PLNI Strategies - Communications and Intrapersonal Skills

Introduction to Communications and Intrapersonal Skills

This unit covers the basic communication and intrapersonal skills necessary for success in the business world. A specific emphasis is made on relating well to others and clear expression of thought. The lessons are intended for use with the 11th grade pre-employment Marketing class but do have cross-curriculum value by addressing skills which are multi-discipline.

Penn Literacy Network Strategies

The following strategies from Penn Literacy Network I Reading and Writing Across the Curriculum were chosen to be part of this unit. A brief explanation of each one is being provided to assist colleagues who may not be familiar with one or more of these strategies.

According to Lytel and Botel, writers need regular chunks of time. Keeping that principle in mind, daily lessons were designed to include the opportunity for a Type I (five lines, no one correct response, one draft) Type II Writings (writing with a correct response, one draft) and Type V (writing that is publishable, many drafts and revisions).

The Read and Respond format was incorporated into the unit. A read and respond strategy starts with the instructor reading from the text and posing a question to the students that is relevant to the topic. Students then respond to the question based upon how their prior knowledge led them to transact with the text. The teacher continues reading and the students continue to respond to questions that flow from the initial question until the text unit has been completed. This strategy has been very effective in our classes, in part, because the students enjoy having their opinions validated during the process.

A Jigsaw Activity is also incorporated into the unit to cover large amounts of material efficiently and effectively. This is accomplished by splitting the class into appropriately sized groups. Each group has the responsibility to research and create materials and report back to the larger group in the role of "experts" on their topic.

The KWL-"How well do I know these words" worksheet was used to introduce specific vocabulary. The worksheet contains a chart that the students complete by assigning the words to one of the following categories: words they don't know at all, words they have seen or heard but don't know the meaning, words which they think they know the meaning, or words for which they know a meaning. This worksheet acts as a springboard activity to help connect prior knowledge to the content covered. This form is included in a downloadable format suitable for editing.

A Text Rendering activity was used to introduce the concept of reading with a purpose. The students are instructed to read selected items. After reading the text the students will underline a sentence that stands out for them, underline a word that stands out for them, or identify a thought that sums up what they read. The students are then instructed to share their reflections with a partner.

A Before, During and After strategy was used to help students focus on their communication skills. Lessons were designed to provide opportunities to activate prior knowledge before the activity, complete the activity, and then reflect on or practice the skill after the activity.

Pair and Share activities were used to allow students to learn in a social environment. After many of the Type I and II writings, students were paired to share responses.

Lesson Objective:
After this lesson students will be able to evaluate and monitor their listening skills using the six elements of communication.

Anticipatory Set: (Type I Writing)
E-Journal entry- I think I am a good listener because...

Students will then play a game of "whisper down the lane" followed by a discussion of their listening skills.

Lesson: (KWL)
Students will complete a KWL activity to introduce the concepts of communication, channels, feedback, blocks, settings, distractions, emotional blocks, jargon, senders and receivers, and messages. Appropriate discussion about the terms will flow from the KWL.

Assignment:(Read and Respond and Pair and Share)
Students will listen to the reading "Eagles Fly for Reading". At the end of the reading they will jot down three things they learned from the reading and share their thoughts with a partner.

Closing:
Students will participate in a discussion started with - Did you all hear the same story?

Lesson Objective:
After this lesson students will be able to evaluate and monitor their reading skills using the six elements of communication

Anticipatory Set: (Type I Writing)
E-Journal entry- Are reading and listening the same activity?

Lesson:
The process of reading with a purpose will be introduced. The discussion will include knowing your purpose, focusing your mind and forming pictures while reading. Students will also be introduced to the term "jargon" and discuss the importance and process of vocabulary development in the business world.

Assignment: (Before, During and After Activity and Pair and Share)
Students will read "Eagles Fly for Reading". Before the reading, students will be divided into two groups and each group will be told the purpsoe of the reading assignment.. During the reading they will focus on their purpose for reading the article. At the end of the reading they will jot down three things they learned from the reading and share their thoughts with a partner from a different group.

Closing:
Students will participate in a discussion started with - How did knowing the purpose change the meaning of what you read?

Lesson Objectives:
After this lesson students will be able to evaluate and monitor their writing skills using the six elements of communication

Lesson:
The process of writing with a purpose will be introduced. The discussion will include knowing your reader, knowing your purpose and knowing your subject. Developing a writing style for business communication will be emphasized. Students will also be introduced to letters and memos by viewing samples of each that convey the same information in different formats.

Closing:
Students will participate in a discussion started with - How important is it for business letters and memos to be perfect?

Lesson Objectives:
Students will be able to evaluate and monitor their intrapersonal skills using the four forms of communication.

Anticipatory Set: (Type I Writing)
E-Journal entry: How many forms of communication can you name?

Lesson: (KWL)
This lesson will introduce the concept of intrapersonal skills. A KWL will assess prior knowledge of body language, initiative, empathy, assertiveness, creativity, responsibility, attitude, self-control, self-awareness and self-esteem. A short video will be shown with examples of each intrapersonal skill.

Assignment:(Type III and Type V Writings)
Students will work in groups of five to write a fairy tale about someone using all of the intrapersonal skills discussed in the lesson. Students will have the remainder of the first class period and the beginning of the next to write their stories. The end of the second class period will be a time to share stories with the whole group. The starter will be "Once upon a time…."

Closing:
Students will participate in a discussion about intrapersonal skills that flows from the responses to the stories in told in class.

Lesson Objectives:
Students will be able to evaluate and monitor their speaking skills using the six elements of intrapersonal communication.

Anticipatory Set: (Type I Writing)
E-Journal entry: Are Speaking and Talking the same?

Assignment:(Type V Writing and Pair and Share)
Students will be directed to prepare a 60 second message about their group fairy tale using one of the four basic patterns of business communication. They will present their messages in small groups who will identify the pattern used in the presentation.

Closing:
Students will participate in a discussion started with - What is the difference between formal and informal speech?

Lesson Objectives:
Students will be able to identify the correct structure for meetings using the concept of parlimentary procedure and explain the importance of teamwork, consensus, agreements and leadership.

Anticipatory Set: (Type I Writing)
E-Journal entry: What kind of meetings have you attended?

Lesson:(Read and Respond)
This lesson will introduce the concepts of teamwork, consensus, agreements, leadership and parliamentary procedure. The students will be read an article about the rules of meetings. The starter question will be "How would this situation be different is everyone in the room was talking at the same time?" Additional read and respond questions will flow from student responses to the initial question.

Assignment:
Students will be assigned to four groups of five. They will form a committee to discuss how they will approach the project over the next four days. They need to monitor their actions, develop a team, form agreements over individual responsibilities and reach consensus on how to handle the project using the rules of parliamentary procedure.

Closing:
Students will be asked to validate their procedures or ask for clarification.

Lesson Objectives:
Students will be able to identify and describe examples of communication and intrapersonal skills in a story they watch on a video tape.

Anticipatory Set: (Type I Writing) Day Nine Only
E-Journal entry: What are movie manners?

Lesson:
This lesson will briefly review the key concepts on the classroom KWL chart.

Assignment:
Students will watch the Disney version of Tarzan looking for examples of each of the communication and intrapersonal skills discussed in the unit. They will monitor the movie and keep track of selections that will be used to complete the final project.

Lesson Objectives:
Students will demonstrate their understanding of communication and intrapersonal skills by creating an original product. This lesson will also give students the skills to use a rubric to self-assess their own work

Anticipatory Set: (Type I Writing)
E-Journal entry: I think a rubric... (Day One)

Lesson:(KWL)
A quick review of all concepts on the KWL will precede group work on visual projects that will be used for the unit assessment.

Assignment:(Pair and Share)
The class will first develop a rubric to use for the unit assessement. (This skill was learned in previous units) Students will work in groups of four to create an original visual product that identifies the concepts in the unit and how they were illustrated in the movie Tarzan. Poster paper, scissors, markers and colored pencils, internet images and computer access will be made available for the project.

Closing:
Students will wrap-up the days progress and ask for any clarification of the project they feel is necessary.

Lesson Objectives:
Students will be able to analyze and critique their own and others work to identify examples of the key concepts in the unit.

Anticipatory Set: (Type I Writing)
E-Journal entry: If I could say anything I want about this unit, it would be....

Lesson:
This lesson will give students the skills to use a rubric to self-assess their own work. They will be shown how to break down the components in the rubric and judge examples of work using the guidelines established by the class created assessment tool.

Assignment:
Students will use a scoring rubric to analyze and critique each group project in a show and tell format. The finished projects will be hung in various locations in the room and the students will circulate through the presentations and complete the rubric worksheet. A final discussion of the projects will reinforce mastery of the ideas presented in the unit. (In this case, mastery implies that they are aware of the concepts and the need to incorporate them into their daily lives, not that they have mastered any one skill such as initiative or reading with a purpose.

Agreements	Emotional Blocks	Self-Awareness
Assertiveness	Empathy	Self-Control
Attitude	Feedback	Self-Esteem
Blocks	Initiative	Senders and Receivers
Body Language	Jargon	Settings
Channels	Leadership	Speaking Skills
Communication	Listening Skills	Teamwork
Consensus	Messages	Writing Skills
Creativity	Reading Skills
Distractions	Responsibility