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Subject: Life & Learning Strategies |
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1. Topic-
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| Self-awareness: Social Filter |
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2. Content-
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Social Filter
Bubble Thoughts
Appropriate/Inappropriate |
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Objectives-
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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.
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Materials and Aids-
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Materials:
-Anticipation Guide
-Class Expectation/Name Cards
-Social Filter Handout
-Social Filter Situations
-Social Filter Assignment Worksheet
Technology:
-Computer (with speakers)
-Projector
-PowerPoint Presentation |
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Procedures/Methods-
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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. |
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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. |
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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" |
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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.
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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 |
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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 |
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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. |
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