Speak Up Kindly Lesson Plan Speak Up Kindly
Assertive Communication Plan
Target Audience
2nd Grade
Duration
45 Minutes
Lesson Objective
Students will use assertive communication—crafting “I-statements,” making clear requests, and using a respectful tone —to state a problem and set a boundary in partner role-play scenarios.
Approach
Model, guided practice, role-play, and debrief. This lesson focuses on hands-on application and perspective-taking.
Teacher Preparation (10 mins)
Review Speak Up Kindly Slides , Boundary Builder Worksheet , Perspective Play Cards , and Respect Radar Sort .
Print one worksheet and one set of role cards per pair.
Arrange a clear space for the sorting activity and role-play areas.
Have index cards ready for the Exit Ticket.
Materials Needed
Speak Up Kindly Slides
Boundary Builder Worksheet
Perspective Play Cards
Respect Radar Sort
Instructional Steps
1
Warm-Up & Sorting Intro
5 Mins
Display two examples of passive, aggressive, and assertive statements on Slides 2–3 .
Give each pair a card from the Respect Radar Sort to label as “Assertive & Kind” or “Not Assertive.”
Quick share: Ask volunteers why they sorted their cards as they did.
Differentiation: For ELLs, provide picture cues for tone. For advanced learners, ask them to write their own statement example on the back of the card.
2
Modeling I-Statements
10 Mins
Introduce the I-statement structure: “I feel ___ when ___, so I need ___.”
Teacher models one on Slide 4 , filling a sample problem and request on the Boundary Builder Worksheet .
In pairs, students brainstorm a small problem (e.g., loud talking) and complete the planner together.
Differentiation: Provide sentence starters for struggling learners. Challenge fast finishers to add respectful tone descriptors (e.g., "calm voice", "smiling").
3
Partner Role-Plays
15 Mins
Distribute Perspective Play Cards so each student has a role and scenario.
Partners role-play once as Speaker (uses I-statement) and once as Listener (responds respectfully).
Teacher circulates, prompting with questions: “How do you feel?” and offering corrective feedback.
Differentiation: Allow shy learners to draw the interaction or whisper their role-play. Extension: Switch cards with another pair for new scenarios.
4
Class Debrief
10 Mins
Gather whole class; ask pairs to share one successful I-statement and how tone changed the outcome.
On Slide 7 , highlight examples of respectful tone vs. harsh tone.
Discuss why setting boundaries kindly helps friendships stay strong.
5
Assessment & Closing
5 Mins
Exit Ticket: Each student writes one I-statement with a boundary and request on an index card or provided exit ticket template.
Collect tickets to check for correct structure (Feelings + Situation + Need) and respectful tone.
Note students needing extra practice for small-group follow-up.
Speak Up Kindly Slides Deck Speak Up Kindly
The Art of Assertive Communication
How can our words help us solve problems?
Learn I-statements and respectful tone.
Teacher Notes: Welcome students! Today we’ll learn how to speak up kindly when we have a problem or need a boundary. Explain that using our words with a calm and respectful tone helps us solve problems and keep friendships strong. Share the lesson objective: “You will use assertive communication—like I-statements, clear requests, and a respectful tone—to state a problem and set a boundary.”
What Is Assertive Communication?
Passive
“I guess it’s fine...”
Leaving out your feelings to avoid a problem. But the problem doesn't go away!
Quiet & Unhappy
Aggressive
“Give me that NOW!”
Demanding or blaming others. This can hurt feelings and start fights.
Loud & Angry
Assertive
“I feel upset when you grab my toy, so I need you to wait your turn.”
Sharing feelings and requests clearly and kindly.
Clear & Respectful
Teacher Notes: Introduce the three communication styles. Explain that passive leaves out feelings, aggressive blames others, and assertive shares feelings and a clear need. Use simple, relatable examples.
Sort the Statements
1
“You never share your markers!”
2
“I feel sad when you don’t share, so I need one marker now.”
3
“Fine, take it.”
4
“Stop being so mean!”
Respectful & Assertive
Place kind words here!
Not Assertive
Passive or Aggressive words go here.
Teacher Notes: Display four example statements without labels. Invite students to sort cards from Respect Radar Sort into Respectful/Assertive or Not Assertive. Discuss choices.
I-Statement Structure
The Formula
I feel
(feeling word)
when
(situation)
so I need
(clear request)
Example:
“I feel nervous when you shout, so I need you to use a calm voice.”
Teacher Notes: Teach the I-statement structure step by step. Model with a teacher-chosen scenario on screen and fill in the blanks on the Boundary Builder Worksheet. Encourage students to notice the feeling word, the situation, and the clear request.
Boundary Builder Worksheet Boundary Builder
Planning My I-Statement
Name
Date
Use this planner to build your I-statement . Think about a problem, then fill in each part below to find your words!
1
Feeling
How do you feel? (I feel...)
2
Situation
What happened? (when...)
3
Request
What do you need? (so I need...)
My Full I-Statement
Put it all together and practice your calm voice!
Perspective Play Cards Activity Perspective Play Cards
Partner Role-Play Scenarios
How to Play:
Choose a scenario card with a partner.
Decide who is the Speaker and who is the Listener .
Speaker: Use an I-statement to share your feeling and request.Listener: Respond respectfully and kindly.Switch roles or try a new scenario!
SCENARIO 1
Your friend takes your colored pencil without asking.
Speaker: I-statement + request.
Listener: Apologize + make it right.
SCENARIO 2
A classmate is talking loudly while you’re trying to read.
Speaker: Explain the problem + request quiet.
Listener: Acknowledge + lower voice.
SCENARIO 3
Someone pushed in front of you in line at lunch.
Speaker: Share feeling + ask for turn.
Listener: Understand + move to back.
SCENARIO 4
A partner doesn’t pass you any of the art supplies.
Speaker: Say you feel sad + request turn.
Listener: Apologize + share.
SCENARIO 5
A classmate calls your drawing “bad.”
Speaker: Share feeling + ask to stop.
Listener: Apologize + compliment.
SCENARIO 6
A friend keeps interrupting while you speak.
Speaker: Share frustration + request wait.
Listener: Promise to listen.
SCENARIO 7
Someone won’t share the jump rope at recess.
Speaker: Explain feeling + ask for turn.
Listener: Kind reply + sharing plan.
SCENARIO 8
Your classmate scribbles on your desk.
Speaker: Express upset + ask for help.
Listener: Apologize + help clean.
Cut along the dashed lines to separate cards
Respect Radar Sort Activity Respect Radar Sort
Spotting Assertive Communication
Respectful & Assertive
Kind words that share feelings and needs.
Not Assertive
Demanding, blaming, or too quiet words.
“I guess it’s fine if you want to play with my toy.”
“Give me that now!”
“I feel upset when you grab my toy, so I need you to wait your turn.”
“You never share your markers!”
“I feel sad when you don’t share, so I need one marker now.”
“Stop talking so loudly!”
“Could you please lower your voice while I read?”
“Whatever, do what you want.”
“Move out of my way!”
“Excuse me, I need to get through.”
Class Discussion Prompts
Which pile was easier to sort? Why?
How did the Respectful/Assertive statements make you feel?
How did the Disrespectful/Aggressive statements make you feel?
Why is it important to speak up kindly when we have a problem?
Can you think of a time when someone used respectful words with you? How did it help?
Teacher Tip: Cut the statements apart and have students sort them in small groups or as a whole class.
Speak Up Kindly Exit Ticket Speak Up Kindly: Exit Ticket
Show what you learned today!
Exit Ticket
Name:
My I-Statement
I feel
when
so I need
Be Respectful Use a Calm Voice
Exit Ticket
Name:
My I-Statement
I feel
when
so I need
Be Respectful Use a Calm Voice
Exit Ticket
Name:
My I-Statement
I feel
when
so I need
Be Respectful Use a Calm Voice
Exit Ticket
Name:
My I-Statement
I feel
when
so I need
Be Respectful Use a Calm Voice
Cut tickets apart and distribute to students
