Activity Overview
Use the Storyboard That Book Maker to transform your students into authors! Oftentimes talking about social situations can be challenging for students, but Storyboard That takes away the pressure by using fun art and creative storyboards. For these social and emotional learning activities, teachers will have students write their own social situation or story, and turn it into a book that can be presented to or shared with their classmates!
To see the magic of Sammy's Furever Friend in its entirety, click the "More Options" button above, and then click "Read this Book!".
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a social story that is interesting and meaningful to you, and turn it into a book.
Student Instructions
- Click “Start Assignment”.
- Use the provided blank template to begin your assignment.
- Give your storyboard a name and click “continue”.
- Page one is your cover page. Create a fun and colorful book cover!
- The rest of the pages, except the final page, are the pages for your story. Add the story text in the description boxes, and your illustrations in the cells.
- The final page is the back of your book. Add something creative such as an illustration, about the author, or a dedication!
- Save and Exit.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
Use the Storyboard That Book Maker to transform your students into authors! Oftentimes talking about social situations can be challenging for students, but Storyboard That takes away the pressure by using fun art and creative storyboards. For these social and emotional learning activities, teachers will have students write their own social situation or story, and turn it into a book that can be presented to or shared with their classmates!
To see the magic of Sammy's Furever Friend in its entirety, click the "More Options" button above, and then click "Read this Book!".
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a social story that is interesting and meaningful to you, and turn it into a book.
Student Instructions
- Click “Start Assignment”.
- Use the provided blank template to begin your assignment.
- Give your storyboard a name and click “continue”.
- Page one is your cover page. Create a fun and colorful book cover!
- The rest of the pages, except the final page, are the pages for your story. Add the story text in the description boxes, and your illustrations in the cells.
- The final page is the back of your book. Add something creative such as an illustration, about the author, or a dedication!
- Save and Exit.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How to Create a Social Story Book for Social-Emotional Learning
Introduction to Social Story Books
Begin by explaining the purpose and importance of social story books in promoting social-emotional learning. Discuss how these books can help students understand and manage their emotions, navigate social situations, and develop empathy. Set the objectives for the lesson: to create a Social Story Book that addresses different emotions and scenarios.
Storybook Planning and Creation
Divide the class into small groups or pairs, depending on the number of students and available resources. Provide each group with a specific emotion or social situation to address in their story (e.g., anger, sharing, friendship, conflict resolution). Instruct students to brainstorm and plan a social story that includes characters, scenarios, and resolutions related to the assigned emotion or situation. Encourage creativity and emphasize the use of relatable and child-friendly language.
Storybook Illustration and Compilation
Provide art supplies, such as colored pencils, markers, paper, and any necessary digital tools if you plan to create a digital storybook. Have each group or pair create illustrations and write the text for their social story. Once all stories are completed, compile them into a single "Social Story Book" format. This can be done digitally or by hand, depending on your available resources and preferences.
Sharing and Reflection
Arrange a sharing session where each group presents their social story to the class. This can include reading the story, showing the illustrations, and explaining the message and lessons conveyed. After each presentation, facilitate a discussion on the importance of the story, how it can help with emotions and social situations, and how it relates to the broader concept of social-emotional learning. Conclude the lesson by encouraging students to reflect on what they've learned from creating and sharing their Social Story Book and how these stories can be applied in their daily lives.
Frequently Asked Questions about Social Emotional Learning - Creating Social Stories
What are Social Stories, and who are they designed to help?
Social Stories are structured narratives developed to help individuals, primarily those with autism spectrum disorders or related developmental challenges, understand and navigate social situations. These narratives provide guidance and support for individuals who may struggle with social interactions, communication, or behavior. Social Stories are personalized to address specific social and communication difficulties, making them valuable tools for educators, therapists, and caregivers to assist those who face social challenges.
What are the key components to include in worksheets for teaching the process of creating effective Social Stories?
Effective worksheets for creating Social Stories should encompass several key components. These include step-by-step instructions for identifying the targeted social skills or challenges, guidelines for personalizing the story to suit the individual's needs, and strategies for reinforcing the story through practice and application. Worksheets may also include examples and visual aids to enhance the understanding of the Social Story creation process.
How can the use of storyboards and worksheets be integrated into individualized education plans (IEPs) for students with special needs?
Storyboards and worksheets can be seamlessly integrated into individualized education plans (IEPs) for students with special needs. Educators and support staff can collaborate to incorporate these tools as a visual and structured approach to teaching and reinforcing social and communication skills. The IEP can specify how and when storyboards and worksheets will be utilized to support the student's individual goals and objectives. By doing so, the IEP ensures a tailored and effective approach to addressing the specific needs of students with special requirements.
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Social Emotional Learning
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