Lesson Plan 10: Relationship Skills / Effective communication
Lesson Plan 10: Relationship Skills / Effective communication
Lesson: Communication, Interaction
Topic: Relationship Skills / Effective communication
Grade: Elementary Level
Duration: 2 hours
1. Target Results:
Developing students' effective communication skills
Gains
Knows the communication elements.
Understands the importance of group dynamics.
Counts the names of groupmates
Understands the importance of communication and interaction
Examines communication problems.
1.2. Social Product Outcomes:
Discovering existing relationships between people in the group
Communication takes the practice of communicating and receiving ideas quickly and clearly.
Collaboration takes the practice of working together to achieve a common goal
Support their ideas with concrete arguments
2. Materials Used:
3. Resources:
4. Learning Methods and Techniques
Creative Drama , Role Playing , Improvisation
Problem-Based Learning Method
5. Groups Considered to Have Been Formed During the Activity:
It can be determined according to the number of students in the class. (Recommended is groups of at least 4 people.)
Warm-up / Preparation
Activity 1:
The leader invites the participants to the circle. Introduces himself and the program. Participants walk freely in the venue accompanied by music. Instructed not to look at anyone while walking. When the music stops, he/she greets the person in front of him/her with a slight smile. He/she walks again and this time makes a thumbs up gesture to the person coming in front of him/her. They walk again and say their name by shaking hands with the person in front of them. He/she continues walking again. Greet with your feet…. and so on.
Activity 2: 'Name transfer'
The group forms a circle. Participants take turns looking at the person to their right, clapping their hands and saying their names. The activity continues until one lap to the right of the circle is completed. If someone turns left and clap their hand while the activity is going on, the activity continues to the left. The game is played like this for a while.
Activity 3: Rhythm Name Game
Participants form a circle. The leader spells out his name and adds movement. The group repeats. Continue until all participants say it.
Etkinlik 5: “Ashura Workshop” and “Ashura with a Lawyer”’
The group becomes a circle, the leader says, "I made an ashura, it has everything in it, there is no Tuğba." The person whose name is mentioned says “There is Tuğba, there is no Ayşe” and says the name of someone else from the group. The game continues until everyone's name is said. The game is played for the second time, in pairs. The leader says it's an ashura game with a lawyer. I made an ashura, is has everyone in it, …. When it is said that “there is no….”, this time the name is said, the spouse says that person's name is there … he/she does not exist. Those who say wrong, give voice, say e - ı, breathe burn. The one who says the name os someone from the burning group also burns. The game continues in this way.
Interim Evaluation:
What is the difference between the first and the second form? Have you ever thought that in this way you can communicate with people through games?
Activity 6: “Freezing, Fire, or Stuck in Mud”
A volunteer midwife shows up. The midwife tries to touch the participants until the end of the game. The person touched will spread their legs and freeze. The only way that person can move again is to have someone pass between their legs. After a while, another midwife is included in the game. The game continues until the midwives freeze everyone.
Activity 6: The Parasite Game
The leader creates three separate groups of participants, 1-2-3. The 1st group stands in the middle while the other 2nd and 3rd groups stand at opposite ends of the space. The leader asks the 2nd group to form a sentence among themselves. While the 2nd group tries to convey the sentence they found to the 3rd group standing at the opposite end, the 1st group standing in the middle makes noise and tries to prevent the sentence from reaching the 3rd group. When the third group is sure that they fully understand the sentence, they transfer the sentence to the leader. The process continues with the displacement of the groups. The process ends when the entire group experiences the parasite role.
Activity 7:
Participants are divided into groups A and B. With the direction of the leader, group A takes the order of a single line in the place. Group B goes out of space. The leader says to group A, "I want you to tell the other group a short story or a short event that happened to you." As for group B standing outside the venue, “When you enter, take the line in front of the other group. The person you come across in the group will tell you a story that happened to them. You pretend to listen to him/her, but listen to what the person on his/her right is talking about.” says. When the story of group A, which is unaware of the directive of group B, ends, the leader stops the process. The leader asks the participants in group B, in turn, what the other participant said. When the story in group A is confirmed by the owner, it is understood that the story does not belong to him/her, but to the person on the right. The process ends with all participants expressing their thoughts.
Interim Evaluation:
The leader asked the group, “How did you feel while telling your stories?” poses the question.
The leader asked the group, “When we associate the parasite game with communication, this game tells us what is needed?”
What communication is and communication items are written on paper cardboard and hung on the wall.
ANIMATION
1. EVENT: The leader divides the participants into groups of 4 people. Each group is dealt cards. He asks the groups to write 5 by considering the communication barriers and to choose one of them and portray them as a photo frame. After each reenactment, the group is asked what the obstacles they wrote on the paper are, and it is read.
Photo frame technique: It is called when the participants picture a situation or moment using their bodies, just like in a photograph.
2. EVENT: Students continue with the same groups. They are asked to prepare and present a short animation about the communication disability they identified in the previous activity. They are asked to include the communication barrier and solution proposal in the animation.
INTERIM Evaluation
The teacher briefly summarizes the communication elements and communication barriers with the students and writes them on the board. You can use concept map and brainstorming technique for this.
Developing Ideas and Identifying Needs for the Problem
Students are asked to write on a cardboard what barriers to effective communication are and why. For this, it is said that they can work as a group and do research on the internet.
Product development:
Communication Items / Communication Barriers / Effective Communication Methods are distributed to 3 groups created. They are asked to design a poster and a slogan about these topics.
Sharing and Mirroring
Groups share their work with the class. The audience is encouraged to contribute and ask questions.
General evaluation
The group is evaluated in the circle.
Today I realized that ………………….
Today I realized that ………………………
Contact is …………………………………………………..