Communication Plan Creation

Overview

Duration: 45 minutes
Class size: 6 students
Year Group: Fifth and Sixth Year (LCA / L2) in ASD-specific setting, Ireland
Unit: Communications in Action (Lesson 6 of 6)
Lesson Focus: Students create and present a communication plan for a project
Curriculum: IE Curriculum (Curriculum framework for IE)
Student profile: Mixed ability with diverse learning needs including dyslexia

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Learning Objectives

Aligned with IE Curriculum and LCA / Level 2 Communication skills:

• C.5.4: Apply a range of communication styles and strategies appropriate to different project goals and audiences.
• C.6.3: Develop and structure a communication plan with clear objectives, target audiences, and strategies.
• C.6.4: Use verbal and non-verbal communication skills to present work clearly and effectively.
• P.4.1: Demonstrate problem-solving skills by adapting communication methods to meet specific project needs.
• PSD.5.2: Show persistence and confidence when planning and presenting information.

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Success Criteria

By the end of this lesson, students will be able to:

• Identify and write clear communication objectives for their project.
• Specify the intended target audience(s) for their communication.
• Choose appropriate communication channels and methods for their audience.
• Present their communication plan using clear language and supporting visuals.
• Listen and ask questions thoughtfully during peer presentations.

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Resources

• Templates for communication plans (with dyslexia-friendly fonts and layout)
• Visual aids: pictures and symbols to support understanding
• Whiteboard or flipchart
• Audio recorder or simple presentation tools (PowerPoint, poster paper)
• Example communication plans (sample projects tailored to student interests)
• Timer for managing presentation time
• Sensory break corner access for students as needed

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Lesson Structure

1. Starter Activity - 5 minutes

Objective: Activate prior knowledge and prepare students for synthesis.

• Briefly review key elements from previous lessons (objectives, audience, strategies). Use visual cues like a mind map on the board.
• Ask students to share one communication method they remember from earlier lessons (spoken, written, digital, visual).
• Use sentence starters on the board to support verbal participation (e.g., "One way to reach my audience is...").

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2. Main Activity – Create a Communication Plan (30 minutes)

Step 1: Introduce the task (5 minutes)

• Explain that each student will create a communication plan for a project of their choice (real or imagined). Provide project examples or allow personal choice to increase engagement.
• Display the communication plan template projected on the board or printed, highlighting 3 main areas:
  • Objectives
  • Target Audience
  • Communication Strategies

Step 2: Independent / Supported Work (20 minutes)

• Students work individually or in pairs, supported as needed by teacher or assistant.
• Encourage use of dyslexia-friendly tools (coloured overlays, text-to-speech apps, graphic organisers).
• Use guided questions to scaffold their thinking:
  • What is the goal of your communication? What do you want your audience to do or know?
  • Who are you trying to communicate with? Why?
  • What methods will you use (e.g., poster, speech, social media, face-to-face)? Why?
• Circulate and provide individual prompts, checklists, and affirmation.

Extension for advanced learners:

• Add a timeline or evaluation criteria to their plan.
• Consider barriers to communication and suggest solutions (e.g., language, technology access).

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3. Presentations and Peer Feedback – 8 minutes

• Each student presents their communication plan (approx. 1 minute each).
• Encourage use of visuals or simple note cards.
• Peers provide positive feedback verbally or via a simple "two stars and a wish" template.
• Teacher models constructive feedback focusing on clarity and effort.

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4. Lesson Wrap-up – 2 minutes

• Recap key learning points orally with students: objectives, audiences, strategies.
• Ask: "What was the most interesting communication method you heard about today?"
• Praise effort, highlight progress in communication confidence.

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Differentiation Strategies

Student Need/Ability	Strategy/Adaptation
Dyslexia	Dyslexia-friendly fonts, coloured overlays, oral instructions, simplified text, use of visuals.
ASD (sensory needs)	Access to calm space, clear structure, visual timetable, opportunities for movement breaks.
Lower ability	One-to-one or small group support, sentence starters, graphic organisers for planning.
Higher ability	Extension tasks on evaluation, barriers, alternative plans, peer mentoring roles.
Communication difficulties	Use of augmentative communication tools, prompts, modelling complete sentences.

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Assessment

• Formative assessment through observation during plan creation and presentations.
• Use a simple checklist tracking: clarity of objectives, audience identification, suitable methods, and presentation skills.
• Check understanding by questioning and providing targeted feedback.
• Provide written and oral praise highlighting strengths and areas for growth.

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Notes for Teachers

• Incorporate multi-sensory teaching methods combining verbal, visual, and kinesthetic approaches given the ASD context.
• Encourage self-regulation by allowing student access to sensory aids and breaks as needed.
• Use positive reinforcement to build confidence, especially around presenting.
• Consider co-creating projects with students during planning to increase relevance and motivation.
• Use accessible technology where possible to support communication (voice assistants, speech-to-text).

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This lesson plan empowers students to synthesise prior learning into a tangible communication plan, building practical skills that reflect the IE Curriculum competencies. It respects diverse needs and strengthens confidence in real-world communication contexts.