RolePlayGeneral Language PDF

Scripts for Role-Playing TM
Setting the Stage for Social Success

General Language Scripts
by Kathleen Aiken Babineau
Skill Ages
■ social skills ■ 8 through 13
Grades
■ 3 through 8
Evidence-Based Practice
■ Group social interventions are most effective when delivered in a direct instruction format
(Kroeger, Schultz, & Newsom, 2007).
■ When you’re acting, you must put yourself in somebody else’s shoes and imagine what that
person is thinking and feeling (Heston, n.d.).
■ Social skills are essential for competence in the community, classroom, and workplace
(Foden & Anderson, 2009).
■ Effective social skills intervention programs make the abstract concrete, provide structure
and predictability, foster self-awareness and self-esteem, and address relevant goals
(Krasney, Williams, Provencal, & Ozonoff, 2003).
■ Promotion of skill generalization through peer involvement, involving parents, and assigning
homework are promising strategies (Williams White, Kroenig, & Scahill, 2007).
■ Children with autism report higher degrees of loneliness than their typical age-mates
(Bauminger, Shulman, & Agam, 2003).
■ Suggested ways to teach social skills include: role-playing exercises, practicing automatic
and brief responses, learning small talk, and providing feedback. Additionally, role-playing
interactions that include social errors and following up with discussion and repair of the
situations are also suggested as ways to teach social skills (Holmes & Fillary, 2000).
■ As many as 75% of children with learning disabilities have social skill deficits
(Kavale & Forness, 1996).
Scripts for Role-Playing: Setting the Stage for Social Success incorporates these principles
and is also based on expert professional practice.
Copyright © 2009 LinguiSystems, Inc.
All of our products are copyrighted to protect the fine

work of our authors. You may only print the pages
LinguiSystems, Inc. on this CD-ROM as needed for your own use. Any
other reproduction or distribution of the pages on
3100 4th Avenue this CD-ROM is prohibited, including copying the
East Moline, IL 61244 entire CD-ROM to use as another primary source
or “master” copy.
800-776-4332
FAX: 800-577-4555
Email: service@linguisystems.com Printed in the U.S.A.
Web: linguisystems.com ISBN 978-0-7606-0887-6
About the Author
Kathleen Aiken Babineau, M.S., CCC-SLP received her

bachelor’s and master’s degrees in Communication Disorders
from the University of New Hampshire. She has served as a
speech-language pathologist at Forestdale Elementary School
in Sandwich, Massachusetts for the past five years.
Kathleen and her husband have three terrific kids. Together

they enjoy summers, baseball, and the natural beauty of Cape
Cod. Scripts for Role-Playing: Setting the Stage for Social
Success is Kathleen’s first publication with LinguiSystems.
Acknowledgments
I would like to thank Johnny and the original social skills group whose creativity, energy,
and keen ability to “think outside the box” taught me so much. Thanks also to Nicole Mark
for her friendship and help in bringing this program to life. Thank you to Valerie Campbell
at LinguiSystems for her patience, positive energy, and encouragement. Finally, I would
like to thank my husband, Dave, for always believing.
Dedication
To Alex, Adam, and Delaney
Illustrations by Jeffrey DeBlieck

Scripts for Role-Playing: Setting the Stage for Social Success 2 Copyright © 2009 LinguiSystems, Inc.
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Unit 1 The Rules of Theater . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Unit 2 Greetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 1 Hey, What’s Up? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lesson 2 The Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Lesson 3 Hey You! What’s Your Name? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Lesson 4 Long Time, No See . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Lesson 5 Greeting an Adult . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Lesson 6 How Are You? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Unit 3 Conversations and Personal Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Lesson 1 Let’s Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Lesson 2 Everybody Gets a Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Lesson 3 Uh huh . . . Really? No Way! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Lesson 4 Switching Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Lesson 5 See Ya Later–Gotta Go! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Lesson 6 Don’t Be a Space Invader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Lesson 7 Protecting Your Zone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Lesson 8 Space Invaders Are Okay–Sometimes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Unit 4 Hugs and Handshakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Lesson 1 Traditional Handshakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Lesson 2 Friendly Handshakes and High Fives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson 3 Family Hugs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Lesson 4 To Hug or Not to Hug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Unit 5 Excuse Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Lesson 1 Excuse Me–I Have Something to Say . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Lesson 2 Burps, Belches, and Other Body Noises . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Lesson 3 Excuse Me–Comin’ Through! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Lesson 4 Excuse Me–Gotta Go! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Unit 6 Apologizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Lesson 1 Get Real–Making Sincere Apologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Lesson 2 It Was a Simple Mistake . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Lesson 3 Major Mistakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Lesson 4 Let It Go . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Table of Contents, continued
Unit 7 Showing Empathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Lesson 1 Why Are You Crying? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Lesson 2 How Can I Help? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Lesson 3 Get Well Soon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Lesson 4 The Dearly Departed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Lesson 5 Nobody’s Perfect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Unit 8 Opinions and Honesty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Lesson 1 Supporting Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Lesson 2 Here’s What I Think . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Lesson 3 Keep It in Your Head . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Lesson 4 Should I Say Anything? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Unit 9 Compliments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

Lesson 1 Lookin’ Good! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Lesson 2 Nice Moves! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Lesson 3 Thanks for the Compliment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Unit 10 Saying Goodbye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178

Lesson 1 See Ya Later, Buddy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Lesson 2 Goodbye, Mr. Benson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Lesson 3 Goodbye, New Friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Lesson 4 TGIF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Lesson 5 Hanging Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Lesson 6 Goodbyes for Long-Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Unit 11 Vocal Loudness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202

Lesson 1 Yelling! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Lesson 2 Using a Conversational Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Lesson 3 Using a Public Speaking Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Lesson 4 Volume on the School Bus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Lesson 5 Hey! I’m Over Here! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Self-Evaluation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
Teacher Evaluation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227

Introduction
While working with a group of boys several years ago, two

of whom had social skills weaknesses, my lesson plan
To my delight, the
objective was turned upside down. The intent of the lesson
was to read a play together to address comprehension, students were engaged
fluency, and interaction skills. Interestingly, this “play throughout the activity
reading” instead became a lesson in tone of voice, body and requested that we
language, facial expression, volume, observation, and do it again!
turn-taking. To my delight, the students were engaged
throughout the activity and requested that we do it again!
These students, and many after them, taught me that drama and theater are safe, fun, and
objective vehicles to explore, practice, and discuss verbal and nonverbal social language. As
a result of this experience, I developed original social skill scripts to
use with our afterschool social skills program. These scripts have
evolved into effective, fun, and engaging teaching tools. Without intervention,
children with social
While many children know almost intuitively if they are welcome skills deficits “are
to join a group, how to initiate contact with a peer or an adult, or especially vulnerable
how to read body language, children with social skills deficits find
to being excluded
these everyday tasks challenging. Without intervention, children
with social skills deficits “are especially vulnerable to being from their peer
excluded from their peer group and leading impoverished play group and leading
lives” (Yang, Wolfberg, Wu, & Hwu, 2003, p. 438). Drawing on the impoverished
social cognitive approach (Winner, 2000; 2002) and incorporating play lives” (Yang,
the “essential ingredients” for social skills intervention (Krasney, Wolfberg, Wu, &
Williams, Provencal, & Ozonoff, 2003), Scripts for Role-Playing:
Hwu, 2003, p. 438).
Setting the Stage for Social Success:
 gives children opportunities to learn through observation and participation

 utilizes peer interaction
 promotes self-awareness
 provides concrete teaching and examples, predictable routines, and generalization
to real-life situations
 Program Design
 This program is designed to be used with groups of students. Ideally, groups should
include at least six students, with an equal number of students with social skills
deficits and age-matched peers with intact social skills.
 This program is intended for children who have typically-developing overall cognitive
language skills but who exhibit deficits in social communication.
 Topic areas are most appropriate for students in grades three through eight.

Introduction, continued
 Fluent reading skills at the third grade level are recommended for participation,
although it is possible to include students with lower grade-level skills, with
assistance and modifications.
 These lessons were originally used with afterschool social skills groups but are
equally appropriate for use in the classroom, with recess and lunch groups, and
with pull-out groups.
 Children with high-functioning autism, Asperger’s syndrome, attention deficit/
hyperactivity disorder, and nonverbal learning disability will enjoy actively
participating in this structured, script-based approach to learning and practicing
social skills.
 Contents of the CD-ROM
Scripts for Role-Playing: Setting the Stage for Social Success is divided into three books:
School Scripts, Friends and Family Scripts, and General Language Scripts. Each book
contains anywhere from seven to eleven themed units, and each unit contains three to
nine lessons.
  The Rules of Theater – Students learn appropriate audience behavior and the
basics of reading scripts. They will understand and keep in mind body language,
tone of voice, volume, gestures, etc. Students who are audience members learn to
watch and analyze these elements, and learn to be a respectful audience. Review
this unit frequently.
 Foreword to Instructor – The Foreword explains the purpose of the topic and skills
addressed in that unit.
  Home Connection Letter – Use the Home Connection Letter to communicate

with parents/caregivers. This letter provides an overview of the unit and suggests
activities to support generalization and carryover of skills.
  Lesson Plan – Every lesson plan includes a materials list and a script to read to
the students that introduces the concept and guides discussion. Many lessons also
include mini-posters and optional extension activities.
  Scripts – Each lesson includes a Script A and a Script B. The characters in Script A
experience a social breakdown; the characters in Script B experience social
success. Questions at the end of each script guide discussion about the success or
demise of each scenario.

  Rubrics – Students complete a Self-Evaluation Rubric after each lesson. Teachers

complete a Teacher Evaluation Rubric to evaluate student performance and to track
progress.
 How to Use Scripts for Role-Playing: Setting the Stage for Social Success
1. Begin with The Rules of Theater unit and review as often as necessary so students
master appropriate audience behaviors and basics of reading scripts.
2. Send the Home Connection Letter to caregivers when beginning a new unit to
support generalization and carryover of skills.
3. Select specific units and lessons based on your students’ needs. For each
selected lesson:
 Gather materials and props as listed on Lesson Plan.

 Introduce the concept. Use chart paper to jot down ideas generated by
students during discussion.
 Review the rules for being good actors and respectful audience members.
 Distribute the scripts and assign the parts.
• Students who are not assigned a character in a script are included
as essential audience members who observe and respond as actors
“perform” successful and unsuccessful versions of everyday social
scenarios.
 Read the scripts and answer the discussion questions.
 Complete extension activities where indicated.
 Use chart paper to outline key points and important elements of the lesson.
 Complete teacher and student evaluation rubrics. These promote student
self-awareness and measure growth.
 Outcomes

  Promote social interaction and cooperative learning among children with social skills
weaknesses and their peers
  Increase self-awareness within the context of social scenarios
  Teach and practice strategies to successfully navigate social situations
  Improve the ability to interpret and analyze subtleties of social interactions
  Document progress through evaluation rubrics and checklists
 Provide a home-to-school connection through family letters

I hope you and your students will enjoy using these scripts and lesson plans to
address social skills in a creative format. Students will see how their words, behaviors,
body language, facial expressions, and tone of voice influence communication and are
perceived by others. They will learn that social interaction skills are critical to success
in school and in life. It is my hope that students will:
 form and maintain friendships

 support their peers
 interact positively at home
 be socially successful in their school community
– Kathleen

Unit 1  The Rules of Theater
Foreword to Instructor
Good actors and actresses skillfully use their bodies, voices, and facial expressions to convey
feelings and messages to others. This unit lays the foundation for subsequent social skills
lessons by teaching students how to use their bodies, voices, and facial expressions to
send messages to other people as they act out scripts. Students will learn the meanings of
nonverbal language, and how they influence interactions with others. Students will also learn
how to be respectful and attentive audience members. Knowing how to listen and attend are
critical skills in social interactions.
Review the Rules of Theater skills, mini-posters, and key concepts until students master
these skills.
General Language Scripts – The Rules of Theater

Home Connection Letter — The Rules of Theater
Dear Family,
Your child is beginning a program called Scripts for Role-Playing: Setting

the Stage for Social Success. Your child will learn social skills through active
participation in role-plays, discussion questions, and activities. Unit 1 teaches:
 using the right volume and tone of voice
 eye contact
 facial expression
 body language
 audience behavior and etiquette
Try these activities with your child.
1. Ask your child to explain how and why actors use tone of voice, facial
expression, and body language to convey their messages.
2. Say a sentence like, “This pizza is really great” with a variety of tones of voice
and expression. For example, say it sarcastically, then with enthusiasm, then
with disgust. Discuss how the meaning changes.
3. Share any experiences you have had with poor audience behavior. For
example, you may have watched a movie in a theater where people were
talking loudly. Explain how poor audience behavior affects the experience
of other moviegoers.
Watch for future Home Connection Letters. They will describe the social skills
your child is learning, and give suggestions for how you can reinforce them.
Thank you for encouraging your child.
_______________________________ _________________
Speech-Language Pathologist/Teacher Date

Lesson Plan
Materials:
  All the World’s a Stage activity page for each student, page 13
 Be a Good Actor mini-poster, page 14
  Respect the Actors and Other Audience Members mini-poster, page 15
Introduce the concept: In theater, actors perform for audiences. Actors learn scripts and use
their voices, body movements, and facial expressions to act like other people. They pretend
to be people who are very different from themselves. The audience watches and listens to the
performance. They show their appreciation and approval by clapping after each act and when
the performance ends.
The phrase all the world’s a stage reminds us that life is like a play and we are like actors and
audience members. We all send messages through our words, actions, facial expressions,
and body language.
What experiences have you had with theater, either as an actor or an audience member?
(Encourage discussion.)
Review Guidelines for Being a Good Actor and Respecting the Actors and Audience
Members (page 12).
Extension activity: Complete the All the World’s a Stage activity page.
Wrap-up: Review and discuss the Be a Good Actor and Respect the Actors and Other
Audience Members mini-posters.

 Guidelines for Being a Good Actor and Respecting the Actors and Other
Audience Members
Be a Good Actor

  Project your voice. Actors talk loudly without screaming so that the people in the
back can hear them as well as those sitting in the front rows. (Encourage students
to practice using this voice.)
  Change meaning with tone of voice and facial expression. Actors change
the way they say things to convey different meanings. Here is an example. Let’s
pretend it’s my birthday and my friend just gave me a gift. Let’s pretend it’s a
sweater and I really love it. I could say (enthusiastically), “Oh this is great! I love
it!” Did you notice my facial expression and my tone of voice? What did you notice?
Now let’s pretend that it’s my birthday and my friend just gave me a gift, but this time
it’s a sweater in a color I really do not like. I could say (with sarcasm and a look of
disgust), “Oh, this is great. I love it.” Did you notice my facial expression and tone
of voice this time? What did you notice? (Encourage discussion.) I said the same
words each time, but the words had two completely different meanings, depending
on my tone of voice and facial expression.
  Send a message without saying a word. Actors use body language and personal
space to send messages. What are some examples of body language or personal
space messages? (Encourage examples and demonstrations, such as arms folded
across chest, standing too close to another person, biting fingernails, looking down
at the ground.)
  Concentrate. Actors have to stay focused on the task.
Respect the Actors and Other Audience Members
  Keep your eyes on the performance. You’ll learn important information and enjoy
the performance if you’re watching.
  Sit quietly. Keep all parts of your body still so you don’t distract or annoy other
people.
  Keep your mouth quiet.
  Clap to show your appreciation. After each act and at the end of the
performance, clap to let the actors know you enjoyed the play.

Look at these pictures and decide what the character is really thinking or what
message he or she is sending to others.
Tom’s message is . . .
______________________________________
______________________________________
______________________________________
______________________________________
Jill’s message is . . .
______________________________________
______________________________________
______________________________________
______________________________________
John’s message is . . .
______________________________________
______________________________________
______________________________________
______________________________________
Matt’s message is . . .
______________________________________
______________________________________
______________________________________
______________________________________
Bill’s message is . . .
______________________________________
______________________________________
______________________________________
______________________________________

Send a message without saying a word.
Change meaning with tone of voice and
Project your voice to the audience.
facial expression.
Concentrate.

Respect the Actors and Other Audience Members
► Keep your mouth quiet.

appreciation.
► Clap to show
► Keep your eyes on the
performance.
► Sit quietly.

Unit 2  Greetings
Greetings are powerful forms of communication. The way we greet a person will often dictate
the nature of the conversation that follows. Greetings set impressions. For example, it is rude
to boldly intrude on some group conversations, but if we approach a rowdy group of friends
at a party, this behavior is acceptable. Good social communicators know intuitively how to
greet others based on the familiarity with the person they are greeting, the setting, and the
timing. Some greetings require a formal handshake, while other situations call for a more
casual greeting, such as a hug.
In this unit, students will practice different types of social greetings and explore related skills
and rules.
General Language Scripts – Greetings

Home Connection Letter — Greetings
Dear Family,
Your child has been learning about social greetings. Eye contact, body language,
and tone of voice are all important parts of an effective greeting. Your child is
also learning how, when, and why we greet people in different ways. Discuss any
materials your child brings home. Remind your child to use these new skills.
Try these activities with your child:
1. Role-play saying hello to different people (grandma, principal, friend).

Remember to adjust words and body language as needed.
2. List as many different social greetings as you can think of. Post them on the
refrigerator to remind your child of the importance of greeting others. Include
formal and casual greetings, as well as greetings in different languages.
Thank you very much for helping your child learn about social greetings.
_______________________________ _________________

Lesson 1  Hey, What’s Up?
Lesson Plan
Materials:
  copy of Script A and Script B for each student, pages 19-20
  Greeting Familiar Friends mini-poster, page 21
  chart paper
 markers
  rubrics, pages 225-226
Optional props: chairs set up as school bus seats
Introduce the concept: Greet a friend in the hallway with a “Hey, what’s up? How’s it
going buddy?” and a knuckle-bump or high five, and you’re cool. Try the same kind of
thing with the school principal and you might end up in detention. Why? (Encourage
discussion and list ideas on chart paper.)
Demonstrate how you should greet the school principal. (Encourage examples and
list ideas on chart paper.) Now demonstrate how you would greet a familiar friend.
(Encourage examples and list ideas on chart paper.) What do you notice about the
words and body language used in each situation? (Encourage discussion and write
ideas on chart paper.)
Members (page 12).
Distribute the scripts and assign the parts.
Read the scripts and complete the discussion questions (answers on pages 41-42).
Extension activity: Brainstorm different ways to greet a familiar friend (e.g., high fives
and other informal handshakes, “Hey,” “Hi,” “How’s it going,” “What’s going on?”).
Wrap-up: Review and discuss the Greeting Familiar Friends mini-poster. Add suggestions
as appropriate for your students. Complete the rubrics.

Characters: Matt, Tom, narrator
Setting: school bus
Background: Matt and Tom are neighbors and

classmates. They ride the same bus every day.
Script A
Narrator: Matt and Tom know each other very well. They are neighbors,
classmates, and friends. They ride the same bus to school. Tom
is already seated on the bus. The bus stops at Matt’s house and
he boards the bus. He notices Tom and sits across from him.
Matt: (seriously, to Tom) Good morning, sir.
Narrator: Matt extends his hand to shake Tom’s hand. Tom reluctantly shakes
Matt’s hand.
Tom: (chuckling) Yeah, right. Good morning, sir.
Matt: How are you doing this fine morning?
Tom: This fine morning? What are you talking about? Did you have
Grown-Up Flakes for breakfast or something?
Questions for Discussion

1. Why was Matt’s greeting unusual for this situation?
2. Why did Tom ask Matt if he had “Grown-Up Flakes” for breakfast?
3. Think of a situation in which it would be appropriate to shake hands when greeting someone.

Script B
Narrator: Matt and Tom know each other very well. They are neighbors,
classmates, and friends. They ride the same bus to school. Tom
is already seated on the bus. The bus stops at Matt’s house and
he boards the bus. He notices Tom and sits across from him.
Matt: (to Tom) Good morning.
Tom: Hey. Good morning.
Matt: It’s nice out today.
Tom: Yeah, it is. Hopefully we will have practice after school. Only three
more days till the championship game and our team has some serious
practicing to do.
Narrator: The boys continue chatting as they make the trip to school.

1. What did Matt do differently in this script?
2. Tell another way Matt could have greeted Tom casually.

When you greet a familiar friend (someone you know well):
Scripts for Role-Playing: Setting the Stage for Social Success

► Smile.
21
► Wave (optional).
► Make eye contact.
► Use a friendly voice to say “Hi,” “Hello,”

or “How’s it going?”
► Keep it casual and confident.

Lesson 2  The Approach
Lesson Plan
Materials:
  chart paper
 markers
Introduce the concept: Have you ever approached a group of kids who are talking and tried
to join in? Easier said than done, right? If you walk up and act too friendly or obnoxious,
you’re bound to get a dirty look and maybe even a “What’s YOUR problem?” Approach too
quietly, and no one will notice you’re there. What’s the best way to approach a group of kids?
(Encourage discussion and list ideas on chart paper.)
Be sure you act friendly, make eye contact, and match your vocal loudness, tone, and facial
expressions to the group members’. Also take a look at the group members’ body language
and try to get a sense of the type of conversation they are having. If the friends are laughing
and joking around, how should you approach the group? (Encourage discussion and write
ideas on chart paper, such as smile and try to join in.)
If the friends have sad faces and they are talking softly to one another, how should you
approach the group? (Encourage discussion and write ideas on chart paper, such as show
that you’re concerned through your facial expression and tone of voice.)
Members (page 12).
Extension activity: Role-play the following situations:

a. Approach a group of friends who are talking quietly about plans for a science project.
b. Approach a group of friends who are laughing and telling jokes.
c. Approach a group of friends who appear to be comforting a sad friend.
Wrap-up: Use the chart paper to outline important elements learned in this lesson. Add
suggestions as appropriate for your students. Complete the rubrics.

Characters: Tom, John, Bill, narrator
Setting: park
Background: Tom, John, and Bill are classmates. They have plans to meet at the park
after school.
Script A
Narrator: Tom, John, and Bill have plans to meet at the park after school. They
have just arrived and are looking for each other. Tom notices John first
and walks over to him.
Tom: (waving and making eye contact) Hey, John.
John: (nodding his head and smiling at Tom) Oh, hi Tom. Did you just get here?
Tom: Yeah. Have you seen Bill?
John: (looking around) No. Oh wait, is that him coming this way?
Tom: Yeah, I think so.
Narrator: Bill slowly approaches.
Bill: (looking at the ground and talking softly) Hello.
John: (trying to catch eye contact with Bill) Hi, Bill.
Bill: (staring at the ground) Hello.
John: Hey Bill, who are you talking to, the ants?
Tom: (looking at John) What’s his problem?

1. What did Tom and John do right when they greeted each other?
2. How did Tom and John feel about the way Bill greeted them?
3. What is wrong with the way Bill greeted his friends? What could he have done differently?

Script B
Narrator: Tom, John, and Bill have plans to meet at the park after school. They
have just arrived and are looking for each other. Tom notices John first
and walks over to him.
Tom: (waving and making eye contact) Hey, John.
John: (nodding his head and smiling at Tom) Oh, hi Tom. Did you just get here?
Tom: Yeah. Have you seen Bill?
John: (looking around) No. Oh wait, is that him?
Tom: Yeah, I think so.
Narrator: Bill slowly approaches.
Bill: (making eye contact) Hey guys! How’s it going?
Tom: Good.
John: Pretty good. So, what do you guys want to do?

1. What did Bill do differently this time?
2. Do you think Tom and John will want to hang out with Bill this time? Explain your answer.

Lesson 3  Hey You! What’s Your Name?
Lesson Plan
Materials:
 Greeting a New Friend mini-poster, page 28
  chart paper
 markers
Introduce the concept: It’s fun to meet and hang out with new friends, but how do you
actually do it? Do you walk up to someone who looks friendly and say, “Hey, do you want to
be my friend?” Do you say, “I’m going to talk to you. You look friendly”? What do you do?
(Encourage discussion and write ideas on chart paper.)
What if you don’t know the other person’s name? How do you introduce yourself? (Encourage
discussion and examples.)
It can be uncomfortable to walk up to someone you’d like to meet and say, “Hi, my name
is . . .” Sometimes it is easier to think of a compliment, such as “Hey, I like your shoes” or
“Nice shot in the basketball game today.” You could also ask a question, such as “Do you
know what time it is?” or “Where do I find the . . . ?” Just like with other types of greetings,
when you greet a new friend, it is important to make eye contact, smile, and use a friendly
tone of voice. When greeting new friends you’ve never hung out with or played with before,
it’s also a good idea to let the other kids know your name and maybe even tell them a little
bit about yourself.
Members (page 12).
Wrap-up: Review and discuss the Greeting a New Friend mini-poster. Add suggestions as
appropriate for your students. Complete the rubrics.

Characters: Matt, Robert, narrator
Setting: karate class
Background: It is the first day of karate class. Matt notices Robert and wants to get to know
him.
Script A
Narrator: It is the first day of karate class and the students are getting ready to
begin. Matt and Robert do not know each other. Matt would like to talk
to Robert before the class starts. Matt stares at Robert. Robert notices
Matt staring at him and looks at Matt strangely.
Robert: (annoyed) What?
Narrator: Matt appears disappointed and stares at the floor.
Robert: Okay, whatever.
Narrator: Matt tries again to get Robert’s attention by staring at him and loudly
clearing his throat.
Robert: Yes? Can I help you?
Narrator: Matt shakes his head and looks at the floor again.
Robert: What is your problem?
Matt: (sadly) I just wanted to talk to you.
Robert: (understanding) Oh.

1. Why did Matt keep staring at Robert?
2. How did Robert feel when Matt stared at him?
3. What could Matt have done to be more successful in this script?

Script B
Narrator: It is the first day of karate class and the students are getting ready to
begin. Matt and Robert do not know each other. Matt would like to talk to
Robert before the class starts. Matt stares at Robert. Robert notices Matt
staring at him and looks at Matt strangely.
Robert: (annoyed) What?
Narrator: Matt realizes that Robert doesn’t like Matt staring at him. He thinks of
another way to start a conversation.
Matt: (smiling) Oh, sorry. I guess I was just daydreaming. Have you ever done
karate before?
Robert: No, have you?
Matt: No. It seems like fun though.
Robert: My name’s Robert, what’s yours?
Matt: My name’s Matt.
Narrator: The boys talk for a few minutes before class starts.

1. Robert was a little annoyed at the beginning of this script when Matt was staring at him.
How did Matt fix the problem?
2. Matt broke the ice when he asked Robert if he had ever done karate before. What does
break the ice mean?
3. What is another way Matt could have started a conversation with Robert?

When you greet a new friend (someone you’d like to know better):
► Smile.

28
► Use a friendly voice to say “Hi,” “Hello,” or

“How’s it going?”
► Ask a question, make a comment, or give a

compliment to start a conversation.
► Tell your name.

Lesson 4  Long Time, No See
Lesson Plan
Materials:
 Hey, Stranger! mini-poster, page 32
  chart paper
 markers
Introduce the concept: Do you have any friends or family you don’t get to see very
often? (Encourage discussion.) What kind of words would you use to greet an old
friend? (Encourage discussion and ideas on chart paper.) If you plan to stay friendly
with this person, show him you care about him! No need to buy fancy gifts, just show
him that you’re happy to see him and show some interest in how he is doing. How
could you accomplish these things? (Encourage ideas and list on chart paper.) How
do you think an old friend would react if you did not acknowledge him? (Encourage
ideas and list on chart paper.)
Review Guidelines for Being a Good Actor and Respecting the Actors and
Audience Members (page 12).
Wrap-up: Review and discuss the Hey, Stranger! mini-poster. Add suggestions as

Characters: Jill, Maria, narrator
Setting: mall
Background: Jill and Maria are old friends who have not seen each other for almost a year.
They spent the summer together at camp.
Script A
Narrator: Jill and Maria are walking toward each other as they are window-shopping
at the mall. Jill notices Maria first.
Jill: (smiling and waving excitedly) Hi, Maria! How’s it going?
Narrator: Maria looks at Jill but doesn’t smile.
Maria: Hi.
Narrator: Jill attempts to move closer and start a conversation, but Maria walks by
like she doesn’t even see Jill.
Jill: It’s nice to see . . .
Narrator: Maria walks right by Jill without acknowledging her.

1. How did Jill feel when she first saw Maria?
2. How do you think Jill felt at the end of the script when Maria walked past her?
3. What should Maria have done to be more socially successful?

Script B
Narrator: Jill and Maria are walking toward each other as they are window-shopping
at the mall. Jill notices Maria first.
Jill: (smiling and waving excitedly) Hi, Maria! How’s it going?
Narrator: Maria smiles and waves back at Jill.
Maria: Hi, Jill! It’s great to see you.
Jill: How have you been?
Maria: Great, and you?
Jill: Good.
Maria: Are you going to camp again this year?
Jill: Yes, are you?
Maria: Yes, I think so.
Jill: Good! Hopefully we will see each other there.
Maria: I hope so! I’ve got to go find my mom. I’ll see you later.
Jill: Okay, see you later.

1. What did Maria do differently this time?
2. How much time do you think it took the girls to greet each other?
3. Why is it considered polite and friendly to ask someone you haven’t seen for a while
“How are you?” or “How are you doing?”

When greeting a friend you haven’t seen in a long time:
► Smile.

32
► Use a friendly voice to say “Hi,” “Hello,” or

“How’s it going?”
► Ask “How are you?” or “How have you been?” with

sincerity and interest.
► Stop and talk for a few minutes.

Lesson 5  Greeting an Adult
Lesson Plan
Materials:
 Greeting an Adult mini-poster, page 36
  chart paper
 markers
Introduce the concept: “Yo, Ted. What’s goin’ on, man?” Who do you think would respond
better to that greeting, a classmate or your teacher? Why? (Encourage discussion.)
Most adults expect to be treated with a certain amount of respect. This usually means you
have to switch your conversational style, depending on who you are talking to. Think about
the words you choose, your tone of voice, and your body language. Also, remember that most
adults don’t like kids to call them by their first names. You should use an adult’s title, such as
Mr. or Mrs., Coach, Aunt or Uncle, etc.
Adult greetings may also be more formal than kid greetings. For example, an adult may shake
your hand or call you by your given name instead of your nickname. As with other greetings,
eye contact and friendliness are important. Because kids are not supposed to talk to strangers,
it is important to reserve your friendly greetings for adults you know. Who are some adults you
might greet? (Encourage ideas and list on chart paper.)
Members (page 12).
Extension activity: Role-play greeting teachers, coaches, uncles, and other adults.
Wrap-up: Review and discuss the Greeting an Adult mini-poster. Add suggestions as

Characters: Bill, Mandy, Mr. Benson (school principal), narrator
Setting: school hallway
Background: Bill and Mandy are walking down the hallway. They see Mr. Benson coming
toward them.
Script A
Narrator: Bill and Mandy are walking down the hallway. Mr. Benson, the school
principal, is walking toward them.
Mr. Benson: Good morning, kids.
Bill: Good morning, Mr. Benson.
Mandy: Hey, Joe. How’s it going?
Narrator: Mr. Benson looks at Mandy disapprovingly.
Mr. Benson: Excuse me?
Narrator: Mandy is embarrassed. She realizes she needs to use a more formal
and respectful greeting with Mr. Benson because he is an adult and the
principal of her school.
Mandy: Sorry, Mr. Benson. Good morning.

1. What did Bill do correctly in this script?
2. Mandy’s greeting was friendly, but inappropriate. Why?
3. How should Mandy have greeted the principal?

Script B
Narrator: Bill and Mandy are walking down the hallway. Mr. Benson, the school
principal, is walking toward them.
Mr. Benson: Good morning, kids.
Bill: Good morning, Mr. Benson.
Narrator: Mandy is tempted to call Mr. Benson by his first name because she likes
him a lot. She remembers that most adults want kids to use their titles
when talking to them.
Mandy: Good morning, Mr. Benson.
Mr. Benson: Have a great day, kids.

1. What did Mandy do correctly this time?
2. Bill and Mandy matched Mr. Benson’s greeting by saying “Good morning.” What else could
they have said?

When you greet an adult:
► Smile.

36
► Use formal language (like “Hello” instead of “Hey”).
► Use formal names (like Mr., Mrs., etc.).

Lesson 6  How Are You?
Lesson Plan
Materials:
 How Are You? mini-poster, page 40
  chart paper
 markers
Introduce the concept: “How are you?” “How are you doing?” “How’s it going?” “What’s
going on?” These are different types of phrases you can use when you greet someone. What
are some other phrases that mean the same thing? (Encourage ideas and list them on chart
paper.) Sometimes people may even skip “Hi” or “Hello” and go right to “How’s everything?”
People ask these questions all the time, but believe it or not, the person asking the question
often just wants you to say “good,” “okay,” or “fine” instead of giving a lengthy response. Just
a quick, simple answer is all that’s needed. Of course, there are exceptions to this rule–like
if your Great Aunt Glenda invites you over to tea, asks you sit down, and says with sincerity,
“How are you doing, my dear?,” she might truly be interested in knowing all the details about
how you’re feeling and what’s going on in your life.
How do you know when to answer these types of questions with a quick response and when
you should give more information? (Encourage discussion and list ideas on chart paper.)
Members (page 12).
Extension activity: Role-play asking and responding to “How are you?”-type phrases using
different question forms and response types.
Wrap-up: Review and discuss the How Are You? mini-poster. Add suggestions as

Characters: Matt, Tom, narrator
Setting: P.E. class
Background: Matt and Tom are getting ready to play

basketball in P.E. class.
Script A
Narrator: Matt and Tom just walked into P.E. class. They are looking for basketballs
to dribble and shoot as they warm up to play a game.
Matt: Hi, Tom.
Tom: (quickly, with little eye contact) Hi, Matt. How’s it going?
Matt: Well, ya know. Since you asked, actually I’m not so good. You see, it’s
not my day to take out the trash at home, but my mom made me, and then
I was late getting to the bus stop, so I almost missed the bus.
Tom: Oh.
Narrator: Tom tries to sneak away to start playing basketball.
Matt: Also, I tripped when I was trying to catch the bus and I think I saw some
kids laughing at me. Then, when I got to school, I realized I left my lunch
box on the kitchen counter, and so . . .
Tom: Okay Matt, thanks. I gotta go.
Matt: Hey, I wasn’t finished yet. I guess you don’t care.

1. What kind of response do you think Tom was looking for when he asked Matt, “How’s
it going?”
2. What is wrong with the response Matt gave?
3. At the end of this script Matt says to Tom, “I guess you don’t care.” Do you think that’s true?
Explain your answer.

Script B
Narrator: Matt and Tom just walked into P.E. class. They are looking for basketballs
to dribble and shoot as they warm up to play a game.
Matt: Hi, Tom.
Tom: (quickly, with little eye contact) Hi, Matt. How’s it going?
Narrator: Matt notices that Tom didn’t give him much eye contact and seems busy.
Matt decides to give a short answer to Tom’s question.
Matt: Um, okay. I’ve had better days.
Tom: Yeah. I’ve had days like that too. Let’s shoot some hoops. Maybe it will
get better.
Matt: Good idea!
Narrator: The boys head out onto the basketball court for some warm-ups before
the game.

1. What did Matt do this time to be more socially successful?
2. Do you always just have to say “good” or “fine” when someone asks how you are doing?

Give a quick response like “fine” or “good” when the person:
► Asks the question quickly

► Doesn’t appear interested in the answer
► Doesn’t stop to talk
40
(This type of situation is most common.)
Give a longer, more detailed answer when the person:

► Asks the question more slowly and sincerely
► Stops and looks at you while asking the question
► Waits for a response

Answer Key  Greetings
 Lesson 1 Hey, What’s Up?
Script A
1. language was too formal/too “old” for the occasion; he shook hands (too formal
a gesture)
2. His greeting was like something an adult would say/a kid would say to an adult/
too formal.
3. meeting an adult for the first time/in an interview
Script B
1. used less formal/more casual language; didn’t try to shake his friend’s hand
2. “Hi, Matt.”/“How’s it going?”
 Lesson 2 The Approach
Script A
1. made eye contact/smiled/used friendly language
2. thought that Bill was acting strange/being unfriendly
3. no eye contact/spoke too softly/didn’t use enough words; could have acted more
friendly/made eye contact/smiled
Script B
1. smiled, acted friendly/confident
2. most likely; Bill acted more friendly and welcoming.
 Lesson 3 Hey You! What’s Your Name?
Script A
1. He wanted to talk to Robert.
2. awkward/uncomfortable/self-conscious
3. used some language/words to start a simple conversation
Script B
1. He apologized/gave an explanation for why he was staring; he asked an on-topic
question to start a conversation.
2. to start a conversation/break the silence
3. Answers will vary.
 Lesson 4 Long Time, No See
Script A
1. excited/happy to see an old friend
2. hurt/insulted/rejected
3. smiled, stopped to talk to her old friend
Script B
1. smiled back at Jill/acted friendly/stopped to talk to her
2. 1 or 2 minutes
3. so you can find out how that person is feeling/what’s new

Answer Key  Greetings
 Lesson 5 Greeting an Adult
Script A
1. used formal language/called the principal by his formal name
2. used the principal’s first name/informal language that should be used only when
talking to other kids
3. “Good morning, Mr. Benson”/“Hi, Mr. Benson”
Script B
1. used a formal greeting/called the principal by his formal name not his first name
2. “Hi”/“Hello”
 Lesson 6 How Are You?
Script A
1. “Good”/“Fine”
2. too long/complicated
3. Probably not; Tom most likely just wanted to play basketball.
Script B
1. gave a quick, simple answer without too many details
2. No; it’s okay to admit it when you’re not terrific but don’t go into all the small
details (in most circumstances).

Unit 3  Conversations and Personal Space
Basic conversational skills are fundamental to social success. People who have strong
conversational skills can initiate and maintain conversations with almost anyone. They can
“read” other people and determine appropriate and interesting topics to discuss. They know
the rules of personal space and can position themselves to make other people around them
feel comfortable. They pick up nonverbal signals to learn if others are interested, irritated,
bored, or happy. People with good conversational skills are adept at both speaking and
listening. They are usually well-liked and respected because they know how to capture the
interest of conversational partners and make them feel valued and heard. Children with weak
social skills find many aspects of conversations and personal space challenging.
In this unit, students will learn the social skills they need to engage in conversations and
maintain appropriate personal space.
General Language Scripts – Conversations and Personal Space

Home Connection Letter — Conversations and Personal Space
Dear Family,
Your child has been learning social skills for beginning, maintaining, and ending
conversations. Good conversationalists know how tone of voice, body language,
personal space, and listening skills are a part of a successful conversation. The
right word choices, distance between speakers, and tone of voice can make all
the difference in social success. Discuss any materials your child brings home.
Remind your child to use these new skills.
1. Play Turn-Taking Toss. Toss a ball back and forth as players in the game
take turns talking.
2. Play Stick to the Topic. Pick a conversation topic and set a timer for two
minutes. Try to talk only about the chosen topic until the timer goes off.
3. Discuss personal space. What’s a comfortable distance when talking to

someone? How can you tell if you are in someone else’s personal space?
Thank you very much for helping your child learn about conversations and
personal space.
_______________________________ _________________

Lesson 1  Let’s Talk
Lesson Plan
Materials:
  Conversation Starters mini-poster, page 48
  chart paper
 markers
Optional props: paintbrushes, paper
Introduce the concept: How do you start a conversation with another person? It’s actually a
little more complicated than it sounds. Do you just walk up to another person and say, “Let’s
talk” or “Hey you–get over here because I feel like talking to you”? Of course not, right? What
do you do instead? (Encourage discussion and write ideas on chart paper.)
When you want to initiate or start a conversation with someone, you need a quick greeting like
“Hi,” and then an interesting sentence that will get things going. Try finding something you
have in common, giving a compliment, asking a question, or making an observation.
Members (page 12).
Extension activity: Role-play initiating a conversation. Try a variety of conversation starters.
Wrap-up: Review and discuss the Conversation Starters mini-poster. Add suggestions as

Characters: Mandy, Bill, narrator
Setting: art class
Background: Mandy and Bill are at an afterschool art

class. They know each other from school.
Script A
Narrator: Mandy and Bill are at an afterschool art class. They are busy painting at
the same table. It’s very quiet in the room.
Bill: (looks nervously toward Mandy; starts to whistle)
Mandy: (looks over at Bill and smiles)
Narrator: Bill is trying to think of something to talk about to start a conversation

with Mandy.
Bill: So . . .
Narrator: Mandy looks over at Bill and nods her head.
Bill: So, why do you wear those shoes anyway? Those are weird.
Mandy: (looking hurt) What?
Bill: I’m sorry. I didn’t mean that.
Narrator: Mandy looks sad. She gathers her art materials and moves away from Bill.

1. Why did Mandy move away from Bill?
2. How do you think Bill felt when Mandy moved away?
3. Do you think Bill meant to make Mandy sad? How do you know?
4. What is a better way for Bill to start a conversation with Mandy?

Script B
Narrator: Mandy and Bill are at an afterschool art class. They are busy painting at
the same table. It is very quiet in the room.
Bill: (looks nervously toward Mandy; starts to whistle)
Mandy: (looks over at Bill and smiles)
Narrator: Bill is trying to think of something to talk about to start a conversation

with Mandy.
Bill: So . . .
Narrator: Mandy looks over at Bill and nods her head.
Bill: So, how did you make your sky look like that? It looks cool.
Mandy: Oh, thanks. I just mixed the blue paint with a little white, and swirled it
together, like this. (showing Bill)
Bill: Oh, all right. I’ll try it.
Mandy: Your painting looks nice too. I like how you added the animals.
Narrator: Mandy and Bill talk quietly as they continue with their art projects.

1. What did Bill do differently this time to be more successful?
2. How do you think Mandy felt when Bill asked about her painting?

Conversation Starters
► “I like your . . . ”
► “Do you know where ___ is?”
► “Remember when we . . . ?”
► “Wasn’t that so funny when . . . ?”
► “That’s awesome. How do you do that?”
► “You did a great job on . . . ”
► “What do we have for homework in ___ ?”
► “What are you doing after school?”
► “It’s cold (or hot) out here!”
► “How is your (brother, sister, mom, father, etc.)?”
► “Are you going to the ___ ?”
► “Have you seen (name of movie)?”

Lesson 2  Everybody Gets a Turn
Lesson Plan
Materials:
  chart paper
 markers
 ball or other soft object to toss
Introduce the concept: Imagine trying to have a conversation with someone, but you can’t
even get a word in edgewise. Every time you open your mouth to try to say something, you
get cut off! Has this ever happened to you? (Encourage discussion.) How did it make you
feel? (Encourage discussion.)
It’s also uncomfortable when you are speaking and the listener doesn’t say anything to
contribute to the conversation. It makes you feel like you need to keep talking to fill the
awkward silence. Has this ever happened to you as the speaker? How did you feel?
Having a conversation with another person is like playing a game of catch. When you play
catch, you take turns with another player, holding the ball, then passing it. In a conversation,
a speaker takes a turn talking, then passes the opportunity for the other person to talk.
Members (page 12).
Extension activity: Practice turn-taking skills by playing “catch” with a ball or other
soft object. The person holding the ball is the speaker. When he is finished speaking,
he passes it to another person who is prepared to talk. This game can be played in
pairs or in a small group.
Wrap-up: Use the chart paper to outline and review important elements learned in this lesson.
Add suggestions as appropriate for your students. Complete the rubrics.

Characters: Jill, Mandy, narrator
Setting: outside, walking home from school
Background: Jill and Mandy are friends. They are

talking as they walk home from school.
Script A
Narrator: Jill and Mandy are walking home from school. Mandy is really excited
about her new bed.
Mandy: My new bed is so awesome. It was delivered yesterday, and my mom
bought new pillows, sheets, and a new purple comforter. You wouldn’t
believe how cute the comforter is. It has white stripes and stars. The
bed is so comfortable. Remember my old bed? It was getting so bad.
Jill: Oh yeah, I . . .
Mandy: So when you come over, you’ll be amazed at how different my room looks
with the new bed. It’s so great. The pillows are much bigger and fluffier.
I wanted my mom to get some other pillows we saw at the store, but we
couldn’t because she thought they were too expensive. I didn’t think so.
Jill: Which store did you . . .
Mandy: I really wanted the other pillows, but the ones I have are pretty nice too.
Narrator: Jill is annoyed with Mandy. Mandy doesn’t notice; she just keeps talking.
Mandy: We got the comforter at that new store in the mall. You should really go
there sometime. My dad didn’t want to go.
Jill: Oh, I think I have . . .
Mandy: Why wouldn’t my dad want to go? I mean, it’s fun to go shopping.
Instead, he just stayed home and watched TV. I think he should . . .
Jill: (impatiently) Listen Mandy, I have to go. I think I have some homework
to do or something.

1. What did Mandy do each time Jill tried to talk?
2. Do you think Jill really wanted to go home and do her homework? Explain your answer.
3. How could this conversation have worked better?
Script B
Narrator: Jill and Mandy are walking home from school. Mandy is really excited
about her new bed.
Mandy: My new bed is so awesome. It was delivered yesterday, and my mom

bought new pillows, sheets, and a new purple comforter. You wouldn’t
believe how cute the comforter is. It has white stripes and stars. The
bed is so comfortable. Remember my old bed? It was getting so bad.
Jill: Oh yeah, I . . .
Mandy: So when you come over, you’ll be amazed at how different my room looks
with the new bed. It’s so great. Even the pillows look different because
they are much bigger and fluffier. I wanted my mom to get some other
pillows we saw at the store, but we couldn’t because she thought they
were too expensive. I didn’t think so.
Jill: Which store did you go to?
Mandy: Oh, we went to that new store at the mall. You know, the one near the
shoe store. Have you ever been there?
Jill: Oh, yeah. I went there with my mom last week. They have a lot of nice
things.
Mandy: Did you see all of the cool decorations?
Jill: Yes. I want to go back to get some things for my birthday party.
Narrator: Mandy and Jill continue to take turns talking and have a nice conversation
as they walk home from school.

1. What did Mandy do differently in this script?
2. Do you think Jill was more interested in the conversation this time? Why?
3. How could the girls change the conversation topic to focus more on Jill?

Lesson 3  Uh huh . . . Really? No Way!
Lesson Plan
Materials:
  chart paper
 markers
Introduce the concept: When you talk to someone, you assume he is listening to you, right?
Otherwise, why would you waste your breath? There are certain things listeners do that let
the speaker know they are listening. How can a listener let you know he is truly listening?
(Encourage discussion and write ideas on chart paper.) Good listener indicators include:
maintaining eye contact; nodding; asking on-topic questions; and making comments like “Oh,
really,” “You’re kidding,” “Oh, no,” and “Uh huh.”
What happens when you are talking to someone who does not use these listener indicators?
You probably can’t tell if he’s really listening to you or not, right? (Encourage discussion.) It’s
certainly difficult to have a conversation with someone who is acting like a brick wall! Be sure
to use good listener indicators when someone speaks to you.
Members (page 12).
Extension activity: Divide the students into groups of two or three. Have the students take
turns being the speaker and the interested listener. The interested listener should practice
using good eye contact and body language and should ask questions and make comments.

Characters: John, Bill, Mandy, narrator
Setting: playground
Background: John, Bill, and Mandy are on the

playground, hanging out.
Script A
Narrator: John, Bill, and Mandy are hanging out on the playground. John is really
excited about his new dog.
Mandy: John, it’s so awesome that you got a new dog. What kind is it?
John: He’s a golden retriever and he’s just eight weeks old.
Narrator: Mandy is looking at John, and nodding her head as he talks. Bill is
tapping his foot impatiently and looking around.
Mandy: That’s so great!
John: Yeah, he’s only about ten pounds now, but he’ll be pretty good sized when
he grows up. I can’t wait.
Mandy: Oh, cool.
John: Bill, don’t you have a golden retriever?
Narrator: Bill is startled.
Bill: Huh? What? Yeah, I had pancakes this morning too.
John: (annoyed) What?

1. How did Mandy show that she was interested in what John was saying?
2. Why was John annoyed?
3. How could Bill have done a better job showing that he cared?

Script B
Narrator: John, Bill, and Mandy are hanging out at the playground. John is really
excited about his new dog.
Mandy: John, it’s so awesome that you got a new dog. What kind is it?
John: He’s a golden retriever and he’s just eight weeks old.
Narrator: Mandy is looking at John, and nodding her head as he talks.
Bill: No way, you got a dog?
John: Yeah, we just got him last weekend. I went with my mom to get him.
Mandy: Mm hmm.
John: We had to drive almost two hours to pick him up.
Bill: What’s his name?
Narrator: The kids spend several minutes talking about John’s new dog.

1. What did Bill do differently in this script?
2. How could John tell that Bill and Mandy cared about what he was saying?

Lesson 4  Switching Topics
Lesson Plan
Materials:
  Switching Topics mini-poster, page 58
  chart paper
 markers
Introduce the concept: Once you start talking about one topic, how long are you locked
in to talk about it? An hour? All day? All week? No, of course not! Imagine if that was
the case. I mean really, how long can people talk about one thing?
Actually, a conversation topic can change anytime the “talkers” feel like it. In fact, it’s
natural to switch topics from time to time. This can happen when people have nothing
new to add to the current topic. It can also happen when the current topic reminds
someone of a related or similar topic. To shift the conversation to a related topic, use
words like, “Speaking of . . .” or “That reminds me . . .” For example, if students are having
a conversation about pets, someone might shift the topic slightly by saying, “Speaking of
pets, I met John’s new dog yesterday.” That would be switching to a related topic. Let’s
think of other ways to switch to a related topic. (Encourage suggestions. Write the given
examples on chart paper, along with students’ suggestions.)
Sometimes you might want to change the subject of conversation to a new topic. In that
case, you would wait for a long pause in the conversation, and introduce a new idea by
using a phrase like, “So, have you guys ever . . . ?” Another way of introducing a new
topic is to say something like, “I know this is a little off-topic, but . . . ” or “Before I forget,
I wanted to tell you . . . ” Name some other ways to switch to a new topic. (Encourage
ideas. Write the given examples on chart paper and add any ideas the students generate.)
Why is it important to wait for a pause in the conversation before switching to a new topic?
(Encourage discussion and list ideas on chart paper.)
Members (page 12).
Wrap-up: Review and discuss the Switching Topics mini-poster. Add suggestions as

Characters: Tom, Jill, Matt, narrator
Setting: cafeteria
Background: Tom, Jill, and Matt are having a conversation as they eat their lunches in the
school cafeteria.
Script A
Narrator: Tom, Jill, and Matt are talking while they eat their lunches in the
school cafeteria.
Tom: So, are you guys going to the science fair this weekend? I can’t
wait to go!
Jill: Yeah, actually I have an exhibit in the fair.
Tom: Oh, you do? What is your exhibit about?
Jill: It’s about wave currents, tides, and the moon. I’ve been working on it
with my dad for several weeks. Maybe I’ll win a prize this year.
Tom: Oh, cool. I’ll have to look for that when I go.
Matt: The surfing’s been awesome at White’s Beach lately.
Jill: What are you talking about?
Tom: Yeah, what does that have to do with the science fair?
Narrator: Tom and Jill shake their heads at Matt and continue their conversation
about the science fair.

1. What was the original topic of conversation?
2. Matt wasn’t trying to be rude. What was the matter with what he said?
3. How could Matt have changed topics differently?

Script B
Narrator: Tom, Jill, and Matt are talking while they eat their lunches in the
school cafeteria.
Tom: So, are you guys going to the science fair this weekend? I can’t
wait to go!
Jill: Yeah, actually I have an exhibit in the fair.
Tom: Oh, you do? What is your exhibit about?
Jill: It’s about wave currents, tides, and the moon. I’ve been working on it
with my dad for several weeks. Maybe I’ll win a prize this year.
Tom: Oh, cool. I’ll have to look for that when I go.
Matt: Speaking of waves and tides, have you guys been to White’s Beach
lately? The surfing has been awesome.
Tom: No way, really? I’ll have to check it out. I just got a new surfboard that
I’m excited to try out.
Narrator: The students shift their topic of conversation to surfing.

1. How did Matt connect his new topic to the current topic?
2. What is another way Matt could have introduced his new topic?
3. How could Matt have changed to a brand new, unrelated topic?

Switching to a Related Topic
Wait for a pause in the conversation, then try phrases like:

• Speaking of . . .

• That reminds me . . .
• Oh that’s cool, but what about . . .
58
Switching to a New Topic
Wait for a pause in the conversation, then try phrases like:

• Oh that reminds me, I have to tell you about . . .
• Switching topics for a minute . . .
• On a different subject . . .

Lesson 5  See Ya Later–Gotta Go!
Lesson Plan
Materials:
  chart paper
 markers
Introduce the concept: Every conversation eventually comes to an end. Sometimes

conversations must end because there is no more time to talk, like when recess is over,
you’re late for lunch, or you have to get off the bus. Sometimes conversations end
because there is nothing else to say, or people are tired of talking or listening. When
you’re trying to end a conversation, you can’t really just walk away in the middle of a
sentence, or put your hand up and say “Okay, we’re done,” right? People would think
you were rude. What are some words to use to end a conversation? (Encourage
What are some nonverbal signals people give when a conversation is about to end?
(Encourage discussion and write ideas on chart paper, such as standing up, moving
away from the speaker.)
Members (page 12).

Characters: Jill, Bill, narrator
Background: Jill and Bill are friends. They are talking in the hallway between classes.
Script A
Narrator: Jill and Bill are talking to each other in the hallway between classes.
Bill: Hi, Jill. How’s it going?
Jill: Pretty good. I’m happy that it’s almost spring vacation.
Bill: Yeah. Me too. My friend from Florida is coming to visit. I can’t wait!
What are you doing during break?
Jill: Well, I think we might go to visit my aunt in New York for a few days.
We haven’t seen her for a while and she . . .
Narrator: Bill starts looking all around instead of listening to Jill. He suddenly
turns and starts to walk away.
Bill: Okay, bye.
Jill: How rude!

1. How do you think Jill felt when Bill walked away?
2. Why did Jill think Bill was rude?
3. How could Bill have ended the conversation differently?

Script B
Narrator: Jill and Bill are talking to each other in the hallway between classes.
Bill: Hi, Jill. How’s it going?
Jill: Pretty good. I’m happy it’s almost spring vacation.
Bill: Yeah. Me too. What are you doing during break?
Jill: Well, I think we might go to visit my aunt in New York for a few days. We
haven’t seen her for a while and she lives on a farm. When we go there
we do all kinds of different things. I love it there. What are you doing?
Bill: I think we might just stay home, but my friend from Florida is supposed to
come to visit us. I’m excited about that.
Jill: That sounds fun.
Narrator: Bill looks at his watch and notices that it’s almost time to get back to class.
Bill: We’d better get going. The bell is about to ring.
Jill: Oh, yeah. That’s right.
Narrator: Bill starts to walk away.
Bill: Have fun in New York!

1. Do you think Jill’s feelings were hurt this time when Bill ended the conversation?
2. What nonverbal and verbal strategies did Bill use to end the conversation politely?
Lesson 6  Don’t Be a Space Invader
Lesson Plan
Materials:
  chart paper
 markers
 chairs
Optional props: journals/notebooks
Introduce the concept: Have you ever met a “space invader”–someone who likes to be so
close to your face when he talks that you can feel his breath, and you feel like you need to do
a backbend to get away? Or someone who likes to pull a chair up so close to yours that you
have to keep scooting away? How did it make you feel? (Encourage discussion.)
What kinds of things to “space invaders” do? (Encourage discussion and write ideas on chart
paper, such as stand or sit too close, put arms in someone’s space, put belongings in other
people’s areas.) How can you tell if you’re being a space invader? (Encourage discussion
and write ideas on chart paper.)
When you realize you have invaded another person’s space, you should back away to give
him more space and maybe even offer a quick, friendly apology, like “Oh, I’m sorry I was
crowding you.”
Tips to avoid being a “space invader”:

 Keep about an arm’s length away from others.
 Keep your belongings in your own zone/area.
 Watch for nonverbal signals that you are too close; the other person backs away or
gives you a funny look, for example.
 Apologize and move away if you realize you have invaded someone else’s space.
Members (page 12).

Characters: Bill, Tom, Mrs. Jones, narrator
Setting: classroom
Background: Mrs. Jones would like to have a group

meeting with her students.
Script A
Narrator: Mrs. Jones would like to have a group meeting with her students.
Mrs. Jones: Boys and girls, please bring your chairs up to the front of the classroom
and form a semi-circle. Oh, and please bring your journals with you.
Narrator: The students carry their chairs to the front of the room. Bill sets his chair
down and sits on it.
Tom: (to Bill) Can I sit next to you?
Bill: Sure.
Narrator: Tom places his chair too close to Bill’s and sits down. Bill slides his chair
away slightly.
Mrs. Jones: Please open your journals to yesterday’s entries.
Tom: (to Bill) I forgot my journal at home. Do you mind if I look on with you?
Bill: Sure, that’s fine.
Narrator: Tom again slides his chair very close to Bill’s. Tom leans over so that his
head is nearly in front of Bill’s as they read the journal. Bill moves his
head away from Tom’s, clears his throat loudly, and slides his chair away
from Tom again.
Tom: Bill, when you move away from me I can’t see.
Bill: (annoyed) Well, you are practically sitting in my lap.

1. What nonverbal clues did Bill give to Tom that he was invading Bill’s space?
2. Why was Bill annoyed at the end of this script?

Script B
Narrator: Mrs. Jones would like to have a group meeting with her students.
Mrs. Jones: Boys and girls, please bring your chairs up to the front of the classroom
and form a semi-circle. Oh, and please bring your journals with you.
Narrator: The students carry their chairs to the front of the room. Bill sets his chair
down and sits on it.
Tom: (to Bill) Can I sit next to you?
Bill: Sure.
Narrator: Tom places his chair too close to Bill’s and sits down. Bill slides his chair
away slightly.
Mrs. Jones: Please open your journals to yesterday’s entries.
Tom: (to Bill) I forgot my journal at home. Do you mind if I look on with you?
Bill: Sure, that’s fine.
Narrator: Tom again slides his chair very close to Bill’s. Tom leans over so that his
head is nearly in front of Bill’s as they read the journal. Bill moves his
head away from Tom’s, clears his throat loudly, and slides his chair away
from Tom again.
Bill: Whoa buddy, not so close!
Tom: (realizing his mistake) Oh, I’m sorry, Bill. I’m right in your way.
Narrator: Tom moves so that he is not in Bill’s personal space. The two boys then
share the journal as they listen to Mrs. Jones.

1. Why do you think Tom apologized?
2. What did Tom do differently in this version of the script to be more socially successful?

Lesson 7  Protecting Your Zone
Lesson Plan
Materials:
  chart paper
 markers
Optional props: lunch trays, spoon
Introduce the concept: Personal space is one of those funny things that’s hard to measure,
but once someone steps into your “zone,” you know if someone has gotten too close. It can
be really uncomfortable when someone stands or sits too close to you, or leans into your area.
Sometimes a person may violate your space by throwing his backpack too close to your feet
on the bus, or allowing his papers to creep over to your side of the library table, for example.
Naturally, there are times when people will enter your personal space zone and there’s not
much you can do about it. For example, if you’re standing in a crowded elevator or auditorium,
you can’t say, “Hey dude, move over. You’re, like, totally in my personal space zone.” But,
in other instances when someone gets a little too close for comfort, you can protect your
space by moving away, giving nonverbal signals, or even using polite words. What nonverbal
signals and polite words could you use to ask someone to give you more personal space?
(Encourage ideas and list on chart paper.)
Try these strategies to protect your zone:

 Back away slightly.
 Put your hand up with your palm toward the other person as if you were blocking him.
 Raise your eyebrows in surprise.
 Say, “Excuse me” and move away slightly.
 Say, “Can you please back up a little bit?”
Members (page 12).
Extension activity: Role-play letting another person know he is in your personal space.
Be sure to use nonverbal signals first. Then, if necessary, use words.

Characters: Matt, John, narrator
Setting: cafeteria
Background: John is eating lunch at a table in the

cafeteria. Matt is walking over to join him.
Script A
Narrator: Matt notices John eating lunch in the cafeteria. He quickly walks over to
join him at his table.
Matt: (sets his lunch tray down almost on top of John’s) Hey, John.
How are ya?
Narrator: John’s facial expression shows that he’s surprised that Matt is so close.
John slides his lunch tray away from Matt’s.
John: I’m doing all right.
Matt: (sitting down) Good, good. So, what’s new?
Narrator: Matt moves closer to John, sliding his lunch tray over until it’s touching
John’s. Matt elbows John as he takes a bite of his lunch. John gives
Matt another surprised look.
John: (angrily) Can’t you see you’re too close to me? What’s the matter with
you, anyway?
Narrator: John gets up to move to another table.

1. How did John feel at the end of this script? Why?
2. How do you think Matt felt after John got angry with him and left the table?
3. Do you think Matt was trying to annoy John? Explain your answer.

Script B
Narrator: Matt notices John eating lunch in the cafeteria. He quickly walks over to
join him at his table.
Matt: (sets his lunch tray down almost on top of John’s) Hey, John.
How are ya?
Narrator: John’s facial expression shows that he’s surprised that Matt is so close.
John slides his lunch tray away from Matt’s.
John: I’m doing all right.
Matt: (sitting down) Good, good. So, what’s new?
Narrator: Matt moves closer to John, sliding his lunch tray over until it’s touching
John’s. Matt elbows John as he takes a bite of his lunch. John gives
Matt another surprised look.
John: Uh, not much, except you’re really close. Would you mind scooting over
a little?
Matt: What? Oh, I’m sorry. I didn’t realize I was sitting too close to you. I’m glad
you told me.

1. Why was Matt glad that John asked him to scoot over?
2. What is another polite way to tell someone he is in your personal space?

Lesson 8  Space Invaders Are Okay–Sometimes
Lesson Plan
Materials:
  chart paper
 markers
Optional prop: camera
Introduce the concept: Although it may feel a little awkward to some of you who are very
protective of your personal space, there are some times when it is appropriate and acceptable
to stand or sit very close to another person. For example, when you tell a secret to someone,
it is appropriate to lean very close and put your mouth very close to the listener’s ear.
Name some other times and places when it’s okay to step into someone’s personal space.
(Encourage ideas and write on chart paper, such as standing/sitting on a crowded subway,
sitting in the bleachers of a crowded game, hugging.) If your Aunt Sally greets you with a
hug and a kiss, should you push her away and say, “Get out of my space, lady”? If someone
bumps into you in a crowded setting, should you get upset? Why? (Encourage discussion.)
What calming strategies can you use if you feel like someone is too close to you? (Encourage
ideas and list on chart paper.)
Members (page 12).

Characters: Mandy, Jill, narrator, photographer

Optional characters: other students posing for the
picture (non-speaking parts)
Setting: school gym
Background: Mandy and Jill are having their class
picture taken in the school gym.
Script A
Narrator: The students are in the school gym, posing for their class picture.
Photographer: Okay, everybody. I need everyone to look this way. Please squeeze in
close together so I can get everyone in the shot.
Narrator: The students move close together. Mandy and Jill are standing
side by side.
Photographer: Okay, great. Actually, please move in a little bit more. Don’t be afraid to
get close. We’re all friends here.
Narrator: Mandy, Jill, and the other students squeeze closer together until they are
shoulder to shoulder.
Mandy: (looking annoyed) This is ridiculous.
Jill: I know.
Narrator: Mandy accidentally loses her balance a bit and nearly falls forward. She
catches her balance by placing her hand on Jill.
Jill: (to Mandy) What do you think you’re doing? Ugh! I just can’t take this
anymore.
Narrator: Jill moves out of the group and stomps out of the room.

1. Why did Jill leave the room?
2. How do you think Mandy felt when Jill left?
3. How could Jill have handled this situation differently?

Script B
Narrator: The students are in the school gym, posing for their class picture.
Photographer: Okay, everybody. I need everyone to look this way. Please squeeze in
close together so I can get everyone in the shot.
Narrator: The students move close together. Mandy and Jill are standing
side by side.
Photographer: Okay, great. Actually, please move in a little bit more. Don’t be afraid to
get close. We’re all friends here.
Narrator: Mandy, Jill, and the other students squeeze closer together until they are
shoulder to shoulder.
Mandy: (looking annoyed) This is ridiculous.
Jill: I know.
Narrator: Mandy accidentally loses her balance a bit and nearly falls forward. She
catches her balance by placing her hand on Jill. Jill starts to get upset,
then closes her eyes briefly and takes a deep breath to calm down.
Jill: I hope we take this picture soon. I’m getting tired of this.
Mandy: Me too. We’re packed in so tightly!
Photographer: Okay, everybody. Look right here. Smile!
Narrator: The photographer takes the picture.
Photographer: Okay. Great. You’re all set. Nice job.
Narrator: The students breathe sighs of relief as they slowly move apart and head
back to class.

1. What strategies did Jill use in this version of the script to help her deal with
the closeness?
2. What other self-calming strategies could Jill have used?
3. Do you think Mandy may have been bothered by the closeness? Explain your answer.

Answer Key  Conversations and Personal Space
 Lesson 1 Let’s Talk
Script A
1. He insulted her so she didn’t want to be near him anymore.
2. disappointed in himself/sorry/frustrated he didn’t say something nicer
3. No; he apologized. He was nervous and tried to break the ice/start a
conversation with Mandy.
4. “Hey, I like your painting.”/“Can I borrow a brush?”/“Do you know where I can
find extra paper?”/“I like to paint pictures of nature too.”
Script B
1. asked Mandy a question that was on-topic/well-timed; combined the question
with a compliment
2. flattered/happy
 Lesson 2 Everybody Gets a Turn
Script A
1. interrupted her/ignored her
2. No; she probably just wanted to get away from Mandy.
3. Mandy needed to give Jill a turn to talk.
Script B
1. asked Jill a question to give her a turn in the conversation
2. Yes; because Mandy included her in the conversation/didn’t cut her off.
3. The girls could talk about Jill’s birthday/bedroom.
 Lesson 3 Uh huh . . . Really? No Way!
Script A
1. gave supportive/positive comments; asked an on-topic question
2. Bill wasn’t listening to him.
3. given eye contact/made good comments/used good listener indicators
Script B
1. made a good comment/asked an on-topic question
2. They made good comments/used good listener indicators.

 Lesson 4 Switching Topics
Script A
1. science fair
2. It was off-topic.
3. said, “I know it’s a little off-topic, but that reminds me . . . the waves have been
great . . . ”/“Speaking of waves . . . ”
Script B
1. He connected the conversation about waves to surfing the waves at
White’s Beach.
 Lesson 5 See Ya Later–Gotta Go!
Script A
1. unimportant/insulted
2. He walked away from her when she was in the middle of a sentence.
3. waited for a brief pause in Jill’s story, made a quick on-topic comment, then said,
“Oh, sorry, I have to hurry to get to my next class.”
Script B
1. No; he allowed Jill to finish her thought/made polite comments/gave a reason for
ending the conversation/closed the conversation in a friendly way.
2. checked his watch/gave a polite excuse to end the conversation
 Lesson 6 Don’t Be a Space Invader
Script A
1. moved chair away/leaned back/cleared his throat
2. Tom kept invading Bill’s personal space.
Script B
1. He realized he had offended/annoyed Bill by invading his personal space.
2. noticed Bill’s hints/adjusted his body in space
 Lesson 7 Protecting Your Zone
Script A
1. angry/annoyed; because Matt invaded his personal space
2. surprised/hurt
3. No; he was being friendly to John/probably didn’t realize he was bothering John/
didn’t pick up nonverbal signals.
Script B
1. because John told him in a nice way instead of getting annoyed/keeping quiet
2. “Excuse me, you’re a little too close.”/“I have a cold so you might not want to get
too close to me.”

 Lesson 8 Space Invaders Are Okay–Sometimes
Script A
1. She was bothered by Mandy touching her/upset because everyone was standing
so close together.
2. confused/hurt
3. taken some deep, calming breaths/reminded herself it would be over soon
Script B
1. closed her eyes and breathed deeply to calm down/used words to explain what
was bothering her
2. self-talk/counted silently/visualized a better situation
3. Yes; she said the closeness was “ridiculous.”

Unit 4  Hugs and Handshakes
Some children have a difficult time understanding where their bodies end and others’ begin.
They may bump into people and things because they lack an awareness of their bodies in
space, or they may be averse to physical contact and therefore avoid other people. Some
children with social skills weaknesses who have accompanying sensory-integration issues
may seek deep pressure; they may hug or grab hands too tightly, or wince after a light
touch. Children with weak social skills may not understand how to respond to the hugs and
handshakes offered by family members and friends. They may initiate inappropriate physical
contact with strangers or acquaintances.
In this unit, students will learn skills related to hugs, handshakes, and other physical contact.
They will discuss situations in which hugs and handshakes are expected, how they feel about
them, and what to do in those situations.
General Language Scripts – Hugs and Handshakes

Home Connection Letter — Hugs and Handshakes
Dear Family,
Your child has been learning social skills for giving and accepting hugs and
handshakes:
  giving a formal handshake vs. a high five
  knowing whom to hug
  using posture and body language
Discuss any materials your child brings home. Remind your child to use
these new skills.
1. Practice formal handshakes: establish eye contact, extend your right

hand forward with palm facing sideways, firmly grasp the other person’s
hand, shake hands up and down, say something friendly.
2. Practice high fives and invent fun handshakes.
3. Discuss which people you feel comfortable having your child give hugs
to or receive hugs from.
Thank you very much for helping your child learn about giving and accepting
hugs and handshakes.
_______________________________ _________________

Lesson 1  Traditional Handshakes
Lesson Plan
Materials:
  Put ‘er There mini-poster, page 79
  chart paper
 markers
Introduce the concept: Handshakes aren’t just for old guys and politicians. There are
times when kids are expected to shake hands as adults do. When someone extends his
hand toward you with his palm facing sideways (demonstrate), never fear! He’s probably
just looking for a handshake. People tend to shake hands when they meet you for the first
time, when they are greeting you after not seeing you for a long time, or when they are
congratulating you on an accomplishment. What are some other reasons someone might
like to shake your hand? (Encourage ideas and write them on chart paper.)
Directions for a good handshake:

1. Extend your right hand toward the other person with your palm sideways,
fingers straight and together.
2. When your hand reaches the other person, grasp hands so your thumb is
slightly up, and shake up and down two times.
3. Make friendly eye contact and say things like “Nice to meet you,” “Great to see
you,” or “Congratulations,” depending on the situation.
Tip: Really impress an adult by confidently initiating the handshake in the right situation.
Members (page 12).
Read the scripts and complete the discussion questions (answers on page 90).
Extension activity: Practice shaking hands with one another. Focus on eye contact,
tightness of handshake, body posture, etc.
Wrap-up: Review and discuss the Put ‘er There mini-poster. Add suggestions as appropriate
for your students. Complete the rubrics.

Characters: Matt, Bill, Mr. Benson (school principal),

Mrs. Jones, narrator
Setting: classroom
Background: Mr. Benson is congratulating Matt and

Bill on receiving community service awards.
Script A
Narrator: Mr. Benson, the school principal, enters Mrs. Jones’s classroom to
congratulate Matt and Bill on their community service awards.
Mr. Benson: Matt and Bill, could you stand up, please?
Narrator: Matt and Bill stand up.
Mr. Benson: Boys and girls, I’m here today to congratulate Matt and Bill for receiving
community service awards. They have been working hard, volunteering
at the senior center. Let’s give them a round of applause.
Narrator: Everyone claps for Matt and Bill. Mr. Benson walks toward the boys and
extends his hand to Bill to shake hands.
Mr. Benson: Congratulations, Bill.
Narrator: Bill grasps Mr. Benson’s hand and makes friendly eye contact.
Bill: Thank you, Mr. Benson.
Narrator: Mr. Benson faces Matt and extends his hand toward him to shake his hand.
Mr. Benson: Congratulations, Matt.
Matt: (acting cocky) Yeah, that’s right. I’m the best.
Narrator: Matt smiles and attempts to high-five Mr. Benson.
Matt: Come on, dude. Show me some love. Give me a high five or something.
Mrs. Jones: Matt, that is very inappropriate. Show Mr. Benson some respect, please.

1. What is wrong with what Matt did? Can you think of a situation where Matt’s behavior
would be appropriate?
2. How do you think Mr. Benson felt about the way Matt acted?
3. Demonstrate how Matt should have behaved in this situation.
Script B
Narrator: Mr. Benson, the school principal, enters the classroom to congratulate
Matt and Bill on their community service awards.
Mr. Benson: Matt and Bill, could you stand up, please?
Narrator: Matt and Bill stand up.
Mr. Benson: Boys and girls, I’m here today to congratulate Matt and Bill for receiving
community service awards. They have been working hard, volunteering
at the senior center. Let’s give them a round of applause.
Narrator: Everyone claps for Matt and Bill. Mr. Benson walks toward the boys and
extends his hand to Bill to shake hands.
Mr. Benson: Congratulations, Bill.
Narrator: Bill grasps Mr. Benson’s hand and makes friendly eye contact.
Bill: Thank you, Mr. Benson.
Narrator: Mr. Benson faces Matt and extends his hand.
Mr. Benson: Congratulations, Matt.
Matt: Thank you.
Narrator: Matt shakes hands with Mr. Benson.
Mr. Benson: Mrs. Jones, you must be very proud of these boys.
Mrs. Jones: Yes, absolutely.

1. What did Matt do differently this time?
2. What do you think would have happened if Matt had refused to shake Mr. Benson’s hand?

Steps for shaking someone’s hand:

Make eye contact.
79
Extend your right hand out in front of you, toward the other person.
Make sure your palm is sideways (as if you’re chopping something
with the side of your hand), and your thumb is slightly up.
Take a step toward the other person.
Grasp the other person’s hand firmly, but not too tightly.
Say something friendly and appropriate for the occasion, like “Nice
to meet you,” “Great to see you,” or “Congratulations.”

Lesson 2  Friendly Handshakes and High Fives
Lesson Plan
Materials:
  chart paper
 markers
Introduce the concept: When someone walks toward you with his hand raised, his palm
facing you, and a smile on his face (demonstrate), what do you think that usually means?
He’s telling you he’s five years old? He wants to show you something on the palm of his
hand? He wants to slap you? No–he probably wants to give you a high five, right?
In formal situations with adults, such as meeting your principal for the first time, kids are often
expected to shake hands. In more casual situations with friends, kids often like to give high
fives, fun handshakes, knuckle-bumps, or shoulder checks. What are some other times when
kids give friendly handshakes? (Encourage ideas and write them on chart paper.)
When giving friendly handshakes and high fives, follow some of the same rules as for
traditional, formal handshakes: give friendly eye contact, respond with a matching gesture,
and use friendly words.
Members (page 12).
Extension activity: Practice giving high fives and fun, inventive handshakes to each other.
Focus on eye contact, body language, and friendly words.

Characters: John, Tom, Mandy, narrator
Setting: school gym
Background: John, Tom, and Mandy are playing on

the same basketball team in P.E. class.
Script A
Narrator: John, Tom, and Mandy are playing on the same basketball team in P.E.
class. The game is almost over. One more basket and their team wins.
Mandy dribbles the ball toward the hoop, shoots, and scores. They win!
The kids are very excited. Tom runs toward Mandy and puts his hand up
to give her a high five. John is right behind him.
Tom: Wow, Mandy! Great shot.
Narrator: Mandy and Tom slap high fives, smiling.
Mandy: Hey thanks, Tom. That was an awesome game!
Narrator: Mandy raises her hand up to give John a high five. John looks at her with
a serious expression and puts his hands behind his back.
John: (seriously) That was a wonderful display of fine athletic skill.

Congratulations on your achievement.
Mandy: (looks at John strangely) Thanks, I think.

1. What was unusual about the way John congratulated Mandy?
2. Why did Mandy look at John strangely?
3. How could John have responded differently?

Script B
Narrator: John, Tom, and Mandy are playing on the same basketball team in P.E.
class. The game is almost over. One more basket and their team wins.
Mandy dribbles the ball toward the hoop, shoots, and scores. They win!
The kids are very excited. Tom runs toward Mandy and puts his hand up
to give her a high five. John is right behind him.
Tom: Wow, Mandy! Great shot.
Narrator: Mandy and Tom slap high fives, smiling.
Mandy: Hey thanks, Tom. That was an awesome game!
Narrator: Mandy raises her hand up to give John a high five. He smiles, walks
toward her, puts his hand up, and gives her a high five.
John: Mandy, that was amazing. You have to be the game’s MVP!

1. What did John do differently this time to make the situation work better?
2. What did he mean when he said, “You have to be the game’s MVP”?

Lesson 3  Family Hugs
Lesson Plan
Materials:
  Family Hugs mini-poster, page 86
  chart paper
 markers
Introduce the concept: If your grandmother moves toward you with her arms reaching
out to you and her lipsticky lips pursed, what are your options? Pretend you don’t notice
and walk away? Give a mean look and put your hand up to stop her? Run? How do you
think your grandmother would feel if you turned and ran the other way when she approached
you? How would she feel if you made an annoyed face and then just stood next to her with
your arms down? (Encourage discussion.) Hugs and kisses can be awkward sometimes,
but they are a part of family life.
Directions for successful hugging:

1. Make eye contact and smile.
2. Outstretch your arms and lean forward.
3. Or, try a side-to-side hug. Stand next to the other person and put your arm around
his shoulder or waist.
Members (page 12).
Wrap-up: Review and discuss the Family Hugs mini-poster. Add suggestions as appropriate

Characters: Jill, John, Aunt Pearl (John’s aunt),

narrator
Setting: John’s home
Background: John is celebrating his birthday at his

home with family and friends.
Script A
Narrator: John’s birthday guests are arriving at his home and the party is about
to begin. John is talking to his friend Jill as his Aunt Pearl arrives.
Jill: This party is gonna be great! Are any more kids from our class coming?
John: Matt and Tom are supposed to be coming. They should be here soon.
Narrator: The doorbell rings.
John: I wonder who that is. Let’s go see.
Narrator: John and Jill go to the front door and open it.
Aunt Pearl: Well hello, birthday boy! Happy Birthday! Give your Aunt Pearl a hug.
Narrator: Aunt Pearl moves forward and tries to hug John. John looks nervous and
shakes his head.
John: No way! Not in front of my friends!

1. How do you think Aunt Pearl felt when John said “No way”?
2. What are some possible reasons John didn’t want to hug Aunt Pearl?
3. What do you think John should have done?

Script B
Narrator: John’s birthday guests are arriving at his house and the party is about
to begin. John is talking to his friend Jill as his Aunt Pearl arrives.
Jill: This party is gonna be great! Are any more kids from our class coming?
John: Matt and Tom are supposed to be coming. They should be here soon.
Narrator: The doorbell rings.
John: I wonder who that is. Let’s go see.
Narrator: John and Jill go to the front door and open it.
Aunt Pearl: Well hello, birthday boy! Happy Birthday! Give your Aunt Pearl a hug.
Narrator: John hesitates at first, but then realizes he would hurt Aunt Pearl’s feelings
if he didn’t give her a hug. He steps forward and hugs Aunt Pearl.

1. Why did John decide to hug Aunt Pearl?
2. What would be another appropriate solution?

Family Hugs

How to handle family hugs:

► Make eye contact and smile.
86
► Outstretch your arms and lean forward.
► Or, try a side-to-side hug. Stand next

to the other person and put your arm
around his shoulder or waist.

Lesson 4  To Hug or Not to Hug?
Lesson Plan
Materials:
  chart paper
 markers
Introduce the concept: Like it or not, there are people in the world that you will probably
hug from time to time. These people include parents, brothers, and sisters. Can you think
of anyone else? (Encourage discussion and write ideas on chart paper.) Sometimes we
even hug close friends.
On the other hand, there are some people you are not expected to hug, and probably shouldn’t.
The cashier at the grocery store or the mail carrier may look at you strangely if you hug them.
Why? (Encourage discussion.) Hugging is more intimate and personal than handshakes or
high fives, and is usually saved for people you are very close to. What do you think might
happen if you tried to hug the pizza delivery person? (Encourage discussion.)
How would you react if a stranger walked up to you and suddenly gave you a big hug?
Members (page 12).

Characters: Jill, Mandy, random student, narrator
Background: Jill and Mandy are walking down the

hallway in school. They just learned they both have
starring roles in the school play. They are extremely
excited.
Script A
Narrator: Jill and Mandy are talking as they walk down the hallway. They are very
excited because they just found out they will both be starring in the next
big school play.
Jill: I can’t believe it! Can you?
Mandy: This is the most amazing thing. I can’t believe we both have big parts in
the show.
Jill: This is going to be so awesome.
Mandy: I know. I feel like I just need to hug somebody.
Narrator: Mandy looks around and notices a random student walking toward them in
the hallway. She runs over to her and gives her a hug.
Random
Student: Hey! What do you think you’re doing? You’re weird.

1. Why did the random student act the way she did at the end of the script?
2. What could Mandy have done differently to show her enthusiasm?

Script B
Narrator: Jill and Mandy are talking as they walk down the hallway. They are very
excited because they just found out they will both be starring in the next
big school play.
Jill: I can’t believe it! Can you?
Mandy: This is the most amazing thing. I can’t believe we both have big parts in
the show.
Jill: This is going to be so awesome.
Mandy: I can’t wait to get home and tell my mom. She’s gonna be so excited!
Jill: I know. Let’s stop in to Mrs. Jones’s classroom and tell her we got the
parts!
Mandy: Good idea!
Narrator: The girls walk quickly down the hall to find Mrs. Jones.

1. What is Jill going to do this time to share her excitement?
2. Do you think she should hug Mrs. Jones? Explain your answer.

Answer Key  Hugs and Handshakes
 Lesson 1 Traditional Handshakes
Script A
1. disrespectful/not appropriate to be so casual and familiar with an adult of
authority; with classmates and friends
2. thought he was rude/obnoxious/disrespectful
3. shake hands politely, saying “Thank you”
Script B
1. shook hands, said “Thank you”
2. Mr. Benson and Mrs. Jones would have been disappointed; he could get
into trouble.
 Lesson 2 Friendly Handshakes and High Fives
Script A
1. too formal
2. John’s words were polite but odd for the occasion; he didn’t give her a high five.
3. “Cool shot”/“Awesome dunk”/“Great game”; gave Mandy a high five
Script B
1. gave Mandy a matching high five (appropriate for the conversation), used casual/
friendly language to congratulate her
2. He thinks she was the most valuable player in the game.
 Lesson 3 Family Hugs
Script A
1. hurt/sad/offended
2. embarrassed/uncomfortable
3. hugged Aunt Pearl
Script B
1. He really does like her/doesn’t want to hurt her feelings.
2. take her hand and say, “It’s great to see you”
 Lesson 4 To Hug or Not to Hug
Script A
1. didn’t know Mandy; it’s strange and inappropriate to hug someone you
don’t know.
2. jumped up and down/squealed/shouted
Script B
1. Share the news with Mrs. Jones and her mom.
2. Answers will vary. (She could if she feels close to Mrs. Jones.)

Unit 5  Excuse Me
Basic etiquette includes knowing how and when to say “Excuse me.” From an early age,
parents teach their children to automatically use this phrase when they interrupt, burp, bump
someone, etc. “Excuse me” is a powerful phrase that can earn you forgiveness for social
faux pas. It also allows you to politely interrupt a conversation. Older children who do not
use this phrase may amuse friends and classmates with their antics for awhile, but will not
be appreciated or respected by adults. With time, even other children will tire of this type
of rudeness. Children with social skills weaknesses may not realize the impact of saying or
omitting this phrase.
In this unit, students will learn the basic rules for how and when to use the phrase
“Excuse me.”
General Language Scripts – Excuse Me

Home Connection Letter — Excuse Me
Dear Family,
Your child has been learning how and when to say “Excuse me.” This is a
powerful phrase that can earn forgiveness for minor mistakes, interruptions, and
body noises. Discuss any materials your child brings home. Remind your child
to use these new skills.
1. When do you need to say “Excuse me”? Work together to think of ten
different situations.
2. Practice role-playing situations in which your child would be expected to

say excuse me (after burping, when walking in front of someone, when
interrupting.).
Thank you very much for helping your child learn about saying “Excuse me.”
_______________________________ _________________

Lesson 1  Excuse Me–I Have Something to Say
Lesson Plan
Materials:
  Excuse Me–I Have Something to Say mini-poster, page 96
  chart paper
 markers
 desks/chairs
Introduce the concept: The phrase “Excuse me” is a powerful one that gets attention and
lets you say what you want to say in some tricky situations. For example, you can say “Excuse
me” to get someone’s attention when you don’t know his name. You can say “Excuse me” to
interrupt someone when you have something important to say. Name some other times you
would use this phrase to get attention or say something important. (Encourage discussion
and list ideas on chart paper.) It’s usually okay to interrupt in these kinds of situations.
When you say “Excuse me,” use a polite tone of voice, say it loudly enough to be heard
(but not too loudly), and say it only once, if possible.
Members (page 12).
Wrap-up: Review and discuss the Excuse Me–I Have Something to Say mini-poster.

Characters: Mrs. Jones, Mr. Benson (school

principal), Bill, narrator
Setting: Mrs. Jones’s classroom
Background: Mrs. Jones and Mr. Benson are talking

to each other near Mrs. Jones’s desk. Bill notices that
it’s after 3:00.
Script A
Narrator: Mrs. Jones and Mr. Benson are having a conversation near Mrs. Jones’s
desk. It’s time for the students to start preparing for dismissal. The
students are watching the clock and getting nervous because they need
to leave the classroom by 3:00 to get to the buses on time. Bill wants to
say something to the adults. He raises his hand, but Mrs. Jones does not
notice him.
Mrs. Jones: (to Mr. Benson) Yes, that would be an excellent idea.
Narrator: Bill stands up and moves close to Mrs. Jones and Mr. Benson.
Mrs. Jones: Should I call all of the people on the list?
Mr. Benson: Call the first five people and I’ll ask Mrs. Card to call the rest.
Narrator: Bill is getting very nervous about missing the bus. He jumps up and down
next to Mrs. Jones.
Mrs. Jones: Just a minute please, Bill.
Mr. Benson: Do you think we should send notes home regarding the other issue we
talked about?
Narrator: Bill forces his way in between Mrs. Jones and Mr. Benson.
Bill: (yelling) What’s wrong with you people? Can’t you see we’re late? The
buses are going to leave without us.
Mrs. Jones: Oh Bill, you’re right. We are late, but your behavior was extremely rude.
Boys and girls, please quickly get your things together to go home. Bill,
I will talk to you tomorrow about your behavior.

1. What was Bill’s problem in this situation?
2. What do you think Mrs. Jones will say to Bill about his behavior?
3. When is it okay to interrupt adults who are having a conversation?
Script B
Narrator: Mrs. Jones and Mr. Benson are having a conversation near Mrs. Jones’s
desk. It’s time for the students to start preparing for dismissal. The
students are watching the clock and getting nervous because they need
to leave the classroom by 3:00 to get to the buses on time. Bill wants to
say something to the adults. He raises his hand, but Mrs. Jones does not
notice him.
Mrs. Jones: (to Mr. Benson) Yes, that would be an excellent idea.
Narrator: Bill stands up and moves close to Mrs. Jones and Mr. Benson.
Mrs. Jones: Should I call all of the people on the list?
Mr. Benson: Well, maybe you can call the first five people, and I’ll ask Mrs. Card to call
the rest.
Narrator: Bill is getting very nervous about missing the bus.
Bill: Excuse me, Mrs. Jones? I’m sorry to interrupt, but it’s past the time that
we usually get ready to go home. Should we pack up?
Mrs. Jones: Oh, my goodness! Of course. Thank you for telling me, Bill. Boys
and girls, please quickly pack up your things and line up at the door
for dismissal.

1. Bill interrupted Mrs. Jones, but he did not get into trouble. Why?
2. What do you think would have happened if Bill had interrupted the adults to say something
that was not necessarily an emergency? For example, “Excuse me, I have to tell you that
I’m having pizza for dinner.”

If you must interrupt someone to say something important, remember to:
► Move closer (if appropriate).

► Attempt to make eye contact.
96
► Try to wait for a brief pause in
the conversation.
► Say, “Excuse me,” followed by what you

have to say.

Lesson 2  Burps, Belches, and Other Body Noises
Lesson Plan
Materials:
  chart paper
 markers
 desks/chairs
Optional props: paper, pencils
Introduce the concept: Our bodies make sounds and noises that are natural, but can be
really embarrassing and disruptive. Coughing, burping, and other body noises are all normal
things, but when you do any of these things in front of other people, even by accident, you
need to say, “Excuse me” or “Pardon me” right away. Can you remember a time when you or
someone else burped during class? At lunch? In the library? What happened? (Encourage
discussion.)
Members (page 12).

Characters: Tom, John, Mrs. Jones, narrator
Setting: classroom
Background: The students are working quietly in

their classroom.
Script A
Narrator: It’s really quiet in Mrs. Jones’s classroom. The students are working on
math papers.
Mrs. Jones: Boys and girls, when you are finished with your math papers, please place
them in the basket on my desk and take out your silent reading books.
John: Buurp! (laughs)
Narrator: Tom laughs too.
Mrs. Jones: John, that was very inappropriate. Please say, “Excuse me.”
John: Why? That was funny!
Tom: Yeah. That was totally hilarious.
Mrs. Jones: I will need to see the two of you at recess.
Tom and John: What? What did we do?

1. What did John do wrong?
2. Why do you think Tom had to stay in from recess too?

Script B
Narrator: It’s really quiet in Mrs. Jones’s classroom. The students are working on
math papers.
Mrs. Jones: Boys and girls, when you are finished with your math papers, please place
them in the basket on my desk and take out your silent reading books.
Narrator: The students just finished their lunches a little while ago. John feels like
he might have to burp. He tries to do it quietly.
John: Buurp!
Narrator: Mrs. Jones looks up at John.
John: (wants to laugh but chooses to be polite instead of rude) Oh, excuse me.
Narrator: Mrs. Jones nods at John to show her approval. Tom remains quiet.

1. What happened differently in this script?
2. What do you think would have happened if Tom had laughed?

Lesson 3  Excuse Me–Comin’ Through!
Lesson Plan
Materials:
  chart paper
 markers
Optional props: straws
Introduce the concept: Don’t you hate it when you need to get somewhere quickly and it
seems like everyone is in your way? Maybe you’re trying to get through a doorway but a
group of girls is blocking your path. What do you do? Step forward and say “Excuse me”
with a friendly voice? If they don’t move, take another step forward and say “Excuse me”
again? (Encourage discussion.) Name some other specific situations when you might have
to say “Excuse me” to get by or get around someone. (Encourage ideas and write them on
chart paper.)
Members (page 12).
Extension activities: Role-play saying “Excuse me” when you need to get by someone.
Try the following situations:
a. You are trying to reach a book on a shelf in the library but someone is in your way.
b. Someone is standing in your way as you are trying to get to your desk.
c. You are trying to get on the city bus, but two people are standing and talking right in
front of the entrance to the bus.

Characters: Jill, Bill, Matt, narrator
Setting: school cafeteria
Background: Jill and Bill are standing in front of the

napkins and straws. Matt needs a straw for his drink.
Script A
Narrator: Jill and Bill are standing in front the napkins and straws. They don’t
realize they’re blocking Matt’s way as he tries to get to the straws.
Jill: (to Bill) So, what are we supposed to do for homework in science again?
I forget.
Bill: I think we need to finish reading chapter 2 and answer the questions at
the end.
Jill: Oh yeah, that’s right.
Narrator: Matt looks frustrated. He tries to reach around Jill, but she moves so that
he can’t get to the straws. She still doesn’t notice Matt.
Bill: (to Jill) Have you done your social studies project yet?
Jill: Well, I started on the map and I’m almost finished with the essay.
Narrator: Matt tries again to reach the straws. This time he reaches behind Bill, but
he still can’t get to them. He pushes Bill out of the way.
Matt: Ugh! What’s wrong with you guys? How can you be so rude?
Jill: What are you talking about? You’re the one who’s rude. You just
shoved Bill.
Bill: Yeah, Matt. What’s your problem?

1. Why did Matt think Jill and Bill were rude?
2. What did Jill and Bill think about Matt’s behavior?
3. What could Matt have done to avoid these problems?

Script B
Narrator: Jill and Bill are standing in front of the napkins and straws. They don’t
realize they’re blocking Matt’s way as he tries to get to the straws.
Jill: (to Bill) So, what are we supposed to do for homework in science again?
I forget.
Bill: I think we need to finish reading chapter 2 and answer the questions at
the end.
Jill: Oh yeah, that’s right.
Narrator: Matt looks frustrated. He tries to reach around Jill, but she moves so that
he can’t get to the straws. She still doesn’t notice Matt.
Bill: (to Jill) Have you done your social studies project yet?
Jill: Well, I started on the map and I’m almost finished with the essay.
Narrator: Matt tries again to reach the straws. This time he tries to reach behind
Bill, but Bill moves so that he still can’t reach them.
Matt: Excuse me, guys. I just need to reach in to get a straw.
Jill: Oh, sorry Matt. I didn’t even see you there.
Bill: Oh yeah, sorry Matt. Go right ahead.
Narrator: Jill and Bill move apart from each other so Matt can get to the straws.

1. What did Matt do differently this time to be more successful?
2. How could Matt’s tone of voice have affected the outcome of this script?

Lesson 4  Excuse Me–Gotta Go!
Lesson Plan
Materials:
  chart paper
 markers
 table
 chairs
Introduce the concept: Imagine you’re in the middle of band practice. You look at your
watch and notice it’s the time you promised your dad you would meet him in front of the
school. What do you do? Just drop your instrument and run? (Encourage discussion
and list ideas on chart paper.)
What do you suppose people would think if you were in the middle of a conversation and
you took off suddenly? (Encourage discussion.) When you are having a conversation with
someone and realize you need to get home or to your next class, for example, it is appropriate
to say, “Excuse me. I need to leave” or “Oh, I just realized I have to get going. See you later.”
Brainstorm some situations and appropriate “exit phrases.” (Write ideas on chart paper.)
Members (page 12).

Characters: Tom, Mandy, John, Jill, narrator
Setting: library, after school
Background: Tom, Mandy, John, and Jill are

studying for a social studies quiz.
Script A
Narrator: Tom, Mandy, John, and Jill are staying after school to study for a social
studies quiz together. They are in the school library.
Tom: Did you guys bring your study sheets?
John: Yes. I have my study sheets and some extra notes from Mrs. Jones.
Tom: Oh, good. Do you mind sharing?
Mandy: Yeah, that would be great.
Jill: Yeah, I’m really confused about some parts of chapter 3. I was hoping
you guys could help me out.
Narrator: Jill suddenly notices the clock and realizes it’s the time her mom told her
to be waiting outside the building to be picked up. She jumps up from the
table and runs out of the library.
John: Was it something we said?
Mandy: I don’t know.
Tom: Do you think she’s okay?
John: I don’t know. That was kind of weird.

1. Why do you think Jill left without saying anything?
2. How do you suppose Tom, John, and Mandy felt about Jill’s sudden disappearance?
3. What could Jill have done to be more successful in this script?

Script B
Narrator: Tom, Mandy, John, and Jill are staying after school to study for a social
studies quiz together. They are in the school library.
Tom: Did you guys bring your study sheets?
John: Yes. I have my study sheets and some extra notes from Mrs. Jones.
Tom: Oh, good. Do you mind sharing?
Mandy: Yeah, that would be great.
Jill: Yeah, I’m really confused about some parts of chapter 3. I was hoping
you guys could help me out.
Narrator: Jill suddenly notices the clock and realizes it’s the time her mom told her
to be waiting outside the building to be picked up.
Tom: Maybe I can start by sharing some of . . .
Jill: Excuse me, Tom. Sorry guys, but I just noticed the time. I have to hurry
to get outside. My mom told me she would be here at 4 o’clock sharp.
Tom: Oh, okay Jill. If you want, you can call me later if you have some
questions.

1. Jill interrupted Tom. How did she get away with that?
2. What do you think the next line in this script should be?
3. What are some other quick phrases people use when they need to leave?

Answer Key  Excuse Me
 Lesson 1 Excuse Me–I Have Something to Say

Script A
1. Mrs. Jones was talking to the principal; Bill didn’t use a good strategy to interrupt
Mrs. Jones and Mr. Benson; he wanted to tell her they were late to get to
the buses.
2. He didn’t need to yell/there are better ways to solve this problem/next time try . . .
3. in an emergency/when you have something quick and important to say
Script B
1. He said “Excuse me”/apologized for interrupting/used a calm voice and
polite language.
2. would have thought he was rude/silly; he may have gotten into trouble.
 Lesson 2 Burps, Belches, and Other Body Noises
Script A
1. didn’t say “Excuse me” right away/questioned Mrs. Jones when she told him to
say “Excuse me”
2. He disrespected Mrs. Jones/got involved when he should have stayed quiet.
Script B
1. John said “Excuse me;” Tom minded his own business; Mrs. Jones did not
get upset.
2. might have gotten in trouble with Mrs. Jones
 Lesson 3 Excuse Me–Comin’ Through!
Script A
1. They didn’t move out of Matt’s way.
2. thought he was rude because he shoved Bill
3. said “Excuse me” so that Bill and Jill knew he was there
Script B
1. said “Excuse me”
2. If Matt had said “Excuse me” in a rude way, Jill and Bill would have been upset
with him/might not have moved apart for him.
 Lesson 4 Excuse Me–Gotta Go!
Script A
1. nervous about being outside on time/embarrassed to tell them she had to leave/
didn’t know how to interrupt to tell them she needed to leave
2. confused/irritated/slighted
3. waited for a pause in conversation, then said, “Excuse me, I need to go”
Script B
1. said “Excuse me”/explained why she interrupted
2. “Thanks, Tom. See you later, guys.”
3. “gotta go”/“gotta run”

Unit 6  Apologizing
Carefully-worded and sincerely-articulated apologies are the key to repairing many problems.
Small mistakes like bumping into a stranger on the bus require a simple “Oh, I’m sorry,” while
more serious errors require more thought and sincerity. In either case, an apology is often
necessary to stabilize a situation and prevent escalation of negative feelings.
In the most effective and meaningful apologies, the speaker expresses regret for what he did,
takes responsibility for his actions, and may even have some idea of a way to repay his debt.
Eye contact, appropriate body language, and rate and tone of voice all must work together to
create a sense of sincerity. Poorly-generated apologies in which the speaker does not appear
sincere can do more harm than good.
In this unit, students will learn the social skills they need to apologize effectively.
General Language Scripts – Apologizing

Home Connection Letter — Apologizing
Dear Family,
Your child has been learning social skills for making meaningful, specific
apologies. When we apologize, we use eye contact, body language, speaking
rate, and tone of voice to sincerely show remorse for our mistakes. Your child
has also been learning how to accept apologies. Discuss any materials your
child brings home. Remind your child to use these new skills.
1. Model the behavior. When you do something wrong, be sure to apologize

using specific language.
2. Brainstorm with your child what you would do in these challenging situations:
a. Someone did not accept your apology.
b. Someone hurt you but didn’t apologize.
c. You know you should apologize, but you don’t want to.
Thank you very much for helping your child learn about making good apologies.
_______________________________ _________________

Lesson 1  Get Real–Making Sincere Apologies
Lesson Plan
Materials:
  chart paper
 markers
Introduce the concept: It’s easy to say “I’m sorry,” but it’s another thing to say it sincerely,
like you mean it. To apologize sincerely, you need to use good eye contact, good body
language, and a tone of voice that tells the listener that you really mean it. Saying, “I’m
sorry” as you stare at the ground or as you laugh about what you did doesn’t count as a real,
sincere apology, right? Have you ever been forced to apologize to someone when you didn’t
want to, and then were told to “say it like you mean it”? What does that mean? (Encourage
discussion.)
Members (page 12).
Extension activity: Role-play giving apologies. Practice apologizing sincerely and insincerely
and note the differences.

Characters: John, Bill, Matt, narrator
Setting: art class
Background: John, Bill, and Matt are in art class.

They are working on sculptures.
Script A
Narrator: John, Bill, and Matt are working on sculptures in art class. John is
working hard, carefully completing his detailed sculpture. Bill and
Matt are goofing around.
Bill: Hey, Matt. Catch this.
Narrator: Bill throws a glob of clay across the room to Matt.
Matt: (laughing) Nice throw.
Narrator: Matt throws it back across the room to Bill.
Bill: Good job! Get ready for this one–a long pass.
Narrator: Bill throws the glob of clay back to Matt. Matt backs up and falls
backward, knocking John’s sculpture to the ground. Matt and Bill laugh.
John: (upset) Hey! You ruined my sculpture!
Matt: (quickly and without looking at John) Oh, sorry.
Narrator: Matt picks up the glob of clay from the floor and throws it back to Bill.
John bends down and picks up what is left of his sculpture. He doesn’t
feel like Matt was truly sorry for knocking over his sculpture.

1. Matt apologized, but did he do a good job? Explain your answer.
2. How do you think John felt at the end of this script?
3. Do you think Bill should have apologized too? Explain your answer.

Script B
Narrator: John, Bill, and Matt are working on sculptures in art class. John is
working hard, carefully completing his detailed sculpture. Bill and
Matt are goofing around.
Bill: Hey, Matt. Catch this.
Narrator: Bill throws a glob of clay across the room to Matt.
Matt: (laughing) Nice throw.
Narrator: Matt throws it back across the room to Bill.
Bill: Good job! Get ready for this one–a long pass.
Narrator: Bill throws the glob of clay back to Matt. Matt backs up and falls
backward, knocking John’s sculpture to the ground.
Matt: (looking at John) Oh, no. I’m really sorry, John. I wasn’t paying attention.
Bill: I’m sorry too. It was an accident. Can we help you clean it up?
Narrator: Matt and Bill bend down and help John pick up the pieces of his project.
John: Thanks for your help, guys.

1. How did Matt apologize differently this time?
2. Do you think John is still upset? Explain your answer.
3. Do you think the boys will still be friends? Explain your answer.

Lesson 2  It Was a Simple Mistake
Lesson Plan
Materials:
  chart paper
 markers
 desks and chairs
Optional props: pencil box with pencils
Introduce the concept: Imagine turning off a light as you walk past a room, not noticing
that your mom is sitting in the room. Do you think she would ground you for making such a
mistake? Not if she was being reasonable, right? It was a simple mistake! What if you walk
by a classmate’s desk and accidentally knock one of his books off. Do you think he’ll make
you his enemy for that? (Encourage discussion.)
Simple mistakes are usually small accidents that don’t really hurt anyone and can be fixed with
a quick “I’m sorry.” It is appropriate and polite to give an apology, no matter how simple
or minor the mistake may seem. Usually you are quickly forgiven for simple mistakes. What
are some examples of simple mistakes? (Encourage ideas and list on chart paper.)
Members (page 12).
Extension activity: Role-play apologizing for a simple mistake. Try these examples:
a. bumping into someone in the hallway
b. calling someone by the wrong name
c. spilling something

Characters: Mandy, Jill, Mrs. Jones, narrator
Setting: classroom
Background: Mandy and Jill are working on writing

assignments in their classroom.
Script A
Narrator: Mandy and Jill are working on writing assignments in their classroom.
Mandy raises her hand.
Mrs. Jones: Yes, Mandy?
Mandy: May I please go to the bathroom?
Mrs. Jones: Sure.
Narrator: Mandy gets up from her chair and walks past Jill’s desk. As she walks by,
she accidentally bumps Jill’s pencil box and all of Jill’s pens and pencils
spill onto the floor.
Mandy: Oh, no. Jill, I’m so sorry. I promise I’ll never do anything like that again.
Narrator: Mandy quickly bends down and starts to pick up the pencils.
Jill: Don’t worry about it.
Narrator: Jill helps Mandy pick up the pencils.
Mandy: (tearfully) No really, Jill. That was terrible. I’m so embarrassed. I can’t
believe I just did that. You must think I’m an idiot!
Jill: Really Mandy, don’t worry about it. It’s not a big deal at all.
Narrator: Mandy cries and hugs Jill.
Mandy: I hope you’ll still be my friend. I’m sorry.

1. It was nice of Mandy to apologize and help clean up, but what did she do that was
a little bit odd?
2. What do you suppose Jill thought about Mandy’s apologies?
3. How should Mandy apologize in this situation?

Script B
Narrator: Mandy and Jill are working on writing assignments in their classroom.
Mandy raises her hand.
Mrs. Jones: Yes, Mandy?
Mandy: May I please go to the bathroom?
Mrs. Jones: Sure.
Narrator: Mandy gets up from her chair and walks past Jill’s desk. As she walks by,
she accidentally bumps Jill’s pencil box and all of Jill’s pens and pencils
spill onto the floor.
Mandy: Oops. I’m sorry, Jill. Let me pick these up.
Narrator: Mandy bends down and begins to pick up the pencils. Jill helps her.
Jill: Thanks, Mandy. Don’t worry about it.
Narrator: Jill and Mandy are still friends because they both realize Mandy made a
simple mistake. Mandy quickly apologized and Jill quickly forgave her.

1. Do you think Jill knew that Mandy bumped her pencil box by accident?
2. This script is shorter. Why?

Lesson 3  Major Mistakes
Lesson Plan
Materials:
  chart paper
 markers
Introduce the concept: Everyone makes major mistakes once in a while–like saying hurtful
words to a good friend or physically hurting someone. When you make major mistakes, you
wish you could take back what happened, but you can’t. These are times when a simple “I’m
sorry” is not enough. When these kinds of things happen, it’s important to sincerely apologize
and make amends. Making amends means trying to make things right with the person you
hurt. You might not be forgiven right away; it might take a while to get back on good terms with
that person. Even though he may still be upset, it is important to apologize and let him know
you are very sorry and regret what you did. Be specific about why you are sorry. You may
even need to do something to make up for your actions.
What are some examples of major mistakes? (Encourage ideas and write them on chart paper.)
Demonstrate how you would act and what you might say to apologize for a major mistake.
(Encourage ideas and write them on chart paper.)
Members (page 12).
Extension activity: Role-play apologizing for major mistakes. Try these examples:
a. You punch your younger brother and now he is really hurt.
b. You gossip about another classmate and he is upset with you because he found out.
c. You borrow your brother’s/sister’s favorite shirt without asking first and accidentally
stain it.
d. You lie to your mom.
e. You steal something.

Characters: Bill, Tom, narrator
Setting: walking home from school
Background: Bill and Tom are walking home from

school. Bill is angry with Tom and walking ahead of
him. Tom lied at school and told Mrs. Jones that Bill
copied his math test, when it was really Tom who had
copied Bill’s test. Bill was called to the principal’s
office and got into trouble.
Script A
Narrator: Bill is really angry with Tom. He is walking far ahead of Tom. Tom runs to
catch up with Bill.
Tom: Hey, Bill.
Bill: What?
Tom: Hey, um, I wish you didn’t have to get in trouble today.
Narrator: Bill looks at Tom strangely.
Bill: Yes? And?
Tom: And um, that’s it. So do you want to come over?
Bill: No. And besides, I’m grounded for doing something that I didn’t do!
You’re the one who cheated.
Tom: Oh.
Bill: Is that all you can say?
Tom: I guess so, why?
Narrator: Bill shakes his head, aggravated.

1. Did Tom do an effective job of apologizing? Explain your answer.
2. Why was Bill aggravated at the end of this script?

Script B
Narrator: Bill is really angry with Tom. He is walking far ahead of Tom. Tom runs to
catch up with Bill.
Tom: Hey, Bill.
Bill: What?
Tom: Hey, um, I wish you didn’t have to get in trouble today.
Narrator: Bill looks at Tom strangely.
Bill: Yes? And?
Tom: (realizes he needs to make amends) And, um, I’m really, really sorry. I’ll tell
Mrs. Jones the truth tomorrow; that I was the one who cheated, not you.
Bill: You will?
Tom: Yes, I promise. I feel really bad. I just got nervous when Mrs. Jones
noticed our tests were the same. I should have told her the truth.
Bill: I can’t believe you lied. I thought we were friends. You know, my parents
are really angry too. Mrs. Jones called them to tell them I cheated. Now
my parents are going to ground me.
Tom: Maybe I can stop by to tell your parents the truth so they won’t be mad.
Bill: You would really do that?
Tom: Yes.
Narrator: The boys walk toward Bill’s house together.

1. What did Tom do differently in this script?
2. What do you think will happen when Tom tells the truth to Bill’s parents?
3. What do you think will happen the next day when Tom tells the truth at school?
4. Do you think Tom and Bill will stay friends? Explain your answer.

Lesson 4  Let It Go
Lesson Plan
Materials:
  Ten Great Ways to Accept an Apology mini-poster, page 121
  chart paper
 markers
Optional prop: old calculator
Introduce the concept: It stinks when someone hurts or upsets you, right? Depending
on what happened, you might feel angry, sad, or disappointed for quite a while. If the person
who hurt you wants to make things better, he will probably apologize. In that case, as you may
know, you’re supposed to accept the apology and let it go, but that can be tough. Depending
on what he said or did, you might feel more like telling him to go take a hike.
What should you say or do when someone tells you he’s sorry? (Encourage discussion and
write ideas on chart paper.) You might respond to an apology with words like, “That’s okay,”
“No problem,” “I forgive you–don’t worry about it,” or “I accept your apology.” Then it’s best
to move on and forget about what happened. Why is it important to let it go and move on?
(Encourage discussion and write ideas on chart paper.)
Members (page 12).
Extension activity: Role-play accepting apologies.
Wrap-up: Review and discuss the Ten Great Ways to Accept an Apology mini-poster.

Characters: John, Mandy, narrator
Setting: classroom
Background: John and Mandy are in the classroom,

working on a math assignment.
Script A
Narrator: John and Mandy are in the classroom, working on a math assignment.
John brushes by Mandy’s desk and accidentally knocks her calculator
to the floor.
John: Oh, I’m sorry, Mandy. I’ll pick it up.
Mandy: (angrily) Hey!
John: I’m sorry.
Mandy: You’re not sorry. You do things like that all the time.
Narrator: John picks up Mandy’s calculator, places it on her desk, and walks away.
He doesn’t feel very good about what just happened.

1. Do you think John was sincere when he apologized to Mandy? Explain your answer.
2. How do you think John felt at the end of this script?
3. How did Mandy feel?
4. What could Mandy have done differently in this script?

Script B
Narrator: John and Mandy are in the classroom, working on a math assignment.
John brushes by Mandy’s desk and accidentally knocks her calculator
to the floor.
John: Oh, I’m sorry, Mandy. I’ll pick it up.
John: I’m sorry.
Narrator: Mandy starts to feel a little aggravated, then takes a deep breath to calm
down. She tells herself that she knows John didn’t knock her calculator
off on purpose.
Mandy: I know. Don’t worry about it. It was just an accident.
Narrator: John picks up Mandy’s calculator and puts in on her desk. They both go
about their business with no hard feelings.

1. What did Mandy do differently in this script?
2. What self-calming strategy did Mandy use? What are some other strategies she
could use?
3. What are some other ways Mandy could have responded to John’s apology?

Ten Great Ways to
Accept an Apology
“Apology accepted.”
“I forgive you.” “It’s okay.”
Smile and shake hands.
“It’s all good.”

“Forget about it.”
“It’s no big deal.”
“Don’t worry about it.”

“I’m sorry too.”

Answer Key  Apologizing
 Lesson 1 Get Real–Making Sincere Apologies
Script A
1. No; he wasn’t sincere/didn’t give eye contact/didn’t take his time/didn’t help
clean up.
2. sad/angry
3. Yes; he was part of the problem.
Script B
1. He was more sincere.
2. Yes, but he is more likely to let it go and move on because the boys gave a
decent apology.
3. Yes; the boys apologized sincerely and helped clean up.
 Lesson 2 It Was a Simple Mistake
Script A
1. took the apology too far
2. Mandy overreacted and didn’t need to apologize so strongly.
3. offer a quick, simple “sorry” and offer to help clean up
Script B
1. Yes; it’s easy to do by accident; Mandy apologized sincerely right away.
2. because Mandy offered a simple, quick apology
 Lesson 3 Major Mistakes
Script A
1. No; he didn’t say, “I’m sorry.”
2. Tom didn’t seem to understand the trouble he caused Bill/didn’t seem sorry.
Script B
1. apologized sincerely/offered to make things better by telling the truth
2. They will probably be glad Tom told the truth which will get Bill out of trouble;
will probably be disappointed in Tom for cheating.
3. might be thanked for telling the truth but will also probably get in trouble
4. Yes; Tom apologized and made amends, showing that he cares about Bill.
 Lesson 4 Let It Go
Script A
1. Yes; he apologized right away and tried to make things better.
2. surprised/confused/annoyed that Mandy overreacted
3. angry/upset
4. stayed calm and accepted John’s apology
Script B
1. calmed herself down/accepted John’s apology
2. deep breaths; could also count slowly/think of something calming (e.g., ocean)
3. said, “No problem”/“That’s okay”
Unit 7  Showing Empathy
Caring people are often described as being empathetic and compassionate. We look for these
qualities in people when choosing friends and mates. Children who show empathy are usually
respected by adults and well-liked and trusted by peers. In order to demonstrate empathy,
children have to be able to take on the perspective of another person and understand how that
person is feeling. In other words, to know how to react appropriately to a person who is crying,
one has to be able to intuit why that person is crying and imagine how he is feeling. Intuiting
feelings and taking on the perspective of another person are classic deficits for children with
social skills weaknesses. When children or adults do not express care or concern when
another person is hurt, they are viewed as unfeeling, rude, or mean.
In this unit, students will learn the social skills they need to express empathy.
General Language Scripts – Showing Empathy

Home Connection Letter — Showing Empathy
Dear Family,
Your child has been learning social skills for showing empathy toward others:
 choosing the right words
 being sincere
 using appropriate body language
 helping out
Discuss any materials your child brings home. Remind your child to use these
new skills.
1. Think of a few situations in which someone would likely show care and
concern to another person (for example, if a sibling is injured). Then think
of words and gestures you would use to show empathy.
2. Write a letter or make a get-well card for someone who is sick or injured.
Discuss how this gesture shows that you care.
Thank you very much for helping your child learn about showing empathy.
_______________________________ _________________

Lesson 1  Why Are You Crying?
Lesson Plan
Materials:
  Showing Empathy mini-poster, page 128
  chart paper
 markers
Optional props: mirrors
Introduce the concept: Crying isn’t just for babies, is it? Everybody cries once in a while.
People cry when they get hurt or when they’re sad, nervous, or scared. Sometimes people
even cry when they are happy. What are some specific reasons or events that could make
kids and adults cry? (Encourage ideas and write them on chart paper.)
When you notice another person crying, you can show that you care about him with your
actions, words, body language, and facial expressions. This is called showing empathy.
You will take different actions depending on how well you know the person who is crying.
For example, if you saw your mom crying, you might give her a hug and ask her what is
wrong, but if you saw a boy in the cafeteria crying, you might walk up to him and ask, “Are
you okay?” What are some other words or actions you might use to show empathy to
another person? (Encourage ideas and write them on chart paper.)
Members (page 12).
Extension activity: Role-play showing empathy in the following situations:

a. Your best friend is crying because his team just lost the basketball
championship game.
b. A little kid is crying because he can’t find his dad in the grocery store.
c. Your mom is crying as she watches a sad movie on TV.
d. A classmate is crying because she is hurt.
e. Your friend is crying because he misses his cousin who moved far away.
Wrap-up: Review and discuss the Showing Empathy mini-poster. Add suggestions as

Characters: John, Mandy, Matt, narrator
Setting: park
Background: The kids are hanging out at a park. John and Matt are talking. Mandy is
several feet away from them, sitting on the ground, crying.
Script A
Narrator: John and Matt are talking at a neighborhood park. They notice Mandy
sitting on the ground, crying. John and Matt walk toward Mandy.
Matt: (to John) I wonder what’s wrong with Mandy.
John: Who knows? It could be anything. She’s always bawling.
Narrator: As they get close to Mandy, John starts laughing.
John: Mandy, you’re such a baby sometimes. Get up!
Narrator: Matt shoots John a dirty look.
Matt: Hey, leave her alone.
John: (still laughing) What! What did I do?
Narrator: Matt pushes John aside gently, then crouches down and touches
Mandy’s shoulder.
Matt: Mandy, what’s going on? Are you okay?
John: She’s fine. Let’s go, Matt.
Matt: (annoyed) Uh, no John. Why don’t you just go?

1. What did Matt do to show Mandy that he cared?
2. Why was Matt annoyed with John?
3. What could John have done differently to be a better friend?

Script B
Narrator: John and Matt are talking at a neighborhood park. They notice Mandy
sitting on the ground, crying. John and Matt walk toward Mandy.
Matt: (to John) I wonder what’s wrong with Mandy.
John: Who knows? It could be anything. She’s always bawling.
Narrator: As they get close to Mandy, John starts laughing.
John: Mandy, you’re such a baby sometimes. Get up!
Narrator: Matt shoots John a dirty look.
Matt: Hey, leave her alone.
John: I know. I’m sorry. That wasn’t very nice. What’s the matter, Mandy?
Narrator: John sits down on the ground next to Mandy. Matt crouches down and
puts his hand on Mandy’s shoulder.
Matt: Mandy, what’s wrong? What can we do to help?
Narrator: Mandy appreciates her friends’ concern and talks to them about what
made her so upset.

1. What did John do differently this time?
2. Have you ever approached a friend who was crying? A sibling? What happened? What
did it feel like to show empathy?

When you show empathy (care/concern) to someone:

• Use kind words, such as “I’m sorry about

that,” “That’s awful,” or “Are you okay?”
128
• Use good eye contact.
• Give a hug, handshake, or shoulder tap

when appropriate.
• Offer to get help.

Lesson 2  How Can I Help?
Lesson Plan
Materials:
 How Can I Help? activity page for each student, page 132
  A Helping Hand mini-poster, page 133
  chart paper
 markers
Introduce the concept: “Hey, are you okay?” “Can I help you?” “Do you want me to get the
nurse?” Those phrases would be very appropriate to say to someone who’s hurt, right? “Hey
big baby, stop complaining and get up” wouldn’t work as well. What would people think of you
if you said that? (Encourage discussion and write ideas on chart paper.) How would you feel
if someone said that to you? (Encourage discussion and write ideas on chart paper.)
Think of a time when you were hurt. Did someone help you? (Encourage the students to
share stories.) You can show people that you care about them with words, actions, facial
expressions, and finding someone to help them if necessary. Remember to get an adult to
help when someone is seriously injured. You should also ask a trusted adult for help if you
notice that a stranger is hurt.
Members (page 12).
Extension activity: Complete the How Can I Help? activity page.
Wrap-up: Review and discuss the A Helping Hand mini-poster. Add suggestions as

Characters: Tom, Jill, John, narrator
Setting: neighborhood
Background: Tom and Jill are walking home from school. They notice John sitting on the
ground, holding his leg.
Script A
Narrator: Tom and Jill are walking home from school. They come across John
as they are walking. John is sitting on the ground, holding his leg.
Tom: That’s John, isn’t it?
Jill: Yup.
Narrator: Tom runs ahead to check on John. Jill continues to walk slowly. As Tom
gets to John, he crouches down to check on him.
Tom: John, are you okay? What happened?
John: Oh, I was trying to climb that tree, but I fell and now my leg is killing me.
I was trying to scare you guys.
Narrator: Jill finally catches up to the boys.
Jill: (annoyed) What’s the matter with him, anyway?
Tom: He fell out of the tree and now his leg hurts. John, can you stand?
John: (tries to stand) Ow! No, I don’t think so.
Jill: Good. He deserves it. That’s a dumb idea anyway–hiding in a tree.
Tom: What? Jill, that’s mean. John, stay still. I’m going to run to Mrs. Peters’
house to see if she can help.
John: Okay, thanks.

1. What did Tom do to show empathy to his friend?
2. How do you think John would have felt if both Tom and Jill just walked by and didn’t
help him?

Script B
Narrator: Tom and Jill are walking home from school. They come across John as
they are walking. John is sitting on the ground, holding his leg.
Tom: That’s John, isn’t it?
Jill: Yup.
Narrator: Tom runs ahead to check on John. Jill continues to walk slowly. As Tom
gets to John, he crouches down to check on him.
Tom: John, are you okay? What happened?
John: Oh, I was trying to climb that tree, but I fell and now my leg is killing me.
I was trying to scare you guys.
Narrator: Jill finally catches up to the boys.
Jill: Oh wow, John. It looks like your leg is bleeding. Are you okay?
Can you move it?
John: (tries to stand) No. It really hurts.
Jill: (talking to Tom) We had better get some help.
Tom: Jill, can you stay here with John? I’ll run to Mrs. Peters’ house to see if
she can help.
Jill: Yeah, that’s a good idea. John, just sit still. We’ll help you out.
John: Thanks, guys.

1. What did Jill do differently this time to be a better friend?
2. What other solutions could Tom and Jill have brainstormed to help John?

Name_____________________________________________________
1. What would you do if you were on the school playground and a friend
fell from the top of a slide and had a hard time getting up?
_______________________________________________________
_______________________________________________________
2. What would you do if a friend was running and fell down but did not
seem to be seriously hurt?
_______________________________________________________
_______________________________________________________
3. What would you do if you and your older sister were home alone and
she cut herself badly with a knife and wouldn’t stop bleeding?
_______________________________________________________
_______________________________________________________
4. What are two emergency contact numbers that you know?

_______________________________________________________
_______________________________________________________
5. What would you want someone to do for you if you were hurt?
_______________________________________________________
_______________________________________________________

When you see someone who is injured:

• Ask, “Are you okay?” or “Can I help?”

• Offer assistance: help the person get up,
133
get some ice, get a Band-Aid.
• Ask, “Do you need to sit down?”
• Get an adult or call 911 if the person is

seriously injured.

Lesson 3  Get Well Soon
Lesson Plan
Materials:
  chart paper
 markers
Introduce the concept: Sore throats, sneezes, stomachaches, ear infections, ugh! Nobody
likes being sick, though most of us have been sick at one time or another. It’s important to
show empathy toward someone who is sick. What can you do for sick people to help them
feel better? (Encourage ideas and list on chart paper.)
Share a time when you were sick and someone was kind to you and helped you get better.
(Encourage sharing of stories.) What makes you feel better when you are sick? (Encourage
Members (page 12).
Extension activity: Make a get-well card for a sick person or a local children’s hospital.
Wrap-up: Use the chart paper to outline the important elements learned in this lesson.

Characters: Matt, Bill, Tom, narrator
Setting: Matt’s home
Background: Bill and Tom are hanging out at

Matt’s home.
Script A
Narrator: Bill and Tom are hanging out at Matt’s home. They’re having fun until Tom
starts to feel sick.
Bill: Hey guys, do you want to go outside and ride skateboards?
Matt: Good idea. Let’s go.
Tom: Um, no. I can’t. All of a sudden I feel really sick.
Matt: Oh, come on. Don’t be a wimp. Let’s go.
Tom: No, really, I don’t feel well.
Narrator: Matt laughs.
Bill: I think he really is sick. Tom never skips on skateboarding.
Tom: Matt, could I use your phone to call my mom?
Matt: Come on, Tom. Give me a break. You just got here. Suck it up, dude!
Bill: Matt, quit being such a jerk! Tom doesn’t feel well.
Matt: Hey, why are you mad at me? It’s all Tom’s fault.

1. Why are Bill and Matt arguing?
2. What do you think Matt should have done in this situation and why?
3. Have you ever felt sick when you were somewhere other than home? What did you do?
Did anyone show you empathy?

Script B
Narrator: Bill and Tom are hanging out at Matt’s home. They’re having fun until Tom
starts to feel sick.
Bill: Hey guys, do you want to go outside and ride skateboards?
Matt: Good idea. Let’s go.
Tom: Um, no I can’t. All of a sudden I feel really sick.
Matt: Oh no, what’s the matter?
Tom: My stomach feels sick, and my head hurts.
Bill: Uh oh. A lot of kids have the stomach flu.
Narrator: Matt remembers a time when he had the stomach flu.
Matt: I hope it’s not that. We should call your mom to see if she can
pick you up.
Tom: Thanks, Matt.
Bill: Do you want to sit down and have a drink of water or something?
Tom: Yeah, that would be good.
Matt: I’ll tell my mom you’re sick.

1. What did Bill and Matt do differently this time?
2. How do you think Tom felt when Bill and Matt helped him?

Lesson 4  The Dearly Departed
Lesson Plan
Materials:
  chart paper
 markers
Introduce the concept: It’s very painful and sad when someone close to you dies.
Sometimes family members of friends die too. When this happens, you probably feel bad
because you know your friend is sad. Sometimes when people die, you to go to visitations
and funerals. At these services it’s important to be respectful and serious. Words like, “I’m
sorry for your loss” or “I’m sorry about your ___. She was a really nice person” are kind and
appropriate ways of showing respect and empathy. Comments like “Oh, that’s too bad she
keeled over” or “Whoa, the old guy finally croaked” are offensive and rude and could earn you
a punch in the nose or at least a dirty look. What are some other appropriate words you might
say or things you might do to show empathy when someone dies? (Encourage ideas and write
them on the chart paper.)
Members (page 12).
Extension activity: Role-play offering words of sympathy/empathy. Remind students to

use a soft, comforting tone. Facial expressions should convey sadness for the person who
is mourning.
Add rules as appropriate for your students. Complete the rubrics.

Characters: Jill, Mandy, John, narrator
Background: Jill’s grandmother died a few days ago.
Script A
Narrator: Jill’s grandmother died a few days ago. Jill has been absent for the past
couple of days and has just returned to school. Mandy moves close
to Jill.
Mandy: Jill, I’m sorry about your grandmother. Are you doing okay?
Jill: Yes. Thanks for asking.
John: (yelling from across the room) Oh, Jill’s back. So, who croaked?
Narrator: Jill looks uneasy.
John: Hey Jill, who kicked the bucket? Your old grandmother? She was really
old. It’s no big surprise that she died.
Narrator: Jill starts to cry and walks out of the room.
Mandy: John, why did you say that? How can you be so rude?
John: What? What did I do?

1. How did Mandy show empathy to Jill?
2. Do you think John was trying to hurt Jill’s feelings? Explain your answer.
3. Why did Jill start to cry and then walk out of the room?

Script B
Narrator: Jill’s grandmother died a few days ago. Jill has been absent for the past
couple of days and has just arrived back at school. Mandy moves close
to Jill.
Mandy: Jill, I’m sorry about your grandmother. Are you doing okay?
Jill: Yes. Thanks for asking.
John: (yelling from across the room) Oh, Jill’s back.
Narrator: John is about to yell, “Who croaked?” but realizes he should choose
more caring words. He remembers how sad he was when his great
aunt passed away. John walks across the room and gently puts his
hand on Jill’s shoulder.
John: That’s really sad about your grandmother. I remember meeting her at
your birthday party. She was a nice person.
Jill: Thanks, John. It’s nice of you to say that.

1. What did John do differently this time to show more empathy?
2. How long do you think they should keep talking about Jill’s grandmother?

Lesson 5  Nobody’s Perfect
Lesson Plan
Materials:
  chart paper
 markers
Optional props: chalkboard and chalk/whiteboard
Introduce the concept: Have you ever tripped when walking up the stairs? Called out the
wrong answer in math class? Mixed up the words to a song? Missed your mouth when you
were eating Jell-O? Pretty embarrassing, right? Especially in front of other people. These
types of things happen to everyone from time to time.
What should you say or do when other people make mistakes? Words like “Hey, don’t worry
about it,” “It’s no big deal,” or “That has happened to me before” work great. What are some
other things to say or do when someone makes a mistake? (Encourage discussion and list
ideas on chart paper.) When something embarrassing happens to someone else, it’s not an
invitation for you to humiliate him. Instead, show empathy by putting yourself in his shoes and
think about how you would feel in the situation.
Members (page 12).

Characters: John, Matt, Mrs. Jones, narrator
Background: It is math time in Mrs. Jones’s

classroom.
Script A
Narrator: It’s math time in Mrs. Jones’s classroom. Mrs. Jones is in front of the
classroom near the board. The students are sitting in their chairs.
Mrs. Jones: John, can you come up to the board and try to solve this math problem?
Narrator: John drags his feet and looks at the floor as he reluctantly goes up
to the board.
John: (quietly) I’m not sure if I know how to do this one.
Mrs. Jones: It’s okay, John. Just do your best.
Narrator: John attempts the math problem. As he is working on the complicated
problem, he makes a mistake. Matt points and snickers.
Mrs. Jones: Excuse me, Matt. That is not appropriate.
Matt: But he just messed up 3+5. Everyone knows that.
Mrs. Jones: Matt, this is a complicated multiplication problem. If he makes a mistake
along the way we’ll talk about it when he’s finished.
John: (frustrated) Forget it!
Narrator: John marches back to his seat and sits down.

1. How did John feel when Mrs. Jones asked him to come up to the board to do the math
problem in front of the class?
2. What did Matt do that was inappropriate?
3. What should Matt have done when Mrs. Jones corrected him for snickering?
4. How do you think John felt at the end of the script?

Script B
Narrator: It’s math time in Mrs. Jones’s classroom. Mrs. Jones is in front of the
classroom near the board. The students are sitting in their chairs.
Mrs. Jones: John, can you come up to the board and try to solve this math problem?
Narrator: John drags his feet and looks at the floor as he reluctantly goes up
to the board.
John: (quietly) I’m not sure if I know how to do this one.
Mrs. Jones: It’s okay, John. Just do your best.
Narrator: John attempts the math problem. As he is working on the complicated

problem, he makes a mistake. Matt snickers.
Mrs. Jones: Excuse me, Matt. That is not appropriate.
Matt: I’m sorry. I just noticed that John made a mistake on the addition.
Mrs. Jones: Yes. John can you change that part of your answer? You are doing well
solving the problem so far.
Narrator: John makes the correction and finishes the problem accurately. Then he
returns to his chair.
Mrs. Jones: Thanks, John.
Narrator: As John sits down, Matt leans over to him and whispers.
Matt: I’m sorry for laughing. I know how nerve-racking it can be to do one of
Mrs. Jones’s math problems on the board.

1. What did John do to show empathy for Matt in this script?
2. Have you ever made a mistake in class? Were you embarrassed? Did other students
show empathy toward you?

Answer Key  Showing Empathy
 Lesson 1 Why Are You Crying?
Script A
1. crouched down next to her and asked her if she was okay
2. He was being insensitive and rude.
3. asked Mandy if she was okay/what happened
Script B
1. apologized for his rude behavior and asked Mandy what was the matter
 Lesson 2 How Can I Help?
Script A
1. tried to help John/ran for help
2. upset/afraid/left behind
Script B
1. showed concern and empathy/stayed with John while Tom ran for help
2. use a cell phone to call someone for help/have John put an arm around
each of their shoulders to help him get to a neighbor’s house/have Tom
stay with John while Jill runs for help
 Lesson 3 Get Well Soon
Script A
1. Matt doesn’t think Tom is really sick; Bill thinks Matt is being a jerk and that
Tom is really sick.
2. offered to get the phone for Tom/gotten his own mom to help
Script B
1. showed empathy/concern toward Tom; acted like they cared about him and
offered to help him
2. cared for/accepted/comforted
 Lesson 4 The Dearly Departed
Script A
1. She asked Jill in a caring way if she was doing okay.
3. because John’s words made her feel sad/he wasn’t taking her grandmother’s
death seriously
Script B
1. touched Jill’s shoulder/made a nice comment about remembering her
grandmother/expressed sadness about her death
2. just another minute or so, unless it seems that Jill wants to talk about it longer

Answer Key  Showing Empathy
 Lesson 5 Nobody’s Perfect
Script A
1. wasn’t confident/thought he wouldn’t be able to do the problem
2. made John feel worse by making fun of him
3. apologized
4. embarrassed/frustrated/not smart
Script B
1. apologized for being rude/told Matt that he understood the stress of completing a
math problem on the board

Unit 8  Opinions and Honesty
We all have opinions about things, and our views may differ from those of others. In order to
maintain friendships and not be perceived as rude, we keep our true opinions to ourselves at
times. Also, we need to be accepting of the opinions of others. We might even tell little white
lies in the spirit of kindness to ensure that we do not offend or hurt others. Because children
with weak social skills are often unable to take on the perspective of another person, they are
unable to anticipate that their words may hurt another person. Additionally, it is difficult for
these children to understand how being untruthful may be permissible at times.
In this unit, students will learn the social skills they need to explore the intricacies of being
honest, stating and withholding opinions, and dealing with differing opinions.
General Language Scripts – Opinions and Honesty

Home Connection Letter — Opinions and Honesty
Dear Family,
Your child has been learning social skills for giving opinions and accepting the
different opinions of others. As your child practices taking another person’s
perspective, he or she is learning the importance of giving and holding back
opinions. Discuss any materials your child brings home. Remind your child
to use these new skills.
1. Share opinions. Choose a topic to discuss and compare your opinions to your
child’s (favorite subject in school, favorite season, favorite type of music, etc.).
2. Play the What Would You Say? game. Try thinking of appropriate responses
to the following situations and add any of your own.
a. Your great-grandmother is excited to give you a scarf that she made.
You aren’t sure you really like it.
b. Your friend tells you that his favorite ice cream flavor is maple walnut.
You think maple walnut ice cream is gross.
c. Your friend’s class comes to your classroom to perform some songs
they have been practicing. You don’t think they sound very good.
Thank you very much for helping your child learn about giving and accepting
opinions.
_______________________________ _________________

Lesson 1  Supporting Others
Lesson Plan
Materials:
  What Would You Say? activity page for each student, page 150
  Show Your Support mini-poster, page 151
  chart paper
 markers
Introduce the concept: Is it really okay to tell a little white lie sometimes? How about
if your little sister worked very hard to draw a picture for you and you didn’t really like it?
Should you say, “Actually sis, that is really ugly”? How do you think that would go over?
What do you think you might say instead? (Encourage discussion and write ideas on
chart paper.)
Sometimes it is better to be kind and show support for someone, even if it means stretching
the truth a little, than to be totally honest and risk hurting that person’s feelings. Have you
ever done this? Think of examples of times when stretching the truth or telling a little white
lie might be okay. (Encourage discussion and write ideas on chart paper.) Think of some
situations when telling a little white lie is not okay. (Encourage discussion and write ideas
on chart paper.)
Members (page 12).
Extension activity: Have the students complete the What Would You Say? activity page.
Wrap-up: Review and discuss the Show Your Support mini-poster. Add suggestions as

Characters: Jill, John, Tom, narrator
Setting: classroom
Background: Jill is wearing a new dress to school.
Script A
Narrator: Jill is wearing a new dress to school that she made herself. It has pink
polka dots, green stripes, and pig and cow buttons.
Jill: Hi, guys.
John and Tom: Hi, Jill.
Narrator: John is looking at Jill’s dress strangely.
Jill: So, what do you think?
Narrator: Jill twirls around in her new dress.
Tom: It’s a really unique design.
Jill: Thanks, Tom.
John: Unique? Are you serious? That dress is like a train wreck!
Narrator: Jill runs away crying.
Tom: Why did you say that? You’re cruel.
John: What? What did I do?

1. What do you think about Tom’s comment that Jill’s dress is unique?
2. How do you think Jill felt when John gave his opinion about her dress?
3. What could John have done differently to avoid hurting Jill’s feelings?

Script B
Narrator: Jill is wearing a new dress to school that she made herself. It has pink
polka dots, green stripes, and cow and pig buttons.
Jill: Hi, guys.
John and Tom: Hi, Jill.
Narrator: John is looking at Jill’s dress strangely.
Jill: So, what do you think?
Narrator: Jill twirls around in her new dress.
Tom: It’s a really unique design.
Jill: Thanks, Tom. What do you think, John?
John: Oh, me? Um, I like the color. It’s different.
Jill: Thanks. I was trying to do something really different. Can you believe I
made this dress myself? I’m so proud of it!

2. What are some other positive comments John could have said?

What Would You Say?
Fill in the blanks with appropriate comments
for the following situations.
1. What would you say if your great aunt knitted you

a sweater for your birthday that you didn’t like?
_________________________________________________________
2. What would you say if you were eating dinner at a

friend’s house and his mom cooked you something
you didn’t like?
_________________________________________________________
3. What would you say if somebody gave you a toy for

your birthday that you already have?
_________________________________________________________
4. What would you say if your little brother sang you a

song and he got some of the words wrong?
_________________________________________________________
5. What would you say if your classmate called you to

come over to hang out, but you didn’t want to?
_________________________________________________________

Show Your Support

Lesson 2  Here’s What I Think
Materials:
  In My Opinion activity page for each student, page 155
  chart paper
 markers
Introduce the concept: Imagine if everyone always had the same opinion. That would
be really boring. Imagine how strange it would be if everyone loved the same movies or
if everyone liked cats more than dogs. It’s okay and perfectly normal to have your own
opinions and ideas even if they are different from your friends’ and family’s.
Can you still be friends with someone who has different ideas than you do? Of course.
How do you kindly tell someone that you disagree with him? (Encourage discussion and
write ideas on chart paper.) When someone’s opinion is different from yours, it is often
helpful to acknowledge the other person’s opinion before stating your own. For example,
you might say, “That’s a good idea, but I think . . . ”
Members (page 12).
Extension activity: Have students complete the In My Opinion activity page individually.
Then direct the students to read their answers aloud to practice sharing opinions. Use phrases
like “I like that too, but I also like . . . ” and “That’s interesting. I think . . . ”

Characters: Matt, Bill, John, narrator
Setting: playground
Background: Matt, Bill, and John are planning for a

sleepover party.
Script A
Narrator: Matt, Bill, and John are planning for a sleepover party at Bill’s home.
Bill: What do you guys want to do when you come over? Maybe we could
watch a movie, play some video games, and have pizza.
John: Yeah, that sounds good. What kind of pizza do you like?
Bill: I like pepperoni.
John: I like pepperoni too.
Matt: Pepperoni? That’s so boring. Actually, it’s gross. Hamburger is

way better.
John: What’s the matter with pepperoni? It’s not gross.
Matt: Yes, it is. I don’t even know why anybody would ever eat that stuff.
Bill: Let’s just forget it.
John: Maybe we should just forget about having Matt over.

1. Why was John upset with Matt?
2. Matt obviously had a different opinion from the other two boys about what to eat.
How could he have expressed his opinion in a better way?

Script B
Narrator: Matt, Bill, and John are planning for a sleepover party at Bill’s home.
Bill: What do you guys want to do when you come over? Maybe we could
watch a movie, play some video games, and have pizza.
John: Yeah, that sounds good. What kind of pizza do you like?
Bill: I like pepperoni.
John: I like pepperoni too.
Matt: Pepperoni’s okay, but I really like hamburger. Do you guys like
hamburger on pizza?
John: Hamburger’s fine.
Bill: Actually, I’ve never had hamburger on pizza. We could try it.
Matt: How about if we order a pizza that’s half hamburger and half pepperoni?
John: Sounds great!
Bill: One half pepperoni, half hamburger pizza, coming right up!

1. Matt shared his different opinion with Bill and John, but they didn’t get mad this time. Why?
2. What if John and Bill did not want to have hamburger pizza? What could they do?

What is your opinion on the following subjects?
1. If you could go anywhere in the world, where would

you go? Why?
_________________________________________________________
_________________________________________________________
2. What is your favorite subject in school? Why?

_________________________________________________________
_________________________________________________________
3. What kinds of movies do you like to watch? Why?

_________________________________________________________
_________________________________________________________
4. What is your favorite restaurant? Why?

_________________________________________________________
_________________________________________________________
5. If you could have lunch with anyone in the world,

who would it be? Why?
_________________________________________________________
_________________________________________________________

Lesson 3  Keep It in Your Head!
Lesson Plan
Materials:
  chart paper
 markers
Introduce the concept: You don’t need to share every thought that comes into your head,
right? If you see a guy in the grocery store who’s really short, you really don’t need to say
anything about him out loud. Words like, “You’re really short! I’ve never seen someone as
small as you” or “Wow, look at that little man” are inappropriate and offensive. What are
some other opinions that are best kept to yourself? (Encourage ideas and write them on
chart paper.)
Members (page 12).

Characters: Tom, Jill, Mrs. Jones, narrator
Background: It is Tom’s birthday.
Script A
Narrator: It’s Tom’s birthday. He brought homemade cupcakes to share with his
classmates. The cupcakes have vanilla frosting with nuts on top.
Mrs. Jones: Tom, you can pass out your cupcakes now.
Tom: Okay. You guys are gonna love these!
Narrator: Tom passes out the cupcakes. He hands one to Matt.
Matt: Thanks, Tom. Happy birthday.
Tom: Thanks.
Narrator: Tom passes one to Jill. She makes a disgusted face.
Jill: Um, no. I would never eat that. I hate nuts.

1. How do you think Tom felt about what Jill said?
2. How could Jill have handled this situation better?

Script B
Narrator: It’s Tom’s birthday. He brought homemade cupcakes to share with his
classmates. The cupcakes have vanilla frosting with nuts on top.
Mrs. Jones: Tom, you can pass out your cupcakes now.
Tom: Okay. You guys are gonna love these!
Narrator: Tom passes out the cupcakes. He hands one to Matt.
Matt: Thanks, Tom. Happy birthday.
Tom: Thanks.
Narrator: Tom passes one to Jill. She starts to make a disgusted face because she
doesn’t like nuts. Then she remembers that the cupcake is a gift from
Tom to celebrate his birthday, and it would be rude to make a face.
Jill: Thanks, Tom.
Narrator: Jill waits until Tom has passed by her. Then she picks the nuts off the top
and eats the cupcake.

1. What did Jill do differently this time to make sure that she did not hurt Tom’s feelings?
2. Has anyone ever hurt your feelings by stating their opinion? Share your experience.

Lesson 4  Should I Say Anything?
Lesson Plan
Materials:
  How Embarrassing! mini-poster, page 162
  chart paper
 markers
 napkin
Introduce the concept: Has this situation ever happened to you? You’re talking to a friend
and you notice that he has a big piece of spinach caught between his teeth. Have you ever
seen someone walking with a piece of toilet paper stuck to the bottom of his shoe? Have you
ever noticed that someone’s fly was down? What did you do? (Encourage discussion.)
These can be tricky dilemmas because you don’t want to embarrass the person, but at
the same time, you want to let him know. In most situations like this, you can quickly and
discreetly let the other person know about the embarrassing situation with a discreet gesture,
such as pointing to your own tooth, pants, shoe, etc. You could also let someone know with a
quick, whispered message, such as “Hey, check your shoe.”
Members (page 12).
Extension activities:
1. Use the chart paper to brainstorm other tricky predicaments like those mentioned
above, and how you would respond.
2. Role-play being honest and clueing someone in to a problem through verbal and
nonverbal messages.
Wrap-up: Review and discuss the How Embarrassing! mini-poster. Add suggestions as

Characters: Mandy, Tom, narrator
Optional characters: other restaurant patrons (non-speaking parts)
Setting: fast-food Italian restaurant
Background: Mandy and Tom are eating spaghetti for lunch.
Script A
Narrator: Mandy and Tom are eating some saucy spaghetti for lunch. Tom notices
that Mandy has some sauce on her cheek.
Mandy: This spaghetti is really good, isn’t it?
Narrator: Tom tries to avoid looking at Mandy’s cheek as he answers.
Tom: Yeah, it’s great.
Mandy: I think I’m gonna go get a soda refill. Do you want anything?
Tom: (looking away from Mandy) No, thanks.
Narrator: Mandy walks up to the counter to ask for more soda. Other diners at the
restaurant notice her messy face and giggle as she walks by. Mandy
walks back to her table.
Mandy: Tom, did you hear those people laughing? What’s up?
Narrator: Mandy touches her face and realizes she has sauce on it.
Mandy: Ugh. My face is all covered with sauce! Tom, why didn’t you say
anything? You let me look like a fool!

1. How did Mandy feel at the end of this script?
2. Why didn’t Tom say anything to her about the sauce?
3. What should Tom have done differently?

Script B
Narrator: Mandy and Tom are eating some saucy spaghetti for lunch. Tom notices
that Mandy has some sauce on her cheek.
Mandy: This spaghetti is really good, isn’t it?
Narrator: Tom tries to avoid looking at Mandy’s cheek as he answers.
Tom: Yeah, it’s great.
Mandy: I think I’m gonna go get a soda refill. Do you want anything?
Narrator: Mandy starts to get up to walk toward the counter. Tom grabs a napkin.
Tom: (handing Mandy the napkin) Hey Mandy, wait. Here. You have something
on your cheek.
Narrator: Mandy wipes her cheek with the napkin and sees the sauce.
Mandy: Hey thanks, Tom. That would have been embarrassing to walk around the
restaurant with spaghetti sauce all over me.

1. Why did this script end on a better note than the first one?
2. What is another way Tom could have told Mandy about the sauce?

Please tell me if:
t paper on m stain on my
toile ys ve
a sh
ve h ha i
a
rt.
oe
Ih
I
.
me” sign o
kick nm
“
a y
e
av
ba
Ih
ck
.
dirt on my fa d stuck in m
ave ce e foo yt
Ih . av e
Ih
et
h.

Answer Key  Opinions and Honesty
 Lesson 1 Supporting Others
Script A
1. fine; he acknowledged Jill and gave a neutral comment.
2. offended/embarrassed/insulted
3. kept quiet/commented on one part of the dress he liked (e.g., color)/commented
on how much work it must be to make a dress
Script B
1. mentioned one thing he liked about the dress
 Lesson 2 Here’s What I Think
Script A
1. Matt insulted him about his choice/taste in food.
2. He could have said, “Pepperoni isn’t my favorite. Can we get one with half
hamburger?”
Script B
1. He acknowledged Bill’s and John’s idea without insulting them/asked them what
they thought about his suggestion.
2. order half hamburger, half pepperoni/order two pizzas/order a totally different
kind of pizza they can all agree on
 Lesson 3 Keep It in Your Head
Script A
1. insulted/offended
2. accepted the cupcake and taken off the nuts/not eaten the top part; stretched the
truth/told a little white lie and said, “No thanks, I’m really not that hungry.”
Script B
1. accepted the cupcake/picked the nuts off the top and ate the cupcake
 Lesson 4 Should I Say Anything?
Script A
1. embarrassed/a little angry at Tom
2. He probably didn’t know how to bring it up without embarrassing Mandy.
3. told Mandy about the sauce/given her a nonverbal signal to make her aware of it
Script B
1. Tom was honest with Mandy without embarrassing her.
2. pointed to his own cheek/said, “You should wipe your face.”/“You have some
sauce right here.”

Unit 9  Compliments
Most people enjoy a sincere, well-timed compliment. It feels good when someone tells you
something good about yourself. “This pie is delicious” is a wonderful thing to hear after you’ve
been up to your elbows in flour, rolling the dough, and making the pie.
There are tricks to effectively giving compliments. Poorly-timed or badly-worded compliments

can backfire. For example, saying to a friend, “Did you brush your hair today or something? It
looks pretty good” isn’t exactly a compliment and may make the person feel bad. Good social
communicators are skilled at giving compliments.
In this unit, students will learn the social skills they need to give compliments.
General Language Scripts – Compliments

Home Connection Letter — Compliments
Dear Family,
Your child has been learning social skills for giving compliments:
  being sincere
  using good timing
  choosing appropriate words
Discuss any materials your child brings home. Remind your child to use these
new skills.
1. Practice giving compliments to each other in a small group. Each person

gives a compliment to each participant. Try not to repeat a compliment
someone else has already said.
2. Compliment your child often. He or she can practice receiving compliments

and responding appropriately. Expect a “thank you” in return.
Thank you very much for helping your child learn about giving compliments.
_______________________________ _________________

Lesson 1  Lookin’ Good!
Lesson Plan
Materials:
  Lookin’ Good! mini-poster, page 169
  chart paper
 markers
 chairs
 desks
Introduce the concept: “You look great!” “Wow, nice shirt.” “I like your backpack.”
Compliments are great, aren’t they? They’re like little gifts people give each other. Has
anyone ever given you a compliment? How did it make you feel? (Encourage ideas
and sharing.)
When you give a compliment, remember that remarks about clothing, accessories, or skills are
safer than commenting on body characteristics like height or weight. Also, choose your words
carefully, depending on the person you are complimenting. For example, girls might like a
compliment such as, “Your shirt is beautiful,” but a boy might knock you out for such a remark.
It might be fine to tell your friend that his new sneakers are “sick,” meaning awesome, but your
teacher may not appreciate the same compliment.
Members (page 12).
Extension activity: Have students practice giving each other compliments. Receivers of
compliments should say, “Thank you.”
Wrap-up: Review and discuss the Lookin’ Good! mini-poster. Add suggestions as appropriate

Characters: Bill, Tom, Matt, narrator
Setting: classroom
Background: It is the first day of school.
Script A
Narrator: It’s the first day of school and Bill, Tom, and Matt are sitting in the
classroom, talking.
Bill: Did you guys have a good summer?
Tom: It was good, but too short. It seems like school just ended. I’m not ready
to start again!
Matt: Yeah, me either. My mom took me shopping last week for new school
clothes. I couldn’t believe school was here already.
Bill: I got some new stuff too. My mom took me to the mall.
Matt: Your sneakers are cool. Where did you get those?
Bill: Thanks. I got them at a sports store in the mall.
Tom: They’re okay. Hopefully they’ll make you run faster like it says on the
commercial. (smirking) Those jeans are cool too. I think my sister
has a pair.
Bill: Hey. Cut it out.
Matt: Yeah, Tom. That’s mean.

1. Which compliment in this script was a good one?
2. What is wrong with what Tom said about Bill’s clothes?
3. How could Tom have reworded what he said to make it a better compliment?

Script B
Narrator: It’s the first day of school and Bill, Tom, and Matt are sitting in the
classroom, talking.
Bill: Did you guys have a good summer?
Tom: It was good, but too short. It seems like school just ended. I’m not ready
to start again!
Matt: Yeah, me either. My mom took me shopping last week for new school
clothes. I couldn’t believe school was here already.
Bill: I got some new stuff too. My mom took me to the mall.
Matt: Your sneakers are cool. Where did you get those?
Bill: Thanks. I got them at a sports store in the mall.
Tom: Did you see that commercial about how they make you run faster?
Do they work?
Bill: I don’t know. I’ll let you know in P.E. class today.
Tom: Hey, you know . . .
Narrator: Tom starts to tell Bill that he thinks his jeans look like his sister’s, but then
changes his mind.
Bill: What?
Tom: No, uh, I was going to say, uh, I like your shirt.
Bill: Oh, thanks.

1. What did Tom do to stop himself from getting into trouble this time?
2. Has anyone ever said something mean about your clothes? How did it make you feel?

Lookin’ Good!

Great shirt!
Your ears

are cute and pointy, Cool sneakers.
like an elf.
169
You look so
much better than
you used to.
I love your hair! Nice hat!
You’re as tall
as a giant!

Lesson 2  Nice Moves!
Lesson Plan
Materials:
  A Collection of Compliments mini-poster, page 173
  chart paper
 markers
Optional prop: basketball
Introduce the concept: “Hey, Mrs. Jones! You wear cool clothes, for an old lady.” That could
be considered a compliment if she has a good sense of humor, or it could land you in detention
if she doesn’t. “Mr. Basketball Player, I really enjoyed watching the complicated maneuver you
just completed to insert the round, orange object into the hoop” is a compliment, but it’s way
too long and wordy. A quick, to-the-point compliment like “Nice shot!” works much better.
When you compliment someone on his skills or actions, you can make your compliment
specific, like “Wow, I love the way you added shadows to your drawing,” or more general,
like “You’re great at sports.” Either way, make sure compliments are genuine, positive, given
at the right time, and appropriate for the person. What are some compliments you could give
to people about their actions or skills? (Encourage ideas and write them on chart paper.) You
can also give nonverbal compliments, such as applause, a thumbs-up sign, or a high five.
Members (page 12).
Extension activity: Practice giving each other compliments about actions and skills.
Receivers of compliments should respond by saying, “Thank you.”
Wrap-up: Review and discuss the A Collection of Compliments mini-poster. Add suggestions

Characters: Mandy, Matt, John, narrator
Setting: basketball court
Background: Mandy, Matt, and John are shooting

hoops in the school gym.
Script A
Narrator: Mandy, Matt, and John are shooting hoops in the school gym. Matt throws
the ball toward the hoop and makes a basket.
Mandy: Hey, Matt. Nice shot. Can I have a try?
Matt: Sure.
Narrator: Matt tosses the ball to Mandy.
Mandy: Thanks, Matt.
Narrator: Mandy dribbles the ball toward the hoop. She shoots and misses.
John: (laughing) Ha, ha, ha. That was funny!
Narrator: Mandy looks upset.
Matt: Don’t worry about it. Try again.
Narrator: Mandy dribbles and shoots. The ball swishes into the hoop.
Matt: Nice job, Mandy. Great shot!
John: Yeah, good job Mandy! Not bad for a girl.

1. Who gave some genuine compliments in this script? Give evidence to support your answer.
2. Why was Mandy angry at the end of the script?

Script B
Narrator: Mandy, Matt, and John are shooting hoops in the school gym. Matt throws
the ball toward the hoop and makes a basket.
Mandy: Hey, Matt. Nice shot. Can I have a try?
Matt: Sure.
Narrator: Matt tosses the ball to Mandy.
Mandy: Thanks, Matt.
Narrator: Mandy dribbles the ball toward the hoop. She shoots and misses.
John: (laughing) Ha, ha, ha. That was funny!
Narrator: Mandy looks upset.
John: Oh, I’m sorry Mandy. I shouldn’t laugh. That was a tough shot. Try again.
Narrator: Mandy dribbles the ball and shoots again. It goes in.
Matt: Great job, Mandy!
John: Yeah, nice shot.
Mandy: (smiling) Thanks, guys.

2. What are some other ways to compliment someone in a basketball game?

...
...
A Collection of Compliments
thumbs-up sign, applause, smile and nod, wink, handshake, high five
...
Nonverbal compliments:
...
...
...

Lesson 3  Thanks for the Compliment
Lesson Plan
Materials:
  chart paper
 markers
 chairs
 desks
Introduce the concept: A compliment is like a gift. When someone gives you a compliment,
usually the best thing to say is “Thank you” or “Thanks.” Compliments are great and they can
make you feel proud. You might even agree with a compliment you’re given, but you need to
stay humble! What does staying humble mean? (Encourage discussion and list ideas on chart
paper.) It means not acting full of yourself or cocky, or saying, “I know” or “Tell me about it.”
Think of a time when someone complimented you. How did the compliment make you feel?
(Encourage sharing of ideas and stories.)
Have you ever complimented another person? (Encourage discussion.) Have you ever
complimented someone who reacted in an unusual way? For example, maybe you told
someone he was a good singer and he said, “Oh, I know I am. Everyone says I’m the best
singer in the world.” What would you think of that person? (Encourage discussion and sharing
of stories.)
What are some specific words and facial expressions to use when receiving a compliment?
(Encourage ideas and write them on chart paper.)
Members (page 12).
Extension activity: Practice receiving compliments. Take turns giving genuine, specific
compliments and then responding appropriately with “Thank you,” “That’s nice, thank you,”
“That’s nice of you to say,” or “I’m flattered.”

Characters: Bill, Jill, Tom, Mrs. Jones, narrator
Background: The students are taking turns sharing

their science projects with the class.
Script A
Narrator: The students in Mrs. Jones’s class are taking turns sharing their science
projects with the class.
Mrs. Jones: Who would like to share next?
Narrator: The students raise their hands. Mrs. Jones calls on Tom. Tom walks to
the front of the class with his project.
Tom: This is a model of the solar system. I made it out of foam, wire, and some
other materials. It took me quite a while to figure out how to make the
planets proportional to the sun.
Mrs. Jones: Thanks, Tom. That is a really nice model.
Tom: (nods)
Mrs. Jones: Does anyone have any questions or compliments for Tom?
Narrator: Several students raise their hands, including Bill and Jill.
Mrs. Jones: Yes, Bill?
Bill: I really like the colors you used for the planets. You are a good artist.
Tom: Thanks, I know.
Mrs. Jones: Jill, did you have something you wanted to say?
Jill: All of the planets look perfect and very detailed. Nice job.
Tom: Thanks. I’m usually perfect.
Narrator: Bill rolls his eyes.

1. Tom said “Thanks” when people gave him compliments, which is appropriate. What did he
do that was not appropriate?
2. Why did Bill roll his eyes?
Script B
Narrator: The students in Mrs. Jones’s class are taking turns sharing their science
projects with the class.
Mrs. Jones: Who would like to share next?
Narrator: The students raise their hands.
Mrs. Jones: Tom, why don’t you come on up?
Narrator: Tom walks to the front of the class with his project.
Tom: This is a model of the solar system. I made it out of foam, wire, and some
other materials from my dad’s workshop. It took me quite a while to figure
out how to get the sizes of the planets proportional to the sun.
Mrs. Jones: Thanks, Tom. That is a really nice model.
Tom: Thank you.
Mrs. Jones: Does anyone have any questions or compliments for Tom?
Narrator: Several students raise their hands, including Bill and Jill.
Mrs. Jones: Yes, Bill?
Bill: I really like the colors you used for the planets. You are a good artist.
Tom: Thanks, I . . .
Narrator: Tom starts to say “I know” but realizes that would sound cocky.
Tom: . . . I worked really hard.
Mrs. Jones: Jill, did you have something you wanted to say?
Jill: All of the planets look perfect and very detailed. Nice job.
Tom: Thank you.
Mrs. Jones: Great job, Tom. Who would like to be next?

1. This version of the script is only a little different from the first. What was different?
2. Keep it simple might be a good motto to remember when receiving compliments.
What does that mean?

Answer Key  Compliments
 Lesson 1 Lookin’ Good!
Script A
1. Matt’s comment on Bill’s sneakers
2. He was implying/hinting that they are girls’ jeans.
3. “I wonder if they really work like the commercial says. I like your jeans too.”
Script B
1. thought about how his comments would make Bill feel/stopped himself from
insulting Bill
 Lesson 2 Nice Moves!
Script A
1. Matt; he said, “Nice job, Mandy.”/“Great shot!”
2. She was offended by John’s comment; John said she had a nice shot, for a girl.
Script B
1. apologized for laughing at Mandy/gave her a sincere compliment
2. “Nice defense”/“Great effort”/“Good hustle out there”/“Nice block”
 Lesson 3 Thanks for the Compliment
Script A
1. said, “Thanks, I know” and “I’m usually perfect.”/acted cocky and full of himself
2. Tom was bragging/said “I’m usually perfect.”
Script B
1. Tom didn’t act cocky or full of himself/simply thanked his classmates for
the compliments.
2. just say “Thank you”/don’t add extra words that compliment yourself

Unit 10  Saying Goodbye
It is appropriate and expected to say goodbye or something similar after having a conversation.
Saying goodbye is a signal that a conversation and/or time spent with a person has ended.
When you say “Goodbye” or “See you later” to someone, you expect him to respond with a
matching phrase. You typically say “Goodbye” or “See you later” when you leave your own
home or someone else’s. Similarly, you say goodbye after you spend quality time with a
person, whether it be at a mall, a restaurant, a museum, etc. You also say goodbye when
you finish talking on the phone before you hang up. It is the classic, expected phrase to
use when ending time spent with a person. There are some situations however, when a
wave or a thank you is more appropriate instead. For example, when a student leaves a
classroom, he does not need to shout goodbye to his classmates. In this case, a wave to
the teacher and/or a quiet “See you later” to a friend may be best. When checking out at
a grocery store, it may be more polite to say “Thank you” or “Have a great day” than to say
“Goodbye.” You may have a more lengthy and serious goodbye when leaving a relative you
will not see again for a long time.
In this unit, students will learn the social skills they need when saying goodbye.
General Language Scripts – Saying Goodbye

Home Connection Letter — Saying Goodbye
Dear Family,
Your child has been learning social skills needed for saying goodbye. The words
and body language we use when we tell someone goodbye depend on the setting
and circumstance. We choose different words and body language when saying
goodbye to someone we will see the next day versus someone we may never see
again. Discuss any materials your child brings home. Remind your child to use
these new skills.
1. Make a list of different ways to say goodbye, including casual and formal.
Post the list on your refrigerator to remind your child of the importance of
saying goodbye.
2. Hold your child accountable for saying goodbye in appropriate ways.
Thank you very much for helping your child learn about saying goodbye.
_______________________________ _________________

Lesson 1  See Ya Later, Buddy
Lesson Plan
Materials:
  chart paper
 markers
Introduce the concept: Hanging out with friends is great, right? When you’ve been hanging
out at a friend’s home and it comes time to leave, what do you do? Do you just grab your stuff
and go? Not if you want to spend time over there again! Let’s imagine you’re at a friend’s
home working on a project and eating snacks. Your mom arrives to pick you up. The kitchen
is a mess, your sweatshirt is draped over a chair in the living room, and your friend is upstairs
asking his dad a question. What do you do? (Encourage discussion.) Why is it important to
tell your friend and his parent goodbye before leaving? (Encourage discussion and list ideas
on chart paper.)
Try these tips for a friendly departure:

1. Look around and clean up any messes you made.
2. Gather everything that belongs to you.
3. Say, “Thanks for having me” to your friend and to his parent if the parent is there.
4. Wave and say a friendly goodbye, such as “See you later,” “Goodbye,” or “See you
tomorrow.” Be sure to use good eye contact and body language, and stay friendly
and positive even though you may be disappointed about leaving.
Members (page 12).
Extension activity: Role-play saying goodbye to a friend. Tailor the language to match
the situation.
Wrap-up: Use the chart paper to outline important elements learned in this lesson.

Characters: Matt, John, John’s mom, narrator
Setting: Matt’s home
Background: John has been hanging out at Matt’s home. It’s time for John to leave.
Script A
Narrator: John has been hanging out at Matt’s home for the day. They’ve
been having a great time. It’s now 5:00 p.m. and time for John
to leave. The doorbell rings.
Matt: Oh no, that must be your mom.
Narrator: Matt goes to the door and opens it. It’s John’s mom.
Matt: (to John’s mom) Hi, Mrs. Hurley.
John’s mom: Hi, guys. Did you have fun?
Matt: Yeah, it was great.
John’s mom: John? How about you? Did you have a nice time?
Narrator: John scowls at his mom.
John: It was great until you got here!
John’s mom: John, that’s rude.
John: Whatever.
Narrator: John pushes his mom aside and walks out the door, slamming the door
behind him.

1. Why do you think John behaved the way he did?
2. What should John have done differently?

Script B
Narrator: John has been hanging out at Matt’s home for the day. They’ve
been having a great time. It’s now 5:00 p.m. and time for John
to leave. The doorbell rings.
Matt: Oh no, that must be your mom.
Narrator: Matt goes to the door and opens it. It’s John’s mom.
Matt: (to John’s mom) Hi, Mrs. Hurley.
John’s mom: Hi, guys. Did you have fun?
Matt: Yeah, it was great.
John’s mom: John? How about you? Did you have a nice time?
Narrator: John feels sad about leaving. He wants to pout and complain, but
decides that he wants to make a more mature impression. He takes
a deep breath and reminds himself that he and Matt can get together
another time.
John: Yeah, we had a lot of fun. Thanks for inviting me over, Matt.
Matt: Sure!
John: See you tomorrow at school.
Matt: Yeah. See you tomorrow.

1. How did John stop himself from getting upset this time, even though he did not want
to leave?
2. John and Matt did not actually say “goodbye.” They said, “See you tomorrow.” Is that
okay? Explain your answer.
Lesson 2  Goodbye, Mr. Benson
Lesson Plan
Materials:
  Saying Goodbye to an Adult mini-poster, page 186
  chart paper
 markers
Introduce the concept: Saying goodbye to an adult is usually a little different than saying
goodbye to a kid. If you gave your dentist a high five as you walked out the door and said
“Later, Frank,” your mom might nudge you and give you the “I’m disappointed in you” look.
Why? (Encourage discussion.) When you say goodbye to an adult, you should be a little
more formal than when you say goodbye to another kid. For example, you might say “See
ya” to a friend when you are leaving, but not to an adult you just met. Kids also usually don’t
address adults simply by their first names. Whether saying goodbye to kids or adults, eye
contact, tone of voice, and body language are very important.
Members (page 12).
1. Brainstorm to compare and contrast saying goodbye to adults and to kids. On
chart paper, write the headings Goodbyes to Adults and Goodbyes to Kids. Write
appropriate behaviors/phrases under each.
2. Invite several adults to stop by the room. Request that they say goodbye to the
students and have the students respond appropriately.
Wrap-up: Review and discuss the Saying Goodbye to an Adult mini-poster. Add suggestions

Characters: Jill, Bill, Mr. Benson (school principal), narrator
Setting: Mr. Benson’s office
Background: Jill and Bill have been sent down to Mr. Benson’s office to receive recognition
for some special work they did.
Script A
Narrator: Jill and Bill are in Mr. Benson’s office. He is congratulating and thanking
them for organizing a school-wide food drive that collected a lot of food
for the local food pantry.
Mr. Benson: The food drive you two organized was fantastic. Our school was able to
donate over 50 large boxes of food to our local pantry, thanks to you. You
both should be very proud!
Jill: Thanks, Mr. Benson.
Bill: Yeah, thanks.
Mr. Benson: Well, thank you for stopping in. Please head back to class.
Jill: Okay.
Mr. Benson: Bye, kids.
Jill: (making eye contact and using a friendly tone) Bye, Mr. Benson.
Narrator: Jill starts to walk out the door and Bill follows her.
Bill: (looking away from Mr. Benson) Later, dude.

1. Was Jill appropriate when she said goodbye to Mr. Benson? Explain your answer.
2. How do you think Mr. Benson felt when Bill said, “Later, dude”?

Script B
Narrator: Jill and Bill are in Mr. Benson’s office. He is congratulating and thanking
them for organizing a school-wide food drive that collected a lot of food
for the local food pantry.
Mr. Benson: The food drive you two organized was fantastic. Our school was able to
donate over 50 large boxes of food to our local pantry, thanks to you. You
both should be very proud!
Jill: Thanks, Mr. Benson.
Bill: Yeah, thanks.
Mr. Benson: Well, thank you for stopping in. Please head back to class.
Jill: Okay.
Mr. Benson: Bye, kids.
Jill: (making eye contact and using a friendly tone) Bye, Mr. Benson.
Narrator: Jill starts to walk out the door and Bill follows her.
Bill: (starts to say “Later.” He then remembers who he’s talking to, makes eye
contact, and thinks of something better to say.) Goodbye, Mr. Benson.

1. Bill was more socially successful this time. What did he do differently?
2. Think of another appropriate way for Bill to say goodbye to Mr. Benson.

When you say goodbye to an adult:

• Use a friendly tone of voice.
• Make eye contact.
186
• Use the adult’s formal name (Mr. Benson, Aunt
Polly, etc.).
• Keep it formal (“Goodbye,” “Bye,” “Have a nice
afternoon”).
• Shake hands (optional).

Lesson 3  Goodbye, New Friend
Lesson Plan
Materials:
  chart paper
 markers
Introduce the concept: When you meet someone for the first time, you try to make a good
impression. You usually try to be friendly, interesting, caring, or cool. Also, when you meet
someone for the first time, you probably want that person to like you. Make sure you follow
that good impression all the way through the goodbye. You wouldn’t want to make a bad exit,
would you? You need to close the conversation in good way so the person will want to talk to
you again another time.
Try these ideas to leave a good impression when saying goodbye to someone you’ve just
met for the first time: make good eye contact, genuinely say, “It was nice to meet you” or “It
was nice talking to you,” and then say “Goodbye” or “See you later.” If someone says “It was
nice meeting you” before you say it, be sure to say “You too.” Think of some situations when
you might also shake hands. (Encourage discussion and list ideas on chart paper.)
Members (page 12).

Characters: Tom, Mandy, Kate, Tom’s mom, narrator, Mandy’s mom (non-speaking role)
Setting: grocery store
Background: Tom is shopping with his mom. Mandy and her friend Kate are shopping with
Mandy’s mom.
Script A
Narrator: Tom is grocery shopping with his mom. Mandy and her friend
Kate are shopping with Mandy’s mom. They notice each other
in the produce section.
Mandy: (to Kate) Oh, there’s my friend, Tom.
Narrator: The girls walk over to Tom.
Mandy: Hi, Tom.
Tom: Oh, hi Mandy. How are you?
Mandy: Good. How are you?
Tom: Pretty good. Who’s your friend?
Mandy: Oh, this is Kate. Kate, this is Tom.
Kate: Hi, Tom.
Tom: Hi.
Narrator: Tom’s mom calls to him.
Tom’s mom: Come on, Tom. We need to check out.
Tom: Well, gotta go.
Narrator: Tom turns and leaves.

1. What do you suppose Mandy and Kate might have thought when Tom suddenly left?
2. What should Tom have done to be more socially successful?
Script B
Narrator: Tom is grocery shopping with his mom. Mandy and her friend
Kate are shopping with Mandy’s mom. They notice each other
in the produce section.
Mandy: (to Kate) Oh, there’s my friend, Tom.
Narrator: The girls walk over to Tom.
Mandy: Hi, Tom.
Tom: Oh, hi Mandy. How are you?
Mandy: Good. How are you?
Tom: Pretty good. Who’s your friend?
Mandy: Oh, this is Kate. Kate, this is Tom.
Kate: Hi, Tom.
Tom: Hi.
Narrator: Tom’s mom calls to him.
Tom’s mom: Come on, Tom. We need to check out.
Tom: Oh, sorry girls. Gotta go. It was nice meeting you, Kate. Maybe I’ll see
you again sometime. See you tomorrow, Mandy.
Mandy and Kate: Bye, Tom.
Narrator: Tom runs off to his mom.

1. What did Tom do differently in this script?
2. How do you think Kate felt about Tom after meeting him?

Lesson 4  TGIF
Lesson Plan
Materials:
  chart paper
 markers
Optional props: backpacks, books
Introduce the concept: Friday afternoons are the best, aren’t they? The school week
is over and it’s time for some fun. When you leave school on a Friday, you usually say
goodbye to friends and teachers, but you might say it a little differently than you do when
you leave on a regular school day. How do you think people might say goodbye differently
on a Friday afternoon compared to other afternoons? (Encourage ideas and write them
on chart paper, such as “See you on Monday,” “Have a great weekend,” “Maybe I’ll see
you on Saturday.”)
Members (page 12).
Extension activity: Role-play leaving school on a Friday. Try using different phrases
and expressions.
Wrap-up: Use the chart paper to outline important elements learned in this lesson. Add rules

Lesson 4  TGIF
Characters: Mandy, Jill, narrator
Setting: classroom
Background: The students are packing their

backpacks to go home.
Script A
Narrator: It’s the end of the day on Friday. The students are packing their
backpacks to go home for the weekend.
Mandy: Well Jill, we don’t have basketball practice this weekend, so I

guess I’ll see you on Monday.
Jill: Yeah, I guess so. That’s fine.
Narrator: Jill appears sad.
Jill: You’re a really good friend.
Narrator: Mandy is surprised that Jill is so sad.
Mandy: Thanks, Jill. So are you.
Jill: I’ll miss you.
Mandy: Um, I’ll probably miss you too, but it is just the weekend.
Narrator: Jill walks over to Mandy and hugs her.
Jill: (sadly) I’ll see you Monday.
Mandy: Okay.

1. What do you suppose Mandy was thinking at the end of this script?
2. What is a more appropriate way to say goodbye?

Lesson 4  TGIF
Script B
Narrator: It is the end of the day on Friday. The students are packing their
backpacks to go home for the weekend.
Mandy: Well Jill, we don’t have basketball practice this weekend, so I

guess I’ll see you on Monday.
Jill: Yeah, I guess so. That’s fine.
Narrator: Jill appears sad.
Mandy: What’s the matter, Jill?
Jill: I’m going to miss you this weekend, that’s all.
Mandy: We’ll see each other again very soon.
Jill: Since we’re not going to have basketball, maybe we can get together?
Mandy: Oh, yeah. That’s a good idea. I’ll call you.
Jill: Okay, great. I’ll talk to you later.
Mandy: Okay. Bye.
Jill: Bye, Mandy.

1. What did Jill do this time to handle the situation better?
2. What could Jill say if Mandy didn’t want to or wasn’t able to get together?

Lesson 5  Hanging Up
Lesson Plan
Materials:
  chart paper
 markers
Optional props: phones
Introduce the concept: Speaking on the phone is different than talking face to face. The
person you’re talking to can’t see your facial expressions, body language, and gestures, and
you can’t see his. You really have to rely on words; fillers and feedback like “yup,” “oh,” “mm
hmm;” and tone of voice. When saying goodbye on the phone, you can’t give hints that you
have to go, like beginning to walk away, closing up your lunch, or looking at the clock, and
you certainly can’t just put the phone down and walk away, or even worse, just hang up.
What do you think would happen then? (Encourage discussion.)
To end a phone conversation, you often lead with some sentences or phrases that hint
to the other person that the conversation is coming to an end. Some examples would be
“Well, I guess I’d better get going,” “Thanks for listening,” or “It’s almost dinnertime.” What
are some other sentences that will give people clues that the conversation is coming to an
end? (Encourage ideas and write them on chart paper.) After the clue/hint sentence, people
usually close the conversation with “Bye.”
Members (page 12).
Extension activity: Role-play having a conversation with someone on the phone, ending it
appropriately. It’s helpful to use phones as props.
Wrap-up: Use the chart paper to outline important elements learned in this lesson.

Characters: John, Matt, narrator
Setting: John’s home and Matt’s home
Background: John and Matt are having a conversation on the phone.
Script A
Narrator: John and Matt are talking on the phone. They’ve been talking quite awhile
and the conversation is just about over.
John: That movie we saw in English class was really cool, wasn’t it?
Matt: Yeah, it was pretty good.
John: I hope we get to watch another movie tomorrow, but we probably won’t.
Matt: Yeah, too bad we can’t do that all the time.
John: Oh, I know. It would be awesome if we could pick whatever we want to

watch. We could bring in popcorn and soda. Then . . .
Narrator: Matt realizes it’s time to get off the phone so he just hangs up. John
doesn’t notice it right away.
John: . . . we could just sit back, relax, and talk about movies, right? Right?
Matt? Hello?
Narrator: John figures out that Matt has hung up on him.
John: (to himself) I can’t believe he just hung up on me!

1. How should Matt have handled this situation?
2. How do you think John felt when he realized Matt had hung up the phone?
3. Has anyone ever hung up on you? If so, how did you feel?

Script B
Narrator: John and Matt are talking on the phone. They’ve been talking quite awhile
and the conversation is just about over.
John: That movie we saw in English class was really cool, wasn’t it?
Matt: Yeah, it was pretty good.
John: I hope we get to watch another movie tomorrow, but we probably won’t.
Matt: Yeah, too bad we can’t do that all the time.
John: Oh, I know. It would be awesome if we could pick whatever we want to
watch. We could bring in popcorn and soda. Then . . .
Narrator: Matt realizes it’s time to get off the phone. He lets John finish what he is
in the middle of saying.
John: . . . we could probably watch a new movie every week. That would be
the best!
Matt: Yeah, it would. We can dream, I guess. Well, my mom is almost
done making dinner and I have to set the table, so I guess I’d better
get off the phone.
John: Okay, no problem. I’ll talk to you tomorrow at school.
Matt: Okay, see you then.
John: Okay, bye.
Matt: Bye.

1. What did Matt do differently this time to have a better ending to his conversation with John?
2 What is a different way Matt could have ended the conversation?

Lesson 6  Goodbyes for Long-Term
Lesson Plan
Materials:
  Types of Goodbyes mini-poster, page 199
  chart paper
 markers
Introduce the concept: Sometimes we have to say goodbye to people we won’t see again for
a long time. Maybe someone is getting on a plane to return to a home that is far away. Maybe
a friend is moving to a different state. Have you ever said goodbye to someone who you knew
you would not see again for a long time? (Encourage discussion and share experiences.)
Saying goodbye to someone you won’t see again for a while is different than saying goodbye
to someone you know you will see again very soon. Goodbyes to people you see often tend
to be quicker and more casual. When saying goodbye to someone you won’t see again for a
long while, you might take more time, hug and sometimes kiss, and probably feel sad. What
are some specific things you might say or do when you know you won’t see someone again
for a long time? (Encourage ideas and write them on chart paper.)
Members (page 12).
Wrap-up: Review and discuss the Types of Goodbyes mini-poster. Add suggestions as

Characters: Tom, Tom’s mom, Aunt Polly, narrator

Setting: airport
Background: Tom and his mom are saying goodbye to Aunt Polly at the airport. She has
finished her week’s vacation with Tom’s family and is about to return to her home that is far
away.
Script A
Narrator: Tom and his mom drove Aunt Polly to the airport so she could return to her
faraway home. Tom and his mom are saying goodbye to Aunt Polly and
wishing her well.
Tom’s mom: It was great having you with us. We hope you come again really soon.
Aunt Polly: Oh, I would love to. I’m hoping to come back again next year.
Tom’s mom: Oh, definitely. We would love to have you stay with us again.
Aunt Polly: That would be wonderful. I look forward to it.
Narrator: Tom’s mom smiles, moves toward Aunt Polly, and gives her a hug.
Tom’s mom: Well Polly, we’re going to miss you. Take care.
Aunt Polly: Oh, I will miss you too. Call me whenever you can.
Tom’s mom: Absolutely. Tom, it’s your turn to say goodbye to Aunt Polly.
Narrator: Tom has been distracted looking at all the people walking around the
airport. He keeps his face turned away from Aunt Polly.
Tom: Oh yeah, whatever. Bye.
Aunt Polly: (looking disappointed) That’s it?

1. How do you think Aunt Polly felt at the end of this script?
2. How do you think Tom’s mom feels about the way Tom behaved at the end of
this script? Why?
3. What are some words Tom might use to say goodbye to Aunt Polly?
Script B
Narrator: Tom and his mom drove Aunt Polly to the airport so she could return to her
faraway home. Tom and his mom are saying goodbye to Aunt Polly and
wishing her well.
Tom’s mom: It was great having you with us. We hope you come again really soon.
Aunt Polly: Oh, I would love to. I’m hoping to come back again next year.
Tom’s mom: Oh, definitely. We would love to have you stay with us again.
Aunt Polly: That would be wonderful. I look forward to it.
Narrator: Tom’s mom smiles, moves toward Aunt Polly, and gives her a hug.
Tom’s mom: Well, Polly. We’re going to miss you. Take care.
Aunt Polly: Oh, I will miss you too. Call me whenever you can.
Tom’s mom: Absolutely. Tom, it’s your turn to say goodbye to Aunt Polly.
Tom: Bye, Aunt Polly. I’ll miss you. Have a good trip back.
Aunt Polly: I will Tom, and I will miss you too. Maybe someday you can come out to
visit me. I would love that.
Tom: Yeah, that would be awesome.
Narrator: Aunt Polly picks up her bags and heads toward the gates to catch her
plane. Tom and his mom wave to her as she leaves.

1. What did Tom do right in this script?
2. What if Tom didn’t really like Aunt Polly? Should he still be nice to her as they say
goodbye? Explain your answer.
quick long
casual more serious
199
friendly
everyday
everyday goodbyes
g oodbyes ffor
or
goodbyes
goodbyes long-term
long-term
good eye contact
say words like say words like
“See you later” “I’ll miss you”

Answer Key  Saying Goodbye
 Lesson 1 See Ya Later, Buddy
Script A
1. He was angry/disappointed because he had to leave his friend’s house.
2. used strategies to calm himself/told his mom he had fun/thanked Matt for having
him over/said goodbye
Script B
1. used strategies to calm down (took a deep breath/reminded himself that he and
Matt could get together another time)
2. Yes; it means the same thing as “goodbye.”
 Lesson 2 Goodbye, Mr. Benson
Script A
1. Yes; she made eye contact/used a friendly tone of voice/matched Mr. Benson’s
type of goodbye/used Mr. Benson’s name.
2. surprised/disappointed/disrespected
Script B
1. matched Mr. Benson’s type of goodbye/made eye contact/used a friendly tone
2. “See you later, Mr. Benson.”/“Have a good day, Mr. Benson.”
 Lesson 3 Goodbye, New Friend
Script A
1. that he was rude/didn’t say a word to Kate
2. said “nice to meet you, Kate”/“goodbye”
Script B
1. apologized for having to cut the conversation short/gave a polite goodbye to Kate
and Mandy
2. that he was polite/friendly
 Lesson 4 TGIF
Script A
1. “This is weird.”/“Wow, she’s really overreacting.”/“Why is she hugging me?”
2. “See you on Monday.”/“Give me a call this weekend.”/“See you later.”/“Have a
good weekend.”
Script B
1. figured out a solution to see Mandy over the weekend/helped herself to feel
less sad
2. say “Okay, maybe another time.”/“Have a good weekend.”

Answer Key  Saying Goodbye
 Lesson 5 Hanging Up
Script A
1. told John that he had to/wanted to get off the phone and then said goodbye
2. annoyed/insulted/aggravated
Script B
1. told John he needed to get off the phone and why/let John finish what he was
saying/said goodbye
 Lesson 6 Goodbyes for Long-Term
Script A
1. sad/disappointed/hurt
2. disappointed/annoyed because Tom should hug Aunt Polly and say goodbye in a
nicer way/show he cares that she’s leaving
3. “I’ll miss you.”/“It was fun having you stay with us.”
Script B
1. mentioned that he would miss Aunt Polly/wished her well/agreed it would be fun
to visit her
2. Yes; she is family and they will not see each other again for a long time.

Unit 11  Vocal Loudness
We determine how loudly or quietly to speak based on the situation. It’s necessary to
use a loud voice when we deliver a speech or talk in a noisy environment. A softer voice
is appropriate when we have a conversation in a quiet setting, like a classroom or a store.
In some situations a loud voice portrays confidence, while in others it is considered rude or
obnoxious. Many children benefit from direct teaching about how to regulate the volume of
their voices. Children often need to be reminded to use appropriate vocal loudness: whisper
in a library, use a conversational voice when speaking in class to peers, or speak loudly to
deliver an oral report. Reassure children that yelling and screaming is appropriate at
certain times, such as while playing outside, cheering for a team, or in an emergency.
In this unit, students will learn the social skills they need to use appropriate vocal loudness
in various social settings.
General Language Scripts – Vocal Loudness

Home Connection Letter — Vocal Loudness
Dear Family,
Your child has been learning how and when to change his or her vocal loudness
to match a social setting. Loud voices, whispering voices, conversational voices,
and yelling are all appropriate in some situations but not in others. Ask your child
to explain how and when to use these different vocal loudness levels. Discuss
any materials your child brings home. Remind your child to use these new skills.
1. Think of situations in which these loudness levels are appropriate: whisper

voice, conversational voice, loud voice, scream, silence.
2. Practice using nonverbal signals to indicate to your child when he or she is

speaking too loudly or softly. (For example, speak louder = palms up and
raise hands several times to ask to be louder; quiet down = palms down
and move hands up and down several times/finger to lips.)
.
Thank you very much for helping your child learn about using appropriate
vocal loudness.
_______________________________ _________________

Lesson 1  Yelling!
Lesson Plan
Materials:
  Let Your Voice Be Heard mini-poster, page 207
  chart paper
 markers
Optional prop: kickball/soccerball
Introduce the concept: Is it ever okay to yell? How about during the middle of class or in
a public library? Probably not such a good idea. What are some situations when you can or
should yell? (Encourage discussion and write ideas on chart paper.) One situation when it
would be okay to yell is if you see someone stepping into the path of an oncoming truck. What
would you yell in this case? (Encourage discussion and list ideas on chart paper.) People can
be heard yelling words like “Great job!” or “Nice hit!” at sports games and music concerts. This
is also very appropriate.
Members (page 12).
Wrap-up: Review and discuss the Let Your Voice Be Heard mini-poster. Add suggestions as

Characters: Mandy, Tom, John, narrator
Setting: field next to school playground
Background: Mandy, Tom, and John are running

onto the field to play a game of kickball.
Script A
Narrator: Mandy, Tom, and John are heading outside to play kickball. They run
out of school and head toward the field. Mandy is carrying the ball.
She accidentally drops the ball and it rolls into the woods.
Mandy: (using a soft voice) Hey, guys. Help.
Narrator: Tom and John do not hear her. They keep running. Mandy is still
searching for the ball.
Mandy: (using a soft voice) Tom and John. I can’t find the ball.
Tom: Hey! What happened to Mandy?
John: I don’t know. She had the ball.
Narrator: Mandy is still searching for the ball.
Mandy: (softly to herself) Those guys are so mean. They don’t even care that I
can’t find the ball.

1. How do you think Mandy felt at the end of the script?
2. Why didn’t Tom and John help her?
3. Do you think Tom and John were really trying to be mean to her? Explain your answer.

Script B
Narrator: Mandy, Tom, and John are heading outside to play kickball. They run
out of school and head toward the field. Mandy is carrying the ball.
She accidentally drops the ball and it rolls into the woods.
Mandy: (using a soft voice) Hey, guys. Help.
Narrator: Tom and John do not hear her. They keep running. Mandy is still
searching for the ball. She decides to try using a louder voice.
Mandy: (yelling) Hey, Tom! Hey, John! Wait up! I can’t find the ball!
John: (turning around) Where’s Mandy?
Tom: I just heard her. Oh, there she is–in the woods.
John: Oh, yeah. Come on! Let’s go find out what she’s doing.
Narrator: Tom and John go running back to Mandy to help her find the ball in
the woods.

1. Why did Tom and John help Mandy this time?
2. Why didn’t Mandy get mad at the boys this time? Explain your answer.
3. Mandy used a yelling voice in this script. What is the difference between a yell
and a scream?

It’s okay to yell sometimes, such as:

• For help in an emergency

• To cheer for your favorite team
207
• To get someone’s attention who is
far away
• To warn someone who is in danger

Lesson 2  Using a Conversational Voice
Lesson Plan
Materials:
  chart paper
 markers
 chairs
 desks
Introduce the concept: When you’re talking to a classmate while working on a group
project, how loud should you be? (Encourage demonstration and discussion.) It could
be a little embarrassing if you shout and other people in the room stop what they’re doing
to stare at you. At the same time though, you don’t want to talk so softly that your classmate
can’t hear you. How do you find a happy medium between a whisper and a loud speaking
volume? (Encourage discussion.)
A conversational voice is a happy medium between a whisper and a loud voice. Use this
volume when talking to someone near you. A conversational voice is usually for situations
that aren’t completely quiet but aren’t noisy either. Name some examples of settings where a
conversational voice would be the best loudness to use. (Encourage discussion and list ideas
on chart paper.)
Name some strategies to help keep voices in the classroom at good loudness levels. (Encourage
discussion and write ideas on chart paper.)
Here are some ideas:
1. Use nonverbal signals to indicate to others in your group that they are being too loud
or too soft.
2. Move away from a group that is being too loud so you don’t have to raise your
voice too.
3. Use a nonverbal signal or a polite request to tell other groups they are being too loud.
Members (page 12).
1. Practice using conversational voices and loud whispers.
2. Role-play using verbal requests and nonverbal signals to cue others that they are
speaking too loudly or softly.

Characters: Jill, Matt, Bill, John, narrator
Setting: classroom
Background: Jill, Matt, Bill, and John are working in

pairs to create posters for a science fair.
Script A
Narrator: The students are working with partners to create posters for the science
fair. Jill and Matt are partners, and Bill and John are partners. They are
sitting near each other in the classroom.
Jill: (using a conversational voice) Matt, do you think we should sketch the
drawing out with pencil first?
Matt: Yeah. That’s a good idea. Do you want to work on the animal drawings
and I’ll . . .
Narrator: Matt is interrupted by Bill’s loud voice.
Bill: (loudly) John, that’s so funny! I can’t believe you just did that.
Narrator: Bill and John laugh loudly. Matt gives them a dirty look.
Matt: (using a conversational voice to speak to Jill) Anyway, as I was trying
to say, if you want to do the animal drawings, I can work on the
background details.
Jill: Okay. That’s fine with me. I like doing the animals, and you’re better with . . .
Narrator: Jill is interrupted by Bill again.
Bill: Ha, ha. Knock it off.
Jill: (turning to Bill and John) Would you guys please be a little quieter?
John: What? What’s the big deal? We’re just having fun. Loosen up, sheesh!
Jill: You guys are so annoying.

1. Why does Jill think Bill and John are so annoying?
2. What did Jill and Matt do to advocate for (help) themselves? What other things could
they try?
3. How do you think Bill and John should have responded to Jill’s request to be quieter?
Script B
Narrator: The students are working with partners to create posters for the science
fair. Jill and Matt are partners, and Bill and John are partners. They’re
sitting near each other in the classroom.
Jill: (using a conversational voice) Matt, do you think we should sketch the
drawing out with pencil first?
Matt: Yeah. That’s a good idea. Do you want to work on the animal drawings
and I’ll . . .
Narrator: Matt is interrupted by Bill’s loud voice.
Bill: (loudly) John, that’s so funny! I can’t believe you just did that.
Narrator: Bill and John laugh loudly. Matt turns toward the boys and gives them a
dirty look.
Matt: (using a conversational voice to speak to Jill) Anyway, as I was trying
to say, if you want to do the animal drawings, I can work on the
background details.
Jill: Okay. That’s fine with me. I like doing the animals, and you’re
better with . . .
Narrator: Jill is interrupted by Bill again.
Bill: Ha, ha. Knock it off.
Jill: (turning to Bill and John) Would you guys please be a little quieter?
Bill: Oh, I’m sorry. We’re just goofing around. I guess we’d better get to work.
John: Yeah, sorry.
Jill: That’s all right.
Narrator: All the students get back to work, using the right loudness of voice.

1. What did Bill and John do differently this time?
2. Have you ever been in a situation where another group of people was annoying you by
talking too loudly? What did you do?

Lesson 3  Using a Public Speaking Voice
Lesson Plan
Materials:
 Project Your Voice mini-poster, page 214
  chart paper
 markers
 chairs
 desks
Introduce the concept: Oral reports, class plays, presentations. Love ‘em or hate ‘em,
we all have to speak in front of a group once in a while. Have you ever had to speak in
front of an audience? Speaking in front of a group is called public speaking. What kind of a
voice do you need to use for public speaking? Why? (Encourage discussion and examples.
Write suggestions on chart paper.) How can you tell if your voice is heard by the audience?
(Encourage discussion and write ideas on chart paper.) Listeners will nod in agreement or
react to what you’re saying if you’re speaking loudly enough.
How can you tell if your voice is not loud enough? (Encourage discussion and write ideas on
chart paper.) Listeners might squint their eyes and look confused, look like they’re spacing
out, or might not react at all when you say something interesting or funny.
Members (page 12).
Extension activities: Have students practice talking in front of the group. They should
speak at some distance from the group so they must project their voices. Topic suggestions:
weekend plans, favorite hobbies, or pets. You could also have students read in front of
the group.
Wrap-up: Review and discuss the Project Your Voice mini-poster. Add suggestions as

Characters: Bill, Matt, John, Mrs. Jones, narrator
Setting: classroom
Background: The students are presenting their

science projects.
Script A
Narrator: The students in Mrs. Jones’s class are presenting their science projects.
They stand in front of the room to present.
Mrs. Jones: Matt, would you like to go first?
Matt: Okay.
Narrator: Matt walks to the front of the room.
Matt: (using a very soft voice) My science project is called Migration of the
Monarch Butterfly.
Narrator: Mrs. Jones gives Matt a nonverbal signal to raise his voice.
Matt: (still using a soft voice) My poster traces the route of the monarch from
the northern part of the United States down to Mexico for the winter, and
then to the southern part of the United States in the spring.
Narrator: Bill is squirming in his chair and looking around the room. John is leaning
forward and squinting his eyes, straining to hear Matt.
John: (whispering to Bill) Can you hear him?
Bill: No, not at all.
Mrs. Jones: Does anyone have any questions or comments for Matt so far?
Narrator: The students look around the room at each other, hoping that someone
has a question.

1. Why couldn’t the students think of a question to ask?
2. What could the students have done to advocate for (help) Matt and for themselves?
3. Why do you think Matt was using a soft voice?

Script B
Narrator: The students in Mrs. Jones’s class are presenting their science projects.
They stand in front of the room to present.
Mrs. Jones: Matt, would you like to go first?
Matt: Okay. (walks to the front of the room)
Matt: (using a very soft voice) My science project is called Migration of the
Monarch Butterfly.
Narrator: Mrs. Jones gives Matt a nonverbal cue to raise his voice. Matt nods to her.
Matt: (slightly louder) My poster traces the route of the monarch from the
northern part of the United States down to Mexico for the winter, and
then to the southern part of the United States in the spring.
Narrator: Bill is squirming in his chair and looking around the room. John is leaning
forward and squinting his eyes, straining to hear Matt.
John: (whispering to Bill) Can you hear him?
Bill: No, not at all.
Narrator: John raises his hand.
Mrs. Jones: Yes, John?
John: I’m sorry to interrupt, but I still can’t hear Matt very well.
Mrs. Jones: Thank you for letting us know. Matt, can you speak just a little bit louder?
Matt: (with just the right loudness of voice) Sure. As you can see from the
poster, the monarch butterflies follow this migration path. They rely on
instinct. It is really amazing that they know how to follow this route without
any maps or instruction.
Mrs. Jones: Thank you, Matt. Does anyone have any questions or comments?
Narrator: Several hands go up in the classroom.

1. What did John do to advocate for (help) himself and for other members of the class?
2. Why were there more questions and comments this time?
3. Do you think it was rude for John to raise his hand to ask that question?

When you need your voice to carry a short distance:

• Stand up straight with your shoulders back. Hold

your head high.
• Speak louder than you would in a normal conversation.
214
• Breathe deeply and speak on the exhale.
• Look at your audience confidently.
• Watch for signals that people heard you, like head

nods, laughs, and other reactions at the right times.

Lesson 4  Volume on the School Bus
Lesson Plan
Materials:
 School Bus Rules mini-poster, page 218
  chart paper
 markers
 chairs or bench to stand in for bus seats
Optional prop: fake spider
Introduce the concept: Is there anything louder than a school bus full of students? Between
the loud engine, squeaky brakes, and the chatter of students all talking at once, it’s enough to
give anyone a headache. When you ride the bus, you obviously need to speak loudly enough
so other people can hear you, but you also have to control your volume so that you’re not
screaming. What are the rules for riding your school bus? (Encourage discussion and write
ideas on chart paper.)
Yelling and screaming while on the bus or in the car can distract the driver. What can you do
to keep the loudness of your voice down on a school bus or in your family car? (Encourage
discussion and write ideas on chart paper.)
Members (page 12).
Wrap-up: Review and discuss the School Bus Rules mini-poster. Add suggestions as

Characters: Mandy, Tom, Jill, Mrs. Robbins

(bus driver), narrator
Setting: school bus
Background: The students are riding home on the

school bus.
Script A
Narrator: The students are riding the bus home from school. Mandy and Jill are
sitting together. Tom is sitting directly behind them, and Mrs. Robbins is
driving the bus. Mandy and Jill are talking about their afterschool plans.
Mandy: Are you going to piano lessons today?
Jill: Yeah, I have piano every Tuesday afternoon.
Mandy: Do you want to come over after your lesson?
Jill: Yeah, I think so. I’ll just have to make sure I don’t have too
much homework.
Tom: Hey girls, look what I found.
Narrator: Tom tosses a fake spider onto the girls’ seat. Jill screams. Tom
laughs loudly.
Mandy: (shouting) Tom, knock it off. That’s so mean.
Mrs. Robbins: (looking into her rearview mirror to see who is making all the noise)
All right, that’s enough. I can’t have screaming while I’m driving.
Mandy: (shouting) It’s all Tom’s fault. He threw a spider at us.
Mrs. Robbins: I don’t care whose fault it is. We will now have a silent bus ride.

1. Why did Mrs. Robbins say they would have a silent bus ride?
2. Who do you think is at fault in this script? Explain your answer.
3. How could the kids have behaved differently to stay out of trouble?

Script B
Narrator: The students are riding the bus home from school. Mandy and Jill are
sitting together. Tom is sitting directly behind them, and Mrs. Robbins is
driving the bus. Mandy and Jill are talking about their afterschool plans.
Mandy: Are you going to piano lessons today?
Jill: Yeah, I have piano every Tuesday afternoon.
Mandy: Do you want to come over after your lesson?
Jill: Yeah, I think so. I’ll just have to make sure I don’t have too
much homework.
Tom: Hey girls, look what I found.
Narrator: Tom tosses a fake spider onto the girls’ seat. Jill starts to scream, then
covers her mouth. Tom laughs.
Mandy: (using a conversational voice) Tom, knock it off. That’s so mean.
Mrs. Robbins: (looking up into her rearview mirror to see who is making all the noise) All
right, that’s enough.
Mandy, Tom, and Jill (together): Sorry, Mrs. Robbins.

1. Why didn’t the students get in trouble this time?
2. Have you ever been startled like Jill or angry like Mandy? How can you maintain
self-control to keep yourself from yelling or screaming when you feel startled or angry?

• Keep your hands inside the bus.
• Keep your hands to yourself.
• Use a conversational voice.
• Stay seated.

Lesson 5  Hey! I’m Over Here!
Lesson Plan
Materials:
 Let Your Voice Be Heard mini-poster, page 222
  chart paper
 markers
 chair
Introduce the concept: Have you ever tried to have a conversation with an eye-shifter
or a rubbernecker? You know, those people who love to twist their necks around and watch
everything and everyone else while they’re talking or listening to you? It’s aggravating, right?
You can’t tell if they’re even paying attention to you. You feel like saying, “Hey! Hello! I’m over
here.” How can you deal with these eye-shifters and rubberneckers? (Encourage discussion
and list ideas on chart paper.) How about those shoe-talkers–people who look down at the
ground while they’re talking. It’s hard to even hear them sometimes. How can you deal
with shoe-talkers? (Encourage discussion and list ideas on chart paper.)
Here are a few tips to avoid being an eye-shifter, a rubbernecker, or a shoe-talker. Keep
your body positioned toward the person you’re talking to, with your feet, hips, and shoulders
squarely facing the other person. Keep your face toward the person, and try to maintain fairly
consistent eye contact. It’s okay to occasionally look at the floor or away from the listener.
Why do you think it’s necessary to direct your body, eye contact, and voice toward the
listener? (Encourage discussion and write ideas on chart paper.)
What would it feel like if someone turned away from you, watching something else while he
talked to you? Do you think you would hear him? (Encourage discussion.)
What does it feel like to talk to someone who does not look at you? (Encourage ideas and list
on chart paper.)
Members (page 12).
Extension activities: Practice having conversations using appropriate body positioning and
eye contact. Try sitting and standing postures. Demonstrate inappropriate body positioning
and eye contact too.
Wrap-up: Review and discuss the Let Your Voice Be Heard mini-poster. Add suggestions as
Characters: Jill, Tom, narrator
Optional non-speaking parts: extra students

playing a game
Setting: classroom
Background: Jill and Tom are having a conversation

in the classroom.
Script A
Narrator: Jill and Tom are standing next to each other in the classroom. Jill is telling
Tom about her new neighbor. Her eyes are watching some kids play
a game.
Jill: Yeah, so, his name is Pete and I think he will be coming to our school
next week.
Tom: Oh, good. Do you think he is our age? Maybe he’ll be in our class.
Jill: (turning her body away from Tom to watch the other kids in the classroom)
I don’t know. Maybe. He seems to be about our age.
Tom: (changing his position so that he is in Jill’s view) That would be cool to
have a new kid in our class. When did he move in?
Narrator: Jill notices that her shoe is untied. She bends down to tie it and continues
talking while facing the ground.
Jill: (muffled/quietly) I saw him moving in with his family last week. His mom
came over to meet my mom and she seemed pretty nice. I think he has a
younger sister. She looks like she’s maybe four or five years old. I hope
that he . . .
Narrator: Jill stands back up and realizes that Tom has walked away.
Jill: Hey, Tom. Why did you walk away from me? I was still talking.

1. Why do you think Tom walked away?
2. How could Jill have done a better job of keeping the conversation going?

Script B
Narrator: Jill and Tom are standing next to each other in the classroom. Jill is telling
Tom about her new neighbor. Her eyes are watching some kids play
a game.
Jill: Yeah, so, his name is Pete and I think he will be coming to our school
next week.
Tom: Oh, good. Do you think he is our age? Maybe he’ll be in our class.
Jill: (turning her body away from Tom to watch the other kids in the classroom)
I don’t know. Maybe. He seems to be about our age.
Tom: (changing his position so that he is in Jill’s view) That would be cool to
have a new kid in our class. When did he move in?
Jill: Oh, I’m sorry Tom. I was a little distracted by those kids over there.
They’re kind of obnoxious.
Tom: Yeah, I know.
Narrator: Jill notices that her shoe is untied. She puts her foot up on the chair so
she can tie her shoe while looking up at Tom once in awhile.
Jill: I think he moved in last week. I hope he is in our class too.
Tom: Maybe on our walk home from school today we can stop by his place and
introduce ourselves.
Narrator: Tom and Jill talk a while longer and make plans for after school.

1. What did Jill do differently this time to make the conversation work better?
2 What did Tom do to help maintain the conversation?
3. Why are body position and eye contact important in a conversation?

Let Your Voice Be Heard
When speaking to another person:

• Direct your feet, hips, and shoulders

toward the listener (when possible).
222
• Establish eye contact.
• Use a good loudness of voice so the

listener can hear you.

Answer Key  Vocal Loudness
 Lesson 1 Yelling!
Script A
1. left out/ignored
2. They couldn’t hear her.
3. No; they couldn’t hear her calling for help because she was speaking too softly.
Script B
1. She yelled; they could hear her.
2. She adjusted the loudness of her voice and they came to help her.
3. A scream is more shrill/scary sounding. People scream when they are in serious
trouble or are scared.
 Lesson 2 Using a Conversational Voice
Script A
1. They are talking really loudly/being distracting.
2. gave a dirty look/asked them to be quiet; they could move away from Bill
and John.
3. said “Sorry. We didn’t realize we were being so loud.”/quieted down
Script B
1. apologized/quieted down
 Lesson 3 Using a Public Speaking Voice
Script A
1. couldn’t hear Matt’s presentation so didn’t know what to ask
2. given him a nonverbal signal to raise his voice/raised a hand to ask him to talk
louder
3. nervous/insecure/shy
Script B
1. raised his hand to ask Matt to speak louder
2. The students could hear Matt’s presentation.
3. Probably not; it was important that everyone hear what Matt was saying.

Answer Key  Vocal Loudness
 Lesson 4 Volume on the School Bus
Script A
1. Jill’s scream distracted her/distracting the bus driver can cause accidents.
2. Tom because he threw the spider; Jill because she lost self-control
and screamed
3. Tom could have waited until they were off the bus to try his spider stunt.
Jill could have covered her mouth to quiet her scream.
Script B
1. Jill stayed in control; everyone apologized.
 Lesson 5 Hey! I’m Over Here!
Script A
1. couldn’t hear Jill because she was looking down/directing her voice toward the
ground
2. kept better eye contact/directed her voice toward Tom
Script B
1. apologized for being distracted/positioned her shoe so that she could talk to Tom
while tying it
2. tried to maintain eye contact/moved himself in front of Jill when she
was distracted
3. to see facial expressions/nonverbal signals/let the other person know
you’re listening

Self-Evaluation Rubric
Name ___________________________________ Date ______________
Lesson ________________________________________________________
Directions: Complete this self-evaluation rubric to rate your social skills and behavior during
this lesson. Add up your total points.
Not so great Okay Awesome!

0 Points 1 Point 2 Points
I was focused some of the I did the best I could to stay
I did not stay focused.
time. focused.
I listened to my classmates’
I didn’t listen to others’ ideas. I listened to all ideas.
ideas some of the time.
I didn’t use appropriate I sometimes yelled or spoke
I used appropriate loudness.
loudness (too loud/too soft). too softly. I could do better.
I was sometimes too
I didn’t follow personal space I followed personal space
close/too far and needed
rules. rules.
reminders.
I did not give good feedback/ I gave some good feedback/ I gave good feedback during
comments. comments. the lesson.
I did not work cooperatively I needed some reminders to I worked cooperatively with
with my group. work cooperatively. my group.
My goal today = __________ points. I earned __________ points.
Comments ______________________________________________________
_______________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Teacher Evaluation Rubric
Student Name ____________________________ Date ______________
Lesson ________________________________________________________
Directions: Complete this evaluation rubric to rate the student’s performance during this
lesson. Add up the total points and compare to the student’s self-evaluation to get a sense
of his or her perspective.
Not so great Okay Awesome!

0 Points 1 Point 2 Points
The student did not stay The student was focused The student did the best he or
focused. some of the time. she could to stay focused.
The student listened to
The student didn’t listen to The student listened to the
others’ ideas some of the
others’ ideas. ideas of other people.
time.
The student didn’t use The student sometimes yelled The student used appropriate
appropriate volume. or spoke too softly. vocal volume.
The student was sometimes
The student didn’t follow The student followed personal
too close/too far and needed
personal space rules. space rules.
reminders.
The student did not give The student gave some
The student gave appropriate
appropriate feedback/ appropriate feedback/
feedback during the lesson.
comments. comments.
The student needed The student worked
The student did not work
some reminders to work cooperatively with his or her
cooperatively with the group.
cooperatively. group.
Total Points = __________
Comments ______________________________________________________
_______________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Bibliography
Bauminger, N., Shulman, C., & Agam, G. (2003). Peer interaction and loneliness in high-
functioning children with autism. Journal of Autism and Developmental Disorders,
33(5), 489-507.
Foden, T.J., & Anderson, C. (2009). Social skills interventions: Getting to the core of autism.
Retrieved June 1, 2009, from www.iancommunity.org/cs/what_do_we_know/
social_skills_interventions
Heston, S. (n.d.). The Dorothy Heathcote Archive. The Ph.D. thesis volume 1. Retrieved
June 2, 2009, from www.partnership.mmu.ac.uk/drama/HESTON/default.html
Holmes, J., & Fillary, R. (2000). Handling small talk at work: Challenges for workers with
intellectual disabilities. International Journal of Disability, Development and Education,
47(3), 273-291.
Kavale, K.A., & Forness, S.T. (1996). Social skills deficits and LD: A meta-analysis.
Journal of Learning Disabilities, 29, 226-237.
Krasney, L., Williams, B.J., Provencal, S., & Ozonoff, S. (2003). Social skills interventions
for the autism spectrum: Essential ingredients and a model curriculum. Child and
Adolescent Psychiatric Clinics of North America, 12(1), 107-112.
Kroeger, K.A., Schultz, J.R., & Newsom, C. (2007). A comparison of two group-delivered
social skills programs for young children with autism. Journal of Autism and
Developmental Disorders, 37(5), 808-817.
Williams White, S., Kroenig, K., & Scahill, L. (2007). Social skills development in children
with autism spectrum disorders: A review of the intervention research. Journal of
Autism and Developmental Disorders, 37(10), 1858-1868.
Winner, M.G. (2000). Inside out: What makes a person with social cognitive deficits tick?
San Jose, CA: Think Social Publishing.
Winner, M.G. (2002). Thinking about you thinking about me. San Jose, CA: Think
Social Publishing.
Yang, T., Wolfberg, P.J., Wu, S., & Hwu, P. (2003). Supporting children on the autism spectrum
in peer play at home and school: Piloting the integrated play groups model in Taiwan.
Autism: The International Journal of Research and Practice, 7(4), 437-453.
General Language Scripts 23-09-987654321


RolePlayGeneral Language PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

RolePlayGeneral Language PDF

Uploaded by

Copyright:

Available Formats

Scripts for Role-Playing TM

Setting the Stage for Social Success

Copyright © 2009 LinguiSystems, Inc.

All of our products are copyrighted to protect the fine

Kathleen Aiken Babineau, M.S., CCC-SLP received her

Kathleen and her husband have three terrific kids. Together

To Alex, Adam, and Delaney

Illustrations by Jeffrey DeBlieck

General Language Scripts

Unit 3 Conversations and Personal Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Unit 4 Hugs and Handshakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Unit 6 Apologizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

General Language Scripts

Unit 7 Showing Empathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Unit 8 Opinions and Honesty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Unit 9 Compliments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

Unit 10 Saying Goodbye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178

Unit 11 Vocal Loudness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202

Self-Evaluation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

Teacher Evaluation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226

General Language Scripts

While working with a group of boys several years ago, two

 gives children opportunities to learn through observation and participation

General Language Scripts

 Contents of the CD-ROM

  Home Connection Letter – Use the Home Connection Letter to communicate

General Language Scripts

  Rubrics – Students complete a Self-Evaluation Rubric after each lesson. Teachers

 Gather materials and props as listed on Lesson Plan.

General Language Scripts

 form and maintain friendships

General Language Scripts

General Language Scripts – The Rules of Theater

Your child is beginning a program called Scripts for Role-Playing: Setting

Try these activities with your child.

Thank you for encouraging your child.

General Language Scripts – The Rules of Theater

General Language Scripts – The Rules of Theater

  Concentrate. Actors have to stay focused on the task.

Respect the Actors and Other Audience Members

  Keep your mouth quiet.

General Language Scripts – The Rules of Theater

General Language Scripts – The Rules of Theater

General Language Scripts – The Rules of Theater

► Keep your mouth quiet.

General Language Scripts – The Rules of Theater

General Language Scripts – Greetings

Try these activities with your child:

1. Role-play saying hello to different people (grandma, principal, friend).

General Language Scripts – Greetings

Optional props: chairs set up as school bus seats

Distribute the scripts and assign the parts.

General Language Scripts – Greetings

Characters: Matt, Tom, narrator

Setting: school bus

Background: Matt and Tom are neighbors and

Matt: (seriously, to Tom) Good morning, sir.

Tom: (chuckling) Yeah, right. Good morning, sir.

Matt: How are you doing this fine morning?

Questions for Discussion

General Language Scripts – Greetings

Matt: (to Tom) Good morning.

Tom: Hey. Good morning.