Educational Objective: The student will handle embarrassing situations with an appropriate response.
Language Arts Standard: Listening & 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: (Not recommended to Brainstorm Students' Experiences) Instead site situations in the Literature series. The humor should engage students.
• Define Steps and Sequences of Skill
1. Identify the reason why you are feeling embarrassed.
2. Think if you can correct the problem.
3. Use humor.
4. Reflect on times past when you were really embarrassed at the time, but later thought what happened was funny. Think of the TV show, America's Funniest Home Videos
5. Ignore teasing.
6. Feel assured that embarrassing moments pass
• 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 used) No Yes
Did the speaker identify the reason why he was feeling embarrassed?
Did the speaker this he could correct the problem?    
Did the speaker use humor?    
Did the speaker reflect on times past when he was really embarrassed?    
Did the speaker ignore the opportunity of teasing?    
Did the speaker feel assured that embarrassing moment would pass?    

Other Comments: ___________________________________________________________

See Ruth Weltmann Begun' Social Skills Lessons' worksheet "Embarrassment Is Not Fatal."

Other Standards Address in Lesson: Add a reading and writing piece. Write a letter to a friend, sharing a recent embarrassing moment.

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.