T chart, listing at least 4 criteria for good and poor communication skills as delineated in the chapter.
Students will use a wide variety of strategies for selecting, organizing, and
categorizing information.
Students will relate new information to prior knowledge and experiences.
This is evident by the construction of a walking tour. See page 1,3,5, and 7 of student work.
Specific Performance Indicator: (Speaking and Writing)
Students will produce oral and written reports on topics related to all school subjects.
Students will organize information according to an identifiable structure such as
compare/contrast or general too specific.
This is evident by the use of patterns of organization as delineated in a video from Con Edison of speaking and listening skills.
Students will develop information with appropriate supporting material, such as facts, details, illustrative examples or anecdotes, and exclude extraneous material.
This is evident by the use of patterns of organization and clue words in a written draft as seen on pages 1,3,5, and 7 of student work.
Students will use the process of pre-writing, drafting, revising, and proofreading to produce well-constructed informational texts.
This is evident by students reviewing and rewriting their own work and peer reviewing another’s work as seen on page12.
Standard 3
Students will write, listen, and speak for critical analysis and evaluation.
Specific Performance Indicator: (Listening and Reading)Students will analyze, interpret,
and evaluate information, ideas, organization, and language from academic and nonacademic
texts, such as textbooks, public documents, book and movie reviews, and editorials.
This is evident by the successful completion of at least 65%of the worksheets found on pages 14 and 15.
Students will evaluate their own and others’ work based on a variety of criteria.
This is evident by the analytic rubric found on page 13.
Specific Performance Indicator: (Speaking and Writing)
Students will monitor and adjust their own oral and written presentations according to the
standards for a particular genre.
This is evident by the student peer review on page 12.
Standard 4:
Students will write for social interaction.
Specific Performance Indicators: (Listening and Speaking)
Students will use verbal and non-verbal skills to improve communication with others.
This is evident by student participation in role-play, in situations that correct miscommunications, as discussed on page 5
Specific Performance Indicator: (Reading and Writing)
Students will use appropriate language and style for the situation and the audience and
take into account the ideas and interests expressed by the person receiving the message.
As evident by the written tour through the school. See Student work pages 1,3,5, and 7.
Connection to Instruction -
These activities fit into the Home and Careers Skills curriculum in Module H-1, Process Skills by incorporating solving problems and managing their personal environment. They fit into the curriculum in Module H-2, Personal Development by assessing their own skills and how those skills relate to their environment (immediate and future). These lessons also fit into Module H-4, Career Planing, by formulating the idea that good communication skills affects all of their future career choices.
What students need to know and\or be able to do to succeed with this learning experience?
Students need to understand the terminology used when discussing communication skills, verbal and non-verbal communication and their effect on good communication. Students will explore the responsibilities of being a good speaker and listener. Students will then examine and analyze their own communication skills. They will apply this knowledge and develop a rough draft of a tour through the school, making sure this information is clear and organized.
Students will evaluate a peer’s rough draft for patterns of organization and clue words. Students will prepare a final version of the school tour. Students will orally present their finalized version of this walking tour to the class and will be videotaped. Students will analyze their videotaped version for self-analysis.
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