Quiz
Your Voice: Pre-Assessment Quiz
Test
Your Voice: Post-Assessment Test
Answer Key
Your Voice: Pre-Assessment Quiz Answer Key
Question 1
Prompt: When you say something, and the feeling in your voice changes the message, what is that called?
Correct Answer: B. Tone
Reasoning: Tone of voice refers to the emotional quality of how we speak, which can change the meaning of our words.
Question 2
Prompt: Which animal talks in a way that is clear and respectful, standing up for themselves and others?
Correct Answer: C. Assertive Archer
Reasoning: The Assertive Archer represents clear, respectful, and self-advocating communication.
Question 3
Prompt: Name one kind thing you can say to a friend to make them feel good.
Correct Answer: Accept any appropriate kind statement, e.g., "You're a great friend!", "I like your drawing."
Reasoning: Kind words build positive relationships and make others feel valued.
Question 4
Prompt: Why is it important to wait your turn to speak in class instead of blurting out?
Correct Answer: Accept answers related to showing respect, allowing others to speak, or helping the teacher.
Reasoning: Waiting your turn shows respect for the speaker and ensures everyone gets a chance to participate and understand.
Question 5
Prompt: Your teacher asks you to clean up, but you want to keep playing. Which is a respectful way to respond?
Correct Answer: C. "Okay, I understand." (with a calm voice)
Reasoning: Responding calmly and cooperatively shows respect for the teacher's instructions, even if you prefer to continue playing.
Question 6
Prompt: If you want to ask a question in class, what should you usually do first?
Correct Answer: B. Raise your hand quietly
Reasoning: Raising your hand quietly is a respectful way to signal that you have something to say without interrupting.
Question 7
Prompt: What is one way to show your teacher you are listening to them?
Correct Answer: Accept answers related to looking at them, sitting still, or nodding.
Reasoning: Showing active listening through body language helps the teacher know you are engaged and understanding.
Answer Key
Your Voice: Post-Assessment Test Answer Key
Question 1
Prompt: Explain in your own words what "tone of voice" means and give an example of how the same words can have different meanings based on tone.
Correct Answer: Tone of voice is the feeling in your voice. Example: Saying "Good job" happily vs. sarcastically.
Reasoning: Understanding tone helps students communicate more effectively and avoid misunderstandings.
Question 2
Prompt: If you want to share an idea in class but the teacher is still talking, what is the best way to respectfully share your idea?
Correct Answer: B. Raise a quiet hand and wait to be called on.
Reasoning: Raising a quiet hand demonstrates respect for the speaker and classroom rules, allowing for organized participation.
Question 3
Prompt: Describe the difference between a Passive Panda and an Assertive Archer. Which one helps you get your needs met best?
Correct Answer: Passive Panda doesn't speak up, Assertive Archer speaks clearly and respectfully. Assertive Archer helps you get your needs met best.
Reasoning: Assertive communication allows individuals to express their needs and thoughts clearly and respectfully, leading to better outcomes.
Question 4
Prompt: Your friend accidentally breaks your crayon. Which is a kind way to respond?
Correct Answer: B. "It's okay, accidents happen. Can we share?"
Reasoning: A kind and understanding response promotes empathy and positive conflict resolution.
Question 5
Prompt: Your teacher tells you that your work needs more details. How can you respond respectfully and learn more?
Correct Answer: Say "Okay" or "Can you help me understand what kind of details?" in a calm voice.
Reasoning: Responding calmly and asking for clarification shows a willingness to learn and improve.
Question 6
Prompt: Why are respectful words important when talking to your teacher?
Correct Answer: Because teachers help us learn and keep us safe, and respectful words help them understand our needs.
Reasoning: Respectful communication with teachers fosters a positive learning environment and builds trust.
Question 7
Prompt: Which of these is an example of an "Assertive Archer" statement?
Correct Answer: C. "I would like a turn next, please."
Reasoning: An Assertive Archer clearly states their needs and desires while remaining polite and respectful.
Question 8
Prompt: What is one strategy you can use to avoid blurting out when you have an exciting idea?
Correct Answer: Accept answers such as: think it in your head, thumb in your fist, raise a quiet hand, or write it down.
Reasoning: Using strategies to wait for a turn to speak promotes self-regulation and respectful communication in a group setting.
Lesson Plan
Your Voice: Tone Check!
Students will identify different tones of voice and understand how tone affects messages.
Understanding tone helps students communicate more effectively and avoid misunderstandings with friends and teachers. It's a key step in building positive relationships.
Audience
2nd Grade Group
Time
20 minutes
Approach
Discussion, examples, and role-playing.
Materials
Whiteboard or Chart Paper, Markers, and Tone of Voice Scenarios Activity
Prep
Prepare Materials
5 minutes
Review the Tone of Voice Scenarios Activity and have it ready. Ensure you have a whiteboard or chart paper and markers.
Step 1
Introduction: What is Tone?
5 minutes
Begin by asking students: 'Has anyone ever said something, and even though the words were okay, it didn't feel very kind? What do you think made it feel that way?'
Explain that our voice has a 'tone' – it's how our voice sounds when we speak. It can be happy, sad, angry, excited, or even bored. The same words can sound very different depending on our tone.
Step 2
Exploring Tones
8 minutes
Write a simple sentence on the board, like 'I like that.'
Ask students to say it with different tones:
* Happy tone
* Sad tone
* Angry tone
* Questioning tone
Discuss how the meaning of the words changes with each tone. Introduce the idea that our tone sends a message even before our words do. Provide scenarios (e.g., 'Say 'yes' in an excited way for ice cream!' vs. 'Say 'yes' in a tired way for more homework.').
Step 3
Activity: Tone Check Role-Play
7 minutes
Distribute the Tone of Voice Scenarios Activity. Read a few scenarios aloud. Ask students to act out how they would say the sentence using a specific tone, and how it might make others feel. Focus on identifying 'kind' and 'unkind' tones. Discuss the impact of different tones.
* Scenario 1: A friend says, 'Can I borrow your crayon?' and you say, 'Sure.' (Happy vs. Annoyed)
* Scenario 2: The teacher asks, 'Did you finish your work?' and you say, 'Yes.' (Calm vs. Defensive)
Activity
Tone of Voice Scenarios Activity
Instructions: Read each scenario. Think about how you would say the words using a kind tone and an unkind tone. Discuss with your group how each tone might make the other person feel.
Scenario 1
Your friend asks, "Can I borrow your pencil?"
Your Words: "Sure."
- How would you say "Sure" with a kind tone? What does it sound like?
- How would you say "Sure" with an unkind tone (like you don't really want to)? What does it sound like?
- How would your friend feel in each situation?
Scenario 2
Your teacher says, "Please put your books away, it's time for recess."
Your Words: "Okay."
- How would you say "Okay" with a kind and cooperative tone? What does it sound like?
- How would you say "Okay" with an unkind or grumpy tone? What does it sound like?
- How do you think your teacher would feel?
Scenario 3
Your classmate accidentally knocks over your tower of blocks.
Your Words: "Hey!"
- How would you say "Hey!" with a calm and understanding tone?
- How would you say "Hey!" with an angry or upset tone?
- What would happen next in each situation?
Scenario 4
Your parent asks, "What did you do at school today?"
Your Words: "Nothing."
- How would you say "Nothing" with an open and talkative tone?
- How would you say "Nothing" with a bored or annoyed tone?
- How would your parent feel and react in each situation?
Lesson Plan
Your Voice: Communication Style Squad!
Students will identify different communication styles (assertive, passive, aggressive) and understand which style is most effective.
Understanding communication styles helps students express themselves clearly and respectfully, leading to better problem-solving and fewer conflicts.
Audience
2nd Grade Group
Time
20 minutes
Approach
Storytelling, discussion, and sorting activity.
Materials
Whiteboard or chart paper, Markers, and Communication Style Squad Activity
Prep
Prepare Materials
5 minutes
Review and print the Communication Style Squad Activity. Ensure you have a whiteboard or chart paper and markers ready.
Step 1
Introduction: How We Talk
5 minutes
Start by asking: 'Sometimes we talk in ways that help us, and sometimes in ways that don't. What are some different ways people talk when they want something or feel a certain way?'
Introduce the idea of 'communication styles.' Explain that it's how we choose to talk and act when we're trying to share our thoughts or feelings.
Step 2
Exploring Communication Styles
8 minutes
Present three main communication styles using simple descriptions and examples relevant to 2nd graders:
* Passive Panda: (Quiet, doesn't speak up, lets others decide) "A Passive Panda might say, 'It's okay,' even when they really want to play something else."
* Aggressive Alligator: (Loud, demanding, bossy, interrupts) "An Aggressive Alligator might shout, 'My turn NOW!' or take toys without asking."
* Assertive Archer: (Clear, respectful, stands up for self and others, uses 'I' statements) "An Assertive Archer would say, 'I would like a turn next, please,' or 'I don't like it when you take my pencil.'"
Discuss which style seems most helpful for making friends and solving problems. Emphasize that Assertive Archer is usually the best choice because it helps everyone feel heard and respected.
Step 3
Activity: Communication Style Sort
7 minutes
Distribute the Communication Style Squad Activity. Read each scenario aloud. As a group, decide if the action described is more like a Passive Panda, Aggressive Alligator, or Assertive Archer. Discuss why. Encourage students to suggest how the Passive Panda or Aggressive Alligator could become an Assertive Archer.
Activity
Communication Style Squad Activity
Instructions: Read each scenario. Decide if the person is acting like a Passive Panda (lets others decide, doesn't speak up), an Aggressive Alligator (demanding, bossy, interrupts), or an Assertive Archer (clear, respectful, stands up for self). Draw a circle around the animal you think matches the scenario best. Then, discuss how an Assertive Archer would act.
Scenario 1
Your friend wants to play tag, but you really want to play on the swings.
What you say: "Okay, let's play tag." (Even though you feel sad inside.)
- Passive Panda / Aggressive Alligator / Assertive Archer
- How would an Assertive Archer say it?
Scenario 2
Another student takes your toy without asking.
What you say: "Hey! That's mine! Give it back NOW!" (You shout and try to snatch it.)
- Passive Panda / Aggressive Alligator / Assertive Archer
- How would an Assertive Archer say it?
Scenario 3
You accidentally get in line out of order.
What you say: "Oh, excuse me! I think I got mixed up. I should be after [name]." (You speak calmly and move to the correct spot.)
- Passive Panda / Aggressive Alligator / Assertive Archer
- Why is this an Assertive Archer?
Scenario 4
During group work, one student is doing all the talking and not letting anyone else share ideas.
What you say (to the talking student): "I have an idea too, and I'd like a chance to share it, please." (You speak clearly and respectfully.)
- Passive Panda / Aggressive Alligator / Assertive Archer
- What makes this assertive?
Scenario 5
Your teacher asks you to clean up your art supplies, but you want to keep drawing.
What you say (to yourself): "Ugh, I wish I could keep drawing, but I guess I have to put them away." (You put them away slowly and frown, but don't say anything to the teacher.)
- Passive Panda / Aggressive Alligator / Assertive Archer
- How could you communicate what you're feeling respectfully, like an Assertive Archer?
Lesson Plan
Your Voice: Friendship Words
Students will identify kind and unkind words and practice using kind language with friends.
Using kind words helps build strong friendships, makes others feel good, and creates a positive environment.
Audience
2nd Grade Group
Time
20 minutes
Approach
Brainstorming, scenario discussion, and collaborative activity.
Materials
Whiteboard or chart paper, Markers, and Friendship Words Activity
Prep
Prepare Materials
5 minutes
Review and print the Friendship Words Activity. Have a whiteboard or chart paper and markers ready.
Step 1
Introduction: What Makes a Good Friend?
5 minutes
Begin by asking students: 'What are some things good friends do for each other?' Guide the discussion towards how friends talk to each other. 'How does it feel when a friend says something really nice to you? How does it feel if a friend says something mean or hurtful?'
Step 2
Kind vs. Unkind Words Brainstorm
8 minutes
On a whiteboard or chart paper, create two columns: 'Kind Words' and 'Unkind Words'.
Ask students to brainstorm examples for each column. For 'Kind Words', think about words that make others feel happy, valued, or understood (e.g., 'Thank you,' 'I like your drawing,' 'Good job,' 'Can I help?'). For 'Unkind Words,' discuss words that might make others feel sad, angry, or left out (e.g., 'No,' 'You're bad,' 'I hate that,' 'Go away').
Emphasize that sometimes words aren't meant to be unkind, but they can still hurt. Discuss how even teasing can sometimes be unkind if it makes someone feel bad.
Step 3
Activity: Friendship Word Builder
7 minutes
Distribute the Friendship Words Activity. Read the scenarios together. For each scenario, students will choose kind words to use and explain why those words are kind. Encourage role-playing if time allows, focusing on both the words and a kind tone of voice.
Activity
Friendship Words Activity
Instructions: Read each scenario. Think of the kindest words you can use to respond. Write them down and explain why those words are kind.
Scenario 1
Your friend shows you a drawing they are really proud of.
Your Response (kind words):
Why are these words kind?
Scenario 2
Your friend accidentally spills water on your paper.
Your Response (kind words):
Why are these words kind?
Scenario 3
Your friend is feeling sad because they missed a goal during recess.
Your Response (kind words):
Why are these words kind?
Scenario 4
You want to play a game, but your friend wants to play something else.
Your Response (kind words):
Why are these words kind?
Scenario 5
Your friend is trying to solve a tricky math problem and looks frustrated.
Your Response (kind words):
Why are these words kind?
Lesson Plan
Your Voice: Respectful Replies
Students will understand the importance of using kind and respectful words when speaking to teachers.
Using respectful language with teachers fosters a positive learning environment and helps students get their needs met effectively.
Audience
2nd Grade Group
Time
20 minutes
Approach
Discussion, scenario analysis, and role-playing.
Materials
Whiteboard or chart paper, Markers, and Respectful Replies Activity
Prep
Prepare Materials
5 minutes
Review and print the Respectful Replies Activity. Have a whiteboard or chart paper and markers ready. Review the generated materials as needed.
Step 1
Introduction: Why Teachers?
5 minutes
Begin by asking students: 'Why is it important to talk to your teacher respectfully?' Guide the discussion towards how teachers help them learn, keep them safe, and need to understand what students need. 'Just like with our friends, the words we choose with our teachers matter a lot!'
Activity
Respectful Replies Activity
Instructions: Read each scenario. Think about how you would respond to your teacher using kind and respectful words. Write your response and explain why it is a respectful way to talk to your teacher.
Scenario 1
Your teacher asks you to clean up your crayons, but you want to keep drawing.
Your Response (respectful words):
Why is this respectful?
Scenario 2
Your teacher tells you it's not a good time to ask a question, and you feel confused about your work.
Your Response (respectful words):
Why is this respectful?
Scenario 3
Your teacher asks you to move to a different spot during carpet time.
Your Response (respectful words):
Why is this respectful?
Scenario 4
You don't understand the instructions for an assignment.
Your Response (respectful words):
Why is this respectful?
Scenario 5
Your teacher reminds you to use your indoor voice, but you were just excited to share something.
Your Response (respectful words):
Why is this respectful?
Lesson Plan
Your Voice: Think It, Don't Blurt It!
Students will understand why blurting out can be unhelpful and practice strategies for waiting their turn to speak.
Learning to wait their turn to speak helps students show respect, participate effectively in class, and avoid interrupting others.
Audience
2nd Grade Group
Time
20 minutes
Approach
Discussion, scenario analysis, and practice with strategies.
Materials
Whiteboard or chart paper, Markers, and Thought Bubble Activity
Prep
Prepare Materials
5 minutes
Review and print the Thought Bubble Activity. Have a whiteboard or chart paper and markers ready. Review the generated materials as needed.
Step 1
Introduction: What's a Blurt?
5 minutes
Begin by asking students: 'Has anyone ever had an idea so exciting that it just popped out of their mouth without thinking?' Explain that this is called 'blurting out.'
Discuss with students: 'How does it feel when someone blurts out while you or the teacher are talking? Why can it be tricky for everyone in the classroom?' Emphasize that it's not 'bad' to have exciting ideas, but we need to learn how to share them at the right time.
Step 2
Why We Wait & How to Do It
8 minutes
Discuss the reasons why waiting is important:
* It shows respect for the person who is talking.
* Everyone gets a chance to share their ideas.
* The teacher can finish explaining things clearly.
Introduce strategies for waiting:
* Think it in your head: Keep the idea in your mind.
* Thumb in your fist: Put your thumb inside your fist to remind you to wait.
* Raise a quiet hand: Put your hand up without calling out.
* Write it down: If it's a really important thought, jot it on a sticky note or in a notebook.
Practice a few times with a quick 'practice blurt' and then using a waiting strategy.
Step 3
Activity: Thought Bubble Practice
7 minutes
Distribute the Thought Bubble Activity. Read the scenarios together. For each scenario, students will draw a thought bubble with what they want to blurt out and then write or draw what they would actually do to wait their turn or share respectfully. Encourage students to share their strategies and discuss why their chosen method is helpful.
Activity
Thought Bubble Activity
Instructions: Read each scenario. In the first box (thought bubble), draw or write what you feel like blurting out. In the second box, draw or write what you would actually do or say to wait your turn or share respectfully.
Scenario 1
Your teacher is explaining a new math game, and you already know how to play!
What you feel like blurting out:
What you would actually do/say:
Scenario 2
A friend is telling a story, and you have a similar, exciting story you want to share right away!
What you feel like blurting out:
What you would actually do/say:
Scenario 3
The class is brainstorming ideas for a project, and you have the PERFECT idea!
What you feel like blurting out:
What you would actually do/say:
Scenario 4
Your teacher asks a question, and you know the answer right away!
What you feel like blurting out:
What you would actually do/say:
Scenario 5
Someone accidentally bumps into you, and you feel frustrated.
What you feel like blurting out:
What you would actually do/say:
Lesson Plan
Your Voice: Responding to Feedback
Students will learn and practice respectful ways to respond when a teacher gives feedback or says something they don't like.
Learning to respond calmly and respectfully to feedback helps students understand expectations, solve problems, and build trust with their teachers.
Audience
2nd Grade Group
Time
20 minutes
Approach
Discussion, scenario analysis, and role-playing.
Materials
Whiteboard or chart paper, Markers, and Responding to Feedback Scenarios Activity
Prep
Prepare Materials
5 minutes
Review and print the Responding to Feedback Scenarios Activity. Have a whiteboard or chart paper and markers ready. Review the generated materials as needed.
Step 1
Introduction: Tricky Moments
5 minutes
Begin by asking students: 'Has a teacher ever told you something you didn't like to hear, like 'Please clean up' when you wanted to keep playing, or 'That's not quite right' about your work? How did that make you feel?'
Acknowledge that it's normal to feel a little grumpy, sad, or even confused when a teacher says something we don't like. Explain that how we react is what's important.
Step 2
Brainstorming Helpful Responses
8 minutes
On a whiteboard or chart paper, create two columns: 'What Not To Do' and 'Helpful Responses'.
What Not To Do: Brainstorm unhelpful reactions (e.g., stomping feet, arguing, mumbling, rolling eyes, ignoring). Discuss why these are unhelpful (they don't solve the problem, might make the teacher feel disrespected, make things worse).
Helpful Responses: Brainstorm respectful ways to respond (e.g., 'Okay, I understand,' 'Can you please explain that again?', 'May I have another minute?', 'I feel a little confused, can you help me?'). Emphasize using a calm voice and polite words.
Step 3
Activity: Feedback Role-Play
7 minutes
Distribute the Responding to Feedback Scenarios Activity. Read a few scenarios aloud. For each, have students discuss or role-play a helpful response. Encourage them to use phrases they brainstormed. Focus on how their words and tone can make a difference in resolving the situation positively.
Activity
Responding to Feedback Scenarios Activity
Instructions: Read each scenario. Think about how you would feel, and then write down or role-play a helpful and respectful way to respond to your teacher. Remember to use a calm voice and polite words.
Scenario 1
Your teacher says, "Please put away your drawing, it's time for reading." You were just finishing a really cool part.
How you feel:
Helpful Response:
Scenario 2
Your teacher looks at your math worksheet and says, "You need to redo these three problems, they aren't correct." You thought you did them perfectly.
How you feel:
Helpful Response:
Scenario 3
Your teacher tells you, "Your voice is a little too loud right now, please use an indoor voice." You were just excited about sharing an idea.
How you feel:
Helpful Response:
Scenario 4
Your teacher asks you to sit next to someone new for group work. You really wanted to sit with your best friend.
How you feel:
Helpful Response:
Scenario 5
Your teacher reminds you that you forgot to write your name on your paper (again!).
How you feel:
Helpful Response:
Slide Deck
Your Voice: A Superpower!
How we talk matters!
Over the next 6 weeks, we'll learn to use our voices in amazing ways!
Welcome students! Introduce the idea that their voice is a superpower. Ask them to think about how they use their voice and if it always gets the message across the way they want. This unit will help them master their communication superpowers.
What Kinds of Voices Do We Have?
We have lots of voices inside us!
- Your outside voice for talking to friends.
- Your inside voice for thinking.
- Your quiet voice for libraries.
- Your excited voice for celebrations!
Discuss the different ways we use our voice. Emphasize that we naturally adjust our voice for different situations. Ask for examples: How do you talk to your pet vs. your teacher? How do you talk when you're excited vs. sleepy?
Week 1: Tone Check! (The Feeling in Your Voice)
The tone of your voice is the feeling in your words.
- Happy, sad, angry, excited, tired...
- The same words can sound very different!
- Think: How does your tone make others feel?
Explain that 'tone' is how our voice sounds. It's the feeling behind our words. Give a simple sentence like 'I'm fine' and demonstrate saying it with a happy tone, a sad tone, and an angry tone. Ask students how the meaning changes. Encourage them to try saying a word like 'hello' with different tones.
Week 2: Communication Style Squad!
Our communication style is how we choose to talk and act.
- Passive Panda: Quiet, doesn't speak up, lets others decide.
- Aggressive Alligator: Loud, demanding, bossy, interrupts.
- Assertive Archer: Clear, respectful, stands up for self and others.
Introduce the three communication styles. Use gestures or visual cues to represent each animal. The Passive Panda is quiet and shies away. The Aggressive Alligator is loud and demanding. The Assertive Archer stands tall and speaks clearly. Explain that the Assertive Archer is usually the best way to get what you need while still being kind.
Week 3: Friendship Words (Being Kind to Friends)
Kind words make our friendships strong and happy!
- They make others feel good.
- They show you care.
- What are your favorite kind words to use with friends?
Ask students why using kind words with friends is important. Discuss how kind words build strong friendships and make everyone feel good. Have them share examples of kind words they like to hear or say to their friends. Contrast with unkind words and their effect.
Week 4: Respectful Replies (Being Kind to Teachers)
Using kind words with teachers shows respect and helps you learn.
- Teachers help us learn and stay safe.
- Respectful words help them understand you.
- What polite things can we say to teachers?
Shift the focus to teachers. Ask why it's especially important to use kind words with teachers. (Teachers help us, teach us, keep us safe). Explain that respectful words show teachers we appreciate them and are ready to learn. Give examples of polite phrases like 'Excuse me, Mr./Ms. [Teacher's Name]?' or 'May I please...'
Week 5: Think It, Don't Blurt It!
Blurting out is when exciting ideas pop out before it's your turn.
- It can make it hard for others to hear.
- It can interrupt learning.
- Strategies: Think it in your head, thumb in your fist, raise a quiet hand!
Explain what 'blurting out' is – when an idea pops out without waiting for a turn. Discuss why it can be tricky for the classroom (interrupts, makes it hard to hear, not everyone gets a chance). Introduce and demonstrate a few strategies like 'thumb in fist' or 'think it in your head.' Have them practice quietly raising a hand.
Week 6: Responding to Feedback (Even When You Don't Like It!)
It's okay to feel grumpy or sad when a teacher says something you don't like.
But how you respond is important!
- Choose respectful words and a calm tone.
- Ask questions if you're confused.
- Show you are listening, even if it's hard.
Acknowledge that it's normal to feel a certain way when a teacher gives feedback or asks us to do something we don't like. The focus here is on how we choose to react. Brainstorm both unhelpful (stomping, arguing) and helpful (calm response, asking questions) reactions. Practice a few helpful phrases.