Lesson Preparation

Teacher Candidate: Kaci Philpot

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.