Topic Closure - 2

Foundational

Teachers

Goal: When coming to the end of a conversation with a peer or adult, the student will use an appropriate conversational ending in 8 out 10 observable opportunities, as measured by a teacher assessment tool.

Objectives:
1. Use conversation and body language cues to determine when to end a conversation.
2. Ask one more question or make one on-topic comment to close the conversation.
3. Use a polite, appropriate farewell before walking away, such as “See you later,” “I liked talking to you, but I have to go now,” “Let’s talk again tomorrow,” etc.).

Definitions of Key Terms: Topic closure means ending a conversation with someone in a polite manner using a typical farewell phrase before walking away from the conversation.

Discussion Points:

  • How do you know when a conversation is ending?
  • What are some polite phrases to use when ending a conversation?
    • Bye, bye
    • See you later
    • Gotta go
    • Ok, well I have to run.
    • It was good to see you, but I have to go.

Discuss with students what topic closure means. 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: Story Lines

Prior to beginning the activity, write or type out the sample script from below. Make a copy for yourself, one for Student A and one for Student B.

Review with students the definition of topic closure. Ask students to reflect on the discussion point questions.

Materials Needed:
  • Sample Script
  • Student Activity Sheet A
  • Chart paper or interactive board

Choose two students to act as Student A and Student B. Give the students the sample script (listed below) and ask the students to role play the script. The remainder of the students should listen carefully and determine if Student A and Student B appropriately demonstrated topic closure.

Set up all the students into pairs and ask them to practice topic closures as listed on Student Activity Sheet A. Ask students to think about how Student B could have ended the conversation in a more positive, polite manner. Record answers on the board or chart paper.

For additional practice, you may consider creating your own story scripts and distributing them to students to practice in pairs.

Sample Script for Role Play:

Student A: Hi Sam! How was your birthday?

Student B: Hi Billy. It was good. My dad made my favorite cake.

Student A: What kind of cake is your favorite? Mine is chocolate.

Student B: (does not respond, only turns around and leaves)

As a class, develop a list of situations when it is important to have topic closure.

Example: When speaking to a teacher

Student Activity Sheet A

Directions: With your partner decide who will be student A and who will be student B. Role play the situation.

Script 1

Student A: Hi Tori, I went to the water-park yesterday. It was fun. I love the water slides. (Student A walks away.)
Student B: I wish I could have come. What was your favorite part? Did you eat any snacks?

Script 2

Student B: Hey guys. I went to the water-park yesterday. I love the wave pool. Hey, maybe we can all go next time. Gotta go. We will talk again soon.
Student A:Have a good evening.

Activity 2: Closing Statements

Prior to beginning the activity, write topic closure statements onto slips of paper or index cards. Be sure to include appropriate and inappropriate versions of topic closure.

Materials Needed:
  • Statements written on index cards or slips of paper
  • Basket or bag

Review the key points from the discussion points and Activity 1 with the students. Put the strips of paper or index cards in a bag or basket. Have the students pick a statement, read it and decide if the statement is appropriate or inappropriate. Discuss why they chose the answer they did.

Activity 3: Comic Strip Worksheet

Review the key points from Activities 1 and 2 with the students. Be sure to review cues that can tell you the conversation is ending and polite ways to end a conversation.

Materials Needed:
  • Student Activity Sheet B - 1 per student
  • Pencil for each student

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

Student Activity Sheet B

Study the comic strips below. Circle the answers that show characters using topic closure correctly.

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.

Ask 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 and contractions.

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

Example script of demonstrating appropriate topic closer:
Ken: Hi, Silas. Did you have a good summer?
Silas: Yes, I did. I went to the beach a lot.
Ken: That’s great. I love the beach!
Silas: Me too. Sorry, but I have to go. Let’s talk later.

Example script of demonstrating inappropriate topic closer:
Ken: Hi, Silas. What’s your favorite holiday?
Silas: Christmas.
Ken: (Walks away)
Silas: Hey, Ken. We didn’t finish talking.

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. Read and discuss as appropriate for level and as time allows throughout the lesson.

Use current classroom literature that demonstrates topic closure.

Student Activity Sheet C

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

  1. Who are the characters in this script?
  2. What did Silas do during the summer?
  3. How did Silas appropriately end the conversation?
  4. How do you think Beth felt when Tori shared with her?
  5. How do you think Silas feels when Ken doesn’t appropriately end the conversation?

Student Activity Sheet D

Directions: In the scripts below, circle in purple two nouns that name a person and one noun that names a place. Circle in red two verbs. Underline the contractions.

Remember:

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

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

A contraction is a shortened form of two words.

Example script of demonstrating appropriate topic closer:
Ken: Hi, Silas. Did you have a good summer?
Silas: Yes, I did. I went to the beach a lot.
Ken: That’s great. I love the beach!
Silas: Me too. Sorry, but I have to go. Let’s talk later.

Example script of demonstrating inappropriate topic closer:
Ken: Hi, Silas. What’s your favorite holiday?
Silas: Christmas.
Ken: (Walks away)
Silas: Hey, Ken. We didn’t finish talking.

Application Activity

Review and discuss example scripts from the lesson extension.

In small groups, have the students create scripts using eye contact appropriately (looking at the conversation partner) and inappropriately (by not looking at the conversation partner). 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 SiLAS software for social skills. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.

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 dialogue with a phone or other recording device

Topic Checkout

Review key points from all previous activities with the students. Allow students to complete the Student Topic Checkout. Review and discuss the answers together when all students have finished.

Materials Needed:
  • Student Topic Checkout - 1 per student
  • A pencil for each student

Student Topic Checkout

Directions: Complete the following questions.

  1. What is topic closure?
  2. Why is it important to have topic closure?
  3. Give an example of an appropriate closure for a topic!
  4. Describe how you feel when a person you are talking to does not use topic closure.