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 Acknowledgment Does this make sense to everyone?  Will someone repeat the 5 
   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.  
 
   
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 Acknowledgment Repeat the steps.  Does this make sense?  
      
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.