Speak Up Lesson Plan Expressing Boundaries
Lesson Plan ā¢ 3rd Grade Tier 3 Intervention
20 Minutes
Learning Objective
Students will learn to assertively express their feelings using the sentence āI donāt like it when you do thatā by modeling, practice, and role-play in peer scenarios.
Why This Matters
Teaching clear, assertive communication builds self-advocacy and helps students with IEPs set healthy boundaries, improving social confidence and reducing frustration during peer interactions.
Preparation
Print and cut Scenario Picture Cards .
Cut out Sentence Helper Cards .
Load the Speak Up Slides .
Review emotions on Feelings Finder Chart .
Lesson Flow
3 min
Warm-Up
Display Feelings Finder Chart (Slide 1).
Ask student to point to how they feel when someone does something they don't like.
Label the emotion verbally (e.g., "You look upset or angry").
5 min
Introduce Phrase
Show slide with sentence frame: "I don't like it when you do that."
Model saying the phrase slowly and clearly.
Break into two parts: "I don't like it" and "when you do that."
Have student repeat each part, then the full sentence.
7 min
Guided Practice
Present a Scenario Picture Card (e.g., someone taking a crayon).
Prompt student to use a Sentence Helper Card if needed.
Guide them: "I don't like it when you take my crayon."
Provide positive feedback and model corrections gently.
5 min
Wrap-Up
Return to the slide showing the full phrase.
Ask the student to describe a time they might use it.
Offer praise for effort and remind them to use the phrase during the day.
Included Materials
Feelings Finder Chart
Boundary Scenario Cards
Sentence Helper Cards
Speak Up Slides
Feelings Finder Chart Feelings Finder
How do you feel when someone does something you don't like?
š
Happy
ā¹ļø
Sad
š
Angry
š¤
Frustrated
šØ
Scared
Teacher Directions
1
Point to one of the faces and ask: "How do you feel when someone does something you don't like?"
2
Prompt the student to name the emotion out loud or point to it.
3
Relate it to a situation: "When someone takes my toy, I might feel Angry . Which one is Angry?"
Use this chart on Slide 1 of the "Speak Up!" slide deck to warm up.
Speak Up Slides How Do You Feel?
š
Happy
ā¹ļø
Sad
š
Angry
š¤
Frustrated
šØ
Scared
Teacher Note: Display the chart and ask: "How do you feel when someone takes your toy or says something unkind?" Point to each face and label it.
Say This Sentence
"I don't like it when you do that."
Teacher Note: Introduce the full sentence frame. Say: "Today weāre learning to tell someone how we feel. Repeat after me." Model slowly and clearly.
Let's Break It Down
1
"I don't like it"
2
"when you do that"
Teacher Note: Have student repeat Part 1, then Part 2. Finally, combine both parts and practice saying the whole sentence together.
Practice Together
Someone takes your crayon without asking.
You say:
"I don't like it when you take my crayon."
Teacher Note: Show the scenario. Ask: "What happened? What can you say?" Encourage the student to use the full sentence.
When Will You Use It?
Think of a time you might say:
"I don't like it when you ______."
Teacher Note: Ask the student to think of another situation (e.g., knocking over blocks). Praise effort and remind them to use this today!
Boundary Practice Cards Boundary Practice Cards
Cut these out to use during Guided Practice
Scenario Picture Cards
Someone takes your crayon without asking.
Someone knocks over your block tower.
Someone cuts in front of you in the lunch line.
Someone calls you a name that isn't nice.
Sentence Helper Cards
"I don't like it when you do that."
"I don't like it when you _______."
"I don't like it when you take my crayon."
Tip: Hand the student a Sentence Helper card if they struggle to remember the phrase during the role-play.
Speak Up Script Guide Speak Up Script
Instructional Script for Teachers
Tier 3 Intervention
Use this script as a guide for your 20-minute session. Text in bold is intended to be spoken aloud. Text in [brackets] indicates student actions or teacher directions.
WARM-UP
3 Minutes
Teacher: "Okay, friend, letās look at these faces on our chart. How do you feel when someone takes your toy without asking?"
[Pause for student to point to or name an emotion on the Feelings Finder Chart.]
Teacher: "I see you chose the š Angry face. That means you feel upset or mad. Itās okay to feel that way when someone does something you donāt like."
INTRODUCE PHRASE
5 Minutes
Teacher: "Today, weāre going to learn a sentence that helps us tell someone how we feel. It is: I donāt like it when you do that."
Teacher: "Repeat after me: I donāt like it when you do that."
[Wait for student to repeat full sentence.]
Teacher: "Great! Now letās break it into two parts. First part: I donāt like it. You say: I donāt like it."
Teacher: "Awesome! Second part: when you do that. You say: when you do that."
Teacher: "Now put both parts together and say the whole sentence."
[Teacher & Student say together: "I don't like it when you do that."]
GUIDED PRACTICE
7 Minutes
Teacher: "Letās look at a picture. Hereās our friend taking a crayon without asking. What happened in this picture?"
[Wait for student response.]
Teacher: "Thatās rightāthey took the crayon. Now, what can you say to your friend using our sentence?"
[Wait for student attempt. Use Sentence Helper cards if needed.]
Teacher: "Try saying: I donāt like it when you take my crayon."
Teacher: "Perfect! I like how you used our words. Remember, you can change the last part to fit different situations."
Follow-up Prompts:
ā¢ "What word do we use to start? (I don't like it)"
ā¢ "What do we say next? (when you...)"
ā¢ "Can you name what they did and add it to the sentence?"
WRAP-UP
5 Minutes
Teacher: "You did a wonderful job today! Letās say our sentence one more time."
