Lesson 1Your Name:Miss Clark

Grade Level: (circle one) K 1 2 3 4 5 6

Subject: Social Skills

Lesson Title: Big or Little?Materials Needed: Pencil Social Skills notebooks (composition notebook) The Recess Queen by Alexis ONeil

Chart Paper

Markers

Sticky notes with problems from the story on them

Sticky notes with pictures of problems from the story

TimerPrerequisite Skills: Working in small groups

Standard(s):

21.35.ES.1Essential Concept and/or Skill:Communicate and work productively with others emphasizing collaboration and cultural awareness to produce quality work. 21.35.ES.2Essential Concept and/or Skill:Adjust to various roles and responsibilities and understand the need to be flexible to change.Lesson Objective: After listening to The Recess Queen, students will work together to categorize problems ranging from small to big with 100% accuracy.1. Provide objectives: (What are students going to learn?) Today we are going to listen to a story and then organize the problems in the story from small to big. 2. Procedure1. Read the book The Recess Queen2. Get out problem cards (sticky notes with different problems on them)3. Read aloud the problem on one sticky note

4. Tell students where you would place the problem and why

5. Distribute the rest of the sticky notes to students

6. I am going to set the timer to 2 minutes. During the two minutes I want you to read your problem cards and think about where they would fall on our chart, are they a small, medium, or big problem?7. Give students 2 minutes to read and evaluate their problem cards

8. Okay, now I want you to place the problems on the chart paper where you think they fit. Remember, small problems we can ignore. Medium problem we can use our I-Statements, ask the person to stop, or find another solution. Big problems we need adult help.9. Allow students 1 minute to post their sticky notes on the chart paper.

10. Once every student has placed their sticky notes on the chart go through each one and ask if Why does this problem fit under small, big, or medium? Make sure to talk through each sticky note.**Note: some answers may vary. Some problems that may be small to some students might be medium to others. Depends on their tolerance level.

6. Assessment / Closure: Assess students understanding as they place problem cards on the chart and during their participation in discussion of placement of problem cards.7. Plans for differentiation: Provide cards with pictures versus sentences.

Allow students more time to read problem cards or read them aloud to student/s.

TOTAL LESSON TIME: 15 minutes8. References Consulted (Curriculum books in Drake SOE curriculum lab, teacher resources, websites, etc.):Teacherspayteachers.com

Mentor teacher

Lesson 2

Your Name:Miss Clark

Grade Level: (circle one) K 1 2 3 4 5 6

Subject: Social Skills

Lesson Title: Big or Little? (cont.)Materials Needed:

Pencil

Crayons/Markers

Glue

Pre-made problem card pictures

Social Skills notebooks (composition notebook)

Flip interactive for small, medium, big problemsPrerequisite Skills: Working in small groups

Standard(s):

21.35.ES.1Essential Concept and/or Skill:Communicate and work productively with others emphasizing collaboration and cultural awareness to produce quality work. 21.35.ES.2Essential Concept and/or Skill:Adjust to various roles and responsibilities and understand the need to be flexible to change.Lesson Objective: After learning about different levels of problems, students will provide at least 6 examples of their own (2 examples per category) for small, medium, and big problems they face and write/draw them in their interactive social skills notebook.1. Provide objectives: (What are students going to learn?) Today we are going to talk about small, medium, and big problems again. We will be writing examples of our own small, medium, and big problems we face each day and categorizing them in our social skills interactive notebook.2. Procedure

1. Prior to social skills time cut and glue small, medium, big problem into students interactive notebooks (to save time)

2. Who remembers what we talked about last time? 3. Call on student to answer

4. Okay,(students name) what did we talk about last time we met?5. Yes, different levels or types of problems. Today we are going to continue talking about that.

6. Before I pass out notebooks I am going to set the time to 2 minutes. During this time, I want you to think of problems you face each day, either at school or home. I also want you to think if they are small, medium, or big problems.

7. Set timer to 2 minutes. Allow students time to brainstorm.

8. After students have brainstormed get out your notebook and share an example. One problem I thought of is when people make noise while I am working. I decided that is a medium problem because it is something I cannot ignore. However, I could use my I-Statements to ask them to stop or problem solve by moving to a different spot to work. How could this be a different level to someone else? (Others may be able to ignore the humming, just depends on the person)9. Pass out interactive notebooks. I want you to write down the examples you thought of during your brainstorming time. If you think of more you can add those. I will set the timer to five minutes and then we are going to turn and share with a partner.10. Set timer to five minutes. Provide assistance/direction as needed. Go around and ask students why they categorized their problems the way they did.

11. Okay, now that you have had 5 minutes to write/draw your own examples I will give you another 5 minutes to turn and share with your partner and make any changes.12. Set timer to 5 minutes

13. Collect notebooks after 5 minutes is up6. Assessment / Closure: Assess students understanding by looking at their social skills interactive notebook and reading over the examples they provided and determining if they categorized them correctly (**note: answers will vary). Also assess students understanding based off participation in discussion, effort, and ability to support reasoning when asked why they placed a problem where they did.7. Plans for differentiation:

Provide cards with pictures versus sentences

Allow student/s to draw pictures for problems

Allow students to type and print problems versus write them out

Have student/s say problems and write for them

TOTAL LESSON TIME: 15 minutes8. References Consulted (Curriculum books in Drake SOE curriculum lab, teacher resources, websites, etc.):Teacherspayteachers.com

Mentor teacher