GETTING STARTED

Use breathing, mindfulness or brain break activities to empower children to increase resilience, focus, and calmness as you get started with the lesson.

This classic game, Simon Says, from childhood allows children to practice active listening skills by paying close attention to directions, while using the information (“Simon says, touch your head.”) to make a decision. As the facilitator of “Simon Says” be sure to model good listening strategies such as looking directly at the students when giving directions, speaking slowly and clearly and ensure that students are paying attention.

Another good option would be the Freeze Dance.

The Freeze Dance requires kids to listen for the music stopping AND to stop their bodies when it does. Pick a fun song, stopping it occasionally and seeing who freezes their bodies. Try to hide the music source so kids can’t see when you’re about the stop it.

DISCUSSION

After several times of playing “Simon Says” ask students how they knew what to do to follow Simon’s directions:

• They listened to what you were saying.

• They responded to the directions.

• Some students asked questions when they didn’t hear or understand what to do.

Talk about what it means to communicate.

Listening to others shows that we care about what they are saying and helps us learn and understand things.

When we listen carefully, we pay attention with our eyes, ears, and entire bodies. We actively think about what someone is saying and we can respond or answer.

Responding lets the person speaking know we heard them, and we are thinking about what they said in order to provide an answer.

GUIDED PRACTICE

(This activity was adapted from Grades 1 & 2- Unit 3.1: Listening and Responding – Appendix 3.1 -Communication Do’s and Don’ts Cards, Sanford Harmony curriculum.)

The worksheet for the lesson can be downloaded.

Explain to students that you will be asking them to identify good communication behaviors. Read communication behavior statements from the list in handout Appendix 3.1. Provide each student with a DO IT! and a DON”T DO IT! card.

Read one statement at a time. If students hear a statement that is an example of a good communication behavior, they will hold up the card that says, "DO IT!"

If they think the statement that has been read is not a good communication behavior, students will hold up the card that says, "DON’T DO IT!" Read several of the cards and be sure to highlight the good communication behaviors.

Next, ask students to buddy up. Explain that they will practice speaking and listening using good communication behaviors, as they respond to one the following question.

If you could have a superpower, what would it be and why?

OR

If you could have any toy you wanted, what would it be and why did you choose it?

WRAP IT UP

Gather students into a circle and invite them to share what they learned about their buddy.

• Emphasize the importance of being a good communicator (e.g., taking turns listening and speaking).

• When you’re talking with someone, it’s important to take turns speaking and listening, giving everyone a chance to talk and hear/listen to what others have to say.

EXTENDING THE LESSON

Buddy Interviews

(This activity, Buddy Interviews, is adapted from Sanford Harmony, Out of School Time Lower Grades – Unit 3 – Communication, 3.1-Listening and Responding to Others.)

Explain that students will be acting as reporters and interviewing a buddy, and that this will require good communication skills. This activity was designed to be done in the classroom, but could be done with someone at home.

• Write an interview topic on the board.

• Topics could include things like a favorite summertime activity, a favorite vacation spot, an ideal birthday, a favorite sport, or a favorite hobby.

• Have the class brainstorm possible questions to ask, but have some options available that could be used.

• Encourage students to ask open-ended questions. Give several examples.

Tell me about your favorite sport. I know you really like baseball.

What is your favorite summertime activity & why?

Tell me what your ideal birthday would look like.

What is your favorite vacation spot? Tell me more.

If you could choose any hobby to do in your free time, which activity would you choose & why?

Explain that the first reporter will ask his or her buddy three questions, and that you will signal the class when to switch roles so that the other person has a chance to ask three questions. Have buddies face one another.

• Remind the interviewees to listen, think, and respond to the questions.

• Remind the interviewers to listen, think, and respond to the answers before asking the next question.

• Pass out a “microphone” (optional) to each buddy pair and encourage them to pass it back and forth when speaking to facilitate talking and listening.

WRAP IT UP

Wrap up the activity by gathering the students into a circle and invite them to share what they learned about their buddy.

GETTING STARTED

Use breathing, mindfulness or brain break activities to empower children to increase resilience, focus, and calmness as you get started with your lesson.

The Listening Game | Cosmic Kids Zen Den - Mindfulness for Kids – 6:33 minutes

Focus on your listening. How good are you at listening? Listen for the bell. How long can you hear the bell ringing? Play along here.

DISCUSSION

Review the idea of conversation makers and conversation breakers. Conversation makers are behaviors that help conversations between people continue, such as listening carefully and taking turns speaking. Conversation breakers are behaviors that can end conversations or make them difficult to continue, such as Interrupting, not paying attention, or saying things that are off-topic or unrelated to the conversation. We can keep a conversation going by listening and making comments or asking questions.

Explain that the class will play Conversation Can together to see how long they can keep a conversation going.

• Have students sit in a circle so that they can see one another.

• Pass out Question/Comment Cards (Appendix 3.2-Communication). Each student gets a question card and a comment card.

The cards for the activity Conversation Can - Engaging in Conversation – Sanford Harmony-Out of School Time Lower Grades- Communication - Unit 3.1 can be found at the link that follow:

https://drive.google.com/file/d/1slHsaC5JvwSVYDOptEI8LyUc_kiinR2O/view?usp=sharing

Write a specific conversation starter on the board. For example, tell students that today you’re going to talk about “my new puppy." What kinds of things might you ask me or say to me to keep the conversation going about my new puppy?

During the discussion be sure to:

• Provide reinforcement and support, and redirect as appropriate if off-topic comments are made.

• End at the specified time or when there are no more comments or questions.

• Or, choose a new topic and challenge the class to have an even longer conversation.

WRAP IT UP

Determine if students thought it was easy or challenging to keep the conversation going? Ask them to show you what they think with a Thumbs Up (easy) or a Thumbs Down (hard)?

• Easy: It was fun and interesting; there were a lot of things to talk about.

• Hard: It was hard waiting for a turn, remembering to look at everyone.

• What were some of the comments that could have stopped the conversation from continuing?

What could you do if you notice that someone isn’t included in a conversation?

• Ask what he or she thinks or feels.

• Make sure everyone takes a turn and has a chance to speak.

Brain Breaks, Breathing, Mindfulness Activities

Be A Good Listener

Play the song “Good Listener” (by clicking on the title above) and share ways to be a good listener.

Draw It

See how well students listen in this activity. Give students a blank sheet of paper to draw on. Before they pick up their pencil or marker, gives a set of simple instructions. For example: “Draw a triangle in the top right corner, a circle in the middle of the page, and a square in the bottom left corner.” The instruction ‘draw it’ is then given, without repeating the instructions. After twenty seconds, students hold up their completed drawings. This can also be done in groups or pairs, and as well as developing listening skills can be used to encourage the giving of clear instructions.

Guess the Sound

Ask children to close their eyes and sit comfortably on the carpet or at their desks. Ask them to listen carefully to the sound the object for as long as they can hear it. Focus on the sound. Do you know what made that sound? If you do, keep it a secret, but raise your hand to let you know. Possible sound-producing objects could include: crumpling a piece of paper, tapping a pencil in a bag, clapping your hand, opening and closing a drawer).

Ask children to share what the sound reminded them of and to make a prediction about what the object and action might have been. Encourage them to include specific c descriptions of each sound and note what each sound made them think about. Reveal the identity of the sound-makers after children have shared their observations.

Popcorn Storytelling

In popcorn storytelling, each “player” takes a turn adding on to the story that the group is building together. The first person can start with “Once upon a time there lived a great big purple dragon…” and the next person has to use their active listening skills to incorporate what they just heard in order to add on to the story. This activity can be enhanced with picture cards or word prompts on dice.

20 Questions

In 20 Questions, the person who is “it” thinks of an object that the other players have to guess. The catch is, they can only ask 20 yes or no questions to figure out the clue! This game gets kids thinking about the information they have already heard and putting it together to ask the best questions that will provide them with the most information.

A Story to Share

Saying what You Mean: A Children's Book about Communication Skills by Joy Berry

This book explains verbal and nonverbal communication and describes ways to control what you say and how it is interpreted in order to develop and maintain productive relationships.

GETTING STARTED

Use breathing, mindfulness or brain break activities to empower children to increase resilience, focus, and calmness as you get started with your lesson.

From Mindless to Mindful – Go Noodle (3:06)

Practice being mindful and letting your attention rest on just this moment.

DISCUSSION

Explore the challenges involved when working in groups and explain that working in groups can be difficult, Even adults sometimes find it challenging. Ask students to brainstorm reasons why group work can be challenging. Use these examples to get the discussion started. Write their ideas on the board.

Examples:

• Group members don’t do their fair share of work

• Group members are bossy

• Group members don’t listen to my ideas

• Group members disagree

Introduce the concept of Communication Bloopers

Point out that most of the challenges students brainstormed have to do with ineffective communication strategies, or Communication Bloopers. Write the three Communication Bloopers (interrupting, ignoring, and withdrawing) on the board.

Explain that these Communication Bloopers do not just apply when working in groups. Point out that we also make Communication Bloopers when communicating with friends, family members, or even teachers. Work with students to define the Bloopers and provide examples-referring to the Communication Bloopers and Boosters Reference Guide (Appendix 3.1 & 3.2).

Examples:

• INTERRUPTING means stopping someone in the middle of what he or she is doing or saying. This can be done by talking over another, controlling a discussion, shouting out answers, putting down others’ ideas, rolling eyes, covering ears, or by making faces or gestures.

If I’m in a group and Priya is sharing her idea, but I cut her off to say my idea, I’m interrupting.

• IGNORING means not recognizing the needs or perspectives of others. This includes talking, texting or using social media during a conversation; walking away, or just not responding when someone is talking to you or asks you a question.

Suppose Shawn is one of my group members and asks me a question, but I don’t answer it—that’s ignoring.

• WITHDRAWING is removing oneself mentally or physically from a conversation or group discussion. This is demonstrated by not paying attention, being silent, or not expressing feelings or opinions.

If I decide to doodle on my notebook instead of contributing ideas, that’s withdrawing.

What are some things you can do or say when someone makes a communication blooper when you are speaking?

Review the challenges students brainstormed. Discuss how being aware of and busting BLOOPERS can help you and others share ideas, avoid conflict and get along better together.

GUIDED PRACTICE

Remind students that everyone uses Communication Bloopers sometimes and that people usually don’t even realize they’re doing it.

Example: You may get really excited about one of your ideas and interrupt a group member to share it.

Explain that by becoming more aware of Communication Bloopers, we can catch and stop ourselves when we’re about to “bloop."

Let’s do an activity that will help us “Name That Communication Blooper." This lesson is adapted from the Sanford Harmony curriculum, Out of School, Upper Grades – Unit 3 – Communication, 3.1 Name That Communication Blooper at www.sanfordharmony.org.

Blooper Game Board

Communication Blooper Script – Student Script

Communication Blooper Script – Teacher Script

Give each group one of the Blooper Game Boards. You will also need student copies and program leader copies of the Communication Blooper Script, as well as a bell or other device to signal students.

Name That Communication Blooper Game

• • Recruit six students to volunteer to act out the play for the class. Characters are narrator, program leader (Mrs. Cooper), and four students (Molly, Ashley, Joey, Zach).

  • Distribute ​Communication Blooper Script - Student Copy​ to the actors and assign a role to each

  • Give students a chance to silently read over the script, and let them know they will perform it exactly as written.

  • Divide the remainder of the class into four teams and have each select a captain.

  • Have students arrange their chairs so they are near their team members and facing the front of the classroom.

  • Provide each team with a Communication Blooper Game Board.

  • Instruct students to read the script out loud as the rest of the students observe. Make sure the audience knows which character each actor is portraying.

  • Using the Communication Blooper Script - Teacher Copy, stop the action by ringing a bell and saying "Name that Blooper!” when each Blooper occurs.

  • Allow team members to confer for 20 seconds to choose the correct Blooper.

  • Have team captains share their team's answer, and award one point to each group that answers correctly.

  • At the end, congratulate the winning team!

EXTENDING THE LESSON

Name That Communication Blooper – Virtual Classroom Alternative

Show the students the video clip below:

• “I WANT MY CHIPS” Scene - Instant Family – 2:38 Minutes

Inform students that they will be watching a short scene from a movie. Let them know that you will show them the scene twice. Explain that the first time, they will simply watch the scene. The second time, however, students are to watch for Communication BLOOPERS.

Before showing the clip for the second time, explain to students that they are to identify as many BLOOPERS as possible throughout the scene. Direct students to keep track of the BLOOPERS that they identify by writing down which character committed the BLOOPER, what they were doing, and which specific BLOOPER they committed (interrupting, ignoring, withdrawing).

You may choose to assign groups of student’s specific characters to watch. For example, while watching the scene from Inside Out, you could direct half of the class to keep track of the BLOOPERS from the family, and the other half of the class to keep track of the BLOOPERS committed by the “emotions.”

• Review what BLOOPERS the students identified. Did everyone mostly identify the same BLOOPERS?

• Were some BLOOPERS easier or more difficult to spot than others?

• Discuss with students which BLOOPERS they think they struggles with the most. Which characters in the clips do the students feel like they relate to the most?

WRAP IT UP

Remind students that being aware of and busting Communication Bloopers can help you share ideas, avoid conflict, and get along better with others. Ask students what are some things you can do or say when someone makes a communication blooper when you are speaking?

GETTING STARTED

Use a breathing, mindfulness or brain break activity to empower children to increase resilience, focus, and calmness as you get started with your lesson.

Hello Breath: Listen – Mind Yeti

Say hello to your body's calming superpower, your breath.

DISCUSSION

Begin by letting students know that you will be exploring the challenges of communication when working in cooperative groups.

Review some of the Communication Bloopers (ignoring, interrupting, controlling, and withdrawing) that students learned about in Lesson 1 that can make working in groups difficult.

Explain that when people use effective communication strategies, working in groups become a more positive experience. Have students brainstorm what it means to be a good communicator using some of these examples.

• Listening to and answering someone’s questions

• Compromising with others

• Offering ideas for a group task

• Helping someone when they get stuck.

Introduce the concept of Communication Boosters.

Point out that most of the ideas students brainstormed boost people’s ability to work together, so they’re called Communication Boosters.

Write the four Communication Boosters (listening, facilitating, negotiating, and supporting) on the board. Define the terms and provide examples from the Communication Bloopers and Boosters Reference Guide.

• LISTENING means listening and responding to group members’ ideas and questions.

• FACILITATING is providing the group with leadership that takes into consideration other group members’ needs and perspectives.

• NEGOTIATING means to engage in problem-solving or compromising when there is a conflict or disagreement within the group.

• SUPPORTING is encouraging and supporting group members when they need help or become discouraged.

Review the effective communication strategies students brainstormed and have them identify which Communication Booster describes each. Are there particular Communication Boosters that are more difficult to use than others? Remind students that these communications strategies are not always easy to use –even for adults!

GUIDED PRACTICE

Use The Communicator Game from www.sanfordharmony.org, Grades 5-6, Unit 3.2 – Appendix 3.2 to practice effective communication strategies. Worksheets needed for the Game are available at the links below.

• Communication Booster Game Board

• Communication Booster Student Script

• Communication Booster Teacher Script

The Communicator Game

• • Recruit six students to act out the play for the class. Characters are narrator, teacher (Mr. Finkle), and four students (Patrice, Herman, Julio, Jenna).

  • Distribute ​The Communicator Script - Student Copy​ to the actors and assign a role to each

  • Give actors a chance to silently read over the script, and let them know they will perform it exactly as written.

  • Divide the remainder of the class into four teams and have each select a captain.

  • Have students arrange their chairs so they are near their team members and facing the front of the classroom.

  • Provide each team with a Communication Booster Game Board.

  • Instruct the actors to read the script out loud as the rest of the students observe. Make sure the audience knows which character each actor is portraying.

  • Using The Communicator Script - Teacher Copy, stop the action by ringing a bell and saying "Name that booster!” or “Name two boosters!” when each Booster occurs.

  • Allow team members to confer for 20 seconds to choose the correct Booster.

  • Have team captains share their team's answer, and award one point to each group that answers correctly.

  • At the end, congratulate the winning team!

EXTENDING THE LESSON

Communication Booster Tally

Help students become aware of their Communication Boosters by asking them to keep a tally during the day. Schedule a time for students to discuss their experiences.

Develop a reward system in which students support one another by recognizing Communication Boosters. Come up with a word or phrase students can use to point out when they witness a boost.

Thanks for the boost!

Reinforce students when you notice those using Communication Boosters.

I noticed you listened to and supported Sarah when she was unsure of how to solve the math problem. Nice boost!

More Communication Bloopers and Boosters

• Have students watch an episode of a TV show. Depending on how much time you have for the lesson, you may choose to have students watch the entire episode, a part of an episode, or an extended clip

• Tell students that they will be looking for Communication BLOOPERS and Communication BOOSTERS as they are watching the chosen episode.

• Have students create a chart with three columns and label the columns Name of the Show, Character, Action/Behavior, and BLOOPER or BOOSTER?

Explain that they will use the chart, described above, to record which character used a BLOOPERS or BOOSTERS, the action or behavior that the character displayed, and which specific BLOOPERS or BOOSTERS they think the character is using.

• Review the student’s findings. Did everyone recognize and identify the same number, or same type, of BLOOPERS or BOOSTERS for each character? Were some BLOOPERS or BOOSTERS more difficult to recognize?

• Discuss how hearing BLOOPERS or BOOSTERS influences the way the characters think, feel, and behave.

• Discuss how BLOOPERS or BOOSTERS affect their interactions with other.

Several examples of different shows are listed below. (Click on the titles to access the websites.)

The Voice in the Shed | Full Episode | Fast Layne | Disney Channel - 22:32 Minutes Layne Reed's life is perfectly organized until she discovers Vin, a talking car with loads of personality, hidden in the shed near her home!

Can't Dye This | Full Episode | Sydney to the Max | Disney Channel - 24 Minutes Sydney Reynolds wants to radically change up her hairstyle for the first day of 7th grade, much to her dad Max’s dismay!

The Ghost in Suite 613 | Full Episode | The Suite Life of Zack and Cody | Disney Channel - 22:23 Minutes When Zack and Cody find out that there is a ghost in the hotel, they persuade candy counter girl Maddie, hotel heiress London, and bell hopper Esteban to investigate!

WRAP UP

• How was this script similar to or different from your own experiences working in groups?

• Are there particular Communication Boosters that are difficult for you to use?

• What Communication Boosters do you find to be the easiest for you?

Active Listening: How to Communicate Effectively – AMAZE – 4:39 Minutes

Good communication is not only about expressing yourself but also actively listening and working to understand what the other person is saying. Learning and practicing these healthy communication skills will prepare you for the times when communication with someone is most important.

Everyday Speech - Social Skills Videos

Everyday Speech is a leading provider of social-emotional learning materials for speech therapists, special educators, and diverse learning professionals. Everyday Speech focuses on skills that are needed in daily interactions, including conversation skills, nonverbal communication, and friendship skills. Below is a video from Everyday Speech with a companion worksheet!

Think It or Say It

Smarter Parenting – Communication Activity-4:14 minutes

Help students learn to communicate by using this simple activity with Jenga block to practice effective communication strategies. Watch the video to give you an idea of how to facilitate the activity with your classroom or at home with your children.