Kayla Vallier Thematic Unit Introduction The focus of this thematic unit is Initiating Conversation.

This unit is designed for lower elementary school students and students who exhibit poor social skills. This unit can be taught to students in general education or special education. The goal of this unit is to improve social skills and basics of initiating conversations with peers or adults. This unit can be taught 1:1, small group, or to an entire class. 1. Introducing yourself 2. Being aware of the tone and volume of your voice 3. Show them you are listening 4. Waiting until the other person is doing talking before you talk, not interrupting 5. Appropriate body language 6. Think before you talk 7. Asking questions 8. Disagreeing respectfully 9. Conversation starters 10. Review all lessons and develop a goal on using the skill

Introducing Oneself Unit of Study: Initiating conversation Concept or skill to be taught: Introducing oneself Lesson Goal: Apply the steps when introducing oneself Lesson Objectives: 1. To write the 5 steps of introducing oneself 2. To practice how one should introduce oneself with two different people (peers or teacher) 3. To choose two appropriate times when you could introduce yourself Accommodations: There will be guided notes available for writing the steps Common Core Standard: SL.K.1, SL.K.3, SL.K.6, SL.1.3 Evaluation to be accomplished by: The list of steps when introducing yourself and choosing out of a list, two appropriate times Materials Needed: Poster with steps Paper White board Sequence of Plan Anticipatory Set: Teacher will explain to the students that they will starting a unit on initiating conversation and throughout a couple weeks they will be learning skills on how to initiate conversation and appropriate social skills they will use when having these conversations. The teacher will point to the objectives (which are written on the board) and explain this is what they should be able to accomplish by the end of the lesson. Students are asked if they wanted to talk to someone they did not know how would they approach them and what is the first thing they would do. (Write responses on the board) Time and Modality 3-5 minutes Visual, auditory Grouping Pattern Whole group

Instruction (I DO): Teacher will hang up a poster board with the steps of introducing yourself. Teacher will start off by explaining that the first thing that you need to do when introducing yourself to someone is choosing an appropriate time to introduce yourself and making sure there is enough time to have a conversation. Teacher will give examples of appropriate times to introduce yourself and inappropriate times to introduce yourself After knowing who you want to meet and deciding if the time is appropriate, walk up to them with a happy face, hold your hand out to shake their hand, and say Hi, my name is.. The 5 steps to introducing yourself: 1. Deciding who you want to meet and talk to 2. Choosing an appropriate time to talk to them 3. Walk up to the person with a happy face 4. Hold your hand out to shake their hand 5. In a friendly tone say hi, my name is.. Guided Practice (WE DO): Teacher will model how to introduce oneself by going up to another student or another teacher and showing them how by modeling the steps just learned. Students will stand up and walk to another classmate or the teachers and practice introducing oneself using the steps just learned. (Teacher will observe the students as they do this and mark down if each student is doing it correctly) Independent Practice (YOU DO): The students will write down the steps of introducing oneself and two appropriate times when one could introduce them self Closure: The students can write down on the board one person that they would meet After they have finished this task, the teacher will explain that the next lesson will involve being aware of your tone and volume of your voice when you are talking.

5-8 minutes Visual, auditory

Whole group

5 minutes Visual, auditory, tactile

Whole group 1-1

3 minutes Visual, auditory, tactile 1 minute Visual, auditory, tactile

individual

Whole group Individual

Objectives Finish each step: 1. Deciding.. 2. Choosing.. 3. Walking.. 4. Holding.. 5. Saying.. Choose an appropriate time to introduce yourself to someone (can be more than 1) When the other person is 1. Sleeping 2. Talking to someone else 3. Finished with what they were doing 4. On the phone 5. Angry 6. Done with their previous conversation 7. Not doing anything Did they appropriately introduce themselves to at least two people in the classroom using the steps learned:

Points possible 6 pointsall 5 correct 5 points4 correct 4 points3 correct 3 points2 correct 2 points1 correct 1 pointsattempted 0 pointsdid not attempt 4 pointsgot all 3 correct 3 pointsgot two correct 2 pointsgot 1 correct 1 pointattempted but none correct 0 pointsdid not attempt

Points Earned

3 points2 people correctly 2 points1 person correctly 1 pointsattempted 0 pointsdid not attempt

TOTAL: 7/13 points= understands concept

/13

Tone of Voice Unit of Study: Initiating conversation Concept or skill to be taught: Being aware of the tone and volume of your voice Lesson Goal: To apply these skills to be aware of ones tone and volume and the meanings Lesson Objectives: 1. To identify at least 3 phrases in the correct category 2. To describe how the tone of your voice effects the message being conveyed 3. To express the appropriate tone in a happy conversation as an exit ticket Accommodations: students are able to have 1 on 1 help and are able to answer orally Common Core Standard: SL.K.1, SL.K.3, SL.K.6, SL.1.3 Evaluation to be accomplished by: attached rubric References: Mannix, D. (2009). Social Activities for Special Children. P. 296. Materials Needed: White board, Markers, and Sticky note/small piece of paper Sequence of Plan Anticipatory Set: The teacher will talk review with the students the 5 steps of introducing oneself that was previously taught. The teacher will emphasize the rule of talking in a happy or clam voice/ tone The teacher will review the objectives (written on the board) and explain this is what they should know by the end of the lesson. Teacher will start talking to a student and ask them to do something in a calm quiet voice. The teacher will then ask another student to do the same thing but will say it in a loud and harsh tone. I will then ask the students what the difference was and how they would feel if I asked them in the calm voice and how they would feel if I asked them in the loud mean voice. Time and Modality 3 minutes Visual, auditory Grouping Pattern Whole group

Instruction (I DO): The teacher will explain to the class that when you talk to someone the tone and volume of your voice may say more than the words that are actually coming out of your mouth. It will be explained that the teacher had requested the same thing of both students but they were completely different in how they sounded and how they were interpreted. The teacher will explain to the students that if the volume of your voice is loud and the tone is harsh/mean it may come off that they are rude, angry, or mad. The teacher will explain to the students that the tone of your voice will be different depending on who you are talking to and the situation. The teacher will explain that the tone of your voice says more than what you are actually saying. At times it may be important to be more aware of your voice depending on the situation and who are you speaking to Situation: (If you are mad at me, would you necessarily yell and me or talk to me the same way you would if you were mad at a sibling?) Guided Practice (WE DO): The teacher will explain as a class we will have a few different phrases and we will take turns saying them with different meaning (phrases such as shut the door, push in your chair, turn your paper in, etc.) We will practice saying these sounding happy, mad, silly, exhausted, etc.

6-10 Visual, auditory

Whole group

4-8 minutes Visual, auditory

Whole group

Independent Practice (YOU DO): The students will have a list of phrases, the teacher will say each one and they will write which category each phrase goes in. The categories will be (mad, sad, happy) Closure: At the end of the lesson the teacher will explain that the next lesson is showing someone you are listening. An exit ticket out the door will be the students will each get a piece of paper that has the word mad, sad, or happy on it. As each student leaves they have to say a phrase in that tone and hand the paper to the teacher.

5-9 minutes Visual, auditory, tactile

Whole group Individual

4-7 minutes Visual, auditory

Whole group Individual

To identify at least 3 phrases in the correct category: 6 points possible Mad Come here Clean your mess Sad Will you come here? it is raining Happy I finished my homework Line up at the door

To describe how the tone and volume of your voice affects the message: 6 points possible Your _____ and _____ says ____ than the actual _____ that you_____. Word Bank More Say Volume Words Tone

To express the appropriate tone in a happy conversation as an exit ticket: 1 point possible Students Name Correct (check mark) Incorrect (X)

Total Points: 13 points Understands concept: 7/13 points +3 (identify), +3 (describe), +1 (express)

Show them you are listening Unit of Study: Initiating conversation Concept or skill to be taught: Show them you are listening Lesson Goal: To apply these practices to show someone you are listening Lesson Objectives: 1. To illustrate 2 ways to show someone you are not listening 2. To sketch at least 3 ways to show someone you are listening 3. To choose at least 2 characteristics for each category (show them you are listening by, and show them you are not listening by) when given a list Accommodations: You do section, they can be partnered with the teacher to talk more in depth Common Core Standard: SL.K.1, SL.K.3, SL.K.6, SL.1.3 Evaluation to be accomplished by: Rubric Materials needed: Pre-drawn figures White board and markers We do activity (envelope, photos, tape)

Sequence of Plan Anticipatory Set: The teacher will explain that last lesson was about verbal communication and our voice and volume but today we are talking about non verbal communication which involved what our body says The teacher will ask the students by a show of hands if they were ever really excited about something

Time and Modality 5 minutes Visual, auditory

Grouping Pattern Whole group

The teacher will then ask if they were excited to tell someone about that Then the teacher will ask if the person they told seemed to not care The teacher will ask the students who are still raising their hands why they thought that person did not care The teacher will ask the other students what the other person was doing to make it seem like they cared (Two categories on the boardcare and not carewrite answers on the board) Instruction (I DO): The teacher will review the objectives (written on the board) and explain this is what they should know by the end of the lesson. The teacher will explain to the class that when you are talking to someone it is important to show them you are listening. It will be explained that it is important to show someone you are listening because it shows you are interested in what they are saying, it is also respectful It is important to show someone you are listening so that when it is your turn to talk, they will listen when you speak Situation: (if you are being rude and not showing them you are listening, by a show of hands how many think they will listen to you?) The teacher will explain that there are many ways to show you are listening. The teacher will write the ways to show that you are listening on the board: o Eye contact o Smiling or showing expression o Facing the person who is talking o Nodding your head o Looking relaxed and sitting still o Giving feedback when it is appropriate As we go through these ways to show someone you are listening I will ask the students to demonstrate what this would look like After we go through ways to show you are listening I will explain ways to show someone you are not listening which are actions such as: o Looking away o Turning your back o Interrupting o Looking bored or yawning

8-12 minutes Visual, auditory

Whole group

o Doodling o Start doing something else We will talk about how it would feel if someone did this while they were talking to them 10-14 minutes Visual, auditory, tactile Whole group 1-1 or 2-2

Guided Practice (WE DO): The teacher will have the students have a partner and they will each get an envelope which has photos inside with two people conversing The students will have to put these into categories whether this is the correct way to show someone you are listening and the way to show someone you are not listening After the students are done, the students will tape their photos on the board underneath the correct category. After all the groups have put their photos in the categories the teacher will ask the students why they chose a certain category for the photos Independent Practice (YOU DO): The students will each be given a sheet with a two pre-drawn photos and symbols which they will have to label each photo (how to show you are listening and how to show you are not listening) Closure: The teacher will explain that the next lesson will be on waiting your turn to talk As an exit ticket I will ask the students why it is important to show someone you are listening as well as actually listening.

5-8 minutes Tactile, visual

Whole group 1-1

3-5 minutes Auditory

Whole group 1-1

Illustration 3 points=both correctly labeled 2 points= 1 correct, attempted two 1 points= 0 correct, attempted 0 points= did not try Sketch 4 points= all correctly labeled 3 points= 2 correctly labeled 2 points= 1 correctly labeled 1 point= 0 correct, attempted 0 points= did not try Write Will use guided notes or ask her verbally possible 3 points 3 points= understands why it is important 2 points= partially understand why it is important 1 points= does not understand why it is important

Not interrupting Unit of Study: Initiating conversation Concept or skill to be taught: Waiting until the other person is done talking before you talk Lesson Goal: To know the basics of interrupting Lesson Objectives: 1. To define interrupting 2. To recall 2 people you interrupted and why 3. To identify at least 2 photos of when it is appropriate to interrupt Accommodations: word bank available and being asked the questions verbally (answering orally) Common Core Standard: SL.K.1, SL.K.3, SL.K.6, SL.1.3 Evaluation to be accomplished by: attached rubric References: i.word.com/idictionary/interrupt Materials needed: White board and markers, You do sheet, and Sticky notes

Sequence of Plan Anticipatory Set: The teacher will talk about how last lesson was about showing someone you are listening and one of the ways was giving feedback when it was appropriate The teacher will start talking to a student and as they are talking, the teacher will start talking over them or talking to another student. The teacher will ask the student what they did while they were talking

Time and Modality 2-3 minutes Auditory, visual

Grouping Pattern Whole group

Instruction (I DO): The teacher will first define the word interrupt and write it on the board (to ask questions or say things while another person is speaking that cases someone to stop speaking) The teacher will talk about the objectives (which will be written on the board) and explain that is what they will know at the end of the lesson The teacher will explain that it is rude to talk while someone is still talking and that they need to wait until the person is done talking before they start talking The teacher will explain that it is excusable to interrupt in the case of an emergency such as a bathroom emergency or someone is hurt Guided Practice (WE DO): As a group we will talk about how it feels to be interrupted I will hand out sticky notes to the students and have them write words on them that describes how it feels when they get interrupted After they come put them on the board we will discuss some of the words that the students put Independent Practice (YOU DO): The students will have a sheet of paper that has guided notes on one side where they have to fill in the definition of interrupting, recall two times they have interrupted someone and why, and to identify through photos appropriate times to interrupt. Closure: The teacher will explain that the next lesson is based on appropriate body language

7-9 minutes Visual, auditory

Whole group

6-10 minutes Visual, auditory, tactile

Whole group Individual

5-8 minutes Visual, tactile

Whole group

2-3 minutes Auditory

Whole group

To define interrupting: 5 possible points Interrupt: to ask questions or say things while another person is speaking or talking that causes them to stop talking (Underlined words will be blank) To recall 2 people you interrupted and why: 5 possible points Who have you interrupted? Why did you interrupt them? 5 points all parts 4 points 3 parts 3 points 2 parts 2 points 1 part 1 point attempted 0 points did not attempt To identify at least 2 photos of when it is appropriate to interrupt Jenny fell on the playground and hurt her leg I am going to answer my phone

I need to use the bathroom!!! Its an emergency!

I am bleeding and I need a band-aid

My friend is sleeping but I am going to tell her something

My teacher is in the middle of teaching; I will go talk to her.

Appropriate body language Unit of Study: Initiating conversation Concept or skill to be taught: Appropriate body language Lesson Goal: To understand the different between appropriate and inappropriate body language Lesson Objectives: 1. To identify 3 dos of appropriate body language when given a list or photos 2. To express at least 2 dos of appropriate body language while having a conversation 3. To list3 donts of appropriate body language when given a list or photos Accommodations: printed out visuals for student to guide them Common Core Standard: SL.K.1, SL.K.3, SL.K.6, SL.1.3 Evaluation to be accomplished by: attached rubric Materials needed: White board and markers Photos for do and dont list Sequence of Plan

Time and Modality 5 minutes Visual, auditory

Anticipatory Set: The teacher will explain that appropriate body language ties in with the previous lesson of showing someone you are listening. Teacher will ask one student in the class to tell them what they did over the weekend. Teacher will then explain to the class to be watching them while the student is talking to them and paying attention to what they are doing. While the student is talking, the teacher will be inattentive will be looking around, turning their back, doodling, making noises, etc. The teacher will ask the students what they noticed and ask the student who was talking how it made them feel

Grouping Pattern Whole group

Instruction (I DO): The teacher will talk about the objectives (which will be written on the board) and explain that is what should be accomplished by the end of the lesson The teacher will explain that they had inappropriate body language and that body language is how we communicate through gestures and movements. It will be explained that if we have inappropriate body language it shows many things such as we do not care or we are not listening. The teacher will talk about the different types of body language o Posture o Appearance o Head, hand, and eye movements o Facial expressions o Body contact and closeness o Sounds The teacher will give examples of each and model what each one means. The teacher will then show them the opposite of what is appropriate Guided Practice (WE DO): Teacher will have different situations where inappropriate body language is used and the teacher will demonstrate. The teacher will call on the students and ask them what the appropriate body language would be and what they should do instead Teacher will have the students work with a partner and practice appropriate body language skills as the teacher walks around and asks the students about what they are doing. Independent Practice (YOU DO): The students will cut photos out and paste them under DO and DONTs of body language then they will cut out the words that go with the photo.

10-12 minutes Visual, auditory

Whole group

4-8 minutes Visual, auditory

Whole group 1-1

7-10 minutes Visual, tactile

Whole group individual

Closure: The teacher will explain that the next lesson is thinking about what you say before you talk The students will talk with their partner practicing these skills as the teacher checks off how many of these skills each student is practicing.

6-8 minutes Auditory

Whole group

Dos

Donts

Eye contact Rolling eyes Interrupting Keeping personal space Looking interested Yelling

Facing the person Hands to yourself Turning your back Touching the person Looking away

7 possible points: 7 points 6 total correct 6 points 5 total correct 5 points 4 total correct 4 points3 correct 3 points2 correct 2 points1 correct 1 point attempted 0 points did not attempt To express at least 2 dos of appropriate body language while having a conversation

Students Name

Tallies of how many they presented

3 possible points 3 points presented 2 or more correctly 2 points presented 1 correctly 1 point attempted 0 points did not attempt

Think before you talk Unit of Study: Initiating Conversation Concept or skill to be taught: Think before you talk so you do not offend them Lesson Goal: To know when and how to really THINK Lesson Objectives: 1. To label the acronym THINK 2. To arrange the words into the common phrase 3. To relate to at least 1 time you used this skill and with who Accommodations: student will have a word bank for the acronym and asked to relate verbally and answer orally Common Core Standard: SL.K.1, SL.K.3, SL.K.6, SL.1.3 Evaluation to be accomplished by: rubric References:http://www.indiebusinessnetwork.com/t-h-i-n-k-before-you-speak/ Materials needed: THINK acronym sheet, White board and markers Sequence of Plan Anticipatory Set: The teacher will explain the previous lesson was using appropriate body language and then explain the objectives (which will be written on the board) and explain that is what should be accomplished by the end of the lesson The teacher will ask by a show of hands if any of the students have heard the phrase if you do not have anything nice to say, dont say anything at all The teacher will explain that when you think of this phrase it is the same thing as saying think before you talk Time and Modality 2-3 minutes Visual, auditory Grouping Pattern Whole group

Instruction (I DO): The teacher will explain that it is important to think before you talk so that you do not say something that might offend the person you are talking to I will explain that there are times that I really have to think about what I am going to say before I say it depending on my mood, who I am talking to, and the situation Situation: Do you think that if you really hated dogs and I had 3 dogs it would be appropriate to tell me how ugly they were? The teacher will talk about how it would not be appropriate and that is one of the times you really have to THINK about what you are going to say. It is not always appropriate to say what we are actually thinking The teacher will have a poster on the board that reads THINK 1. T- Is it true? 2. H- Is it helpful? 3. I- Is it inspiring? 4. N- Is it necessary? 5. K- Is it kind? The teacher will explain that it is important to quickly ask yourself these questions before you talk so you do not hurt someones feelings or offend someone Is it true? Think about the what you are about to say and if it is a fact Is it helpful? Think about if what you are going to say is helpful or not Is it inspiring? Think about if what you are going to say is inspiring to the person you are going to say it to Is it necessary? Think about if what you are going to say is completely necessary or if it could go without saying Is it kind? Think about if what you are going to say is kind or if it is something that you should keep to yourself Guided Practice (WE DO): The teacher will have the student pair up and talk about why it is important to THINK before you talk The students will also talk about times they should have asked those questions before speaking (what was the consequence if there was one) We will discuss these questions as a class after

10 minutes Visual, auditory

Whole group

8-12 minutes Visual, auditory, tactile

Whole group 1-1

Independent Practice (YOU DO): The students will each get a sheet of paper with the acronym THINK on it The students must write what each letter stands for and then they are able to decorate the paper and color it however they want On the board will be three phrases written, the students must write the correct phrase that relates to thinking before you speak on the bottom of their paper Phrases will be: 1. If you do not have anything nice to say, do not say anything at all 2. Speak your mind, all the time 3. If you do not have anything nice to say, say it anyway Closure: The teacher will explain the next lesson will be on asking questions There will be labels on the board (teacher, parent, friend, or other adult) Each student will get a sticky note and write their name on the back, they will then write a time when they really had to THINK before they spoke and put it under the correct category (1 point possible:relate)

5-7 minutes Visual, auditory, tactile

Whole group Individual

3-5 minutes Visual, auditory, tactile

Whole group Individual

T H I N K 0 points did not attempt 1 point attempted 2 points 1 correct 3 points 2 correct 4 points 3 correct 8 possible points for entire lesson: 5/8 = pass 5 points 4 correct 6 points 5 correct 7 points acronym and phrase correct If you do not have anything nice to say, do not say anything at all

Asking questions Unit of Study: Initiating conversation Concept or skill to be taught: Asking questions Lesson Goal: To apply the skills learned in a conversation Lesson Objectives: 1. To choose a partner and topic to discuss with them 2. To practice the skill of asking questions 3. To demonstrate how you used the skill Accommodations: teacher will have a conversation with the student and see if they present these skills (prompting them if needed) Common Core Standard: SL.K.1, SL.K.3, SL.K.6, SL.1.3 Evaluation to be accomplished by: attached rubric References: Mannix, D. (2009). Social Activities for Special Children. P. 216-218. Materials Needed: White board and markers and partner sheet

Sequence of Plan Anticipatory Set: The teacher will talk about how the previous lesson was about THINKing before talking. The teacher will start off by asking how many of the students have the friends they do because they like some of the same things The teacher will explain that they found out that they have similar interests The teacher will ask the students why you would want to know more about someone

Time and Modality 2-3 minutes Visual, auditory

Grouping Pattern Whole group

Instruction (I DO): The teacher will explain to the students when you are having a conversation, a way to keep the conversation going is to ask questions. The teacher will review the objectives (which will be written on the board) and explain that this is what they should be able to do at the end of the lesson The teacher will explain that the questions that should be asked should relate to what the person is talking about and should help elaborate on what is being talked about. The teacher will also explain that by asking question you figure out what you have in common with people and what you do not have in common The teacher will explain that you meet new people and learn about new things by talking to people and asking them questions Guided Practice (WE DO): The teacher will tell the students to think about one of their newer friends and think of ways that they became friends. The teacher will have the students raise their hand and share their answers and write them on the board. The teacher will give situations such as: 1. If I told you I liked dogs what questions would you ask? 2. If I told you I liked sports what questions would you ask? 3. If I told you I loved school what questions would you ask? We will then talk about the questions that could be asked to each statement Independent Practice (YOU DO): The teacher will pair the students up with a partner and give them 5-10 minutes to have a conversation with the person. They will use the skill of asking questions to get to know their peer more. After they talk with their peer, they will write down three things that they learned about them, one thing they have in common, and one thing they do not have in common. Closure: Teacher will talk about the next section which is respectfully disagreeing with someone

8-12 minutes Visual, auditory, tactile

Whole group

6-10 minutes Visual, auditory

Whole group

7-12 minutes Visual, auditory, tactile

Whole group 1-1

1-2 minutes Auditory

Whole group

Two sided sheet each partner will fill out: Name:________ Topic I will ask about:________ Questions I asked: 1. 2. 3. What I learned: 6 points possible 6 points each section correct 5 points 4 parts correct 4 points3 parts correct 3 points2 parts correct 2 points 1 part correct 1 point incorrect but attempted 0 points did not attempt

4/6 = pass

Disagreeing respectfully Unit of Study: Initiating conversation Concept or skill to be taught: If you disagree, do it respectfully and nicely Lesson Goal: To understand how to respectfully disagree with someone Lesson Objectives: 1. To select 2 peers in the class who have a similar interest 2. To recognize at least two examples onhow to disagree appropriately given situations 3. To express at least two appropriate responses to disagree appropriately Accommodations: oral answers and help from teacher Common Core Standard: SL.K.1, SL.K.3, SL.K.6, SL.1.3 Evaluation to be accomplished by: attached rubric References: Mannix, D. (2009). Social Activities for Special Children. P. 206, 284, 300. Materials needed: sticky notes, white board, markers, situation cards, green marker, and red marker Sequence of Plan Anticipatory Set: The teacher will talk about the previous lesson which was asking questions and explain that by asking questions, you will learn about a persons likes and dislikes. The teacher will point out the objectives (written on the board) and explain that is what should be accomplished by the end of the lesson. The teacher will start off by handing out sticky notes and asking each student to think of their favorite activity to do and write it with marker on the sticky note. (Ex: soccer, drawing, Barbies, movies, etc.) The teacher will have the students put their sticky not on the board and read some of them off. The teacher will ask the students why each of the answers were different and if it is okay that they were all different. Time and Modality 3-6 minutes Visual, auditory, tactile Grouping Pattern Whole group Individual

Instruction (I DO): The teacher will explain to the students that it is okay to disagree with someone else. Teacher will also explain that it does not mean that either of them are wrong. It will be explained that you can disagree with what someone is saying but you must respect their opinion and disagree nicely. The teacher will explain that everyone likes different things and it is okay if someone does not like the same thing as you or think the same way as you. The teacher will explain that is what makes us all unique. The teacher will list off things that she likes such as (foods, sports, activities, school subjects, etc.) The teacher will explain that is you are going to disagree, it needs to be done nicely and you do not think you can do it nicely, and then you should just keep that opinion to yourself. The teacher will explain to the students that you will not like everything someone else likes and they will not like everything you like and that is okay, that is what makes us all who we are. Guided Practice (WE DO): The teacher will have different situations and the students will partner up and act out these situations in front of the class. Some of the situations have an appropriate response, some have an inappropriate response, and some have no response. It is up to the students to decide what their response should be. Independent Practice (YOU DO): The teacher will have situation cards that have two people having a conversation and one of them is disagreeing rudely. The students will have to come up with different ways that they would handle the situation in a respectful way. Closure: Each student will write their name on 3 sticky notes of their peers then write the peers name down on the back of their paper 1. green- 2 peers who have the same interest 2. red- 1 peer whose interest they do not enjoy The next lesson will be on conversation starters

8-10 minutes Visual, auditory

Whole group

8-12 minutes Visual, auditory, tactile

Whole group

5-8 minutes Visual, auditory, tactile

Whole group

3-5 minutes Visual, tactile

Whole group Individual

Peer: Peer:

Interest: Interest:

similar or different? similar or different?

Select Recognize Express

6 points All correct X X

5 points 5 correct X X

4 points 4 correct X X

3 points 3 correct X X

2 points 2 correct 2 correct 2 correct

1 point 1 correct 1 correct 1 correct

0 points 0 correct 0 correct 0 correct

Are these appropriate ways to answer, if not write another way they could have answered? 4 possible points

I love playing football, it is a great workout.

I hate working out and I hate football.

I love hockey, it is my favorite sport! It is so exciting to watch!

I do not know much about hockey, football is my favorite. But, I would love to learn more about hockey.

I love school, reading is my favorite!

That is cool! I wish I liked reading more, my favorite subject is math!

Would you like to come watch a soccer game with me?

No, soccer is boring!

Conversation starters Unit of Study: Initiating conversation Concept or skill to be taught: Conversation starters Lesson Goal: Students will have the knowledge to appropriately start a conversation Lesson Objectives: 1. To list 2 conversation starters 2. To arrange a list of phrases in order of how you would ask them 3. To recognize at least 2 appropriate conversation starters Accommodations: Working 1 on 1 with the student and giving oral responses Common Core Standard: SL.K.1, SL.K.3, SL.K.6, SL.1.3 Evaluation to be accomplished by: rubric References: Materials needed: white board, markers, and phrases

Sequence of Plan Anticipatory Set: The teacher will explain the previous lesson which was respectfully disagreeing with someone elses opinion. The teacher will ask the students when they first meet someone what are some things they say or ask once they begin talking Teacher will write responses on the board

Time and Modality 3-5 minutes Visual, auditory

Grouping Pattern Whole group

Instruction (I DO): The teacher will explain that a part of learning appropriate conversation starters relates back to asking appropriate questions The teacher will refer to the objectives (which will be written on the board) and explain that is what should be accomplished by the end of the lesson The teacher will explain that conversation starters include phrases or questions that will keep the conversation going. Conversation starters are generally phrases that you say or questions you ask to learn more about the person Having conversation starters go along with asking appropriate questions, the reason that you would do both of these are to continue a conversation and learn more about someone The teacher will explain that they generally should not be simple yes or no questions because those could end a conversation rather than continuing it Guided Practice (WE DO): The teacher will have the students partner up and come up with at least two conversation starters The students will share their answers and the teacher will talk about why they are appropriate conversation starters Independent Practice (YOU DO): The students will have the three phrases and must paste them in correct order. The teacher will have the list of 6 phrases on the board and the students must write the phrases they think are appropriate conversation starters Closure: The teacher will explain that the unit is done but, the next lesson will be combining all of the skills they have learned.

7-12 minutes Visual, auditory

Whole group

8-10 minutes Visual, auditory, tactile

Whole group 1-1 or 2-2

6-10 minutes Visual, auditory, tactile

Whole group Individual

1-2 minutes Auditory

Whole group

2 points possible: List 2 conversation starters: 2 points possible Arrange list of phrases in order you say them: 1. How many years did you play? 2. I enjoy watching football, do you enjoy football? 3. Did you ever play football?

3 points possible Recognize appropriate starters: 1. 2. 3. 4. 5. 6. What books do you enjoy reading? Drawing is fun. I enjoy board games, what games do you like? My favorite color is purple. What movies do you enjoy? Do you like school?

Objectives List Arrange Recognize 5/7= pass

3 points X X Recognize all 3

2 points Lists 2 Correct order Recognize 2

1 point Lists 1 2 in order Recognize 1

0 points Lists 0 or incorrect Incorrect Incorrect

Review Unit of Study: Initiating conversation Concept or skill to be taught: Review of all lessons and use all the skills Lesson Goal: To apply the skills learned throughout the unit Lesson Objectives: 1. Practice the skills the social skills they have learned 2. Demonstrate the skills in a skit using at least 5/9 of the skills 3. Write something important learned from each lesson Accommodations: The student/s will be paired with the teacher for the skit Common Core Standard: SL.K.1, SL.K.3, SL.K.6, SL.1.3 Evaluation to be accomplished by: attached rubric Materials Needed: white board, marker, and lesson chart

Sequence of Plan Anticipatory Set: The teacher will explain to the students that for this lesson, we are combining all that we have learned throughout the unit. The objectives will be written on the board and the teacher will review what should be accomplished. The teacher will begin by talking about how they just finished a unit learning social skills and initiating conversations. The teacher will ask the students to raise their hand and ask what the lessons were. Then will write the lessons on the board.

Time and Modality 4-7 minutes Visual, auditory

Grouping Pattern Whole group

Instruction (I DO): The teacher will tell the students they will have to come up with a skit with a partner or group (no more than 3 people) After they do the skits then they will have to fill in a chart and write one thing they learned about each lesson. Guided Practice (WE DO): The teacher will hand out a sheet that has the 9 skills they learned. The teacher will give the students each a part for the skit and the students will have 1015 minutes to put together a skit that is no longer than 3-5 minutes incorporating at least 5 skills. The students must list the skills they used on their skit and where they were used The students will do their skits for the class After the skits the class will try and guess what skills they used Independent Practice (YOU DO): The students will use the sheet they got before the skits and write one thing they learned about each of those lessons.

5-7 minutes Visual, auditory

Whole group

30-45 minutes Visual, auditory, tactile

Whole group 1-1, 2-2, or 3-3

5-7 minutes Tactile, visual, auditory

Whole group Individual

Closure: The teacher will get the papers from the students and will wrap up the lesson by asking the students what they learned about each lesson.

6-9 minutes

Whole group

1. 2. 3. 4. 5. 6. 7. 8. 9.

Lessons Introducing yourself Being aware of tone and volume Show them you are listening Not interrupting Appropriate body language Think before you talk Asking questions Disagreeing respectfully Conversation starters Total:

What I learned

Used in skit

/9

/9

The students will get a chart that looks like this that they will write in. After their skits are complete the teacher will copy her results of which ones were used in the skit.

Total points: 18 Pass 13/18