<ul style="list-style-type: square;">
<li>Ask students to identify situations when they will need to use the skill in school and at home.</li>
<li>State the name, steps and reasons for the skill.</li>
<li>Model or demonstrate the skill.</li>
<li>Read <a href="https://www.boystownpress.org/my-mouth-is-a-volcano/" title="" target="">My Mouth Is a Volcano</a> by Julia Cook</li>
<li>Discuss what they learned. (e.g. What did Louis learn? Why is this important?)</li>
<li>Additional activities to support skill development: DOWNLOADABLE ACTIVITY BOOK: <a href="https://www.boystownpress.org/my-mouth-is-a-volcano/" title="" target="">My Mouth Is a Volcano </a>by Julia Cook</li>
<li>Role-play the following scenarios:
<ul>
<li>You have an idea to share with a friend, but they are texting their parents.</li>
<li>Your art pencil keeps breaking and you need to ask the teacher for a new one, but the teacher is talking to another student.</li>
<li>Your friend got hurt during recess and they need an adult&rsquo;s help, but the adults are in a conversation.</li>
</ul>
</li>
</ul>

Monday

<ul style="list-style-type: square;">
<li>Review the steps of the skill as well as the reasons for using it</li>
<li>Model or demonstrate the skill.</li>
<li>Use think-pair-share. Partner up to discuss or write down situations when it may be necessary to interrupt another person&rsquo;s conversation or someone who is busy working.</li>
<li>Instruct each pair to role-play the situations they discussed or wrote down.</li>
<li>Ask for volunteers to model their role-play for the class.</li>
</ul>

Tuesday

<ul style="list-style-type: square;">
<li>Review the steps of the skill as well as the reasons for using it.</li>
<li>Model or demonstrate the skill.</li>
<li>Write in SEL Journals. Describe a time when you interrupted someone in an inappropriate way. How did it turn out? What would you do differently if given a second chance? If appropriate, ask for volunteers to share with the group.</li>
<li>Engage students in discussions about how using the skill has helped them, or in what situations it was difficult.</li>
</ul>

Wednesday

<ul style="list-style-type: square;">
<li>Review the steps of the skill as well as the reasons for using it.</li>
<li>Read A Dragon with His Mouth on Fire by Steve Herman. Discuss lessons learned from the story. (e.g. What did the characters learn?)</li>
<li>Have student volunteers demonstrate the skill steps of Interrupting Appropriately.</li>
<li>Create additional role-play scenarios that are relevant to your students.</li>
<li>Provide reasons for using the skill and ask students to explain how it is similar to the skill of Asking for Help.</li>
</ul>

Thursday

<ul style="list-style-type: square;">
<li>Model or demonstrate the skill</li>
<li>Ask students to share examples of how they have used the skill(s) in the past week, including in school, at home and with friends, family and other adults.</li>
<li>Encourage students to think about how the skill might be used outside of school (when they are playing with their friends, at sports practice or at the dinner table, etc.)</li>
</ul>

Friday

Teach students the importance of waiting for appropriate moments to speak and how to respectfully interject in conversations or activities.

Interrupting Appropriately

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