Giving Compliments

Educational Objective: The student will express a compliment to someone in an appropriate way.
Language Arts Standard: Listening and Speaking

• Identify Need
*It is extremely important that the students have been taught the concept of registers and that giving compliments needs to follow the guidelines of levels in order to be appropriate. A student, for example, would not compliment the principal for doing one of the functions of his job. A student doesn't have the qualifications to make evaluative remarks.
*It is equally important that the students learn that we compliment people on what they have done, not for something over which they hadn't any control. Compliments are not given for physical features of an individual, such as "You have a beautiful shade of skin." One may, however, give a compliment about what someone has done to enhance their appearance if you are talking with an friend. "That color of lipstick really is attractive on you." "I like what you've done with your hair."
*Giving compliments of a personal or physical nature to a member of the opposite sex may be misinterpreted as being offensive.
• Introductory Activity
• Define Steps and Sequences of Skill
1. Look at the person and use their name.
2. Choose something that is appropriate to compliment.
3. Use a sincere tone of voice.
4. State the reason for the compliment. "I like the way you played the game because you used an awesome strategy."
5. Did the speaker close the conversation by saying "You're welcome" in response to the listener's "Thank you?"

• Model the Skill
• Role Plays/Classroom Discussion
• Applications:
• Independent Uses: Write a complimentary letter to someone you admire.

Student (Speaker)____________________________ Student (Subject)____________________________

Date: _____________________ Observer's Name:___________________________________________

Other Comments: ___________________________________________________________
_________________________________________________________________________

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.