Objective: The student will handle embarrassing situations with
an appropriate response.
Language Arts Standard: Listening & Speaking
The Prop Box with Costumes
Colored Pencils and 8" x 11" sheets of paper (for
making a get well card)
Appropriate Rubric: One for each student to complete during
each role play
• 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
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
• Independent Uses
for Role Play
(Speaker)____________________________ Student (Subject)____________________________
Date: _____________________ Observer's Name:___________________________________________
Skill Being Practiced: _____________________________
of Speaker: (Dramatic asides are used)
|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.
1.2 Identify and interpret figurative language and words with multiple
1.5 Understand shades of meanings in related words.
2.7 Make reasonable assertions about a text through accurate, supporting
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
2.4 Offer a logical sequence of information and engage the listener,
foster an acceptance of an idea.
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.
1.4 Demonstrate the mechanics of writing (e.g., quotation marks,
commas at the end of dependent clauses) and appropriate English
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.
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.
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.
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.