EDUC 515

Lesson Plan
Wendy M. Thyfault
Lesson Title:

Social Skills- Following Directions

Cognitive Dissonance:











Dissonance Challenge:





Goal:



Use of Technology:








Each social skill lesson in my unit will include a learning experience that starts with a
dissonance that drives the learner's curiosity. As part of the Following Directions lesson
the teacher will share with students the importance of following directions and then read
the
picture book, Listen Buddy by Lynn Munsinger. Buddy the Rabbit finds himself in trouble
when he doesnt listen carefully enough to follow directions. Then the teacher will pose
questions such as: What happened as a result of Buddy not following directions? ,
What might have changed if Buddy followed directions?, Have you ever chose not to
follow directions? and If so, why? Students will also be engaged in such blindfold
activities as working in pairs or groups to make a peanut butter and jelly sandwich, while
listening to specific teacher how-to instructions or on the playground, they will be given
step-by-step directions to travel from one piece of playground equipment to another.

Creating cognitive dissonance in a special education kindergarten classroom seems a little
tricky when they are still learning to think for themselves. However, I believe that through
lessons such as Buddy rabbit, listening activities and calling attention to what they might
do in real life situations that they are familiar they will work their way through the learning
experience.

By (date) when given a teacher/staff prompt or cue, (name) will follow directions with no
more than 2 prompts with 80% mastery in 3 trials as measured by teacher/staff observation
and documentation.

Phase 1-
Using PowToon, teacher will make a video of the social skill being taught and the
necessary steps.

Phase 2- (ACE)
Assessment: Teacher will use Class Dojo to positively reinforce desired behaviors being
taught throughout the week and to report progress to parents at the end of the week.

EDUC 515
Lesson Plan
Wendy M. Thyfault











Technology Standards
Addressed:
Content Distribution: Teacher will use Remind 101 to let parents know what goal is being
focused on and tips for reinforcing behaviors at home.

Expression: Students will use apps such as iMovie and Toon-Tastic to record and act out
steps or scenarios for targeted social skill. They will be given the opportunity to watch
their creations at home and with their parents.

Phase 3: Web Aggregation

Teacher will use Pinterest.com to research and create such products as Class Dojo reward
charts, anchor charts, and coupons.

1. Creativity and Innovation
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues

2. Communication and Collaboration
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of
media and formats
d. Contribute to project teams to produce original works or solve problems

5. Digital Citizenship
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning,
and productivity
c. Demonstrate personal responsibility for lifelong learning

6. Technology Operations and Concepts
a. Understand and use technology systems
b. Select and use applications effectively and productively
EDUC 515
Lesson Plan
Wendy M. Thyfault



Grade Level: SDC K-2

Subject:


Time Frame:

Social Skills


5 days (15 minute lessons)

OBJECTIVE (S) TECHNOLOGIES
Day One: Introduce Skill
1. Introduce the skill using PowToon presentation with step by step instructions and cartoon
visuals.

2. Teacher will share with students the importance of following directions and then read the
picture book, Listen Buddy by Lynn Munsinger. Teacher asks students to follow along
closely because Buddy the Rabbit is going to find himself in trouble when he doesnt listen
carefully enough to follow directions.

3. Then the teacher will pose the questions: What happened as a result of Buddy not
following directions? and What might have changed if Buddy followed directions?

4. Students will participate in a blindfold activity, in pairs, to make a peanut butter and jelly
sandwich while practicing following directions.

5. Students will use Talking Ben app and take turns with a partner reciting the steps of
following directions. Open Talking Ben app on the iPad. Tap on Talking Bens newspaper.
He will fold his newspaper. Click on the movie camera in the upper left hand corner.
Students will recite steps to Ben then tap on the movie camera again. A screen will pop up.
Hit play and Ben will repeat the steps back.


iPad
PowToon video
iEarnedThat app (Assessment)
Class Dojo (Asssessment)
Talking Tom app (Expression)

















EDUC 515
Lesson Plan
Wendy M. Thyfault
6. Teacher will track progress using Class Dojo app and students will earn rewards with
iEarnedThat app.

Day Two: Teach It

1. Open Voki on SmartBoard. The Voki will state the steps for following instructions.

2. Teach what it looks like through modeling two different scenarios with right and wrong
behaviors.

3. Use the doc camera to project the Making Sequences app on the iPad. Open the following
directions sequencing project and show the correct sequence of following directions. Allow the
students to take turns sequencing the pictures.


4. As a class repeat the steps, once again using the sequencing app as a guide.

5. Teacher will track students progress on applying the steps for following directions using the
Class Dojo app and students will earn rewards with iEarnedThat app.

Day Three: Activity
1. Students will independently practice steps of following directions through drawings or
Puppets using Toon-Tastic app.

2. Teacher will track progress using Class Dojo app and students will earn rewards with
iEarnedThat app.

Day Four: Review social skills
1. Students will review steps at
https://drive.google.com/a/tvusd.k12.ca.us/#folders/0B4L49GL_rfJOVk1fdFNDd2k4dDg on
SmartBoard.

2. Students will go outside and sit on the grass. They will use deductive reasoning to describe





SmartBoard
Voki
iPad
Document Camera
Making Sequences app
Toon-Tastic app (Expression)
iEarnedThat app (Assessment)
Class Dojo (Asssessment)









Toon-Tastic app (Expression)
iEarnedThat app (Assessment)
Class Dojo (Asssessment)





Google drive
SmartBoard
iMovie
iPad
Puppet Show app
EDUC 515
Lesson Plan
Wendy M. Thyfault
possible consequences of not following directions and discuss as a group. Teacher will record
results using iMovie.


3. Play Show Me. Students will use puppet show app to act out the steps for following
directions.

4. Teacher will track students progress on applying the steps for following directions using the
Class Dojo app and students will earn rewards with iEarnedThat app.
iEarnedThat app (Assessment)
Class Dojo (Asssessment)

Product/Assessment

Day Five: Show What You Know
1. Sequence Test (flashcards) using Making Sequences app on the iPad.

2. What comes next (You say a step, they say next step). Students can draw pictures using
KidPix
App or verbalize the steps.

3. The teacher and instructional assistants will keep a data-tracking sheet for each student to
track results (attached) along with the data from Class Dojo.

4. Students will recite steps for following directions individually with teacher and set up individual
student account on iEarnedThat app. Students will earn a puzzle piece each time they display
desired behavior. Puzzle pieces can be redeemed for a reward of students choice.

















EDUC 515
Lesson Plan
Wendy M. Thyfault
By (date) when given a teacher/staff prompt or cue, (name) will follow directions with no more
than 2 prompts with 80% mastery in 3 trials as measured by teacher/staff observation and
documentation.
Date: 1 2 3

Direction:



Look at the person
Say okay
Do what youve been
asked right away



Prompts:
Direction:



Look at the person
Say okay
Do what youve been
asked right away



Prompts:
Direction:



Look at the person
Say okay
Do what youve been asked
right away



Prompts:

Direction:



Look at the person
Say okay
Do what youve been
asked right away



Prompts:
Direction:



Look at the person
Say okay
Do what youve been
asked right away



Prompts:
Direction:



Look at the person
Say okay
Do what youve been asked
right away



Prompts:
*Note # of prompts with tally marks