Health Smart Virginia Sample Lesson Plan Grade 10 – Unit 7
Grade 10 Sample Lesson Plan: Unit 7 – Negotiation: S.L.I.D.E.
SOLs
• 10.3.T Practice procedures for peaceful resolution of conflicts. Objectives/Goals
• Students will learn Negotiation: Conflict Resolution skill steps: S.L.I.D.E. • Students will role play the skill steps of Negotiation: S.L.I.D.E.
Materials
• Computer, screen and projector • Negotiation Skill Steps: S.L.I.D.E [2:03 mins] https://youtu.be/F8O3VlmkYAs • Negotiation Skills Steps-ppt • Negotiation Square-handout
o [Print for ½ class. Students will pair up with a partner] • Negotiation: S.L.I.D.E. Role Play Planner & Checklist (Parent/Teen) -handout
o [Print for ½ class. Students will pair up with a partner] • Optional: Blank NEGOTIATION: S.L.I.D.E. Role Play Planner & Checklist
Procedure Step 1 Open Negotiation Skills Steps-ppt and go to Slide #2: Do Now Activity.
Do Now Activity:
Share a time when you had to negotiate with someone. Describe the situation and the results.
Step 2: Continue to present and lecture through Negotiation Skills Steps ppt [Slides 3-15]
https://www.youtube.com/watch?v=F8O3VlmkYAs&t=2shttps://youtu.be/F8O3VlmkYAs
Health Smart Virginia Sample Lesson Plan Grade 10 – Unit 7
Step 3: • Students will pair up with a partner. The pairs will decide who will play
the “teen” and who will play the “parent(s)”. • Pass out Negotiation Square handout (one per group). The pairs will fill out
Negotiation Square together using the Scenario below: • [Slide: 16]
Scenario:
You want to stay out an hour later past your curfew to see a movie with a friend your parents approve of. Occasionally your parents are willing to negotiate your curfew depending on who you are with and the activity you are doing.
Option:
Students can create their own realistic scenario and write out a dialogue using the Negotiation Skill Steps: S.L.I.D.E.
● Blank NEGOTIATION: S.L.I.D.E. Role Play Planner & Checklist Step 4:
Pass out Negotiation: S.L.I.D.E. Role Play Planner & Checklist (Parent/Teen) -handout one per group.
● Students will write out dialogue. Set up time limit for each if necessary. ● Instructor will check the dialogue before students act out their role play.
Step 5:
After students have teacher approval they will act out their negotiation dialogues as a presentation to the class
References
• Negotiation: S.L.I.D.E. Role Play Dialogue (Parent/Teen) • NEGOTIATION: S.L.I.D.E. Role Play Planner & Checklist-Blank Scenario Template • Benes, S., & Alperin, H. (2016). The essentials of teaching health
education: Curriculum, instruction, and assessment. • Negotiation Skills Steps: SLIDE (2018) Kimberly Ohara [YouTube]. Retrieved from
https://www.youtube.com/watch?v=F8O3VlmkYAs&t=2s • Kimberly Ohara-Borowski M.Ed. Ocean View High School
Handout The next page includes a handout for the lesson. The handout is designed for print use only.
https://www.youtube.com/watch?v=F8O3VlmkYAs&t=2shttps://www.youtube.com/watch?v=F8O3VlmkYAs&t=2shttps://www.youtube.com/watch?v=F8O3VlmkYAs&t=2s
NEGOTIATION: S.L.I.D.E. Role Play Planner & Checklist (Parent/Teen) :
Partner Names & Roles: Teen or Parent(s):
Scenario:
You want to stay out an hour later past your curfew to see a movie with a friend your parents approve of. Occasionally your parents are willing to negotiate your curfew depending on who you are with and the activity you are doing
Dialogue: State What You Need
Teen: “
Parent: “
Listen and Clarify
Teen: “
Parent:”
Identify Other Perspectives:
Teen: “
Parent: “
Determine Common Ground:
Teen: “
Parent: “
Elicit an Agreement
Teen:”
Parent: “
Benes, S., & Alperin, H. (2016). The essentials of teaching health education: Curriculum, instruction, and assessment.
NEGOTIATION: SLIDE Role Play Checklist:
Category
Checklist: “Teen”:
Checklist: “Parent(s)”:
Role play written dialogue uses realistic language.
Interpersonal Communication: ● Communicates ideas with a
high degree of clarity. ● Assertive Communication:
○ “I” Statements
Application of Negotiation S.L.I.D.E.: State what you want or need:
Listen and clarify:
Identify with other perspectives
Determine common ground
Elicit an agreement
Feedback/Needs Improvement:
Benes, S., & Alperin, H. (2016). The essentials of teaching health education: Curriculum, instruction, and assessment.
NEGOTIATION: S.L.I.D.E. Role Play Planner & Checklist:
Scenario:
Decide who will play each role: Role #1 (Name): Played by: Role #2 (Name): Played by:
Dialogue: State What You Need
Partner #1: “
Partner #2: “
Listen and Clarify
Partner #1: “
Partner #2:”
Identify Other Perspectives:
Partner #1: “
Partner #2: “
Determine Common Ground:
Partner #1: “
Partner #2: “
Elicit an Agreement
Partner #1:”
Partner #2: “
NEGOTIATION: SLIDE Role Play Checklist:
Category
Checklist: Partner #1:
Checklist: Partner #2
Role play written scenario is realistic.
Interpersonal Communication: ● Communicates ideas with a
high degree of clarity. ● Assertive
○ “I” Statements
Application of Negotiation S.L.I.D.E.: State what you want or need:
Listen and clarify:
Identify with other perspectives
Determine common ground
Elicit an agreement
Feedback/Needs Improvement:
Neg
otia
tion
Squ
are:
Min
e Th
eirs
Wan
ts
●W
hat d
o I w
ant t
o ha
ppen
?
●W
hat o
utco
mes
can
I ac
cept
?
●W
hat d
o th
ey w
ant t
o ha
ppen
?
●W
hat o
utco
mes
can
they
acc
ept?
Nee
ds
●W
hat a
re m
y in
tere
sts
and
need
s?
●
Wha
t out
com
es m
ust h
appe
n fo
r me?
●W
hat a
re s
ome
stra
tegi
es to
hel
p m
e m
eet m
y in
tere
sts
and
need
s?
●W
hat a
re th
eir i
nter
ests
and
nee
ds?
●
Wha
t out
com
es m
ust h
appe
n fo
r the
m?
●
Wha
t are
som
e st
rate
gies
to h
elp
mee
t th
eir i
nter
ests
and
nee
ds?
Hav
en.
Neg
otia
tion
Tips
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Neg
otia
tion
Allo
ws
ever
yone
invo
lved
to
hav
e th
e ch
ance
to
be
hear
d
and
wo
rk o
n a
solu
tion
that
eve
ryo
ne c
an a
gree
up
on.
Shar
e a
time
whe
n yo
u ha
d t
o n
ego
tiate
with
so
meo
ne. D
escr
ibe
the
situ
atio
n an
d t
he r
esul
ts.
Do
Now
Act
ivit
y:
http://www.youtube.com/watch?v=F8O3VlmkYAs
Neg
otia
tion
Allo
ws
ever
yone
invo
lved
to
hav
e th
e ch
ance
to
be
hear
d
and
wo
rk o
n a
solu
tion
that
eve
ryo
ne c
an a
gree
up
on.
●Al
l iss
ues
●So
urce
s of
con
flict
●Br
ains
torm
sol
utio
ns●
Agre
emen
t on
stra
tegi
es to
mee
t nee
ds o
f al
l par
ties
The
Neg
otia
tion
Pr
oces
s Re
veal
s:
Is it
Wor
th
Neg
otia
ting
? If
the
re is
a li
kelih
oo
d t
hat
you
will
be
wo
rse
off
bef
ore
th
e ne
gotia
tion,
the
n it
is n
ot
wo
rth
your
tim
e.
●G
athe
r as
muc
h in
form
atio
n as
pos
sibl
e be
fore
ne
gotia
tion.
○W
hat a
re y
our
inte
rest
s an
d ne
eds?
○W
hat a
re th
e ne
eds
and
inte
rest
s of
the
othe
r pa
rty?
●Th
e in
divi
dual
(s) i
nvol
ved
will
be
mor
e m
otiv
ated
to e
nter
the
nego
tiatio
n pr
oces
s if
they
see
the
valu
e of
it.
Thin
gs to
Con
side
r Be
fore
En
teri
ng th
e N
egot
iati
on P
roce
ss:
“
“The
con
flict
may
look
diff
eren
t to
ever
yone
invo
lved
. The
per
son
mig
ht h
ave
a di
ffere
nt o
utlo
ok o
n th
e sa
me
situ
atio
n.
Neg
otia
tion
Sk
ill S
teps
: S.L
.I.D
.E
Stat
e w
hat y
ou
wan
t or
need
1
List
en a
nd c
lari
fy2
Iden
tify
wit
h ot
her
pers
pect
ives
3
Det
erm
ine
com
mon
gro
und
4
Elic
it a
n ag
reem
ent
5
Let’s
Pra
ctic
eFi
nd a
par
tner
in c
lass
to
pai
r up
with
.
Scen
ario
: Y
ou
wan
t to
sta
y o
ut a
n ho
ur la
ter
pas
t yo
ur c
urfe
w t
o s
ee a
mo
vie
with
a
frie
nd y
our
par
ents
ap
pro
ve o
f. O
ccas
iona
lly y
our
par
ents
are
will
ing
to
nego
tiate
yo
ur c
urfe
w d
epen
din
g o
n w
ho y
ou
are
with
and
the
act
ivity
yo
u ar
e d
oin
g.
Dec
ide:
●W
ho w
ill p
lay
the
teen
?●
Whi
ch p
artn
er w
ill p
lay
the
pare
nt(s
)?
Min
e “T
een”
Thei
rs “
Pare
nt(s
)”
Wan
ts●
Wha
t d
o I
wan
t to
hap
pen
?
●W
hat
out
com
es c
an I
acce
pt?
●W
hat
do
the
y w
ant
to
hap
pen
?
●W
hat
out
com
es c
an t
hey
acce
pt?
Nee
ds’
●W
hat
are
my
inte
rest
s an
d n
eed
s?
●W
hat
out
com
es m
ust
hap
pen
for
me?
●W
hat
are
som
e st
rate
gies
to
hel
p m
e m
eet
my
inte
rest
s an
d n
eed
s?
●W
hat
are
thei
r in
tere
sts
and
ne
eds?
●W
hat
out
com
es m
ust
hap
pen
for
them
?
●W
hat
are
som
e st
rate
gies
to
he
lp m
eet
thei
r in
tere
sts
and
ne
eds?
Neg
otia
tion
Squa
re:
Now
Wri
te D
ialo
gue
usin
g N
egot
iati
on S
kill
Step
s: S
.L.I.
D.E
.
Refe
renc
es/R
esou
res:
◉B
enes
, S.,
& A
lper
in, H
. (20
16).
The
esse
ntia
ls o
f tea
chin
g he
alth
ed
ucat
ion:
Cur
ricu
lum
, in
stru
ctio
n, a
nd a
sses
smen
t.
◉H
aven
. N
egot
iatio
n Ti
ps. R
etrie
ved
from
:
ht
tps:
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tic1.
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resp
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com
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tic/5
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otia
tion+
tips.p
df
◉N
ego
tiatio
n Sk
ills
Step
s: “
SLID
E” (
2018
)
Kim
ber
ly O
hara
Ret
riev
ed fr
om
Yo
uTub
e ht
tps:
//yo
utu.
be/
F8O
3Vlm
kYA
s
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Neg
otiatio
n
Skill Ste
ps: S
.L.I.D
.E
Stat
e w
hat y
ou w
ant/n
eed
Liste
n an
d cl
arify
Ident
ify w
ith o
ther
per
spec
tives
Dete
rmin
e co
mm
on g
roun
d
Elic
it ag
reem
ent
Benes
, S.,
& A
lper
in, H
. (20
16).
The
esse
ntia
ls o
f tea
chin
g he
alth
edu
catio
n: C
urric
ulum
, ins
truc
tion,
and
ass
essm
ent.
gr10-vp-7-negotiation-skill-steps.pdfGrade 10 Sample Lesson Plan: Unit 7 – Negotiation: S.L.I.D.E.SOLsObjectives/GoalsMaterialsProcedureStep 1Step 2:Step 3:Step 4:Step 5:
ReferencesHandout
gr10-vp-7-negotiation-skill-stepsold.pdf�gr10-vp-negotiation skill steps.pdfNEGOTIATION_ S.L.I.D.E. Role Play Planner _ Checklist (Parent_2FTeen)_.pdfNEGOTIATION_ SLIDE Role Play Planner _ Checklist_ (2).pdfNegotiation Square_ (1).pdfUnit_ConflictResolutionGrade10Negotiation Skill Steps_ SLIDE.pdfNegotiation_S.L.I.D.E.pdf