Teacher Says Or Asks

We will now take part in something we will call a POPCORN REVIEW. In the next minute or two, some of you quickly tell us something about the story that either:
  • Surprised you
  • Delighted you
  • Startled you
  • Made you think
  • Or that you found especially interesting

 Students Respond

(Accept Reasonable Answers.)

 Teacher Says Or Asks

What are your feelings and impressions of the characters in this story? Jack? Jack's Mama? Farmer? Princess? King? Tammy, the Female Reporter? Any Others?

 Students Respond

(Accept Reasonable Answers.)

 Teacher Says Or Asks

Do any of you honestly see yourself doing anything differently as a result of hearing this story?

 Students Respond

(Accept Reasonable Answers.)
Debbie Dunn
Professional Storyteller, Published Author, & Conflict Resolution Specialist
Presents FREE Lesson Plans
from her Curriculum called
3 C's:
Conflict Resolution
Character Education
Communication Skills
3 C's: Conflict Resolution, Character Education, Communication Skills
Lesson Topic:
Basic Needs
In addition to being a Professional Storyteller & Published
Author, Debbie Dunn is a Conflict Resolution Specialist.
For five years (1998 to 2003) at an East Tennessee middle
school, Debbie taught Conflict Resolution techniques,
Character Education strategies, and Public Speaking. The
class was called Communication Skills. This story is part of
the curriculum she created called 3 C's: Conflict
Resolution, Character Education, & Communication Skills.
Professional Storyteller Debbie Dunn
Professional Storyteller Debbie Dunn
Basic Needs Hierarchy by William Glasser & Abraham Maslow
© 2002-2010 by Debbie Dunn
All Rights Reserved
Click HERE for Information for Teachers
including
  • Character Education Concepts Addressed
  • Conflict Resolution Concepts Addressed
  • Glossary of Terms
  • Materials Needed
  • PDF File - Copy of all 19 pages of Teaching Posters to Print
  • PDF File - Copies of 3 Role-Plays to Print
  • Cognitive & Instructional Objectives
  • Emotional Objectives
  • Behavioral Objectives
Introducing Basic Needs
K-W-L MODEL
Step 1: Class will discuss the K & W of the K-W-L MODEL.
A
Ask the “K” question.
Ask the “W” question.
Introducing The Basic Needs
Step 2: Introducing The Basic Needs
Teacher Explanation
References:
Glasser, William (1985). Control Theory. New York: Harper & Row.
Glasser, William (1986). Control Theory In The Classroom. New York: Harper & Row.
Maslow, Abraham (1962). Toward A Psychology Of Being. Princeton, NJ: D. Van Nostrand Co.
Maslow, Abraham (1970). Motivation And Personality, 2nd Edition. New York: Harper & Row.

Please note: William Glasser was born in 1925 and is still working in his field of psychology and
psychiatry. For more info about him there are some William Glasser websites. Abraham Maslow lived
from 1908 to 1970. For more info about him, there are several Abraham Maslow websites.
Display Teaching Poster
William Glasser Five Basic Needs
Display Teaching Poster
Step 3: Class will discuss the 2 Essential Questions.
Glossary of Terms
Step 4: Class Will Discuss Any Still Unclear Glossary Of Terms
A
Class discusses & defines:
SURVIVAL & LIFE NEEDS.
Survival & Life Needs
Class discusses & defines:
BELONGING, BELONGINGNESS & AFFECTION.
B
Belonging, Belongingness & Affection
Class discusses & defines:
RESPECT, POWER, & SELF-RESPECT.
C
Power, Respect, Self-Respect
Class discusses & defines:
FREEDOM.
D
Class discusses & defines:
FUN.
E
Fun
Class discusses & defines:
SAFETY & SECURITY.
F
Safety & Security
Class discusses & defines:
SELF-ACTUALIZATION.
G
Self-Actualization
Storytime
Step 5: Read Story To Class
Class will listen to the teacher read the following story:
It All Happened Because Mark
Overslept And Missed Breakfast
It All Happened Because Mark Overslept And Missed Breakfast
Conflict happens when one or more of your Basic Needs get messed with. Either you have conflict within yourselves and you feel frustrated, angry, or depressed. Or conflict happens with others and you get into an argument or a fight. But sometimes, conflict can happen from something as simple as being sleepy, sick, or hungry. Listen to this story about Mark and the chain reaction of actions that happened as a result of what was going wrong with him.
Click HERE to read.

Class Discussion
Step 6: Class Discussion of the Story: 8 Questions
Popcorn Review
Step 7: Popcorn Review Of Previous Story
Scripted Role-Play
Step 8:
Scripted Role-Play

 Teacher Says Or Asks

This lesson is on learning about our BASIC NEEDS. For the K of the K-W-L MODEL, what do you know about what are our Basic Needs as a human being?

 Students Respond

(Make a list on the board of the Basic Needs that the students successfully answer.)

 Teacher Says Or Asks

For the W of the K-W-L MODEL, what do you want to know about what are our Basic Needs as a human being?

 Students Respond

(Accept Reasonable Questions)

 Teacher Says Or Asks

We will find the actual answers to the K question on the following two posters. This first poster contains several of our Basic Needs. This list was developed by a man by the name of William Glasser.

Do I have a volunteer to read this list out loud with excitement and enthusiasm?

 Students Respond

(Choose an eager volunteer to read aloud this first list of Basic Needs.)


 Teacher Says Or Asks

This second poster contains several more of our Basic Needs. This list was developed by an American psychologist by the name of Abraham Maslow. This list is called "Maslow's Hierarchy Of Needs." If you ever take Philosophy or Psychology in high school or college or if you train to be a teacher, you will probably learn about "Maslow's Hierarchy Of Needs."

Do I have a volunteer to read this list out loud with excitement and enthusiasm?

 Students Respond

(Choose an eager volunteer to read aloud this second list of Basic Needs.)

 Teacher Says Or Asks

1. How can our understanding of these two Basic Needs Posters help us understand why conflict happens?

 Students Respond

(Accept reasonable answers such as conflict happens when we do not get one or more of our basic needs met. We either have conflict within ourselves that turns into depression or frustration or we have conflict with others which often displays itself as physical or verbal attacks.)

 Teacher Says Or Asks

2. How does Abraham Maslow's Hierarchy Of Needs compare and contrast to William Glasser's Five Basic Needs?

 Students Respond

Similarities:
  • Glasser's SURVIVAL needs similar to Maslow's LIFE NEEDS of air, water, food, shelter, clothing, etc.
  • Glasser's BELONGING need similar to Maslow's BELONGINGNESS & AFFECTION.
  • Glasser's POWER & RESPECT needs similar to Maslow's RESPECT & SELF-RESPECT.
Differences:
  • Only Glasser's chart mentions FREEDOM & FUN.
  • Only Maslow's chart mentions SAFETY & SECURITY and SELF-ACTUALIZATION.

 Teacher Says Or Asks

The first Basic Needs are our SURVIVAL needs and our LIFE NEEDS. What do you believe that would include?

 Students Respond

(Food, shelter, clothing, bodily functions, procreate the species, air to breathe, water to drink, etc.)

 Teacher Says Or Asks

We will next discuss the Basic Needs of BELONGING, BELONGINGNESS, & AFFECTION. How do you think a BELONGING need could be met?

 Students Respond

(Answers should include responses such as to love and be loved by family, friends, group organizations, clubs, teams, pets, etc.)

 Teacher Says Or Asks

I fulfill my need for BELONGING by ______________. Let's go around the room now. Which people or groups help you feel as if you are getting your BELONGING need met? List 1 to 3 people or groups.

 Students Respond

(Everyone should share answers such as family, friends, pets, clubs, church, team sports, etc.)

 Teacher Says Or Asks

We will next discuss the Basic Needs of RESPECT, POWER, & SELF-RESPECT. How do you think those three needs could be met?

 Students Respond

(To include answers such as our achievements, accomplishments, talents, skills, abilities, feeling good about ourselves, etc.)

 Teacher Says Or Asks

I fulfill my need for POWER, RESPECT, & SELF-RESPECT by _________________. Let's go around the room now. Everyone has at least one talent, skill, or ability. Each person should tell 1 to 3 things that you do to get your POWER, RESPECT, & SELF- RESPECT needs met.

 Students Respond

(Everyone should share answers such as being able to keep a secret, be a good friend, sing, play an instrument, play a sport, bike ride, skateboard, draw, etc.)

 Teacher Says Or Asks

We will next discuss the Basic Need of FREEDOM. How do you think a FREEDOM need could be met?

 Students Respond

(To include answers such as we want to be able to make choices in our lives and do what we want, when we want, how and where we want to do this activity.)

 Teacher Says Or Asks

I fulfill my need for FREEDOM by _________________. Let's go around the room now. Each person should tell 1 to 3 things that you can totally make your own decisions about.

 Students Respond

(Everyone should share answers such as being able to pick out your own clothes, choose what lunch line you wish to go through, choose your own friends, choose your own curfew or bedtime, choose which TV shows you watch, etc.)

 Teacher Says Or Asks

We will next discuss the Basic Need of FUN. How do you think a FUN need could be met?

 Students Respond

(To include answers such as we all want to laugh and we all want to have a good time.)

 Teacher Says Or Asks

I fulfill my need for FUN by _________________. Let's go around the room now. Each person should tell 1 to 3 things that you do to fulfill your need for FUN.

 Students Respond

(Everyone should share.)

 Teacher Says Or Asks

We will next discuss the Basic Needs of SAFETY & SECURITY. How do you think a need for SAFETY & SECURITY could be met?

 Students Respond

(To include answers such as we all want to feel safe and also to feel secure in our environment.)

 Teacher Says Or Asks

I fulfill my need for SAFETY & SECURITY by _______________. Let's go around the room now. Each person should tell 1 to 3 things that you do to feel more SAFE & SECURE.

 Students Respond

(Everyone should share.)

 Teacher Says Or Asks

Lastly, we will discuss the Basic Need of SELF-ACTUALIZATION. According to Abraham Maslow, the man who came up with the Hierarchy Of Needs, less than 1% of the human population has ever reached this goal.

I will mention the names of five people who Maslow would probably say, "That person is SELF-ACTUALIZED." Just by figuring out what those five people have in common and what they stood for, let's see if you can come up with the definition of what it means to be SELF-ACTUALIZED.

  1. Mahatma Gandhi of India: He worked to improve the lives of poor people in India and also Indians living in South Africa. He was born in 1869 and he was assassinated in 1948.
  2. Mother Teresa of Calcutta: She was born in 1910. She helped the sick, the dying, the hungry, the naked, the homeless lepers, and orphans in India. She died of old age in 1997.
  3. Jesus Christ
  4. Abraham Lincoln: He was our 16th President. He was born in 1809. He was assassinated in 1865 by John Wilkes Boothe.
  5. Dr. Martin Luther King, Jr.: He was born in Atlanta, Georgia in 1929. He was assassinated in Memphis, Tennessee by James Earl Ray on April 4, 1968.

 Students Respond

Examples of someone who is SELF-ACTUALIZED:
  • someone who is strong and independent.
  • someone who is able to gratify his or her own needs and wishes.
  • someone who is good, not because he or she is afraid of consequences, but simply because he or she thinks it is a cool thing to be good.
  • someone who always listens to his or her conscience, that little voice we all have inside of us.
  • someone who is responsible rather than dependent.
  • someone who can replace fear with courage. Everyone is afraid at one time or another. But what do you do about that fear? Do you hide under the covers or in a closet? Or do you do what you need to do in spite of any fear feelings?

 Teacher Says Or Asks

William Glasser had no special order to his list of Basic Needs. But Abraham Maslow organized the Hierarchy Of Needs in a very special way. For example, Maslow felt that until we get our LIFE NEEDS met, we can't really focus on any of our other Basic Needs. Why do you think he feels that way?

 Students Respond

Everyone needs to get their LIFE NEEDS met before he or she can easily invest time worrying about Belonging, Respect and the other Basic Needs further up the pyramid. Consider a homeless person who has to dig in a dumpster for food or think about a time when you missed breakfast. You were probably so busy thinking about how hungry you were that you really didn't have the energy or patience for friends or for paying attention in class.

 Teacher Says Or Asks

Now, why do you think he put SAFETY & SECURITY next, then BELONGINGNESS & AFFECTION, then RESPECT & SELF-RESPECT, and finally SELF-ACTUALIZATION on top?

 Students Respond

(After people know where their next meal is coming from and where they will sleep at night (LIFE NEEDS), and then know they are living in SAFETY, then they want to know that they can love and be loved (BELONGING). Only then are they ready to be concerned about RESPECT & SELF-RESPECT. Finally, they can aspire to improve themselves to such an extent that they can try to become SELF-ACTUALIZED.)

 Teacher Says Or Asks

1. When Mark overslept and missed breakfast, which Basic Need did Mark NOT get met?

 Students Respond

Life Needs & Survival

 Teacher Says Or Asks

2. As a consequence of Mark not getting his LIFE NEED met of eating breakfast, what other Basic Needs started getting messed with?

 Students Respond

BELONGING since he snapped at his friend and now his friend is upset with him. RESPECT of the teacher since he was not paying attention in class.

 Teacher Says Or Asks

3. Remember when Mark snapped at his friend? What Basic Need was his friend Ted NOT getting met when Mark snapped at him all of a sudden?

 Students Respond

BELONGING. RESPECT. Now his friend Ted felt a bit UNSAFE & INSECURE since Mark snapped at him for seemingly no reason.

 Teacher Says Or Asks

4. Remember Mark’s good friend Ted? What Basic Needs was Ted trying to get met when he yelled at the sixth-grade boy?

 Students Respond

POWER. RESPECT

 Teacher Says Or Asks

5. What Basic Needs were getting messed with for that sixth grader who got yelled at by Ted?

 Students Respond

SAFETY & SECURITY. BELONGING. RESPECT

 Teacher Says Or Asks

6. When the 6th grader's big brother collared Ted and yelled at him, what Basic Needs was Ted now getting messed with?

 Students Respond

SAFETY & SECURITY. BELONGING. RESPECT

 Teacher Says Or Asks

7. At the end of the story, why did Ted feel like he could get away with blaming everything that went wrong for him on Mark?

 Students Respond

(Accept Reasonable Answers.)

 Teacher Says Or Asks

8. Have you ever taken out your frustrations on others when one of your friends, a family member, or a teacher got upset with you or reprimanded you? If so, what Basic Needs got messed with so that you felt motivated to do this?

 Students Respond

(Accept Reasonable Answers.)

 Teacher Says Or Asks

We will now take part in something we will call a POPCORN REVIEW. In the next minute or two, some of you quickly tell us something about the story that either:
  • Surprised you
  • Delighted you
  • Startled you
  • Made you think
  • Or that you found especially interesting

 Students Respond

(Accept Reasonable Answers.)

 Teacher Says Or Asks

What are your feelings and impressions of the characters in this story? Mark? Ted? 6th Grader Billy? 8th Grader Ben?

 Students Respond

(Accept Reasonable Answers.)

 Teacher Says Or Asks

Do any of you honestly see yourself doing anything differently as a result of hearing this story?

 Students Respond

(Accept Reasonable Answers.)

 Teacher Says Or Asks

We will now act out the role-play based on the last story you just heard called "It All Happened Because Mark Overslept And Missed Breakfast." You can find it at this link: Role-Play called "It All Happened Because Mark Overslept And Missed Breakfast"

The role-play features four guy actors: Mark, Ted, Billy, and Ben and one girl actor: Mrs. Jenkins. Who is interested in playing these roles?

 Students Respond

(Either pull names or accept student volunteers.)
Scripted Role-Play
Step 9:
Another
Scripted Role-Play

 Teacher Says Or Asks

We will now act out the follow-up role-play called "Conflict Happens When Basic Needs Get Messed With." You can find it at this link: Role-Play called "Conflict Happens When Basic Needs Get Messed With"

The role-play features six guy actors: Mr. Campbell, Tyler, Dennis, John, Mark, and Ted and three girl actors: Judy, Cindy, and Sandra. Who is interested in playing these roles?

 Students Respond

(Either pull names or accept student volunteers.)
Popcorn Review
Step 10: Popcorn Review Of Previous Story

 Teacher Says Or Asks

We will now take part in something we will call a POPCORN REVIEW. In the next minute or two, some of you quickly tell us something about the story that either:
  • Surprised you
  • Delighted you
  • Startled you
  • Made you think
  • Or that you found especially interesting

 Students Respond

(Accept Reasonable Answers.)

 Teacher Says Or Asks

What are your feelings and impressions of the characters in this story? Mr. Campbell? Tyler? Dennis? Cindy? Judy? and any of the other kids in the class?

 Students Respond

(Accept Reasonable Answers.)

 Teacher Says Or Asks

Do any of you honestly see yourself doing anything differently as a result of hearing this story?

 Students Respond

(Accept Reasonable Answers.)
Step 11: Bloom's Taxonomy  
Discussion Questions
Bloom's Taxonomy Discussion Questions
Level 1 - Knowledge

 Teacher Says Or Asks

Knowledge: Recall what are the various reasons why students might find it helpful to learn the list of 12 words or phrases on the Basic Needs posters.

 Students Respond

Students need to learn the list of 12 Basic Needs words because:
  1. They will be on the test.
  2. Conflict happens when one or more of our Basic Needs get messed with.
Level 2 - Comprehension

 Teacher Says Or Asks

Comprehension: Describe what could happen when people have conflict within themselves.

 Students Respond

When conflict happens within yourself, you can get depressed, you can get sick in some way, you can get pimples, you can feel stressed, etc.

 Teacher Says Or Asks

Comprehension: Describe what could happen when people have conflict with others.

 Students Respond

When conflict happens with others, you can get in a fight, you could lose a good friend, you could get beat up, a teacher could yell at you, you could get grounded, you could get detention or some other school consequence, you could get in a yelling match, you could whine or cry, etc.
Level 3 - Application

Note To Teacher: On the Board, write the words: PASSIVE, AGGRESSIVE, & ASSERTIVE or click HERE to print off the 19 pages worth of poster displays included with this lesson plan. Those three labels are included at that link.

See diagram below.

 Teacher Says Or Asks

Application: Let's construct a list of words or actions that would fit either the Passive Category, the Aggressive Category, or the Assertive Category.

(Several students may give their answers verbally and then either write it on the board yourself or choose someone to write it on the board for you.)

 Students Respond

Passive Responses to Conflict:
  • Ignore or Avoid
  • Hide Feelings
  • Whine
  • Fake Crying
  • Give In To Be Nice
  • Gossip Or Rumors
  • Ignore A Conflict
  • Quiet Denials
  • Make Faces
  • Roll Eyes
  • Quiet Put-Downs
  • Tattle or Snitch
  • Attitude Thing

Aggressive Responses to Conflict:
  • Yell
  • Hit
  • Push
  • Threats
  • Fights
  • Loud Denials
  • Stomp Around
  • Slam Doors
  • Loud Put-Downs
  • Break Or Destroy

Assertive Responses to Conflict:
  • Sincere Apologies
  • Responsible Reporting
  • Compromise
  • Talk It Out
  • WIN-WIN Outcomes
  • Active Listening
  • Respecting
  • Understand Others
  • Manners
  • I Messages
  • Firmly Set Boundaries
  • Acting On Morals
  • Self-Mentor
Passive, Aggressive, Assertive Labels on Whiteboard
3 Responses To Conflict List on Whiteboard - Yellow, Red, Green
Teacher Explanation
Display Teaching Poster Now

Note To Teacher: Note to Teacher: Click HERE to find the 3 lists of Passive, Aggressive, & Assertive Responses To Conflict. I suggest you copy:
  • PASSIVE on Yellow Paper
  • AGGRESSIVE on Red Paper
  • ASSERTIVE on Green Paper
Hold up those three posters with the words not showing and ask:

See example
on display
above.

 Teacher Says Or Asks

What do these three poster colors remind you of?

 Students Respond

A Stop Light

 Teacher Says Or Asks

Exactly! It probably reminds you of a Stop Light. Let's start with the red light. What does a red light mean when you're driving in a car?

 Students Respond

It means to Stop.

 Teacher Says Or Asks

The red poster will stand for Aggressive words. Look at the three lists we made on the board. Do you think Aggressive Responses would be the nice words, the mean words, or the in-between words?

 Students Respond

The mean words

 Teacher Says Or Asks

Note to Teacher: Display the words on the red poster now.

The words on this poster represent many of the Aggressive Responses to Conflict. Do I have a volunteer to read this list aloud?

 Students Respond

(Choose an eager volunteer to read list of)

Aggressive Responses to Conflict:
  • Yell
  • Hit
  • Push
  • Threats
  • Fights
  • Loud Denials
  • Stomp Around
  • Slam Doors
  • Loud Put-Downs
  • Break Or Destroy
Aggressive Responses To Conflict

 Teacher Says Or Asks

Let's discuss the green light next. What does a green light mean when you're driving in a car?

 Students Respond

It means to Go.

 Teacher Says Or Asks

The green poster will stand for Assertive words. Look at the three lists we made on the board. Do you think Assertive Responses would be the nice words, the mean words, or the in-between words?

 Students Respond

The nice words

 Teacher Says Or Asks

Note to Teacher: Display the words on the green poster now.

The words on this poster represent many of the Assertive Responses to Conflict. Do I have a volunteer to read this list aloud?

 Students Respond

(Choose an eager volunteer to read list of)
Assertive Responses to Conflict:
  • Sincere Apologies
  • Responsible Reporting
  • Compromise
  • Talk It Out
  • WIN-WIN Outcomes
  • Active Listening
  • Respecting
  • Understand Others
  • Manners
  • I Messages
  • Firmly Set Boundaries
  • Acting On Morals
  • Self-Mentor

 Teacher Says Or Asks

Let's discuss the yellow light next. What does a yellow light mean when you're driving in a car?

 Students Respond

It means to Slow Down.

 Teacher Says Or Asks

The yellow poster will stand for Passive words. Look at the three lists we made on the board. Do you think Passive Responses would be the nice words, the mean words, or the in-between words?

 Students Respond

The in-between words - the words that are kind of good and kind of bad.

 Teacher Says Or Asks

Note to Teacher: Display the words on the yellow poster now.

The words on this poster represent many of the Passive Responses to Conflict. Do I have a volunteer to read this list aloud?

 Students Respond

(Choose an eager volunteer to read list of) Passive Responses to Conflict:
  • Ignore or Avoid
  • Hide Feelings
  • Whine
  • Fake Crying
  • Give In To Be Nice
  • Gossip Or Rumors
  • Ignore A Conflict
  • Quiet Denials
  • Make Faces
  • Roll Eyes
  • Quiet Put-Downs
  • Tattle or Snitch
  • Attitude Thing

Note To Teacher: I would suggest that you leave these 3 posters on display most of the rest of the school year.

Level 4 - Analysis

 Teacher Says Or Asks

Analysis: Analyze in what ways the list of words under the Assertive Category fits the dictionary definition of "to put oneself forward bodily or forcefully."

 Students Respond

(Accept Reasonable Questions)
Level 5 - Synthesis

 Teacher Says Or Asks

Synthesis: Predict in what ways you not getting your BELONGING & AFFECTION needs met could cause conflict within yourself or with others?

 Students Respond

(Accept Reasonable Answers.)

 Teacher Says Or Asks

Synthesis: Predict in what ways you not getting your needs met for POWER, RESPECT, & SELF-RESPECT could cause conflict within yourself or with others?

 Students Respond

(Accept Reasonable Answers.)

 Teacher Says Or Asks

Synthesis: Predict in what ways a lack of FREEDOM and FUN could cause conflict within yourself or with others?

 Students Respond

(Accept Reasonable Answers.)

 Teacher Says Or Asks

Synthesis: Predict in what ways a lack of SAFETY and SECURITY could cause conflict within yourself or with others?

 Students Respond

(Accept Reasonable Answers.)
Level 6 - Evaluation

 Teacher Says Or Asks

Evaluation: Determine what are the top three Basic Needs that are most important to you personally, prioritize them in order of importance, and tell why.

 Students Respond

(Accept Reasonable Questions)
Storytime
Step 12: Read Story To Class
Class will listen to the teacher read the following story:
Who Will Make The Princess Laugh?
© 2001 re-told by Debbie Dunn
Who Will Make The Princess Laugh


This is a story about a Princess who has never laughed and a goofy guy named Jack. The story was inspired by Richard Chase's story called "Jack And The King's Girl" found in his book called THE JACK TALES.


Click HERE to read.

Donkey Riding Jack's Back on story called
Popcorn Review
Step 13: Popcorn Review Of Previous Story
Step 14: Bloom's Taxonomy  
Discussion Questions
Bloom's Taxonomy Discussion Questions
Level 1 - Knowledge

 Teacher Says Or Asks

Knowledge: Recall why the King decided to start a contest, what it was about, and what was the prize or prizes if you won.

 Students Respond

The Princess had never laughed. The King started a contest to find the man who could make her laugh. The prize was two bags of gold and her hand in marriage.
Level 2 - Comprehension

 Teacher Says Or Asks

Comprehension: Describe what Basic Needs were being met and what Basic Needs were being interfered with for the Princess?

 Students Respond

The Princess got the following Basic Needs met:
  • BELONGING: She and Jack decided to marry
  • RESPECT: Her father respected her enough to give her time to get to know Jack.

The Princess got the following Basic Needs messed with:
  • FREEDOM: The King wanted to make her marry Jack.
  • FUN: Until she found a reason to laugh, she was not having any fun.

 Teacher Says Or Asks

Comprehension: Describe what Basic Needs were being met and what Basic Needs were being interfered with for Jack?

 Students Respond

Jack got the following Basic Needs met:
  • BELONGING: He and the Princess decided to marry
  • RESPECT: The farmer was pleased with him.
  • FUN: He had fun seeing what he would be paid next.

Jack got the following Basic Needs messed with:
  • BELONGING : His Mama was upset when he kept messing up.
  • FREEDOM : His Mama expected him to stop lazing around and go get a job.

 Teacher Says Or Asks

Comprehension: Describe what Basic Needs were being met and what Basic Needs were being interfered with for the King?

 Students Respond

The King got the following Basic Needs met:
  • POWER & RESPECT: The King got lots of respect when he made his announcement about the contest.
  • POWER: He felt powerful to be able to issue the contest.
  • FUN: He had fun when he heard his daughter laugh.

The King got the following Basic Needs messed with:
  • BELONGING & SECURITY: The King felt a little worried that his daughter would be mad at him for starting the contest.
  • FREEDOM & RESPECT: The King wanted the Princess to marry the contest winner so that his proclamations would be respected.

 Teacher Says Or Asks

Comprehension: Describe what Basic Needs were being met and what Basic Needs were being interfered with for Jack's Mama?

 Students Respond

Jack's Mama got the following Basic Needs met:
  • RESPECT: Jack's Mama felt respected when Jack followed her directions to get a job.

Jack's Mama got the following Basic Needs messed with:
  • FUN: Jack's Mama was not having fun when she witnessed her son messing up every day.

 Teacher Says Or Asks

Comprehension: Describe what Basic Needs were being met and what Basic Needs were being interfered with for the Farmer?

 Students Respond

The Farmer got the following Basic Needs met:
  • BELONGING: He enjoyed Jack working for him.
  • RESPECT & POWER: The Farmer had the control over choosing what he would pay Jack each day.

The Farmer got the following Basic Needs messed with:
  • No Basic Needs got messed with.

 Teacher Says Or Asks

Comprehension: Describe what Basic Needs were being met and what Basic Needs were being interfered with for Tammy, the Reporter?

 Students Respond

Tammy, the Reporter, got the following Basic Needs met:
  • BELONGING: She was anxious to please her boss and being included in the Princess's conversation with Jack.
  • RESPECT: She kept the respect of her boss.
  • FUN: She had fun talking to Jack and the Princess.

Tammy, the Reporter, got the following Basic Needs messed with:
  • No Basic Needs got messed with.

 Teacher Says Or Asks

Application: Look at the three posters for PASSIVE, AGGRESSIVE, and ASSERTIVE Responses To Conflict. Select when one of those responses happened in the story and identify how or with whom it was done for Jack.

 Students Respond

Jack had PASSIVE Responses to Conflict in the following ways:

  • When Jack's Mama told him to go get a job, he gave in to be nice.

Jack had AGGRESSIVE Responses to Conflict in the following ways:

  • NONE

Jack had ASSERTIVE Responses to Conflict in the following ways:

  • Jack and the Princess and Tammy used Active Listening and Respect as they talked.

 Teacher Says Or Asks

Application: Look at the three posters for PASSIVE, AGGRESSIVE, and ASSERTIVE Responses To Conflict. Select when one of those responses happened in the story and identify how or with whom it was done for Jack's Mama.

 Students Respond

Jack’s Mama had PASSIVE Responses to Conflict in the following ways:

  • When Jack did the wrong thing, his Mama did the attitude thing.

Jack’s Mama had AGGRESSIVE Responses to Conflict in the following ways:

  • NONE

Jack's Mama had ASSERTIVE Responses to Conflict in the following ways:

  • Jack's Mama set firm boundaries with Jack by insisting he get a job.

 Teacher Says Or Asks

Application: Look at the three posters for PASSIVE, AGGRESSIVE, and ASSERTIVE Responses To Conflict. Select when one of those responses happened in the story and identify how or with whom it was done for Tammy, the Reporter.

 Students Respond

Tammy had PASSIVE Responses to Conflict in the following ways:

  • Tammy kind of did the attitude thing with Jack when she heard some of his recounting of his adventures.

Tammy had AGGRESSIVE Responses to Conflict in the following ways:

  • NONE

Tammy had ASSERTIVE Responses to Conflict in the following ways:

  • Jack and the Princess and Tammy used Active Listening and Respect as they talked.
  • Tammy and the Princess tried to understand Jack.

 Teacher Says Or Asks

Application: Look at the three posters for PASSIVE, AGGRESSIVE, and ASSERTIVE Responses To Conflict. Select when one of those responses happened in the story and identify how or with whom it was done for the Princess.

 Students Respond

The Princess had PASSIVE Responses to Conflict in the following ways:

  • When the Princess found out her father had conducted a contest without her knowledge, she gave in to be nice.

The Princess had AGGRESSIVE Responses to Conflict in the following ways:

  • NONE

The Princess had ASSERTIVE Responses to Conflict in the following ways:

  • The Princess firmly set her boundaries with her father when she insisted on being able to get to know Jack first.
  • The Princess and King agreed to compromise by giving her time to see if she and Jack could get along.
  • Jack and the Princess and Tammy used Active Listening and Respect as they talked.
  • Tammy and the Princess tried to understand Jack.

 Teacher Says Or Asks

Application: Look at the three posters for PASSIVE, AGGRESSIVE, and ASSERTIVE Responses To Conflict. Select when one of those responses happened in the story and identify how or with whom it was done for the King.

 Students Respond

The King had PASSIVE Responses to Conflict in the following ways:

  • When the King gave in to be nice when his daughter insisted on being able to get to know Jack first before agreeing to marry him.

The King had AGGRESSIVE Responses to Conflict in the following ways:

  • NONE

The King had ASSERTIVE Responses to Conflict in the following ways:

  • The King talked things over with his maid, Esmerelda and his daughter, the Princess.
  • The Princess and King agreed to compromise by giving her time to see if she and Jack could get along.

 Teacher Says Or Asks

Analysis: Jack worked for the Farmer. Analyze the three top qualities you need to have to be a good employee.

 Students Respond

(Accept reasonable answers.)
I Message Sentence Starters

 Teacher Says Or Asks

Synthesis: Look at the I Message Sentence Starters poster on the white board. Pretend you are a character in the story. Choose one of the Sentence Starters and create an I Message to say to another character within the story, making a request of him or her.

 Students Respond

I ________________ because ________________________.
Level 6 - Evaluation

Note To Teacher: Note to Teacher: Click HERE to find the display poster of the I Message Sentence Starters to print.

Display Teaching Poster Now

Note To Teacher: Note to Teacher: Click HERE to find and print the display poster of the Good Character Traits.

Good Character Traits

 Teacher Says Or Asks

Evaluation: Look at the Good Character Traits poster on the white board. Determine what are the top three traits you would want to have in a boyfriend or girlfriend, a best friend, or an eventual mate and explain why.

 Students Respond

(Accept reasonable answers.)
Scripted Role-Play
Step 15:
Scripted Role-Play

 Teacher Says Or Asks

We will now act out the role-play based on the last story you just heard called "Who Will Make The Princess Laugh?." You can find it at this link: Role-Play called " Who Will Make The Princess Laugh?"

The role-play features five guy actors: Jack, King, Farmer, Male Reporter, and a Know-It-All Guy and five girl actors: Jack's Mama, Princess, Tammy, Serving Maid, and a Know-It-All Gal. Since the character of Jack has so many speaking lines, I suggest that we get one guy to play his part from pages 1 to the end of the Strange Ending on page 11. Then another guy will play his part from the beginning of the Realistic Ending on page 11 to the end of the role-play.

The big parts are Jack Part 1, Jack Part 2, the Princess, and Tammy. The medium parts are King, Farmer, Male Reporter, Jack's Mama, Esmerelda (the Serving Maid), Know-It-All Gal, and Know-It-All Guy. Who is interested in playing these roles?

 Students Respond

(Either pull names or accept student volunteers.)