G6 Lesson Sample SS

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2008 Committee for Children Second Step: Student Success Through Prevention Page 201

GradeLesson 5

Empathy and Communication: Being Assertive

OverviewPracticing being assertive can help students expressthemselves respectfully. It also prepares them to

take a stand against bullying, substanceabuse, and other risky behaviors.Students can learn to be moreassertive by practicing appropriatebody language, facial expressions,

tone of voice, and choice of words.

ObjectivesStudents will be able to:Distinguishdifferencesbetweenpassive,assertive,

and aggressive communication stylesIdentifyandassumethephysicalandverbalcharacteristics of assertive communicationApplyassertivecommunicationskills

Supplies and Equipment

DVDplayerandmonitororcomputerwithprojectorand screenNotecards,threepergroupClipboardandObservationalAssessmentFormif

doing the observational assessment

Lesson MaterialsGrade6DVD,Lesson5segmentHandout5A:CommunicationStyles,page213Handout5B:ChartofCommunicationStyles,page215Handout5C:AssertiveCommunicationSkill-PracticeInstructions,page217AssertiveCommunicationSkill-PracticeScenarios,page219Optional:WhatsYourStyle?homework,page221

Lesson at a Glance

Part 1

Partner activity: Identifying communication stylesusing cartoon situations.Class discussion: Understanding the characteristicsof passive, aggressive, and assertive communicationstyles.Group activity: Communication Styles Challenge.Identifying characteristics of passive, aggressive, orassertive communication using video vignettes.

Part 2

Video:DemonstrationoftheAssertiveCommunication skill practice.Skill practice:AssertiveCommunication.Class discussion:Benetsofassertivecommunication.

Lesson Preparation

CopyHandout5A:CommunicationStyles(page213one per pair of students.CopyHandout5B:ChartofCommunicationStyles(page215),oneperstudent.CopyHandout5C:AssertiveCommunicationSkill-PracticeInstructions(page217),oneperstudent.Makethreesignson8"x11"paperfortheCommunicationStylesChallenge.Writepassiveontherst,aggressiveonthesecond,andassertiveonthethird.Postthemonthewall,vetosixfeetapart, at the front of the classroom.PreviewtheCommunicationStylesChallengeonpag206207andvideoclipsonscreen5.5ontheDVD.CopyandcutaparttheAssertiveCommunicationSkill-PracticeScenarios(page219),onesetpergroupPrepareapersonalexampleofhowbeingassertive,

rather than passive or aggressive, helps youcommunicate with other teachers or administrators.Optional:CopytheWhatsYourStyle?homework(page221),oneperstudent.


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Page 202 Second Step: Student Success Through Prevention 2008 Committee for Children

GradeLesson 5Empathy and Communication: Being Assertive

Teaching NotesAssertive vs. aggressive: In this lesson, students learnthe effective and respectful communication style

expected within the school setting. Some students maychallenge the idea that being assertive, as opposed toaggressive, is the most effective way to have their needsmet outsideofschool.Youcanremindthemthatthegoal of this program is to teach them skills that helpthem be successful in school now and in the workplacein the future.

Eye contact:Lookingintoanotherpersonseyesisconsidered a sign of disrespect in some cultures. Thislesson directs students to look at someone, but thisdoes not necessarily mean making eye contact. If youthink there may be students for whom eye contact

is disrespectful, these students can focus on othercomponents of assertive communication such as tone,clarity of voice, word choice, and posture. This lessonoffers a good opportunity to discuss cultural differenceswith students.

Using Lesson Content Every DayTransition times provide a good opportunity tomodel assertive communication skills and behaviors.Usinganattentionsignalalongwithclear,rmverbalinstructionswillconveyyourneedforstudentsattention.

Usethetermsassertive,passive,andaggressivewhen commenting on behaviors during groupwork.Describeandreinforceeffectiveassertivecommunicationwhenyounoticeit.Forexample,InoticedhowAntonaskedeveryonetogetbacktoworkonthehandoutinaclear,calmway.Hewasusingassertivecommunicationanditreallygoteveryonesattentioninapositiveway.

Take time to individually coach students who areoverly passive or aggressive in groups. Suggestcommentstheycanuse,suchasLetshearfromeveryone.Whatdoyouthink,Tianna?orThosearegoodideas,TranorLetsmakesurewehavetimetohearfromeveryone.

Demonstratehowstudentscancommunicateassertivelywiththeirteacherswhenseekinghelporclaricationwithassignments.Letthemknowthebestwaytogetyour attention.

Why This Lesson Is ImportantIt is important for students to learn the differencesbetween assertive, aggressive, and passive ways to

communicate.Muchoftheviolencethatplaguesschools begins with aggressive interactions thatescalate.Aggressivecommunicationcausesproblemswith other students, school staff, and adults in thecommunity. Students can reduce their involvementin aggression and violence by using assertivecommunication skills to stand up for themselves andget their point across without disrespecting others.

Learningtobeassertivealsohasvalueforstudentsbeing bullied, sexually harassed, or otherwisemistreatedbypeers.Assertivenesscanbeatoolforstanding up for their rights.

Becausethemiddlegradesareatimeofintensepressure to go along with peers, students can alsoapply assertiveness skills to refuse to take part inunsafe behavior, including alcohol and other drugabuse.Finally,youngadolescentsinteractwithawiderange of adults and need to learn to be assertive toget help in school and communicate respectfully in avariety of situations.


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Grade

5 minutes

Lesson 5, Part 1Empathy and Communication: Being Assertive

You will need: Grade 6 DVD, Lesson 5 segment Handout 5A: Communication Styles (page 213), one per pair o students A personal example o a time when being assertive helped you communicate

Handout 5B: Chart o Communication Styles (page 215), one per student Note cards, three per group Game signs: Passive, Assertive, and Aggressive posted on the wall, fve to six eet apart,

at the ront o the classroom

Outline Script and Instructions

Beforeclassstarts,displaytheintroductoryscreen.Select Lesson 5 menu, thenselect Begin.

Review empathy andperspectives.

Introduce the lesson topic.

Weve been learning about the importance o trying tounderstand or consider other peoples perspectives.

Review the following points:Consideringperspectivesispartofempathy.Whenwemakeassumptions,webelieveweknow what someone is

thinking or why someone is acting the way they are.Alwaysconsiderpossibilitiesforwhatothersmaybethinkingor

reasons for their actions.Getmoreinformationifyoucan.

For the same reasons its important to try to understand someoneelses perspective, its equally important to be able to clearlycommunicate your own perspective to be understood.

The understanding has to go both ways, just like this quote says.

Last time, we learned how to communicate our perspectivesrespectully in a disagreement.

Today were going to explore how to state your perspectiveeectively in other types o situations when you need to stand upor what is right or tell someone what you believe, need, or want.

To do this eectively and respectully, you will need to recognizedierent styles o communication.

Total Time 25 minutes

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Grade

5 minutes

To get started, you will do a quick partner activity.

DistributeHandout5Aandgoovertheinstructions.1. Look at the way the mouse is communicating to gethis cheese back in each cartoon.

2. Choose a communication style rom the list that bestdescribes the way the mouse is communicating.

3. Write your choice on the line below each cartoon.

You will have one minute.

Givestudentsoneminutetodothepartneractivity.

Foreachcartoon,callononestudenttoreportwhichcommunicationstyleheorshehadwrittendown.Askifothersagree.

In which cartoon do you predict the mouse is most likely toget what it wants? Why? (Cartoon2.Theassertivemouseisbeingreasonable.Heisbeingclear.Heisbeingrespectful.Sincethemousecanactually hear and understand what the other mouse wants and does notfeelthreatened,hereturnsthelostcheese.)

In cartoon 1, where the mouse is being aggressive, what was theeect on the other mouse? (Hewasscared.Heranaway.)

Last time we watched video scenes in which siblings who had adierence o opinion communicated with each other. Did you seethem use any o these styles o communication? (AggressiveinPart1,assertiveinPart2.)

Which style worked best to help them get along or get the choresdone? (Beingassertive.)



HANDOUT

Introduce and giveinstructions or thepartner activity.

Handout 5A:Communication Styles

Have students do thepartner activity.

Call on a ew students atrandom to report theiranswers.

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Grade

5 minutes



Discuss assertivecommunication.

Identiy characteristics opassive, aggressive, andassertive communicationstyles.

Handout 5B: Chart oCommunication Styles

An assertive communication style will enable you to standup or yoursel. It lets people know what you want and need

while still being respectul o others.

Why should we care about respecting others when we are tryingto communicate our perspectives? (Itstheright/kind/ethicalthingto do. If others feel respected, they will be more likely to help us. Ifothers feel respected, they are more likely to listen to and consider ourperspectives.)

Each o you learns every day which kinds o behavior andcommunication skills help you work things out within your ownamilies and in your own neighborhoods.

Assertiveness helps you be successul here in school. It also helps

you be successul outside o school and later in your lie when youhave a job. If you have students who feel that assertive communicationis not the best way to communicate in their homes or neighborhoods,you might lead a discussion about the merits of different types ofcommunication in and out of school.

Giveapersonalexampleofhowbeingassertive,ratherthanpassiveoraggressive, helps you communicate with other teachers or administrators.Forexample,describeatimewhenyouwereaskedtotakeontoomanytasksandhadtosaynotosomeone.

To be able to communicate assertively, its important to know thedierences between passive and assertive or between assertiveand aggressive communication.

Just like youve done beore when using your empathy skills totry to understand someone elses perspective, you need to paycareul attention to your own and others body language, acialexpressions, tone o voice, and choice o words when you aretrying to communicate assertively.

Lets look at a chart that describes the characteristicso the three communication styles. DistributeHandout5B.Gothroughthechartandhavestudentsreadand

demonstrate each style to each other. Clarify the meaning ofWordsthatgivethemessageifnecessary.

Haveastudentvolunteerreadthecharacteristicsofpassivecommunication.

Now turn to your partner and together say, I am not importantwith a passive tone o voice, acial expression, and body language.

HANDOUT

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5 minutes



Haveastudentvolunteerreadthecharacteristicsofaggressivecommunication.

Now turn to your partner and together say, You are notimportant with an aggressive tone o voice, acial expression, andbody language.

Haveastudentvolunteerreadthecharacteristicsofassertivecommunication.

Now turn to your partner and together say, We are bothimportant with an assertive tone o voice, acial expression, andbody language.

Introduce the groupactivity.

Note cards

Now lets do a Communications Styles Challenge activity.In your groups, you will see how well you can identiy thecharacteristics that make communication passive, aggressive, orassertive.

Giveeachgroupthreenotecardsandhavethestudentsidentifyaclue-writer for their group.

You will watch three video clips that show charactersdemonstrating passive, aggressive, or assertive communication.During each clip, your group will look or clues in body language,acial expression, tone o voice, and word choice that tell you

what style o communication is being demonstrated. Decide as agroup what communication style is being shown.

Ater each video clip you will have 30 seconds to write downas many clues to the communication style being shown as yourgroup can think o. For example, i you noticed that a characteris shouting, you would write that down as a clue or aggressivecommunication. You may use your chart to help you.

Ater 30 seconds, I will call or one member o your group to bringme your clue card and then stand under the sign that your groupagreed was the communication style shown in the video. Point outthe three signs on the wall at the front of the room.

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Grade

5 minutes



Playthevideoclips.Aftereachclip,givestudents30secondstodecide which style of communication is being demonstrated and to write

downclues.Haveonestudentfromeachgroupcomeuptothefront,giveyou the note card, and stand under the sign chosen.

Read aloud some of the clues from the cards after each clip to reinforcethe differences and to give the students positive feedback on theirdetectiveskills.Notewherethestudentsarestandingandcommentonhow well they are able to identify the styles.

Note:Clip1ispassive,Clip2isaggressive,andClip3isassertive.

Knowing the dierences between passive, aggressive, andassertive communication will help you when you attempt to

communicate assertively.

Paying attention to your own body language, acial expressions,tone o voice, and choice o words are all important whencommunicating assertively.

Which style o communication do you see students at this schoolusing most?

How does this aect the atmosphere here at school?

What do you think students at this school need to work on tocommunicate assertively: body language, acial expressions, tone

o voice, or choice o words?

Today we explored communication styles.

Review the main points of the lesson:Welearnedthecharacteristicsofpassive,aggressive,andassertive

communication styles.Wepracticedidentifyingpassive,aggressive,andassertive

communication styles.Wediscussedhowassertivecommunicationhelpsyoubesuccessful

in school and later in your life.

Next time we will practice communicating assertively.

Have students do thechallenge.

Debrie students aboutthe challenge.

End Part 1. Concludehere, or continue on toPart 2.

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Grade

6 minutes


You will need: Grade 6 DVD, Lesson 5 segment Handout 5C: Assertive Communication Skill-Practice Instructions (page 217), one per student Assertive Communication Skill-Practice Scenarios (page 219), one set per group

Optional: Whats Your Style? homework (page 221), one per student

Total Time 25 minutes


Introduce the skill practiceand video demonstration.

Handout 5C: AssertiveCommunication Skill-Practice Instructions

Responding assertively to a situation is a skill that, like anyskill, improves with practice.

Now we are going to practice how to respond to a variety o

situations in an assertive way.

DistributeHandout5C.

Look at the checklist on Handout 5C. Here are the specic thingsyou will practice. Read through the list with the whole class.

In a ew minutes, everyone will work with their groups topractice. First lets watch some students showing how the skill

practice works.

As you watch, notice how the students are working with apartner. Two are practicing, and two are coaching.

HANDOUT

I presenting the lesson intwo parts, select the Lesson 5menu on the Grade 6 DVD,then select Part 2.

Recap Part 1 o this lesson.

Last time we explored communication styles.

Review the main points of the lesson:Welearnedthecharacteristicsofpassive,aggressive,andassertive

communication styles.Wepracticedidentifyingpassive,aggressive,andassertive

communication styles.Wediscussedhowassertivecommunicationhelpsyoubesuccessful

in school and later in your life.Now we will practice communicating assertively.

5.5B

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Grade

18 minutes

Now it is your turn to practice with your group.

Readskill-practiceinstructionsfromHandout5C.1. Decide which set o partners will practice rst and which

will be the coaches.2. One practice partner reads the situation, the others listen

careully.3. The coaches suggest assertive responses to the situation.4. The student who is practicing chooses one o these

responses or uses one o his/her own.5. Coaches give encouraging eedback and ll in the checklist.

Then the second practice partner takes a turn. Then everyoneswitches, and the practice partners become the coaches or theother two students.

Some people may eel uncomortable or even a little awkwardpracticing this skill. But that is just how it sometimes eels whenyou need to respond assertively in real lie. For example, it can eelreally uncomortable or awkward to tell a riend that you dontwant to go along with what he or she is doing. Its rarely easy. Weonly get better at it with practice.

Distributetheskill-practicescenarios.

Givethestudentsvetosevenminutestodotheskillpractice.Aftertwoorthreeminutes,remindthestudentstoswitchparts.Observeandcoachasnecessary.



Give the skill-practiceinstructions.

Assertive CommunicationSkill-Practice Scenarios

Have students do the skillpractice.

Have students watch thevideo demonstration.

Videolength:2:40minutes

Play the video.

OBSERVATIONALASSESSMENT

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Grade

Askforvolunteers,astimeallows,todemonstratetheskillpracticeforthe class.

What was done particularly well in this skill practice?

What characteristics o assertive communication did you see?

Where could this student improve?

How might assertive communication help you get what you needor want? (Respectfullanguage,beingcondent,andbeingabletostateclearly what you want can help others listen to and understand yourperspective.Whenpeoplefeelrespected,theyaremorelikelytobeopentohelpingorcooperating.)

Why would communicating passively not be in your best interestin most situations? (Youmightfeellikesomeonehastakenadvantageofyou.Youwontfeelincontrolofasituation.Youmightagreetosomethingyoudontwanttodoordontbelieveisright.Othersmightassumeyouagreewiththemwhenyoudont.)

Why would communicating aggressively not be in your bestinterest in most situations? (Youcouldendupinaght.Youcould

gethurt.Youcouldgetintrouble.Youcouldmakesomeoneangry.Youcouldmakesomeonedefensive.)

What can make it dicult to respond assertively? (Youmightfeelembarrassed,shy,uncomfortable,scared,afraidyoullseemuncool,afraidforyoursafety.)

What can you do about those things? (Practicerespondingassertivelyin safe situations with people you trust and feel safe around, such asfamily or friends. Plan or think about what you might do or say inadvance.Thinkaboutwhatcanhappenifyoudontrespondassertively.)



Ask or volunteers, astime allows, to

demonstrate the skillpractice or the class.

Debrie the students atereach demonstration withthese questions.

Discuss the benefts oassertive communication.


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1 minute

Summarize the lesson.

Optional: Whats YourStyle? homework

Using Lesson ContentEvery Day

Today you learned the importance o assertivecommunication.

Review the main points of the lesson:Identifydifferencesbetweenpassive,assertive,andaggressive

communication styles.Communicateassertively:

oUseaclear,rm,calmvoice.oLookatthepersonwithacondentexpression.oKeepyourheadupandshouldersbackinacondentposture.

DistributeandexplaintheWhatsYourStyle?homework.

RemembertoincorporatetheUsingLessonContentEveryDaysuggestions into daily academic tasks.



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Lesson 5Handout 5A: Communication StylesGrade

Instructions

1.Lookatthewaythemouseiscommunicatingtogethischeesebackineachcartoon.

2. Choose a communication stylepassive, aggressive, or assertivethat best describes the way the mouse

is communicating.

3.Writeyourchoiceonthelinebeloweachcartoon.

Hey Pete,I need to have

my cheese back. Oh,okay, Fred.

Um, sorry...mumble, mumble,

mumble.

Gimmemy cheese

NOW!


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Lesson 5Handout 5B: Chart o Communication StylesGrade

Characteristic

Words that givethe message...

Tone o voice

Facial expression

Body language

I am notimportant.

My opinionsdont matter.

Timid, unclear.

Eyes lookingdown or away.

Worried oruncertainexpression.

Head down,shoulders round.

Slumped posture.

You are notimportant.

Your opinionsdont matter.

Forceul oraccusing.

Glaring, narroweyes.

Hard, angryexpression.

Tense body,clenched fsts,

pointing fngers.

Conrontationalposture.

We are bothimportant.

Both o ouropinions matter.

Clear, frm, calm.

Eyes looking atthe person.

Confdentexpression.

Head up,shoulders back.

Confdentposture.

Passive Aggressive Assertive

Chart o Communication Styles


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Lesson 5Handout 5C: Assertive Communication Skill-Practice InstructionsGrade

Skill-Practice Instructions

1.Decidewhichsetofpartnerswillpracticerstandwhichwillbethecoaches.

2.Onepracticepartnerreadsthesituationwhiletheotherslistencarefully.

3.Thecoachessuggestassertiveresponsestothesituation.

4.Thestudentwhoispracticingchoosesoneoftheseresponsesorusesoneofhisorherown.

5.Thecoachesgiveencouragingfeedbackandllinthechecklist.

Assertive Communication Checklist

Assertive communication skill Student 1 Student 2

Look at the other person.

Keep your head up and shoulders back.

Use a calm voice.

Use respectul, clear language.


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Set 1

The Party

YouarehangingoutwithagroupoffriendsonaFridaynight.Youretryingtodecidewhattodo.Yourbestfriend

wantstogotoaparty,andyouknownoadultswillbethere.Yourparentsdontallowyoutogotopartieswhenno

adultsarehome.Besides,youwanttogotoamovie.Assertivelytellyourfriendswhatyouwant.

Silent Treatment

Afriendwantsyoutoignoreanotherfriendbecauseshesmadather.Youdonthaveaproblemwiththisother

friend.Youdontthinkitsfairtogivetheothergirlthesilenttreatment.Assertivelytellyourfriendyourperspective.

Team Morale

Youhaveateammatewhoconstantlyputsdownotherteammemberswhentheymakemistakes.Youthinkthisis

badforteammorale.Assertivelytellyourteammateyourperspectiveabouthisorherbehavior.

Joking Around

Everytimeaparticularkidinyourmathclasswalkspastyourdesk,heaccidentallyknocksyourpencil,paper,or

bookoffyourdesk.Youareannoyedbyhisjokingaround,andyouwanthimtostop.Assertivelytellhimwhat

you want.

Set 2

Family Insult

Aclassmatemakesfunofyourfamily.Youfeelinsultedandangry.Yourfamilysreputationisveryimportanttoyou.

Assertivelytellyourclassmateyourperspective.

Cigarettes

Youareatanewfriendshouse.Thisfriendndsapackofhisorherfatherscigarettesandsays,Letstryone!

Assertivelytellyournewfriendthatyoudontwanttosmoke.

The Assignment

Youweretalkingquietlytothepersonsittingnexttoyouwhenyourteachergaveoutthewritingassignment.

Shehastoldtheclasstoworksilentlyontheassignmentandyoudontknowwhatitis.Youneedtoaskhertorepeattheassignmentandapologizefornothearingitthersttime.Inprivate,tellyourteacherwhathappened

in an assertive way.

Band Harassment

Asyouregettingoutyourinstrumentsinbandclass,yourfriendsstartharassinganotherkidwhooftenactskindof

strange.Hesnotafriendofyours,butyoufeelthateventhoughyouthinkhesalittleweird,noonedeservestobe

harassed.Assertivelytellyourfriendsyourperspective.

Lesson 5Assertive Communication Skill-Practice ScenariosGrade


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Lesson 5Homework: Whats Your Style?Grade

Name:

Sometimesyouhearwhatapersonissaying

withouthimorhersayingaword.Youcanoftentell

apersonscommunicationstylejustbylookingathis

orherfacialexpressionsandbodylanguage.Apassive

communicatormighthaveslumpedposture.An

aggressive communicator might have glaring, narrow

eyes.Anassertivecommunicatorholdshisheadup

while looking straight at you.

Nowtrytoheardifferentcommunicationstylesjust

by looking at them.

1.Lookthroughmagazinesornewspapersfor

people who are using passive, aggressive, and

assertive communication.

2.Findoneimageforeach,andgluetheminthe

boxes to the right.

3.Imaginewhateachpersonmightbesaying.

Writeitinthespacebeloweachpicture.

4.Nowshowthepicturesanddescriptionsto

an adult. Can he or she guess which style of

communicationeachpersonisusing?Circle

their answer.

5.Ifheorsheguessedwrong,gooverwithhim

or her the characteristics of different styles of

communication. If he or she guessed right

waytogo!

This homework assignment was completed on

.(date)

[adult] signature

Style: Passive Aggressive Assertive

Whatisthepersonsaying?

glue picture here



glue picture here



glue picture here


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Lesson 5Refective Writing AssessmentGrade

Name:

Answereachquestiontoexplainwhatyoulearned.Thenwriteareectiontoshowhowwhatyoulearnedconnects

to your life.

What I Learned

Describethetoneofvoiceofsomeonewhois:

Passive

Aggressive

Assertive

Connecting to My Lie

Brieydescribeasituationinwhichyoucouldhavebeenmoreassertive,anddescribehowactingassertivelycould

have helped.


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Preparation1.Putstudentsintogroups.

2.GiveeachstudentanothercopyofHandout5Candeachgroupasetoftheadditionalscenariosbelow.

Instructions or Students

Inyourgroup,readandfollowtheskill-practiceinstructionsonHandout5Cusingthenewsetofscenarios.

Additional Scenarios

Set 1

Lunch Money

Afriendkeepsforgettingtoreturnthingsheorshehasborrowedfromyou.Lastweekheorsheborrowedvedollars,andyoureallyneedthemoneybacktobuylunch.Assertivelytellyourfriendwhatyouneed.

Mean Things

Youndoutthatafriendhasbeensayingmeanthingsaboutyoubehindyourback.Youfeelhurtandangryandyou

wanthimorhertostop.Assertivelytellyourfriendyourperspective.

Please Knock!

Youryoungersiblingkeepsbargingintoyourroom.Youfeelthisisaninvasionofyourprivacyandyouwantyour

siblingtoknockbeforeentering.Assertivelytellyoursiblingyourperspective.

A Beer rom the Fridge

Youreatafriendshouseafterschool,andtherearenoadultshome.Yourfriendsolderbrotherasksyoutogotothefridgeandgethimabeer.Assertivelytellhimyoudontwanttodothat.

Set 2

Staring

Astudentyoudontknowisstaringatyouobnoxiouslyinthelibrarywhileyouretryingtowork.Youvealready

toldhimtostoponce.Hesmakingitdifcultforyoutoconcentrate.Assertivelytellhimwhatyouwant.

Borrowing Clothes

Yourbrotherorsisterkeepsborrowingyourclotheswithoutasking.Youfeelthatitisallrighttoshareclothes

sometimes,butyoureallywanttobeaskedrst.Assertivelytellyoursiblingyourperspective.

Throwing Pencils

Afriendyousitwithonthebusisthrowingpencilsoutthewindowwhenthebusdriverisntlooking.Youknow

thisisadangerousthingtodo.Youdontwantanyonetogethurt.Youalsodontwanttobeaccusedofjoiningin,

becauseyouaresittingrightnexttoher.Assertivelytellyourfriendyourperspective.

The Line

Youvebeenwaitingpatientlyatthedelicountertobehelped.Thereisntaformalline,sowhenthedeliworkerasks

Whosnext?awomanwhohasntnoticedthatyouvebeenwaitinglongersays,Iam.Youreinahurryanddont

thinkitisfairforsomeoneelsetotakeyourturn.Assertivelytellthedeliworkerandtheotherwomanwhatyouneed.

Lesson 5Additional Practice: Assertive CommunicationGrade


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GradeLesson 5

Academic Integration Activities

Language Arts and Social Studies

What would an assertive pig say to an aggressive wolf?

HavestudentsworkingroupstowriteandperformascriptforaReadersTheater.First,

readaloud(orhaveastudentreadaloud)TheThreeLittlePigs(oranyotherapplicable

folktalefromyourstudentsheritage).Thenhaveeachgrouptakethethemefromthestory

andrewriteit.Thersttwopigsarepassivecommunicators.Thewolfisanaggressive

communicator. The third pig is an assertive communicator. The third pig must confront the

wolfinanassertivemanner.Haveeachgroupperformtheirstoryfortheclass.

Health and Science

Can dogs be assertive?

Havestudentsgroupsresearchthedifferentwaysdogscommunicate.Directyourstudents

tolookforexamplesofhowdogscommunicatejoy,anger,anxiety,submission,and

dominance. Can dogs be passive, assertive, or aggressive in the ways they communicate

thesethings?Whatarethesimilaritiesanddifferencesbetweenthewaysdogsandhumans

communicatethesamefeelings?Haveeachgroupreporttheirndingstotheclass.

Media Literacy

Is there a better way to resolve this dispute?

RecordsportsorpoliticalnewsclipsfromTVortheWebthatshowpassiveand/or

aggressivecommunicationstyles.Putstudentsingroups.Playtheclips.Haveeachgroup

identifythedispute.Thenask:Whatcommunicationstylearetheyusing?Howcanyou

tell?Havestudentsdescribehowthedisputemayhavebeenresolveddifferentlyifassertive

communicationwasused.Haveeachgroupreportontheirstorytoanothergroupor

the class.


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G6 Lesson Sample SS

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