Social Thinking SAIGLearning Plan
Students will understand:
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L:\Guidance-Psych\SEL Groups\Social Skills\WIS Social Thinking
Social Thinking SAIGLearning Plan
1.School Smarts v. Social Smarts
2.Expected v. Unexpected Behavior
3.Uncomfortable v. Comfortable Thoughts
4.How to make smart guesses to figure out what is expected to happen next.
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L:\Guidance-Psych\SEL Groups\Social Skills\WIS Social Thinking
Social Thinking SAIGLearning Plan
Each lesson will focus on positive behavior and making positive choices.
Step /Stage 3: Learning Plan
/Progress Monitoring
1 / Begin by introducing the group to all members, and why the students were invited.-Introductions: Get-to-know-you activity.
-Decide on a group name
-Set group ‘rules’/expectations
You are a Social Detective: Page 1-6
-Discuss “smarts”: school smarts v. social smarts
-Brainstorm a variety of “smarts”
“Smarts” Activity
-Identify personal smarts
-Brain with Post-its, coloring sheet / BASC Progress Monitoring: Teacher
Pre-Survey
“Personal Smarts” worksheet
2 / Review: Group Expectations, Social Smarts
You are a Social Detective: Page 7-17
-Discuss expected behaviors: being part of a group
-Introduce listening with eyes and brain
Listening Toolbox Activity
-Each student will create a ‘toolbox’ (folder) with eyes, ears, brain, and heart.
-Label what each ‘tool’ should be doing when they are listening.
-Fill in for each ‘tool’: “I use my (eyes) to ______.”
Thinking with our Eyes Activity: Page 56 / “I use my ____ to ______.” worksheet
3 / Review: Listening Toolbox
You are a Social Detective: Page 18-24
-Unexpected Behaviors
-NOT a part of the group
Expected and Unexpected Activity
-Students are given a tool with ‘Expected’ and ‘Unexpected’ sides.
-Each student gets a turn to draw out a scenario that is either an expected or unexpected behavior.
-The group judges if the behavior of the acting student is expected or unexpected. / Expected v. Unexpected tool
4 / Review: Expected v. Unexpected Behaviors
-Uncomfortable Thoughts Activity: Page 54
-Teacher will complete a series of bizarre, or unexpected, behaviors during review.
You are a Social Detective: Page 25-31
-Unexpected behaviors lead to uncomfortable thoughts
-How do we feel when we have uncomfortable thoughts?
-How do we feel when others have uncomfortable thoughts about us?
-What happens when people have uncomfortable thoughts?
-How do we prevent uncomfortable thoughts?
Unexpected Behavior Uncomfortable Thoughts Activity
-Using the same or different scenarios from the previous session, students are given the opportunity to act out expected and unexpected behaviors.
-When a student uses a behavior, the group stops to discuss how the behavior made them feel. / Should I or Shouldn’t I
5 / Review: Uncomfortable thoughts
You are a Social Detective: Page 32-43
-Social Detectives use their Listening Toolbox to figure out what is expected to happen next.
-Smart v. Wacky Guess
Smart Guess Activity: Page 57 / Should I or Shouldn’t I
6 / Review: Making smart guesses
You are a Social Detective: Page 44-49
-Wrap Up
Social Detective Scavenger Hunt / BASC Progress Monitoring: Teacher
Post-Survey
Scavenger Hunt
Knowledge and Skills / Performance Assessment
Learn about social smarts and identify their personal smarts / Group discussion, worksheet
Practice listening with their eyes and brain / Group discussion, worksheet, activity
Identify unexpected and expected behaviors, and as a result comfortable and uncomfortable thoughts / Group discussion, role plays
Essential Questions
- What are our smarts, and are we using them?
- How do we listen with more than just our ears?
- What clues can we find to determine what people might be feeling, thinking, or planning to do next?
Teacher Resources
You are a Social Detective by Michelle Garcia Winner and Pamela Crooke
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