Beacon Lesson Plan Library
Getting There Socially
Sharon Wykle
Okaloosa County Schools
Description
How do your students interact with each other? Students learn social problem solving skills (anger management, interpersonal skills, sharing, etc.) through role-playing, using [Boardmaker] computer-generated pictures.
Objectives
Identify and locate oral, print, or visual information for specified purposes - with guidance and support.`
Interact acceptably with others within the course of social, vocational, and community living - with assistance.
Materials
- [Boardmaker] computer program or pictures of social skills and various problem social skills. (Pictures may be obtained from several social skills books available in libraries or book stores if your school does not have [Boardmaker].) FDLERS has this program on their computers and you could copy pictures for your students to use).
- Writing paper and pencils.
- Tag board, printer, laminator
- Role-play checklist. (see Associated File).
Preparations
1. Set up [Boardmaker] on the computer(s) and create some social skills pictures and the problem pictures that go with each skill.
2. Enlarge each picture, print, paste on tag board, and laminate.
3. The day of the lesson turn computers on [Boardmaker] for the students to use.
4. Download Associated File and make copies.
Procedures
1. Ask students to list some social skills.
2. Show pictures of social skill and problems developed on the [Boardmaker] program.
3. Explain how to use the [Boardmaker] program.
4. Discuss social skills and types of problems that might arise if the skills are not used in the right way. Model several social skills and problems that might arise.
5. Ask the students to create one social skill picture and a picture of a problem that could arise from using the skill in the wrong way.
6. Circulate while the students are working, to assess their ability to use the computer program in the correct way and their understanding of the social skill they are looking for.
7. Ask the students to write about their social skill and how they would solve a problem that could arise from using the skill in the wrong way.
8. Ask the students to develop a role-play skit from the pictures and writing they have completed.
9. Distribute checklists to the students and explain how to use this tool. (see Associated File)
10. Have the students present their role-plays to the class.
11. Have the class discuss each role-play and indicate if they were able to understand each social skill, problem and solution presented.
Assessments
1. Formatively assess students’ ability to identify selected social skill areas by teacher observation and student feedback.
2. Formatively assess students’ written description of solution to a selected social skill problem. Students’ correctly identify the selected skill and solution to the problem. Students who do not successfully demonstrate knowledge of the skill will be given the opportunity to repeat this assignment.
3. Formatively assess the students’ ability to create a role-play exemplifying the selected social skill and the solution to the problem. Observations will be made by the teacher and the class using a checklist.
Extensions
This lesson could be used with all ESE students at the Independent, Supported and Participatory levels, with guidance and support. This lesson is also appropriate for general education in a cooperative group setting.
|