Assertive Statements

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  • 7

  • 8

Objective: Students will practice creating and saying assertive statements so they are able to use them in real life situations

Assertive Statements

  • 6

  • 7

  • 8

Objective: Students will practice creating and saying assertive statements so they are able to use them in real life situations

Activity:

Activity #1:

What is an assertive statement? Use the Turn and Talk protocol to generate answers. (If you allow access to technology allow students to use it to find a definition.)  

Assertiveness is:the ability to speak up for ourselves in a way that is honest and respectful. An assertive statement is the sentence you use to speak up for yourself.

Have students read the article on Assertiveness from Teen Health. As they read have them write down the information on the three basic types of communication: Passive, Aggressive and Assertive. 

When they are done reading use Move/Stop/Group protocol to have students share what they wrote. Play the music and then stop. When it stops students find others near them to group up.

The first group shares what they know about Passive Communication. The second time shares what they know about Aggressive Communication. The third time shares what they know about Assertive Communication.

After each share, use a non-volunteerism protocol to have students share what they heard in their group (Roll 'Em, Pick a Stick,  Pass it On/Train).

Activity #2:

Why is important to know how to speak up for yourself? Have you ever been in a situation where you didn’t know how to handle it? You didn’t know what to say?

When you are faced with someone who is a bully, often we don’t know what to say. In order to be ready, we are going to practice something called assertive statements. These statements will help us know what to say in difficult situations or when someone is bullying us.

Hand out the Assertiveness Worksheet. Explain to students that it takes practice to use assertive statements.

Today we are going to learn a speaking frame that will allow us to stand up for ourselves. Go through the example as a class. Introduce the speaking frame that is provided. 

Next have students get into groups and use the protocol Numbered Heads Together to go through and complete the "I statement" and the possible solution to each example.

Use Roll ‘Em to have groups share out. 

Activity #3:

Have students get out the worksheets from the previous activity. On the bottom are some blank spaces. Have students use a Moment of Silence protocol to think about some situations they have been in where they needed a way to be assertive.

Have them write out the situation in the first blank. Next have them fill in the "I Statement." After they have done at least two of these, use Give One, Get One to have them share with others in the classrooms.

Once they are done, use Raise a Hand protocol to have students share out some of the examples.

Remind students they need to practice assertive statements so when they are in a situation where they are being bullied or pushed into doing something they don’t want to do, they are able to assert themselves.     
 

Common Core Standards:

  • 6.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. )

  • 6.SL.1.a ( Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. )

  • 6.SL.1.c ( Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. )

  • 6.SL.1.d ( Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. )

  • 7.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. )

  • 7.SL.1.a ( Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. )

  • 7.SL.1.c ( Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. )

  • 7.SL.1.d ( Acknowledge new information expressed by others and, when warranted, modify their own views. )

  • 8.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. )

  • 8.SL.1.a ( Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. )

  • 8.SL.1.c ( Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. )

  • 8.SL.1.d ( Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. )