WEST CHESTER UNIVERSITY LESSON PLAN TEMPLATE

Lesson Day Lesson 3: Communication and Social Engagement

(Empathy)
Note: It is important to note that this lesson is designed for periods in a
block schedule (83 minutes) and could be completed over two-to-three-
day span if not in a block schedule.
How will this lesson support the learning goal? *Students will review their personal data and identify two areas of
(1c: Setting Instructional Outcomes) strength and two areas of need.
*Students will compare their pre-assessment results to their post-
assessment results in order to complete a personal improvement plan.

PA Standards and Other Appropriate Professional Standards Standard - 13.2.11.E

(1c: Setting Instructional Outcomes) Demonstrate, in the career acquisition process, the application of
essential workplace skills/knowledge, such as, but not limited to:
http://www.pdesas.org/Standard/view or https://www.pdesas.org/Page?
pageId=11 · Commitment
· Communication
List the Pennsylvania Standard(s) relevant for this lesson
· Dependability
· Health/safety
· Laws and regulations (that is Americans With
Disabilities Act, child labor laws, Fair Labor Standards
Act, OSHA, Material Safety Data Sheets)
· Personal initiative
· Self-advocacy
· Scheduling/time management
· Team building
· Technical literacy
· Technology
ISTE (Technology) Standards (IF APPROPRIATE)
(1c: Setting Instructional Outcomes) 2.3. Citizen Teachers inspire students to positively contribute and
responsibly participate in the digital world. Teachers:
www.iste.org / ISTE Standards for Educators
When addressing this section, you should include the standard number and the 2.2.a. Create experiences for learners to make positive, socially
sub-component (e.g., 3a, 4a-c, etc.). Also, explain how the unit or lesson responsible contributions and exhibit empathetic behavior online that
explicitly incorporates at least one standard (standard 3-7 only). Describe build relationships and community
where in the learning plan there will be evidence that the standard selected
will be integrated into the learning experience.
Objective(s)
(1c: Setting Instructional Outcomes)
Taking into consideration the learning goal, what is the objective(s)
of this lesson that will support the progress toward the learning goal?
The statement should be directly observable (use verbs that can be measured).
Academic Language
(1a: Demonstrating Knowledge of Content and Pedagogy)
Materials/Resources
(1d: Demonstrating Knowledge of Resources)
*Students will be able to review their personal data and identify
two areas of strength and two areas of need.
*Students will be able to compare their pre-assessment results to
their post-assessment results in order to complete a personal
improvement plan.
Relationship skills - The ability to establish and maintain healthy and
rewarding relationships with diverse individuals and groups. This
includes communicating clearly, listening actively, cooperating,
resisting inappropriate social pressure, negotiating conflict
constructively, and seeking and offering help when needed. [14]
Responsible decision-making - The ability to make constructive and
respectful choices about personal behavior and social interactions based
on consideration of ethical standards, safety concerns, social norms, the
realistic evaluation of consequences of various actions, and the well-
being of self and others. [15]
Empathy - The capacity to understand or feel what another person is
experiencing from within their frame of reference, that is, the capacity
to place oneself in another's position. [18]
Collaboration - The process of two or more people, entities or
organizations working together to complete a task or achieve a
goal. [21]
Communication skills - This is defined as the transmission of a
message that involves the shared understanding between the contexts in
which the communication takes place. Communication skills involve
listening and speaking as well as reading and writing [23]
*SEL: Relationship Skills Website (teacher created)
*Communication Post-Assessment
*Empathy Post-Assessment
*Student Personal Improvement Plan
 Anticipatory Set *Bell Ringer: How can you use what you learned about empathy to
(1a: Demonstrating Knowledge of Content and Pedagogy) become a better communicator?
*Post Assessment: Empathy and Communication
20 minutes
How will you set the purpose and help students learn why today’s lesson is
important to them as learners?
How will you pique the interest or curiosity regarding the lesson topic?
How will you build on students’ prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide detailed steps
*Activity: Students will compare their results from their pre and post
Instructional Activities assessments.
(1a: Demonstrating Knowledge of Content and Pedagogy; *Students will identify two areas of strength and two areas of need.
1e: Designing Coherent Instruction) After identifying strengths and needs students will create a personal
Exploration (Model): How will students explore the new concepts? How will improvement plan. While students are working independently on their
you model or provide explicit instruction? personal improvement plans each student will meet with the teacher for
a one on one conference. During this conference the teacher and student
Guided Practice: How will you provide support to students as they apply the will discuss the areas the student identified as strengths and areas of
new concept? How will you allow them to practice (with teacher support)?
need and what ideas do they have to put in their improvement plan to
Independent practice: How will students review and solidify these concepts to grow in these areas.
be able to use this new knowledge? How will you monitor and provide
feedback?
Provide detailed steps.
*Students will have a one on one conference with the teacher to
Closure review/discuss/receive feedback on their personal improvement plan.
(1e: Designing Coherent Instruction)

*Student paced activities

Differentiation *Audio and closed captions provided
(1e: Designing Coherent Instruction) *Google Translate available during activity
Accommodations:
Accommodations *Extended time as needed
(1e: Designing Coherent Instruction) *Read aloud
*Movement Breaks
*Cues to remain on-task
Modifications:
Modifications *Different exit card
*Reduced questions on personal improvement plan
(1e: Designing Coherent Instruction) *Choice to use different methods to present their improvement plan

Assessment (Formal or Informal). *Students will compare their results from their pre and post assessments and present
(1f: Assessing Student Learning) their student improvement plan to the teacher.

Formative Assessment: N/A

Informative assessment: Interview/Student Improvement Plan