Teacher: Amber Duncan Targeted Student: Satira M.

Dates of the Unit: (1)April 10, 2012 (2)April 11, 2012 (3)April 16, 2012 (4)April 18, 2012

Social Skills Instructional Unit Social Skills Instructional Unit Title: Communication
Rationale (based on FBA and embedded into the BIP): After the completion of a Functional Behavioral Assessment (FBA) Report, it was concluded that the targeted student with behavior problems was in need of direct and explicit instructional/training in communication. It was found that her behaviors are because she wants attention from her friends and avoids works and this happens when she is upset from not getting what she wants and does not know how to communicate her feelings appropriate. The four specific subtopics to be taught are (a) communication skills (b) how to communicate my feelings to others, distinguishing between aggressive assertive (c) how to show and communicate respect with self and others (d) how to ask and respond in different situations As part of the creation of the Behavior Intervention Plan (BIP), communication with others and self was identified as the target behavior for the student. This lesson could be taught with other students, but the student would benefit more from one-on-one attention, as according to the Special education teacher. The Prepare Curriculum had lessons on communication. These lessons were taken and adapted to what the student need from the BIP. The instructional methods included strategies as: direct instruction, guided discussion, positive examples, role playing, active student responses, and positive reinforcement. The lesson plan is scripted with what the teacher says and possible responses for the student. I. Unit Overview-----------------------------------------------------------------------------------A. Unit Topic: Communication B. Unit Summary/Description (Main/Big Ideas): a. Communication skills with self and others b. Communication and how to express feelings with others c. Communication and how to show respect with others and self d. communication and how to ask or respond in different settings C. Subject Area: Primary subject area: Character Education D. Grade Level(s): 8th E. Targeted State Content Standards (Alabama Course of Study): Character Education- #6- Respect for others, Character Education- #11- Courtesy, Character #9- Self-respect F. Primary Learning Objectives: 1. Upon completion of this unit, Satira will be able to say what communication, verbal communication, and non-verbal communication is. 2. Upon completion of this unit, Satira will demonstrate how she will respond in certain situations when presented with situational cards. 3. Upon completion of this unit, Satira will be able to say positive and negative verbal

and non-verbal communication skills. 4. Upon completion of this unit, Satira will be able to identify by writing down what she, friends, and teachers respect. 5. Upon completion of this unit, Satira will be able to demonstrate how to respond and ask in different situations in the school. G. Additional Learning Objectives (Student) n/a H. Approximate Days needed: 4 days for 20-30 minutes each II. Procedures--------------------------------------------------------------------------------------A. Key Concepts and Vocabulary: communication, non-verbal communication, verbal communication, aggressive, assertive, respect, tone of voice, body language B. Effective Instructional Strategies/Methods/Procedures to be used by teacher(s): The effective instructional strategies/methods/procedures to be used are direct instruction, teacher modeling and demonstration, positive and negative examples, review, personal reflection, role play, active student responses, and positive reinforcement. C. Select Learning Activities for the students: Discussion, role play, personal reflection, and guided modeling D. Technology plans: Voice recording of each lesson for possible use in remediation (parent permission required) E. Pre-requisite Activity (to assess Prior Knowledge): Baseline data compiled from Functional Behavior Assessment (FBA),that shows Satiras behaviors. F. Overview by Day: Day 1: Communication skills with self and others The teacher will introduce the unit and the days lesson plan on communication skills. The teacher will ask the student what does she think communication is and how does she think we communicate. The teacher will tell the student that we have communication and then two specific types of ways we communicate, verbal and non-verbal. The teacher will then have situational cards and will ask Saitra how she would communicate in this situation. While doing this, Satira will watch her facial expression in a hand held mirror. Then teacher will show the different body languages and what she thinks she is communicating. Also, the teacher will have facial expressions, and ask Satira what the facial expressions are communicating. Then the teacher will talk about positive and negative communication. Then the teacher will pull the situational cards back out and ask the positive and negative ways to communication. The teacher will then review the lesson and ask Satira the different ideas of the lesson. Day 2: Communication and how to express feelings with others: aggressive vs. assertive In day 2, the teacher will review the positive and negative communication skills from the first lesson. The teacher will then ask which one is positive communication and which one is negative communication. Aggressive or Assertive? Then the teacher will ask her what it mean to be aggressive and assertive and have her try to match definitions of these two. After asking this, the teacher will ask Satira how many times she thinks she is aggressive and she is assertive. The teacher will have an Anger Situations form from The Prepare Curriculum and ask Satira to check who makes her angry in different situations. Then the teacher will have situational cards and two different responses and ask Satira to identify which one is aggressive and which one is assertive. Lastly, the teacher will show Satira the 3 steps to managing our anger. The teacher will then wrap up the lesson by

having Satira keep track of the times she has positive and negative communication and when she is aggressive and assertive and to write out what Satira has learned so far. Day 3: Communication and how to show respect to self and others In day 3, the teacher will ask the student what she remembers from our lessons last week with our communication skills and the aggressive and assertive. Then the teacher will have pictures and ideas of what different people respect and ask her to group the pictures and the ideas with the different group of people. Then the teacher will have different statements and put agree or disagree and the teacher will participate. Then after having her place what different people value, talk to her about the positive communication skills and that when we communicate with people we have to remember that we may not always agree with what they say. Then the teacher will have a review where she writes down the different communication skills and if statements are aggressive or assertive, and then write down what she values and to tie the communication skills to respect. Day 4: Communication and how to ask/respond in different situations In day 4, the teacher will review the past three days of information and tell her that this lesson brings the past lessons together. In this lesson we will talk about how to show positive communication by being assertive and remembering that respect comes cross in the ways we communicate. Then the teacher will talk about how we always have good and bad times to ask and act in different situations. The teacher will show pictures and scenarios and ask the student if it is good or bad time to ask for something. Then she will ask the student to think of times that has been a good time to ask and bad times to ask. And then the teacher will ask what she could do in the bad moments to ask. Then the teacher will make sure to emphasize positive communication. Then the teacher will role play with the student and tell the student how can we positively communicate when we are denied of our request. Then the student will draw out a good and bad situation to act and respond. Then student will write what she has learned from these 4 lessons and what she can do to improve it. III. Materials/Resources-------------------------------------------------------------------------A. Technology Hardware: voice recorder, printer, computer B. Technology Software: Microsoft Word to prepare lessons and materials C. Printed Materials: 1. Parental Permission for voice recording 2. Communication Unit Plan 3. Communication detailed 4 lesson plans 4. Goldstein, A. (1999). The Prepare Curriculum. Champaign, IL: Research Press., pp. 221-230, 285, 299-303 D. Supplies: Day 1: Detailed lesson plan, situational cards, facial expressions, definitions Day 2: Detailed lesson plan, situational cards, definitions Day 3: Detailed lesson plan, pictures, different labels for people in her life, statements to agree or disagree with, paper with definitions and statements to review the past 3 days of information Day 4: Detailed lesson plan, picture of good and bad situations, and review sheet for all 4 days. E. Internet Resources: ALEX: www.alex.state.al.us for Course of Study (COS) Standards F. Others: Goldstein, A. (1999). The Prepare Curriculum. Champaign, IL: Research

Press., pp. 221-230, 285, 299-303 IV. Accommodations and Modifications --------------------------------------------------A. Accommodations (how): The lesson will be one-on-one with Satira and out of the classroom with her peers for less distraction and behavior that was evident during the observations. B. Curriculum Modifications (what): According to the IEP, the student does not need any curriculum modifications V. Assessment -----------------------------------------------------------------------------------A. Student Assessment of Primary Learning Objectives: Primary learning objective will be assessed for the targeted student at the end of each lesson through oral review with the student, and through assessing writings of the student, and review sheet with the student.