Student Development Program

LESSON PLAN/EVALUATION

School: Regent University Principles of Counseling Class Lesson Topic: Effective Communication Skills Date of Activity: 04/09/2014 Grade Level(s): 6-12

Counselor: Tracey Miller and Samantha Tingen Character Trait: Respect

Number of Students: 10 - split by gender

Time: 45-60 minutes

Related Curriculum Area(s): Christian Education____________________________________ Goal/Objective/Outcome: Students will understand how to recognize, accept, respect, and appreciate individual differences, use effective communication skills, and to know that communication involves speaking, listening, and nonverbal behavior. As a result, students will learn how the impact of their words can help them make and keep friends.

ASCA Standard/Competency: PS.A2.3, PS.A2.6, PS.A2.7, PS.A2.8

Materials/Resources Needed: Round Table seating Laptop Audio/Visual Equipment A Coin Paper bag White index cards Colored index cards Construction Paper Markers, Pen/pencils Set Up: 1. Project PowerPoint using audio/visual equipment 2. Display page 1 of PowerPoint as students enter 3. Put desks in a circle/sit at a round table there is a reason for this 4. Put paper bag in the middle of circle/table 5. Put stack of white notecards on one side of bag 6. Put stack of colored notecards on the other side of bag 7. Place construction paper in a pile on table

Activity Opener Spend a few moments explaining nonverbal language. Ask students to stand, pose, and use facial expressions to communicate one at a time. Ask other students to describe what is being communicated by their body language and other nonverbal language. Activity #1 1. Using the coin, explain that HEADS is a positive scene, and TAILS is a negative scene. As they come to pick up a piece of construction paper, they will flip the coin. Based on whether it is heads or tails, students must draw a positive or negative scene at school where they feel verbal and nonverbal communication occurs. 2. Make sure markers, pens, and pencils are available. 3. Encourage creativity, explain artistic abilities do not count, only creativity. 4. After completing the drawing, ask them to turn the paper over, and briefly describe the scene theyve drawn (location, verbal and nonverbal language used, why is it negative or positive?) 5. Once everyone has finished, students will share their drawing and writing. Activity #2 1. The open paper bag on the desk/table will serve as a metaphorical bonfire. 2. Explain that it is a bonfire, and once it goes in the bag it is burned forever. Tell them that what is written down will not be read aloud to the class. It will remain private. 3. Ask students to take a slip of white paper and write down either something they have called someone else, or a name they have been called that hurt them. 4. Students may write more than one. Give them 3-5 minutes to do so. Ask for silence, give privacy (tell them they can go anywhere in room and write it). 5. After they write it, tell them that they will be placing those words/labels in the bag, and it will be burned. 6. Now, take the colored paper and ask them to write down words that they would like to be called, and/or words they would use in the future to uplift another person. Ask them to tape it on the outside of the bag. Ask them to make a commitment to only use words located on the outside of the bag. Activity Closer 1. Read through The Heart Speaks... PowerPoint with students. There is a video on slide 3.

2. The following is the Discussion Guide and should not to be shared/displayed to students. a. Facilitate Listen and guide discussion b. During discussion, only provide discussion questions and limit additional comments. Boy groups discussion guide: Being respectful to others, to girls, to peers, what does it look like for you every day? When does teasing go too far? What should you do in a situation where you want to stop, but peer influences cause you to go further? How to have fun and be nice at that same time? Treat others like how you want to be treated Embracing others who are different than them (sitting alone in class, at lunch table, after school, chapel, assembly) God created us all with different gifts and talents (refer to last week). He wants us to be relational with everyone, not just with those who are like-minded (jocks, nerds, techies, gamers, etc.) Ask them to brainstorm on ways to be a better person Let them know that they are not the BEST they can be and they are not perfect. They ALL have a lot to learn.

Girl groups discussion guide: Being respectful to each other, to peers, what does it look like for you every day? How to nicely demand respect from boys set the bar and force them to rise to it. Mean girls (being the Queen Bee, being the worker bees how to make sure you are not one of those bees) Relationships with boys (What does it mean? Is it important in middle school? Does it hurt friendships?) Gossip Dont be the messenger; Shoot the messenger What does it mean when a pair (2) girls go off to talk? What is the perception? How is that reflection of who you are? Some of these topics may come up as a result of the previously mentioned topics:

 The importance of being good friends with everyone; not being best friends with just one person What does it mean when youre not invited? It can mean a lot of things (i.e. parents only will allow a certain number). It DOES NOT ALWAYS mean that they dont like you. Being exclusive What does that look like? Are their cliques in their grade? Is that good/bad? How to be inclusive of everyone Is it hard to do? Why or why not? Moving on what happens when you and your friend for life grow apart? Evaluation: Description of how student attainment of standard/competency was determined. Verbal: Over the next 3-4 class sessions, guidance time will open with discussion centered on Highs and Lows of communication in the past week. Students will focus their responses on how they believe theyve changed their behavior or on how they have seen others behavior changed. Written: Students will be asked to write nominations of members in their group who have exhibited positive communication skills in the hallway, lunch room, and PE. Nominations will be anonymous, but must have a specific example explained as to how they have positively and effectively communicated. Observation: Daily observations will be made by teachers and counselors. Any communication observed by teachers or counselor will be addressed immediately.

Comments: Guidance lesson plan can be modified by only completing 1 of the 2 activities. If time is an issue, it can be split between 2 sessions.

Reading Skills Used: Prediction Fact and opinion Facts and details Summarizing X Compare and contrast Sequencing Figurative language Word meaning in text Academic Follow-up: Writing prompt X Drawing X Reflection Other Main idea X Cause and effect Authors purpose