GENEVA COLLEGE

BEAVER FALLS, PA
SOCIAL SKILLS LESSON PLAN

NAME: McKayla Jacobs DATE: October 7, 2021

COURSE: EDU 473 (Alternative Setting) GRADE LEVEL: 12th Grade (Ages 17-21)

I. TOPIC AND GENERAL GOAL

Self-Control: What we can and cannot control in everyday life.

II. REFERENCE TO PA OR COMMON CORE STANDARDS

16.1.2.C1 Identify adverse situations which all people encounter and healthy ways to address.

III. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS

TSWBAT identify what they can control in everyday life.
TSWBAT identify what they cannot control in everyday life.
TSWBAT decide the best way to handle a situation with another person by knowing choices.

IV. MATERIALS
 PowerPoint (8 Slides)
 Smart Board / Projector Screen
 Board Game
 Game Rules
 One Die for Game
 Pieces for Game
 Cards for Game

V. A. INTRODUCTION

To introduce the lesson, the teacher will begin by showing the students the Self-Control
PowerPoint. In this PowerPoint, the teacher and students will discuss what self-control is. The teacher
will ask the students, "What does it mean to have self-control?". After a few volunteer students have
answered, the teacher will move on to slide two where the teacher will read the definition and discuss
with the students. The teacher will also discuss choices and how we need to use self-control when
making choices.
The teacher will then move on to slides three and four and ask the students what the better choice
would be between the two choices shown. The teacher and students will discuss why the vegetables
and being kind are the better choices then move on to slide five to discuss the three parts of self-control.
The teacher will begin by discussing monitoring, then standards, and finish up with strength.
The teacher will then move on to slide six to discuss four ways to improve our self-control. The
teacher will begin by discussing a mental energy accountant, the move to build self-control strength,
then move to playing offense against your environment, and finish up with taking your mind out of the
middle.

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

 The teacher will then tell the students we are going to play a game. The teacher will get out all the
pieces of the game and have all the students gather around the front table. Once every student is
seated, the teacher will read the game rules provided and make sure the students do not have any
questions.
The teacher and students will play the game as according to the rules until at least one player
reaches the end point.
C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING
ENVIRONMENT)
Process: For students who are unable to read, the teacher will read the question to the student
and other players.

Learning Environment: The students will not be forced to play the game, but will need to
participate in agreeing or disagreeing with the players.

D. CLOSURE (SUMMARY)
To close the lesson, the teacher will go to slide seven on the PowerPoint and ask the students,
"What can you control?" As a class, the students and teacher will brainstorm what we can and
cannot control in our lives.

VI. ASSESSMENT/EVALUATION
The students will be informally assessed by their abilities to answer questions and agree or disagree
with other players.

The students will not be formally assessed during this lesson.

VII. MODIFICATIONS AND/OR ACCOMMODATIONS

All the students in my class have an IEP, so the game as been modified to accommodate their
abilities and needs.

VIII. INTERDISCIPLINARY CONNECTIONS

Reading/English: Comprehension and reading aloud.
Critical Thinking: Ability to think about choices.

IX. SELF-EVALUATION
This lesson went well for the situation at hand. There was one student who was having a rough day
from the very beginning that caused a lot of issues with the rest of the class. However, the students
seemed to enjoy the created game and participated well with each other. There was only one point
when a student was refusing to play the game correctly, but this was resolved by asking her to play
the game correctly like the other students or she would not be able to play the game anymore. She
tried to do this again in the next round, so I reminded her of the choice she had to make and she
quickly started playing the game as she should. Otherwise, the students all do great about
communicating when answering questions from the cards. I did have a small problem with a couple
students arguing with each other whether the answer was yes or no. In this case, I ignored and
proceeded to another student who was acting appropriately and the other students ended up
stopping.
Cooperating Teacher Approval _________________________________________________