Interpersonal Communication

Interpersonal Communication

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.RST.9-10.3
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to...
CCSS.ELA-Literacy.RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical...
CCSS.ELA-Literacy.RST.9-10.9
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support...
CCSS.ELA-Literacy.WHST.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Learning Objective: 

The goal of this activity is to develop a student’s ability to apply communications techniques in daily social interactions as well as when working with a client while practicing the skills necessary to become proficient in the Common Core State Standards for Literacy in Technical Subjects. Discussions in class, reading, researching, and writing exercises are coordinated in class to help students construct a technical meaning of the resources in a way that “sticks.”

Essential and guiding questions: 

Guiding Questions:

  • How might insightfulness be a beneficial characteristic for a human services professional to have? What about in your daily social interactions?
  • What problems might arise when a human services professional demonstrates poor verbal expression by not delivering a clear and concise message to a client because of a difficulty such as a language barrier? What are
  • the potential implications if the client was unable to communicate clearly?
  • What techniques are involved in effective listening in the classroom? When socializing with your friends? When on the job?
  • How can your ability to manage your emotions and show empathy or “put yourself in their shoes” when dealing with clients possibly improve the outcome of these interactions? How might this affect your interactions with your fellow classmates? Your teachers?

Unit Variations

Blooms taxonomy level: 
Understanding
Differentiation suggestions: 

Scaffolding and support for students with special needs, English language learners, and struggling readers: 

Consider pre-teaching synonyms of difficult vocabulary words. Lower-level readers and ELL students can still be challenged without being overloaded with difficulty. This strategy can also be used to differentiate for stronger readers by introducing new, and more challenging, vocabulary. Struggling readers would also benefit from visual aids to illustrate many of the ideas presented. Pictures, diagrams, and charts alongside the text will go far to aid students as they dissect the articles. 

 

Helpful Hints

Note: 

Social, ethnic, racial, religious, and gender bias is best determined at the local level where educators have in-depth knowledge of the culture and values of the community in which students live. TDOE asks local districts to review these materials for social, ethnic, racial, religious, and gender bias before use in local schools.