Students will begin to practice the skills of good listening.
Agenda written on the chalkboard or on chart paper Evaluation
questions written on chalkboard or chart paper Blank sheets of
chart paper, marker
Go-round. Ask students to say their names and a favorite food.
Explain that being able to listen to people well is an important
skill that can help us prevent conflicts and solve conflicts that
do happen in a way that leaves everybody satisfied. Today we're
going to set up some guidelines for good listening. Go over the
day's plan and ask if it seems okay to everyone.
and Poor Listening
review the concepts of good and poor listening, ask:
you think of a time you felt someone was really listening to you
well? What was that like? How did it make you feel to have someone
listen to you well? What are some signs that people give us with
their bodies that show they are listening? What could you say
to let someone know you are interested?
the following list with the class and write on chart paper.
that you're interested
questions to get more information
Explain that students will take turns talking about a topic you
will suggest. While one person talks, the listener's job is to
listen as well as possible. You will keep the time and give a
signal when it is time for the speaker to stop talking.
Model the activity with one of the students. Ask the student to
tell you about something s/he likes to do outside of school. Model
good listening and ask a few questions to get more information.
Divide students into pairs.
Choose one of the following topics and have one person in each
pair begin talking about the topic. Allow about a minute. Reverse
roles so that the person who was listener becomes the speaker.
I like to do outside of school
friend I like and why
that happened recently that I feel good about
place I would like to visit
How did your partner let you know he or she was listening?
How did that feel?
Explain that the class will make up a story as a group. You will
give them the opening sentence and they must build on the story
from there. Everyone in the class will contribute a sentence or
two as you go around the group.
A. Develop your own opening sentence or choose from the
The large gray cat arched its back and hissed.
had always wanted to know what was on the other side of that
Go around the group so that each person can add a sentence.
Assist anyone who is stuck by reviewing the story so far and asking,
What might come next?
Discuss: What did you have to do to be able to add to the story?
Did anything surprise you about the story?
a few volunteers, What do you want to remember about listening?
students finish the following sentences in writing and then ask
a few volunteers to share their sentences with the class:
people listen to me, I feel ________________________.
people don't listen to me, I feel ______________________.
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