Reading Extension Lesson(34,38,40)

Topic: Cultivating Social Skills, Handling Student Grade Level: College, Sophomore- BYU-I Student Name: Holly Gibson
Anxiety Junior Level
Lesson Type: Performance Level: Group Size:
#_______in a series New Material Isolated Below On Above Whole Small Individual
Re-teaching Review
CCSS:
Curricular objective/s: Students will be able to identify ways to aid students with anxiety and anger with a 100% accuracy. Students will also be
able identify social skills and how to teach them in the class with a 100% accuracy.
Curricular assessment: Students will be assessed informally by the teacher walking around and listening to their discussions with the groups.
Language objective:
Language assessment:
Vocabulary terms and definitions:

Materials: PowerPoint, The Classroom Management Book

Accommodations:
Management
Behavioral Expectations: Transitions: Videos Fast Finishers: None
Attention Signal (Regain Student Focus) Material Management: None Grouping: Whole and Table Groups
Class, Yess
Time Sequence of Lesson Materials
1 min Orientation (Anticipatory Set, Attention Grabber, Gain Attention, Hook) PowerPoint with Videos.
Ask the class if there was a time they were ever afraid or anxious during school.
Accessing Prior Knowledge:

12min. Input & Modeling (Sequential step-by-step instruction) PowerPoint with Videos. The Classroom
-Show video of Anxiety. Management Book.
-Divide the class into groups and have them read and discuss how they saw the information in
Chapter 38 in the video.
-Show the Anger Video.
-Have the groups peruse the Procedure steps of anger and discuss them. What steps did they
like? Do you think that these steps would be effective with younger grades?
-Lastly, Show the video of Social Skills. Discuss. (The video covers the steps that are in the
book.
- Give an example of an additional social skill (if there is time) and have the class determine
what the teacher could do to teach that social skill.
 Check for understanding (Needed throughout the lesson procedures, not just at this
point, but also after guided practice.)

Guided practice:
Divide the class into groups and have them read and discuss how they saw the information in
Chapter 38 in the video.

Have the groups peruse the Procedure steps of anger and discuss them. What steps did they
like? Do you think that these steps would be effective with younger grades?

- Give an example of an additional social skill (if there is time) and have the class determine
what the teacher could do to teach that social skill.

1 min. Closure/Summary:

I would like you to make a mental note or write down some tips you learned that you would
like to implement in your classroom.

Independent practice:

To be collected:

Reflection:

Topic: The main theme of the lesson.

CCSS: Common Core State Standards.
Objective: (SWBAT) audience, behavior, conditions, and degree.
Assessment: How to determine if the objective has been met—the evidence.
Accommodations: What will you do to give every student a chance at success? Especially those with special needs or IEPs? Will some students be given adaptations to complete the assignment? Maybe they will be allowed to perform the assessment orally instead of in writing. Maybe a certain
student needs to complete fewer problems than the regular assignment. Some students might need directions to be read to them, or have an audio recording. This will depend upon the individual needs of the specific students you are teaching.
Orientation: AKA-Anticipatory set, Gain Attention, Introduction—This should focus students’ attention on what you are about to teach. It doesn’t need to be complicated or lengthy, but should directly relate to the input and modeling portion of the lesson, and should engage their curiosity,
establish a question to be answered, and/or peak their interest.
Accessing Prior Knowledge: How will you determine what students already know about the material in this lesson? How will you help students connect that prior knowledge to the new material in this lesson?
Input & Modeling: The teacher directly instructs and models the principle being taught. AKA-“I DO” or “TELL/SHOW”
Check for Understanding: The teacher informally (formative) assesses the students’ understanding of the new concept, and adjusts input accordingly. This allows you to evaluate whether they are ready to take on responsibility themselves or not yet.
Guided Practice: The teacher works with the whole group to practice the new concept. AKA-“WE DO” or “HELP”
Closure: Review what has been learned. Students should be able to articulate how to perform the new objective. The objective should always be reviewed here.
Independent Practice: Students will perform the objective on their own (or sometimes with a partner or in a group). Independent practice should always be the same skill modeled by the teacher, and practiced with guidance. AKA-“YOU DO” or “MONITOR”
Reflection: Teacher reflects on lesson: What went well? What needs to be changed if this lesson were taught again in the future? Were management strategies effective? Why or why not? Was the objective met? Does anything need to be retaught or reviewed?