1. Introduction/ Boundaries/ Expected and Unexpected Behavior Beginning Social Communication Middle School: Lesson One

2. Objective: You will create visuals that tell people about Yourself. From the information presented, the class, as a whole will create Classroom Boundaries that everyone must respect and follow.

3. Social/Emotional Learning Outcomes: Apply the building of norms and expectations in the context of whole class and group assignments. Describe the steps in setting and working toward goal achievement

4. SCERTS focus skills Engages in reciprocal interaction: sharing intentions, emotions, interests. Understands and monitors the attentional focus of self and others. Understands and uses appropriate nonverbal behavior/ gestures Responds to assistance, feedback and guidance regarding behavior/ emotional state.

5. Evidence Based Practices (EBPs) Visual support (VS) Self-management (SM) Naturalistic intervention (NI) Cognitive behavioral intervention (CBI)

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). Speaking Listening Standard; SL 2, Grade 6: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

7. Introduction: Why introductions are important People need information from you in order to better understand who you. Getting to know others takes time and effort. The best sources of information about someone come from that person. Being able to talk about yourself and learning information about others when they tell you things about themselves are key skills for building Relationships.

8. Task One: Begin discussing the types of information to be placed in the Introductions Name Grade level Interests Talents Likes Dislikes (boundaries that should not be crossed). *** Although the majority of the information should be positive, it is important for all participants, teachers and students, to express the boundaries that they do not want to be crossed, and the classroom rules and norms should reflect and respect the information shared on boundaries.

9. Task One continued: Work individually to create a one page poster of who you are …it can have drawings, painting, collage, it can be computer generated if there is access to computers. You are encourage to be as creative and artistically expressive as possible. Your poster information should include the requirements listed on the previous slide. You can use words on the poster in addition to the images. *** take the time to plan out your ideas and organizing the images you have chosen

10. Task Two Present yourselves to the class. You must go to the front of the classroom with your poster and talk about the different images and how/why they are important to you. Requirements: *Calm Bodies when standing in front of the audience *Project your voice *Use your poster as a guide for talking points *Allow time for other students to ask you questions ***At the end of each presentation, all audience members will ‘say one thing they learned about the person, or liked about the persons presentation.

11. Group Discussion: Boundaries Just as it is important to know the kinds of things someone likes and enjoys, it is important to also know the kinds of things that make them uncomfortable, so that you can establish Boundaries. Boundaries allow everyone to feel a certain level of comfort because they establish the Expected Behaviors that should be practiced and followed. Crossing boundaries often involve Unexpected Behaviors and will lead to people feeling uncomfortable…

12. Task Three: Based on the information expressed by each student, start a whole group thinking map on the kinds of boundaries the class, as a whole, will be expected to respect. Include classroom management rules, both behaviorally and in the way the classroom resources and supplies will be accessed and used. Establish boundaries that also encourage students to be self– sufficient As a group, re-word the rules/boundaries as positively as possible. Establish groups to create visuals for the established rules.

13. Task Four: Student groups will present their visuals for respecting the established boundaries Requirements: *Calm Bodies when standing in front of the audience *Project your voice *Use your poster as a guide for talking points *Allow time for other students to ask you questions *Each group member must have a speaking The visual will be posted in the classroom.

14. Review key vocabulary Interests Talents Calm Bodies Project (voice) Expected Behaviors Unexpected Behaviors Relationships Boundaries

15. Evaluation: Council Questions: What did you like best about yours or someone else’s introduction? What did you like least about the presentation process? What established boundary will be easy for you to remember and follow? Which established boundary will be most difficult for you to remember and respect?