Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Accept Criticism
Introduce Skill	List the sports played at the Olympics.  How do athletes
What?	learn their sports?  Do they ever get criticized?
When?	Why is criticism sometimes necessary?  What is
Who?	"constructive" criticism?  In what other areas
	besides sports are people given criticism?  Who
	gives you criticism?
Describe Skill Steps	1.  Look at the person.
	2. Say "Okay."
	3. No arguing.
	(Not if life-threatening or if it may harm you.)
Rationale	If you can accept criticism, you may learn from
Benefit	your mistakes.  Others may see you as responsible,
Neg. Consequence	and may be more likely to want to work with you.
Concern
Request for	Do you understand?  Repeat the steps.
Acknowledgment
Practice	Role play a sports activity where the coach gives criticism.
	Draw Olympic sports scene as cartoon with captions
	of steps of How to Accept Criticism.
Feedback	Nice job of accepting criticism?  You looked at the
	person, said "Okay" and didn't argue.
Positive	Because you practiced How to Accept Criticism so well, you've all
Consequence	earned a sticker.
Follow-Up Practice	"Personal Olympics" - write personal social skills goals
	and illustrate using Olympic figures.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Accept Criticism
Introduce Skill	Who can explain what the word "criticism" means?
What?	How do you feel when you're criticizd?  Why is criticism
When?	given?  Can you give an example?  When?  (to improve
Who?	behavior, performance, etc.)  Who? (parents, teachers,
	coaches, peers, bosses, etc.)
Describe Skill Steps	1. Look at the person.
	2. Say "Okay."
	3. No arguing. (Give examples of what would be considered
	argumentative.)
Rationale	When you accept criticism, people will see you as
Benefit	wanting to improve yourself.  You will be thought of as
Neg. Consequence	mature, and others may want to work with you.
Concern
Request for	Does this make sense?  Repeat the skill steps for me.
Acknowledgment
Practice	Put the class in groups.  Give each group an envelope containing several
	slips of paper on which specific criticisms are written.  Have students
	take turns accepting criticism drawn from the envelope by someone in the
	group.  Monitor and help as needed.  Ask for group volunteers to model
	for the class.
Feedback	You really did a good job of practicing How to Accept Criticism.
	(List steps giving specific praise and feedback on each step.)
Positive	Because you practiced How to Accept Criticism correctly, we have 5
Consequence	minutes of extra free time today.
Follow-Up Practice	During lunch today each f you need to remember How to Accept
	Criticism if it is given to you when you are putting away your trays and lining up.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Follow Instructions
Introduce Skill	Why should we follow instructions?  Brainstorm and record
What?	all responses.  When?  Who might give us instructions?
When?
Who?
Describe Skill Steps	1. Look at the person.
	2. Say "Okay."
	3. Do the task immediately.
	4. Check back.
Rationale	When you follow instructions properly, you may have more time
Benefit	for other things, and you may get extra privileges.
Neg. Consequence
Concern
Request for	Does this make sense?  (Repeat the steps.)
Acknowledgment
Practice	Read Danny's Big Moment.  In small groups role play a situation in
	which someone needs to follow instructions.  Then have each group
	write the steps of How to Follow Instructions on a large piece of
	construction paper.  Allow 15 minutes for this activity.  Present steps to class.
Feedback	You did a great job of practicing How to Follow Instructions!
	(Repeat steps giving specific feedback.)
Positive	Because you have practiced so well, you have earned 10 minutes
Consequence	extra free time.
Follow-Up Practice	Tomorrow we'll play "Simon Says."  You'll have the chance to again
	demonstrate that you know the steps of How to Follow Instructions.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Follow Instructions
Introduce Skill	Use the story of Winnie the Pooh:  No One's Listening to
What?	introduce the concept of following instructions.  Discuss
When?	what "following instructions" means:  (Listening carefully
Who?	and do as we are told) When? (Playing a game, taking a test, putting
	models together, grown-ups following boss' instructions)  Who?
	(Friends, family, teachers, coaches, policemen, etc.)
Describe Skill Steps	1. Look at the person.
	2. Say "Okay."
	3. Do the task immediately.
	4. Check back.
Rationale	When you follow instructions, you may get your work done sooner and have
Benefit	more time to play or get to the next activity.  You may make your
Neg. Consequence	teacher think you are more responsible, and you may earn more privileges.
Concern
Request for	Does this make sense?  Can someone repeat the steps for me?
Acknowledgment
Practice	In the story of Winnie the Pooh:  No One's Listening, the characters
	are not listening or following instructions.  Have class role play
	characters from the story.  Whisper instructions to partner/
	character that corresponds with story.  The partner must follow steps
	of following instructions.  Reverse roles.  Discuss feelings when
	instructions are followed/not followed promptly.
Feedback	You did a great job of following instructions by looking at
	me, saying O.K., and doing the task immediately.
Positive	Because all of you practiced how to follow instructions, you have
Consequence	earned an extra 5 minutes of free time.
Follow-Up Practice	Tomorrow we will do an SRA listening tape and I want you to remember
	how to follow instructions.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Follow Instructions
Introduce Skill	Use the story of Peter Rabbit to introduce the concept of
What?	following instructions.  Discuss what "following instructions"
When?	means.  (Listening carefully and doing as we are told.)  We
Who?	need to follow instructions when playing a game, taking a
	tet, putting a puzzle together.  Who?  (Friends, family,
	coaches, teacher, policemen.)
Describe Skill Steps	1. Look at the person.
	2. Say "Okay."
	3. Do the task immediately.
	4. Check back.
Rationale	When you follow instructions, you may get your work done
Benefit	sooner and have more time to play or get to the next
Neg. Consequence	activity. You will make your teacher think you are responsible
Concern	and you may earn more privileges.
Request for	Does this make sense?  Can someone repeat the skill
Acknowledgment	steps for me?
Practice	In the story of Peter Rabbit, Peter's mother gave him
	important instructions.  Pretend you are Peter and I am your mother.
	I have some very important instructions for you.  You must
	first read all the sentences, and then do what they tell you
	to do.
	1. Read all the sentences before you start to work.
	2. Write your name on the paper.
	3. Say your name out loud.
	4. Color your paper green.
	5. Only do what #1 and #2 tell you to do.
Feedback	You did a great job of following instructions by looking at me, saying
	O.K., and doing it right away.
Positive	Because all of you practiced how to follow instructions, you have earned
Consequence	an extra 5 minutes of free time.
Follow-Up Practice	Tomorrow we will listen to an SRA listening tape, and you
	will need to remember how to follow instructions.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Greet Someone
Introduce Skill	Make a bulletin board of greetings in foreign languages.
What?	Be sure to include all of the different cultural heritages
When?	in the class and school.  Begin the lesson by explaining
Who?	that all languages contain an expression that is used to
	greet someone.
Describe Skill Steps	1. Look at the person
	2. Smile. (Emphasize smiling.)
	3. Use a pleasant voice tone.
	4. Make a verbal greeting. (Greet in foreign language and in English.)
Rationale	When you greet someone appropriately, it makes the person you are greeting
Benefit	feel more welcome in a different place.  When you smile and greet
Neg. Consequence	someone, you take a positive step.  You may make a new friend.  You
Concern	may make someone who is feeling lonely feel better.
Request for	Does that make sense?  Have students repeat the skill steps together as
Acknowledgment	a class.
Practice	Have students role play with each other using puppets dressed in clothing
	from various countries and use different languages to greet someone.
	Lead discussion.
Feedback	You did a good job practicing the steps of How to Greet Someone.  (List
	the steps again giving specific feedback on how well the students
	did with each step.)
Positive	Because you've practiced so well, you've earned free library time.
Consequence	We'll be looking at some books about other countries.
Follow-Up Practice	On Friday, we'll review the steps of How to Greet Someone and
	practice again.  We'll be having visitors to our building that day,
	and you'll want to remember to greet them appropriately.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Greet Someone
Introduce Skill	Divide class into groups.  Give each group 3 minutes to
What?	brainstorm ways to say "hello."  The group with the most
When?	ideas receives a "smiling" sticker.  Discuss when to greet someone and
Who?	who to greet.  Make list on board of people to greet every day.
Describe Skill Steps	1. Look at the person.
	2. Smile.  (Emphasize this step.)
	3. Use a pleasant voice tone.
	4. Make a verbal greeting.
Rationale	Greeting someone appropriately makes the person you are
Benefit	greeting feel good, and that person may remember your
Neg. Consequence	greeting at a later time.  When you smile and greet someone, you
Concern	take a positive step.  You may make a new friend.  You may make
	someone who is sad feel better.
Request for	Doe this make sense?  Have students repeat steps together
Acknowledgment	as a class.
Practice	Role play How to Greet Someone with a partner.  Have each
	student draw a cartoon showing the proper steps to greet
	someone.  Make the cartoons part of a bulletin board display
	on "How to Greet Someone."
Feedback	What a great job you've done practicing and drawing the
	steps of How to Greet Someone!  (Repeat steps again.)
Positive	Because you've done such a nice job practicing and drawing
Consequence	cartoons of the steps to follow when greeting someone, we'll
	put the bulletin board display in the hall where everyone
	can see it.
Follow-Up Practice	Tomorrow when you come to school, I'll be looking to see if you
	remember the steps of How to Greet Someone.  I'll be greeting
	you and I hope that you'll remember to greet me in the right way.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Greet Someone
Introduce Skill	This lesson is to be done several days before Open House.
What?	What is a greeting?  When do you greet people?  Who are
When?	some people you need to greet properly?  How do you
Who?	think it makes people feel when they are greeted appropriately?
	How does it make you feel?
Describe Skill Steps	1. Look at the person.
	2. Smile.
	3. Use a pleasant voice tone.
	4. Make a verbal greeting.
Rationale	When you greet people in this way, they are more likely to think you
Benefit	are friendly and they may even want to be your friend.
Neg. Consequence
Concern
Request for	Do you undeerstand?  Tell me the steps.
Acknowledgment
Practice	Have children greet each other one at a time.
	Have another adult or group of children come into the room
	and greet the students.
Feedback	You did a very nice job of remembering the steps of greeting
	someone.  (Praise specific steps followed correctly.)
Positive	Because you did such a good job of practicing, we'll start
Consequence	right now on our "Welcome to My Desk" signs for Open House.
Follow-Up Practice	Continue to greet all adults you pass in the hall.  At Open House you
	will all have the chance to show me that you remember the steps of
	How to Greet Someone.
Planned Teaching
Boys Town Social Skill Lesson Plan
	"Greeting Others"
Introduce Skill	What does it mean to greet others?
What?	What is a greeting?
When?	When do you greet people?  How do you think they feel?
Who?	Who are some people you need to greet properly?
	How does it make you feel when you are greeted appropriately?
Describe Skill Steps	1. Look at the person.
	2. Use a pleasant voice.
	3. Say "Hi" or "Hello."
Rationale	When you greet someone appropriately, it makes the person you
Benefit	are greeting feel good.  You may make a new friend.  You may
Neg. Consequence	make someone who is feeling sad feel better.  When you smile
Concern	and greet someone, you are taking a positive step.
Request for	Repeat the steps.  Does this make sense?
Acknowledgment
Practice	Have students pair up and greet each other in another
	language. (See attachment)  Have aides or other staff
	who are not usually in the room come in and have the
	students practice with them.
Feedback	You did a great job of practicing "Greeting Others!" (Praise
	specific steps followed and give specific feedback for
	areas of improvement.)
Positive	Because you practiced so well, you have earned 10 minutes of
Consequence	extra free time (or other positive consequences that are appropriate
	for the time, like penny candy or playing a game.).
Follow-Up Practice	Let the class know that you will be observing the class to "catch
	them" using the skill "Greeting Others."  Continue to praise
	correct use of the skill and re-teach as needed.
	HOW TO GREET SOMEONE
	Daily Journal
Day 1:	List the steps for how to greet someone.
Day 2:	Describe a time when you have greeted someone appropriately.
Day 3:	Describe a time when you have greeted someone from another culture.
Day 4:	Describe a time when you have been greeted by someone in a
	foreign language.
Day 5:	What good things could happen to you if you greet someone appropriately?
Day 6:	Describe a time when you or a friend did not greet someone
	appropriately?  What were the consequences?
	HOW TO SAY "HELLO"/GREET OTHERS IN A
	FOREIGN LANGUAGE
Afrikaans	Dag, Hallo
Albanian	Allo
Arabic	Ahalah, Salaam
Assyrian	Shlamaluken
Bengali	Aadaab
Bulgarian	Dobruto
Cantonese (Chinese)	Ho yat
Cherokee	Osiyo
Comanche	Maruawe
Danish	Hejsa, Goddag
Dutch (Belgium)	Helaba, Dag
English (Middle English)	Gode dai
Ewondo (Cameroon)	Mbebekiri
Farsi	Salaam
French	Bonjour, Salut
Galician (Spain)	Hola, Bos dias
German (Central Europe)	Guten Tag, Tag
Greek (Hellenic) (Greece)	Geia sou
Hawaiian	Aloha
Hebrew	Ma Nishma, Shalom
Hungarian	Jo napot
Indonesian	Selamat
Italian	Buon giorno
Japanese	Konnichi wa
Kimbolo (Africa)	Saita
Korean	Annyoung hasimnikka
Latin	Salve
Lithuanian	Labas
Mohican	Aquai
Norwegian	Goddag, Hei
Mupe (Afrida)	Oku
Oneida (Canada)	Sekoli
Polish	Dzien dobry, Serwus
Portuguese	Oka, Oi
Quichua (Ecuador)	Alli punzha
Romanian	Buna, Noroc
Russian	Zdravstvuite
Scots (Scotland)	Guid mornin
Spanish	Hola, Buenos dias
Swedish	God morgon, Hej, Hejsan
Thai (thailand)	Pai mai
Turkiss (Turkey, N. Cyprus)	Merhaba
Ukrainian	Dobri den
Vietnamese	Chao
Welsh (Wales)	Sutmae, Prynhawn da
Yiddish	Sholem aleychem
Zulu (South Africa)	Sawubona
Planned Teaching
Boys Town Social Skill Lesson Plan
	Accepting 'No' for an Answer
Introduce Skill	Why do people sometimes need to say "no" to your requests?
What?	Explain what we mean by "accepting 'no' for an answer."
When?	Tell a time when you were told "no."  What did you do?
Who?	Who says "no" to you?  How did you feel?
Describe Skill Steps	1. Look at the person.
	2. Say "Okay."
	3. Stay calm.
	4. If you disagree, ask later.
Rationale	When you accept "no" gracefully, the person may be more
Benefit	willing to listen to your disagreement(s) this time or next time.
Neg. Consequence	When you don't accept "no" in a calm manner, people may not
Concern	listen to you at all.  OR  Often, people cannot have everything
	they want.
Request for	Repeat the steps.  Does this make sense?
Acknowledgment
Practice	Role play that the class has lost a certain privilege because of
	inappropriate behavior during the lesson.  Talk about and role
	play the specific steps to accept "no."  Include specific steps on
	how to discuss the matter later if they disagree.
Feedback	You did a great job of practicing "Accepting 'No' for an answer!"
	(Praise specific steps followed and give specific feedback for
	areas of improvement.)
Positive	Because you practiced so well, you have earned 10 minutes of
Consequence	extra free time.  (or other positive consequences that are
	appropriate for the time like penny candy or playing a game.)
Follow-Up Practice	Let the class know that you will be observing the class to "catch
	them" using the skill "Accepting 'No' for an Answer."  Continue to
	praise correct use of the skill and re-teach as needed.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Accept No for an Answer
Introduce Skill	What does it mean?  Why do you sometimes have to accept
What?	"no" for an answer?  Who says "No?"  How do you feel
When?	at this time?  Why do people sometimes need to say "No"
Who?	to your requests?  Tell about a time when this happened to
	you.  What did you do?  What happened as a result of your
	words or actions?
Describe Skill Steps	1. Look at the person
	2. Say "Okay."
	3. No arguing, whining, or pouting.
	4. If you don't understand why, ask calmly for a reason.
	5. If you disagree or have a complaint, bring it up later.
Rationale	Often people cannot have everything they want.
Benefit
Neg. Consequence
Concern
Request for	Do you understand?  Please repeat the steps of accepting
Acknowledgment	no for an answer.
Practice	Role play that the class has lost a certain privilege (I.e. follow-up art activity)
	because of inappropriate behavior during the lesson.  Talk about
	and role play specific steps to accept this "No" as an answer.
	Include ways to appropriately discuss the matter later if they disagree.
Feedback	Great job of practicing the steps of Accepting No for an
	Answer. (Praise specific steps followed.)
Positive	Because you have practiced this skill so well, the class has
Consequence	earned lunch outside.
Follow-Up Practice	Review this skill whenever appropriate.  Let class know you will be
	observing them to "catch them" using the skill of Accepting No
	for an Answer.
Planned Teaching
Boys Town Social Skill Lesson Plan
	Accepting "No" for an Answer
Introduce Skill	Why do people sometimes need to say "no" to your requests?
What?	Explain what we mean by "accepting 'no' for an answer."
When?	Tell a time when you were told "no". What did you do?
Who?	Who says "no" to  you?  How did you feel?
Describe Skill Steps	1. Look at the person.
	2. Say "Okay."
	3. Stay calm.
	4. If you disagree, ask later.
Rationale	When you accept "no" gracefully, the person may be more
Benefit	willing to listen to your disagreement(s) this time or next time.
Neg. Consequence	When you don't accept "no" in a calm manner, people may nt
Concern	\listen to y ou at all.  OR Often, people cannot have everything
	they want.
Request for	Repeat the steps.  Does this make sense?
Acknowledgment
Practice	Role play that the class has lost a certain privilege because of
	inappropriate behavior during the lesson.  Talk about and role play
	the specific steps to accept "no."  Include dpecific steps on
	how to discuss the matter later if they disagree.
Feedback	You did a great job of practicing "Accepting 'No' for an answer!"
	(Praise specific steps followed and give specific feed back for
	areas of improvement.)
Positive	Because you practiced so well, you have earned 10 minutes of
Consequence	extra free time.  (or other positive consequences that are
	appropriate for the time like penny candy or playing a game.)
Follow-Up Practice	Let the class know that you will be observing the class to "catch
	them" using the skill "Accepting "No" for an Answer."  Continue to praise
	correct use of the skill and re-teach as needed.
Planned Teaching
Boys Town Social Skill Lesson Plan
	Accepting "no" for an Answer
Introduce Skill	Why do people sometimes need to say "no" to your requests?
What?	Explain what we mean by "accepting 'no' for an answer."
When?	Tell a time when you were told "no". What did you do?
Who?	Who says "no" to  you?  How did you feel?
Describe Skill Steps	1. Look at the person.
	2. Say "Okay."
	3. Stay calm.
	4. If you disagree, ask later.
Rationale	If a student accepts the answer "no" in a mature fashion, an authority
Benefit	figure will most likely remember and be more willing to let
Neg. Consequence	her do something when they feel the time is right.
Concern
Day 1:	A. Make a list of authorities who can make yes and no decisions,
	such as a parent, a teacher, or a baby-sitter.
	B. Talk about what makes "no" so hard to accept sometimes.
	C. Discuss some of the consequences of going against a "no"
	decision from an authority.
	D. List five situations when the student said no and give the reason
	why (I.e. Why can't her younger brother borrow her CD?)
	E. Introduce the proper way to accept no.
	F. Discuss the rationale for accepting no.
Day 2:	A. Review the steps and rationale.
	B. Have small groups select one of the following role playing scenarios.
	1. (Home) You've asked if you could go see a movie with
	a friend and your parents say "No."  Demonstrate a correct response
	to that decision.
	(School) You ask for an extension of time to complete
	your English paper and your teacher says "No."  Show acceptance
	of that decision.
	(Community)  You ask if you can return a pair of pants
	you bought on sale.  The clerk says, "No returns on sale items."
	Discuss how you would react to that decision.
	2. In small groups role play Script A "Accepting No" found on
	following pages.  Discuss the skill steps that were followed.
	3.  Role play Script B found on following pages.  This role play doesn't
	end with the student "Accepting No" correctly.  After the script
	has been read, divide the students into groups to create a
	proper ending.  Share these with the class.
	C. Complete the skill sheet found on the following pages.  Then
	discuss the answers as a group.
	D. Use Effective Praise throughout the school year to
	reinforce the skill.
	Attention Exploratory Teachers
	Possible ideas for involvement during this skill week.  Remember
	to use Effective Praise when able.
	1. Health/Per. Skills/Spk. And Listening - Have the students write
	and perform situations that would occur at home that
	would demonstrate the proper way to "Accepting No."
	The students could be the ones to say "no" or to accept "no."
	2. Computers and Art - Create a poster around the concept
	of "Accepting No." This could demonstrate a student accepting
	no in different situations, a top ten list of why he should accept
	no from an authority figure, or a message on this theme.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Get the Teacher's Attention
Introduce Skill	Have you ever wanted someone's attention and you tried
What?	everything you could think of and still did not get a positive
When?	response?  Have you ever watched reporters try to get the
Who?	President's attention at a press conference?  We need this skill
	in large or small groups, and especially during lessons.
Describe Skill Steps	1. Look at the person.
	2. Raise hand.
	3. Wait for acknowledgement.
	4. After acknowledgement, ask question in quiet voice tone.
Rationale	When you get the teacher's attention this way, he may be more
Benefit	likely to answer your question.  This allows him to hear your question
Neg. Consequence	without distractions and answer faster, so you can finish your
Concern	work more quickly.  Also, getting the teacher's full attention will
	allow other students with the same questions or concern to hear
	the teacher's response.
Request for	Do you see why this skill is important?  Can someone repeat
Acknowledgment	the steps for me?
Practice	1. Place students in groups of four.
	2. Pass out sentence strips that contain separate steps of the skill.
	3. Have students put steps in correct order.
	4. Have someone repeat the steps to the class.
	5. Have students illustrate each step and make mobiles for the
	classroom. (For example:  an eye, a hand, a clock, and a music note.)
	6. Pretend the class is at a press conference for the President of
	the United States. Let one student be the President and the others
	be reporters. Role play.
Feedback	You did a great job of getting the President's/teacher's attention
	by looking at the person, raising your hand, waiting for acknowledgement,
	and after acknowledgement asking your question in a pleasant
	voice.  Great job!
Positive	Because all of you practiced How to Get the Teacher's Attention
Consequence	correctly, you have earned a special certificate.
Follow-Up Practice	Tomorrow you will earn the chance to receive a star on your special certificate
	by getting the teacher's attention correctly.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Get the Teacher's Attention
Introduce Skill	Who can tell why we have a plan to get the teacher's
What?	attention?  Where else in the world do we want our turn?
When?	When and where?  (In class, hallway, lunchroom, Music,
Who?	P.E., computer lab, etc.)
Describe Skill Steps	1. Look at the person.
	2. Raise hand.
	3. Wait for acknowledgement.
	4. After acknowledgement, ask question in quiet voice tone.
Rationale	When you get the teacher's attention appropriately you're
Benefit	more apt to get your question answered quickly.  When you
Neg. Consequence	wait your turn, it gives the other  students a chance to respond, too.
Concern
Request for	Does this make sense?  Let's say the steps together.
Acknowledgment
Practice	Use puppet to play the student and allow student to be the
	teacher.  Role play How to Get the Teacher's Attention.
	Role play several scenarios using correct and incorrect
	behaviors.  Have students give feedback.  Allow students to
	play the student using the puppet.
Feedback	You did a great job practicing getting the teacher's
	attention.  You looked at the person, raised your hand, waited for
	acknowledgement, and asked your question pleasantly
	after acknowledgement.
Positive	Because you practiced so well and know how to get the
Consequence	teacher's attention, you may read your favorite story out loud
	with a partner sitting anywhere in the room.
Follow-Up Practice	After lunch when we're doing math, you'll hve a chance to
	practice getting the teacher's attention appropriately.  I'll be
	watching to see how many of you remember and use the
	skill properly.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Get the Teacher's Attention
Introduce Skill	Some of you do an excellent job of getting the teacher's
What?	attention in the proper way.  This is a skill we all need many
When?	times a day.  When do we need to get the teacher's
Who?	attention?  (When we need help or need to tell the teacher
	something.)  Who else's attention might we need to get?
	(Principal or any adult in authority.)
Describe Skill Steps	1. Look at the person.
	2. Raise your hand.
	3. Wait for acknowledgement.
	4. After acknowledgement, ask question in quiet voice tone.
Rationale	When you get the teacher's attention in this way, he can
Benefit	quickly answer your questions and those of other students
Neg. Consequence	with a minimum of distraction.
Concern
Request for	Does this make sense?  Who would like to repeat the steps for me using the poster?
Acknowledgment
Practice	1. Place students in groups of three for role play.
	2. Each group chooses a teacher and two students.
	3. One student uses the social skill properly, and one does not.
	4. As class listens, groups take turns role playing.
	5. Class members decide who is using the skill correctly and why.
	6. Students earn stickers for every right choice.
Feedback	You did a great job of practicing How to Get the Teacher's
	Attention.  (Give specific feedback on each step.)
Positive	Look at all the stickers you have earned by doing such a nice job of getting
Consequence	the teacher's attention appropriately.  Please place the stickers in
	your sticker book.
Follow-Up Practice	This afternoon when you see a student using this skill properly,
	please give me his/her name so I can add a star on the behavior
	chart.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Get the Teacher's Attention
Introduce Skill	What does it mean to get someone's attention?
What?	What does it mean to get the teacher's attention?
When?	When is the best time to get the teacher's attention?
Who?	Who else's attention might we need to get?
	Why do we have a plan to get the teacher's attention?
Describe Skill Steps	1. Look at the teacher.
	2. Raise your hand. Stay calm.
	3. Wait until the teacher says your name.
	4. Wait your turn.
Rationale	When you get the teacher's attention in the correct way, you are
Benefit	more likely to have your questions answered.  This allows the teacher
Neg. Consequence	to hear your question without distraction.  Also, getting the
Concern	teacher's full attention will allow other students with the same
	question or concern to hear the teacher's response.
Request for	Repeat the steps.  Does this make sense?
Acknowledgment
Practice	Place students in groups of thre for role playing.  Each group
	should choose a teacher and two students.  One student
	will use the social skill properly, one will not.  As the class
	listens, the group will take turns role playing.  The other
	class members will decide who is using the skill correctly.
Feedback	You did a great job of practicing "Getting the Teacher's Attention!"
	(Praise specific steps followed and give specific feed back for
	areas of improvement.)
Positive	Because you practiced so well, you have earned 10 minutes of
Consequence	extra free time. (Or other positive consequences that are
	appropriate for the time like penny candy or playing a game.)
Follow-Up Practice	Let the class know that you will be observing the class to "catch
	them" using the skill "Getting the Teacher's Attention."
	Continue to praise correct use of the skill and re-teach as needed.
	DAILY JOURNAL
1. List the steps for how to get the teacher's attention.
2. List some examples of when you may need to get the teacher's attention.
3. Describe a time when you got the teacher's attention appropriately.  Explain why you
needed the teacher's attention and how she/he helped you.
4. Why is it important not to yell across the room when you need to speak to the teacher?
What consequence might you receive if you yell out?
5. Describe some behaviors you should not display when you attempt to get the
teacher's attention.
6. How can getting the teacher's attention appropriately help you?
7. What are some positive consequences of getting the teacher's attention appropriately?
8. When you are not in the classroom, what are three other ways to get someone's attention?
	Other Activities
1. Have the students brainstorm methods other students use to get the teacher's attention.
2. Discuss the problems that occur when those methods are used.
3. Discuss other situations outside the classroom when people need to get someone's attention.
4. Practice in small groups the proper ways to do this skill.
	Games
Charades:
Objective:	The student will larn to get someone's attention in an appropriate
	manner by role playing ways in which to get someone's attention.
Materials:	Volunteer
	Charade Cards with Suggested Scenes for Acting Out (below)
What to do:	The volunteer will "act out" ways in which to get different
	people's attention.
	The class will guess what the volunteer is acting out.
	Lead a discussion on the consequences in each situation for
	getting someone's attention appropriately/inappropriately.
Charade Scenes:	Judge in the courtroom
	Players on a golf course
	People in a court room (judge's perspective)
	Athletes starting a track meet
	People in a burning building
	Police chasing a suspect
	Orchestra or band director
	Policeman directing traffic
	The U.S. President at a news conference
	Horserace (the announcer)
	Matador and the bull
	Taxicab
	Referee starting or stopping a play in a game
	Emergency Broadcast System
	Asking a teacher for help
	Parents on phone
	Hitch hiker
	Friend in class
	Principal in cafeteria
	Emergency illness
Taboo:
Objective:	The student will learn to ask an adult for help when needed
	by getting the teacher's attention appropriately.
Materials:	"Taboo Sheet" (below)
What to do:	Instruct students that they will play a game called "TABOO".
	The clue words are occasions in school when students might
	need to get someone's attention.
	To play, use 2 students as participants.  One student will look at the clue
	word and describe it without using the taboo words, in this case
	all listed words are 'TABOO'.
	If the player uses a "TABOO" word in the description, it doesn't
	count.  Proceed to the next clue word within a one minute time
	limit.  Player with most clue words guessed in one minute wins.
Clue Word:	QUESTION	HELP
	help	know
	ask	assistance
	problem	tutor
Clue Word:	RESTROOM	SHARPEN PENCIL
	toilet	lead
	potty	write
	go	broken
Clue Word:	FIGHT	MISTAKE
	scream	error
	hit	make
	angry	wrong
Clue Word:	EMERGENCY	GRADE
	nine one one	report card
	help	test
	crisis	teacher
Clue Word:	OPINION	VOLUNTEER
	belief	help
	you	assist
	poll	offer
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Disagree Appropriately
Introduce Skill	What is a disagreement?  When do we disagree?  (when there is a concern,
What?	misunderstanding, or problem.)  Who disagrees?  (Everybody,
When?	including my peers.)
Who?
Describe Skill Steps	1. Look at the person.
	2. Use a pleasant voice tone.
	3. Make an empathy/concern statement.
	4. State disagreement specifically.
	5. Give a rationale.
	6. Say "Thank you."
Rationale	When you disagree appropriately, you are less likely to need an adult
Benefit	to help.  Others won't want to talk to you, and you might lose friends
Neg. Consequence	if you disagree inappropriately.  Others will consider your opinions
Concern	if you present them calmly; others will give you the respect you
	deserve.
Request for	Does this make sense?  Do you understand?  Let's repeat the
Acknowledgment	skills steps together.
Practice	1. Role play a P.E. situation, game, or sport.
	2. Practice body language - how to stand, hand position,
	proximity, deep breaths.
	3. Teacher demonstreates a variety of voice tones.
	4. Students practice correctly.
	5. Tie the practice into a lesson by the counselor on how to relax and
	stay calm in a difficult situation.
	6. Practice making statements like, "We can talk about it later."
Feedback	Great job!  (Give specific feedback on the steps followed correctly.)
Positive	You should feel good that you practiced disagreeing appropriately.
Consequence	Because you've done such a great job, the class has earned a
	"Good Sportsmanship" award.  Let's post it in the hall where everyone can see.
Follow-Up Practice	Later in the week, we'll practice as a class again.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Disagree Appropriately
Introduce Skill	Who can tell me what it means to disagree?  Is an argument a
What?	disagreement.  Is a fight a disagreement?  How do you feel
When?	when you argue and fight with a friend?  When might people
Who?	disagree?  Who are some people with whom we might disagree?
Describe Skill Steps	1. Look at the person.
	2. Use a pleasant voice tone.
	3. Make an empath6y/concern statement.
	4. State disagreement specifically.
	5. Give a rationale.
	6. Say "Thank you."
Rationale	When you disagree appropriately, you are more apt to get your
Benefit	way.  You probably won't get into a fighting match.
Neg. Consequence
Concern
Request for	Does this make sense?  Can someone repeat the skill steps
Acknowledgment	for me?
Practice	1. Read the book, Mine's the Best, by Crosby Bonsall.  In this book,
	two boys argue about which of their floats is the best.  They
	are exactly the same.
	2. Brainstorm ways to disagree appropriately.
	3. Rewrite the story having the boys disagree appropriately.
Feedback	You did a great job practicing the steps of How to Disagree
	Appropriately when we rewrote the story.  (Be specific when
	describing the steps the children practiced.)
Positive	Because all of you practiced How to Disagree Appropriately, you
Consequence	have earned a marble in the class jar.
Follow-Up Practice	Later, when we go to P.E., remember the steps of How to Disagree
	Appropriately.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Disagree Appropriately.
Introduce Skill	Who can tell me what it means to disagree?  Is an argument
What?	a disagreement?  Is a fight a disagreement?  How do you feel
When?	when you argue and fight with a friend?  When might you
Who?	disagree?   (When playing games, stating opinions, when
	two people think they are right.)  We disagree with our family,
	friends, teachers, etc.
Describe Skill Steps	1. Look at the person.
	2. Use a pleasant voice tone.
	3. Make an empathy/concern statement.
	4. State disagreement specifically.
	5. Give a rationale.
	6. Say "Thank you."
Rationale	When you disagree appropriately you are more likely to get your way.
Benefit	You may not get into a fighting match.
Neg. Consequence
Concern
Request for	Does this make sense?  Can someone repeat the skill steps for me?
Acknowledgment
Practice	1. Read the book Thump and Plunk by Janice May Udry.  In this book,
	two siblings are fighting with their dolls.  Mother intervenes to
	solve the problem.  Could the children have solved the problem
	themselves?  Could they have played with their dolls without arguing?
	2. Brainstorm ways to disagree appropriately
	3. Rewrite the story having the characters disagree appropriately.
Feedback	You did a good job of practicing the steps of How to Disagree
	Appropriately when we rewrote the story.  (Be specific,
	renaming the steps.)
Positive	Because all of you practiced How to Disagree Appropriately,
Consequence	you have earned 10 minute to choose a friend and play
	Tic-Tac-Toe.
Follow-Up Practice	Later when we go to recess, remember how to disagree
	appropriately.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Disagree Appropriately
Introduce Skill	What is a disagreement?  Is an argument or a fight a
What?	disagreement?  How do you feel after a fight or argument?
When?	When might people disagree?
Who?	Who are some of the people with whom we might disagree?
Describe Skill Steps	1. Look at the person
	2. Use a pleasant voice.
	3. Say "I understand how you feel."
	4. Tell why you feel differently.
	5. Give a reason.
	6. Listen to the other person.
Rationale	When you disagree appropriately, you are more likely to get
Benefit	your way and less likely to need an adult to help. Others won't
Neg. Consequence	want to talk to you and you might lose friends if you disagree
Concern	inappropriately.  Others will consider your opinions if you present
	them calmly; others will give you the respect you deserve.
Request for	Repeat the steps.  Does this make sense?
Acknowledgment
Practice	Role play a P.E. situation, game, or sport.  Practice body
	language (how to stand, hand position, proximity).  The teacher
	should demonstrate a variety of foice tones.  Students practice
	correctly ("We can talk about this later.").
Feedback	You did a great job of practicing "Disagreeing Appropriately!"
	(Praise specific steps followed and give specific feedback for
	areas of improvement.)
Positive	Because you practiced so well, you have earned 10 minutes of
Consequence	extra free time. (Or other positive consequences that are
	appropriate for the time, like penny candy or playing a game.)
Follow-Up Practice	Let the class know that you will be observing the class to "catch
	them" using the skill "Disagreeing Appropriately."  Continue to
	praise correct use of the skill and re-teach as needed.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Make a Request
Introduce Skill	What is a request?  What kinds of things do we request?
What?	What have you requested today?  We make a request when
When?	we need or want something.  We make requests of our
Who?	parents, teachers, friends, brothers, sisters.  Who else?
Describe Skill Steps	1. Look at the person.
	2. Use a pleasant voice tone.
	3. State request specifically.
	4. Say "Please."
	5. Say "Thank you" after request is granted.
Rationale	When you make a request, following the 5 steps we just
Benefit	discussed may encourage the person you asked to say
Neg. Consequence	"yes" to your request.  He may also trust that you can handle
Concern	yourself in an appropriate manner when asking for something.
Request for	Does this make sense to everyone?  Will someone repeat the 5
Acknowledgment	steps for making a request, please?
Practice	1. Teachers video a role play of incorrect ways of making
	a request.
	2. Students will brainstorm and/or have a class discussion
	on what needs to be changed in the teacher's role play.
	3. Record on chart paper changes to be made and present to teachers.
	4. Teachers redo video using student suggestions for changes.
Feedback	You did a great job of recognizing the problems the teachers were
	having. (For example, not making the request specifically, not saying
	"Please" and "Thank you.")
Positive	Because you have all worked so well on correcting a problem with
Consequence	How to Make a Request, you're earned 10 extra minutes at recess.
	Great job!
Follow-Up Practice	Within the next few days we'll view the video of the teachers
	using your suggestions on How to Make a Request.  Let's see
	if they get all five steps correct.
Planned Teaching
Boys Town Social Skill Lesson Plan
	How to Make a Request
Introduce Skill	What is a request?  What kinds of things do we request?
What?	Have you requested anything today?  What was it?
When?	When do we make a request?  (When we need or want
Who?	something)  We make requests of parents, teachers, friends,
	brothers, sisters.  Who else?
Describe Skill Steps	1. Look at the person.
	2. Use a pleasant voice tone.
	3. State request specifically.
	4. Say "Please"
	5. Say "Thank You" after request is granted.
Rationale	When you make a requst, following the 5 steps we just
Benefit	discussed will encourage the person you asked to say
Neg. Consequence	"yes" to your request.  He may also trust that you can handle
Concern	yourself
Request for Acknowledgment	Does this make sense to everyone?  Will someone repeat the 5
	steps for making a request, please?
Practice	1. Have the class brainstorm ideas for a class bulletin board or
	collage showing the skill How to Make a Request.
	2. Discuss the materials needed and organize preparation.
	3. Have students form groups to put together the bulletin board/
	collage showing the skill How to Make a Request.
	4. Ask for volunteers to explain bulletin board and go over
	the five steps of How to Make a Request.
Feedback	You did a great job showing the steps of How to Make a
	Request I saw you looking at the person and smiling.  You used
	a pleasant voice tone when you made your request.  Also,
	you said "Please" and "Thank you."
Positive	Because you have all cooperated and worked so well together
Consequence	practicing How to Make a Request, you may have 10 minutes
	to chat with your friends quietly.  Good Job!
Follow-Up Practice	Tomorrow, let's invite Mrs. Jones' class to our room and show them
	what we know about making a request.  Let's encourage the
	entire 2nd grade to make a collage on our big wall showing How
	to Make a Request.
Planned Teaching
Boys Town Social Skill Lesson Plan
	Making a Request
Introduce Skill	What is a request?
What?	What kinds of things do we request?
When?	When do we make requests?  What was your last request?
Who?	From who do we request things?
Describe Skill Steps	1. Look at the person
	2. Use a clear, pleasant voice.
	3. Explain exactly what you are asking for. Say "please."
	4. If the answer is "Yes," say "Thank you."
	5. If not, remember to accept "No" for an answer.
Rationale	When you make a request, following these five steps may
Benefit	encourage the person you asked to say 'yes' to your request.
Neg. Consequence	He/She may trust that you can handle yourself in an appropriate
Concern	manner when asking for something.
Request for Acknowledgment	Repeat the steps. Does this make sense?
Practice	Role play incorrect ways of making a request.  Brainstorm/discuss
	what needs to be changed in the role play.  Role play correct
	ways of making a request, use the suggestions from the class.
Feedback	You did a great job of practicing "Making a Request!"
	(Praise specific steps followed and give specific feedback for
	areas of imkprovement.
Positive	Because you practiced so well, you have earned 10 minutes of
Consequence	extra free time. (Or other positive consequences that are
	appropriate for the time like penny candy or playing a game.)
Follow-Up Practice	Let the class know that you will be observing the class to "catch
	them" using the skill "Making a Request."  Continue to praise
	correct use of the skill and re-teach as needed.