Who's Listening?

Students will identify nonverbal signs of attention.

Assessed QCC Standards:

Grade: K

Guidance

A. Self Knowledge

Topic: Skills to interact with others.
Standard: Identify how people are unique. Demonstrate effective skills for interacting with others. Demonstrate skills in managing conflicts with peers and adults. Demonstrate group membership skills. Identify sources and effect of peer pressure. Demonstrate appropriate behavior when peer pressures are contrary to one’s belief. Demonstrate awareness of different cultures, lifestyles, attitudes, and abilities.

Procedures/Activities

Have students help make a list on the board of the body language that indicates someone is listening, such as: a. Looking at the person talking. b. Turning your body toward the person talking. c. Not talking. d. Keeping still. e. Nodding your head. Select a student to demonstrate proper listening behavior with you. Exchange roles of speaker and listener. Divide class into groups of three to practice listening skills. One is the speaker, one is the listener, and one is an observer. Have students take turns in each role. Have students describe signs of listening that they observed during the activity. Ask students to name jobs where listening is an important skill (e.g., doctors must listen to patients describing what is wrong with them, telephone operators must listen to callers, car mechanics must listen to the engine).

Assessment

Students' participation in the activity will be evaluated.

Accommodation

For students with exceptional needs, what changes can be made in instruction and teaching delivery to enhance student participation and learning? Each area below is a direct link to general classroom accommodations.

Non-readers     Physical Impairments     Sensory Impairments     Attention/Behavior

Each disability below is a direct link to general classroom accommodations specific for that disability.

    Autism
    Deaf - Blind
    Deaf/Hard of Hearing
    Emotional and Behavioral Disorder
    Mild Intellectual Disability
    Orthopedic Impairment
    Other Health Impairment
        Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
        Tourette Syndrome
    Significant Development Delay
    Specific Learning Disability
    Speech - Language Impairment
    Traumatic Brain Injury
    Visual Impairment

Modification

For students with significant disabilities, what changes can be made in instruction and teaching delivery to allow students to participate in classroom instruction while working on IEP objectives and off grade level QCC standards. Below are suggested modifications correlated to the procedures of this lesson plan.