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Class/Grade/Period: Lesson Focus: Verbal and nonverbal communication - refusal 4th skills # of students: Lesson Number: 1 Total time 30 minutes Website: Equipment/Materials: Power point Objectives: The student will discriminate between verbal and nonverbal communication through identification of images and practice with peers and teacher. The student will demonstrate effective verbal and nonverbal communication skills during peer role play activity. Reflections: Circle or highlight the numbers from each set of standards below that this lesson addresses: National Health Education Standards (2007) 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health. 2. Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. 3. Students will demonstrate the ability to access valid information and products and services to enhance health. 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.5.1 5. Students will demonstrate the ability to use decision-making skills to enhance health. 6. Students will demonstrate the ability to use goal-setting skills to enhance health. 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 8. Students will demonstrate the ability to advocate for personal, family, and community health Virginia Standards of Learning (2015) 1. Demonstrate the knowledge and skills to make healthy decisions that reduce health risks and enhance the health of self and others. (Essential Health Concepts) 4.1m 2. Demonstrate the ability to access, evaluate, and use health information, products, and services that influence health and wellness in a positive manner. (Healthy Decisions) 3. Demonstrate the use of appropriate health practices and behaviors to promote a safe and healthy community when alone, with family, at school, and in other group settings. (Advocacy and Health Promotion) 1 Class/Grade/Period: Lesson Focus: Verbal and nonverbal communication - refusal 4th skills Time Learning Activities/Tasks/Transition Organization Lesson Number: 1 Skill & Behavior Cues (extensions, Total time 30 minutes Assessment refinements, applications) 3 Anticipatory set: How do we communicate with people? minutes (Wait for student response, but make sure they include: body language) Students at desks We talk, we listen and we also SHOW how we act. It is called body language. Show slide 1 7 Show slides 2-5. Students will try to guess the meaning minutes behind the body language 3 Work with a partner and see if you can show body language minutes that conveys a mood or an idea 7 Show slides 6-9 when what the person says does not align minutes with their body language. With partner Teacher now provides specific emotions: -fear -shy or unsure -confident Students at desks What problems can that cause? What do you believe more, what they say or what they show? Actually, body language is always more believable than what you say. 5 Show slide 10- Ask students to write down their response: minutes Will people believe the girl? Why or why not? Student responses What about the Hobbit? 3 Show slide 11 – We have to be consistent in what we say Students stand 2 Class/Grade/Period: Lesson Focus: Verbal and nonverbal communication - refusal 4th skills minutes and what our body shows Lesson Number: 1 Total time 30 minutes at desk and demonstrate: confidence, stand up straight, eye contact 5 Show slide 12 minutes Practice slide 12 3 Closure: What is body language? minutes What do you believe more, what people say or what their body does? How do you stand to show you mean what you say? Exit strategy- as students exit the classroom they should demonstrate a message through body language for teacher to identify 3 Peer assessment and feedback to ensure verbal and nonverbal communication are the same Students demonstrate a message or feeling through body language for teacher to identify.