Jennifer Walters, Winter 2000
Woodring College of Education
Western Washington University
IT444C: Quiz Works Lesson Plan
(small, social skills group, 4 to 8 students, ages 11-12)
Component 1 — Preplanning Tasks:
Task analysis (steps for standing up for someone)
1. Decide if the person is not being treated right by others.
2. Decide if the person wants you to stand up for him/her.
3. Decide how to stand up for him/her. Do it.
Objective:
SW use all four steps, in the correct order, for standing up for someone at least once by our next group session, in accordance with their personal goal, when presented with a situation in which someone is being teased and will record their experience on their homework sheet.
Materials and logistics:
1. poster with steps listed placed in the front of the room
2. mini-poster with steps listed placed at the computer
3. 8 copies of homework/contract worksheet
4. agenda outline written on chalkboard
5. Quiz Works up and running on computer in back of room
6. two side keys set up with the computer
Objective rationale:
Being able to stand up for someone is a socially appropriate behavior to have, inside school and in the community. Possessing this skill will allow the student to earn and maintain friendships and alliances and help build self-esteem.
Component 2 — Lesson Set-Up:
Signal for attention
"5,4,3,2,1" use hand (wait for all eyes on me)
Statement of behavior expectations
"Stay in your seats. Keep your eyes on me. Listen carefully. If you have a question raise your hand and wait to be called on. Let’s remember that everyone’s opinion is important, therefore we do not interrupt or criticize another student’s thoughts. Although we may not all agree, we all deserve to be listened to and respected."
Review from previous week
Collect Homework Sheets and provide reinforcers for students who brought them back. Discuss contracts and deliver reinforcers to those who met goal.
Component 3 — Lesson Opening:
Introduce Standing up for Someone
1. Last week we discussed dealing with teasing. We discussed how that was an important problem solving skill. You practiced dealing with teasing here in our group, in the classroom, and at home. This week we are going to talk about how to stand up for someone. This skill can be used when you want to help someone else who is being teased. Can you think of some situations where you could stand up for someone? (Have students share their ideas with a partner, then call on each pair to give one example that they came up with.)
Component 4 — Lesson Body:
1. What do I mean when I say standing up for someone? (Have students generate as many responses as possible, and offer the following examples.)
1. Being apart of a group that’s teasing another student, and standing up to that group.
2. Seeing a student being pushed around by a bully, and stepping into the situation to let them know that bullying isn’t ok.
2. Why is it important to know how to stand up to someone? (Have students generate as many responses as possible, and offer the following examples.)
1. To show someone that you care about them.
2. To show someone that their actions are not ok.
3. To help someone out of a difficult situation.
3. Like the other skills that we have learned, there are steps to follow when standing up for someone. There are also right and wrong ways to stand up for someone. It is important to realize that there are many different ways to stand up for someone and that sometimes the person wants to handle the situation on their own. If I was going to stand up for another student who was being teased, but they didn’t want my help, how would I know? Are there some clues that I should be looking for that would help me realize that they didn’t want my help? (Have students talk in pairs and come up with two ideas. Call on each pair to share one example, and offer the following examples.)
* The Student who I want to help:
1. tells me to get lost
2. ignores me
3. pushes me away.
* When this happens I need to backup and leave them alone. If I still think they need help, I can go get an adult who will help, ie. recess monitor, janitor, teacher.
Steps for Standing Up for Someone
1. Decide if the person is not being treated right by others. (The person (a peer, teacher, sibling, or stranger) is not being treated like you would like to be treated.)
2. Decide if the person wants you to stand up for him/her. (Ask yourself: Does s/he want my help? How can I find out? — ask them, read body language.)
3. Decide how to stand up for him/her. (Ask yourself: What should I do to help? — tell the bully to stop, bring in another friend or authority figure, create a distraction.)
4. Do it. (Go through with your plan. Alter the plan when necessary. Know when to leave the situation.)
* Describe each step, including the information in parentheses. Get examples for each step from students.
* Tell the students that there are certain things they need to remember to do and not to do when standing up for someone. (Have students generate as many responses as possible, and offer the following examples.)
o Do: Ask yourself: Is s/he being treated fairly? Does s/he want my help? How can I help? Remember body basics (a previously taught social skill).
o Don’t: Assume s/he needs your help. Create a bigger problem. Get hurt.
* Model the skill, with one leader demonstrating standing up for someone and the co-leader bothering a group volunteer. Use think aloud procedures by vocalizing the steps as they are being demonstrated. Demonstrate both appropriate and inappropriate uses of the skill. Select specific students to watch for specific steps.
Scenarios:
1. An older student calls a younger student names.
2. A group of kids are bugging another student to smoke with them.
* Assess and discuss the demonstrations. Have students identify the steps that were demonstrated by calling on the students who were previously selected to watch out for specific steps, and have them report whether or not the step was used correctly. Ask the group what would happen if Step 1 were left out, or Step 2, etc. How would the outcome be different?
Student Role Plays
1. Select two volunteers and the co-leader to conduct a role play in front of the group. Use student-generated scenarios to the greatest extent possible. Have specific students provide feedback for specific steps, and ask other group members for their observations. Continue until each student attempts to role play standing up for someone, and receives feedback. (If an error is made while the student is performing the role play, the teacher needs to stop the action immediately, correct the error, and have the student try it again from where the mistake was made.)
2. Use scenarios below as needed (appropriate actions follow in parentheses):
* You see a second grader being pushed around by a fifth grade bully before school. You decided that the fifth grader was being mean and rude. What do you do? (You find an adult who can help and bring them to the scene.)
* In the bathroom, you see a group kids teasing another students about their clothes. You think that they are being disrespectful. What do you do? (You walk up to the group and tell them that they are being disrespectful and need to stop teasing.)
* At recess, you see the new kid try to join a tetherball game, but is rudely turned away. What do you do? (You go up to that new student and tell them that you would be happy to have them play with you, instead.)
Component 5 — Extended Practice:
1. Take students on a brief walk around the school to identify specific locations and possible scenarios where the social skill Standing up for Someone could be used. Be sure to pass by the cafeteria, playground, behind the gym, in the hallways, and at the bus lines.
2. At each location stop and ask for two scenarios that could take place here, or have taken place here. Go through all four steps for at least one of the scenarios at each location.
3. Back in the classroom, have students pair up with a partner to work on QuizWorks with. Each pair needs to create 5 questions about today's skill, Standing Up for Someone. The questions need to be higher level thinking questions such as What would happen if you left out step 2 when standing up for someone, not simple recall questions such as What is step 3. While some students are working on Quiz Works, the other students can fill out their homework/contract worksheet and brainstorm question ideas for Quiz Works. When every student has entered their questions a small group or whole class tournament can take place.
4. The following are example questions and answers to use for Quiz Works with this lesson:
* What would happen if you left out step two when standing up for someone? I wouldn't know if that person wanted/needed help.
* If I tried to stand up to a 7th grader who was teasing a classmate, how would I know if they wanted my help? They might ignore me, tell me to leave, or push me out of the way.
Component 6 — Lesson Closing/Evaluation:
Group Discussion/Performance Feedback
1. Review, as a group, the four steps for standing up for someone. Have each student suggest a scenario/situation in which they could use these steps. Also, have each pair of students ask the group one of the questions they used on Quiz Works.
2. Go through the group and discuss each student. Start by asking each student about his/her own behavior during the group session (not specifically during role-play).
* How did _______ follow the rules today? Did s/he…?
* How did _______ do on his/her personal goal?
* Besides the rules, what was one thing that _______ did that you liked? (Use "I" statements.) What could _______ have done better?
* Leaders will also provide positive and constructive feedback for each student at this time regarding their overall behavior during the group session.
Component 7 — Editing Tasks:
Goal Setting and Behavior Contract
* Establish behavior contracts with students by completing the backs of the Homework Sheets. The two leaders will circulate among the students to help complete and check their contracts.
* Each student’s behavioral goal for the week should be related to standing up for someone.
* The details of the contract should include the specific goal, what will be earned, and when and how the reward will be earned.
* Encourage students to use the Homework Sheet to keep track of their behaviors (self-monitor).
* Contact parents and other school staff regarding the social skill of the week. Ask them to keep an eye out for these students using the skill Standing up for Someone, and ask them praise the student when they attempt or succeed in using the skill.
Woodring College of Education
Western Washington University
IT444C: Quiz Works Lesson Plan
(small, social skills group, 4 to 8 students, ages 11-12)
Component 1 — Preplanning Tasks:
Task analysis (steps for standing up for someone)
1. Decide if the person is not being treated right by others.
2. Decide if the person wants you to stand up for him/her.
3. Decide how to stand up for him/her. Do it.
Objective:
SW use all four steps, in the correct order, for standing up for someone at least once by our next group session, in accordance with their personal goal, when presented with a situation in which someone is being teased and will record their experience on their homework sheet.
Materials and logistics:
1. poster with steps listed placed in the front of the room
2. mini-poster with steps listed placed at the computer
3. 8 copies of homework/contract worksheet
4. agenda outline written on chalkboard
5. Quiz Works up and running on computer in back of room
6. two side keys set up with the computer
Objective rationale:
Being able to stand up for someone is a socially appropriate behavior to have, inside school and in the community. Possessing this skill will allow the student to earn and maintain friendships and alliances and help build self-esteem.
Component 2 — Lesson Set-Up:
Signal for attention
"5,4,3,2,1" use hand (wait for all eyes on me)
Statement of behavior expectations
"Stay in your seats. Keep your eyes on me. Listen carefully. If you have a question raise your hand and wait to be called on. Let’s remember that everyone’s opinion is important, therefore we do not interrupt or criticize another student’s thoughts. Although we may not all agree, we all deserve to be listened to and respected."
Review from previous week
Collect Homework Sheets and provide reinforcers for students who brought them back. Discuss contracts and deliver reinforcers to those who met goal.
Component 3 — Lesson Opening:
Introduce Standing up for Someone
1. Last week we discussed dealing with teasing. We discussed how that was an important problem solving skill. You practiced dealing with teasing here in our group, in the classroom, and at home. This week we are going to talk about how to stand up for someone. This skill can be used when you want to help someone else who is being teased. Can you think of some situations where you could stand up for someone? (Have students share their ideas with a partner, then call on each pair to give one example that they came up with.)
Component 4 — Lesson Body:
1. What do I mean when I say standing up for someone? (Have students generate as many responses as possible, and offer the following examples.)
1. Being apart of a group that’s teasing another student, and standing up to that group.
2. Seeing a student being pushed around by a bully, and stepping into the situation to let them know that bullying isn’t ok.
2. Why is it important to know how to stand up to someone? (Have students generate as many responses as possible, and offer the following examples.)
1. To show someone that you care about them.
2. To show someone that their actions are not ok.
3. To help someone out of a difficult situation.
3. Like the other skills that we have learned, there are steps to follow when standing up for someone. There are also right and wrong ways to stand up for someone. It is important to realize that there are many different ways to stand up for someone and that sometimes the person wants to handle the situation on their own. If I was going to stand up for another student who was being teased, but they didn’t want my help, how would I know? Are there some clues that I should be looking for that would help me realize that they didn’t want my help? (Have students talk in pairs and come up with two ideas. Call on each pair to share one example, and offer the following examples.)
* The Student who I want to help:
1. tells me to get lost
2. ignores me
3. pushes me away.
* When this happens I need to backup and leave them alone. If I still think they need help, I can go get an adult who will help, ie. recess monitor, janitor, teacher.
Steps for Standing Up for Someone
1. Decide if the person is not being treated right by others. (The person (a peer, teacher, sibling, or stranger) is not being treated like you would like to be treated.)
2. Decide if the person wants you to stand up for him/her. (Ask yourself: Does s/he want my help? How can I find out? — ask them, read body language.)
3. Decide how to stand up for him/her. (Ask yourself: What should I do to help? — tell the bully to stop, bring in another friend or authority figure, create a distraction.)
4. Do it. (Go through with your plan. Alter the plan when necessary. Know when to leave the situation.)
* Describe each step, including the information in parentheses. Get examples for each step from students.
* Tell the students that there are certain things they need to remember to do and not to do when standing up for someone. (Have students generate as many responses as possible, and offer the following examples.)
o Do: Ask yourself: Is s/he being treated fairly? Does s/he want my help? How can I help? Remember body basics (a previously taught social skill).
o Don’t: Assume s/he needs your help. Create a bigger problem. Get hurt.
* Model the skill, with one leader demonstrating standing up for someone and the co-leader bothering a group volunteer. Use think aloud procedures by vocalizing the steps as they are being demonstrated. Demonstrate both appropriate and inappropriate uses of the skill. Select specific students to watch for specific steps.
Scenarios:
1. An older student calls a younger student names.
2. A group of kids are bugging another student to smoke with them.
* Assess and discuss the demonstrations. Have students identify the steps that were demonstrated by calling on the students who were previously selected to watch out for specific steps, and have them report whether or not the step was used correctly. Ask the group what would happen if Step 1 were left out, or Step 2, etc. How would the outcome be different?
Student Role Plays
1. Select two volunteers and the co-leader to conduct a role play in front of the group. Use student-generated scenarios to the greatest extent possible. Have specific students provide feedback for specific steps, and ask other group members for their observations. Continue until each student attempts to role play standing up for someone, and receives feedback. (If an error is made while the student is performing the role play, the teacher needs to stop the action immediately, correct the error, and have the student try it again from where the mistake was made.)
2. Use scenarios below as needed (appropriate actions follow in parentheses):
* You see a second grader being pushed around by a fifth grade bully before school. You decided that the fifth grader was being mean and rude. What do you do? (You find an adult who can help and bring them to the scene.)
* In the bathroom, you see a group kids teasing another students about their clothes. You think that they are being disrespectful. What do you do? (You walk up to the group and tell them that they are being disrespectful and need to stop teasing.)
* At recess, you see the new kid try to join a tetherball game, but is rudely turned away. What do you do? (You go up to that new student and tell them that you would be happy to have them play with you, instead.)
Component 5 — Extended Practice:
1. Take students on a brief walk around the school to identify specific locations and possible scenarios where the social skill Standing up for Someone could be used. Be sure to pass by the cafeteria, playground, behind the gym, in the hallways, and at the bus lines.
2. At each location stop and ask for two scenarios that could take place here, or have taken place here. Go through all four steps for at least one of the scenarios at each location.
3. Back in the classroom, have students pair up with a partner to work on QuizWorks with. Each pair needs to create 5 questions about today's skill, Standing Up for Someone. The questions need to be higher level thinking questions such as What would happen if you left out step 2 when standing up for someone, not simple recall questions such as What is step 3. While some students are working on Quiz Works, the other students can fill out their homework/contract worksheet and brainstorm question ideas for Quiz Works. When every student has entered their questions a small group or whole class tournament can take place.
4. The following are example questions and answers to use for Quiz Works with this lesson:
* What would happen if you left out step two when standing up for someone? I wouldn't know if that person wanted/needed help.
* If I tried to stand up to a 7th grader who was teasing a classmate, how would I know if they wanted my help? They might ignore me, tell me to leave, or push me out of the way.
Component 6 — Lesson Closing/Evaluation:
Group Discussion/Performance Feedback
1. Review, as a group, the four steps for standing up for someone. Have each student suggest a scenario/situation in which they could use these steps. Also, have each pair of students ask the group one of the questions they used on Quiz Works.
2. Go through the group and discuss each student. Start by asking each student about his/her own behavior during the group session (not specifically during role-play).
* How did _______ follow the rules today? Did s/he…?
* How did _______ do on his/her personal goal?
* Besides the rules, what was one thing that _______ did that you liked? (Use "I" statements.) What could _______ have done better?
* Leaders will also provide positive and constructive feedback for each student at this time regarding their overall behavior during the group session.
Component 7 — Editing Tasks:
Goal Setting and Behavior Contract
* Establish behavior contracts with students by completing the backs of the Homework Sheets. The two leaders will circulate among the students to help complete and check their contracts.
* Each student’s behavioral goal for the week should be related to standing up for someone.
* The details of the contract should include the specific goal, what will be earned, and when and how the reward will be earned.
* Encourage students to use the Homework Sheet to keep track of their behaviors (self-monitor).
* Contact parents and other school staff regarding the social skill of the week. Ask them to keep an eye out for these students using the skill Standing up for Someone, and ask them praise the student when they attempt or succeed in using the skill.