1. Introduction of self Advanced Social Communication Middle School: Lesson One

2. objective Students will become comfortable with communicating information about themselves and be able to not only share relevant facts, but also give insights into their strengths and talents. Students will become comfortable with communicating information about themselves and be able to not only share relevant facts, but also give insights into their strengths and talents.

3. Emotional Intelligence/ Social Emotional Learning Standards Recognize personal qualities and external supports. Demonstrate skills related to achieving personal and academic goals. Use communication and social skills to interact effectively with others. Make positive choices when interacting with classmates. Demonstrate the ability to respect the rights of self and others.

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

5. Evidence Based Practices: Modeling Task analysis Self Monitoring Visual Supports

6. California State Standards:

7. Task One: Brainstorm about yourself…document the things you like, the things you are good at as well as the things that challenge you. Complete a thinking map/ graphic organizer in respect to your brainstorming effort.

8. Task Two: Pick any form of media you can access…video, paint, drawing, collage, writing, poetry, photographs…etc.…use it to present yourself to the class. You are encouraged to be creative and detailed. It is important for you to be able to communicate information about yourself to the class in an organized and well thought out project. **Do not get consumed with minor details. If you need extra time to finish your project, you will be encouraged to take it home to complete.

9. Task Three: Present your project to the class. Use your visuals or creative writing to verbalize details about yourself. Be open for questions after presentations. ***As students are presenting, note relevant details about each student

10. Task Four: Once all Presentations are complete, each student will give feedback on specific details they enjoyed or learned about an other students presentation. Teachers may play a bit on your “working memory” skills by asking questions about important facts learned through presentations. ***Working memory is not only an important work/academic skills, it is a really important social skill. Students should have a background for the term “working memory”, in respect to executive functioning, from the previous level courses.