Active Listening - 2
Table of Contents
- You use active listening when you are sitting quietly in class and paying attention to what your teacher is saying.
- You use active listening when you are talking with your friends and you are focused on what they are saying.
- You use active listening at home when you are listening to your family share about their day.
- What is active listening?
- Why is active listening important?
- How does whole body listening help you?
Discuss with students what it means to make new friends and what a good friend is. Review the discussion point questions.
- The group should form a circle. Ask a question and allow students to toss a bean bag to those who would like to answer the question.
- Play tic-tac-toe by dividing the group into teams. Write discussion questions on a post-it note and place them on the tic-tac-toe grid. Allow a representative from the team to select a post-it note and as a team develop an answer to the question. If they get it right they may put their teams marker (x or o) on the grid.
Possible activities to review the discussion point:
What is active listening?
(Using a Mr. Potato Head is a great way to visually present whole body listening.)
When you are using active listening, you are listening with your whole body.
- You stop what you are doing, and your body is still (stand like a statue)
- Your ears are listening to the speaker (point to ears)
- Your eyes are watching the speaker (point to eyes)
- Your mouth is quiet (pinch lips closed)
- Listen with your heart (point to heart)
Allow students time to complete student activity sheet A individual, with a partner, or in a small group. Discuss answers when finished.
- Mr. Potato Head
- Student Activity Sheet A - 1 per person or group
- Pencil - 1 per person or group
Practice listening carefully to others by playing one or more of the following games.
- Simon Says: Play a traditional game of Simon Says
- Class story: Start with a single sentence. Students must actively listen as each member of the class adds another sentence to the story. The sentence added to the story must make sense.
- Twenty questions: Tell the class you are an item that starts with a certain letter, an object in the room, a movie character, or anything creative you can think of. The class may ask 20 yes or no questions in order to try and figure out who or what you are. They must listen carefully to figure it out.
Instruct the class to listen to the scenarios. If the scenario describes good active listening the students should give the teacher a thumbs up. If it describes poor active listening they should give a thumbs down. If it is a thumbs down discuss what the character should be doing differently. Be sure you practice good active listening as the scenarios are read.
Scenario 1: Silas and PJ are at the bus stop. Silas is telling PJ about his camping trip he recently took. PJ is busy watching the cars go by.
Scenario 2: Tori and Chris are in the living room listening to Donny read a story. They are sitting still and carefully watching and listening to Donny.
Scenario 3: Officer Dave and Mr. B are in the park. Officer Dave is sharing with Mr. B about a lost dog. Mr. B continually interrupts Officer Dave with questions and information he wants to share.
Scenario 4: Lexi and Anya are in the hallway talking with Dr. Sally. Lexi is looking at her cell phone and listening to her new favorite song.
Scenario 5: Donny and PJ are in the cafeteria. Mr. B asks that all students give them his full attention. Donny and PJ stop talking and turn to look at Mr. B. They sit very still as he explains the surprise he has for the students.
- Scenarios Below
Explain that a script is a form of dialogue writing between characters in a movie, play, or broadcast. Utilizing the immersive reader students should listen carefully as the teacher plays the example scripts below. Replay the script if needed. Allow students time to answer the questions on student activity sheet B.
After students have finished, discuss the listening comprehension questions together.
- Student Activity Sheet B - 1 per student
- Pencil for each student
- Student activity sheet C - 1 per student
- Red and purple colored pencil or crayon
After completing the listening comprehension portion of this activity provide students a copy of student activity sheet C. Point out to students the features of script text to indicate which character is talking. Remind students that this is a dialogue between characters.
Allow students time to complete activity sheet C.
Display the script using the immersive reader, highlight the nouns in the script. Students should self check their work to determine if they correctly named two nouns. Repeat the process for verbs and syllables.
If time allows students may partner together and role play the script.
Review and discuss example scripts from lesson extension.
In small groups, have the students create scripts demonstrating active listening appropriately and inappropriately. Use the script sheet to create students scripts.
Have students record their scripts using the SiLAS software. Remember to name and save their work. Premiere the movies with the group members at the end of each session.
- Script sheet for each group
- Pencil for each student
Allow students to complete the student lesson review sheet
- Student Lesson Review Sheet - 1 per student
- A pencil for each student
Read Aloud Recommendations:
Completing a read aloud with students is a great way for them to see and learn social skills as well as incorporating reading skills. Below are some books that could be used to reinforce the concept. Read and discuss as appropriate for level and as time allows throughout the lesson.
- Listen Buddy by Helen Lester
- Howard B. Wigglebottom Learns to Listen by Howard Binkow
- Why Should I Listen? by Claire Llewellyn
StudentsGo to only student curriculum
Directions: Make a list to circumstances when it is important to use active listening.
Example: During a fire drill
1. Who are the characters in this script?
2. What did Dr. Sally ask Tori to do?
3. Why is active listening important?
4. How do you think Dr. Sally felt when Tori was not demonstrating active listening?
5. How do you feel when others are not paying full attention to you when you are speaking?
Directions: In the scripts below circle two nouns in purple that name a person and one noun that names a place. In red circle two verbs.
A noun names a person, place, thing, or idea.
A verb names describe an action, state, or occurrence.
Directions: How many syllables do you hear in the words below?
Fill in the blank with an answer from the table.
- You demonstrate active listening with your body.
- Your are listening to the speaker.
- listening shows you care.
- Your is still when you demonstrate active listening.
- Your are looking at the speaker when you demonstrate active listening.
- It is important to listen with your so you can understand what others are saying.
What is active listening?
Why is active listening important?
When do you use active listening?