Teacher: HAMMONDS, KYLE

Subject: PROF. COMM.

Grade Level: 9-12

Overall Goal of Lesson: (1) For students to get to know one another and (2) for students to think critically about the importance of studying professional communications Instructional Objectives: (1) Have students learn the names of other students and (2) have students think critically about the heuristic value of communications studies in professional / interpersonal contexts Texas Essential Knowledge & Skills (TEKS) & ELPS: 110.58 (b), (1), A, B (2), A, E, F Key Vocabulary: Communication Maslows Hierarchy of Needs (Physiological, Security, Loving, Esteem-Based and SelfActualizing Needs) Higher Order Questions: Why do humans communicate? Why cant humans stop communicating? What is the value of being an effective communicator? Student Activities: (Keep in mind the following: Scaffolding, Independent or Cooperative activities, Groupings, Reading, Writing, Listening, Hands-On/Minds-On, Connections to previous knowledge, etc): 1) Complete bell assignment Q: What does communication mean to you? 2) Getting Acquainted Bingo Have students do a scavenger hunt for others who have particular qualities and fill out a bingo board 3) Discuss bell assignment 4) Talk about scholarly meaning of communication and why we use it * To SURVIVE * To Learn * It is a distinctively human activity * We cannot NOT communicate Modifications/ELL Strategies Anticipatory Activity for Lesson: Bell ringer (What does communication mean to you?) Teacher Input/Lesson Activity: 1) Student scavenger hunt / Bingo 2) Discuss meaning and importance of communication Modeling: 1) Find a student who matches a bingo space (ex. Someone who owns pets) and have them sign that space on the board 2) Explain knowledge transfer Guided Practice: Hunt / bingo activity has students practicing the interpersonal comm. Process (I will monitor and also play along) Independent Practice: ^ Allow students to finish bingo activity on their own Lesson Closure: Ask students to each (verbally) say one thing they learned about another student and how that information may be helpful in the future ex. John works at Pizza Hut, so he can help me find food (tie back to Maslows hierarchy) Assessment Methods/Strategies: Verbal disclosure of knowledge regarding other students in the closure.

Resources (supplies, equipment, software, etc.): * Bingo Sheet with potential student attributes, Note page with pyramid to discuss Maslows Hierarchy, writing utensils

Reflection:

What is Communication and Why Do We Communicate? Introduction. Before diving into the lesson, ask yourself what you believe communication is and why it occurs. Psychologist Paul Watzlawick wrote that we cannot not communicate. If communication occurs all the time, then it must have a very important purpose. Write down your initial impressions about what you believe communication is and why it takes place. Terms / Definitions. Political communications scholar Dr. R. John Ballotti, jr. attempted to summarize and combine many popular definitions of communication into one. According to Ballotti, it is defined as the branch of psychology that deals with the transactional process where information and knowledge are exchanged and uncertainty is reduced. Lecture Why do we communicate? Human brains work like a computer in that they are always processing data. When information is gathered, it is put together to create knowledge. The more knowledge we have, the less uncertain we are. All of our senses are constantly gathering data all people continually see, hear, touch, feel, taste and / or think in combination or one by one. Being that we cant stop behaving or interpreting knowledge about behavior and phenomena, we also cannot stop communicating or processing communication information. So, why do we constantly communicate? Most theorists agree with the assertions of Abraham Maslow. He argued that communication is for the purpose of survival. Everything that we do is tied to trying to take care of particular needs that Maslow identified and ranked in pyramid form. Assignment. 1) Read through all of the categories of needs and their descriptions on the handout of Maslows pyramid. 2) Fill out the blank pyramid page by listing each category of needs and giving an example of a communication event where that need is being used as a motivation. (For example: the bottom level of the pyramid is physical or physiological needs. A person inviting their friend out for lunch would be indicative of that communication being for the purpose of satisfying the physical need of hunger.) 3) Find teachers or other students who match the descriptions in spaces on the Bingo card and check off spaces as you find those who match. Check off as many as you can. Also, ask: what needs might you be meeting by completing this assignment? 4) Read over the class syllabus and ask your parents to as well. Have a parent sign the last page of the syllabus and make sure that a copy of it is given to Mr. Hammonds.