Co-Teaching Lesson Plan

Teachers: D. Jacobson & E. Stover

Content: Social Skills [ self-regulation]
Grade/ Setting: Life Skills

Prerequisites:
Student is able to navigate from a sitting to lying position
Student can follow simple behavioral prompts
Student is able to follow at least two-step instructions
Student can display appropriate small group behaviors
Student preferences and reinforcers have been noted [Target Student]

IEP Objectives
After participating in the guided practice activity, the student will use deep
breathing as a self-regulatory skill on 8 out of 10 circumstances.
Target Student
Alan Grade 6 Social Skills Objective 2

Pennsylvania Core Standards

Standard - 10.3.3.C Recognize conflict situations and identify strategies to avoid
or resolve.
walk away
I-statements
refusal skills
adult intervention
Standard - 10.4.3.F Recognize positive and negative interactions of small group
activities.
roles (e.g., leader, follower)
cooperation/sharing
on task participation
Standard - 13.3.3.B Identify how to cooperate at both home and school.
Standard- CC1.4.3.I Support an opinion with reasons.

Materials
 Balloon with words written on it [sad, anxious, emotions, angry, excited]

Pre-lesson Activity
Teacher 1
Performance: Blow up balloon with words written on it [emotions, angry, sad, excited,
anxious]
Teacher 2
Dialogue: We are going to pretend that we are this balloon. As Diane blows air into the
balloon, what happens to it? [Expected answer: It gets bigger or it fills up]
Performance: Choose one student to answer
Dialogue: Yes, its getting bigger! Its filling up. We are going to pretend the air trapped
in the balloon are our emotions. Does anyone know what happens if we build up
emotions for too long without letting them out? [Expected answer: We get upset, sad,
angry, etc. and possibly explode]
Performance: Choose all students who raise their hand to answer
Teacher 1
Dialogue: When we blow too much air into the balloon it will eventually pop. Just like we
eventually need to let out built up emotions. The more air we let out, the less chance
there is of the balloon popping. Letting air out of the balloon is just like taking deep
breaths to let out tention from built up emotions. Taking deep breaths can help us keep
calm and relax when we are upset.
Performance: Let air out of balloon

Instruction Sequence Step 1

Teacher 1
Dialogue: We are to teach you a skill for deep breathing that will help us calm down.
Emily is going to model how we do each step and then we will all practice. The first step
is to push in your chair and lie on your back. Lets watch as Emily demonstrates
Teacher 2
Performance: Stands up from seat, pushes in chair, then lies on her back.
Teacher 1
Dialogue: The next step is to interlock your fingers then place your hands on your
stomach
Teacher 2
Performance: Models the step by interlocking fingers and placing hands on stomach
Teacher 1
Dialogue: The reason we place our hands on our stomach is to make sure we are taking
a deep enough breath. The goal is to inhale until you fill your stomach and make your
fingers spread apart. While we watch Emily inhale, quietly raise your hand when you
see her fingers start to spread. Are there any questions?
Teacher 2
Performance: Takes a deep breath in until her stomach rises and her fingers start to
spread
Students
Performance: Raise their hands as they observe her fingers spreading
Teacher 1
Dialogue: Now, lets all watch what happens to her fingers and stomach when she lets
her breath out.
Teacher 2
Performance: Exhales until her stomach sinks and fingers become interlocked again.
Students
Performance: Observe the task.
Teacher 1
Dialogue: Can somebody raise their hand and tell me what happened? [Expected
answer: Her stomach went down and her fingers interlocked again.]
Performance: [Choose one student to answer]
Dialogue: Very good. Are there any questions about the skill before we start to practice
ourselves?
Teacher 2
Performance: Sits up from lying position

Instruction Sequence Step 2

Teacher 2
Dialogue: Okay everyone, we are going to start with step 1: lying on your backs.
Everyone find a spot in the front of the room here and lie on your back
Students
Performance: lie on their back in the front of the room
Teacher 2
Dialogue: Now its time for step 2: interlock your fingers and place them on your
stomach.
Performance
Teacher 1 & 2: Help the students if necessary
Students: perform task by interlocking fingers and placing hands on stomach
Teacher 2
Dialogue: Everybody take a long deep breath until your stomach rises. Diane and I are
going to come around to see if we see your fingers spread. Remember, if your stomach
doesnt rise than your breath might not be deep enough
Students
Performance: inhale and wait for teacher to observe their stomach and fingers
Teacher 1 & 2
Performance: Walk around and praise each student, help if necessary
Teacher 2
Dialogue: Great job! Everyone let your breath out and feel for your stomach to sink and
your figures to go back together
Students
Performance: Exhale breath.
Teacher 1
Dialogue: Okay, lets practice one more time.
Students
Performance: Inhale and Exhale deeply, rising and lowering stomach
Teacher 1 & 2
Performance: Monitor performance, assist if necessary

Instructional Sequence Step 3

Teacher 2
Dialogue: Lets all meet back at the table now to talk about this skill.
Performance
[Students and teachers return to their seat at the table]
Teacher 1
Dialogue: Who is able to raise their hand and tell me how you were able to tell if your
breath was deep enough? [Expected answer: stomachs would rise and fingers would
spread]
Performance: Teacher 1 chooses one student to answer the question
Teacher 2
Dialogue: To learn the skill, we laid on the floor any put our hands on our stomachs. Is
that always appropriate to do in class, at home, or out in public? [Expected answer: no]
Performance: Choose one student to answer
Dialogue: How can we make this skill appropriate to do in different settings?
Performance: Choose students one at a time to say their suggestions
Dialogue: Great idea! We can put our hands on your stomachs while we sit at our
desks, at a table, or while we are walking. Can everyone put their hands on their
stomach right now? See if you can get your stomach to rise out and spread your
fingertips.
Students
Performance: students practice the skill in their seats
Teacher 1
Dialogue: Now we need to practice the skill standing up. Would anyone be willing to
model how we could do the skill if we were walking?
Performance: Choose one student to perform the skill
Student
Performance: walk across the front of the class performing the skill with hands on
stomach
Teacher 1
Dialogue: Lets all take one minute to stand up and practice taking deep breaths while
we walk
Students
Performance: Walk around front of the classroom practicing skill
Teacher 2
Dialogue: Very nice job. Everyone return to your seat. When will be use this skill?
{Expected answer: When we are upset, mad, excited, etc.]
Performance: Choose all students who raise their hand
Dialogue: What actions could we replace with deep breathing? [Expected answer:
yelling, slamming objects, talking out, etc.]
Performance: Pick Alan to answer this question, then other students who raise their
hands
Teacher 1
Dialogue: Yes, we could take deep breaths and focus on our breathing instead of
yelling, arguing, slamming things, or other actions we do when we get angry. Are there
any questions before we end the lesson?
Performance: Pick students to ask questions if there are any.
Dialogue: Thank you for participating and practicing this new skill! We will be watching
to see if anyone uses it!
Assessment
Formative assessment Checklist

Skill Complete

Performing the skill lying on back Yes No

States an opinion on where to use the Yes No

generalized skill and why

Performing the skill in a generalized form: Yes No

Sitting

Performing the skill in a generalized form: Yes No

Standing

Student displays understanding on Yes No

appropriate times to use the skill

Post Lesson Notes: