Responding To Defeat/Disappointment

Educational Objective: The student will appropriately deal with defeat while maintaining his self-esteem and feeling of self worth.
Language Arts Standards: Reading, Speaking and Listening
Literary Platform: Prentice Hall "Travels with Charlie"

Materials Needed:
The Prop Box with Costumes
Colored Pencils and 8" x 11" sheets of paper (for making a get well card)
Brainstorm Form
Appropriate Rubric: One for each student to complete during each role play

The Lesson:
• Identify Need
• Introductory Activity: Brainstorm times when students have experienced defeat. Teacher may wish to evoke the situation of a popular sports team.
• Define Steps and Sequences of Skill
1. Look at the person who is informing you of the defeat.
2. Remain calm and smile
3. Say, "Congratulations. That was a good game."
4. Reward yourself for trying your hardest.
5. Think of ways you might improve your performance the next time.
6. Remember that every game has a winner and a loser.
7. Keep in my the expression, "Win some, lose some."

• Model the Skill
• Role Plays/Classroom Discussion
• Applications
• Independent Uses
Idiom : "Sour Grapes"

Rubric for Role Play

Student (Speaker)____________________________ Student (Subject)____________________________

Date: _____________________
Observer's Name:___________________________________________

Social Skill Being Practiced: _____________________________

Behavior of Speaker: (Use dramatic asides) No Yes
Did the speaker look at the person who is informing him of the defeat?    
Did the speaker remain calm and smile?    
Did the speaker say, "Congratulations. That was a good game?"    
Did the speaker reward himself for trying his hardest?    
Did the speaker think of ways he might improve his performance the next time?    
Did the speaker remember that every game has a winner and a loser?    

Other Comments: ___________________________________________________________

Other Standards Address in Lesson:

6th Grade
Reading Standards
1.2 Identify and interpret figurative language and words with multiple meanings.
1.5 Understand shades of meanings in related words.
2.7 Make reasonable assertions about a text through accurate, supporting citations
Writing Strategies
1.1 Choose the form of writing (e.g. personal letter, poem or narrative) that best suits the intended purpose.
1.6 Revise writing to improve the organization and consistency of ideas.
Speaking Applications:
2.4 Offer a logical sequence of information and engage the listener, foster an acceptance of an idea.

7th Grade
Reading Standards
2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials.
3.3 Analyze characterization as delineated through thoughts, words and speech patterns.
Writing Strategies
1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at the end of dependent clauses) and appropriate English usage.
Speaking Applications:
1.2 Determine a speakerís attitude toward a subject.
1.6 Use speaking techniques, including voice modulation , inflection, tempo, enunciation and eye contact for effective communication.

8th Grade
Reading Standards
1.1 Analyze idioms, analogies, metaphors and similes to infer the literal and figurative meanings of phrases.
3.4 Analyze the relevance of the setting (e.g. place, time, customs) to the mood, tone and meaning of text.
Writing Strategies
2.1 Write a clear, coherent incident, event or situation by using well chosen details.
2.5 Present information purposely and succinctly and meet the needs of the intended audience.
Speaking Applications:
1.2 Paraphrase a speakerís purpose and point of view and ask relevant questions concerning the speakerís content, delivery and purpose.
1.3 Organize information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression and tone to the audience and purpose.

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