Objective: The student will demonstrate an understanding of
the guidelines for interacting with someone ill by participation
in a role play.
Language Arts Standard: Writing, Listening & Speaking
Sample Literary Platform: "A Day's Wait" Prentice
The Prop Box with 3 telephones
Colored Pencils and 8" x 11" sheets of paper
(for making a get well card)
A blanket or sheet for the patient sitting in a chair
Appropriate Rubric: One for each student to complete
during each role play
• Identify Need
• Introductory Activity: "Brainstorm" serious
• Define Steps and Sequences of Skill
1. Telephone ahead to determine
what time would be good for a visit.
Use cell phone & roll play call.
2. Wear clean clothes and clothing that is "quiet."
Face mask required?
3. Some hospitals will not allow cell phones.
4. Check in with the nurse's station.
5. Knock on the door. Get permission to enter slowly
6. Read your friend's body language and facial expressions.
7. Get near eye level with the person.
8. Greet the person, then let him chose the conversation.**
9. Do not ask "how are you doing?" Don't talk about
fun things you are doing.
10. Make the visit short. Look at person's cues.
11. Close the conversation with "Thank you. I will be
thinking about you."
** "I brought you some
flowers and a card."
• Model the Skill
• Role Plays/Classroom Discussion - See Role Play Evaluation
Sheet Below or tell your printer to just print page 2.
• Applications: See Brainstorm
• Independent Uses
*Extensions: Make a "get
well" card. Use appropriate graphic and language.
Reading a thermometer: What's normal? Reading Labels on Medicines.
Fever- reading a thermometer
Acute vrs. Chronic
"I'm burning up."
"This is killing me."
"It makes me sick."
Role Play Rubric:
Role Play # ........
Date:_________ Observer's Name: _________________________
Student as Visitor_______________ Student as Patient____________
Student as Nurse ___________
Student at Reception Desk_________
|Observations: Did the visitor...
Check in with the nurse's station.
on the door. Get permission to enter and enter slowly.
the friend's body language and facial expressions.
near eye level with the person.
Greet the person, then let him chose the conversation.**
asking "how are you doing?"
talking about fun things the visitor has been doing
the visit short.
Look at person's cues.
the conversation with "Thank you. I will be thinking
Score or Points
Standards Address in Lesson:
1.2 Identify and interpret figurative language and words with
1.5 Understand shades of meanings in related words.
2.7 Make reasonable assertions about a text through accurate,
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
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
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
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.