Wait To Talk - 2

Foundational

Lesson Plan

Goal: During an individual or group conversation, the student will speak using a polite interjection in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.

Objectives:
1. Identify polite opportunities to interject a comment or question during a conversation (such as a pause, when asked for a response, etc.).
2. Identify and use teacher/student agreed upon verbal or physical prompts to use in a conversation (such as a nod, thumbs up, raise a hand, etc.).
3. Use a learned and rehearsed phrase to interject during a conversation (such as “Excuse me,” “May I add something?” “I would like to share…”)

Standards: Click on the appropriate link below to view Language Arts standards included in this lesson.

New Jersey ELA Standards

New York ELA Standards

Indiana ELA Standards

Common Core ELA Standards

Definitions of Key Terms: Interrupting means talking out of turn when someone else is talking.

Discussion Points:

Interruptions can:

Prevent people from completing a thought.
Contribute to a misunderstanding between people.
Can cause anger because people feel like they don’t matter.

Exceptions to the no interrupting rule:

An emergency
Safety

Questions:

Are there exceptions to the no interrupting rule?
What are some appropriate ways to interrupt?
Have you ever been interrupted? How did it make you feel?
What does it mean to interrupt?
Why is it rude to interrupt?
What should you do if you have something to say but someone else is speaking?

Discuss with students what it means to interrupt. Review the discussion point questions.

Possible activities to review the discussion points or use your own:

Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.

T (Think): Teacher begins by asking a specific question using the discussion topics.
P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.

SEL Categories Activity:

Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
Once time is up, ask each student to share a word or thought from their list.
Other students must cross that word or thought off their list.
Continue the process until all words or thoughts have been listed.

Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.

Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.

Activity 1: Circumstances

Discuss with students what interrupting means. Share some personal examples if you would like. Review the discussion points and questions.

You may also want to demonstrate interrupting during a prior lesson and then use that situation to discuss the key points noted above.

Materials Needed:

Student Activity Sheet A - 1 per group or pair

Chart paper or interactive board

Pencil per group or pair of students

Ask students to brainstorm situations when it is polite to interrupt. Record answers on chart paper or the board. Be sure to include some of these: pause in conversation, an emergency, one of the people talking turns toward you, etc.

Separate students into small groups or pairs. Ask the students to complete Student Activity Sheet A. Discuss their answers as a whole group when all have finished.

Student Activity Sheet A

Activity 2: Thumbs up, Thumbs down

Review the key points from the discussions and Activity 1 with the students. Read the storylines below out loud to the students or create your own. Instruct the students to give you a thumbs up if it is an appropriate reason for interrupting and a thumbs down if it is an inappropriate reason.

Materials Needed:

Storylines

You are talking to your friend in the park. Your little sister runs up and yells, “I want a hot dog!”
You are asking your teacher some questions about a future assignment and another student approaches you. The other student tells the teacher, “I’m not ready for the math test.”
My mom was talking to our neighbor when her son came out of the house and yelled, “There is a fire in the kitchen!”
You are at a doctor visit talking to your doctor when the nurse runs in the room and says, “Doctor someone just stopped breathing.”
A teacher is giving instructions for a lesson and a student in the class raises his hand and waits to ask a question.
You are in the checkout line at the grocery store and you are talking to the clerk when the person behind you says, “Are the peas on sale?”
You are sitting at the table with your family sharing a story when your mother suddenly says, “Oh no, I forgot to pick up the milk!”
You and a friend are walking down the sidewalk having a conversation when someone walks up and says, “Excuse me, do you know what time it is?”

Activity 3: Comic Strip Worksheet

Review the key points from Activities 1 and 2 with the students. Ask students to think of ways to politely interrupt a conversation. Record the ideas on chart paper or the board. Also discuss physical cues an adult may give a child that would help them know it was polite to interject into the conversation (such as a nod, thumbs up, etc.).

Materials Needed:

Student Activity Sheet B - 1 per student

Pencil for each student

Chart paper or interactive board

Ask students to complete Student Activity Sheet B. Discuss answers when all students have finished.

Student Activity Sheet B

Directions: Study the comic strips below. Next, circle whether the circumstances are examples of someone interrupting appropriately or inappropriately.

Lesson Extension: Listening Comprehension and Grammar Review

Explain that a script is a form of written dialogue between characters in a movie, play, or broadcast. Students should listen carefully as the teacher plays the example scripts from the immersive reader. Replay the script if needed. Allow students time to answer the questions on Student Activity Sheet C.

Materials Needed:

Student Activity Sheet C - 1 per student

Pencil for each student

Student Activity Sheet D - 1 per student

Red and purple colored pencil or pen

After students have finished, discuss the listening comprehension questions together.

After completing the listening comprehension portion of this activity, provide students a copy of Student Activity Sheet D. Point out to students the features of script text that indicate which character is talking. Remind students that this is a dialogue between characters.

Allow students time to complete Student Activity Sheet D.

Display the script using the immersive reader and 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.

If time allows students may partner together and role play the script.

Example script on appropriate interruptions:
Darren: Hey, Tori. How are you today?
Tori: I’m fine. I am really excited about my first basketball game----
Darren: (interruption)I have to go home. My little brother just fell and needs to go to the hospital to get stitches.

Example script on inappropriate interruptions:
Tori: Hi, Darren. How are you?
Darren: I am fine. I just got a new video---
Tori: (interruption) Hey, I’m going to Disney with my family next month.
Darren: I was telling you about my new video----
Tori: (interruption) I love going on rides.
Darren: I did not finish what I was saying. You keep interrupting me!

Read Aloud Recommendations: Completing a read aloud with students is a great way to connect text with lesson content while incorporating reading and language practice. Below are suggested titles including, a YouTube link, Lexile and Grade Level information for books relating to the lesson.

Book Title	Author	Grade Level	Lexile Level
Interrupting Chicken	David Ezra Stein	Pre K-1	AD530L

Student Activity Sheet C

Directions: Think about the script read/played for the class and complete the questions below.

Student Activity Sheet D

Directions: In the scripts below, circle in purple two nouns in purple and circle in red one verb. Underline the plurals.

Remember:

A noun names a person, place, thing, or idea.

A verb names describe an action, a state, or an occurrence.

Application Activity

Review and discuss example scripts from the lesson extension.

In small groups, have the students create scripts demonstrating how to appropriately and inappropriately interrupt someone. Use the script sheet to create students' scripts.

Materials Needed:

Script sheet for each group

Pencil for each student

Have students record their scripts using the SiLAS software. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.

Script Extensions:

Click the following hyperlinks to have students choose their Characters, Background and Props prior to writing scripts. For examples of script writing accommodations, click Here.

Ideas for modifying this activity based on your students’ needs:

create a script as a class

pair or group students so that skill levels are varied and assign each a role or task that uses their skill

create the script by recording the dialog with a phone or other recording device.

Topic Checkout

Review key points from all previous activities and discussions with the students. Ask students to complete the Student Topic Checkout. Discuss their answers when all students have finished.

Materials Needed:

Student Topic Checkout - 1 per student

Pencil for each student

Student Topic Checkout

Directions: Complete the following questions.

Students

Go to only student curriculum