| Objective: Students will understand
the principles of submission and dominance in order to effectively
use body language when communicating with others.
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 
|
The Lesson:
• Identify Need
• Introductory Activity: Brainstorm
when you have been the boss or conversely when you have had
to follow directions.
• Define the Skill of
recognizing dominate and submissive roles
Dominant and Submissive roles.
1. Outside of your group of friends, your relationships with
others will be either dominant or submissive.
2. Dominant means that you are “in charge.” You
make decisions about the other person, such as caring for
a younger family member. The dominant person stands above
you or is seated higher than you. They sit down after you
sit down.
3. Submissive mean that someone else has power over you. You
show that other person that your realize this by complying
with their requests about your behavior.
4. Showing that you are in a submissive role can be very powerful.
You stand when the dominant person enters the room. You sit
down as you are directed. You speak in response to what the
dominant person says. You comply. You agree.
Have students collect cartoon strips
from the newspaper. Discuss the roles of different characters
in the cartoon.
Model the Skill
• Role Plays/Classroom Discussion Watch videos or stories
in which dominance is apparent. Perhaps someone is applying
for a job. The district has several videotapes about job interviews.
• Applications: Interviews, Office Referrals, Applying
for an activity, Asking for something you want, Mending arguments
• Independent Uses
Rubric
for Role Play
Student
(Speaker)____________________________ Student (Subject)____________________________
Date: _____________________ Observer's
Name:___________________________________________
Social
Skill Being Practiced: _____________________________
| Behavior
of Speaker: |
No |
Yes |
| Did
the speaker look at the person and use his formal name? |
|
|
| Did
the speaker sit as directed during a conversation? |
|
|
| Did
the speaker se a pleasant voice that says he was calm? |
|
|
| Did
the speaker perhaps assume a low, "soft" posture? |
|
|
| Did
the speaker actively listen to the other person? |
|
|
| Did
the speaker think before he spoke? |
|
|
| Did
the speaker wait until he was "dismissed" from
the conversation? |
|
|
Score/Points |
|
|
Other Comments: ___________________________________________________________
_____________________________
6th
Grade.
Speaking Applications:
2.4 Offer a logical sequence of information and engage the
listener, foster an acceptance of an idea.
7th
Grade
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
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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