Lesson Plan Template
For Special Education Teacher Candidates
(& Anyone Else Who Wants to Be Awesome)
Overview
Teacher(s): Lauren Thompson Subject: Social Skills Grade: 1st – 3rd
Lesson length: 15-20 minutes Lesson Topic/Unit: Social Thinking: Unthinkables (Grump Grumpaniny)
Learning Objectives:
I. By the end of this lesson, students will know: II. By the end of this lesson, students will be able to: III. I will know that
students have met this
What it looks like to be grumpy and what some self-management Use self-management strategies when they are feeling grumpy towards objective when:
strategies are others
They are able to
recognize grumpy
behaviors and tell how
they would use a strategy
to stop the unexpected
grumpy behavior
IV. Essential question(s) for students to answer
What strategies can I use when Grump Grumpaniny gets in my way?
State Standards:
In this section, identify and list the VA SOLs standards (or other) that are addressed in this lesson.
1.1 The student will identify the basic components and functions of human body systems and the importance of safe practices, positive
interpersonal relationships, and environmental health.
g) Compare and contrast emotions that may make a person happy and emotions that may make a person feel unhappy or mad.
i) Identify cooperative behaviors, respect for others, adherence to school rules, acceptance of responsibility, and respect for the property of
others.
1.3 The student will identify specific rules and practices to promote personal safety and socially responsible behaviors.
l) Demonstrate ways to express emotions appropriately.
2.3 The student will describe the influences and factors that impact health and wellness.
j) Demonstrate nonviolent strategies to resolve conflicts and support peers in school and in the community.
3.1 The student will explain that health habits and practices impact personal growth and development.
l) Recognize safe and harmful behaviors.
q) Describe behaviors that may cause the loss of a friend (e.g., being unaware of the attitudes and feelings of others, using inappropriate
language and behavior, excluding a friend from activities, breaking promises).
3.3 The student will promote health and safety at school and at home.
j) Design effective strategies for expressing and managing emotions, which may include physical activity, talking about feelings, reading, or
creative expressions such as writing, art, music, and dance.
Context for Learning/Background Information
Situating the Lesson: In this section, list/describe topics of previous lessons related to the topic of this lesson that students should be familiar with.
Students have been learning about the unthinkables to help with social skills/behaviors
Lesson Content: In this section, briefly list/describe the content of the current lesson. (2-3 sentences)
In this lesson, students will learn about how they can effect their peers when they are grumpy. The will also learn how to identify these grumpy behaviors as well as strategies
(replacement behaviors) to do so they aren’t mean to a friend and so they can feel better.
Lesson Rationale: In this section, describe why students need this lesson the way you have planned it. What are you offering them? What needs are you addressing? (2-3
sentences
Students have already learned about rock brain, Un-Wonderer, glass man, destroyer of fun, and brain eater to help them understand and recognize different unexpected
behaviors and strategies to help them use replacement behaviors. In this lesson, students will be learning another important unthinkable: grump grumpinany. I am addressing the
behavior of treating others kindly even if we aren’t in a good mood (how others feel when we are mean to them) and how to help students feel better.
Individualized Instruction
IEP Goals: In this section, list the IEP goals that this lesson addresses. You can list them by student/pseudonym.
Student will request and take a break/use other self-management strategies when they are feeling frustrated and then return back to the group after the break independently in 8
out of 10 opportunities as measured by observations and a performance assessment.
IEP Accommodations: In this section, list the classroom & teaching accommodations that must be provided. You can list them as accommodations or by
student/pseudonym. This should include plans for using assistive/instructional technology.
Frequent Breaks in the designated cool down room
Access to a fidget band
Instructions read-aloud
Headphones will be used to minimize distractions
Accommodations for Students from Diverse Cultural &/or Linguistic Backgrounds: In this section, list any relevant accommodations or other
information that you will provide given unique student needs arising from their cultural or linguistic backgrounds.
N/A
Instrinsic Load: Given the content being taught, and unique student needs, predict the level and impact of intrinsic cognitive load for the lesson on students. Remember,
intrinsic load is impacted by the inherent complexity of content, interatctivity between content elements being taught, and existing student background knowledge and
motivation. Can you make any instructional decisions at this planning phase to limit the impact of intrinsic load?
The intrinsic load should be low. Students have heard and been taught the unthinkables before, so this lesson is more like a review of what they have learned the previous year.
Students have also seen the movie Up, so the video clip will also be an example that is easy for students to understand.
Co-Teaching & Collaboration
Co-Teaching: In this section, select the co-teaching format that you will be using in this lesson. Grouping: In this section, describe the
Check one or more. It is possible to use several strategies during a lesson. way(s) in which students will be assigned to
instructional groups. Which teacher will
☐ One Teach, One Support lead/instruct each group?
☐ Station Teaching
☐ Team Teaching This is a whole group lesson. Students are
being taught an unthinkable, so it is beneficial
☐ Alternative Teaching
to group the students together so students can
☐ Parallel Teaching practice identifying appropriate replacement
behaviors as a group.
What is each teacher’s role within the model(s) you selected?
I will be teaching the lesson and other teacers will be helping me to model unexpected behaviors as well as expected
behaviors/strategies.
Assessment of Student Learning
Assessment Procedures: In this section, describe the assessment procedures that will be used to measure learning of the objective(s). Assessment procedure must be
concrete and tangible, and teacher observation (without a record of it) is unacceptable. Attach assessment probe or checklist to lesson plan. Multiple forms of assessment are
strongly encouraged.
Assessment Type(s): In this section, describe how you will assess Assessment Criteria: In this section, describe how students will Feedback: In this
students. demonstrate mastery on your assessment(s). section, describe what
feedback from the
Students will be assessed by scenarios to identify the grumpy behavior Students will demonstrate mastery by correctly identifying the grumpy assessment(s) you will
and how others feel and to come up with a strategy to replace that behavior/how others feel/and an appropriate strategy the person could give students and how
behavior (we do). have used on at least 4 out of 5 scenarios. you will give it to them.
“I like how you were
able to identify the
For independent practice, students will watch a short clip from up, and Students will demonstrate mastery by correctly identifying each part of grumpy behavior. How
they will have to identify the grumpy behavior, how it probably made the scenario (behavior, feelings of others, replacement behavior did you know that person
other people feel, and what strategy they would suggest this person use (strategy)). is grumpy? Right! The
so they wouldn’t be grumpy to their friends/others trying to be nice to behavior fits right with
them. our definition of
grumpy.”
“Think of how you might
feel if someone did the
same thing to you when
you were trying to be
nice. I know I would feel
sad. We can make other
people feel sad even if we
don’t mean to.”
“Remember some of the
strategies we learned
today are: X, Y, Z. We
can use these strategies
before being
mean/grumpy to a
friend.”
Materials & Resources
Teacher Materials (I need): Attach teacher instructional materials to lesson plan submission. If you are using a Student Materials (They need):
SMARTBoard during lesson, include a file with materials (saved as a pdf). If you are using external websites, videos, etc, list Attach ALL student instructional materials to
the links below. lesson plan (i.e., worksheet, graphic
organizer, test/quiz, etc).
Video Clip from Up: [Link]
Pencil/paper for independent
work
Behavior Management
General Concerns: What routines are already in place to help you Specific Concerns: Are there any specific antecedents, unique Feedback: How will
manage student behavior/keep students focused & on task? situations, or other student behavior concerns that may impact this you provide feedback to
lesson? Indicate how you are planning to confront those concerns. students about their
Keys Academy students often have more explosive behaviors (in this behavior during this
class running, throwing things, shouting at classmates, hitting/kicking), Some students get mad very quickly and explode if they don’t think lesson?
so my concern is the need to try and minimize those behaviors during they are being called on enough/aren’t being listened to by
this lesson. classmantes. I plan to confront those concerns by giving each student “Before we start, can
time to talk and be listened to (call on those students towards the someone remind me of
beginning of the lesson) and remind students of expected/unexpected our expected behaviors
behaviors before the lesson begins. during our social thinking
time.”
“X can you show me
what listening to our
classmate looks like? I
like how you have your
eyes on the speaker, are
sitting in your chair in an
expected way, and aren’t
talking over the speaker.”
“Remember, when a
classmate is talking it is
expected that everyone
else is quiet and
listenting.”
Preparing Students for Instructional Content
Estimated time:
Review of prerequisite skills: In this section, identify any skills or content that you will review with students prior to Student-Friendly Objective: Re-state the
new instruction. This could be the warm-up, “do now”, or other introductory part of lesson that reviews prior learning. lesson’s learning objective in student-friendly
language.
Before the start of the lesson, we will review expected and unexpected behaviors. Students will also be expected to talk about
the other unthinkables they have leared about this week (listed below in the review vocabulary). Today we are going to learn how our friends
feel when we are grumpy to them. We will
also learn strategies to use instead of being
mean and grumpy to our friends.
Essential Vocabulary (Review)
Estimated time: 5 minutes
Pre-teaching vocabulary: In this
section, identify any vocabulary you need to
Glass Man: Let’s a person be a little bit flexible (having fun with friends, etc.) but all of a sudden introduce or pre-teach ahead of the main
breaks and gets very upset and thinks things aren’t fair lesson. If this is a vocabulary-centered
lesson, skip this section.
Rock Brain: Makes people get stuck on what they want to move and they can’t focus forward
Grumpy: Bad mood and you can get
Un-Wonderer: takes your attention off of others mad and people when they don’t do
anything mean to you
Destroyer of Fun: Wants to win so much that it takes the fun out of games and other activities.
Brain Eater: Takes people away from the group so they are focused on something else.
Instruction
Estimated time: 15 minutes
Direct Instruction (I DO): In this section, describe the direct Guided Practice (WE DO): In this section, Independent Practice (YOU
instruction that will be provided. How will you model/demonstrate describe the practice that students will be provided DO): In this section, describe the
ideas? How will you use “think aloud” and cognitive modeling? with. Include how you will determine that students independent practice students will
are ready to independently practice. complete.
Each student will give their idea of what it Students will watch a short video
First, I will ask students what they think it means to thinks to be grumpy. clip from the movie up. The will
be grumpy. Scenario 3: My best friend is just getting on my
identify (on their own) how grump
nerves today. She wants to do everything with
Next, other teachers are going to be giving
different scenarios and the group is going to be
identifying how grump grumpaniny is getting in
the way, and how it is making other people feel (I
I will then use what students say and introduce what it me and I don’t understand why she just won’t grumapniny is getting in the way,
means to be grumpy: being grumpy is when you are in leave me alone! I don’t have to play with her all how others are feeling, and what
the time. Ugg why don’t you just go away for could the old man have done
a bad mood. When you are grumpy, you can be mean once Mr. Jermaine.
to people just because you aren’t happy. When you instead of being grumpy and mean.
are gumpy, Grump Grumpaniny gets in your way.
Students will go back to each scenario and give
their ideas about how the different teachers
Grump Grumpaniny makes the person think the worst could use strategies to not let grump
grumpaniny get in their way.
or feel like their friends are always mean. He ends up
believing it even when people are trying to be nice.
He also thinks everything that is happening is bad and
doesn’t see how they are making other people feel sad
or unhappy.
After telling students what grump grumpaniny is, the
other teachers will act out scenarios to demonstrate
what these behaviors look like. Students will identify
how grump grumpaniny is getting in the way and how
others are feeling in each scenario.
Then, we will talke about strategies to replace the
grumpy behaviors so we feel better and don’t hurt
other’s feelings.
-Think about how they other person treats you. Are
they really being nice? If they are being nice to you by
using their words in a kind way, then they are not
being mean, so we should not be mean to them
-Self Talk “I am being negative.” “How can I be nice
even though I don’t feel good.”
-Talk to a teacher/adult to help you feel better.
Sometimes we need to talk about how we feel, so we
can get in a better mood and not be mean to other
people.
-Go to a separate space until you feel better
Students will go back through each scenario and give
their different ideas about how they would use some
of these strategies (or even their own strategy) to
replace the grumpy behavior and be kind to others/get
in a better mood.
For independent practice, students will watch a video
from up (old man being grumpy and mean to russel)
and on their own they will identify how is grump
grumpaniny getting in the way, how the other
people/animals feel, and what the old man could have
done instead of being mean and grumpy.
Closure
Estimated time: 2 minutes
Lesson Review: In this section, review the learning that occurred Forward Look: In this section, link this lesson to future learning. Homework: Describe
during the lesson. Be specific and ask students to review in a way that State how this lesson is related to the next lesson or future learning. any homework
refelects what they learned, rather than what the topic was or what assignments. Use N/A if
activities were used to facilitate learning. This week, we will learn some more unthinkables, and there is no homework
practice using our new strategies when we are frustrated, assignment.
Today we learned about how we treat others when we are distracted, grumpy, etc.
grumpy, but we also learned strategies to help us to be nice N/A
to others even when we are grumpy and grump
grumpaniny gets in our way.
Extraneous Load: Explain how the instructional approach and materials you plan to use will keep students’ extraneous load as low as possible. Remember, extraneous
load is increased when teachers talk too fast, use text-laden slides or other modes of teaching that are not a match for how students have the best chance to learn.
The extraneous load will be low because during the lesson, we will be acting out scenarios for the students. This practice is something students are use to and they enjoy so the
extraneous load should be low. The material is also not very difficult and should really be a review for our students.
Preparation for CLASS Scoring (For Dimensions Not Already Explicitly Included Above)
What steps will you take to ensure the lesson will occur within a positive climate, show sensitivity to students and demonstrate regard for student
perspectives?
-If students start to get frustrated with each other, myself and other staff will make sure to intervene before behaviors become explosive (reminding
students to be respctufl to their peers/what that looks like, strategies to help students stay calm and positive (talking to a trusted adult, cool down
room, etc.)
How will you maximize instructional time and keep distractions and non-instructional time to a minimum to ensure productivity?
I will make sure there is not a lot of wait time between I do, you do, and we do, so that way students will have to stay focused on instruction/academic
producitivity and won’t have a lot of time to be distracted by having to wait to move on to the next activity.
Are your instructional learning formats organized to facilitate active engagement and clear learning?
My instructional learning formats target specific goals and consistently facilitate active engagement throughout the entire lesson by having students
participate in each stage of this lesson.
Are you planning to help students utilize higher order thinking skills? And apply their knowledge in some unique way?
Students will utitlize higher order thinking skills by having apply what they have learned to different scenarios acted out in the classroom.
What are you planning to do to support content understanding and clear up misconceptions?
I will make sure to give immediate specific feedback to support content understanding and clear up misconceptions.
How will you promote active dialog between you and your students, and among the students? (As appropriate)
I will make sure to remnind students of expectations when talking to each other in a group. I will also monitor students as they are talking to each
other and conintue to promote positive active dialogue during the lesson.
What explicit steps can you take to keep students engaged throughout the lesson?
I can make sure to question students for understanding throughout the lesson so I can check for both understanding and engagement
References, Notes & Other Information
In this section, list any references for lesson plans, resources, or other ideas you used that are not primarily yours
