| Educational
Objective: The student will appropriately deal with defeat while
maintaining his self-esteem and feeling of self worth.
Language Arts Standards: Reading, Speaking and Listening
Literary Platform: Prentice Hall "Travels with Charlie"
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 
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The Lesson:
• Identify Need
• Introductory Activity: Brainstorm times when students have
experienced defeat. Teacher may wish to evoke the situation of a
popular sports team.
• Define Steps and Sequences of Skill
1. Look at the person who is informing you of the defeat.
2. Remain calm and smile
3. Say, "Congratulations. That was a good game."
4. Reward yourself for trying your hardest.
5. Think of ways you might improve your performance the next time.
6. Remember that every game has a winner and a loser.
7. Keep in my the expression, "Win some, lose some."
• Model the Skill
• Role Plays/Classroom Discussion
• Applications
• Independent Uses
Idiom : "Sour Grapes"
Rubric
for Role Play
Student
(Speaker)____________________________ Student (Subject)____________________________
Date: _____________________ Observer's Name:___________________________________________
Social
Skill Being Practiced: _____________________________
| Behavior
of Speaker: (Use dramatic asides) |
No |
Yes |
| Did the speaker look at the
person who is informing him of the defeat? |
|
|
| Did the
speaker remain calm and smile? |
|
|
| Did the
speaker say,
"Congratulations. That was a good game?" |
|
|
| Did the
speaker reward himself for trying
his hardest? |
|
|
| Did the
speaker think of ways he might
improve his performance the next time? |
|
|
| Did the
speaker remember
that every game has a winner and a loser? |
|
|
Score |
|
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Other Comments: ___________________________________________________________
_________________________________________________________________________
Other Standards
Address in Lesson:
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 speaker’s 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 speaker’s purpose and point of view and ask relevant
questions concerning the speaker’s 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.
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