Solving Problems

Educational Objective: The student will attempt new tasks without fear of failure.
Language Arts Standard: Listening and Speaking

Materials Needed:
The Prop Box with 2 telephones
Brainstorm Form
Appropriate Rubric: One for each student to complete during each role play. To download the student rubric, click here

The Lesson:

• Identify Need: Life Situations that require compromise, resolution or tolerance
• Introductory Activity: Brainstorm-times you were worried about trying something new.
• Define Steps and Sequences of Skill

1. Evaluate the situation. Is this a good time and place for your interaction?
2 .Evaluate the speaker. Read his or her body language. Interpret his or her facial expression.
3 . Make eye contact with the person.
4 . Listen to his point of view calmly.
5. Calmly state your point of view.
6. Look concerned.
7. Ask yourself what ideas you have in common.
8 . Brainstorm options.
9 . Own a part of the problem.

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

Extensions: May include reading and writing letters that propose a solution. Teachers may want to use the editorial section of the newspaper. Have the students read an editorial that identifies a problem. Students could write their thoughts about a solution listing their specific reasons.

Vocabulary: Tentative language, .i.e. "might" "perhaps" "could it be that.." etc.


Rubric for the Role Plays

Student (Speaker)____________________________ Student (Subject)____________________________

Date: _____________________
Observer's Name:___________________________________________

Social Skill: ___________________________________

Observations: No Yes
Did the student evaluate the situation? Is this a good time and place for your interaction?    
Did the student evaluate the speaker? Read his or her body language?    
Did the student make eye contact with the person?    
Did the student listen to his point of view calmly?    
Did the student calmly state his point of view?    
Did the student look concerned?    
Did the students ask himself what ideas he has in common?
Did the student brainstorm options?    
Did the student own a part of the problem?    
Points/ Score

Additional Comments: _______________________________________________________________________



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.

See the STGS Strategy

See also Conflict Resolution

Return to Skill List