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In this class, Becoming an Active Listener, the students will be taught the components of active listening, the benefits and the challenges of becoming an active listener, how to deal with distractions to active listening, and strategies for developing the behaviors of an active listener. 

Session One: The Components of Active Listening
1) Welcome and introductions of the teacher and learners. Everyone will share their general location in the world, their favorite subject, hobby, or interest, and their learning expectations for the class. 

2) The teacher will review the KWHL chart posted for students in the classroom. In the K section of the chart, the students will write down what they already KNOW about active listening. Then the teacher will discuss the information provided in the W column of the chart, "WHAT you want to know", and in the H column of the chart, "HOW you will learn." The teacher will explain that the L column of the chart should be completed by each student at the end of class.

3) Next, the teacher will introduce key strategies of an active listener and ask students to share examples of times when they have employed any of these strategies. The strategies to be discussed are
*1. Asking questions to discover answers.
*2. Listening for clarifying points. 
*3. Using 'I" statements to reflect what the speaker said.
*4. Not judging the words of the speaker.
*5.  Not interrupting except when necessary, but done politely. 
*6. Responding appropriately - making positive statements/refraining from the negative. 

4) After the introduction and discussion of active listening strategies, the teacher will introduce the Word Study chart and 20 unique vocabulary words used in the article, "Communication Skills: What is Active Listening?" After each word is introduced, the students will be given 30 seconds to write down what they think each word means. At the end of the time, the teacher will ask for volunteers to share definitions. After sharing their definitions, the teacher will provide a dictionary definition and then lead a discussion of how each definition is much like or unlike the definitions of each student.

5) Before ending the Word Study work, the teacher will discuss five other terms important to know when learning about active listening. The terms and definitions are
Caring - feeling and showing concern for others.
Compassion - feeling empathy for and wanting to help another in need.
Respect - treating people, places, and things with kindness.
Self-discipline - Controlling one's words and actions for the benefit of self and others. 
Active listening- Listening with your full attention. 

6) Lesson Evaluation: The students will write a description of an active listener using information from their notes from the video and their Word Study charts. Writing guides will be provided. If time allows, the students will share their descriptions. If not, the descriptions will be shared at the beginning of session two. 

7) Assignment: The students will record the learning received in the first session in the 'L' section of the KWHL chart. When complete, each student will share their learning responses. 

Session Two: What Does Listening Mean to You?
1) Opening: The students will share their descriptions of an active listener written in session one and their learning recorded in their session one KWHL chart. 

2) The teacher will introduce and review the KWHL chart the students will use as a guide for reading the article, "Communication Skills: What is Active Listening?"

3) After discussing the KWHL chart, the students will read the article using a jigsaw strategy where each student is assigned a section of the article to read independently. They will read to answer the questions from their KWHL chart. 
After students read their assigned sections from the article, each will present the information to the rest of the class. Also, each student presenter will identify and answer questions from the KWHL chart found in the article section they were assigned to read and present. 
The comprehension questions from the KWHL chart are: 
--WHY should families use active listening strategies?
--HOW does using active listening strategies positively affect communication overall?
--What is the MAIN reason the author includes the section of the article entitled, "What are Some Examples of Active Listening?"
--WHY does the author include information about the steps involved in active listening?

5) After completing the reading work on the article, the students will write reflections based on their current knowledge of active listening by answering the following questions:
* 1. What are some qualities of a good listener?
* 2. How can we show respect to others when we listen?
* 3. What qualities in ourselves do we need to improve to be better listeners?
* 4. Do you notice a difference when you are listening well in school? In your friendships? In your family? How?
* 5. How do you think you can be a better listener? What are the qualities you want to work on?
* 6. How do you like to be listened to?

6) The session ends with students discussing their reflections based on their current knowledge of active listening. 

Session three: The Challenge of Distractions
1) Review or complete the reflections work from session two. 

2) Word study: The students will match the active listening terms to their definitions and then check their responses.

3) Listening game: The students will listen to recordings of different sounds. Each sound will be played twice. Distractions will occur throughout the activity. The first sound will be played and the students will have a few seconds to think about the sound.  The second sound will be played and the students will write down the name of the sound. The students will be directed to write their answers in the order they hear them. When complete, the teacher will lead the group in checking and discussing their responses. 

4) Reflections: The students will write responses to the following questions and then share them with the class. 
* 1. How do you feel when someone is distracted when they are listening to you?
* 2. Does it help to have someone say something more than once? Why or why not? 
* 3. Do you think you can become a better listener with practice?

5) Assignment: The students will be instructed to have a conversation with a friend or family member about any topic they choose. When complete, they should rate their active listening skills from 1 to 5 with 1 being 'not so good' and 5 being, 'excellent.' The students should be prepared to discuss how they would either improve their rating or share what they did to make their conversation a 5.

Session four: Creating a Personal Action Plan
1) The session will open with students sharing and discussing their conversation assignments. They will begin by explaining their topic of conversation, what was said, and their performance rating. 

2) Next, the teacher will lead the class in a discussion and examples of active listening skills and the challenges of each. The active listening skills discussed include restating, summarizing, minimal encouragers, reflecting, giving feedback, emotion labeling, probing, validation, effective pause, silence, 'I' messages, redirecting, and consequences. 

3) After discussing active listening skills, the teacher will lead the students in a discussion of the non-verbal signs of active listening. The non-verbal signs include a smile, eye contact, posture, mirroring, and distraction.

4) When the discussion of the non-verbal signs of active listening is complete, the students will begin creating a personal action plan for becoming active listeners. The plan will include strategies for different situations where active listening is essential. When complete, the students will share their plans. 

5) End of the course reflection questions:
* 1. Is being a good listener important?
* 2. How do you think it will change your relationships if you become a better listener?
* 3. How is listening an act of kindness?