Years 3 – 4
Lesson 9: Everyone wants to communicate!

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Contents

1. Lesson Overview
2. Australian Curriculum Links
3. Lesson Plan: Suggested sequence of learning experiences

Downloadable reference materials

Lesson 9 Unite [PDF] [Word Doc]


1. Lesson Overview

Length of Lesson

60 mins

Prior knowledge (what should the teacher have already covered)

  • The concept of positive and negative language.
  • The power of language on opinions and attitudes.

Resources Required

  • Action Plan chart.
  • Workbook.
  • Board to record responses (concept map).

Key Concepts

  • Everyone communicates in range of ways for a variety of purposes.
  • To include everybody in day to day activities, we need to find ways to positively communicate with the people we come in contact with. Every contact counts.
  • People with disability may communicate in a variety of ways.
  • Approaching and communicating with people with disability is essential to overcoming social barriers.

Learning Outcomes

LO1: Students use problem solving skills to demonstrate ways to communicate with a range of different people.
LO2: Students examine and demonstrate effective communication techniques that can be used with a range of different people.

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2. Australian Curriculum Links

HPE Subject Area Years 3 and 4

ACPPS037: Describe how respect, empathy and valuing diversity can positively influence relationships

General Capabilities

PSC: Personal and Social Capability EU: Ethical Understanding L: Literacy CCT: Critical and Creative Thinking N: Numeracy

By the end of year 4 (level 3)
PSC: Understand relationships: describe factors that contribute to positive relationships, including with people at school and in their community.
PSC: Communicate effectively: identify communication skills that enhance relationships for particular groups and purposes.
PSC: Work collaboratively: describe characteristics of cooperative behaviour and identify evidence of these in group activities.
EU: Consider consequences: examine the links between emotions, dispositions and intended and unintended consequences of their actions on others. 
IU: Communicate across cultures: recognise there are similarities and differences in the ways people communicate, both within and across cultures.
L: Use language to interact with others: use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for creating texts.
L: Deliver presentations: plan, research and deliver presentations on learning are topics selecting appropriate content and visual and multimodal elements to suit different audiences.
CCT: Seek solutions and put ideas into action: assess and test options to identify the most effective solution and to put ideas into action.

Assessable moments: As students undertake the learning experiences described in the lesson, take note of a range of assessable moments to provide information about student achievement. Ongoing assessment will provide evidence of the extent to which students achieve the identified Australian Curriculum links. Assessable moments are linked to learning outcomes and are identified by the following identifier:

Assessable Outcome TickLO (insert number)

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3. Lesson Plan: Suggested sequence of learning experiences

FormatLesson Plan: Suggested sequence of learning experiences

Intro
1 mins

State the learning intention: In the last theme, Language, we looked at how language affects community perceptions and attitudes. Today, we are going to explore ways we can overcome barriers to communication with a range of people. We will discuss how we feel when we are not understood, or when it is difficult to understand what others trying to communicate. We will practice strategies to communicate with a range of people so that everyone is included in day to day activities.


Body
15 mins
if only one activity is completed

Activity 1: What is communication

Class discussion: What does it mean to communicate with someone? How is communication different from talking? Why do people communicate? How does communication impact on relationships with other people? Can we communicate when we are not speaking? How?

Main point to highlight:

  • Communication is 2 way – it involves giving and receiving. This means giving a message (thoughts and feelings), and receiving a message (understanding or acknowledging).
  • Talking to someone only becomes communication if the person you are talking to understands the message you are sending them.
  • People communicate to express their thoughts, feelings and needs.
  • Non–verbal communication (facial expressions, body language) is very powerful in expressing feelings and attitudes.
  • To include everybody in day to day activities, we need to find ways to positively communicate with the people we come in contact with. Every contact counts.

We all communicate our thoughts, feelings and needs in many ways. If we do not communicate with each other, then we are not creating an inclusive school environment, and people feel left out. Sometimes, communication is difficult. When this happens, we need to learn strategies to help us find ways communicate positively with everyone. This helps us make new friends and feel great.

Teacher’s notes: you can choose one of the 2 activities that follow, or if time permits, do both activities.

Pairs activity number 1:

Communicating without words

Divide the students into pairs. Give one pair a sentence that they have to communicate to their partner or get them to make up their own sentence. They are not allowed to use words. Some examples include

  • I have a headache.
  • I want to go outside.
  • I would like a drink.
  • I am having fun.

The other student has to guess what the student is trying to communicate. Ask some of the students to demonstrate to the rest of the class how they communicated their message.

Class discussion: How did this activity make you feel? Was it easy? What techniques did you use to communicate the instructions? How did you feel if you could not be understood? How did you feel if you couldn’t understand the instructions given by your partner?

Main points to highlight:

  • Sometimes it is difficult to communicate your thoughts or feelings, or to understand what someone else it trying to communicate to you.
  • When someone does not understand what you are trying to tell them, it can cause feelings of frustration. Everyone has times throughout their lives when these feelings occur. Frustration can lead to disruptive behaviours when we feel our thoughts, feelings and needs are not understood. When this happens to someone else, we need to find different ways to communicate more positively with the person who is upset.
  • Sometimes you need to find alternative ways to communicate when you cannot use words. For example: Through voice tones and pitches, facial expressions, body language, singing, touch.

The manner that we communicate our thoughts and feelings greatly influence the way the message is received, We all can detect harmful feelings.

AND/OR

Pair’s activity number 2: Students are positioned back to back with a partner, one person facing the front of the classroom, one person facing the back of the classroom. The teacher holds up a card with a line drawing on it. The person facing the drawing describes the drawing to their partner who attempts to draw it. The time limit is 2 minutes.

Eg.

Square outlined box with horizontal line a fifth down from top, vertical line a fifth in from left and an outlined circle in the resulting smaller square.

Class discussion: How did you this activity make you feel? Was it easy? What techniques did you use to communicate the instructions? How did you feel if you could not be understood? How did you feel if you couldn’t understand the instructions given by your partner?

Main points to highlight (same first 2 points as above):

  • Sometimes it is difficult to communicate your thoughts or feelings, or to understand what someone else it trying to communicate to you.
  • When someone does not understand what you are trying to tell them, it can cause feelings of frustration. Everyone has times throughout their lives when these feelings occur. Frustration can lead to disruptive behaviours when we feel our thoughts, feelings and needs are not understood. When this happens to someone else, we need to find different ways to communicate more positively with the person who is upset.
  • The manner that we communicate our thoughts and feelings greatly influence the way the message is received. We all can detect hamful feelings.

20 mins

Activity 2: My radar!

Resources: Lesson 9 Unite [PDF] [Word Doc]

Assessable Outcome TickLO1 See handout for lesson 9. Record individual response then have a class discussion in response to the question: What are ways we can communicate with a range of people with different communication needs? Students record responses on the activity sheet.

Teacher’s notes: For information on communication strategies for a range of needs, see attached description.

Use the following focus questions to elicit responses (reproduced on worksheet).

  1. How can we communicate with someone who cannot see? (words, touch, music, Braille)
  2. How can we communicate with someone who cannot hear? (Maintain eye contact, slow speech down, use gestures, use visuals, use low tone, be patient)
  3. How can we communicate with someone who finds it difficult to use words? (Be patient when language is slow, use pictures, use computer keyboard).
  4. How can you communicate with someone who is ignoring you? (get eye contact, be clear and precise, be friendly, be patient, if needed, find someone who can help)
  5. How can we communicate with people from another culture who speak a different language? (Pictures, signs, body language, language conversion aids – eg. Applications on technological equipment such as IPhones, IPads)
  6. What can you do if you do not understand what someone is trying to communicate to you? (Be patient, paraphrase what you think they are saying, stay calm, keep trying, ask for help from someone who may able to assist)
  7. How can we communicate with someone who does not speak? (Be patient, use friendly gestures, find out how they like to communicate and find ways to involve them in day to day activities)
  8. How can we communicate with someone who is getting upset or frustrated? (Do not ignore them, be friendly, ask if there is anything you can do to help or find an adult who can help. Remember that we all feel frustrated when we think people do not hear or understand us. Do not make harsh judgements, show understanding)

20 mins

Activity 3: Role plays: 2 way effective communication!

Assessable Outcome TickLO2 Students work threes. Each group is given a question to role play from activity 2. Do not share the question with any other group. Write a short script demonstrating positive communication strategies. Present your role play to the class.

At the end of each role play, ask the class to identify and describe the situation that the group was required to role play. Ask if there are any further ideas that the group could have incorporated into their role play to make communication more effective and positive.

Role plays should focus on the following key elements: showing respect, demonstrating understanding, being a problem solver, not giving up, being patient, being friendly.


Conclusion and reflection
7 mins

Assessable Outcome TickLO1, LO2 Check for understanding:

Get the students to complete their entry for the Action Plan for the U: Unite theme. Also complete the class entry for the Action Plan chart.

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