Subject: Life & Learning Strategies
1. Topic-
Self-awareness: Social Filter
 
2. Content-
Social Filter
Bubble Thoughts
Appropriate/Inappropriate
 
Objectives-
1. The students will be able to identify the steps for deciding whether to only think something or say it out loud.
2. The students will provide a definition of the Social Filter, and relate it to a filter they are familiar with.
 
Materials and Aids-
Materials:
-Anticipation Guide
-Class Expectation/Name Cards
-Social Filter Handout
-Social Filter Situations
-Social Filter Assignment Worksheet

Technology:
-Computer (with speakers)
-Projector
-PowerPoint Presentation
 
Procedures/Methods-

A. Introduction-

1. Identification of objectives
2. Schedule for day
3. 5-Minute journal: Students will write for five minutes in their journal about a time when someone said something to them that hurt their feelings.
 

B. Development-

1. Anticipation Guide- Before the lesson, students will practice recalling what they know about the Social Filter, and write it on the top part of their anticipation guide.
2. Students will view a video clip of a filter that allows some particles through and not others.
 

C. Practice-

1. Students will identify (through video clips) what statements were not filtered, and what could be said instead (filtered)
2. Students will identify why it is important for us to understand the Social Filter, and use it
3. Students will arrange given statements under the proper heading of "Social Filter On" and "Social Filter Off"
 

D. Independent Practice-

1. Students will participate in a role-play to practice their understood meaning of filtered and unfiltered statements. They will be given a situation (which also coincides with a given worksheet), and they will act out the Unfiltered situation first; then they will act out the filtered situation.
2. The other students in the class will follow along and write the filtered statement on their worksheet.
 

E. Accommodations (Differentiated Instruction)-

1. Students will be provided with color coded responses for the statement rearrangement
2. Staff will check with students and their teammates to ensure the correct filtered statement is given for the role-play
3. A worksheet will be provided for the students to follow along with the presentation
4. A list of expectations will be provided for each student
 

F. Checking for understanding-

The students will identify the definition of "Social Filter" on their anticipation guide (after lesson). If they seem like they did not comprehend the term, they will be provided with differentiated lessons and staff support to build their knowledge and understanding
 

G. Closure-

Communicating with others using a Social Filter is an important skill to possess, as it allows others to feel comfortable around you. We will continue to monitor our social and communication skills, and practice using the Social Filter. This can help us make friends, show respect, communicate effectively, and maybe even get a job.
 

This Lesson Plan is available at (www.teacherjet.com)