| Educational
Objective: The student will respond appropriate when someone
approaches him and begins to tell a rumor.
Language Arts Standard: Listening and Speaking
Materials
Needed:
The Prop Box with 2 telephones
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
• Define Steps and Sequences of Skill
1.
Look at the person directly and use his name.
2. Make a neutral response or correct any misinformation with
facts you know.
3. Change the topic as soon as possible.
4. If the information is untrue, consider reporting this to
an adult.
5. Assure yourself that you will always be factual in sharing
information.
6. Remember to treat others like you would like to be treated.
7. You may want to think about the person who is spreading
the rumor.
• Model the Skill
• Role Plays/Classroom Discussion - Completion of Rubric
• Applications
• Independent Uses
Rubric
for the Role Plays
Student
(Speaker)____________________________ Student (Subject)____________________________
Date: _____________________ Observer's
Name:___________________________________________
| Observations: Note:
Students use asides to indicate thinking. |
No |
Yes |
| Did the speaker look
at the person directly and use his name? |
|
|
| Did the speaker make a neutral
response or correct any misinformation ? |
|
|
| Did the speaker change the topic
as soon as possible? |
|
|
| If the information is untrue,
did the speaker consider reporting this to an adult? |
|
|
| Did the speaker assure himself
that he will always be factual? |
|
|
| Did the speaker remember to treat
others like you would like to be treated? |
|
|
Did the speaker
think about the person who is spreading the rumor? |
|
|
Score/Points |
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Additional
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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