Lesson Plan
Session 1: Understanding Feelings Lesson Plan
Students will be able to identify and name at least three basic emotions (happy, sad, angry, scared) and understand that others can experience these emotions too.
Recognizing and understanding emotions is the first step towards developing emotional intelligence and empathy, which are fundamental social skills.
Audience
3rd Grade High-Functioning Autistic Boys
Time
30 minutes
Approach
Discussion, visual aids, and an interactive charades game.
Materials
Session 1: Understanding Feelings Slide Deck, and Session 1: Emotion Charades Activity
Prep
Prepare Materials
15 minutes
Review the Session 1: Understanding Feelings Lesson Plan. Ensure the Session 1: Understanding Feelings Slide Deck is ready for display. Print and cut out the emotion cards for the Session 1: Emotion Charades Activity.
Step 1
Introduction (5 minutes)
5 minutes
Welcome students to the 'Social Superheroes' group. Explain that today's mission is to become 'Emotion Detectives' and learn about feelings. Briefly review group rules (e.g., listening, respecting others' turns).
Step 2
Understanding Basic Emotions (10 minutes)
10 minutes
Use the Session 1: Understanding Feelings Slide Deck to introduce four basic emotions: happy, sad, angry, scared. Discuss what each emotion looks like on a person's face and how it might feel in their body. Ask questions like: 'What makes you feel happy?' 'What do you do when you feel sad?'
Step 3
Emotion Charades Activity (10 minutes)
10 minutes
Engage students in the Session 1: Emotion Charades Activity. Explain the rules: students will pick an emotion card and act it out without speaking, while others guess the emotion. Encourage gentle feedback and clear expressions.
Step 4
Wrap-up and Reflection (5 minutes)
5 minutes
Briefly recap the emotions discussed. Ask students what they learned about feelings today. Assign a simple 'homework' to notice emotions in family members or characters in a book/show before the next session.
Slide Deck
Social Superheroes: Emotion Detectives!
Welcome, Social Superheroes!
Today's Mission: Understanding Feelings
Let's become Emotion Detectives!
Welcome the students. Explain the purpose of the Social Superheroes group: to learn about social skills. Introduce today's topic: becoming 'Emotion Detectives'.
Feeling Happy!
What does 'happy' mean?
What makes you feel happy?
How does your face look when you're happy?
How does your body feel?
Introduce the 'Happy' emotion. Ask students what makes them feel happy. Discuss what a happy face looks like (smile, bright eyes) and how their body might feel (light, energetic).
Feeling Sad?
What does 'sad' mean?
What makes you feel sad?
How does your face look when you're sad?
How does your body feel?
Introduce the 'Sad' emotion. Ask students what makes them feel sad. Discuss what a sad face looks like (frown, drooping eyes) and how their body might feel (heavy, tired).
Feeling Angry!
What does 'angry' mean?
What makes you feel angry?
How does your face look when you're angry?
How does your body feel?
Introduce the 'Angry' emotion. Ask students what makes them feel angry. Discuss what an angry face looks like (frown, tight lips, furrowed brows) and how their body might feel (tense, hot). Emphasize that it's okay to feel angry, but how we show it matters.
Feeling Scared?
What does 'scared' mean?
What makes you feel scared?
How does your face look when you're scared?
How does your body feel?
Introduce the 'Scared' emotion. Ask students what makes them feel scared. Discuss what a scared face looks like (wide eyes, open mouth, raised eyebrows) and how their body might feel (shaky, heart pounding).
Let's Play Emotion Charades!
Time to put on your acting hats!
We will act out emotions and guess what they are.
Remember to use your face and body!
Transition to the activity. Explain that they will now practice identifying emotions by acting them out. Explain the rules for 'Emotion Charades'.
Great Job, Emotion Detectives!
Today we learned about different feelings: Happy, Sad, Angry, Scared.
Can you try to notice these feelings in others this week?
See you next time, Social Superheroes!
Remind students of what they learned today. Encourage them to observe emotions in people around them before the next session.
Activity
Emotion Charades
Objective: To practice recognizing and expressing basic emotions through non-verbal cues.
Materials: Printed emotion cards (Happy, Sad, Angry, Scared - multiple cards for each emotion)
Instructions for Students:
- Pick a Card: One student will pick an emotion card from the pile without showing it to the others.
- Act it Out: That student will act out the emotion using only their face and body. No talking!
- Guess the Emotion: The other students will watch carefully and try to guess what emotion is being acted out.
- Take Turns: Once the emotion is guessed correctly, it's time for the next student to pick a card and act!
Emotion Cards (to be cut out):
Happy
Happy
Sad
Sad
Angry
Angry
Scared
Scared
Lesson Plan
Session 2: Listening Ears Lesson Plan
Students will understand the importance of active listening and practice at least two active listening behaviors (e.g., making eye contact, nodding, staying quiet).
Active listening is a foundational social skill that helps students understand others, build connections, and participate effectively in conversations and group activities.
Audience
3rd Grade High-Functioning Autistic Boys
Time
30 minutes
Approach
Discussion, visual examples, and a structured listening game.
Materials
Session 2: Listening Ears Slide Deck, and Session 2: Active Listening Activity
Prep
Prepare Materials
10 minutes
Review the Session 2: Listening Ears Lesson Plan. Ensure the Session 2: Listening Ears Slide Deck is ready for display. Prepare the materials for the Session 2: Active Listening Activity.
Step 1
Welcome and Review (5 minutes)
5 minutes
Welcome students back. Briefly review the concept of emotions from the previous session. Ask if anyone noticed emotions in others during the week. Introduce today's mission: becoming 'Listening Ears' superheroes.
Step 2
What is Listening? (10 minutes)
10 minutes
Use the Session 2: Listening Ears Slide Deck to explain what active listening looks like. Discuss specific behaviors: looking at the speaker, staying quiet, thinking about what they're saying, nodding. Demonstrate both good and poor listening examples and ask students to identify the differences.
Step 3
Active Listening Activity (10 minutes)
10 minutes
Engage students in the Session 2: Active Listening Activity. Explain the rules: one student speaks for a short time, and others practice active listening, then recap what was said. Emphasize practicing the listening behaviors discussed.
Step 4
Wrap-up and Reflection (5 minutes)
5 minutes
Recap the importance of active listening and the behaviors learned. Ask students when and why good listening is important. Encourage them to practice their 'listening ears' at home and in school before the next session.
Slide Deck
Social Superheroes: Listening Ears!
Welcome back, Social Superheroes!
Today's Mission: Using Our Listening Ears!
Why is listening important?
Welcome students back. Briefly review emotions from last week. Introduce today's mission: becoming 'Listening Ears' superheroes. Emphasize that good listening helps us understand others.
What is Active Listening?
It's not just hearing sounds!
Active Listening means showing someone you are paying attention and understanding what they are saying.
What do good listeners do?
Introduce the concept of active listening. Explain that it's more than just hearing; it's showing someone you understand. Ask students what they think good listening looks like.
Listening Superpowers!
Look at the Speaker: Turn your body towards them.
Stay Quiet: Don't interrupt or talk over others.
Nod Your Head: Show you're following along.
Think About Their Words: Understand what they mean.
Ask Questions (if needed): To clarify what they said.
Discuss and demonstrate key listening behaviors. Ask students to show you what each looks like. Exaggerate both good and bad examples.
Good Listener vs. Not-So-Good Listener
Imagine your friend is telling you about their favorite game.
Good Listener: Looking at them, quiet, nodding.
Not-So-Good Listener: Looking away, playing with something else, interrupting.
Show examples of good vs. poor listening. You can do a quick role-play or ask students to describe the difference.
Time for Active Listening!
Now, let's practice our Listening Superpowers!
We will take turns sharing and listening.
Remember to use your face and body to show you're listening!
Introduce the 'Active Listening Activity'. Explain that they will practice these new skills.
You are a Listening Superhero!
Today we learned how to use our Listening Ears!
Remember to:
- Look at the speaker
- Stay quiet
- Nod and think about what they say
When will you use your listening superpowers this week?
See you next time, Social Superheroes!
Recap the main points about active listening. Ask students when they can use these skills. Encourage them to practice at home and at school.
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example, "I heard that you like to play Minecraft."
- Gentle Correction: If the recap isn't quite right, the original speaker can gently clarify.
- New Speaker: Pass the ball/stick to the next person, and they share, repeating steps 2 and 3.
Sharing Ideas (Teacher can suggest or let students choose):
- My favorite animal is...
- Something fun I did this week was...
- If I had a superpower, it would be...
- My favorite food is...
- One thing I like about school is...
Lesson Plan
Session 3: My Turn, Your Turn Lesson Plan
Students will learn and practice turn-taking in conversations and understand the importance of asking questions to keep a conversation going.
Effective conversation skills, including turn-taking and asking relevant questions, are vital for engaging in positive social interactions and building relationships.
Audience
3rd Grade High-Functioning Autistic Boys
Time
30 minutes
Approach
Direct instruction, visual examples, and a structured conversation game.
Materials
Session 3: My Turn, Your Turn Slide Deck, and Session 3: Conversation Ball Activity
Prep
Prepare Materials
10 minutes
Review the Session 3: My Turn, Your Turn Lesson Plan. Ensure the Session 3: My Turn, Your Turn Slide Deck is ready for display. Prepare the Session 3: Conversation Ball Activity with the ball.
Step 1
Welcome and Review (5 minutes)
5 minutes
Welcome students back. Briefly review active listening from the previous session. Ask if they practiced their 'listening ears'. Introduce today's mission: becoming 'Conversation Creators' and mastering turn-taking.
Step 2
Understanding Conversation Turns (10 minutes)
10 minutes
Use the Session 3: My Turn, Your Turn Slide Deck to explain that conversations are like playing catch—you throw the ball (talk), and someone else catches it (listens and responds). Discuss the idea of 'my turn' to talk and 'your turn' to listen and respond. Emphasize asking questions to 'throw the ball' back to someone else.
Step 3
Conversation Ball Activity (10 minutes)
10 minutes
Engage students in the Session 3: Conversation Ball Activity. Explain the rules: when you have the ball, it's your turn to talk; when you throw it, it's the other person's turn. Encourage asking a question before throwing the ball to keep the conversation going.
Step 4
Wrap-up and Reflection (5 minutes)
5 minutes
Recap the importance of turn-taking and asking questions in conversations. Ask students to share one new thing they learned about talking with friends. Encourage them to practice taking turns and asking questions in their conversations this week.
Slide Deck
Social Superheroes: My Turn, Your Turn!
Welcome back, Social Superheroes!
Today's Mission: Becoming Conversation Creators!
How do we keep a conversation going?
Welcome students back. Briefly review active listening. Introduce today's mission: becoming 'Conversation Creators' and mastering turn-taking.
Conversations Are Like Catch!
Imagine you're playing catch with a friend.
- When you have the ball, it's YOUR TURN to talk.
- When you throw the ball, it's your friend's turn to talk!
Everyone gets a turn!
Explain that conversations are like playing catch. Use a real ball or pretend to toss one. Emphasize that both people need to participate.
My Turn To Talk, Your Turn To Listen
When it's your turn to talk:
- Share your thoughts.
- Tell a story.
- Ask a question!
When it's someone else's turn:
- Listen with your listening ears!
- Think about what they are saying.
Discuss how to know when it's your turn and when it's someone else's. Stress listening when it's not your turn.
How to Keep the Ball Rolling: Ask Questions!
The best way to keep a conversation going is to ask questions!
- "What did you do after that?"
- "How did that make you feel?"
- "What's your favorite part?"
Questions help you 'throw the ball' back to your friend!
Explain the importance of asking questions to keep the 'ball' moving. Give examples of open-ended questions.
Let's Play Conversation Ball!
Time to practice being Conversation Creators!
We will use a ball to help us remember whose turn it is.
Remember to ask a question before you throw the ball!
Introduce the 'Conversation Ball Activity'. Explain the rules clearly.
Great Job, Conversation Creators!
Today we learned about:
- Taking turns in conversations.
- Asking questions to keep talking!
Practice being a Conversation Creator this week!
See you next time, Social Superheroes!
Recap the main points. Encourage students to practice turn-taking and asking questions.
Activity
Conversation Ball Activity
Objective: To practice turn-taking in conversations and asking questions to maintain engagement.
Materials: One soft ball
Instructions for Students:
- Start the Conversation: The teacher will start with the ball and say something interesting or ask an open-ended question to kick off the conversation (e.g., "What's your favorite thing to do on a rainy day?").
- My Turn to Talk: The person holding the ball has the turn to talk. They can answer the question, share a thought, or tell a short story related to the topic.
- Your Turn to Listen & Ask: While one person talks, everyone else uses their Listening Ears Superpowers.
- Throw the Ball, Ask a Question: When the speaker is finished, they should ask a question to another group member before gently throwing the ball to them. This passes the "turn to talk" and keeps the conversation going! (e.g., "That reminds me, [Name], what do you like to do on rainy days?")
- Continue the Flow: The new person with the ball answers the question, shares their own thoughts, and then asks another person a question before throwing the ball.
Conversation Starters (Teacher can suggest or let students generate):
- What's the best part about your day so far?
- If you could have any animal as a pet, what would it be?
- What's your favorite game to play?
- Tell us about a time you felt happy/proud/excited.
- What's one thing you're looking forward to this week?
Lesson Plan
Session 4: Friendship Formula Lesson Plan
Students will be able to identify key qualities of a good friend and understand basic steps for initiating and maintaining friendships.
Learning how to make and keep friends is essential for social development and overall well-being. This lesson provides a framework for building positive peer relationships.
Audience
3rd Grade High-Functioning Autistic Boys
Time
30 minutes
Approach
Discussion, brainstorming, and an interactive activity to visualize friendship connections.
Materials
Session 4: Friendship Formula Slide Deck, and Session 4: Friendship Web Activity
Prep
Prepare Materials
10 minutes
Review the Session 4: Friendship Formula Lesson Plan. Ensure the Session 4: Friendship Formula Slide Deck is ready for display. Prepare yarn or string for the Session 4: Friendship Web Activity.
Step 1
Welcome and Review (5 minutes)
5 minutes
Welcome students back. Briefly review previous concepts like understanding emotions and active listening. Ask if they practiced their conversation skills. Introduce today's mission: discovering the 'Friendship Formula'.
Step 2
What Makes a Good Friend? (10 minutes)
10 minutes
Use the Session 4: Friendship Formula Slide Deck to discuss qualities of a good friend. Brainstorm ideas together: kindness, sharing, listening, playing together, being helpful. Talk about how these qualities make others feel and why they are important for friendship. Discuss how to initiate a friendship (e.g., inviting someone to play, asking questions, sharing interests) and maintain one (e.g., being reliable, showing interest, being kind).
Step 3
Friendship Web Activity (10 minutes)
10 minutes
Engage students in the Session 4: Friendship Web Activity. Explain that they will create a 'web' of friendship by sharing qualities they like in a friend and connecting with others who share similar ideas. This visual helps them see how everyone is connected by positive friendship traits.
Step 4
Wrap-up and Reflection (5 minutes)
5 minutes
Recap the 'Friendship Formula' and key qualities. Ask students to think about one way they can be a good friend this week. Encourage them to practice inviting someone to play or showing kindness.
Slide Deck
Social Superheroes: Friendship Formula!
Welcome back, Social Superheroes!
Today's Mission: Unlocking the Friendship Formula!
What makes someone a good friend?
Welcome students back. Briefly review previous social skills. Introduce today's mission: discovering the 'Friendship Formula' - what makes good friends and how to make them.
Ingredients for Friendship
What are the special 'ingredients' that make a good friend?
- Kindness
- Sharing
- Good Listener (like our Listening Ears!)
- Playing Together
- Being Helpful
- Making you laugh!
What else?
Brainstorm qualities of a good friend with the students. Write their ideas on a whiteboard or flip chart. Prompt with examples like 'kindness', 'sharing', 'listening'.
Why are these ingredients important?
When someone is kind, how do you feel?
When someone listens to you, how do you feel?
These qualities make people feel good and want to be friends!
Discuss how these qualities benefit both sides of a friendship. Explain that being a good friend helps you also have good friends.
How to Start a Friendship
Want to make a new friend? Here are some ideas:
- Invite them to play: "Want to play tag at recess?"
- Ask a question: "What's your favorite video game?"
- Share something: "I have an extra sticker, do you want one?"
- Smile and say hello!
Discuss simple ways to start a friendship. Role-play if appropriate. Emphasize being brave and taking the first step.
How to Keep Friends
Once you have friends, how do you keep them?
- Keep being kind and sharing.
- Keep listening to them.
- Be a good teammate or playmate.
- Ask them how their day was.
- Be honest and fair.
Discuss how to keep friends by continuing to show good friendship qualities. Reinforce consistency.
Building Our Friendship Web!
Time to see how all these friendship ingredients connect us!
We will create a 'web' of friendship with yarn.
Transition to the activity. Explain that they will visually connect qualities of friendship.
You've Got the Friendship Formula!
Today we learned about:
- Qualities of a good friend.
- How to start and keep friendships.
Practice being a friendship superhero this week!
See you next time, Social Superheroes!
Recap the main points of the 'Friendship Formula'. Encourage students to apply one new idea this week.
Activity
Friendship Web Activity
Objective: To visually demonstrate how positive friendship qualities connect people in a group.
Materials: A ball of yarn or string
Instructions for Students:
- Form a Circle: Have all students sit in a circle on the floor.
- Start the Web: The teacher starts with the ball of yarn. The teacher holds onto the end of the yarn and says one quality they like in a friend (e.g., "I like friends who are good listeners!").
- Pass the Yarn: The teacher then gently tosses the ball of yarn to a student across the circle. That student catches the yarn, holds onto a piece of it, and then shares a quality they like in a friend (e.g., "I like friends who share their toys!").
- Keep Connecting: The student then tosses the ball of yarn to another student, who also holds onto a piece and shares a new friendship quality. This continues until everyone has had a turn and the yarn forms a tangled "web" across the circle.
- Observe the Web: Once the web is complete, discuss what it represents. How do all these positive qualities connect everyone? Explain that each strand is like a friendly action or a good quality that holds friendships together.
- Untangling the Web (Optional for more time): As each student shares one way they can be a good friend, they can gently let go of their piece of the yarn, slowly untangling the web back to the teacher.
Lesson Plan
Session 5: Problem-Solving Pals Lesson Plan
Students will learn and practice a simple 3-step problem-solving process to address common social conflicts.
Learning to solve social problems independently and respectfully helps students navigate challenging situations, reduce conflict, and maintain positive relationships.
Audience
3rd Grade High-Functioning Autistic Boys
Time
30 minutes
Approach
Structured problem-solving steps, role-playing, and guided discussion of social scenarios.
Materials
Session 5: Problem-Solving Pals Slide Deck, and Session 5: Social Scenario Cards Activity
Prep
Prepare Materials
15 minutes
Review the Session 5: Problem-Solving Pals Lesson Plan. Ensure the Session 5: Problem-Solving Pals Slide Deck is ready for display. Print and cut out the Session 5: Social Scenario Cards Activity.
Step 1
Welcome and Review (5 minutes)
5 minutes
Welcome students back. Briefly review positive friendship qualities. Ask if they tried being a friendship superhero this week. Introduce today's mission: becoming 'Problem-Solving Pals'.
Step 2
Introducing the 3-Step Problem-Solving Process (10 minutes)
10 minutes
Use the Session 5: Problem-Solving Pals Slide Deck to introduce a simple 3-step problem-solving process:
- Stop & Think: What is the problem? How do I feel? How might the other person feel?
- Brainstorm Solutions: What are 2-3 things I could try? (e.g., talk it out, share, ask for help, walk away, take a break).
- Choose & Try: Pick one solution and try it. What happened? Discuss examples for each step.
Step 3
Social Scenario Cards Activity (10 minutes)
10 minutes
Engage students in the Session 5: Social Scenario Cards Activity. Students will pick a card, read the scenario, and then apply the 3-step problem-solving process as a group or in pairs. Guide them through identifying the problem, brainstorming solutions, and choosing the best one. Encourage different perspectives and creative solutions.
Step 4
Wrap-up and Reflection (5 minutes)
5 minutes
Recap the 3-step problem-solving process. Ask students when they might use these steps this week. Encourage them to remember to Stop, Think, and Try when they face a social challenge.
Slide Deck
Social Superheroes: Problem-Solving Pals!
Welcome back, Social Superheroes!
Today's Mission: Becoming Problem-Solving Pals!
What do you do when a social problem pops up?
Welcome students back. Briefly review friendship qualities. Introduce today's mission: becoming 'Problem-Solving Pals' and learning how to handle tricky social situations.
Step 1: Stop & Think!
STOP! Take a deep breath.
THINK!
- What is the problem? (e.g., "My friend took my toy.")
- How do I feel? (e.g., angry, sad)
- How might the other person feel? (e.g., maybe they didn't mean to, maybe they're curious)
Explain that social problems happen to everyone. It's how we deal with them that makes us superheroes. Introduce the first step: Stop & Think.
Step 2: Brainstorm Solutions!
What are 2-3 things you could try?
- Talk it out: "Can I have my toy back, please?"
- Share: "Let's share the toy."
- Ask for help: Ask a teacher or parent.
- Walk away: If you need a break.
- Take turns: "Can I have a turn next?"
What other ideas can we think of?
Introduce brainstorming solutions. Emphasize thinking of multiple options, even silly ones at first. Give examples for different common problems.
Step 3: Choose & Try!
Pick the best solution from your ideas and try it!
- What happened? Did it help?
- If not, that's okay! Try another solution from your list.
Remember: Sometimes it takes a few tries!
Explain the final step: choosing one solution and trying it. Discuss that sometimes the first solution doesn't work, and that's okay – you can try another. Use a scenario to walk through all three steps.
Time for Social Scenario Cards!
Now let's practice being Problem-Solving Pals!
We will read social problems and use our 3 steps to find solutions.
Remember: Stop & Think, Brainstorm Solutions, Choose & Try!
Introduce the activity. Explain that they will use the 3 steps with different social scenarios from the cards.
You are a Problem-Solving Pal!
Today we learned our 3-step problem-solving process:
- Stop & Think
- Brainstorm Solutions
- Choose & Try
Practice these steps when social problems pop up this week!
See you next time, Social Superheroes!
Recap the 3 steps. Encourage them to use these steps outside of the group. Reinforce their role as 'Problem-Solving Pals'.
Activity
Social Scenario Cards
Objective: To practice applying the 3-step problem-solving process to various social situations.
Materials: Printed social scenario cards (cut out)
Instructions for Students:
- Pick a Card: A student or the teacher will pick a scenario card and read it aloud to the group.
- Stop & Think: As a group, discuss:
- What is the problem in this situation?
- How might the people in the story be feeling? (Review Session 1: Understanding Feelings if needed)
- How would you feel if this happened to you?
- Brainstorm Solutions: Think of 2-3 different things the person in the story could do to solve the problem. Encourage creative and respectful ideas.
- Choose & Try: Discuss which solution might be the best to try first and why. What might happen if they try that solution?
- Role-Play (Optional): If time allows, briefly role-play one or two of the solutions to see how they might play out.
Scenario 1
You are playing with a toy car, and another student grabs it from your hand without asking.
Scenario 2
During a game, your friend keeps changing the rules, and it makes it hard to play.
Scenario 3
You want to join a group of kids playing soccer, but they seem busy and don't notice you.
Scenario 4
Someone tells a joke that isn't very nice about another classmate, and you feel uncomfortable.
Scenario 5
You accidentally bump into someone in the hallway, and they get angry.
Scenario 6
Your friend wants to play a game you don't like, and you want to play something different.
Lesson Plan
Session 6: Reading Body Language Lesson Plan
Students will be able to identify at least three common non-verbal cues (e.g., facial expressions, body posture, gestures) and understand how they communicate feelings and intentions.
Understanding body language helps students better interpret social situations, understand others' emotions, and respond appropriately, leading to more successful interactions.
Audience
3rd Grade High-Functioning Autistic Boys
Time
30 minutes
Approach
Discussion, visual examples, and an interactive game to practice non-verbal communication skills.
Materials
Session 6: Reading Body Language Slide Deck, and Session 6: Body Language Bingo Activity
Prep
Prepare Materials
15 minutes
Review the Session 6: Reading Body Language Lesson Plan. Ensure the Session 6: Reading Body Language Slide Deck is ready for display. Print and prepare the Session 6: Body Language Bingo Activity cards and markers/tokens.
Step 1
Welcome and Review (5 minutes)
5 minutes
Welcome students back. Briefly review problem-solving steps. Ask if they used their problem-solving skills this week. Introduce today's mission: becoming 'Body Language Detectives'.
Step 2
Understanding Non-Verbal Cues (10 minutes)
10 minutes
Use the Session 6: Reading Body Language Slide Deck to introduce the concept of body language. Discuss that people communicate with more than just words. Focus on common cues: facial expressions (happy, sad, angry, scared - review from Session 1), eye contact, arms (crossed, open), posture (slumped, upright). Show examples and ask students to interpret what the body language might mean.
Step 3
Body Language Bingo Activity (10 minutes)
10 minutes
Engage students in the Session 6: Body Language Bingo Activity. Explain the rules: the teacher acts out body language cues, and students mark them on their bingo cards. The first to get Bingo wins. Encourage students to try acting out some cues as well.
Step 4
Wrap-up and Reflection (5 minutes)
5 minutes
Recap the importance of observing body language to understand others. Ask students to share one body language cue they will try to notice this week. Encourage them to be 'Body Language Detectives' in their daily lives.
Slide Deck
Social Superheroes: Body Language Detectives!
Welcome back, Social Superheroes!
Today's Mission: Reading Body Language!
What are people saying without words?
Welcome students back. Briefly review problem-solving. Introduce today's mission: becoming 'Body Language Detectives' and understanding non-verbal cues.
More Than Just Words!
Sometimes, people tell us things without saying a single word!
Their bodies and faces can give us clues about how they are feeling or what they are thinking.
This is called body language!
Explain that people communicate in many ways, not just with words. Introduce the idea of 'body language'. Ask students for initial thoughts.
Face Facts: Our Expressions
Remember our emotions from Session 1 (Happy, Sad, Angry, Scared)?
Our faces are like billboards for our feelings!
- Smiling eyes and mouth = Happy!
- Frowning mouth, drooping eyes = Sad!
- Tight lips, furrowed brows = Angry!
- Wide eyes, raised eyebrows = Scared!
Review facial expressions from Session 1 (happy, sad, angry, scared). Show pictures or make faces and have students guess. Emphasize that eyes and mouths are key.
Eyes Are Important!
Where do you look when someone is talking to you?
- Looking at their eyes or face usually means you are listening and interested.
- Looking away a lot might mean you're bored or not paying attention.
It can be tricky, but trying to look at someone's face shows you care.
Discuss eye contact. Explain that looking at someone's eyes shows you're listening and interested, but also acknowledge that for some, direct eye contact can be uncomfortable. Suggest looking near the eyes or at the face area.
Arms Tell a Story
What do people do with their arms?
- Arms crossed tight might mean someone is angry, mad, or uncomfortable.
- Arms relaxed at their sides usually means they are calm and open.
Think about what your arms say!
Discuss arm posture. Demonstrate open arms vs. crossed arms. Ask students how each makes them feel or what it might mean.
Posture Power!
How do people stand or sit?
- Slumped shoulders, looking down can mean someone is sad or tired.
- Standing tall, looking up can mean someone is confident or happy!
Your whole body gives clues!
Discuss body posture. Demonstrate slumped vs. upright. Ask how each posture makes them feel.
Time for Body Language Bingo!
Now, let's play Body Language Bingo!
We will act out different body language clues, and you will mark them on your Bingo card.
Pay close attention to faces and bodies!
Introduce the Body Language Bingo activity. Explain the rules.
You are a Body Language Detective!
Today we learned to be Body Language Detectives!
We looked at:
- Faces
- Eyes
- Arms
- Posture
Practice noticing these clues this week!
See you next time, Social Superheroes!
Recap the different body language cues. Encourage students to be observant in their daily lives.
Activity
Body Language Bingo
Objective: To practice recognizing and interpreting various non-verbal cues.
Materials:
- Body Language Bingo cards (one per student – see template below)
- Markers or tokens (small blocks, erasers, or pennies)
Instructions for Teacher:
- Distribute Cards: Give each student a Body Language Bingo card and a few markers/tokens.
- Explain the Game: Explain that you (the teacher) will act out different body language cues. When students see a cue on their card that matches what you are acting out, they should place a marker on that square.
- Act It Out: Act out one body language cue at a time. Exaggerate slightly for clarity. Pause after each one to allow students to find it on their card.
- Bingo!: The first student to get three in a row (horizontally, vertically, or diagonally) calls out "Bingo!"
- Review and Discuss: After a Bingo, briefly review the cues that led to the win. Discuss what each cue means.
- Optional: Have students take turns acting out cues for the group.
Teacher's Cues to Act Out (examples):
- Big Smile (Happy)
- Frown (Sad/Angry)
- Arms Crossed (Angry/Closed Off)
- Nodding Head (Listening/Agreeing)
- Looking Away (Bored/Uninterested)
- Shrugging Shoulders (Don't Know)
- Thumbs Up (Good/Okay)
- Slumped Posture (Sad/Tired)
- Pointing Finger (Direction/Blame)
- Wide Eyes (Surprised/Scared)
- Tapping Foot (Impatient)
- Clapping Hands (Happy/Excited)
Body Language Bingo Card (Cut out and duplicate for each student)
| FREE SPACE | Frowning | Arms Crossed |
|---|---|---|
| Smiling | Nodding | Looking Away |
| Shrugging | Thumbs Up | Slumped |
Lesson Plan
Session 7: Respecting Differences Lesson Plan
Students will understand and appreciate that people have unique interests, strengths, and ways of thinking, fostering an environment of respect and acceptance.
Learning to respect individual differences is crucial for building inclusive friendships and navigating a diverse world, preventing misunderstandings and promoting empathy.
Audience
3rd Grade High-Functioning Autistic Boys
Time
30 minutes
Approach
Discussion, personal sharing, and an activity to highlight individual uniqueness.
Materials
Session 7: Respecting Differences Slide Deck, and Session 7: What Makes Us Unique Activity
Prep
Prepare Materials
10 minutes
Review the Session 7: Respecting Differences Lesson Plan. Ensure the Session 7: Respecting Differences Slide Deck is ready for display. Prepare materials for the Session 7: What Makes Us Unique Activity (paper and crayons/markers).
Step 1
Welcome and Review (5 minutes)
5 minutes
Welcome students back. Briefly review body language cues from the previous session. Ask if they noticed any new body language this week. Introduce today's mission: celebrating what makes each of us unique, becoming 'Respectful Explorers'.
Step 2
Celebrating Our Differences (10 minutes)
10 minutes
Use the Session 7: Respecting Differences Slide Deck to lead a discussion on differences. Talk about various ways people can be different (e.g., favorite foods, hobbies, things they are good at, how they learn). Emphasize that differences are good and make the world interesting. Discuss how it feels to be different and how we can show respect even when we don't understand or agree with someone's choices or ways of doing things. Highlight that respecting differences means being kind and accepting.
Step 3
What Makes Us Unique Activity (10 minutes)
10 minutes
Engage students in the Session 7: What Makes Us Unique Activity. Students will draw or write about something that makes them unique. Then, they will share their uniqueness with the group, and others will offer positive comments or find commonalities. This activity helps affirm individuality and encourages positive peer interaction.
Step 4
Wrap-up and Reflection (5 minutes)
5 minutes
Recap the importance of respecting and celebrating differences. Ask students to share one way they can show respect to someone who is different from them this week. Encourage them to notice and appreciate the unique qualities in their friends and classmates.
Slide Deck
Social Superheroes: Respecting Differences!
Welcome back, Social Superheroes!
Today's Mission: Celebrating What Makes Us Unique!
What makes you, YOU?
Welcome students back. Briefly review body language. Introduce today's mission: celebrating what makes each of us unique, becoming 'Respectful Explorers'.
We Are All Different!
Think about all the people you know.
Are they all the same?
- Different favorite foods?
- Different hobbies?
- Different ways of learning?
- Different things they are good at?
Our differences make us special and interesting!
Ask students for examples of how people are different. Guide the discussion to include a variety of differences (interests, appearance, how they learn, what they like).
Why are Differences Good?
Imagine if everyone liked the same game, wore the same clothes, or had the same ideas.
How boring would that be?
Differences make our world colorful and exciting!
They also help us learn new things from each other.
Discuss why it's good to have differences. Emphasize that a world where everyone is the same would be boring. Relate it to teamwork – different skills are good.
What Does 'Respect' Mean?
Respect means showing that you value someone, even if they are different from you.
- It means being kind.
- It means listening to their ideas (even if they're different).
- It means accepting them for who they are.
- It DOES NOT mean you have to agree with everything, but you treat them with kindness.
Explain what 'respect' means in the context of differences. Discuss how to show respect (being kind, listening, not making fun).
Showing Respect in Action!
If your friend likes a different video game than you:
- Respectful: "That's cool you like that game! Maybe you can tell me about it sometime."
- Not Respectful: "That game is boring! My game is way better."
If someone does things a different way:
- Respectful: Try to understand their way or just accept it.
- Not Respectful: Laugh at them or tell them they're wrong.
Give examples of showing respect for differences. You can ask students for their own examples.
Time to Share Our Uniqueness!
Now, let's explore what makes each of YOU unique and special!
We will share something wonderful about ourselves with the group.
Introduce the activity. Explain that they will get to share something special about themselves.
You are a Respectful Explorer!
Today we learned to be Respectful Explorers!
- Everyone is unique and special.
- Differences make our world better.
- Show respect and kindness to everyone.
Look for the unique superpowers in others this week!
See you next time, Social Superheroes!
Recap the importance of respecting differences. Encourage students to look for and appreciate uniqueness in others.
Activity
What Makes Us Unique Activity
Objective: To help students identify and celebrate their own unique qualities and appreciate the differences in others.
Materials:
- Paper (one sheet per student)
- Crayons, colored pencils, or markers
Instructions for Students:
- Think About YOU!: On your paper, draw or write about something that makes you unique or special. It could be:
- A favorite hobby or interest (e.g., "I love building with LEGOs!")
- A special talent (e.g., "I'm good at drawing animals!")
- A unique characteristic (e.g., "I have a really good memory for facts!")
- Something you love to do that others might not.
- Share Your Uniqueness: When everyone is ready, we will go around the circle. Each person will share what makes them unique. Explain your drawing or writing.
- Appreciate Others: As each person shares, listen with your Listening Ears Superpowers. After they share, everyone else will give a thumbs-up or make a positive comment like, "That's really cool!" or "I like that too!" or "Thanks for sharing!"
Teacher Notes:
- Model the activity first by sharing something unique about yourself.
- Encourage positive affirmations and active listening. Ensure all students feel valued for their unique contributions.
- Remind students that being unique isn't always about being
Lesson Plan
Session 8: Teamwork Triumphs Lesson Plan
Students will understand the importance of cooperation and practice teamwork skills by working together on a shared creative task.
Collaboration and teamwork are essential life skills that enable students to achieve common goals, build stronger relationships, and contribute positively to group settings.
Audience
3rd Grade High-Functioning Autistic Boys
Time
30 minutes
Approach
Discussion, practical examples, and a collaborative storytelling activity.
Materials
Session 8: Teamwork Triumphs Slide Deck, and Session 8: Group Storytelling Activity
Prep
Prepare Materials
15 minutes
Review the Session 8: Teamwork Triumphs Lesson Plan. Ensure the Session 8: Teamwork Triumphs Slide Deck is ready for display. Prepare a starting sentence or idea for the Session 8: Group Storytelling Activity.
Step 1
Welcome and Review (5 minutes)
5 minutes
Welcome students back for the final session. Briefly review respecting differences from the previous session. Ask if they appreciated anyone's unique qualities this week. Introduce today's mission: becoming 'Teamwork Champions'.
Step 2
What is Teamwork? (10 minutes)
10 minutes
Use the Session 8: Teamwork Triumphs Slide Deck to define teamwork and cooperation. Discuss why working together is important (e.g., getting tasks done faster, making things more fun, learning from each other). Provide examples of teamwork in everyday life (e.g., playing a sport, cleaning a room, working on a school project). Highlight key aspects like listening to ideas, sharing responsibilities, and encouraging each other.
Step 3
Group Storytelling Activity (10 minutes)
10 minutes
Engage students in the Session 8: Group Storytelling Activity. Explain the rules: each student will add a sentence or two to build a collaborative story. Emphasize active listening and building on each other's ideas to create a cohesive story. This encourages creative collaboration and turn-taking in a shared goal.
Step 4
Wrap-up and Celebration (5 minutes)
5 minutes
Recap the importance of teamwork and how they demonstrated it in the activity. Ask students to share one thing they learned about working with others. Congratulate them on completing the 8-week Social Superheroes program! Briefly review all the social superpowers they've gained (emotions, listening, conversation, friendship, problem-solving, body language, respecting differences, teamwork). Provide positive affirmations and encourage them to continue using their skills in school and at home.
Slide Deck
Social Superheroes: Teamwork Triumphs!
Welcome back, Social Superheroes!
Today's Mission: Becoming Teamwork Champions!
What can we achieve when we work together?
Welcome students back for the final session. Briefly review respecting differences. Introduce today's mission: becoming 'Teamwork Champions'. Acknowledge this is the last session.
What is Teamwork?
Teamwork is when a group of people work together to reach a common goal.
It means sharing ideas, helping each other, and making sure everyone feels included.
Think about a sports team, a band, or building a big LEGO castle with friends!
Define teamwork and cooperation. Ask students for examples of when they've worked together. Use simple language and relatable examples.
Why is Teamwork Important?
When we work as a team:
- Tasks can be easier and faster!
- We can learn new things from each other.
- It can be more fun!
- We can create something amazing together that we couldn't do alone.
Discuss the benefits of teamwork. Emphasize that tasks can be easier, more fun, and lead to better results when people cooperate. Link back to previous sessions (listening, sharing ideas).
Teamwork Superpowers!
What makes a great team player?
- Listening to everyone's ideas (using our Listening Ears!)
- Sharing responsibilities (everyone helps!)
- Encouraging each other (saying "Good job!" or "You can do it!")
- Being flexible (sometimes we need to try new ideas)
- Problem-solving together (using our Problem-Solving Pal skills!)
Highlight key behaviors for good teamwork. Connect these to previously learned social skills.
Let's Create Together: Group Storytelling!
Time to put our teamwork superpowers to the test!
We will create a brand new story together.
Each person will add a piece to the story. Listen carefully and build on each other's ideas!
Introduce the Group Storytelling Activity. Explain that this is a way to practice teamwork and creativity.
You are Social Superheroes!
Congratulations, Social Superheroes!
Over the past 8 weeks, you've learned so many amazing social superpowers:
- Understanding Feelings
- Active Listening
- Conversation Skills
- Friendship Building
- Problem-Solving
- Reading Body Language
- Respecting Differences
- Teamwork!
Keep using your superpowers every day! We are so proud of you!
Congratulate students on completing the program. Briefly review all the skills covered throughout the 8 weeks. Give positive affirmations and encourage continued practice.
Activity
Group Storytelling Activity
Objective: To practice teamwork, creative collaboration, and active listening by co-creating a story.
Materials: No materials needed (or a whiteboard/flipchart to jot down key ideas if preferred)
Instructions for Students:
- Start the Story: The teacher will begin a story with one or two sentences. For example: "One sunny morning, a brave little robot named Bolt woke up and realized he had lost his special power button."
- Add to the Story: Going around the circle, each student will add one or two sentences to continue the story. Emphasize that they should listen carefully to what was said before them and try to make their sentences fit with the story so far.
- Build and Listen: Encourage students to build on each other's ideas. If someone adds a new character, the next person might describe that character or have them do something in the story. If the story goes in an unexpected direction, that's okay! It's about working together to create something unique.
- Keep it Going: Continue until the story feels complete, or for about 5-7 minutes. The teacher can help guide the story if it gets stuck or goes too far off track.
Tips for the Teacher:
- Model good listening and building on ideas.
- If a student struggles to add, offer a gentle prompt like, "What happened next?" or "What did Bolt do then?"
- Praise efforts in collaboration and creativity.
- At the end, review the story by retelling it together, highlighting how everyone's contributions made it special.
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Activity
Active Listening Practice
Objective: To provide students with hands-on practice in applying active listening skills.
Materials: A soft ball or talking stick (optional, for turn-taking)
Instructions for Students:
- The Sharing Circle: Sit in a circle. We will take turns sharing something short and simple.
- The Listener's Job: When someone is speaking, everyone else will use their listening superpowers:
- Look at the speaker.
- Stay quiet.
- Nod your head to show you understand.
- Think about what they are saying.
- Recap What You Heard: After one student shares, the person next to them will briefly recap what they heard the speaker say. For example,
Lesson Plan
Social Superheroes: Building Connections Lesson Plan
To equip high-functioning autistic 3rd-grade boys with fundamental social skills, including understanding emotions, effective communication, and positive interaction strategies, to foster meaningful connections.
Developing strong social skills is crucial for overall well-being and academic success. This group provides a supportive environment for students to learn and practice these skills, helping them build confidence and navigate social situations more effectively.
Audience
3rd Grade High-Functioning Autistic Boys
Time
8 Sessions, 30 minutes each (Total 4 hours)
Approach
Direct instruction, role-playing, and interactive activities.
Materials
Session 1: Understanding Feelings Lesson Plan, Session 1: Understanding Feelings Slide Deck, Session 1: Emotion Charades Activity, Session 2: Listening Ears Lesson Plan, Session 2: Listening Ears Slide Deck, Session 2: Active Listening Activity, Session 3: My Turn, Your Turn Lesson Plan, Session 3: My Turn, Your Turn Slide Deck, Session 3: Conversation Ball Activity, Session 4: Friendship Formula Lesson Plan, Session 4: Friendship Formula Slide Deck, Session 4: Friendship Web Activity, Session 5: Problem-Solving Pals Lesson Plan, Session 5: Problem-Solving Pals Slide Deck, Session 5: Social Scenario Cards Activity, Session 6: Reading Body Language Lesson Plan, Session 6: Reading Body Language Slide Deck, Session 6: Body Language Bingo Activity, Session 7: Respecting Differences Lesson Plan, Session 7: Respecting Differences Slide Deck, Session 7: What Makes Us Unique Activity, Session 8: Teamwork Triumphs Lesson Plan, Session 8: Teamwork Triumphs Slide Deck, and Session 8: Group Storytelling Activity
Prep
Review All Materials
60 minutes
Review all 8 session lesson plans, slide decks, and activities to familiarize yourself with the content and flow. Ensure all printable materials are ready for each session. Set up a dedicated, quiet space for the group.
Step 1
Introduction to Social Superheroes (Session 1)
30 minutes
Begin with Session 1: Understanding Feelings Lesson Plan, focusing on identifying and naming basic emotions using the Session 1: Understanding Feelings Slide Deck and the Session 1: Emotion Charades Activity.
Step 2
Listening Skills (Session 2)
30 minutes
Introduce and practice active listening skills using Session 2: Listening Ears Lesson Plan, Session 2: Listening Ears Slide Deck, and the Session 2: Active Listening Activity.
Step 3
Conversation Skills (Session 3)
30 minutes
Focus on turn-taking and maintaining conversations with Session 3: My Turn, Your Turn Lesson Plan, Session 3: My Turn, Your Turn Slide Deck, and the Session 3: Conversation Ball Activity.
Step 4
Building Friendships (Session 4)
30 minutes
Explore qualities of friendship and how to initiate and maintain friendships using Session 4: Friendship Formula Lesson Plan, Session 4: Friendship Formula Slide Deck, and the Session 4: Friendship Web Activity.
Step 5
Problem-Solving in Social Situations (Session 5)
30 minutes
Teach students strategies for resolving conflicts and navigating challenging social situations using Session 5: Problem-Solving Pals Lesson Plan, Session 5: Problem-Solving Pals Slide Deck, and the Session 5: Social Scenario Cards Activity.
Step 6
Understanding Non-Verbal Cues (Session 6)
30 minutes
Introduce and practice recognizing body language and facial expressions with Session 6: Reading Body Language Lesson Plan, Session 6: Reading Body Language Slide Deck, and the Session 6: Body Language Bingo Activity.
Step 7
Appreciating Differences (Session 7)
30 minutes
Discuss the importance of respecting individual differences and perspectives using Session 7: Respecting Differences Lesson Plan, Session 7: Respecting Differences Slide Deck, and the Session 7: What Makes Us Unique Activity.
Step 8
Working Together (Session 8)
30 minutes
Reinforce cooperation and teamwork skills with Session 8: Teamwork Triumphs Lesson Plan, Session 8: Teamwork Triumphs Slide Deck, and the Session 8: Group Storytelling Activity.
Step 9
Group Celebration/Review
As Needed
Conclude the 8-week program with a brief celebration or review session, acknowledging student progress and reinforcing key social skills learned throughout the series. Encourage students to share their favorite activities or new skills they feel confident using.