Lesson Plan
Chat Champions Lesson Plan
In this lesson, students will learn and practice key conversational skills—starting, maintaining, and ending chats—through partner and group activities to build confidence and foster positive peer connections.
Conversational skills are essential for building friendships and social confidence. Practicing in a supportive group setting helps students feel more comfortable talking with peers and strengthens their communication skills for real-life situations.
Audience
4th Grade
Time
30 minutes
Approach
Interactive partner and group activities with guided practice.
Materials
- Conversation Starter Cards, - Role-Play Scenario Cards, - Timer or Stopwatch, and - Whiteboard and Markers
Prep
Prepare Materials
10 minutes
- Print and cut out Conversation Starter Cards.
- Print and cut out Role-Play Scenario Cards.
- Gather a timer or stopwatch.
- Set up a whiteboard and markers for note-taking.
- Arrange student seating for pairs and small groups.
Step 1
Introduction
5 minutes
- Explain the importance of good conversations.
- Model a simple conversation on the whiteboard, highlighting how to start, ask questions, and end politely.
- Ask students: “What makes a good conversation?”
Step 2
Conversation Starters Warm-Up
10 minutes
- Have students pair up.
- Each pair draws a card from Conversation Starter Cards.
- Partners practice starting a chat using the prompt.
- After 3 minutes, switch roles and draw a new card.
Step 3
Role-Play Scenarios
10 minutes
- Form groups of three.
- Each group picks a Role-Play Scenario Cards.
- Assign roles: Initiator, Responder, Observer.
- Perform the scenario, practicing starting, maintaining, and ending the conversation.
- Observer gives constructive feedback.
Step 4
Debrief and Reflection
5 minutes
- Gather class and discuss: “What worked? What was challenging?”
- Record top tips on the whiteboard for successful conversations.
- Encourage students to use these skills during recess or free time.
Slide Deck
Chat Champions
A 30-Minute Group Lesson for 4th Graders
Practice starting, maintaining, and ending conversations
Welcome everyone! Introduce the lesson name and let students know we will practice chatting skills today. Set a positive, encouraging tone.
Lesson Objectives
• Learn how to start a conversation
• Practice keeping a chat going with questions and comments
• End conversations politely
• Build confidence speaking with classmates
Read each objective aloud and explain why we’re focusing on these skills. Ensure students understand what they will learn.
Why Good Conversations Matter
Good conversational skills help us:
• Make and keep friends
• Feel more confident talking with others
• Understand and support classmates
• Enjoy school and playtime even more
Highlight key benefits: making friends, feeling confident, and having fun talking with peers.
Warm-Up: Conversation Starters
- Pair up with a partner.
- Draw a card from Conversation Starter Cards.
- Practice starting a chat using the prompt for 3 minutes.
- Switch roles and draw a new card.
Explain pairing process and timing. Model one starter prompt before students begin. Circulate and encourage use of follow-up questions.
Activity: Role-Play Scenarios
- Form groups of three.
- Pick a card from Role-Play Scenario Cards.
- Roles: Initiator, Responder, Observer.
- Act out the scenario, practicing start, maintain, and end.
- Observer gives positive, helpful feedback.
Show how to assign roles and demonstrate one quick scenario. Remind observers to use kind, specific feedback.
Debrief & Reflection
• What worked well in your chats?
• What was challenging?
• Which questions or phrases helped keep the talk going?
Let’s record our ideas on the board!
Lead a class discussion. Write responses on the board. Encourage every student to share one thought.
Top Tips for Great Chats
- Ask open-ended questions (“How…” “Why…”)
- Listen and respond to what others say
- Use friendly body language
- End with a polite closing (“It was great talking with you!”)
Summarize key takeaways. Ask the class to help fill in any extra tips. Keep this visible for future reference.
Try It Out!
Go practice your new chat skills today:
• Talk to someone new at recess
• Ask follow-up questions in class
• Be a friendly conversation starter!
Encourage students to use these skills during recess, lunch, and class projects. Thank them for their participation.
Worksheet
Conversation Starter Cards
Cut out each card along the lines and use them to practice starting a chat with a partner.
If you could have any superpower, what would it be and why?
What was the best thing that happened to you this week?
Do you have a favorite book or movie? Tell me about it.
What is one hobby you enjoy outside of school?
If you could visit any place in the world, where would you go?
What’s your favorite subject in school and what do you like about it?
Do you have any pets? What are their names and what do they do?
What did you do last weekend? Describe your favorite part.
If you could invent something, what would it be?
What’s your favorite food or snack? How do you eat it?
Tell me about a time you felt really proud of yourself.
What’s something new you would like to learn this year?
Worksheet
Role-Play Scenario Cards
Cut out each card along the lines. In your group of three, assign roles: Initiator, Responder, and Observer. Use each scenario to practice starting, maintaining, and ending a conversation.
You notice a classmate sitting alone at recess. Start a conversation and invite them to play a game.
You both are in line for lunch. Ask your partner about their favorite lunch item and respond when they answer.
You see someone looking lost in the hallway. Offer to help them find their classroom.
You and a friend both like the same video game. Share why you enjoy it and ask what level they’re on.
You forgot your pencil during math class. Ask a classmate if you can borrow one, then thank them politely.
It’s art class and you want to work together on a project. Invite a peer to join your table and discuss ideas.
A new student has joined your class. Introduce yourself and ask them about their favorite hobby.
You and a friend are paired for a book report. Ask what book they chose and share your own choice.
You accidentally bump into someone in the hallway. Apologize and ask if they’re okay before moving on.
You saw a friend win a prize at the school fair. Congratulate them and ask how they felt when they won.
Rubric
Conversation Skills Rubric
Use this rubric to assess each student’s ability to start, maintain, and end conversations during activities. Circle the score (1–4) that best describes their performance for each criterion.
| Criteria | 1 – Beginning | 2 – Developing | 3 – Proficient | 4 – Advanced |
|---|---|---|---|---|
| Starting a Conversation | No clear greeting or topic introduced; may not attempt to start chat. | Greets partner but topic is unclear or one-dimensional. | Uses a friendly greeting and chooses a relevant topic. | Delivers an engaging greeting; selects an interesting, relevant topic that invites further conversation. |
| Asking Questions & Maintaining | Asks no questions or only closed (‘yes/no’) questions; conversation stalls. | Asks simple questions but follow-ups are limited; may need prompts. | Asks mostly open-ended questions; keeps conversation flowing with occasional follow-ups. | Consistently asks thoughtful open-ended questions; uses follow-ups to deepen and extend discussion. |
| Listening & Responding | Shows minimal attention; responses often off-topic or delayed. | Listens but responses are basic; sometimes misses partner’s ideas. | Listens actively; responds relevantly and acknowledges partner’s points. | Demonstrates exemplary active listening; paraphrases, builds on partner’s ideas, and adds new insights. |
| Ending Conversation Politely | No clear closing; may walk away abruptly. | Attempts to close but may neglect polite phrasing or clarity. | Uses polite closing (e.g., “It was nice talking to you.”) and signals end. | Ends with a courteous closing and adds a positive comment or invitation for future chat. |
Scoring Key:
1 = Beginning (needs significant support)
2 = Developing (partial mastery)
3 = Proficient (meets expectations)
4 = Advanced (exceeds expectations)