1. Beginning Social Communication High School: Lesson Five

2.  Students will evaluate the expected and unexpected behaviors of an assigned task or situation and be able to present the information to the class as well as create a scenario/role-play that models what the expected behaviors as well as the unexpected behaviors look like to others

3.  Demonstrate appropriate social and classroom behavior.  Describe a range of emotions and the situations that cause them.  Demonstrate control of impulsive behavior.

4.  Engages in reciprocal interaction: sharing intentions, emotions, interests.   Understands and monitors the attentional focus of self and others.

5.  Social narratives (SN): Narratives that describe social situations in some detail by highlighting relevant cues and offering examples of appropriate responding. Social narratives are individualized according to learner needs and typically are quite short, perhaps including pictures or other visual aids.  Modeling (MD): Demonstration of a desired target behavior that results in imitation of the behavior by the learner and that leads to the acquisition of the imitated behavior. This EBP is often combined with other strategies such as prompting and reinforcement.  Visual support (VS): Any visual display that supports the learner engaging in a desired behavior or skills independent of prompts. Examples of visual supports include pictures, written words, objects within the environment, arrangement of the environment or visual boundaries, schedules, maps, labels, organization systems, and timelines.

6.  Reading Standards for Literacy in Science and Technical Subjects Standard; RST 4, Grade 9-12: Determine the meaning of symbols, key words, and other domain-specific words and phrases and they are used in a specific scientific or technical context.  Speaking and Listening Standard; LS 2, Grades 9-10: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

7.  Review the concepts of “Expected Behavior” and “Unexpected Behavior”…  Ask the Questions:  Expected Behaviors make others feel…Comfortable…WHY?  Unexpected behaviors make others feel… Uncomfortable…WHY

8.  Based on what each teacher feels their class needs, Copy some scenarios form the text SOCIAL BEHAVIOR MAPPING. One side should reflect the Expected Behaviors, the other side the Unexpected Behaviors…  Students will be placed into groups and assigned on scenario to focus on.  Each group will be expected to review the information provided and be able to teach the information to the class, both for the Expected Behaviors as well as the Unexpected Behaviors…They can present the information as a power-point or Poster

9.  All group members are responsible for understanding the information they will be teaching to the class.  The tasks can be divided between group members so that some can focus on the expected behaviors while other group members focus on the unexpected behaviors.  All important information should be part of a power-point or poster that can serve as a visual support within the classroom environment.

10.  The Group will also create two role plays to show what the expected behaviors look like and another to show what the unexpected behaviors look like for their assigned task or situation.  Once the group has their visual complete, they will brainstorm ideas to create two scenarios that the class can relate to. The role- plays should be believable and natural.  If groups are large enough, group members can divide themselves into smaller groups, one to address the behaviors in an expected behavior role-play, the other to focus on the unexpected behavior role-play.

11.  All groups should create a script for all group members to be able to follow, it can be words or a picture storyboard. The script/storyboard will help keep the group focused on the information being presented as well as help them to remember the order of interaction.  If some group members have difficulty following the script, they can use notecards to provide visual support for their role or speaking parts in the scenario/role-play.  Once all group members know their parts, it is very important the group takes the time to practice and rehearse the role-play… THINGS TO REMEMBER…  Know how to pronounce all the words in your speaking part  Project your voices  Know how to move around and interact with the other actors in the scenario  Be aware of your audience, do not block their view of the performance

12.  Each group will first present their visual poster or power- point and review the key information about the expected and unexpected behaviors of their assigned task.  After the visual is presented, the same group will perform their role-plays, the group can decide which role-play they want to perform first, the expected or the unexpected…once both role-plays are complete, the group can take questions or comments form the audience members  Questions and comments should be focused on the topic, not on any individuals’ performance ability.

13.  Questions:  What did you enjoy the most about this project?  What part of this project was most difficult for you?  What is something you learned from the presentation of a different group from yours?  What part of this project did your group have the most difficulty working collaboratively?  Why do you think it is important to be aware of the expected behaviors for even basic tasks?  How do you feel when others are using unexpected behaviors around you?

14.  Social  Responsible  Interaction  Collaboratively  Storyboard  Script  Practice  Rehearse  perform