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Social Success Squad

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Lesson Plan

Session 1 Lesson Plan

Introduce students to the Social Success Squad, establish group norms, and practice starting conversations through an interactive icebreaker.

Setting clear norms and practicing basic conversation skills in a supportive group builds student confidence, fosters safety, and lays the groundwork for ongoing social growth—especially for learners with autism.

Audience

7th Grade, Middle School Students

Time

30 minutes

Approach

Interactive discussion, modeling, and role-play.

Materials

Prep

Prepare Materials

10 minutes

Step 1

Welcome and Overview

5 minutes

  • Greet each student by name as they enter.
  • Introduce yourself and outline the Social Success Squad’s purpose.
  • Share today’s goals: set norms, learn basic conversation steps, and have fun practicing.
  • Emphasize that this is a safe space for everyone.

Step 2

Establish Group Norms

10 minutes

  • Reveal the Social Success Squad Session 1 Norm Poster.
  • Read each norm aloud (e.g., “Respect all voices,” “Listen without interrupting,” “Encourage one another”).
  • Ask students to suggest any additional rules.
  • Vote on any new norms and add them to the poster.
  • Have each student sign or initial the poster to show commitment.

Step 3

Teach Conversation Starters

5 minutes

  • Display the Conversation Starters Chart.
  • Explain the steps: 1) Greet, 2) Ask a question, 3) Listen, 4) Respond.
  • Model one example with a volunteer.
  • Prompt students to pair up and try one simple greeting and question.

Step 4

Icebreaker Activity

10 minutes

  • Give each student a Welcome Name Tag and an Icebreaker Prompt Card.
  • Instruct students to walk around, find a partner, share their prompt (e.g., “Tell me your favorite hobby”), and listen actively.
  • After 2 minutes, swap cards and find a new partner.
  • Reconvene and ask 2–3 volunteers to share what they learned about someone else.
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Slide Deck

Social Success Squad – Session 1

Introductions & Group Norms

Welcome students as they enter. Introduce yourself and explain the purpose of the Social Success Squad. Emphasize safety and fun.

Today's Objectives

• Get to know each other
• Establish our Group Norms
• Learn simple Conversation Starters
• Practice with an Icebreaker Activity

Read each objective aloud and clarify any terms. Ask if anyone has questions.

Establishing Our Group Norms

  1. Respect all voices
  2. Listen without interrupting
  3. Encourage one another
  4. [Your Norm Here!]

Reveal the printed Norm Poster. Read each norm aloud. Invite students to suggest one new norm, vote, then have them sign the poster.

Conversation Starters

  1. Greet: “Hi, I’m __.”
  2. Ask a Question: “What’s your favorite hobby?”
  3. Listen: Make eye contact and nod.
  4. Respond: Share your answer or follow-up question.

Display the Conversation Starters Chart. Explain the four steps and model with a volunteer. Invite pairs to try one practice round.

Icebreaker Activity

• Wear your Name Tag
• Pick a Prompt Card
• Find a partner and share your prompt
• After 2 minutes, swap cards and find a new partner
• Return and share one interesting fact

Distribute name tags and prompt cards. Explain movement rules and timing. Circulate and support students as they interact.

Reflection & Closing

• Volunteer highlights: What did you learn?
• Celebrate successes
• Next time: How to keep conversations going

Ask 2–3 volunteers to share what they learned about someone else. Reinforce positive listening and participation. Preview next session topic: Keeping Conversations Going.

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Lesson Plan

Session 2 Lesson Plan

Teach students to use active listening skills—eye contact, nodding, paraphrasing, and asking follow-up questions—to show genuine interest and deepen conversations.

Active listening builds trust and makes peers feel heard, boosting social confidence and fostering stronger friendships—especially important for 7th graders on the autism spectrum.

Audience

7th Grade, Middle School Students

Time

30 minutes

Approach

Demonstration, modeling, and role-play

Materials

Prep

Prepare Materials

10 minutes

Step 1

Welcome & Recap

5 minutes

  • Greet students and recap Session 1’s conversation starter steps.
  • Introduce today’s focus: listening to understand, not just to reply.

Step 2

Introduce Active Listening Skills

8 minutes

  • Display the Active Listening Poster with four key skills.
  • Model a brief dialogue with a volunteer, highlighting eye contact, nodding, paraphrasing, and affirming smiles.
  • Ask students which skills they noticed.

Step 3

Scenario Role-Play

7 minutes

  • Pair students and give each pair a Listening Scenario Card.
  • Student A speaks about the scenario for 1 minute; Student B practices the four listening skills and paraphrases what they heard.
  • Swap roles and a new card; circulate to coach accuracy.

Step 4

Follow-Up Question Practice

6 minutes

  • Distribute Interest Question Cards.
  • In pairs (new or same), Student A shares a personal fact; Student B selects a card and asks the follow-up question.
  • Encourage thoughtful pauses and genuine curiosity.
  • Invite 1–2 pairs to model strong follow-up questions.

Step 5

Reflection & Closing

4 minutes

  • Hand out Reflection Response Sheets.
  • Students write one listening skill they’ll focus on and one question they want to try this week.
  • Collect sheets and preview Session 3 on nonverbal cues.
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Lesson Plan

Session 3 Lesson Plan

Help students recognize and use nonverbal cues—body language, facial expressions, and tone—to better understand and convey feelings in conversations.

Nonverbal cues often convey more meaning than words. Teaching students to read and use body language and tone supports clearer communication and empathy, crucial for social confidence and friendships.

Audience

7th Grade, Middle School Students

Time

30 minutes

Approach

Demonstration, charades, and audio analysis.

Materials

Prep

Prepare Materials

10 minutes

Step 1

Welcome & Recap

5 minutes

  • Greet students and recap active listening skills from Session 2.
  • Explain today’s focus on nonverbal communication.

Step 2

Explore Nonverbal Cues

8 minutes

  • Display the Nonverbal Cues Poster.
  • Discuss facial expressions, gestures, posture, and tone.
  • Show examples (e.g., images or teacher demonstration) and ask students to identify the emotion conveyed.

Step 3

Body Language Charades

7 minutes

  • Divide students into pairs.
  • Give each pair Body Language Charades Cards.
  • Student A acts out the cue without words while Student B guesses the emotion or meaning.
  • Swap roles and cards after 2 rounds.

Step 4

Tone of Voice Analysis

6 minutes

Step 5

Reflection & Closing

4 minutes

  • Students complete the final section of the Nonverbal Observation Worksheet, writing one insight they’ll practice.
  • Invite 1–2 students to share their insight.
  • Preview Session 4: Initiating Conversations.
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Lesson Plan

Session 4 Lesson Plan

Equip students with structured techniques and confidence strategies to initiate conversations in diverse social settings.

Starting conversations can be daunting for students with autism. Practicing opener scripts and confidence-building activities empowers them to engage peers proactively and independently.

Audience

7th Grade, Middle School Students

Time

30 minutes

Approach

Discussion, modeling, and role-play.

Materials

Prep

Prepare Materials

10 minutes

Step 1

Welcome & Recap

5 minutes

  • Greet students and recap what we learned about nonverbal cues in Session 3.
  • Explain today’s goal: learning to start conversations confidently and independently.

Step 2

Teach Conversation Openers

8 minutes

  • Display the Conversation Opener Guide.
  • Explain opener structure: 1) Greeting, 2) Interest statement, 3) Question.
  • Model two examples (e.g., “Hi, I’m Alex. I love soccer—do you play any sports?”).
  • Invite students to brainstorm and share their own opener ideas.

Step 3

Confidence Building Role-Play

10 minutes

  • Pair students and give each pair a set of Confidence Role-Play Scenario Cards.
  • Student A selects a scenario and practices their opener, using confident tone and body language.
  • Student B uses the Self-Confidence Checklist to note strengths and one area to improve.
  • After 5 minutes, swap roles and choose a new scenario.

Step 4

Peer Feedback

5 minutes

  • Distribute Peer Feedback Stickers.
  • In pairs, students share one aspect they liked about their partner’s opener and place a sticker next to that skill.

Step 5

Reflection & Closing

2 minutes

  • Invite 2–3 students to share the opener they plan to use this week.
  • Preview Session 5: sustaining conversations with follow-up questions and topic shifts.
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Lesson Plan

Session 5 Lesson Plan

Teach students to sustain and deepen conversations by asking follow-up questions, smoothly shifting topics, and summarizing key points.

Knowing how to keep a conversation flowing helps students feel more confident in social settings, fosters mutual interest, and supports stronger peer connections—essential skills for middle schoolers, especially those with autism.

Audience

7th Grade, Middle School Students

Time

30 minutes

Approach

Interactive modeling, guided practice, and reflection.

Materials

Prep

Prepare Materials

10 minutes

Step 1

Welcome & Recap

5 minutes

  • Greet students and briefly review opener practice from Session 4.
  • Explain today’s focus: keeping conversations going beyond the first question.

Step 2

Introduce Follow-Up Questions

8 minutes

  • Display the Follow-Up Question Flowchart.
  • Walk through examples: start with a fact, then ask a deeper follow-up (e.g., “You like drawing—what do you enjoy most about it?”).
  • Model a brief exchange with a volunteer, highlighting natural pauses before asking.

Step 3

Topic-Shifting Practice

7 minutes

  • Distribute shuffled Topic-Shift Guide cards.
  • In pairs, Student A shares a short story; Student B uses a card prompt to smoothly shift to a related topic.
  • Swap roles and new cards after 3 minutes.
  • Circulate to coach students on clear transitions.

Step 4

Summarizing Key Points

6 minutes

  • Hand out the Conversation Summary Template.
  • In pairs, students recap their partner’s story in 2–3 sentences on the template.
  • Invite volunteers to share their summaries; discuss how summarizing shows active listening and respect.

Step 5

Reflection & Closing

4 minutes

  • Pass out the Session 5 Reflection Cards.
  • Students write one follow-up question they’ll use this week and one topic-shift technique they’ll try.
  • Invite a few to share their reflections.
  • Preview Session 6’s focus on building friendships through shared interests.
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Slide Deck

Social Success Squad – Session 2

Active Listening Skills

Welcome students as they arrive. Greet each by name and briefly recap Session 1’s conversation steps. Introduce today’s focus on listening to understand, not just to reply.

Today's Objectives

• Recap Conversation Starters
• Learn Four Active Listening Skills
• Practice with Role-Play Scenarios
• Reflect on Your Listening Goal

Read each objective aloud. Ask if anyone can remind the group what a conversation starter is.

Four Active Listening Skills

  1. Eye Contact – Show you’re focused
  2. Nodding – Encourage your partner
  3. Paraphrasing – “So you’re saying…?”
  4. Affirming Smiles – Show you care

Display the Active Listening Poster. Explain each skill and model a short dialogue, emphasizing eye contact, nodding, paraphrasing, and affirming smiles.

Scenario Role-Play

• Pair up and pick a Scenario Card
• Student A talks for 1 minute
• Student B uses listening skills + paraphrases
• Swap roles & new scenario

Hand out the Listening Scenario Cards. Pair students and explain that A speaks 1 minute while B practices the four skills and then paraphrases. Then swap roles with a new card.

Follow-Up Question Practice

• In pairs, A shares personal fact
• B selects an Interest Question Card
• Ask a deeper question and listen
• Swap roles after 3 minutes

Distribute Interest Question Cards. In pairs, A shares a fact; B picks a card to ask a follow-up. Invite two pairs to model strong follow-up questions.

Reflection & Closing

• Complete your Reflection Sheet
• Write one skill to practice
• Share your goal with a partner
• Next time: Nonverbal Cues

Give each student a Reflection Response Sheet. Ask them to write one listening skill to focus on and one question to try this week. Collect sheets and preview Session 3 on nonverbal cues.

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Slide Deck

Social Success Squad – Session 3

Nonverbal Cues: Body Language, Facial Expressions, and Tone

Welcome students as they arrive. Greet each by name and briefly recap Session 2’s active listening skills. Explain today’s focus: nonverbal communication.

Today's Objectives

• Recap Active Listening Skills
• Learn Key Nonverbal Cues
• Play Body Language Charades
• Analyze Tone of Voice Clips
• Reflect on Nonverbal Insights

Read today’s objectives aloud and invite questions.

Key Nonverbal Cues

• Facial Expressions (e.g., smiles, frowns)
• Gestures (e.g., waving, crossed arms)
• Posture (e.g., open vs. closed stance)
• Tone of Voice (e.g., friendly vs. harsh)

Display the Nonverbal Cues Poster. Discuss facial expressions, gestures, posture, and tone. Show examples and ask students to identify the emotion conveyed.

Body Language Charades

• Pair up and pick a Charades Card
• Student A mimes the cue (no words)
• Student B guesses the emotion/meaning
• Swap roles and new card

Divide students into pairs and hand out Body Language Charades Cards. A acts out the cue silently; B guesses the emotion or message. Swap roles and cards after two rounds.

Tone of Voice Analysis

• Listen to short audio clips
• Identify speaker’s emotion
• Jot your observations on the Worksheet
• Group share: How did tone affect the message?

Play each Tone of Voice Audio Clip. Students note perceived emotions on their Nonverbal Observation Worksheet. Discuss how tone changes meaning.

Reflection & Closing

• Write one nonverbal skill to practice
• Share your insight with a partner
• Next time: Starting Conversations Confidently

Have students complete the final section of the Nonverbal Observation Worksheet, writing one insight they’ll practice. Invite 1–2 volunteers to share. Preview Session 4 on initiating conversations.

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Slide Deck

Social Success Squad – Session 4

Starting Conversations Confidently

Welcome students as they arrive. Greet each by name and recap nonverbal cues learned in Session 3. Explain today’s goal: initiating conversations confidently and independently.

Today's Objectives

• Recap nonverbal cues
• Learn Conversation Opener structure
• Practice confidence-building role-play
• Give and receive peer feedback
• Reflect on your opener plan

Read each objective aloud and clarify any questions.

Conversation Opener Structure

  1. Greeting
  2. Interest Statement
  3. Question

Example: “Hi, I’m Alex. I love soccer—do you play any sports?”

Display the Conversation Opener Guide. Explain the three-part structure: 1) Greeting, 2) Interest Statement, 3) Question. Model two examples and invite students to brainstorm their own openers.

Confidence Building Role-Play

• Pair up and pick a Scenario Card
• A practices opener with confident tone & posture
• B notes strengths + one area to improve on Checklist
• Swap roles after 5 minutes

Pair students and distribute Confidence Role-Play Scenario Cards and a Self-Confidence Checklist. Student A practices their opener with confident tone and body language. Student B uses the checklist to note two strengths and one improvement. Swap roles after 5 minutes.

Peer Feedback

• Share one strength from your partner’s opener
• Place a sticker next to that skill
• Celebrate each other’s successes

Hand out Peer Feedback Stickers. In pairs, students share one thing they liked about their partner’s opener and place a sticker next to that skill.

Reflection & Closing

• Share the opener you’ll use this week
• Reflect on one confidence tip to remember
• Next time: Keeping Conversations Going

Invite 2–3 students to share the opener they plan to try this week. Highlight creative or confident examples. Preview Session 5: sustaining conversations with follow-up questions and smooth topic shifts.

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Slide Deck

Social Success Squad – Session 5

Keeping Conversations Going

Welcome students as they arrive. Greet each by name and briefly review the conversation opener practice from Session 4. Explain today’s focus: keeping conversations going beyond the first question.

Today's Objectives

• Review Conversation Openers
• Learn Follow-Up Questions
• Practice Topic Shifts
• Summarize Key Points
• Reflect on Your Conversation Skills

Read each objective aloud and clarify any questions.

Introducing Follow-Up Questions

• Start with a fact or statement
• Ask a deeper question
• Pause and listen actively
• Respond to the answer

Display the Follow-Up Question Flowchart. Walk through examples—start with a fact, then ask a deeper question (e.g., “You like drawing—what do you enjoy most about it?”). Model a brief exchange with a volunteer, highlighting natural pauses before asking.

Topic-Shifting Practice

• Pick a Topic-Shift Guide Card
• A tells a short story
• B uses the prompt to shift topics
• Swap roles & try a new card

Distribute the Topic-Shift Guide cards. In pairs, Student A shares a short story; Student B uses a card prompt to smoothly shift to a related topic. After 3 minutes, swap roles and cards. Circulate to coach clear, respectful transitions.

Summarizing Key Points

• Use the Summary Template
• Recap your partner’s story
• Write 2–3 clear sentences
• Share and discuss

Hand out the Conversation Summary Template. In pairs, students recap their partner’s story in 2–3 sentences on the template. Invite volunteers to share their summaries and discuss how summarizing shows active listening and respect.

Reflection & Closing

• Complete your Reflection Card
• Write one question & one technique
• Share with a partner
• Next time: Building Friendships

Give each student a Session 5 Reflection Cards. Ask them to write one follow-up question they’ll use this week and one topic-shift technique they’ll try. Invite a few to share, then preview Session 6’s focus on building friendships through shared interests.

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Reading

Tone of Voice Audio Clips

Instructions for Teacher: Prepare short audio clips (5-10 seconds each) of a single, neutral sentence (e.g., "The cat sat on the mat.") spoken in different tones to convey various emotions. Play these clips for students to analyze in Session 3.

Examples of tones to include:

  • Happy/Excited: A bright, energetic tone.
  • Sad/Discouraged: A low, soft, or somber tone.
  • Angry/Frustrated: A sharp, loud, or tense tone.
  • Confused/Questioning: An upward inflection or hesitant tone.
  • Neutral/Calm: A flat, even tone.

(Teacher: Please record or source these audio clips prior to Session 3.)

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Reading

Nonverbal Cues Poster

Instructions for Teacher: Display this poster prominently during Session 3. It serves as a visual reference for students to understand and identify different nonverbal cues.

Understanding Nonverbal Cues

Nonverbal cues are messages we send without using words. They include:

1. Body Language

  • Open Posture: Arms uncrossed, facing the speaker (shows openness, interest)
  • Closed Posture: Arms crossed, turned away (might show disinterest, discomfort)
  • Leaning In: Shows engagement, active listening
  • Fidgeting: Can indicate nervousness, boredom, or impatience

2. Facial Expressions

  • Smiling: Happiness, friendliness
  • Frowning: Sadness, confusion, disagreement
  • Eye Contact: Shows attention, confidence (appropriate duration is key)
  • Raised Eyebrows: Surprise, questioning

3. Tone of Voice

  • Friendly Tone: Warm, inviting, calm
  • Excited Tone: Enthusiastic, higher pitch, faster pace
  • Serious Tone: Lower pitch, slower pace, measured
  • Questioning Tone: Rising pitch at the end of a sentence

Remember: Nonverbal cues can sometimes tell us more than words alone!

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Reading

Conversation Opener Guide

Instructions for Teacher: Display this guide during Session 4 to help students understand and practice different ways to start conversations. Encourage them to adapt these structures to their own interests.

The 3-Step Conversation Opener

Think of starting a conversation like opening a door! You want to be polite, show interest, and then invite the other person in.

Step 1: The Greeting

  • A simple, friendly hello.
  • Make eye contact and smile.
    • Examples: "Hi!", "Hey there!", "Good morning!"

Step 2: The Interest Statement

  • Share something about yourself, or make an observation about the situation that connects to a shared interest.
  • This gives the other person something to respond to.
    • Examples:
      • "I really enjoyed that last class."
      • "I saw you drawing earlier, that looked cool."
      • "I'm really looking forward to the school fair."

Step 3: The Question

  • Ask an open-ended question related to your interest statement (or a general friendly question).
  • An open-ended question can't be answered with just "yes" or "no"—it invites a longer response.
    • Examples:
      • "What did you think of the class?"
      • "What kind of things do you like to draw?"
      • "Are you planning on going to the fair?"

Putting it all Together:

  • "Hi, I'm [Your Name]. I really liked your sneakers. Where did you get them?"
  • "Hey! I'm struggling a bit with this math problem. Did you understand it?"
  • "Good morning! I saw you brought that new book to class. Is it good?"

Practice makes perfect! Try using these steps with a friend or a family member this week.

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Reading

Follow-Up Question Flowchart

Instructions for Teacher: Display this flowchart during Session 5 to guide students in understanding how to ask effective follow-up questions to keep conversations flowing.

How to Keep the Conversation Going with Follow-Up Questions!

START HERE

1. Your Partner Shares Something:

  • "I went to the park yesterday."
  • "My favorite subject is science."

2. LISTEN Actively! (Remember our active listening skills? Eye contact, nodding, friendly expression)

  • What did they say?
  • What part of their statement interests you?

3. Identify a KEYWORD or IDEA:

  • "Park" -> What kind of park? Who with? What did you do?
  • "Science" -> Why science? What topics? Is there a particular project?

4. Ask an OPEN-ENDED Follow-Up Question:

  • Instead of: "Was it fun?" (Yes/No)
  • Try: "What did you do at the park?" or "What do you enjoy most about science?"

5. Listen to their NEW Answer & Repeat!

Examples of Follow-Up Question STARTERS:

  • "Oh, that's interesting! Can you tell me more about...?"
  • "How did you feel when...?"
  • "What was your favorite part of...?"
  • "Why do you like...?"
  • "What happened next with...?"

Remember: Show genuine curiosity and build on what your partner says!

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Reading

Topic-Shift Guide

Instructions for Teacher: Print and cut these cards for students to use during Session 5. Each card provides a prompt to help students smoothly transition to a new, but related, topic in conversation.

Smoothly Shifting Topics

Sometimes a conversation might start to slow down, or you might want to talk about something slightly different. Here are some ways to smoothly change the topic!

Transition Starters:

  • "That reminds me of..."
  • "Speaking of [keyword from previous topic], I was just thinking about..."
  • "On a related note..."
  • "Before I forget, I wanted to ask about..."
  • "That makes me think about..."

Example Cards (Print and cut these!)

  • Card 1: "That reminds me of a show I watched last night."
  • Card 2: "Speaking of sports, did you see the game on TV?"
  • Card 3: "On a related note, what do you think about the new school lunch?"
  • Card 4: "Before I forget, I wanted to ask if you finished that book."
  • Card 5: "That makes me think about our upcoming field trip."
  • Card 6: "Changing gears a little, have you tried that new cafe?"
  • Card 7: "Speaking of the weekend, what are your plans?"

Remember: Try to find a small connection between the old topic and the new one to make the shift feel natural!

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Activity

Confidence Role-Play Scenario Cards

Instructions for Teacher: Print, cut, and shuffle these cards. During Session 4, students will pick a card and role-play initiating a conversation based on the scenario, focusing on confident delivery.

Scenario Cards

  • Scenario 1: New Classmate
    • You see a new student sitting alone during lunch. They look a bit nervous.
    • Your Goal: Approach them and start a conversation.
  • Scenario 2: Shared Hobby Club
    • You're at a club meeting (e.g., art club, coding club, sports fan club) and notice someone with a cool t-shirt related to your interest.
    • Your Goal: Use their t-shirt as an opener.
  • Scenario 3: Group Project Partner
    • You've been assigned to a group project with someone you don't know well.
    • Your Goal: Initiate a conversation about the project and get to know them a little.
  • Scenario 4: Waiting for Class
    • You're waiting for class to start, and a classmate you'd like to get to know better is sitting nearby.
    • Your Goal: Start a casual conversation.
  • Scenario 5: School Event
    • You're at a school assembly or game. You see someone from another class that you recognize.
    • Your Goal: Greet them and try to find a common topic related to the event.
  • Scenario 6: Library Encounter
    • You're in the library, and someone is looking at books in a section you really like (e.g., sci-fi, fantasy, graphic novels).
    • Your Goal: Use the book genre as a conversation starter.

(Teacher: Feel free to create more scenarios relevant to your students' school environment!)

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Worksheet

Self-Confidence Checklist

Instructions for Teacher: Distribute this checklist to students during Session 4. They will use it to provide feedback to their partners during the Confidence Building Role-Play activity.

Giving Feedback: Confidence in Action!

As your partner practices starting a conversation, watch for these signs of confidence. Give them a checkmark for each one you observe!

My Partner's Name: _________________________

I observed my partner...

  • Making Eye Contact: Did they look at me when they greeted me?
  • Clear Voice: Was their voice loud enough to hear and easy to understand?
  • Open Body Language: Were their arms uncrossed? Did they face me?
  • Friendly Expression: Did they have a natural, friendly look on their face?
  • Clear Opener: Was their conversation starter easy to understand and follow?
  • Appeared Relaxed: Did they seem comfortable, or a little nervous?

One thing I really liked about my partner's opener was:


One suggestion for next time to boost confidence even more is:


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Activity

Peer Feedback Stickers

Instructions for Teacher: Prepare a sheet of small, colorful stickers or provide small slips of paper. During Session 4, after the Confidence Building Role-Play, students will use these to give positive feedback to their partners.

How to Use Peer Feedback Stickers

This activity is about celebrating what your partners did well!

  1. After your partner practices their conversation opener, tell them one specific thing you liked about how they did it.
  2. Choose a sticker (or write a short note) that represents that positive feedback.
  3. Place the sticker on their Self-Confidence Checklist next to the skill you are praising, or give them the note.

Examples of Feedback Stickers/Notes (or what to say):

  • "Great eye contact!"
  • "Clear voice!"
  • "Friendly smile!"
  • "Good question!"
  • "Confident posture!"
  • "You seemed really relaxed!"

The goal is to encourage and help each other feel good about practicing social skills!

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Lesson Plan

Session 6 Lesson Plan

Empower students to translate learned social skills into building and sustaining real friendships through identifying shared interests and planning collaborative activities.

Applying social skills in practical friendship-building scenarios reinforces learning, boosts confidence, and helps students form meaningful connections, which is particularly vital for students with autism.

Audience

7th Grade, Middle School Students

Time

30 minutes

Approach

Interactive group discussion, guided planning, and peer feedback.

Materials

Prep

Prepare Materials

10 minutes

Step 1

Welcome & Recap

5 minutes

  • Greet students and briefly recap key skills from previous sessions (conversation starters, active listening, nonverbal cues, initiating conversations, sustaining conversations).
  • Introduce today's goal: using these skills to build and strengthen real friendships.

Step 2

Finding Shared Interests

8 minutes

  • Distribute the Shared Interest Inventory Sheet.
  • Guide students to fill it out, listing hobbies, favorite subjects, movies, games, etc.
  • Discuss as a group any common interests identified.
  • Pair students who have at least one shared interest, explaining that this is a great foundation for friendship.

Step 3

Planning a Friendship Activity

7 minutes

  • Hand out the Activity Planning Template.
  • In pairs, have students brainstorm a simple, realistic activity they could do together based on their shared interest (e.g., drawing together, playing a board game, discussing a favorite book, going for a walk).
  • Guide them to fill out the template, considering what, when, where, and any materials needed.
  • Emphasize making it a low-pressure, fun activity.

Step 4

Practice and Peer Feedback

7 minutes

  • Ask each pair to share their planned activity with another pair.
  • Encourage the listening pairs to offer two praises (what they liked about the plan/presentation) and one suggestion (something to make it even better).
  • Circulate and facilitate, encouraging the use of Peer Feedback Stickers or written notes to provide positive reinforcement.

Step 5

Reflection & Closing

3 minutes

  • Distribute the Session 6 Reflection Card.
  • Students reflect individually on their biggest takeaway from the Social Success Squad and one commitment they will make to build friendships.
  • Collect the cards.
  • Congratulate students on their progress and thank them for their participation in the program.
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Worksheet

Shared Interest Inventory

Instructions for Teacher: Distribute this sheet to students during Session 6 to help them discover common interests with their peers.

Discovering What We Share!

Sometimes it's easier to make friends when you know what you have in common. Think about what you love to do, watch, read, and learn about!

Your Name: _________________________

My Interests:

  1. Favorite Hobbies/Activities: (e.g., playing video games, drawing, sports, listening to music, hiking, cooking)











  2. Favorite Subjects in School: (e.g., Science, Art, English, Math, History)











  3. Favorite Books/Movies/TV Shows: (e.g., fantasy novels, sci-fi movies, animated series)











  4. Favorite Games (Board, Card, Video):











  5. What I like to do on the weekends:











After you've filled it out, look at your partner's sheet. Circle any interests you have in common! These are great starting points for friendship activities!

lenny
lenny

Worksheet

Friendship Activity Planning Template

Instructions for Teacher: Distribute this template to student pairs during Session 6 to help them plan a simple, shared activity based on their common interests.

Let's Plan Some Fun!

Now that you've found some shared interests, let's plan a simple activity you could do together. Remember to keep it realistic and fun!

Our Names: _________________________ and _________________________

Our Shared Interest (from the inventory): _________________________

Our Friendship Activity Plan:

  1. What will we do? (Be specific! E.g., "Draw anime characters together," "Play a game of Uno," "Discuss our favorite sci-fi book series")











  2. When could we do it? (Think of a general time – e.g., "During lunch," "After school on Tuesday," "Over the weekend via video call")











  3. Where will we do it? (E.g., "In the library," "At the park," "At school during free time," "Online")











  4. Who else could join? (Optional: Is this an activity for just the two of you, or could you invite one or two more friends?)











  5. What materials do we need? (E.g., "Pencils and paper," "Uno deck," "Our favorite books," "Snacks")











Great job planning! Remember to discuss your plan and make sure you both agree.

lenny
lenny

Cool Down

Session 6 Reflection Card

Instructions for Teacher: Distribute this card at the end of Session 6 for students to reflect on their journey through the Social Success Squad and their commitment to building friendships.

My Social Success Journey!

Congratulations on completing the Social Success Squad! Take a moment to think about everything you've learned and how you've grown.

Name: _________________________

  1. My Biggest Takeaway: What is one important thing you learned about social skills during these sessions that you will remember?






  2. My Friendship Goal: What is one specific thing you will try to do this week or in the coming weeks to build or strengthen a friendship, using the skills you've learned?






  3. Feeling Confident: On a scale of 1 to 5 (where 1 is Not at all confident and 5 is Very confident), how confident do you feel using your new social skills to make and keep friends?

    1 (Not at all confident)   2   3   4   5 (Very confident)



lenny
lenny

Activity

Body Language Charades Cards

Instructions for Teacher: Print, cut, and shuffle these cards. During Session 3, students will use these cards for a charades activity to practice recognizing and conveying emotions through body language.

Examples of Emotions/Cues to Act Out:

  • Happy: Jumping for joy, big smile, clapping hands.
  • Sad: Slumped shoulders, looking down, slow movements.
  • Angry: Crossed arms, furrowed brow, stomping feet.
  • Surprised: Wide eyes, open mouth, gasp.
  • Confused: Head tilt, scratching head, puzzled expression.
  • Nervous: Fidgeting hands, shifting weight, looking around anxiously.
  • Excited: Bouncing, energetic gestures, big grin.
  • Bored: Yawning, leaning head on hand, looking away.
  • Shy: Hiding face, quiet movements, avoiding eye contact.
  • Confident: Standing tall, direct eye contact, firm handshake.

(Teacher: Feel free to add more cards with relevant emotions or scenarios!)

lenny
lenny

Worksheet

Nonverbal Observation Worksheet

Instructions for Teacher: Distribute this worksheet during Session 3. Students will use it to record their observations during the Tone of Voice Analysis and to reflect on nonverbal cues.

Part 1: Tone of Voice Analysis

Listen to the audio clips. In the space below, describe the emotion or message you think each tone of voice conveys.

Clip 1: (Happy/Excited)

What emotion did you hear?


Clip 2: (Sad/Discouraged)

What emotion did you hear?


Clip 3: (Angry/Frustrated)

What emotion did you hear?


Clip 4: (Confused/Questioning)

What emotion did you hear?


Clip 5: (Neutral/Calm)

What emotion did you hear?


Part 2: Reflection on Nonverbal Cues

Think about what you learned today about body language, facial expressions, and tone of voice.

  1. What is one new nonverbal cue you learned about today?





  2. How can understanding nonverbal cues help you in your conversations?





  3. What is one nonverbal skill you want to focus on practicing this week (e.g., making eye contact, using a friendly tone, having open body language)?





lenny
lenny

Activity

Session 5 Reflection Cards

Instructions for Teacher: Distribute these cards to students at the end of Session 5 for individual reflection.

My Conversation Skill Focus

Name: _________________________

  1. Follow-Up Question Goal: Think of a conversation you might have this week. Write down one interesting follow-up question you could ask to keep the conversation going.






  2. Topic-Shift Technique: What is one new technique for smoothly shifting topics that you learned today? How will you try to use it?






  3. My Biggest Insight: What was the most important thing you learned about sustaining conversations today?






Keep practicing your amazing conversation skills!

lenny
lenny

Slide Deck

Social Success Squad – Session 6

Building Friendships Through Shared Interests

Welcome students as they arrive. Greet each by name and recap key skills from previous sessions. Explain today’s goal: turning skills into real friendships through shared interests.

Today's Objectives

• Review key conversation skills
• Identify shared interests
• Plan a mini friendship activity
• Practice sharing and feedback
• Reflect on your growth

Read each objective aloud and ensure students understand the session flow.

Finding Shared Interests

• Think of your hobbies and favorites
• Use the Shared Interest Inventory Sheet
• Circle any interests you share
• Choose one to explore together

Distribute the Shared Interest Inventory Sheet. Model how to fill it out and look for overlaps with a volunteer.

Planning a Friendship Activity

• Use the Activity Planning Template
• Brainstorm simple ideas (e.g., drawing, a game, a walk)
• Outline: what, when, where, who
• Set a time to try it this week

Guide pairs to brainstorm realistic, fun activities based on their shared interest. Provide examples and prompt questions as needed.

Practice and Peer Feedback

• Share your activity plan with another pair
• Offer two praises and one suggestion
• Use Peer Feedback Stickers or notes

Pair up groups so they can present their plans. Encourage positive, constructive feedback using stickers or written notes.

Reflection & Celebration

• Complete your Session 6 Reflection Card
• Share your biggest takeaway
• Celebrate your social success!

Distribute the Session 6 Reflection Card for individual reflection. Collect the cards and congratulate students on their progress and completion of the program.

lenny