Whole Body Listening-Lesson Plan Instructor: Rachel Modrow and Morgan Morgenstern

Class: Social Studies- Civics

Grade: Kindergarten

Date: March 6th, 2017

Information about the LessonBloom’s Knowledge

Domain_X_ Declarative_X_ Procedural_X_ Conceptual__ Metacognitive

Bloom’s Cognitive Domain

_X_ Remember_X_ Understand_X_ Apply__ Analyze_X_ Evaluate_X_ Create

Gardner’s Multiple Intelligences_X_ Verbal/Linguistic__ Logical/Mathematical_X_ Visual/Spatial_X_ Bodily/Kinesthetic__ Musical/Rhythmic_X_ Interpersonal/Social__ Intrapersonal/Self-aware__ Naturalist/Environmentally aware

Lesson Type_X_ Present and Explain_X_ Direct Instruction_X_ Concept Lesson__ Inquiry-Based Lesson_X_ Cooperative Learning_X_ Project /Problem-Based Learning_X_ Classroom Discussion

Elements to consider when planningPreparation Scaffolding Grouping Options _X__ Adaptation of Content _X__ Modeling _X__ Whole class _X__ Links to Background ___ Guided Practice ___ Small groups _X__ Links to Past Learning _X__ Independent Practice ___ Partners ___ Strategies incorporated ___ Comprehensible input _X_ Independent

Integration of Processes Application Assessment __X_ Reading _X__ Hands-on __X_ Individual ___ Writing __X_ Meaningful ___ Group __X_ Speaking _X__ Linked to objectives __X_ Written __X_ Listening _X__ Promotes engagement ___ Oral

Prerequisites: (Background information, skills and knowledge students ought to have prior to beginning this lesson): Students will need to have a basic understanding of listening and listening skills. They will need to know how to sit quiet and listen when someone else is speaking.Materials Needed: Whole Body Listening poster, puppets created from Whole Body Listening poster, construction paper, crayons, glue sticks, stapler, listening ears template, coloring page assessment worksheet, book Little Elephant's Listening Ears by Susan Hood.

Lesson Content and DesignCentral Focus / Big Idea: Help students listening skills and know how to be a good listener.Objective(s): Students will learn how to participate in whole body listening in the classroom. Students will have a better understanding of how to be a good listener.Guiding Question(s): What does it mean to be a good listener? How can you be a good listener? What helps us become good listeners?Assessment: (formative and summative)Formative: At the end of the lesson the students will get a worksheet with the different listening ways written out. There will be a box next to the description and the students will draw what the listening way is.

Standard(s): 0.1.1.1.1 Democratic government depends on informed and engaged citizens who exhibit civic skills and values, practice civic discourse, vote and participate in elections, apply inquiry and analysis skills, and take action to solve problems and shape public policy.

Presentation/SyntaxElements Minutes Detailed DescriptionConsider: Work to prepare students and access prior knowledge and experiences

10 To begin the lesson, I will show the “Whole Body Listening” poster to the class. We will read the poster which “Listening Larry” helps us describes how you can use your body to listen.

Before teaching the lesson, I will have created a puppet for each of the ways of listening (eyes, ears, mouth, hands, feet, body, brain and heart). This can be created by copying the poster and cutting out each of the icons of the body parts. They will be glued to a popsicle stick and used as the puppets.

When reading the poster with the class I will use the puppets to help them hear and visualize the ways of listening. When we get to each listening way on the poster I will hold up the puppet, read the description and ask the students two questions,1. What is it?2. How it helps us be a good listener.

Construct: Work to allow students to build new knowledge and skills

15 After reviewing the eight tips on the “Whole Body Listening” poster the students will make “Listening Ears” hats as a class.

Before teaching the lesson, the construction paper will be cut into strips for the students and the ears will be cut out. There will be a hat created for the teacher to wear during the lesson so the students can visualize what they are making.

Each student will receive a strip of construction paper, a set of “listening ears” and a “my listening ears” strip of paper. The students will cut out along the dotted line of the “my listening ears” strip. They will glue the piece of paper onto the middle of their construction paper. The teacher can demonstrate this step to the class. Next, the two ears will be glued onto each side of the “my listening ears” strip. This can be demonstrated to the whole class by the teacher. Many students may need help with this step so as the teacher goes around the classroom to help, the students will be asked to color their hat with crayons. After having all the ears glued on and the hat colored the teacher will go around and staple the hats so they fit each student’s heads.

Confirm: Work to allow students to contrast new knowledge with prior and close the lesson

10 After completing the hats the students will be asked to wear them throughout the day. The teacher will finish the lesson by reading the book "Little Elephant's Listening Ears" by Susan Hood. The "Whole Body Listening" poster will be placed by the teacher while reading and the students will be reminded to use their "Listening Ears" during the book. After reading each student will get a coloring worksheet with the different ways of listening written out. They will use the box next to the description to draw what they way of listening is.

DifferentiationPlanned Support /Extension/ Differentiation for Specific Students: Some students may need extra help creating their listening ears hat. There may be a para or helper in the classroom to help students while the teacher is describing the steps. The teacher will also walk around and help the students. The upper level students will be asked to help the middle and lower level learners create their hats.

Reflection and AttachmentsWhat worked, didn’t work, needs adjustment for next time and attach materials needs to complete lesson:

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Assessment

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