WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name Marcia Mineo Date 4/22/13 Length of Lesson 9 weeks Content Area Life/Social Skills - Autistic Support Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTS
LESSON TOPIC:
Continue self advocacy.
• to instill the strategy Trust, Talk, Take control
• to understand what is involved in developing a safety plan
• to use the steps Trust, Talk, Take control to develop plans to manage risk situations
• to develop plans that are tailored to meet individual needs and circumstances.
* Personal Grooming
*Conflict Resolution Methods
*Anti-bullying
*Self advocacy
*Survival Signs
*Famous Face Recgonition
*Writing Resumes
*Eye contact
*Personal Space
*Role playing via situational videos and skits for social situations
*Friendly Faces interactions
*Calming Down
*Interacting with Peers and Adults
*Greeting Adults
*Reumes and Mock Job Interviews
*Responding to constructive criticism
Standard Area - 10.3: Safety and Injury Prevention
Grade Level - 10.3.6
Standard
10.3.6.A:
Explain and apply safe practices in the home, school and community.
emergencies (e.g., fire, natural disasters)
personal safety (e.g., home alone, latch key, harassment)
communication (e.g., telephone, Internet)
violence prevention (e.g., gangs, weapons)
10.3.6.B:
Know and apply appropriate emergency responses.
10.3.6.C:
Describe strategies to avoid or manage conflict and violence.
anger management
peer mediation
reflective listening
negotiation
10.3.6.D: Analyze the role of individual responsibility for safety during physical activity. / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
Continue self advocacy.
• to instill the strategy Trust, Talk, Take control
• to understand what is involved in developing a safety plan
• to use the steps Trust, Talk, Take control to develop plans to manage risk situations
• to develop plans that are tailored to meet individual needs and circumstances.
* Personal Grooming
*Conflict Resolution Methods
*Anti-bullying
*Self advocacy
*Survival Signs
*Famous Face Recgonition
*Writing Resumes
*Eye contact
*Personal Space
*Role playing via situational videos and skits for social situations
*Friendly Faces interactions
*Calming Down
*Interacting with Peers and Adults
*Greeting Adults
*Reumes and Mock Job Interviews
*Responding to constructive criticism
Standard Area - 10.3: Safety and Injury Prevention
Grade Level - 10.3.6
Standard
10.3.6.A:
Explain and apply safe practices in the home, school and community.
emergencies (e.g., fire, natural disasters)
personal safety (e.g., home alone, latch key, harassment)
communication (e.g., telephone, Internet)
violence prevention (e.g., gangs, weapons)
10.3.6.B:
Know and apply appropriate emergency responses.
10.3.6.C:
Describe strategies to avoid or manage conflict and violence.
anger management
peer mediation
reflective listening
negotiation
10.3.6.D: Analyze the role of individual responsibility for safety during physical activity.
UNDERSTANDING GOALS (CONCEPTS): The students will instill the strategy Trust, Talk, Take control. TSW understand what is involved in developing a safety plan
TSW use the steps Trust, Talk, Take control to develop plans to manage risk situations.
TSW develop plans that are tailored to meet individual needs and circumstances.
Continue Friendly Faces unit and video conferences with classrooms in Nebraska, N. Ireland, South Fayette and Lancaster PA. Discussions of spring holidays and working and living in our communities.
Students will understand: how to instill the strategy Trust, Talk, Take control, what is involved in developing a safety plan, how to use the steps Trust, Talk, Take control to develop plans to manage risk situations and how to develop plans that are tailored to meet individual needs and circumstances. / ESSENTIAL QUESTIONS: Will the students instill the strategy Trust, Talk, Take control?
Do the students understand what is involved in developing a safety plan?
Do the students use the steps Trust, Talk, Take control to develop plans to manage risk situations?
Will the students develop plans that are tailored to meet individual needs and circumstances?

VOCABULARY: caregivers trust talk solutions feelings comfortable safety calling 911dangerous situations predicting situtations, options consequences alternatives

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STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

The purposes of these lessons are:
• to instill the strategy Trust, Talk, Take control
• to understand what is involved in developing a safety plan
• to use the steps Trust, Talk, Take control to develop plans to manage risk situations
• to develop plans that are tailored to meet individual needs and circumstances.
Students will be able to:
The students will instill the strategy Trust, Talk, Take control. TSW understand what is involved in developing a safety plan
TSW use the steps Trust, Talk, Take control to develop plans to manage risk situations.
TSW develop plans that are tailored to meet individual needs and circumstances.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK: Develop a comprehensive personal safety plan / FORMATIVE ASSESSMENTS:
#1. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#2. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#3. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
Others: Open ended questioning
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
Active Engagements used:
#1. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
#2. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
Others: Graphic Organizers
Describe usage: In collaborative groups the students will create personal safety plans to share with family.
Scaffolding used:
#1. Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
#2 . Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
Others: Guided Notes, Role playing
Describe usage: The students will use role playing from specific personal safety situations in order to create personal safety plans as well as conflict resolution plans.
Other techniques used:
Think-Pair-Share
MINI LESSON:
Role playing scenes with potentially dangerous situations as well as situatios which involve conflict resolution skills will be demonstrated and the students will problem solve collaboratively in order to analyze possible solutions weighing both positive and negative outcomes. / MATERIALS AND RESOURCES:
Role playing via videos and skits
CONTENT AREA READING:
My Very Own Book About Me: A Personal Safety Book by Mary Dietzel via Google Books / INTERVENTIONS:
Small group instruction. Guided notes. Stop points to check for understanding / ASSIGNMENTS:
Develop a comprehensive personal safety plan