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Lesson Lesson #5: Assertiveness Skills to Deal With Pressures in

Date March 23rd, 2018

Title/Focus Relationships
Subject/Grade Time
Grade 9 PE/HEALTH 8:50-8:36 (45 mins)
Level Duration


General Students will develop effective interpersonal skills that demonstrate responsibility, respect and caring in
Learning order to establish and maintain healthy interactions
Specific R–9.1 identify appropriate strategies to foster positive feelings/attitudes
Learning R–9.2 analyze why individuals choose not to express or manage feelings in situations; e.g., using anger to
Outcomes: manipulate others, avoid others, feel powerful
R–9.4 analyze, evaluate and refine personal communication patterns
Students will:
1. Students will learn skills to deal with assertiveness in relationships that lead to pressure.
2. Students will learn coping skills to help them with issues in relationships
3. Students will learn that it is okay to ask questions (privately) of any variety, that will give them comfort
ASSESSMENTS (How I will know students have achieved the objective(s))
 Are students participating in the activities?
 Are students asking questions?
 Are students working together through the scenarios?
 Are students watching the videos shown?
 I will be walking around the classroom, making sure students are on task with the worksheets and scenarios and giving
suggestions and answering questions.
 Prepare lesson  Question box and small pieces of paper
 Get a question box/ candy  Healthy Sexuality Scenarios (5.0)
 Print off worksheets  Decision Making Models (5.1)
 Skills for Effective Relationships Reference (5.2)
 Negotiation/ Delay/ Refusal Techniques (5.3)
 DVD- Skills for Effective Relationships
 DVD- The Fourth R role play examples and debrief
 DVD- Teaching Role Plays
Introduction Time
Introduction and Question Box:
Teacher will: Remind students that the responses from the question box from the previous day are posted in
the room (on smart board) 2 mins
-Explain that in todays class, students will have the opportunity to practice decision making skills as well as
delay, refusal and negotiation skills related to sexual health
Body Time
Video- BS guys (4:48) (intro)
Introduction to the Material covered today- Today we will be obviously talking about peer pressure and the 20 mins
strategies that we can learn to cope with it. (video)
-We will start off the class today with a worksheet, working individually. Once students are done, give 10- 15
minutes, ask students for some examples of what they wrote down. (3 mins) (Activity #1)
-Review: Delay, Refusal, negotiation skills- Examples
-Delay- Make someone or something late or slow.
-Negotiation- discussion aimed at reaching an agreement
-Refusal- The right of choosing not to do something

Adapted from a template created by Dr. K. Roscoe 1

Show Video- (21 mins, 20 secs)
-Ask if students have any questions, or if they do not want to state questions allowed, they can drop them in
my question box, and I will address them next class to the whole class, obviously not saying who asked the
questions. All questions will be confidential.

Activity #1- Decision Making (25 mins)

-For this activity, have students work independently
-Each student will need one Healthy Sexuality Scenario (5.0) and a copy of the Decision Making Model (5.1).
Several students will receive the same scenario. This will be helpful to hear different viewpoints when taking
up the scenarios later on in the class.
-After providing time for students to individually work on the Decision Making Model (5.1), take up some of
their ideas orally.
-Summarize this activity by pointing out that this activity provided some suggestions as to what students
need to consider when making big decisions and when trying to create their own boundaries based on their
comfort level and other factors that impact their lives. -Peer Pressure Tips Video

Activity #2- Review of Delay, refusal, and negotiation skills (15 mins)
-Explain that besides being assertive, there are certain techniques, which could be used to comfortably get
out of a difficult situation. Write on the following on the board:
-Delay- make someone or something late or slow.
-Negotiation- discussion aimed at reaching an agreement
-Refusal- The right of choosing not to do something
-Ask students to copy these terms into their notebooks
-Ask students to explain what they think each of them means in relation to being pressured to do something.
Students should explain:
-Refusal skills are ways to negotiate so that both parties are happy and it is a win-win situation.
-Delay techniques are methods to put off decision making until a later time after giving things a little more
-Provide some examples or ask students to volunteer responses they came up with

Activity #3: Practicing delay/Refusal and Negotiation Skills (25 mins)

-Explain that you are now going to take a look at some of the pressures in relationships to be sexually active
and some strategies to help with these situations. Hand out a copy of the sheet Negotiation/ delay/ refusal
skills (5.3) and read through the examples with the class.
-Ask students to choose a partner to work with. Assign each pair one of the skills of the negotiation/ delay/
refusal skills (5.3) handout.
-Note that a few groups will be assigned to the same skills
-Tell students that in their pairs they must create a brief scenario, different from the example on the
worksheet. What could happen in a relationship to demonstrate how their skill/technique they are
attempting to portray. After each skit, ask the class, do you think this type of skill is something you could use
in real life? If so, in what type of situations?

Closure Time
Activity #4: Exit Statement and question Box (2-3 min)
-Ask students to identify one type of skill that they think would work well for them in a high-pressure
situation. Collect questions to be answered in the next class. Tell students this is their last opportunity to ask
questions in the question box. 2-3 mins
-Talk to a counselor
-Talk to an adult
-Have a conversation with the pupil who is pressuring you (boyfriend, girlfriend, etc.)

Sponge Activity/Activities

Adapted from a template created by Dr. K. Roscoe 2


Adapted from a template created by Dr. K. Roscoe 3