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Lesson Plan

Active and Passive Listening by ECSDM


Subject

English Language Arts (2005)

Grade Levels

Intermediate, Commencement, 8th Grade, 9th Grade, 10th Grade


Description

In this lesson, students practice passive and active listening skills. These listening skills help them communicate more effectively.

Website(s)

Active and Passive Listening Skills

Objective

Students will demonstrate active and passive listening skills. They will then analyze the benefits of having someone listen to them actively and the benefits of being an active listener.

Duration

Four 45 minute class periods

Materials/WebResources

  • The Prentice Hall, Health Skills for Wellness textbook (optional)
  • Enough copies of rubrics for each student to complete each activity
    Day One: 1 Passive Listening Rubric and 1 Speaking Rubric
    Day Two: 1 Active Listening Rubric and 1 Speaking Rubric
  • SMART Board and accessories (i.e. speakers) if available. If not available, a projector and white/black board will suffice.
  • Review Questions
  • Listening Skills lesson (pdf)

    • Procedure

    Day One

    1. Students will read pp 120-124 in the Prentice Hall Health Skills for Wellness textbook (or be given the pre-printed pages from the website listed below entitled: Active and Passive Listening).
    2. They will then be divided into groups of 3-4 and complete the questions listed on slide # 7. ("Review Questions" handout also available.)
    3. Together the class will review their answers and discuss the up and coming activity where they will practice their passive/active listening skills. We will also discuss why these listening skills need to be practiced.
    Day Two
    1. Using the possible topics of discussion on slide #8 or coming up with their own topics, students must write two different conversations that they will be using in the passive/active listening activities. For each conversation, the students should have a full page written in the journal section of their binders. (Note: I have found if students do not write the selections out beforehand, many cannot speak for the required amount of time.)
    2. After their conversations are written, the teacher will show the students the rubrics they will be using to grade each other. She will also briefly explain how the activity will take place the following days.
    Day Three
    1. Before students enter the class, the teacher has to rearrange the room. To facilitate conversations, the classroom desks and chairs should be set up in pairs that are facing each other.
    2. When the students arrive, they will choose their partners and sit facing each other. They should have taken one of their conversations out of their binders to use as a reference during the activity.
    3. The rubrics would be handed out to each student and labeled correctly for grading purposes.
    4. The teacher will review the guidelines for passive listening (on slide #9) and then have students choose who will be the speaker first and who will be the listener first.
    5. Using the timer on slide #12, begin the activity for the first conversation. After the time is up (3 minutes), students will fill out the corresponding rubric to grade their partner. Repeat this process, switching speakers and listeners in the second round.
    6. At the end, both students should try to write as much as they can remember about the conversations on the back of their own listening rubric.
    Day Four
    1. The classroom desks and chairs are set up in pairs that are facing each other.
    2. When the students arrive, they will choose their partners and sit facing each other. They should have taken one of their conversations out of their binders to use as a reference during the activity.
    3. The rubrics would be handed out to each student and labled correctly for grading purposes.
    4. The teacher should review the guidelines for active listening (on slide #14) and then have students choose who will be the speaker first and who will be the listener first.
    5. Using the timer on slide #17, begin the activity for the first conversation. After the time is up (3 minutes), students should fill out the corresponding rubric to grade their partner. Repeat this process, switching speakers and listeners in the second round.
    6. At the end, both students should try to write as much as they can remember about the conversations on the back of their own listening rubric.

    Assessment

    The students will be assessed by their peers using the attached rubrics. The teacher will review all written responses and also give a separate grade for those assignments.

  • Active Listening Rubric
  • Active-Passive Speaker's Rubric
  • Passive Listening Rubric

    • SMART Board

    This instructional content was intended for use with a SMART Board. The .xbk file below can only be opened with SMART Notebook software. To download this free software from the SMART Technologies website, please click here.

    Author

    Ann Lee, Enlarged City School District of Middletown


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