1. Lesson 4: Asking for Help © Copyright, 2015. Johns Hopkins University. All Rights Reserved. Objectives Students will be able to: Recognize the value in asking for help Follow four steps to successfully ask for help Demonstrate how to ask for help politely Demonstrate how to thank someone for helping Vocabulary Metacognition Non-Cog Components Mindset Mindfulness Resiliency Social Interactions: Self-Advocacy, Relationship Skills, Verbal Communication Skills Brain Science: Cognitive Self Control Purpose/Goal Setting ASCA Standards ASCA Standards A:A1.4; A:A2.3; A:A3.1, 3.4; A:B1.1, 1.4, 1.7; A:B2.5, 2.6; PS:B1.2, 1.3 Click to view standards specifics Instructional Strategies Bell Ringer Partner Activity Guided Discussion Cooperative Team Learning Activity Direct Instruction Modeling Partner Reading Homework/Journal Guided Review Closure Homework 21st Century Skills Learning and Innovation Skills: Critical Thinking and Problem Solving Life and Career Skills: Initiative and Self- Direction; Productivity and Accountability Purpose Students will learn and demonstrate the steps to successfully acting for help so that they will be able to use these steps in real life situations. Materials Board or screen Module Reader: Four Steps to Asking for Help Two Modules Literature Connection Literature Connection Students may enjoy a read aloud of the picture book Dinner at Alberta’s by Russell Hoban, which features a teenaged alligator who decides to ask for help to improve his bad table manners after he is invited to the home of his sister’s attractive friend.

2. © Copyright, 2015. Johns Hopkins University. All Rights Reserved. Making Connections Many students are reluctant to ask for help when they don’t understand something. This often results in the student falling behind, or “acting out” to mask the fact that he or she is doing poorly. Students need reassurance that everyone feels lost at some point, and that it is wise to ask for help. Stress to students that you will not tolerate bullying, cutting remarks, or ridicule if a student asks for help. Step 1. 1. Be prepared to share with your students about a time when you asked for help, and how you followed the four steps to ask for help outlined in this lesson. Ask For Help song: We Have Skills: Social Skills for School Success :59Asking for Help 1:12 https://www.youtube.com/watch?v=yoBPGvBlaz8https://www.youtube.com/watch?v=yoBPGvBlaz8 https://www.youtube.com/watch?v=bkhswXRtRz8https://www.youtube.com/watch?v=bkhswXRtRz8 Asking for Help 1:56 https://www.youtube.com/watch?v=UBjEU3d3joI. Before You Teach Student Printables Begin Module 1 Module 1 — OR — Step 2. Students download their materials at: http://mmgstudent.weebly.com/mmg101.html http://mmgstudent.weebly.com/mmg101.html If you are not using the website materials, click the “Student Printables” icon to print the student activity sheets for all three modules. You have the option to print each module with teacher’s notes. Module 2

3. PROTOTYPE CREDITS Prototype Lesson Editor:Howard Gradet Prototype Design: Gregg M. Howell MMG Original Author(s): Maria Garriott © Copyright, 2015. The Johns Hopkins University. All Rights Reserved. Talent Development Secondary Center for the Social Organization of Schools Johns Hopkins University School of Education 2701 N. Charles Street Baltimore, MD 21218 410-516-8800 telephone 410-516-8890 fax www.TalentDevelopmentSecondary.com All rights reserved. The information, activities, and materials contained in the modules that comprise this lesson are intended for pilot-testing evaluation. Printing of the pilot components are intended for classroom use only. Printed student materials should not exceed the number of students in each class. No other part of this document may be reproduced, in any form or by any means, without permission in writing from the publisher. This manual may contain Internet website IP (Internet Protocol) addresses. At the time this manual was published, any website and/or email addresses were checked for both validity and content as it relates to this lesson’s corresponding topic. The Johns Hopkins University, and its licensors, is not responsible for any changes in content, IP addresses changes, pop advertisements, or redirects. It is further recommended that teachers confirm the validity of the listed addresses if they intend to share such addresses with students. Development of this material was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A080544 to Johns Hopkins University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. For more information about Freshman Seminar, please visit our website at: www.TalentDevelopmentSecondary.comwww.TalentDevelopmentSecondary.com