HOME
These lesson plans have been
adapted from:
Mannix, D. (1995). Life skills
activities for secondary students with special needs. West Nyack, New York:
The Center for Applied Research in Education.
Social Skills
The purpose of these lesson plans is
to teach students social skills of all types.
These lesson plans cover various areas ranging from helping someone with
a problem to identifying tone of voice.
Students with E/BD benefit from these lesson plans greatly, but the
social skills are beneficial for all general education populations. These lesson plans are primarily for
elementary students but can be modified for secondary education students as
well. These lesson plans are adapted
from Darlene Mannix, “Social Skills Activities.” The evaluation can be found on the back of each lesson. Evaluations were designed by www.teachnology.com.
Lesson Planning
Unit of Study: Social Skills
Concept of Skill to be Taught: Helping someone with a problem
Lesson Goal: To understand ways you can help someone with a problem
Lesson Objectives: 1. To identify 3 types of problems that exist. 2.
To identify 3 steps to help someone in need. 3. To identify a personal
situation in which someone needs help and then offer a solution.
|
Sequence of Plan
|
Time (approx)
|
Modality (visual, auditory,
tactile, motor)
|
Grouping Pattern
|
|
1. anticipatory set: Students list scenarios of when you can
help someone in need through role playing.
|
5
|
Tactile
|
Whole group, 2’s
|
|
2. instruction: students are to brainstorm ways to help people
in need (volunteering, letter, being friendly)
|
15
|
Tactile
|
Whole group
|
|
3. guided practice: Teacher lists things he/she has done to
help people in the past
|
5
|
Auditory, Visual
|
Whole group
|
|
4. independent practice: students think of someone who may have
a problem and then write a card to “cheer them up”
|
12
|
Tactile
|
Whole group, 1’s
|
|
5. closure (review): teacher reviews all the different ways
they can help people out.
|
3
|
Visual, Auditory
|
Whole group
|
Lesson Planning
Unit of Study: Social Skills
Concept or skill to be taught: Tone of voice
Lesson Goal: To understand the difference in tones of voice
Lesson Objectives: 1. To identify 3
faces associated with tone of voice. 2. To verbalize 3 different tones of
voice. 3. To illustrate how they’re
feeling and produce a matching voice.
|
Sequence of Plan
|
Time (approx)
|
Modality (visual, auditory,
tactile, motor)
|
Grouping Pattern
|
|
1. anticipatory set: Sad, happy and fine faces are drawn on the
board and students attempt to guess what these faces mean.
|
5
|
Visual, auditory
|
Whole group
|
|
2. instruction: teacher gives an example of what the faces
might sound like by giving a sentence.
|
15
|
Auditory, Visual
|
Whole group
|
|
3. guided practice: the students now supply a voice that
corresponds with each face by using a sentence.
|
7
|
Visual, Auditory
|
Whole group
|
|
4. independent practice: students start a sentence of how
they’re currently feeling starting with “I feel ____”
|
10
|
Tactile,
|
1’s
|
|
5. closure (review): students share their faces and use
appropriate tone of voice.
|
3
|
Visual, auditory
|
Whole group, 1’s
|
Self-Management
The following lesson plans are intended for late elementary or
middle school students with emotional and behavioral disorders. All of the lesson plans can be easily
adapted to different grade levels and they stress the importance of
self-management skills, such as understanding others’ points of view, bringing
materials to class, having positive relationships, and taking responsibility
for feelings. These lessons are
intended to foster skills that encourage students to manage themselves and
their actions before crisis occurs.
Unit of Study: Self-Management Skills
Concept or skill to be taught: Understanding others’
points of view.
Lesson Goal: The student will be able to state at least two
points of view for a given situation.
Lesson Objectives: 1. The student will verbalize two benefits of seeing
a situation from another point of view.
Sequence of Plan
|
Time (approx)
|
Modality
|
Grouping Pattern
|
|
Anticipatory set: Have you ever been in a situation where you saw
differently then your parents, your siblings, or peers? Can anyone give an
example? Sometimes people have a different point of view. That means that they
"see it differently" from you, but it doesn't necessarily mean that
either of you is wrong.
|
10-15 minutes
|
Auditory and Verbalizing
|
Whole class
|
|
Instruction: Have students sit with a partner (back to back)
and take opposite sides to a topic. It may be something one person likes and
the other person hates. They have
thirty seconds to give their point of view.
Then, have students fold a sheet of paper in half the long way and on
one side illustrate the pros and on the other side the cons. Students should
discuss and select topics of interest to them. Discuss what can happen if people argue about their
opinions. What if everyone had the
same opinion of things – would some things just stop being around?
|
5-10 minutes
|
Auditory and Verbalizing
|
Whole class
|
|
Guided Practice: Illustrate the pros and cons of an important issue
such as "school uniforms," or "eating food in class” or a
“fun” issue like a popular band, or good and bad things about a certain TV
show.
|
3-5 minutes
|
Auditory and Verbalizing
|
Whole class
|
|
Independent Practice: Students will get in pairs and debate pros and
cons of the topic that they chose. After working in pairs, the students can
either work individually or in pairs on the paper and pencil assignment from
above.
|
20-25 minutes
|
Auditory and Verbalizing
|
Pairs or Groups of two or more
|
|
Closure: What did we learn about each other today? Should people be
entitled to their own oppinions? Why?
|
5-10 minutes
|
Auditory and Verbalizing
|
Whole class
|
*From
http://t3.preservice.org/T0211301/Lesson%20Plan%202.htm*
Unit of Study: Self-Management Skills
Concept or skill to be taught: Bringing materials
to class
Lesson Goal: Student will understand the importance of bringing
materials to class
Lesson Objectives: 1. Student
will be able to list 3 materials they need for most classes. 2. Student will participate in group
discussion and group work. 3. Student
will be able to list two consequences of being unprepared for class.
|
Sequence of plan:
|
Time: (approx)
|
Modality
|
Grouping Pattern
|
|
Anticipatory Set: Teacher
will tell the students that s/he is going to be reading the best book she has
ever read to the class. After a few
minutes of talking about the book, “realize” the book is not there. Teacher will explain that s/he left the
book at home, and will not be able to read it today.
|
3-5 min
|
Auditory
|
Whole Group
|
|
Instruction: Teacher asks the question: “What happened when I
didn’t bring my materials to class?”
Write answers on the board, and explain that because of these
consequences, it is important to be prepared for class, and other events in
life.
|
10 min
|
Auditory, visual
|
Whole Group
|
|
Guided Practice: Teacher
will guide students in generating a list of materials specific to the class,
and discuss possible consequences.
Discuss other events such as family events, sporting events, clubs,
etc, and why it would be important to be prepared for these events.
|
10 min
|
Auditory, Visual
|
Whole Group
|
|
Independent Practice: Teacher
will instruct groups of two to create an illustrated story about the
consequences of being unprepared to class.
They are not to use anything they brought with them, nor will the
teacher provide materials, they must use whatever they can find around the
classroom. After their attempts,
allow students to generate reasons why completing a task without materials is
difficult.
|
10 min
|
Auditory, Visual, Tactile
|
Groups of 2, Whole Group
|
|
Closure: Teacher will explain
that forgetting her book for class had consequences, for her, and the
class. Remind them of the difficulty
in completing a task without materials.
|
3 min
|
Auditory
|
Whole Group
|
*Adapted from http://homepages.wmich.edu/~c0campbe/lessons.html*
Unit of Study: Self-Management Skills
Concept or skill to be taught: Having Positive
Relationships
Lesson Goal: Learn to recognize the positive qualities in others
in order to foster peer interaction and relationships.
Lesson Objectives: 1. Student will verbally define uniqueness. 2. Student will give 3 characteristics of a
unique quality. 3. Student will
successfully give one compliment.
|
Sequence of plan:
|
Time (approx)
|
Modality
|
Grouping Pattern
|
|
Anticipatory Set: Introduce
the word unique. Ask students to
hypothesize definitions. Explain that
uniqueness means that each person has special qualities or gifts that make
them special.
|
5
min
|
Auditory
|
Whole
group
|
|
Instruction: Teach that it is important to show appreciation for others’
gifts, and that this can start good relationship. Ask the students to make a class list of unique traits someone
might possess.
|
10
min
|
Auditory,
Visual
|
Whole
Group
|
|
Guided Practice: Teacher
will introduce the yarn activity.
Start with a ball of yarn in the teacher’s hand. The teacher will hold the end of the yarn
and give a compliment on a student’s uniqueness as s/he tosses the yarn to
that person. Each person holds his or
her section of the yarn until everyone has had a compliment. This exercise demonstrates the effect
compliments have on the class.
Recognizing everyone’s uniqueness makes the whole classroom a better
place.
|
15
min
|
Auditory,
Motor
|
Whole
group
|
|
Independent Practice: Using the list as a guide, every student’s name
will be placed in a “hat” and each student will draw a name. To practice facilitating positive
interactions, each student will fill out a compliment card for the name they
drew and return the card to the recipient.
|
5-10
min
|
Visual,
Tactile
|
Individual
|
|
Closure: Teacher will review
uniqueness and ask for examples of unique qualities. Ask the class to tell why it is important
to recognize uniqueness.
|
3
min
|
Auditory
|
Whole
Group
|
*Adapted
from http://homepages.wmich.edu/~c0campbe/lessons.html*
Compliment Cards
|
A compliment for:
|
I think you are unique
because of:
Thanks for being so YOU!
|
Unit of Study: Self-Management Skills
Concept or skill to be taught: To understand and feel
responsibility for our feelings
Lesson Goal: To understand that we are responsible for our own
feelings
Lesson Objectives: 1. To recognize and identify the emotions that we
feel. 2. Write a list of 3 things that have upset then this week. 3. To take ownership and responsibility for
the feelings we express and the way we express them.
|
Sequence of Plan:
|
Time (approx)
|
Modality
|
Grouping Pattern
|
|
Anticipatory set: Mime an emotion. Using facial expression and body language to depict it. Ask
students to identify what emotion you are feeling, how could they tell?
|
5 min
|
Visual
|
Whole Group
|
|
Instruction: Ask students
what kind of feelings or emotions they have felt this week, or today. What are some things that identify our
feelings? Who is responsible for how
we feel more than anyone else? What
should we do if we’re upset? If we
feel upset do we have to KEEP feeling upset?
List answers on the board.
|
5 min
|
Auditory
|
Whole group
|
|
Guided Practice (Modeling): Tell the students that you’re upset. You’ve just
received a speeding ticket and you’re not happy with it. Explain that you
feel angry and frustrated identify body signals. Tell them you were late for
school because your daughter missed her bus so you had to take her to school.
This made you late for work, so you had to drive faster. Explain that you
were only doing 85 mph on the interstate and that there were cars going
faster than you, but the police pulled you over. Tell the students that it’s
not your fault but the fault of your daughter for missing her bus and the
police for pulling you over. Ask the students for their input. Who is really to blame? The police, my
daughter or myself for breaking the law? Discuss.
|
5 minutes
|
Oral
|
Whole group
|
|
Independent Practice: Ask the students what makes them upset. Get them
to write down at least 3 things that have upset them in the past week, either
at home or school. (teacher does this too).
Ask
the student to turn to the person next to them and share their 3 things.
Bring
class back and share your 3 things.
Ask for students to share theirs.
Next
ask them how they reacted to their upset, what did they do and say. Get them
to share with their neighbor.
Bring
class back, share and discuss.
Ask
students who was to blame for their being upset? Ask them to write this down
on the paper and share with their neighbor. Encourage the group to question
each other and help determine who was really to blame.
Monitor
groups as they are discussing. Encourage
constructive comments and ensure that they are on task.
Ask
each pair to meet with another pair and exchange comments/ideas etc.
Bring class back together and share group discussions and
observations.
|
20 minutes
|
Oral, Auditory
|
Whole group, pairs
|
|
Closure: Remind students of my ‘upset’ and say that I realize it
really was my fault. I was the one
who broke the law and I will have to suffer the consequences. I was annoyed
at my daughter and the police, they helped to influence my feelings but the responsibility
is still mine. They didn’t ‘make me’
drive too fast. Suggest to students that very often they put the blame on
someone else when really the responsibility is theirs. Ask them to think
about this each time they go to blame someone else for (eg) their missing
book, falling over in gym, missing a ball in a game of pool etc.
|
5 min
|
Auditory
|
Whole group
|
*From
http://t3.preservice.org/T0211301/lesson3.htm*
TOP
