Unit: Public Interactions
Lesson: How to interact with a store employee
Central Focus:
1.
Students will learn how to interact with an
employee at a store. They will learn appropriate behavior for this task, both
verbal and nonverbal.
Rationale/Context:
1.
My students have difficulty knowing how to
respond appropriately to people in a public setting. I want them to be able to
complete daily life tasks in the community. They must learn how to interact
with store employees in order to be able to be a functional member of society.
This lesson is taught before the students go on a trip to buy Christmas
presents for their family.
Prior Knowledge Needed:
1.
Context of the “Elf” movie
2.
Who is considered a store employee
3.
How to role-play a conversation
4.
How to work Educreations on the iPads
Objectives:
1.
The students will learn how to talk to store
workers in public by completing an ILAUGH lesson.
2.
The students will practice interacting socially
with a store manager using role-play.
Standards:
1.
Illinois Standards for Social/Emotional Learning
(SEL)
Language Demands:
1.
Students will practice using the social demands
of language. This lesson in aimed at improving their pragmatic functioning in
the context of society
Misconceptions:
1.
It is okay to express everything in public
2.
It is okay to yell and scream at a manager
3.
Facial expression have nothing to do with
communication
Lesson Procedure:
1.
Bellwork: Through writing or speaking, tell me
one thing you need to remember when you are shopping in a store.
2.
AS: Watch the video clip of “Elf” where he talks
with a store manager. Discuss what was wrong with the communication exchange.
3.
ILAUGH Steps:
1.
Initiation of Communication—The students will be
given tasks to do in a store. I will write them difficultly enough where they
must ask me what they mean. The students will re-write the directions so they
understand them or I will write the directions for them if they are unable.
This gives the students practice asking for help in a controlled environment.
2.
Listening with eyes and brain—Students will
watch the elf video again. I will pause at different points to highlight the
facial expressions of the people, and we will discuss what they mean.
Afterwards the students will have mirrors to practice faces. I will give them 3
facial expressions that they need to practice. They will show it to me when
they are ready. This allows the students to see how their facial reactions look
and compare it to the meaning of that facial recaction.
3.
Abstract and Inferential
Language/Communication—The students will watch the clip again. They will tell
me what phrase the store manager says that should not be taken literally, and
answer how elf handled the situation. Did he understand or not? This allows the
students to notice how everything people do say should not be taken literally.
4.
Understanding Perspective—Have the students draw
2 pictures. One of the storeowner and one of elf. They will need to include 5
things about each person. Discuss as a class how these characteristics make
these people have different perspectives about a situation. The students who
are not able to write will be able to use Educreations to record their
thoughts. This allows the students to think through how each character is
different and how that might factor into how they view the communication
exchange.
5.
Getting the Big Picture—Discuss with the
children what the conversation is about. If they focus on minute details,
re-focus and ask why they thought that was important to the conversation. The
students need to learn how to stay with a main topic. Focusing on minute
details will hurt them when they are trying to stay focused on a topic.
6.
Humor and Human Relatedness—Watch the clip one
last time. Ask the students why they believe the clip is so funny. Discuss why
the humor is humor. Give students cue cards. They will work in partners to act
out the interaction between elf and the manager as it is supposed to be done.
Bring the class together and discuss how the two conversations are different
and what they learned from the experience. The students need to interact with
each other. It shows them that what they are learning, others are connecting to
also.
4.
Closure:
1.
What are some important things to remember about
communicating with an employee in a store?
Informal Assessment:
1.
Questioning and discussions done in class
2.
Review of the drawings of the characters
3.
Observation of student interaction with teacher
4.
Observation of student behavior
5.
Observation of student interaction with the
final interaction
Formal Assessment:
1.
Quiz that will be completed over the material
covered in the lesson.
a.
The student will show me how much they
remembered about interacting with a store manager or employee
b.
The formal assessment will include a dialogue.
The students will have to read the dialogue and watch a video. They will have
to identify points where social communication is not handled correctly.
c.
I will provide commentary feedback on the areas
they answered incorrectly on quiz
2.
The student will be observed and get a grade for
interacting appropriately with a store employee. The trip will be at a later
date.
a.
The student will apply their role-playing
experiences to real life
b.
The student will demonstrate that the learned
how to communicate with a store employee by actually communicating with a store
employee
c.
I will provide feedback on a rubric so the
students can see where they struggled and where they excelled.
Reflection:
1.
Did the students grasp the material?
2.
Did I provide enough differentiation to make all
students successful?
3.
Are they prepared to interact with an employee
in a store?
4.
What are some things that I would do differently?
5.
What are some things that I definitely want to
keep the same?
Materials:
1.
Cue cards for conversation
2.
iPads
3.
Smartboard
4.
Mirrors
5.
Paper
Pens, pencils, markers, colored pencils
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