Behind Screens Slides STAND UP SPEAK OUT • GRADE 7 • LESSON 1
30-Min Lesson
Behind the Screens
Let's look past the words we hear and see online to understand the true impact of our actions.
Active Vocabulary Direct vs. Indirect vs. Cyberbullying
Teacher Facilitation Script Inside
VOCABULARY BUILDER
Slide 2 of 4
Direct
Face-to-face behaviors that hurt someone physically or verbally.
EXAMPLE / EJEMPLO Pushing, teasing, or calling names directly.
Indirect
Behind-the-back behaviors that damage relationships or social status.
EXAMPLE / EJEMPLO Spreading rumors or leaving classmates out.
Cyber
Using digital devices, apps, or platforms to target someone.
EXAMPLE / EJEMPLO Nasty posts, private chat mockings, mean texts.
Teacher Tip: Have students read the definition boxes in pairs. Encourage ELLs to point out cognates (e.g., direct / directo).
SCENARIO CHALLENGE
Slide 3 of 4
CASE STUDY
The Group Chat Fallout
"Someone creates a meme mocking Marcus's shoes, shares it in a group chat with 15 classmates, and tells everyone to ignore Marcus at lunch."
DIRECT? No
INDIRECT? Yes (Ignore)
CYBER? Yes (Chat)
Partner Discussion Frames
"This scenario counts as indirect bullying because..."
"We also see cyberbullying here because..."
"The most harmful part of this is..."
Facilitation: Guide students to identify that this is a blend of Indirect and Cyber bullying. Give students 2 minutes to talk using the frames.
EXIT ROUTE
Slide 4 of 4
Now, Let's Document Our Strategy
Open your Behind Screens Worksheet . You will map behaviors, define how digital actions differ from offline actions, and commit to one healthy screen habit today.
✏️ Task Time: 10 Minutes | Individual Work with Partner Check-In
Grade 7 • Unit 1 • Stand Up Speak Out Move to Student Worksheets
Behind Screens Worksheet STAND UP SPEAK OUT • LESSON 1
Behind the Screens Worksheet
Grade 7 • Student Sheet
Student Name
Date
Period
1 Vocabulary Connections / Conexiones
Match each term to its definition. Spanish cognates are included to support translation.
Direct Bullying Directo
...
Behaviors that are digital, like mean texts, group chat exclusions, or spreading online posts.
Indirect Bullying Indirecto
...
Face-to-face behaviors that physically or verbally hurt someone directly in front of them.
Cyberbullying Ciberacoso
...
Behind-the-back actions like rumors, intentional social exclusion, or silent treatment.
2 Behavior Sorting Challenge
Read each action. Mark an X in the correct box (some can belong to more than one category).
Real-world Action / Situación Direct Indirect Cyber 1. Tripping someone in the hallway. 2. Spreading a rumor that a peer failed a test. 3. Sending hurtful messages on a game server. 4. Telling others at lunch to walk away when Sarah sits down.
3 My Reflection & Action Plan
Think about the "Group Chat Fallout" scenario. Answer the prompt below using the provided sentence frames to construct a strong response.
Sentence Starters / Iniciadores de oraciones
"The cyberbullying part of the scenario is ______ because..."
"This behavior is harmful to Marcus because..."
"If I was in this group chat, my first action would be to..."
Write your response below / Escribe tu respuesta abajo:
Stand Up Speak Out • Grade 7 Curriculum Lesson 1 Activity Sheet
CHPE Standards Guide MASSACHUSETTS CHPE ALIGNMENT ROADMAP
Curriculum Alignment Guide
2023 September Framework
Curriculum Intent & MA CHPE Integration
This guide provides school administrators and teachers with a complete standards map aligning the Stand Up Speak Out curriculum (Grades 7 and 8) to the 2023 Massachusetts Comprehensive Health and Physical Education (CHPE) Framework. It details standard codes, core skills practices, and language support models for English Language Learners (ELLs).
CHPE Standards Map: Grades 7 & 8
Lesson / Grade MA CHPE Standard Code & Core Practice Aligned Objective & Mastery Skill G7.L1: Behind Screens PS.1.a (Personal Safety) Practice: Analyzing Influences (AI) Identify direct, indirect, and cyberbullying. Map digital actions and compare with offline parameters. G7.L2: Ripple Effect PS.2.a (Personal Safety) Practice: Decision Making (DM) Evaluate bystander roles (silent/laughing) and analyze how peer groups amplify or stop conflict ripples. G7.L3: Speak Up Strong PS.3.a (Interventions) Practice: Interpersonal Communication (IC) Demonstrate low-risk upstander interventions using the 4 Ds (Direct, Distract, Delegate, Delay) through scripts. G7.L4: Ally Action HR.1.b (Relationships) Practice: Self-Management (SM) Formulate and sign a formal Personal Ally Agreement with classmate witness signatures to secure safe norms. G8.L1: Identity Shield PS.4.a (Bias Safety) Practice: Accessing Info (A) Examine how stereotypes and prejudice fuel bias-based bullying (race, accent, culture). Apply viewpoint analysis. G8.L2: Echo Chambers HR.2.a (Influences) Practice: Analyzing Influences (AI) Deconstruct groupthink and online conformity ladders. Draft specific digital exit-phrase routes to slow peer roasts. G8.L3: Culture Creators
Ripple Effect Slides STAND UP SPEAK OUT • GRADE 7 • LESSON 2
30-Min Lesson
The Ripple Effect
Understand peer dynamics. Every action we take—or do not take—creates a ripple in our community.
Focus Area The Social Circle: Bystanders vs. Upstanders
Teacher Facilitation Script Inside
ROLE IDENTIFICATION
Slide 2 of 4
Target
The student being bullied. They feel unsafe and alone.
COGNATE / COGNADO El blanco (objetivo)
Initiator
The student leading the bullying. They start the behavior.
COGNATE / COGNADO Iniciador / Agresor
Bystander
The students who watch or hear but do not say anything.
COGNATE / COGNADO Espectador pasivo
Upstander
The student who acts safely to support the target or stop the event.
COGNATE / COGNADO Defensor activo
Teacher Tip: Emphasize that these are roles , not permanent identities. A person can choose a different role at any moment.
THE RIPPLE SCENARIO
Slide 3 of 4
CASE STUDY 2
The Cafeteria Crowd
"Leo sits down at a table, and Jake intentionally stands up and says loudly, 'No losers allowed here!' Three bystanders laugh, while two others look away silently."
Impact Analysis: The bystanders who laughed amplified Jake's power. The silent bystanders made Leo feel invisible.
Partner Discussion Stems
"By laughing, the bystanders became initiator supporters because..."
"To act as an upstander , someone could..."
"I think staying silent is/is not the same as agreeing because..."
Facilitation: Guide students to evaluate that laughing makes someone part of the initiator's ripple. Use partner discussions for 3 minutes.
EXIT ROUTE
Slide 4 of 4
Now, Let's Analyze the Ripple
Open your Ripple Effect Worksheet . You will map out how different roles react, fill in the "impact circles", and complete the reflection prompts.
✏️ Task Time: 10 Minutes | Individual Worksheet Completion
Grade 7 • Unit 1 • Stand Up Speak Out Move to Student Worksheets
Ripple Effect Worksheet STAND UP SPEAK OUT • LESSON 2
The Ripple Effect Worksheet
Grade 7 • Student Sheet
Student Name
Date
Period
1 The Bullying Ripple Map / El Mapa del Círculo Social
In peer groups, bullying has a "ripple effect." Write the correct role in each layer of the concentric map below using the terms: Target , Initiator , Bystander , Upstander .
OUTER RING
MIDDLE RING
CENTER
Center:
The source of conflict (Two Roles) 1. ____________ / 2. ____________
Middle:
Supports the victim or stops it 3. _______________
Outer:
Watches silently or amplifies it 4. _______________
2 Bystander Behavior Analysis / Análisis de los Espectadores
How do a bystander's actions shape the "Cafeteria Crowd" scenario? Analyze both paths:
PATH A: THE SILENT/LAUGHING CROWD
If the 5 bystanders laugh or ignore the target, Jake feels more power.
Target's feeling:
PATH B: THE UPSTANDER INTERVENTION
If even one bystander walks over to sit with Leo or tells Jake "that's not cool."
Target's feeling:
3 My Reflection & Action Plan
Explain what advice you would give to a friend who is afraid of speaking up when they see bullying.
Sentence Starters / Iniciadores de oraciones
"If you are afraid to speak up directly, you can still act as an upstander by..."
"Your actions matter because even a small support circle makes the target feel..."
Write your response below / Escribe tu respuesta abajo:
Stand Up Speak Out • Grade 7 Curriculum Lesson 2 Activity Sheet
Speak Up Slides STAND UP SPEAK OUT • GRADE 7 • LESSON 3
30-Min Lesson
Speak Up Strong
Standing up doesn't mean starting a fight. Learn the 4 low-risk strategies to support your peers safely.
Today's Protocol The 4 Ds of Upstanding: Direct, Distract, Delegate, Delay
Teacher Facilitation Script Inside
THE 4 Ds PROTOCOL
Slide 2 of 4
Direct
Speak up immediately. Tell the initiator to stop in a calm, firm voice.
SAMPLE SENTENCE "Hey, that's not cool. Let's head to class."
Distract
Interrupt the situation. Start a new conversation or ask a random question.
SAMPLE SENTENCE "Hey Marcus, do you know where the gym is?"
Delegate
Get help from a trusted adult (teacher, counselor, coach) or other peer.
SAMPLE SENTENCE "Mrs. Davis, there is a conflict in the locker room."
Delay
Check in with the target after the event. Offer comfort, listening, or reporting support.
SAMPLE SENTENCE "Are you okay? That was really uncool of them."
Teacher Tip: Have students mirror these terms physically. (e.g., Direct = pointing hand, Distract = waving hand, Delegate = calling gesture, Delay = watch check). This helps kinesthetic ELL learners!
PRACTICE CHALLENGE
Slide 3 of 4
REAL-WORLD APPLICATION
Hallway Blockade
"A group of students blocks the library door, laughing and refusing to let Clara pass to return her books. Clara is looking at the floor, clutching her books tightly."
Option 1 (Distract): Drop a pencil near the crowd and say, "Oh no, did anyone lose this?"
Option 2 (Delay): Wait till they leave, walk with Clara to class, and help her report.
Partner Dialogue Frames
"For this hallway situation, the best 'D' to use would be ______ because..."
"I would feel safest using Delegate here by..."
"Using Direct might feel risky because..."
Facilitation: Make sure students understand there is no "single correct" D. The safest option is always the best option. Partner discussion: 3 minutes.
EXIT ROUTE
Slide 4 of 4
Now, Let's Write Our Responses
Open your Speak Up Worksheet . You will connect the 4 Ds to their descriptions and script your own upstander responses.
Speak Up Worksheet STAND UP SPEAK OUT • LESSON 3
Speak Up Strong Worksheet
Grade 7 • Student Sheet
Student Name
Date
Period
1 The 4 Ds Matching / Las 4 Ds
Draw a line from the strategy to its description. Spanish keywords are included to help you match them.
Direct Directo
...
Get a teacher, counselor, administrator, or peer to assist in stopping the behavior. (Delegar)
Distract Distraer
...
Address the initiator directly and tell them to stop in a calm, firm way. (Hablar directamente)
Delegate Delegar
...
Create an interruption to split the focus, like dropping something or changing topics. (Interrumpir)
Delay Demorar
...
Wait until after the event, then check in with the target to show empathy and report. (Apoyar después)
2 Scripting the Solution / Escribiendo el Guión
Think about the "Hallway Blockade" scenario. Choose two of the strategies and write down what you would say or do.
STRATEGY 1 (e.g., DISTRACT)
Write exactly what you would say or do:
Work Area:
STRATEGY 2 (e.g., DELEGATE)
Write exactly what you would say or do:
Work Area:
3 Personal Commitment
How do you feel about these strategies? Use the stems below to express your thoughts.
Sentence Starters / Iniciadores de oraciones
"The strategy that feels most comfortable for me is ______ because..."
"I can practice being an upstander at school by..."
Write your response below / Escribe tu respuesta abajo:
Stand Up Speak Out • Grade 7 Curriculum Lesson 3 Activity Sheet
Ally Action Slides STAND UP SPEAK OUT • GRADE 7 • LESSON 4
30-Min Lesson
Ally Action
Let's seal our commitment. Learn what it means to be an everyday ally and draft a personal Ally Agreement.
Grade 7 Finale Creating Everyday Ally Agreements
Teacher Facilitation Script Inside
THE ALLY IDENTITY
Slide 2 of 4
Active Empathy
Listening carefully to a peer who is hurting, without judging or ignoring them.
SPANISH KEYWORD / COGNADO Empatía Activa
Safe Action
Using the 4 Ds (Direct, Distract, Delegate, Delay) to stand up in real life.
SPANISH KEYWORD / COGNADO Acción Segura
Culture Shifts
Preparing to move from personal awareness (Grade 7) to systemic school-wide action (Grade 8).
SPANISH KEYWORD / COGNADO Cambio de Cultura
Teacher Tip: Frame "Ally" as an action verb. "Allyship" isn't a badge you wear; it is a series of decisions you make every single day.
THE COMMITTMENT PROTOCOL
Slide 3 of 4
ALLY AGREEMENT PROTOCOL
What is an Ally Agreement?
A written agreement where you commit to three concrete behaviors to help others feel safe, included, and respected.
Pillar 1: Support targets of exclusion
Pillar 2: Use the 4 Ds safely
Pillar 3: Refuse online rumors
Partner Action Stems
"In my agreement, I am going to commit to ______ because..."
"An easy way I can show active empathy is by..."
"If we all sign this agreement, our school will..."
Facilitation: Give students 3 minutes to share one item from their upcoming agreement with a partner. Encourage native language use to support brainstorming.
EXIT ROUTE
Slide 4 of 4
Sign Your Personal Agreement
Open your Ally Action Worksheet . Complete the 3-point agreement, sign it, have a classmate witness it, and prepare for our pivot to Grade 8 systemic advocacy!
✏️ Task Time: 12 Minutes | Drafting, Signing, and Peer Check-In
Grade 7 • Unit 1 • Stand Up Speak Out Move to Student Worksheets
Ally Action Worksheet STAND UP SPEAK OUT • LESSON 4
Ally Action Worksheet
Grade 7 • Student Sheet
Student Name
Date
Period
1 Ally Self-Assessment / Autoevaluación de Aliado
Think honestly about your daily choices. Read each statement and check the boxes that represent things you try to do. (All choices are styled identically).
Active Listening I listen carefully to classmates who look lonely or upset. (Escuchar activamente)
Safe Intervention I try to use Distract or Delay strategies when I see someone excluded. (Intervenir)
No Rumors I do not share rumors or join group chats that mock others. (No esparcir rumores)
Inclusion Choices I invite different peers to join my table or project team. (Incluir a otros)
2 The Personal Ally Agreement / Acuerdo de Aliado
Fill out your commitment below. This is a formal agreement with your school community.
OFFICIAL COMMITMENT
I, , agree to act as a supportive ally.
1. I will show active empathy by:
2. If I witness direct, indirect, or cyberbullying, I will try to:
Student Signature
Classmate Witness Signature
3 Pivoting to Grade 8: Systemic Action
In Grade 8, you will move from personal choice to school-wide leadership. Answer the reflection prompt using the starters.
Sentence Starters / Iniciadores de oraciones
"To make our whole school safer next year, we need to address..."
"One school-wide activity or campaign we should start is..."
Stand Up Speak Out • Grade 7 Curriculum Lesson 4 Activity Sheet
Identity Shield Slides STAND UP SPEAK OUT • GRADE 8 • LESSON 1
30-Min Lesson
Identity Shield
Let's explore how stereotypes and prejudice feed bias-based bullying, and how respecting diversity acts as a shield.
Today's Focus Stereotypes, Bias, and Respecting Diverse Perspectives
Teacher Facilitation Script Inside
DEFINING BIAS & STEREOTYPES
Slide 2 of 4
Stereotype
An oversimplified, often unfair belief about a whole group of people.
COGNATE / COGNADO Estereotipo
Prejudice
Pre-judging someone before knowing them, based on their identity or group.
COGNATE / COGNADO Prejuicio
Bias Bullying
Targeting someone because of their actual or perceived race, culture, accent, or identity.
COGNATE / COGNADO Acoso por sesgo / identidad
Teacher Tip: Explain that bias-based bullying hurts more than personal conflict because it attacks a student's core culture and community heritage.
INTERSECTING PERSPECTIVES
Slide 3 of 4
CASE ANALYSIS
The Accent Teasing
"During a history presentation, Mateo (a new student from Peru) mispronounces several words. Two students mimic his accent in the back row, making classmates laugh."
Bias Factor: This isn't a simple joke—it is a bias-based incident targeting language, culture, and Mateo's identity heritage.
Partner Perspective Frames
"This incident targets Mateo's identity because..."
"Teasing someone's language can make them feel..."
"To respect Mateo's perspective, we should..."
Facilitation: Explain that Mateo's perspective involves courage in presenting in a second language. Have students share using the frames (3 minutes).
EXIT ROUTE
Slide 4 of 4
Build Your Identity Shield
Open your Identity Shield Worksheet . Analyze stereotypes, unpack Mateo's scenario, and commit to one daily practice that respects diverse cultures.
✏️ Task Time: 10 Minutes | Individual Response & Peer Dialogue
Grade 8 • Unit 1 • Stand Up Speak Out Move to Student Worksheets
Identity Shield Worksheet STAND UP SPEAK OUT • GRADE 8 • LESSON 1
Identity Shield Worksheet
Grade 8 • Student Sheet
Student Name
Date
Period
1 Bias Concepts / Conceptos de Sesgo
Match each term to its definition. All options are styled identically.
Stereotype Estereotipo
...
An oversimplified, standard belief about a group of people (e.g., "all people from X are good at Y").
Prejudice Prejuicio
...
Pre-judging an individual before you actually know them, based on their identity or group association.
Bias Bullying Acoso por sesgo
...
Targeting or teasing someone specifically because of their actual or perceived race, culture, or accent.
2 Perspective Map: Accent Teasing Scenario
Think deeply about Mateo's accent presentation scenario. Unpack the feelings and thoughts from each perspective:
MATEO'S VIEW How might he feel presenting?
BYSTANDER'S VIEW Why might someone stay silent?
UPSTANDER'S VIEW What is a safe way to support?
3 Respectful Dialogue Commitment
Explain how we can build an "identity shield" to protect diverse students in our school.
Sentence Starters / Iniciadores de oraciones
"When someone teases another person's heritage or language, it is crucial to stop it because..."
"To make our classroom an identity shield, we should..."
Stand Up Speak Out • Grade 8 Curriculum Lesson 1 Activity Sheet
Echo Chambers Slides STAND UP SPEAK OUT • GRADE 8 • LESSON 2
30-Min Lesson
Echo Chambers
Why do good people join bad actions? Let's deconstruct the power of groupthink and learn how to break the echo chamber.
Today's Protocol Deconstructing Groupthink, Bystander Contagion, and Peer Pressure Escalation
Teacher Facilitation Script Inside
GROUP THINK MECHANISMS
Slide 2 of 4
Echo Chamber
A digital or social space where only one opinion is repeated, and opposite views are shut out.
COGNATE / COGNADO Cámara de eco
Groupthink
When people agree with the group's bad decision just to keep harmony or avoid being excluded.
COGNATE / COGNADO Pensamiento de grupo
Escalation
How a small, mild conflict grows rapidly because no one speaks up to slow it down.
COGNATE / COGNADO Escalada / Intensificación
Teacher Tip: Groupthink operates on fear of isolation. Remind students that speaking up acts as an anchor that allows others to follow.
CASCADE OF PRESSURE
Slide 3 of 4
THE TEXT CASCADE
The Roast Thread
"A popular student posts a picture of a classmate sleeping in study hall. Within minutes, 10 classmates post laughing emojis. Soon, the comments turn into cruel, personal insults. No one objects."
Groupthink Exit Route: An exit route is a specific line or phrase designed to interrupt the echo chamber without directly attacking the crowd.
Partner Exit Scripts
"To break this thread's groupthink, I could type ______ ."
"We often conform to the thread because we are afraid that..."
"If even one person typed 'let's stop' in the chat, others would..."
Facilitation: Highlight that a single dissenting comment (e.g. "Come on guys, delete this, it's not that funny") gives others permission to stop. Partner discussion: 3 minutes.
EXIT ROUTE
Slide 4 of 4
Break the Echo Chamber Today
Open your Echo Chambers Worksheet . Map out the escalation ladder, design custom "Exit Route" text phrases, and complete the group dynamics reflection.
✏️ Task Time: 10 Minutes | Individual Work with Partner Reflection
Grade 8 • Unit 1 • Stand Up Speak Out Move to Student Worksheets
Echo Chambers Worksheet STAND UP SPEAK OUT • GRADE 8 • LESSON 2
Echo Chambers Worksheet
Grade 8 • Student Sheet
Student Name
Date
Period
1 The Conformity Escalation Ladder / La Escalera de Conformidad
How does a small joke escalate into a hostile echo chamber? Write the letter of each step (A, B, C) in the correct box of the escalation ladder below.
A. Bystander Contagion: Multiple peers post laughing emojis, amplifying the post's visibility and popularity.
B. Hostile Escalation: Anonymous accounts post severe personal insults; the original poster continues mocking.
C. Mild Spark: An initiator shares a meme mocking a classmate's appearance inside a private group chat.
3. PEAK PRESSURE Box: [ _ ]
2. AMPLIFICATION Box: [ _ ]
1. INITIATION Box: [ _ ]
2 My Custom "Groupthink Exit Routes" / Mis Rutas de Escape
Create exactly what you would type or say to interrupt the echo chamber without seeking a fight. (Draft areas are completely blank inside for handwriting).
SCENARIO: ON A SOCIAL GROUP CHAT
Write a calm, direct comment to slow down the comments:
SCENARIO: LUNCH TABLE TEASING
Write an easy "Distract" phrase to redirect the topic:
3 Personal Reflection: Stopping the Cascade
Explain why an exit route comment is so powerful even if you don't argue with the initiator directly.
Sentence Starters / Iniciadores de oraciones
"An exit route comment acts like a buffer because it tells other bystanders that..."
"I can resist groupthink online by choosing to..."
Stand Up Speak Out • Grade 8 Curriculum Lesson 2 Activity Sheet
Culture Creators Slides STAND UP SPEAK OUT • GRADE 8 • LESSON 3
30-Min Lesson
Culture Creators
Don't just stand up in the moment. Let's design school-wide solutions that stop bullying before it starts.
Today's Focus Pivoting to Systemic Advocacy and Designing Team Campaigns
Teacher Facilitation Script Inside
SYSTEMIC ADVOCACY
Slide 2 of 4
Structural
Changing school rules, spaces, or cultures so that bullying becomes impossible.
COGNATE / COGNADO Estructurales / Sistémicos
Campaign
An organized series of actions, posters, or messages designed to raise awareness.
COGNATE / COGNADO Campaña de concientización
Positive Norms
Highlighting that most students *want* a safe school, making kindness the popular choice.
COGNATE / COGNADO Normas Positivas
Teacher Tip: Move students from "what should *I* do" (Grade 7) to "what should *our school* do" (Grade 8). Frame them as school-wide culture architects.
DESIGN LAB
Slide 3 of 4
CAMPAIGN OPTIONS
Select Your Team's Vehicle
Your team will choose one of the three campaigns below to plan and pitch:
Option A: Positive Poster Drive (High-impact visual art in hallways)
Option B: Lunch Mixer Event (Breaking isolation at cafeteria tables)
Option C: Morning Broadcast (Engaging, low-risk video/scripts)
Partner Planning Frames
"We should choose Option ______ because our school needs..."
"Our main slogan or theme will be..."
"To make sure our campaign is ELL-friendly, we can..."
Facilitation: Group students in teams of 3 or 4. Ensure groups contain diverse language backgrounds so ELLs are fully integrated. Team discussion: 3 minutes.
EXIT ROUTE
Slide 4 of 4
Draft Your Campaign Strategy
Open your Culture Creators Worksheet . Outline your campaign vehicle, draft your slogan, map your team roles, and prepare to deliver your presentation pitch!
✏️ Task Time: 12 Minutes | Collaborative Team Planning
Grade 8 • Unit 1 • Stand Up Speak Out Move to Student Worksheets
Culture Creators Worksheet STAND UP SPEAK OUT • GRADE 8 • LESSON 3
Culture Creators Blueprint
Grade 8 • Team Sheet
Team Member Names / Miembros del Grupo
Period & Date
1 Systemic vs. Individual Action / Acciones de Cambio
As a Culture Creator, you design structural preventions. Read each action and mark it as Individual (one person's choice) or Systemic (changing the school's structure/rules).
School Intervention Action Individual Systemic 1. Inviting an isolated peer to join your lunch table. 2. Designing and hanging bilingual anti-teasing posters in the gym hallways. 3. Petitioning the principal to establish a peer mediator training program. 4. Texting a supportive "Delay" message to a classmate who was mocked.
2 Our Campaign Design Sheet / Planificación del Proyecto
Complete your team's campaign details. (Response blocks are blank inside for student completion).
CAMPAIGN TITLE & SLOGAN
CHOSEN VEHICLE (Poster, Broadcast, Lunch event)
TEAM ROLE ALLOCATIONS
🎨 Artist/Designer: ______________
✍️ Lead Writer: ______________
💼 Project Manager: ______________
📣 Pitch Spokesperson: ______________
Campaign Visual Sketch Box (Draw your logo or layout mockup)
3 Preparing Our Pitch
How will you persuade your peers and teachers to adopt your campaign? Use the starters to draft your opening hook.
Persuasive Pitch Hooks / Iniciadores para convencer
"Our school needs this campaign because our data shows that..."
"By launching our program, we will make our school culture more..."
Stand Up Speak Out • Grade 8 Curriculum Lesson 3 Activity Sheet
Voices In Action Slides STAND UP SPEAK OUT • GRADE 8 • LESSON 4
30-Min Lesson
Voices in Action
Let's pitch our vision. Practice speaking with conviction, give active support, and launch our peer-led school-wide prevention projects!
The Finale Challenge 60-Second Advocacy Pitches & Peer-Review Collaboration
Teacher Facilitation Script Inside
THE ADVOCACY ROADMAP
Slide 2 of 4
1. The Hook
Grab attention with a powerful quote, statistic, or respectful personal story.
COGNATE / COGNADO El gancho
2. The Need
Explain the systemic problem in your school (exclusion, cyber-roasts, bias-teasing).
COGNATE / COGNADO La necesidad
3. Solution
Present your creative structural campaign (visual poster drive, cafeteria table mixers).
COGNATE / COGNADO La solución
4. Action
Tell the audience exactly what they must do today to support your campaign.
COGNATE / COGNADO Llamado a la acción
Teacher Tip: Have teams practice in pairs before addressing the whole room. Direct ELL students to use gestures for each step to reinforce their verbal pitch.
EVALUATION PROTOCOL
Slide 3 of 4
CRITICAL COLLABORATION
Warm & Cool Feedback
To build a safe space, we always balance supportive praise with respectful critique.
🔥 WARM FEEDBACK: Praise what worked. (e.g. "I love how your campaign focuses on lunch inclusion, it is very clear.")
❄️ COOL FEEDBACK: Respectful advice. (e.g. "How can we make sure students see your posters in the back lobby?")
Partner Evaluation Stems
"One strength of your pitch is ______ because..."
"To make your pitch even more persuasive, you should..."
"I would happily join your campaign because..."
Facilitation: Highlight that feedback is a tool of support, not judgment. Model one warm feedback example for the class. Partner work: 4 minutes.
CAMPAIGN LAUNCH
Slide 4 of 4
Document & Practice Your Pitch
Open your Voices in Action Worksheet . Finalize your 4-part pitch outline, complete the peer review guide, and prepare to deliver your presentation!
✏️ Task Time: 12 Minutes | Pitch Drafting, Practice, and Peer Review
Grade 8 • Unit 1 • Stand Up Speak Out Move to Student Worksheets
Voices In Action Worksheet STAND UP SPEAK OUT • GRADE 8 • LESSON 4
Voices in Action Blueprint
Grade 8 • Team Sheet
Team Campaign Name & Presenters
Period & Date
1 Our 60-Second Advocacy Pitch Outline
Structure your group presentation using this roadmap. All text entry boxes are left completely blank for handwriting.
1. THE HOOK (El Gancho) How will you grab their attention?
2. THE NEED (La Necesidad) What systemic issue are you tackling?
3. SOLUTION (La Solución) Details of your campaign (A, B, or C):
4. CALL TO ACTION (Llamado) What must the audience do today?
2 Active Audience Evaluation / Evaluación de Compañeros
Listen to another team's pitch. Write down supportive "Warm" praise and respectful "Cool" recommendations.
Evaluating Team:
🔥 WARM FEEDBACK (Praise) "I really liked..." / "Me gustó mucho..."
❄️ COOL FEEDBACK (Advice) "To make it stronger, you could..."
3 Graduation: Launching Our Legacy
Congratulations! You are officially a certified school Culture Creator. Write down one hope you have for your school's culture as a result of your advocacy campaign.
Stand Up Speak Out • Grade 8 Curriculum Lesson 4 Activity Sheet
