Social Skills Lesson

LESSON PLAN
Name: Jillian Skal Date: 9/30/2022 Lesson Start and End Time:
11:30-11:50
Academic Area: Social Skills Grade Level: 6 Co-op initials with date: 9/30/2022
Pre-Instruction Planning
Topic Appropriate Conversation
PA Anchor/Standard or There is no standard for initiating conversation. It is one of
Eligible Content Remy’s IEP goals.
Lesson Objectives The student will be able to initiate and maintain a conversation
after a prompting from the teacher with 100% accuracy.
Materials Student: no materials needed
Teacher: small ball, various colored paper, mini whiteboard
(optional), pencil/marker, paper.
Planning for Learners -Use of visual aids for three common parts of a conversation
(“Greeting” “Question” “Fact” on brightly colored paper)
-Visual display of potential conversation topics (on piece of
paper/mini whiteboard)
-Use of a small ball to demonstrate back and forth conversation
Lesson Presentation
Introduction - Discuss with the student their feelings about
conversation/social interaction in various settings
(school, at home, etc)
- Discuss why it is important to know how to converse
with people around you.
- Ask the student to describe a few topics/things they are
interested in and write them on the paper/mini
whiteboard.
Sequence of activities - Two things to remember about conversations: “A
including assessments conversation is always between at least two people.
There are also two things we need to remember to do
when we are having a conversation. The first thing is
speaking and the second is listening.
- Speaking: If someone asks a question and I don’t answer
them, what do you think would happen to the
conversation? (allow student to think and answer) The
conversation would end and it might make the other
person feel bad. How would you feel if you spoke to
someone or asked them a question and they didn’t
answer? (Allow student to think and answer). It is polite
to speak back to someone when they are speaking to you.
- Listening: The second thing to remember when having a
conversation is to listen. To have a conversation, we
must listen to what the other person is saying. If we don’t
listen, what do you think would happen to the
conversation? (Allow the student to think and answer). If
I don’t listen to them, I might say something that doesn’t
make sense to the conversation, or I might not know
what to say.
- Three common parts of a conversation: There can be a
lot included in a conversation and there is a lot to talk
about. But there are three parts that are almost always
present. These three things are greetings, questions, and
statements/facts.
- Discuss various examples of greetings (at different times
of day/different people/how would you greet your friend
vs. your teacher or parent?) Greetings are normally how
conversations start!
- Discuss various examples of questions to ask (start with
“how are you?” but brainstorm other questions that could
initiate conversation)
- Finally, discuss various examples of statements or facts
that could initiate conversation (some are compliments,
what you ate for dinner last night, etc)
- Review: Ask the student to tell you the three common
parts of a conversation (greetings, questions,
statements/facts)
- Present common parts of a conversation to the student on
brightly colored paper (or in a creative way)
- Reiterate how a conversation is back and forth and ask
the student if they can remember the two things they
have to do in a conversation (speak and listen).
- Have student sit across from the teacher a few feet away.
- Ask the student to choose a topic of conversation from
the list of interesting topics that was made earlier.
- Assessment:
- Once the student has chosen the topic, explain that you
will have a conversation with each other about the topic
chosen.
- It’s time to practice having a conversation. Explain that
when you roll the ball to them it symbolizes you taking
your turn in the conversation. When the student receives
the ball, its their turn to talk and roll the ball back to you.
- Allow for a practice round.
- After your practice round begin by greeting the student
and rolling the ball to them. The student should receive
the ball then appropriately answer you while rolling the
ball back. Keep the conversation going for at least three
exchanges. (If the student is performing well, keep the
conversation going!)
Lesson Wrap-up - To wrap up, review the common parts of a conversation
and the two things we need to do to have a good
conversation (greetings, questions, statements/facts +
speaking and listening).
- Brainstorm students/teachers/people in school the
student would feel comfortable having a conversation
with.
- Brainstorm an appropriate time when the student could
initiate a conversation with someone.
Self-Evaluation The lesson went smoothly as the student willingly participated
in the activities. In the future I think I would brainstorm
examples greetings, questions, and facts that could be used in a
conversation and have them displayed somewhere. This way, the
student can refer to their greeting, question, and fact choices
during our conversation. Based on the student’s level of
functioning in a social setting, he will benefit most from
learning the skeleton/basics of a conversation. With this new
skill, he will be able to interact more confidently with those
around him especially at school.

Social Skills Lesson

Uploaded by

Copyright:

Available Formats

Social Skills Lesson

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Social Skills Lesson

Uploaded by

Copyright:

Available Formats

LESSON PLAN

You might also like