Given a structured activity, Students will use learned social thinking skills to recognize the difference between “bubble thoughts” and “speaking thoughts” in 3/5 measured opportunities.
1. Present pictures of thought bubbles and speech bubbles. Ask students to name each picture, and make connections if they have seen them before (Mo Willems books, comics, stories etc.)
2. Remind students that, “Bubble thoughts are thoughts that stay in our heads. If we spoke these thoughts others might have weird or uncomfortable thoughts about us. What kind of thoughts do you want others to have about you?”
3. “Sometimes, we make a mistake or need a reminder and a teacher might use a non-verbal signal to help you remember that is a bubble thought.” Teacher points to forehead with index finger. “When a teacher does that it means that you should breathe those words back into your head, and either save your ideas for another time, or find another way to say them.”
1. “We are going to use the I-pad for this activity. Our group plan is to take turns and when it is your turn, you will read the statement and decide. does it go in the “bubble thought” for the “speaking thought.” Remember our goal is to make other people have comfortable thoughts about us, so we want to only say and do things that will make others feel happy, excited, calm. . . “
2. Kids will take turns deciding if the statement is a “speaking thought” or a “bubble thought,” and using the I-pad slide the thought into the appropriate bubble. If the child decides that it is a “speaking thought” he/she will say it out loud to the group in a role-play with the teacher. The other kids will use a non-verbal signal (thumbs up/down) to show if that statement would make them have a comfortable thought about the speaker.
1. Give each child a piece of paper (or a whiteboard) with a thought bubble and and a speech bubble. “I am going to give you a situation, and I want you to think about what would you say and what would stay as a bubble thought. Remember our goal is for others to have comfortable thoughts about us.”
2. “When you have your idea you can draw or write it in the expected bubble.”
3. “A classmate took a toy from you. What would you say? and what would you be thinking!”