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This unit deals with some problem solving issues that face students with emotional/behavioral disorders. However, the concepts within this unit can be used with general education students as well. This unit will help students identify problem issues, cope with surprises that come their way, and help them make proper adjustments when things don’t go as planned. Students will learn to be proactive and prevent or reduce problem situations. This unit also emphasizes that the students take responsibility for their actions, or non-actions, and begin to set and manage goals for themselves. This unit integrates technology in a user-friendly manner. Depending upon the availability of computers, students will have individual or group folders in which to journal, create and save projects, and self-monitor. Technology can be a great motivator and organization tool for students and great help to the classroom teacher as well. Have fun!

 


 

 

Understanding the Problem Situation

 

Coping with Surprises

 

Taking Responsibility

 

Adjusting to Change

 

Identifying a Conflict

 

Compromising

 

Finding Alternatives

 

Avoiding Power Struggles

 

What is a Goal?

 

Adjusting Goals


 

 

 

 

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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.

 

 

Generalizing Social Skills

 

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*

 

 

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