WEST CHESTER UNIVERSITY LESSON PLAN TEMPLATE

Lesson Day Module 2: Lesson 2: Working Together

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? The students will do a variety of activities to determine what skills are
(1c: Setting Instructional Outcomes) needed for an effective team as well as how to use those skills to solve
problems at work.
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) By the end of this lesson students will be able to:
(1c: Setting Instructional Outcomes)  The student will be able to understand the attitudes and
behaviors associated with teamwork.
Taking into consideration the learning goal, what is the objective(s)
 The student will be able to understand how these attributes
of this lesson that will support the progress toward the learning goal? compare to their own personality.
The statement should be directly observable (use verbs that can be measured).  The student will be able to demonstrate those attitudes and
behaviors in a cooperative learning activity.
 The student will be able to apply those attributes to a role-
play situation.
 The student will use a decision-making guide to find a
solution to the role-play scenario.
Academic Language Relationship skills - The ability to establish and maintain healthy and
(1a: Demonstrating Knowledge of Content and Pedagogy) 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)
Materials/Resources *Team Building Google Slides (teacher created)
(1d: Demonstrating Knowledge of Resources) *Edpuzzle: The Power of Teamwork motivational video, Bees
working together to make Honey. Short story
* Index cards, paper, or marker board
* Playing cards or other “building” material
* It’s All In Your Mind—personality/teamwork qualities assessment
 hand out
• Script for role-playing problem at work Equipment
• Teamwork Reflection Questions Google Form

Anticipatory Set Bell Ringer: Working Together Question

(1a: Demonstrating Knowledge of Content and Pedagogy)
 Would you rather work on a big team or just with one other
How will you set the purpose and help students learn why today’s lesson is person?
important to them as learners?
How will you pique the interest or curiosity regarding the lesson topic?  Edpuzzle: The Power of Teamwork motivational video, Bees
How will you build on students’ prior knowledge?
working together to make Honey. Short story
How will you introduce and explain the strategy/concept or skill?
Provide detailed steps

Instructional Activities Activity 1(Time: 20 minutes): Divide the class into groups of 3-5
(1a: Demonstrating Knowledge of Content and Pedagogy; students, or you could just have one group participate in the activity.
1e: Designing Coherent Instruction) Each participant is given three blank index cards. Place a few in the
Exploration (Model): How will students explore the new concepts? How will middle of the table in case the students come up with more ideas.
you model or provide explicit instruction? Explain to the students that this is going to be a brainstorming session
that will be individual as well as team based. In the brainstorming
Guided Practice: How will you provide support to students as they apply the session, there are no right or wrong responses. The participants are
new concept? How will you allow them to practice (with teacher support)?
going to have 3-5 minutes to write down as many solutions as possible
Independent practice: How will students review and solidify these concepts to to the problem as stated below on the index cards—one idea per card. If
be able to use this new knowledge? How will you monitor and provide they think of more solutions, the participant can grab a card in the
feedback? middle of the table. Once the five minutes is up, the teacher/facilitator
Provide detailed steps. takes the cards, shuffles them, and reads through them. The top five
ideas are written down on a flip chart or marker board and discussed
further. You could also have each team pick their three best solutions.
Use the following problem to brainstorm possible solutions:

You work in a bakery. A customer calls fifteen minutes before she is

coming in to pick up the birthday cake she ordered that morning. The
cake was to be decorated for her husband’s 40th birthday, which is
tonight. You find the cake has not been made. What options does the
bakery staff have to solve this problem?
Discussion Question: What teamwork skills could have been used or
could have helped in the above situation?

Activity 2(Time: 10 minutes): Complete the “It’s All in Your Mind”

teamwork personality assessment by Kathleen Butler as printed in The 7
Habits of Highly Effective Teens by Sean Covey. Discuss the results
and what each means.

Activity 3(Time: 20 minutes): Teamwork activity using cooperative

learning.
a. Divide the class into groups of 4-5 students. In each group, the
students will have to appoint a runner, recorder, architect, and
carpenter(s). The runner is to pick up 20 playing cards from the teacher.
The architect is to supervise the building of a structure using the playing
cards. The carpenters are to build the structure. The recorder is to write
down comments, progress, disagreements, etc., while the structure is
being built. When the structure is done or time is up, the runner will
present the recorder’s findings. You could also divide the groups into
their personality “fruits” from the “It’s All in Your Mind” assessment.

b. Tell the students they have 5 minutes to build a structure that has at
least three stories. They may only use the cards.

c. When time is up, ask if any groups successfully solved the problem or
were close to solving the problem. Then write the word “Teamwork” on
the board. Use the findings written down by the recorder and also ask
the students what attitudes and behaviors previously discussed were
helpful in their attempts to solve the problem.

d. Write the words “NOT Teamwork!” on the board. Ask students to list
some of the attitudes and behaviors they encountered that made their
group less successful in working together.

e. From these two lists and their own experiences, ask each group to
create five guidelines for successful teamwork in a cooperative setting.
f. Share the lists with the class. You could also discuss how each “It’s
All in Your Mind” style would affect or help the group.
 Activity 4(Time 20 minutes): Select students to participate in a role-
playing activity to illustrate the process of using teamwork and problem
solving to find a solution to a situation at work. After listening to the
role-playing situation about who is responsible for reshelving returned
videos at the video store, record what was the result or individual
feeling in each step of an Action Plan decision-making guide.

Define the Problem

What did they do?
What would you do?
Brainstorm
What would be the best approach knowing what we know now?
Closure activity: Students will answer questions about teamwork from
Closure the Teamwork Reflection Questions Google Form. This serves as their
(1e: Designing Coherent Instruction) assessment and reflection on developing teamwork skills.

Questions include:
• How did teamwork come into play when building the structure with
playing cards?
• Why is it important that every member pull his/her own weight in a
group project?
• What skills do you think you possess when working in a team
situation?
• What can you bring to the group that will make the project a success?
• What was your assessment style? Did you feel it accurately depicts
your teamwork skills?
*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
(1e: Designing Coherent Instruction) *Reduced questions on google forms
*Choice to roll play without peers present
 Formative Assessment:
Assessment (Formal or Informal).
(1f: Assessing Student Learning)
Edpuzzle: The Power of Teamwork motivational video, Bees
working together to make Honey. Short story

Informal assessment:
* Teamwork Reflection Questions Google Form