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Group 1
Jessica Rupersburg
Amelia Jackson
Jenna Belloli
Adrianne Bronikowski
Kyera McClinic
Topic: Discriminative Listening-- Non-Verbal Communication
Grade Level: 5th Grade
Brief description: Reading body language is a strategy that students need to learn to understand
that listening goes beyond just hearing words or sounds. This instructional strategy will help
students develop their discriminative listening skills by interpreting body language and tone.
Students will use a story to help them decide how an embarrassed person may look or how a
bully might appear.
Objectives:
Students will be able to explain that listening involves nonverbal communication.
Students will be able to examine how others communicate in different ways.
Core Curriculum State Standards:
CCSS.ELA.RL.5.1 Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
CCSS.ELA.SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation.
Time Needed: This lesson will take about 45 minutes
Materials:
Hooway for Wodney Wat book by Helen Lester
Pencils
Paper for drawing a picture and writing sentences
Crayons
Mentor Text: Lester, H. (1999). Hooway for Wodney Wat. New York: Houghton Mifflin
Company. This is an excellent mentor text because it offers the students an opportunity to
practice discriminative listening in a humorous context. Sometimes when we are listening, we
need to consider who is speaking. This is emphasized within the mentor text because when
Camilla Capybara doesnt consider that Wodney cant pronounce his rs she misinterprets his
requests. The book also brings out issues of kindness and friendship, which are important for
second graders to consider.
Procedures:
To:
1.
2.
3.
4.
Assessment:
1. Have students write three paragraphs about a time when they felt like they were bullied or
embarrassed. Have students draw a picture to match their story and present it to the class.
Alternate Assessments:
1. Have students create a storyboard of what happened in the story by drawing pictures. Students
would get a paper with six boxes on it. Box one will get a picture to illustrate the beginning of
the story, the second box will be for the middle of the story and the last box will be for the end of
a story.
2. As a group have students brainstorm what actions they would have taken if they were in
Wodneys situation, and present it to the class.
3. Assign four to five students per group to perform a transformational mime. Before each group
presents to the class, the groups will get a chance to discuss among themselves about portraying
their scenes. Depending upon the assigned scenes given, the class and I should be able to
interpret the phases within the scene.
(Transformational mime- a technique used to model a phase(s) of a scene in a standstill or
frozen positions.)