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Lesson 2: Learning Appropriate Social Etiquette (Accepting Others’ Ideas and Viewpoints)

Key Words: Socially Skilled, Empathy

Common Core State Standard(s):


● CCSS.ELA-Literacy.CCRA.SL.1

Prepare for and participate effectively in a range of conversations and collaborations with

diverse partners, building on others’ ideas and expressing their own clearly and

persuasively.

● CCSS.ELA-Literacy.CCRA.SL.2

Integrate and evaluate information presented in diverse media and formats, including

visually, quantitatively, and orally.

● CCSS.ELA-Literacy.CCRA.SL.4

Present information, findings, and supporting evidence such that listeners can follow the

line of reasoning and the organization, development, and style are appropriate to task,

purpose, and audience.

● CCSS.ELA-LITERACY.RI.8.2

Analyze the purpose of information presented in diverse media and formats (e.g.,

visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,

political) behind its presentation.

● CCSS.ELA-LITERACY.SL.8.4

Present claims and findings, emphasizing salient points in a focused, coherent manner

with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate

eye contact, adequate volume, and clear pronunciation.

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂


Time Needed: 60 minutes

Materials Needed:
● LCD Projector
● Class Set of Computers with Internet Access
● Social Skills Sets (Shared via Google Classroom)
● Poster Materials
● Lesson 2 - Student Guide (Shared via Google Classroom)
● Student CML Growth & Reflection Blog

Essential Question:
● Why is it important to use appropriate social skills while interacting with others?

Lesson Objectives:
Students will be able to:
● identify positive social skills.
● demonstrate understanding of social skills.
● reflect on which social skill is their strength and weakness.
● increase confidence to express their point of view while participating in discussions of
controversial topics where people have differences of opinion.

Anticipatory Set:
Elicit student responses and discuss as a class the following:
1. Have you ever been in a situation that did not turn out well? What happened? What was
the reason the situation turned out badly? [Lack of communication/use of social skills]
2. What does it mean to be socially skilled?
a. Definitions:
i. Socially Skilled: The ability to respond to a given environment in a
manner that produces, maintains, and enhances positive interpersonal
(between people) effects. (http://www.behavioradvisor.com)
ii. Empathy: the ability to share someone else's feelings
(http://learnersdictionary.com)
a. Social Skills Activity: Modified from Tom McIntyre’s Lesson
i. Whole Group -
1. Cross your arms across you lower chest.

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂


2. Uncross your arms, and then cross them again.
3. Do it one more time. Notice how one arm goes over the other with
it's hand tucked under its biceps (upper arm). At the same time,
the hand of the lower arm has it's hand resting on top of the biceps
of the other limb.
4. Chances are that you crossed them the same way each time.
5. OK, now re-fold your arms, but this time switch their positions so
that the one that was on the bottom is now on the top (and vice
versa). Now unfold the arms and do it in your old way. Now
unfold the arms and cross them in the new way. Repeatedly switch
back and forth between the two positions.
6. All right. It took you awhile, but you were able to do it. Does this
new position feel a bit uncomfortable and odd?
a. Explain: We are going to be having conversations in this
class that may make you uncomfortable because you are
hearing new ideas and perspectives that you are not used to
and don’t necessarily agree with; but the key to overcoming
this is to remember to be open-minded and accepting of one
another’s ideas. It may be difficult at first, but as we have
more and more of these types of conversations it will
become easier for you to listen to each other and realize
that everyone’s thoughts are important and should be, at
least, considered - whether you feel the same way about the
topic or not.
Lesson:
1. Have students count off into groups of five. Assign each group a number (1 - 5).
2. Open: Social Skills Sets
3. Small Group -
a. Review the assigned social skill
i. Make a poster addressing the skill set to put on the wall for future
reference.
ii. Create an example and counterexample (using any medium) to present to
the group
b. Explain group poster
c. Model their social skill examples to the group (all students must participate)
4. Whole Group - Discuss:
a. Why it is important to demonstrate this skill during all personal interactions
b. The examples and counterexamples of each social skill as they are presented.

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂


Closure:
1. Whole Group - Discuss:
a. Social skill: ‘Responding to Prejudice’
b. “Why is it important to use social skills while interacting with others?”
2. Individual “Exit Ticket” Assignment:
a. Log onto your blog and click ‘New Post’
b. Title your post: LP 2 - Social Skills
c. Respond in your CML Growth & Reflection Blog:
i. What social skill do you feel you have the most weakness in?
ii. Write two to three things you are willing to try to do to help you become
better at it.

Assessment:
Formative:
● Student Discussion of Appropriate Social Skills Sets

Summative:
● “Exit Ticket” Blog Post
● Group Posters
● Group Presentations

Reference:

McIntyre, T. (n.d.). Social skills instruction. Retrieved from

http://www.behavioradvisor.com/SocialSkills.html

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂