Student Teacher: Ian Sawyer Date: 2/6/17

Subject: Social Skills Lesson Topic: Self-Soothing

Grade: 2nd 4th Length of class: 30 Min

Learning Objective (performance, conditions, criterion):

Student Friendly Objective:

State Core Standard Alignment:

Core and Supplemental Materials:

Teacher Materials: White board and markers Student Materials: Social Skills Journals and
pencils

Context for Learning:

Organization of the Whole group and partner work
students (e.g., small
groups, whole group,
partners)
Pre-Lesson Assessment Observations of social skills that needed reinforcement
Data
IEP Goal Links Improve classroom behavior and social skills, target behaviors
(Also describe individual include: appropriately expressing needs and feelings, accepting
student modifications & feedback, limit episodes of screaming in class, throwing and slamming
accommodations)
objects, eliminating aggressive behaviors, extreme cooperation
problems, and severe noncompliance.

Pre-Instructional Set: (Approximately 3 minutes)

Gain students attention Our social skill this will is self-soothing. #/minutes
(Activity and Script) What is our social skill?
(30 seconds
to 1 minute)
Inform students of How many of us get frustrated from time to time and #/minutes
learning objective(s) sometimes act out in ways that might get us in trouble?
How many of us have issues come up during the day and (30 seconds
to 1 minute)
we get really angry?
Were learning about self-soothing so we can have a plan
of what to do when those issues come up.
This is important to These skills are valuable b/c we dont always have #/minutes
know because people around who can help us in tough times. Practicing
(Informed instruction) these skills can help us not get in trouble at school and at (30 seconds
to 1 minute)
home.

Preparing students for instructional content: (Approximately 6 - 15 minutes)

Pre-requisite skills to #/minutes
review, if applicable
(2 to 5
minutes)
Review of prior #/minutes
knowledge, if
(2 to 5
applicable minutes)

Vocabulary to pre- List of possible skills: #/minutes

teach, if applicable Deep breathing in sets of 5 or 10
Going to the calm down center (2 to 5
minutes)
Playing with a toy
Asking to take a break or for help to calm down
Asking to get a drink of water
Asking to use the restroom
Taking a walk
Talking to a trusted person

Review with students that we do not just march off and do

these things, we either ask or try to politely say you need
to do this to calm down.

Instruction: (Approximately 20 to 40 minutes depending on length of class)

Explicit Modeling of Review issues that have happened in class when students #/minutes
Skill (what cognitive get frustrated/angry.
steps should the What are some techniques you know of that help you
students be using to calm down?
successfully perform Poll class and write answers on the board
the skill?) Have students talk with a partner and come up with ideas.
(10 to 15
(I DO IT) Have partners record ideas in their journals and have them minutes)
share with the group.
Write additional answers on the board.

So, if I wasnt doing well on a text and I wanted to start

yelling, could I practice deep breathing? How many
breaths should I take?
-Practice in front of the class
Guided Practice Lets all practice deep breaths
(WE DO IT)
practice other skills that students provided

Strategies to check for Watch and make sure students are practicing #/minutes
understanding
(5 to 25
minutes)

Independent Practice Give each person in the pair and number (1 or 2)

(YOU DO IT)
Now number ones, pretend to get frustrated, number
twos, provide your partner with one of the self-soothing
skills and practice them together.
Now switch. Number twos get frustrated, and number
ones provide a skill.

If needed, how will you address re-teaching of specific skills:

Assessment:
Concrete and tangible Observe partners and see what skills they are using.
assessment to know
whether students have
met learning objective

Closure: (1 5 minutes)
Organization/transition Who feels brave and is willing to practice a skill in front #/minutes
routines (e.g., put of the class?
assignments in folders,
prepare for bell, Practice with a student in front of the class.
transition to next (1 5
lesson/activity minutes)