UbD Project Planning Template

Stage 1:

Stage 1 Desired Results

ESTABLISHED GOALS

Vermont Common Core State Standards

• Communication Standards
  • 1.13 Students Listen actively and Respond to communications
  • 1.15 Students use verbal and non-verbal skills to express themselves effectively
• MMU Transferrable Skills Presentation PBGR
  • TS5d: Communicate effectively given audience and task
• MMU Transferrable Skills Collaboration PBGR
  • TS2a. Engages in group through input of own ideas/thoughts
  • TS2b. Consider and respond to input offered by other group members

Transfer

Students will be able to independently use their learning to…

• Have a variety of conversation types with a variety of people.
• Understand that we have conversations to share information in a meaningful way.

Meaning

UNDERSTANDINGS

Students will understand that…

• they need to alter what they say based on who they are talking to, and what they are trying to share.
• What they say and how they say it affects how others listen to them, and engage in the conversation.
• In order to get their message across, they need to be understood.
• non-verbal communication sends most of the message
• non-verbal communication should match the verbal message

ESSENTIAL QUESTIONS

• What message do I want to deliver?
• Who is my audience?
• What tone of voice do I want to use to best meet my needs? (relates to audience and message)
• Did the person understand my meaning? If no, what can I do to make my meaning clear?
• How do I know the other person was interested in what I said?
• Did I leave the conversation with the other person(s) feeling good about it?

Acquisition

Students will know…

• non-verbal language sends 93% of the message
• different tones of voice have different meanings (both speaking and listening)
• Conversations are two way (speaking and listening)
• Social Fakes are necessary sometimes

Students will be skilled at…

• Identifying/matching the 6 major feelings to tones of voice and facial expressions
• understanding nuances of other feelings to facial expressions
• Taking turns in conversations
• Staying on topic
• Ask questions
• Make Comments

Stage 2:

Stage 2 - Evidence

Evaluative Criteria

Assessment Evidence

Students understand turn taking

Students take into account body language

Students note topic maintenance

Students recognize the need for comments/questions in conversations

PERFORMANCE TASK(S):

Students will identify communication breakdowns

Students will offer how conversation would/could work better

Students self reflect on their own conversation skill

Stage 3:

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

Learning Plan:

• Students observe 2 different videos of conversation samples where the conversation doesn’t flow well (either meaning is lost, one person doesn’t get a chance to talk, responses don’t make sense, etc). Ask students to identify how that conversation made them feel. Did it go well? Did both people feel like they were important to the conversation? M

• Introduce students to the definition of a conversation. introduce relationship types to identify audience/purpose of the interpersonal relationship (Dominance/Authority, Communality, Reciprocity) A

• Review Expected vs Unexpected behaviors (Ask them to relate this to conversations) AM

• Introduce non-verbal learning definition and parts A

• Play Communicate Game where they can begin to answer direct questions about subsections of conversation skills M

• Students Identify non-verbal language and match to meaning via computer app (Between the Lines), (Emotion School) MT
  • (teacher gives feedback with discussion as the activity is happening)

• Use visual organizer as a review of skills A

• Students participate in conversation (practice initiating, asking questions, making comments) (Teacher uses visuals, prompts and feedback as necessary) T

• Introduce repair strategy rubric (how to fix communication breakdowns) A
  • Use Comic strip conversations/social stories as necessary to show communication breakdown INCLUDING what the person is thinking but not saying both with an expected result and an unexpected result

• Students self assess the conversation they JUST had with google form and/or rubric with teacher feedback or as a group MT

• Major transfer task: Students choose and analyze a video in which a conversation is happening. They explain the pros and cons of the conversation (using what they have learned about conversation skills, non-verbal communication, conversation breakdowns and repairs, and expected/unexpected behaviors. As they identify the cons, they suggest how to improve the conversation. T