COURSE: Communication WEEK #: 3 STUDENTS: 20

INSTRUCTOR: Bogar Vallejo DATE: 06-15-2019 TIME: 120 minutes

LEARNER OUTCOMES: Use critical reading skills on the data and information in an academic reading text and create a conceptual map about the article (pg.217-223). Analyse the “Friends” episode fragment and explain
the behaviour and attitude by the main character considering the Cognitive Dissonance theory.

Evidence: Conceptual Map and 250 word argumentative essay (first draft). Homework: 250 word argumentative essay (final draft) following APA 6th ed. guidelines.

Competencies by the end of the session.

Knowledge: Understanding the theory of cognitive disso- Skills: Using cognitive dissonance to analyze human behav- Attitude: Acknowledging the relevance of Understanding the Acronyms:
nance and Festinger’s 3 mental mechanisms. ior. Develop a well-founded argumentative essay using APA importance of APA guidelines and the pertinence of providing T=Teacher
guidelines. sound arguments. Ss=Students
TIME TEACHER OBJECTIVES ACTIVITIES LEARNER OUTCOMES Interaction Resources:
Stage 1: Pattern
5 min • Create positive rapport, engage learners • T explains the lesson outline and assessment criteria. • Understand the concept of Cognitive Disso- T-Ss Laptop, speakers, Inter-
10 min by contextualizing topic according to stu- • In pairs, ss discuss about a bad habit the reasons they con- nance according to the literature and based Ss-Ss net, whiteboard, makers,
dents’ background and interest, motivate tinue with this habit. They share with the group. on previous experience and prior eraser, cell phones/tab-
5 min discussion and awareness. • T explains the relationship between habits and cognitive knowledge. T-Ss lets/iPads,
• Introduce Cognitive Dissonance dissonance. Projector, PP Presenta-
15 min • T gives a presentation about Cognitive Dissonance. tion.
5 min • Online pop quiz is delivered using Kahoot. Random selector app
5 min • T asks questions about the presentation using a random se-
Kahoot app
lector.
Collaboration Rubric
5 min • Ss ask questions to clarify doubts.
http://www.read-
Stage 2: writethink.org/files/re-
25 min • Create a student-centered collaborative • In pairs, ss read the article (pg. 217-223) and create a con- • Interpret and analyze Festinger’s theory. sources/30860_rubric.pdf
environment based on task-based activity ceptual map explaining what they understood. Communicate your thoughts with voice Ss-Ss
10 min and development of high order thinking • Each pair then explains the conceptual map to another clarity, good eye contact, and effective Video Clips
skills. pair. pace, demonstrating in-depth understand- Ss-Ss
https://www.youtube.co
• Monitor and assist students who require ing.
m/watch?v=8ODSG_wu-
aid. Stage 3: Zo
5 min • T presents a short clips (Friends Episode). NOTE: only
specific parts of the clips will be shown. T-Ss
15 min • Develop a sound argumentative essay that https://www.youtube.co
• Individually, ss write their first thoughts about Ross’s ac-
showcases your critical reading skills and m/watch?v=cZ3sbUCA71
• Create an environment for individual ac- tions, behaviours, and attitude according to Festinger’s the- Ss
the analysis of the video clip. Q
tivity through another task-based activity ory and hypotheses.
10 min • Ss share what they wrote with a new classmate; they dis- • Provide effective feedback to peers. Ss-Ss
based on a real-life situation.
• Create a learning environment for peer cuss and compare thoughts.
5 min • Group conclusions are developed and hw is assigned.
self-reflection and peer feedback.
Ss-T