Lesson Plan
Conversation Champions Lesson Plan
Students will learn and practice waiting for their conversational partner to finish speaking before responding, using a short video example, guided prompts, and timed turns to build respectful dialogue habits.
Turn-taking is foundational for respectful communication and social confidence. Reinforcing it with multimedia engages 3rd graders and models clear, patient dialogue.
Audience
3rd Grade
Time
15 minutes
Approach
Video example, model, guided practice, reflect.
Materials
- Turn-Taking Example Video, - Conversation Champions Prompt Cards, - Conversation Champions Reflection Worksheet, and - Timer or Stopwatch
Prep
Prepare Materials
5 minutes
- Print and cut Conversation Champions Prompt Cards.
- Print Conversation Champions Reflection Worksheet.
- Cue and test playback of Turn-Taking Example Video.
- Ensure a timer or stopwatch is ready and set to visible for student.
- Review prompt cards, video content, and reflection questions to anticipate student needs.
Step 1
Introduction
2 minutes
- Greet the student and explain today’s goal: practicing turn-taking in conversations.
- Ask: “What does it mean to take turns when talking?”
- Reinforce that good conversation means listening and waiting for your turn to speak.
Step 2
Video Example
2 minutes
- Play the Turn-Taking Example Video.
- Ask the student to notice how speakers wait for each other before speaking.
- Discuss:
- What did you notice about how they took turns?
- How did waiting help the conversation go smoothly?
Step 3
Modeling
2 minutes
- Use two sample Conversation Champions Prompt Cards.
- Teacher reads Card A aloud, pauses, then says “Your turn” and reads Card B’s answer.
- Highlight how you waited for your turn and listened before speaking.
Step 4
Guided Practice
5 minutes
- Shuffle the prompt cards and let the student draw one.
- Student reads their card’s question or statement.
- Start the timer for 30 seconds; teacher listens and then responds when timer rings.
- Swap roles: teacher reads a new card and student responds after 30-second timer.
- Offer praise for waiting quietly and listening fully before speaking.
Step 5
Independent Practice
2 minutes
- Student selects two new prompt cards.
- Student practices both sides of the dialogue, using the timer to pause between turns.
- Teacher observes silently, only offering a thumbs-up for correct turn-taking.
- Encourage self-monitoring: “Did you wait until the timer rang?”
Step 6
Reflection
2 minutes
- Distribute the Conversation Champions Reflection Worksheet.
- Read each question aloud and have the student write or draw their response:
- What did I do well today?
- What will I try next time to take turns even better?
- Praise effort and discuss one goal for their next conversation session.
Slide Deck
Welcome, Conversation Champions!
Today we will practice taking turns in conversations.
Good turn-taking means:
• Listening until your partner finishes speaking
• Waiting your turn before you talk
Greet the student warmly. Introduce the goal: practicing turn-taking in conversations. Ask: “What does it mean to take turns when talking?” Guide the student to define listening and waiting before speaking.
Modeling Turn-Taking
Prompt Card A:
“What is your favorite game to play?”
Teacher reads A, then says “Your turn”.
Card B Response:
“My favorite game is tag.”
Notice how I waited before responding.
Explain each step as you model. Show a real prompt card or draw the example on the slide. Read Card A, pause, then say “Your turn” before reading the response.
Guided Practice
- Shuffle the prompt cards and draw one.
- Read your card aloud.
- Start the timer for 30 seconds and listen.
- When the timer rings, respond.
- Swap roles and repeat.
Guide the student through each instruction. Offer praise for waiting silently. Remind them to listen fully until the timer rings.
Independent Practice
• Pick two new prompt cards.
• Practice both parts of the dialogue.
• Use the timer to pause between turns.
• Teacher gives a thumbs-up for correct turn-taking.
Encourage independence. Observe quietly and give a thumbs-up when they wait their turn correctly. Remind them to self-check with the timer.
Reflection
On your worksheet, write or draw:
- What did I do well today?
- What will I try next time to take turns even better?
Distribute the reflection worksheet. Read each question aloud and support the student as needed. Celebrate their success and set a goal for next time.
Activity
Conversation Champions Prompt Cards
Below are 12 prompt cards for practicing turn-taking in conversations. There are 6 question cards and 6 response cards. Print and cut each as an individual card.
Question Cards:
- What is your favorite game to play?
- What do you like to do after school?
- What is your favorite book and why?
- How did you spend your weekend?
- What is your favorite food?
- Which pet would you like to have and why?
Response Cards:
- My favorite game is hide and seek.
- After school, I like to draw pictures.
- My favorite book is "Charlotte’s Web" because I love animal stories.
- I spent my weekend playing soccer with my friends.
- I love pizza because it’s cheesy and delicious.
- I would like a dog because they are friendly and playful.
Use these cards during Modeling, Guided Practice, and Independent Practice steps. Pair a question card with any response card to create a simple dialogue. Encourage students to listen until the timer rings and then respond with the matching card.
Worksheet
Conversation Reflection Worksheet
Name: _________________________
Date: _________________________
- What did I do well today when taking turns in our conversation?
- What will I try next time to take turns even better?
Rubric
Conversation Turn-Taking Rubric
Use this rubric to assess student performance during the Conversation Champions session. Circle the descriptor that best matches the student’s behavior for each criterion.
| Criteria | 4 – Exemplary | 3 – Proficient | 2 – Approaching | 1 – Needs Improvement |
|---|---|---|---|---|
| Waits for Turn | Always waits until partner finishes or timer rings; never interrupts. | Usually waits; interrupts only once or twice with prompts. | Sometimes waits; interrupts multiple times even with reminders. | Rarely waits; frequently talks over partner without pausing. |
| Active Listening | Maintains eye contact, nods, and gives verbal cues (e.g., "mm-hmm"). | Often shows listening cues but may miss some opportunities. | Shows few listening cues; sometimes appears distracted. | Does not show listening cues; appears disengaged or distracted. |
| Response Relevance | Responds with clear, on-topic, and detailed answers or questions. | Responds on-topic with adequate detail most of the time. | Responses sometimes off-topic or too brief to continue dialogue. | Responses are off-topic, incomplete, or disrupt the conversation. |
| Self-Monitoring & Timer Use | Independently starts/stops timer and self-checks before speaking. | Remembers to use timer but occasionally needs a reminder. | Needs frequent teacher reminders to use timer or self-check. | Does not use timer or self-check, even with support. |
Scoring Guide:
• Total possible points: 16
• 13–16 = Meeting Goal (Proficient to Exemplary)
• 9–12 = Progressing (Approaching Proficiency)
• 4–8 = Needs Additional Support
Next Steps: After scoring, review any 1s or 2s with the student. Set one specific goal (e.g., “I will wait quietly until the timer rings before speaking”) to target in the next session.
Reading
Turn-Taking Example Video
This short, 1-minute video shows two friends, Maya and Luis, practicing good turn-taking in a conversation about their weekend. Watch closely to see how each person:
- Waits until the other finishes speaking before talking
- Uses listening cues (like nodding or eye contact)
- Pauses, then clearly states their idea
Watch the video here: Turn-Taking Example Video
Before You Watch
- Think about what makes a good conversation.
- How do you know when it’s your turn to speak?
While You Watch
- Notice when one person stops talking and the other starts.
- Look for times when someone might have spoken too soon.
After You Watch
Discuss these questions:
- What did Maya and Luis do to show they were listening?
- How did waiting help their conversation go smoothly?
- What would happen if one of them interrupted too early?
Use your observations to guide our practice in the next steps!