Social Skills Lesson Plans

Running head: SOCIAL SKILLS LESSON PLANS
Social Skills Lesson Plans
Jose Antonio Rios Jr.
American College of Education
August 2015
C15513- Developing Students Self Management Skills

SOCIAL SKILLS LESSON PLANS 1
Abstract
In this paper I will create five social skills lesson plans using a positive behavioral support
system (PBSS) from project ACHIEVE and one of its programs called “Stop & Think”. With
each lesson I will systematically list possible ways to achieve said skills, and have students
understand why this skill is necessary. There are seven steps in total which will give the students
procedural practice. It is in the hopes of the “Stop & Think” program that students will be able to
master said skills to a point of automation.
After the first lesson I will omit steps one and two because more time can be spent learning a
new skill then reviewing why a social skill is needed. These two steps can be reintroduced at the
teacher’s discretion. The five social skills that will be created are for an emotional skill, building
routine, a prosocial skill for bullies, a prosocial skill to respond to a bully, and a peer prosocial
skill to respond to outside influences.

Social Skills Lesson Plans
Name of Social Skill: Making Friends
Grade Level: Kindergarten
Social Skill Steps:
Step 1: I will tell them why we need to learn social skills and how learning these skills will help
us become more polite and respectful towards others.
Step 2: I will review the five “Stop & Think” steps which are 1. Breathe, Stop & Think, 2. Are
you going to make a good choice or a bad one? 3. What are my good choices? 4. Choose one that
fits the problem best and Just Do it! 5. Complement yourself for a good job!
Step 3: Introducing the new Stop & Think social skill
A. I will explain why making friends is great and how it can affect their mood throughout
the school year.
B. Making friends can be more difficult in kindergarten then the other grades. I will show them that this
skill will help them feel better and the interactions will cause them to feel wanted and more involved in
school life (Yagmurlu 2013).
Introducing the new Stop & Think social skill
C. Making friends is needed through out their life time. This skill is often overlooked
and is leaned by trial and error in most cases.
D. Can someone tell me why having friends is good? Do you know how to make
friends? Why do some people have more friends than others? Can we do more if we
have help of friends?
Step 4: Scripts
a) Relax and introduce yourself
b) give complements often

c) share your toys and snacks
d) play with them
e) give smiles and be happy
Step 5: One way to introduce this skill set is by having two students meet up in the reading
corner. One will introduce themselves and ask what book they are reading. Then complement
them on their selection and ask if they can take a look at it. Then after sharing the pictures one
will ask if they would like to play something. After some smile exchanges they can go to the
play area and build with blocks.
Step 6a:
Role Play 1: Sharing
Four students will be selected. Two will be playing with toys while the others are joining
in. They will follow the skill script and try to make friends. Once they have
accomplished this the students with the toys will share their toys.
Role Play 2: Join in on an activity
Outdoors is another area where students can make friends. Six students will be selected.
Five students will play with each other while the other one wants to join in. He/she will
follow the skill script and join in the game.
Step 6b:
Formative feedback: The teacher will observe their actions and mannerisms and make any
corrections. They will freeze the moment and ask the students if that action is correct or not and
what should the student be doing if its not.
Summative feedback: An overall question and answer review will occur. Rewards will be given
for a job well done.

Step 7: Students will be asked simple questions about how this skill can benefit them.
========== ========== ========== ==========
Name of Social Skill: Lining up and walking
Social Skill Steps:
Steps 1 & 2 will not be reviewed
A. I will explain why lining up is very important when moving from one classroom to
the next.
B. They will create a safer atmosphere and everyone can get to where they want to go on
time.
C. Possible places where this skill can be effective are hallways, cafeterias, bathrooms,
and going home on a school bus.
D. Ask students why is it important to have a good line when we get outside of the
classroom? Ask them did they ever get pushed or hit in the hallway because others where
running? Did they every get skipped and had to wait longer for something?
Step 4: Skill Script
a. When you hear the bell walk towards the classroom wall
b. Give me two lines. Boy and Girl
c. Look at the persons head in front of you
d. Hands on the other persons shoulders

e. Follow the line leaders
f. Hold a bubble (stay quiet)
Step 5: In this step I will describe the most common situation for this skill set.
How do we walk in the hallways? I will pick six students three will be on the left hand side the
others on the right. We will follow the skill script and see how effective it is. If anyone falls out
of place or does not know what to do I will freeze the moment and explain the steps that are
needed. Posters of different numbers will be on the walls. I will tell the students to go to number
one. The others will see them form their lines and head towards the number announced. I will
select another group to demonstrate.
Step 6a:
Role Play 1: Walking in the Hallways
I will select six students. One of them who will display the proper behavior skill set will
have a bright color shirt on. The others will have their normal school attire. I will
simulate the school bell and they will have to quickly get on the wall and follow the skill
script. The student in the colored shirt will be the leader. If anyone gets “lost” they have
the leader to remind them the proper behavior. They head out of the class room and walk
up and down the halls a few times until I ring the second bell.
Role Play 2: Waiting for the Bathroom
With a different set of students we will go to the bathroom doors. Depending on how
many stalls the school has some students will have to wait outside in a line. The skill
script will be slightly modified because they won’t be in motion. They will line up
without touching each other on the shoulders. When a person comes out, the next one
will go in. Once everyone had a turn they will walk in a line back to the classroom.

Step 6b:
Formative feedback: During their role play I will say the “Freeze” Command and correct any
situations that do not follow the skill script.
Summative feedback: When the skill script has been performed well I will complement the
performers and give them a sticker.
Step 7: Students will be told that if they demonstrate this skill an adult will take noticed and
complement them on a good job.
========== ========== ========== ==========
Name of Social Skill: What to do when you don’t get what you want!
Social Skill Steps:
A. This lesson will dis-encourage the use of bully type behavior. It will focus on taking
things that doesn’t belong to you.
B. When someone takes something that doesn’t belong to them the other person will cry
or get angry. We are learning this today because sharing and respecting others property
will help us make more friends.
C. This skill can be used during play time and snack break.
D. Some questions I would ask are, did you ever have something taken away from you?
How did you feel? If you wanted a toy, would you take it away from someone else?
Why?

Step 4: Scripts
a. If you see a toy or something else you want ask politely, May I…..
b. If they say no, take a deep breath and ask them, Why Not?
c. Play with another toy until they are finished with it
d. Say Thank You when they give it to you.
Step 5: To setup this scenario I will choose two students. One is holding a balloon and bouncing
it around. The other one wants to play with it too. He or she will follow the skill script to see if
they can get the balloon now or later.
Step 6a:
Role Play 1: Play Area
Two students will be selected at a time. One student will choose a toy, the other will
follow the skill script in hopes of getting the toy now. If not they will have to wait until
the other person has finished.
Role Play 2: Snack Time
Sometimes we get delicious snacks but just too few for second helpings. For this
exercise I will choose three students. Two will have the snack (cookie, yogurt, candy),
the other finished and wants seconds. They will follow the skill script and ask if they can
have some. When asking two people there is a higher chance that they would share half
of their snacks.
Step 6b:
Formative feedback: The players will freeze if the script was not followed. They will be
corrected and be able to resume with the proper behaviors.

Summative feedback: I will ask them how they feel when someone doesn’t give them what they
want. I will ask the ladder how it feels to not share their things.
Step 7: The transfer of skills will be observed by the teacher during the two role play locations.
Students that are following the scripting will get stickers or a pat on the head.
========== ========== ========== ==========
Name of Social Skill: How to handle teasing
Social Skill Steps:
A. In this lesson students will learn what to do when others are teasing them.
B. Teasing is a form of bullying and should not be encouraged. Students will be taught that when
someone teases another person their feelings will get hurt and the person may get sad or angry at them
(Eisenberg, Eggum & Di, 2010).
C. This skill can be utilized in the school open areas where supervision is minimal.
D. Did someone every teased you? How did you feel? Did you tell an adult or try to
fight with the other person? Why do you think a person would tease another? How does
that make them feel?
Step 4: Scripts
a. Take a deep breath
b. Make good a good choice
c. Tell the person that they are hurting your feelings
d. Ask them to stop

e. Tell them that they are making a bad choice
f. Ask a teacher for help if they continue
Step 5: In this lesson a teacher and a student will act out the scene. The student will make fun of
one of the teacher’s facial features. He/She will point and laugh at the teacher. The teacher will
express sadness and follow the skill script.
Step 6a:
Role Play 1: Teasing in the Classroom
Two students will be selected at a time boy/boy, girl/girl, boy/girl. The bully will make
fun of the other student’s clothes selection or physical traits. The one being teased will
follow the skill script. If teacher intervention is needed, he/she will ask the bully why
they are making a bad choice and to express good choices by stopping and apologizing to
the student.
Role Play 2: Teasing in the Common Areas
In this area there are more students than teachers so teacher intervention will most likely
not occur. Students will be taken to the play ground and given toys to play with. The
two students who are selected to be the players will act out the scenario. If by the end of
the script the teasing does not stop, said student should make a good choice and find a
teacher to talk to.
Step 6b:
Formative feedback: Student actions will be monitored and if they derail from the script the
teacher will freeze the scene and explain the proper actions.

Summative feedback: After a good trail run students will review the script chorally and given
praise by the teacher for a job well done. The teacher will ask “is it a good thing to tease others?
Why isn’t teasing a good thing?”
Step 7:
During the course of the week, reviews will be made to see if the students can remember the skill
script. The teacher will ask the students, when it is a good time to use this skill set? What will
the benefits be if one follows it?
========== ========== ========== ==========
Name of Social Skill: Dealing with fights
Social Skill Steps:
Step 1: I will tell them why we need to learn social skills and how learning these skills will help
us become more polite and respectful towards others.
Step 2: I will review the five “Stop & Think” steps which are 1. Breathe, Stop & Think, 2. Are
you going to make a good choice or a bad one? 3. What are my good choices? 4. Choose one that
fits the problem best and Just Do it! 5. Complement yourself for a good job
A. Fighting is usually between two people. But sometimes others are curious or become
cheerleaders which makes the situation worse. The bully might like this attention and continue
picking on the other (Guerra 2011).
B. There are two possibly actions. 1. Avoid the situation and continue to your classes. 2.
Confront the bully and say he/she is making a bad choice and to make a good one.

C. This skill is intended for “Common Areas” such as the hallway, playground, and
cafeteria.
D. When you see a crowed and people yelling how to you feel? If others are doing
something wrong should you do the same? Why? If you were in trouble would you like
someone to help you or just look and point? What help do you think a person fighting
would need?
Step 4: Script
Outcome One – Non- interfering
a. Breath and stay calm
b. Head towards class in a timely manner
c. Tell the teacher that someone is fighting when you enter the classroom
Outcome Two – Involved
a. Breath and stay calm
b. See if you can help
c. Tell them to stop and think and make good choices
d. Tell others to make a good choice and go to class
e. Report to the nearest teacher
Step 5: Half of the class will get involved in this exercise. The others will observe. Two
students will be selected for the fighting scenario. The other students will make a circle around
them. A student that will follow the script will wear a bright colored shirt to distinguish them
from the rest. In the first part he/she will be non-interfering; they will take note that a fight is

happing and report to the classroom teacher. In the second part they will follow the involved
skill script and break the fight and tell others to make good choices. After that he/she will find
the nearest teacher to dissolve the fight if it continues.
Step 6a:
Role Play 1: (non-interfering)
This one will take place in the hallway. Two students will act out a fighting situation and
the third will follow the skill script. After the teacher has received the news he/she will
ask the two students to make good choices or they will both have consequences.
Role Play 2: (Involved)
This scenario will take place in the play ground. Two different students will act out
fighting. Half of the class will be used to follow the skill script. The bully will have no
choice but to stop because he/she will be “out numbered and over powered” if he/she
continues. The class will noticed that there is great influence if everyone follows their
good choices.
Step 6b:
Formative feedback: During their role play I will say the “Freeze” Command and correct
any situations that do not follow the skill script.
Summative feedback: When the skill script has been performed well I will complement
the performers and give them a sticker.
Step 7:
By creating a situation which merits the use of this skill, students will gain real life practice. The
teacher can take notes if any skill steps are missing and review as often as necessary.

References
Eisenberg, N., Eggum, N. D., & Di Giunta, L. (2010). Empathy-related Responding:
Associations with prosocial behavior, aggression, and intergroup relations. Social Issues
and Policy Review, 4(1), 143–180. doi:10.1111/j.1751-2409.2010.01020.x
Guerra, N. (2011). Understanding Bullying and Victimization During Childhood and
Adolescence: A Mixed Methods Study. Child Development 82(1), 295.
Yagmurlu, B. (2013). Relations Among Sociocognitive Abilities and Prosocial Behavior. J Child
Family Studies, 23, 591-603. DOI 10.1007/s10826-013-9726-1

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