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Welcome students, parents, and colleagues. Thank you for visiting my blog. This blog I have designed to introduce myself and inform you about what is going on in my classes. Currently, I teach ELD inclusion for grades 6.

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Thursday, June 5, 2014

SIOP Lesson Plan Communication Lesson 1

Teacher’s Name
Ms. Waugh
School
Fuller Middle School
Class
6th grade ESL
Date
September 2011

Topic
High Point: Unit 1 Communication
Theme 1: Messages that Matter
Introduce Unit 1
Standard(s)
6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher led) with diverse partners on grade 6 topics, texts and issues, building on others' ideas and expressing their own clearly.

6.SL.2 Interpret information presented in diverse media and formats (eg. visually, quantitavely, orally) and explain how it contributes to a topic, text or issue under study.

Language Objectives (see Assessment)
Students will be able to...
-Engage in discussion about communication
-Make oral predictions about the unit
-Explain a message
-Use various forms of communication to make a message

Instructional Content Objectives (see Assessment)
Students will be able to...
-Interpret a visual image
-Define verbal and nonverbal communication
Higher-Order Questions
What is communication?
How do people express messages?

Adaptations and Accommodations
Students will work in partners, so that the students who do not feel comfortable enough to speak in front of class on their own will have support


Key Vocabulary
express, message, verbal, nonverbal, lasting, preserve




Resources and Materials (Including Supplementary and Adapted)
High Point Text Book
Mind Map Graphic Organizer
Poster paper
collage supplies

Learning Strategies
Predict, imagine with keywords, personalize/contextualize, use imagery

Time
Building Background

     
Links to Student Background and Experience
1. Hold up a silent, flat hand sign and ask the students what it means.
2. Have students close their eyes and talk for a minute and then call out "Stop!"
3. Show students a stop sign.
Ask students what each of the three messages above have in common. (They all mean stop.) Explain there are different ways people can give messages.      


     
Developing/Reviewing Key Vocabulary
Have students open the text book to page 8. Discuss the title, "Get the message!" What does it mean? Have students heard the statement before?
Have students define "message" and explain the artwork on page 8.
Introduce the Mind Map graphic organizer titled Communication.
Ask students to define verbal and nonverbal communication and give examples for each.
Use those examples to complete the table headings of "temporary" and "lasting."


     
Links Between Past Learning and New Learning
Introduce the Mind Map graphic organizer titled Communication.
Ask students to define verbal and nonverbal communication and give examples for each.
Use those examples to complete the table headings of "temporary" and "lasting."


Time
Lesson Sequence
     
Students will work in pairs to create symbolic messages.
After they complete the activity, have students present their messages to the class.
Are words or images more effective in communicating a feeling? Why?
Share with the students the quote, "A picture is worth a thousand words." Have them share whether they agree or disagree.


Time
Assessment/Close

     
Have students answer the following questions:
What will this unit be about?
What are some examples of verbal communication?
Nonverbal?
What are some examples of communication that lasts?


Time
Homework


     
Watch TV or a movie for at least 15 minutes.
Make a Communication table about the messages you see.

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