Lesson Plan Template CATE 4013 Teaching Strategies

Teacher Name: Skyler Teekell

Date and time lesson will be taught: February 9, 2016 2nd, 3rd, and 5th hour (Observation 2nd 9:43 10:31)
Lesson Title: Verbal and Nonverbal Communication
Name of Secondary CTE Course: Exploring Personal Finance
Curriculum Framework Unit: Unit 3: Careers
Standard(s):
3.2 Explain the relationship between education level and income
Objectives: The learners will be able to..
1. Identify what skills are needed to function in the real world Networking Skills, Communication Skills, and
People Skills
2. Compare verbal and nonverbal communication in a graphic organizer.
3. Create simple drawings based on strictly verbal communication with a partner and then create a drawing with
both verbal and nonverbal communication.
Content to be presented in lesson:
Communication the process of Sending and Receiving Messages
Verbal Communication using words, both spoken and written
1. Organizing your thoughts main point should be clear
2. Enunciate speak each sound clearly and distinctly
3. Avoid Making Assumptions do not assume you know what the speaker is going to say
4. Relate to your listeners; Be appropriate; Balance the conversation
5. Check for understanding; ask questions; be positive
6. Pick the right time when listeners can be focused on what you are saying
Non-verbal Communication Sending messages without speaking a word/ Body Language gestures
1. Posture; conveys an attitude; shoulders back; head up Builds Confidence
2. Facial expressions; A smile makes you feel at ease.
3. Eye Contact; show friendliness; confidence; interest in the speaker.
4. Tone of Voice: emotions are expressed with tone.
5. Appearance polished image shows respect for yourself and others.
Communication breakdown: Words are 7%, Tone is 38%, and Gestures are 55%
Introduction to the Lesson/Hook:

Allotted time: (7 to 8 minutes)

Hi everyone! I hope you all enjoyed your weekend together. Now if you have already opened your folders you
will notice you have a few items in there. To begin we are going to start with something that is not in our folders though.
Im going to give each table group a card. Some cards have a face on it and others have a word on it. I want you to get up
and find your match to what the face looks like with a word description. Once you have found your pair come see me for a
piece of tape and you can post them together on the board. (Let students complete).

Wow you all did wonderful. Does the entire class agree that these pairings look correct? (Move around if some are
incorrect). How did you all know what those faces meant? (Wait for answers). Yes the reason you knew was because of
the nonverbal cue of facial expressions. This just illustrates that nonverbal cues are just as important as verbal cues.
Going along with that thought. I have placed a paper clipped stack of notecards on your desk. There are three different
percentages written on them and three different terms. Now I want you and your table partner to decide what percentage
of communication comes from words, tone, or gestures. Just pair them up. (Give them a few seconds to discuss and place
them out). (While they are doing this I will set up the PowerPoint/projector). What did you guys decide was the
percentage for words? (7% is the answer). Tone? (38% is the answer). Gestures? (55% is answer). Can you believe
gestures are 55% of communication and words is only 7%? Today we are going to be learning about the difference
between verbal and nonverbal communication and why both of those are important.
Learning activities/procedures:

Allotted time: (17-20 minutes)

LECTURE/CLASS DISCUSSION
To start off I want you to get out your T-chart worksheet out of your folder. I want you to write this first term:
Communication the process of Sending and Receiving Messages as the title of your T-chart. As we learned from the
opening activity Words, Tone, and Gestures are all important pieces of communication.
Now we are going to fill out the left side of your chart. Your header for this side is Verbal Communication using
words, both spoken and written. This what you typically think of when thinking of communicating with someone. This is
what your read or hear from others.
Now with verbal communication there are a few things you should think about when communicating this way. First you
want to organize your thoughts. This means that your main point should be clear and your points not jumbled up
together.
Next we have Enunciate where you should speak each sound clearly and distinctly. We could possibly have a
miscommunication if you do not mumble your words or dont say them very clearly. For example in on one of Taylor
Swifts songs it sounds like All the lonely Starbucks lovers, but it actually says, Got a long list of ex-lovers. Do you
any of you have an example of a miscommunication because someone did not enunciate their words completely?
Then we have Avoid Making Assumptions. This is where you do not assume you know what the speaker is going to say.
This means you have to actually listen to what someone is saying, you cant jump to conclusions. Does anyone have an
example of this?
Next I want you to do the following: Relate to your listeners; be appropriate and Balance the conversation. This means
you need to find something that interests your listeners, use appropriate language, and learn to balance your time between
listening and talking. Do you ever get frustrated when someone does a lot of talking, but not a lot of listening? Exactly
you need balance.
Now we have: Check for understanding; ask questions; be positive. You cant be afraid to ask questions because this will
most likely avoid a miscommunication. Can anyone give me an example of this?
Then you also need to be thoughtful and Pick the right time when listeners can be focused on what you are saying. If
someone is focused on watching his or her favorite television program is this the right time for you to start talking to him

or her? Probably not. When would be a good time in that situation? Exactly! After they are done watching their television
program.
Now we have the opposite of verbal communication. We have Non-verbal Communication Sending messages without
speaking a word/ Body Language gestures. Remember back to our beginning activity 55% of our communications
comes solely from gestures.
Under Non-verbal communication we need to first think about our Posture. It conveys an attitude, so you should have
your shoulders back and your head up. It builds your confidence. Say if I came into class teaching you guys all hunched
over. Would it look like I was enjoying myself? No not at all. Now if I came in with my head high and my shoulders back
how would it look? Yes I would look more confident and sure of myself.
Next we have facial expressions. Remember that a smile makes you feel at ease. At the beginning of class we looked at
the different facial expressions. Was it easy figuring out which face expressed what emotion? No it wasnt was it? Its
pretty easy to see what mood someone is in if you just solely look at his or her facial expression.
Another important point of communication is Eye Contact. It shows friendliness, confidence and interest in the speaker.
Have you ever felt uncomfortable and unimportant because someone wont look you in the eyes when you are talking to
them? Raise of hands. Yes this is exactly right. We need to give validation to the speaker to show we are taking interest in
what they are saying.
Next we have our Tone of Voice. This is where our emotions are expressed with tone. Do you remember what
percentage was tone? Yes it was 38%. That is a pretty big chunk for just how you say it. I know when I was your age I
was always getting in trouble for saying something to me brother. It could have been something that wasnt that bad, but I
cant count how many times I heard my mom say It is your tone of voice, not what you said.
Finally we have Appearance. You want to always have polished image. It shows respect for yourself and others. We
especially need to remember this for this Friday and the next Friday. When our guests come to talk to us we need to really
take care in presenting ourselves.

LEARNIG ACTIVITY:

Allotted time: (18-19 minutes)

Now we are going to do a fun interesting activity with our table partners. Okay please listen to my instructions carefully
so we can do this correctly. Im going to place a card down on the table for one person. Under no circumstances do I want
you to show your partner. I am also going to give your partner a blank notecard.
(Pass them out) Now I want you all to turn back to back. Now one of you will be describing your picture verbally to your
partner. The other partner will be attempting to draw the picture exactly as they describe. Once you are done please stay
back to back until everyone is completely done.
Okay now I want the person that drew the picture to flip their card over. The person with the graphic please do not show
your card. Now I want you to turn to each other and draw your picture again, but this time you can add gestures to your
verbal commands. Once you are done you may see how your pictures turned out. Discuss which method you thought
worked better.
Ask students as a class a few of these questions and get a couple responses for each:

How similar did your picture come out when you only had verbal commands? What about when you had verbal
and gesture commands?
What were some of the things that made it difficult to complete this activity?

What were the feelings that you felt when you were the person describing the picture to your partner? Why id you
feel this way?
What were the feelings that you felt when you were the person trying to draw the picture from your partners
description? Why did you feel this way?
How do you think this applies to communicating with others?
Are there any times you have felt this way with your friends? Your parents?
What steps could you take to be sure that others do not feel this way when they are talking to you?
What steps could you take if others made you feel this way when you were talking with them?

(If there is enough time left we can switch the cards up and draw a different image, but with the describer and drawer
switched.)
Closure/Review of Content:

Allotted time: (1 to 2 minutes)

You guys did a wonderful job today exploring verbal and nonverbal communication. I now want everyone to put your tchart notes and your notecards into your folders and pass them towards me stacked at the end of your row.
Evaluation/assessment of student learning:

Allotted time: (N/A)

My assessment of student learning will be informal and formal. Informally I will circle the room while the
students are working in groups and listen to their conversations when completing the back-to-back activity and I will take
note of if students are participating in any discussion we have. In addition I will formally assess the students by checking
their completion of their notes.

Modifications for exceptional learners:

For todays lesson, I randomly chose groups by placing a marker in each persons folder. I could modify this
lesson by preselecting select groups myself or letting students choose their groups. If I chose selectively I could place
high-achieving students with lower-achieving students. This way the higher-achieving students could help to assist lowerachieving students understand the project and definitions. Also in preselecting groups I would be able to place students
together who work well together. This would alleviate some of the arguments and hostility between students.
Also in this group I have one student that has dyslexia very badly, so it would take him an extremely long time to
copy down the notes. Beforehand, I will have a copy of the notes added to his folder. This way he can concentrate on what
is being said rather than concentrating on trying to painstakingly copy down the notes.
References:
Arkansas State Department of Education -Curriculum Frameworks
Worksheets from Mrs. Jeanette Dunsworth
Materials and equipment needed for lesson:
PowerPoint Slides
Images from Google Images
Computer and projector screen to display PowerPoint
T-chart Worksheet
Building Blocks Worksheet cut out for students to draw
Notecards
Cut outs of faces and expressions
WORKSHEETS FOLLOW