LGBTQ Vocabulary Reference

Use this sheet to learn key terms and see examples of how they’re used respectfully.

Need extra practice? Write your own sentence using each term:

1. Lesbian: ____________________________________________
   
   
   
2. Gay: _________________________________________________
   
   
   
3. Bisexual: ____________________________________________
   
   
   
4. Transgender: _________________________________________
   
   
   
5. Queer or Questioning: _________________________________
   
   
   

Respectful Language Scenarios Handout

Read each scenario below. In the space provided, write how you would respond using respectful and inclusive language.

1. Scenario: During class, a student asks: “Is Alex a boy or a girl?” (Alex uses they/them pronouns).
   How could you respond to show respect for Alex’s identity?
   
   
   
   
   
   

2. Scenario: While talking with friends, someone says: “You don’t look transgender.”
   How could you respond to support and affirm Taylor?
   
   
   
   
   
   

3. Scenario: At lunch, a student whispers about Jordan’s dating life: “Why does Jordan keep talking about their girlfriend?”
   How could you respond to be supportive of Jordan?
   
   
   
   
   
   

4. Scenario: A student overhears someone say: “Queer is just a bad word.”
   What could you say to correct this and promote understanding?
   
   
   
   
   
   

Empathy Reflection Worksheet

Use the scenarios from the Respectful Language Scenarios Handout. For each one, write how you would feel and list two supportive actions you could take.

Scenario 1

“Is Alex a boy or a girl?” (Alex uses they/them pronouns.)

1. How would you feel if this happened to you?
   
   
   
   
   
   
   
2. List two supportive actions you could take:
   
   
   
   
   
   
   

Scenario 2

“You don’t look transgender.”

1. How would you feel if someone said this to you?
   
   
   
   
   
   
   
2. List two supportive actions you could take:
   
   
   
   
   
   
   

Scenario 3

“Why does Jordan keep talking about their girlfriend?”

1. How would you feel if you overheard this?
   
   
   
   
   
   
   
2. List two supportive actions you could take:
   
   
   
   
   
   
   

Scenario 4

“Queer is just a bad word.”

1. How would you feel if you heard this?
   
   
   
   
   
   
   
2. List two supportive actions you could take:
   
   
   
   
   
   
   

Commitment to Inclusion

What is one concrete action you will take this week to create a more inclusive classroom?

Warm-Up: Inclusion Word Splash

Time: 5 minutes

Purpose: Activate your thinking about what inclusion looks and feels like in our classroom.

1. Look at the word splash below:

• Respect • Ally • Identity • Empathy • Acceptance
• Community • Equality • Safe • Proud • Belonging

2. Choose one word that stands out to you.

3. In the space below, respond to each prompt:

• Word I chose: ____________________________
  
  
• What this word makes me think or feel about inclusion:
  
  
  
  
  
  
• One way I can show this in our classroom this week:
  
  
  
  
  
  

4. Share: Turn to a neighbor and share your word and ideas (2 minutes).

Exit Ticket

1. What is one new LGBTQ+ term you learned today?

2. Why is using respectful and inclusive language important in our classroom?

3. What is one action you will commit to this week to support inclusion?

Colors of Inclusion Teacher Script

Introduction (1 minute)

Teacher (T): “Good morning, everyone! Welcome to our Colors of Inclusion lesson. My name is [Your Name], and today we’ll explore LGBTQ+ identities, learn respectful language, and build empathy together. Our goal is to create a classroom where every person feels valued and understood.”

Display slide 1 of the Colors of Inclusion Slide Deck.

T: “In this lesson, you will:
• Identify key LGBTQ+ terms
• Practice using respectful language
• Build empathy through reflection”

Display slide 2: Lesson Objective.


## Icebreaker & Goal Setting (5 minutes)
Display slide 3: Icebreaker: What Is Inclusion?

T: “Let’s start with an icebreaker. Think of a time you felt included or excluded. What does ‘inclusion’ mean to you?”

T: “Shout out a word or phrase, and I’ll record it on our chart paper.”

Possible Student Responses:

• “Feeling safe in the group.”
• “Everyone gets to share ideas.”
• “Being yourself without judgment.”

T Follow-Up: “Thank you for sharing. I love ‘being yourself without judgment.’ We’ll refer back to these ideas throughout our lesson.”


## Vocabulary Introduction (8 minutes)

Display slide 4: Key LGBTQ+ Terms

T: “Now we’ll learn five important terms. I’ll read each definition, then invite questions.”

• Lesbian: A woman attracted to other women.
• Gay: A person—often a man—attracted to the same gender.
• Bisexual: Attraction to more than one gender.
• Transgender: Gender identity differs from assigned sex at birth.
• Queer/Questioning: An umbrella term or someone exploring identity.

Hand out the LGBTQ Vocabulary Reference.

T: “Take a moment to read these definitions. If anything is unclear, raise your hand.”

Possible Student Questions:

• “What’s the difference between queer and questioning?”
• “Can someone use they/them pronouns?”

T: “Great questions. Queer can be any non-straight or non-cis identity. Questioning means someone is still exploring. And yes, they/them pronouns are for people who don’t feel exclusively male or female.”

Display slide 5: Respectful vs. Disrespectful Language.

T: “Words matter. Let’s compare:
• Respectful: ‘Alex uses they/them pronouns.’
• Disrespectful: ‘Why can’t Alex pick he or she?’

T Follow-Up: “How does the respectful example honor Alex?”

Possible Student Response: “It uses the correct pronouns and shows we accept Alex’s identity.”


## Scenario Role-Play (10 minutes)

Display slide 6: Scenario Role-Play Instructions.

T: “Now we’ll practice. Turn into groups of 3–4. I’m handing out the Respectful Language Scenarios Handout.”

T: “Read your first scenario. Discuss how you could respond using respectful language. Then prepare a 1-minute role-play to show your response.”

T: “You have 4 minutes to plan. I’ll come around to listen.”

(After 4 minutes)

T: “Let’s hear from Group 1.”

Group 1 role-plays.

T: “Thank you. Class, one thing you noticed?”

Possible Student Observation: “They used the right pronouns and asked a respectful question instead.”

T (to Group 2): “Your turn!”

(Continue until all groups share or time is up.)


## Reflection & Empathy Building (5 minutes)

Display slide 8: Reflection & Empathy.

T: “Excellent work. Now, take out the Empathy Reflection Worksheet.”

T: “For each scenario, write:

1. How you would feel if this happened to you.
2. Two supportive actions you could take.”

T: “You have 3 minutes. Then we’ll invite a few volunteers to share one insight.”

(After 3 minutes)

T: “Who would like to share a feeling or action?”

Possible Student Share: “I’d feel hurt if someone questioned my pronouns. I could tell them, ‘I use these pronouns, please respect them.’”


## Closing & Next Steps (2 minutes)

Display slide 9: Closing & Next Steps.

T: “Let’s recap:
• Respectful language shows we care.
• Inclusion helps everyone feel safe.

T: “This week, practice one supportive action you wrote down. If you have questions or need support, remember you can talk to me, a counselor, or another trusted adult.”

T: “Thank you for your openness and respect today. Let’s keep our classroom a place where all colors of identity shine!”

End of Lesson

Inclusion Class Discussion

Purpose: Deepen understanding of LGBTQ+ inclusion and respectful language through a guided conversation.
Duration: 10–12 minutes
Materials: Chart paper with icebreaker ideas, Colors of Inclusion Slide Deck, optional student journals or notebooks.

Discussion Guidelines

• Listen actively and respectfully—one speaker at a time.
• Use “I” statements to share your own experiences.
• Honor all identities; avoid assumptions or labels.
• Build on each other’s ideas—ask follow-up questions.

Core Discussion Questions

1. Which scenario from the role-plays felt most realistic to you?
   • What about the response felt effective?
   
   
   

2. Think of a time when someone used the wrong pronoun or term for you (or someone you know).
   • How did it feel, and how did the speaker correct themselves (or not)?
   
   
   

3. Why is it important for everyone in our class to use respectful language?
   • What impact can one person’s words have on someone else’s sense of belonging?
   
   
   

4. How can you support a friend who seems uncomfortable speaking up about their identity?
   • What might you say or do if you overhear disrespectful language?
   
   
   

5. What is one concrete action you commit to this week to promote inclusion?
   • How will you remind yourself or others to follow through?
   
   
   

Follow-Up Prompts

• “Can you share an example?”
• “How might that feel for the person being talked about?”
• “What else could you say or do in that moment?”
• “Who can build on that idea?”

Next Steps

• Record your personal commitment on the Exit Ticket.
• Display one key takeaway on chart paper and post it in the classroom.
• Encourage classmates to hold each other accountable—use a reminder signal (e.g., raise a hand) when you hear respectful language in action.