Warm-Up: Voice Check-In (5 minutes)

Objective: Get students thinking about their unique voices and sharing ideas with a partner.

Materials: Paper, pens, timer or stopwatch

Instructions:

1. Display the Prompt on the board or screen:

   “Describe your personal voice in one word.”

2. Individual Reflection (1 minute)
   
   
   
   
   
   
   • Students write one word that best describes their personal voice.
3. Pair Share (2 minutes)
   • Students pair up with a neighbor.
   • Each student says their word and explains why they chose it.
4. Whole-Class Share (2 minutes)
   • Invite 2–3 volunteers to share their word and reasoning with the class.
   • Quickly note any interesting or common themes on the board.

Teacher Tip:

• Encourage students to think beyond volume or tone—focus on qualities like “passionate,” “curious,” or “honest.”
• Use a timer to keep each segment on track.

Authentic Expression Discussion (10 minutes)

Objective: Explore what makes an expression feel authentic and understand why your unique voice matters.

Materials:

• Authentic Voice Quote Cards (one per student or pair)
• Chart paper or whiteboard and markers

1. Quote Exploration (3 minutes)
   
   
   
   
   
   
   • Distribute one Authentic Voice Quote Card to each student (or pair).
   • Individual Reflection: Read your quote quietly and consider:
     1. What words or phrases make this feel genuine?
     2. What tone or attitude shines through?
     3. How might the speaker’s personality influence this style?
2. Partner Share (3 minutes)
   • In pairs, discuss your reflections. Use these prompts:
     • “I noticed this is authentic because…”
     • “This quote shows the speaker’s voice by…”
     • “It makes me feel…”
   • Encourage specific examples from the text.
3. Whole-Class Synthesis (4 minutes)
   • Invite 3–4 pairs to share key insights:
     • What common elements made these expressions authentic?
     • How did word choice or tone contribute?
     • Why do we think authenticity matters when we speak or write?
   • Record student ideas under two headings on the board:
     Authentic Expression Looks Like | Authentic Expression Sounds Like

Follow-Up Discussion Questions

• How does being authentic help your audience connect with you?
• Can you think of a time you felt your own writing or speaking was forced? What was missing?
• What simple strategies might you use to make sure your voice feels true?

Teacher Tips & Scaffolds

• Provide sentence stems on the board for EL/IEP support (e.g., “This feels authentic because…,” “The author’s voice shows…”).
• Offer one example quote demonstration before students begin.
• Encourage students to point to specific words or punctuation that reveal style.

Transition: Use these insights as you move into the Brainstorming Workshop—think about the moments when your own voice felt most alive and true.

Brainstorming Workshop (15 minutes)

Objective: Connect personal experiences to authentic voice characteristics and generate concrete examples for your writing and speech.

Materials:

• Voice Brainstorming Worksheet
• Paper and pens

1. Distribute Worksheet & Instructions (1 minute)
   • Hand out the Voice Brainstorming Worksheet to each student.
   • Explain that they will list three moments when they felt most like themselves and analyze why.
2. Individual Brainstorming (10 minutes)
   
   
   
   
   
   
   
   
   
   
   
   
   • On your worksheet, for each of the three personal experiences, fill in:
     • Experience Description (what happened?)
     • Audience (who were you speaking or writing to?)
     • Feelings & Tone (how did you feel? What tone did you use?)
     • Key Words/Ideas (what words or phrases capture your voice?)
     • Why It Feels Authentic (what made this moment true to you?)
3. Partner Share (4 minutes)
   
   
   
   
   
   
   • Pair up and choose one of your three experiences to share.
   • Use these prompts to guide your conversation:
     • “When I felt most myself, I was…”
     • “My voice sounded authentic because…”
4. Whole-Class Connection (Optional, if time allows – 2 minutes)
   • Invite 1–2 pairs to briefly share an insight about what makes a moment feel authentic.
   • Record a key phrase or word from each on the board to reference later.

Teacher Tips & Scaffolds

• Show a quick example on the board to model how to fill one experience.
• Provide sentence stems for EL or IEP support (e.g., “I felt ____ when I ____,” “My voice sounded ____ because ____”).
• Circulate and prompt deeper thinking: “Tell me more about why that word shows your true voice.”

Transition to Game:
Keep your worksheet handy—you’ll use these authentic experiences to role-play and bring quotes to life in our next activity!

Voice Role-Play Game (15 minutes)

Objective:
Students will practice bringing authentic expressions to life by embodying a quote in their own voice, then give and receive supportive feedback.

Materials:

• Authentic Voice Quote Cards (one per group)
• Paper and pens (for notes and feedback)

1. Form Groups (1 minute)
   • Divide the class into small groups of 3–4 students.
   • Each group selects a recorder to jot down ideas.
2. Draw & Read (2 minutes)
   • Groups draw one Authentic Voice Quote Card.
   • Everyone reads the quote silently, then aloud to the group.
3. Plan Your Delivery (4 minutes)
   
   
   
   
   
   
   • Discuss: How would each of you naturally say this quote? Think about tone, pace, volume, and emotion.
   • Connect: Refer to your Voice Brainstorming Worksheet. Which personal experience or feeling could help you express this quote authentically?
   • Decide: Choose one style element (e.g., pacing, gesture, emphasis) that will make your delivery feel genuine.
4. Rehearse & Refine (3 minutes)
   
   
   
   
   
   
   • Practice delivering the quote twice as a group, experimenting with different voices or gestures.
   • Recorder notes what worked and suggests one tweak.
5. Performance & Feedback (4 minutes)
   • Perform: One volunteer from each group presents the quote to the class (about 30 seconds each).
   • Feedback: After each presentation, classmates provide two stars and a wish:
     • ⭐ Star 1: What felt most authentic?
     • ⭐ Star 2: Which word choice, tone, or gesture stood out?
     • 🔧 Wish: One suggestion to make it even more “you.”
   • Recorder captures feedback and shares with the presenter.

Teacher Tips & Scaffolds

• Sentence Stems for Feedback:
  • “I liked how you said ______ because it sounded ______.”
  • “It felt authentic when you ______.”
  • “Next time, you might try ______ to add more ______.”
• Encourage all feedback to be specific, kind, and growth-focused.
• For EL/IEP support, allow written feedback prompts and one-on-one check-ins.

Transition to Cool-Down:
Ask students to think about how this role-play experience connects to their own voices. Hand out the Find Your True Voice Reflection Worksheet next to capture their insights.

Cool-Down: True Voice Reflection (10 minutes)

Objective: Consolidate insights and plan next steps for authentic self-expression.

Materials: Find Your True Voice Reflection Worksheet, pens

1. Distribute the Worksheet
   Hand out the Find Your True Voice Reflection Worksheet.
2. Independent Reflection (5 minutes)
   • On your worksheet, respond to each prompt:
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     1. Self-Reflection: How do you feel about expressing your voice now? What strengths do you notice, and what feels challenging?
     1. Action Step: What is one specific thing you will do this week to practice using your true voice?
     1. Key Takeaway: What’s the most important thing you learned about your authentic voice today?
3. Partner Share (2 minutes)
   • Pair up and share your action step with a partner.
   • Offer one supportive comment or question to encourage each other.
4. Whole-Class Wrap-Up (3 minutes)
   • Invite 2–3 volunteers to share their key takeaway or action step.
   • Reinforce a growth mindset: Remind students that finding their voice is a journey, and practice makes progress.
   • Encourage them to use their authentic voices in upcoming assignments, discussions, and daily conversations.

Voice Brainstorming Worksheet

Instructions: Think of three personal experiences when you felt most like yourself. For each experience, answer the prompts below to identify the elements of your authentic voice.

Experience #1

1. Experience Description: What happened?

1. Audience: Who were you speaking or writing to?

1. Feelings & Tone: How did you feel? What tone did you use?

1. Key Words/Ideas: What words or phrases capture your voice in this moment?

1. Why It Feels Authentic: What made this moment true to you?

Experience #2

1. Experience Description: What happened?

1. Audience: Who were you speaking or writing to?

1. Feelings & Tone: How did you feel? What tone did you use?

1. Key Words/Ideas: What words or phrases capture your voice in this moment?

1. Why It Feels Authentic: What made this moment true to you?

Experience #3

1. Experience Description: What happened?

1. Audience: Who were you speaking or writing to?

1. Feelings & Tone: How did you feel? What tone did you use?

1. Key Words/Ideas: What words or phrases capture your voice in this moment?

1. Why It Feels Authentic: What made this moment true to you?

Next Steps: Keep this worksheet handy for our Voice Role-Play Game. You’ll use these authentic experiences to bring quotes to life in your own unique style!

Find Your True Voice Reflection Worksheet

Instructions: Reflect on today’s lesson and plan how you will continue developing your authentic voice.

1. Key Takeaway

What’s the most important thing you learned about your authentic voice today?

2. Action Step

What is one specific thing you will do this week to practice using your true voice?

3. Self-Reflection

How do you feel about expressing your voice now? What strengths do you notice, and what feels challenging?

Partner Share: Pair up and share your action step. Offer one supportive comment or question to encourage each other.

Teacher Note: Keep your responses visible to guide future discussions and assignments on authentic self-expression.

Authentic Voice Quote Cards

Instructions: Print and cut along the lines to create individual quote cards. Use these in the “Authentic Expression Discussion” and the “Voice Role-Play Game.”

Card 1
“Be yourself; everyone else is already taken.” —Oscar Wilde

Card 2
“To be yourself in a world that is constantly trying to make you something else is the greatest accomplishment.” —Ralph Waldo Emerson

Card 3
“You’re off to great places! Today is your day! Your mountain is waiting, so get on your way!” —Dr. Seuss

Card 4
“I have not failed. I’ve just found 10,000 ways that won’t work.” —Thomas Edison

Card 5
“Life is what happens when you’re busy making other plans.” —John Lennon

Card 6
“Mistakes are proof that you are trying.” —Jennifer Lim

Card 7
“If you don’t stand for something, you will fall for anything.” —Gordon A. Eadie

Card 8
“I am not afraid of storms, for I am learning how to sail my ship.” —Louisa May Alcott

Card 9
“The only way to do great work is to love what you do.” —Steve Jobs

Card 10
“Tell me and I forget. Teach me and I remember. Involve me and I learn.” —Benjamin Franklin