Drake Secondary Lesson Plan

Student Teachers Name: Anneke Mundel

Date: February 1, 2016
Lesson Title: The Importance of Good Listening Skills
Subject: SPED Social Skills (5th period-2 students; 7th period-1 student)
Instruction time: 15 20 minutes
Students level by grade: 8/9th grade
Standard(s) to be addressed: 21st Century Employability Skills Standard 21.912.ES.1
Essential Concept and/or Skill: Communicate and work productively with others, incorporating different
perspectives and cross cultural understanding, to increase innovation and the quality of work.
This standard includes the following: Use all the appropriate principles of communication effectively
Listen to understand and appreciate the points of view of others
Listen for comprehension
Listen for decision making
Process information in order to make an informed decision
Ask appropriate questions in seeking clarification
Read, understand and create information presented in a variety of forms (e.g. words, charts,
graphs, diagrams)
Follow directions
Express thoughts and ideas clearly and succinctly
Use appropriate technology to communicate
Use appropriate channels of communication (written, verbal,technical,visual)
Enduring Understandings/Essential Questions targeted in this lesson (for units created using the
Understanding By Design framework only)
Being able to listen to others is a critical social skill.
Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy):
Students will be able to list at least 3 reasons why it is important to be a good listener on a teacherprovided graphic organizer.
Identified student needs and plans for differentiation:
_________ :As per his IEP, _________ needs instruction "in a small group setting to allow for practice
and frequent feedback. He also is aided by visual or written supports. When writing responses,
_______is aided by a good deal of prompting to stay on topic and follow the directions of the
assignment. As such, instruction is small group, has visual and written supports (PPTs, graphic
organizers, videos), and the independent practice component is still supported by the teacher. Note:
communication is an identified area for ________s social skills instruction.
__________: As per his IEP, ___________ benefits from a teacher working directly with him and
giving additional prompts and time to comply. He also requires visual prompts and assigned seating in
the classroom by positive role models and close to instruction. For written responses, __________
tends to struggle; he benefits from being able to verbalize and when he has a strict format to follow
and a writing frame and/or sentence starters to provide him with structure. As such, the instruction in
these lessons is small group (2 students-1 teacher). In addition, ___________sits by the teacher, has
visual, verbal, and written supports, and the independent practice components are guided by the teacher.
Note: communicating with adult and peers in a manner that is respectful is a central social skills
instructional need for __________.

____________: As per his IEP, ____________ requires one-on-one social skills instruction, with positive
communication being one target area. ____________benefits from assignments being adjusted to
eliminate frustration (i.e. verbally share responses instead of written, limit number of questions), from
preferential seating close to his teacher or paraprofessional, from templates or outlines of notes for
writing tasks, and from regular prompting by the teacher. These lessons, therefore, are a guideline but will
be adjusted as __________ s needs dictate.
Specificresourcesneededforthislesson:
InstructorPPT(withlinkstoYouTubevideos)
GraphicorganizerBeingAGoodListenerteachercreated
Worksheet23fromD.Mannixs(2009)SocialSkillsActivitiesforSecondaryStudentswith
SpecialNeeds.
Instructional method(s) used in this lesson:
Mini-lecture, small group discussion and collaborative work (5 th period)/one-on-one discussion (7th
period).
Lesson Sequence:
Hook (How will you get students excited about learning/Introduce students to your objectives?)
Overview of weeks lessons (Monday: why listening is important. Tuesday: how to be a good
listener. Wednesday: examples/non-examples of good listening. Thursday: recap of
week/assessment of understanding.)
Introduction of todays topic: why it is important to be a good listener
Show quick Dilbert clip (https://www.youtube.com/watch?v=DK4iU_CrwPM) & discuss
Direct instruction/Modeling

Share key reasons listening is important (PPT). Students fill out graphic organizer.
Guided practice:

Discuss together: Other reasons why listening is important? Students fill out graphic organizer
with teacher support as needed.

Start Worksheet 23 Important Listening Situations (Why Important line only), discussing 1-2
scenarios and completing.
Independent practice/Informal Assessment
Students complete Worksheet 23 Important Listening Situations (Why Important line only).
Teacher provides guidance as needed. Discuss responses with peer/teacher.
Closure of the lesson/Bridge to next lesson
Recapofkeyreasonsitisimportanttobeagoodlistener
Previewofnextclass:wewilllearnstepsHOWtobegoodlisteners
Notes: How will I modify or adjust this lesson in the future?
___________________________________________________________
___________________________________________________________
___________________________________________________________

Drake Secondary Lesson Plan

Student Teachers Name: Anneke Mundel
Date: February 2, 2016
Lesson Title: How to Be a Good Listener
Subject: SPED Social Skills (5th period-2 students; 7th period-1 student)
Instruction time: 15 20 minutes
Students level by grade: 8/9th grade
Standard(s) to be addressed: 21st Century Employability Skills Standard 21.912.ES.1
Essential Concept and/or Skill: Communicate and work productively with others, incorporating different
perspectives and cross cultural understanding, to increase innovation and the quality of work.
This standard includes the following: Use all the appropriate principles of communication effectively
Listen to understand and appreciate the points of view of others
Listen for comprehension
Listen for decision making
Process information in order to make an informed decision
Ask appropriate questions in seeking clarification
Read, understand and create information presented in a variety of forms (e.g. words, charts,
graphs, diagrams)
Follow directions
Express thoughts and ideas clearly and succinctly
Use appropriate technology to communicate
Use appropriate channels of communication (written, verbal,technical,visual)
Enduring Understandings/Essential Questions targeted in this lesson (for units created using the
Understanding By Design framework only)
Being able to listen to others is a critical social skill.
Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy):
Students will be able to cite six key components of effective listening, identify these components in
drawn scenarios, and apply these components in authentic dialogue.
Identified student needs and plans for differentiation:
SeeFebruary1lessonforadetaileddescriptionofneedsanddifferentiation.
Specificresourcesneededforthislesson:
InstructorPPT(withlinkstoYouTubevideos)
Worksheet22fromD.Mannixs(2009)SocialSkillsActivitiesforSecondaryStudentswith
SpecialNeeds.
Possibleextensionworksheet:ActivitySheet71(ListeningDuringaConversationfrom
Shapiros(2004)101WaystoTeachChildrenSocialSkills.
Asneeded:Listeningrubricteachercreated
Instructional method(s) used in this lesson:
Mini-lecture, small group discussion & collaborative work (5 th period)/one-on-one discussion (7th period),
simulation/real-life practice.

Lesson Sequence:
Hook (How will you get students excited about learning/Introduce students to your objectives?)
Review/discuss why it is important to be a good listener
Show short clip Interrupting Donkey (Shrek) at (https://www.youtube.com/watch?
v=SQLngYouovE) & discuss.
Direct Instruction/Modeling
Share 6 key parts of being a good listener (PPT). Discuss.
Guided Practice/Informal Assessment
Complete Worksheet 22 How to Be A Good Listener with students. Discuss responses with
peer/teacher.
Time-permitting: Work on Activity Sheet 71 Listening During A Conversation. Again, discuss.
Semi-Independent Practice/Informal Assessment
Have students practice listening to one another / to teacher on the topic: What are you planning to
do after school today? or What is your favorite video game? or Etc. If students struggle with
listening, have them select 1-2 listening skills and attend to / try out those skills. For example:
students could be prompted to use eye contact and not interrupt while their peer/teacher is
speaking. A visual cue can be given as well in the form of the listening rubric. Provide
feedback/discuss.
Closure of the lesson/Bridge to next lesson
Recap/review of how to be a good listener
Notes: How will I modify or adjust this lesson in the future?
___________________________________________________________
___________________________________________________________
___________________________________________________________

Drake Secondary Lesson Plan

Student Teachers Name: Anneke Mundel
Date: February 3, 2016
Lesson Title: Identifying Signs of Ineffective Listening (or Listening Non-Examples)
Subject: SPED Social Skills (5th period-2 students; 7th period-1 student)
Instruction time: 15 20 minutes
Students level by grade: 8/9th grade
Standard(s) to be addressed: 21st Century Employability Skills Standard 21.912.ES.1
Essential Concept and/or Skill: Communicate and work productively with others, incorporating different
perspectives and cross cultural understanding, to increase innovation and the quality of work.
This standard includes the following: Use all the appropriate principles of communication effectively
Listen to understand and appreciate the points of view of others
Listen for comprehension
Listen for decision making
Process information in order to make an informed decision
Ask appropriate questions in seeking clarification
Read, understand and create information presented in a variety of forms (e.g. words, charts,
graphs, diagrams)
Follow directions
Express thoughts and ideas clearly and succinctly
Use appropriate technology to communicate
Use appropriate channels of communication (written, verbal,technical,visual)
Enduring Understandings/Essential Questions targeted in this lesson (for units created using the
Understanding By Design framework only)
Being able to listen to others is a critical social skill.
Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy):
Students will be able to identify signs of ineffective listening while viewing a video scenario and
reviewing illustrated scenes.
Identified student needs and plans for differentiation:
SeeFebruary1lessonforadetaileddescriptionofneedsanddifferentiation.
Specific resources needed for this lesson:
InstructorPPT(withlinkstoYouTubevideos)
Example/NonExampleChartteachercreated
Worksheet24fromD.Mannixs(2009)SocialSkillsActivitiesforSecondaryStudentswith
SpecialNeeds.
Instructional method(s) used in this lesson:
Small group discussion & work (5th period)/one-on-one discussion (7th period), video case study analysis.
Lesson Sequence:
Hook (How will you get students excited about learning/Introduce students to your objectives?)
Review why it is important to be a good listener

Explain todays goal: to be able to identify ineffective listening (non-examples) and thereby fix
up our own listening when needed.

Direct instruction/Modeling
Pass out the Example/Non-example chart. Work with students to fill in the non-example column.
Discuss/model as needed for clarification.
Guided practice
Show YouTube clip (up to 1:05 min): The Bad Listener (https://www.youtube.com/watch?
v=humfZQI4JU8).
Discuss: What do you notice about the bad listener? (he was on his phone, agreed even when the
story got more and more outlandish, made his friend feel bad, etc.)
Semi-Independent Practice/Informal Assessment:
Have students complete Worksheet 24 What problems do you see? Provide guidance as needed.
When completed, discuss responses with peer/teacher.
Closure of the lesson/Bridge to next lesson
Recap/reviewofhowtobeagoodlistener.
Nextclass:wewillbeapplyingourlisteningskillsinagameformat!
Notes: How will I modify or adjust this lesson in the future?
___________________________________________________________
___________________________________________________________
___________________________________________________________

Drake Secondary Lesson Plan

Student Teachers Name: Anneke Mundel
Date: February 4 & 5, 2016
Lesson Title: Applying Our Listening Skills
Subject: SPED Social Skills (5th period-2 students; 7th period-1 student)
Instruction time: 15 20 minutes
Students level by grade: 8/9th grade
Standard(s) to be addressed: 21st Century Employability Skills Standard 21.912.ES.1
Essential Concept and/or Skill: Communicate and work productively with others, incorporating different
perspectives and cross cultural understanding, to increase innovation and the quality of work.
This standard includes the following: Use all the appropriate principles of communication effectively
Listen to understand and appreciate the points of view of others
Listen for comprehension
Listen for decision making
Process information in order to make an informed decision
Ask appropriate questions in seeking clarification
Read, understand and create information presented in a variety of forms (e.g. words, charts,
graphs, diagrams)
Follow directions
Express thoughts and ideas clearly and succinctly
Use appropriate technology to communicate
Use appropriate channels of communication (written, verbal,technical,visual)
Enduring Understandings/Essential Questions targeted in this lesson (for units created using the
Understanding By Design framework only)
Being able to listen to others is a critical social skill.
Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy):
Students will be able to apply their effective listening skills while playing Following Directions game,
the group storytelling game, and/or Where Id Like to Travel game.
Identified student needs and plans for differentiation:
SeeFebruary1lessonforadetaileddescriptionofneedsanddifferentiation.
Specific resources needed for this lesson:

Paper&markers
Gameinstructions,includingwrittenpromptsforDirectionsActivity(seeattached)

Instructional method(s) used in this lesson:

Game / simulation.
Lesson Sequence:
Hook (How will you get students excited about learning/Introduce students to your objectives?)
Review 6 components of how to be a good listener.
Direct instruction/Modeling

Explain the parameters of the game of the day. Model as needed. (see attached for game rules, etc.)

Guided practice/Assessment
Play game. Provide clarification, reminders, etc. as needed.
Closure of the lesson/Bridge to next lesson
Mini-evaluation (have students write on index cards with prompts on instructor PPTs): Name two
things you learned about good listening this week. What did you like about this weeks lessons?
What would you like to see changed?
Notes: How will I modify or adjust this lesson in the future?
___________________________________________________________
___________________________________________________________
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