1. Brain Integration Therapy (BIT) Beginning Social Communication Middle School: Lesson Two

2. Objective:  Students will use the exercises, researched and practiced, to enhance their brain’s flexibility  Students will collaborate with their group members to achieve the project requirements  Students will become familiar with the process of presenting information in front of the class

3. SEL 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  Identify strategies to make use of resources and overcome obstacles to achieve goals

4. Evidence Based Practices (EBPs)  Exercise (ECE)  Modeling (MD)  Naturalistic intervention (NI)  Task analysis (TA)

5. Key SCERTS Skills  Understands and monitors the attentional focus of self and others.  Engages in reciprocal interaction: sharing intentions, emotions, interests.  Uses strategies to regulate energy level.

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: Brain Integration Therapy Manual (pages 6-11) Brain Integration is about your brain becoming more connected and flexible Processing information from its left side to its right is a “crucial academic skill” for receiving and storing information Processing information from the back part of your brain to the front part helps with “fluent expression” when you listen and speak. Processing information from the top to the bottom of your brain with help with organization of materials and coordinating how to move your body

8. Task One: Group Project Students will be assigned a group, each group will be assigned one exercise listed below (groups will be given a copy of their assigned exercise in Brain Integration Therapy Manual by Dianne Craft)  1. Cross Crawl Exercise (page 24)  2. The Eye Eight Exercise(pages 25-27)  3. The Ear Eight Exercise (pages 28-29)  4. Bilateral Drawing (pages 34-35)  5. The Jogger’s Lunge Exercise (page 36)  6. The Cross Leg Toe Touch Exercise (page 37)  7. The Fencer Exercise (page 38)  8. Writing Exercise (pages 42-44)

9. Task One: continued Each group will create a visual : Poster/ Power Point / Comic Life Include information about … Why is this exercise useful to the brain/body? How to do the exercise…step by step (Task Analysis) A visual of what it looks like…Can cut out images from copy of assigned exercise. Include all group members names on the final product.

10. Practice / Rehearse  Practice / Rehearse saying the words on the slides an well as teaching the steps of the exercise…  You will be presenting this information to your class  If you don’t know how to say a word…ASK another student or an adult...  If you are having difficulty with an exercise, teachers and peers will help you, but you have to ASK for help

11. Task Two: Presentation Each group will present a one page summary of the exercise to model and teach the rest of the students their assigned exercise. All group members will present information to the class Group members will go over their Task Analysis to teach the steps to the class All group members will model what the exercise looks like

12. Follow Up Activities After the presentation (s) everyone will practice each exercise as a whole group…each day the whole class will practice the exercise being taught as well as review the exercises that were introduced in the previous days.

13. Evaluation: Council  Group Discussion Questions:  Which exercise did you find most enjoyable?  Which exercise did you find most challenging?  How did presenting with your group in front of the class make you feel?  How well do you think your group did at working together?  What was easy about working in a group?  What was hard about working in a group?

14. Vocabulary Integration Flexible Processing Listen Speak Organization Coordinating Exercise Practice Rehearse Present Teach Model