Social Skill Two Lessons

Class: Hoogenstyn/ Leonard Date:2-19-
18
Unit: Social Skills- Team Work Lesson

Title: Cup
Stack
Content Standard Alignment:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the
same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be
stated in the form of critical questions students should be able to answer.
The student will persevere in a group during a challenging activity.
Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent

Instruction)
How does this lesson support the unit goals / enduring understandings? How does this
lesson build on the previous lesson in this instructional sequence? How does this lesson
support the next lesson in this instructional sequence?
This lesson is taught in isolation.
Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g.
paper based materials such as textbooks, technology equipment, science equipment or supplies, art materials or
equipment.
Two rubber bands, string/yarn, 12 plastic cups
Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
Concepts of working together, appropriate tone of voice, appropriate use of language,

how to communicate ideas
Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards,
goals and objectives of the lesson.
What does perseverance mean?
Introduction:
We are going to do a cooperative activity today in two groups. The objective is

for your group to stack your cups into a tower to match mine.
Instructional Activities:
Includes questioning techniques, grouping strategies, pedagogical approaches.
Teacher will choose students at random from names in a cup to form groups.
Teacher will provide visual and verbal directions.
1. We will talk about the concept of perseverance
2. Teacher displays visual instructions and explains them verbally
3. Teacher breaks students into groups
4. Students work together by each holding one of the 3-4 strings attached
to the rubber band. As a team, they must work together to expand and
contract the rubber band to grab and release cups from the floor to
stack them on the table in a matching pyramid formation to the teacher
model.
Wrap Up-
Synthesis/Closure:
What was the hardest part of doing the activity? What do you feel you
personally excelled at? What can you take away from this activity to benefit
you in the future?
Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Address diverse student needs including students with an IEP or 504, cultural or linguistic needs.
Teacher will provide visual and verbal instructions
Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio
guidelines or rubrics if available submitted along with the lesson plan as attachments.
Exit slip reflecting how what they learned today about perseverance applies to their lives
or is important for their future.
Reflections: (Framework Domain 4a: Reflecting on Teaching)
What questions will you ask yourself after the lesson is taught?
Next time, how can I better engage more students in the activity? What possible
secondary reinforcers could I use to help with motivation? What more can I do to build
relationships with the student to get more possible cooperation? Would it be better next
time to warn the students there will be an extra activity at the end of the hour?
Class: Hoogenstyn/ Leonard/ DeVries Date: 2-26-18
Unit: Integrated Social Skills with ELA- Theatre Etiquette Lesson Title:
Theatre Etiquette
Content Standard Alignment:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the
same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be
stated in the form of critical questions students should be able to answer.
The student will demonstrate knowledge of proper theatre etiquette.
Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson
in this instructional sequence? How does this lesson support the next lesson in this instructional sequence?
This lesson is taught in isolation.
Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g.
paper based materials such as textbooks, technology equipment, science equipment or supplies, art materials or
equipment.
Theatre Etiquette PowerPoint, journals, pencils
Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
How to appropriately act in a theatre, what is and is not socially acceptable behavior
when in public
Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards,
goals and objectives of the lesson.
Prior experience with viewing a movie in a public theatre or some type of show/play in a
theatre
Introduction:
Today we are going to view a quick PowerPoint on Theatre Etiquette in
preparation for our upcoming field trip to see My Fair Lady.
Instructional Activities:
Includes questioning techniques, grouping strategies, pedagogical approaches.
Teacher will call on students at random
1. Teacher will present the PowerPoint- starting with what is

etiquette? Teacher will ask students if they know what that means
before providing definition.
2. The next slides will contain etiquette for cell phones, talking,
eating, and appropriate dress. Teacher will check for understand
at the end of each slide before moving on.
3. Students will do a quick write on the Wrap up Questions.
Wrap Up-
Synthesis/Closure:
What is one area of theatre etiquette that you feel you will do well at?
What is one area of theatre etiquette that you will be working on
improving while on the field trip?
Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Address diverse student needs including students with an IEP or 504, cultural or linguistic needs.
PowerPoint will include visuals of what is appropriate and inappropriate behavior
Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio
guidelines or rubrics if available submitted along with the lesson plan as attachments.
Teacher observation of student behavior while attending My Fair Lady (2/28/18)
Student Quick Write Reflections
Reflections: (Framework Domain 4a: Reflecting on Teaching)

What questions will you ask yourself after the lesson is taught?
What possible secondary reinforcers could I use to help with motivation? Were the
students able to demonstrate that they understand the etiquette rules and why they
exist?

Social Skill Two Lessons

Uploaded by

Copyright:

Available Formats

Social Skill Two Lessons

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Social Skill Two Lessons

Uploaded by

Copyright:

Available Formats

Class: Hoogenstyn/ Leonard Date:2-19-

Unit: Social Skills- Team Work Lesson

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

The student will persevere in a group during a challenging activity.

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent

This lesson is taught in isolation.

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

Two rubber bands, string/yarn, 12 plastic cups

Methods and Instructional Strategies

Anticipated Student Misconceptions:

Concepts of working together, appropriate tone of voice, appropriate use of language,

We are going to do a cooperative activity today in two groups. The objective is

Teacher will provide visual and verbal directions.

1. We will talk about the concept of perseverance

2. Teacher displays visual instructions and explains them verbally

3. Teacher breaks students into groups

Teacher will provide visual and verbal instructions

Class: Hoogenstyn/ Leonard/ DeVries Date: 2-26-18

Content Standard Alignment:

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

The student will demonstrate knowledge of proper theatre etiquette.

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

This lesson is taught in isolation.

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

Methods and Instructional Strategies

1. Teacher will present the PowerPoint- starting with what is

3. Students will do a quick write on the Wrap up Questions.

Student Quick Write Reflections

Reflections: (Framework Domain 4a: Reflecting on Teaching)

You might also like