Engaging Students with Listening, Speaking, and Writing Engaging students in listening and speaking activities can include debates, discussions, presentations, and persuasive writing. All of these components are crucial to expanding students’ growth in communication skills. Part 1: Listening, Speaking and Writing Activities Use the “Listening, Speaking, and Writing Activities” template and “Class Profile” to complete this assignment. Using the same grade level you selected for your previous lesson plans or from your field experiences, select a state standard that focuses on listening, writing, and speaking skills to develop three listening, speaking, and writing activities. Below are examples of possible activities: Persuasive writing, speech writing, debates, class discussions, presentations on topics of student interest, persuasive advertisement, or advertisement campaign Your learning activities should be appropriate for students detailed within the “Class Profile” and include the following: Strategies that encourage students to apply personal opinions toward the interpretation of texts Various forms of communication (verbal, nonverbal, media, etc.) techniques to foster elementary students’ active inquiry, collaboration, and supportive interaction Accommodations related to assessment and testing conditions to meet diverse needs of students Part 2: Rationale In 250-500 words, rationalize your instructional choices explaining why the activities chosen are appropriate for all ”Class Profile” students and clearly focuses on creativity and student engagement. In addition, explain the elements of effective speaking. Additionally, discuss how verbal and nonverbal communication affects the persuasive aspect of having students advertise and/or present an idea. APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Clinical Field Experience C: Student Needs and Instructional Planning Part 1: Mini-Lesson Plan Use the data received from the “Clinical Field Experience B” pre-assessment to complete the “ELA Mini-Lesson Plan” template. Be sure to incorporate the chosen book identified with your mentor teacher to create ELA activities in your mini lesson plan. This mini-lesson plan will be administered to the selected group of students to support instruction to meet the selected standards. Your mini-lesson should include. Grade level, ELA standards, learning objectives, description of the unit the field experience class is currently learning Book that can be used to create ELA activities appropriate for the identified students. Instructional strategies that encourage students to apply listening, speaking, and writing skills OR apply personal opinions toward the interpretation of texts. A 100-150 word description of the ELA learning activity that is directly rela.

1. Engaging Students with Listening, Speaking, and Writing
Engaging students in listening and speaking activities can
include debates, discussions, presentations, and persuasive
writing. All of these components are crucial to expanding
students’ growth in communication skills.
Part 1: Listening, Speaking and Writing Activities
Use the “Listening, Speaking, and Writing Activities” template
and “Class Profile” to complete this assignment.
Using the same grade level you selected for your previous
lesson plans or from your field experiences, select a state
standard that focuses on listening, writing, and speaking skills
to develop three listening, speaking, and writing activities.
Below are examples of possible activities:
Persuasive writing, speech writing, debates, class discussions,
presentations on topics of student interest, persuasive
advertisement, or advertisement campaign
Your learning activities should be appropriate for students
detailed within the “Class Profile” and include the following:
Strategies that encourage students to apply personal opinions
toward the interpretation of texts

2. Various forms of communication (verbal, nonverbal, media,
etc.) techniques to foster elementary students’ active inquiry,
collaboration, and supportive interaction
Accommodations related to assessment and testing conditions to
meet diverse needs of students
Part 2: Rationale
In 250-500 words, rationalize your instructional choices
explaining why the activities chosen are appropriate for all
”Class Profile” students and clearly focuses on creativity and
student engagement. In addition, explain the elements of
effective speaking. Additionally, discuss how verbal and
nonverbal communication affects the persuasive aspect of
having students advertise and/or present an idea.
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
Clinical Field Experience C: Student Needs and Instructional
Planning
Part 1: Mini-Lesson Plan
Use the data received from the “Clinical Field Experience B”

3. pre-assessment to complete the “ELA Mini-Lesson Plan”
template. Be sure to incorporate the chosen book identified with
your mentor teacher to create ELA activities in your mini lesson
plan. This mini-lesson plan will be administered to the selected
group of students to support instruction to meet the selected
standards.
Your mini-lesson should include.
Grade level, ELA standards, learning objectives, description of
the unit the field experience class is currently learning
Book that can be used to create ELA activities appropriate for
the identified students.
Instructional strategies that encourage students to apply
listening, speaking, and writing skills OR apply personal
opinions toward the interpretation of texts.
A 100-150 word description of the ELA learning activity that is
directly related to the data received from the pre-assessment
Formative Assessment (to be created and administered in
Clinical Field Experience D)
Part 2: Mini-Lesson Plan Implementation
After completing the “ELA Mini-Lesson Plan,” share it with
your mentor teacher for feedback. Provided permission, teach
the mini-lesson plan to the small group of selected students.
During your lesson, ensure you are answering questions from
your students, asking questions that support critical thinking
and problem solving, and observing the understanding from
each student. (This might require formative assessments before,

4. during, and after the lesson to determine understanding.)
If you are not able to implement the lesson, speak with your
instructor for an alternate assignment.
Speak with your mentor teacher and, provided permission, use
any remaining time to seek out opportunities to observe and/or
assist your mentor teacher or another teacher and work with a
small group of students on instruction in the classroom. Your
mentor teacher must approve any hours spent observing another
classroom environment.
Part 3: Reflection
In 250-500 words, summarize and reflect upon mentor teacher
feedback related to your lesson plan, as well as lesson delivery.
Identify successes of your lesson plan delivery as well as areas
of potential growth. What accommodations, if any would you
implement during testing to meet the needs of diverse students?
Be sure to explain how you will use your findings in your future
professional practice.
Submit the “ELA Mini-Lesson Plan” and reflection as one
deliverable.
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.