1. ORGANIZATION BEGINNING SOCIAL COMMUNICATION MIDDLE SCHOOL: LESSON FOUR

2. OBJECTIVE: STUDENTS WILL LEARN THE VALUE OF ORGANIZATIONAL SKILLS AND BE ABLE TO BEGIN TO APPLY ORGANIZATIONAL SKILLS IN THEIR SCHOOL AND HOME ENVIRONMENTS

3. SOCIAL EMOTIONAL LEARNING STANDARDS DEVELOP SELF-AWARENESS AND SELF-MANAGEMENT SKILLS TO ACHIEVE SCHOOL AND LIFE SUCCESS. DEMONSTRATE SKILLS RELATED TO ACHIEVING PERSONAL AND ACADEMIC GOALS.

4. SCERTS KEY SKILLS ENGAGES IN RECIPROCAL INTERACTION: SHARING INTENTIONS, EMOTIONS, INTERESTS. RESPONDS TO ASSISTANCE, FEEDBACK AND GUIDANCE REGARDING BEHAVIOR/ EMOTIONAL STATE. UNDERSTANDS AND MONITORS THE ATTENTIONAL FOCUS OF SELF AND OTHERS.

5. EVIDENCE BASED PRACTICES (EBPS) COGNITIVE BEHAVIORAL INTERVENTION (CBI); INSTRUCTION ON MANAGEMENT OR CONTROL OF COGNITIVE PROCESSES THAT LEAD TO CHANGES IN OVERT BEHAVIOR. SELF-MANAGEMENT (SM) INSTRUCTION FOCUSING ON LEARNERS DISCRIMINATING BETWEEN APPROPRIATE AND INAPPROPRIATE BEHAVIORS, ACCURATELY MONITORING AND RECORDING THEIR OWN BEHAVIORS, AND REWARDING THEMSELVES FOR BEHAVING APPROPRIATELY. :

6. CALIFORNIA COMMON CORE STANDARDS  Reading Standards for Literacy in Science and Technical Subjects Standard; RST 7,Grades 6-8: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).  Language and Speech Standard; L 6, Grades 6-8: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

7. TASK ONE: DISCUSSION PLEASE DEFINE WHAT BEING ORGANIZED MEANS? WHAT ARE SOME WAYS PEOPLE SHOW THEY ARE ORGANIZED? DO YOU NOTICE WHEN YOUR THINGS START TO BECOME DISORGANIZED? DO YOU SCHEDULE TIME TO “GET ORGANIZED”? DOES SOMEONE ELSE HAVE TO CLEAN UP AFTER YOU? DO YOU ORGANIZE YOUR BACKPACK, SCHOOL NOTEBOOKS OR FOLDERS, AND HOMEWORK? WHO USUALLY HELPS YOU WHEN THINGS BECOME DISORGANIZED?

8. TASK TWO: BRAINSTORM AS A CLASS PLEASE CREATE A GRAPHIC ORGANIZER FOR EACH ORGANIZATIONAL FOCUS AND BRAINSTORM WAYS TO BETTER ORGANIZE.. MY SCHOOL WORK…INCLUDING BACKPACKS, NOTEBOOKS, FOLDERS, MATERIALS, HOMEWORK, DESK AREA MY BELONGINGS AT HOME…INCLUDING TOYS, GAMES, MOVIES, BOOKS MY LIVING SPACE A HOME…MY ROOM, MY CLOTHES, MY SHOES, MY LAUNDRY

9. TASK THREE CHOOSE ONE OF THE CATEGORIES LISTED IN TASK TWO ALL STUDENTS WHO CHOOSE THE SAME CATEGORY WILL WORK TOGETHER TO CREATE A POWER-POINT THAT GIVES EXAMPLES OF HOW TO BE BETTER ORGANIZE. STUDENTS WILL USE THE GRAPHIC ORGANIZERS CREATED BY THE WHOLE GROUP TO FOCUS THEIR PRESENTATIONS’ INFORMATION

10. TASK THREE CONTINUED: GROUP WORK STUDENTS IN EACH GROUP WILL REVIEW THE INFORMATION IN THE GRAPHIC ORGANIZER AND DISCUSS THE INFORMATION TO DETERMINE WHICH IDEAS ARE THE MOST PRACTICE AND USEFUL. STUDENTS WILL IDENTIFY AT LEAST FIVE WAYS TO GET BETTER ORGANIZED IN THEIR ASSIGNED CATEGORY. ONCE THE GROUP DECIDES WHICH SUGGESTIONS/IDEAS TO FOCUS ON, THEY WILL CREATE A POWER-POINT DETAILING WHAT THAT ORGANIZATIONAL SKILL LOOKS LIKE AND HOW TO ACHIEVE IT…STEP BY STEP.. THE GROUP WILL BE RESPONSIBLE FOR BREAKING THE INFORMATION DOWN INTO ACHIEVABLE AND MEASURABLE STEPS…SLIDES SHOULD BE DETAILED AND NOT JUST STATE THE INFORMATION FORM THE GRAPHIC ORGANIZER

11. TASK FOUR: POWER-POINT EACH GROUP WILL CREATE A POWER-POINT PRESENTATION THAT INCLUDES; A TITLE AND ALL GROUP MEMBERS NAMES. A SLIDE FOR EACH ORGANIZATIONAL SUGGESTION THAT INCLUDES VISUALS AS WELL AS THE STEP BY STEP PROCESS OF ACHIEVING THE ORGANIZATIONAL OUTCOME/SKILL. INSIGHTS AS TO HOW BEING ORGANIZED IN THAT WAY CAN BE HELPFUL OR USEFUL.

12. TASK FIVE: PRACTICE AND REHEARSAL ONCE THE POWER-POINT IS COMPLETE, GROUP MEMBERS SHOULD DECIDE WHO IS PRESENTING EACH SLIDE. EACH GROUP MEMBER SHOULD PRESENT AT LEAST ONE SLIDE EACH PERSON SHOULD KNOW HOW TO PRONOUNCE ALL THE WORDS THEY ARE EXPECTED TO SAY; NOTECARDS CAN BE USED TO HELP REMEMBER THE INFORMATION THEY ARE RESPONSIBLE FOR. PRESENTERS SHOULD PRACTICE PROJECTING THEIR VOICES SO THAT ALL INFORMATION CAN BE HEARD AND UNDERSTOOD BY THE AUDIENCE THE GROUP SHOULD ALSO REHEARSE THE ACTUAL PRESENTATION AND WORK OUT THE TIMING AND MOVEMENTS OF THE GROUP AS A WHOLE.

13. TASK SIX: PRESENTATION EACH GROUP WILL PRESENT THEIR PROJECT TO THE CLASS QUESTIONS AND COMMENTS SHOULD WAIT UNTIL THE GROUP HAS COMPLETED THEIR PRESENTATION QUESTIONS SHOULD BE FOR CLARIFICATION PURPOSES, NOT ABOUT INDIVIDUAL PRESENTERS COMMENTS SHOULD BE POSITIVE OR HELPFUL IN NATURE, AND NOT BE A CRITIQUE OF ANY PERSON OR PRESENTATION SKILLS

14. EVALUATION: COUNCIL WHY IS BEING ABLE TO ORGANIZE YOURSELF IMPORTANT? WHAT IS ONE ORGANIZATIONAL SKILL YOU RESEARCHED OR WERE TAUGHT BY ANOTHER GROUP THAT YOU WILL ATTEMPT TO DO IN THE NEXT FEW WEEKS? WHAT IS ON THING YOU LIKED OR THOUGHT ANOTHER GROUP DID REALLY WELL? HOW COULD YOUR GROUP HAVE BEEN BETTER AT WORKING TOGETHER?