Lesson Plan
Danger! Speak Up! Lesson Plan
Students will be able to identify potential threats and dangers, articulate clear and concise messages about these threats, and understand appropriate reporting procedures to ensure safety for themselves and others.
Effective communication of threats and dangers is a vital life skill. It empowers students to protect themselves and others, fostering a safer environment at school, home, and in the community. Learning this skill helps build confidence and responsibility.
Audience
7th Grade Individual Student
Time
45 minutes
Approach
Through direct instruction, guided discussion, and role-playing scenarios.
Materials
One-on-one discussion space, Danger! Speak Up! Slide Deck, Communicating Danger Script, and My Safety Action Plan Worksheet
Prep
Teacher Preparation
15 minutes
- Review all generated materials: Danger! Speak Up! Lesson Plan, Danger! Speak Up! Slide Deck, Communicating Danger Script, and My Safety Action Plan Worksheet.
- Ensure a private, comfortable space for a one-on-one session with the student.
- Prepare for potential sensitive topics that may arise during discussion and be ready to provide appropriate support or referrals if necessary.
- Have a copy of the My Safety Action Plan Worksheet ready for the student.
Step 1
Warm-Up: What Does 'Danger' Mean?
5 minutes
- Begin by asking the student, "What comes to mind when you hear the word 'danger'?" Allow the student to share their initial thoughts freely.
- Explain that danger can come in many forms, not just physical, but also emotional, online, or related to unhealthy situations.
- Transition by stating that today's lesson is about how to communicate when they sense danger or a threat to themselves or others.
Step 2
Understanding Threats and Dangers
10 minutes
- Use the Danger! Speak Up! Slide Deck to guide the discussion.
- Slide 1: Title Slide - Briefly introduce the topic.
- Slide 2: Identifying Different Kinds of Threats - Discuss various types of threats (physical, emotional, cyber, social) and provide age-appropriate examples without causing alarm.
- Ask: "Can you think of any examples of these kinds of threats? (e.g., bullying, unsafe online content, someone feeling really down and needing help)."
- Emphasize that a threat is anything that makes them or someone else feel unsafe, scared, or seriously worried.
Step 3
Who Can You Tell?
10 minutes
- Continue with the Danger! Speak Up! Slide Deck.
- Slide 3: Who Can You Tell? - Discuss trustworthy adults (parents, teachers, counselors, principals, coaches, other trusted family members).
- Explain why these people are trusted (they are there to help, they have experience, they can take action).
- Discuss the importance of having multiple trusted adults.
- Ask: "Who are some trusted adults in your life that you feel comfortable talking to?" Reassure them that it's okay if they don't have a long list, and that building trust takes time.
Step 4
How to Communicate Clearly
10 minutes
- Move to the Danger! Speak Up! Slide Deck.
- Slide 4: Speaking Up: How to Get the Message Across - Focus on clear, calm communication.
- Be Specific: What did you see/hear/feel? When did it happen? Where did it happen? Who was involved?
- Stay Calm: Explain that staying calm helps the trusted adult understand the situation better.
- Don't Worry About Being a 'Snitch': Emphasize that reporting danger is about safety, not getting someone in trouble unnecessarily.
- Role-play a simple scenario using the Communicating Danger Script as a guide. For example: "You see someone drawing violent images and talking about hurting themselves in a notebook. How would you tell a trusted adult?"
Step 5
Action Plan & Cool Down
10 minutes
- Distribute the My Safety Action Plan Worksheet.
- Explain that this worksheet is for them to think about their own plan.
- Worksheet Activity: Guide the student through completing the worksheet, focusing on identifying their personal trusted adults and practicing how they might communicate different types of concerns.
- Conclude by reiterating the importance of speaking up and assuring the student that their safety and well-being are paramount.
Slide Deck
Danger! Speak Up!
Communicating Threats and Dangers to Others
Your voice matters when it comes to safety!
Welcome the student and set a safe, confidential tone for the individual session. Briefly introduce the topic and its importance.
Identifying Different Kinds of Threats
- Physical Threats: Harm to your body or someone else's (e.g., fighting, violence)
- Emotional Threats: Words or actions that hurt feelings deeply or cause distress (e.g., bullying, constant put-downs)
- Online/Cyber Threats: Dangers encountered on the internet or social media (e.g., cyberbullying, inappropriate content, strangers)
- Social Threats: Situations that make you feel unsafe or excluded in groups (e.g., rumors, isolation, unhealthy peer pressure)
What makes you feel unsafe or worried?
Discuss various types of threats. Provide concrete, age-appropriate examples without being overly alarming. Encourage the student to think about how these might look in their own lives (e.g., peer pressure, cyberbullying, a friend struggling emotionally). Emphasize that threats aren't always physical.
Who Can You Tell?
When you see or feel danger, it's important to tell a trusted adult.
Who are trusted adults?
- Parents/Guardians
- Teachers
- School Counselors/Administrators
- Coaches or Mentors
- Other trusted family members
Why are these people trusted?
- They care about your safety.
- They have the experience to help.
- They can take action to keep you and others safe.
Who are your trusted adults?
Discuss the importance of trusted adults. Brainstorm with the student who these adults are in their life (at home, school, community). Reassure them if their list is short and encourage them to identify at least one person they feel they could talk to.
Speaking Up: How to Get the Message Across
Your message needs to be clear so adults can help!
1. Be Specific:
- What happened? (Describe the situation clearly)
- Who was involved?
- When did it happen?
- Where did it happen?
2. Stay Calm (as much as possible):
- This helps the adult understand you better.
3. Don't worry about being a 'snitch': You are keeping yourself and others safe.
Let's practice!
Focus on how to communicate. Emphasize specificity and staying calm. Address the 'snitching' concern directly, framing reporting danger as an act of courage and care. Prepare to lead a brief role-play scenario as outlined in the lesson plan.
Script
Communicating Danger Script
Introduction (Teacher)
"Welcome! Today we're going to talk about something really important: how to communicate if you or someone else is in danger. This is a safe space, and everything we discuss here is about helping you feel more confident and secure."
"We often hear about different kinds of danger, right? It's not just about what we see in movies. Danger can be many things – something that makes you feel physically unsafe, like someone pushing or hurting others, but also things that make you feel really uncomfortable, sad, or scared, like bullying, mean comments online, or even if a friend seems really withdrawn and sad for a long time. Our goal today is to help you know what to do and say if you ever encounter something like that."
Identifying Trusted Adults (Teacher)
"Before we talk about what to say, let's think about who to say it to. Who are some adults in your life that you trust? These are people you feel safe talking to, who you believe would listen to you and try to help."
(Pause for student to respond. If the student struggles, offer examples like parents, guardians, teachers, school counselors, principals, coaches, or other trusted family members.)
"That's a great list. It's really good to have a few trusted adults you can go to. Why do you think it's important to talk to an adult about serious worries or dangers instead of trying to handle it all by yourself?"
(Pause for student to respond, guiding them towards reasons like adults having more experience, authority, and resources to help.)
Role-Play Scenario Practice (Teacher & Student)
"Okay, now let's practice how to actually communicate. Imagine this scenario: You're in the hallway between classes, and you overhear another student talking loudly about bringing a weapon to school tomorrow because they're really angry at someone. You don't know if they're serious, but it makes you feel very uneasy. You decide to tell your science teacher, Ms. Davis, whom you trust. What would you say to her?"
(Allow the student to formulate a response. Provide gentle coaching and feedback using the points below. Reassure them it's okay to feel nervous.)
Teacher Coaching Points:
- Start with the urgent feeling: "Ms. Davis, I need to tell you something important."
- Be Specific: "I just overheard [Student Name, if known, or 'a student'] talking in the hallway about bringing a weapon to school tomorrow. They sounded really angry."
- Mention impact/feeling: "It made me feel really worried and scared."
- Emphasize need for action: "I don't know if it's true, but I thought you should know right away."
(After the student practices, offer constructive feedback.)
"That was really well done! It can be tough to speak up when you're worried, but you did a great job of explaining the situation clearly and stating your concern. Remember, being specific helps adults understand the severity of the situation and how to respond."
Follow-Up Discussion (Teacher)
"What if you tell an adult, and they don't seem to take it seriously, or you don't feel like they helped enough? What would you do then?"
(Guide the student to understand they should try another trusted adult if the first attempt isn't effective.)
"Exactly. If one person can't help, or doesn't seem to understand, it's always okay to find another trusted adult to talk to. Your safety, and the safety of others, is always worth speaking up for, and sometimes it takes more than one try to get the right help."
"Do you have any questions about this? Or any other situations where you might feel unsure about what to say or who to tell?"
(Conclude by transitioning to the My Safety Action Plan Worksheet.)
Worksheet
My Safety Action Plan
Sometimes, it can be hard to know what to do or say when you feel unsafe or worried about danger. This worksheet will help you think through who you can talk to and what you might say.
Part 1: Identifying My Trusted Adults
Think about the adults in your life who you trust and feel comfortable talking to if you have a serious worry or see a potential danger. List at least three of them below.
-
Name:
Relationship (e.g., Parent, Teacher, Coach): -
Name:
Relationship: -
Name:
Relationship: -
Optional - Name:
Relationship:
Part 2: Practicing What to Say
Imagine you see or hear something that makes you feel uneasy or worried that someone might be in danger. How would you tell a trusted adult?
Scenario 1: Online Concern
You see a friend posting really sad and concerning messages on social media, implying they are feeling hopeless and might harm themselves. You are worried. You decide to talk to your school counselor, Ms. Chen.
What would you say to Ms. Chen? Try to be specific.
Scenario 2: Unsafe Situation at School
You notice a group of older students regularly cornering a younger student in the hallway, taking their lunch money, and making threats. You feel scared for the younger student. You decide to tell your homeroom teacher, Mr. Lee.
What would you say to Mr. Lee? What details would you include?
Part 3: My Plan if My First Attempt Doesn't Work
What if you tell a trusted adult, and you don't feel like they understood you, or the situation didn't get better? What would you do next?
Important Reminder: Your safety and the safety of others are always important. Speaking up is a brave and responsible thing to do! You are never a "snitch" when you are reporting something that could cause harm.