Download Refusal Skills

Class/Grade/Period: Lesson Focus: Verbal and nonverbal communication - refusal
4th
skills
# of students:
Lesson Number: 1
Total time
30 minutes
Website:
Equipment/Materials: Power point
Objectives:
The student will discriminate between verbal and nonverbal communication through identification of images and practice with peers and
teacher.
The student will demonstrate effective verbal and nonverbal communication skills during peer role play activity.
Reflections:
Circle or highlight the numbers from each set of standards below that this lesson addresses:
National Health Education Standards (2007)
1.
Students will comprehend concepts related to health promotion and disease prevention to
enhance health.
2.
Students will analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
3.
Students will demonstrate the ability to access valid information and products and services
to enhance health.
4.
Students will demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks. 4.5.1
5.
Students will demonstrate the ability to use decision-making skills to enhance health.
6.
Students will demonstrate the ability to use goal-setting skills to enhance health.
7.
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or
reduce health risks.
8. Students will demonstrate the ability to advocate for personal, family, and community
health
Virginia Standards of Learning (2015)
1. Demonstrate the knowledge and skills to make healthy decisions that reduce health risks
and enhance the health of self and others. (Essential Health Concepts) 4.1m
2. Demonstrate the ability to access, evaluate, and use health information, products, and
services that influence health and wellness in a positive manner. (Healthy Decisions)
3. Demonstrate the use of appropriate health practices and behaviors to promote a safe and
healthy community when alone, with family, at school, and in other group settings.
(Advocacy and Health Promotion)
1
Class/Grade/Period: Lesson Focus: Verbal and nonverbal communication - refusal
4th
skills
Time
Learning Activities/Tasks/Transition
Organization
Lesson Number: 1
Skill & Behavior
Cues (extensions,
Total time
30 minutes
Assessment
refinements,
applications)
3
Anticipatory set: How do we communicate with people?
minutes (Wait for student response, but make sure they include:
body language)
Students at
desks
We talk, we listen and we also SHOW how we act. It is
called body language. Show slide 1
7
Show slides 2-5. Students will try to guess the meaning
minutes behind the body language
3
Work with a partner and see if you can show body language
minutes that conveys a mood or an idea
7
Show slides 6-9 when what the person says does not align
minutes with their body language.
With partner
Teacher now
provides specific
emotions:
-fear
-shy or unsure
-confident
Students at
desks
What problems can that cause?
What do you believe more, what they say or what they
show? Actually, body language is always more believable
than what you say.
5
Show slide 10- Ask students to write down their response:
minutes Will people believe the girl? Why or why not?
Student responses
What about the Hobbit?
3
Show slide 11 – We have to be consistent in what we say
Students stand
2
Class/Grade/Period: Lesson Focus: Verbal and nonverbal communication - refusal
4th
skills
minutes and what our body shows
Lesson Number: 1
Total time
30 minutes
at desk and
demonstrate:
confidence,
stand up
straight,
eye contact
5
Show slide 12
minutes
Practice slide 12
3
Closure: What is body language?
minutes What do you believe more, what people say or what their
body does?
How do you stand to show you mean what you say?
Exit strategy- as students exit the classroom they should
demonstrate a message through body language for teacher to
identify
3
Peer assessment and
feedback to ensure
verbal and nonverbal
communication are the
same
Students demonstrate a
message or feeling
through body language
for teacher to identify.