Apologizing - 2

Foundational

Teachers

Goal: After making a hurtful action or remark toward a peer or adult (such as name calling, pushing/shoving accidental incidents, etc.), the student will apologize to the person in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.

Objectives:
1. Identify the action or remark that requires an apology.
2. Use a rehearsed phrase to make the apology (such as “I’m sorry…”; “I didn’t mean to….”; “it was not nice of me to…”; etc.).
3. Follow the apology with a question or suggestion in an effort to make amends (such as “What can I do…”; “How can I help you…”; “Next time I will be sure to…”; etc.).

Definitions of Key Terms: An apology means that you take responsibility for doing or saying the wrong thing. It means admitting you made a mistake. An apology is typically followed by a question or statement to make things right.

Questions:

  • How do we apologize politely?
  • When should we apologize to others?
  • When should we expect an apology from other people?

Discuss with students what an apology is. Review the discussion point questions.


Possible activities to review the discussion points or use your own:

Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.

  • T (Think): Teacher begins by asking a specific question using the discussion topics.
  • P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
  • S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.

SEL Categories Activity:

  • Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
  • Once time is up, ask each student to share a word or thought from their list.
  • Other students must cross that word or thought off their list.
  • Continue the process until all words or thoughts have been listed.

Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.

  • Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
  • Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
  • Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.

Activity 1: Circumstances

As a class, brainstorm a list of situations when it is important to apologize. Record the ideas on the board or chart paper.

Example: When you have hurt someone's feelings. When you bump into someone by accident.

Materials Needed:
  • Chart paper or interactive board

Discuss experiences that the students may have had when someone should have apologized to them, but did not. Discuss how it makes you feel when someone apologizes to you and when you admit your mistakes and apologize.

Activity 2: Using Apologetic Words

Review the discussion points and the ideas recorded from Activity 1 with the students. Ask students to think of all the different ways you can apologize. Record their responses on chart paper or the board.

Materials Needed:
  • Chart paper or chalk board
  • Student Activity Sheet A - 1 per person
  • Pencil for each student

Allow students time to complete Student Activity Sheet A. You may want to add instructions for students (such as how many sentences the apology should be in length).

Discuss their answers as a group when all have finished.

Student Activity Sheet A

Directions: Write a letter of apology to a friend. You can create your own scenario or you can pick one from the list below.

  • You told your friend a lie.
  • You broke another person's property.
  • You called your friend inappropriate and mean words.
  • You physically hurt someone when you were angry.
  • You made a promise and then you broke your promise.

Activity 3: Comic Strip Worksheet

Review the key points from Activities 1 and 2 with students. Discuss the difference between a sincere apology and one that is not sincere. Discuss how each makes you feel when you receive it.

Materials Needed:
  • Student Activity Sheet B - 1 per person
  • Pencil for each student

Allow students time to complete Student Activity Sheet B. Discuss their answers when all have finished.

Student Activity Sheet B

Study the comic strips below. Circle the answers that show the characters apologizing sincerely.

Lesson Extension: Listening Comprehension and Grammar Review

Explain that a script is a form of written dialogue between characters in a movie, play, or broadcast. Students should listen carefully as the teacher plays the example scripts from the immersive reader. Replay the script if needed. Allow students time to answer the questions on Student Activity Sheet C.

Materials Needed:
  • Student Activity Sheet C - 1 per student
  • Pencil for each student
  • Student Activity Sheet D - 1 per student
  • Red and purple colored pencil or pen

After students have finished, discuss the listening comprehension questions together.

After completing the listening comprehension portion of this activity, provide students a copy of Student Activity Sheet D. Point out to students the features of script text that indicate which character is talking. Remind students that this is a dialogue between characters.

Allow students time to complete Student Activity Sheet D.

Display the script using the immersive reader and highlight the nouns in the script. Students should self-check their work to determine if they correctly named two nouns. Repeat the process for verbs.

If time allows students may partner together and role play the script.

Example script demonstrating how to apologize appropriately:
Beth: What happened to my bike?
Silas: I broke it.
Beth: How did it happen?
Silas: I rode it, but I didn’t ask you first. Then I had an accident. I am so sorry.
Beth: That’s alright. I accept your apology.

Example script demonstrating how to apologize inappropriately:
Silas: Hi, Beth. I broke your bike.
Beth: How, did that happen?
Silas: I don’t know. It’s not my problem.
Beth: Wow! First of all you didn’t even ask me if you could ride my bike. Then, you didn’t even try to apologize.

Read Aloud Recommendations: Completing a read aloud with students is a great way for them to see and learn social skills as well as incorporating reading skills. Read and discuss as appropriate for level and as time allows throughout the lesson.

Use current classroom literature that demonstrates apologizing.

Student Activity Sheet C

Directions: Think about the script read/played for the class and complete the questions below.

1. Who are the characters in this script?

2. Who broke Beth's bike?

3. How did Beth's bike get broken?

4. How do you think Beth felt when Silas did not apologize for breaking her bike?

Student Activity Sheet D

Directions: In the scripts below, circle in purple two nouns that name a person and one noun that names a place. Circle in red two verbs. Underline the contractions.

Remember:

A noun names a person, place, thing, or idea.

A verb names describe an action, a state, or an occurrence.

A contraction is a shortened form of a word or words.

Example script demonstrating how to apologize appropriately:
Beth: What happened to my bike?
Silas: I broke it.
Beth: How did it happen?
Silas: I rode it, but I didn’t ask you first. Then I had an accident. I am so sorry.
Beth: That’s alright. I accept your apology.

Example script demonstrating how to apologize inappropriately:
Silas: Hi, Beth. I broke your bike.
Beth: How, did that happen?
Silas: I don’t know. It’s not my problem.
Beth: Wow! First of all you didn’t even ask me if you could ride my bike. Then, you didn’t even try to apologize.

Application Activity

Review and discuss example scripts from the lesson extension.

In small groups, have the students create scripts using eye contact appropriately (looking at the conversation partner) and inappropriately (by not looking at the conversation partner). Use the script sheet to create students' scripts.

Materials Needed:
  • Script sheet for each group
  • Pencil for each student

Have students record their scripts using SiLAS software for social skills. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.

Ideas for modifying this activity based on your students’ needs:

  • create a script as a class
  • pair or group students so that skill levels are varied and assign each a role or task that uses their skill
  • create the script by recording the dialogue with a phone or other recording device

Topic Checkout

Review the key points from previous activities and discussions with students.

Materials Needed:
  • Student Topic Checkout - 1 per student
  • A pencil for each student

Allow students to complete the Student Topic Checkout. Review their answers together when all have finished.

Student Topic Checkout

Directions: Complete the following questions.

  1. When should you apologize?
  2. Why should you apologize?
  3. How do you apologize?
  4. What else should you say after apologizing?