Objective: The student will display his feelings in an appropriate
manner, conveying sincerity to the listener.
Language Arts Standard: Listening and Speaking (Reading and Writing)
The Prop Box with 2 telephones
Appropriate Rubric: One for each student to complete during
each role play. To download the student rubric, click here
• Identify Need
• Introductory Activity: Brainstorm times when a student
might want to share his thoughts with someone else. (Depending
on the maturity of the class, the teacher might just list some
examples for discussion.) Examples might include:
A. Working on a class project on building a mission. You have
a disagreement about the materials being used.
B. You want to tell a teammate that he or she needs to improve
a skill needed for a sport.
C. You want to tell your teacher that you feel overwhelmed by
the amount of homework in her class.
D. A friend has borrowed some of your school supplies without
• Define Steps and Sequences of Skill
Evaluate the situation. Is this a good time and place for your
2. Evaluate the speaker. Read his or her body language. Interpret
his or her facial expression. Is he or she open to hearing you
at this time.
3. Make eye contact with the person.
4. Describe the feeling you are having in an “I message.”
“I feel angry when you…”
5. Listen to the person’s response.
6. Thank the person for listening.
• Model the Skill
• Role Plays/Classroom Discussion: A student knocks over
your backpack during horseplay outside the cafeteria. You had
something fragile inside.
• Independent Uses/Extensions: Read the Editorial section
of the local newspaper. Write an opinion about a subject, stating
the supportive ideas.
for Role Play
(Speaker)____________________________ Student (Subject)____________________________
Date: _____________________ Observer's
Skill Being Practiced: _____________________________
of Speaker: (Use dramatic asides)
|Did the student evaluate the situation?
Was this a good time and place for your interaction?
|Did he evaluate the speaker? Read
his or her body language?
|Did he make eye contact with the person?
|Did he describe the feeling he was
having in an “I message?” “I feel angry
|Did he listen to the person’s
|Did he thank the person for listening?
Score or Points
Other Comments: ___________________________________________________________
Address in Lesson: Teachers may use a written variation of this
activity. Pretend your friend made you so upset that you didn't
want to talk to him. Write a letter using the guidelines above
In Town... www.incentivesplus.co.uk
|By Becky Hicks
As players travel around the colourful game board they may
land on squares asking about feelings, about risky situations,
or requiring role-play. Or they may land on the circles that
require them to roll the dice and discuss either home, friends
Includes colourful game board, playing pieces, game cards
Small groups – 2-8 players Age 10 - 13
may consider... The Talking, Feeling and Doing
Vender: Courage to Change 800 440 4003
|The questions and directions in
each set of cards range from the least anxiety provoking (“How
old are you?”) to the moderately anxiety provoking (“Everyone
in the class was laughing at a boy. What had happened?”).
If the child responds he (she) receives a token reward chip.
The winner is the player who has accumulated the most chips
after the players have reached FINISH. The child’s responses
are generally revealing of those psychological issues that
are most important at that time. The information so gained
serves as a point of departure for meaningful psychotherapeutic
interchanges with the child and guides the therapist in providing
responses to his (her) own cards that would be most pertinent
to the patient.
The engaging game format utilizing token reinforcement
enhances the child’s interest and elicits spontaneous
revelations. The information gained provides diagnostically
meaningful insights into the child’s psychodynamics,
and is of therapeutic value because each response can serve
as a catalyst for therapeutic interchanges. The game is
of value in group psychotherapy (with up to 4-5 players),
in the treatment of learning-disabled children (because
many of the cards are particularly applicable to these children’s
problems), and with children who can reveal themselves more
freely but who may also need a respite from more anxiety-provoking
||The Creative Journal for Teens
helps teenagers express their true feelings and thoughts in
the safe, nonjudgmental atmosphere of personal journal-keeping.
Lucia offers teenagers easy techniques for journal writing
that enables them to understand their inner most thoughts
and express their real selves. They will be able to clarify
their goals, visualize their future and achieve self-reliance.
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 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.