LESSON PLAN 17: RELATIONSHIP SKILLS, EFFECTIVE COMMUNICATION
LESSON PLAN 17: RELATIONSHIP SKILLS, EFFECTIVE COMMUNICATION
Lesson: Communication, Interaction
Topic: Relationship skills, Effective communication
Grade: Primary School Level
Duration: 2 hours
1.1. Target Results:
Provide effective communication skills
Achievements
Knows communication elements and uses them correctly.
Recognizes the importance of observing body language in communication.
Learns effective communication elements.
1.2.Social Product Outputs:
Knowing the expressions used in communication and gaining practice in using them.
Ability to collaborate to practice working together.
Developing language skills through improvisation.
2. Materials Used: Round cut cardboard (one less than the number of students), bag, cards with communication elements, blank paper, pencil.
3. Sources: Students, teacher
4. Learning Methods and Techniques
Creative Drama, Role Playing, Improvisation
Problem Based Learning Method
5. Groups thought to have formed during the event:
It can be determined by the number of students in the class.
Activity 1:
WARM-UP/PREPARATION
The group is asked to walk in the classroom environment. The group leader can use music if he/she wishes during this process. While the children move freely in the classroom, they are asked to follow the instructions given below by the group leader.
Walk slowly and freely.
Walk quickly.
Walk while looking at the ground.
Walk looking at the weather.
Walk without looking at the person in front of you.
Walk with your head up.
Now stop and shake hands with the person closest to you, looking at the ground, without looking at their face.
Now walk around the area again, stop and shake hands with the person closest to you while looking at the sky.
Now walk around the area again, stop and shake hands with the person closest to you, looking behind you.
Now walk around the area again, stop, look into the eyes of the person closest to you, shake hands with a smile.
Activity 2:
DETECTIVE GAME (COMMUNICATION-ACTIVE LISTENING)
A student is selected from the group to take on the role of detective. The detective is removed from the group environment. A student it is selected from the group. The detective is put back into the group environment. An explanation is made and the group members are asked to try to find out who the it chosen by the group is by asking questions. You are given three questions and three guesses.
For example; 'Is the it's hair black? Is the it short? Questions such as "Is the it male?" etc. may be asked. Group members will only answer yes or no to the questions asked.
Feedback: "What kind of benefits does observing the other person's body language provide you?" The question '' is asked to the group, after the group sharing is received and the benefits of careful listening and eye contact are explained to the group by the group leader.
Activity 3:
WHERE DOES THE WIND BLOW FROM?
One person becomes a it. Cardboard circles are prepared on the floor equal to the number of people in the group, excluding the it. Each member, except the it, stands on the circle. An equal number of communication expressions are written on the cardboard circles and the student is asked to hold them so that they can see them and stand on them. Then, the it draws a card from the bag with communication elements written in it and reads it. For example; Like "The wind blows for those who make eye contact with the other person while talking." The people in the circle who make eye contact with the other person change places, the others stand on the circle. The person left idle becomes the it and the game continues in this way until the cards in the bag run out. While finishing the activity, the group leader says the last sentence and says, "The wind blows for those who love themselves." With this instruction, the last change of place within the group is made and the activity is completed. (The communication elements to be written in the box inside the bag are presented additionally during the session evaluation process.)
Activity 4:
IMPROVISATION: TALK TO ME
Four groups are created. They are asked to make the following improvisations.
Group: In the first stage, they communicate in the playground and decide which game they will play. At this stage, an attempt is made to communicate without making eye contact. In the second stage, improvisation is continued by establishing eye contact and communicating.
Group: In the first stage, the student who wants to present the project he prepared to his classmates and presents the improvisation portraying a group of students who do not listen to him and are busy with different things. The second stage presents an improvisation that portrays a group that listens carefully to the student who wants to present the project he has prepared to his classmates, and shows him that he is listening by nodding his head.
Group: Children who are tired of their friends always wanting to play the same game with a group, tell their friends this by using body language in a rejecting language. In the second stage, improvisation is made in which children who are bored of their friends constantly wanting to play the same game with the group, explain this to their friends in an understanding manner, using body language.
Group: A group of students make a presentation in class as part of their project work. A spokesperson is selected from the team and makes a presentation. In the first stage, when classmates find the work performance inadequate, all members of the project team express criticism to each other with an accusatory language (you language). In the second stage, they express their criticism by using a positive and self-critical language (I language) against the same situation.
INTERMEDIATE EVALUATION:
Children are asked to write, in their own words, the experiences that affected them during improvisation in the form of a letter to a favorite friend, and volunteers are asked to share their letter with the group.
EVALUATION:
What was done during the activity is remembered and children are allowed to share their feelings and thoughts about the activity.
The focus is on the things they experience when they have difficulty expressing themselves.
APPENDIX 1: WHERE DOES THE WIND BLOW?
Communication elements to be written on the cards in the bag:
The wind blows for those who make eye contact while talking.
The wind blows for those who easily say no when the other person asks them to do something they don't want.
The wind blows for those who reflect their feelings to the other person through body language while speaking.
The wind blows for those who listen carefully while the other person speaks.