Social Skills Unit

EDS 442
5/18/17
Megan Flipse
 Social Skills Rationale
Empathy: It is beneficial to teach this skill to students because its important for them...
to understand other peoples perspective in situations.
to take another persons view.
to build positive relationships.
to learn how to empathize with one another when in situations.
Table manners: It is beneficial to teach this skill to students for them to
relate safety to table manners.
understand good hygiene.
enjoy eating with others.
understand to be respectful towards others and show respect.
regulate portion size.
enjoy their food.
Greeting others: It is beneficial to teach the skill of greeting others to students because
they develop a sense of respect.
they express they care about the person they are greeting.
it helps them develop skills of communication.
they can develop relationships by starting out with a greeting.
Personal space: Teaching personal space is important because it...
lays the boundaries for students.
demonstrates respect.
teaches comfort zones of a person.
helps teach that people have different levels of personal space.
Speaking kindly to others: This is an important skill because
students learn respect.
it helps teach about developing or wrecking relationships.
it promotes kindness.
it helps develop a classroom community.
it prepares students for the world outside of the classroom.
Identifying emotions: It is critical to teach this social skill because...
students experience many emotions during their time at school, at home and with friends.
students need to know how to react when they have those emotions.
students need to know the importance of recognizing those emotions.
emotions impact all areas of life, not just school.
students with an emotional impairment struggle with identifying, recognizing, and acting upon
their emotions.
it helps develop problem solving skills.
Being a good sport: This skill is important to teach because it helps...
build classroom community.
build respect between students
emphasize listening to team.
develop problem solving skills.
Class: Life Skills Date: 2-13-17

Unit: Empathy Lesson Title: Feelings

Content Standard Alignment:

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others' ideas and expressing their own clearly.

Lesson Objectives/Instructional Outcomes:

I can discuss topics in class that relate to treating others nicely.
At the end of the lesson, the student will be able to:
-Relate the ideas in the story to their life
-Discuss in class topics pertaining to being kind

Relationship to Unit Structure:

This lesson is the first lesson of three in the unit of empathy and feelings that students will learn. Students are able to discuss their thoughts in groups
and participate in the lesson so they get practice using communication skills as well. This lesson supports the next lesson in the fact that it lays the
foundation of empathy when discussing feelings.

Instructional Materials/Resources:
Ive Got a Feeling https://www.youtube.com/watch?v=M1IE85iAPx0
Chrysanthemum audiobook online (https://www.youtube.com/watch?v=GHTOsp4y6rE) or the actual book
Cut out heart one for each student and one for the teacher.
Pencil
Paper to glue heart back on
Flue sticks, one per student

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Anticipated Student Misconceptions:

Students might feel uncomfortable at first when discussing feelings.

Concept Prerequisites:
Feelings

Introduction:
Have students listen to Ive Got a Feeling (https://www.youtube.com/watch?v=M1IE85iAPx0)

Instructional Activities:
lecture for expectations
audio (song)
example I do
reading and Discussion We do
independent You do
fine motor
hands-on

Share ideas of what feeling is. After listening to that short clip, I really think of what a feeling is. How would I describe a
feeling? I might think of a situation when I felt a certain way and describe that, thats a feeling right?

The way people say things, the way things happen, and how I interpret events can make you have certain feelings.

How would you describe a feeling? Ill take 2 responses.

Introduce the heart and what to do with it.

As we listen, make sure to pay close attention to the words of the story. Every time someone says something to
Chrysanthemum, tear just a small piece of the heart off and place it on your desk. Dont lose it!

I will do it along with you.

Listen to story on audio recording.

Wrap Up-
Synthesis/Closure:
What do you realize?
Is it the same as it was before?
What are some things that caused this heart to look like this?
Do things like this happen to us?

It is important to make sure that we say nice things to our friends and encourage them because when hurtful things are
said, their hearts can look like this. We might not be able to see it from their outside appearance, but their heart is bruised
The tears that are left behind are from when the words we say make a bad choice. We have to be careful with words
because this is what it looks like when we arent.

Students will write one sentence on their completed picture to help remind them of this lesson.
Ideas:
Words can be hurtful.
Be careful with what you say.

Sometimes those bruises or tears leave scars or sore spots. When we try, and get close to that person again later on, it
might be painful at first because there is a scar there. It just takes time and little by little that relationship can be rekindled.
If the tears represent the harm our words can do, what does the glue represent?

The glue represents us putting the pieces back together, it represents the support a person has. Some people in the story
that provided support for Chrysanthemum were her parents, the music teacher, and the other students in the end.
We have people in our lives that can tear our hearts or bruise our hearts, but we also have people in our lives that support
us and help us piece it back together.

We can be those people too. The question we have to ask ourselves is: Are we going to be the hands that tear and bruise
peoples hearts, or the glue to support them and piece them back together?

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.

Accommodations: students are asked to write one sentence that will help them remember this lesson. Students may not be able to fully
express themselves in one sentence and might rather draw a picture to remember.
Extension: Have students share their sentences with one another or have them write some more about how this makes an impact on their
everyday lives.

Assessment (Formative and Summative):

The students work of completing the heart and writing their sentence will be evidence that the objectives were met.
The student will know that words are powerful things. They can cause us to have certain feelings. Those feelings impact our hearts. Even when we
cant see that we have caused someone to feel hurt, they still are and it leaves an impact on them.

Reflections:
Overall, I think my lesson went well. We talked about the way words can have an impact on a persons heart. Our impact might not be visible,
but it definitely affects someones day and their feelings. I started the lesson out with talking about feelings. I asked the students to discuss what they
thought a feeling was. How different situations made us have different feelings. All the students were very respectful and participated in this
discussion. They had some great points and examples of different situations and how they made us feel. I then had them participate in the listening of
the story and the heart activity. Students loved the hands-on factor of this lesson. They not only were able to listen, but also able to do something with
their hands. They had a job to do during the lesson, which also kept them engaged. In the end, they all pasted their hearts back together and we
had another discussion of how its not perfect. It will never be able to back to what it was originally. This made it very visual for the students. They
came up with more examples of things that can cause a heart to look like this. Again, they were very engaged and respectful.
For the presentation of the book, I was unable to find it at my local library, and GVSU libraries because they were all checked out, so I found it
on YouTube. Technology is technology, and that day it did not want to work for me. I had the link posted into my email so I could just click on it and it
would be ready to go. Well, the blocking on the computer wouldnt let me access my GVSU email. I easily fixed that with finding it on the YouTube
site. Finally, I was able to play the audiobook for the students, but it stopped two minutes into the recording. YouTube only allowed it to play up to that
point and then a block was put up on it. So while my CT figured out the issues of the recording being blocked, I improvised and discussed more with
the students. During the portion of the story that they heard, they were able to rip the heart one time. This allowed a great talking point and another
example as to what the expectations were. Again, finally, we were able to then start up again after my CT figured out the issue. We finished the book
with no problems. So, my original plan of bringing the actual book wouldve worked out better. Just the fact that I couldnt find it anywhere, I thought
resorting to YouTube was a safe bet. I was wrong. Teachers have to love technology!
I would continue to reinforce the skills this lesson taught every day. Even that day we had to remind the students that words can be hurtful and
cause someones heart to be bruised because students were agitating each other. I think incorporating it in ways that are very beneficial for
students and in the context of their daily lives is important. I also talked about using it outside of the classroom, generalizing it to the outside world.
These students dont come from the greatest homes or families. Its important for them to remember this lesson in school but in those environments
too!
Overall, minus the technology issue, and only one student getting upset, the lesson went very well. I think the material taught was very
beneficial for the students. I also think they are able to carry it with them throughout their lives in various environments.
Class: Life Skills Date: 2-24-
17

Unit: Empathy Lesson

Title:
Empathy

Content Standard Alignment:

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others' ideas and expressing their own clearly.

Lesson Objectives/Instructional Outcomes:

I can discuss topics in class with classmates that relate to empathy.
At the end of the lesson, the student will be able to:
Relate the ideas discussed in class to their own lives
Understand what it means to put yourself in another persons shoes.
Notice how their behavior affects others.

Relationship to Unit Structure:

This is lesson two of three in a unit of empathy that students are learning about. It builds on previous ideas of feelings and incorporates a new idea of
empathy: putting yourself in someone elses shoes. This connects to the next lesson and prepares students by talking about these topics. In the next
lesson students will write about empathy and what it is like to put yourself in someone elses shoes. They will then discuss with a partner.

Instructional Materials/Resources:

Previous heart lesson product

White board and markers
Pencil and paper (one per student)
Props for role play

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Anticipated Student Misconceptions:

Confusing the idea of actually putting yourself in someone elses shoes.

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.
Empathy, relate, understand, analogy of put yourself in someone elses shoes

Introduction:
Show students the heart project that was previously made in a social skill lesson. Who remembers this? What did you learn from it?
Students share examples of what they learned about the heart project (words can impact people and leave a bruise or scar if they are
hurtful). Today we are going to expand a bit further in our discussion about feelings and talk about empathy.
The first thing I do is ask myself what empathy means.

Write the word empathy on the board.

I have heard a saying that goes along with the word empathy, put yourself in another persons shoes. Does it literally mean that? What
do you think? What does it mean to put yourself in another persons shoes?

When you put yourself in another persons shoes, you empathize with them. Empathy is the ability to understand another persons
feelings as if they were your own. When we see and feel things the way other people do, we can get along better with them.

People who have empathy for others can feel sad with them, or happy for them, and so on. They know what it is like to feel that way.
When we can understand another persons point of view and respect their feelings, we are more likely to make friends easily.

We are going to act out some examples together. I need one volunteer.

Examples:
____invited everyone else to their birthday party but me. How do you think I feel? (sad)

_____just found out they have a broken arm.

______lost their favorite toy.

______ just found out they won the game!

_____________________________________________________________________________________________________________
_

Discuss situations on the sheet with class. Emphasizing how each person feels in those situations.

Discuss what empathy can look, sound and feel like as a class.

Complete t-chart as class on board:

Looks like Sounds like Feels like
Facing with eye contact Nice words Safe
closeness Friendly voice Comforting

Each persons behavior in those situations affected someone. (like the way ___ treated me when she didnt invite me to the party).

There are many things people do that affect others in both positive and negative ways. From the first example, ____ didnt invite me to
the party and now I feel left out meaning its a negative impact.

On the board we have lots of different situations, for each example, think about whether the first persons behavior would have a positive
or negative impact on the second person. If you think the first persons behavior has a negative impact on the second person, stand on
this side of the room. If you think the first persons behavior has a positive impact on the second person, stand on this side of the room.

Read a statement below and have students go to the front of the room if they think it is a positive impact or the back of the room if it is a
negative impact.

Darla takes Harrys lunch without asking.

Leslie shares her glitter marker with Jason.
Barry returns a book that Bill lost.
Ryan cheats by looking at Pauls test paper.
Olivia shakes her leg in class and distracts Rudy.
Mark laughs when Todd falls off his bike.
Amy helps Tami with her homework.
Nancy teases Jodie on the playground.

Instructional Activities:
Lecture (expectations), visual (whiteboard), role play, t-chart, situations for practice

Wrap Up-
Synthesis/Closure:
On a piece of paper have students write about a time someone showed them empathy or they showed someone empathy. Share as a
class. Write down what does empathy to you?
How can you show empathy in the future?

Differentiation According to Student Needs:

If students are not able to fully write out their responses, they will be able to discuss it with a teacher.
If students cant physically move around the room, they can point or hold up a response card for the positive/negative impact activity.
If students are non-compliant with activities they will be expected to finish the expectations at a later time.

Assessment (Formative and Summative):

Evidence that the objectives were met will be class involvement and participation in the whole class discussion about the topic. Students will
participate in the differentiation between positive and negative impact activity by moving around the room. This will act as an assessment for the
ability to understand the difference between positive and negative impacts.

Reflections:
Overall, my second social skill lesson went very well. We had reminders of our previous lesson as the discussion of feelings transforms to
the ideas of empathy. We talked about what it means to have empathy and what it feels like to look at situations from other peoples point of view (be
in their shoes). With the topic of empathy, I included a lot of examples and role plays into this lesson. Students were able to be involved and
participate. The examples and role plays used in the lesson were relatable to the students lives. Using role plays was a very effective way to
enhance the lesson after we discussed what empathy meant.
It is very important for my students to understand empathy. It is a great social skill for them to work on. Often times they dont take the time
to understand where someone is coming from and they dont see their point of view. They think their perspective is the only important perspective.
The topic of empathy, at first, was difficult for them to understand. How are we supposed to look at a situation from another persons point of view?
However, as stated above, using role plays and demonstrations really helped the students understand it.
We then looked at the different impacts our actions can have on people and how that plays into the idea of empathy. Students were asked
to stand on this side of the room if they thought it was positive impact, or the other side of the room if they thought it was a negative impact. Most
students were very excited to participate and get up and moving out of their seats. One student takes a while to process things. He was not excited
about this activity and proceeded to sit in his seat with his hat over his eyes. I asked him if he wants to get up and get moving out of his seat or if he
would rather read the situations on the card. I reminded him that this counts toward his participation points for the day and that it was his choice. After
some time was provided for him to think, he decided to read the situations on the card. This mean that he was participating and being involved in the
activity. Yes it was not exactly how I imagined him being involved as the other students were moving from one side of the room to the other based on
the situation, but he was participating and thats really what I wanted.
Another part that went very well was having students discuss with one another the different situations and how empathy played a role in
them. I originally wasnt going to have students to a turn and talk with a group, but I had time and decided to try it. They did very well with the new
activity. We had some bumps in the road being that some students didnt want to discuss the topics at hand, but overall as I traveled from group to
group, I heard some great conversations going on. This allows the students to express their thoughts about a topic and feel comfortable doing so in a
smaller group.
I honestly dont know what I wouldve changed. Maybe I couldve had the students come up with the looks like, sounds like, feels like
criteria in small groups and then have each group come up to the board and write down their ideas. Im not sure how that wouldve gone but I could
try it next time!
I will continue to reinforce the skills of empathy in situations where students need to understand where someone is coming from. In my next lesson I
am going to have them write a paragraph as to what it means to put yourself in someone else's shoes. Im going to have them think about their
classmates and how they stick up for each other outside of our classroom. Its important for my students to realize that they are likely to have been
using this skill already, they just need to connect the two. Im going to provide to them the sentence starter: I showed empathy to ___ when ____ or
___ showed me empathy when they____. This will help students piece together the idea of empathy and their own life.
Class: English Date: 2-24-17

Unit: Empathy Lesson Title:

Cooperative-
Empathy

Content Standard Alignment:

CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis
of relevant content.

Lesson Objectives/Instructional Outcomes:

I can express my ideas about empathy in writing.

At the end of the lesson, the student will be able to:

Explain what it would be like to put yourself in someone elses shoes
Explain how they can use empathy to improve relationships with others
Discuss with a partner what their ideas of empathy are

Relationship to Unit Structure

This is lesson three of three in the empathy unit that students have been learning. It builds on the two previous lessons by using the same
terminology and information they learned about previously. Students will use that knowledge they learned to write about their ideas of empathy. They
will then discuss with a partner what their ideas of empathy are as they share written responses.

Instructional Materials/Resources:
https://www.youtube.com/watch?v=aU3QfyqvHk8&t=8s
Previous heart lesson project to display
Paper and pencil for each student
White board and markers
Smart Board and application

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Anticipated Student Misconceptions:

Students might be confused as to why they are talking about things they do in Life Skills in English class. Students will understand the value of writing
about topics we talk about in Life Skills because both are a major part of their lives.

Concept Prerequisites:
Empathy, feelings, putting yourself in someone elses shoes analogy

Introduction:
Show students the following empathy clip: https://www.youtube.com/watch?v=aU3QfyqvHk8&t=8s.
Remind students of our discussion of empathy and feelings. Display the previous heart lesson project so it acts as a reminder for
the students. Write the word empathy on the board.

Instructional Activities:
Lecture for expectations
Personal example
Individual reflection in writing
Cooperative learning
Provide students interest in showing personal example
Thinking about personal life (motivation)
Graphic organizer
Sharing out with others/peer edit (cooperation)
Writing on board ideas/uploading to Smart Board application

Show example personal journal entry on empathy. Point out areas of writing (indent, skipped lines, capitalized correctly, have
examples and details, have punctuation, and include at least 5 sentences).

Students and teacher discuss the different parts that are expected to be incorporated in the paper while looking at teacher
example and the graphic organizer. The parts of the graphic organizer will be emphasized noting that all parts must be included,
details must be specific, and topic sentence must be present. The third detail is the most important detail, just like the hamburger
is the most important part of the hamburger, without it you would just have a vegetarian sandwich.

Sentence starters:
I showed empathy toward ___ when.
___ showed me empathy when
Details could include:
What are the 3 things you did/could do to show empathy? Think of your classmates and when you are outside of class. Do you
stick up for each other? What 3 details could you include?
Discuss expectations:
Using proper capitalization, punctuation, including examples and details, write one paragraph (at least 5 sentences),
skipping lines, explaining what it would be like to put yourself in someone elses shoes. How can other peoples actions
positively or negatively impact another person? Have you experienced empathy or shown empathy? Explain.

Students respond to the journal prompt above.

Students then share with a table partner their journal response. Students peer edit one anothers papers looking for the
components of the graphic organizer. Are their details specific?

In their partners writing they should:

Underline the topic sentence
Number the details 1, 2, 3
Circle the closing sentence

This provides a conversation starter for student to discuss one anothers writing.

Wrap Up-
Synthesis/Closure:
As a class, we will share out and compare the different ideas people had. Ideas will be written up on the board. (smart board
application) (extension: students can also upload ideas via computer/tablet to Smartboard application to display on screen).
Students will know that they expressed their ideas about empathy in writing. For future learning, students will remember the
different parts of writing as well as what it means to show empathy.

Differentiation According to Student Needs:

If students cant physically write out response, they are able to type their response on the computer.
If student is non-complaint with expectations, they will be expected to finish it at a later time.
Students are provided with a variety of books and they have to find a character in the story that shows empathy or is given empathy. They
will explain that relationship in writing.

Assessment (Formative and Summative):

Evidence that the objective was met is the students journal responses to the writing prompt. They are to include different parts about writing
discussed in lesson and express their ideas about empathy.

Reflections:
This lesson was a little different because it wasnt during social skills time it was during English. The students responded well to the entire
lesson. They discussed what they remembered about empathy in our group discussion. They were able to remember specific examples and how they
would describe what empathy is.
I started out the lesson with a discussion. Like I said, they responded well to that. I then shared my example along with the expectations for
the assignment to the students. During this time, I provided students with a graphic organizer that is laid out like a hamburger. The top bun is the
topic sentence. It then has three different sections for details, lettuce, cheese, and the hamburger itself. Lastly, the bottom bun is the closing
sentence. The students have used this graphic organizer before and I thought it would be a great idea to use it so they can get all their ideas
organized. Most students completed the sheet without any problems.
One of my students wasnt feeling like participating. When we were discussing empathy he appeared sad. While the other students worked
on their organizers, I went and talked with him. He was just coloring in the graphic organizer. He said he was sad because yesterday his friend got hit
in the mouth with a Nurf gun bullet and it split his tooth. He expressed that he was very sad and scared for his best friend. I didnt want to push the
student. He occasionally pushes too hard with the stories he tells but this appeared very true. He was showing the emotions to prove that evident by
crying. I have never seen this student cry. I started him on his notebook paper with him just writing the topic sentence. I walked around the room and
would circle back around to continue prompting him. He finished the writing and I discussed with him that I was very proud of him and thanked him for
participating.
Another student was finished with his writing before everyone else and was sitting at his desk patiently. I asked him if he wanted to help
collect the papers and he replied with no. He then put his head down on his desk patiently waiting. During this time the social worker came and talked
with him. When I asked the student to pair up, after assigning partners, he refused to pick up his head (I even paired him with his friend). He wasnt
responding to this. He said he needed to take a break and proceeded to go into the break room and sleep. I wasnt sure if this was because he was
finished before everyone else or if it was due to medication or amount of sleep change. I asked my CT after and he said the student mentioned that
he didnt get much sleep the night before. I just question myself with what to do with the students who finish way before everyone else in class when
the next thing we are doing is in partners. I still have yet to figure this out.
I was very impressed with how the students responded to working in partners/groups about their writing. I heard great conversation about
their topics and how they found the essential parts of writing in each others pieces.
I think this lesson was effective for the students because they were able to relate this topic to their own life and share their ideas through
writing. They worked on relevant writing skills for where they are at in writing and collaborated easily with other students to discuss their ideas. I am
going to continue to reinforce group/partner discussion about students work because it helps them develop into better writers. It also helps them work
on communication and problem solving skills. I will encourage students to do so by reinforcing them with feedback and examples that relate to their
lives.
Class: Life Skills Date:
5/9/17

Unit: Table Manners Lesson

Title: How
to Sit

Content Standard Alignment:

CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments.

CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves
toward a resolution.

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others' ideas and expressing their own clearly.

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

Students will apply the knowledge they heard in the book about table manners and see how the dinosaur used table manners to real life situations.
Students will discuss in groups about the topic of table manners while they share their ideas and connect others ideas.

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

This lesson is a part of two separate lessons. It is the introduction lesson to what table manners are and why we should have them. In the following
lessons students will focus on specific aspects of table manners such as how to sit and utensil use.

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

How Do Dinosaurs Eat Their Food? By: Jane Yolen
Table for student to role play proper table manners.
How Do Animals Eat Their Food YouTube Video at the following link: https://www.youtube.com/watch?v=qnydFmqHuVo

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Anticipated Student Misconceptions:

Students might have been taught ways to eat at their houses. Often families dont require proper table manners such as the ones being taught in
this unit. Students might assume what they do at home is fine for our final fancy brunch we are hosting as a class for Mothers Day. They will be using
these proper table manners rather than everyday table manners they might be using already.

Concept Prerequisites:
Manners, story plot, story resolution, collaborative, appropriate

Introduction: Introduce idea of learning about table manners to students. Remind them they are learning this because they are to
have good table manners for the Mothers Day Brunch they are hosting next week Friday.

Instructional Activities:
While reading How Do Dinosaurs Eat Their Food use questioning strategies. Have students complete a before reading sticky note.
Students will complete a during reading sticky note half-way through the book. Lastly, they will complete a third sticky note at the end
of the book. The before, during and after reading strategy questions are attached and will be shown and discussed with students
before reading begins.
Discuss with students proper sitting at a table for a meal. Use examples from the book to demonstrate and provide talking points.
Possible discussion points:
Burping/belching/making rude noises?
Throw things on the ground?
Fuss, fidget, or squirm in chair?
Glaring?
Chewing with mouth closed?
Have students role play sitting at a table properly: sitting up in chair, eye contact (no staring), appropriate noises.

Wrap Up-
Synthesis/Closure:
Show students what not to do by playing the YouTube video How Animals Eat Their Food
https://www.youtube.com/watch?v=qnydFmqHuVo. Before watching, ask students

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Students in this class all have emotional impairments. This topic is difficult for them especially when incorporating the idea of socializing with others at
an event. We will work together to overcome those fears as we work through these social skills lessons.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
Formative assessment will be taken as students are role playing how to properly sit at a table. Summative assessment will be done through teacher
observation at the Mothers Day Brunch.

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

Students demonstrated sitting at the table with polite table manners when practicing during the lesson. Students participated in role plays of what to
do and what not to do (examples and non-examples). Based on the data gathered, students have good background knowledge of how to sit properly
at a table for meal times. They showed engagement through discussion and participation in the role plays and even volunteering to show dos and
donts of sitting at the table. Students really got into the role play and demonstrated the skills several times. One aspect that was challenging was
students to focus in on how serious this was, yes we laughed during this lesson but I wanted to make sure students really understood the concepts.
Again, this was shown at the Mothers Day Brunch as students were sitting at the table, elbows down, napkins on laps, both feet on the floor,
demonstrating good posture when sitting in a chair and being a good distance from the table. If I was to teach this lesson again, I would have
students practice at an actual table instead of the desks we used as tables. I would also provide proper utensils and plates instead of the props we
used to make the situation more authentic.
Class: Social Skills Date:
5/10/17

Unit: Table Manners Lesson

Title: How
to talk

Content Standard Alignment:

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others' ideas and expressing their own clearly.

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

Students will discuss in groups about the topic of table manners while they share their ideas and connect others ideas as well as connect ideas to
upcoming brunch.

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

This lesson is a part of two separate lessons. It is the second lesson in which follows an introductory lesson. This lesson will focus on how to talk at
the table with proper manners. Students will practice this in a real life setting during their upcoming Mothers Day Brunch.

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

How Do Dinosaurs Eat Their Food? By: Jane Yolen
Table for student to role play proper table manners.
How Do Animals Eat Their Food YouTube Video at the following link: https://www.youtube.com/watch?v=qnydFmqHuVo

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Anticipated Student Misconceptions:

Students might have been taught ways to eat at their houses. Often families dont require proper table manners such as the ones being taught in
this unit. Students might assume what they do at home is fine for our final fancy brunch we are hosting as a class for Mothers Day. They will be using
these proper table manners rather than everyday table manners they might be using already.

This lesson focuses on how to talk at the table. Often during meals families have the television on, are using electronics or argue. This lesson will
help students overcome those obstacles and think of how to properly communicate at the meal table in preparation for the brunch.

Concept Prerequisites:
Manners, appropriate

Introduction: Introduce idea of learning about table manners to students. Remind them they are learning this because they are to
have good table manners for the Mothers Day Brunch they are hosting next week Friday. Today we are going to focus on how to talk
at the table.

Instructional Activities:
Remind students of our discussion yesterday by displaying the book How Do Dinosaurs Eat Their Food? By: Jane Yolen. Ask
students to think for 1 minute then discuss with a partner ways to have a discussion properly at the table for 2 minutes. (Possible
answers: ask about their day, introduce yourself, avoid weird noises like burps, use good volume when talking)

Class discussion of proper table discussion using students brainstormed ideas as a guide.

Students will role play proper table discussion with partners.

Wrap Up-
Synthesis/Closure:
Show students what not to do by playing the YouTube video How Animals Eat Their Food
https://www.youtube.com/watch?v=qnydFmqHuVo. Before watching, ask students how do you think animals eat their food?

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Students in this class all have emotional impairments. This topic is difficult for them especially when incorporating the idea of socializing with others at
an event. We will work together to overcome those fears as we work through these social skills lessons.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
Formative assessment will be taken as students are role playing how to properly talk at a table. Summative assessment will be done through teacher
observation at the Mothers Day Brunch.

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

Students were able to demonstrate table manners of sitting at a table. They properly role played situations where they practiced sitting at a table
having a conversation. This skill was actually really demonstrated when we held our Mothers Day Brunch. Students interacted with others well and
were able to use their skills they learned in this lesson. All students performed and responded to this lesson by actively participating in role plays and
discussion about the topic. One aspect of the lesson that was difficult for them was practicing having the conversations without laughing. This was
expected so I reminded students to practice like its the real thing and give it all their effort. Next, I would have the students practice how to properly
eat their food at the table.