Lesson Plan: Navigating My Social World

Topic: Goal Setting, Social Communication, and Sensory Regulation

Overview

This lesson is designed for Maddy, focusing on bridging her identified "hard skill" strengths (memorizing, reading, writing, public speaking) with her developmental goals in social awareness and anxiety management. It integrates Occupational Therapy (OT) principles to help her navigate complex social interactions, such as communicating with the opposite gender and supporting peers, while utilizing her personalized sensory tools.

Learning Objectives

By the end of this lesson, the learner will be able to:

• Map Strengths: Connect "hard skills" (like public speaking) to social "soft skills" (like active listening).
• Apply Social Filters: Demonstrate the "Three-Question Filter" in a real-world scenario to assess the impact of words on others.
• Regulatory Practice: Use a specific item from their sensory box to maintain emotional safety during a challenging social simulation.
• Safety Identification: Define the Three Pillars of Safety (Physical, Emotional, Relational) in the context of a new social interaction.

Materials Needed

• Maddy’s Personalized Sensory Box (created in the previous session)
• Journal or "Success Log"
• "Three-Question Filter" Prompt Card (Is it True? Is it Kind? Is it Necessary?)
• Three large index cards or paper labeled: "Physical Safety," "Emotional Safety," "Relational Safety"
• Scenario Cards (included in the "We Do" section)
• Colored markers or pens

1. Introduction: The Superpower Connection (Hook)

The Hook: Start by discussing Maddy’s strengths: Memorizing, Public Speaking, Reading, and Writing. Ask: "If these are your superpowers, how can we use them to build bridges to other people?"

Objective Setting: "Today, we are going to take your talent for speaking and writing and turn it toward a new goal: feeling confident and safe when talking to new people, especially in situations that feel a bit scary or unknown."

The Three Pillars Refresh: Briefly review the three pillars of safety.

• Physical: My body is safe.
• Emotional: My feelings are respected.
• Relational: The connection between us is healthy and honest.

2. Body: The "I Do, We Do, You Do" Model

I Do: Modeling the "Three-Question Filter"

The instructor models a scenario where they want to say something impulsive (e.g., "That hat looks weird on you"). The instructor thinks out loud:

• "Is it True? (Maybe, to me.)"
• "Is it Kind? (No.)"
• "Is it Necessary? (Definitely not.)"
• Action: "Because it didn't pass the filter, I will choose a different way to start the conversation, like asking about their day."

We Do: The "Bridge-Building" Scenarios

Use Scenario Cards to practice social cues and boundaries. Maddy should have one item from her sensory box in her hand during this practice to help regulate nervous energy.

• Scenario A (Supporting a Friend): A friend is crying because they lost a game. How can you use your reading/writing skills to help? (e.g., Writing a kind note or "reading" their body language).
• Scenario B (Communication with the Opposite Gender): You want to ask a boy in your hobby group a question about a project. Let’s walk through the 3-Question Filter together. What are the "Three Pillars of Safety" here?

You Do: The Personal Social Map

Maddy will create a "Social Navigation Map" in her journal.

1. Identify a Target: Choose one social interaction that feels difficult (e.g., saying hello to a peer).
2. The Tool: Which sensory toy will you use before or after this interaction?
3. The Script: Write down a 3-sentence script using your writing and public speaking strengths.
4. The Check: Apply the 3-Question Filter to your script.

3. Conclusion: Closure and Recap

Summary: Recap the connection between sensory regulation (calming the nervous system) and social confidence. When the body feels safe, the mind can use the "Three-Question Filter" effectively.

Learner Recap: Ask Maddy to name one item from her sensory box that helped her stay focused during the scenario practice.

Final Takeaway: "Social skills are just like memorizing or reading—they require structure, practice, and time. You already have the hard work ethic; now we are just applying it to a new area."

Success Criteria

• Maddy can explain the Three-Question Filter in her own words.
• Maddy can identify which of the "Three Pillars" feels most important to her in a specific social setting.
• Maddy utilizes a sensory tool independently when discussing a challenging social topic.

Occupational Therapy (OT) Recommendations

• Heavy Work Breaks: If Maddy shows signs of restlessness or anxiety during social practice, incorporate "heavy work" (e.g., wall pushes, carrying a stack of books, or using a stress ball) to provide proprioceptive input.
• Visual Social Cues: Create a small, laminated "Filter Card" that Maddy can keep in her pocket or sensory box as a visual reminder during real-life interactions.
• Gradual Exposure: Start social practice with familiar people (like her mother) before moving to peers or the opposite gender. Use the "Success Log" to record positive interactions to build a "bank" of confident memories.
• Sensory Box Evolution: Encourage Maddy to swap out items in her sensory box every few weeks to prevent "sensory habituation" and keep the tools engaging.
• Perspective Taking: Continue using journaling (leveraging her strength in writing) to reflect on how others might feel in different scenarios, fostering her developing empathy.

Differentiation Options

• For Scaffolding (Struggling): Use "Social Stories" (short illustrated stories) to explain the 3-Question Filter visually.
• For Extension (Advanced): Have Maddy write a short "Public Speaking" speech about the importance of boundaries to present to a small, safe audience (family members).