Title of Lesson: Participating in Groups Grade Level: 3 rd -6 th
Subject Area: Social Skills
1. Lesson Topic (What is the big idea?): Participation in a group is important and it looks a certain way.
2. What standard(s) will it address?
Grade Content Area Standard Concepts and Skills EEO or Evidence outcome 5 th Reading, Writing, and Communicating Oral Expression and listening Effective communication requires speakers to express an opinion, provide information, describe a process, and persuade an audience
Communicate information or an opinion using up to two media formats Concepts and skills students 3 rd Reading, writing, and communicating Oral expression and listening Successful group activities need the cooperation of everyone Initiate communication in group context and acknowledge others communication. 6 th Reading, writing, and communicating Oral expression and listening Successful group discussions require planning and participation by all
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. (CCSS: SL.6.1)
EEO: Restate information from a variety of sources.
3. What IEP goal(s) will it address? a. Practice ways to join and maintain social interaction in a small group. b. State appropriate responses in various social situations. c. Follow through with a greeting of waving or saying hello or goodbye. d. Respond correctly to wh questions. e. Identify appropriate social rules and codes of behavior for various social situations. f. State what would be an appropriate action or response to a particular social situation to communicate a specific emotional state.
4. Main Objective of Instruction (What do you want the student(s) to learn?): Students will be able to describe what it takes to be successful in a group (everyone takes part, everyone is accountable, everyone talks about what works and what doesnt, and everyone participates in group decisions).
5. Supporting Objectives: Students will be able to act out the social skills appropriate for group participation.
6. Specific Strategies (conspicuous) to be taught/modeled: -Teacher-modeling of appropriate and inappropriate behavior -Role play -Reviewing social scenarios
7. Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? -If students are having difficulty restating the meaning of the term: -I will have to define some terms used in the lesson - accountable/accountability - participate - decisions - takes part -One student is mostly non-verbal and will not be able to play a role in the role-play independently, a paraprofessional will work with her on prompting when to say what lines or saying the line for the student. -Provide frequent breaks.
8. What background knowledge do the students have? How will you assess students learning pre, during and post? (please paste your pre and post assessment here) Background Knowledge: The students have worked on group projects, project-based learning, and cooperative groups so they will have some familiarity with different group roles/jobs and group participation scenarios. -Pre assessment: I will ask students What ingredients make a successful group? -During learning: Role-play and answering why questions based on the scenario -Post: Students will summarize what they think makes a successful group in their own words referring to the role-play or using notes as a guide.
9. What management/grouping issues do you need to consider? -One student may want to interrupt to make connections or tell stories frequently. -Students may become anxious or shy with a mentor observing. -Students may shut down if the concept is too hard for them. -The concept may be far too dense to teach all at once.
10. Materials and Resources: -Copies of the scripts (one per student and para) and modified scripts. -Pencils. -White board and dry erase marker. -Visuals -List of key words or vocabulary -Doc camera
11. How/where will students be able to integrate (generalize) this learning? Students can apply this new knowledge in working in groups in the general education classroom and in groups in the learning lab.
12. How will you evaluate student learning from this lesson and build review into ongoing instruction (judicious review)? I will observe the student during their group-work time in their general education classrooms.
Lesson Title: Participating in Groups
Main Objective of this lesson: Students will be able to describe what it takes to be successful in a group (everyone takes part, everyone is accountable, everyone talks about what works and what doesnt, and everyone participates in group decisions).
(CONTENT-PROCESS)
I. Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson. The teacher will begin by asking the students do describe their group work so far this year in their new classrooms. Then the teacher will explain the objective and why it is important to learn about how to appropriately participate and contribute in a group.
II. Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) Direct instruction
Strategies (I Do/ how will you guide students to construct meaning for themselves): I will guide a group discussion about group participation and what is needed for a group to function. I will also guide the conversation through prompts and questioning. Next I will cover key words and vocabulary to ensure understanding of the social concepts to be discussed and role-played.
Guided Practice (We Do/students present):
We will role-play using scenario one from Scripting Junior: Social Skill Role-Plays elementary edition written by Lynda Miller.
(PRODUCT) Final production to SSN staff and other faculty in the building. -If students are not able to voice at all, the student can show a card with the lines and a para can voice for them. -If students are not very verbal, they will be prompted by a para to repeat lines from the modified script.
III. Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). Formally END the lesson. I will remind the students of the importance of being a participating group member and have them call out what they learned about participating in a group and what it takes for groups to work.
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