Using Self Control

Educational Objective: The student will exercise self-control and reservation during a tense situation.
Language Arts Standard: Listening and Speaking

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: Brainstorming situations that have been difficult in the past
• Define Steps and Sequences of Skill
1. Look at the other person and always use their name.
2. If someone is talking to you, keep listening.
3. Monitor your body's feelings.
4. Breathe deeply.
5. Tell yourself to keep calm.
6. If you need to, ask the other person for some time away to collect yourself.
7. Consider some of the outcomes of this situation.
8. Try to prioritize the out comes..."so what if?"
9. Reflect on past situations like this that have had a positive ending.
10. Reassure yourself that you have overcome difficult moments like this in the past.

• Model the Skill
• Role Plays/Classroom Discussion
• Applications
• Independent Uses

Rubric for Role Play

Student (Speaker)____________________________ Student (Subject)____________________________

Date: _____________________
Observer's Name:___________________________________________

Social Skill Being Practiced: _____________________________

Behavior of Speaker: (Dramatic asides are necessary) No Yes
Did the speaker look at the other person and always use their name?    
If someone is talking, did the speaker keep listening?    
Did the speaker monitor your body's feelings?    
Did the speaker breathe deeply and slowly?    
Did the speaker tell himself to keep calm.    
Did the speaker ask the other person for some time away to collect himself?    
Did the speaker consider some of the outcomes of this situation?    
Did the speaker try to prioritize the out comes..."so what if?    
Did the speaker reflect on past situations like this that have had a positive ending?
Did the speaker reassure himself that he has overcome difficult moments like this in the past?    

Other Comments: ___________________________________________________________

Other Standards Address in Lesson: Situation in written form. Respond to a controversial editorial in the newspaper.

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.