Lesson Plan
Course Title:
Professional Communications
Session Title:
Hemisphericity – How I Learn
Lesson Duration: Approximately three 90-minute class periods.
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will produce an 8.5” x 11” flyer for a defined
purpose.
Specific Objectives:
1. Define terms associated with the lesson.
2. Complete a hemispheric dominance inventory.
3. Identify key strengths and areas for improvement associated with hemispheric dominance.
4. Design a flyer to illustrate your personal hemispheric dominance.
5. Present the flyer.
Preparation
TEKS Correlations:
§130.99(C)
(1) The student applies English language arts in professional communications projects. The
student is expected to:
(A) demonstrate use of content, technical concepts, and vocabulary;
(B) use correct grammar, punctuation, and terminology to write and edit documents; and
(D) compose and edit copy for a variety of written documents.
(4)
The student applies information technology applications. The student is expected to use
personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for professional communications projects.
(10) The student develops an understanding of professional communications through
exploration of the career cluster. The student is expected to:
(J) apply desktop publishing to create products by:
(i) using word processing, graphics, or drawing programs;
(ii) applying design elements such as text, graphics, headlines, use of color, and
white space;
(iii) applying typography concepts, including font, size, and style;
(iv) applying graphic design concepts such as contrast, alignment, repetition, and
proximity; and
(v) editing products.
Instructor/Trainer
References:
1. http://www.mtsu.edu/~studskl/hd/hemis.html
2. http://frank.mtsu.edu/~studskl/hd/hemispheric_dominance.html
3. Search online for additional resources on left – right brain dominance and online Inventories
AAVTC: Professional Communications: Hemisphericity – How I Learn
Copyright © Texas Education Agency, 2012. All rights reserved.
1
Instructional Aids:
1. Hemisphericity slide presentation
2. Hemisphericity Flyer handout
3. Hemisphericity Flyer Rubric
Materials Needed:
1. Beach ball
2. Permanent marker
Equipment Needed:
1. Student computers with word processing, presentation and graphics software. Computer
also needs .pdf reader
2. Teacher computer with ability to display word processing, presentation, graphics and .pdf
files
3. Color printer
4. Presentation remote (optional)
Learner
None.
Introduction
MI
Introduction (LSI Quadrant I):
ASK: What is hemisphericity other than a really long word that you might see on the
SAT? [Allow students a few minutes to mull the term. Someone might know
the definition, which would provide segue into the activity.]
SAY: This is a very interesting topic which can provide valuable information to every
person in this classroom. Today we are going to learn about hemisphericity
and hemispheric dominance in depth.
DO:
Have students read the Hemisphericity Flyer handout and then start the slide
presentation to facilitate a discussion on why information on hemispheric
dominance might be helpful for students.
Key Points to make during discussion:
– Everyone uses both sides of the brain to perform tasks.
– When learning is new, difficult, or stressful we prefer to learn in ways that
–
–
relate to our hemispheric dominance.
It is helpful to understand our own hemispheric dominance so we 1)
understand our own strengths and challenges in learning situations and 2)
design presentations and publications that are impactful and resonate with
broad audiences.
When making presentations to groups, it is important to address both
sides of the brain in the presentation strategies.
AAVTC: Professional Communications: Hemisphericity – How I Learn
Copyright © Texas Education Agency, 2012. All rights reserved.
2
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
I. Define terms associated with the lesson.
A. Hemisphericity – the body of research on
the processing differences between the
left and right sides of the brain.
B. Right hemisphere – the right side of the
brain.
C. Left hemisphere – the left side of the
brain.
D. Corpus callosum – a thick band of nerve
fibers that connects the hemispheres of
the brain.
ll. Complete a hemispheric dominance
inventory.
A. Read each prompt and identify the item
which corresponds to the best description
of you.
B. Score the inventory according to the
instructions provided.
lll. Identify key strengths associated with
hemispheric dominance.
A. Left brain strengths
1. Language
2. Writing
3. Math
4. Logic
5. Analysis
6. Sequencing
7. Thinking in words
8. Focus on pieces/steps
9. Discipline
10. Order
B. Right brain strengths
1. Visual
2. Spatial
3. Nonverbal
4. Feelings
5. Intuition
6. Thinking in pictures
7. Colorful
8. Creativity
9. Imagination
10. Focus on “big picture”
11. Spontaneity
Students will complete an online
inventory, such as the one below.
You may also search online for
additional Inventories for students
to complete:
 http://frank.mtsu.edu/~studskl/hd
/hemispheric_dominance.html
KEY POINT:
Most people seem to have a
dominant side. However, no one is
completely left-brained
or right-brained.
AAVTC: Professional Communications: Hemisphericity – How I Learn
Copyright © Texas Education Agency, 2012. All rights reserved.
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lV. Design a flyer to illustrate your personal
hemispheric dominance.
A. Design criteria
1. 8.5” x 11”
2 .Color or black and white
3.Portrait or landscape format
4.Creatively illustrate your hemispheric
dominance
B. Required elements
1.Snappy headline
2.At least three hemispheric dominance
strengths
3.Text elements
4.Images to support text
5.Proper citation of images
6.Edit work for spelling and grammar
C. Save file as “hemisphericity” in your
student folder
NOTE: Look for items that seem to
be characteristic in keeping with left
brain and right brain “strengths.”
V. Present a flyer.
A. Print a copy of your flyer so you can
share it with a large group if needed.
B. Make notes of key points and questions
on the back of your printed flyer.
C. Present your completed flyer to the class.
Demonstrate/model these key
points as you work through the
lesson with students so they see a
good model of how visual
documents can be used effectively
to support a presentation.
Application
MI
Guided Practice (LSI Quadrant III):
Instructor will walk around and monitor student progress, keeping students from getting
off track and provide questions and/or ideas to help guide students.
AAVTC: Professional Communications: Hemisphericity – How I Learn
Copyright © Texas Education Agency, 2012. All rights reserved.
4
MI
Independent Practice (LSI Quadrant III):
Students will use the information on hemisphericity to create an 8.5” x 11” flyer to
illustrate their hemispheric dominance characteristics.
Summary
MI
Review (LSI Quadrants I and IV):
Summary Ball:
1. Write “Left” and “Right” on the segments of an inflated beach ball using a
permanent marker.
2. Students toss around the ball in the class. Ask each student who catches the ball
to see which word is closest to his or her right thumb and provide a key strength,
learning preference, or teaching strategy for that type of hemispheric dominance.
3. Ask the rest of the class to verify the accuracy of the information.
OPTION: Divide the class into two groups and have the groups compete for the most
correct responses.
Evaluation
MI
Informal Assessment (LSI Quadrant III):


MI
Teacher will observe student work during the development process of the
presentations.
Teacher will circulate through lab as students work on presentations
independently to redirect/reteach as necessary.
Formal Assessment (LSI Quadrant III, IV):

Use the rubric to evaluate each poster as students present to the class.

Students should be provided with a copy of the rubric so they can evaluate each
poster as it is being presented during class and do a peer evaluation. Student
evaluations should be provided to the teacher to review prior to distribution to
other students. Student evaluations should NOT be used in calculating the
students’ grades.

Facilitate a group discussion after all presentations are complete to discuss
strengths and areas for improvement across the projects. Specific examples
highlighting key points should be provided.
NOTE: If time permits, the teacher should facilitate a group discussion about
each presentation to discuss strengths and areas for improvement. Students
should provide constructive feedback to their peers in the form of: “I really like
AAVTC: Professional Communications: Hemisphericity – How I Learn
Copyright © Texas Education Agency, 2012. All rights reserved.
5
how you…” and “If you were doing this again, you might consider…”

Reflective Activity:
Have students reflect on the assignment in a journal or on the back of their
assignment handout. At a minimum they should answer the following questions:
1. How do you feel about your performance on this assignment?
2. What did you do really well?
3. What could you have done better?
4. How can you use the technical skills from this assignment on future projects?
5. How can you use the hemispheric dominance information in this assignment
on future projects and speeches?
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
 The student will apply these concepts in future presentations for all audiences.
 Content will be applied in the "All About Me" lesson.
 Exceptional posters should be archived in the students’ portfolios.
AAVTC: Professional Communications: Hemisphericity – How I Learn
Copyright © Texas Education Agency, 2012. All rights reserved.
6
Hemisphericity Flyer Handout
Objective:
Create a flyer to illustrate your personal hemispheric dominance.
Creating the Flyer:
A. Design criteria
1.8.5” x 11”
2.Color or black and white
3.Portrait or landscape format
4.Creatively illustrates your hemispheric dominance
B. Required elements
1.Snappy headline
2.At least three hemispheric dominance strengths
3.Text elements
4.Images to support text
5.Proper citation of images
6.Edit work for spelling and grammar
C. Save as “hemisphericity” in your student folder
NOTE: Make sure your flyer appropriately addresses copyright issues!
AAVTC: Professional Communications: Hemisphericity – How I Learn
Copyright © Texas Education Agency, 2012. All rights reserved.
7
Hemisphericity Flyer Rubric
Student Name:
________________________________________
CATEGORY
PowerPoint:
Technical aspects
- Student folder
- File name
- 8.5" x 11"
4
3
2
1
Flyer is sized
Two of the three
appropriately, named technical aspects are
properly, and stored met.
in the appropriate
location in the
student folder.
One of the two
technical aspects is
met.
None of the technical
aspects are correct.
Creativity
Flyer is exceptionally Flyer is creative and
creative and cohesive cohesive in theme
in theme and
and appearance.
appearance.
Flyer is cohesive in
theme but could be
more creative.
No attempt at
creativity.
Required elements
- Snappy headline
- Three dominance
traits
- Text elements
Flyer is complete
Two of the three
One of the two
including a headline, required elements are required elements is
dominance traits, and included.
included.
text elements.
None of the required
elements are
included.
Graphics
At least one graphic is
utilized and properly
cited.
At least one graphic is
utilized but is not
properly cited.
Grammar
There are no
There is one
There are two
There are three or
grammatical mistakes grammatical mistake grammatical mistakes more grammatical
in the flyer.
in the flyer.
in the flyer.
mistakes in the flyer.
Mechanics
Capitalization and
punctuation are
correct throughout
the project.
There is one error in
capitalization or
punctuation.
There are two errors
in capitalization or
punctuation.
AAVTC: Professional Communications: Hemisphericity – How I Learn
Copyright © Texas Education Agency, 2012. All rights reserved.
There are three or
more errors in
capitalization or
punctuation.
Presentation:
Printed copy of
presentation
A printed copy of the
presentation
(complete with notes)
is used for reference
during the
presentation.
A printed copy of the
presentation (without
notes) is used for
reference during the
presentation.
A printed copy of the A printed copy of the
presentation (with or presentation is not
without notes) is
available.
available but not used
during the
presentation.
Presentation skills
Speaker demonstrates
ability to present
effectively (with or
without a remote)
without blocking
views of the audience.
Speaker blocks
audience's view of the
flyer one to two
times.
Speaker blocks
audience's view of the
flyer three to four
times.
Speaker blocks
audience's view of the
flyer five times or
more.
Active listening
Student actively
listens to
presentations,
participates in
discussion, and
submits feedback.
Two of three active
listening strategies
are demonstrated.
Only one of three
active listening
strategies are
demonstrated.
No active listening is
demonstrated.
- Attentive (not distracting)
- Participates in discussion
- Constructive feedback
Comments:
TOTAL POINTS:
Point to grade 32-36 = A
conversion: 29-31 = B
25-28 = C
22-24 = D
21 and below = F
AAVTC: Professional Communications: Hemisphericity – How I Learn
Copyright © Texas Education Agency, 2012. All rights reserved.