How to Say No

How to Family Life and Sexual Health, Grades 7 and 8, Lesson 19

F.L.A.S.H.

Communication 4: Saying “NO”
Grades 7 and 8, Lesson #19 Time Needed One class period or less

Student Learning Objectives To be able to… 1. Formulate an assertive refusal.

Agenda 1. Quickly re-read the Story of Logan from Lesson 16. 2. Use the Saying “No” Reference Sheet to introduce the three steps in an assertive refusal. 3. Summarize the steps with Communication Transparency 2: Saying “No.” 4. Play the Refusal Game. 5. Assign homework.

Public Health – Seattle & King County ■ Family Planning Program ■ ©1988 ■ Revised 2006 ■ www.kingcounty.gov/health/flash

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Family Life and Sexual Health, Grades 7 and 8, Lesson 19

F.L.A.S.H.

Materials Needed: Classroom Materials: • Communication Transparency 2 • Refusal Game Cards • Advanced Refusal Game Cards Student Materials: (1 per student) • The Story of Logan (from Lesson 16, “should” already be in students’ notebooks) • Saying No Reference Sheet • Family Homework Exercise: Communication 4 • Communication Worksheet 5

Public Health – Seattle & King County ■ Family Planning Program ■ ©1988 ■ Revised 2006 ■ www.kingcounty.gov/health/flash

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Family Life and Sexual Health, Grades 7 and 8, Lesson 19

F.L.A.S.H.

Activities 1. Have students get out their copies of The Story of Logan (from Lesson 11) and re-read the first part of it quickly (the part with the actual story). 2. Hand out the Saying “No” Reference Sheet and read it aloud while students follow along, or have them read it silently. 3. Summarize the steps with Communication Transparency 2: Saying “No.” 4. Play the Refusal Game. a. You will have made 32 refusal game cards (two copies of each of four pages, cut each page into four parts, making 32 slips of paper) with 16 different situations. b. Have the class pair off with the same partners they’ve been using. Give each person a refusal game card. Explain that the game starts with Step 2...