Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview:

Unit Description:

Person To Person – In this unit, students focus on developing important life-skills -  good listening skills, reading body language, developing appropriate “people skills”, acquiring interviewing techniques to gather information, and working in groups to solve problems.

Essential Questions:

     1. What is the difference between hearing and listening?

     2. Are there different styles of listening?

     3. What responsibilities do I have when using my 1^st Amendment right  – freedom of speech?

     4. Why is listening for hard for me?

Resources/Materials:

Standards/Benchmarks/GLEs:

Objectives:

1. To explain the difference between hearing and listening.

2. To own the idea that successful communication depends on taking personal responsibility for one’s hearing habits.

1. To identify roadblocks to good listening.

2. Evaluate skills needed to overcome these roadblocks.

Student Learning Activities:

1. Bell ringer – “Nobody ever listened himself out of a job.” – President Calvin Coolidge (followed by discussion)

2. Brainstorm – Differences between listening and hearing. 

3. Read orally intro. to lesson – page 54 in text

  -  Students identify what phrases today make them listen or that they should be getting ready to listen

(ex. “lend me your ear” – Shakespeare, “Listen my children and you shall hear…”)

• Pay attention
• This is important

4. Students define New Speech Terms page 53.

1. Bell ringer - What did the Greek philosopher mean when he said, “Nature has given us one tongue, but two ears”?

2. Preview and predict what the chapter is about.

3. Guided Reading 3-1

1. Have students read “Words From the Workplace” on page 58 followed by a discussion.

2. Hand-out - Have students keep a log for this week citing the number of times they used the 4 ways to listen and give at least one example of each.

3. In groups have students model the 4 ways to listen and then using a rubric have them evaluation their listening skills.

• 1. Divide the class into groups, one for each roadblock. Have them put together a skit demonstrating the roadblock. Then have groups perform their skit. Ask the audience to identify the roadblock and answer the following –
• Could they relate to the skit?
• Do they allow these roadblocks to get in the way when they are listening?
• What suggestions do they have to overcome these roadblocks?

1. Have students share their listening logs.

• Which of the styles did they use the most/
• How effective were they with each style?
• Can they identify why each is so important?

2. Ask students to share their family interview.

3. Quick Quiz to assess understanding of material covered in chapter.

Homework:

Finish defining New Speech Terms page 53

1. Study new vocabulary.

2. Thinking Critically #2 on page 59.

1. Have students ask their families were their values came from? Listening, observing, reading

DUE FRIDAY

Attachments:

Assessments: Definitions – New Speech Terms, Guided Reading, rubric

Links:

What strategies will I use to address literacy this week?