My Turn

Lesson Plan

Your
Turn

Instructor: Ms. Charity Smoot

Grade(s): K-1
Subject Area: Social Communication Skills
Goal: Turn-taking
Estimated Time: 30 minutes
Objective: On March 12, 2015, students will participate in turn-taking games/activities
(board games, card games, etc.) with at least (3-4 peers) by maintaining personal space
(sitting in his /her chair or carpet area, not grabbing or touching materials and game
pieces of peer/s), following game rules and roles, and focusing his/her attention (visually
referencing the peer/s) for the duration of the game or activity on (4/5) opportunities.
Materials: Candy Land Board Game (Other educational games may be substituted for the
following)

Instructional Procedures:
o

Whole-Group
o The teacher will begin the lesson by setting up the game onto a table
o He/she will then instruct students to choose a character game piece to represent
their place on the board
o Once students have chosen their game piece, the game will begin
Duties of the Teacher
o Have students to initiate whose turn it is (ex. My Turn, Jim Bobs Turn, Ms. Charitys
Turn)

If student fails to do this, keep asking and/or model what the student is
supposed to say. Do not let the student proceed with the game until

he/she does so.

Be sure to praise the student (Social Praise: Good Job!)

Make sure students are cooperating

Students should not touch other students game pieces

Students should wait for their turn
Students are to pass the spinner in the direction in which the game is
being played and the order in which the students are taking turns

Make purposeful mistakes

Choose moments when you intervene with the game and say things

such as, I thought it was Jim Bobs Turn or Its my turn, etc.
Land on the wrong color

Move your game piece the incorrect number of spaces

*Your purpose for doing this is hopes of getting the students to notice your mistake(s) and
o

correct them*
Gradual release of responsibility

I do, we do, you doBegin acting as a player and slowly move

away to observe.

Suggested questions to ask during the game:

1) What color did you land on? (color recognition)
2) How many places will you move? (counting skills)
3) Whos in the lead? (name recognition)

Closure/Assessment:
-

Data taken during class time to ensure student(s) have generalized the skill(s)
o Pencil/data-collection sheet (Attached)

Adaptations/Modifications:
-

Use clear, literal, language when talking to the student(s)

o Suggestion: Use very few words
Ensure social and verbal reinforcement is given when student(s) are taking turns
and shares materials

Data Collection
Turn-Taking
Student

Takes Turns

Follows
Directions

Stays in own
bubble

Remains
engaged

Student 1

Student 2

Student 3

Student 4

Additional Notes /Observations:

Example(s): Had to remind Student 3 to sit on his bottom 6 times.
In the beginning, Student 1 continued to grab other players game pieces. However, after
continuous assistance from the teacher, she began to grasp the concept of taking turns.

Lesson Plan
Instructor: Ms. Charity Smoot
Grade(s): 2-5
Subject Area: Social Communication Skills
Goal: To establish social skill scripts related to peer interactions

Estimated Time: 30 minutes

Objective (s): On March 30, 2015, students will accurately identify the feelings of peers
who are outwardly expressing emotion (crying, smiling/laughing, yelling/shouting, etc.)
across all settings, given 1 verbal prompt, on 4 out of 5 opportunities.
On March 30, 2015, students will correctly respond to peers' verbal and nonverbal
communication (e.g. gestures, body language, facial expressions, emotional states, requests)
during unstructured play activities in scenarios such as the following: 1. If a peer says
"Stop" or "I don't like that" student(s) will stop the behavior/action. 2. Student(s) ask/s a
peer, "Do you want to play?" If "Yes" go play, if "No" go ask someone else. 3. If a peer is
sad or hurt, student(s) will respond, "Are you okay?", "What's wrong?", or "What
happened?" on 4 out of 5 opportunities.
Materials: Teacher created script(s), Paper (with or without lines), and Art supplies
(pencils/crayons/markers)

Instructional Procedures:
o

Whole-Group
o The teacher will begin the lesson by reading his/her created script. (E.g. You are
standing at the bus stop, waiting on the school bus, when a new girl, Emily, comes
along. As you two are standing, Emily asks if you would like to race. You agree. While
running, Emily suddenly trips over a rock and falls down. She begins to cry for help,
however, no one is around but you. What do you do?/ How do you think Emily is
feeling in the situation?

The teacher will then help students to brainstorm ideas for what they can/will

say to Emily to make her feel better/How can you help Emily in this situation?
Instruct students to design a comic strip that shows them reacting to the
situation/ Draw yourself and Emily. In a speaking bubble, write out the words that you
may say to Emily.

Duties of the Teacher

o Make sure students are cooperating/behaving appropriately

Students should not become aggressive if/when their peer(s) refuses to

play/work with them

Students should not use inappropriate words

Gradual release of responsibility

I do, we do, you doModel how the student(s) should

respond/Participate in the activity with the student(s)/Slowly move
away and let the students engage in the activity by themselves.

Suggested/Additional activity (Older group):

Have students to engage in role-play for different scenarios, which

requires them to act accordingly to their peer(s) verbal and non-verbal

communication.
Suggested questions to ask during the game:
1) How do you respond in this situation?
2) Why did you respond in that way?
3) What are some other ways in which you could have
responded in this particular situation?
4) How does your peer(s) reaction, in this situation, make you
feel?
5) Is it okay if your peer(s) dont give you the response that you
were hoping for?

Closure/Assessment:
-

Data taken during class time to ensure student(s) have generalized the skill(s)
o Pencil/data-collection sheet (Attached)

Adaptations/Modifications:
-

Use clear, literal, language when talking to the student(s)

o Suggestion: Use very few words
Ensure social and verbal reinforcement is given when student(s)
For student(s) who are non-verbal, help them to communicate through gestures
and/or pictures
o In the case where a student is shy and/or not comfortable interacting
with his/her peers, the teacher may act as the voice of that student.
However, the student must tell that teacher what he/she would like them
to say.

Data Collection
Identifying Emotions/Responding Appropriately
Student

Cooperates
w/ Teacher
and peers

Correctly
Identifies
emotions

Responds
appropriately
in different
social settings

Remains
engaged

Student 1

Student 2

Student 3

Student 4

Additional Notes /Observations:

Example:
Student 4 continued to ask Student 2 to play with him/her, after Student 2 clearly stated
No (3x). Student 4 also became angry with Student 2 and knocked over his/her Lego
blocks.

Lesson Plan
Instructor: Ms. Charity Smoot
Grade(s): K-5
Subject Area: Colors, Shapes, and Letter Identification (younger students) Spelling and
Vocabulary (older students)
Estimated Time: 30 minutes

Grade

Subject Area

Activity(s)

Colors/Shapes/Letter
Identification

Colors/Shapes/Letter
Identification

Spelling
(Spelling words: phone,
enough, backtrack, laugh,
ticket, duckling, graph,
tough, photo, rough, cough,
clang)

Spelling/Vocab
Vowel Digraphs ough,
-aught, -ought, -ould,)
(Spelling words: because,
though, taught, bought,
touch, would, author, could,
enough, sausage, fought,
should, faucet, daughter,
brought, laundry,
distraught, afterthought,
auditorium, overwrought/
Bonus: pollination)
(Vocab words: airport,
cellar, curious, delicious,
described, farewell,
homesick, memories,
raindrops)
Spelling/Vocab
Suffixes less, -ment, -ness)
(Spelling words: countless,

M-Identifying and
Matching Colors Worksheet
T-Matching Shapes/Pattern
Block Mats
W- Play dough Color
Match w/gem clips
TH-Shaving Cream
Writing/Writing the
Alphabets
F-Test
M-Identifying and
Matching Colors Worksheet
T-Matching Shapes/Pattern
Block Mats
W-Sight Word Mystery
Picture/Color by the Code
TH-Highlight A Letter
Activity/Letter Recognition
F-Test
M-Write Spelling words 3x
each
T-Put Spelling words in
ABC Order
W-Spelling Word Search
TH-Spelling Bee Game
F-Test
M-Vocab Flashcards
T-Write Spelling words 3x
each
W-Guess my Word (vocab)
TH-Tic-Tac-Toe Spelling
F-Test

M-Vocab Flashcards
T-Write Spelling words 4x
each

treatment, pavement,
greatness, payment,
statement, flawless,
punishment, goodness,
breathless, tireless,
timeless, fairness, restless,
amazement, needles,
hopeless, enjoyment,
amusement, painless)
(Vocab words: colonel,
quaint, resemblance,
affords, lurking, glint,
palettes)
Spelling/Vocab
Final Syllable ant, -ent,
-ance, -ence)
(Spelling words: important,
experience, ignorant,
entrance, difference,
instance, absence,
appearance, intelligent,
evidence, pollutant,
clearance, confidence,
conference, insurance,
ambulance, hesitant,
consistent, excellence,
persistent/ Challenge
Words: iridescent,
coincidence, convenient,
significant, alliance )
(Vocab words: algae,
concealed, driftwood,
hammocks, lamented, sea
urchins, sternly, tweezers)

W-Vocab Bingo
TH-Spelling Wizard Word
Search (done via
teacher.scholastic.com)

F-Test

M-Vocab Flashcards
T-Write Spelling words 4x
each
W-Vocab Bingo
TH-Missing Letter Match
Game (done via Kidsspell.com)
F-Test

*Additional Assignments: Math and Reading assignments assigned by General

Education Teachers

Lesson Plan
Instructor: Ms. Charity Smoot
Grade(s): K-5
Subject Area: Number Recognition/Addition (younger students) Multiplication (older students)
Estimated Time: 30 minutes

Grade

Subject Area

Activity(s)

Number Recognition

M-TouchMath Counting
Worksheet (Numbers 1-10)
T-Ice Cream Numbers Count
& Match (Numbers 1-12)
W- Cheerio Counting
(Numbers 1-15)

Simple Addition

TH-STAR TEST
F-STAR TEST
M-Ladybug Addition
Worksheet

Adding 2 digit Numbers

T-Scooping for Sums

W-Cheerio Addition Facts
TH-STAR TEST
F-STAR TEST
M-Double Digit Addition
Worksheet
T-Double Dipping
W-Soccer Math (done via mathplay.com)

Multiplication Facts
(2s, 3s, and 4s)

TH-STAR TEST
F-STAR TEST
M-Write Multiplication Facts
for 2,3, and 4 Times Tables
T-Multiplication Match
W-Car Wash Multiplication
(done via multiplication.com)

Multiplication Facts
(5s, 6s, and 7s)

TH-STAR TEST
F-STAR TEST
M-Write Multiplication Facts
for 5, 6, and 7 Times Tables
T-Spin and
Win/Multiplication Fluency
Game
W-Deep Dive for
Multiplication (done via
fun4thebrain.com)

Multiplying 2 digit
numbers

TH-STAR TEST
F-STAR TEST
M-Double Digit
Multiplication Color Coding
Worksheet
T-2 Digit Multiplication
Bingo
W-2 Digit Canoe(done via
mathplayground.com)

TH-STAR TEST
F-STAR TEST
*Additional Assignments: Reading/Vocabulary assignments assigned by General
Education Teachers
*STAR TESTING (April 16-April 24)