Length
Curriculum Standards
- CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
- CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
- CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
- CCSS.ELA-LITERACY.RH.9-10.7
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Materials
- The quiz associated with the text lesson
Key Vocabulary
Instructions
- Begin by asking the class to describe what it feels like when someone continually talks over them, cuts them off, or appears uninterested in what they are saying during a conversation. Discuss their thoughts as a class.
- Now ask the students to describe what it feels like to be listed to by another. Discuss their thoughts on this as a class.
- How do the two situations differ?
- Are there certain situations where one or the other is more appropriate?
- Pass out the paper copies of the text lesson now, one per student.
- Begin the video lesson and watch the section 'What is Reflective Listening?'
- Review the definition of 'reflective listening' for the class before continuing. Include specific actions and behaviors that are involved in the practice of reflective listening.
Activity
- Break the class into pairs.
- Watch the section 'Examples of Reflective Listening' of the video lesson.
- Then, practice acting out the three scenarios listed.
- When the pairs have acted out each scenario from the text lesson, have them swap roles and repeat the process again.
- Now have each pair create their own skit based on what they've learned to demonstrate their understanding of reflective listening.
- When the pairs have finished crafting their skits, have them take turns performing them for the class.
- What commonalities can we spot among the skits?
- Why is reflective listening so important?
- What can we do to become better at reflective listening?
- When is reflective listening essential?
- Is reflective listening ever unnecessary?
- Now have the class watch the lesson summary.
- Finally, complete the quiz associated with the text lesson aloud as a class, reviewing each question and answer fully to ensure understanding.
Extensions
- Show the students several videos demonstrating different communication patterns. Can they spot the ones that show reflective listening?
- Ask students to log their practice with reflective listening for one week, noting challenges and successes.
