Indiana Wesleyan University

Elementary Education Lesson

Student: Alex Yoder School: Kendall Elementary School

IWU Supervisor: Dr. Karla Karr Co-op Teacher: Mrs. Jennifer Miller
Teaching Date: No longer…BIG SAD  Grade level: Kindergarten

LESSON RATIONALE
This lesson is important because it teaches my students that it is important to listen to others and hear other people’s
ideas and to see how listening to one another can create a sense of belonging.
READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)— Students will be able to listen to their peers as well as input their own ideas to help solve a problem
B. Objective(s)—

- Students will be able to communicate solutions to problems with peers

- Students will be able to listen to peers and not talk over them
- Students will be able explain how listening to others benefits the whole group and promotes belonging

C. Standard(s): K.SL.2.3 Listen to others, take turns speaking, and add one’s own ideas to small group
discussions or tasks

D. Management Plan-
Materials: Nothing but your body!
A. Time per Element:
Anticipatory Set- 5-10 minutes
Instruction/Activity- 20 minutes
Assessment- 5-10 minutes
B. Space: Students will be in a large open area and their desks for this activity.
C. Behavior: Students will be expected to participate fully by listening to their peers, and communicating their own
ideas
D. Procedure: The anticipatory set will be at our desks where I will act out a scenario. During instruction/activity,
the teacher will be around the students leading and enforcing the activity. Students will try to solve the task on
their own without teacher help if possible. Afterwards, students will discuss with the class what they learned.

II. Anticipatory Set

Teacher: “Alright class, we are going to have a plan a pretend party with all of your guys’ favorite your guys favorite
foods and activities! Let’s see what you guys would want; hmmm… I think you guys would want carrot cake
cupcakes. *Students NO! NO! Hmmmm…. What would you guys want? Hmmmm, how about broccoli and dip?
*Students NO! NO! Shhhhh can you guys be quiet? I’m trying to think what you guys would want! Hmmm, I think
we should write essays, how does that sound for a party activity? I think that sounds great. *Students NO! NO!
Ok, well I think we have a great party planned with carrot cake cupcakes, broccoli and dip, and essay writing!
*Students NO! NO! What students? What’s wrong? Oh you’re right, I never listened to your guys’ opinions. Today,
we will talk about the importance of listening to what our friends think and what some of the obstacles are if we
do not listen to our friends’ ideas.
III.Purpose:
Students will learn the importance of listening to the ideas of peers and the problems we can face if we do not.

PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners—If a student refuses to participate or is struggling to keep
up with the rest of the class, I could put them in a smaller group with students who are closer to their level.

V.Lesson Presentation (Input/Output)

Teacher: “Alright class, I am going to spilt you into two big groups. I want this half of the class to go on this side
of the room and this half of the class go to on this side of the room. Now, while you’re all in a blob there, I want to
you grab a different neighbor’s hand with each of your hands while you’re still clumped together. Now, when I
say go, I want you to try to get your arms untangled and get into a circle without letting go of your hands. BUT….
There a catch! This group over here can talk, and this group over here cannot talk. Now, rather you’re allowed to
talk or not you can still “listen” to your peers’ ideas and communicate and that is VERY important in this activity.
 The reasoning behind this is important and we’ll talk about it at the end. Ok, are you guys ready? On your mark,
get set, go! (Give students time to untangle!)

VI. Check for Understanding

“Okay students, let’s go ahead and head back to our seats. I enjoyed watching you guys try to untangle
yourselves! You all did such a good participating, and now I’m going to give you all a chance to discuss what you
experienced and what you learned. So let me help you get the ball rolling. I’ll ask you some questions. First off,
what were the benefits of listening to your peers? Yes great, somebody else might have thought of something
you didn’t, good! So what made it hard no being able to talk? Good, when we cannot talk, we cannot effectively
listen and when we cannot effectively listen and communicate, it is a lot harder to solve our problems! Let me
ask you this question… How does listening to our peers encourage a sense of belonging within the group? Good,
when we listen to each other and input our own ideas, we are all on the same page and thinking alike, great job!
Anything else you guys want to share about your experience or what you learned? (Take time for answers)
VIII. Review learning outcomes / Closure
“Well, I hope you guys sure enjoyed that activity, because I sure did! While I was watching you guys, I really was
impressed at how well you guys remembered to listen well and communicate well. When we listened to other
peoples’ ideas, it made it a lot easier to solve our problems didn’t it? We also learned that when we don’t listen
to other people’s ideas, it makes it really hard to solve our problems! We know that when we listen to each
other, and communicate with each other, it helps us to be on the same page and helps create a strong sense of
belonging among the whole group.

PLAN FOR ASSESSMENT

Throughout the year, if a conflict arises, I will ask my students if they listened to the other person’s side of the story and
continuously remind them to listen to their peers as that is the best way to work out our problems whether it be problems
at school or at home.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. Do students know the importance of listening and the problems that arise when we do not listen to each
other?
3. Are students actively practicing and applying what I taught them?
4. What were my strengths and weaknesses?
5. How should I alter this lesson?
6. How would I pace it differently?
7. Were all students actively participating? If not, why not?
8. What adjustments did I make to reach varied learning styles and ability levels?