social skills lesson plan 1 taught in class

7/28/2019 Social Skills Lesson Plan 1 Taught in Class

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Educ k501 Lesson plan 1 - taught

Elizabeth Wright

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Social Skills Lesson Plan #1Taught

One-Minute Monologue" Building Communication Skills

Elizabeth WrightEduc-K543

3/26/2013


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Grade level - This lesson will be taught to 4th to 8th

grade students

Types of Students - The lesson is geared toward EBD, LD, ADD students

Subject - The subject of this lesson is Building Communication Skills by talking in front of a

group in an impromptu monologue format

Skill to be taughtspeaking in front of a group

National Standards

FINE ARTS: Theatre GRADES 5 - 8

NA-T.5-8.1 Script Writing by Planning and Recording Improvisations Based on Personal

Experience and Heritage, Imagination, Literature, and History

Achievement Standard: Students individually and in groups, create characters, environments,

and actions that create tension and suspense

Students refine and record dialogue and action

LANGUAGE ARTS: English GRADES K - 12

NA-T.5-8.1 Script writing by the creation of improvisations and scripted scenes based on

personal experience and heritage, imagination, literature, and history

Achievement Standard: Students individually and in groups, create characters, environments,

and actions that create tension and suspense

Students refine and record dialogue and action

NL-ENG.K-12.6 APPLYING KNOWLEDGE

Students apply knowledge of language structure, language conventions (e.g., spelling and

punctuation), media techniques, figurative language, and genre to create, critique, and discuss

print and non-print texts.


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Materials needed to teach

Two containers (for example, two hats or two fishbowls or two gift bags) Slips of paper (one for each student, folded and put in one of the bags) Slips of paper with a topic on each slip of paper. A picture of that topic will also be on

each slip of paper for those students that are unable to read, or have very elementary

reading skills. These slips of paper are folded separately and put in the other bag. A list

of sample topics that are part of the lesson plan below.

Timer or clock / watch with second handObjectives

Students will build speaking skills by standing in front of others and talking about a subject that

they have pulled out of a bag. They will use impromptu sentences talking about an object or

things. Students talk about just everything with their friends. In the classroom and community

this is usually not the case. This lesson will assist students in learning to talk to others in the

classroom and build their communication skills at the same time. Topics will be those that one

may normally not think of as subjects for a speech, or monologue. For example, talking about a

potato chip, or a clock.

Readiness/ Anticipatory Set

The teacher has some blank large paper on the blackboard when a person is pictured talking in

front of a group of students. This is a visual cue for the students to see of what they will be

doing in this lesson. On that white paper are pictures in various spots of a person showing fear,

questions marks, bright idea light bulbs, and stars and blue winner ribbons on it.

The teacher begins by asking the students if they feel that it is difficult to speak to other people

when standing in front of a group. The teacher will ask the students how does it make them feel

when they have to talk in front of other people. Answers will be discussed using Rationale


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Emotive techniques to challenge the idea that speaking in front of others is a bad experience.

The teacher will also state that it is a very difficult thing for many students to learn. The teacher

will tell the students that when it is there time to talk, that they have the option of either continue

to sit at their desk, or get up in front of the class and walk around as the teacher has been

modelling. Their choice is honored in how they decided to do the task. The teacher also tells the

students that they should tell the truth and not feel bad, if they admit to this being a scary task, as

it is; also nobody will make fun of them if they do that. The teacher states that today will be the

first in a series of lessons that will be done each day she is present, and that the time to talk with

lengthen each time.

Objective/Purpose:

The teacher will discuss how speaking in front of others is a task that they will continue to need

as they develop into their adult life. The teacher also states that in this lesson that the class will

learn to feel more comfortable when talking in front of other people. Over the course of a

variety of lessons, the students will learn to more comfortably speak with others, not feel judged

when speaking in a group, and develop independent thinking skills.

Instruction

Methods used will include positive reinforcement, prompts and cues if needed, encouragement,

showing of respect and kindness, skill replication

Lecture / Demonstration

The task that the students will replicate will be demonstration by the teacher and a

paraprofessional. The teacher introduce two containers (boxes, fishbowls, or paper gifts bags

will work) to the paraprofessional. In one container are slips of paper; each slip has one student's


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name on it. In the other container, put slips of paper with a wide variety of topics (see sample

topics below) on them and its picture. The teacher tells the paraprofessional that when they pull

the topic, they are to tell whatever they know about it, for 30 seconds. If they do not know

anything about the topic, then they should make up what they think the topic is about, can be

used for, how it smells The instructor, doesnt tell the students but will offer them prompts if

they seem stuck. The teacher will do this as the objective it to get the students to talk in front

of the group for 30 seconds.

The teacher asks the paraprofessional to pull one slip of paper out of the topic bag. When that

happens, the paraprofessional looks at it, while the teacher says go and sets the timer for 30

seconds. The paraprofessional then speaks with their knowledge on their topic. When the times

goes off at the end of the 30 seconds the student is told that they are done. The paraprofessional

is then asked, how they felt before the task began, and how they know feel afterward, and if they

have any comments about it. A discussion will take place between the teacher and

paraprofessional in front of the class and include any other questions or comments the rest of the

class has. The teacher then thanks the student for their participation and shows their appreciation

by reinforcing the student by giving them a treat (in this case an orange).

The teacher then asks the paraprofessional to pull a name out of the name bag, to choose the next

student that gets to participate in the lesson.

The students are told that they have just watched the lesson that they will be doing. The teacher

states that they will now start. The paraprofessional now pulls a name from the name bag and

that student comes up, pulls a topic and begins the cycle that was demonstrated. The cycle

continues until all students have had a turn speaking.


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Rationale

The teacher will tell the students that this lesson is being taught because it is important in the

adult world that they speak with people, in front of people, and feel comfortable. It is a skill that

they will need in the working world. It is also a skills that will help them communicate with

friends and family clearer and easier, as many times students feel that their parents, friends,

relatives, neighbors, bosses, and teachers, should know what they mean without them having to

tell them the exact words. That builds frustration and causes feeling of anxiety and unsettledness

when the person they are speaking with becomes upset when conversation isnt clear or ungiven.

This lesson with guide them to the understanding of how to make them better speakers.

Modeling

The teacher will begin the lesson by first preforming it with the help of one of the

paraprofessional in the classroom. Before the students does this task, the teacher and

paraprofessional will model this activity for the class. That way, they will see that this is a

serious activity, not an opportunity to act silly. They will see what it means to talk without

rehearsal. They will see that it might mean sharing something personal about a topic; sharing an

experience related to the topic; pretending to be the object that is the topic; or maybe even

making up information about a topic they really don't know anything about at all. This activity is

an opportunity to be creative, while communicating with others.

Role Play

The teacher and a paraprofessional in the classroom will demonstrate what the students in the

classroom will be doing in this lesson.


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The two bags are in front of the paraprofessional. The teacher puts her hand into the name bag

and acts as if she haspulled out the paraprofessionals name.

The teacher states the paraprofessionals name and for her to come to the front of front of the

room. The teacher walks to the front of the room with the two gifts bags. They are put on a

table.

The teacher tells the paraprofessional to stick her hand in the bag and pull out a slip of paper and

read it, then talk for 30 seconds on whatever she knows about the topic to the classroom group.

Prompting may be given if necessary to reach the 30 seconds.

When the 30 seconds have expired, the teacher will complement the student on being successful.

The teacher will ask the student how they felt preforming the task. The teacher will comment,

with the student, on their answer and then compliment then on their achievement, and give a

reinforcement of a tangible item (as piece of fruit).

Before having the student return to their desk, the teacher has the student put her hand in the

name gift bag and pull out the name of the next student to participant in the lesson.

This continues until all students have had their 30 seconds of speech.

Generalization activities

Putting hand in gift bag; pulling out slip of paper, reading what is on the paper, talking about the

item on the paper, receive reinforcement

Closure

After each of the students have had at least one turn of speaking in front of class, the teacher will

begin to close the lesson. The teacher will discuss with all the students what they learned about


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speaking in front of others, the ease or difficulty with it, and their thoughts of what we did. The

teacher will review that speaking with others instead of getting upset at requests for whatever

reason and talking it out, will make for more positive comfortable relationships with others. The

teacher will discuss how speaking up is important in class and a skill to learn for when they are

out of school and in the working world. The teacher will inform the class that they will be

reviewing this lesson periodically.

Independent Practice

Give students a homework assignment. Tell each they are to go home and practice this same

skill they learned in this lesson today with their parents, siblings or friends. The teacher will

send a note home informing parents of what has been done today and the teachers request to

have parents work with them on similar conversational skills. Parents will be requested to send

in a note to school in the morning about what happened at home. That next day a short time

period will be spent in discussion, first thing in the morning, with the class about how easy or

hard this lesson was, how doing in it school, and how it felt doing it at home. This lesson could

be practiced daily in the classroom, on a regular or intermittent basis to continue to build

conversational skills. Each time this lesson is done, the time limit should be increased by

between 30 seconds or a minute depending on the teacher observation and opinion on ease of

speaking that the students demonstrate.

social skills lesson plan 1 taught in class

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