![]() At the end of most speech sessions I have a “ticket-out“ expectation that involves students demonstrating that they have learned a concept during the time with me. I have a collection of books describing expected behaviors and think that a group read and drawing would be a fun second lesson. The drawing aspect of the lesson ( identifying flexible versus rock-brain thinking would incorporate some fine motor skills and opportunities to use descriptive language within sentence structures. I’d encourage students to find their own rock to represent rock brain-thinking and describe why they picked particular rocks. In the first session I love the idea of a Jell-O mold representing flexible thinking and providing memorable hands-on experience for students. I think this lesson would take at least two sessions. ![]() It provides familiar social situations in the book and provides a lesson where students can read their own social stories and begin to identify rock brain thinking and unexpected/expected behaviors. Lesson 1 teaches the students the difference between super flexible thinking and rock brain thinking. This can be a strong tool to increase confidence. The part of the lesson 1 handout can have students draw Superflex as themselves as if they were the ones in the social situation who defeated the unthinkables. The lesson provided in lesson 1 can be used during this time but I also feel this could be used at the beginning of the next session as a way to review the concepts from week 1. I feel that when our students are able to make these concepts into their own, it can help solidify learning. I think following this, it could be nice to have students get creative by making their own stories using a few of the unthinkable characters and being able to, in their stories, write about what the rigid thought is and what unthinkable character is responsible for that thought. This book outlines the different characters of the unthinkables and working on rigid thoughts. Lesson 1 will also introduce the idea of "unthinkables." I think these concepts could be introduced starting with the book provided by the curriculum. The students can add their own twist to their cape and what kind of superhero they would like to be. Since the curriculum states to have students wear capes, this is an opportunity to increase buy in by having the students make their own capes and also incorporates motor skills. The concept of lesson 1 is to introduce the concepts of flexible thinking to the students so they will be able to identify superflexible and rock brain thinking. As a group, we would discuss the video clip after its multiple views then have the students complete Handout, Lesson 1 to assess their independent understanding of the concepts. I would play the short clip two-three times so that each student can identify one opportunity where each concept is happening. Next, I would have the students practice identifying these two concepts using a different method to keep them engaged - a short video clip. After reading and discussing this book for a first time, I would read the story again and have the students practice once more identifying the two different thinking patterns on each page and why they feel it is either flexible thinking or not-so-flexible thinking. I would discuss the difference between the two concepts (flexible versus not-so-flexible thinking) then read the story to the students. I would introduce this lesson according to its outlined suggestion but I would particularly focus on SuperFlex and Rock Brain characters since they are emphasized in the first book of this book series. From my experiences, the students I work with need a lot of practice and multiple repetitions to help understand concepts. ![]() The children’s book that is provided does a nice job to allow students to practice identifying flexible thinking versus rigid thinking. It is always helpful to practice any concept at home especially social concepts as students encounter many different social situations at home than what their school environment may present.Ĭhapter 1 helps guide you to initiate the discussion and introduce the different Unthinkable characters to the students (pp 2). I found it helpful that the authors included a letter to parents/guardians that explains the curriculum and examples to reinforce the concepts at home. I also liked how it provides you guidance on when to ask and what the type of questions to ask the students throughout the lesson. I liked how the lesson plan is outlined and detailed about how to introduce the concepts. From reading this section, I learned that students should learn to distinguish between what is flexible and rigid thinking.
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