Download Unit Plan format-Unit 3 Dec. Making and Communication (2)

Families and Crisis
(Grades 10,11,12)
Unit 3: The Power of Communication
Concept: Developing Decision Making and Communication Skills
Lesson Description: Values, Goals, The Decision Making Process, The
Communication Process, Factors Affecting Communication and Skills for Conflict
Resolution.
NDE Alignment:
Course: Career & Life Readiness
Standard 1: Students will understand, explore and apply the characteristics
of personal development.
Benchmark 1.4: Identify elements of communication styles.
Standard 4: Students will identify and apply employability skills.
Benchmark 4.2: Define and describe characteristics of valued employees.
Resources (book title & pages):
Primary: Strengthening Family and Self (Chapters 4 & 5)
Supplemental:
Materials/supplies:
Essential Vocabulary:
Term
Definition
Routine Decision
Planned Decision
Decisions made every day without much thought
A decision that requires more time and energy to make the
best choice
To plan or estimate ideas for the future
All the ideals and beliefs that a person considers important
and that influences his or her decisions and actions
The ideals and beliefs that are important to a specific group of
people within a culture
Something a person wants to have or achieve at a certain
point
Something a person wants to have or achieve in a relatively
short amount of time, such as a day or week
Something a person want to have or achieve in the distant
future
A step that brings a person closer to achieving a long term
Project
Values
Group Values
Goal
Short-term goal
Long-term goal
Subgoal
Obstacle
Standards
Resource
Human Resource
Nonhuman
Resource
Communication
Sender
Receiver
Nonverbal
Communication
Verbal
Communication
Body Language
I-statements
Passive Listening
Active Listening
Checking Out
Reflecting
Decision-making
process
Alternative
Consequence
Blaming
Placating
Distracting
Conflict
Conflict Resolution
goal
Something that stands in the way of achieving a goal
A measurement of progress toward meeting goals or
determining whether a goal has been reached
Anything available to help carry out decisions and reach goals
A personal quality and characteristic that comes from within a
person; also a person who provides support in some way
An item available to help a person reach a goal, such as
money, a car, tools, time, or information
An exchange of information between two or more people
involving the sending and receiving of messages though
spoken or written words, facial expressions, or gestures.
Transmits or sends the message during communication
Hears and interprets the message during communication
A way of sending and receiving messages without using
words, such as through body movements, facial expressions
and eye contact
The use of words as in speaking and writing to send and
receive messages
The expression of thoughts, feelings, and emotions through
body movements, such as facial gestures and body motions
Expressing thoughts, feelings, and anxious about meeting
new people
Hearing words without listening for meanings
Giving the message sender some type of feedback
When questions are used to clarify a message
Repeating in your own words what you think was said
Step by step method to guide your thinking when you need to
make a planned decision
A possible choice to consider when making a decision
The end result of a choice
A pattern of communication in which people accuse other for
everything that goes wrong as a way of preserving their own
self-esteem
A pattern of communication in which people say or do things
just to please others or keep them from getting upset
A pattern of communication in which people ignore
unpleasant situations and put them aside as not really being
important
When two people disagree on an issue
A communication skill that encourages a better
understanding of the other person’s point of view, helping to
Problem
Ownership
Negotiation
Compromise
A
resolve conflicts in a positive way.
Identifying the person who is most bothered and affected by a
problem
A communication process in which people alternate between
sending and receiving message for the purpose of reaching a
mutually agreeable solution
A give-and-take method of resolving differences where both
people give in a little to reach a solution that is satisfactory to
both.
Assessments:
Formative:
Summative:
Common District Assessment:
Lesson Plans:
Day 1
Student Objective: I will be able to define values. I will be able to determine
what my personal values are.
Directions: Use the Chapter 4 PowerPoint (Docushare) and guided notes
worksheet. Students will read through the Values List and pick 10 qualities
that they value. Students will need to answer “I value ____________ because…”
They can use the worksheet template (Docushare) and a piece of scratch
paper to identify their 10 values and why.
Day 2
Student Objective: I will be able to connect my values to my goals.
Directions: Have students get out their “I value ___________ because…”
statements (worksheet or scratch paper). Go through rounds of having
students eliminate a value that they could live without. Continue with this
activity only one value remains. Ask students to explain why they chose that
value as being most important. Then, use Chapter 4 PowerPoint and guided
notes worksheet. Discuss how your values are related to your goals. Have
students apply their knowledge by completing Chapter 4.1: Activity A,
Developing Decision Making Skills.
Day 3
Student Objective: I will be able to formulate an action plan for reach my
goal.
Directions: Students will complete Chapter 4.1: Activity B, “Reaching your
Goals” worksheet. Students will pair up with a partner to discuss their goals.
Your partner will make sure your goal is meeting all the criteria of attainable,
measurable and realistic. Student will summarize their goal on a Star and
then decorate to make it personal to them. Student will post their goals
around the room or on a bulletin board stating, “What Are You Reaching
For?” If you want, students could present their goals to the class.
Day 4
Student Objective: I will be able use the decision-making process to make
and evaluate decisions.
Directions: Use the Decision-Making Process Worksheet. Work together as a
class to fill in the steps needed in the process. Use case studies (Docushare)
for students (in groups) to apply the Decision-Making Process. Have groups
share with the class how they used the Decision-Making Process.
Day 5
Student Objective: I will be able to describe the communication process.
Directions: Teacher can use a video clip, cartoon or journal to introduce the
humor of issues that may arise with “poor” communication. Use the
Communication Process PowerPoint with guided notes.
Day 6
Student Objective: I will be able to apply the different forms for non-verbal
communication.
Directions: Have the students divided into two teams. In the teams a student
will volunteer (or be selected) to act out the charade. The team will guess
what charade is being acted out. (List provided in Docushare) Have students
journal “When talking on the phone or communicating over the internet, how
does the absence of nonverbal communication affect a person’s
understanding of the message.”
Day 7
Student Objective: I will be able to demonstrate effective speaking and
listening skills.
Directions: Have a guest speaker in the community come to class and speak
about the importance of professionalism and communication in the
workplace. Have students complete a guest speaker worksheet.
Suggestions for Speakers: Jimmy Johns, Wells Fargo
Day 8
Student Objective: I will be able to describe factors affecting communication.
Directions: To start, have students write a positive note that would increase
someone else’s self. The student or the teacher can deliver the note.
Students will read Chapter 5.2 and complete Chapter 5.2: Activity B, “Barriers
to Communication”
Day 9
Student Objective: I will be able to apply the steps of conflict resolution to a
problem.
Directions: Angry Ball Toss- Students will stand in a circle and finish the
statement, “I feel angry when…” after each student shares they can “nicely”
pass the ball to someone else in the circle. Then, use the Chapter 5.3
PowerPoint and guided notes.
Day 10
Student Objective: I will be able to apply the steps of the conflict resolution
to a problem.
Directions: Journal “Why might it be hard for a person to accept ownership
of problem.” Then have the students break into small groups and assign
scenarios from Chapter 5.3: Activity F, Who Owns the Problems worksheet.
Students will then role-play their scenario using the conflict-resolution
process.