LESSON PLAN
ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE
HEALTH & PHYSICAL EDUCATION
Teacher: Zachary WestUnit Title; Lesson Title: Healthy Communication; Refusal Skills
Duration of class: 45 Minutes Number of students: 25 Grade level: 8
SECTION A. (Overview)
Rationale (importance of lesson): Learning refusal skills is a very important part of healthy communication. Knowing refusal skills will aide students in making good decisions in their present and future lives. It will help them combat peer pressure, avoid risky situations, and have a higher sense of self-respect.Anticipated difficulties and how they will be addressed: Some students may struggle with using refusal skills in the real world. They know that they should be using them but may not be able to. (Health behavior gap). I plan to address this by giving students practice using it in the classroom. By giving them different scenarios to practice, this will help them when they need to use it in the real world.
Resources, Equipment and Materials: Projector, Whiteboard or chalkboard, YouTube video, speakers, markers, and poster paper
YouTube Video Link: https://www.youtube.com/watch?v=IuQhJAPPfhU
Video Resource: https://www.youtube.com/watch?v=9qIAAzgACP0
SECTION B. (Objectives, CPIs & Assessment)
Lesson Objective (CPI) / Student AssessmentPsychomotor: Students will be able to properly use refusal skills in response to peer pressure.
NJCCCS: 2.2. A. Integrated Skills: Interpersonal Communication
CPI: 2.2.8.A.2. Demonstrate the use of refusal, negotiation, and assertiveness skills when responding to peer pressure, disagreements, or conflicts. / Have students role play different scenarios where they will practice using refusal skills with their peers. They will write their response on their worksheet and hand it in at the end of class.
Cognitive: Students will be able to properly identify the different concepts related refusal skills when dealing with peer pressure.
NJCCCS: 2.2. A. Integrated Skills: Interpersonal Communication
CPI: 2.2.8.A.2. Demonstrate the use of refusal, negotiation, and assertiveness skills when responding to peer pressure, disagreements, or conflicts. / Each student will make their own poster about the four steps involved in refusal skills.
Affective: Students will enjoy learning about refusal skills
NJCCCS: 2.2. A. Integrated Skills: Interpersonal Communication
CPI: 2.2.8.A.2. Demonstrate the use of refusal, negotiation, and assertiveness skills when responding to peer pressure, disagreements, or conflicts. / After the lesson is over, have the students give a thumbs up or thumbs down on how they liked the lesson.
SECTION C. (Learning Activities & Instructional Strategies*)
TimeLine: / Lesson Content, Procedures (management, transitions), & Instructional Strategies – Include introductory activities, learning focus activities, culminating activity & closure
5 Minutes / Introduction: The past few days the students have been learning about peer pressure. When the students first come into the classroom, we will discuss what you can do when faced with peer pressure. We will discuss this openly and there will be no right or wrong answer. I will use this to get them to start thinking critically before we dive deeper into the topic.
10 minutes / Students will view a short PowerPoint going into refusal skills. They will learn when to use them, how to use them, what steps to take, and why it is important that we use these skills.
5 Minutes / After learning about refusal skills in the PowerPoint, students will watch a video where a girl is using her refusal skills in response to peer pressure. We will talk about the video to see what the girl did right and what she could have done better.
10 Minutes / After discussing the video, students will be broken into groups of 2 with one group of 3. Students will then be given a paper with various scenarios on it. (See Appendices) These scenarios will be various different forms of peer pressure. Students will roleplay these scenarios with one person being pressured by the other. The student who is being pressured have to properly use their refusal skills in response to this peer pressure. At first, the students will start off in their groups. After about 5 minutes, if any groups feel comfortable enough, they can perform their scenario for the whole class.
12 Minutes / Students will make their own posters about the 5 steps involved in refusal skills. These 5 steps are Say no in a firm voice, tell why, offer another idea, and promptly leave. These steps can easily be remembered by the acronym STOP. Each students gets one poster paper and can grab the markers that they need to make the poster. I will also give them a handout to remind them about what the four steps are. (See Appendices)This will help to reinforce the key information about refusal skills.
3 Minutes / Closing: I will close the class by reviewing the key points to refusal skills with the class. I will ask them three questions and ask them to give me the answer. The questions will be When is a good time to use refusal skills? What are the four steps of using refusal skills?, and why is it important that you use these skills? After these questions I’ll ask the students how they like the lesson with a thumbs up or thumbs down. I’ll finally leave the class with a quote about peer pressure and self-confidence. “Be yourself. Don't worry about what other people are thinking of you, because they're probably feeling the same kind of scared, horrible feelings that everyone does.”―Phil Lester
SECTION D. (Reflection)
What went well?
What could I have done differently?
How did the students react to the lesson?
Could you change anything about your activities to improve them?
Did the students gain a better understanding of the material that was taught?
Could I have spent more time or less time on any topics or activities?
Are the activities appropriate for the grade level?
Were my scenarios appropriate for my students?
Did the scenarios relate to my students?
Did I enjoy teaching the lesson?
Is there anything about peer pressure that I need to relearn for future lessons?
Was I missing any information about peer pressure in the powerpoint?
Appendices.
PowerPoint Outline
Title: Peer Pressure: Refusal Skills
First Slide: What Are Refusal Skills?
· Refusal skillsare a set ofskillsdesigned to help people avoid participating in high-risk behaviors.
· They are used by everyone at every age
Second Slide: When Should You Use Refusal Skills?
· Refusal skills can be used in many situations
· The most useful situation to use them in is when dealing with peer pressure
· Refusal skills are one of the best skills to use to combat negative peer pressure.
Third Slide: How to Identify Situations That Require Refusal Skills
· There are many different situations that could possibly require you to use refusal skills
· Many of these situations share common phrases or statements
· It is important that you are able to identify these statements whenever you are confronted with them.
Fourth Slide: Statements That Could Possibly Require Refusal Skills
· No one will ever know
· What’s the big deal?
· Everyone else is doing it
· You’ll look older and more mature
Fifth Slide: Statements That Could Possibly Require Refusal Skills
· You only live once
· Don’t be a wimp/chicken
· I do it all the time and never get caught
· We’ll go down together if anything happens
Sixth Slide: Steps to Using Your Refusal Skills
· There are four steps of refusal skills
· Step One: Say no in a firm voice
· Step Two: Tell Why
· Step Three: Offer another idea
· Step Four Promptly Leave
· These steps can easily be remembered with the acronym STOP
Seventh Slide: Importance of Using Refusal Skills
· Refusal skills are one of the most important skills to have
· They can help you get out of risky or unwanted situations
· These situations include drugs, alcohol, unwanted sexual behavior, and many other things you are uncomfortable or not okay with.
The Four Steps of Refusal Skills
Refusal skills are an important skill to have when faced with peer pressure. There are 4 steps to the refusal skill process. There is a quick and easy way to remember these steps. All you have to do is remember to STOP!
S- Say “no’ in a firm voice
T- Tell Why
O- Offer another idea
P- Promptly Leave
Peer Pressure Scenarios
Below are a list of scenarios. Each scenario is an example of peer pressure that you could possibly face in the future. You and your partner will take turns responding to these different scenarios. One partner will be Person A (using pressure) and one partner will be person B (being pressured). Write your response in the space below the scenario. You and your partner must responding to at least TWO scenarios each.
1. PersonA: “Hey we’re not doing anything in school tomorrow. Do you wanna skip and hangout instead?”
PersonB:______
2. PersonA: “Yo! Look what I got out of my mom’s purse.” (Pulls out a cigarette and shows it to you) “Wanna give it a try? All the cool kids are using it.”
PersonB:______
3. PersonA: “Do you want to go to see that new movie tonight? My mom said she could take us. It starts at 11.
PersonB: “Sorry I can’t. My parents said I can go. They think it’s too late for a school night.”
PersonA: “Just sneak out. They’ll never have to know!”
PersonB:______
4. PersonA: “Are you getting that new game that’s coming out next week? I preordered it and I’m gonna go to the midnight release!”
PersonB: “I wish I could. The game looks pretty good and I really want to play it. I don’t have enough money for it though.”
PersonA: “Just take it from your mom’s purse. She’ll never know and it’s the least she could do for you for yelling at you the other day.”
PersonB:______
5. PersonA: “Are you going to Jimmy’s party tomorrow? His brother bought him a bunch of alcohol. It’s gonna be crazy!”
PersonB:______
6. PersonA: “She is the worst! She’s so annoying and he gets me mad every day at school. We should give her a mean note that’s from her “best friend” so they get into an argument. That’ll teach her to mess with us!”
PersonB: ______