Social Skills Lesson Plan

Instructor: Sharon Linde
Use this lesson plan to teach your students about good social skills. Then use the powerful tool or role playing to allow students to practice and apply skills.

Learning Objectives

After this lesson, students will be able to:

  • identify positive social skills
  • demonstrate understanding of social skills
  • assist other students with understanding


  • 1 hour


  • A number of emotions, written on index cards

Key Vocabulary

  • Interpersonal
  • Socialize
  • Emotional intelligence

Curriculum Standards

  • CCSS.ELA-Literacy.CCRA.SL.1

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

  • CCSS.ELA-Literacy.SL.6.1.b

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

  • CCSS.ELA-Literacy.SL.6.1.c

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.


  • Begin by asking students to recall a time they were around a person who was rude, disrespectful, or negative. Share with seat partners, then briefly with class. Discuss what it felt like to be around that person and wonder why the person acted in that way.
  • Tell students they will be working on a lesson that helps understand and develop social skills. Explain that everyone feels socially awkward at times and having the right tools can help.
  • Together with your students, read our lesson How to Improve Social Skills.
  • As you read, highlight and outline important concepts. Record on chart paper or the board while students take notes in notebooks.
  • Discuss:
    • Why are social skills important?
    • How do poor social skills impact your life?
    • How does it feel to have poor social skills?
  • Talk about the importance of first impressions and body language.
  • Ask for student volunteers. Show the volunteer the emotion word and have them mimic body language for the class to guess. For example, if the word is 'embarrassed,' the student would use body language that conveyed that emotion, such as looking down or covering their face.


  • Tell students they will be practicing proper social skills by playing 'Oh, No You Didn't!'
  • Divide students into groups and assign an emotion card. Give students time to develop a short demonstration/skit in which one student feels that emotion and the others have poor social skills in response.
  • Give an example. The word is 'annoyed.' Student A does annoying things, like chewing gum and laughing loudly. Others in the group may talk about student A behind her back or rudely tell her to stop.
  • At this point, the class calls 'Oh, no you didn't!' and then offers suggestions for proper social skills. The group replays the situation using the new skills.
  • When you're sure students understand, allow them to write and practice their skits. Circulate throughout the room to ensure understanding and scaffold learning.
  • For homework, ask students to reflect on a social skill they struggle with.


  • Have students invite senior citizens to a luncheon. Practice proper etiquette along the way with invitations, setting the table, eating, and speaking.
  • Spend a class period reviewing safe and proper online social skills. Invite safety professionals to speak.
  • Establish a social system in your classroom based on proper and acceptable social skills.

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